Choosing the software to integrate into your lesson depends on the teaching style that you wish to employ, the content you are teaching, how you want to assess their knowledge of the content, along with what you want them to produce/create to demonstrate their knowledge (if anything). The production or creation of something is done through productivity software. " The eight key types of productivity software used in today's classroom are word processing, spreadsheet, presentation, database, mapping/planning, audio/video editing, and authoring" ( Morrison & Lowther, 2010). The two most commonly used in the classroom seem to be word processing and presentation software like Microsoft Word, and PowerPoint. Research software includes browsers, search engines and plug-ins. Communication software consists of email, discussion boards, podcasts, instant messaging and other forms of social media and Web 2.0 platforms. This "digital communication occurs in two forms- asynchronous and synchronous or real time"( Morrison & Lowther, 2010). Using communication software appropriately within the classroom can have a profound benefit on collaborative learning as " introducing technology into the learning environment can encourage cooperative learning and student collaboration. If they are allowed to converse, most students like to talk about their computer work and share their strategies. Classroom activities that are structured so that computers encourage collaboration build on learners' desire to communicate and share their understanding. It takes planning and intervention to build successful cooperative groups with or without computers, but groups that use computers as teamwork tools have a better start toward collaborative work."(Sears) Commutative software also fosters a professional community outside the classroom where teachers alike can share ideas, information, strategies, and lesson plans. Problem-solving software requires "the use of higher-order thinking skills to achieve the intended outcome"( Morrison & Lowther, 2010). They are either games or simulations that related to the content material and help demonstrate the students content knowledge. Educational software's 
intended purpose is to teach the user through either drill and practice, tutorials, integrated learning systems, process tools, and testing software. "The degree of teaching depends on the type of software that is used"( Morrison & Lowther, 2010). 2. I understand why students should use educational software and the Internet, but why should my fourth grade students learn to use spreadsheet, database, or video editing software?
For every grade level, there is appropriate software and technology that can be integrated into the lesson to aid in the students educational development. In some instances, the software is programed specifically for that age or grade level. In other instances, the software must be applied within the appropriateness of the content being taught. For example, a fourth grade teacher may use spreadsheet to have her students create a multiplication table from 1-50. The content is appropriate for that grade level, and the software helps to easily create the desired outcome.
3. How can student use of different types of software help improve scores on state tests?
While high state test scores are important for schools as a whole, it is just as important to individualize each student and their learning development and not just lump them into generalized categories like the state does. When educators focus on individual learning, the outcome will inevitably be higher state test scores even if that was not the specified desired outcome.
Individualized learning is best when aided by technology to help reach the all the different types of students through many different ways of hearing, seeing, doing, and learning. "Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals" (Edutopia, 2008). Addressing these key components while supporting the curricular goals will lead to the desired high state test scores.
Bibliography:
1. Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.
2. Sears, C. (n.d.). Building on technologies promise: Computers and constructivism. Retrieved from http://www.sedl.org/pubs/tec26/cnc.html
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