The document discusses technology as a tutor for learning new software and applications. Technology-based tutorials allow students to learn at any time through step-by-step instructions. Intelligent tutoring systems also provide personalized support and feedback to improve learning. Examples of intelligent tutoring systems include integrated learning software and computer-adapted instructions. Online inquiry-based lessons that source all information from the internet are given as an example of an effective technology-based tutorial.

3. TUTOR is defines as
“to teach or guide
usually individually in
a special subject or
for particular
purpose”
(Merriam – Webster)

4. When an individual wants to learn
a software or application that is
new to him, he can opt to ask help
from his peers or read instructional
books. He could also opt to choose
technology as his tutor.

6.  Technology as a tutor is machine
that teaches new content to
students. Since digital technologies
can be accessed anytime, thus,
technology-based tutorials can
likewise be done anytime, the
students of this generation are more
encouraged and self-directed to
learn new applications due to the
embedded tutorials that can take
them through a step-by-step
procedure in creating specific tasks.

8.  There is also this Intelligent Tutoring
Systems (ITS) that provides the
students with detailed, personalized
support in learning.
 ITS is a type of educational software
that tracks student responses, makes
inferences about strengths and
weaknesses and then tailors feedback
and subsequent instruction to improve
performance
(Cennamo, K., Ross., J. & Ertmer, P.,
2014).

9. A remedial material is likewise
provided to students whenever
necessary. Integrated learning
software (ILS) and Computer-
adapted instructions (CAI) are other
names intelligent tutoring system.

10. A good example for
technology-based tutorial is the
which is an inquiry-
oriented lesson format where
all information that students
need comes from the internet.

12. Challenges and problems have meaning for
students and provide a range of alternative
choices worth discussing.
Challenges engage learners with the content of
the software, not its interface.
A clear purpose or task is evident to the group
and is kept in focus throughout.

14. On-screen prompts ask group
members to talk together, to
reach agreement, and to
provide opinions and reasons.
Resources for discussion,
including information on which
decisions can be based, are
provided. Opportunities are
included to review decisions in
light of new information.

15. Students are not prompted to take
turns, beat the or establish
competitive ways of working.
For younger students, audio input
or multi-choice answers minimize
typing unless the learners have
keyboarding skills.