Lesson 9: Computer as a Tutor

Computer as a Tutor

                The computer is one of the wonder of human ingenuity even in its original design in the 1950’s to carry out complicated mathematical and logical operations. With the invention of microcomputer, the PC has become the tool for programmed instruction. Educator saw much use of the PC. They saw its potential for individualization in learning.

Computer-assisted Instruction (CAI)

                The computer can be tutor in effective relieving the teacher of many activities in his her/her personal role of classroom tutor. 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.

The teacher must:

·         Insured the students have the neede knowledge and skills for any computer activity.

·         Decide the appropriate learning objectives.

·         Plan the sequential and tructured activities to achieve objectives.

·         Evaluate the students’ achievement by ways of tests the specific expected outcomes.

The students in CAI play their own roles as learners as they:

·         Receive information

·         Understand instructions for the computer activity

·         Retain in mind the information and rules for the computer activity.

·         Apply the knowledge and rules during the process of computer learning.

The computer, too, play its role as it:

·         Acts as a sort of tutor

·         Provides  learning environment

·         Delivers learning instruction

·         Reinforces learning trough drill-and-practice.

·         Provides feedback.

CAI Integrated with Lessons

                CAI works bet in reinforcing learning through repetitive exercises such that students can practice basic skills or knowledge in various subject areas. Common types o drill and practice programs include vocabulary building, math facts, basic sentence, and history or geography facts.

When and how can teachers integrate dril and practices programs with their lessons? The following suggestions can be made:

·         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.

·         Limit drill and practice to 20-30 minutes to avoid boredom.

·         Use drill and practice to assists students with particular weakness in basic skills.

In integrating computer programs in instruction, we use tutorial software associated with cognitive learning. While practice exercise or learning-by-doing is still the heart of each tutorial software should 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 addition to practice exercises.

·         Can be effectively used for remediation, reviewing, or enrichment.

·         Allow the teacher to introduce follow-up question to stimulate students learning.

·         Permits group activity for cooperate learning.

Simulations Programs

                Simulations software materials are another kind of software that is constructivist in nature. This simulations software:

·         Teacher strategies and rules applied to real life problems/situations.

·         Asks students to make decisions o models or scenarios.

·         Allow students to manipulate elements of a model and get the exercise of the effect on their decisions.

Instructional Games

                While relation to low-level learning objectives (e.g. basic spelling or basic math skills), instructional computer games add the elements of competition and challenge.

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 problem cannot be solved simply by memorizing facts, the students have to employ higher thinking skills such as logic, recognition, reflection, and strategy-making.

Multimedia Encyclopedia and Electronic Books

                The Multimedia Encyclopedia can store a huge database with texts, images,a nimation, audio and video. Students can access and desired information, search it vast contetnts, and even download/print relevant portions of the data for their composition or presentation.

Electronic Books

                Provides textual information of learning for reading, supplemented by other types of multimedia information (sounds, spoken words, pictures animation). These are useful for learning reading, spelling and words skills.