CAI-computer assistant intrusion #16

What is computer-assisted instruction?

"Computer-assisted instruction" (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction.
Computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students' attention because the programs are interactive and engage the students' spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves at the students' pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted

How is CAI implemented?

Teachers should review the computer program or the online activity or game to understand the context of the lessons and determine which ones fit the needs of their students and how they may enhance instruction.

• Can this program supplement the lesson, give basic skills practice, or be used as an educational reward for students?
• Is the material presented so that students will remain interested yet not lose valuable instruction time trying to figure out how to operate the program? Does the program waste time with too much animation?
• Is the program at the correct level for the class or the individual student?

Teachers should also review all Web sites and links immediately before directing students to them. Web addresses and links frequently change and become inactive. Students might become frustrated when links are no longer available.
Reading programs are beneficial to reading instruction because they allow students to learn at their own pace; teach phonics with sound, student interaction, and immediate feedback; and allow students to read animated books. Some programs read stories that students write on the computer. Students may be scheduled for instructional or remedial time with the computer. The computer program may also be a station in a classroom learning center or used as a reward for positive behavior or work completion.

CAI-computer assistant intrusion #15

Computer-assisted instruction (CAI), a program of instructional material presented by means of a computer or computer systems.

The use of computers in education started in the 1960s. With the advent of convenient microcomputers in the 1970s, computer use in schools has become widespread from primary education through the university level and even in some preschool programs. Instructional computers are basically used in one of two ways: either they provide a straightforward presentation of data or they fill a tutorial role in which the student is tested on comprehension.
If the computer has a tutorial program, the student is asked a question by the computer; the student types in an answer and then gets an immediate response to the answer. If the answer is correct, the student is routed to more challenging problems; if the answer is incorrect, various computer messages will indicate the flaw in procedure, and the program will bypass more complicated questions until the student shows mastery in that area.

There are many advantages to using computers in educational instruction. They provide one-to-one interaction with a student, as well as an instantaneous response to the answers elicited, and allow students to proceed at their own pace. Computers are particularly useful in subjects that require drill, freeing teacher time from some classroom tasks so that a teacher can devote more time to individual students. A computer program can be used diagnostically, and, once a student’s problem has been identified, it can then focus on the problem area. Finally, because of the privacy and individual attention afforded by a computer, some students are relieved of the embarrassment of giving an incorrect answer publicly or of going more slowly through lessons than other classmates.

There are drawbacks to the implementation of computers in instruction, however. They are generally costly systems to purchase, maintain, and update. There are also fears, whether justified or not, that the use of computers in education decreases the amount of human interaction.
One of the more difficult aspects of instructional computers is the availability and development of software, or computer programs. Courseware can be bought as a fully developed package from a software company, but the program provided this way may not suit the particular needs of the individual class or curriculum. A courseware template may be purchased, which provides a general format for tests and drill instruction, with the individual particulars to be inserted by the individual school system or teacher. The disadvantage to this system is that instruction tends to be boring and repetitive, with tests and questions following the same pattern for every course. Software can be developed in-house, that is, a school, course, or teacher could provide the courseware exactly tailored to its own needs, but this is expensive, time-consuming, and may require more programming expertise than is available.

CAI-computer assistant intrusion #14

               Hello everyone today I would like to talk you about CAI (computer assistant intrusion) . How can predictions CAI ? 

