DEVELOPMENT OF SOFTWARE FOR CLASSES AND TEACHING
Dan e Al es Medei os Filho y Jo ge Pimen el Cin a
INTRODUCTION
The de elopmen o educa ional so wa e is a complex ask and in ol es
many ac o s. Some a e linked o he educa ional p ocess and o he s o
in e ace and implemen a ion aspec s. The p epa a ion o educa ional so wa e
aims a he ansmission o in o ma ion so ha p e iously es ablished
objec i es may be eached. Some ha e only o deli e a message; o he s a e
employed o eaching and lea ning. I is in e es ing o analyze ha all
so wa e de eloped o educa ional aims is o ganized and planned o ansmi
sys emized in o ma ion and hus cha ac e izing an ins uc ional p ocess.
When unde aken in an o ganized, planned and sys emized o m, he
de elopmen o educa ional so wa e is a ue pedagogical ask.
1. The use o Compu e s in Teaching
The use o compu e s in eaching has gi en ise o discussions on he eaching
p ocess and lea ning in all a eas. Resea ch has de eloped he in eg a ion o
compu e s in eaching and compu e s a e used by eache s and s uden s in
e e y way suppo ed by he di e en eaching sys ems and lea ning heo ies
[1]. I is in e es ing o no e ha his esea ch wo k p omo es deba es on
didac ic, pedagogical and e en epis emological p oblems when he compu e
is in eg a ed in he eaching and lea ning p ocesses [9]. Some educa o s a e o
he opinion ha he employmen o new echnologies, including compu e s,
will cause impo an changes in p esen day pedagogical pa adigms [6].
O he s hink ha in he long un he in oduc ion o new echnologies in
educa ion will no b ing any impo an changes. The new echnologies will
me ely se e as ools o subsidia y esou ces and will no go beyond
conse a i e inno a ions [3]. The employmen o compu e s in a sys emic
way is made h ough so wa e. They may be speci ic o eaching and lea ning
o hey may be applica ions used o help he eache o he s uden in his job.
Valen e [10] s a es ha educa ional so wa e may be classi ied in o h ee g ea
ca ego ies acco ding o hei employmen : eaching wi h he compu e as a
help; lea ning by disco e ing and educa ional ools. Needless o say, he e a e
o he o ms in which he use o compu e s in educa ion may be classi ied [10].
3. The De elopmen o Educa ional So wa e
The aim o o ganizing and sys emizing he de elopmen o educa ional
so wa e is o o m adequa e s a egies o help in he eaching p ocess and in
app en iceship owa ds a be e men o in o ma ion ansmission [8]. The
elabo a ion o educa ional so wa e is a e y complex ask because i in ol es
mul idisciplina y knowledge in educa ion and compu e science [2]:
o knowledge o app en iceship heo ies by which lea ning
s a egies a e known;
o knowledge o ins uc ion heo ies such as hose analyzed by
Skinne , Gagné, Ausubel, B unne and o he s;
o con en knowledge o be ansmi ed by he educa ional so wa e;
he ways o o ganize and sys emize i acco ding o he
ins uc ional model adop ed;
o e alua ion me hod o see whe he asse s in so wa e employmen
jus i y i s use;
o knowledge o he ins uc ional model and i s ins uc ional
s a egies which in ol e didac ic and pedagogical ac o s;
o knowledge o compu e science o choice o adequa e ools o
he de elopmen o p ojec ;
o knowledge o compu e science o he execu ion o he p ojec .
Such knowledge needs a mul idisciplina y eam o he de elopmen o
educa ional so wa e. Fo i s execu ion he ollowing s ages a e necessa y:
o de ini ion o ins uc ional aims;
o de ini ion o he public in iew;
o choice o ins uc ional model o be employed;
o choice o ins uc ional s a egies;
o planning o communica ion in e ace;
o implemen a ion;
o e alua ion.
