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Thecomputerasatutor2 120823035824-phpapp02

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Thecomputerasatutor2 120823035824-phpapp02

  1. 1. Prepared by: Sherla Jane G. Siervo
  2. 2. The computer is one of the wonders of human ingenuity.
  3. 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. 4.  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. 5.  Ensure that students have the needed knowledge and skills for any computer activity.  Decide the appropriate learning objectives  Plan the sequential and structured activities to achieve the objectives  Evaluate the students’ achievement by ways that tests specific expected outcomes
  6. 6.  Receive information  Understand information for the computer activity  Retain/keep in mind the information and rules for the computer activity  Apply the knowledge and rules during the process of computer learning
  7. 7.  Acts as a sort of tutor (the role traditionally played by the teachers)  Provides a learning environment  Delivers learning instruction  Reinforces learning through drill and practice  Provides feedback
  8. 8.  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
  9. 9.  Limit drill and practice to 20-30 minutes to avoid boredom  Use drill and practice to assist students with particular weakness in basic skills
  10. 10.  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
  11. 11.  Allow the teacher to introduce follow-up questions to stimulate students’ learning  Permits group activity for cooperative learning
  12. 12.  These are another kind of software that is constructivist in nature.
  13. 13.  Teaches strategies and rules applied to real-life problems/situations  Asks students to make decision on models or scenarios
  14. 14.  Allows students to manipulate elements of a model and get the experience of the effects of their decisions
  15. 15.  While relating to low-level learning objectives, instructional computer games add the elements of competition and challenge.
  16. 16.  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.
  17. 17.  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.
  18. 18.  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
  19. 19.  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.
  20. 20. 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.
  21. 21. 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.
  22. 22. ACKNOWLEDGEMENT: Alyssa Denise A. Valino
  23. 23. END

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