group 4 (capilitan, castolo, codilla) report in Educational Technology 2

1. The Computer
as a Tutor

2. The computer is
one of the wonders
of human ingenuity.

3. 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.

4. 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.

5. The teacher must:
Ensure that students have
the needed knowledge and
skills for any computer
activity.

6. Decide the
appropriate learning
objectives
The teacher must:

7. Plan the sequential and
structured activities to
achieve the objectives
The teacher must:

8. Evaluate the students’
achievement by ways that
tests specific expected
outcomes
The teacher must:

9. Students in CAI play their own
roles as learners, as they:
Receive information

10. Understand
information for the
computer activity
Students in CAI play their own
roles as learners, as they:

11. Retain/keep in mind the
information and rules for the
computer activity
Students in CAI play their own
roles as learners, as they:

12. Apply the knowledge and
rules during the process of
computer learning
Students in CAI play their own
roles as learners, as they:

13. The computer plays its roles
as it:
Acts as a sort of tutor (the role
traditionally played by the
teachers)

14. Provides a learning
environment
The computer plays its roles
as it:

15. Delivers learning
instruction
The computer plays its roles
as it:

16. Reinforces learning
through drill-and-
practice
The computer plays its roles
as it:

17. Provides
feedback
The computer plays its roles
as it:

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

19. •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

20. •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

21. 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

22. • 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?

23. •Limit drill and practice to 20-
30 minutes to avoid boredom
When and how can teachers
integrate drill and practice
programs with their lessons?

24. • 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?

25. The tutorial software should
be able to:
• Teach new content/information to
students
• Provide comprehensive
information on concepts in
addition to practice exercises

26. • Can be effectively used for
remediation, reviewing or
enrichment
The tutorial software should
be able to:

27. •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:

28. SIMULATION
PROGRAMS
• These are another kind of
software that is
constructivist in nature.

29. These simulation software:
• Teaches strategies and rules
applied to real-life
problems/situations
• Asks students to make decision
on models or scenarios

30. • Allows students to manipulate
elements of a model and get
the experience of the effects of
their decisions
These simulation software:

31. SimCity is an example of
simulation software material
in which students are allowed
to artificially manage a city
given an imaginary city
environment.

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

33. Example of Instructional
Games is GeoSafari which
introduces adventure activities
for Geography, History and
Science

34. 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.

35. The Thinking Things 1 is an
example of a problem solving
software in which the team
learners must help each other by
observing a comparing.

36. 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.

37. Example of this is the
eyewitness Children’s
Encyclopedia.

38. • 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

39. Examples are Just
Grandma and Me animated
storybook which offer surprises
for the young learner’s curiosity.

40. 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.

41. 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.

42. CONCLUSION
In 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.

43. END

44. Thank you for listening!
Reported by:
Dian Princess Capilitan
Recil Castolo
Brian Jay Codilla
BSED 302

45. References
www.slideshare.net
www.google.com
Educational Technology 2
Book