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Reviewing Software as a Means of Enhancing Instruction
Marcus D. Childress
Guang-Lea Lee
Gregory P. Sherman
Marcus D. Childress, Ph.D. Instructional Design & Technology 244 Education Building Old Dominion University Norfolk, VA 23529 mchildre@odu.edu (757)683-
Guang- Lea Lee, Ph.D. Reading/EarlyChildhood Education 244 Education Building Old Dominion University Norfolk, VA 23529 LxLee@odu.edu
Gregory P. Sherman, Ph.D. Instructional Technology 220 War Memorial Hall Virginia Polytechnic Institute & State University Blacksburg, VA 24061 shermang@vt.edu
Abstract
A software review procedure developed by the authors is described. The
procedure centers around a form that extends the functionality of traditional software
evaluation forms by enhancing the use of the computer software in the early childhood
classroom. The form encourages teachers to discover ways a piece of software can be
integrated across disciplines and used as an anchor for instruction. Users of the review
form are also encouraged to examine ways the software motivates the user to remain
engaged in its use. The majority of the review form emphasizes the important role of the
teacher in identifying outcomes or skills, which may be acquired while using the
software. Outcomes or skills are divided into nine areas of development: 1) physical
development, 2) social/emotional development, 3) language development, 4)
math/science development, 5) problem solving development, 6) self-esteem/confidence
development, 7) aesthetic development, 8) multicultural awareness, and 9) creativity
development. After addressing the outcomes in the nine areas of development, the
reviewer creates activities, which can be applied to those areas. The review form was
developed as an aid to educators in using software, which is age appropriate and
individually appropriate.
may be linked to these objectives, or where in the instructional process the software falls.
The purpose of this paper is to present a software evaluation and review form that can be
used in conjunction with more traditional computer software evaluation criteria so that
educators might address the more difficult concerns related to how a particular software
title might be most appropriately utilized.
The Software Review Form
The National Association for the Education of Young Children (NAEYC) “Position
Statement on Technology and Young Children – Ages Three through Eight” stresses the
importance of the teacher in computer software selection (1996). Teachers are to take
into consideration whether the software is age appropriate, individually appropriate, and
culturally appropriate. Furthermore, technology should be integrated into the classroom’s
daily routine across subject matter areas. Figure 1 illustrates a software review form
developed by the authors to address these often-neglected issues. Four examples of forms
completed by teachers can also be found in the appendix of this book. Used in
conjunction with a software evaluation form, such as Haughland and Shade’s (1994), this
review instrument can encourage teachers to look beyond the selection of software and
investigate actual classroom implementation.
Conventional Review Items and Software Categories
The software review form begins with conventional evaluation/review items such
as 1) title, 2) publisher, 3) year, and 4) brief description of the softwar e. However, items
five through twelve require more explanation. Item five provides a checklist for different
software types. Traditional software types, such as drill and practice, tutorial, and game,
remain on the list. However, some non-traditional types may need further explanation.
Creation software, most-simply defined, allows the user to create or make something.
Simulation software allows the user to make decisions in the development and
subsequent operation of a simulated environment or situation. Simulations often try to
replicate real-world environments and usually represent “problem-solving” scenarios.
Unlike simulation software, situation exploration software does not allow the user to
make decisions regarding the development of a simulated environment; however, the user
can freely explore within a simulated environment or situation. This type of software is
also generally “problem-solving” in nature. Reference/Exploration software allows the
user to investigate and access reference-type information. Game software engages the
user in competition, usually for the sake of entertainment. Many categories of
educational software take advantage of the motivational features of the game format.
Electronic books give the user a chance to learn and explore while reading. These CD-
ROM books often use multiple languages, animation, sound effects and music to engage
the learner.
Most software titles include features that could be categorized into more than one
group. When using the form, the reviewer should check all categories which apply to the
software.
the reviewer consciously examines the software for motivating features and, if necessary,
addresses the motivational deficiencies of the software.
Prerequisite Outcomes or Skills
In item eight, the reviewer lists outcomes or skills a student must already be
proficient at performing in order to successfully use the software. The reviewer must
consider the entry-level skills, which must already be possessed by the learner. One of a
teacher’s most crucial duties involves selecting developmentally appropriate instructional
materials for his/her students. As Shade (1996) aptly states, “Just as how crayons are
used depends on whether children are given blank paper or coloring books, the use of a
computer is determined by the developmental appropriateness of the software selected”
(p.17). In completing item eight, the reviewer must take into consideration the
appropriateness of the software in light of the students’ current skill level.
