Assignment no.3
Problem-solving software is sometimes associated with the cognitive learning theory because students are explicitly taught specific cognitive strategies. Comparing to drill and practice, problem solving is much more sophisticated to learn. It is so,because this type of problem cannot be solved by memorization, problem solving programs are designed to promote students' higher-order thinking skills such as logic, reasoning, pattern recognition and strategies.
Problem-solving, multimedia encyclopedias and electronic books
Problem-solving
Problem-solving software is sometimes associated with the cognitive learning theory because students are explicitly taught specific cognitive strategies. Comparing to drill and practice, problem solving is much more sophisticated to learn. It is so,because this type of problem cannot be solved by memorization, problem solving programs are designed to promote students' higher-order thinking skills such as logic, reasoning, pattern recognition and strategies.
Its (problem solving) integration with the lesson
As mentioned earlier problem solving programs are designed to promote students' higher-order thinking skills, teacher needs to do a careful planning as for when and how to use it to be effective.
Teachers need to identify the skills that a particular problem-solving program addresses by examining its activities before the students use the program. This will allow the teacher to efficiently focus on the specific component in the software of most relevance.
Teachers should provide students learning goals and a work schedule, and allow students sufficient time to explore and interact with the software.
Teachers may first demonstrate the planning steps to solve problems, then ask students to provide other possible methods to solve the same problems after using this software.
Teachers might let students use the problem-solving software in pairs or small groups, then ask each group to share the strategies they used.
Teachers should stress thinking processes, not merely guessing, to get correct answers.
Teachers may need to plan transfer activities (no involvement of computer).
Teachers need to identify the skills that a particular problem-solving program addresses by examining its activities before the students use the program. This will allow the teacher to efficiently focus on the specific component in the software of most relevance.
Teachers should provide students learning goals and a work schedule, and allow students sufficient time to explore and interact with the software.
Teachers may first demonstrate the planning steps to solve problems, then ask students to provide other possible methods to solve the same problems after using this software.
Teachers might let students use the problem-solving software in pairs or small groups, then ask each group to share the strategies they used.
Teachers should stress thinking processes, not merely guessing, to get correct answers.
Teachers may need to plan transfer activities (no involvement of computer).
Multimedia encyclopedias and electronic books
Multimedia encyclopedias typically store a huge database with full text, still images, animation, audio and video. Students can use the multimedia encyclopedia software to access any desired information by searching its vast contents, and even download relevant data for their composition and presentations.
Electronic books
Electronic books primarily present textual information for reading, but are supplemented with other types of multimedia information (sounds, spoken voices, pictures and animations). Students could use an electronic book as a tutor to learn; reading, spelling and word skills. While reading information, students may click on hypertext links to jump to material which has been
cross-referenced in the text.
Integration with lesson
Teacher preparation is extremely important for the use of these types of software, as they frequently do not directly 'teach' in the sense that the other types do. Rather, these software database usually sit rather passively, waiting for students to interact with them. Because of this, teachers need to plan very carefully before using the software in lessons.
