Five types of software
that can be used for teaching Political Science-International Relations students.
1. Drill and Practice:
This type of software takes a behaviorist approach to teaching. The relative advantage is that students can input answers to questions and receive positive or negative feedback. In the text book Integrating educational technology into teaching, Robyler argues that this type of software is not meant to facilitate new learning, but to simply reinforce learning that has previously occurred. Many textbooks are accompanied by websites or software that include ways of incorporating drill and practice learning. However, instructors can create their own drills by using Google Forms, clicker software such as Socrative, or puzzle generator software such as Puzzlemaker. Drill and Practice software specifically developed for International Relations needs development at this time.
2. Tutorials:
Similar to Drill and Practice software, tutorials take a behaviorist approach. According to Robyler, The key difference is that Tutorials produce original learning content and are often followed up with drill and practice exercises (but not always). The relative advantage of using tutorials in a Political Science classrooms stems from the fact that instructors can use them to implement the flipped classroom instructional model. In other words, students can participate in tutorials outside of class, and practice deeper learning in class. A few free tutorials can be found at WIZIQ. Here is a good example. However, a majority of tutorials in the field are offered through educational institutions such as Oxford. However, some tutorials have also been made as part of MOOC courses offered through companies such as Coursera and EDX.
3. Simulations:
When students are learning about current and historical events around the globe, simulations are particularly useful. Simulation software adopts a constructionist approach to learning and includes “programs that provide computerized models of a real or imagined system that is designed to teach how the system works” (Robyler, 2016, p. 104). The relative advantage is that it is often useful for students to get a visual idea of where political events have happened or are currently happening. Although travelling internationally may not be feasible or affordable for many. Google Earth allows users to virtually travel anywhere in the world. Some simulations can also be referred to as games. Real Lives is an example of software that can be purchased. Users are able to live out scenarios of different people in various nation-states around the globe.
4. Instructional Games:
Although using games for instructional purposes is still highly controversial, it has increased in popularity in recent years. Also using a Constructionist approach, they adapt both simulations and a Drill and Practice Behavioral attribute. Robyler argues that Instructional Games have the extra excitement of rules, competition, and game rules. The relative advantage to using instructional games is the motivation it can offer to students, however, it is important to note that not all students find Instructional games as exciting as others. Two great resources for games that can fit into International Relations courses include GamesForChange and Purposefulgames.
5. Problem-Solving Software:
Problem-Solving Software reinforces learning by transferring learning to scenarios that are capable of happening in the Political Science realm. According to Robyler, “Problem-solving software functions may focus on fostering component skills in or approaches to general problem solving ability, or provide opportunities to practice solving various kinds of content-area problems” (pg. 97). Taking a Transformative approach, the Relative advantage of using Problem Solving is to improve general critical thinking skills. Geocaching is a great way to implement problem solving skills into course materials. This can be done by setting up GPS cordinants, having students find the cache and performing required tasks upon reaching it. Instructors can enhance virtual simulations with problem solving by setting up a Cache, locating it in front of the class using a projector or having students use Google Earth to virtually locate it outside of class, and providing students with useful information when the cache has been found. More information can be found here.
that can be used for teaching Political Science-International Relations students.
1. Drill and Practice:
This type of software takes a behaviorist approach to teaching. The relative advantage is that students can input answers to questions and receive positive or negative feedback. In the text book Integrating educational technology into teaching, Robyler argues that this type of software is not meant to facilitate new learning, but to simply reinforce learning that has previously occurred. Many textbooks are accompanied by websites or software that include ways of incorporating drill and practice learning. However, instructors can create their own drills by using Google Forms, clicker software such as Socrative, or puzzle generator software such as Puzzlemaker. Drill and Practice software specifically developed for International Relations needs development at this time.
2. Tutorials:
Similar to Drill and Practice software, tutorials take a behaviorist approach. According to Robyler, The key difference is that Tutorials produce original learning content and are often followed up with drill and practice exercises (but not always). The relative advantage of using tutorials in a Political Science classrooms stems from the fact that instructors can use them to implement the flipped classroom instructional model. In other words, students can participate in tutorials outside of class, and practice deeper learning in class. A few free tutorials can be found at WIZIQ. Here is a good example. However, a majority of tutorials in the field are offered through educational institutions such as Oxford. However, some tutorials have also been made as part of MOOC courses offered through companies such as Coursera and EDX.
3. Simulations:
When students are learning about current and historical events around the globe, simulations are particularly useful. Simulation software adopts a constructionist approach to learning and includes “programs that provide computerized models of a real or imagined system that is designed to teach how the system works” (Robyler, 2016, p. 104). The relative advantage is that it is often useful for students to get a visual idea of where political events have happened or are currently happening. Although travelling internationally may not be feasible or affordable for many. Google Earth allows users to virtually travel anywhere in the world. Some simulations can also be referred to as games. Real Lives is an example of software that can be purchased. Users are able to live out scenarios of different people in various nation-states around the globe.
4. Instructional Games:
Although using games for instructional purposes is still highly controversial, it has increased in popularity in recent years. Also using a Constructionist approach, they adapt both simulations and a Drill and Practice Behavioral attribute. Robyler argues that Instructional Games have the extra excitement of rules, competition, and game rules. The relative advantage to using instructional games is the motivation it can offer to students, however, it is important to note that not all students find Instructional games as exciting as others. Two great resources for games that can fit into International Relations courses include GamesForChange and Purposefulgames.
5. Problem-Solving Software:
Problem-Solving Software reinforces learning by transferring learning to scenarios that are capable of happening in the Political Science realm. According to Robyler, “Problem-solving software functions may focus on fostering component skills in or approaches to general problem solving ability, or provide opportunities to practice solving various kinds of content-area problems” (pg. 97). Taking a Transformative approach, the Relative advantage of using Problem Solving is to improve general critical thinking skills. Geocaching is a great way to implement problem solving skills into course materials. This can be done by setting up GPS cordinants, having students find the cache and performing required tasks upon reaching it. Instructors can enhance virtual simulations with problem solving by setting up a Cache, locating it in front of the class using a projector or having students use Google Earth to virtually locate it outside of class, and providing students with useful information when the cache has been found. More information can be found here.
Robyler, M. D. (2016). Integrating educational technology into teaching. Upper Saddle
River, NJ: Pearson.
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