The term “computer-assisted instruction” (CAI) refers to computer-based instruction or remediation. Many instructional computer programs can be found online as well as in computer retailers and textbook publishers. They benefit teacher education in a variety of ways. Computer programs are interactive and can use appealing animation, music, and example to illustrate an idea. They allow students to work at their own pace and tackle problems independently or in groups. Computers provide quick feedback, indicating whether or not a student’s response is right. If the answer is incorrect, the application instructs pupils on how to answer the question correctly. Computers provide an alternative to teacher-led or group instruction by providing a different sort of activity and a change of pace. Students with impairments benefit from computer-assisted training because they get rapid feedback and don’t waste time practicing the improper skills. Computers hold kids’ interest since their programs are interactive and encourage them to compete in order to improve their grades. Furthermore, computer-assisted training follows the pupils’ progress and does not advance until they have mastered the skill. Differentiated lessons are provided in these programs to challenge kids who are at risk, average, or gifted.
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Much of the study on the effects of CAI and other microcomputer applications on student learning outcomes also look into how they affect student attitudes. Most scholars have concluded that using CAI results in more favorable student attitudes than using traditional instruction as a result of this line of inquiry. Studies evaluating the effects of CAI on student attitudes regarding computers and computer use in education (Batey 1986; Ehman and Glen 1987; Hasselbring 1984; Hess and Tenezakis 1971; Kulik 1983, 1985; Kulik, Bangert, and Williams 1983; Roblyer 1988; Way 1984) have yielded this overall conclusion. Course content/subject matter (Batey 1986; Braun 1990; Dalton and Hannafin 1988; Ehman and Glen 1987; Hounshell and Hill 1989; Rapaport and Savard 1980; Roblyer, etal. 1988; Rodriguez and Rodriguez 1986; Stennett 1985)
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How is CAI Implemented?
Teachers should look over the computer program, online activity, or game to have a better understanding of the lessons and see which ones meet their students’ needs and how they may help them learn more effectively. Can this program be utilized to augment a lesson, provide practice for basic skills, or serve as an educational reward for students? Is the material provided in such a way that students will remain engaged while not wasting critical instructional time figuring out how to use the program? Is there an excessive amount of animation in the program? Is the program appropriate for the class or for each individual student? Before directing pupils to any Web sites or links, teachers should evaluate them beforehand. Web addresses and links are often updated and deactivated. When links become unavailable, students may grow frustrated. Reading programs are advantageous to reading teaching because they allow students to learn at their own pace, teach phonics through sound, student engagement, and rapid feedback, and allow students to read animated books. Some computer programs read stories that pupils have written. Students may be assigned computer time for educational or remedial purposes. The computer program could potentially be utilized as a learning station in a classroom or as a reward for good behavior or work completion.
Commercial CAI products and CAI experience in Malaysia
The market for CAI goods has been expanding at a breakneck pace, practically in lockstep with the ITC industry. School administrators and instructors are faced with a plethora of options, and making those decisions can be difficult. Such decisions are generally decided at a much higher level than teachers in the classrooms in a highly centralized system like the one we have in our nation; nevertheless, teachers do have access to numerous freely available CAI products on the WWW. Decisions on the employment of computer assisted programs, particularly in schools, are decided at a higher level than teachers, as stated before in the section In higher education institutions, however, this is not the case. I’d like you to read the research that Malaysian scholars have done on the usage of CAI in schools and institutions. The university program focuses on medical education, while the school program focuses on languages.
There are numerous benefits to employing computers in educational settings. They offer one-on-one engagement with students, as well as an immediate reaction to the responses evoked and the ability for students to work at their own pace. Computers are especially effective in areas that require drill, as they take up a teacher’s time from some classroom tasks, allowing them to focus more on individual pupils. Computer software can be used to diagnose a student’s difficulty and then focus on the problem area once the problem has been recognized.