COMPUTER IN EDUCATION: Computer Ass

COMPUTER IN EDUCATION: Computer Assisted Instruction

In education, we use the computer for teaching/learning and the management of education. The use of the computer for teaching/learning is referred to as Computer Assisted Instruction (CAI). Its use in the management of education is called Computer-Managed Instruction (CMI).

Computer Assisted Instruction
CAI is an automated instructional technique in which a computer is used to present an instructional programme to the learner through an interactive process on computer. It is an instructional technique in which the computer instructs the students and the computer contains a stored instructional programme designed to inform, guide, control and test the students until a prescribed level of proficiency is reached.
In CAI, ideally, as learners embark upon a course of instruction, the computer assesses their initial competence and diagnoses their difficulties, if any. The assessment and diagnosis are continued at every step in the teaching/learning process. With a versatile computerized Programmed Instruction, the learners are enabled to individually proceed performance. Similarly, instruction proceeds on the basis of:
1. each learner’s achievement at every stage;
2. available instructional alternatives and
3. set criteria of competence.
In this type of learning environment, learners would start their learning from different points, take different learning routes, and finish at different times. Nonetheless the computer is able to keep a record and analyse the outputs of all the learners, provide them with immediate knowledge of results, and enable teachers to maintain quality control. In other words, the computer makes it possible for us to coordinate, control, schedule the rapidly changing activities of the various learners, and promote effective and efficient learning. The mainframe computers and minicomputers are particularly good for this function, because of their large memory and storage capacities when compare with those of the microcomputers.
In a CAI situation where every learner is at an individual work-station within a network, those needing help with an assignment can sent a one-line message to the instructor, or to another learner, without disturbing others in the group. Specifically, the teacher can monitor learner progress by electronically scanning the display screens of particular class members, or of entire class in turn. Where help, encouragement, or even discipline is needed, the teacher can respond immediately, quietly without disruption the class. The feedback may be given by sending a message to the learner, of by intervening directly in the learner’s programme to make suggestions, use illustrative examples, and provide on-line counseling.
Also, when a learner is working on a problem that may be of interest to the rest of the class, the teacher can broadcast that learners display screen to every other workstation in the network. This development and that of interaction between learners meet the objection of those who complained of “computer obstructed education”. Their objection was the individualized nature of CAI did not enable learners to work together in social situations, interacting, learning from, teaching and examining one another.
The tendency nowadays is for each pupil to work on her/his own at a workstation without being networked. Even with this arrangements it is still possible for the children to interact with one another.
On the whole, the sequence of learning and the amount of time spent on learning tasks are determined by the performance of the learners themselves in a CAI situation. Basically, the sequence adapts to the ability and the current competence of each learner in the subject matter being learned. This procedure is clearly very different from what happens in a conventional classroom where the very able and not so able are taken through the same sequence at the same time. Also, in CAI the achievement of each learner is assessed against a given performance standard rather than against the performance of other learners. In all this, CAI is in line with our concept of continuous assessment as a guidance-oriented teaching-learning process. The ultimate goal is to enable all learners maximize their learning achievement. Here are some categories of programmes available in CAI.
· Drill and practice programmes
Arithmetic, grammar, spelling, and languages.
· Tutorial programmes
Algebra, statistics, physics, computer programming logic, history, geography, etc.
· Simulated programmes
Simulations of experiments in the sciences, technology and mathematics, and provision of real-life situations in the social sciences.
Specially, at the primary level, there are CAI programmes and computer educational games to help children learner:
1. to count
2. carry out simple arithmetic processes
3. recognize letters of the alphabet; and
4. build words and sentences etc.
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ผลลัพธ์ (ไทย) 1:

