Here are the key points about the role of teachers in CAI/CAL: - Guide and facilitate students' learning. Monitor their progress. - Design and develop appropriate CAL modules/programs based on curriculum. - Train students in using computers and CAL programs effectively. - Provide support and clarify doubts when students face difficulties in understanding concepts. - Evaluate and improve existing CAL programs based on students' feedback. Develop new programs. - Use CAI/CAL as a supplement rather than replacement for traditional teaching. Optimize use of both methods. - Act as facilitators and guides rather than only information providers during CAI/CAL sessions. So in summary, teachers play an important role

1. Presented by-
Jasleen Kaur Brar

2. The use of computers in education started in
1960s when they were known as teaching
machines. In educational settings the use of
computers is referred by many terms, which are
as follows:
 Computer assisted instruction (CAI)/ Computer
aided instruction (CAI)/ Computer assisted
learning (CAL).
 Computer based education (CBE) and Computer
based instruction (CBI).

3.  Computer based education and Computer based
instruction are the broadest terms and can virtually
refer to any kind of computer use in educational
settings. Computer assisted instruction or
Computer assisted learning is a narrower term
and is commonly referred by use of computers for
teaching-learning activities such as simulation,
drill-and-practice, and tutorial.

4.  When computer is used as an aid to teaching
method of instruction is called Computer assisted
instruction.
 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.

5. Use of computer in education is referred by many
names such as
 Computer Assisted Instruction (CAI)
 Computer Aided Instruction (CAI)
 Computer Based Education (CBE)
 Computer Based Instruction (CBI)
 Computer Enriched Instruction (CEI)
 Computer Managed Instruction (CMI)
New Terminology
 Web Based Training
 Web Based Learning
 Web Based Instruction

6.  In the year 1966, the first general purpose system
for CAI was developed at the university of Illinois
by Donald Blitzer.
 In the year 1976, the first CAI classroom was set
up at the Waterford Elementary School in Utah.

7.  Providing background knowledge
 Remediation
 Foundation mastery
 Review and reinforcement
 Assessment for improving teaching

8.  CAI uses text or multimedia or combined content.
 Uses multiple-choice questions to pretest the knowledge as
well as for posttest to assess learning.
 Provides simulated real-life problems.
 Provides immediate feedback to the learner which
reinforces them.
 Records and analyzes the incorrect responses
immediately.
 Summarizes learner’s performance at the end of the test.
 Provides repetitive drills to improve the participants’
knowledge.
 Provides game-based drills to increase learning enjoyment

9. Drill and
Practice
Tutorial
Simulation
Instructional
Game
Problem-
Solving
Other

10.  Exercises designed to increase fluency in a new
skill or body of knowledge or to refresh an existing
skill or body of knowledge.
 This approach assumes that the learners have
previously been introduced to the content.
 Traditionally associated with basic skills in topics
such as:
o Mathematics
o Language arts
o Terminology

11.  Good programs provide user control, give
feedback and reinforcement, and help learners
master skills.
 Good for basic skills/knowledge where rapid
student response is desired.
 Usually best to use in a series
of brief sessions.
 Mainly intended for use by
individuals.
 Should be geared to a level
appropriate for the students.

12.  A form of CAI in which the computer assumes the role
of a tutor -- introducing content, providing practice,
and assessing learning.
 Tutorials are used to introduce new content to learners
in much the same manner that a human teacher
might.
 Because tutorials present content to students, they
can be used in any area of the curriculum for:
o remediation when learners lack necessary background
knowledge.
o enrichment when learners wish to go beyond the
basics.

13. o introduction of content to all learners
(freeing the instructor to do other things).
 Good for verbal and conceptual learning.
 May require significant investment of students’
time.
 Can be effectively used by individuals or groups of
2-3 students.
 Should be followed by opportunities for student
application of knowledge.

14.  A form of CAI that provides a simplified
representation of a real situation, phenomenon, or
process.
 Provides the opportunity for students to apply
knowledge in a realistic format but without the
time, expense, or risk associated with the real
thing.
 One of the best ways to use CBI in the sciences
and other subject areas; simulation makes good
use of what the computer does well.

15.  Simulations can mimic physical objects or
phenomena, processes, procedures, and
situations.
 Best used for application of knowledge, problem
solving, and thinking skills.
 Time involvement may be brief or extended
depending on the simulation.
 Good for small groups of students, although can
be used by individuals.
 Often requires guidance and follow-up for effective
use.

16.  Usually another type of CAI (e.g., drill and practice
or simulation) modified to include gaming
elements.
 Generally features
o an end goal and rules of play.
o sensory appeal.
o motivational elements (e.g., competition,
cooperation, challenge, fantasy).

17.  Examples of this type of CAI are found throughout
education. Usually, they are aimed at younger
learners such as those in the elementary grades.
 Games can substitute for worksheets and
exercises, as a reward, or, in some cases, to
foster cooperation.

