CHAPTER -1

INTRODUCTION

Use of computer in various fields

Use of computer in Education
About the research
Statement of the problem
Significance of the problem
Objectives of the study
Delimitations
Chapter scheme
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CHAPTER-I

INTRODUCTION

Man has invented many electronic devices but the computer has

made a greater impact on society than any other device. They have made a

potentially significant contribution to the society during the last three

decades.

The areas of computer applications are literally too numerous to

mention. Computers have become an integral part of man’s every day life.

They dominate every sphere of life be it entertainment, education, banking,

insurance, research, medicine, design or manufacturing. They continue to

grow and open new horizons of discovery and application.

One of the primary reasons for the immense popularity of

computers is the speed with which they can accomplish specified tasks.

However, computer applications are not always easy to use.

The current generation has a whole lot of us glued to our TV sets.

We are so involved with the TV today, that we forget ourselves, our families

and naturally, our duties too. While, we do not want to discuss whether all

this is right or wrong, good or bad, we certainly want to understand why this

has happened.
 The amazing thing about a TV is that it is a combination of

sound(Audio) and pictures(Viaeo) which appeal to us a lot. Add to this scene

some interactivity in the form of the host ‘talking’ to you directly, asking you

to write or call in and this really thrills us. Repeating the point above, the

three key factors that are responsible for the TV becoming so popular are :

1. Audio

2. Video

3. Interactivity

Now imagine the computer being abie to offer the above mentioned

aspects. The effect would be just as mesmerizing. Each of these is

considered to be a medium of communication. When three such media

combine in a computer, then the computer is called a multimedia computer.

“How is it possible that a person sitting in India can send a letter to

America and get a reply within a few minutes?” It is possible because of the

phenomenon caiied the Internet. With the internet and its supporting

networks, ihe world is a local phone cali away.

A network is two or more computers connected together which

enables them to communicate and share data. The large network has many

facilities it has to offer.

 The Internet is a network of networks, all freely exchanging

information, it is aiso referred to as the information superhighway.

Electronic mail is one of the most popular facility of the internet.

People can send and receive messages within a few minutes across

continents. It can be used for business and persona! correspondence and

exchange of information. Any type of computer(using different hardware and

software) on the Internet can send and receive mail.

Computer information systems are the heart of daily activities and a

major consideration in corporate decision making. Just as knowledge of

computers and computer programming has become a basic skill needed to

survive in today’s information based society, so as the design of business

systems. The development of information systems involves both system

analysts and those who will use the applications that emerge i.e. end users.

The analysis and design of computer systems involve many parts of the

organization and are not limited to the domain of computer specialists.

A variety of technical developments have been taking place in

communicating and processing information over the last 100 years. At the

first sight these seem to be isolated happening not connected in any way.
 This technology and information technology deals with

communication storage, processing and use of information, introducing

computer education in schools have become a necessity today. Over the

past decade significant developments have taken place in computer assisted

leaming(CAL) and computer based training. Those Nations that have

invested the technology to support CAL have started enjoying the benefits.

When computers are put into schools and children should be made

aware and create fearlessness among them and explain how computers

work because computers have pervaded industrial societies and is making

its presence felt as a indispensable factor for the progress of the society.

Since schools prepare students for the life they should prepare them to deal

with computer.

Second reason offered for introducing computer is that, when

children learn programming it enables children gain confidence in their ability

to control computers and possible lay the foundation for the carrier in

computer science.

Third reason is that children can and will learn science, art or any

other subject better through CAL.

Today’s school children are tomorrows citizens in whose hands the

progress and development of the Nation lies. Their knowledge of working

with computers will enable them to successfully take-over jobs in various

fields as adults.

India is a developing country. The National Council of Educational

Research and Training (NCERT) emphasis the use of computers in various

fields of life. The NCERT introduced computer science at various levels of

education not only in the colleges of education but also in schools syllabus.

The rapid electronic advancements in the past couple of decades

has enabled the production of a variety of computers for various purposes

and inter linking them has brought about communication revolution and

reaching knowledge to every nook and corner of the world wherever the

technology is made available. The computers have contributed to the

advancement of the information and communication technology and is

evident in every sphere of life.

Though the use of the computers are widely seen in commerce and

business, it has revolutionised the work environment in other fields of

human endeavor as well including formal education which boasted until

recently on the quality of human resources. The teachers, students and the

print material has now of recent acknowledged the tremendous role of

computers for imparting quality education to a hetrogeneous population in

the classroom. Computers can be used for the purpose of teaching and
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learning both inside and outside the classroom. Now a day, everybody is

exposed to the computers due to certain characteristics and abilities.

1. Computers can perform complex and repetitive calculations rapidly

and accurately.

2. Store large amounts of data and information for subsequent

manipulations.

