Taft Avenue, Manila
In partial Fulfillment of the Requirements in
Mental Process and Computer Aided Instruction
Meliza M. Roque
Master of Education in Educational Technology
Dr. Zenaida Quezada- Reyes
March 22, 2010
Computer technology holds promise for improving student achievement and teacher quality in educational program at all levels. Computers were first used as tools for teaching in 1950 when appropriate programs were first elaborated. To date, development has been rapid and technology has been acknowledged as an additional teaching tool. Major instructions uses of computers in schools during the last few years were computer assisted instruction (McKethan, Everhart, & Sanders, 2001). Computer assisted instruction (CAI), combines with traditional methods, was more helpful to students in reaching their educational-training goals (Kinzie, Sallivan, & Berdel, 1992). According to Rasmussen and Davidson(1996), one of the most significant advantages of CAI is the potential to individualize instruction so as to meet the particular needs of student. Moreover, the presentation of the lesson materials in various ways (text, audio and graphics) renders teaching by computer an interesting and effective learning tool. While bearing the problems of today’s classrooms in mind (overcrowding, educational program overloading), teachers at all levels are coming to view the use of CAI as means of improvement of their teaching.
However, how did the students learned with Computer Aided Instruction? How does CAI help the students in developing their learning skills? Are there any patterns to consider making CAI more effective in providing cognitive tool and as modern integrated teaching strategies? What are the things to consider in using CAI? What are those implications of Cognitive Learning in CAI? These questions will answer as it discuss later.
B. Conceptual framework
There is no doubt that technology has become incorporated into our school systems. Computers are used not only as a means of helping schools analyze data, computers have become a pervasive tool toward optimizing student learning. For example, students are regularly using the Internet to gather and assimilate information for use in research assignments. They are preparing "electronic" presentations using computer presentation programs and LCD projectors. They are using word processing programs to create various other reports. Students are even using spreadsheets to increase their experiences with mathematical concepts. In addition, many schools have incorporated interactive computer-assisted-instruction into their program to provide students opportunities to master specific educational objectives or standards.
Active Cognitive Participation of Learner
Learning is a complex mental process by which the learner gains knowledge, information, understanding or skill through inquiry, study, investigation, or instruction. Although some learning may occur without intention, learning and mastering tasks, skills and knowledge generally requires concerted cognitive effort by the learner. In addition, learning is a unique process for each learner, affected by many instructional and learning factors. Understanding the learning process is important because the instructional method, techniques, technologies, and medium implemented impact the quality and quantity of learning
The learner is an active participant and processor in the learning process. Constructivists emphasize that the construction of knowledge requires learner’s active participation and cognitive effort. Furthermore, Piaget (1980) stresses that the learner is required to be mentally and physically active in the dynamic processes of constructing knowledge. A learner cannot only receive information, but...