Micro-CAI in Education [electronic resource] : Some Considerations / David Majsterek.
This paper focuses on the applications which best suit the microcomputer in an educational setting with emphasis on adapting effective pedagogical practice to the computer's programability and delivery capabilities. Discovery learning and "being told" are identified as two types of co...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1984.
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| Subjects: |
MARC
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| 100 | 1 | |a Majsterek, David. | |
| 245 | 1 | 0 | |a Micro-CAI in Education |h [electronic resource] : |b Some Considerations / |c David Majsterek. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1984. | ||
| 300 | |a 24 p. | ||
| 500 | |a ERIC Document Number: ED265843. | ||
| 500 | |a ERIC Note: Paper presented at the Montana Council for Exceptional Children Fall Conference on Exceptionality (October 1984). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a This paper focuses on the applications which best suit the microcomputer in an educational setting with emphasis on adapting effective pedagogical practice to the computer's programability and delivery capabilities. Discovery learning and "being told" are identified as two types of computer assisted instruction (CAI) and sample uses of each method are compared and contrasted to identify their strengths and weaknesses. Comparison of these two CAI methods is based on analyses of five components: (1) student reinforcement; (2) full use of the potential of microcomputers; (3) student-computer interactions; (4) knowledge of possible answers and probable mistakes; and (5) existence of an interactive environment. It is pointed out that learning to program in "discovery languages" (LOGO, PILOT) is a powerful skill that all students should have available to them. Implications of CAI for use with special education students are discussed, and specific benefits are suggested for behaviorally disoriented, mentally and physically handicapped, and learning disabled students. Four major components of CAI that assist these students are identified: program patience, program repetition, eagerness of students to use computers, and suitability for discovery learning. Teachers are encouraged to familiarize themselves with programs that teach effectively and to help create programs that ensure superior instruction. A three-page list of references completes the document. (JB) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Computer Assisted Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Computer Software. |2 ericd. |
| 650 | 1 | 7 | |a Discovery Learning. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Design. |2 ericd. |
| 650 | 1 | 7 | |a Learning Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Literature Reviews. |2 ericd. |
| 650 | 0 | 7 | |a Man Machine Systems. |2 ericd. |
| 650 | 1 | 7 | |a Microcomputers. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 0 | 7 | |a Programing Languages. |2 ericd. |
| 650 | 0 | 7 | |a Special Education. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
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