Steps of developing a Computer aided instruction module (B.ED)

 

Computer-Aided Instruction: Steps for Implementation

The steps for implementation of computer-aided instruction are actually guidelines for the general use of computer software for instructional purposes. Thus, the steps for the use of specific software will vary according to the instructions that accompany purchased software. The general guidelines for implementing computer-aided instruction are described in this resource.

Step 1. Identifying the Target of Instruction 

1. Practitioners/adults refer to a learner’s IEP or IFSP to identify the learner’s goals.

2. Practitioners/adults discuss goals with IEP/IFSP team members, family, and learner.

3. Practitioners/adults select a goal that will be the target of instruction and operationalize it so that it is be observable and measurable.

The first step in implementing computer-aided instruction is to identify the skills or behaviors that you want to teach via the computer. The learner’s Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP) will specify priorities and specific goals. From a review of the listed goals and discussion with learners and their families and team members, a specific skill (e.g., improved spelling, increased vocabulary) or behavior (e.g., recognizing the emotions of other people during conversations) should be identified as the target of instruction. It is important to operationalize the behavior or skill so that it is observable and measurable.

Step 2. Collecting Baseline Data 

1. Practitioners/adults collect baseline data appropriate for the targeted skill.

Once the specific skill has been identified and operationalized, gather baseline data on the learner’s use of the skill. Data may be gathered by multiple methods, depending on the skill or behavior. For example, if the targeted skill is to improve spelling, data may be gathered from permanent products such as spelling tests, writing samples, and other written work. Another example of a targeted skill could be to increase vocabulary. Again, data may be gathered from permanent products such as writing samples or a vocabulary test that measures words in the learner’s vocabulary compared to a group sample and normed by age or grade. For targeted social skills, such as recognizing and correctly interpreting the facial expressions of others, preand post-tests may be used that show pictures of people with a variety of facial expressions while asking learners to identify simple emotions such as happy, sad, angry, puzzled, etc.

2. Practitioners/adults collect data on a minimum of three occasions to establish an accurate baseline for the targeted skill.

Next, collect an adequate amount of data on the targeted skill to establish an accurate baseline.

A good rule of thumb for baseline data is to collect it on a minimum of three occasions to secure

a measure of the target skill prior to instruction. If the data do not appear to be stable and/or

consistent, consider collecting additional data until you have a stable estimate of the learner’s

abilities. The importance of collecting baseline data cannot be over-emphasized. Progress can

be accurately measured only if the starting point is well defined.

Many computer programs have built in data collection features that track learners’ progress. For

example, most computer programs that teach and promote keyboarding skills automatically

track the user’s progress on words per minutes and errors made. This is an excellent additional

source of information but should not solely be relied on for data collection. Nearly all skills or

behaviors that might be taught by computer are generalizable to natural settings. Therefore, it is

important to collect data using the measures that occur in natural environments. For example,

while a computer program may help learners increase vocabulary, the important outcome is

how the learners use that vocabulary in written and oral communication tasks.

Step 3. Identifying Technology Support

1. Practitioners/adults identify technology support personnel in the school/program

building.

2. Practitioners/adults identify technology support personnel within the district.

3. Practitioners/adults review district policies concerning the use of computer technology.

Before proceeding with the purchase of computer software, identify and contact persons in your

building who provide computer support. These individuals may be official technology support

persons or others who have different titles but are experts on all things related to computers.

Include them in planning by sharing information such as your goals for the use of computers

and software. The information these individuals have is invaluable, and establishing a working

relationship with them is a great investment. In addition to identifying the persons who provide

technology support in your building, it is wise to know who supports computer use at the district

level. Familiarize yourself with any school policies concerning the use of computer technology.

Step 4. Identifying Available Computers for Use

1. Practitioners/adults gather information about general computer specifications.

2. Practitioners/adults check schedules for computer availability for classroom, in media

centers, or libraries.

3. Practitioners/adults develop a schedule for the learner’s use of available computers

and share with others.

Prior to investing time, money, and effort in acquiring software that addresses the target of

instruction, identify and schedule computers for learners to use. Gather the following

information:

=What type of computer (Mac or PC) is available?

=What type of operating system is on the computer (e.g., Windows XP for PCs, OS

X Leopard v 10.5 for Macs)?

=Where is the computer located (e.g., classroom, library, lab)?

=What types of drives does the computer have (e.g., CD, DVD, CD/DVD

combination, floppy, ISB Port)?

=Does the computer have internet access?

=Is the computer on a network (i.e., linked to other computers on the same server)?

=Does the computer have access to a printer and is it connected?

=Are the computer’s keyboard and mouse in good working order?

=Does the computer have special adaptations (e.g., voice activated, large print

monitor for individuals with visual impairments)?

Once you have gathered information about available computers, check classroom and school-

wide calendars to identify times that computers may be used by the learners. Create a schedule

for the learner’s use of available computers and share this information with appropriate staff.

