Computers

The computer provides virtually instantaneous response to student input, has extensive capacity to matched in its ability to serve many students simultaneously. It has become a tool of choice in instruction. The computer's role has changed because of its ability to pro vide rich learning experiences for students, giving them the power to influence the depth and direction of their learning. It has the ability to control and integrate a variety of media-still and motion pictures, graphics, and sounds, as well as printed information. The computer can also record, analyze, and react to student responses typed on a keyboard or selected with a mouse.

There are two major applications of computers in instruction: computer-assisted instruction (CAI) and. computer-managed instruction (CMI). In CAI stu dents interact directly with the computer as part of the instructional activity. This may be in the form of material presented by the computer in a controlled sequence, such as a drill-and-practice program, or as a student initiated creative activity, like a desktop published book of student poems. In CMI the computer helps both instructor and students in maintaining information about students and in guiding instruction. That is, the com puter can organize and store easily retrievable informa tion about each student and about relevant instructional materials. Learners may take tests on the computer or in put information into a personal portfolio. Further, the computer can diagnose the learning needs of students and prescribe optimal sequences of instruction for them.

ROLES OF COMPUTERS

IN LEARNING

Continual advances in microprocessor technology have allowed today's devices to greatly surpass their predeces sors in speed, flexibility, and raw computational power (Figures 9.2 and 9.3). The potential uses of computers in educational settings go far beyond direct instruction. One function is administrative-keeping school records, scheduling classes, doing payroll, and managing student assessment data. Another is service oriented, as when guidance programs use computers to deliver career plan ning assistance. In the domain of instruction there are four broad classes of computer applications:

• As an object of instruction
• As a tool 
• As an instructional device
• As a means of teaching logical thinking.

Discovery

Using the discovery method in CAI, learners employ an information retrieval strategy to get information from a database. For example, a salesperson interested in learning about competitors' products can select from a set of critical product features, display them on the computer, and draw conclusions about the comparisons of the products. Some discovery lessons analyze large databases of election information, population statistics, or other user-built databases.

Problem Solving

In problem solving, learners use previously mastered skills to resolve a challenging problem. Students must examine the data or information presented, clearly de fine the problem, perhaps state hypotheses, perform experiments, then reexamine the data and generate a solution. The computer may present the problem, process the data, maintain a database, and provide feed back when appropriate.

Information Tools

As students begin to work with information, they find the computer tools available to them help make the process easier and fun. Using a word processing pro gram for writing makes it easy for students to edit their work. Once they have gathered their ideas into concept maps, they then begin to work those ideas into con nected text. The word processor makes it possible for students to work with their ideas and to quickly make changes as they explore various ways to present them. Spelling and grammar checking are available to stu dents. A thesaurus makes it easier for them to find the right word for a specific situation. And editing, a process children are not prone to enjoy, suddenly becomes easier. Students are more willing to make changes when the editing is simplified.

Graphics Tools

Drawing and creating graphics is a fun activity for stu dents. Computer software such as KidsPix can make drawing even more pleasurable. This software allows. children to use, for example, a "rubber stamp" that makes noise as it marks on the screen, to erase a picture to find a hidden one behind it, and to use a "drippy" paintbrush. Computer technology thus changes the dy namics of art for children.

As students gain skill in using drawing software, they I can learn to use more complex drawing and drafting programs. High school students can use computer aided design (CAD) and graphics programs to prepare complex visuals. Many of the skills associated with these types of software are easy for students to learn. For ex ample, an art program such as Photo Deluxe allows stu dents to develop complex projects using an array of tools, ranging from basic drawing tools for lines and shapes to advanced drawing tools for editing and re designing. They may create their own pictures, or may begin by using commercially designed clip art, available. from many suppliers (Figure 9.13). A simple picture can be developed into a very artistic piece with only a few keystrokes.

SOFTWARE SELECTION

Selection Criteria

There are several factors associated with selecting soft ware (see "Appraisal Checklist: Computer Software"). Foremost is to examine the software within the context of the learning outcomes. Other factors that should be considered include content, format, ease of operation, design, and completeness of the package.

In addition, software programs, also called applications, are written to run on specific operating systems. An operating system, such as Mac OS, Windows, or Unix, is software that functions as the computer's interface with the user. It determines precisely how user, com puter, and application interact to produce the desired results. The software you select must be designed to run on your available operating system and must function properly with your specific hardware configuration (see the next section)

Accuracy

Feedback

Learning Control

Prerequisites

Ease of Use

Special Features

COMPUTER FACILITIES

There are a variety of facilities for computer use. They range from the computer classroom (one or more com puters in a single classroom) to the computer laboratory.

The One-Computer Classroom

In some schools access to computers is still limited. Of ten there is a single computer lab where a teacher can take a whole class of students to work on computers as part of a lesson. However, increased interest by many teachers in incorporating the computer into their les sons limits the number of times per week that any one teacher can use the computer lab. One solution has been to have a computer placed in each classroom.

The Multiple-Computer Classroom

A computer classroom is useful when the teacher wants to present to all the students simultaneously. The arrangement is helpful when the instructor is teaching students to use the same software simultaneously (Fig ures 9.19 through 9.22). Networked computers with monitors recessed in the tables for both students and teachers allow eye contact and facilitate communica tion. Students can work in groups of two or three and share one computer. The teacher should have a projec tion device to display information for all students on one screen. In some networks the teacher can control. and monitor what is shown on each student computer.

The Computer Laboratory

When a teacher wants each student to be working on a computer during a lesson, it is necessary for the whole class to have access to computers simultaneously. Schools often place 15 to 20 computers together in a single room called a computer laboratory. The computer laboratory is appropriate if you want students to be working inde pendently or in small groups on different programs and different activities. To monitor student activity, to keep them on task, and to prevent them from viewing inap propriate or irrelevant material, the computers can be placed around the walls of the laboratory with the monitors facing the center of the room (see Figure 9.19). The teacher can quickly see what each student is doing and respond to student questions individually. 

We believe that the trend is toward the multiple computer classroom. In the early days when schools had a limited number of computers, they assembled them in a laboratory. As more computers became available single computers were assigned to individual classrooms. Teachers soon discovered how they could successfully use multiple computers in their classrooms. Some schools have done away with their computer laboratories, distributing those computers to individual classrooms. Consequently, many classrooms that had just one computer now have several.

There are advantages to using a computer lab. A group of students can be taught the same lesson simultaneously, which might be more efficient for the teacher. Also, software can be located in one place conveniently. Supervision and security are often easier when all the computers are located in a single room.

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