COMPUTER-AIDED INSTRUCTION
Douglas N. Arnold
I. Introduction
Computer-Aided Instruction (CAI), diverse and rapidly expanding spectrum of computer technologies that assist the teaching and learning process. CAI is also known as computer-assisted instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between students and teachers. The number of computers in
American schools has risen from one for every 125 students in 1981 to one for every nine students in 1996. While the United States leads the world in the number of computers per school student, Western European and Japanese schools are also highly computerized.
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Student training in the computer technology may be required as well, and this process can distract from the core educational process. Although much effort has been directed at developing CAI systems that are easy to use and incorporate expert knowledge of teaching and learning, such systems are still far from achieving their full potential.
IV. History
In the mid-1950s and early 1960s a collaboration between educators at
Stanford University in California and International Business Machines
Corporation (IBM) introduced CAI into select elementary schools.
Initially, CAI programs were a linear presentation of information with drill and practice sessions. These early CAI systems were limited by the expense and the difficulty of obtaining, maintaining, and using the computers that were available at that time.
Programmed Logic for Automatic Teaching Operations (PLATO) system, another early CAI system initiated at the University of Illinois in the early 1960s and developed by Control Data Corporation, was used for higher learning. It consisted of a mainframe computer that supported up to 1000 terminals for use by individual students. By 1985 over 100
PLATO systems were operating in the United States. From 1978 to 1985 users logged 40 million hours on PLATO systems. PLATO also introduced a communication system between students that was a forerunner of modern electronic mail (messages electronically passed from computer to computer). The
The advent of modern technology and its integration with the education systems has opened up many possibilities, and forced educational practitioners to rethink and restructure the content, pedagogical tools, and methods of delivery. As a result, the educational system has evolved continually, and at the same time opening up new and countless opportunities. This has definitely captured the imagination of many students, researchers, and professionals. The integration of technology with education has brought about phenomenal opportunities as well as radical changes to the educational sector. Examples include the use of digital pedagogy, computer-aided instruction (CAI), distance or open learning, virtual universities, computer-based online testing, digital libraries, and so on.
In the past, academic and administrative computer systems were isolated, either for security reasons or as a result of limited interconnectivity with other computers. Today, nearly any information that an administrator, teacher, student or parent might is available through a network connection. Course lectures are presented are viewed and students submit their assignments via the internet school class shell. Student and parents can view their grades online, administrative paperwork and other information can be shared through a variety of systems. The internet is an awesome and convenient way to communicate, but it introduces
Technology is becoming increasingly decentralized allowing for information to be accessed anywhere at anytime. Computer and communication technologies are an increasingly ubiquitous part of instruction across many disciplines necessitating a more flexible and mobile deployment
With the explosion of technological advances in the 21st century comes the increased need for the incorporation of technology in the educational field. The classrooms in America can all benefit from the use of technology to increase the understanding of academic content whether in the general education or special education setting.
Computers have first become widely adopted educational technology since the 1980’s in the schools across the United States. Consequently, technology has become part of teacher accreditation and is being integrated ubiquitously into the areas of faculty development, student academics, curriculum design, and resource allocation.
it is important to inform the student or students in the classroom that will be utilizing system and
Gunter, Glenda A. & Gunter, Randolph E. (n.d.). Teachers Discovering Computers. Eight Edition. Retrieved from
Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and Holton (2005) acknowledged a need for both external support and instructional support if an adult learner’s CBI experience will be deemed positive. Of their five conclusions, this one was of particular interest to me based on the different computer-based instruction experiences I have had.
Education has evolved by leaps and bounds since the first appearance of the modern pencil in 1795. Today’s classroom’s are utilizing laptops, cellphones, tablets and multiple social media platforms.
My students enjoy working on Math Centers. All the centers are play-base. The students know the routine. They have learned to make the transitions as smooth as possible. They know that my time with each of the groups during Guided Math is extremely important and they have learned to respect each other when working in rotations.
This framework of three elements provides a useful form for considering factors influencing instruction and learning in computer-based
With the integration of technology, students get direct, individualized instruction from the computer. This form of supplemental teaching allows them to engage with the information at times that are most convenient for them and helps them become more self-directed in the learning process. It also gives the teacher more time to accomplish classroom objectives, while freeing them up to help the students who might be struggling with certain lessons.
It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.
In this system, students may find out about his concerns through software on education by using computer. In this type of education, a student may gain from what computer offers to the extent that his skills in computer use allows for. He may have simulations, remote education, internet learning, etc. In today’s computers, there is one way message. And students are limited by what this message offers. Computer is a vital requirement of computer supported learning, computer assisted education, remote learning and internet learning. Some research in this area indicate that computers have positive effect on learning. (Alacapınar,2006;Aksin,2006)
I have talked to a couple of teachers when I worked for an elementary school in high school during my Junior and Senior year. I asked the teachers whom I worked with what they thought of using the computers in schools. They said it is a nice thing to have in school for the students. The teachers liked the idea that they could get the students on programs to help