3. Make decisions.

4. Provide information to user.

5. Draw and print graphs.

Computers can also be used to compliment and supplement the

teaching in the classroom. It is a boon to the exceptional students whose

learning requirements do not conform to that of the average student and

hence the teaching that Is imparted to the average majority in the classroom

is little help to her/him. The thrill of self learning is a great motivator to even

an average student. The different computer softwares developed are more

for commercial use rather than for educational purpose. Most of the

educational softwares available in the market are for the school level. In this

research the investigator has developed a software for the purpose of

teaching and learning a topic in the subject Educational Psychology for

the B. Ed. Course.

COMPUTERS IN VARIOUS FIELDS.

Today computers have become an integral part of our modern

society and therefore every person should know at least something about

the computers. The computer was developed over a long period of time

through the efforts of many people; throughout the world with passage of

time, the role played by the computers in our lives has gained increasing

importance. Now computers are use in almost every field of modem

society. Basically they are used in business, industry and in the field of

engineering. Some of the uses of computers are as follows:

1. Computers in design.

2. Computer and meteorology.

3. Computer and agriculture.

4. Computer in telecommunication.

5. Computer in libraries and museums.

6. Computer in transportation.

7. Computer in information retrieval.

8. Computer in communication.

9. Computer in fashion designing.

10. Computer in defensce application

11. Computer in education.

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COMPUTER IN DESIGN

The computer is valuable aid in designing. Using programs or rather

packages stored in the system, the designer can create images of a design

and display them for visual appreciation, typically as graphics (VDU). The

images may be line or shaded drawings; two dimensional or three

dimensional in either black and white or full colour. The drawings may also

be animated, A design package normally permits a design or a section of

design, to be enlarged and to be viewed from different angles. Thus every

detail can be studied and the perspective visual corrections checked.

By keying commands, entering fresh data or using light pen or

similar devices, the designer can quickly modify a drawing and can do so

again and again until satisfied. The computers can draw detailed and

accurate plans via graphs/plotter. For design purpose computers can be

used in various field.

COMPUTER AND METEOROLOGY

Predicting the weather has been considered something of a

mystique based on country signs and folk-lore. Meteorology as a science it

is relatively new and with computer assistance, it has become more of an

exact science. The problem on meteorology has always been to obtain

sufficient data and to analyze that data quickly enough so that prediction in

addition to the data obtained from weather stations on land and at sea is
possible. Armed with more information, relationship between the variable

factors which constitute weather can be analyzed in greater depth and more

accurate prediction of further behavior can then be made. The computer

system is also able to analyze vast qualities of past measurements to test for

weather patterns and based partly on these results, long-range forecasts

can be made. Many of the people who depend upon reliable upto the minute

weather forecasts (those concerned with air trayel, shipping routes, surgical

operations, trains etc.) do not always realize the extent to which they have

become dependent upon computers.

COMPUTER AND AGRICULTURE

The most critical weather related problems are associated with the

future availability of drinking water and sufficient food supplies for the

growing populations. Computers are being used to help manage water and

food resources through out the world. The impact of technical change on

agriculture has affected almost every aspects of food population. Computers

are used to analyze the physical features of the land soils and their nutrients,

the amounts of rainfall to produce healthy crops and quality of the seeds.

Farm equipments are designed with the help of computers manufactured

with the help of micro electronics. Agriculture in advanced nations have

become so fully automated that fewer and fewer people have been needed

to accomplish more and more work. Through the use of computers and
computing services, the farmers of today can make better use of the land

than even before in history.

COMPUTER IN TELECOMMUNICATION

Computerized telephone exchanges can handle increasing volume

of calls. They do so more quickly and with less likelihood of error than would

otherwise be possible and they can be linked up to other networks

exchanges for wider, prompt use. Cross country and even overseas calls

which previously meant a slow link up through several switchboards can now

be transmitted at faster speeds than through conventional networks. The

computer can also maintain calls for subsequent billing.

COMPUTER IN LIBRARIES AND MUSEUMS

Increasing use is now being made of computer in library

organization. Lists of borrowed books are maintained by the system and

reminders for those which are over due can be generated by computer

output. A tally of number of times books are taken out can be kept. More

significant is the number of various ways that the contents of the library may

be referenced with computer assistance for the benefit of users. Not only

can all the books be classified by subject matter but, by page and paragraph
 ii

references, information related to particular topics within the subject can be

pin-pointed.

Museums are also making use of computer, computer can help for

cataloguing and indexing. Information about the exhibits in the museums

collection is assembled and retained as a large data base and the

information retrieval capability of the computer can then be exploited to the

benefit of staff and visitors. Some museums are linked in a communications

network to allow the exchange of information between different

computerized museum data bases.

COMPUTER IN TRANSPORTATION

Air traffic control, which is responsible for organizing the safe

movement of our airlines depends on a significant amount of computer

support. As flying speed increases control decisions have to be taken more

quickly.

