How do You Choose Educational Software
by Robert Shields

As a teacher, parents often ask me which computer programs I would recommend for their children. Before I can offer a suggestion, I need to have some information such as:

- What skills or knowledge do you want to expose them to or help develop?

What types of programs has your child already enjoyed? (i.e. activity based or mission/adventure based)

What interests does your child already have, that exposure to a software program could enhance?

Reflecting on these questions I realize that these are similar to the ones I would pose if asked to recommend titles in children’s literature. Watching children engage with different texts, software, learning tasks and situations in the classroom has taught me that children truly have diverse interests, just as adults do. Our particular interests develop from ample opportunities to explore different types of texts or activities. Some parent groups have started software lending libraries so they can sample before making a purchase. It is true that for both literature and software, a well stocked and accessible library is a key feature of a rich learning environment.

I believe it is important for learners to be able to be familiar with a variety of texts and be able to consider information from a variety of sources. When considering literacy we want students to be exposed to a range of genres and styles in a variety of media. We also want students to have pragmatic knowledge about books, film, art, and computers. Ultimately we want children to form opinions about what is good, interesting and worthwhile for themselves based on their own reasoned and experienced views. In order for this to happen children need to be interested in what they are learning and the learning process itself.

Those of us who teach are aware that time is a crucial variable in learning and there often does not seem to be enough of it. The amount and quality of time spent on a task is a crucial determinant in forming attitudes and outcomes. In school settings we need to be conscious of how we make use of time and justify instructional decisions that will enhance students learning. The same applies at home where children and parents make time use decisions on a daily basis.

The principle is simple; if you want children to be good readers they need to spend time reading. If you want them to be confident inquirers you have to provide opportunities for them to ask good questions and have a positive disposition when approaching new problems. If we want them to be capable of making good choices they must have opportunities to explore their values and experience the consequences of their actions.

So where does computer time fit into your children’s lifestyle, and what kinds of experiences do they want and will benefit from? I suggest you ask them. Engage them in conversations which encourages them to articulate what makes a good game or activity. You may be surprised with how much they already know about software. For me, an important objective in computer literacy is for students to develop an informed opinion of what makes good software, just as in what makes a good book or film.

Good children’s software develops thinking and problem solving capabilities, exercises their emerging "3 R" skills, helps develop their knowledge of the world around them, all the while holding their interest. Some students want to be challenged and entertained. Others will benefit from practise of their skills in such areas as numeracy or literacy, as learning software can serve either remedial needs or developmental opportunities. All will benefit from knowing more about how software works and learning about what they can actually gain from the unique characteristics of this new medium as they have an engaging experience.

Robert Shields recently taught at Acadia University in the Department of Education, currently teaches in the Toronto area, and is a member of Learning Village's editorial group.


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