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KERALA UNIVERSITY COLLEGE OF

TEACHER EDUCATION, KOLLAM


SEMESTER II


ASSIGNMENT






Athira. R.S
CANDIDATE CODE : 13973006

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IMPORTANCE OF COMPUTER
ASSISTED INSTRUCTION IN
TEACHING SOCIAL SCIENCE









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CONTENT


SL NO TOPIC PAGE NO
1 INTRODUCTION 4
2
ANALYSIS
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3 CONCLUSION
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4 REFERENCE
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INTRODUCTION
Computer Assisted Instruction (CAI) refers to an educational system of
instruction performed almost entirely by computer. The term, Computer Based
Learning (CBL) refers to the use of computers as a key component of the
educational environment. While CAI and CBL can refer to the use of computers
in a classroom, they more broadly refer to a structured environment in which
computers are used for teaching purposes. Computer programs allow students to
work at their own pace along with direct and individualized feedback.
Misconceptions can be corrected as they appear and the students' records and
scores are made available to the instructor. The use of computers in the teaching
and learning process is an important advance in making the highest quality of
education universally available, and thus allowing each person to most
fuldevelop their potential. Computer assisted instruction (CAI) includes a
variety of computer-based packages that provide interactive instruction. Some
are sophisticated and expensive commercial packages while other applications
are simple solutions developed by individuals for a local situation. Since work
done in one subject area is difficult to transfer to other subject areas, much time
and money needs to be invested toward its development. However, once an
application has been set up, the cost per additional student is relatively small.
Since fewer face to face lectures and seminars are required, this also places
fewer geographical and temporal constraints on staff and students.
Computer assisted instruction can be Internet-based or run on a personal
computer from a CD or DVD. Presentations on computers are particularly
suited to subjects that are visually intensive, detail oriented, and difficult to
conceptualize. Upper level science courses can benefit the most using the
"virtual" cases to illustrate the complex biochemical processes or microscopic
images as well as reducing the need to use animal or human tissue. Since the
1970s, CAI packages have become more advanced, interactive, and attractive
multimedia learning experiences.






