1. Computer Aided Instruction
By: Mark Anthony P. Cezar

2. Outline Types of CAI Features of CAI Advantage and disadvantage of CAI
Types of drills and practice
Kinds of tutorial software
Common categories games
Reason for the widespread of media and technology in school types of cognitive tools
Guidelines in developing CAI
Screen design principle
Guideline for presentation
Different instructional techniques
documentation

3. What is Computer Aided Instruction ?

4. Computer Aided Instruction
is an application of computer in implementating instructions. It is an integration of software and hardware. A variety of software has been used to build up CAI packages such as Macromedia Director MX, Macromedia Flash and SWiSH Max.

5. Categories OF Computer Aided Instruction

6. Drill and practice software is generally used the same way that worksheets or flash cards are used in classrooms.

7. Tutorial software presents concepts or skills and then gives students the opportunity to practice them.

8. Problem solving software allows learners to see the results of their reactions to various events

9. Simulation is a representation or model of a real event, object, or phenomenon where learners can see the results of their actions.
Airport Simulationd
Advanced Troubleshooting Industrial

10. Tool software is the most prevalent computer application used in education.

11. Computer Programming This used to be a big category of computer use in the schools, but the emphasis on programming skills has decreased significantly

12. Logo is still taught, especially for its value in helping students understand mathematics. It is a programming language that is not used outside of education.

13. There are numerous unique features of CAI
1.One of the most useful is its adaptability for distance learning.
2.Students can repeat tutorials as often as needed and work at their own pace.
3. Intelligent computer-assisted instruction (ICAI) is programmed so that the CAI adapts to the student's individual needs
4. Web-based instruction is unique in that students and/or instructors can communicate with each other anywhere in the world

14. Advantages of CAI
One to One Interaction
Self Directed Learning
Individual Attention
Great Motivator
Freedom to experiment with Different Option
Self Pacing allow student to proceed at their own pace
Help Teach-can devote more time to individual student
Learn more and more rapidly
Privacy helps the shy and slow learners to learn

15. Drill & PracticeDrills can provide an important "practice phase" to instruction and can be useful for learning information that requires fluency such as math skills, vocabulary, spelling and foreign languages.

16. Purpose of Drill & Practice:  Drill and practice software is one of the earliest types of educational software. Many educators have criticized the use of drill and practice software claiming they are boring and do not utilize the full capabilities of the computer for higher level learning objectives. However, drill and practice does have its place in the overall learning environment. Drill and practice software is not intended to teach new concepts, but instead reinforce concepts already taught through review and practice. It provides immediate, relevant feedback and prevents students from learning something incorrectly. Drill and practice allows students to work at their own pace while focusing on skills they need to work on rather than forcing them to work on concepts they already know. Drill and practice can also help identify mastery of a skill for both the student and the teacher.

17. Advantages and Disadvantages of Using Drill and Practice:

18. Important factors for teachers to consider when selecting drill & practice software to use in the classroom:

19. (Oh 2001) Does the software program focus on the skills you want your class to master?
Does the program contain a range of levels to accommodate all of your students?
Can children easily change skill levels and select an activity so they can work independently?
Does the program keep track of a student's progress from one session to the next?
Is the program engaging?

20. (Sullivan 2004)
Is developmentally appropriate for the student
Reinforces skills already taught
Is based on individual student needs
Meets curriculum outcomes
Provides a positive learning experience for the student
Provides appropriate stimuli, response required, and reinforcement for the student

21. Features of good drill & practice software:
Best types of drill and practice software usually include an engaging mix of text, graphics,sound, and animation.

22. Quality of Good Multimedia
Enhance Learner’s Attention
Many use a game format that features competition between students or the computer (According to
Alessi &Trollip (2001), competition against other student's is the most effective in increasing motivation.)
Quality drill and practice programs give students some control over the presentation
Allow learner to select topic
Feedback like congratulatory message is appropriate
Correct the learner for incorrect responses
Good drill and practice software is able to isolate individual concepts

23. Well Design drill and practice should:
Provide ample opportunities for practicing a particular skill
Provide practice in the desired direction of performance
Randomly sequence the element practice
Use relevant criteria to judge responses

24. Well Design drill and practice should:
Provide immediate and appropriate explanatory
Provide additional practice for facts/skilled not mastered
Provide progressive level of difficulty
Contain multimedia elements asappropriate to the content

25. Well Design drill and practice should:
Keep learner interest and motivation in the program
Provide meaning interaction between the user and the content

26. Example of TUTORIAL SOFTWARE
View never stop learning movie

27. Software Testing Guide – Tutorial software
View software testing turorial

28. Math Tutorial Software Software Application Tutorial
Interactive Whiteboard Activity Demo: Educational Software for Building Math Skills
Tux Paint Tutorial - Free Software for Kids

