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1. Computer as ICT
The instructional materials consist of audio-visual aids that served to enhanced and
enrich the teaching-learning process. Educational communication media comprise the
media of communication to audiences including learners. Until the nineties was still
possibe to distinguish between instructional media and the educational communication
media.
In the turn of 21st century such a distinction merged owing to the advent of
microprocessor, also known as the personal computer (PC). This is due to the fact that the
PC user has before a him/her a tool for audio-visual creations and media communication.
ensure that the students have the needed knowledge and skill for any computer
activity.
decide the appropriate learning objectives.
plan the sequential and instruction activities to achieve the objectives.
evaluate the students achievement by ways that tests specific expected outcomes.
received information.
they understand information 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.
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.
In these programs, the computer presents a question / problem first and the student
is asked to answer the question / problem. Immediate feedback is given to the
students’ answer.
When and how can teachers integrate drill and practice programs with their lessons?
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 assist students in particular weakness and basic skills.
SIMULATION PROGRAMS.
INSTRUCTIONAL GAMES
While relating to low-level learning objectives, instructional computer games and 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 problems 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 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 representation.
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 teacher who now has to take the
new role of facilitator and guide.
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 the computer in schools as a common tool for the enhancement
of the students’ learning thinking, communication and collaboration skills. Computer will
become an integral component of the future classroom and not a mere machine that can
deliver routine drills and exercises.
Cruz, Jocel
Cunanan, Jhesica
Manalus, Trisha
Manlangit, Aira