The document discusses the use of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, providing feedback and reinforcement, and allowing individualized learning. While computers can assist teaching, the teacher remains responsible for setting learning objectives, planning activities, and evaluating students. The document also outlines different types of educational software like drill and practice, tutorials, simulations, games, and multimedia encyclopedias that can supplement classroom lessons when integrated properly by teachers.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
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.
This document discusses the use of computers as tutors in education. It describes how computers and educational software can be used for individualized learning, drill and practice exercises, simulations, instructional games, multimedia encyclopedias, and electronic books. Some key points made include:
- Computers allow for individualized learning which is important as teachers have large class sizes.
- Drill and practice software is good for building basic skills but should be limited to avoid boredom.
- Simulation and instructional games add elements of problem solving and competition to keep students engaged.
- Multimedia encyclopedias provide a huge database of information for students to access and learn from.
- Electronic books supplement texts with multimedia
The document discusses the use of computers in education. It notes that computers can help individualize instruction given their ability to tutor students. However, the teacher still plays an important role in planning activities and evaluating student achievement. The computer can reinforce learning through drill-and-practice and simulations. It also allows students to learn through instructional games that improve problem-solving skills. Multimedia encyclopedias give students a large database to access information for projects.
The document discusses the role of computers in education as tutors. It describes how computers can deliver instruction, reinforce learning through practice, and provide feedback to students. While computers cannot replace teachers, they can take over some traditional tutoring roles. The document outlines different types of educational software like tutorials, simulations, games, and multimedia tools. It concludes that computers serve as tutors in modern classrooms but do not replace teachers, who now facilitate learning and integrate computer exercises into their lessons.
1) The document discusses how computers can be used as tutors in education through computer-assisted instruction (CAI). CAI programs allow individualized learning and help teach basic skills through drill and practice activities.
2) It also explores how teachers can integrate CAI into their lessons for skills practice and describes the roles of teachers, students, and computers in CAI. Simulation, tutorial, problem-solving, and electronic book software are presented as other types of educational programs.
3) Various examples of educational software are provided, including drill and practice math programs, SimCity for decision making, GeoSafari for adventure learning, and multimedia encyclopedias and eBooks.
The document discusses the use of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, providing feedback and reinforcement, and allowing individualized learning. While computers can assist teaching, the teacher remains responsible for setting learning objectives, planning activities, and evaluating students. The document also outlines different types of educational software like drill and practice, tutorials, simulations, games, and multimedia encyclopedias that can supplement classroom lessons when integrated properly by teachers.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
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.
This document discusses the use of computers as tutors in education. It describes how computers and educational software can be used for individualized learning, drill and practice exercises, simulations, instructional games, multimedia encyclopedias, and electronic books. Some key points made include:
- Computers allow for individualized learning which is important as teachers have large class sizes.
- Drill and practice software is good for building basic skills but should be limited to avoid boredom.
- Simulation and instructional games add elements of problem solving and competition to keep students engaged.
- Multimedia encyclopedias provide a huge database of information for students to access and learn from.
- Electronic books supplement texts with multimedia
The document discusses the use of computers in education. It notes that computers can help individualize instruction given their ability to tutor students. However, the teacher still plays an important role in planning activities and evaluating student achievement. The computer can reinforce learning through drill-and-practice and simulations. It also allows students to learn through instructional games that improve problem-solving skills. Multimedia encyclopedias give students a large database to access information for projects.
The document discusses the role of computers in education as tutors. It describes how computers can deliver instruction, reinforce learning through practice, and provide feedback to students. While computers cannot replace teachers, they can take over some traditional tutoring roles. The document outlines different types of educational software like tutorials, simulations, games, and multimedia tools. It concludes that computers serve as tutors in modern classrooms but do not replace teachers, who now facilitate learning and integrate computer exercises into their lessons.
1) The document discusses how computers can be used as tutors in education through computer-assisted instruction (CAI). CAI programs allow individualized learning and help teach basic skills through drill and practice activities.
