Computer-Assisted Instruction (CAI)

When did the use of computers and microcomputers start?

The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs.

In what ways are instructional computers used?

Instructional computers are basically used in one of two ways:

either they provide a straightforward presentation of data

or they fill a tutorial role in which the student is tested on comprehension.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum.

What does CAI refer to?

CAI refers to the use of the computer as a tool to facilitate and improve instruction.

Approaches used to present topics, and test the student's understanding: CAI programs use tutorials, drill and practice, simulation, and problem solving approaches.

What happens if the computer has a tutorial program?

If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer.

If the answer is correct, the student is routed to more challenging problems;

If the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.

Advantages of using computers

There are many advantages to using computers in educational instruction:

1) They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace.

2) Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students.

3) A computer program can be used diagnostically, and, once a student’s problem has been identified, it can then focus on the problem area.

4) Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.

Disadvantages of using computers

1) There are drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update.

2) There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.

3) One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs.

4) Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum.

5) A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher.

6) The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course.

7) Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.

Because the kids of today are so obsessed with technology, whether it is their iPods, Wii, or social networking sites, teachers need to use technology to keep students engaged and stimulated.

There are a number of different tools teachers can utilize:

1) Projector

Projectors are an essential and beneficial tool that teachers can use.

These machines can be hooked up to the teacher’s laptop and will project a larger image of the screen onto a white board. This makes it easier for students to follow along with PowerPoint, a Word document, or even an educational website the teacher may explore.

2) SMART boards

SMARTboards are a very recent advancement in educational technology. They can project the image from the teacher’s laptop onto the whiteboard and the teacher or students can digitally draw on that image.

SMARTboards contain hundreds of applications and provide graphs and tables that are helpful especially in math and science classes.

3) Software

Teachers can use software programs to enhance students’ learning.

There are a number of programs such as Advanced Reader (AR) that quiz a child’s comprehension of a book.

There are also programs that quiz students on math problems or even allow them to complete a virtual dissection in an interactive lab.

4) iPad

The iPad is a combination of a Mac laptop and an iPhone.

The main difference between the iPad and other handheld devices in the classroom is that it has its own software development kit.

The iPad has more memory and storage space than the iPhone although it runs on the core iPhone operating system.

Because of these characteristics, iPads can be used in a number of different ways in the classroom.

iPads have a number of advantages compared to laptops. For example, it’s much less likely to be loaded with viruses.

Students and teachers can use the iPad’s larger interface to gather and present significant, real-time data. For example, teachers could carry an iPad from room to room as they make classroom observations, then use real-time visualizations of that data to make critical decisions.

Students could use the iPad to collect information on field trips or in science labs.

5) Electronic Textbooks

Many schools have experimented with online textbooks, Amazon Kindles, and other electronic reading devices. However, the iPad contains more possibilities than these other devices.

For example, students will be able to use dynamic content with animation, video, and other multimedia built right into it. Instead of trying to feed PDF textbooks into portable devices, teachers can build interactive, dynamic applications that students will carry around with them.

6) Student Response Clickers

Student response clickers are a lot like TV remote controls and work in the same way.

They are able to transmit and record student responses to questions using infrared or radio frequency technology.

Student responses are collected and recorded by a small, transportable receiving station in front of the classroom.

Each clicker can be registered to a specific student so that teachers know who answered correctly and who answered incorrectly.

Clickers allow for active involvement by all students and provide instant feedback. Teachers are aware if students are confused about material that is being presented.

A) Word Processing (with graphics and draw tools)

1) Compose a story/news article/book review and illustrate it with clip art or graphics

2) Expand vocabulary within any written work using the thesaurus (dictionary) in your word processing application

3) Create a resume for any famous person in history

4) Compare and contrast any two (or more) things using a Venn diagram

5) Plan steps or activities with a concept web or map—or use special software designed for this purpose

6) Devise a character comparison chart in table format

6) Devise a character comparison chart in table format

7) Use a table to generate timelines for projects or to record historical events

8) Design a postcard highlighting your school, or local community.

9) Publish a class or grade "newspaper" or student-produced newsletter or flyer

B) Spreadsheets and Databases

1) Document progress for a unit or an activity in your class

2) Take a survey and chart the results

3) Collect information about define the differences graphically—the heights of the tallest roller coasters

4) Make a "real world" budget to learn about income, purchasing, and consumer science

5) Build a class "contact list" for homework help and information sharing

6) Keep an updated inventory of class materials and resources

C) Internet

1) Explore places you could never visit through streaming video

2) Investigate any situation through a WebQuest—created by someone else or you can create your own

3) Track data—the weather over time, or in different places

4) Start the day or week with "Current Events," even in a content area, from major news sources

5) Watch or join an adventure online

6) Contribute to a research team—student data contributions and tracking are used for many projects

7) Play a role in an online simulation—there is even a United Nations simulation for Middle School

8) Test your knowledge with daily quizzes—the National Geography Bee posts new questions daily

D) Email

1) Ask an expert or an author for his or her opinion or insight on a topic you are studying

2) Become an "e-pal" to someone anywhere in the world

3) Contact people in charge with your concerns or questions

4) Share your expertise or opinion, or post a question on a message board

5) Initiate a friendly competition in reading or physical fitness activities with another class or school and share results

E) Presentation Software

1) Pull group work together in a class presentation with each group having a few slides in a presentation

2) Compile (collect, classify, write) information into a common format—"Math Formulas We Use" created by and for students

3) Record "class info and rules" for new student orientation

4) Make a digital "memory book" for the year

Digital Camera

Capture the moment—class presentations, field trips, or activities!

Provide supporting "evidence" in a project or report

Digital Video

Document processes for use and review—lab equipment and procedures

Record a class project or event, such as a field trip or guest speaker, for further learning activities

Create a "newscast" of some event—current or historical—students presenting the information

Web Page

Design a web page or site to direct students’ learning activities in a class or for a project

Upload a page with results of students’ work—art, maps, or even digital presentations

Share the results of student investigations by posting results on the Web

Use web page creation software to create a portfolio on a CD-ROM

Videoconferencing

Converse and collaborate with another class on a project

Take a course, in real time, from an instructor and with other students at various locations

End of lecture