THE BASIC THREE
In this post, I will detail the “Basic Three,”--the three
types of software used most commonly as teaching aides in the classroom. I will highlight the pros and cons for each
and will discuss some potential applications for the classroom.
WORD PROCESSING
It is no
surprise that “word processing has become the most commonly used software in
education.”(Robyler, 2016, p. 114). Word
processers are so ubiquitous in learning environments (and everywhere else)
that I was surprised to see it in the discussion of technology in the classroom. I take it for granted, and it has been
engrained in society for all of my formative years. They are almost as prevalent as writing itself. Although they many uses, I worry that the
focus is more on format and not on writing. A document riddled with
mistakes--be it grammar, punctuation or false information—will ruin even the
most professional looking document.
SPREADSHEET SOFTWARE
The
importance of spreadsheet software depends on the subject. Since I am pursuing
a degree in English and Language Arts, spreadsheets are not quite as necessary
as they might be in other subjects, but they can help to “visualize the impact
of changes in numbers” and save time.
(Robyler, 2016, p. 121). For
grading and the application of numbers, spreadsheets can be helpful, but I do
not see it as a priority for English. I feel it puts an onus on students to
learn the ins and outs of the software, rather than focusing on the math
itself. Knowing methods of navigating software
is vital to the development of students for many purposes, but having a
well-rounded approach to spreadsheet software would seem more important to
science and mathematics.
PRESENTATION SOFTWARE
Presentation
software can be a huge help in diversifying lectures and lessons for teachers
and students because, “it helps them think through what they will say and in
what order they should present information,” (Robyler, 2016, p. 127). In any subject, presentation software can
break up monotony and offer different ways of approaching subject matter, along
with helping “focus student attention and guide note taking,” (Robyler, 2016,
p. 131). My main concern for the
software is the potential for bad presentations—information pasted and regurgitated,
talking points that go nowhere, and dull content. To me, this software is like decoration. Decoration by itself is useless, but adding
it to a solid foundation only enhances a product and adds variation.
CLASSROOM USE—CHOSEN SOFTWARE
I plan on
implementing a lot of presentation software, and I think it has a lot of
potential when teaching literature. For
high school kids, repeated reading and discussion can lead to monotony. Presentation software is a
great way to throw in something different, and it is “becoming increasingly
common for students to report on their reading using presentation slideshows,”
(Robyler, 2016, p. 131) which opens the door to many possibilities. Presentations can be used to help explain the
context of a novel, the historical background, or flesh out characters
individually. Either way, it is a nice
tool for changing things up in the classroom.
This video shows some of the cool things Powerpoint can do.
Reference:
Roblyer, M. D. (2016). Integrating educational
technology into teaching.
