Weel #4-Teaching and Learning

According to (Picciano, 2011, p. 102), that learning tool are software programs that have been designed to provide instruction on a specific, topic or subject area.  Generally, the computer presents some information or subject matter, the student responds, the computer evaluates the response and presents additional or new information, and the cycle repeats itself.  Therefore, the more the version you use the more sophisticated these programs can also maintain student assessments and can report the same to a teacher.  Among the most popular of these types of programs are drill and practice, tutorial, simulations, and instructional gaming.

However, integrated learning systems, (ILSs) are integrated systems of hardware, software, curriculum, and management components that are generally marketed by a single supplier. Also referred to as integrated instructional systems. Curriculum integration is a sample concept but is proving difficult to realize with instructional technology applications.  Picciano (2011), that integrating computer tools into the classroom is conceptually similar to integrating other tools such as chalkboards, overhead projectors, or paints and crayon.  Teachers’ and student have few problems, however, using these others, more familiar, tools in teaching and learning. Furthermore, these tools have limited application, so mastering them is an easy task. The curriculum can range from kindergarten through 12^th grade subjects, although many of the most popular ILSs are used for basic skills instruction in various subjects (Picciano, 2011).

Also, (Hall, 2008, p. 73), that technology should be used in the classroom as a tool to support instruction, and curriculum integration. In educational theory one of the three legs of the stool is curriculum instruction which is actually taught in classroom assessment that is tested. Curriculum is the formal guideline or standards for what should be taught. However, curriculum selection provides a high degree of control over what changes in instructional practice that can and cannot occur.  Teachers are generally held accountable for teaching prescribed curriculum and using its adopted materials.

Reference

Hall, Don (2008). The technology director’s guide to leadership: The power of great questions.
  
     International Society for Technology in Education (ISTE): Washington, DC.

Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^th ed). 

    Pearson Education, Inc.: Upper Saddle River, NJ.