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COMPUTERS
In recent years, the computer has proven itself an ideal tool for instruction. When a
student uses a computer for learning, he/she may use the keyboard or mouse to enter data.
The computer can then record, analyze and give feedback to the student. It is also an accepted
fact that the computer is capable of storing and manipulating large amounts of information.
What makes computers ever popular is its ability to serve many students simultaneously. This
has become even more apparent with the advent of the Internet that allows all sorts of people to
access its resources simultaneously. The computer can also provide rich learning experiences
because the students are basically given the autonomy to set the pace and direction of their
learning. Moreover, it has the ability to integrate text, graphics, sounds and a variety of media.
I. Computer Applications in the School Environment
There are two major applications of computers in instruction, namely: CAI (Computer-
Assisted Instruction) and CMI (Computer-Managed Instruction). With CAI, the students use the
computer directly as part of the instructional activity. CMI, on the other hand, is used to
maintain information about students, prepare grades and conduct tests.
Aside from instruction, the computer is also used in the Administrative and Service-
Oriented Areas of the school. In administration, the computer is basically used to keep student
records, schedule classes, prepare payroll and manage student assessment data. As part of its
services, the Guidance Department may employ computers to deliver career planning
assistance.
II. Classes of Computer Applications for Instruction
2.1 Object of Instruction
As an object of instruction, the computer is treated as a machine that students learn how
to use. Students develop skills on how to operate the machine.
2.2 Tool
As a tool, the computer is used to assist both teachers and students. A word processing
software, for example, may be used by a student as an alternative to a manual typewriter. An
electronic spreadsheet, on the other hand, may be used to perform computations.
Computers with more advanced software may be used to develop multimedia materials
and presentation aids. Electronic mails facilitate communication. Database Management
Systems allow students to store, retrieve and sort data.
Before, computers are used to give direct instruction to students. Nowadays, with the
Constructivist way of thinking and learning, the computer is used to provide learning activities
that will allow students to develop their own meaning and understanding of the experience.
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2.3 Instructional Device
The computer, equipped with CAI, helps students learn specific skills. There are
software that are used to challenge students with business, scientific and other real-world
problems. The computer, coupled with video technologies, can give tangible examples of
concepts.
The teacher may allow students to use word processing, graphics and other software to
organize and communicate their ideas.
It has also been noted that computer-based instruction have positive effects on student
achievement. A research conducted by James Kulik and his colleagues in 1985 showed that
students who had computer-based instruction were able to raise their achievement test scores
by 10-18 percentage points compared to those who only went through conventional instruction
(Heinich, [Link]., 2002, p. 217).
2.4 Teaching Logical Thinking
In his books published in 1982 and 1983, Seymour Papert suggested that the computer
should not be used only as a “dispenser of information” but as an “object to think with” (Heinich,
[Link]., 2002, p.217).
In this way of thinking, the learner should be provided with opportunities that will allow
him/her to manipulate his/her environment. Only then can he/she truly understand the concepts
being explored.
It is this premise which led to the development of LOGO, a procedural language that
allows students to learn mathematical concepts within the context of their daily lives. Young
learners were drawn to LOGO because of its challenging problem-solving activities.
III. Classroom Databases and Commercial Databases
Classroom Databases are created by the students themselves. First, students design
information sheets and questionnaires. After which, they will collect pertinent data and will input
these in their computers. They can then manipulate and retrieve these data in a variety of
ways. In creating and manipulating these databases, students learn to analyze and interpret
data; thus, developing their higher-order thinking skills.
Commercial databases are usually purchased on compact or floppy disks. They may
also be obtained through telephone hookups or via the Internet. Fifty States, available on disk,
is an example of a commercial database. It contains information about the different states in the
U.S.
IV. Computer Software / Materials Available in the School
Library
In recent year, the collection of the school libraries had been enriched by the acquisition
of CD-ROM Encyclopedias and CD-ROM books.
CD-ROM Encyclopedias are becoming popular because of their features. Articles are
enriched with color photographs, animations and sounds. They are also equipped with the
Search options. This feature encourages students to explore the interrelationships of people,
places and events (Heinich, [Link]., 2002, p.218). The only drawback is that CD-ROM
Encyclopedias require large memory for graphics and video.
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CD-ROM Books are also equipped with several features. For one, they are interactive.
They also help students improve their pronunciation, vocabulary and reading comprehension.
For independent study, students are provided with reading analysis questions that will help them
understand assigned readings. CD-ROM books could also be used to supplement students’
reading and writing activities.
The Computer may also be used to keep track of the materials in the Library. It can
store information about library resources and can maintain inventory. It can be programmed in
such a way that it is capable of prompting the Library Staff when additional copies are
necessary.
As part of its services, the Library may store contents of booklets and worksheets on the
computer and the Library Staff may print them upon student’s request.
The computer may also be used to develop budgets and monitor expenses.