คอมพิวเตอร์การศึกษา: คอมพิวเตอร์ช่วยสอนการศึกษา เราใช้คอมพิวเตอร์เพื่อการเรียนการสอนและการบริหารการศึกษา การใช้คอมพิวเตอร์สำหรับการเรียนการสอนจะเรียกว่าเป็นคอมพิวเตอร์ช่วยสอน (CAI) การใช้งานในการจัดการศึกษาเรียกว่าโล่ง Computer-Managed สอน (CMI)คอมพิวเตอร์ช่วยสอนCAI เป็นเทคนิคการสอนแบบอัตโนมัติซึ่งใช้คอมพิวเตอร์ในการนำเสนอโปรแกรมการเรียนการสอนให้ผู้เรียนผ่านทางกระบวนการโต้ตอบบนคอมพิวเตอร์ มันเป็นเทคนิคการสอนคอมพิวเตอร์แนะนำให้นักเรียน และคอมพิวเตอร์ประกอบด้วยโปรแกรมการสอนเก็บไว้เพื่อแจ้ง คู่มือ ควบคุม และทดสอบนักเรียนจนถึงระดับที่กำหนดไว้ความสามารถใน CAI,,เริ่มดำเนินการเรียนตามหลักสูตรการเรียนการสอน คอมพิวเตอร์ประเมินความสามารถของพวกเขาเริ่มต้น และวินิจฉัยปัญหาของพวกเขา ถ้าใด ๆ การประเมินและวินิจฉัยโรคอย่างต่อเนื่องในทุกขั้นตอนในกระบวนการเรียนการสอน กับหลากหลายระบบ Programmed คำ เรียนจะเปิดใช้งานการดำเนินการประสิทธิภาพการทำงานแต่ละ ในทำนองเดียวกัน คำสั่งเงินสดรับจาก:1. ความสำเร็จของผู้เรียนแต่ละที่ทุกขั้นตอน2. มีสอนทางเลือก และ3. ตั้งเกณฑ์ของความสามารถIn this type of learning environment, learners would start their learning from different points, take different learning routes, and finish at different times. Nonetheless the computer is able to keep a record and analyse the outputs of all the learners, provide them with immediate knowledge of results, and enable teachers to maintain quality control. In other words, the computer makes it possible for us to coordinate, control, schedule the rapidly changing activities of the various learners, and promote effective and efficient learning. The mainframe computers and minicomputers are particularly good for this function, because of their large memory and storage capacities when compare with those of the microcomputers.In a CAI situation where every learner is at an individual work-station within a network, those needing help with an assignment can sent a one-line message to the instructor, or to another learner, without disturbing others in the group. Specifically, the teacher can monitor learner progress by electronically scanning the display screens of particular class members, or of entire class in turn. Where help, encouragement, or even discipline is needed, the teacher can respond immediately, quietly without disruption the class. The feedback may be given by sending a message to the learner, of by intervening directly in the learner’s programme to make suggestions, use illustrative examples, and provide on-line counseling.Also, when a learner is working on a problem that may be of interest to the rest of the class, the teacher can broadcast that learners display screen to every other workstation in the network. This development and that of interaction between learners meet the objection of those who complained of “computer obstructed education”. Their objection was the individualized nature of CAI did not enable learners to work together in social situations, interacting, learning from, teaching and examining one another.The tendency nowadays is for each pupil to work on her/his own at a workstation without being networked. Even with this arrangements it is still possible for the children to interact with one another.On the whole, the sequence of learning and the amount of time spent on learning tasks are determined by the performance of the learners themselves in a CAI situation. Basically, the sequence adapts to the ability and the current competence of each learner in the subject matter being learned. This procedure is clearly very different from what happens in a conventional classroom where the very able and not so able are taken through the same sequence at the same time. Also, in CAI the achievement of each learner is assessed against a given performance standard rather than against the performance of other learners. In all this, CAI is in line with our concept of continuous assessment as a guidance-oriented teaching-learning process. The ultimate goal is to enable all learners maximize their learning achievement. Here are some categories of programmes available in CAI.· Drill and practice programmesArithmetic, grammar, spelling, and languages.· Tutorial programmesAlgebra, statistics, physics, computer programming logic, history, geography, etc.· Simulated programmesSimulations of experiments in the sciences, technology and mathematics, and provision of real-life situations in the social sciences.Specially, at the primary level, there are CAI programmes and computer educational games to help children learner:1. to count2. carry out simple arithmetic processes3. recognize letters of the alphabet; and4. build words and sentences etc.Characte