2) It also explores how teachers can integrate CAI into their lessons for skills practice and describes the roles of teachers, students, and computers in CAI. Simulation, tutorial, problem-solving, and electronic book software are presented as other types of educational programs.
3) Various examples of educational software are provided, including drill and practice math programs, SimCity for decision making, GeoSafari for adventure learning, and multimedia encyclopedias and eBooks.
1. The document discusses how computers can be used as tutors to provide individualized instruction for students and help overcome barriers to learning.
2. It outlines the roles of the teacher, learner, and computer in computer-assisted instruction - with the computer acting as a tutor to deliver instruction, reinforce learning, and provide feedback.
3. Various types of educational software are discussed, including drill and practice programs, simulation programs, instructional games, and multimedia encyclopedias.
The computer can be used as an effective tutor by providing individualized instruction. It can relieve teachers of performing repetitive tasks and free them up to play a more active role in guiding learning. When integrated with lessons, computers can reinforce learning through drill and practice exercises, simulations, instructional games, and problem-solving software. They also allow students to access multimedia encyclopedias and electronic books to support learning.
The document discusses the role of computers in education. It states that computers can act as tutors by taking on roles traditionally held by teachers, such as delivering instruction and providing feedback, while reinforcing learning. However, computers cannot replace teachers, who remain crucial for their roles as information deliverers and controllers of the learning environment. The document also outlines different types of educational computer software and their functions, including drill and practice programs, tutorials, simulations, instructional games, multimedia encyclopedias and electronic books. It envisions computers becoming integral tools in future classrooms to enhance students' thinking, communication and collaboration skills.
The document discusses computer-assisted instruction (CAI) and its uses in education. It describes how CAI can be used as a tutor to provide individualized instruction to students. While CAI can take over some teaching roles, the teacher still plays an important part in planning lessons, evaluating students, and controlling the learning environment. CAI software typically includes drill and practice, tutorials, games, simulations, discovery activities, and problem solving. The document outlines advantages like interactivity and feedback, but also limitations such as development costs and addressing a limited scope of learning outcomes.
The computer plays an important role in modern education by acting as a tutor through programmed instruction, allowing it to deliver learning content, provide practice and feedback to students, and help reinforce learning. However, the teacher's role remains central as an information deliverer, learning environment controller, and facilitator to guide students. Different types of educational software, including drill and practice, simulations, instructional games, multimedia encyclopedias and electronic books, can support learning in various subject areas while developing students' skills.
This document discusses the role of computers in education. It notes that computers were originally designed to perform mathematical and logical operations, and that the invention of the microcomputer and PC allowed them to be used for programmed instruction. The computer can act as a tutor for students, relieving some responsibilities from teachers. However, teachers still must plan activities and evaluate students. The document outlines the roles of students, computers, and teachers in computer-assisted instruction. It suggests that drill-and-practice software can reinforce basic skills when integrated appropriately into lessons by teachers. Different types of educational software are also summarized.
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 learning tools, teachers must ensure students have needed skills, set objectives, plan activities, and evaluate outcomes. Students receive instruction from computers but must understand and apply knowledge. Computers deliver instruction, reinforce learning through practice, and provide feedback. CAI works best reinforcing basic skills through repetition. The document provides suggestions for integrating drill and practice programs and tutorial software into lessons. It also describes simulation programs, instructional games, problem solving software, and multimedia resources that can supplement learning.
This document discusses the role of computers in education and classroom instruction. It describes how computers can serve as tutors, relieving teachers of some instructional duties. It also outlines the roles and responsibilities of teachers and students in computer-assisted instruction. Teachers must plan objectives and activities, while students receive information and apply their knowledge. The computer delivers instruction, reinforcement, and feedback. Computer programs are best for reinforcing basic skills through repetitive practice exercises. The document provides suggestions for how teachers can integrate drill and practice programs into their lessons.