Computers are programmed to continuously analyze data which is

relayed direct from the various instruments and to provide co-ordinated

information to the pilot in time for human decision and action. Control itself

can also be invested in the computer so that, when certain conditions arise

automatic corrective action is immediately taken without the need for slower

human intervention.
 Besides their uses in flight, the computer plays an increasingly vital

role in the training of pilots. A flight simulator provides an exact replica of the

flight deck and performance of an aircraft; enabling the equivalent of many

hours of flying to be undertaken without leaving the ground. The computer

resolves the tasks, monitors and controls the pilot's action and maintains a

record of pilot's performance.

Computer controlled seat reservation brings benefit to customers of

airlines and trains and is also applicable to hotel rooms booking, sporting

events at large stadiums and package tour during holidays.

COMPUTERS IN INFORMATION RETRIEVALS

Retrieving items of information previously stored in the system is

known as information retrieval. In many applications the retrieval is the main

or only activity i.e. little actual computation is involved. The value of using

computer is that a great mass of information can be retained and that any

individual item can be found very quickly.

COMPUTER IN COMMUNICATION

Computers play a very important role in improving the ways in

which they are organized e.g. efficient time tabling, route planning and
scheduling of stock and vehicles. In traffic control applications by varying the

timing of iignts to reflect the flow, bigger volume traffic can be kept moving.

The computer monitors can observe the movement of traffic over a given

area and automatically adjust the lights. In case of the airways computers

are important to the organization on the ground and are used to provide a

measure in flight control. With space flights and exploration in space

computers make it all possible.

COMPUTER IN FASHION DESINING

Computers have made a heavy impact in the field of fashion and

textile designing as also commercial art. The onslaught of software like Desk

Top Publishing, Auto CAD. Auto shape. Harvard Graphics and 3 D studio

has made it possible so it is now quite easy to create infinite number of

patterns and styles giving them shades and combining them in wide varieties

to suit a particular fabric.

COMPUTER IN DEFENCE APPLICATION

The United States of America first computerized large scale

command and control system SAGE (Semi Automatic Ground Environment)

which plays a important role in defense.

 Computers can also be used in flight dynamic missiles and aircraft

weapon system analysis and missile guidance system. In india too, we are

using computerized system in satellite launching of missiles.

COMPUTER IN EDUCATION

What role do computers play in education? They can be used for

instruction and they can perform many administrative task involved in

running an educational institute. Word and Data processing assists student

with assignments. Because computers are abie to store vast amount of

information in data bases, computer can also serve as an information

resource and research tool. Although computers contribute to the

educational process, they have also added to the responsibilities of

teachers. Today school must teach computer literacy as well and students

must be introduced to hardware and software. They must be taught about

the potentials and limitations of computers and made aware of the social and

ethical implications of wide spread computer use. This requires teachers

need to learn about computer themselves and educational institutes must

add computer science courses to their curriculum. Computer education

includes computer assisted instruction, the computational use of computers

in classroom; computer managed instruction, computers as an educational

aid. The National Council of Education Research and Training (N.C.E.R.T.)

emphasizes use of computers in teaching and training. N.C.E.R.T. includes

the computer science at various levels, not only at college of engineering but

aiso at school level. The National Policy of Education^ 986) has also laid

great impulsion on introduction of computer in school.

THE COMPUTER AS A TOOL FOR TEACHER AND STUDENTS

As the computers gradually become a standard fixture in schools,

colleges, business and the home. We will begin to see increased public use

of software to perform tasks previously accomplished through much less

automated methods. CAi is one effective way to use the computer as a tool

for education, but it represents only a portion of all the possible uses for

computers in society.

Today when students complete their graduation safely predict that

they will face a job market or collegiate situation quite different from that

which faced their own parents after graduation. Many jobs will probably

involve some use of computers. Creative application of computer power can

therefore contribute to future job satisfaction and performance. Those high

schools seniors completing college will be faced with a radically changing

environment for learning where computers are used to perform the most

tedious and repetious tasks, and where concentration on more major issues

will contribute to higher levels of subject matter understanding. Since details

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can be handled by a computer they will no longer tend to distract the learner

from seeing a view of the whoie.

It is no fluke that several major Universities and colleges have

begun to require a certain amount of computer knowledge as a prerequisite

for freshman admission or for admission to certain graduate programs. This

trend may grow rapidly as more college educators familiarize themselves

with computer potential.

Seymour Papert, a Professor at the Massachusetts Institute of

Technology and the creator of a powerful computer language called Logo,

has spoken of the role computers will play in the society of the future. In

Mindstorms (1980) he says that computers can provide specialized

mathematical or verba! environments for learning; we can use them in much

the same way that we have learned to use pencils, in order to compute, write

and create.

