Lesson 10: The computer as a tutor

                   The computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry out complicated mathematical and logical operations. With the invention of the microcomputer (now commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction.

                Educators saw much use of the PC. It has become affordable to small business, industries and homes. 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. They therefore devised strategies to use the computer to the break the barriers to individualized instruction

Computer-assisted instruction (CAI)

                The computer can be a tutor in effect relieving teacher of many activities in his personal role as 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. Even with the available computer and CAI software, the teacher must;

·         Insure 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 objectives

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

On the other hand, the student in CAI play their own roles as learners as they;

·         Receive information

·         Understand instruction 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

During the computer activity proper in CAI the computer too plays its roles as it:

·         Act 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

     Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes. This is so, since the  computer able to  allow individual student to learn out their own pace, motivate learning through a challenging virtual learning environment, assist student through information needed during the learning process, evaluate student responses through immediate feedback during the learning process also give the total score to evaluate the student’s total performance.

CAI Integrated with Lesson

                CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the number of practice problems and at the end of the exercise, the students get a summary of his overall performance.

                 The question arises: When and how can teacher integrate drill and practice programs with their lessons? The following suggestion can be made:

·         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.)

·         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.

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

·         Can be effectively used for remediation, reviewing or enrichment

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

·         Permits group activity for cooperative learning

SIMULATION PROGRAMS

                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

·         Ask students to make decision on models or scenarios

·         Allow students to manipulate elements of a model and get the experience of the effect of their decisions

           An example of such software is SimCity in which students are allowed to artificially manage a city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware may not be available on local computer shops. Still concept-learning is helpful).

INSTRUCTIONAL GAMES

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

                An example is GeoSafari 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, etc.

PROBLEM SOLVING SOFTWARE

                These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own 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

                The Thinking Things 1 is an example of a problem solving software in which the team learners must help each other by observing comparing.

  

MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

                The Multimedia Encyclopedia can score a huge database with text, images, animation, audio and video. Students can access any desired information, search it vast contents and even download/print relevant portions of the data for their composition or presentation. An example is the eyewitness children’s encyclopedia.

             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. Examples are Just Grandma and Me animated storybook which offer surprises for the young learner’s curiosity.

Lesson 9

 Computer as Information and Communication Technology

   Through computer technology, educators saw the amplification of learning along with computer literacy. Much Like reading, the modern student can now interact with computer messages; even respond to questions or to computer commands. Again like writing, the learner can form messages using computer language or program.

          Some computer-assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill, exercises that uses color, music and animation. The novelty of CAI has not waned to this day especially in the basic education level as this is offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21^st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.

The Personal Computer (PC) as ICT

          Until the nineties, it was still possible to distinguish between instructional media and the educational communication media.

          Instructional media consist of audio-visual aids that served to enhanced and enrich the teaching-learning process. Examples are the blackboard, photo, film and video.

          On the other hand, educational communication media comprise the media of communication. For example, the distance learning was implemented using correspondence, radio, television, or the computer satellite system.

          Close to the turn of the 21^st century, however, such a distinction merged owing to the advent of the microprocessor, also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.

                To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:

v  Microsoft Office- program for composing text, graphics, photos into letters, articles, reports etc.

v  Power-point- for preparing lecture presentations

v  Excel- for spreadsheet and similar graphic sheets

 

v  Internet – access to the internet

v  Yahoo or Google- websites; email, chat rooms, Blog sites, news service (print/video) educational software etc.

v  Adobe reader- Graph/photo composition and editing

v  MSN- mail/chat messaging

v  Cyber link power- DVD player

Add caption

v  Windows media 

player- Editing film/video

v  Game house- video games

LESSON 8

  

Higher Thinking Skills through IT-Based Projects

It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.

In this lesson, we shall discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. To be noted is the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others.

On the other hand, it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing, and synthesizing, ideas, creating presentations, and the like.

Now let us see four IT-based projects conducive to develop higher thinking skills and creativity among learners.

1 Resource Based Projects

In these projects, the teacher steps out of the traditional role of being a content expert and information provider, and instead lets the students find their own facts and information. The general flows of events in resource-based projects are;

1. The teacher determines the topic for the examination of class.

 2. The teacher presents the problem to the class.

3. The students find information on the problem/questions.

 4. Students organize their information in response to the problem/questions.

Relating to finding information, the central principle is to make the students Student are encouraged to go to the, particularly to the modern extension of the modern library.

Furthermore, the inquiry-based or discovery approach is given importance in resource-based projects. Finally, the process is given more importance than the project product.

Traditional learning model VS Resource-based learning model

1. Teacher is expert and information provides   1. Teacher is a guide and facilitator

2. Textbook is key source of information      2. Sources are varied (print, video.       Internet, etc.)

3. Focus on facts Information is packaged in neat parcels 3. Focus on learning inquiry, quest, or discovery

4. The product is the be-all and end-all of learning 4. Emphasis on process

 5. Assessment is quantitative 5. Assessment is quantitative and qualitative.

Traditional learning model	Resource-based learning model
1. Teacher is expert and information provides	1. Teacher is a guide and facilitator
2. Textbook is key source of information	2. Sources are varied (print, video.         Internet, etc.)
3. Focus on facts Information is packaged in neat parcels 4. The product is the be-all and end-all of learning	3. Focus on learning inquiry, quest, or discovery 4. Emphasis on process
5. Assessment is quantitative	5. Assessment is quantitative and qualitative.

WEBquest as a Resource

San Diego State University developed the Web Quest as an Internet approach to support resource-based projects.  Webquest is a design to use learner’s time well, to focus on information rather than looking for it.

¨  Its website is http://edweb.sdsu.edu/webquest/webquest.html

2 SIMPLE CREATIONS

Simple Creations Students can also be assigned to create their software materials. Of course, there are available software materials such as Creative Writer (by Microsoft) on writing, Kid Work Deluxe (by Davidson) on drawing and painting, and Media Weave (by Humanities software) on multimedia).

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.

Creativity is said to combine three kinds of skills/abilities:

. • Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

• Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.

• Promoting- selling of a new ideas to allow the public to test the ideas themselves.

To develop creativity, the following five key tasks may be recommended:

. Define the task- clarify the goal of the completed project to the student.

Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange.

Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene.  

Act- the students do their work with the teacher a facilitator.

Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.

3 Guided Hypermedia Projects

GUIDED HYPERMEDIA PROJECTS The production of self-made multimedia projects can be approached into different ways:

Such as in the production by students of a power-point presentation of a selective topic.

 Such as when students do a multi- media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc.).

It can be approached in two different ways. 

First, As an Instructive tool, 

such as in the production by the students of a power point presentation. You can apply this in your discussion. It is easy for the teacher to catch up the attention of the students because they love moving letters or pictures and also sounds and the teacher can discussed well the topic because of its beautiful visual aid which is suitable for the topic. 

And Second, as a communication tool

when students do a multimedia presentation to stimulate a television news show. It is easy for the teacher to discuss about news or literature if they have tools like television or you can use your own video clips in order to present the topic they wanted.

4 WEB-BASED PROJECTS

 Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe too sophisticated and time consuming for the average student.

 It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites.