The Big Three

Word Processing Software
 Word processing software can be very versatile in the classroom. Students and teachers both reap the time saving, beautification, and collaboration benefits when using this type of software (Roblyer & Doering 2013). In addition, research suggests that “when students write with computers, they ‘engage in the revising of their work throughout the writing process, more frequently share and receive feedback from their peers and benefit from teacher input earlier in the writing process’” (Roblyer & Doering 2013). Though both parties benefit from the use of this kind of software, some believe that the negative impact word processing has on handwriting, grading, and the revision process outweigh the benefits (Roblyer & Doering 2013). In my opinion, the drawbacks to using word processers are minimal when compared to the necessity and prevalence of this type of software.

Spreadsheet Software 
In the classroom spreadsheet software can be used to make quick calculations, organize data, and challenge students to ask causal questions (Roblyer & Doering 2013). While spreadsheets can be useful in teaching mathematics and lessons based on numbers, the instructional process needed to learn the software is much more involved than word processing or presentation software. Our textbook does not address all of the issues that can arise from implementing spreadsheet software in the classroom. The book would like us to believe that students could be resistant to using spreadsheets because of a fear of mathematics, but this is a vague generalization without proof or support.

Presentation Software 
Presentation software can be used to enhance lectures, organize ideas, and aid in group projects (Roblyer & Doering 2013). These uses closely mirror uses found in the professional sector. Its impact on the classroom, however, is mostly negative. The text states that researchers Craig and Amernic “found little evidence of any consistent impact on better achievement…[T]hey also found a common perception that presentation software has observable effects on classroom dynamics, tending to focus attention on the teacher and discourage student contribution” (Roblyer & Doering 2013). These findings seem counter intuitive to the learning process, and furthers the negative pedagogical process of teaching facts rather than fostering critical thinking. The text offers several tips for avoiding bad presentations such as only showing a few slides before asking students to implement the knowledge therein (Roblyer & Doering 2013).

Classroom Use
Overall, the text offered me little to no persuasion towards the implementation of any of the “big three” in a classroom setting (Roblyer & Doering 2013). Language arts overall almost requires the use of word processing, but according to the research the software does not lend itself to good writing practices. While the draft is now a more fluid state, word processers do not encourage global changes. With the addition of spelling and grammar check and autocorrect, mistakes and missteps can be corrected easily; leading the student to believe that editing and revision are unnecessary steps. Despite these drawbacks, I know that I will be using word processing software very often in my classroom.

Reference 
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson.

History Lessons in Song

This album from Neutral Milk Hotel describes the life of Anne Frank in an unconventional way.

To learn about her the conventional way, I suggest the Anne Frank House.