V. Performance Support System
A Performance Support System is a computer-based system, equipped with a variety of
online aids, that aims to assist employees on how to improve their current job performance and
to map a career path. The system allows access to reference documents that may help
workers who are having difficulties on the job.
What makes the Performance Support System unique is that it deviates from simply
teaching content but it helps students learn how to learn.
The Integrated Performance Support (IPS) System foresees “the next phase of the world
economy: the movement from an information economy to a knowledge economy. Here, the
basic economic resource will not be capital, nor labor, nor natural resources, but rather
knowledge” (Winslow and Beamer, 1994, Heinich, [Link]., 2002, p. 219). The IPS System aims
to support performance by providing workers with adequate knowledge. These support comes
in the form of advise, tools, reference and training and are provided to the workers at their work
location whenever they need support.
With IPS, workers are expected to reach basic proficiency levels at a short time. They
are also expected to serve their customers better because the knowledge they need are just
within their reach.
VI. Advantages of Computer-Based Instruction
6.1 Learner Control
Computer-based instruction allows students to have autonomy over the pace and
sequence of their learning.
6.2 Special Needs
Computer-based instructions caters to special learners. Learning packages are
sensitive to the learner’s ethnic background, learning problems and physical disabilities.
Special needs can be accommodated and instruction progresses at an appropriate pace.
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6.3 Record Keeping
The computer’s record keeping capability makes individualized instruction feasible.
Teachers can prepare individual lessons for all students and still monitor the progress of
individual students.
6.4 Information Management
The computer can store and manage all types of information: text, graphics, audio and
video.
6.5 Diverse Experiences
The computer can provide a variety of learning experiences as well as instructional
methods. It can also provide remediation and enrichment to students who need them.
6.6 Communication Precision
With computer-based instruction, the computer user learns how to communicate with
computer using clear, exact instructions and responses.
VII. Limitations of Computer-based Instruction
7.1 Copyright
It is still so easy to duplicate software without permission.
7.2 High Expectations
Teachers and learners sometimes have very unrealistic expectations for computer-
based instruction.
7.3 Limited Range of Objectives
Most computer-based instruction does not teach effectively in the affective, motor and
interpersonal skills domain (Heinich, 1989). In the cognitive domain, CAI programs tend to
teach at the lower levels of knowledge and comprehension (Heinich, [Link]., 2002, p.220).
7.4 Controlled Environment
Computer-based instruction tends to stifle creativity. The computer will not accept any
response that is not included in the program by its designer.
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7.5 Lack of Social Interaction
Learners of Computer-based Instruction tends to be isolated since they work on their
own and there is very little face-to-face encounter with the teacher and other learners.
7.6 Novelty Effect
The newness of the computer experience has worn off through the years and this may
have reduced its motivational value.
VIII. Integration of Computers into the Curriculum
For the effective integration of computers into the curriculum, the following should be
taken into account (Heinich, [Link]., 2002, p.221):
➢ Content must balance fundamental skills with higher-order thinking skills and match
curriculum standards.
➢ Content must be stimulating and draw students into learning.
➢ Content should offer interdisciplinary, multisensory paths to learning and help
students to find not just one answer to a problem, but a range of solutions.
➢ Content should be readily available whenever and wherever it is needed – in the
classroom, on field trips, at home, or in the community
➢ Content should take students beyond mere facts and teach them to assess
information and draw independent conclusions.
➢ Students should not be simply users of content. They should be creators of content
and builders of knowledge.
IX. Concept Mapping Tool
Concept mapping is a technique that allows students to engage in thinking. He/She
learns to explore the interrelationships of ideas. In concept mapping, ideas about a topic are
linked, forming a complex web of inter-related thoughts.
In teaching concept mapping, there are software packages that are designed to facilitate
the process. Students map their ideas in boxes. They may then move the idea boxes, connect
them, match them with other ideas and finally, create a graphic representation of their ideas.
The program allows the students to weigh the importance of each of the concepts that was
mapped. The program will then convert the concept map into a formal outline that will help the
students prepare their report.
X. Information Tool
As students begin to work with information, they will discover that the computer helps to
make the process easier and fun.
With a Word Processing Software, students can easily edit their writing activities. Since
the editing process had been simplified, students tend to be more open to improving their work.
Desktop publishing allows students to produce a nice copy of their work and they get to
use lay-outs that are creative and pleasant to the eye.
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A database allows students to store information in ways that make it easy for them to
manipulate and retrieve them. They also learn how to organize their knowledge and discover
different ways to group the information.
XI. Graphics Tool
With the use of computers, drawing and creating graphics have become fun activities for
students, regardless of age.
Graphics programs, such as CAD (Computer-Aided Design) help students create
complex visuals.
There are also software that allow students to alter a simple picture into a very artistic
piece with only a few keystrokes.
A presentation software that is stored in a computer and connected to a data projection
device makes it possible for students to create colorful and animated overheads.