The document discusses the computer as a tutor. It explains that computers can take on the role of a tutor by providing instruction, reinforcement through drill and practice, and feedback. It also describes the roles of teachers and students in computer-assisted instruction. Teachers must plan objectives and evaluate students, while students receive information, understand instructions, and apply their knowledge. The computer acts as a tutor by delivering instruction, reinforcing learning, and providing feedback. Different types of educational software are also summarized like drill and practice programs, simulation programs, instructional games, and multimedia encyclopedias.
This document discusses the roles of teachers, learners, and computers in computer-assisted instruction (CAI). The teacher's role is to ensure students have the needed knowledge and skills for computer activities, set learning objectives, plan structured activities to meet objectives, and evaluate student achievement. The learner's role is to receive information, understand instructions, apply knowledge during activities. The computer's role is to act as a tutor by providing a learning environment, reinforcing learning through drill-and-practice, and providing feedback. The document also provides guidance for teachers on integrating drill-and-practice programs and describes characteristics of effective tutorial software.
This document discusses the role of educational technology in teaching and learning. It describes how computers can serve as tutors to relieve teachers of some activities while continuing to play major roles in delivering information and controlling the learning environment. The document also discusses how computers can reinforce learning through drill-and-practice activities and provide immediate feedback to students. It provides suggestions for how teachers can integrate drill-and-practice computer programs and tutorial software into their lessons. The overall message is that technology has the potential to enhance teaching and learning when used properly by helping students acquire 21st century skills and changing the way teachers teach to reach different learners.
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
Educational Technology 2 Lesson 10: The Computer as a TutorMarc Respecia
This document discusses the use of computers as tutors in education. It notes that originally computers were designed in the 1950s to perform mathematical and logical operations, and the invention of microcomputers and PCs allowed them to be used for programmed instruction. Educators saw potential for individualized learning using computers given typical large class sizes. This led to the development of computer-assisted instruction (CAI), where a computer program delivers instruction, helping relieve teachers from individual tutoring but not replacing them. The document outlines the roles of teachers, students, and computers in CAI - with teachers planning objectives and evaluating outcomes, students receiving and applying knowledge, and computers acting as tutors that deliver instruction, reinforce learning, and provide feedback.
educational technology 2 lesson 10 computer as a tutor ray mijares
This document discusses the use of computers in education. It notes that educators saw the potential of personal computers for individualized learning given typical large class sizes. The computer can serve as a tutor to relieve some of the teacher's responsibilities, though it cannot replace the teacher. When using computer-assisted instruction and software, the teacher must ensure students have necessary skills, choose learning objectives, plan activities to meet objectives, and evaluate student achievement. The document discusses different types of educational software like reinforcement learning programs, simulation programs, instructional games, problem solving software, multimedia encyclopedias and electronic books.
PCs became a popular tool for programmed instruction in education as they became more affordable for individualized learning. Educators saw much potential for use of personal computers in computer-assisted instruction which allows students to learn at their own pace with a teacher providing guidance.
The document outlines the requirements and curriculum for the practicum phase of the Educational Technology 2 course. The practicum involves hands-on computer tutorials to help students and teachers integrate technology. It requires access to a computer lab with enough computers and a tutor. Students must complete assigned hours of tutorials, which include basic tutorials in Microsoft Word, PowerPoint, and using the Internet as a tool for inquiry. The Word tutorial covers creating, formatting, and editing documents, while PowerPoint covers making presentations with objects, pictures, and multimedia. The Internet tutorial focuses on techniques for effective online searching and information retrieval.
CAI can be used effectively for drill and practice activities to reinforce learning through repetition of basic skills and knowledge. It works best for topics like vocabulary, math facts, and sciences. Drill and practice software provides immediate feedback on answers and performance summaries. While drill and practice are useful for 20-30 minutes, CAI should also incorporate tutorial software to teach new content beyond exercises. Tutorial software provides comprehensive information and allows teachers to ask follow-up questions to stimulate deeper learning. CAI can positively impact learning when used for remediation, review, enrichment, and cooperative group activities.
