Information, Education and communication: Computer


Definition:

A computer is a machine especially designed for the manipulation of coded information, an automatic electronic machine for performing simple and complex operations. There are two types of computers, the digital and the analogy.

The Digital computer, which is the most common, operates with numbers expressed directly as units in a decimal,binary, or other system.

The Analogy computer operates with numbers represented by directly measurable quantities (as voltages, resistances, or rotations).

Characteristics:

Computer systems are complex arrays of electronic components. However, all computer systems have four basic elements; the input, the processor, the storage, and the output. For instructional purposes, the input is usually a typewriter key-board console. A cathode ray tube input can be fed directly to the computer and often shares the computer with many Other typewriter consoles. On request of the user, the computer calls up the appropriate programme from the storage (or memory) of the computer. The request is processes and the response of the computer, or output, is usually typed out on the typewriter key-board console or displayed on a cathode ray tube, which is similar to a television set.

The equipment of the computer system is referred to as hardware. The various components are machines which perform at the command of an individual, but the machine can only do what it has been instructed to do. The instructions for the machines are referred to as programmes, Programmes are often referred to as Software. A computer programme for instruction is a sequence of carefully constructed items which leads a student to mastery of a subject with minimum error. There are other types of computer programmes which are designed to solve programmes, analyze data, and interpret information.

The computer programmes are developed by specialists called programmers who work with teachers in subject matter fields. From time to time, people in the various disciplines learn computer programming and do not require assistance. There are attempts to create programming Languages which do not require extensive coding and thus permit a person to programme and use a computer with minimal instructions. Computer assisted instruction (CAI) can take many forms, At the most basic level, the interaction is limited to a relatively elementary sequence without evaluation, interpretation, or variation on the part of the computer. The instructional material is presented via a display unit such as a typewriter console or cathode ray tube(CRT); the student scans the presentation and indicates by means of a switch his readiness to go on. The computer then may give further information, or it may present questions whose answers are to be recorded in a notebook or programmed text-book. Again the student notified the computer when he is ready to proceed, and so on to the end of the lesson.

The computer presents nearly all the instructions, and it records the students responses. The computer can score the students work and present the results to him. Ultimately, as CAI approaches its full development, the computer will continuously evaluate the students responses and lead him through remedial material if he fails to demonstrate understanding of key points in the main presentation.

Advantages:

  1. Because CAI is a computer-based system, it never sets tired, distracted, angry, or impatient, and it never forgets.
  2. CAI can use the storage facilities of the computer to assess individual progress and to initiate and monito remedial work as it is needed.
  3. Through the use of time-sharing, CAI can accommodate many students, each of whom appears to have exclusive use of the computer.
  4. Through the use of tele-processing, one computer can service many terminals and many locations. Terminals and be separated by hundreds of miles.
  5. The control of the learning process is always vested in learning sequences created by instructional personnel. CAI permits the teaching staff to take on the co- ordinator s role in the teaching-learning process. The teacher can use his time more productively, etc. in individual counseling and in guidance of students who require additional assistance.
  6. CAI can perform its functions with less error and more speed than a human instructor.


Limitations:
  1. Computers are very expensive educational instruments. While there have been some fantastic claims regarding very low cost per student hour, the fact remains that the initial investment in the equipment, the programmes, the training programme for the teachers, and the additional personnel required to handle the equipment adds substantially to the cost of instruction.
  2. The individual nature of the instruction provided by the computer confounds the arrangement of the students daily programme. When shall a student use the computer? What will other students be doing while several are at the console?
  3. There are problems regarding physical location. Where should the condole be located? In the classroom? in the Library? In a special carrel or room? The noise of keyboards and the distraction of cathode ray tubes are disrupting elements when other students are around. How can isolation be provided, yet supervision maintained?
  4. Most of the programmes available today are quantitative in nature. There is a preponderance of programmes in the sciences and mathematics with very little in the social sciences and the humanities. If programmes are developed and validated in all disciplines, the value of the computer will be enhanced.
  5. If a computer exists for instructional purposes, can it be used for administrative and guidance purposes? It can, but who has the priority? How can be equipment be used optimally without limiting the instructional programme?
  6. There is a danger with any new instrument that it will be considered a panaceas for educational life. with almost every new device that has been invented, a group of zealots has promoted the new invention as the solution to many educational problems. This type of media myopia prevents an honest assessment of possible alternatives to solving the problems. Some researchers have found, for example, that the computer had become an electronic page turner. The reference point for the use of any new medium must still be the objectives which have been defined prior to the determination of a strategy or the selection of instructional resources.