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.

1. Prepared by:
Sherla Jane G. Siervo

2. The computer is one
of the wonders of
human ingenuity.

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.  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.  Ensure 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 the objectives
 Evaluate the students’ achievement
by ways that tests specific expected
outcomes

6.  Receive information
 Understand information 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

7.  Acts as a sort of tutor (the role traditionally played
by the teachers)
 Provides a learning environment
 Delivers learning instruction
 Reinforces learning through drill and practice
 Provides feedback

8.  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 boredom
 Use drill and practice to assist
students with particular
weakness in basic skills

10.  Teach new content/information to
students
 Provide comprehensive information
on concepts in addition to practice
exercises
 Can be effectively used for
remediation, reviewing or
enrichment

11.  Allow the teacher to introduce
follow-up questions to
stimulate students’ learning
 Permits group activity for
cooperative learning

12.  These are another kind of
software that is constructivist in
nature.

13.  Teaches strategies and rules
applied to real-life
problems/situations
 Asks students to make decision
on models or scenarios

14.  Allows students to manipulate
elements of a model and get
the experience of the effects of
their decisions

15.  While relating to low-level learning
objectives, instructional computer
games add the elements of
competition and challenge.

16.  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.

17.  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.

18.  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

19.  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.

20. 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.

21. 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.

22. ACKNOWLEDGEMENT:
Alyssa Denise A. Valino

23. END