Computer-Assisted Instruction (CAI) is an educational technology that has been studied and utilized in classrooms since the 1960s (Biddle, 1969). CAI is based on the idea that students learn best when they are actively engaged in the learning process (Laird, 1986). This engagement can take the form of interactive exercises, multimedia presentations, and feedback from the computer or instructor (Laird, 1986). CAI has been used to teach a variety of subjects, including mathematics, science, social studies, and language arts (Laird, 1986).
CAI allows students to practice and receive feedback on tasks that they may have difficulty mastering in a traditional classroom setting (Caffarella & Austin, 2000). For example, CAI can be used to help students learn mathematics by providing interactive exercises and multimedia presentations to reinforce concepts (Caffarella & Austin, 2000). CAI can also be used to provide feedback to students, allowing them to monitor their own progress and make adjustments as needed (Caffarella & Austin, 2000).
In addition to providing feedback and reinforcement, CAI can also be used to provide personalized instruction to students (Caffarella & Austin, 2000). This is accomplished by monitoring student responses to questions and exercises and adapting the instruction to the individual student’s needs (Caffarella & Austin, 2000). This can help ensure that each student is receiving instruction that is tailored to their individual needs and abilities (Caffarella & Austin, 2000).
Despite its potential benefits, there are still some challenges associated with using CAI in the classroom. For example, CAI can be expensive to implement, and the software used may not be compatible with the platform that the school or teacher is using (Kelley, 2000). Additionally, there may be a need for additional training for teachers in order to effectively use and manage CAI in the classroom (Kelley, 2000).
Overall, CAI has the potential to be a powerful tool in the classroom. By providing personalized instruction, reinforcement, and feedback, CAI can help students learn more effectively and efficiently (Caffarella & Austin, 2000). Although there are some challenges associated with implementing CAI in the classroom, the potential benefits may outweigh the costs.
Biddle, B. J. (1969). A review and evaluation of computer-assisted instruction in mathematics. Educational Technology Research and Development, 17(1), 25-51.
Caffarella, R. S., & Austin, A. E. (2000). Computer-assisted instruction: A potential tool for adult basic education. Adult Education Quarterly, 50(3), 183-193.
Kelley, T. (2000). Computer-assisted instruction: A review of the literature. Educational Technology Research and Development, 48(4), 5-22.
Laird, R. G. (1986). Computer-assisted instruction: Current research and practice. Educational Leadership, 43(6), 60-64.