Abstract:
Computer is employed at a price to replace human skill. But this is only one aspect of
the increase in computer phenomenon. Though every time something is taken from
man that he once did, his power of operation is diminished. Apart from computer
analysis capability in a tremendously high speed, if its aim was to help man to become
a better man, it has seriously failed. The extensive use of computer in spite of its
unemployment side-effect is an illustration of the German proverb "Wash me but don't
make me wet'. A computer can be given rules of procedure which it will obey. It is
ready to outline the programmed information and keep records of a variety of
procedures stored therein. With this machine it is possible to provide maximumly
adaptive instruction. This paper defines the presumably critical dimensions of
instruction and the system that permits the collection of data which could develop it
further. The idea of computer assisted instruction takes various forms, although the
central idea is that of a computer which controls a series of peripheral equipment,
where that peripheral equipment is the input-output to the computer and the output-
input to the recipient of the computer information. However, we need to reorientate
development programmes, and radically reorder priorities among investigations
concerning the human individual, his nature, motivations, potentialities and
limitations and compile instructions which project human qualities and defects in
conjunction with computer capabilities without having to fall into the common error of
confusing human initiative with computer identity.
Machine summary:
Computer Manager Instruction (CMI) CMI encompasses a wide range of computer uses in education that involve the gathering and management of the information which helps developing flexible and individualized learning strategies.
It does not use the computer to perform the functions of a CMI system, nor does it provide the primary instruction required for the student to master instructional goals.
While new and different ways of using computers in education and training are emerging, the vast majority uses appear to support instructional methodologies which fail to take significant advantage of computer capabilities.
The decision as to whether to use computers in learning, is both difficult and complex for any educational constitution or training staff to make.
The purpose of this paper is to provide some aid in making that decision, precisely, in terms of computer's potential and the practical aspects of its use in instruction.
Continuum of Instructional uses of Computer Greater Potential Capability of Computer Student designed automations Student-developed simulations of real systems or processes "Open-ended' problem solving Student programmed automata Student developed instruction Exploration of simulated system or environment Interactive CAI branching; multi-level artificial intelligence applications Instructional management systems Calculational electronic sliderule Less Tutorial (computerized programmed Potential instruction) Capability of or multichoice CAI) Computer Testing and record keeping Drill and practice Section One- Teaching Information Processing System (TIPS) This system which was developed at the University of Wisconsin according to Kelly (1968), provides feedback to student and teacher alike, based on a computer scored weekly quiz.