The Playground

For several semesters, instructors of an introductory computers in education course have spent one to two class periods reviewing different types of stand-alone educational software packages at my university. Popularized in the early 1990s with lowering computer costs and high capacity storage media, these applications are produced by Tom Snyder Productions, InterActive Publishing, Microsoft, Broderbund, etc. Letting students interact and explore with sample applications in my classroom, we discuss their underlying learning theories, strengths and limitations, and integration strategies. We also identify whether they are based on drill-and-practice, tutorial, productivity, and/or simulation activities. Yet, every semester I wonder if this activity is worth my student’s time.

Given the university supported lab I work with, I cannot install software on individual computers and must locate a hodgepodge assortment of old laptops that provide me both speakers and administrator access. This greatly limits what I can show—and greatly increases setup time. Additionally, my software examples are old (ranging from 1994-1998). Even if they are “Mac compatible” I don’t have copies of OS 9 to run them on. Most importantly, I can often find alternatives online—limiting the extent to which I want to update them. For purposes of my class, for example, the site http://www.whitman.edu/biology/vpd/main.html offers a great virtual pig dissection. My class can use it to examine and discuss the role that technology might play in biology labs based on different integration approaches. We can also brainstorm benefits and limitations of using this resource with each integration approach.

I wonder if stand-alone, educational software is a thing of the past. It appears that more publishers are bundling computer-based resources with their textbooks and curriculum materials—making me wonder to what extent schools will look elsewhere for additional resources. Additionally, I wonder if Web 2.0 tools and personalized Internet experiences are replacing stand-alone applications? Not only do Internet tools generally cost less (often times they are free), but they are also more accessible on administered computer labs. Although Web 2.0 resources may not come with manuals or teacher guides, sophisticated search techniques and social networking can often locate relevant lesson plans and supplemental resources. Of course the Internet is not without its problems. We have read and heard about security, privacy, and copyright issues. Students also need to know how to evaluate the quality of the content they are examining. But wouldn’t it be more beneficial to spend time addressing these issues in class rather than looking at this year’s version of Oregon Trail? Of course I have units that address these Internet issues but with the enormity of technology integration for K-12 teachers and my limited time, I could always address them more thoroughly.

Some technology pundits indicate that the next generation of computing will likely be on the Internet rather on Windows, Mac, or Linux operating systems. Are we currently at that point with educational software? I plan on setting up 20+ computers next semester with several examples of educational software like I’ve done in the past. Yet, I wonder if that will be the last time.