Purchasing Quality Educational Software

Author:     Gerry Kennedy
SPECTRONICS (Vic) Manager - Computer Consultant in Education

INTRODUCTION
Software to meet the needs of students with specific learning difficulties ranges from very elementary cause and effect software to specific packages that assist in the acquisition of skills and understanding in reading, writing, spelling, numeracy and problem solving. The area of special needs computing is a difficult one to address as the needs of children are so varied. Often different teaching styles, methods and pedagogues are in conflict with the software being used.

As Australian teachers rely heavily on imported software, there are many related issues that require scrutiny. Drill and practice software proves useful for some students, whilst open-ended software suits other students' learning styles. Additional software genres include language, maths, publishing, art and design, music, multimedia, simulation, adventure games and problem solving packages. These are more general in their appeal and therefore cater to a wider audience.

Often, mainstream software proves to be relevant. It is then the teacher's, therapist's or parent's approach in providing, promoting and teaching with the software that requires modification or adaptation. As each student's learning needs are peculiar to the individual, global software attributes often do not always adequately meet a range of learning criteria.


SOFTWARE EVALUATION
Software must be carefully evaluated and trailed with the students before proper assessment can take place. Not all students respond to the same software. In evaluating software, the main considerations in investigating its usefulness may include:

   - the language used in the software
   - the concepts introduced and used throughout the software
   - the pre-requisite skills or understanding required by the student
   - the presentation of the information on the screen (eg. how cluttered or 'busy')
   - the style of writing, text font, position, colour and appearance of any textual                information
   - the use of all upper case or lower case characters
   - the facility to use to access large print or enlarged characters
   - the use of graphics, icons, charts, pictographs, symbols or pictures
   - multimedia effects- video clips, sound, voice, music, animation, transitions etc.
   - voice output (eg. quality and rate of speech of the voice - optional male or female                  voice)
   - complexity of instructions (i.e. presented as text on the screen display and/or                  voiced)
   - the amount of instructions throughout the software
   - the overall ease of use
   - the method of navigation through the software (eg. mouse, keyboard, cursor                  arrows,
   - space bar, return/enter key)
   - the amount of verbal direction required by the teacher to explain how the software                  operates
   - the learning time required to begin using the software (both teacher and student)
   - an estimate of the time for mastery of the software by the student
   - an estimate of time before the student is an independent user of the software
   - how difficult it is to save, print and operate the software package in general

These are the main criteria to consider. As software is sometimes presented differently on specific computer models or computer types (eg. notebooks), then comparisons can be difficult. Generally speaking, each new piece of software requires time to fully explore its potential and worth. The teacher instructing the child must find time to do this before implementing it in his/her program.

Each school has its own resources; with respect to information technology equipment and human resources. The accurate assessment of quality software will contribute to the successful introduction and use of technology assisted learning with students who have specific learning difficulties.


GOOD TEACHER PRACTICE
Effective special needs computing in the classroom is dependent upon good teacher practice. The concept and philosophy of good teacher practice applies to all areas of the curriculum in both primary and secondary education. With particular reference to the use of information technology in education, it refers to the competency and attitude of the teacher and/or teacher's assistant. The successful introduction and implementation of useful software programs to complement and enhance the curriculum offered in the classroom is the teacher's responsibility.

Microcomputers have only been used in some areas of education in Victoria in the past 20 years. Many teachers initially employed 'drill and practice' software packages. This early use of computer based learning was popular and proved to be the norm in most classrooms. Adventure game packages and simulation software, teamed with child-orientated word processors provided a very useful thematic approach in the early 1980's. With the advent of Lego-Logo and other control technologies, integrated software packages, graphics and multimedia creation software, and greater use of communications software (ultimately the World Wide Web and Internet), computers were regarded more highly. They had formerly been used as a glorified typewriter in many classrooms.

Educational, research and training software packages offer much greater scope in delivering quality educational outcomes. These and other software genres provide further scope for:

   - experimentation
   - risk-taking
   - gathering and interpretation of information
   - the promotion of artistic expression
   -  facilitating faster and more efficient note taking
   - increased control over information processing
   - opportunities to communicate remotely (eg. the Internet, Internet Relay Chat,                e-mail)
   - promoting skills to provide leisure time activities
   - increased access to further learning
   - increased independence
   - expressing oneself
   - enhancing one's self esteem
   - enabling further integration into society
   - equality and equity
   - equal learning opportunities as enjoyed by ones peers and siblings
   - acquiring the necessary skills in accessing work opportunities

Teachers should locate and use software that serves as a resource to enhance and further the learning opportunities of their students. Access to all computers and software must be provided for all students to ensure equal opportunity and equity. Special needs software provides access to the computer, incorporating appropriate features and functions that enable inclusion and participation.

A computer is not an end in itself. It is a valuable tool, resource and piece of equipment that can assist a user in performing difficult or repetitious tasks, in communicating ideas, and in gathering data. It facilitates independent learning. It must not be used in isolation, though. It must be used with other teaching resources and media and incorporate other methodologies.


