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• W232295215 abstract "Recently, I conducted a pair of lunchtime presentations to a group of technologically oriented colleagues, some of whom have been reluctant to move their classes beyond word processing into instructional software. Indeed, courseware, as a whole category of instructional software is called, has some strange characteristics. First, the usual considerations in lesson planning--questions of content, organization and evaluation--are not addressed as clearly and respectively in instructional courseware as they are in, say, grammar and composition textbooks. Second and more importantly, the role of the teacher changes: Where the teacher was a lecturer, he or she is now a facilitator. As facilitator, a teacher presents the onscreen content and is there to help students over-come individual difficulties. Emphasis is on individual needs; the class is not addressed as though everyone has the same needs, as is the case with a lecture format. Facilitator is still a new and unfamiliar role for teachers, especially those having limited experience with computers (training in this teaching method is sorely lacking on all levels), hence the discomfort. * What to Consider Effective utilization of courseware is basically a matter of organization. The following is a list of questions (and some answers) that teachers may wish to consider when setting out to incorporate instructional courseware into their classrooms. * Does the courseware basically consist of drills? Subject matter drills work very much the same way regardless of the equipment used. Courseware drills can be used by individuals or groups. Groups can become teams that compete for points or prizes. If there aren't enough PCs for individual work, a teacher can address the whole class simultaneously by using an LCD panel with an overhead projector. Teams choose spokes-persons to call out answers to drill questions seen on the screen. * Is the program project-oriented, involving students in planning and problem solving? Project-oriented courseware generally lends itself well to collaborative learning techniques. Oregon Trail is a good example. In this courseware, students plan and execute a wagon journey west during the 1880s. They must decide about supplies and routes, overcome difficulties and avert or recover from disasters. The original pioneers traveled west in groups, so groups are also highly appropriate for this simulated journey. * Are students grouped simply to help each other understand the material, or does each member have a different role, as in some interactive, long-term projects? One multimedia project that I assign to my composition classes has students examine the planets of the solar system in order to find a planet suitable for colonization by a humanoid species from another galaxy. In this project, students utilize a courseware package I developed called The Planets of the Solar System. Groups of four students investigate each planet. (Theoretically, one student is responsible for graphics, two gather data from a variety of sources and the fourth synthesizes the notes, writes the composition and assembles the disparate parts. In reality, however, all the students participate in all parts of the project.) Planets are investigated one at a time; each investigation constituting a separate project. My program, The Planets of the Solar System, includes data, sound and visual effects, animations and access to a 20-minute videodisc in which our celestial family is explored. Thus, for this project, students do have separate roles. Even though they may join in on all the tasks of the investigation, each student has a primary responsibility to fulfill. …" @default.
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• W232295215 title "A How To. on Using Courseware in the Classroom" @default.
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