Chapter 7: Exploring Problem Solving with Software, Apps, and Games

Maloy et al.Transforming Learning with New Technologies

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Transforming Learning with New Technologies

Robert W. MaloyRuth-Ellen Verock-O'Loughlin

Sharon A. EdwardsBeverly Park Woolf

Chapter 7:

Exploring Problem Solving with Software, Apps, and Games


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Learning Outcomes

• Discuss how technology generates problem solving and inquiry learning among students

• Identify standard and open-source software applications on most school computers

• Evaluate educational software and apps• Compare and contrast different types of problem-solving

and inquiry-learning software• Analyze educational games and simulations as learning

resources• Give examples of digital games for learning, including

virtual worlds, simulation games, and intelligent tutoring systems


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Focus Questions• How do teachers use technology to promote problem

solving and inquiry learning among students?• What are the standard and open-source software

applications on most computers?• How can teachers evaluate and use different types of

educational software and apps available today?• What are key debates about using computer games

and simulations as learning resources?• What are digital games for learning and how can

students and teachers use them successfully?


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Inquiry Learning and Problem Solving

• Methods researchers use to solve problems in academic fields

• Educational activities where students ask questions, make predictions, test theories, and revise ideas

• Opportunities to engage students in learning using real-world situations and issues


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Steps in Problem Solving

• Polya identified three essential steps for solving problems:1. Understanding the problem

2. Solving strategies

3. Checking results

• However, real-world problems are often complicated and messy, or ill-structured


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Computers and Software

HARDWARE

Machinery and circuitry of a computer

SYSTEM SOFTWARE

Responsible for overall function (e.g.,

operating system, network, etc.)

SOFTWARE Instructions and code that

make a computer perform specified functions

APPLICATION SOFTWARE

Performs specialized functions (e.g., word

processing, web browsing) in specific ways

VS

VS


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Standard Software ApplicationsWord Processing Create and edit digital documents

Electronic Databases

Data organization, parsing, & retrieval (e.g., grade management)

Spreadsheets Ledgers and data calculation

Web Browsers Search for and visit websites

Communications Email, IM, chat, etc.

Presentation Create slideshows with multimedia

Anti-Virus Scans for malicious software

Specialized Software

Perform functions with high degrees of specialization


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Open Source Software

• Software that is free for the public to use, copy, modify, etc.

• Can often be reliable free alternative to commercial software

TypeCommercial

SoftwareOpen Source Alternative

Web browser IE, Safari Mozilla Firefox

Word processor Word OpenOffice Writer

Image editing PhotoShop GIMP Image EditorSee Table 7.1 for more open source alternatives


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Selection and Evaluation of Software and Apps

• Identify good software by recognizing poor software– Features of low-quality educational software

• The computer, not the child, controls the activity.• The game/program promotes competition,

stereotyping or violence.• The software favors quick reactions over long-term

thinking.

– “Will the child program the computer or will the computer program the child?”

(Papert, 1996)


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Criteria for Evaluating Software and Apps

• Does the software feature or include:– Resources for teachers?– Current, thorough, age-appropriate, clear, and

fully referenced content?– Assessment tools such as pretest, posttest,

recordkeeping, and guidelines?– Easy installation and use with high quality,

smooth multimedia elements?– Promotion of creativity, higher-order thinking,

collaboration, problem solving, discovery, etc?


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Higher Order and Lower Order Thinking

Higher Order Thinking

Lower Order Thinking

CreatingEvaluatingAnalyzingApplying

UnderstandingRemembering

Does the software encourage higher order or lower order thinking?

Bloom’s Taxonomy


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Promoting Higher-Order Thinking

Software and games that promote higher-order thinking should include:•Complex storylines with open-ended activities•Characters who become learning companions•Real-world settings with complex puzzles •Opportunities for game players to interact with virtual characters as they play the game•Opportunities to replay the game with different outcomes•Interesting and engaging graphics


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Online Software Selection Resources for Teachers

• Edudemic Directory– Reviews and ratings contributed by site users

• Entertainment Software Rating Board (ERSB)– Independent evaluation of age-appropriateness

• Evalu Tech– Reviews, links to resources and lesson plans, policy

information, and teacher development

• StopBadware.org– “Neighborhood-watch” campaign; consumer watchdog

organization


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Composing and Calculating

• Digital writing or digital composing– Writing with computers and writing

for/expressing ideas through websites, emails, IMs, blogs and wikis

– Microsoft Word

• Technology and math learning– Spreadsheets, graphing calculators, geometry

visualizations– Microsoft Excel


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Building, Inventing, and Creating

• Kid Pix– Multimedia online art/design studio

• Google Earth– Interactive map/globe tool

• Object-oriented programming– Users create virtual objects that react to user-

programmed instructions• Squeak/eToys and Scratch


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Visual Thinking and Concept-Mapping

• Visual brainstorming can help overcome the “terror of the blank page

• Tools for visual brainstorming– Kidspiration– Inspiration– InspireData– NCTE Read, Write, Think Website

• Persuasion Map


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Computer Games as Learning Resources

• Games have wide reach:– Multiple delivery systems allow access almost

entire population– Strong connection between games and popular

consumer culture– Alluring storylines and characters

• Extended impact via gamification– Adding game elements to non-game situations

adds motivation for students– Sometimes, winning may take priority over

learning for some students


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Debates About Games & GamingNegative Views Positive Views

Increase aggressive and confrontational behavior

Promote strategic and analytical thinking, problem-solving and

planning skills

Decrease empathy and concern for other people

Encourage students to engage in repeated practice as a way to

achieve mastery

Encourage less active lifestylesHelp teenagers deal with the stress

of adolescence

Emphasize a get-the-right-answer-to-obtain-a-reward approach to

learning

Promote visual learning and visual literacy

Limit opportunities for open-ended and exploratory play with wooden blocks, paints, and countless other

materials

Promote in-the-role learning


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Evaluating Computer and Video Games

Entertainment Educational

Higher Order

Lower Order


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Digital Games for Learning

• Increasingly used to increase motivation and engagement

• Games offer students five essential freedoms:1. Freedom to fail2. Freedom to experiment3. Freedom to fashion identities4. Freedom of effort5. Freedom of interpretation


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Simulation Games

• Computer-generated setting requires students to make decisions and experience the consequences

• Effective simulation games feature stealth learning– Academic information and skills are embedded

within the activities of the game

• Simulations offer range of time requirements and levels of involvement


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Virtual Worlds

• Online, computer-based environments– Used in many popular games– Users adopt online identities, or avatars

• Interact with other game players using that identity

• Virtual worlds for children increasingly popular– Can integrate play and puzzles (Poptropica)– Panwapa, Zula Patrol incorporate learning


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Strategies for Using Games with Your Students

• Minimize the use of games that teach isolated skills

• Scrutinize games that function solely on points won or lost

• Discuss games and their content

• Play games together


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Inquiry Learning Using Intelligent Tutoring Systems

• Intelligent tutoring systems adjust presentation of problems to match student needs and knowledge– Provide almost-instant reporting to teachers– Especially effective in math learning

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Chapter 7: Exploring Problem Solving with Software, Apps, and Games