              The arrangements (Preparation)the stage, the design must be ready in the interests of clarity in the goals and objectives, to gather information about content being created or the process of preparing this is very important when one of the kind of time because of the preparation of this next step in the continuous and effective.

goals and objectives, (Determine Goal objectives), the targets and objectives of the lesson is that the school will be able to apply this musical lesson to study in any way, and, as a lesson to be taught a lesson for exercise or is a test, as well as the objectives, in the school that when the school graduate, they will also be able to do about it and consider include methods for assessing the results along with a question or the number of questions.

data (Collect Resource) data collection, preparation for and resources, information all in the design and development lessons, and media in the lessons the expert content, as well as the books, academic journal, reference books, slide images, books, the design paper for drawing board, the media for the graphics, in the design of computer use of computers and programs to a help who want to use and an expert on the computer can train me. 

learning content  the design of the computer tutor to learn the contents with the would do the same time, a specialist, reading a book or document relating to the content of lessons, they understand the content, so will be able to design lessons in challenges, in the creative. 

a lot of (generated Ideas), the idea is to raise the brain, which means to stimulate the creativity to get on the opinion survey, many from the team for a short time to get on the opinion survey, which will bring about a good idea.

Computer-assisted instruction (CAI) week13

cαí 💻


          Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI) programs, which are rapidly assuming a prominent role in both medical and nonmedical education. The development process includes defining objectives, identifying the target audience, assembling the design team, selecting compatible hardware and software, optimizing image quality, designing a palette, structuring information, and evaluating the program through user feedback. Although the individual radiologist is unlikely to possess all the skills necessary for developing a CAI program, even a basic knowledge of the computer environment is sufficient to enable him or her to become integrally involved in the process. The radiologist as "content expert" can and should participate actively throughout the process to integrate medical content with CAI program design. Indirect involvement might include participation in creative brainstorming sessions; direct involvement might help ensure image quality. A comprehensive understanding of the development process will enable the radiologist to communicate effectively as an educator in the new medium of CAI.

Computer-assisted instruction (CAI) 2

Reading computer programs demonstrate concepts, instruct, and remediate student errors and misunderstandings from preschool through college. Some programs help students learn basic sight word and phonics skills; others develop and enhance reading comprehension skills through increased fluency, word prediction, and story prediction. Programs may use reading activities as a community service projects, such as Read to Feed or as competition among students to read books (Accelerated Reader). The U.S. Department of Education's site, Help My Child Read, helps parents determine whether their child's early reading program is a good one. Computers may be used individually or in groups in a cooperative learning environment where students can discuss concept as they learn them.

Below is an example of a computerized program as the student sees it. The program may be used for instruction or assessment. The student uses the mouse to click the best word of the three presented for each blank to complete the sentence so that it makes sense. If this activity is used for instruction, the program gives positive feedback for correct answers or shows the student which answers are wrong and then gives the correct choice. The program may speak the sentence with the wrong word and ask the student to choose another word of the three, or it may highlight the correct choice and speak the correct sentence. If the program is used for assessment, no remediation is given; the program just scores the sentence.

Teachers should review the computer program or the online activity or game to understand the context of the lessons and determine which ones fit the needs of their students and how they may enhance instruction.

• Can this program supplement the lesson, give basic skills practice, or be used as an educational reward for students?
• Is the material presented so that students will remain interested yet not lose valuable instruction time trying to figure out how to operate the program? Does the program waste time with too much animation?
• Is the program at the correct level for the class or the individual student?

Teachers should also review all Web sites and links immediately before directing students to them. Web addresses and links frequently change and become inactive. Students might become frustrated when links are no longer available.

Reading programs are beneficial to reading instruction because they allow students to learn at their own pace; teach phonics with sound, student interaction, and immediate feedback; and allow students to read animated books. Some programs read stories that students write on the computer. Students may be scheduled for instructional or remedial time with the computer. The computer program may also be a station in a classroom learning center or used as a reward for positive behavior or work completion.

cσmputєr αѕѕíѕtαnt ínѕtructíσn 👩🏼‍💻

       👨🏻‍💻   Computer-assisted instruction" (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways. 

         👩🏼‍💻Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. 

       💻🤳🏻 Computer-assisted instruction improves instruction for students with disabilities because students receive immediate feedback and do not continue to practice the wrong skills. Computers capture the students' attention because the programs are interactive and engage the students' spirit of competitiveness to increase their scores. Also, computer-assisted instruction moves at the students' pace and usually does not move ahead until they have mastered the skill. Programs provide differentiated lessons to challenge students who are at risk, average, or gifted.

question for digital writting

Questions for digital writing paper. Please answer them in your blog
According to the article:
1. What are the problems struggling writers have in writing classes?