18.  CAI program that is designed to foster thinking or
problem solving skills, but does not fit into one of
the other categories.
 Usually focuses on a specific type of problem
solving and provides practice on a number or
variety of problems.

19.  Problem solving applications sometimes focus on
specific topics areas (e.g., mathematics, science)
and sometimes they are designed to promote
general problem-solving abilities (e.g., pattern
recognition, prediction).

20.  Many applications, particularly those that have
been developed in recent years, are not easily
classified into one of the preceding categories.

21. Instruct large number of students simultaneously
Reduces the work load of teachers
Multiple dimensional learning
Recording, reviewing and ready reference
Interactive
Active learning
Immediate feedback
Self-directed learning allows learners to decide when, where and what to learn
Self-pacing
Privacy for shy/slow learners

22. Lack of personal touch
Repeated instruction
Equipment and software can be costly
Development takes time and money
Produce mental and physical fatigue
Artistic competence of student takes a backseat
Testing the student is only done by the multiple choice question
Inability to ask a “person” a question when material is not understood
Equipment can malfunction

24. Computer-assisted learning is a type of learning
which aim to provide interactive instruction usually
in a specific subject area, and many predate the
Internet.

25.  Choose a relevant topic.
 Decide the cognitive level of the students, aimed by
the module, viz. knowledge, understanding ,or
problem solving.
 Decide the computer-assisted learning (CAL) mode to
be used.
 Develop CAL sequence in the form of ‘frames’.
-I: Introductory frame gives direction to the learner.
-L: Learning frame presents the matter to b learnt.
-T: Test frame tests the learners and gives appropriate
feedback.

26.  Logo:
Logo is the simple programming language, which
can be taught to children. It is the instructional
procedure for learning the programme language
through simple tasks, the simple programme in
logo system are concerned with generating design
on the screen which students do by following
instruction.

27.  Simulation:
By this method the computers in programme
enable the students to mount an experiment in
symbolic form.
 Controlled learning:
A controlled learning programme provides a
course of study in an instructional sequence on
the pattern of branching programme. It indicates
both drill and practice.

28. Drill and
practice
mode
Tutorial
mode
Laboratory
mode
Case-
simulation
mode
A variety of modes are possible giving a teacher much flexibility in
using CAL effectively. They include-

29.  Drill and practice mode: The students learn facts and
memorize them by drill method, e.g. using an MCQ bank
for drill and practice. This method is useful for slow
learners.
 Tutorial mode: a well structured programmed learning
unit or CAL module provides interactive learning. This
mode, if used well, can result in 90% retention of the
content compared with 30% retention after the best
lecture. In tutorial method, a module lesson consists of-
• Presentation of content in a structured way
• Task prescription to elicit the learner’s response
• Instant feedback and reinforcement to the learner.

30.  Laboratory mode: Computer could be
programmed to stimulate a variety of biological
processes to supplement or do away with
laboratory experiments. The learner explores
various options and learns by inference.
 Case-simulation mode: A variety of diagnostic
and therapeutic problems and the patient
management type could be effectively
computerized.

31. CAL is individualized.
Information is presented in structured form.
Reduces the work load of teachers.
Instruct large number of students simultaneously.
CAL can enhance decision making abilities.
CAL provides a lot of drilling which can be useful for low aptitude students.
Immediate feedback.

32.  Inadequate training of teachers and inadequacy of
instructional material.
 The computer fails to appreciate the students’
emotions.
 It involves high cost to develop and utilize the
program.
 Motivating and training teachers
to make use of computers
in education is a challenging task

33.  Students learn material faster with CAI than
with conventional instruction alone.
 Students retain what they have learned better with CAI
than with conventional instruction alone.
 Students are more interested in CAI than in traditional
methods of teaching because of privacy and readily
available feedback provided by the machine.
 CAL produces higher achievement than conventional
instruction alone.
 CAI is more beneficial with lower achieving students
than with higher achieving ones.

34. CAI-
 Definition
 Historical background
 Purpose
 Features
 Categories
 Advantages
 Limitations
CAL-
 Definition
 Process
 Types
 Modes
 Advantages
 Limitations

36. 1. Expand CBE.
2. Simulation provides simplified representation of
_____.
3. In CAL, information is presented in _____ form.
4. CAI uses ____ to test the knowledge and
learning.
5. New terminology for CAI is _____.

37.  T/F
1. Students learn faster with CAI than with
conventional instruction alone. T/F
2. CAI is not beneficial with lower achieving
students. T/F
3. CAI uses both text and multimedia. T/F
4. The use of computers in education stated in
1950s. T/F
5. CAI has reduced the workload of teachers. T/F

38. Write the role of teacher in CAI/CAL.

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