A computer is a programmable machine designed to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem. 

     The first use of the word "computer" was recorded in 1613, referring to a person who carried out calculations, or computations, and the word continued with the same meaning until the middle of the 20th century. From the end of the 19th century onwards, the word began to take on its more familiar meaning, describing a machine that carries out computations.

     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 break the barriers to individualized instruction.

Computer-assisted instruction (CAI)

     Use of instructional material presented by a computer. Since the advent of microcomputers in the 1970s, computer use in schools has become widespread, from primary schools through the university level and in some preschool programs. Instructional computers either present information or fill a tutorial role, testing the student for comprehension. By providing one-on-one interaction and producing immediate responses to input answers, computers allow students to demonstrate mastery and learn new material at their own pace. A disadvantage is that computerized instruction cannot extend the lesson beyond the limits of the programming.

     Computers are a familiar sight in classrooms in the twenty-first century, and technology has been used to streamline many educational tasks. There are different types of educational computer use, and not every use of a computer in the classroom is considered computer-assisted instruction. The educational uses of computers that are considered to be computer-assisted instruction (CAI) or computer-based instruction (CBI) are those cases in which either instruction is presented through a computer program to a passive student, or the computer is the platform for an interactive and personalized learning environment.

Within the broad definition, computer-assisted instruction may follow different paths to the same end. One example is how computer-assisted instruction is used in relation to other teaching presentations. CAI can be used either in isolation, bearing the whole responsibility for conveying instruction to students, or in combination with conventional, i.e., face-to-face, teaching methods. Research has shown that the combination of conventional and CAI instruction has been most effective in raising student achievement scores.

     Computer-assisted instruction is used through the entire range of education from preschool to professional school. It has been offered in a wide variety of fields, including all the main school subjects taught in elementary and secondary schools. At CALI, the Center for Computer-Assisted Legal Instruction, law students from across the United States and other countries such as Belgium, Brazil, Canada, China, Denmark, Ireland, Kenya, Korea, Mexico, the Netherlands, Nigeria, Russia, Singapore, South Africa, Sweden, and Taiwan have access to CAI law school lessons to supplement their instruction.

     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. Even with the available computer and CAI software, 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.

     On the other hand, the students in CAI play their own roles as learners as they:

• 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.

     During the computer activity proper in CAI the computer, too, plays its roles as it:

• acts as a sort of tutor (the role traditional played by the teacher)
• provides a learning environment.
• delivers learning instruction.
• reinforces learning trough drill-and-practice.
• provides feedback.

     Today, educators accept the fact that the computer has indeed succeeded in providing an individualized learning environment so difficult for a teacher handling whole classes. This is so, since the computer is able to allow individual students to learn at their own pace, motivate learning through a challenging virtual learning environment, assist students through information needed during the learning process, evaluate student responses through immediate feedback during the learning process, and also give the total score to evaluate the student's total performance.

CAI Integrated with Lessons

     There is no doubt that technology has become incorporated into our school systems. Computers are used not only as a means of helping schools analyze data, computers have become a pervasive tool toward optimizing student learning. For example, students are regularly using the Internet to gather and assimilate information for use in research assignments. They are preparing "electronic" presentations using computer presentation programs and LCD projectors. They are using word processing programs to create various other reports. Students are even using spreadsheets to increase their experiences with mathematical concepts. In addition, many schools have incorporated interactive computer-assisted-instruction into their program to provide students opportunities to master specific educational objectives or standards.

     

     There are ways to getting homework help in subjects all across the board. Tutors or educators who give students individual instruction time are generally found in public and private schools or tutoring agencies. Fortunately, breakthroughs in technology and the web allow students to use a computer to conveniently get those same educational needs met. Using the computer as a tutor can be an effective way to structure homework time around hectic schedules, allowing for the child to work at his or her own pace.

     CAI computer learning should not stop with the drill and practice activities of students. In effect, 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 science, and history or geography facts. In these programs, the computer presents a question/problem first and the student is asked to answer to the question/problem. Immediate feedback is given to the student's answer. After a number of practice problems and at the end of the exercise, the students get a summary of his overall performance.

     The question arises: When and how can teachers integrate drill and practice 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 (e.g. multiplication table, letter and word recognition, identification of geometric shapes, etc.).
• 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.

     In integrating computer programs in instruction, use tutorial software associated with cognitive learning. While practice exercise or learning-by-doing is still the heart of each tutorial, the tutorial software should be able to:

• teach new content/new information to students (inasmuch as CAI provides practice on old or already learned content).
• provide comprehensive information on concepts in addition to practice exercises.
• can be effectively used for remediation, reviewing, or enrichment.
• allow the teacher to introduce follow-up questions to stimulate students learning.
• permits group activity for cooperative learning.

SIMULATION PROGRAMS

     Simulation program/software is based on the process of modeling a real phenomenon with a set of mathematical formulas. It is, essentially, a program that allows the user to observe an operation through simulation without actually performing that operation. Simulation software is used widely to design equipment so that the final product will be as close to design specs as possible without expensive in process modification. Simulation software with real-time response is often used in gaming, but it also has important industrial applications. When the penalty for improper operation is costly, such as airplane pilots, nuclear power plant operators, or chemical plant operators, a mock up of the actual control panel is connected to a real-time simulation of the physical response, giving valuable training experience without fear of a disastrous outcome.

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

• teaches strategies and rules applied to real-life problems/situations.
• ask 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.

     An examples of such software is SimCity in which students are allowed to artificially manage a city given an imaginary city environment. Decision-making involve such factors as budget, crime, education, transportation, energy resources, waste disposal, business/industries available. (Note: software may or may not be available in local computer shops. Still concept-learning is helpful)

INSTRUCTIONAL GAMES

     Educational games are ideal for engaging students with course content. Most students think they are fun and very helpful - though you may find some students don't actually play the games but prefer to just quiz each other using the questions you provide. Faculty in the School of Nursing say that students find the games so helpful for studying, they complain bitterly when units don't have corresponding games!

Games can test deeper levels of understanding than just knowledge repetition. Be sure your questions require some application or synthesis.Examples:

• A"Family Feud" type of game can ask teams of students to list assessment techniques for a patient complaining of a dry cough.
• In matching games (Memory, Bingo, Crosswords), instead of asking students to match a term and a definition, give them a vital statistic and ask them to match it with the condition(s) it indicates. Change things up by including "Normal" as one of the conditions.
• In trivia games, ask NCLEX-type questions that require students to apply knowledge, not just recite information.

     While relating to low-level learning objectives (e.g. basic spelling or math skills), instructional computer games add the elements of competition and challenge. Learning outcomes can be achieved along simple memorization of information, keyboarding skills, cooperation and social interaction, etc.

PROBLEM SOLVING SOFTWARE

     These are more sophisticated than the drill and practice exercises and allow students to learn and improve on their problem solving ability. Since problems cannot be solved simply by memorizing fact, the students have no employ higher thinking skills such as logic, recognition, reflection, and strategy-making.

     The Thinking Thing 1 is an example of a problem solving software in which the team learners must help each other by observing, comparing.

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. 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.

REFLECTION
     Computer can be a tutor, it teaches as or give us the information we want, but we have to remember that they cannot replace the teachers. Computer need the help of a person who can or know how to operate them. Without human, computer is useless. Computer is a common tool in school for the enhancement of the students communication and collaboration skills.