29. Software Awareness
Free Software, Freeware and Shareware.mp4

30. Common Categories of Game
Party Games
Tabletop Games
Video Games (Technology and Genre/type
Educational Game

31. Party Game
Conversation Games
Drinking Games
Guessing Games
Singing Games
Wedding Games

32. Tabletop Game
Board Games
Card Games
Dice Games
Miniature Games
Cooperative Games

33. Video Game (Technology)
Arcade Games
Computer Games(Online and offline)
Handheld Games
Mobile Games
Console Games
Video Game (Genre)
Escape Games
Action-adventure Games
Casual Games
Adventuring Games

34. Educational games 
are games explicitly designed with educational purposes, or which have incidental or secondary educational value. All types of games may be used in an educational environment.

35. Educational Video Game
With the increase and availability of technological devices, there has been a shift in what types of games people play.

36. An Educational video game is a video game that provides educational value to the player. edutainment describes an intentional merger of video games and educational software into a single product
Top 10 Educational Video Games

37. In education
Games provide structure to problem-solving. This allows a player to "fail up", meaning that with the combination of challenging and fun and identity-building, the student will want to continue to persist on that problem until it is solved. 

38. Educational video games help learners in the development of reading comprehension and cognitive skills
cognitive skills - are the core skills your brain uses to think, read, learn, remember, reason, and pay attention. Working together, they take incoming information and move it into the bank of knowledge you use every day at school, at work, and in life.

39. LIMITATIONS
One of the major limitations of educational video games is that they leave little room for spontaneous play.

40. Video game controversies are societal and scientific
; whether the content of video games change the behavior and attitudes of a player
 and whether this is reflected in video game culture overall

41. Hypotheses of negative effects of video games
Antisocial Personality Disorder
addictive for kids
 biological theories of aggression
Health
violent media increases feelings of hostility
The findings suggested that chronic exposure to violent video games have lasting harmful effects on brain function and behavior (Bruce D. Bartholow)
 antisocial personality disorder, may determine those who are most at risk of carrying out violent acts after playing video games
 that the kids' addiction to video games increases their depression and anxiety levels
Other biological theories of aggression and hurt have specifically excluded video game and other media effects because the evidence for such effects is considered weak and the impact too distant. For example, the catalyst model of aggression comes from a diathesis-stress perspective, implying that aggression is due to a combination of genetic risk and environmental strain

42. Media and Technology in School

43. The foundation for the use of media and technology as “tutors” in schools is
"educational communications”.

44. The instructional processes inherent in
the “from” approach to using media and technology in schools can be reduced to
a series of simple steps:
1) exposing students to messages encoded in media and delivered by
technology,
2) assuming that students perceive and encode these messages,
3) requiring a response to indicate that messages have been received, and
4) providing feedback as to the adequacy of the response.

45. Computer-based cognitive tools have been intentionally adapted for:
(a)intellectual partners to
(b)facilitate critical thinking nd
(c)higher order learning.

46. The foundations for using software as cognitive tools in education are:
Cognitive tools will have their greatest effectiveness
Cognitive tools empower learners to design their own representations of
knowledge
Cognitive tools can be used to support the deep reflective thinking that is
necessary for meaningful learning.

47. Cognitive tools have two kinds of important cognitive effects, those which are with the technology in terms of intellectual partnerships and those that are of the technology in terms of the cognitive residue that remains after the tools are used.
Cognitive tools enable mindful, challenging learning rather than the effortless
learning promised but rarely realized by other instructional innovations.

48. There are two major approaches to using media and technology in schools:
students can learn “from” media and technology, and they can learn “with” media
and technology (Jonassen & Reeves, 1996).

49. “Regardless of the approach, media and technology have been introduced into
schools because it is believed that they can have positive effects on teaching and
Learning”

50. The Importance of Media and Technology in Education
effects of different media on the cognitive and moral development of
children
Could capitalize on the strong motivation qualities
Provide students with opportunities to represent and express their prior knowledge.
"Allow students to function as designers, using tools for analyzing the world, accessing and interpreting information, organizing their personal knowledge, and representing what they know to others.“
Multimedia applications engage students and provide valuable learning opportunities.

51. The Importance of Media and Technology in Education
Empower students to create and design rather than "absorbing representations created by others.".
Encourages deep reflective thinking.
Create personally meaningful learning opportunities

52. List down Educational Benefits of Multimedia tools  (from the Student's Perspective) :

53. major thinking skills that learners learn and
use as multimedia designers:
Project Management Skills
Research Skills
Organization and representation skills
Presentation Skills
Reflection Skills

54. Project Management Skills
• Creating a timeline for the completion of the project.
• Allocating resources and time to different parts of the project.
• Assigning roles to team members.

