Week 4 Post

Here is my posting for week 4. I decided to choose the set of questions regarding Application Software. Any comments are welcome. - Ryan

Application Software
1. Compare and contrast types of application software with respect to constructivist and directed instruction theories (or other general learning theories).

I believe that application software falls under the category of Computer Assisted Learning (CAL) where the computers are used as tools. Most conventional tools can be used for many different purposes depending on the need of the user. I see the same being true for application software. Therefore, I would have a hard time classifying a type of application software solely under constructivist or directed instruction theories. Application software such as word processors, spreadsheets, web page design, antivirus tools, search tools, computer mediated communication, simulations, microworlds and cognitive tools for learning could be used in both constructivist and direct instruction settings. It really depends on the teacher’s focus, the learning outcome to be met, and the specific needs of the students.

2. Under what context would you use the various types of application software (i.e. what subject, grade level, setting, student-ability level, etc.)

I believe that application software can be used with any subject at any grade level. Word processors, simulations, and computer mediated communication (e.g. email) can be introduced at the earliest grade levels with great success. As students progress through their education, more complex and diverse software applications can be introduced to help them demonstrate their mastery of the subject matter. Application software can act to level the playing field and permit students with different ability levels to address their various learning styles. Assistive technology (Kurzweill 3000, Dragon Naturally Speaking, etc.,) is currently being provided to students with learning disabilities to allow them to demonstrate and function academically at their learning potential.

I have personally used application software and interactive simulations (Physics - Mechanics Labs, http://www.darngoodsolutions.com/mms/physics.htm) that allow students to explore and hypothesize about physics concepts. By manipulating the variables and observing the results, students can construct new knowledge based on authentic experiments. I have also used cognitive tools for learning such as Inspiration (http://www.inspiration.com) to allow students to design and present concept maps that demonstrate their understanding of a certain topic or theme.

3. What learning theory(ies) are at play for the software applications that have been mentioned during your discussion?

In my academic physics class I try to encourage students to apply higher- order / critical thinking skills that will allow them to improve their problem solving skills. In this way, I hope that they are able to take the information learned in one situation (classroom setting) and apply it to a different situation (real-world setting, lab setting, etc.). The software applications mentioned above allow my students to expand and elaborate on their past experiences and transfer their prior knowledge to a new environment or situation. In this way I believe that constructivism and cognitive flexibility are the learning theories at play.