2. The computer is one of the wonders of human ingenuity.

3. 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.

4.  Educators saw much use of the PC.  It has become affordable to small business, industries and homes.  Potential for individualization in learning.  Educators saw much use of the PC.  It has become affordable to small business, industries and homes.  Potential for individualization in learning.

5.  Delivers learning instruction.  Reinforces learning through drill and practice.  Provides feedback.  Delivers learning instruction.  Reinforces learning through drill and practice.  Provides feedback.

6. Computer-Assisted Instruction (CAI)  It is a software in the computer where it can possibly deliver instruction for each individual.

7. Computer-Assisted Instruction (CAI) OTOThe computer can be a tutor, in effect, relieving the teacher of many activities in his personal role as classroom teacher. OTOThe computer cannot totally replace the teacher since the teacher shall continue to play the major roles of information deliverer and learning environment controller.

8. The teacher must: Ensure that students have the needed knowledge and skills for any computer activity.

9. The teacher must: Decide the appropriate learning objectives

10. The teacher must: Plan the sequential and structured activities to achieve the objectives.

11. Evaluate the students’ achievement by ways that tests specific expected outcomes. The teacher must:

12. Students in CAI play their own roles as learners, as they: Receive information

13. Understand information for the computer activity Students in CAI play their own roles as learners, as they:

14. Retain/keep in mind the information and rules for the computer activity Students in CAI play their own roles as learners, as they:

15. Apply the knowledge and rules during the process of computer learning Students in CAI play their own roles as learners, as they:

16. Roles of CAI in the activity: Acts as a sort of tutor (the role traditionally played by the teachers)

17. Provides a learning environment. Roles of CAI in the activity:

18. Delivers learning instruction Roles of CAI in the activity:

19. Reinforces learning through drill and practice Roles of CAI in the activity:

20. Provides feedback Roles of CAI in the activity:

21. 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

22. Common types of drill and practice programs include vocabulary building, math facts, basic science and history or geography facts. CAI integrated with Lessons

23. When and how can teachers integrate drill and practice programs with their lessons? OUOUse drill and practice programs for basic skills and knowledge that require rapid or automatic response by students

24. When and how can teachers integrate drill and practice programs with their lessons? OEOEnsure that drill and practice activities conform to the lesson plan/curriculum.

25. Limit drill and practice to 20-30 minutes to avoid boredom. When and how can teachers integrate drill and practice programs with their lessons?

26. When and how can teachers integrate drill and practice programs with their lessons? OUOUse drill and practice to assist students with particular weakness in basic skills.

27. The tutorial software should be able to: OTOTeach new content/information to students. OPOProvide comprehensive information on concepts in addition to practice exercises.

28. The tutorial software should be able to: OCOCan be effectively used for remediation, reviewing or enrichment.

29. Allow the teacher to introduce follow-up questions to stimulate students’ learning Permits group activity for cooperative learning The tutorial software should be able to:

30. SIMULATION PROGRAMS  These are another kind of software that is constructivist in nature.

31. These simulation software: OTOTeaches strategies and rules applied to real-life problems/situations. OAOAsks students to make decision on models or scenarios.

32. These simulation software: OAOAllows students to manipulate elements of a model and get the experience of the effects of their decisions.

33. INSTRUCTIONAL GAMES OWOWhile relating to low-level learning objectives, instructional computer games add the elements of competition and challenge.

34. INSTRUCTIONAL GAMES O Example is GEOSAFARI which introduce adventure activities for geography, science and history. O Learning outcomes can be achieved along simple memorization of information keyboarding skills, cooperation and social interaction.

35. PROBLEM-SOLVING SOFTWARE OTOThese are more sophisticated than the drill and practice exercises and allow students to learn and improve on their problem-solving ability.

36. PROBLEM-SOLVING SOFTWARE O The students have to employ higher thinking skills such as logic, recognition, reflection and strategy-making.

37. MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS OMOMULTIMEDIA ENCYCLOPEDIA can store a huge database with texts, images, animation, audio and video.

38. MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS O Students can access any desired information, search its vast contents and even download/print relevant portions of the data for their composition or presentation

39. MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS OEOELECTRONIC 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

40. 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.

41. 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.

42. CONCLUSION We shall the computers in schools as a common tool for the enhancement of the student’s thinking, communication and collaboration skills.

43. CONCLUSION O Computer will become an integral component of the future classroom and not a mere machine that can deliver routine drills and exercises.

44. END!!!

45. Thank you for listening! Reported by: Jovelyn B. Paran & Cindy Rose A. Degamon #StudyWell

46. References: O www.slideshare.comthecomputerasatutor2- 120823035824-phpapp02-1.ppt www.slideshare.comthecomputerasatutor2- 120823035824-phpapp02-1.ppt O Educational technology 2