📌 Studied difficulties that struggling writers often have in common. Besides the physical or cognitive problems, 
📙many struggling writers have language difficulties. 
📗struggling writers is often less motivated to write and fails to organize their ideas. 
📘These learners usually have poor handwriting (or has difficulty to write) and writes slowly or illegibly. 
📕expressing their idea through composition and sometimes have trouble communicating and understanding their teachers and peers during discussion in the classroom.

2. What does 'digital writing' refer to?

✏️Digital writing is a computers and technology as a part of their everyday lives, and who rapidly and abundantly consumes information in different ways from how previous generations has led to their unique learning style . The ways that computers and technology have become basic needs for Generation M have given rise to digital writing as the medium to communicate with each other. Their writing, therefore, does not follow the conventions of what is considered traditional writing. Rather, it is less formal, often has conversational style, involves shorthand, is less focused on grammar and writing patterns, and sometimes features images and audio .


3. What are the three digital writing tools? Give brief descriptions?

❤️💻Blog : a blog is a discussion, informational article or personal journal, published on the World Wide Web, which is often frequently updated. The entries (also called posts) are usually displayed in reverse chronological order.

🧡📲Instant Messaging (IM) – MSN, Line, Twitter, Skype, chat-room
Instant Messaging (IM) is a form of Internet-based, real time text communication between users on the same system. Normally, IM appears on many websites, online services, and applications, some of which combine the text as well as voice communication, both on the computer and on the phone, such as MSN, chat-room websites, Skype, Line, iChat, Twitter, and Facebook.

💛🖥⌨️Social Network Site (SNS)
A social network site (SNS) is a website or an online service platform in which people share interest,create a public or semi-public profile, and interact with other users. Many SNSs, such as Facebook, Twitter, LinkedIn, and My Space, combine various features of Computer Mediated Communication (CMC) technologies .


4. How has digital writing enhanced the teaching of writing?

💎Many digital writing applications offer an anonymity feature. They provide opportunities for users to use nicknames or pseudonyms. This anonymous identity results in less anxiety  and more pleasant classrooms, and therefore can benefit students who might be risk-averting in learning writing within the normal classroom environment. 
🎈In digital writing, learners actually type out what they want to communicate to the group or readers. This emulated real-time communication is perceived as advantageous since learners can see what their partners intend to communicate through the typed text. 
🎀Third, digital writing promotes learners’ equity in terms of interaction. Since all users are able to see everyone’s messages and respond to those messages in real-time. 


5. What are the things that you should take into consideration to employ digital writing for teaching academic writing?

🖍Technology and the Internet have offered learners and teachers various new educational tools to practice and instruct writing in a more authentic and innovative way. However, many writing teachers still continue to rely solely on the conventional essay writing genre with the traditional parameters assessment . In fact, the role of a writing teacher is to help learners improve what they are incapable of doing .


6. Which activity do you like most? Why?

💕Activity 4: Little Reporter
Because it can use of a private self-hosted blog or Social Network Sites’ closed group like Facebook or Twitter, students will act as reporters for a school newspaper. They will write something about what happens in school or in the classroom. The topic can be varied such as student spotlight, student life, sports, polls, and gossip. Moreover , it can make practice for students and reduce a serious in school.

