4 ICT IN EDUCATION
Computer-Assisted Learning
Computers in education
Early probs.
Improvement and investment
Computers have been used in education since the 1960s. Initially, they tended to only be used in computer-related subjects because they were, unfortunately, quite difficult to use. This was because they had command line interfaces (CLI). Users had to type long lines of text in order to get the computer to do something. However, the 1980s saw the advent of the first graphical user interfaces (GUIs) which were much more user-friendly. This improvement in human-computer interaction (HCI), together with new subject-specific software, made it viable to employ computers in more subjects. Education institutions began to see the value of computer-assisted learning (CAL). Many invested heavily in equipment and training, the outcome of which can be seen today in many classrooms around the world.
By the end of the 20th century, there was a whole range of CAL software products on offer. In
general, the first CAL programs were not terribly exciting. However, in the late 1980s, CD- ROMs and other multimedia products became available. These made it possible to produce software with sound and graphics which was also easy to distribute. As a result, more businesses became involved in developing educational software. The new products were attractive and many students enjoyed using them. Nevertheless, they were expensive. In addition, they were often perceived to be just a different way of learning or testing the same things. Teachers who disliked using computers were largely able to ignore them or confine them to self-study.
By contrast, it was difficult to ignore the arrival of the Internet, which heralded a new phase
in CAL and had a huge impact on education. Although slow links and download times characterized the early days of the Internet, the development of broadband technology provided much speedier access. The Internet provides an alternative to textbook-based learning and access to authentic, up-to-date online resources. Furthermore, it offers students a way to communicate with each other, and with the outside world. They can even publish their work on the Web for others. Now CAL is more than a ‘bolt-on’ to traditional teaching. It requires new skills, such as the ability to find information, evaluate websites, or to collaborate with others via a network.
Effect of CAL on way of learning
Benefits of VLE CAL not only influences how and what students learn; it also affects where they learn. Many
courses now incorporate a virtual learning environment (VLE), which is a set of computer- based teaching and learning tools used to teach distance-learning programmes or to support face-to-face courses. VLEs are similar to websites in many ways. Like websites, they run on a server and can be accessed via an Internet connection. VLEs contain a number of components which, typically, would include the following. Firstly, there is an administrative element providing course information, such as student tasks and how to get help. Secondly, there are the learning resources used to deliver the course, including materials designed by the teacher, or links to sources of information. Thirdly, there is a range of assessment tools which can be used to chart progress during the course. VLEs also have communication tools, such as e-mail, for students to contact, or correspond with, their teachers or their peers.
Clearly, CAL is set to play an important role in education in the future. Some people even
believe that it will eventually replace the need for teachers or classrooms. However, it is more likely that VLEs are the future of computer-assisted learning. This means that subject teachers are faced with a new challenge. They will not only need to be experts in their field, for example history or French, but they will also have to become confident users of new technology.
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