Step 5. Identifying Appropriate Software

1. Practitioners/adults check available software on existing accessible computers.

2. Practitioners/adults ask school/program staff about their use of software.

3. Practitioners/adults ask learners and their families about preferred software.

4. Practitioners/adults inquire about appropriate software from vendors and retail stores,

if necessary.

5. Practitioners/adults review preview options and return policies prior to purchase.

Computer-aided instruction may be selected as an evidence-based instructional strategy

because the learner already has an interest in computers or because of the availability of

software to teach the targeted skill or behavior. If you are not aware of available software, the

following suggestions might help:

=Check software already installed on accessible computers.

=Ask teachers and other staff (e.g., computer lab monitors, library staff) to identify

software they have or are familiar with and like.

=Ask learners, peers, and families to identify software they have or are familiar with

and like.

=Visit a computer store that carries software and talk with sales people about

popular titles for the age of learners with whom you will be working. Ask for a

demonstration of software.

=Conduct an internet search using keywords related to computers, software, the age

of learner, autism or ASD, and the specific skill being targeted. You may also

browse popular internet stores that sell books and software. Many sites have

search engines that will allow you to browse by age, skill set, etc.

Ask about software preview options and return policies before ordering software. It

can get expensive, not to mention discouraging, to purchase software, find out that

it is not exactly what is needed, and then learn that it cannot be returned.

Step 6. Selecting and Installing Software

After you have identified software options, choose the actual software for purchase and for use

in computer-aided instruction.

1. Practitioners/adults select software that:

      a. explicitly teaches the target skill or behavior;

      b. is age appropriate (for example, a Sesame Street program is appropriate for early

         childhood and early elementary learners, but not for later elementary, middle, or

          high school age learners);

        c. is compatible with the computer identified in step 4; and

        d. is user-friendly, meaning that it has a clear progression of steps, easy to follow on-

          screen guides or menus, and readily identified helps (e.g., a button on every page

          that will take the learner back to the main menu).

2. Practitioners/adults install software and make it accessible for learners.

When you have chosen a program and acquired it, be sure to read through installation

procedures and get assistance from your technology support persons, if needed. Install the

software, making it easily accessible for learners by placing the program icon on the computer

desktop or in a folder that they can easily find and access. Go through all of the installation

steps and, if required, restart your computer before moving on to the software tutorial.

Step 7. Learning the Software

1. Practitioners/adults try out the program before introducing it to the learner.

2. Practitioners/adults select a starting point that is a good match with the learner’s

interests and abilities.

If the program comes with a tutorial, proceed through it before trying to use the software or

introducing the learner or others to the program. Once you have completed the tutorial, spend

some time getting acquainted with the program by moving through various activities, games, or

levels and looking for places where the learner may get stuck or have difficulties. If the software

offers a variety of levels and activities, select one or two that you think will be a good match to

the interests and abilities of the learner. As you begin to feel comfortable with the program, you

can move ahead to task analysis.

Step 8. Completing a Task Analysis of Steps for Using Software

1. Practitioners/adults complete an analysis of the steps for accessing the designated

software within CAI, and provide it to the learner.

Task analysis is an important step in CAI, because helps enable learners to use computers

more independently. This task analysis is specific to how to use the computer software that is

installed and should not be confused with a task analysis of the targeted skill. A task analysis for

running and launching the computer software might include the following steps:

a. sit at computer,

b.

c. open CD drive,

d.

e. close CD drive,

f.

j.

turn on computer (if it isn’t already on),

insert selected software,

launch program via icon that pops up once CD loads,

g. use software for desired length of time,

h. exit program,

i.

remove CD from drive,

k. close CD drive, and

l.place CD in case and put away,

shut down computer.

2. Practitioners/adults create a trouble-shooting guide for the computer software and

provide it to the learner.

    It may be helpful to have a trouble-shooting guide created for the particular software. An

example of this might include the following:

=If the software does not open when the CD is inserted in the drive, try double-

clicking on the (CD designated) drive. Once this opens, double click on the

program launch icon.

=If you reach a level that is too difficult and want to go back, press the ESC key on

the computer keyboard. This key will take you back to the main menu of the

software.

=If the software freezes during play, wait 30 seconds and try again. If it still does not

work, try pressing the ESC key. If it still does not work, ask an adult to assist you.

Step 9. Teaching the Software to Others Who Support the Learner

1. Practitioners/adults introduce the software to those who work with the learner at school

and at home.

2. Practitioners/adults link the use of the software to the targeted skill.

3. Practitioners/adults provide support persons with the task analysis for computer use.

4. Practitioners/adults provide support persons with sufficient time to try out the program

and ask questions.

At this point, it is appropriate to introduce the software to those who work with and support the

learner. This may include other teachers, classroom assistants, peers, and family members.