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ANALYSIS
Computer assisted instruction (CAI) includes a variety of computer-based
packages that provide interactive instruction. Some are sophisticated and
expensive commercial packages while other applications are simple solutions
developed by individuals for a local situation. Since work done in one subject
area is difficult to transfer to other subject areas, much time and money needs to
be invested toward its development. However, once an application has been set
up, the cost per additional student is relatively small. Since fewer face to face
lectures and seminars are required, this also places fewer geographical and
temporal constraints on staff and students.
Computer assisted instruction can be Internet-based or run on a personal
computer from a CD or DVD. Presentations on computers are particularly
suited to subjects that are visually intensive, detail oriented, and difficult to
conceptualize. Upper level science courses can benefit the most using the
"virtual" cases to illustrate the complex biochemical processes or microscopic
images as well as reducing the need to use animal or human tissue. Since the
1970s, CAI packages have become more advanced, interactive, and attractive
multimedia learning experiences.
Computer educational systems typically incorporate functions such as:
Assessing student capabilities with a pre-test
Presenting educational materials in a navigable form
Providing repetitive drills to improve the student's command of
knowledge
Providing game-based drills to increase learning enjoyment
Assessing student progress with a post-test
Routing students through a series of courseware instructional programs.
Recording student scores and progress for later inspection by a
courseware instructor.
With some systems, feedback can be geared towards a student's specific
mistakes, or the computer can navigate the student through a series of questions
adapting to what the student appears to have learned or not learned. This kind of
feedback is especially useful when learning a language, and numerous
computer-assisted language learning (CALL) programs have been developed. A
typical CALL program presents a stimulus to which the learner must respond.
The stimulus may be presented in any combination of text, still images, sound,
and motion video. The learner responds by typing at the keyboard, pointing and
clicking with the mouse, or speaking into a microphone. The computer offers
feedback, indicating whether the learners response is right or wrong and, in the
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more sophisticated programs, attempting to analyze the learners response and
to pinpoint errors.
The term, "Learning Design", refers to the type of activity enabled by software
such as the open-source system LAMS (Learning Activity Management
System) which supports sequences of activities that can be both adaptive and
collaborative. Computer-aided assessment (also but less commonly referred to
as e-Assessment), ranges from automated multiple-choice tests to more
sophisticated systems.
Communication technologies are generally categorized according to whether the
activity is done at the same time as others online or not. Asynchronous activities
use technologies such as blogs, wikis, and discussion boards. Synchronous
activities occur with all participants joining in at once, as with a chat session or
a virtual classroom or meeting.
In CAI, ideally, as learners embark upon a course of instruction, the computer
assesses their initial competence and diagnoses their difficulties, if any. The
assessment and diagnosis are continued at every step in the teaching/learning
process. With a versatile computerized Programmed Instruction, the learners
are enabled to individually proceed performance. Similarly, instruction proceeds
on the basis of:
1. each learners achievement at every stage;
2. available instructional alternatives and
3. set criteria of competence.
In this type of learning environment, learners would start their learning from
different points, take different learning routes, and finish at different times.
Nonetheless the computer is able to keep a record and analyse the outputs of all
the learners, provide them with immediate knowledge of results, and enable
teachers to maintain quality control. In other words, the computer makes it
possible for us to coordinate, control, schedule the rapidly changing activities of
the various learners, and promote effective and efficient learning. The
mainframe computers and minicomputers are particularly good for this function,
because of their large memory and storage capacities when compare with those
of the microcomputers.
In a CAI situation where every learner is at an individual work-station within
a network, those needing help with an assignment can sent a one-line message
to the instructor, or to another learner, without disturbing others in the group.
Specifically, the teacher can monitor learner progress by electronically scanning
the display screens of particular class members, or of entire class in turn. Where
help, encouragement, or even discipline is needed, the teacher can respond
immediately, quietly without disruption the class. The feedback may be given
by sending a message to the learner, of by intervening directly in the learners
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programme to make suggestions, use illustrative examples, and provide on-line
counseling.
Also, when a learner is working on a problem that may be of interest to the rest
of the class, the teacher can broadcast that learners display screen to every other
workstation in the network. This development and that of interaction between
learners meet the objection of those who complained of computer obstructed
education. Their objection was the individualized nature of CAI did not enable
learners to work together in social situations, interacting, learning from,
teaching and examining one another.
The tendency nowadays is for each pupil to work on her/his own at a
workstation without being networked. Even with this arrangements it is still
possible for the children to interact with one another.
On the whole, the sequence of learning and the amount of time spent on
learning tasks are determined by the performance of the learners themselves in a
CAI situation. Basically, the sequence adapts to the ability and the current
competence of each learner in the subject matter being learned. This procedure
is clearly very different from what happens in a conventional classroom where
the very able and not so able are taken through the same sequence at the same
time. Also, in CAI the achievement of each learner is assessed against a given
performance standard rather than against the performance of other learners. In
all this, CAI is in line with our concept of continuous assessment as a guidance-
oriented teaching-learning process. The ultimate goal is to enable all learners
maximize their learning achievement. Here are some categories of programmes
available in CAI.

Characteristics of Computer Assisted Instruction (CAI)
Learner controlled instruction
Prompt feedback to the learner
Self-pacing
Adaptability of instruction (presentation mode, instructional content mode)
Lessons with more than one purpose
Multiple-user approach
Random access facilities
Facilities for revision and updating

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Teaching will affect students achievement in social science.Therefore the study
examines the effect of CAI .There is a significant main effect of academic
ability of students achievement in social science.The CAI guide for social
science programmed instructional package for the purpose of instruction in the
classroom. The instructor guide which contain three major topics in social
science.
1. Leadership and followership
2. Science and technology
3. Transport and communication















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CONCLUSION
This study shown that the students exposed to CAI did not perform
significantly better in their achievement in social science than those students
expose to conventional method of instruction in the same vein . High academic
ability as served by the study bosts students achievement in social science as
against low academic ability.
In conclusion therefore the use of Computer Assisted
instruction present dispensation and student and teachers should so equipped in
the usage and conductive. Students which this study found underscore the need
for students to strive to improve their ability.

REFERENCE

Fitchman& Silva (2003). The Reflective Educators Guide to Classroom
Research. California:Corwin Press, Inc.
Ehman& Patrick (1974). Towards Effective Instruction in Social Studies. USA:
Houghton Miffn.
Edigar, M. &Rao, B. (2003).Teaching Social Studies Successfully. New Delhi:
Discovery Pub.House.
Kumar, S.P.K &Noushad,P.P.(2009). Social Studies in the Classroom: Trends
andMethods.
Pathak R.P.(2012).Teaching of social studies. Pearson, Delhi




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