EDUC.TECH 2 - Lesson10 : Computer As A Tutor
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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.
EDUC.TECH 2 - Lesson10 : Computer As A Tutor
- 1. Bicol University College of Agriculture and Forestry Lesson 10 Ma.Angela R. Pagdagdagan Vanessa Olavario III – Bachelor of Agricultural Technology- Agricultural Technology Education
- 3. The computer is one of the wonder of human ingenuity, even its original design in the 1950’s carry out complicated mathematical and logical operation.
- 4. With the invention of the micro computer (now also referred to PCs or personal computers), the PC has become the tool for programmed instruction.
- 5. Educators saw much use of the PC. It has become affordable to small business, industries and homes.
- 6. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners.
- 7. They therefore decided strategies to use computer to break the barriers to individualized instruction.
- 8. The computer can be a tutor in effect relieving the teacher of many activities in his/her personal role as classroom tutor.
- 9. It should be made clear , however, that then computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.
- 10. Even with the valuable computer and CAI software, the teacher must: 1. Insure that students have the needed knowledge and skills for any computer activity.
- 11. 2. Decide what the appropriate learning activity
- 12. 3. Plan the sequential and structured activities to achieve objectives.
- 13. 4. Evaluate the students’ achievements by ways of tests the specific expected outcomes.
- 14. On the other hand, the students in CAI play their own roles as learners as they: 1. Receive information.
- 15. 2. Understand instructions for the computer activity.
- 16. 3. Retain/keep in mind the information and rules for the computer activity.
- 17. 4. Apply the knowledge and rules during the process of computer learning.
- 18. During the computer activity proper in CAI the comp too, plays its role as it: 1. Acts as a sort of tutor ( the role traditional played by the teacher)
- 19. 2. Provides a learning environment.
- 20. 3. Delivers learning instruction.
- 21. 4. Reinforces learning trough drill-and-practice.
- 24. CAI works best in reinforcement learning through repetitive exercise such that students can practice basic skills or knowledge in various subject area.
- 25. Simulation software materials are another kind of software that is constructivist in nature. This simulation software: Teacher strategies and rules applied to real-life problems/situation.
- 26. Ask students to make decision on models or scenarios.
- 27. Allow students to manipulate elements of a model and get the experience of the effect of their decisions.
- 28. While relating to low-level objectives (e.g. basic spelling or math skills), instructional games add the elements of competition and challenge.
- 29. These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their problem solving ability.
- 30. Since problems cannot be solved simply by memorizing facts, the students have to empty higher thinking skill such as logic, recognition, reflection, and strategy-making.
- 31. The Multimedia Encyclopedia can store a huge database with texts, images, animation, audio and video.
- 32. 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. - 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.