This document discusses the use of computers as tutors in education. It describes how computers and educational software can be used for individualized learning to address the challenge that teachers face in teaching large class sizes. It provides examples of different types of educational software like drill and practice programs, simulation software, instructional games, multimedia encyclopedias, and electronic books. It also discusses how teachers should use these different software and provides guidance on ensuring drill and practice activities conform to curriculum and limiting time to avoid boredom.
Computer Assisted Learning refers to instruction or remediation presented using a computer. It facilitates instant access to information and provides systematic, individualized learning for all students (CAI). CAI can take various forms, including LOGO which teaches programming through simple tasks, SIMULATION which allows symbolic experimentation, and CONTROLLED LEARNING which provides a structured course. CAI offers benefits like increased mastery, improved motivation, confidence building, and problem solving capabilities. However, it also has limitations such as a lack of personal interaction, potential for fatigue, and high development costs.
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.
The document discusses the role of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, reinforcing learning through drill and practice, and providing feedback to students. However, the teacher still must plan learning objectives, ensure students have prerequisite knowledge, and evaluate student achievement. When used for drill and practice, computers are best limited to 20-30 minutes to reinforce basic skills and not replace in-person teaching entirely. The computer serves as a tutor in the new age of learning but does not replace the teacher, who adopts a new role as facilitator.
1. The document discusses how computers can be used as tutors to provide individualized instruction for students and help overcome barriers to learning.
2. It outlines the roles of the teacher, learner, and computer in computer-assisted instruction - with the computer acting as a tutor to deliver instruction, reinforce learning, and provide feedback.
3. Various types of educational software are discussed, including drill and practice programs, simulation programs, instructional games, and multimedia encyclopedias.
The computer can be used as an effective tutor by providing individualized instruction. It can relieve teachers of performing repetitive tasks and free them up to play a more active role in guiding learning. When integrated with lessons, computers can reinforce learning through drill and practice exercises, simulations, instructional games, and problem-solving software. They also allow students to access multimedia encyclopedias and electronic books to support learning.
The document discusses the role of computers in education. It states that computers can act as tutors by taking on roles traditionally held by teachers, such as delivering instruction and providing feedback, while reinforcing learning. However, computers cannot replace teachers, who remain crucial for their roles as information deliverers and controllers of the learning environment. The document also outlines different types of educational computer software and their functions, including drill and practice programs, tutorials, simulations, instructional games, multimedia encyclopedias and electronic books. It envisions computers becoming integral tools in future classrooms to enhance students' thinking, communication and collaboration skills.
The document discusses computer-assisted instruction (CAI) and its uses in education. It describes how CAI can be used as a tutor to provide individualized instruction to students. While CAI can take over some teaching roles, the teacher still plays an important part in planning lessons, evaluating students, and controlling the learning environment. CAI software typically includes drill and practice, tutorials, games, simulations, discovery activities, and problem solving. The document outlines advantages like interactivity and feedback, but also limitations such as development costs and addressing a limited scope of learning outcomes.
The computer plays an important role in modern education by acting as a tutor through programmed instruction, allowing it to deliver learning content, provide practice and feedback to students, and help reinforce learning. However, the teacher's role remains central as an information deliverer, learning environment controller, and facilitator to guide students. Different types of educational software, including drill and practice, simulations, instructional games, multimedia encyclopedias and electronic books, can support learning in various subject areas while developing students' skills.
This document discusses the role of computers in education. It notes that computers were originally designed to perform mathematical and logical operations, and that the invention of the microcomputer and PC allowed them to be used for programmed instruction. The computer can act as a tutor for students, relieving some responsibilities from teachers. However, teachers still must plan activities and evaluate students. The document outlines the roles of students, computers, and teachers in computer-assisted instruction. It suggests that drill-and-practice software can reinforce basic skills when integrated appropriately into lessons by teachers. Different types of educational software are also summarized.
