The document discusses the role of computers in education, specifically computer-assisted instruction (CAI). It describes how computers can act as tutors, relieving teachers of some responsibilities. While computers provide instruction, the teacher must plan objectives, activities, and evaluations. Students receive information from the computer and apply rules during activities. Computers also take on a tutoring role by providing instruction, reinforcement, and feedback. The document provides suggestions for integrating drill-and-practice programs, such as limiting time and using them to assist with weaknesses. It also describes simulation, instructional games, problem-solving software, and multimedia/electronic books.

2. -the computer is one of the wonders of human
ingenuity, even it its original design in the 1950’s to
carry out complicated mathematical and logical
operations. With the invention of the
microcomputer(now also commonly referred to PCs
or personal computers), the PC has become the
tool for programmed instruction

3. -The computer can be a tutor in effect
relieving the teacher of many activities in his
personal role as classroom tutor.

4. Even with the available computer and CAI software,
the teacher must:
 insure 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 objectives

5. evaluate the students’ achievement by ways of
tests the specific expected outcomes
The students in CAI play their own roles as learners
as they:
 receive information
 understand instructions for the computer activity
 retain/keep in mind the information and rules for
the computer activity

6. apply the knowledge and rules during the process
of computer learning.
During the computer activity proper in CAI the
computer, too, plays its roles as it:
 acts a sort of tutor (the role traditional played by
the teacher)
 provides a learning environment
Lesson 10

7.  delivers learning instruction
 reinforces learning through drill-and-practice
 provides feedback
Lesson 10

8. The questions arises: when and how can teachers
integrate drill and practice programs with their
lessons? The following suggestions can be made:
 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.  limit drill and practice to 20-30 minutes to
avoid problem
 use drill and practice to assist students with
particular weakness in basic skills
 teach new content/new information on to
students (inasmuch as CAI provides practice
on old already learned content)

10.  provide comprehensive information on concepts in
addition to practice exercise.
 can be effectively use for remediation, reviewing, or
enrichment.
 allow the teacher to introduce follow- up questions
to stimulate students learning.
 permits group activity for cooperative learning

11. Simulation Programs
-simulation software materials are another kind of
software that is constructivist in nature. This
simulation software:
 teachers 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.

12. Instructional Games
-while relating to low-level learning objectives,
instructional computer games add the elements of
competition and challenge
Problem Solving Software
-this are more sophisticated than the drill and practice
exercise 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

13. Multimedia, Encyclopaedia And Electronic Books.
The multimedia encyclopaedia can store a
huge database with text, images, audio and video.
Electronic books provide textual information
for reading, supplemented by others type of
multimedia information(sounds, spoken, words,
pictures animation).