Republic of the Philippines MARIANO MARCOS STATE UNIVERSITY COLLEGE OF HEALTH SCIENCES City of Batac, Ilocos Norte, Philippines

COMPUTER TEACHING STRATEGIES

(COMPUTER-ASSISTED INSTRUCTION: Brief Description, Purposes and Uses, Advantages, and Disadvantages)

Pagdanganan, Bellatrix BSN II-B

Ms. Judith P. Valenzuela Instructor

COMPUTER-ASSISTED INSTRUCTION In our technological society, the computer has changed our lives dramatically and has found widespread application in industry, business, schools, and homes. The computer can store large amounts of information and is designed to display pictures, graphics, and text. The presentation of information can be changed depending on the user input. Although computer technology is a relatively recent addition to the educational field, it is becoming very common, especially with the rapid increase of computer literacy among students, professional, and the general public (Rice, Trockel, King, & Remmert, 2004). Computers are an efficient instructional tool in that the educator has more time to devote to teaching other tasks not usually taught via computer, such as affective and psychomotor skills (Boyd et al., 1998). Computer-assisted instruction (CAI) is an individualized method of self-study using computers to deliver an educational activity. CAI allows learners to proceed at their own pace with immediate and continuous feedback on their progress as they respond to a software program. The computer is a reliable, attentive, and tolerant drill and practice partner (Green & Brightman, 1990). CAI software encompasses a variety of approaches such as drill and practice, tutorial, games, simulation, discovery, and problem solving. 1. Drill-and-practice -Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery. 2. Tutorial -Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation. 3. Games -Game software often creates a contest to achieve the highest score and either beat others or beat the computer. 4. Simulation -Simulation software can provide an approximation of reality that does not require the expense of real life or its risks. 5. Discovery -Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.

6. Problem Solving -This approach helps children develop specific problem solving skills and strategies. ADVANTAGES: 1. Interactive potential promotes quick feedback, retention of learning One of the advantages of CAI is that an instructor can easily track the level of understanding of the learner because the computer has the ability to ask questions and analyse responses to perform ongoing learner assessment. Computers can be programmed to provide feedback to the educator regarding the learners grasp of concepts, the speed of learning, and those aspects of learning that need reinforcement. The interactive features of this medium also provide for immediate feedback to the learner. Retention is improved by an interactive exchange between the learner and the computer, even though the instructor is not actually present. 2. Potential database enormous Large volumes of data can be handled with accuracy and without drudgery. It also provides a World-Wide learning environment with access to worldwide knowledge webs so this extends and enriches students learning experience. 3. Instruction can be individualized to suit different types of learners or different paces for learning. Instruction can be individualized to the learner, lessons can be varied readily, and the learner can control the pace. Without time constraints, the learner can move as quickly or as slowly as desired to master content without incurring penalties for mistakes or performance speed. Computers are also a valuable instructional tool for those with aphasia, motor difficulties, visual and hearing impairments, or learning disabilities. Assistive technologies, such as screen readers that convert electronic text to spoken language are available to individuals with learning or visual disabilities.

4. Time efficient CAIs offer consistent presentation of material and around-the-clock accessibility. They are a time-efficient and effective instructional method that reduces student-teacher ratios (McAlindon & Smith, 1994). This instructional method not only saves time but also accommodates different types of learners. It allows slow learners to repeat lessons as many times as necessary, while learners familiar with material can skip ahead to more advanced material (DeYoung, 20003). However, CAIs should not be taken to mean that the teacher is unavailable for guidance in learning. Even though this technology simply delivers content, it allows more time for the nurse educator to concentrate on the personal aspects of individual reinforcement and ongoing assessments of learning. DISADVANTAGES: 1. Primarily promotes learning in cognitive domain; less useful in changing attitudes and behaviours or promoting psychomotor skill development Computer-assisted instruction (CAI) promotes learning in primarily the cognitive domain (Staib, 2003). This is because CAI requires self-motivation; this instructional method may not be adequate for learners who have an external locus of control and who need human interaction to learn best (Poston, 1993). 2. Both software and hardware are expensive, therefore less accessible to a wide audience The major disadvantage of CAI is the expense of both the hardware and software, making it infeasible for implementation in some learning situations. This causes the drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update. 3. Must be purchased - too complex and time-consuming for most educators to prepare In most cases, programs must be purchased because they are too time consuming and too complex for the educator to develop. Even if an educator has programming skills, it can take up to 500 hours to produce 1 hour of instructional material (Boyd et al., 1998). 4. Limited use for many elderly, low-literate learners, and those with physical limitations

Another barrier for CAI to be used is the lack of computer literacy or comfort level with computers by some learners and even some nurse educators. Lashley (2005) describes the importance of institutional support for faculty development in the use of technology for the successful design and delivery of computer-based instructional methods and materials. Furthermore, in particular, many older adult are computer shy, computer illiterate, or lack easy access to computers even if they are technologically savvy. Also, people with reading problems will experience major difficulty making sense of the information on the screen and learners with physical limitations, such as arthritis, neuromuscular disorders, pain, fatigue, paralysis, or vision impairment also may find computers challenging to use.