The challenge inherent in any such goai must introduce computers

into the educational setting, and then to familiarize students and educators

with computer capabilities and operation until they are thoroughly confident

and begin the use to computer as a logical extension of their own

intelligence. This implies the appropriate choice of applications which will

both improve their performance and leave time for more relevant and
creatively demanding educational pursuits. As students trained in such a

manner ieave colleges and enter the marketplaces for their working

environment. People who aware and trained in applications which use the

computer as a tool may also view the computer in a similar manner for many

home applications, such as balancing, check books, keeping financial

records, preparing tax forms, generating letters and other textual .material

memo lists appointment and birthday calendars and so on.

The use of computer as valuable tools in our lives should not be a

forgotten aspect of computer knowledge, but should share the stage wiih

CAi and programming instruction. Not every person will find CAi the most

effective way to learn and not every person will have the desire or ability to

become accomplished programmer. But nearly every one will experience the

computer as a tool in some way whether or not this happens in the

workplace, the home, library or a recreation center. Schools planning for

computer implementation would be wise to provide a proper environment for

this kind of computer thinking.

Integration of applications that stress the computer as a tool should

ideally cross all subject lines. This generally can not be accomplished

society through a school computer room and person. No person is an expert

in every aspect of every subject. A potent combination of teacher, subject

matter, expertise and an accompanying knowledge of computer application

possibilities will help students gain a technoability which may prove to

contribute to the very quality of their lives.

COMPUTER CAN BE USED TO ENRICH THE LEARNING AND

TEACHING.

a) THE COMPUTER AS A TUTOR

The computer as a tutor used in this way, the computer acts as a

iimited ‘teacher’. It may present information ask questions and check if the

student responses were correct, loop back and repeat unit or branch off to a

remedial unit if the students having difficulty and so on. At a more simplest, it

may be nothing more than electronic flashcards. At a more complex level, it

may provide everything a syllabus provides and much more interacting in

speech, music and pictures, individualizing its presentation continuously in

response to the student's action and improving its ability to help the students

by being “taught to do new things”. Unit will provide a more comprehensive

overview of this use of computer.

b) THE COMPUTER AS SUBJECT

What should students be taught about computers? This area often

called as computer awareness, may include knowledge about the history of

computers, how computers works, the components of a computer system

and the sociai applications and impact of computers. So to maintain that a

full appreciation of the role of the computer in the life of the individual and in

the world can’t be gained without study of these units. Others urge that true

literacy comes only through experience with the application of these devices

in our lives. What and how to teach students about the computer?

c) THE COMPUTER AS A TOOL

Probably the most effective way to use the computer is in its

application as a tool, by having student learn by doing a task in a manner

similar to the way an adult. Rather than having them count pictured sets, the

student should count the people of their table to determine how many pairs

of scissors they should bring. Rather than filling in colouring book outlines

the students should draw to express their visions. Students do not of course,

conduct these activities at the same level as an adults, but the nature of the

activity is the same there is purpose and personal involvement.

Similarly rather than interacting with the computer only as a drill

master, students should use it is a tool as adults. Adults use word

processing programs to help them write, students can many computerized

tools, including simplified word processing programs, message programs

and other aids to communication to help them to communicate. Adults use

 20

computers to create graphics and art students should be use programs that

allow them scribble design and draw. Some adults instruct the computer to

do through computer programming given appropriate computer languages.

Students can similarly control this powerful tool.

d) THE COMPUTER AS PENCIL

Seymour Paper! asks you to think of a computer as a pencil. The

pencil is always there ready to be used for scribbing, writing , arithmatic,

drawing and so on. The computer will also be used in many ways serving

education not dictating it.

THE COMPUTER AS A CLASSROOM DEMONSTRATION MACHINE

The computer can serve as a flexile, portable audiovisual aid

for teachers hoping to provide illustration of ideas. This use goes far

beyond demonstrations limited to concentrate items and overhead

transparencies, in some demonstration programs and according to the

user’s desire, substitution of certain variables results in an instant change

on the computer screen. A specific and common example of an

educational demonstration would be graphing (plotting) programs for

linear, quadratic, trigonometric and absolute value functions conic

sections and so on. Merely by changing one variable in an equation

(Exam. 2x + 3y = 2 to 4x + 3y = 2) the teacher can demonstrate vividly the

relationship between the resulting graphic representations without,

performing tedious and time consuming point by point plotting. Thus a

variable can be changed many times and its resulting graph shown an equai

amounts of times, something that would be just too tedious to do with norma!

chalk and black board methods. Students, then can concentrate on

relationship between variables rather than on the plotting process itself.

Demonstration software currently exists only for a limited number of

topics. As more teachers begin to integrate microcomputers into the

curriculum many more demonstration type programs will be designed. But if

the existence of a readily assessable series of graphs, tables, diagrams,

pictures or even musical compositions is desired, teachers can work closeiy

with students to create them by programming or through special graphics

design or music software. Then the whole series can be brought under the

roof of a single program for demonstration purposes each screen display

can be called up by the simple means of selection from a menu.

