Lectora Learning for Kindergarteners

Lectora

Most experts contend that kindergarteners respond best to play-based activities. Play-based, learning environments offers diverse opportunities to explore, discover and create. It fosters qualities such as curiosity, perseverance and risk taking, to name a few. It is believed these qualities motivate lifelong learners but are difficult to invoke if not self-discovered when young. The Lectora learning modules are excellent for kindergarteners because they incorporate interactivity and self-initiated learning into the learning process. (Kerbel et al., 1996).

When teaching Kindergarteners their primary colors why is it beneficial to use a Lectora learning module / because Lectora can be used to design multimedia learning modules which mimic the interactiviity of play-based learning. . "(Lectora Features Guide, " n.d.). The most important consideration is that the feedback and evaluation components be built into the instructional design module. Lectora provides you with several test properties options including timed testing, random selection of questions, question feedback, and question display. Additional properties provide the ability to set font, background, colors, page size and more..

The use of computer-mediated instruction for teaching kindergartners colors alters the teaching philosophy of learning colors in three ways. First, the use of computer-mediated instruction places the burden of the learning process on the student themselves. The children, as opposed to being passive recipients of learning, instead become active participants in the learning process. It is up to the child to, for example, find the color red and to link the color red to the word "red." The Lectora programs' built-in feedback mechanism will let him know if he completed the exercise correctly. The feedback serves as a learning reinforcement. Second, computer-mediated programs, like Lectora, convert learning colors into a holistic learning experience involving the learning of many other skills. For example, in completing a Lectora exercise involving identifying a color pattern, the kindergartner is also learning and practicing the following skills: using the mouse, using the keyboard, using the cursor, identifying shapes, identifying letters, navigating around the computer, learning to use a multimedia program, pronunciation, and interpreting computer feedback. Third, since computer-mediated eduction is an individualized learning experience, the use of computer-mediated learning modules requires that the instructor pay specific attention to the learning experience of every student. In reality, some students will inevitably be left behind in any learning environment. How to help these students to catch up with the course materials is a challenge to the instructor. One therefore has to design the mechanics of the individualized learning system in such a way that it has to be effective on the one hand, and on the other hand, it should not become too burdensome to the student and the instructor alike. It is important to realize that there is a wide difference in what preschoolers are bringing to the kindergarten experience. Some may already know their colors and how to use the computer. Some may not even know their primary colors. Random access need to be built into the system so that kindergartner who are already familiar with their colors are not being bored by simple explanations, but, rather, are free to explore more challenging and complex primary color tasks.