1. Computer in Education ITEC 106
EASTERN MEDITERRANEAN UNIVERSITY
Faculty of Education
Department of Computer Education and Instructional Technology Teacher Education

2. Today Topics History of Computer History of Computers in Education
Some terms
Computer Assisted Instruction
Use of Computers in Instruction
Instructional Methodologies and S/W
Selection of Instructional software

3. History of Computers
1943
ENIAC was constructed, finished in 1946, and turned off in 1955 for the last time.
1945
the term “bug” was coined by Grace Hooper when programming Mark II
1949
Claude Shannon builds the first machine that plays chess at the Massachusetts Institute of Technology

4. History of Computers…
1949
The Harvard-MARK III, the first of the MARK machines to use an internally stored program and indirect addressing, goes into operations again under the direction of Howard Aiken
1950
The first electronic computer is created in Japan by Hideo Yamachito

5. History of Computers…
1953
A magnetic memory smaller and faster than existing vacuum tube memories is built at MIT
1955
Dartmouth College’s John McCarthy coins the term "artificial intelligence."
1963
Doug Engelbart invents and patents the first computer mouse

6. History of Computers… 1967 IBM creates the first floppy disk. 1975
Paul Allen and Bill Gates write the first computer language program for personal computers, which is a form of BASIC designed for the Altair. Gates later drops out of Harvard and founds Microsoft with Allen.

7. History of Computers…
1980
IBM hires Paul Allen and Bill Gates to create an operating system for a new PC. The pair buy the rights to a simple operating system manufactured by Seattle Computer Products and use it as a template. IBM allows the two to keep the marketing rights to the operating system, called DOS.

8. History of Computers…
1990
Tim Berners-Lee, working with Robert Cailliau at CERN propose a 'hypertext' system, which is the first start of the Internet as we know it today.
1997
IBM’s Deep Blue computer defeats world champion chess player Garry Kasparov in their second six-game showdown, winning the tie-breaking game in only 62 minutes.

9. History of Computers in Education
Early use of computers in education are primarily on the field of:
mathematics
science
engineering
Mathematical problem-solving tool

10. History of Computers in Education…
Early History, 1940s s
when American researchers developed flight simulators which used analog computers to generate simulated onboard instrument data.
From these early attempts in the WWII era through the mid 1970s, instructional software was directly tied to the hardware, usually mainframe computers.
From these early attempts in the WWII era through the mid 1970s, educational software was directly tied to the hardware, usually mainframe computers. Pioneering educational computer systems in this era included PLATO (1960) and TICCIT (1969). These early terminals cost over $10,000. Some programming languages from this period, particularly BASIC (1963), and LOGO (1967) can also be considered educational, as they were specifically targeted to students and novice computer users. The Plato IV, released in 1972, supported many features which later became standard in educational software running on home computers. Its features included bitmap graphics, primitive sound generation, and support for non-keyboard input devices, including the touch screen.

11. History of Computers in Education…
1959
PLATO at University of Illinois
by Donald Bitier
first, large-scale project for the use of computers in education
enable computer-based instruction to integrate text and graphics, and provided instructors with one of the first programming environment for computer-based instruction

12. History of Computers in Education…
1963
Patrick Suppes and Richard Atkinson at Stanford
establish a program of research and development on CAI in math and reading.
develop an individualized, instructional strategies that allowed the learner to correct his responses through rapid feedback.
mastery is obtained through drill-and-practice

13. History of Computers in Education…
researchers were looking for new educational paradigms to take advantage of the breakthrough in computer technology.
developed paradigm: ICAI (intelligent CAI)

14. Some Terms Instructional software
The application software serving for all teaching and learning activity can be thought as instructional software.
Courseware
Mainly focus on the teaching and learning of a certain content.
Courseware is a term that combines the words 'course' with 'software'.
The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom.
Instructional Sowtware:they more focus on assisting concrete teaching and learning activity and may be a serious software of a course, just a animation of a Natural phenomenon, a simulation game of an experiment
Courseware:Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or other types of animation files.

15. Some Terms... Edutainment
In a broader sense, the term edutainment describes an intentional merger of computer games and educational software into a single product.
In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well. Software of this kind is not structured towards school curricula.