Use of computers in this mode need not be quite 60 formal. For

instance, an English teacher may demonstrate sentence expanding

techniques on a computer screen rather than on the black board, keyboard,

editing and copying capabilities enjoyed by means of a computer may make

the demonstration less time consuming and more constructive. The extents

of a printer allows results to be put in to permanent form painlessly.

Looking towards the future, videodisk technology can allow the

storage of a tremendous amount of moving and still pictures, speech and

other visual and auditory information on one video disk. Demonstration

programs will allows teachers to access specific film photographic or graphic

sequences as well. If the topic is the Rocky Mountains in Colorado; film

segments can be called up immediately describing these mountains in a way

unavailable by other means, yet neatly integrated with the lecture or

discussion session.

The thought of such a flexible system sends the imagination

souring. Yet it may be many more years before Videodisks and Videodisk

players are present in enough numbers that they become common tools for

teachers who wish to demonstrate ideas, concepts, information, procedures

and even feelings and moods.

COMPUTER ASSISTED INSTRUCTION (CAI)

Computer Assisted Instruction (CAI) is the most popular term used

to describe the use of computers for instruction tasks. Educational software,

Computer Based Instruction (CBI) and Computer Managed Instruction (CMI)

are some other commonly used descriptive terms. CAI can be purchased

form of cassette tapes.

Several distinct types of CAI exist: drill and practice, tutorial,

simulation, computer managed instruction and problem solving. They will be

discussed in their purest forms. However, it should be recognised that any

educational program may employ more than one of the techniques. A tutorial
program, e.g. typically includes drill and practice exercises after topics have

been introduced.

No programming knowledge is necessary to use these software

packages. The method for transfering the programs on disk, tape or

cartridge into the computer memory varies for different brands of computers,

but is usually a simple procedure which can be learned in just a few minutes.

1. Tutorial

2. Drill and practice.

3. Discovery.

4. Problem solving.

5. Modeling.

6. Simulation OR role playing

7. Games.

TUTORIAL

The name tutorial suggests, software of the tutorial type utilize

written explanations, descriptions, questions, problems and graphics

illustrations for concept development, much like a private tutor. Often

computerized or traditional written pretests are included with tutorial software

to determine the most appropriate beginning lessons for a particular student

or whether certain lessons should be skipped. After the tutorial portion of a

lesson has been presented usually drill and practice type exercise are
offered. In some cases, the students has total control of the amount and

type of exercises. Finally a post test for each objective or group of objectives

will determine mastery of objectives. Students scores, may be displayed as

the unit ends as well as suggestions for further study and practice.

As you may have guessed, courseware of the tutorial type tends to

require more complicated instructional design and programming techniques.

The author of the tutorial must try to predict all possible correct response

and allow for insignificant mis-spell and capitalization errors. The program

must intelligence respond to incorrect answers and at best will predict the

most common incorrect answers and offer specially tailored explanations

and learning experience according to which incorrect answer was chosen by

the student. In addition, computerized tests must be valid and reliable as

their written counter parts, so that students are not subjected to already

known material and so that learning can be evaluated fairly and accurately.

Several different types of tutorial design exist. Tutorials which

progress in a linear fashion will be present a series of screen displays to all

users, regardless of individual differences among the students. However,

incorrect responses to practice questions may serve to call in a reteaching

sequence.

Most of us have read articles or books that attempt to predict how

children will be educated in the culture. More often than not, students are
 25

depicted seated around their own mind computers at home. If fine tutorials

are developed for every subject area and for every topic, why teachers are

needed at ail?

Advanced computer technology that is affordable to college system

has arrived and is rapidly changing the nature. What we learn and how

rapidly we can learn? Teachers can choose to resist all Educational

technology, thus ignoring the changes society is experiencing as a whole or

they can meat the future by learning about innovations, using their creative

abilities and coming to conclusions about the true capabilities and

limitations of computers. Then teachers play an important role in deciding

how computers can help in the educational process.

In the tutorial mode new concepts are presented followed by

questions. An incorrect answer will lead to recycling, i.e. additional frames

on the same subject. These additional frames will not be repetition of the

original frames but supplementary material on the same concepts but

differing in details, pace and sequence. A flow chart of backward recycling in

fig No. 1
 o6

Fig. No. 1 FiowChart For Driii and Recycling

DRILL AND PRACTICE

As one explores the educational software available through

software houses and educational publishing, companies, it soon becomes

apparent that much ‘Drill and Practice' type of software exists, and that a

wide range of topics are represented. In general, drill and practice software

allows learners to come in contact with facts, relationships problems and

vocabulary until the material is committed to memory or until a particular skill

has been refined. The best drill and practice software possess an interesting

format which encourages reuse by students, thus ensuring mastery of the

skill or establishment of the stimulus response association required for

memorization of certain facts.

