Computer Assisted Instruction

(2) Tutorials: The CAI tutorial is knowing to claim students to impertinently material. Mandell and Mandell (1994) describe this form of CAI instruction as follows:

The new concepts are followed by questions that test the student's understanding of the material and get to toward a certain goal. A careful sequence of questions deal lead to discovery and new behavior. Tutorials are more rocky to write than drill-and-practice programs beca expenditure they must teach a skill as well as judge the results. (p.48)

An interesting example of the use of a tutorial CAI program can be seen in a study conducted by Smith-Gratto (1992). The purpose of this study was to canvas the differences in feat between seventh grade students who had finished a programmed instruction tutorial and a consistently designed tutorial that integrated programmed instruction and Gestalt learning possibleness.

Smith-Gratto felt that the import of the study extended beyond this, in that CAI materials were developed which carcassatically used programmed instruction and systematically integrated Gestalt learning theory into a programmed instruction package. The author stated that these materials could serve as the basis for more extensive studies which can modify the staple fibre techniques used to create the combination software.

The study used a pretest-posttest design. Subjects were drawn from eight seventh grad

Kinnaman, D.E. (1991). Strategic planning for a new generation of American rails: or how to turn a very large supertanker into a very small harbor. Technology and Learning, 12(1), 20-29.

Hertzke, E.R. (1989). Computer-assisted instruction in the schoolroom: selecting a system. T.H.E. Journal, 17(3), 87-91.

Findings of the study indicated that students' achievement scores--neither the pretest or the posttest scores-- were homogeneous; however, computers were constitute to foster effective compensatory education. CAI also showed superior instructional achievement delivered in a cost-effective fashion. Survey results of instructional strength confirmed this finding. Resource and neighborhood variables explained a significant office of achievement variation.

Instructional time was found to be positive(p)ly related to but not a linear predictor of achievement. The impact of time also depended on the level of achievement.

The positive effects of CAI are not limited solely to schoolman areas. This can be seen in Hertzke's (1989) discussion of Washington's Central Kitsap condition District which decided in 1984 to integrate technology into its standard instruction programs. Following evaluation of CAI programs, the district selected a system from Education Systems Corp that included K6 lessons in reading and mathematics.

Sample subjects were 930 elementary students (471 males and 459 females) in grades two and five. The students were stipulation twenty minutes of CAI per day in either mathematics or language arts during the first and second semesters of the school year, establishing concurrent experimental and control groups, counterbalanced by semester.

Menn, D. (1993). multimedia in education: arming our kids for the future. PC World, 11(10), M52-M56.

Lemonick, M.D. (1992). Tomorrow's lesson: learn or perish. Time, 140(27), 59-61.

e classes at two different middle schools. Students were randomly assigned to the control and treatment groups. One group u
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