Dr. Rajashekhar Shirvalkar Educational technology module 1

Meaning, Definitions, Nature, Scope, objectives and Importance of Educational Technology

1. Basics of Educational Technology

2. Educational Technology Meaning, Definitions, Nature, Scope, objectives and Importance of Educational Technology

3. Hello! I am Dr. Rajashekhar Shirvalkar Today, we will discuss about Meaning, Definitions, Scope, Objectives and Importance of Educational Technology 3

4. Educational Technology helps in improving quality of teaching by providing varied types of programmes through Electronic devices and other media. Educational Technology motivates children for learning. It augments motivation among the learner to learn by using various new machines such as video, computer tape recorder, TV, and other different types of projected aid. Education Technology makes provision for self-instructional materials, which provide opportunities to both the gifted and backward children to proceed at his own rate of speed in the learning process. 4

5. As the concept of ET developed, the term “technology of education” came into vogue. This looked at education in a wider sense, and included various aspects such as entry behaviour of the learner, objectives, content analysis, evaluation, etc. By the mid 1970s, ET borrowed the terms “systems approach” from management studies and “corrective feedback” from cybernetics. This widened the scope of ET as the teaching-learning process was examined in a holistic manner. 5

6. Meaning of Educational Technology Let’s start with Educational Technology is behavioral approach to the teaching learning situation. "It uses the scientific technological method and the concept developed psychology, sociology, communication and linguist and other related field". the first set of slides. Thus, Educational Technology includes both the hardware approach and software approach which is based on physical science and behavioural science

7. S.S. Kulkarni defines Educational Technology as "the application of the laws as well as recent discovering of science and technology to the process of education." 7 Definitions of Educational Technologies

8. G.O. Leith Defines “Educational technology is a systematic application of scientific knowledge about teaching learning conditions of learning to improve the efficiency of teaching and training. In the absence of scientifically established principles, educational technology implements techniques of empirical testing to improve learning situations.” 8 Definitions of Educational Technologies

9. S.K Mitra Defines “Educational technology can be conceived as a science of techniques and methods by which educational goals can be realized.” 9 Definitions of Educational Technologies

10. Robert Cox Defines “ Educational technology is an application of scientific process to man’s learning conditions to what has come recently to be called educational or instructional technology.” 10 Definitions of Educational Technologies

11. John P. Dececco  “Educational Technology is the form of detailed application of psychology of learning to practical teaching problems” E.E. Hadden  “Educational Technology is that branch of educational theory and practice concerned primarily with the design and use of messages which control the learning process.” Richmond  “Educational Technology is concerned to provide appropriately designed learning situations which, holding in view of objectives of the Teaching of Training, being to bear the best means of instruction.” 11 Definitions of Educational Technologies

12. Nature of Educational Technology 1. The basis of educational technology is science. 2. Educational Technology studies the effect of science and technology upon education. In other words, science and technology are used under educational technology. Hence, it is the practical aspect of science. 3. Educational Technology is a continuous dynamic, progressive and effect-producing method. 4. New conceptions are possible only due to educational technology such as programmed learning, micro-teaching, simulated teaching, interaction analysis, video-tape, tape-recorder, projector and computer, etc. 5. Educational Technology accepts schools as a system. In this system, the school-building, furniture and teachers act as input while various methods, techniques, strategies and the teaching and examination with the help of audio-visual aids function in the form of a process. Lastly, the output is in of form of ability of the pupils. 6. Audio-visual aids cannot be termed as educational technology. It is because its concern is only with the process-aspect of educational technology and not with the input and output aspects. But if these A.V. aids are used to achieve educational objectives, then it can be put in the category of Educational technology. 7. Programmed Instruction is also different from Educational Technology. Its main cause is that the student learns himself during the programmed instructions. It does not allow interaction between pupil and teacher. 8. Engineering Technology is not the educational technology because the engineering technology has manufactured radio, tape- recorder, video-tape and T.V., etc., which are used in teaching as audio-visual aids, but still engineering technology is different from educational technology. In education, it is accepted as hardware approach only 12

