Computer teaching learning tool

The articles are therefore a key to the future as well as a record of the past. Such writings should be read by anyone interested in computing and education because they suggest what has already been accomplished. However, simply plunging into the field and attempting to assimilate the ideas may not work. Initially some conceptual help may be needed. The application of computing to education encompasses a range of complex activity, formidable in its apparent diversity even for those who are simultaneously both computer specialists and educators.

Approaching such a complex area for the first time, especially as a computing novice, can be very confusing. This book attempts to minimize the unnecessary confusion three ways. First, by limiting the number of authors included, it arbitrarily limits the diversity of what is presented.

Second, by presenting only articulate spokesmen, the issues and the work discussed are presented in an intelligible fashion.

The basic framework and a summary set of comments on each of the five authors are presented. Then, the application of the framework is demonstrated, in terms of the work of those five. The framework suggested for understanding the application of computing in education depends upon seeing all computer use in such application as in one of three modes.

In the first, the computer functions as a tutor. In the second, the computer functions as a tool. In the third, the computer functions as paychecks a tutee or student. The student is then tutored by the computer executing the program s.

The computer presents some subject material, the student responds, the computer evaluates the response, and, from the results of the evaluation, determines what to present next. At its best, the computer tutor keeps complete records on each student being tutored; it has at its disposal a wide range of subject detail it can present; and it has an extensive and flexible way to test and then lead the student through the material.

With appropriately well-designed software, the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of student differences. Tutor mode typically requires many hours of expert work to produce one hour of good tutoring, for any or all of several reasons. Because such accommodation is possible with the computer as tutor, the substantive and strategic details needed to individualize the lesson tend to get included, thus often greatly lengthening lesson design and preparation time.

To function as a tool , the classroom computer need only have some useful capability programmed into it such as statistical analysis, super calculation, or word processing. Students can then use it to help them in a variety of subjects. For example, they might use it as a calculator in math and various science assignments, as a map-making tool in geography, as a facile, tireless performer in music, or as a text editor and copyist in English. Because of their immediate and practical utility, many such tools have been developed for business, science, industry, government, and other application areas, such as higher education.

Their use can pay off handsomely in saving time and preserving intellectual energy by transferring necessary but routine clerical tasks of a tedious, mechanical kind to the computer.

For example, the burdensome process of producing hundreds or even thousands of employee paychecks can be largely transferred to the computer through the use of accounting software; the tedious recopying of edited manuscripts of texts or even music can be relegated to the computer through word or musical notation processing software; the laborious drawing of numerous intermediate frames for animated cartoons can be turned over to the computer through graphics software; or the fitting of a curve to experimental data can be done by the computer through statistical software.

To use the computer as tutor and tool can both improve and enrich classroom learning, and neither requires student or teacher to learn much about computers. By the same measure, however, neither tutor nor tool mode confers upon the user much of the general educational benefit associated with using the computer in the third mode, as tutee.

To use the computer as tutee is to tutor the computer; for that, the student or teacher doing the tutoring must learn to program, to talk to the computer in a language it understands. The benefits are several. Second, by trying to realize broad teaching goals through software constructed from the narrow capabilities of computer logic, the human tutor of the computer will learn something both about how computers work and how his or her own thinking works.

Third, because no expensive predesigned tutor software is necessary, no time is lost searching for such software and no money spent acquiring it. Learners gain new insights into their own thinking through learning to program, and teachers have their understanding of education enriched and broadened as they see how their students can benefit from treating the computer as a tutee.

As a result, extended use of the computer as tutee can shift the focus of education in the classroom from end product to process, from acquiring facts to manipulating and understanding them. Bork is a physics professor at the University of California at Irvine where he has directed the Physics Computer Development Project for a number of years.

That project produces computer-based material that can serve as the primary source from which first year physics is learned at Irvine. His work strongly emphasizes concept mastery, self-paced instruction, and computer-resident testing. Bork sees stand-alone computers as the major vehicle in the new generation of computer-assisted learning. He is also careful to point out repeatedly that good software in any reasonable quantity is more likely to be developed by software factories or institutes than by individual professors, teachers, or researchers.

Dwyer is a computer scientist and educator at the University of Pittsburgh, who for a number of years ran a series of projects involving high school and junior high school teachers and students. He places a heavy dependence upon the teacher as a supportive human being, stresses that the teacher is crucial, and addresses teacher education as a major concern of any attempt to use computing broadly and creatively in the schools.

Luehrmann is now associated with the Lawrence Hall of Science at Berkeley, where he is directing projects to integrate computing into museum science exhibits to make them interactive, and projects to teach computing to a broad, general public served by the museum. Prior to going to Berkeley, he was a professor at Dartmouth and was involved in many successful projects there, applying computing to instruction. As several of his article titles suggest, his strongest emphasis is upon the computer as a new and fundamental technology worthy of study on its own.

He sees the mass impact of this new technology as very substantial and stresses the need for popular literacy, the need for everyone to acquire programming skills, and the need for a good stand-alone personal computer.

A professor of mathematics and an educator at M. His major thrust definitely is to teach a way of mathematical thinking that young children can intuitively master. By encouraging anthropomorphizing, play, and intuitive guesswork he tries to capitalize upon the existing insights and mental frameworks of children. A teacher can have a virtual class thus defying space and still pursue the teaching and learning process. They can organize their ideas into multimedia presentations or through texts.

I have become a constructivist since I got hold of a PC. I get to express my ideas and create anything through it. I get to develop certain skills like basic editing, text, video, photo, and audio.

I get to communicate with other people through the Internet. I was able to share my works to others. Indeed, a computer is just a tool of the teacher because what we are learning from the soft wares are just additional to what we are learning in reality.

DNA fingerprinting software for example, we are already taught on how to do DNA isolation manually and the software just served as an additional drill to master more the technique. Computer is never a replacement of the teacher.

Almost everything is done online now. Using computers to enhance classroom learning not only helps the students learn, but it helps teachers teach their students more information. Here are some of the ways computers can benefit classroom learning. Many students genuinely enjoy educational games, particularly younger kids. Games can make kids eager to learn. When they finish a game, both the student and the teacher can see an instant report of their progress with a given skill.

Students can type up projects, lab reports, or pretty much anything they need.