The computer is

one of the wonders

of human ingenuity.

With the invention of the

microcomputer (now also
commonly referred to as PCs or
personal computers), the PC has
become the tool for programmed
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
teacher.
The computer cannot totally replace
the teacher since the teacher shall
continue to play the major roles of
information deliverer and learning
environment controller.

The teacher must:

Insure that students have
the needed knowledge and
skills for any computer
activity.

The teacher must:

Decide the
appropriate learning
objectives

The teacher must:

Plan the sequential and
structured activities to
achieve the objectives

The teacher must:

Evaluate the students

achievement by ways that
tests specific expected
outcomes

Students in CAI play their own

roles as learners, as they:

Receive information

Students in CAI play their own

roles as learners, as they:

Understand information
for the computer activity

Students in CAI play their own

roles as learners, as they:
Retain/keep in mind the information
and rules for the computer activity

Students in CAI play their own

roles as learners, as they:
Apply the knowledge and rules
during the process of computer
learning

The computer plays its roles as

it:
Acts as a sort of tutor (the role
traditionally played by the
teachers)

The computer plays its roles as

it:

Provides a learning
environment

The computer plays its

roles as it:

Delivers learning
instruction

The computer plays its roles as

it:

Reinforces learning
through drill and practice

The computer plays its roles as

it:

Provides feedback

CAI integrated with Lessons

CAI computer learning should
not stop with the drill and
practice activities of students

CAI integrated with Lessons

CAI works best in reinforcing
learning through repetitive
exercises such that students can
practice basic skills or knowledge
in various subject areas

CAI integrated with Lessons

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

When and how can teachers integrate

drill and practice programs with their
lessons?

Ensure that drill and practice

activities conform to the lesson

plan/curriculum

When and how can teachers integrate

drill and practice programs with their
lessons?

Limit drill and practice to 2030 minutes to avoid boredom

When and how can teachers integrate

drill and practice programs with their
lessons?

Use drill and practice to

assist students with

particular weakness in basic
skills

The tutorial software should

be able to:
Teach new content/information to

students
Provide comprehensive
information on concepts in
addition to practice exercises

The tutorial software should

be able to:
Can be effectively used for

remediation, reviewing or
enrichment

The tutorial software should

be able to:
Allow the teacher to introduce
follow-up questions to stimulate
students learning
Permits group activity for
cooperative learning

SIMULATION PROGRAMS
These 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

These simulation software:

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, instructional computer

games add 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 strategymaking.

MULTIMEDIA ENCYCLOPEDIA
and ELECTRONIC BOOKS
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.

MULTIMEDIA ENCYCLOPEDIA
and ELECTRONIC BOOKS

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

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.

CONCLUSION

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.

CONCLUSION
In the years ahead, we shall the
computers in schools as a common
tool for the enhancement of the
students 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.

END

Thank you for listening!

Reported by:
Jomar Q. Regalado
Sherylyn Panganiban
Gio Paolo Magat
Lemuel Kim Belen
Patrick E. Reynante
Reymel Catam
Claudine Reyes
Malou Reyes