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 learning tools, teachers must ensure students have needed skills, set objectives, plan activities, and evaluate outcomes. Students receive instruction from computers but must understand and apply knowledge. Computers deliver instruction, reinforce learning through practice, and provide feedback. CAI works best reinforcing basic skills through repetition. The document provides suggestions for integrating drill and practice programs and tutorial software into lessons. It also describes simulation programs, instructional games, problem solving software, and multimedia resources that can supplement learning.
This document discusses the role of computers in education and classroom instruction. It describes how computers can serve as tutors, relieving teachers of some instructional duties. It also outlines the roles and responsibilities of teachers and students in computer-assisted instruction. Teachers must plan objectives and activities, while students receive information and apply their knowledge. The computer delivers instruction, reinforcement, and feedback. Computer programs are best for reinforcing basic skills through repetitive practice exercises. The document provides suggestions for how teachers can integrate drill and practice programs into their lessons.
The document discusses the computer as a tutor. It explains that computers can take on the role of a tutor by providing instruction, reinforcement through drill and practice, and feedback. It also describes the roles of teachers and students in computer-assisted instruction. Teachers must plan objectives and evaluate students, while students receive information, understand instructions, and apply their knowledge. The computer acts as a tutor by delivering instruction, reinforcing learning, and providing feedback. Different types of educational software are also summarized like drill and practice programs, simulation programs, instructional games, and multimedia encyclopedias.
This document discusses the roles of teachers, learners, and computers in computer-assisted instruction (CAI). The teacher's role is to ensure students have the needed knowledge and skills for computer activities, set learning objectives, plan structured activities to meet objectives, and evaluate student achievement. The learner's role is to receive information, understand instructions, apply knowledge during activities. The computer's role is to act as a tutor by providing a learning environment, reinforcing learning through drill-and-practice, and providing feedback. The document also provides guidance for teachers on integrating drill-and-practice programs and describes characteristics of effective tutorial software.
This document discusses the role of educational technology in teaching and learning. It describes how computers can serve as tutors to relieve teachers of some activities while continuing to play major roles in delivering information and controlling the learning environment. The document also discusses how computers can reinforce learning through drill-and-practice activities and provide immediate feedback to students. It provides suggestions for how teachers can integrate drill-and-practice computer programs and tutorial software into their lessons. The overall message is that technology has the potential to enhance teaching and learning when used properly by helping students acquire 21st century skills and changing the way teachers teach to reach different learners.
The document discusses the role of computers in education as tutors. It describes how computers can take on tutorial roles through computer-assisted instruction, allowing the teacher to focus on their roles as information deliverer and learning environment controller. The computer plays roles as a tutor by providing instruction, reinforcement through drill and practice, and feedback. Different types of educational software are discussed, including drill and practice programs, tutorial software, simulation programs, instructional games, and multimedia encyclopedias. The conclusion states that while computers do not replace teachers, they can enhance student learning by supporting different activities and assuming tutorial roles previously held by teachers.
Educational Technology 2 Lesson 10: The Computer as a TutorMarc Respecia
This document discusses the use of computers as tutors in education. It notes that originally computers were designed in the 1950s to perform mathematical and logical operations, and the invention of microcomputers and PCs allowed them to be used for programmed instruction. Educators saw potential for individualized learning using computers given typical large class sizes. This led to the development of computer-assisted instruction (CAI), where a computer program delivers instruction, helping relieve teachers from individual tutoring but not replacing them. The document outlines the roles of teachers, students, and computers in CAI - with teachers planning objectives and evaluating outcomes, students receiving and applying knowledge, and computers acting as tutors that deliver instruction, reinforce learning, and provide feedback.
educational technology 2 lesson 10 computer as a tutor ray mijares
This document discusses the use of computers in education. It notes that educators saw the potential of personal computers for individualized learning given typical large class sizes. The computer can serve as a tutor to relieve some of the teacher's responsibilities, though it cannot replace the teacher. When using computer-assisted instruction and software, the teacher must ensure students have necessary skills, choose learning objectives, plan activities to meet objectives, and evaluate student achievement. The document discusses different types of educational software like reinforcement learning programs, simulation programs, instructional games, problem solving software, multimedia encyclopedias and electronic books.