Simple drill and practice programs can be designed and coded into

computer language by students. Drill for instance can be generated by

several statements in a program which allow the computer to present

randomly selected problems and then to test the correctness of students

response, it is likeiy that these simpie programs wili not take fuii advantages

of the microcomputers capability because extra programming knowledge is

needed to add sound, music, colour, graphics or animation. Still students

designed programs can be effectively used in the classroom for drill and

practice. Microcomputers posses sound and music capability, software has

been developed which increases ability to recognize notes, chords, myths

 28

and so forth. Some music teachers have experienced car training in small or

iarge groups. Use of car training software allows individual students to gain

skill in a less threatening fashion, and with immediate feedback on accuracy.

Other music theory topics that can be practiced through the use of

computer software include aural intervals key signatures, note types, visual

intervals, music terms, whole and half steps intervals, scales seventh's and

triads.

Drill and practice software can also be effective for learners in the

area of vocabulary development. Computers can provide the proper amount

of connections between words and their meanings, so that students can

learn about words and their uses within our language.

Example The computer displays a definition the student types in

the appropriate word. This process can be repeated until the associations

between words and their definitions are complete. The association method

need not be so mundane as described above; game like contextual clues,

thyme’s, riddies and so on can help add much interest.

Similarly students learning foreign languages or those who are

learning English as a Second Language (ESL) can use computer software to

strengthen associations between corresponding words, expressions and

grammatical constructions. Many computers allow sound and pictures to

illustrate words, phrases and sentences. Thus the ESL, student

mainstreamed into a regular classroom can benefit from computerized,

individualized instruction and may be able to communicate with his or her

classmates in a shorter amount of time than would be possible.

SIMULATION

Many of you have witnessed the space flights of the NASA program

and have seen computer simulations of certain events which could not be

shown through photography. Similarly, educational simulations allow

students to experience situations which would be difficult or impossible to

duplicate in a classroom setting.

Simulations allow students to make and be affected by their own

decisions guided according to the data provided by the simulations, the

students selects certain options or risks and then witnesses the results of the

decision.

Perhaps the most beneficial aspect of such a simulation is

involvement through the lemonade stand is imaginary the students do

experience some of the feelings and problems associated with the owning of

a business. They see the reasons for developing good business strategies

and therefore begin to think in a more organized fashion. Business

 30

competition with other students lends an extra breath of reality to the

simuiation.

Social studies, science, business and vocational type simulations

can also be valuable learning devices, they can be wisely integrated in to the

curriculum at appropriate times. Simulations do not sen/e as stand alone

units, but are must effective when used to illustrate and use skills ideas and

experiences first explored by other means such as lectures, questioning,

textual material, discussion and so on.

Simulations can also be used in science labs, students can pour

and mix dangerous chemicals via. Simulation. Mistakes do not blow up the

classroom or the computer. However, students can begin to make the fine

discrimination needed for proper handling of chemicals. It is also possible to

simulate experiments which have been too expensive, complicated or time

consuming to replicate in laboratories. Simulations provide a more involved

experience possible through a reading assignment or lecture.

Social studies simulations can help students react historical events,

learn about other societies or experience governmental procedures such as

elections and lawmaking. When runnings simulations type software,

students must first understand certain information and concepts in order to

analyse situations and to make wise decisions; therefore learning becomes

more relevant and useful to them.

Though only a few areas of study have been mentioned,

simulations can be created for any subject area where a simulated

experience for a certain real life situation would contribute to increased

learning.

DISCOVERY

The discovery mode fosters new insights by presenting information

and asking the students to draw conclusions. The discovery mode may state

a principle and then ask pupils to choose a proper example which is a

generalization or a rule must be drawn.

MODELING

The modeling mode represents a process of system

mathematically. Students change variables so that and increased

understanding of the process or system is attained.

Simulation or role playing and games allow students to explore

relationship in real life situations.

 Which CAi mode is appropriate, depends in part, on subject matter

and in part, on grade ievel of students who will be using the program. CAI

can be designed for schools, elementary pupils, high school and

University students; or adults who need special training at home or in the

job.

Both students and teachers benefit from CAI. The computer can

compensate for teacher shortage by assuming some of the academic load,

more time in the classroom for human teachers to engage one by one

tutoring often results. In addition, CAI learning can be self paced. Weil

programmed software also provides students with immediate

acknowledgement of correct answers and supplementary work when

mistakes are made feedback which is often delayed in other learning

situations. The computer motivates many students to learn, students enjoy

the interactive nature of computer instruction and many benefits from the

computers of unlimited ‘patience’ and attention to their individual learning

problems. Further more the students can experiment with concepts in ways

that would be too costly or to risky in actual practice e.g. a Chemistry

experiment that could lead to an explosion in the laboratory can be

simulated safely on computer.

COMPUTER ASSISTED LEARNING (CAL)

Computer Assisted Learning approach which provides for students

self evaluation under tutorial conditions. The tutorial provides immediate

feedback. It provides a student. The students score following each tutorial

exercise and allowed a second try after an incorrect response. One objective

of this tutorial is to establish a mechanism through which students will be

able to supplement class and text material interactively and reinforce

cognitive skill.

