Lesson 10: The computer as a Tutor

Computer is one of the greatest inventions of the new generation. It can help us find easily what we need. It is a tool to program instruction in an interactive way. Especially in education, it helps the teacher enhance the learning process by making creative presentation and advance information. Computer can also be a tutor in such a way that it helps the teacher to aid the problems of the learners in terms of difficulties of the lesson but it cannot totally replace the role the teacher because the major role of the teacher is to deliver the information and the controller of learning environment. But teacher could use the CAI to integrate the lessons by giving the students a drill and activity to practice their basic skill and knowledge. Simulation program could also help, teacher use it a strategy to apply the lesson in real life situation. Another is the instructional games, problem solving software, multimedia encyclopedia electronic books.

The computer is one of the wonders of human ingenuity, even in its original design in the 1950s to carry out complicated mathematical and logical operations. With the invention of the microcomputer (now commonly referred to PCs or personal computers), the PC has become the tool for programmed instruction.

                Educators saw much use of the PC. It has become affordable to small business, industries and homes. They saw its potential for individualization in learning, especially as individualized learning is a problem since teachers usually with a class of forty or more learners. They therefore devised strategies to use the computer to the break the barriers to individualized instruction.

                CAI computer learning should not stop with the drill and practice activities of students in effect, CAI work best in reinforcing learning trough repetitive exercise such that student can practice basic skills or knowledge in various subject areas. Common types of drill and practice programs include vocabulary building, math facts, and basic science, and history or geography facts. In these programs, the computer presents a question/ problem the first and the student is asked to answer the question/problem. Immediate feedback is given to the student’s answer. After the number of practice problems and at the end of the exercise, the students get a summary of his overall performance.

CAI PROGRAMS:

1. Simulation Programs

Simulation software materials are another kind of software that is constructivist in nature. This simulation software:

·         Teacher strategies and rules applied to real-life problems/situation

·         Ask students to make decision on models or scenarios

·         Allow students to manipulate elements of a model and get the experience of the effect of their decisions

2. INSTRUCTIONAL GAMES

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

           3.  PROBLEM SOLVING SOFTWARE

             

                These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their own problem solving ability. Since problems cannot be solved simply by memorizing facts, the students have to employ higher thinking 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.

            4. MULTIMEDIA ENCYCLOPEDIA AND ELECTRONIC BOOKS

                The Multimedia Encyclopedia can score a huge database with text, images, animation, audio and video. Students can access any desired information, search it vast contents and even download/print relevant portions of the data for their composition or presentation. An example is the eyewitness children’s encyclopedia.

                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. Examples are Just Grandma and Me animated storybook which offer surprises for the young learner’s curiosity.

Lesson 9: Computer as Information and Communication Technology

       In educational technology course 1 the role of computer in education was well discussed. It was pointed out that the advent of the computer is recognized as the third revolution in education. The first was the invention of the printing press; the second, the introduction of libraries and the third the invention of the computer, especially so with the advent of the microcomputer in 1975. Thus emerged computer technology in education

       Educators saw the amplification of learning along computer literacy through computer technology. Soon, CAI or Computer assisted instruction was introduced. Through the dynamic evolving pace of innovation in today’s Information Age, computer technology in education transformed into an educative information and communication technology (ICT) in education. Close to the turn of the 21st century, however, such a distinction merged owing to the advent of microprocessor, also known as the personal computer (PC). This Personal Computer (PC) functions as an instructional and educational communication media that helps to enrich and enhance the teaching-learning process. Normally, there are 10 programs installed in an ordinary modern PC and these are Microsoft Office, Power-point, Excel, Internet Explorer, Yahoo or Google, Adobe Reader, MSN, Windows media player, Cyberlink Power and GameHouse.

          Through the technology, educators saw the amplification of learning literacy. Much like reading, the modern student can now interact with computer messages; even respond to question or to computer commands. Again like writing, the learner can form messages using computer language or programs.

 THE PERSONAL COMPUTER (PC) AS ICT

                Until the nineties, it was still possible to distinguish between instructional media and the educational communication media.

                Instructional media consist of audio-visual aids that served to enhance and enrich the teaching-learning process. Examples are the blackboard, photo, film, and video

                On the other hand, educational communication media comprise the media communication to audiences including learners using the print, film radio, and television or satellite means of communication.  For example, distance learning were implemented using correspondence, radio, television or the computer satellite system

                Close to the turn of the 21st century, however, such as distinction merged owing to the advent of the microprocessor also known as the personal computer (PC). This is due to the fact that the PC user at home, office and school has before him a tool for both audio-visual creations and media communication.

To illustrate, let’s examine the programs (capabilities) normally installed in an ordinary modern PC:

v  Microsoft Office- program for composing text, graphics, photos into letters, articles, reports etc.

 v  Power-point- for preparing 
lecture presentations

v  Excel- for spreadsheet and similar graphic sheets

        







      v    Internet – access to the internet
 












v  Yahoo or Google- websites; email, chat rooms, Blog sites,news service (print/video) educational software etc

        

v  Adobe reader- Graph/photo composition and editing

vMSN- mail/chat messaging

 v    Windows media player- Editing film/video

                                                       v      Cyber link power- DVD player

vGame house- video games

Lesson 8: Higher Thinking Skills through IT-Based Projects

         The four types of IT-based projects are effectively used in order to engage students in activities of a higher plane of thinking. To be noted is the fact that these projects differ in the specific process and skills employed, also in the ultimate activity or platform used to communicate completed products to others. It is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.

