지리교육에서 컴퓨터 보조 학습에 관한 연구

Abstract

This paper examines computer-assisted instruction in geography. Particularly, this study briefly reviews its historical development, characteristics of interactivity, and current applications for geography. Computer-assisted instruction is rooted in audiovisual education, which was emphasized in geography, but there was not much equivalent shift, to computer application from the earlier instructional technology as the computer became widespread in classrooms and access to television resources was almost universal in all level of school. Computer technology for classrooms has to be perceived as a major vehicle in the movement toward educational reform in geography. The term computer-assisted instruction (CAI) here is used as a general term indicating the use of computers for classroom learning, rather than its restrictive definition on the application of computer technology based on the instructional theories. One of the most important attributes of CAI is interactivity, or the two-way communication between a learner and a computer system. CAI has been largely dealing with learning theories to apply to procedures for instruction. However, practices using computer technology in classrooms are broad ranging, from a well-designed CAI based on learning principles, to computer networking systems like the World Wide Web which are not necessarily for educational purposes. Programmed instruction, the direct ancestor of the CAI, had some degree of interactivity, but it was largely linear, with learners emphasizing drill and practice recall from short-term memory. In recent years, interests in a new type of instructional application called constructivist" software has been increasing. A simulation program, for example, can give the player a role in a computer-simulated environment where subsequent outcomes are determined according to the player' s decisions. Geographic Information System (GIS) increasingly becomes an integral part of geography curricula in colleges. GIS can also be incorporated easily in all levels in primary and secondary school geography curriculum. The tool has the potential to permit teachers and students to observe, explore, and analyze their local, regional, or global environments in new ways.