The computer is one of the wonders of human ingenuity.

With the
invention of the microcomputer (now also commonly referred to as PCs or
personal computers), the PC has become the tool for programmed
instruction. Computer-assisted Instruction (CAI) The computer can be a
tutor, in effect, relieving the teacher of many activities in his personal role
as classroom teacher. The computer cannot totally replace the teacher
since the teacher shall continue to play the major roles of information
deliverer and learning environment controller. The teacher must: Ensure
that students have the needed knowledge and skills for any computer
activity. The teacher must: Decide the appropriate learning objectives. The
teacher must: Plan the sequential and structured activities to achieve the
objectives. The teacher must: Evaluate the students achievement by ways
that tests specific expected outcomes. Students in CAI play their own roles
as learners, as they: Receive information. Students in CAI play their own
roles as learners, as they: Understand information for the computer activity.
Students in CAI play their own roles as learners, as they: Retain/keep in
mind the information and rules for the computer activity. Students in CAI
play their own roles as learners, as they: Apply the knowledge and rules
during the process of computer learning. The computer plays its roles as it:
Acts as a sort of tutor (the role traditionally played by the teachers). The
computer plays its roles as it: Provides a learning environment. The
computer plays its roles as it: Delivers learning instruction. The computer
plays its roles as it: Reinforces learning through drill and practice. The
computer plays its roles as it: Provides feedback. CAI integrated with
Lessons CAI computer learning should not stop with the drill and practice
activities of students. CAI integrated with Lessons CAI works best in
reinforcing learning through repetitive exercises such that students can
practice basic skills or knowledge in various subject areas. CAI integrated
with Lessons In these programs, the computer presents a
question/problem first and the student is asked to answer the
question/problem. Immediate feedback is given to the students answer.
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. When and how can
teachers integrate drill and practice programs with their lessons? Ensure
that drill and practice activities conform to the lesson plan/curriculum. When
and how can teachers integrate drill and practice programs with their
lessons?Limit drill and practice to 20-30 minutes to avoid boredom. When
and how can teachers integrate drill and practice programs with their
lessons? Use drill and practice to assist students with particular weakness
in basic skills. The tutorial software should be able to: Teach new
content/information to students Provide comprehensive information on
concepts in addition to practice exercises. The tutorial software should be
able to: Can be effectively used for remediation, reviewing or enrichment.
The tutorial software should be able to:Allow the teacher to introduce
follow-up questions to stimulate students learning Permits group activity
for cooperative learning. SIMULATION PROGRAMS These are another
kind of software that is constructivist in nature. These simulation software:
Teaches strategies and rules applied to real-life problems/situations Asks
students to make decision on models or scenarios. These simulation
software: Allows students to manipulate elements of a model and get the
experience of the effects of their decisions
1. INSTRUCTIONAL GAMES While relating to low-level learning objectives,
instructional computer games add the elements of competition and
challenge.
2. PROBLEM-SOLVING SOFTWARE These are more sophisticated than the
drill and practice exercises and allow students to learn and improve on their
problem-solving ability. Since problems cannot be solved simply by
memorizing facts, the students have to employ higher thinking skills such
as logic, recognition, reflection, and strategy- making.
3. MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS
MULTIMEDIA ENCYCLOPEDIA can store a huge database with texts,
images, animation, audio and video. Students can access any desired
information, search its vast contents and even download/print relevant
portions of the data for their composition or presentation.
4. MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS
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 word skills
5. CONCLUSION The computer is a tutor in this new age of learning. It does
not replace the teacher , although it assumes certain roles previously
assigned to teachers who now has to take the new role of facilitator and
guide.
6. CONCLUSION Integrating computer exercises is the new task of the
teacher who can find in the computer and computer software an alternative
medium to the traditional classroom practice of delivering information and
supporting learning activities.
7. CONCLUSION In the years ahead, we shall the computers in schools as a
common tool for the enhancement of the students thinking, communication
and collaboration skills. Computer will become an integral component of
the future classroom and not a mere machine that can deliver routine drills
and exercises.