The computer can be a tutor in effect relieving the teacher of many activities in his/ her personal role as a tutor.

1. Bicol University
College of Agriculture and Forestry
Guinobatan, Albay
Lesson 10
Prepared by:
HAZEL MAE P. ADRA
ZAIRA B. RAMIREZ
III-BAT-ATE1
EDUCATIONAL TECHNOLOGY 2

2. COMPUTER-ASSISTED INSTRUCTION (CAI)
The computer can be a
tutor in effect relieving
the teacher of many
activities in his/ her
personal role as a tutor.

3. It
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.

4. Computer Assisted Instruction (CAI)
- refers to instruction or
remediation presented on a
computer. CAI facilitates instant
access to information with infinite
patience, accuracy and it provides
opportunity for systematically
organized maximum learning for
all learners. It provides complete
individualizing instruction.

5. Even with the available computer and CAI software, the
teacher must:

6. -receive information
-understand instructions 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.
On the other hand the students in CAI
play their own roles as learners as they:

7. acts 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.
During the computer activity proper in CAI the
computer, too, plays its roles as it:

8. ADVANTAGES DISADVANTAGES
 Reduced the work load of
teaching.
 Improved motivation
 Reach the large audience
 Multiple dimensional
learning.
 Promote interactive learning.
 Builds confidence among
students.
 Provide immediate
feedback.
 It is a mechanical
approach.
 Mental and physical
fatigue.
 It is vary expensive.
 None effective for some
applications(e.g. reasoning)
 Lack of infrastructure
 Lack of knowledge
 Lack of computer literacy.

9. CAI Integrated with Lessons
 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.)

10.  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.

11. Integrating computer programs in instruction, use
tutorial software which includes:
 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 exercises.

12.  Be effectively used for
remediation, reviewing, or
enrichment.
 Allow the teacher to
introduce follow-up questions
to stimulate student’s
learning.
 Permit group activity for
cooperative learning.

13. SIMULATION PROGRAMS
These simulation software:
 Teaches strategies and rules applied to real-
life problems/situations.
 Asks students to make decision on models or
scenarios.
 Allows students to manipulate elements of a
model and get the experience of the effects of
their decisions.

14. Examples:
 SimCity in which students
are allowed to artificially
manage a city given an
imagery city environment.
 Decision-making involves
such factors as budget,
crime, education,
transportation, energy
resources, waste disposal,
business/industries
available.

15. While relating to low-level learning
objectives (e.g. basic spelling or math
skills), instructional computer games add
the elements of competition and challenge.

16. An example is Geo Safari 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.

17. PROBLEM-SOLVING
SOFTWARE
These are more sophisticated than the drill and
practice exercises and allow students to learn
and improve on their problem solving activity.

18. Since problems students have to employ higher thinking
cannot be solved simply by memorizing facts, the 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.

19. MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC
BOOKS
The 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

20. 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.

21.  BUCAF Students
 Google
Pictures
Educational Technology 2
Second Edition
Copyright, 2012 by
PAZ I. LUCIDO, Ph.D. And
LORIMAR PUBLISHING, INC
ISBN 971-685-747-4
Published by
LORIMAR PUBLISHING, INC.

22. THANK YOU