4. De elopmen S ages o Educa ional So wa e
A. De ini ion o ins uc ional aims
Ins uc ional aims speci y knowledge, abili ies and capaci ies which should be
acqui ed wi h he employmen o he so wa e o be de eloped. As much as
possible aims should be o mula ed as u u e esul s and hus making con ol
and e alua ion easie . Con en s a e he objec i e basis o ins uc ion. The
ins uc ional objec i es will a ec he choice o he ins uc ional and s a egic
model.
B. De ini ion o he public in iew
The public in iew a e he people who will use o will make use o he
educa ional so wa e. They may be called use s, app en ices, s uden s e c.
Thei cha ac e is ics de e mine he didac ic ansmission o con en s and
ins uc ional s a egies.
C. Choice o ins uc ional model o be employed
The ins uc ional model is a sys ema ic p ocess by which eaching necessi ies
and aims a e analyzed. F om hese analyses ac i i ies and esou ces a e
selec ed and de eloped o each he aims p oposed and p ocedu es a e
de eloped o e alua e app en iceship and e ise ins uc ion. The ins uc ional
model will de e mine he ype o in e ac i i y be ween he use and he
so wa e.
D. Choice o ins uc ional s a egies
Ins uc ional s a egies a e he didac ic and pedagogical plans o con en
p esen a ion [7]. They include he use s’ cha ac e is ics, he ins uc ional aims,
he choice o s a egies and con en cha ac e is ics. These componen s a e
in e ela ed h ough didac ic and pedagogical ac o s and h ough ac o s
ela ed o communica ion in e ace.
Didac ic and pedagogical ac o s:
o subjec ;
o ins uc ional model;
o subsidia y s a egies and esou ces;
o didac ic and pedagogical ansla ion o subjec acco ding o
use s’ cha ac e is ics;
o heo e ical basis ha o ganizes knowledge acco ding o
ins uc ional model o be adop ed and ha de ines me hodology
o he execu ion o abo e;
o ins uc ional aims;
o cha ac e is ics o he public in iew;
o lea ning en i onmen .
Communica ion In e ace Fac o s
o mo i a ion: ex , images, sound and anima ion quali y should
mo i a e he p og am use ;
o na iga ion: i should be iendly, easy and in ui i e;
o help: p og am should o e a help se ice o use ;
o allowing ne wo k use;
o o eseeing he possibili y o pe sonaliza ion;
o in e ac i i y;
o o malizing icons common o o he p og am.
E. Planning o Communica ion In e ace and i s Implemen a ion
Implemen a ion o communica ion in e ace implies he choice o p ope ools
o i s de elopmen . A p esen a ious sys em called "au ho sys ems" a e
a ailable which make easie he in eg a ion o images, sounds, ex s,
anima ions and ideos. The choice o ools should make easy he de elopmen
and main enance p ocesses.
F. E alua ion
E alua ion should ollow all he phases o de elopmen o he educa ional
so wa e. Th ough i one knows whe he aims ha e been eached. E alua ion
pinpoin s di icul ies o de elopmen s so ha he ask may be e-o ien a ed.
E alua ion may be in e p e ed as an analysis o he ma e ial p oduced. Since
he de elopmen o educa ional so wa e is a complex ask, i s e alua ion is
no a non-consequen ial p oblem. E alua ion ha ollows he so wa e
de elopmen phase is called " o ma i e e alua ion". I picks up in o ma ion
on possible aul s a his phase and seeks al e na i es o co ec hem.
E alua ion unde aken a he end o he p ocess wi h he inished p oduc is
called "summing e alua ion". The e a e o he app oaches o e alua e he
p oduc ion o educa ional so wa e. [8] sugges s h ee e alua ion le els, o
a he , p oduc , use and con ex o ien a ed. Do ego [4] sugges s ha
e alua ion should be done in each phase ha makes up he de elopmen o
educa ional so wa e by means o answe s o he ollowing:
o Wha is being e alua ed ?
o Who e alua es ?
o Wha a e he p ocedu es and ins umen s o e alua ion ?
o How a e esul s analyzed ?
o Wha decisions a e aken om esul ed ?
