The Computer as

a Tutor

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.

Decide the appropriate learning

objectives

The teacher must:

Plan the sequential and structured activities to achieve the objectives

The teacher must:

Evaluate the students’ achievements by ways

that tests specific expected outcomes

The teacher must:

Students in CAI play their own roles as learners, as they:

Receive information

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

Students in CAI play their own roles as learners, as they:

The computer plays its roles as it:

Acts as a one kind of tutor

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

The computer plays its roles as it:

CAI integrated with Lessons•CAI computer learning should not stop with the drill and practice activities of students

•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 student’s answer

CAI integrated with Lessons

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

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

When and how can teachers integrate drill and practice

programs with their lessons?

The tutorial software should be able to:

• Teach new content/information to students

• Provide comprehensive information on concepts in addition to practice exercises

• 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

The tutorial software should be able to:

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

• Allows students to manipulate elements of a model and get the experience of the effects of their decisions

These simulation software:

INSTRUCTIONAL GAMES

• While relating to low-level learning objectives, instructional computer games add the elements of competition and challenge.

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.

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.

• 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

MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS

CONCLUSIONThe 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.

CONCLUSIONIntegrating 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.

CONCLUSIONIn the years ahead, we shall the

computers in schools as a common tool for the enhancement of the student’s 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.

END