55. Research Skills
• Determining the nature of the problem and how research should be organized.
• Posing thoughtful questions about structure, models, cases, values, and roles.
• Searching for information using text, electronic, and pictorial information
sources.
• Developing new information with interviews, questionnaires and other survey
methods.
• Analyzing and interpreting all the information collected to identify and
interpret patterns.

56. Organization and Representation Skills
• Deciding how to segment and sequence information to make it
understandable.
• Deciding how information will be represented (text, pictures, movies, audio,
etc.).
• Deciding how the information will be organized (hierarchy, sequence) and
how it will be linked.

57. Presentation Skills
• Mapping the design onto the presentation and implementing the ideas in
multimedia.
• Attracting and maintaining the interests of the intended audiences.

58. Reflection Skills
• Evaluating the program and the process used to create it.
• Revising the design of the program using feedback.

59. Old versus new assumptions about learning

60. According to Honebein (1996),
to meet these ambitious learning outcomes, developers of constructivist learning
environments adhere to seven goals:
1. Provide students with experience with the knowledge construction process.
2. Provide experience in and appreciation for multiple perspectives.
3. Embed learning in realistic and relevant contexts.
4. Encourage ownership and voice in the learning process.
5. Embed learning in social experience.
6. Encourage the use of multiple modes of representation.
7. Encourage self-awareness of the knowledge construction process.

61. Logo was created by Seymour Papert (1980, 1993)
LEGO/Logo
Logo was created by Seymour Papert (1980, 1993)
Early investigations of Logo
as a programming language that would enable students to develop generalizable
problem-solving skills were not as successful as Papert and others predicted

62. An extension of the LEGO/Logo work has led to the development of a
“programmable brick” and other objects that students can use in constructionist
design projects

63. The Future of Media and Technology in
Schools ?

64. The ambitious research program focused on six major
questions:
1. What kinds of collaborative environments and tools are most helpful in
inquiry-based classrooms?
2. What happens when teachers and students have access to rich on-line
resources and remote experts?
3. How can the computer’s power to represent knowledge in multiple media
support learning?
4. How can the computer be used to support students in problem-solving?
5. What happens to motivation and learning when students have the same
access to the sophisticated tools that experts use?
6. How can the learning and competencies accomplished in a technology-rich environment be assessed?

65. What is COGNITIVE TOOLS

66. Cognitive tools refer to learning with technology (as opposed to learning through technology
Cognitive tools are generalizable computer tools that are intended to engage and facilitate cognitive processing
Cognitive tools help learners with complex cognitive learning activities and critical thinking. These tools are learner controlled in the sense that they construct their knowledge themselves using the tools rather than memorizing knowledge. In this perspective, computer systems are "partners" that stimulate learners or groups of learners to make maximum use of their cognitive potential.
 Cognitive tools are technologies that learners interact and think with in knowledge construction, designed to bring their expertise to the performance as part of the joint learning system

67. Why a cognitive tools approach ?
Support cognitive processes, such as, memory and metacognitive processes
Share the cognitive load by providing support for lower level cognitive skills so that resources are left over for higher order thinking skills
Allow the learners to engage in cognitive activities that would be out of their reach otherwise
Allow learners to generate and test hypotheses in the context of problem solving

68. The basic principles that guide the use of interactive software programs as cognitive tools for teaching and learning are:
Cognitive tools will have their greatest effectiveness when they are applied within constructivist learning environments.
Cognitive tools empower learners to design their own representations of knowledge rather than absorbing representations preconceived by others.
Cognitive tools can be used to support the deep reflective thinking that is necessary for meaningful learning.
Cognitive tools have two kinds of important cognitive effects, those which are with the technology in terms of intellectual partnerships and those that are of the technology in terms of the cognitive residue that remains after the tools are used.

69. Cognitive tools enable mindful, challenging learning rather than the effortless learning promised but rarely realized by other instructional innovations.
The source of the tasks or problems to which cognitive tools are applied should be learners, guided by teachers and other resources in the learning environment.
Ideally, tasks or problems for the application of cognitive tools will be situated in realistic contexts with results that are personally meaningful for learners.
Using multimedia construction programs as cognitive tools engages many skills in learners such as: project management skills, research skills, organization and representation skills, presentation skills, and reflection skills.
Research concerning the effectiveness of constructivist learning environments such as microworlds, classroom-based learning environments, and virtual, collaborative environments show positive results across a wide range of indicators.