TEACHER OPTIONS
The use of a computer in the classroom can be easily abused. Some of the ways that a computer may be seen in school classrooms may include one or more of the following:

   - as a baby sitting mechanism
   - as a reward mechanism for poor or for exceptional performance
   - as a valuable tool
   - as a teacher or tutor
   - as a vehicle for further learning
   - as motivation
   - as a diagnostic tool
   - as a control technology
   - as communication device
   - as a leisure option
   - as a teacher's resource (eg. diagnostic software, work sheet generator, word                  processor)
  - as a friend to the student ...

The teacher must investigate and determine how computer software will best fit the curriculum needs of his or her students. This can only be based on previous experience and/or exposure to a range of software. Professional development for teachers is therefore mandatory for promoting and ensuring a mature and informed attitude to the REAL potential of the computer in the classroom.

Computer software certainly has limitations. Good educational software is not designed to be used in isolation. Teachers determine how children learn best. The computer should only be a resource and a tool for both the students and the teacher, not an end in itself. Curriculum can only benefit from the introduction of computer related technologies. The person in charge must know how to organise the learning environment so as to accommodate the effective use of the computer resources. The Key Learning Areas (KLA'S) have differences in content, skill acquisition and methodology. A range of useful software is therefore required to meet these needs. Teachers must have the confidence to provide a range of experiences, which satisfy the aims, and objectives of the key learning areas.


EMERGING TECHNOLOGIES
The early computer models had cassette tape data storage, a keyboard, a fairly crude computer casing and a mono (i.e. one colour) monitor. Upper case characters were commonly used (with inverse text representing lower case). There were no graphics, video, animation, music or sound. Nonetheless, software was designed to assist people who experienced learning difficulties.

Over the years, with the increased sophistication of not only the computer itself, but of other once disparate technologies such as video cameras, digital cameras, Television and CD ROM players, the breadth and scope of software design has dramatically altered access to learning and data collection. With the advent of digital TV in the not -so-distant future, the delivery of data, services and software will occur in classrooms and in "entertainment" areas at home.

SCANNING DEVICES
Scanning technology has existed for many years. The affordable entry price and performance requirements of the computer have recently been more realistic to schools. A scanner (flatbed or hand held) can scan (i.e. reproduce) graphics, pictures, photographs as well as 'translate' text using Optical Character Recognition (OCR) software. Reproducing pictures in students' work has many advantages, not only in publishing, but also in promoting the use of multimedia, Internet page design, graphic arts and design software packages. Teachers can publish resources for their students - as either printed hard copy on paper or as screen presentations (eg. MS PowerPoint).

Scanning text using OCR, provides users with the opportunity to have text 'imported' into their word processor and then they can edit, re-type, voice or desktop publish it. Students with poor reading skills can have the text scanned and then 'spoken' using text-to-speech software or voiced in a specific word processor (eg. Write:OutLoud). Students with vision impairments benefit greatly from imported text acquired from the Internet, encyclopedias and resource CD's, teacher notes and other sources.


OTHER DIGITAL TECHNOLOGIES
The recent proliferation of digital data devices has changed the delivery and dissemination of information. Hand held mathematical calculators, personal organisers, palmtop computers, spell checkers and digital cameras are available to students and teachers. The uploading and re-use of data is extremely valuable in saving time and duplication.

A student can go on a field trip, take digital images of the day using a digital camera, record notes in a palmtop computer, type entries in a diary with reminder messages and calculate and keep track of data using a spreadsheet. At the end of the day, the student transfers this information to a computer at school or at home and completes his or her assignment in a word processor (eg. MS Word), integrated package (eg. ClarisWorks), presentation packages (eg. Aldus Persuasion) or desktop publisher (eg. MS Publisher). Spelling can be checked for accuracy, word usage and context all monitored by a grammar utility. Pictures can then be imported and positioned using a digital camera, with tables and graphs generated in a spreadsheet and finally positioned under the pictures. . The text can be voiced to check for any spelling errors, omissions or incorrect syntax. The completed document is then printed to a colour ink jet or laser printer as a finished project.

All of these tasks can be achieved in the same day, if required, then broadcast over the Internet to anywhere in the world, or to the class teacher's E-mail address, ready to be assessed. This technology is not science fiction. It is being used in schools now and assists and supports students in achieving real-life tasks.

IN SUMMARY
Access to and knowledge of how BEST to incorporate these exciting information technology resources is still a challenge to many educators and schools. Cost is usually the major impediment.
Thorough research and assessment of needs is critical. Evaluation and trialing of equipment and software helps determine usefulness and appropriateness. Practice and time to master the basics engenders confidence and promotes ongoing sustained use.

Professional development for teachers is crucial as it changes their perception and understanding of how it all works and fits together. Equally as important, it demonstrates how improper use can actually impede progress or turn people off.

Suffice to say - empowering technology solutions exist, they work, and they can be yours ... and your students!

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