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 also 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 one or more learners. They therefore devised strategies to use the computer to break the the barriers to individualized instruction.

Computer-assisted instruction (CAI)

    The computer can be a tutor in effect relieving the 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:

• 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 role as it:

• acts as a sort of tutor ( the role traditional played by the teacher)
• provides a learning environment.
• delivers learning instruction.
• reinforces learning trough drill-and-practice.
• provides feedback.

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

CAI Integrated with Lessons

     CAI computer learning should not stop with the drill and practice activities of students. In effect, 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. In these programs, the computer presents a question/problem first and the student is asked to answer to the question/problem. Immediate feedback is given to the student's answer. After a number of practice problems and at the end of the exercise, the students get summary of his overall performance.

       The question 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 (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 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 (inasmuch as CAI provides 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.
• permits group activity for cooperative learning.

SIMULATION PROGRAMS

 Simulation software materials are another kind of software that is constructivist in nature. These simulation software:

• teaches 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.

An example of such software is SimCity in which students are allowed to artificially manage a city given an imaginary city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/industries available.

INSTRUCTIONAL GAMES

     While relating to low-level learning objectives, 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 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 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 Children's Encyclopedia.

      Electronic books provide textual information for reading, supplemented by other types of multimedia information. 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

 Computers as Information and Communication Technology

This lesson discusses about computers as information and communication technology. Through computer technology, educators saw the implications of learning along computer literacy. This lesson also includes the CAI, 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. It also emphasizes the personal computer as ICT. Close to the turn of the 21st century, however, such a distinction merged owing to the advent of microprocessor, also known as the personal computer (PC). This Personal Computer (PC) functions as an instructional and educational communication media that helps to enrich and enhance the teaching-learning process. The PC was characterized as to the audiovisual media and communication media. Instructional media consist of audio-visual aids that served to enhance 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 to audiences including learners using the print, film, radio and television or satellite means of communication. For example, distance learning were implemented using correspondence, radio, television or the computer satellite system. Normally, there are 10 programs installed in an ordinary modern PC and these are Microsoft Office, Power-point, Excel, Internet Explorer, Yahoo or Google, Adobe Reader, MSN, Windows media player, Cyberlink Power and GameHouse.

As to the experience, this personal computer is not new to me because during my elementary years I was already exposed to this for I was enrolled to a computer class by my parents and our class is every Saturday and Sunday. By that I was able to use the computer as source of information using the Encarta if there is no internet connection, a way of having fun through the games it offered like, Who Wants to be a Billionaire, Hangaroo, Solitaire, and the like. We also taught us using the MS Word in which we will draw something there or put an image or text, use the Paint and put our output in a diskette. During my high school, we also have a Computer subject so what I have learned was a great help for me especially in enhancing my skills using a computer. In God’s grace, in my college years I already owned a computer so I really find it as very useful in studying because it helps me in many ways with the programs being installed in my computer.

As to the reflection, the use of ICT has become an integral part of our society. Mainly, the computer, the Internet and social media had become a huge part in different aspects of the society; economy, industry, and education. In teaching, ICT is very useful in the sense that information and communication are important elements in teaching. As future educators, we should share and give information to our students during instruction. And to be able to deliver this information, effective communication is important. Through the use of ICT, teachers and students can share and communicate information outside the classroom environment. It can be a tool for information gathering, storing, and communication. The vast capabilities of the computer and ICT are useful and essential in the world today, for it can shrink the global world and we can easily connect with different people from far distance.

As an application, the Internet has been an instrument known, not only here in the Philippines, but in the entire world.  Being computer literate has something to do with learning it because one cannot use computer without having acquire skills in reading, writing, listening and speaking. Therefore, one can improve his skills in reading, writing, listening and speaking just by using computer. As future educators, computers are very essential for us to be more competent in the teaching and learning process. It is truly emphasized that computer is used for information as well as communication. The 21st century is digitally evolving for the progression of learning. So, we agree that computer is an effective assistant in developing the knowledgeable information and the effective communication of a learner.

Lesson 8

This lesson discusses about the four types of IT-based projects that are effectively used in order to engage students in activities of a higher plane of thinking. These projects differ in the specific process and skills employed. The four IT-based projects are: first is the resource-based project, in which in this project, 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. Second is the simple creation, in which the students can also be assigned to create their software materials to supplement the need for relevant and effective materials. In developing software, creativity as an outcome is said to combine three kinds of skills or abilities which are analyzing, synthesizing and promoting. Third is the guided hypermedia project, which the production of self-made multimedia projects can be approached as an instructive tool and as a communication tool. Lastly is the web-based project, which the students are to create and post webpages on a given topic.