The CAL has been designed to help students to extend their

interaction with the course concepts and develop superior learning habits.

CAL provides a medium by which the instructor can direct a student for

exercise on course concepts.

COMPUTER MANAGED INSTRUCTION (CMI)

In its purest form, Computer Managed Instruction (CMI) does not

offer instruction of any type, but rather manages instruction in a classroom or

school through computer assisted testing and record keeping which

indicates students mastery or non-mastery of specific objectives. Closely

related to criterion referenced testing, CMI programs can be powerful tools

for a sensible individualized instruction plan. The computer does the tedious

record keeping work and provides reports that can guide the teacher in
choosing the best student grouping arrangements for instruction leading to

mastery of specific objectives.

CM I systems tend to be quite expensive around the range of $ 500

to $ 3000. However, many have the capability to manage instruction for a

schools entire population. Often, only one computer is required, through two

disk drives and a mechanical drive called an optical card reader may be

essential peripheral equipment. If CMI program requires a card reader to be

connected to the computers, students may take pre tests or post tests on

computer cards. When the cards are inserted into the card reader, the test

results are automatically stored for each student and mastery level for each

objective tested is determined by the CMI program.

If a card reader is not the method of input chosen for student testing

then the students usually take paper pencil tests and enter their responses

via, the CMI program and the computer keyboard. This option of course,

consumes more computer time and may limit the use of the CMI package to

a smaller number of students than would be possible with a card reader

system.

Each CAI package has its own design and capabilities. Some

systems will provide reports for parents listing the objectives mastered by

their child over a certain period of time. Instructional management system

allows educators to enter local or state objectives and the tests used to

determine the accomplishment of those objectives. Thus, it is possible to

customize a CMi package for the unique needs of your own district; and for

any subject areas learning objectives. Progress reports for students, group

of students or classes of students can be obtained and utilized in order to

better plan for the instructional needs of students.

To obtain full benefit from a CMI systems, a printer is highly

recommended because teachers can be provided with daily or weekly

reports on student progress much more easily.

Another type of management system not only includes objectives

and mastery testing, but also provides drill and practice or tutorials related to

each objective. In addition, teachers can easily ask the computer to generate

personal worksheets or tests for specific students or groups of students

according to demonstrated needs. Other useful inclusions or options to a

system may be sets of students workbooks; teachers guides and

individualized iearning prescriptions. Such prescriptions wili not only list

objectives yet to be mastered, but also may list of page numbers, location

and titles of specific texlual material. Again some CMI manufacturers will

customize these lists of learning materials according to the resources

available in a particular school.

 36

At least one match CMI system is directly linked and co­

ordinated with a specific textbook series. This combination of text and

computer management capability may begin to occur for other major

textbooks in the future.

COMPUTER AS A RESOURCE FOR STUDENTS

Information stored in computer data bases can be learning resource

for students like the storage of knowledge in traditional library. In studies of

science students make use of computational power of computer in variety of

ways.

Example. Computers can be used by animal husbandry course students to

trace breeding characteristics of animal, engineering students use

computers to make complex calculations example for designing bridge.

INTERNET

When more than two computers are networked and information can

be transmitted back and forth that biggest electronic reservoir of information

is known as Internet.
 internet carries resource of several thousand networks and contains

enormous amount of information on any subject education, medicine, travel,

science, sports and tourism on international agencies.

MULTIMEDIA

Multimedia is a combination of video, movie clips, sound test,

graphic files controlled by software. When a teacher is looking for a problem

to solve miring media, the multimedia is acting as interactive media.

COMPUTER IN EDUCATIONAL ADMINISTRATION

The first administrative use of electronic data processing was for

accounting and finance. Programs were written for automatic billing, pay roll,

general ledger and purchasing addition computer storage of records like

personal files and inventory lists some replaced convention record keeping.

Computerized record keeping improves upon conventional record keeping in

several ways i.e. access is easier, retrival faster updating is more convenient

and the amount of storage space required is reduced.

Storage and retrieval of students records is another important use

of computers in education institutions. At Universities, students record are

 38

created from personal informations collected by admission applications.

Additional data is added as registration. By the time the student graduates

the record will contain a computer listing of course taken, grades earned,

hours spent and degree awarded. Records of registration and fees payment

are also commonly put on line. Computer also can be used in libraries for

classroom schedule etc.

COMPUTERS AND SOFTWARE

Software is as important to the computer as television serials are to

televisions. Would you use a TV if no one made any serials, if there was

nothing called ‘News’ every night? Certainly not! Similarly, you would not

need computers, if there 'were no software to make the computer work. That

is exactly how important software is to computers. It is the software that

eventually converts data into information. Software allows us to use the

computer in many different ways. We will devote this session to understand

everything about software and how it completes the computer system.