5. Fo ma i e E alua ion o Educa ional So wa e
Fo ma i e e alua ion is pa and pa cel o he de elopmen o educa ional
so wa e. I pinpoin s mis akes o co ec ion in he de elopmen phase. Since
he p oduc ion o educa ional so wa e has educa ional and implemen a ion
ac o s, i is impo an o enhance e alua ion in wo g oups.
A. E alua ion In ol ing Educa ional Fac o s
Wha is being e alua ed ?
o a con en le el: mo i a ion, eedback, sui abili y, quali y and
in e ac i i y;
o sui abili y o p oduc o ins uc ional aims;
o in eg a ion capaci y wi h o he didac ic and pedagogical
esou ces;
o ins uc ional s a egies, p e e ence o coope a i e, ac i e and
signi ican app en iceship; use o images, sounds, anima ion and
ideos;
o possibili y o eam wo k;
o success ul in eg a ion o di e en ypes o languages (iconic,
e bal e c.);
o enhancemen o e lec ion and o c i icism wi h ega d o subjec .
Who e alua es ?
o eache s;
o educa ional pe sonnel;
o pedagogues;
o specialis s in educa ion and educa ional compu e science.
Wha a e he p ocedu es and ins umen s o e alua ion ?
o obse a ions;
o expe imen s;
o egis e o occu ences and e en s;
o ques ionnai es;
o in e iews;
o simula ion o p ocess unc ioning.
How a e esul s analyzed ?
o By discussions wi h specialis s;
o Compa ison be ween exis ing s anda ds o p e ious conjec u es.
Wha decisions a e aken om esul s ?
o change o ins uc ional s a egies;
o modi ica ion o ins uc ional and esou ce me hods.
A. Technical Fac o s Linked o In e ace and Implemen a ion
Wha is e alua ed ?

o In e ac i i y;
o A ac i eness;
o In ui ion
o Necessi y o aining o employmen ;
o Icon o maliza ion wi h o he so wa e and sys ems;
o Sound, image, anima ion and ideo quali ies;
o Clea commands and in o ma ion;
o P ope size o icons, ex s, igu es, anima ion and ideos;
o Synch oniza ion o images, sounds, ideos and ex s;
o Employmen o h ee-dimension images and ideos;
o Use ’s handbook;
o Na iga ion help sys em;
o Na iga ion con ol;
o Ne wo k connec ions;
o Independence o ha dwa e.
Who e alua es ?
o Teache s;
o Pedagogues;
o Specialis s in educa ional compu e science.
Wha a e he p ocedu es and ins umen s o e alua ion ?
o Obse a ion, ques ionnai es, in e iews;
o Expe imen a ion;
o Simula ion.
How a e esul s analyzed ?
o Th ough discussions among mul idisciplina y eam membe s;
o Compa ison o esul s wi h pa e ns, p e ious conjec u es o
heo ies.
Wha decisions may be aken om esul s ?
o Changes o achie e be e communica ion in e ace.
6. Conclusion
The de elopmen o educa ional so wa e is a complex ask in ol ing
knowledge in di e en a eas o knowledge and should be unde aken by a
mul idisciplina y eam. The o ma i e e alua ion h oughou he p oduc ion
p ocess is undamen al o he p oduc ’s inal quali y. The o m o e alua ion
comp ises wo ypes o e alua ion: a p oduc -cen e ed e alua ion and a use -
cen e ed one. Di e en om he g ea numbe o s udies based on e alua ions
h ough obse a ions and expe imen s compa ing esul s o app en iceship o
adi ional me hods wi h so wa e use, his ype o e alua ion is di ec ed
owa ds he app en iceship inal esul and doesn’ enhance e alua ion a
in e ac ion, mo i a ion and o he le els. E alua ion ough o be a sys ema ic
p ocess so ha he eal con ibu ion o he de elopmen o so wa e unde
ce ain condi ions on eaching and app en iceship may be e i ied. I should
be enhanced ha he de elopmen o so wa e is a pedagogical, and hus a
eaching ask, e en hough many a e employed wi h an app en iceship
app oach.