Desired Outcomes or Skills
In item nine, the reviewer identifies outcomes or skills attainable from or
supported in some way by the software. The outcomes/skills, divided into nine areas of
development, include: 1) physical development, 2) social/emotional development, 3)
language development, 4) math/science development, 5) problem solving development,
6) self -esteem/confidence development, 7) aesthetic development, 8) multicultural
awareness, and 9) creativity development. On the form, the reviewer lists desired
outcomes or skills in each development area. Through observations of pre-service and
in-service teachers, it has become apparent that some teachers fail to understand what
outcomes or skills can be developed from software. For example, an interactive
electronic book, such as Broderbund’s Just Grandma and Me , could easily act as an
anchor in learning about subjects other than its most obvious intended use of language
development. Although it is an electronic book, the software can be used to support the
learning of skills associated with marine life, mathematics, social studies, and general
problem-solving.
Activities
In item ten, the reviewer lists activities in the areas of development in which a
child could engage, while exploring the software. In this item, the teacher’s creativity
most-often comes into play. Based upon the outcomes and skills identified in item nine,
the reviewer describes activities which will maximize the probability that the targeted
skills will be acquired. Because some educators may only think of the "recommended"
uses for software implementation, they may not consider developing activities to address
other outcomes. Item ten can aid the teacher in the development of such activities.
Outstanding Features
In item eleven, the reviewer lists characteristics of the software which can be
described as "outstanding features." A high degree of individualization may be cited, or
perhaps the use of animation or music may be characterized as outstanding. This item
gives the reviewer the opportunity to list such outstanding features.
But, after using the form, I realize that a child can learn a lot from this program," suggest
that using the form can promote the creative use of software which was primarily
intended for entertainment. Many teachers found that the review form helps them to
"come up with outcomes, because it gives the areas of development." Although
completing the form can be time-consuming, it enables educators to think of outcomes
and activities for areas that they may have never considered. As one teacher responded,
"When I previously looked at software, I did not really consider things such as self-
esteem, social/emotional, or physical development." This review form can assist early
childhood educators in attaining the NAEYC goal. Even the most popular and heralded
software has limited value, without the proper instructional design and implementation by
the teacher. This review form holds the potential to become an important tool in helping
teachers develop instructionally sound objectives and activities for the classroom.
References
Bransford, J.D., Sherwood, R., Vye, N., & Reiser, J. (1986). Teaching thinking
and problem solving: research foundations. American Psychologist , 14(10), 1078-
Gagné, R.M. & Driscoll, M.P. (1988). Essentials of learning for instruction.
Englewood Cliffs, N.J.: Prentice Hall.
Haughland, S.W., & Shade, D.D. (1994). Software evaluation for children,
in J.L. Wright and D.D. Shade (Ed.), Young children: Active learners in a
technological age. Washington, DC: NAEYC.
National Association for the Education of Young Children. (1996). NAEYC
position statement: Technology and young children – ages three through eight.
Young Children , 51(6), 11-16.
Risko, V. (1990). Effects of videodisc macrocontexts on comprehension and
composition of causally coherent stories. Paper presented at the Annual Meeting
of the American Educational Research Association, Boston, MA, April 15-21,
1990. ERIC Document (ED 318 998).
Shade, D.D. (1996). Software evaluation. Young Children , 51(6), 17-21.
The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction
and its relationship to situated cognition. Educational Researcher , 19(6),
9. Outcomes or skills expected after exploring the software:
Areas of Development Outcomes or Skills
Physical Development
Social/Emotional Development
Language Development
Math/Science Concept Development
Problem Solvi ng Development
Self Esteem/Confidence Development
Aesthetic Development
Multicultural Awareness
Creativity Development
10. Activities in the areas of development a child could engage in while exploring this software:
Areas of Development Activities
Physical Development
Social/Emotional Development
Language Development
Math/Science Concept Development
Problem Solving Development
Self Esteem/Confidence Development
Aesthetic Development
Multicultural Awareness
Creativity Development
**11. Outstanding features:
- Limitations:**
9. Outcomes or skills expected after exploring the software:
Areas of Development Outcomes or Skills
Physical Development
Importance of mealtime and nutrition
Social/Emotional Development
Sharing lunch. Humor, friendship. Dining etiquette.
Language Development
Improving listening skills, reading skills, writing skills. Learning about book structure, picture vocabulary, rhyming words. Phonemic awareness. Prediction. Recognizing action verbs.
Math/Science Concept Development
Recognition of farm animals, pets, fruits, and vegetables. Number concepts.
Problem Solving Development
Prediction. Following directions. Responding to open- ended questions.
Self Esteem/Confidence Development
Pride in creative writing, reading, and singing.