16. Relationship among those term
Educational software
Learning
environment
Instructional software
Courseware
Edutainment
Learning tools

17. Introduction to Computer Aided Instruction
Terminology
Use of computer in education is referred by many names such as
Computer Assisted Instruction (CAI)
Computer Aided Instruction (CAI)
Computer Assisted Learning (CAL)
Computer Based Education (CBE)
Computer Based Instruction (CBI)
Computer Enriched Instruction (CEI)
Computer Managed Instruction (CMI)
IAC: Instructional Applications of Computers
Computer-based education (CBE) and computer-based instruction (CBI) are the broadest terms and can refer to virtually any kind of computer use in educational settings.
Computer-assisted instruction (CAI) or Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities.
Computer-managed instruction (CMI) Computer-managed instruction is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, record keeping, progress tracking, and assessment of learner performance.
New Terminology
• Web Based Training (WBT)
• Web Based Learning (WBL)
• Web Based Instruction (WBI)

18. CAI stands for Computer Aided Instruction
an instructor-led, computer–based teaching aid.
the use of computer in the delivery of instruction.
the integration of software and hardware in instruction

19. What is CAI ?
A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.
Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.
CAI uses a combination of text, graphics, sound and video in enhancing the learning process.
CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics and they test the student's understanding.

20. Arguments in Using Computers (Instruction)
Pro
Computers have endless supply of energy
Computers can be made available for longer period of time vs. human tutors
Computers, when properly programmed, are faster and more accurate than human instructors
Computers are capable of giving endlessly changing list of examples.

21. Arguments in Using Computers (Instruction)…
Against
computer instruction programs are notoriously poor in anticipating a students individual needs.
computer instruction programs are often more than rote exercises having scant educational values.
computer instruction programs have been very poor at adapting to the students changing abilities, and have locked the student into relatively rigid mode of instructions.

22. Use of Computers in Academe
As Tools
As Assistants
As Teachers

23. Computers as Tools General purpose: To automate tasks Word processors
MS Word, Notepad, Wordpad, etc.
Spreadsheets
MS Excel, Lotus 123, etc.
Presentation Applications
MS Powerpoint, etc.

24. Computers as Assistants
General purpose:
For Assessment, Remediation, and Reinforcement
Applications
Drills
Instructional games
Simulations

25. Computers as Teachers General purpose:
for Instruction, Remediation, and Assessment
Implementations:
CAI
ICAI
Tutorials
Simulations

26. Advantages of CAI Interactive Provides immediate feedback
Motivates learners
Provides consistency in presentation
Can adjust difficulty to the level of the learner

27. Advantages of CAI
Can present concepts or processes dynamically and using multiple forms of representation
Can maintain records of student performance
Can accommodate large number of learners.

28. Limitations of CAI Repeated instruction. Distribution.
Equipment and software can be costly.
Development takes time and money.
Lack of “personal touch”.

29. Development Tools Programming Languages Relatively inexpensive
Powerful and flexible
Difficult to learn and use
Ex: Pascal, C, Java, Visual Basic, etc.

30. Development Tools Multimedia/Hypermedia tools
Relatively easy to learn and use
Relatively powerful and flexible
Moderately priced
Ex: HTML, Flash, etc.

31. Development Tools Authoring Tools Relatively easy to learn and use
Powerful and flexible
Expensive
Ex: Macromedia Authorware, IconAuthor, Quest, Pathware

32. Expository Model of Instruction
According to that model (EMI), for instruction to be effective the following four phases should be present:
Presenting information
Guiding the student
Practicing by the student
Assessing student learning

33. Expository Model of Instruction
Presentation of Information
“to teach something new, the instructor must first present information”
The instructor will perform the skills so that the students can imitate
methods: Examples
instructor-centered

34. Expository Model of Instruction
Guidance
interactive tutorial
Student performs under guidance of teacher
answers questions about factual info
apply rules and principles in problem-solving activities
practice procedural skills

35. Expository Model of Instruction
Guidance
the instructor observes the student, correct errors, and give suggestions or hints
Guided discovery is part of the guidance phase of instruction

36. Expository Model of Instruction
Practice
learner-centered
Instructor observes and corrects the student, but emphasis is on the student practicing and the instructor making only short corrective statements.