PCs became a popular tool for programmed instruction in education as they became more affordable for individualized learning. Educators saw much potential for use of personal computers in computer-assisted instruction which allows students to learn at their own pace with a teacher providing guidance.
The document outlines the requirements and curriculum for the practicum phase of the Educational Technology 2 course. The practicum involves hands-on computer tutorials to help students and teachers integrate technology. It requires access to a computer lab with enough computers and a tutor. Students must complete assigned hours of tutorials, which include basic tutorials in Microsoft Word, PowerPoint, and using the Internet as a tool for inquiry. The Word tutorial covers creating, formatting, and editing documents, while PowerPoint covers making presentations with objects, pictures, and multimedia. The Internet tutorial focuses on techniques for effective online searching and information retrieval.
CAI can be used effectively for drill and practice activities to reinforce learning through repetition of basic skills and knowledge. It works best for topics like vocabulary, math facts, and sciences. Drill and practice software provides immediate feedback on answers and performance summaries. While drill and practice are useful for 20-30 minutes, CAI should also incorporate tutorial software to teach new content beyond exercises. Tutorial software provides comprehensive information and allows teachers to ask follow-up questions to stimulate deeper learning. CAI can positively impact learning when used for remediation, review, enrichment, and cooperative group activities.
This document discusses the use of computers as tutors in education. It describes how computers and educational software can be used for individualized learning to address the challenge that teachers face in teaching large class sizes. It provides examples of different types of educational software like drill and practice programs, simulation software, instructional games, multimedia encyclopedias, and electronic books. It also discusses how teachers should use these different software and provides guidance on ensuring drill and practice activities conform to curriculum and limiting time to avoid boredom.
Computer Assisted Learning refers to instruction or remediation presented using a computer. It facilitates instant access to information and provides systematic, individualized learning for all students (CAI). CAI can take various forms, including LOGO which teaches programming through simple tasks, SIMULATION which allows symbolic experimentation, and CONTROLLED LEARNING which provides a structured course. CAI offers benefits like increased mastery, improved motivation, confidence building, and problem solving capabilities. However, it also has limitations such as a lack of personal interaction, potential for fatigue, and high development costs.
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.
The document discusses the role of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, reinforcing learning through drill and practice, and providing feedback to students. However, the teacher still must plan learning objectives, ensure students have prerequisite knowledge, and evaluate student achievement. When used for drill and practice, computers are best limited to 20-30 minutes to reinforce basic skills and not replace in-person teaching entirely. The computer serves as a tutor in the new age of learning but does not replace the teacher, who adopts a new role as facilitator.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning but should be integrated into lessons by teachers. Different types of educational software are examined, including tutorials, simulations, instructional games, and multimedia encyclopedias. While computers can take on tutorial roles, the teacher's role evolves to facilitator and guide who integrates CAI into the classroom.
The document discusses the role of computers as tutors in education. It describes how personal computers became affordable tools for programmed instruction. While computers can take on tutorial roles like delivering instruction and providing feedback, the teacher still plays major roles in designing instruction and evaluating student learning. Computers assume some previous teacher roles but allow teachers to become facilitators. The document envisions computers becoming integral classroom tools that enhance thinking and collaboration skills beyond just routine drills.
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Computer assisted instruction (CAI) uses computers to present instructional material and monitor learning. There are several types of CAI, including drill and practice, tutorials, games, simulations, discovery approaches, and problem solving. CAI provides benefits like one-on-one interaction, motivation, experimentation, immediate feedback, and self-paced learning. However, CAI also has limitations such as being overwhelming, distracting from content, and lacking infrastructure. While CAI is a powerful tool, the role of the teacher does not become eliminated but rather changes to being a guide and problem solver. CAI can improve education quality when used alongside live teaching.