Digital Writing: Enhancing Ways of Teaching and Learning Writing

Digital Writing: Enhancing Ways of Teaching and Learning Writing

 Situated within the field of teaching and learning writing in English as a foreign language context, this paper proposes using digital writing environments for classroom activities to complement writing instruction. Several types of digital writing

      The application of digital technology in a writing classroom and writing instruction are explored, especially in an EFL context where English language resources are limited compared to those in an ESL context. This paper first summarizes some problems that occur in teaching writing, especially for struggling writers. Second, the scope of digital writing and some more defined types of digital writing are reviewed. The paper then examines some major characteristics of digital writing. Additionally, some recommendations for using digital writing in the writing classroom are provided along with general guidelines. This paper concludes with some awareness on the use of the digital writing environment. For the purpose of this article, I draw on the understandings of writing in a different way, rejecting the traditional form of writing with the absolute formal, structured, rhetorical, and format oriented writing. Moreover, many commercial digital writing applications or websites mentioned in this paper are with regard to academic purposes only.


Digital Writing

       Digital writing is becoming a standard way of life for young learners .The fact that this group of young learners views computers and technology as a part of their everyday lives, and who rapidly and abundantly consumes information in different ways from how previous generations has led to their unique learning style .Their writing, therefore, does not follow the conventions of what is considered traditional writing. Rather, it is less formal, often has conversational style, involves shorthand, is less focused on grammar and writing patterns, and sometimes features images and audio.


Types of Digital Writing

      Over the past decade, increasing numbers of digital writing tools have emerged within the field of teaching writing. Three major tools are reviewed as a source for teaching writing: blogs, instant messaging and social network sites.


Conclusion

     As mentioned earlier, digital writing offers numerous benefits to writing instruction. Yet, the impact of digital writing on learners’ learning depends on how effectively teachers integrate these Internet-based writing environments into their teaching as a supplementary activity. It proposes another channel to write English more freely. Therefore, it promotes students to use English communicatively and meaningfully. This, however, does not imply that digital writing can replace conventional, academic writing learning. however, its effectiveness lies in the way the activities are planned and carried out within the framework of the syllabus of a course. It is the teachers’ responsibility to learn how to use this environment in order to design optimal conditions for the students’ performance.

ᗪIGITᗩᒪ ᗯᖇITIᑎG 🖊🖋

   📝💻📲  Digital Writing🖊🖍🖌

Digital writing is becoming a standard way of life for young learners within Generation M. Generation M Millennial students .The fact that this group of young learners views computers and technology as a part of their everyday lives, and who rapidly and abundantly consumes information in different ways from how previous generations has led to their unique learning style (Prensky, 2001). The ways that computers and technology have become basic needs for Generation M have given rise to digital writing as the medium to communicate with each other. Their writing, therefore, does not follow the conventions of what is considered traditional writing. Rather, it is less formal, often has conversational style, involves shorthand, is less focused on grammar and writing patterns, and sometimes features images and audio

       
       ⭐️ Types of Digital Writing📌

Over the past decade, increasing numbers of digital writing tools have emerged within the field of teaching writing. Three major tools are reviewed as a source for teaching writing: blogs, instant messaging and social network sites.


          📕📗Digital Writing: Some Concerns on Academic Writing📘📙

Although digital writing provides many advantages in writing teaching and learning, many English teachers are still concerned that its specific register such as shorthand and emoticons may yield negative impact to many teen users. In particular, digital writing discourse is an informal, speaking style of language which is full of shorthand, abbreviations, and emoticons. This specific discourse register has been continually debated among scholars whether or not it can harm young Generation M learners’ academic discourse.
On the one hand, English teachers and scholars are worried that these easy-to- use symbolic abbreviations will likely deconstruct verifiable grammatical rules. They also complain about teen’s use of digital writing, especially when using IM, that teens often use a language “style” in their academic writing. For example, teachers found students’ papers with shorthand words, characters like ‘&’, and inappropriate capitalization and punctuation

