Computer

as
a
Computer as a Tutor
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 also commonly referred to
PCs or personal computers), the PC has become the
tool for programmed instruction.

Educators saw much use of 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 break the barriers to individualized
instruction.

Computer-assisted Instruction (CAI)

Even with the available computer and CAI software, the teacher must:

Insure that students have 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 achievement by ways of tests
the specific expected outcomes.

On the other hand, 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.
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.

CAI Integrated with the Lessons

CAI computer learning should not stop with the drill
and practice activities of students. CAI works best in
reinforcing learning through repetitive exercises such
that students can practice basic skills or knowledge in
various subject areas. Common types of drill and
practice programs include vocabulary building, math
facts, basic science and history or geography facts.

The computer presents a question/problem first and

the students is asked the question/problem.
Immediate feedback is given to students answer.
After a 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 teachers integrate drill
and practice programs with their lesson? The following
suggestions can be made:
Use drill and practice programs for basic skills and knowledge that
require rapid or automatic response by students (ex. Multiplication
table, letter and word recognition, identification of geometric
shapes, etc.)
Ensure that drill and practice activities conform to the lesson
plan/curriculum.
Limit the 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 software 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 provide practice on old or already learned content).
Provide comprehensive information on concepts in addition to practice
exercises.
Can be effectively used for remediation, reviewing or enrichment.
Allow the teacher to introduce follow-up questions to stimulate students
learning.
Permit group activity for cooperative learning.

SIMULATION PROGRAMS
Simulation software materials are another kind of software
that are constructivist in nature. These simulation software:
Teaches strategies and rules applied to real-life
problems/situations.
Ask 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.

INSTRUCTIONAL GAMES
While relating to low-level learning objectives (ex.
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.

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 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 ENCYCLOPIA AND ELECTRONIC BOOKS

The 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. An example is
the eyewitness Childrens Encyclopedia.
Eletronics books provide textual information for reading, supplemented
by other types of multimedia information (sounds, spoken words, pictures
and 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 learners curiosity.

CONCLUSION
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.
Computer activities are not also the end-all of learning since they have to
conform to the lessons/curriculum. 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.
In the years ahead, we shall see the computer in schools as a common for
the enhancement of the students thinking, communication and
collaboration skills. Computers will become an integral component of the
future classroom and not a mere machine that can deliver routine drills and
exercises.

Discussion

1. Do you believe CAI in some future time can replace teachers in the
classroom?
2. Since it is admitted that CAI relates to lower learning skills, what grade
level would CAI drill and practice software materials be useful? Do you
think those in college will still want memorization and brain processing
like a mere computer?
3. What problem can be encountered if a school cannot afford to provide
enough computers to students? Will CAI work at all with a whole school
using a single computer?
4. What can the school neighborhood community or non-organizations do to
put public schools on a fast track for the integration of technology in
public education?

Thank you for listening!!!!

By:
Riza M. Abante
Katleya Mae L. Magbuhos