37. Expository Model of Instruction
Practice
Fluency, speed and practice
method: use of workbooks (arithmetic), flashcards (foreign-language instruction)

38. Expository Model of Instruction
Assessment
level of learning
quality of teaching
future instructional needs
method: tests

39. Instructional Methodologies and S/W
Tutorials
Drills
Simulations
Instructional Games
Tests
We will talk these and others next weeks

40. Instructional Methodologies and S/W…
Tutorials
teach new materials
typically they present information and then question the user to ascertain the level of learning achieved
able to monitor the student's progress and to present remedial or advanced levels if and when required

41. Instructional Methodologies and S/W…
Drills
typically deals with material that has already been taught
the student is presented with a task, often selected randomly, and feedback is offered immediately
able to keep pace with the student by offering remedial or advanced level if and when they become necessary

42. Instructional Methodologies and S/W…
Educational Games
may be tutorial/drill and practice/simulation with game elements added
learning elements are hidden

43. Instructional Methodologies and S/W…
Simulations
may be used to present information and guide the learner, to guide and drill, to do all three, or to test the student’s knowledge.
in here, the student learns by actually performing the activities to be learned in a context that is similar to the real world.

44. Instructional Methodologies and S/W…
Tests
assessed the level of learning
use for a variety of purpose:
Determine what a student knows and does not know;
Rank ordering of students in terms of performance;
Assigning grades; etc.

45. Instructional Methodologies and S/W…
Tests
Can take the form of an informal quiz or a strictly monitored examination where admission is by reservation only.

46. Individual instruction
Major Types
Classification by relation with educational content
Problem solving
Quiry
Individual instruction
LOGO
Micro world
Drill-and-practice
Excel
Cast study
Testing
Word
Simulation and game
E book
Dependent of
content
Relate with content
Independent of content

47. Select Instructional software
STEP 1. Get Clear on using context: ANALYZE NEEDS and user
Needs & Goals.
Objectives.
Specify requirement.
Step 2. Looking for Instructional software in resource library
Step 3. Review all found software based on the Context getting in Step 1
Needs & Goals. A need is the difference between "where we are now" (e.g. 60% of the students in the ninth grade score above minimum competence on the state science test) and "where we would like to be" (e.g. 90% of the students in ninth grade score above minimum competence on the state science test). "Where we would like to be" is another way of defining a goal.
Objectives. An objective describes "where we would like to be" in more specific terms (e.g. 90% of all ninth grade students will exceed the minimum level of competence on the state competency test administered in the second semester of ninth grade).
Specify requirement. If a careful needs analysis determines that computer assisted instruction is one of the methods that will be used to meet identified instructional objectives, the teacher (or materials selection committee) should then specify the requirements for the computer software. Factors to consider in specifying requirements for software include: compatibility with available hardware; cost; user friendliness; level of interaction desired; adequacy of documentation; access to technical support via toll-free number; and of course, direct correlation with the instructional objectives and curriculum requirements identified in the needs analysis.
Step 2. Looking for Instructional software in resource library
There are many ways to identify promising software, and the responsible selector should use as many of them as possible. Catalogs still remain an important source for descriptions of software. Most district level educational communications/media centers are on catalog mailing lists from virtually all software producers and wholesalers.
software often reviewed in magazines and journals found in school, university, and public libraries. Database containing descriptions and reviews of thousands of currently published educational software programs. Teachers who have access to the Internet can find out about software from other teachers by joining a listserv.
Step 3. Review all found software based on the Context getting in Step 1
The most effective way to judge whether software is appropriate or not is to observe students as they interact with the program. Are the educational objectives achieved when the student uses the program? The responsible teacher should not purchase software without previewing it with his or her own students. Preview as many programs as you can find that appear to meet your selection criteria. As a general rule, if there is no way to preview software with your own students--avoid that software.

48. Select Instructional software
Step 4. Compare the selected educational software
Select the most desirable software after a systematic evaluation of all alternatives in terms of educational objectives and constraints.
Step 5. Trial the selected software before using.
Step 4. Compare the selected educational software
Select the most desirable software after a systematic evaluation of all alternatives in terms of educational objectives and constraints;
establish a quantitative method for rating each alternative against the selection requirement established in Step 2;
evaluate the relative importance of each selection criterion, (i.e. previewing should probably be rated relatively high in importance); and
create a written record outlining the reasons why a piece of software is recommended or not recommended for purchase.
For software that is recommended for purchase, teachers should include suggestions for optimal use that might have become apparent during the preview period. The written record, including the quantitative rating scale and the selection criteria, should be kept on file for future reference.

49. Thank you for attention