Computer as a tutor

Computer as a tutor

• 2.
  -the computer isone of the wonders of human ingenuity, even it its original design in the 1950’s to carry out complicated mathematical and logical operations. With the invention of the microcomputer(now also commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction
• 3.
  -The computer canbe a tutor in effect relieving the teacher of many activities in his personal role as classroom tutor.
• 4.
  Even with theavailable 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
• 5.
  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/keep in mind the information and rules for the computer activity
• 6.
  apply the knowledgeand rules during the process of computer learning. During the computer activity proper in CAI the computer, too, plays its roles as it:  acts a sort of tutor (the role traditional played by the teacher)  provides a learning environment Lesson 10
• 7.
   delivers learninginstruction  reinforces learning through drill-and-practice  provides feedback Lesson 10
• 8.
  The questions arises:when and how can teachers integrate drill and practice 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
• 9.
   limit drilland practice to 20-30 minutes to avoid problem  use drill and practice to assist students with particular weakness in basic skills  teach new content/new information on to students (inasmuch as CAI provides practice on old already learned content)
• 10.
   provide comprehensiveinformation on concepts in addition to practice exercise.  can be effectively use for remediation, reviewing, or enrichment.  allow the teacher to introduce follow- up questions to stimulate students learning.  permits group activity for cooperative learning
• 11.
  Simulation Programs -simulation softwarematerials are another kind of software that is constructivist in nature. This simulation software:  teachers strategies and rules applied to real-life problems/situations.  asks students to make decision on models or scenarios.  allows students to manipulate elements of a model and get the experience of the effects of their decisions.
• 12.
  Instructional Games -while relatingto low-level learning objectives, instructional computer games add the elements of competition and challenge Problem Solving Software -this are more sophisticated than the drill and practice exercise 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
• 13.
  Multimedia, Encyclopaedia AndElectronic Books. The multimedia encyclopaedia can store a huge database with text, images, audio and video. Electronic books provide textual information for reading, supplemented by others type of multimedia information(sounds, spoken, words, pictures animation).