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


Computer-assisted instruction (CAI)

The computer can be a tutor in effect relieving 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;
· 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
· Evaluate the students’ achievements by ways of tests the specific expected outcomes.


On the other hand, the student in CAI play their own roles as learners as they;
· Receive information
· Understand instruction 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


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


CAI Integrated with Lesson


CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the 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 teacher integrate drill and practice programs with their lessons? The following suggestion 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 soft ware 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 provides practice on old or already learned content)
· Provide comprehensive information on concepts in addition to practice exercise
· Can be effectively used for remediation, reviewing or enrichment
· Allow the teacher to introduce follow-up question to stimulate student learning.
· Permits group activity for cooperative learning




SIMULATION PROGRAMS


Simulation software materials are another kind of software that is constructivist in nature. This simulation software:
· Teacher strategies and rules applied to real-life problems/situation
· Ask students to make decision on models or scenarios
· Allow students to manipulate elements of a model and get the experience of the effect of their decisions


An example of such software is SimCity in which students are allowed to artificially manage a city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/ industries available. (Note: soft ware may not be available on local computer shops. Still concept-learning is helpful).







INSTRUCTIONAL GAMES

While relating to low level learning objectives (e.g. 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, etc.







PROBLEM SOLVING SOFTWARE


These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own 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 score a huge database with text, images, animation, audio and video. Students can access any desired information, search it 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 (sounds, spoken words, pictures, 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 learner’s curiosity.

Lesson 9: Computer as Information and communication technology

In educational technology course 1 the role of computer in education was well discussed. It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries and the third the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education
Through the technology, educators saw the amplification of learning literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Again like writing, the learner can form messages using computer language or programs.
Soon computer assisted instruction (CAI) was introduced using the principle of individualized learning through a positive climate that includes realism and appeal with drill exercise that uses color, music and animation. The novelty of CAI has not waned to this offered by computer-equipped private schools. But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.


Until the nineties, it was still possible to distinguish between instructional media and the educational 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 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
Close to the turn of the 21st century, however, such as distinction merged owing to the advent of the microprocessor also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.


To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:


 Microsoft Office- program for composing text, graphics, photos into letters, articles, reports etc.



Power-point- for preparing lecture presentations



 Excel- for spreadsheet and similar graphic sheets

Internet – access to the internet

Yahoo or Google- websites; email, chat rooms, Blog sites, news service (print/video) educational software etc.





Adobe reader- Graph/photo composition and editing



MSN- mail/chat messaging




Cyber link power- DVD player





Windows media player- Editing film/video

Game house- video games

Lesson 8: Higher Thinking Skills through IT-Based Projects

In this lesson, we shall discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. To be noted id the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others.
It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.


Key Elements of a constructivist approach:
a) The teacher creating the learning environment.
b) The teacher giving students the tool
c) The teacher facilitating learning.

Now let us see four IT-based projects conducive to develop higher thinking skills and creativity among learners.


I. RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.
The general flows of events in resource-based projects are:
The teacher determines the topic for the examination of class.
The teacher presents the problem to the class.
The students find information on the problem/questions.
Students organize their information in response to the problem/questions.


TRADITIONAL AND RESOURCE-BASED LEARNING

Traditional learning model	Resource-based learning model
Teacher is expert and information provides	Teacher is a guide and facilitator
Textbook is key source of information	Sources are varied(print, video. Internet, etc.)
Focus on facts Information is packaged In neat parcels	Focus on learning inquiry, quest, or discovery
The product is the be-all and end-all of learning	Emphasis on process
Assessment is quantitative	Assessment is quantitative and qualitative.

II. SIMPLE CREATIONS

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more consonant with planning, making, assembling, designing or building.

Three kinds of skills/abilities:
· Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.
· Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.
· Promoting- selling of a new ideas to allow the public to test the ideas themselves.


The five key task to develop creativity:
Define the task- clarify the goal of the completed project to the student.
Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange.
Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene.
Act- the students do their work with the teacher a facilitator.
Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.




III. GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached into different ways:


Instructive tools- such as in the production by students of a power point presentation of a selective topic.
Constructive tools- such as when students do a multi-media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news show.


IV. WEB-BASED PROJECTS

Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming fort the average student.


It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.

Lesson 7: Evaluation of Technology Learning

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand, the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

Lesson 6: DEVELOPING BASIC DIGITAL SKILLS

With the boost of technology in education as we call it today our learners is the new digital world of information and communication technology (ICT). Teaching need to be equip with the sic fluency skills. Basic literacy will not replace the 3 R’s (reading, writing and arithmetic), but they will be complemented by six essential skills to equip students for success in the millennial world. The fluency skills are the solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital ethics.

a. Solution fluency. This refers to the capacity and creativity in problem solving students define a problem, design solution, apply the solution, and assess the process and results.





b. Information fluency. It involves 3 subsets of skills, the ability to access information, retrieve information, and to reflect on, assess and rewrite for instructing information packages.





c. Collaboration fluency. Refers to teamwork with virtual, real partners in the online environment. There is a virtual interaction in social networking and online gaming domains.





d. Media fluency. This refers to channels of mass communication/digital sources(radio, television, magazine, advertising, graphic arts).





e. Creativity fluency. Adds meaning by way of design, art and storytelling to package a message. Font, color, patterns, layout are elements creative fluency. Templates for PowerPoint presentation and blogs are available for free access in the internet.





f. Digital fluency. The digital citizen is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and period accountability.