I unit complete 2022.PPT

Educational technologies

1. Educational Technology: Meaning
Technology derived from Greek word “technic’’-art or skill
“Logia”-science or study
Science Or study of an art or skill.
EducationalTechnologycombinationofterms“Education”and“Technology”
Education:thewordeducationhasbeenderivedfromthelatinverb
“educare”meaningtotrain,toinstruct,toputin,asalsotodrawoutorto
leadforth.
Technology:itisascienceoftechniquesandmethodsofdoingorgetting
thingsdonerelatedtoanyart,scienceoraparticularprofession.
Technologyastheapplicationofsciencetotheneedsofdevelopingnew
techniquesandapplyingthesetechniques.

2. EducationalTechnology:
G.O.Mleith(1975)defined
EducationalTechnologyasanapplicationofscientificknowledgeabout
learningandtheconditionsoflearningtoimprovetheeffectivenessand
efficiencyofteachingandtraining.
Thusitcanbeobservedthateducationtechnologyhasthreeimportant
components:
Definingofeducationalgoalsinspecificclearterms:
Designingofinstructionalstrategiesandlearningsequences:and
Evaluationofoutcomessoastoobtainindicatorsofsuccessof
educationalstrategies.
John(1973)EducationalTechnologyconcernsthesystematicuseof
modernmethodsandtechnologyinteachingandlearningitinvolves
teachersinavarietyofroles,someofwhicharetraditionalsomestill
emerging”.

3. NationalcouncilforEducationalTechnology(NCET)says:
Educationaltechnologyisameansforthedevelopment,applicationand
evaluationofthreedifferentthings:
I)Techniques:
II)ii)Systems;
III)iii)Aidstoimprovetheprocessofhumanlearning”.
TheInternationalcommissionontheDevelopmentofEducation
“Educationaltechnologymeanstheintellectualandoperationalefforts
tore-grouportosystematizeapplicationofscientificmethodsforthe
organizationofequipmentandmaterialtooptimizethelearning
process”.
AccordingtoUNESCO specialists,“Educationaltechnologyisa
communicationprocessresultingformapplicationofscientific
methodstothebehaviouralscienceofteachingandlearning.
Thiscommunicationprocessmayormaynotrequiretheuseofamediaof
suchasradio,film,television,broadcasts,andcassettesetc.

4. Themaincomponentsofthiscommunicationprocessare:
Goalsofbehavioralobjectives,
Analysisofthecharacteristicsoflearners,
Selectionandorganizationofcontent,
Selectionofmedia,
Evaluation,and
Feedback
B.P.Lulla,:EducationalTechnologyistheapplicationof
scientificmethodsandtechniquestoEducation”.
DerikUnwin:EducationalTechnologyisconcernedwiththe
applicationofmodernskillsandtechniquestothe
requirementsofEducationandtraining”

5. RobertGlasserdescribestheprocessofEducationalTechnology
inthefollowingcomponents:
Differentstudentslearnindifferentwaysandatdifferentrates;
Differentkindsofskills,abilities,knowledgeandunderstandingare
requiredindifferentways;
Thevariouselementsofinstructionthemselveshavedifferent
learningcharacteristics;
Theelementsinthelearningprocessshouldnotbeconsidered
apartfromeachotheraseachhassomebearingoneducation;
Asfaraspossibleanylearningsystemsshouldbeselfcorrecting
whichmeansthatitshouldhavesomebuilt-inarrangementof
evaluationandfeedbackwhichcanbeusedtoimproveit.

6. Davis:EducationTechnologyisconcernedwiththe
problemsofEducationandtrainingcontext,anditis
characterizedbythedisciplinedandsystematicapproachto
theorganizationofresourcesforlearning”(I.K.Davis,
1971)
W.KennethRichmond(1979):“EducationalTechnologyis
concernedwithprovidingappropriatelydesignedlearning
situationswhichholdinginviewtheobjectivesofteachingor
trainingbringtobearthebestmeansofinstruction”.
RichmondhasstatedthreecharacteristicsofEducational
technologyinhisdefinition:
Designingappropriatelearningsituation,
Realizingobjectivesofteachingortraining,and
Bringingbestmeansofinstruction.

