The document discusses the role of computers in education through computer-assisted instruction (CAI). It states that computers can act as tutors by delivering instruction, providing feedback, and reinforcing learning. However, teachers still play important roles in planning lessons, evaluating students, and acting as facilitators. The document also outlines different types of educational software like drill and practice, tutorials, simulations, and multimedia encyclopedias. It concludes that while computers cannot replace teachers, they can be useful tools to enhance learning when integrated properly into classroom instruction.
It contains what one would expect in a Student-centered learning(SCL), a comparison on traditional classroom and SCL ckassrooms and how ICT is used to supplement SCL
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
It contains what one would expect in a Student-centered learning(SCL), a comparison on traditional classroom and SCL ckassrooms and how ICT is used to supplement SCL
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
As teachers adjust their teaching to effectively match the new digital world of information and communication technology(ICT), they must be clear on what basic knowledge, skills and values (or literacies ) need to be developed by digital learners.
Six essentials to equip students for success
1. Solution Fluency-This refers to the capacity and creativity in problem solving.
- students define a problem, design solution, apply the solution, and assess the process and results.
2. Information fluency -This involves 3 subset skills
a.) ability to access information
b.) ability to retrieve information
c.) ability reflect on, assess and rewrite for instructive information packages.
3. Collaboration Fluency -This refers to teamwork with virtual or real partners in the online environment.
4. Media Fluency-Media refers to channels of mass communication (radio, TV, Magazine, advertising)
5. Creativity Fluency- Artistic proficiency adds meaning by the way of design, art, and story telling to package a message.
6. Digital Ethics - The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship, and personal accountability
Higher Order Thinking Skills
-Creating
-Evaluating
-Analyzing
-Applying
-Understanding
-Remembering
The 4Ds (the structured problem solving process)
1. Define the problem
2. Design the solution
3.Do the work
4. Debrief on the outcome
Understandably, the teacher will have to move away from the center stage of the classroom, and allow the students the limelight of the teaching-learning process.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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:
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. INSTRUCTIONAL GAMES
• While relating to low-level learning
objectives, instructional computer
games add the elements of
competition and challenge.
32. 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.
33. 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.
34. • 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
35. 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.
36. 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.
37. 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.
39. Thank you for listening!
Reported by:
Enero
Durano
Donayre
Gecain
BSED 3
40. Assignments:
1. Do you believe CAI in some future time can
replace teachers in the classroom?
2. Since it is admitted that CAI relates to lower
learning skills (behaviorist and cognitivist
learning), what grade levels would CAI drill
and practice software materials be useful?
Do you think, those in college will still want
drill-and-practice learning activities that
provide plain memorization (behaviorism)
and brain processing like a mere computer
(cognitivism)?
41. 3. What problem can be encountered if a
school (such as in poor countries) cannot
afford to provide enough computers in
students? Will CAI work at all with a whole
school using a single computer?
4. What can the school neighborhood
community or non government
organizations do to put public schools on a
fast for the integration of technology in
public education.
42. 6. Many software materials available in
developed countries are not yet available
in developing countries. Do you think
awareness of the existence of these
materials can still help teachers in
developing countries?
7. Students play games at home and nearby
school computer cafes. How do these
games differ from instructional computer
games.
43. Discuss the difficulties of using software:
Number of school computer available, need
to evaluate these software materials, need
to find ways to integrate them into lessons/
curriculum. How futuristic are computers as
tutors in our Philippine educational
scenario?