13. Nature of Educational Technology 9. Educational Technology cannot solve each and every problem of education. It can be used successfully in teaching and instructional system only. 10. Some people assume that educational technology will replace the teacher which will make the teacher unemployed one day. It is their mistake. Educational technology can never replace the teacher. It is because of three aspects of educational technology. 5. Educational Technology accepts schools as a system. In this system, the school-building, furniture and teachers act as input while various methods, techniques, strategies and the teaching and examination with the help of audio-visual aids function in the form of a process. Lastly, the output is in of form of ability of the pupils. 6. Audio-visual aids cannot be termed as educational technology. It is because its concern is only with the process-aspect of educational technology and not with the input and output aspects. But if these A.V. aids are used to achieve educational objectives, then it can be put in the category of Educational technology. 7. Programmed Instruction is also different from Educational Technology. Its main cause is that the student learns himself during the programmed instructions. It does not allow interaction between pupil and teacher. 8. Engineering Technology is not the educational technology because the engineering technology has manufactured radio, tape- recorder, video-tape and T.V., etc., which are used in teaching as audio-visual aids, but still engineering technology is different from educational technology. In education, it is accepted as hardware approach only. 13

14. Educational technology can never replace the teacher. It is because of three aspects of educational technology. These are 1. Input, 2. Process and 3. Output. Input is the teacher’s job and therefore, educational technology cannot snatch the place of a teacher. In spite of this, educational technology develops cognitive domain only and not the affective domain. Affective domain can only be developed when an interaction between teachers and pupils takes place. Hence, educational technology cannot replace the teacher. Technologizing Education Is To Optimize Learning Endeavours In Educational Technology, both hardware and software mechanisms are involved. 14

15. Garrison (1989), opines “technology will be viewed here as having both a process (software) and a product (hardware) component, where process is the creative application of knowledge of purposeful activities. A subset of hardware is media, where media are the devices used to distribute information.” In Educational Technology, hardware covers TV, Computer, Overhead projector, Tape Recorder, Teaching machines etc. Software includes audio/video cassettes, Filmstrips, micro films, slides etc. Educational Technology is comprehensive. It is associated with all aspects of educative process-methods, teaching strategies, learning materials, handling of various equipment etc. The following 4 M’s are the major components of Educational Technology:- ( i ) Methods, (ii) Materials, (iii) Media, (iv) Manpower. ( i ) Methods: It is concerned with the devices such as Programmed Learning Team Teaching, Micro Teaching, Personalized System of Instruction in Teaching Learning situations. (ii) Materials: Instructional materials such as Programmed Text book the material of this type may be handwritten or printed. (iii) Media: The media used here are audio, or visual or audio­visual. A few examples are radio, tape recorder, charts, films, educational television etc. (iv) Man Power: Man power controls educational technology in every way. Educational Technology without man is zero. 15

16. Characteristics of educational technology. 1. Educational technology has contributed in developing various methods, for example, micro-teaching method, simulate teaching interaction analysis, audio-visual aids and programmed learning method. 2. In the field of educational technology, psychology, science, technology, system art, audio-visual aids and machines are used. 16

17. Characteristics of educational technology. 3.  Educational technology  is based on the application of the scientific knowledge. 4. educational technology is helpful in making the teaching process objectives, easy, clear, interesting and scientific. 5. in educational technology, the provision of measuring tools is emphasied for the evaluation of learning outcomes. 6. educational technology is a continuous  dynamic technology . 7. A desired is possible in th behaviour of the teachers and pupils. 8. Educational technology encourages learning by controlling the environment. 17

18. Objectives of Educational Technology. 1. To modernize the learning methods and teaching after systematising them so that these may be turn effective according to the needs of the changing era for the unknown future. 3. to make the classroom teaching easy, clear, interesting, effective, understandable, objective and scientific. 18 2. To modify behaviours of the teacher and pupils by improving the teaching, learning and evaluation conditions. 4. to help in increasing various facilities by solving the most complicated problems of human life so that the human life may carry on is progress continuously.

19. 19 Objectives at the Macro Level In the view of the broad educational goals, i.e. the macro level, the objectives of educational technology can be listed in the following way: To identify educational needs and aspirations of the community. To determine the aims of education, broad strategies and structure of education. To develop a suitable curriculum with interaction of science, art and human values. To identify man-material resources and strategies for achieving the stipulated aims of education. To develop certain models leading to improvement of the process of teaching and learning. To develop the appropriate aids and equipment to meet the educational purposes.  To identify major constraints in the environment and the ways and means to tackle those. To help in extending educational opportunities to the masses especially the neglected section of the community. To manage the whole educational system covering planning, implementation and the evaluation phases.

