The growing popularity of computer and network technologies has attracted researchers to investigate the strategies and the effects of information technology applied instructions. Previous research has not only demonstrated the benefits of applying information technologies to the learning process, but has also revealed the difficulty of applying them effectively. One of the major difficulties is due to the lack of an easy-to-follow procedure for inexperienced teachers to design course content with proper use of suitable information technologies. In this paper, a model for conducting information technology applied instructions is proposed. The novel approach can assist teachers in designing information technology applied course content based on the features of subject materials and the learning status of the students. An experiment on a Chemistry course in a junior high school was conducted to evaluate the performance of our novel approach.
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The rapid progress in information technology can help instructors to teach more efficiently and effectively by employing new tutoring strategies with appropriate software tools and environments. Several studies have demonstrated the benefits of applying information technologies to instructions, such as Computer Scaffolding (Guzdial et al., 1996), CSCL (Computer-Supported Collaborative Learning) (Harasim, 1999), CSILE (Computer-Supported Intentional Learning Environments) (Scardamalia et al., 1989) and CiC (Computer-Integrated Classroom) (Eshet, Klemes, & Henderson, 2000).
The benefits of using Adaptive CAI (Computer-Assisted Instruction) systems make them desirable educational tools. A CAI system can be thought of as a tutorial system, which is a guided system to provide well-constructed information. Students can use this system to learn how to use a technical system or how to operate an instrument. For example, Oakley (1996) presented computer-based tutorials and a virtual classroom to teach circuit analysis. Meanwhile, Zhou, Wang, and Ng (1996) proposed a tutorial system using artificial intelligence technology. Later, Davidovic, Warren, and Trichina (2003) argued that greater efficiency can be achieved by basing the system development on the theoretical background of cognitive knowledge acquisition. In addition, some researchers have utilized auxiliary software to enhance their tutorial systems (Harger, 1996, Williams & Kline, 1994; Marcy & Hagler, 1996), while others have provided interactive tutorials for manuals with a graphical user interface (Wood, 1996) or with rich multimedia formats (Sears & Watkins, 1996; Lee & Sullivan, 1996).