Re e ences
[1] A iza, A. Soluciones mul imediales pa a nue as p opues as
pedagógicas. Ba anquilla: Unino e, III Cong eso Ibe o-Ame icano de
In o má ica Educa i a, 1996.
[2] Campos F. e al. Dez e apas pa a o desen ol imen o de so wa e
educacional do ipo hipe mídia. Ba anquilla: Unino e, III Cong eso
Ibe o-Ame icano de In o má ica Educa i a, 1996.
[3] Cysnei os, P. G. No as ecnologias na sala de aula: melho ia do
ensino ou ino ação conse ado a ? Águas de Lindóia, SP: Encon o
Nacional de didá ica e P á ica de ensino, p199-216, 1998
[4] Do ego, E. Modelo pa a la p odución y e aluacion o ma i a de
medios ins uccionales, aplicado al ideo y ao so wa e. B asília:
RIBIE’98’IV Cong eso da Rede Ibe o Ame icana de In o má ica
educa i a, 1998.
[5] Handle , Ma ianne G. P epa ing new eache s o use compu e
echnology: pe cep ions and sugges ions o eache educa o s.
Compu e Educ. Vol. 20 No. 2 p147-156, 1993.
[6] Pape , S. Minds o ms: Clild en, compu e s and powe ul ideas.
New Yo k: Basic Books, 1980.
[7] Rod iguez, Nu ia H. e al. P oduci e ap ende mul imedia. Málaga:
X Cong eso de Ingienie ía G á ica, VII, p619-634,1998.
[8] Sal a , G. B. La e aluacíon de los sis emas de au oma ización del
diseño ins uc i o. Lisboa: II Cong eso Ibe o-Ame icano de
In o má ica na Educação, 1994.
[9] Teixei a, I. S; Teixei a, R. G. A es u u a cons u i is a e a
impo ância da pe cepção cogni i a pa a os es udan es da á ea
ecnológica. São Paulo: XXVI Cong esso B asilei o de Ensino de
Engenha ia, p3031-3045, 1998.
[10] Valen e, J. A. Compu ado es e conhecimen o: epensando a
educação. Campinas: G á ica da Unicamp 2ª edição, 1998.
OooooOooooo
DEVELOPMENT OF SOFTWARE FOR CLASSES AND
TEACHING
DATOS DE LOS AUTORES:
Dan e Al es Medei os Filho (Depa amen o de In o má ica –
Uni e sidade Es adual de Ma ingá - Rua Ve eado Nelson Ab aão, 903 –
Ma ingá – Pa aná – B azil CEP 87015-230 - E-
mail: dan e@ e acom.com.b ; T no, +55 044-225-1351) y Jo ge
Pimen el Cin a (Escola Poli écnica da uni e sidade de São Paulo -
Uni e sidade de São Paulo - B asil)
RESUMEN:
La u ilización de so wa e educa i o, es á siendo muy explo ada no
p oceso de enseñanza y ap endizaje. Los es udios pa a su desa ollo son
así necesa ios. El obje i o de es e abajo es analiza los ac o es que
in oluc am el desa ollo de so wa e educa i o, mos ando los
componen es que in eg am su p odución, elaciones y o mas de
e aluación
PALABRAS CLAVE:
Desa ollo, so wa e educa i o, e aluación, enseñanza y ap endizaje
ABSTRACT:
The employmen o educa ional so wa e is a p esen highly explo ed in
classes and in he eaching. S udies o i s de elopmen a e hus
necessa y. The aim o his pape is o analyze he ac o s ha in ol e he
de elopmen o educa ional so wa e while showing hei in eg a ing
componen s, in e ela ionships and o ms o e alua ion.
KEY WORDS:
de elopmen , educa ional so wa e, alua ion, eaching and lea ning