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Format: MS WORD
| Chapters: 1-5
| Pages: 60
Computerized Aided Teaching System
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Computerized aided teaching system is similar to the experiential model of teaching. The adherents of experiential teaching are fairly adamant about how we learn. Teaching seldom takes place by rote. Teaching occurs because we immerse ourselves in a situation in which we are forced to perform. You get feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most classroom courses are not teaching systems. The way the instructors attempt to help their students acquire skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on “telling.” No one remembers much that’s taught by telling, and what’s told doesn’t translate into usable skills. Certainly, we learn by doing, failing, and practicing until we do it right. The computer assisted teaching serve this purpose. If the teaching environment is focused on background information, knowledge of terms and new concepts, the learner is likely to learn that basic information successfully. However, this basic knowledge may not be sufficient to enable the learner to carry out successfully the on-the-job tasks that require more than basic knowledge. With recent advances in multimedia technology, computer-aided language learning (CALL) has emerged as a tempting alternative to traditional modes of direct teaching, the integration of sound, voice interaction, text, video, and animation has made it possible to create self-paced interactive teaching environments that promise to enhance the classroom model of language teaching significantly and effectively.Early aided teaching, base on computer base learning/training often attempt to replicate autocratic teaching styles the role of the teaching system was assumed to be for transferring knowledge, as opposed to system later base on computer supported collaborative teaching (CSCT), which encourage the shared development of knowledge. As early as 1993, Graziadei William described an online computer-delivered lecture, tutorial and assessment project using electronic program that allow student and instructor to create a virtual instructional classroom Environment in service and teaching (REST), In 1997 Graziadei, W. et al, published an article entitled Building Asynchronous and synchronous teaching learning environment
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Computerized aided teaching system is similar to the experiential model of teaching. The adherents of experiential teaching are fairly adamant about how we learn. Teaching seldom takes place by rote. Teaching occurs because we immerse ourselves in a situation in which we are forced to perform. You get feedback from the computer output and then adjust your thinking-process if needed. Unfortunately, most classroom courses are not teaching systems. The way the instructors attempt to help their students acquire skills and knowledge has absolutely nothing to do with the way students actually learn. Many instructors rely on lectures and tests, and memorization. All too often, they rely on “telling.” No one remembers much that’s taught by telling, and what’s told doesn’t translate into usable skills. Certainly, we learn by doing, failing, and practicing until we do it right. The computer assisted teaching serve this purpose. If the teaching environment is focused on background information, knowledge of terms and new concepts, the learner is likely to learn that basic information successfully. However, this basic knowledge may not be sufficient to enable the learner to carry out successfully the on-the-job tasks that require more than basic knowledge. With recent advances in multimedia technology, computer-aided language learning (CALL) has emerged as a tempting alternative to traditional modes of direct teaching, the integration of sound, voice interaction, text, video, and animation has made it possible to create self-paced interactive teaching environments that promise to enhance the classroom model of language teaching significantly and effectively.Early aided teaching, base on computer base learning/training often attempt to replicate autocratic teaching styles the role of the teaching system was assumed to be for transferring knowledge, as opposed to system later base on computer supported collaborative teaching (CSCT), which encourage the shared development of knowledge. As early as 1993, Graziadei William described an online computer-delivered lecture, tutorial and assessment project using electronic program that allow student and instructor to create a virtual instructional classroom Environment in service and teaching (REST), In 1997 Graziadei, W. et al, published an article entitled Building Asynchronous and synchronous teaching learning environment
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