As to the experience, way back when I was in my elementary years our teachers then already exposed us to the different usage of computers. They want us to have a project doing it in the computer and print it afterwards which was a clear evidence that the teacher steps out to the traditional role of being a content expert and let us do the task by finding own facts and information. Like story making, poem making, gadget making and so on. During my high school years also we were exposed to different activities also in which we are to interview a professionals and put it in a CD tape afterwards, movie making, dubbing, music video making and

As to the reflection, higher order thinking skill is one of the most important things that the student should develop and the teacher is one of the instruments that would help them to achieve those things. Thus, it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentation, and the like. These IT-based projects are very conducive to develop higher thinking skills and creativity among learners.

As an application, through IT-based projects, higher order thinking skills are developed and students are given projects which let them learn in their own pace and pattern, with the teacher acting as a facilitator. We should engage our students in activities such as, searching for information, organizing, paraphrasing, synthesizing ideas, and creating their own presentations that will demonstrate higher thinking skills and creativity. Learning then had become more enjoyable for students and in return they also develop skills for lifelong learning.

lesson 7

                The traditional information absorption model of teaching is that the model of teaching is that the teacher is the organizes and presents information to student-learners. He/she may use the chalkboard, videotape, newspaper or magazine and photos. Then the presentation is followed by a discussion and the giving of assignment. But a new challenge has arisen for today’s learners and this is not simply to achieve learning objectives but to encourage the development of students who can do more than receive, recite and apply the knowledge they have acquired. Today students are expected not only to be mentally excellent, but also flexible , analytical and creative.

THINKING SKILLS FRAMEWORK

Complex thinking skills	Sub-skills
Focusing	Defining the problem, goal/objective setting, brainstorming
Information gathering	Selection, recording of data of information
Remembering	Associating, relating new data with old
Analyzing	Identifying idea constructs, patterns
Generating	Deducing, inducting, elaborating
Organizing	Classifying, relating
Imagining	Visualizing, predicting
Designing	Planning, formulating
Integration	Summarizing, abstracting
Evaluating	Setting, criteria, testing idea, verifying outcomes, revising

The Upgraded Project Method

                Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond ordinary benchmark of the student’s passing, even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits, use the project method to bring students to higher domains. In a project method, students work on projects with depth complexity, duration, and relevance to the real world. There is already a revised project method wherein the students  would make decisions about what to put on the project, how to organize information and how to package the outcomes for presentation while the teacher guides and facilities the learning process.

lesson 6

                The four conceptual models namely Meaning Learning, Discovery Learning, Generative Learning and Constructivism are useful in achieving instructional goals through preferred application of educational technology. With these conceptual models, we shall see how effective teachers best interact with their students in innovative learning activities while integrating technology to the teaching-learning process.

               

Meaningful Learning

                

This gives focus to new experience that is related to what the learner already knows. A new experience departs from the learning of a sequence of words or memory attention to meaning. It assumes that: Students already have some knowledge that is relevant to new learning students are willing to perform class work to find connections between what they already know and what they can learn.

                

In the learning process the learner is encouraged to recognize relevant personal experiences. A reward structure is set so that the learner will have both interest and confidence, and this incentive system gives positive reinforcement to learning.

Discovery Learning

                

This kind of learning is differentiated from reception learning in which ideas are presented directly to students in a well-organized way, such as through a detailed set of instructions to complete an experiment or task. To make a contrast, in discovery learning students perform tasks to uncover what is to be learned. New ideas and  new decisions are generated in the process regardless of the need to move on and depart from organized set-off activities.

Generative learning

               

 In generative learning we have active learners who attend  to learning events and generate drawing from this experience and draw inferences thereby creating a personal model or explanation to the new experience in the context or existing knowledge.

Constructivism

              

  In constructivism, the learner builds a personal  understanding through appropriate learning activities and a good learning environment. The two accepted are:

·         Learning consists of what a person can actively assemble for himself and not what he can receive passively.

·         The role of learning is to help the individual live/adapt to his personal world.

With these two principles in turn lead to three practical implications:

·         The learner is the directly responsible for learning. He creates personal understanding and transforms information into knowledge. The teacher plays an indirect role by modeling effective learning, assisting, facilitating, and encouraging learners.

·         The context of meaningful learning consists in the learner “connecting” his school activity with real life.

·         The purpose of education is acquisition of practical and personal knowledge, not abstract or universal truths.