The Pros And Cons Of Using Computer Assisted Educa

COMPUTER ASSISTED EDUCATION 1

The Pros And Cons of Using Computer Assisted Education in the Elementary

classroom

Student’s Name

Institution-Affiliated

COMPUTER ASSISTED EDUCATION 2

The Pros And Cons of Using Computer Assisted Education in the

Elementary

The education system has evolved over time and in the current setup

technology is being incorporated into the system to increase its ability to meet

the learner's needs efficiently. Many changes have occurred and depending on

the level of education, different technological platforms have been developed

to suit the needs of the students. The primary objective of innovation and the

use of technology is to develop a user-friendly interactive platform to facilitate

the learning process (Lai et al, 2015). One of the most notable features of the

use of technology in the education sector is the incorporation of

computer-aided learning into the education system. Computer-assisted

education has facilitated the learning process by converting it from being

boring sessions to interactive and exciting process (Mo et al, 2014). It has

made it simple for the facilitators and teachers to pass information efficiently

and in a more convenient way. However, the innovation has its sets of

difficulties which prevent the realization of objectives.

Depending on the level of education, the process presents different

challenges which need to be addressed, lest the realization of the goals

becomes hard. At the elementary school, the use of computer-assisted

education is unique based on the age of the learners and the challenges that

need to be handled. Elementary school is generally, the stage of learning

before the learners can join high school and the learners are aged between six

years and fourteen. At this age, the children are at one of the vital stages of

their education life since their mind is active and they have great anticipation

that must be guided (Shute & Rahimi, 2017). Therefore, the introduction of any

education-related programs must be able to take into consideration the unique

attributes of these class of learners. This paper seeks to explain the

advantages and the disadvantages of computer-aided education to the

elementary level of education.

Pros of Using Computer Assisted Education in the Elementary

Computer-aided education at their elementary level has many benefits the

process is guided by trained individuals who understand the entire process. At

COMPUTER ASSISTED EDUCATION 3

this basic level of education, it can create an interactive and exciting platform

that can be better than the teacher and hence making it simple to understand

concepts quickly. Unlike in computer-based learning where computers are the

main component of the learning process, and thus all the instructions are

delivered via the gadget, computer-assisted learning uses the computer to

give most of the instruction, but the teacher or the instructor also plays a

central role in the success of the process (Shute & Rahimi, 2017).

Computer-aided learning will use techniques like the use of DVDs, VCDs, and

tailored software to promote the learning process (Lai et al, 2015). The system

is fit for the passing of knowledge in subjects that are complicated to

conceptualize and those that require visual techniques to meet its objectives.

The first benefit of the application of computer-assisted education at the

elementary level is that it provides the basis for more engaging activities for the

student. Illustratively, the instructors can use computers to facilitate learning by

helping the students in their research and also to complete tasks (Lai et al,

2015). The facilitator can monitor the progress of each of the students from a

central point an offer assistance at the correct time, therefore, promoting the

learning process. This is superior to the other leaning techniques where the

teacher has to move from one learner to the other checking of their progress

an hence some of them who drag behind are left out. Therefore, it is

advantageous to adopt the computer-aided learning most so for education

programs that have large numbers of students.

Secondly, the process of computer-assisted learning is individualized

which makes it superior to the other methods of education that are centered

around collective learning. Individualization implies that the students can work

at their own pace without causing discomfort to the others (Lai et al, 2015).

This is distinct from the older version of learning where the students are

expected to move as a team regardless of the difference in the speed of

learning. The computer-aided learning will, therefore, eliminate situations

where the fast learner fell slowed down by slow learners, and concurrently the

slow learners feeling left behind (Shannon et al, 2015). Computer-aided

learning will enable the students to complete the tasks at the pace and also

interact with the teacher at different times. Therefore, students can go an extra

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mile in engaging in the search for further information related to the topic if they

have an extra time after completing the universal tasks. Additionally, the

individualized work enables the students to be independent, and hence one of

them will feel demoralized if they become the last to submit assignment every

time. Unlike in the older system where the student answer questions orally in

class or submit the assignments in full sight of the other, and thus the slow

students can identify their weaknesses which may be discouraging (Mo et al,

2014).

Further, computer-assisted learning is effective in forcing the process of

active learning compared to the other method that is based on the passive

concepts. Since each of the students is supposed to take part directly in the

process by making manipulations as instructed by the teacher and submit the

results individually, it promotes the active learning (Lai et al, 2015). This is

different from the other learning systems where the students mostly engage in

the passive learning through listening. The active learning is effective in

promoting the ability of the students to understand concepts and raise

concerns where they are not confident. Moreover, it helps the teacher to track

the progress of the student and determine the areas that the learners require

assistance with ease compared to the other methods (Shannon et al, 2015).