Aesthetic Development
Appreciating different sounds. Pitch recognition, musical instrument recognition. Musical rhythm. Singing with accompaniment.
Multicultural Awareness
Asian musical instruments. Familiarity with foreign languages (Spanish, French).
Creativity Development
Recording of voice, singing. Creative writing. Coloring.
10. Activities in the areas of development a child could engage in while exploring this software:
Areas of Development Activities
Physical Development
Move like the animals in the story. Distinguish between good and bad foods. Design a lunch menu for the week.
Social/Emotional Development
Discuss feelings of the story’s characters. Distinguish various feelings. Discuss sharing and friendship.
Language Development
Fill- in the blank. Write a short/long story. Draw a favorite animal and write why it is your favorite animal. Cut out pictures from the story and label them.
Math/Science Concept Development
Count animals, fruits, vegetables on each page. Add/Subtract animals, fruits, vegetables. Patterns. Explore habitats of animals. Record various animal sounds for recognition. Recognizing bodyparts after tracing each other’s bodies. Collect insects.
Problem Solving Development
Solve problem situations in the story. Discuss how to help classmates in problem situations. Replace the bear with different animals and predict the ending.
Self Esteem/Confidence Development
Read the favorite character story to the class. Post colored pictures in the school hallway. Discuss results from helping classmates.
Aesthetic Development
Make a musical instrument with crafts materials. Mimic the animal and instrument sounds with the voice. Create and sing a song about an animal.
Multicultural Awareness
Design a Spanish, French, and Asian lunch menu. Learn simple words in Spanish, French, and Japanese. View farmland scenery from different countries. Compare city and farm environments.
Creativity Development
Build a miniature farm and city using art supply. Design an imaginary animal from a different planet.
11. Outstanding features : Highly individualized, used for any levels of ability. Use of sounds and music. Ideal for interdisciplinary teaching. 12. Limitations: Navigation is sometimes confusing. Does not use text-to-speech (doesn’t play/speak what is written). Prints only i n black & white.
9. Outcomes or skills expected after exploring the software:
Areas of Development Outcomes or Skills
Physical Development
Eye-hand coordination development as the student uses the keyboard and mouse to form figures on the screen.
Social/Emotional Development
The main social development would be the self-confidence gained when the student gains strength in geometry.
Language Development
The language development would be in the vocabulary sense. The student will manipulate the geometry vocabularies they are learning as the create on the sketchpad.
Math/Science Concept Development
The student will be able to manipulate angle degrees and measurements. The student will gain geometric figures and recognition of real life figures that contain geometric math in it.
Problem Solving Development
The student will be able to create a geometric figure given certain angle measurements or segment measurements. The student can use the software to solve the problem of where to build a house between two items and have the same distance. There are many problem-solving developments that can take place for the student when using the sketchpad.
Self Esteem/Confidence Development
Self-esteem and confidence will be gained by the user in geometric concepts through the discovering that sketchpad provides. The student will manipulate and gain clear understanding of how geometry works when creating geometric figures.
Aesthetic Development
The student will be able to appreciate the many artistic formations composed of geometric shapes.
Multicultural Awareness
The student will be aware of the geometric figures in famous buildings around the world and exposed to different countries
Creativity Development
The student will be able to make geometric figures using basic geometric concepts.
10. Activities in the areas of development a child could engage in while exploring this software:
Areas of Development Activities
Physical Development
Making geometric figures using step by step directions.
Social/Emotional Development
Work through program independently or in a group.
Language Development
Explore and manipulate geometry vocabularies.
Math/Science Concept Development
Measure angles, segments, and radius. Use step by step directions on utilizing certain concepts learned in class with curriculum when applying them to the sketchpad.
Problem Solving Development
Create figures given certain directions and expand to create independently.
Self Esteem/Confidence Development
Use concepts learned in geometry class setting to manipulate geometric figures.
Aesthetic Development
Create various artistic formations using geometric shapes and mathematical formulas.
Multicultural Awareness
Compare famous buildings around the world to different geometric figures, for example, students will exami ne pictures of the Leaning Tower in Italy and Eiffel Tower in France.
Creativity Development
Will be allowed to create any geometric figure the user desires. Can be an artist.
11. Outstanding features: The most outstanding feature is the capability to make a perfect geometric figure and print it out for other uses. I make an equilateral triangle using sketchpad, then printed it out to use as a template for Christmas crafts. 12. Limitations: In using this software with geometry, I did not find any limitations. I was even allowed to make colored figures and plot where I could build a house between two rivers. I was able to place the house in a position where the house was equal distances from each river.
