Effectiveness of Computer-Aided Learning

The Application of Technology to Instruction

Definitions of instructional technology typically vary according to the way in which the factor is conceptualized by those individuals constructing the definitions (Saettler, 1994, p. 2). There are two widely accepted conceptualizations of instructional technologyùthe physical science concept and the behavioral science concept.

When instructional technology is considered within the context of physical science, it is typically viewed as the application of physical science and engineering technology to the process of education (Saettler, 1994, p. 4). This concept emphasizes device effects and procedures, as opposed to instructional content and learner differences. The development of the physical science concept of instructional technology was not greatly influenced by the interrelationships between educational needs and psychological theory, on the one hand, and the design of instructional messages and media, on the other hand (Finn, 1960, p. 4).

The most significant theoretical premise embodied in the physical science concept of instructional technology is that which casts materials and machines in nonverbal roles and traditional media (lectures, books) in verbal roles (Brown, Lewis, & Harcleroad, 1995, p. 22). The implicit assumption cont

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motor or perceptual processes. It is learned through the training of the mind, as opposed to the training of the eyes or hands. CAI software programs facilitate this learning process. Similarly, CAI software may be designed to reflect the cognitive processes employed in the acquiring of skills related to mathematics, science, and engineering. Another illustration from a basic education level is that comprehension in reading comes from within the mind, rather than from the text being read (Anderson-Inman, 1994, p. 280). Thus, prior knowledge and experiences are an essential part of the process of comprehension. CAI software programs may be designed to take advantage of the knowledge and experience levels of specific student users. The ability of CAI software to relate the learning experience to the learner's prior experiences and knowledge is of inestimable value in the teaching of mathematics. Several specific advantages are provided by CAI software programs in the teaching of mathematics. The most significant of the advantages available through the use of CAI are as follows: 1. CAI software programs permit the placing of emphasis on a comprehensive understanding of a topic, as opposed to specific aspects of a topic.
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Approximate Word count = 3169
Approximate Pages = 13 (250 words per page)

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