Since it is simple for the teacher to identify the areas that need intervention on

time, the objectives of the learning process will be easily achieved through the

method.

Moreover,computer-assisted learning provides a range of visual and

audiovisual interactive processes that are effective in enhancing the

understanding of the students. The visual and the audiovisual platform helps to

take care of the different learning abilities of the students (Shannon et al, 2015).

Illustratively, for the students who have the strength to understanding better by

listening have a chance of learning efficiently while those who prefer visual

components to facilitate their understanding are also taken care. Further, the

presence of the multimedia enables the students to understand the concept

easily by the use of enhanced techniques like graphics, animations, and

blinking which increases their understanding (Lai et al, 2015). Notably also, it

enables the learners to manipulate ideas individually and directly and interact

COMPUTER ASSISTED EDUCATION 5

with the results of the manipulation hence facilitating their understanding and

reducing the time required to comprehend concepts that are complicated.

Despite the numerous advantages of computer-assisted learning to both the

learners and the teacher, it has pitfall that reduces its ability to facilitate the

learning process.

Cons of Using Computer Assisted Education in the Elementary

Due to the nature of the process which is based on individual learning and

interaction with the concepts though aided manipulations, the process may

appear simple. Even some of the complicated activities that require repeated

actions will appear obvious, and hence the entire process will look simply as a

novelty instead of being more of an integral part of the learning process (Mo et

al, 2014). Therefore, despite the efforts that will be put in the system, if

measures are not taken to protect it from looking simple, the objectives of the

entire process may not be achieved. It is worth noting that, when the process

appears to be simple, the students may not accord the system the seriousness

required and hence the objectivity of the system and the entire computer idea

learning may not be achieved.

Further, the process has shortcomings when it comes to addressing the

learning subjects that require hands-on techniques through experiments. The

process of computer-assisted learning does not give the learners the

opportunity to interact with the practical part of the learning process (Shannon

et al, 2015). Consequently, it affects the chemistry and biological subjects that

need hands-on practical knowledge. Therefore, in the long run, the students

will not be acquainted with the necessary skills that are required in real life to

tackle the challenges in the scientific field. The students may not have the

ability to handle equipment and tool s because computer-assisted learning

does not have a platform to facilitate practical handling of the equipment.

Additionally, the students may not have the confidence of operating machines

since they will not have first time experience in the undertaking.

The rapid development of software and hardware results create a

challenge in selecting a system before it becomes absolute. Even after

acquiring the hardware and the computers required by both the learners and

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the teacher, every other time, the software is upgraded, and hence it is

challenging to have a universal learning platform. The systems will have to be

updated even when a universal system has been determined least it may not

meet the objectives of the learning process. When the software is outdated,

extra costs are incurred in acquiring new ones and also training the teachers

on how to use the new one (Shannon et al, 2015). A process that is both time

wasting and costly compared to the ordinary learning procedure in which

upgrading of the contents occurs over a longer period.

In conclusion, it is sincere to note that the process of computer-aided

learning in elementary school is a good step towards the achievement of

educational goals. The process is beneficial in ensuring the objectives of the

process are achieved in an easy and convenient manner compared to the

conventional learning procedure. However, there is need to ensure the

process is monitored closely to ensure all the requirements are met and the

goals. It is also vital to ensure that other forms of education like practicals are

used to complement computer-assisted learning.

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References

Lai, F., Luo, R., Zhang, L., Huang, X., & Rozelle, S. (2015). Does

computer-assisted learning improve learning outcomes? Evidence from a

randomized experiment in migrant schools in Beijing. Economics of

Education Review, 47, 34-48.

Mo, D., Zhang, L., Luo, R., Qu, Q., Huang, W., Wang, J., ... & Rozelle, S.

(2014). Integrating computer-assisted learning into a regular curriculum:

evidence from a randomised experiment in rural schools in Shaanxi.

Journal of development effectiveness, 6(3), 300-323.

Shannon, L. C., Styers, M. K., Wilkerson, S. B., & Peery, E. (2015).

Computer-assisted learning in elementary reading: A randomized control

trial. Computers in the Schools, 32(1), 20-34.

Shute, V. J., & Rahimi, S. (2017). Review of computer‐ based assessment for

learning in elementary and secondary education. Journal of Computer

Assisted Learning, 33(1), 1-19.

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