7. Association for Educational Communications and Technology (AECT)-
Definition and Terminology Committee:
“Educationaltechnologyisthestudyandethicalpracticeof
facilitatinglearningandimprovingperformancebycreating,using,
andmanagingappropriatetechnologicalprocessesandresources.”
Elements of the definition
Study:
Thetheoreticalunderstandingof,aswellasthepracticeofeducational
technology,requirescontinualknowledgeconstructionandrefinementthrough
research.
“Study”referstoinformationgatheringandanalysisbeyondthetraditional
conceptionsofresearch.
Theresearchineducationaltechnologyhasgrownfrominvestigations
attemptingto“prove”thatmediaandtechnologyareeffectivetoolsforlearning.

8. Ethicalpractice:
Ethicsarenotmerely“rulesandexpectations”butareabasisforpractice.
Facilitating:
Educationaltechnologyclaimstofacilitatelearningratherthantocauseor
controllearning;thatis,itcanhelpcreateanenvironmentinwhichlearningmore
easilycouldoccur.
Facilitatingincludesthedesignoftheenvironment,theorganizingofresources,
andtheprovidingoftools.
Learning:
Theterm“learning”doesnotconnotetodaywhatitconnotedfortyyearsago.
Thesimplesttypeoflearningisretentionofinformation.
Sotoday,wheneducatorstalkaboutthepursuitoflearningtheyusuallymean
productive,active-use,deeplearning.

9. Improving:
AllAreasOfLearning(EffectiveLearning)
Effectivelearning,changesincapabilitiesthatcarryoverintoreal-world
application.
Performance:
Inthecontextofthisdefinition,performancereferstothelearner’sability
touseandapplyandthenewcapabilitiesgained.
Thedefinitionmentionsthreemajorfunctionsthatareintegraltothe
conceptofEducationalTechnology—creating,using,andmanaging.
Creating:
Creationreferstotheresearch,theory,andpracticeinvolvedinthe
generationoflearningenvironmentsinmanydifferentsettings,formaland
non-formal.

10. Using:
Thiselementreferstothetheoriesandpracticesrelatedtobringing
learnersintocontactwithlearningconditionsandresources.
Managing:
projectmanagementskills,contentdeliverysystemmanagement,
personnelmanagementandinformationmanagement,
Appropriate:
Theterm“appropriate”ismeanttoapplytoprocessesandresources,
denotingsuitabilityforandcompatibilitywiththeirintended
purposes.

11. Technological:
Systematicapplicationofscientificorotherorganizedknowledgeto
practicaltasks.
Processes:
Aprocesscanbedefinedasaseriesofactivitiesdirectedtowarda
specifiedresult.
Resources:
Themanyresourcesforlearningarecentraltotheidentityofthe
field.

12. Specifications of the Concept
1.Meaning: how it evolved and General aspects of a concept
2.Definition: set of qualities/description By any Individual and
association towards a concept.
3.Concept: how it is? (concept)
4.Nature: Basic Qualities of a concept
5.Feature: quality aspects of the concept.(Durability)
6.Characteristics: physical and generalisedaspects.
7.Scope: Coverage, Expansion and range of a concept.
8.Need: why we use it ? or essentiality.
9.Importance: Helpfulness in different situations may be in
present and future.
10.Advantages: Benefits in present.
11.Dis-advantages: concerns or problems at present.
12.Limitations: lacunae that is beyond control.

