The Computer as a Tutor

The computer is one of the wonders of human ingenuity. With the invention of the
microcomputer (now also commonly referred to as PCs or personal computers), the PC has
become the tool for programmed instruction.
Computer-assisted Instruction (CAI)
The computer can be a tutor, in effect, relieving the teacher of many activities in his personal
role as classroom teacher.
The computer cannot totally replace the teacher since the teacher shall continue to play the
major roles of information deliverer and learning environment controller.
The teacher must: Ensure that students have the needed knowledge and skills for any
computer activity. The teacher must: Decide the appropriate learning objectives. The
teacher must:
Plan the sequential and structured activities to achieve the objectives.
Evaluate the students achievement by ways that tests specific expected outcomes.
Students in CAI play their own roles as learners, as they: Receive information.
Students in CAI play their own roles as learners, as they: Understand information for the
computer activity
Students in CAI play their own roles as learners, as they: Retain/keep in mind the
information and rules for the computer activity.
Students in CAI play their own roles as learners, as they: Apply the knowledge and rules
during the process of computer learning.
The computer plays its roles as it:
Acts as a sort of tutor (the role traditionally played by the teachers)
Provides a learning environment
Delivers learning instruction
Reinforces learning through drill and practice
Provides feedback
CAI integrated with Lessons
CAI computer learning should not stop with the drill and practice activities of students
CAI works best in reinforcing learning through repetitive exercises such that students can
practice basic skills or knowledge in various subject areas.
In these programs, the computer presents a question/problem first and the student is
asked to answer the question/problem. Immediate feedback is given to the students
answer
When and how can teachers integrate drill and practice programs with their lessons?
Use drill and practice programs for basic skills and knowledge that require rapid or automatic
response by students.
When and how can teachers integrate drill and practice programs with their lessons?
Ensure that drill and practice activities conform to the lesson plan/curriculum.
When and how can teachers integrate drill and practice programs with their lessons?
Limit drill and practice to 20-30 minutes to avoid boredom.
When and how can teachers integrate drill and practice programs with their lessons?
Use drill and practice to assist students with particular weakness in basic skills
The tutorial software should be able to:
Teach new content/information to students
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
These are another kind of software that is constructivist in nature. These simulation
software: Teaches strategies and rules applied to real-life problems/situations Asks students to
make decision on models or scenarios.
This simulation software:
Allows students to manipulate elements of a model and get the experience of the effects of
their decisions.
INSTRUCTIONAL GAMES
While relating to low-level learning objectives, instructional computer games add the
elements of competition and challenge.
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 facts, the students have to employ higher thinking skills such as logic, recognition,
reflection, and strategy- making.
MULTIMEDIA ENCYCLOPEDIA and ELECTRONIC BOOKS
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.
CONCLUSION
The computer is a tutor in this new age of learning. It does not replace the teacher, although it
assumes certain roles previously assigned to teachers who now has to take the new role of
facilitator and guide.

THE COMPUTER AS A TEACHERS TOOL

The computer has provided as different uses, gives us advantages and convenience. The trend nowadays is
information technology which makes use the computer in all its applications. Computers have been already
used in schools to provide and facilitate students learning. It is obvious that even the youngest generation
knew about it and how it is being used. Students make their assignments, create projects, and do researches
with the use of computer. It really seemed that our present civilization is dependent on computers. It is in
anyway advantageous if used wisely and purposely.
Japan, China, Korea and other countries already made used of the use of computer as a teacher;
programmed to teach and be objective. Others also can study anywhere in the world without going to schools
and be seated inside a classroom. One can already facilitate his own learning through the computer. It can

provide vast information, provides easier communication and facilitates constructivism among minds of
learners.
Constructivism was introduced by Jean Piaget (1981) and Bruner (1990). They gave stress
to knowledge discovery of new meaning/concepts/principles in the learning process. Various strategies have
been suggested to foster knowledge discovery, among these, is making students engaged in gathering
unorganized information from which they can induce ideas and principles. Students are also asked to apply
discovered knowledge to new situations, a process for making their knowledge applicable to real life situations.
While knowledge is constructed by the individual learner in constructivism, knowledge can also be
socially constructed. Social Constructivism is the effort to show that the construction of knowledge is
governed by social, historical and cultural contexts. In effect, this is to say that the learner who interprets
knowledge has a predetermined point of view according to the social perspectives of the community or society
he lives in.
The psychologist Vygotsky stressed that learning is affected by social influences. He suggested the
interactive process in learning. A more capable adult (teacher or parent) can aid or complement what the
learner sees in a given tasks or project. In addition, John Dewey sees language as medium for social
coordination and adaptation. For Dewey, human learning is really human language that occurs when students
socially share, build and agree upon meanings and knowledge.

The Computers Capabilities

Informative Tool
The computer can provide vast amounts of information in various forms, such as text, graphics, sound,
and video. Even multimedia encyclopedias are today available on the internet.
Communication Tool
The computer has been used in communication as evident by social networking sites as to facebook,
twitter and friendster. We can even chat/talk friends and families anywhere in the globe through yahoo
messenger or the one in facebook or view them through the webcam. We can send messages and information
through the internet in just seconds or minutes.
Constructive Tool
The computer itself can be used for manipulating information, visualizing ones understanding, and
building new knowledge. The Microsoft Word computer program itself is a desktop publishing software that
allows users to organize and present their ideas in attractive formats.

Co-constructive Tool
Students can use constructive tools to work cooperatively and construct a shared understanding of new
knowledge. One way of co-construction is the use of the electronic whiteboard where students may post
notices to a shared document/whiteboard. Students may also co-edit the same document from their homes.
Situating Tool
By means of virtual reality (RS) extension systems, the computer can create 3-D images on display to
give the user the feeling that are situated in a virtual environment. A flight simulation program is an example of
a situating tool which places the user in simulated flying environment.
REFLECTION

The teacher uses computer as their presentation technology that allows moving through material
quicker. Instead of writing notes on a whiteboard as he teaches, the teacher creates a PowerPoint.
Additionally, a PowerPoint presentation incorporates images and links to the Internet that cannot be used on a
whiteboard. Students who use computers in the classroom learn technical skills that they will use in the
workplace. Some of these might include typing, searching the Internet and creating a presentation of their own.
Additionally, as students move through school they encounter technology as it changes. This teaches them to
adapt easier to progressively new technology as they move into the workforce.

It is a way of easy and reliable access to information and building up of

communication and teamwork among students. Especially with the internet, the student can relate or research
class assignments and projects with real life situations. This is a big help to the teacher in fostering
independent learning activities of the students.