COMPUTERS IN EDUCATION

COMPUTER AS TEACHER
The computer is a powerful tool with a number of uses in the field of education. The computer engages in activities traditionally done by teachers. This application of the computer is usually called computer-aided instruction. However, along with this concepts are many related terms:

• Computer-based education
• Computer-based instruction
• Computer-assisted instruction and 
• Computer-managed instruction

There are number of common categories for computer-aided instruction, namely: 

Drill and Practice – the drill and practice materials designed to help learners master already taught skills or knowledge through repetitive work. A computer drill and practice program can provide motivation better than a similar pen and paper exercise.

Tutorial – in a tutorial material, the computer presents the theoretical portion, then the program leads the student through a series of questions or exercises to increase their fluency in a skill.

Educational Games – instructional games add fun to computer-aided instruction. In some cases, games are modified versions of drill and practice and simulation software.

Simulation – the learner confronts a real life situation, like that of symbolic simulation, without fear of risks involved. Most simulation are designed to promote application  of information, thinking and problem solving skills.

Problem Solving – CAI applications teach problem solving skills but do not necessarily fall into the previous categories. Problem solving applications are designed to promote students’ higher order thinking skills, such as logic, reasoning, pattern recognition and strategic thinking.

COMPUTER AS ASSISTANT

In this category, the computer helps the learner in performing routine work tasks. It can function as a typewriter, a calculator, a drawing canvas, a filing system and the like. Software programs include word processors, graphic design packages, presentation software, databases, spreadsheets and telecommunications or internet tools.

COMPUTER AS LEARNER

The role of the computer and the student that we see in traditional computer-aided instruction are reversed. The computer becomes the “learner” while the student becomes the “teacher”. The objective of the application is for the student to teach the computer to perform some tasks through creating programs.

MULTIMEDIA

Multimedia combines multiple forms of visual and audio information to create multi-sensory presentation. Multimedia is a combination of different media types into a single delivery system under computer control.

Examples of multimedia

• Video
• Graphics
• Audio
• Text
• Real Objects and Models

"A powerful multimedia can arouse attention and imagination while concepts are presented."

Multimedia presentations can be prepared using presentation software such as Microsoft PowerPoint. Follow these simple steps to create one:

1. Font size should be big enough and can been seen from the farthest part of the room.
2. There should be less transition
3. Use simple fonts or easy to read fonts for titles
4. Text should be at least six  to seven words per line and six to seven lines per slide
5. The presentation should be given a consistent look
6. Special effects such as transition and animations should be used moderately. Too many special effects can draw away the attention of the audience from the content.

A well designed multimedia project has the following characteristics:

1. Essential, not tangential – the task fits into the core of the curriculum. It represents a big idea.
2. Authentic, not contrived – the task uses processes appropriate to the discipline, students value the outcome of the task.
3. Rich, not superficial – the task leads to other problems, it raises other questions. It has many possibilities.
4. Engaging, not uninteresting – the task is thought-provoking. It fosters persistence.
5. Active, not passive – the student is the worker and decision maker. Students interact with other students. The students are constructing meaning and deepening understanding.
6. Feasible, not infeasible – the task can be done within school and homework time. It is developmentally appropriate for students. It safe.
7. Equitable, not inequitable – the task develops thinking in a variety of styles. It contributes to positive attitude.
8. Open, not closed – the task lead to divergent answers, not convergent. It caters to multiple learning styles, providing learning opportunities to every student.

Reference: Concepts in Educational Technology 1 by Ronato Ballado