THE DEFINITION

Software can be defined as a set of instructions that are given to

the computer which help the computer to process data and given

information. These sets of instructions are called as ‘programs’. Program is a

term that we use in our daily lives very often. Program as we use it in our

daily lives refers to a schedule of how a certain job wiil be done. We

normally refer to the word program when we want to plan our day.

Computers also use the same term because of the similarity in the way

instructions are given.

Software is a collection of big and small program. Programs are a

set of instructions made in a sensible order. These instructions have to be

software. So how does this get done? Consider this common example. All of

us talk to each other using a ianguage. People all over the world speak in

different languages. In order to communicate with one another, we require to

speak a common language. If there is no common language between two

people, there would be no communication between them. Similarly even

computers have to be instructed us if we require them to do our work. These

instructions are given using a too! called a ‘computer language’. This too!

helps the user to communicate with the computer to get work done.

INFORMATION TECHNOLOGY(IT) iN EDUCATION

Now a days Information Technology (IT) is the well known word in

the field of education. In traditional method teacher was stony teller and

learner a listener. This was a venerable tradition of education. First computer

was seen as a calculating engine and only more recently as always to view

and manipulate the dynamic media. It has been used to support the process

of imaging. Pask’s (1875) conversational mode at learning provides a useful

base to examine the role of IT and a simplified version.

ABOUT THE STUDY

STATEMENT OF THE PROBLEM

“DEVELOPMENT OF COMPUTER BASED SOFTWARE FOR TEACHING

AND LEARNING A TOPIC iN EDUCATIONAL PSYCHOLOGY AT THE B.

Ed. LEVEL - A STUDY”

Definitions of the terms/phrases used in the study.

The various terms used in the statement of the problems are

defined for the sake of clarifv and also for limitina the scoDe as follows:
J W I

DEVELOPMENT

For the purpose of this research ‘Development’ means preparation

of a software.
 41

COMPUTER SOFTWARE

it is a set of program that can be run in a computer.

A program is a set of logically sequenced instructions given to the

computer using a computer language.

TEACHING

Teaching means to organize the desired experience together to

enable the student to learn the subject matter.

For the purpose of this research 'Teaching' means organizing

experiences to be given through the computers with the help of a software

prepared for the same.

LEARNING

For the purpose of this research 'Learning' means acquiring the

subject matter presented through the computer.

SIGNIFICANCE OF THE STUDY

1. At present B. Ed. course content is taught in classroom without the

assistance of computer. The computer software that is developed for

the purpose of this study will compliment the teaching that will be

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 done in the classroom and this software will enable students to learn

the topic at their own pace benefiting the fast learner, slow learner as

well as average learners. The students will have the joy of self

learning.

2. This software can be repeatedly used by different students at different

times at their convenience and then ensure that learning takes piace.

3. This study may motivate other researchers to conduct similar studies

and produce quality software for the B. Ed. Course.

OBJECTIVES OF THE STUDY

1. To analyse the B. Ed. course content of the paper ‘Educational

Psychology’ and choose a topic for the preparation of computer

software.

2. To develop a computer software to teach selected topic of

Educational Psychology of the B. Ed. course.

3. To study the effectiveness of the software.

4. To motivate the teachers to use of computers to compliment their

teaching.

5. To motivate students to use computer for seif paced learning.

6. To make suggestions to the authorities to make more use of the

computer for the purpose of teaching/learning.

HYPOTHESIS

There is no significant difference between the performance of the

students learning through traditional method and through computers.

DELIMITATIONS OF THE STUDY

Due to the constraint of time for the M. Phil. Course the following

de-iimitations are laid :

1. Only one topic was selected from the Educational Psychology paper

of the B. Ed. Course of Shivaji University, Kolhapur. The selected

topic in Educational Psychology was that which is common to other

Universities in Maharashtra.

2. Only 60 students 30 each in control group and experimental group

was drawn in this experimental study

3. The sample was drawn from one B. Ed. College in Kolhapur city

affiliated to Shivaji University, Kolhapur.

ABOUT THE DISSERTATION

The different phases of the work that investigator has carried out

are divided in to five chapters.

The chapter I deals with a brief account of use of computers in

various fields. The statement of problem, significance of the study,

objectives of the study, hypothesis, de-limitations of the study.

The review of r elated literature by considering following points is

renewed in chapter II.

a) Comparison of teaching by traditional method and by computer

method.

b) Studies regarding use of computer in. education.

Chapter III deals with pian and procedure of the study. It consists of

procedure of preparation of topic. Question paper preparation for the pre test

and post test is discussed at the end of the chapter.

The analysis of data with reference to objectives and hypothesis

testing is carried out in chapter (V.

Chapter V presents the summary and conclusions, implication and

recommendations for further research.

Lastly the references are given and appendices attached to

complete the body of the Dissertation.