The document discusses techniques for integrating computer resources into the curriculum, including using them for information, communication, creativity, and simulations. It also describes five types of educational software that can be used in classrooms, such as concept mapping, math tutorial, and science discovery programs. Finally, it outlines advantages like individualization and monitoring of progress, as well as limitations such as copyright issues and software being complex for some students.
The document discusses techniques for integrating computer resources into the curriculum, including using them for information, communication, creativity, and simulations. It also describes five types of educational software that can be used in classrooms, such as concept mapping, math tutorial, and science discovery programs. Finally, it outlines advantages like individualization and monitoring of progress, as well as limitations such as copyright issues and software being complex for some students.
The document discusses the benefits of computers in education. It states that computers can perform routine tasks, act as tools like typewriters and calculators, and allow for interactive learning through software programs. It also notes that computers provide benefits like patience, individualized pacing, experimentation, and feedback. However, it mentions some challenges like costs of purchase and maintenance as well as limited objectives and access.
The document discusses the benefits of computers in education. It notes that computers can perform routine tasks, act as tools like typewriters and calculators, and allow for interactive learning through software programs. Computers provide benefits like patience, individualized pacing, experimentation, and immediate feedback. However, purchasing and maintaining computers can be costly, and effective classroom management with limited computers is difficult. The document also discusses multimedia, interactivity, student preferences for computers, and tips for creating educational modules.
This document provides an overview of computer-assisted learning and educational technology. It discusses the history and development of educational technology, including its evolution from early use of audiovisual aids to modern computer-based tools. It also describes different types of educational software like drill and practice, tutorials, simulations, and multimedia. Benefits of computer-assisted learning include scalability, interactivity, automated assessment, and the ability to incorporate multimedia. The document also discusses goals and advantages of web-based learning as well as distance learning opportunities enabled by technologies like videoconferencing.
This document discusses computer-assisted instruction (CAI), beginning with an overview of its origins in programmed learning and teaching machines. It describes key principles of programmed instruction like breaking content into small steps and providing immediate feedback. It then covers different types of CAI like drill and practice, tutorials, games, simulations, and problem-solving. Benefits are noted like individualized pacing and engaging students. Challenges are also outlined such as cost and lack of human interaction. Overall, the document provides a comprehensive overview of CAI, its foundations, applications, advantages and limitations.
Computer assisted instructions edit shalabh (4)Slideshare User
The document discusses computer assisted instruction (CAI) and computer assisted learning (CAL). It defines CAI as using computers to aid teaching through interactive instructional material and monitoring learning. CAL means teaching students using computers so they can easily learn. CAI provides benefits like immediate feedback, summaries of performance, and exercises for practice. CAL aims to increase teaching productivity and learning capacity. The roles of teachers in CAI include being liberated from routine duties and analyzing data.
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
This document discusses computer assisted instruction (CAI) and its uses in education. CAI refers to using computers to deliver instruction, through lessons presented on screen that students interact with by answering questions. It allows content to be presented through text, graphics, video and audio in a hypermedia format. Teachers can also create their own instructional software for activities like drills, spelling practice tailored to individual students, and simulations. While CAI allows rich, engaging content delivery at an individualized pace, it is controlled by machines and may not develop students' interpersonal or practical skills as fully as in-person instruction.
Computers can teach at any level of learning, from knowledge & comprehension up through application, analysis & synthesis. They can be programmed to teach problem solving & decision making. One of the biggest advantages of computers over most of other audiovisual technologies is that students are an active participant in the learning process, able to manipulate information, take action to various situations & use trial & error
Similar to Lesson 10.Computer as a Tutor-Adra, Hazel Mae P. and Ramirez, Zaira B. (19)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Lesson 10.Computer as a Tutor-Adra, Hazel Mae P. and Ramirez, Zaira B.
