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TechnicalCourse modules
Teachers have known of the existence of subject specific software ever since the beginning of the rapid growth of ICT development in the middle of the eighties. The first programs were called “the upright book”, because the content was the same as in training material in books and exercise books. It was merely presented on the computer, and could immediately respond whether an answer was right or wrong.
Unlike the totally open tools, the subject specific software targets content and a professionally orientated application fields. An educational software tool can be excellent but as is the case with other teaching aids, there is a difference to the way they function in a teaching situation - and when and where they are relevant. It is not always merely the content that determines what the benefit of the individual program will be for each student. By including a wide range of materials in the learning process - also educational software - the teacher will be able to consider students with different qualifications and to plan the educational process to make room for individual choice of educational materials. The educational views behind the construction and the mode of operation of the program have an impact on the subject content and also the general competence development of the student.
Educational software developed for specific subjects or themes may turn out to be useful outside the specific subject when applied in practice, in cross-disciplinary contexts or projects. Some of the new programs have such wide-ranging content, functions and possibilities of application that it is relevant to have seen, tested and evaluated them together with colleagues in a broad professional team.
The different categories of educational software, for example training programs, framework programs and authoring tools often exist in the form of CD-ROMs; but some programs are net-based with or without user payment. It is important that the teacher knows a broad variety of these possibilities in his own line of profession and knows where they can be seen, tested, bought or downloaded.
In the module, different educational software and its potential is discussed and also what the possibilities are of planning and implementing learning processes where it is included.
Exercises and ICT skills
The firsthand impression of a subject specific software packages does not always render a true picture of the possibilities. Not until it has been tested in a user situation - or a structured analysis has taken place - can the teacher decide whether the program can meet the requirements he has presented to the students including the professional goals for the learning process.
You will work with different models for testing and evaluating ICT applications, and learn where to find them.
When teachers produce teaching materials on paper or digitally, the use of images is an essential part of the work. They have to find, produce and process images to be used on the home page of the school or the class as drafts and tasks and information material for parents. Knowledge about children's pictures and usage of pictures is no longer just a professional skill in a few subjects. It is something that all teachers need in connection with their day-to-day work.