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Temple University Center for Research
in Human Development and Education |
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Systemic Purchasing of Technology-based Instructional Products
126
by
Patricia Hendricks
Temple University
As technology use in education becomes more sophisticated, purchasing and evaluation of technology-based instructional products are becoming more complicated. In addition, No Child Left Behind (NCLB) requires that “educational practice, professional development, technical assistance and educational interventions be based in scientifically validated knowledge” (U.S. Department of Education, 2002). Therefore, the current educational climate requires that educators make purchasing decisions based on what has proven to be effective in other educational settings. This Techno-Brief will outline the complexities of purchasing technology-based instructional software in educational systems and provide a framework geared toward systemic purchasing policies for educators to use in selecting software and online instructional resources.
Benefits of Instructional Software
Technology-based products such as instructional software can improve student achievement, particularly when the computer-based instruction reinforces the teacher-led instruction. Soloway (1998) emphasizes the potential that
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instructional software has for advancing student achievement: “If technology is really going to impact education, software will be the key component. Without gasoline, the fanciest car takes you nowhere. . . . Today’s computers equipped with the right software could reach out to all children and genuinely afford them the opportunities to engage deeply and substantively in ideas and collaboration” (p. 11)
In working with regional educators, MAR*TEC staff have found that instructional software can increase student motivation, immediate feedback including point-of-error notification, multiple sensory learning, and the opportunity to explore academic content in a safe environment. Instructional software can provide necessary motivation for students to master a basic skill. Game-like environments and authentic communication can provide hooks to keep students’ attention focused on academic work. Educational games may prompt students to explore ideas that might bore or intimidate them otherwise. Additionally, online and computer-based tutorials can provide feedback to students as they progress through a problem, helping them identify the incorrect answer and the instance where their thinking went wrong. Also, multimedia allows students to read, hear, and explore academic subjects in a rich audio and visual environment (Rose & Meyer, 2002). Software can simulate a complex problem and place students in realistic roles, allowing them to practice decision making and explore different solutions in a safe environment. Finally, online learning activities and instructional software can link students together to help them develop academic skills in collaboration with peers and mentors. Students can work together to research problems and develop academic artifacts that represent mastery of content standards and the collaboration skills that are vital in the 21st century.
Resources for Evaluating Instructional Software
There are many evaluation resources that help educators consider instructional software and online resources. The Southern Regional Education Board (SREB) sponsors EvaluTech, (http://www.sreb.org/programs/edtech/pubs/eval_brochure/brochure.asp), a searchable database of instructional materials specifically designed for educators of K–12 students. The California Learning Resource Network (http://www.clrn.org/home) provides a database of electronic learning resources. This database is cross-referenced with California curriculum standards and allows educators to search for tools that meet specific content standards. Children’s Software Revue (http://www.childrenssoftware.com) publishes a magazine that details extensive reviews of educational software, video games, and smart toys.
These resources are very useful for educators on a practical and individual level. They allow educators to gain awareness of technology-based instructional products and frame basic evaluation criteria for considering the features of the technology-based products. However, they don’t provide systemic purchasing guidelines or a framework for considering vendor claims about scientifically based research.
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