According to http://en.wikipedia.org/wiki/Computer-assisted_language_learning, the current philosophy of CALL puts a strong emphasis on student-centered materials that allow learners to work on their own. Such materials may be structured or unstructured, but they normally embody two important features: interactive learning and individualized learning. CALL is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been already been learned in the classroom or as a remedial tool to help learners who require additional support.
The design of CALL materials generally takes into consideration principles of language pedagogy and methodology, which may be derived from different learning theories (e.g. behaviorist, cognitive, constructivist) and second language learning theories such as Stephen Krashen's monitor hypothesis.
In regards to Educational Software, It is a program used to teach, and allows the development of certain cognitive skills. There is a wide range of approaches to the creation of educational software, according to the different types of interaction that should exist between the actors in the teaching-learning process: teacher, learner, knowledge , computer.
The use of computer hardware and software in education and training dates to the early 1940s, when American researchers developed flight simulators which used analog computers to generate simulated onboard instrument data.
An immense number of titles, probably running into the thousands, were developed and released from the mid-1990s onwards, aimed primarily at the home education of younger children. Later iterations of these titles often began to link educational content to school curricula (such as England’s National Curriculum). The design of educational software programmes for home use has been influenced strongly by computer gaming concepts – in other words, they are designed to be fun as well as educational. However as far as possible a distinction should be drawn between proper learning titles (such as these) and software where the gaming outweighs the educational value (described later).
The following are examples of children’s learning software which have a structured pedagogical approach, usually orientated towards literacy and numeracy skills.
§ ClickN KIDS, Research based phonics and spelling software titles
§ Disney Interactive learning titles based on characters such as Winnie-the-Pooh, Aladdin, The Jungle Book and Mickey Mouse
§ GCompris, contains numerous activities, from computer discovery to science
§ Knowledge Adventure’s JumpStart and Blaster Learning System series
Regardind to courseware, it is a term that combines the words 'course' with 'software'. Its meaning originally was used to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom. Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed.
A further category of educational software is software designed for use in school classrooms. Typically such software may be projected onto a large whiteboard at the front of the class and/or run simultaneously on a network of desktop computers in a classroom. This type of software is often called classroom management software. While teachers often choose to use educational software from other categories in their IT suites (e.g. reference works, children’s software), a whole category of educational software has grown up specifically intended to assist classroom teaching.
Finally, instructional design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.
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