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.
Great post! It seems that you and I have a few differing views on the positives and negatives of all the software tools. However, I am in complete agreement with you regarding the "negatives" of spreadsheet software. Generalizations of a fear of mathematics really have no ruling on whether or not the tool is effective and/or worth using. If fact, one line in our book claims that spreadsheet software actually supports mathematical problem solving allowing students to focus on higher level concepts (p.126). I think that all 3 programs have great potential for classroom use but will be a trial and error system for Language Arts.
ReplyDeleteI have always been intimidated by math, and learning to use spreadsheets drew out similar, if not worse, fears. Even though the final result is an efficient resource, working through the process of creating the spreadsheet was difficult at first. I must agree that the text needs more supporting evidence about “students’ tendency to fear mathematics” (Roblyer & Doering, 2013, p.125). However, I can say from personal experience that learning to use spreadsheets was about as intimidating, for me, as beginning to incorporate letters into mathematics. Learning to use spreadsheets did not consume as much time as learning Algebra, but a sufficient amount of time must be allocated, especially for math loathers like myself.
ReplyDeleteReference
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston, MA: Pearson.
Maddy, I have the same issues with technology that you do; it seems the arts are almost left behind when it comes to technology. Personally, I believe that in Language Arts handwriting is extremely important, particularly penmanship. "While no researchers have conducted formal studies of frequent word processing use on handwriting legibility, computer users commonly complain that their handwriting isn't what it used to be" (Roblyer & Doering, 120).
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