This document discusses the role of computers in commerce education. It outlines how computers can be used as objects of instruction, tools for instruction and learning, and for computer-managed, computer-based, and computer-generated instructional materials. Computers can provide individualized instruction, enhance teaching levels, easily convey and evaluate learning materials, and enable re-learning. However, computers fail to appreciate student emotion and cannot provide value orientation or psychological support. The document also discusses different computer-based instructional methods and how integrating technology can increase learning time and connect commerce curriculum to real-world applications.

2. TOPIC

3. Role of computer in commerce education:
• Computer as on object of instruction
•Computer as a tool for instruction and learning
•Computer managed instruction (CMI)
•Computer based testing (CBT)
• Computer generated instructional materials
•Integrated learning system (ILS)
•Computer in the media center
•Computer assisted instruction (CAI)

4. •INDIVIDUALISED INSTRUCTION
•ENHANCE THE LEVEL OF TEACHING
•EASILY CONVEY THE CURRICULAR MATERIALS
•EASILY EVALUATE LEARNING
•RE-LEARNING IF REQUIRED

5. •FAILS TO APPRECIATES THE EMOTION OF STUDENTS
•THIS PROGRAMMES DO NOT SOLVE PSYCHOLOGICAL
OR LEARNING PROGRAMMES
•IT CANNOT PROVIDE THE STUDENT WITH A VALUE
ORIENTATION
•IT MIGHT RESULT THE HUMANISATION

6. •DRILL AND PRACTICES
•TUTORIAL METHOD
•GAMING METHOD
•SIMULATION METHOD
•DISCOVERY METHOD
•PROBLEM SOLVING METHOD

8. •INTEGRATE A TECHNOLOGY INTO THE
CLASSROOM ON A DAILY BASIS
•INCREASE LEARNING TIME
•CONNECT COMMERCE CURRICULAM TO OTHER
SUBJECTS AND REAL WORLD APPLICAIONS
•MAKING LESSONS MEANINGFUL TOEACH
STUDENT

10. •First IWB were designed and manufactured for use in
the office
•They were developed by xerox parc around 1990

11. •INTERACTIVE TEACHING
•GROUP INTERACTION
•INTERACTION IN PRACTICE

12. •ALTHOUGH THE NEWNESS OF TECHNOLOGY WAS
INITIALLY WELCOMED BY PUPILS ANY BOOST IN
MODIFICATION SEEMS SHORT LIVED.
•SOMETIMES TEACERS FOCUSED MORE ON THE NEW
TECHNOLOGY THAN ON WHAT PUPILS SHOULD BE
LEARNING
•AN EMPHASIS ON INTRACTIVITY WAS PARTICULARLY
PREVALENT IN CLASS WITH LOWER ABILITY STUDENTS
•TIME CONSUMING