Wilmer F Zambrana

zamwil2991@gmail.com
April, 28th, 2022

Technology in Education

“Teachers who don't use technology will be replaced by teachers who do”

(Snehansu, 2013). Technology has not been designed to substitute educators, but to provide

tools to potentiate learning. Using computer-assisted instruction (CAI) has taken great

prominence in current times and being tech-savvy has become a fundamental skill to face

21st century demands. It also represents new alternatives for ensuring learning in current

scenarios of pandemic. As educators, we all need to be empowered with digital skills and

online tools to improve pedagogical practices. Taking as starting point the current times in

which learning takes place and educators’ teaching experience, it can be claimed that the

use of computer-assisted instruction in the classroom has become advantageous in

numerous ways: there is an increase of engagement, it contributes to learning or

assessment, and optimise the structure of classroom teaching.

Computers by themselves cannot make changes, but in the hands of educators, can

increase engagement and motivational levels. Lessons may turn more interactive and

practical due to the use of online tools and the World Wide Web. Even educators and

learners' interaction may be optimised and varied. Being engaged and motivated ranks

between the most important factors for learning and personal development. Therefore,

computer-assisted instruction must be carefully planned in order to keep learners on track

and make them responsible of their own learning. Although there is a risk of relying on the

technology from both sides: the educators and the learners, when there is a technology-rich

class instruction, engagement at behavioural, attitudinal and cognitive level may impact

positively. For Instance, the recent study “computer-assisted instruction on students’

academic achievement and engagement in science” revealed that there is a significant

engagement difference in those students who are exposed to CAI (Dap-og & Orongan,

2022).

Whether on-campus or virtual education, computer-assisted instruction can facilitate

learning and assessment processes. On one hand, CAI provides opportunities for practising

specific content, developing digital and problem-solving skills and reaching learning

competencies in accordance with curricula. In this way educators can ensure students are

getting ready for the world ahead. Furthermore, CAI may increase a learner’s access to

information and the mastery of certain material as well as expanding learning opportunities.

Moreover, the different learning styles are covered through use of CAI. Visual and auditory

learners can enjoy images, organisers, videos, recorded conversations or music, while

kinaesthetic learners can have fun in games or projects. On the other hand, CAI might be

helpful for formative assessment in order to provide real time feedback while assessing

student performance directly. It can assess student capabilities and progress with pre or

post-tests. David Collins et all (2008), in the study “Computer Aided Instruction: A Study

Of Student Evaluations and Academic Performance” concluded that the use of CAI

significantly increased student final exam grades. Furthermore, CAI turns beneficial for

educators, too. Information from assessment can be considered for modifying future

planning and evaluation procedure.

Since constructivism supports learning, self-learning and cooperative learning can

be guided instead of the traditional teaching approach. Computer-assisted instruction offers

a variety of resources and learning situations that enable learners to take part in the learning

as main protagonists, and the understanding is accomplished through the construction of

meaning. It is said that one of the most common teaching methods educators prefer is the
lecture method. However, when implementing CAI, a different approach and methodology

should be considered. The use of CAI is more flexible because educators can make

decisions on when to use it, taking into account the subject, the learners, the goals, and the

existing resources.

So as to put the arguments in a more general term, it is necessary to restate the

aforementioned. It seems advantageous and effective to implement computer-assisted

instruction. It favours engagement, learning, assessment and the methodological

organisation of the lesson. The final recommendation pertains to guaranteeing teacher

training on digital skills. If no action is taken, the quality of education would be affected

and educators will be left behind since new tendencies arise and pedagogy of education

cannot be defined as stagnant.

Reference
Collins, D., Deck, A., & McCrickard, M. (2008). Computer Aided Instruction: A Study Of Student
Evaluations and Academic Performance. Journal of College Teaching & Learning .
Retrieved from https://www.google.com/url?
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AhUlaDABHXQ6AikQFnoECEQQAQ&url=https%3A%2F%2Fclutejournals.com
%2Findex.php%2FTLC%2Farticle%2Fdownload
%2F1221%2F1205%2F4835&usg=AOvVaw3KGLUbFn80ObCV_VU7HMu9
Dap-og, E. R., & Orongan, M. J. (2022). COMPUTER-ASSISTED INSTRUCTION ON
STUDENTS’ ACADEMIC ACHIEVEMENT AND ENGAGEMENT IN SCIENCE.
International Journal of Teaching and Learning. Retrieved from
https://tiikmpublishing.com/data/journals/doi/ijtl/10.1750126827034.2021.1104.pdf
Snehansu, K. (2013). Why Teachers Who Use Technology Will Replace Teachers Who Don't?
EdTechReview. Retrieved from https://edtechreview.in/trends-insights/insights/401-
teachers-who-use-technology-replacing-teachers-who-dont