| Learning Problem |
Technology Solution |
Relative Advantage |
| Concepts are new, foreign (e.g., mathematics, physics principles). |
Graphic tools, simulations, video-based problem scenarios |
Visual examples clarify concepts and applications. |
| Concepts are abstract, complex (e.g., physics principles, biology systems). |
Math tools (Geometer's SketchPad), simulations, problem-solving software, spreadsheet exercises, graphing calculators |
Graphics displays make abstract concepts more concrete; students can manipulate systems to see how they work. |
| Time-consuming manual skills (e.g., handwriting, calculations, data collection) interfere with learning high-level skills. |
Tool software (e.g., word processing, spreadsheets) and probeware |
Takes low-level labor out of high-level tasks; students can focus on learning high-level concepts and skills. |
| Students find practice boring (e.g., basic math skills, spelling, vocabulary, test preparation). |
Drill-and-practice software, instructional games |
Attention-getting displays, immediate feedback, and interaction combine to create motivating practice. |
| Students cannot see relevance of concepts to their lives (e.g., history, social studies). |
Simulations, Internet activities, video-based problem scenarios |
Visual, interactive activities help teachers demonstrate relevance. |
| Skills are "inert," i.e., students can do them but do not see where they apply (e.g., mathematics, physics). |
Simulations, problem-solving so video-based problem scenarios, student development of web pages, multimedia products |
Project-based learning using these tools establishes clear links between skills and real-world problems. |
| Students dislike preparing research reports, presentations. |
Student development of desktop-published and web page/multimedia products |
Students like products that look polished, professional. |
| Students need skills in working collaboratively, opportunities to demonstrate learning in alternative ways. |
Student development of desktop-published and web page/multimedia products |
Provides format in which group work makes sense; students can work together "virtually"; students make different contributions to one product based on their strengths. |
| Students need technological competence in preparation for the workplace. |
All software and productivity tools; all communications, presentation, and multimedia software |
Illustrates and provides practice in skills and tools students will need in work situations. |
| Teachers have limited time for correcting students' individual practice items. |
Drill-and-practice software, handheld computers with assessment software |
Feedback to students is immediate; frees teachers for work with students. |
| No teachers available for advanced courses. |
Self-instructional multimedia, distance courses |
Provides structured, self-paced learning environments. |
| Students need individual reviews of missed work. |
Tutorial or multimedia software |
Provides structured, self-paced environments for individual review of missed concepts. |
| Schools have insufficient consumable materials (e.g., science labs, workbooks). |
Simulations, CD-ROM-based texts, ebooks |
Materials are reusable; saves money on purchasing new copies. |
| Students need quick access to information and people not locally available. |
Internet and email projects; multimedia encyclopedias and atlases |
Information is faster to access; people are easier, less expensive to contact. |
photo by:
Alana Elliott 
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