THE FOUR IT-BASED PROJECTS ARE:

I.   RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

• The general flows of events in resource-based projects are:

a.The teacher determines the topic for the examination of class.

b.The teacher presents the problem to the class.

c.The students find information on the problem/questions.

d.Students organize their information in response to the problem/questions.

II.   SIMPLE CREATIONS

Three kinds of skills/abilities:

·        Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

·        Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.

·        Promoting- selling of a new ideas to allow the public to test the ideas themselves.

III.  GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached into different ways:

Instructive tools- such as in the production by students of a power point presentation of a selective topic.

Constructive tools- such as when students do a multi-media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news show.

IV. WEB-BASED PROJECTS

Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming fort the average student.

            It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.

Lesson 7: Evaluation of Technology Learning

 In this lesson, it emphasizes the role of digital instructions in the modern times especially in evaluating student outputs. The student standard evaluation of learning must change As efforts are exerted to go digital in instruction, we need to also go digital in learning. Today, students are expected to be not only cognitive, but also flexible, analytical, and creative. Students must have the six important fluencies that reflect process skills.

        This topic talks about how we are going to evaluate or judge technology as a whole or specific. According to the topic that we had, we should have Mass Amateurization. It means that we should be also good enough for the changes that our environment has. We, as a future teacher should be good enough on the things that we must be improve. We should remember always and do not forget that the goal of this is to bridge the gap between the amateur individual to those professional ones. We should not let our student have even a single leaner to be amateur in using this technology. We should adapt to the change that is happening to our environment, this would include on how we are going to evaluate our students in doing their activity. we should remember that the evaluation we are applying to the activity that our student have done should be in line with the assessment/ activity have undergone. This evaluation should not just be good enough to make them feel the instant reward that they expecting but also should cater not just their skills but also their logical and critical thinking skills.

Mass amateurization is the change of evaluation approach, from the amateur creator of outputs to professional creator of outcomes and products. It gives an impression to the teachers and learners that high technologies are very essential for the learning and evaluating process.

The standard student evaluation of learning must change. This is justified by the fact that not only has the new generation changed into digital learners, but the traditional world has metamorphosed into a digital world. Teachers must adopt a new mindset both for instruction and evaluation. Evaluation must be geared to assessment of essential knowledge and skills so that learners can function effectively, productively and creatively in a new world. It must use evaluative tools that measure the new basic skills of the 21st century digital culture, namely: solution fluency, information fluency, collaboration fluency, media fluency, creativity fluency and digital citizenship. This six fluencies reflect process skills. On the other hand,   the change in evaluation approach is referred to as mass amateurization, a term which implies a mass reach of student outputs.

      

Lesson 6: Developing Basic Digital Skills

           This lesson talks about developing basic digital skills with the integration of technology in education. We, digital learners, must acquire the 6 digital skills.

          Teacher adjust their teaching to effectively match the new digital world of information and communication. technology they must on what basic knowledge and values need to developed by digital learners. These basic literacy’s will not replace the 3 R’S; 

but they will be complemented by Six Essential Skills to equip students they call them literacy skills referred to fluency skills  these are:

1. SOLUTION FLUENCY – refer to capacity and creativity in problem solving .
2. INFORMATION FLUENCY – involves 3 submits skills which is ability to access, retrieve and reflect information.
3. COLLABORATION FLUENCY – refers to teamwork with virtual or real partners in online environment.
4. MEDIA FLUENCY – refers to channel of mass communication.
5. CREATIVITY FLUENCY – which is artistic proficiency adds meaning by way of design, art and storytelling to package a message.
6. DIGITAL ETHICS – is guided by principles of leadership, global responsibility, environmental awareness, global citizenship and personal accountability.

      HIGHER THINKING SKILLS

      Bloom’s Taxonomy serves as a general framework of skills that requires information processing, idea creation and real-world problem-solving skills. The following taxonomy may be proposed:

1. Remembering-recall information
2. Understanding-explain ideas
3. Applying-use information in a new way
4. Analyzing-distinguish different parts
5. Evaluating-justify stand or position
6. Creating-new product/point of view

      

      The structured problem solving-process known as 4D’s also exemplifies the instructional shift in digital learning:

ü  Define the problem

ü  Design the solution

ü  Do the work

ü  Debrief on the outcome

      

     

     

                                                                                                                                               










 

      We can apply this topic in future teaching since our students are digital learner and a visual learner they can understand things through visual presentations not just a picture but more on video’s shown to them. Some of the student are already expose to computer they might be more knowledgeable than you but at least you may not be left behind you’re not going to compete with your student but you should be within their leanings and with their interest also.