Computers in Education

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Computers in Education

• Michael A. Lorber, Ph.D.

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Questions or Comments? Contact

• Michael A. Lorber, Ph.D.
• Department of Curriculum and Instruction
• College of Education
• Illinois state university
• Normal, IL 61790-5330
• E-mail malorber_at_ilstu.edu

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Broad Goal

• Teachers and students should be able to use
  computers to increase their own efficiency,
  effectiveness, and creativity.

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Precise Instructional Objectives

• Use cause-effect reasoning to orally explain at
  least
• 1. three ways that computer technology can be
  used to enhance instruction and/or learning and
• 2. two problems inherent with the use of
  computer assisted instruction in public schools.

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Main Uses of Computers in Education

• TUTORS
• TOOLS
• TUTEES
• OBJECTS OF INSTRUCTION
• INTERNET / E-MAIL

Taylor, Robert P. The Computer in the School
Tutor,Tool, Tutee. (New York Teachers College
Press), 1980
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TUTORS

• Computer Assisted Instruction (CAI)
• 1. Usually stand-alone programs
• 2. No common commands or record keeping.
• Computer Managed Instruction (CMI)
• 1. Usually sequences of programs
• 2. Common commands and record keeping.

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Advantages of Computers as Tutors

• 1. High degree of student interaction
• 2. Better able to accommodate self-pacing
• 3. Never gets tired or short-tempered
• 4. Students believe there is a high degree of
  confidentiality concerning progress
• (No real confidentiality - every keystroke can
  be recorded any time a computer is used. Privacy
  is virtually non-existent.)

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CAI - Tutorials

• 1. Provide primary instruction (instruction
  provided for the first time)
• 2. Best used for remediation and enrichment.
• 3. Can use either linear or branching
  strategies.
• 4. Usually the easiest to program.
• 5. In most instances, people teach people better
  than machines teach people.

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CAI - Drill and Practice

• 1. Provides drill and practice.
• 2. Hold students interest better than paper and
  pencil alternatives.
• 3. Typically use linear strategy (everyone goes
  through the same series of steps).
• 4. Branching can continually match the complexity
  of the work to the students abilities.

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CAI - Simulations

• 1. Enhances understanding of cause- effect
  relationships, thus
• 2. speeds up the maturation process.
• 3. Some programs designed for few computers, but
  many students.
• 4. Uses only branching strategy -- most complex
  CAI to program.

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Great Simulations

• Oregon Trail is one of the oldest and most
  popular simulation programs. Information about
  using this program are available at
• CDAccess http//www.cdaccess.com./
  html/shared/oregont3.htm
• For more great simulation programs check
  http//www.tomsnyder.com

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Problems with CAI -- Political

• 1. Attempts to provide individualized
  instruction in a group setting.
• 2. Inadequate teacher preparation.
• 3. Differing expectations on the parts of
  administrators, teachers, parents, and
  students.

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Problems with CAI --Economic

• 1. Hardware changes dramatically about every
  three years.
• 2. New hardware and software can do more things
  faster.
• 3. Little use or room for old computers that are
  obsolete, but still useable.
• 4. Relatively few programs at the higher
  cognitive levels.

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TOOLS

• Word Processors (put thoughts on paper)
• Word (Microsoft),
• Word Perfect (Corel)

• Spreadsheets (accounting, grading programs)
• Excel (Microsoft)
• Quattro (Corel)
• Lotus 1.2.3. (Lotus)

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TOOLS

• Database managers (organize and access
  collections of data)
• Access (Microsoft)
• Paradox (Corel)
• Creativity programs (drawing, painting, and
  composing music)
• PowerPoint (Microsoft)
• CorelDRAW (Corel)

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TUTEES

• Learning to write computer programs
• Time consuming --easier to edit existing
  programs such as EXCEL or LOTUS 1-2-3.

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OBJECTS OF INSTRUCTION

• 1. Learn how computers work (i.e., and/or gates,
  RAM, ROM, Megahertz, Bus system, etc.)
• 2. Now left mostly to electrical engineering and
  computer science classes.

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Internet

• 1. If properly planned, every course is already
  packed with information and skills students
  need to know.
• 2. Building Internet use into your course
  requires that you decide what will be cut out
  to provide the needed time.
• 3. Is what you hope to gain worth more than what
  you know you will loose?

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Internet

• 1. Minimize surfing time by bookmarking URLs
  that your students will need to use frequently.
• 2. Data provided by governmental sources and
  large companies is more likely to be valid than
  data from other sources.
• 3. Have students use two sources to verify the
  accuracy of Internet data.

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E-Mail

• 1. Before giving students your home phone number
  and/or e-mail address, consider your own need
  for privacy and for a life outside of school.
• 2. If you DO give students your home phone
  number set times after which students should not
  call.
• 3. Respond to messages promptly.

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• The End