13. Education technology is a system of 5M’s
1.Machine
2.Materials
3.Media
4.Men
5.Methods
are interrelated and work together for fulfillment and specific Educational
objectives.
Broad views of ET
ET-1HardwareBase:Theuseofequipmentsforpresentinginstructional
materialsuchascharts,graphs,models,globe,TV,teachingmachine,
projectors–(AVA)
ET-2SoftwareBase:Referstotheapplicationandscientificprinciplesto
instruction–Theviewofskinner,Gagneandotherspsychological
principlesoflearningarestressed.
Stimulus,responseandreinforcementfactorsinlearning-selfinstructional
material,CAI,PSI,.

14. ET-3 Modern view of ET
Incorporates both ET 1 & ET 2 through application of system
approach to Education and training.
This view implies planning, implementingand evaluating.
(Strategy –based on organization of task and relationship
centered.)
(Method –based on task centered it is wider term it intends
strategy and techniques.)

15. NATURE OF EDUCATIONAL TECHNOLOGY
•The process of understanding the comprehensive term
Educational Technology can be compared with the
famous story of an elephant and six blind men.
•Some called a wall, the other considers like a serpent.
some people confuse between the tail and the trunk.
•It is also true that the elephant usually walks in small
steps but sometimes if provoked by environment it also
runs in spurts (spring out, emit).
•The same thing has happened with Educational
Technology.
Technology in Education and Technology of Education

16. •Theuseofaudio-visualaids,equipments,
machinesetc.suchaChalkboard,overHead
Projector(OHP),TV,Computerineducation
marksthe"TechnologyinEducation".
•Here more importance is given to the media
used for carrying a message.
"Technology of Education“:This approach
characterizes the methodology appropriate to
learners' needs, learning objectives, the process
of learning and teaching as well as availability of
resources.

17. •Technology of Education includes Technology in
Education. This can be represented as
Technology in Education
Technology of Education

18. •ThefirstbigspuninthemovementofTechnologyofEducation
camein1960'swhenB.F.Skinnerpropagatedhistheoryof
ProgrammedInstruction.
•Thisgavemomentumto'TechnologyofEducation.Theconcept
ofArtificiallntelligenceprovedtobeanotherspurt.Studiesonhow
“learningcontributedtothedevelopmentofprogrammeson
computer”.
•Computer based learning enhanced human learning as it takes
place through dynamic relationships.
•Intheyear1949,apowerfulmediumlikeTelevisioncametothe
scene.Thismediumhadthepotentialtoreplacealltheteaching
aidsavailablesofar.
•Themediumcouldtakethelearnersoutofthefourwallsofthe
school.Itbecameaveryconvenientmode.Thelivetelecast
surpassedallotherteachingaidsincludingfilms.
•TheVCR,whichcamenexttoeducationalscene,offeredmuch
morecontroltothelearner.

19. •CCTV
•Computers
•Mobile phones
•Projectors
•Ipods, laptop, Tablets
•E-learning
•M-learning
•Web based learning-Repositories
•MOOC
•U-Learning, Augmented reality, Wearable
Technology
•Virtual Learning, Virtual Libraries and Virtual
classes

20. NeedofEducationalTechnology:
1.MakeEducationmoreproductive.
2.MakeEducationmoreindividualistic.
3.Giveinstructionamorescientificbase.
4.Tomakeinstructionmorepowerful.
5.TomaketheaccesstoEducationimmediate.
6.TomaketheaccessofEducationalequal.

21. Educational Technology is important to ,
1.Identify the Educational goals and objectives of the community.
2. Develop appropriate curriculum for the achievement of the stipulated
goals.
3.Analyze the process of Teaching-learning.
4. Develop suitable Teaching-learning materials.
5. Select and develop proper Teaching-learning strategies for obtaining
maximum results.
6. Develop and select appropriate audio-visual aids.
7. Utilize effectively the hardware and software media.
8. Provide essentially feedback and control through Education.

