Lesson 10: Computer as a Tutor

The computer as a tutor

            The computer is one of the wonders of human ingenuity even in its original design in the 1950’s to carry out complicated mathematical and logical  operations. With, the invention of microcomputer, the PC has become the tool for programmed instruction.

           

         Educators saw much use of the PC. They saw its potential for individualization in learning.

Computer-assisted Instruction (CAI)

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

The teacher must:

• Insure that students have the needed knowledge and skills for any computer activity.
• Decide the appropriate learning objectives.
• Plan the sequential and structured activities to achieve objectives.
• Evaluate the students’ achievement by ways of tests the specific expected outcomes.

The students in CAI play their own roles as learners as they :

• Receive information
• Understand instructions for the computer activity
• Retain in mind the information and rules for the computer activity
• Apply the knowledge and rules during the process of computer learning.

The computer, too,  play its roles as it:

• Acts as a sort of tutor
• Provides a learning environment
• Delivers learning instruction
• Reinforces learning trough drill-and-practice.
• Provides feedback.

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. Common types of drill and practice programs include vocabulary building, math facts, basic sentence, and history or geography facts. 

When and how can teachers integrate drill and practices programs with their lessons? The following suggestions can be made:

• Use drill and practice programs for basic skills and knowledge that require rapid or automatic response by students.
• 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 assists students with particular weakness in basic skills.