Teacher Role in Computer-Based Instruction = 컴퓨터 활용 수업(Computer-Based Instruction)에서의 교사의 역할

다국어 초록 (Multilingual Abstract)

The importance of teacher role in traditional instruction has been well documented in many studies (Brophy 3nd Good, 1986; Rosenshine, 1983; Shavelson and Stern, 1981). However, little attention has been given to the role of teacher in computer-based instruction(CBI). This lack of consideration is probably based on an underlying assumption that a properly designed CBI system does not require a teacher (Stephenson, 1991). Even if computer-based instruction can exponentially increase its instructional power, it cannot replace teacher who involves interpersonal needs in the teaching-learning environments in the classroom that CBI is incapable of handling. In addition, responsibility for student success in classroom cannot simply be tamed over to CBI with the expectation that by itself it will produce desired results. Teacher in the classroom of CBI is still a vital part of learning environment. Research has demonstrated that the attitude and the behavior of CBI teacher can illuence both success of CBI system itself and teamer's achievement (Moore, 1988; Simonson and Thompson, 1994; Stephenson, 1990). Other research from a variety of sources now suggests that teacher can play a critical role in the successful implementation of computer-based instruction in classroom (Back and Mccombs, 1984; Epstein and Hillegeist, 1990). From the position of authority in classroom, teacher is in the best position to integrate CBI into existing curriculum and has a decisive role on the effectiveness of CBI on student's learning. Teacher also has a meaniningfu1 role in the management and facilitation of active student learning if CBI is to be maximally effective in classroom. However, implementation of CBI in classroom is filtered through teachers as they modify instructional activities to fit their instructional and management routines in their classroom. In the implementation, teachers involve a variety of complex roles, such as planning instructional activities, monitoring and reacting to student performance during instruction, and evaluating performance and the lesson for further planning (Clark and Peterson, 1986). Utilization of CBI in classroom is multifaceted, in which goals, learning content, activities, and instructional methods are orchestrated by teacher in order to provide a flow of activities toward desired outcomes (Shavelson and Stem, 1981). Hence, successful classroom utilization of CBI results from the appropriate integration of CBI itself with the adequate teacher role of Planning, delivering and evaluating CBI. Therefore, we need to figure out the teacher role which involves the whole process of the utilization of CBI in classroom.

목차 (Table of Contents)

• I. CHANGING ROLE OF TEACHER IN CBI
• II. HOLISTIC VIEW OF TEACHER ROLE IN CBI - PLANNING, DELIVERING, AND EVALUATING