     👉🏼👉🏻As mentioned earlier, digital writing offers numerous benefits to writing instruction. Yet, the impact of digital writing on learners’ learning depends on how effectively teachers integrate these Internet-based writing environments into their teaching as a supplementary activity. This is not to say that digital writing can solve students’ problems in language proficiency, but it definitely can raise students’ motivation and create another attractive and interactive writing environment. It proposes another channel to write English more freely. Therefore, it promotes students to use English communicatively and meaningfully. This, however, does not imply that digital writing can replace conventional, academic writing learning. This digital writing does not enhance learning on its own; however, its effectiveness lies in the way the activities are planned and carried out within the framework of the syllabus of a course. It is the teachers’ responsibility to learn how to use this environment in order to design optimal conditions for the students’ performance.

corpus for classroom

corpus for classroom

5 ways to use the corpora for classroom activities

1. Have students guess the top collocates of a word  
Going back to the previously-used example of the word ‘boost’, what do you think might be the top object nouns that collocate with the word .

2. Categorise the collocations
Going back to the object nouns that collocate with ‘boost’, could you put them into categories

3. Show the collocates and have students guess the word
Reveal the collocates of a word one by one.
In competitive groups, students have to guess what the word might be.
The fewer the collocates needed to get the correct answer, the more points the group gets.

4. Play ‘Explain/Draw/Act’ with the top 10 collocates of a word
Again in competitive teams, students have to guess the collocations by having one of their team members explain, draw or act out the collocation.

Say, the word is ‘house’.
Team A sends a representative to explain the collocation ‘publishing house’.
Next, Team B sends a representative to draw a ‘country house’.
Following that, Team C sends a representative to act out a ‘doll house’.
The teams are given a point for each correct answer.
Alternatively, one could use variations on ‘Explain/Draw/Act’ such as the common TEFL games ‘Back to Board’, ‘Board Rush’ or ‘Fastest buzzer first’.

5. Have students guess the top suffixes of a word
In the BYU-BNC corpus, one can search for suffixes by using the asterix.
(Note that different concordancing software might have different rules for usage)
By typing

*organised, I can get the prefixes of the word ‘organised’ listed in order of frequency, e.g. ‘reorganized’, ‘well-organized’, ‘disorganized’, etc.
By typing sleep*, I can get the suffixes of the word ‘sleep’, including its morphological inflections, e.g. ‘sleeping’, ‘sleepy’, ‘sleeps’, ‘sleepless’, etc.

ℂᎾℛℙUЅ ℒℰᎯℛℕℰℛ 🧚🏻‍♀️🌸

👋🏻👋🏻нєℓℓσ єνєяуσиє, тσ∂αу ι ℓєαяиє∂ αвσυт ¢σяρυѕ ιи тнαιℓαи∂ тнєяє αяє мαиу ωσя∂ѕ ιи ρяσgяαм вσтн тнαι ℓαиgυαgє αи∂ єиgℓιѕн ℓαиgυαgє ιи тнαι ℓαиgυαgє нανє ℂℋUℒᎯℒᎾℕᎶᏦᎾℛℕ υиινєяѕιту ∂σ тнιѕ .👀👧🏻

👉🏻1 Thai English Learner corpus is the corpus of essays collected from undergraduate students from Chulalongkorn university and Thammasart university.  

👉🏼2 The corpus  is categorized into  two levels : intermediate learners and advanced learners. 

👉🏽3 Learners at the Intermediate level are first year students in different faculties. The corpus size is about 880,000 words. It is composed of 542,000 words (1538 essays) from TU students and 338,000 words (1281 essays)from CU students (Faculty of Arts)

👉🏾4 Learners at the advanced level are second year students in the faculty of Arts, whose major is English. The corpus size is about 66,000 words (54 essays).

👉🏿5 Professional TLE are writings of Thai journalists in two English newspapers, the Nation and Bangkok Post. The corpus size is about 294,000 words (2739 essays).

👉🏾6 Essays from Thammasat University's students were collected by Assist.Prof.Vilaivan Aroonmanakun, Language Institute.

👉🏽7 Essays from Chulalongkorn University's students were collected by Assist.Prof.Prima Mallikamas, Ajarn Somjit Jirananthiporn, and other faculties in the English department.