Computer Technologies Helps Better Education

Exposure to such experiences as multimedia simulation makes learning fun and maintains disciples' interest in the subject area (Gifford, 1993).

Further, CAI allows students to work at their own railway yard regardless of the level at which they are supposed to be (Askov & Turner, 1989). This ability for self-control of learning pace this promotes self-confidence because it gives the student a feeling of control over what is being learned, as well as the feeling of being an active player in their own education (Peck & Dorricott, 1994).

Also, contrary to traditional program line methods, CAI forces the student to remain focused on the topic at hand (Thomas & Clapp, 1989). In a classroom, it is easy for students to simply gesticulate their heads ein truth time the teacher looks in their direction. However, CAI programs insure that students pay back attention and understand by constantly testing them on the information they are being taught; this is especially helpful in teaching subjects with which students oftentimes have difficulty such as math or reading (Thomas & Clapp, 1989).

CAI is also effective in that it provides more practical examples of the subject area's general domain than those often found in textbook; in this sense, CAI provides students with virtually a hands-on experience (M

Mumford, G. (1992). accomplishment in an imaginary sky. Sky and Telescope, 83(2), 146148.

(2) The level of interpretative actualization at which the student recognizes implied ideas;

The general effectiveness of computer engine room delineated above does indeed generalize to reading.

This can be seen in a comparison study that investigated two computerized bettering reading programs (the "Autoskill Component Reading Subskills Program" and "Read It once more Sam," programs). All of the students in the study were ninth grade students who were very poor readers. However, findings showed that both programs greatly improved students word recognition accuracy and rate; on the other hand, comprehension gains were minor(ip) for both programs (Thomas & Clapp, 1989).

In order to understand how the advantages and injustices of CAI translate to reading, it is obligatory to first understand that the basic goal of reading, the very kindling of reading, is comprehension. Moreover, comprehension itself is a multifaceted ability consisting of several levels. harmonise to Lerner (1991), the diverse levels of reading comprehension are:

Another disadvantage of CAI is that it is often limited by the teacher's knowledge of computers (Peck & Dorricott, 1994). All of the parcel in the world cannot help if the teacher is not active to learn how to use it.

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