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Computer in Education

The document discusses various educational applications of computers including as a tutor using tools like drill and practice, tutorials, games and simulations; as a tool to assist with tasks like word processing and as a learner where the student teaches the computer. It also covers multimedia uses in education which combines video, graphics, audio and text to create interactive presentations and the advantages and limitations of computer-aided instruction.

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marilou
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Download as DOCX, PDF, TXT or read online on Scribd
54 views

Computer in Education

The document discusses various educational applications of computers including as a tutor using tools like drill and practice, tutorials, games and simulations; as a tool to assist with tasks like word processing and as a learner where the student teaches the computer. It also covers multimedia uses in education which combines video, graphics, audio and text to create interactive presentations and the advantages and limitations of computer-aided instruction.

Uploaded by

marilou
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COMPUTER IN EDUCATION

• The computer is a powerful tool with number of uses in the field of education.
• Categorizes the educational application of computers in education in to three. As
tutor, as tool, and as a tutee.

Computer as teacher

• In this categories, the computer engages in activities traditionally done by


teachers. .This application of the computer is usually called computer aided
instruction.
• However, along with this concept are many related terms computer based
education, computer based instruction, computer assisted instruction and
computer managed instruction among others.
• Example of this application are tutorial CD-ROMs available in market.

There are a number of common categories for computer –aided


instruction:

DRILL AND PRACTICE

The drill and practice material is designed to help learners master already
taught skills or knowledge through repetitive work. A computer drill and practice
program can provide motivation better than similar pen and paper exercise.

 Tutorial

In a tutorial material, the computer presents the theoretical portion, then the
program leads the student through a series of question or exercises to Increase their
fluency in a skill.

 Educational games

• Instructional games add fun to computer aided instruction. In some cases, games
are modified version of drill and practice and simulation software .The skill used
in the game may not be an academic one but the concepts presented in the
game meets an objectives of the subject, making learning enjoyable.

 Simulation

The learner confront a real life situation, like that of symbolic simulation, without fear
of risks involved. Most simulations are designed to promote application of
information, thinking and problem solving skills.
 Problem solving

• Some CAI application teach problem solving skills but do not necessarily fall into
the previous categories problem solving applications are designed to promote
students higher order thinking skills such as logic reasoning pattern recognition,
and strategic thinking.

 Computer as assistant

• In this category, the computer helps the learner in performing routine work tasks.
It can function as a typewriter, a calculator, drawing canvas, a filling system, and
the like. Software program include word processors, graphic design packages,
presentation software, databases, spreadsheets, and telecommunication /
internet tools.

 Computer as learner
• In this category, the roles of the computer and student that we see in traditional
computer aided instruction are reversed. The computer becomes the learner while the
student becomes the teacher. The objectives of the application is for the student to teach
the computer to perform some task.

 Multimedia

Multimedia combines multiple forms of visual and audio information to create


Multi-sensory presentation.

 Multimedia is a combination of different media types into a single


delivery under computer control

1. video- videotape, videodisc and DVD.


2. graphics- slides, filmstrips and transparencies.
3. audio- audiotapes and audio CDs.
4. text- book and computer screen.
5. Real object and models –tools plants artifacts.

 Multimedia offers the following opportunities for learners

1. Practice for review or seatwork


2. Development and completion of project, research, and demonstration.
3. Collaboration on problem, practices, and challenges.
4. Application of knowledge and skill, and exploration of attitude through
simulation.
5. Assessment of student achievement, whether individually or in groups.
6. Recordkeeping, management band storage of student work, assessment and
Reflection.
7. Collaboration between educators in the development of curriculum, sharing of
information and planning for individual student.

 Multimedia experience is most proper in these activities


1. To present demonstration that otherwise would have a considerable safety
risk; e.g. dangerous laboratory experiments;
2. To recreate an experiment that would otherwise be cost-prohibitive, such
as a visit to the banquet rice terraces.
3. To demonstrate phenomena that cannot be observed in real time or seen
with unaided eye, such as geological movements or chemical reaction;.
4. To demonstrate intricate parts of dynamic processes, such as the different
phases of whether change.
5. To provide more in depth materials or illustration, such as historic film clips
or excerpts of speeches.
 A well-designed multimedia project has the following
characteristics
1) Essential, not tangential.
The task fits into the core of the curriculum. It represent a big idea.
2) Authentic, not contrived.
The task uses processes appropriate to the discipline. Students value the
outcome of the task.
3) Rich, not superficial.
The task leads to other problems. It raises other question. It has many
possibilities.
4) Engaging not uninteresting.
The task is thought- provoking. It fosters persistence.
5) Active not passive.
The student is the worker and decision maker. Students interact with other
student’s. Students are constructing meaning and deepening understanding.
6. Feasible, Not infeasible.
The task can be done within school and homework time. It is developmentally
appropriate for students. It is safe.

7. Equitable, not inequitable.


The task develops thinking in a variety of styles .It contributes to positive attitude.
8. Open not closed.
The task leads to divergent answers, not convergent. It caters to multiple learning
styles, providing learning opportunities to every student.

Computer as teaching aid

Advantages
The chief advantage of the computer is interactivity. The learner is involved
as it is required to respond. Researches on the use of CAI in various educational
levels as supplement to traditional, teacher-directed instruction reveal the
achievement effects of those exposed to CAI more superior than those who
are exposed with traditional instruction alone.

Research literature also states that students like working with


computers because computer is

1. Are infinitely patient, never get tired, frustrated or angry.


Never forget to correct or praise and do not embarrass students who make
mistakes.
Are self-paced, individualize learning, and allow students to work privately .
Make it possible to experiment with different options.
Are excellent for drill and practice and give immediate feedback.
ARE more objective than teacher.
7. Free teachers for more meaningful contact with students
8. Are impartial to race or ethnicity.
9. Are great motivators, fun, and entertaining
10. Give a sense of control over learning.
11. Call for using sight, hearing and touch
12. Teach in small increments
13. Help improve spelling and build proficiency in computer use .
14. Make laborious activities easy.
15. Work rapidly – closer to the rate of human thought.

Limitations

1. Purchase and maintenance of computers could be costly.


2. Some CAI programs are simply electronic versions of pen-and-paper exercises.
3. Some software compatible to a computer may not be compatible to other
computer units
4. Limited range of objectives is attained by computers. Computers usually cannot
teach affective and interpersonal domain.
5. Effective classroom management cannot be assured in classes with limited
computer units.

Utilization guidelines

1. Each student should have fair access to equipment. For situations where one
computer is used by many students, have a maximum of five students per
computer. Alternative and flexible scheduling may also be adopted.
2. Employ tandem or pair techniques in computer use. This can address social
interaction.
3. For students who have computers at home, they may be encouraged to extend
developing their skills.
4. Preview and critique the software prior to actual use and encourage student
evaluation. Have the software open as the class starts so that there is no waste
of time in opening them.
5. If the television is connected to the comuter (or lcd projector), make sure that the
television is already set up. A platform can be used to elevate the set-up so that
everyone could see it.
6. Make instruction and explanations very brief. Take note that students will use
the computer laboratory room for hands-on activities and not for lecture. Limit
lectures to 15 minutes maximum.
7. Classroom discipline should be maintained inside the computer laboratory. The
nontraditional classroom setting may prompt students to be noisy and loiter too
much.
8. Websites and links in the internet which are used as reference should be
reviewed before directing students to access them. Web addresses and links
frequently change and become inactive.

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