Educational Software (Chapter 7)

I found chapter 7 interesting, because it gave me a new perspective on what software is and how we use it all the time without even thinking much about it. I must admit, software is something I take advantage of without so much as a nod of appreciation. For instance, take a look at this blog post I am currently writing. Someone had to figure out how to setup all of the design layout, interactive features, html formatting and ensuring that she I hit the "Publish" button, my writings become saved and made available for public access. Pretty intricate stuff. I use software like Microsoft Office, Adobe Programs, Apple Software, and much more on a regular basis, always expecting them to be there and be capable of doing whatever tasks I need done. I see now how much time, energy, and consideration must have gone into these programs in order to enable them to function in the way they do.

However, since software is something I am already very comfortable and familiar with, I feel that I didn't take away too much new information from this chapter. I know how to use at least one form of every one of the standard software applications mentioned and am comfortable enough with it to intertwine it into my lesson plans without even noticing I have made such a decision. I understand that there is software that is more functional in the classroom that others, but as the text mentions, many of those choices in software used in the classroom are made by administration. For instance, my school uses PowerSchool for all of its attendance and grading purposes. This has been decided upon by administration and all teachers must oblige. The information about evaluating software seems helpful, in theory, but when and why would I use this if I am not able to add input into what software we use in my classroom? Further, some of the software mentioned I would have though of as websites or digital tools. Take Google Earth, for instance. This is an awesome program that I have use in my classes many times over, but what makes it software instead of a website?

The text's mention of virtual world reminded me of an experience I had in my undergraduate program. I was enrolled in a "Learning Through Technology" class, similar in concept to this class. This class was scheduled to meet twice a week, but we would meet in person once a week and online the other day. When we would meet online, we would all meet up in SecondLife, an incredibly expansive virtual world. Since we'd all be using headsets, we'd be able to converse as well. The teacher would lead us to various areas in this world to teach a particular concept or give a particular experience. I remember that we once explored a virtual Psych Ward, and as you walked through different visual or auditory simulations would take place to mimic the experience of having schizophrenia. It was very interesting and enlightening, and I really enjoyed my time using this software. This experience created "stealth learning" for me, because I often forgot that I was learning and saw what I was doing as just enjoyable and entertaining. This seems to be the best way to use software in schools.

As I read this chapter, I was left with three questions:
1. How is software different from websites and digital tools?
2. With so much preexisting software, is it necessary, or even useful for teachers to design their own software, much as they would there own website?
3. If you are currently teaching or in a school, how do you use "stealth learning" in your classes? Do you think students take away more from this practice or is it comparable to simply teaching a standard lesson from the front of the room?