XII. Integrated Learning Systems
The Integrated Learning Systems (ILS) is a networked set of computer workstations
equipped with software that provides a particular set of sequential lessons.
The ILS comes with a management system that keeps track of each student’s progress.
This management system also supply reports to the teacher and administrators.
The system is integrated because each lesson is connected with the succeeding lesson.
All lessons are correlated with a set of objectives. The software may also be customized to
match the content, objectives and chapter sequence of the textbook used.
12.1 Advantages
12.1.1 Self Pacing. Students go through the materials at their own pace.
12.1.2 Total Package. The ILS is a total integrate package of hardware and software.
12.1.3 Validated. The learning programs are tested and validated before they are sold to the
public. Because of a large number of clientele, the vendors can invest in curriculum
research and development. They can also update their software at a regular basis.
12.2 Limitations
12.2.1 Courseware quality. Some courseware are of low quality. Some only develop low level
thinking skills. Also, some of the strategies that were employed are contrary to the
teacher’s own teaching philosophy.
12.2.2 Evidence of Effectiveness. There really are no studies on the effectiveness of these
materials.
12.2.3 Loss of flexibility. Teachers and students have no choice but to use the same hardware
and the same software in the same way. There is no learner control. The teacher does
not have autonomy over content and methods.
12.2.4 Reports. The reports given to teachers are sometimes hard to interpret. This renders
them useless and irrelevant.
12.2.5 Curricular Integration. Although, the components of the computer system are integrated
with each other, the system itself may not be integrated with the rest of the school
curriculum.
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XIII. Selection of Software
The following criteria have to be used when selecting a software (Heinich, [Link]., 2002, p.
229):
➢ Accuracy. The information contained in the software should be up-to-date and
should be arranged in a clear and logical manner.
➢ Feedback. Students should be provided with instantaneous feedback so that he/she
will know if he/she is on the right track.
➢ Learner Control. Students should be able to control the pacing and direction of their
learning. The software should allow students to select topics within the area of
study. The information should be presented in such a way that it would sustain
students’ interest and involvement in the tasks.
➢ Prerequisites. Practical examples that relate to students’ own experiences should be
incorporated in the learning process. The software should be able to identify the
prerequisite skills needed.
➢ Ease of use. The software should be user-friendly. Students should have no
difficulty running the programs that will interfere with learning.
➢ Special Features. Special features should not be incorporated simply for window
dressing. Rather, they should be essential to effective learning.
XIV. Effective Utilization of Computer Software
To ensure that computer software are used effectively in the classroom, the teacher
should keep the following points in mind (Heinich, [Link],, 2002, p. 231):
➢ Try using the software before using it with the students.
➢ Give students clear, concise explanations and illustrations of the subject matter.
➢ Explain purposes or objectives of software to students and make sure they
understand these goals.
➢ Make sure students understand why they are using the software.
➢ Get students involved with the software as quickly as possible. Avoid lengthy
explanations.
➢ Demonstrate how to use the software, if necessary.
➢ Use a large monitor, data projection device or LCD panel to demonstrate software.
➢ Allow students to struggle somewhat. Do not always come to their aid immediately.
➢ Provide a cooperative environment, encouraging students to help each other. Use
experienced students as assistants.
➢ Ask frequent questions to see if students understand what they are doing.
➢ Interact periodically with each student while they are using the software.
➢ Give students frequent opportunities to practice what they are learning.
➢ Provide frequent feedback to students, as to how well they are doing.
➢ Provide worksheets or hand-outs to students, if necessary.
➢ Make students accountable for what they are learning from the software. The
teacher should check how the students are doing through one-on-one student-
teacher interaction, class discussion, paper-and-pencil tests, individual/group
projects and other activities.
➢ Make sure that the assessments match the objectives and instruction.
➢ Provide remedial and enrichment instruction, if necessary.
➢ Relate software to past and future course content.
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XV. Copyright Guidelines for Computer Software
Copyright is a legal right over original work which includes computer software. With a
single copy of a program, the user may do the following (Heinich, [Link]., 2002, p.222):
➢ Make one backup or archival copy of a computer program. A “locksmith” program
may also be used to bypass the copy prevention code on the original so that a
backup could be made.
➢ Install one copy of the program onto a computer hard drive
➢ Adapt a computer program from one language to another if the program is not
available in that language.
➢ Add features to a copyrighted program to make better use of the program.
➢ Adapt a copyrighted program to meet local needs.
Without the copyright owner’s permission, the user may NOT do any of the following with
a single copy:
➢ Make multiple copies of a copyrighted program.
➢ Make additional copies from an archival or backup copy.
➢ Make copies of copyrighted programs to be sold, leased, loaned, transmitted, or
given away
➢ Sell a locally produced adaptation of a copyrighted program
➢ Make multiple copies of an adaptation of a copyrighted program even for use within a
school or school district
➢ Put a single copy of a program onto a network without permission or a special site
license
➢ Duplicate the printed copyrighted software documentation unless allowed by the
copyrighted program.