Explain how the program addresses or teaches the target skill. Provide them with an overview

of the task analysis and of the program. Then allow them to have time to explore the software

program and ask questions before they work with the learner.

Step 10. Teaching the Learner Basic Computer Skills, if Necessary

1. Practitioners/adults provide opportunities for learners to practice basic computer skills.

This step may be completed at any time prior to introduction of the software and may not be

necessary for all learners. If the individual you are working with has limited experience with

computers or is very young, you will need to teach some basic computer skills. These may

include:

sitting at the computer;

wearing headphones (often necessary in public settings where multiple types of

instruction occur simultaneously);

looking at, listening to, and responding to the computer screen;

using a mouse and/or keyboard (and possibly other specialized equipment, such

as a touch pad or a touch screen);

taking turns, if the computer software has multi-user options; or

treating the computer equipment with care (e.g., not banging or throwing the

mouse, not hitting the keyboard or screen when frustrated, knowing how to turn the

computer off and on, and how to ask for help if difficulties ensue).

If learners are already expert computer users, you may skip this step entirely. If they have had

some experience in using computers, these skills may be reviewed as you teach the task

analysis and begin working with the new software. If learners have not had much experience

with computers, you may choose to teach these basic skills with a simpler game or program that

is already installed and has a clear cause/effect action. One example of such a game designed

for preschool and early elementary learners who have not used a mouse before is one that

plays happy music and shows bubbles floating across the screen. Learners merely have to

move the mouse over the bubbles to make them pop. Learners can move to the next level once

this motion is learned, where a click of the left mouse button pops the bubbles.

2.

If necessary, practitioners/adults identify artificial reinforcers to pair with computer use

to promote leaner engagement and to teach basic computer skills.

An additional task that may be useful with some learners (especially those who have little or no

experience with computers) is to identify reinforcers that you can pair with the computer

software to motivate them to engage in the program long enough to experience success.

Step 11. Introducing Learner to Software

1. Practitioners/adults explain to the learner how the program will help him/her learn and

practice the targeted skills.

2. Practitioners/adults model the task analysis for accessing the program.

3. Practitioners/adults demonstrate basic program functions, if necessary.

4. Practitioners/adults give the learner time to interact with the program while providing

feedback and assistance.

Having completed all of the prerequisite steps, now it is time to actually begin working with

learners and the new computer software program. Talk with learners about the targeted skills or

behaviors that the software will help them to learn and practice. Sit with them at the computer

while you model the task analysis for accessing and starting the program. Once the program

has launched, demonstrate the basic functions of the program. You may want to give some

learners access to the program right away and just sit with them while they initially use it. For

other learners with less computer experience, you may have them observe you interacting with

the program for a bit and then sit with them and assist them as they move through various levels

of the program. Regardless of learners’ abilities, it will be important to have someone who has

experience with the program to be immediately available to answer questions or provide

assistance.

Step 12. Providing Learners with Multiple Opportunities to Use Computer

1. Practitioners/adults schedule regular times for the learner to use computer-aided

instruction.

2. Practitioners/adults identify other opportunities at school and at home for the learner to

use the computer and program during free time.

It will be important for the learner to have on-going opportunities to practice the targeted skill or

behavior with the computer software. The simplest way to ensure this is to schedule computer

use into the learner’s school day. Take advantage of opportunities to use the program at home if

the family has a computer, has access to the program, and wants to use it. If the learner enjoys

using the software, it also can be offered as an option during recess or free time. It is important

to set a minimum number of times in a day or week that the learner will engage in CAI in order

to make progress in the targeted skill. In many settings a variety of individuals share computers;

therefore, computers are not always available. Again, this is why it is a good idea to schedule

computer time into a learner’s daily calendar.

Step 13. Providing Ongoing Support to Learners

1. Practitioners/adults provide the learner with access to staff persons for assistance and

to answer questions during CAI time.

As learners become more independent with the use of the computer and the specific software program, you may find that they do not need on-going supervision or assistance. If that is the case, celebrate! Regardless of how adept learners are in accessing and engaging in CAI, it will be important that they know how to seek assistance from a staff member or peer should they need help at any point.

Step 14. Collecting Data on Acquisition of Target Skill

1. Practitioners/adults collect data on the target skill in a format similar to baseline data collection.

2. Practitioners/adults use these data to make instructional decisions regarding the targeted skill or behavior.

The collection of data on the acquisition of the target skill during the use of CAI is as important as the initial collection of baseline date. As mentioned in Step 2, you may find that the program has a data collection mechanism. These data may prove useful for providing learners with immediate feedback as they use the software and may also be useful to share with the learners’ families and others on their team. Again, do not rely on these data alone for monitoring learner progress toward goals. Using the same procedures that were used to collect data at baseline, continue to collect data regularly on how the learner uses and generalizes the target skill being taught or supported via CAI. That is, in addition to any information gathered by the computer program, also assess the learner’s use of the target skill or behavior in school and other