1. Bicol University
College of Agriculture and Forestry
Guinobatan, Albay
Lesson 10
Prepared by:
HAZEL MAE P. ADRA
ZAIRA B. RAMIREZ
III-BAT-ATE1
EDUCATIONAL TECHNOLOGY 2
3. It
It should be made clear,
however, that the computer
cannot totally replace the
teacher since the teacher
shall continue to play the
major roles of information
deliverer and learning
environment controller.
4. Computer Assisted Instruction (CAI)
- refers to instruction or
remediation presented on a
computer. CAI facilitates instant
access to information with infinite
patience, accuracy and it provides
opportunity for systematically
organized maximum learning for
all learners. It provides complete
individualizing instruction.
5. Even with the available computer and CAI software, the
teacher must:
6. -receive information
-understand instructions 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.
On the other hand the students in CAI
play their own roles as learners as they:
7. acts as a sort of tutor (the role
traditional played by the teacher)
provides a learning environment
delivers learning instruction
reinforces learning through drill-
and – practice
provides feedback.
During the computer activity proper in CAI the
computer, too, plays its roles as it:
8. ADVANTAGES DISADVANTAGES
Reduced the work load of
teaching.
Improved motivation
Reach the large audience
Multiple dimensional
learning.
Promote interactive learning.
Builds confidence among
students.
Provide immediate
feedback.
It is a mechanical
approach.
Mental and physical
fatigue.
It is vary expensive.
None effective for some
applications(e.g. reasoning)
Lack of infrastructure
Lack of knowledge
Lack of computer literacy.
9. CAI Integrated with Lessons
Use drill and practice
programs for basic skills and
knowledge that require rapid
or automatic response by
students (e.g. multiplication
table, letter and word
recognition, identification of
geometric shapes, etc.)
10. Ensure that drill and practice
activities conform to the
lesson plan/curriculum.
Limit drill and practice to 20-
30 minutes to avoid
boredom.
Use drill and practice to
assist students with
particular weakness in basic
skills.
11. Integrating computer programs in instruction, use
tutorial software which includes:
Be able to teach new
content/new information to
students (in as much as CAI
provides practice on old or
already learned content).
Provide comprehensive
information on concepts in
addition to practice exercises.
12. Be effectively used for
remediation, reviewing, or
enrichment.
Allow the teacher to
introduce follow-up questions
to stimulate student’s
learning.
Permit group activity for
cooperative learning.
13. SIMULATION PROGRAMS
These simulation software:
Teaches 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.
14. Examples:
SimCity in which students
are allowed to artificially
manage a city given an
imagery city environment.
Decision-making involves
such factors as budget,
crime, education,
transportation, energy
resources, waste disposal,
business/industries
available.
15. While relating to low-level learning
objectives (e.g. basic spelling or math
skills), instructional computer games add
the elements of competition and challenge.
16. An example is Geo Safari which introduces adventure
activities for Geography History and Science. The program
can be played by up to four players to form teams. Learning
outcomes can be achieved along simple memorization of
information, keyboarding skills, cooperation and social
interaction.
17. PROBLEM-SOLVING
SOFTWARE
These are more sophisticated than the drill and
practice exercises and allow students to learn
and improve on their problem solving activity.
18. Since problems students have to employ higher thinking
cannot be solved simply by memorizing facts, the skills,
such as logic, recognition, reflection, and strategy-making.
The Thinking Things 1 is an example of a problem solving
software in which the team learners must help each other
by observing, comparing.
19. MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC
BOOKS
The 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
20. ELECTRONIC BOOKS
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.
21. BUCAF Students
Google
Pictures
Educational Technology 2
Second Edition
Copyright, 2012 by
PAZ I. LUCIDO, Ph.D. And
LORIMAR PUBLISHING, INC
ISBN 971-685-747-4
Published by
LORIMAR PUBLISHING, INC.