Chapter 5
Types of software support tools include Materials Generators, Data Collection/Analysis Tools, Graphics tools, Planning/Organizing tools, and research/reference tools, and more.
"Control over the form and appearance of the printed page is the defining quality of desktop publishing". Desktop publishing is similar to word processors in generating text-based documents, but is better with unconventional/picture-heavy products like brochures.
There are many programs designed to help teachers create rubrics, tests, worksheets, and even IEPs.
Reading tools like Cloze and readability analysis software help teachers assess students by doing evaluations that are difficult to do by hand. Similar support exists for other areas of study.
Chapter 6
Multimedia: "Combination of media"; graphics, sound, video, animation, and text.
Hypermedia: "Interactive media"; information stored in different places brought together (usually through the internet).
Hypermedia instructional software includes tutorials, drill and practice, simulations, and instructional games.
Students seem to be more motivated with the use of hypermedia in instruction; couldn't that be because it's something they're not used to? As technology advances, I imagine schools will have to keep up to keep the students' interests like this.
Hypermedia can be used to create "interactive story time", 3-D, interactive models, and "Jeopardy!" review games. ...Do children still know what "Jeopardy!" is?
To create new hypermedia, a teacher should: 1. review existing products, 2. research, 3. storyboard each frame/segment, 4. develop each segment, 5. add links, 6. test and revise.
Chapter 7
Distance learning ("structured learning that takes place without the physical presence of the instructor") is becoming more common. Research has shown that online classes typically boast slightly more enthusiasm than face-to-face instruction. That said, online classes require more personal responsibilty on the part of the student, so I'm not sure how effective it would be with elementary students. Most of the resaerch findings the book mentions seems to have been aimed at college students, so I'm not sure how relevant it is.
The internet is potentially dangerous. There are bad people in the world, and they would hurt you if they could. Cyberbullies, hackers, predators...
...I already know what a URL is, book...
...I also know what hotlinks are...
...And using social media. The things virtually everyone older than 5 and younger than thirty already know how to do. You're killing me, book.
And using Apps. Chapter 7 is worst chapter.
Chapter 3
OK, right off the bat, I'm relieved to know that my potential teaching job will be safe until scientists develop a true AI, and even then, the robots will be too busy EX-TER-MIN-ATEing all illogical carbon-based life forms to bother with teaching. So that's good.
Drill and Practice, long considered obsolete, is making a comeback as a result of the NCLB Act. It should only be used to reinforce, not to teach.
Online tutorials give students the chance to learn from someone else, frequently an expert in whatever field the class is talking about. Very few tutorials are available, and even fewer are actually good.
Simulations set out to teach those who see it understand a new skill. They are computerized models that are designed to teach how the thing they model works. These models can generally be interacted with, giving teachers the ability to manipulate the model to further facilitate learning.
Instructional games and Problem solving teaching functions are some more tools for teachers to use in the classroom.
Integrated learning systems are networked or online systems that both provide instruction and give feedback to teachers. ILS does have a tendency to teach for the state tests, and are very expensive compared to other options.
