WELCOME TO

INSTRUCTIONAL SOFTWARE
DEPARTMENT
 EDUCATIONAL SOFTWARE EARLY
HISTORY, 1940S – 1970S
• The use of computer hardware and software in education and
training dates to the early 1940s, when American researchers
developed flight simulators which used analog computers to
generate simulated onboard instrument data.

• One such system was the type19 synthetic radar trainer, built in
1943. From these early attempts in the WWII era through the mid
1970s, educational software was directly tied to the hardware,
usually mainframe computers, on which it ran. Pioneering
educational computer systems in this era included the PLATO
system (1960), developed at the University of Illinois, and TICCIT
(1969).
• These early terminals that ran educational systems cost over
$10,000, putting them out of reach of most institutions. Some
programming languages from this period, particularly BASIC
(1963), and LOGO (1967) can also be considered
educational, as they were specifically targeted to students
and novice computer users.
•
• The PLATO IV system, released in 1972, supported many
features which later became standard in educational
software running on home computers. Its features included
bitmap graphics, primitive sound generation, and support
for non-keyboard input devices, including the touchscreen.
•
 EDUCATIONAL SOFTWARE HISTORY
1970S – 1980S

• The arrival of the personal computer, with the Altair 8800

in 1975, changed the field of software in general, with
specific implications for educational software.

• Whereas users prior to 1975 were dependent upon

university or government owned mainframe computers
with timesharing, users after this shift could create and
use software for computers in homes and schools,
computers available for less than $2000.
• By the early 1980s, the availability of personal
computers including the Apple II (1977),
Commodore PET (1977) allowed for the creation of
companies and nonprofits which specialized in
educational software.

• Brøderbund and The Learning Company are key

companies from this period, and MECC, the
Minnesota Educational Computing Consortium, a
key non-profit software developer. These and other
companies designed a range of titles for personal
computers, with the bulk of the software initially
developed for the Apple II.
 MAJOR TYPES OF EDUCATIONAL
SOFTWARE

1. Children's learning and home

learning
MAJOR TYPES OF EDUCATIONAL
SOFTWARE

2. Classroom Aids
MAJOR TYPES OF EDUCATIONAL
SOFTWARE

3. Edutainment
 MAJOR TYPES OF EDUCATIONAL
SOFTWARE

4. Reference Software
 MAJOR TYPES OF EDUCATIONAL
SOFTWARE

4. Reference Software
 MAJOR TYPES OF EDUCATIONAL
SOFTWARE

5. Educational Software on custom platforms

 MAJOR TYPES OF EDUCATIONAL
SOFTWARE

6. Computer games with incidental

learning value
 ADVANTAGES OF INSTRUCTIONAL
SOFTWARE

1. Instructional software can provide learning

experiences that students could never have in a
traditional classroom setting.
 2.Instructional software lets students move at their
own pace. Students who do not move as fast as the
rest can spend time reviewing and students who learn
much faster can move ahead.
 3. Instructional software can track a student’s
progress and weakness much better than a teacher
can. Teachers have so many students and things to
take care of in a class, why not use the software to
help track the students.
 4. Instructional software can cut back on
money. Science experiments can be very
costly, by using simulation software that you
buy once, you can purchase the software once
and use it forever.
 CHARACTERISTICS OF
INSTRUCTIONAL SOFTWARE
• A. GENERAL

 Program is useful in a school setting.

 Program avoids controversial teaching methodologies
 Program allows completion of lesson in one class period.
 Program is likely to save time when compared with other
means presentation.
 An on-disk tutorial for the program’s command structure
is provided.
 • B. CONTENT
• Content is appropriate for intended student population.
• Content is accurate.
• Content is current.
• Content breath is reasonable.
• The process and information learned are useful in
domains other than the subject area of the program.
• Content is free of any bias or stereotyping.
• Content supports the school curriculum.
• Content is relevant to the subject field.
• Definitions are provided when necessary
C. APPROPRIATENESS
 Application is well suited to computer use.
 Pedagogic approach is superior to what is available
elsewhere.
 Readability level is appropriate for the intended student
population.
 Tone of address is appropriate for the intended student
population.
 Means of response is appropriate for the intended student
population.
 Time required for use by a typical student does not exceed
the attention span of the student.
 Multiple levels if instructions are available
 Difficulty levels are based on discernible logic.
• D. QUESTIONING TECHNIQUES
Questions are appropriate to the content and
effectively measure student mastery content.
Questions incorrectly answered can be
repeated later in the lesson/exercise.
Number of trials is reasonable and
appropriate.
Calculation can be accomplished easily on-
screen when appropriate.
E. APPROACH
Approach is appropriate for the
intended student population.
Format is varied.
Overall tenor of interaction is helpful.
Student is an active participant in the
learning process.
F. EVALUATOR’S FIELD TEST RESULT
Student understands on-screen presentation and is
not confused.
Student enjoys using the program.
Student retains a positive attitude about using the
program.
Student maintains the desire to use the program
again.
Program fosters cooperation among students.
• CREATIVITY
• Program challenges and stimulates
creativity.
• Pedagogy is innovative
• Program allows the students as many as
decision as possible
• Program provides opportunities to answer
open-ended questions and supplies
evaluative criteria to assess responses.
• LEARNING OBJECTIVES, GOALS AND
OUTCOMES
Learner objectives are stated, and purpose is
well-defined.
Step taken to make learning generalizable to
other situations.
For programs requiring use over several days,
learning outcomes are worth the time
invested.
• FEEDBACK
• Feedback is positive.
• Feedback is appropriate to the intended
student population.
• Feedback does not threaten or reward
incorrect responses
• Feedback is timely and informative.
• Feedback is corrective when appropriate.