Also called computer based training (CBT), computer-aided instruction (CAI) is the use of computer programs to pro-vide instruction or training. (See education and com-puters for a more comprehensive discussion of the use of computers for teaching and learning.)
The American reaction to Soviet space achievements led to many attempts to modernize the educational sys-tem. While the high cost and limited capabilities of 1950s computing technology allowed only for theoreti-cal research by IBM and some universities, by the 1960s more powerful solid-state computers were starting to make what were then called “teaching machines” practi-cable. The first large-scale initiative was the PLATO teach-ing system designed by the Computer-based Educational Research Laboratory at the University of Illinois, Urbana. PLATO used a large timesharing system to provide edu-cational software to about a thousand users at terminals throughout the university. PLATO pioneered the use of graphics and what would later be called multimedia, and was eventually marketed by Control Data Corporation, a leading manufacturer of high-end mainframe computers. Stanford University also began a large-scale initiative to deliver computerized instruction.
The early CAI systems required expensive hardware, however, and generally could be sustained only by research funding or where they met the growing training needs of the military, the aerospace industry, or other specialized users. However, the advent of the personal computer in the late 1970s provided both a new technology for delivering educational software and a potential market. With its color graphics and astute marketing the Apple II had became a staple of classrooms by the mid-1980s, when its succes-sor, the Macintosh, brought more advanced graphics (see Macintosh) and a program called Hypercard that made it easy for educators to create simple interactive presentations (see hypertext and hypermedia). The Intel-based IBM PC and its “clones” also gained a foothold in the classroom, and Microsoft Windows brought a graphical interface similar to that on the Macintosh.
Applications
The simplest (and probably least interesting) form of CAI is often called “drill and practice” programs. Such programs (usually found in the elementary grades) repetitively pres-ent math problems, reading vocabulary, or other exercises and test the user’s understanding. (Teaching keyboard skills to young students is another common application.) In an attempt to hold the student’s interest, many such programs provide a gamelike atmosphere and offer periodic rewards or reinforcement for success.
More sophisticated programs allow the student more creative scope, such as by letting the student program and test virtual “robots” as a means of mastering a program-ming language. Many computer games, while not designed explicitly for instruction, provide simulations that exercise thinking and planning skills (see computer games). (For example, the strategy game Civilization incorporates con-cepts such as resource management, labor allocation, and a balanced economy.) Even more sophisticated programs use advanced programming (see artificial intelligence) to interact with students in ways similar to those used by human teachers. For example, a program called Cognitive Tutor, now used in many schools, can recognize different “styles” of learning and approaches to solving, for example, an algebra problem. The program can also identify a stu-dent’s specific weaknesses and tailor practice and supple-mental instruction accordingly. These programs can teach and reinforce reasoning skills rather than just imparting specific knowledge.
Industry remains a large market for computer-based train-ing. A variety of CBT packages are available for introducing and teaching programming languages such as C++ and Java as well as for preparing students to earn industry certificates such as the A+ certificate for computer technicians.
Trends
Two continuing trends in CAI are the growing use of graphics and multimedia, including video or movies, and the increasing delivery of training via the Internet. Some training software can be accessed directly over the Internet through a Web browser, without requiring special software on the user’s PC. Increasingly, even products delivered on CD and run from the user’s PC include links to supplemen-tal material on the Web.
The American reaction to Soviet space achievements led to many attempts to modernize the educational sys-tem. While the high cost and limited capabilities of 1950s computing technology allowed only for theoreti-cal research by IBM and some universities, by the 1960s more powerful solid-state computers were starting to make what were then called “teaching machines” practi-cable. The first large-scale initiative was the PLATO teach-ing system designed by the Computer-based Educational Research Laboratory at the University of Illinois, Urbana. PLATO used a large timesharing system to provide edu-cational software to about a thousand users at terminals throughout the university. PLATO pioneered the use of graphics and what would later be called multimedia, and was eventually marketed by Control Data Corporation, a leading manufacturer of high-end mainframe computers. Stanford University also began a large-scale initiative to deliver computerized instruction.
The early CAI systems required expensive hardware, however, and generally could be sustained only by research funding or where they met the growing training needs of the military, the aerospace industry, or other specialized users. However, the advent of the personal computer in the late 1970s provided both a new technology for delivering educational software and a potential market. With its color graphics and astute marketing the Apple II had became a staple of classrooms by the mid-1980s, when its succes-sor, the Macintosh, brought more advanced graphics (see Macintosh) and a program called Hypercard that made it easy for educators to create simple interactive presentations (see hypertext and hypermedia). The Intel-based IBM PC and its “clones” also gained a foothold in the classroom, and Microsoft Windows brought a graphical interface similar to that on the Macintosh.
Applications
The simplest (and probably least interesting) form of CAI is often called “drill and practice” programs. Such programs (usually found in the elementary grades) repetitively pres-ent math problems, reading vocabulary, or other exercises and test the user’s understanding. (Teaching keyboard skills to young students is another common application.) In an attempt to hold the student’s interest, many such programs provide a gamelike atmosphere and offer periodic rewards or reinforcement for success.
More sophisticated programs allow the student more creative scope, such as by letting the student program and test virtual “robots” as a means of mastering a program-ming language. Many computer games, while not designed explicitly for instruction, provide simulations that exercise thinking and planning skills (see computer games). (For example, the strategy game Civilization incorporates con-cepts such as resource management, labor allocation, and a balanced economy.) Even more sophisticated programs use advanced programming (see artificial intelligence) to interact with students in ways similar to those used by human teachers. For example, a program called Cognitive Tutor, now used in many schools, can recognize different “styles” of learning and approaches to solving, for example, an algebra problem. The program can also identify a stu-dent’s specific weaknesses and tailor practice and supple-mental instruction accordingly. These programs can teach and reinforce reasoning skills rather than just imparting specific knowledge.
Industry remains a large market for computer-based train-ing. A variety of CBT packages are available for introducing and teaching programming languages such as C++ and Java as well as for preparing students to earn industry certificates such as the A+ certificate for computer technicians.
Trends
Two continuing trends in CAI are the growing use of graphics and multimedia, including video or movies, and the increasing delivery of training via the Internet. Some training software can be accessed directly over the Internet through a Web browser, without requiring special software on the user’s PC. Increasingly, even products delivered on CD and run from the user’s PC include links to supplemen-tal material on the Web.
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