20. 20 Objectives at the Micro Level In the view of the specific classroom teaching, i.e. the micro level, the objectives of educational technology are as follows: To identify and analyze the characteristics and educational needs of the pupils. To determine the specific classroom objectives and state then in behavioural terms. To analyze the contents of the instruction and organize it in a proper sequence. To identify the available teaching-learning material and resources. To identify the nature of the interaction of the sub-systems like students, teachers, teaching-learning material, content of instruction and methodologies.  To plan the teaching strategies and utilize the man-material resources for achieving specific classroom objectives. To evaluate the effectiveness of the classroom teaching in the terms of the pupil's performance or change in behaviour . To provide appropriate feedback to the students as well as teachers to bring modification in the teaching-learning process.

21. 21 Scope of Education Technology

22. 22 Behavioural Technology: Behavioural technology is the important component of Educational Technology. It puts emphasis on the use of psychological principles in learning and teaching so that the behaviour of the teacher and pupils may be modified in accordance of the teaching objectives. Instructional Technology: Instructional Technology means a network of techniques or devices employed to accomplish certain defined set of learning objectives. Instructional technology implies the application of psychological, sociological and scientific principles and knowledge to instruction for achieving the specific objectives of learning. Teaching Technology: Teaching is the social and professional activity. It is a process of development teaching is system of actions which induce learning through interpersonal relationship. Teaching technology is the application of philosophical, sociological and scientific knowledge to teaching. Instructional Design: In order to bring desired changes in the pupils’ behaviour , the teaching situations, working tools and new approaches were considered important in addition to the learning principles. The composite form of all these is instructional design. Training Psychology: Training psychology is an important method of teaching and learning. Its development resulted out of the research work carried out on the complicated training problems and situations. Training psychology emphasizes that the whole training task should be divided into three parts. These are: Preparing outline of the task. Task analysis Putting the task in sequence. The main role of training psychology is in Teacher Education. Cybernetic Psychology: It’s a part of training psychology. Cybernetic psychology accepts human beings as machine. Cybernetic psychology emphasizes the fact that all the methods of feedback bring the desired changes by controlling the behaviour of the pupil.

23. References Introduction to Educational Technology 30 Ellington, H. P. F. and Race, P. (2005). Handbook of Educational Technology, Third Edition, London: Kogan Page Ltd. Frant , A.S. (1991). Instructive Instructional Strategies: Ways to Enhance Learning by TV in Designing for Learner Access: Challenges & Practices, University of Wisconsin, Madison. IGNOU, (2000). ES-361: Educational Technology, B.Ed. Programme , New Delhi: IGNOU, pp. 9-11. IGNOU, (2009) MES-031, Introduction to Educational Technology? New Delhi: IGNOU, Unit-1, pp. 1-19. Januszewski , A. and Molenda , (2008) Educational Technology: The Development of a Concept. Libraries Unlimited. Katherine S. C., John D. S., and Peggy A. Ertmer (2010). Technology Integration for Meaningful Classroom Use: A Standard Based Approach. Cennamo Ross Ertmer . Pp.4-11 Kulkarni , S. S. (1986). Introduction to Educational Technology, New Delhi: Oxford & IBH Publishing Co. pp. 143-144. Kumar, K. L. (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International. Mahandiratta , M. (2202). Encyclopaedia Dictionary of Education. Vol. I Sarup & Sons. New Delhi: p. 252. Mishra , P. & Koehler, M. J. (2006) Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. HRD Ministry, Govt. of India. Report of National Policy on Education (1986). NCERT, (2012). Proposed Syllabus of Educational Technology and ICT for Teacher Education Programme . CIET, New Delhi. Rao , R.R. and Rao , D.B. (2006). Methods of Teacher Training, Discovery Publishing House, New Dlehi : p. 416. Sharma, R. A. (2004). Technological Foundations of Education, Third edition, R. Lal Publications, Meerut Skinner, B. F. (1968). The Technology of Teaching, New York: Appleton-Century-Crofts. Walia , J. S. (1997). Educational Technology, Paul Publishers, Jalandhar : pp. 104-120. 23

24. Thank You 24