Computer-assisted
instruction (CAI)
The computer can be a
tutor in effect relieving the teacher of many activities in his personal role
as classroom tutor.
Even
with the available computer and CAI software, the teacher must:
- Insure
that students have the needed knowledge and skills for any computer activity
- Decide
the appropriate learning objectives.
- Plan
the sequential and structured activities to achieve objectives.
- Evaluate
the students’ achievement by ways of tests the specific expected outcomes.
On
the other hand, the students in CAI play their own roles as learners as they:
- Receive
information.
- Understand
instructions for the computer activity
- Retain/keep
in mind the information and rules for the computer activity
- Apply
the knowledge and rules during the process of computer learning.
During
the computer activity proper in CAI the computer, too, plays its roles as it:
- ¢
Acts
as a sort of tutor (the role traditional played by the teacher)
- ¢
Provides
a learning environment
- ¢
Delivers
learning instruction.
- ¢
Reinforces
learning trough drill-and-practice
- ¢
Provides
feedback.
CAI Integrated
with Lessons
CAI computer learning should not stop
with the drill and practice activities of students. In effect, CAI works best
in reinforcing learning through repetitive exercises such that students can
practice basic skills or knowledge in various subject areas. Common types of
drill and practice programs include: Vocabulary building, math facts, basic
science, and history or geography facts.
Suggestions on when and how can teachers
integrate drill and practice programs with their lessons:
- ¢
Use
drill and practice programs for basic skills and knowledge that require rapid
or automatic response by students
- ¢
Ensure
that drill and practice activities conform to the lesson plan/curriculum.
- ¢
Limit
drill and practice to 20-30 minutes to avoid boredom.
- ¢ Use
drill and practice to assist students with particular weakness in basic skills.
The
Tutorial software should be able to:
- ¢ Teach new
content/new information
- ¢ Provide
comprehensive information on concepts I addition to practice exercise.
- ¢ Can be
effectively used for remediation, reviewing or enrichment
- ¢ Allow the
teacher to introduce follow-up questions to stimulate students learning
- ¢ Permits group
activity for cooperative learning.
Simulation
Programs
Simulation software materials are
another kind of software that is constructivist in nature. This simulation
software:
- ¢ Teaches
strategies and rules applied to real-life problems/situations.
- ¢ Ask students to
make decision on models or scenarios.
- ¢ Allows students
to manipulate elements of a model and get the experience of the effects of
their decisions.
Instructional
Games
While relating to low-level learning
objectives (e.g. basic spelling or math skill),
Instructional
computer games add the elements of competition and challenge.
Example:
GeoSafari
Problem Solving
Software
These allow students to learn and improve
on their problem solving ability. The students have to employ higher thinking
skills such as logic, recognition, reflection, and strategy-making.
Example:
Thinking Things 1
Multimedia
Encyclopedia and electronic books
The Multimedia
Encyclopedia can store a huge database with texts, images, animations,
audio and video.
Example:
eyewitness Children’s Encyclopedia.
Electronic
books
provide textual information for reading, supplemented by other types of
multimedia information (sounds, spoken words, pictures, animation). These are
useful for learning reading, spelling and words skills.
v Self-esteem
v Social relations
between racially and culturally different students.
Components
of Cooperative Learning