22. Objectives of ET –Macro level
Identification of Educational needs.
Determination of the aims of Education
Developing of suitable curriculum
Identification of man, material resources and strategies
Developing certain models to improve the tg –lg process.
Identification of major constraints and the ways and means
to overcome them.
Assisting in vocational opportunities to masses especially
neglected sectors of society.
Managing the entire Educational system –covering
planning, implementation and evaluation phases.

23. Micro level
Identifying and analyzing the needs of
1.Determining classroom objectives
2.Analyzing content and organizing in proper sequence.
3.Identification of available Teaching –learning materials.
4.Analyzing the Sub systems like test, resources, materials
and methodologies.
5.Evaluating the effectiveness of class room teaching.
6.Providing appropriate feed back.

24. ThetermEducationTechnologyisinterpretedintwo
distinctways:
1.TodescribetheuseofTechnologyinEducation;
2.ToimplytheconceptwiththeuseofEducation.
Theformerisconcernedwiththeuseofequipmentandthe
latterwithimprovingtheeffectivenessoflearning.
EducationTechnologyismakinglearningexperiencespractical
andtherefore,betterrelatedtolife’sgoals.Ithaspeeped
intothefieldsofmotivation,sensation-perceptionattention,
evaluationetc.
EducationalTechnologycanbeusedeffectivelyforformal,
informal,non-formalsystemsofEducationofwhateverlevel
itmaybe.

25. SCOPE OF EDUCATIONAL TECHNOLOGY
Educationaltechnologyasyouknowisusedtoraisetheefficiency
ofeducation.Butwiththepassageoftime,thesystemof
educationisfacingnewproblemstobetackled.
So, the hardware and software of educational technology are ever
expanding. Therefore, the application of educational technology
is much more than what it wasa few decades back.
MassEducation:Therehasbeenexplosionofpopulationand
knowledge.Thereis,therefore,aneedtoeducatethemasses.
Educationaltechnologyhasatremendousapplicationtoeducatea
largesectionofpeopleinalimitedspanoftime.
In-thisregard,themassmediaviz..TVradio,newspaperandother
moderntechnologieslikecomputersandinformationtechnology(E-mail,
internet,mobilephoneetc.)hasalotofscope.

26. Historicalinformation:Suchinformationisoftremendousimportancefor
thestudentstounderstandanybranchofknowledgeinitstotality.Such
incidentswhenoccurcanberecordedwiththehelpofaudiovideocassetteor
documentedintheformofawrittenorprintedmaterial.Suchdocuments
becomethesourceofinformationforlearnerstolearn.
Costlyandhazardousexperiments:experiments,onceconducted
carefullyinthelaboratoryorelsewherecanberecordedwiththehelpofnew
electronictechnologyandbeusedbyteachersandstudentsforeffectivelearning.
Gamingandsimulation:Thiscanprovidealifelikepictureof
phenomenainthreedimensions.Itcanalsoshowtheoperationofdifferentparts
ofaphenomenonandtheconsequences.Childrencanlearn,throughplay,many
concepts.Thegamingandsimulationhasagreatscopeinthetrainingof
militarypersonnelandinthefieldofaviation.

27. Distanceeducation:Educationaltechnologywithitsinnovative
practicedcaneducatethelearnerswhocannotcometotheclassroom
setupfortheireducation.Inthisregardprogrammedlearning
materials,modules,contactprogramme,andcounselingaresome
innovationswhichcanhelpdistancelearners.
Collection storing and retrieval of information: Information
can be collected with the help of this new electronic technology both in
audio and in video form.such information can be stored with magnetic
and electronic devices easilyand can be retrieved within no time.
ResearchInformationcanalsobecollectedandstoredinthesame
wayforresearch.Notonlyquantitativedatabutalsoqualitativedata
canbeanlaysedandthereliestheroleofcomputerandthedifferent
methodsofdataanalysismethodsandtechniquesdevelopmentof
programmedlearningmaterials,computerassistedinstruction,and
computerassistedlanguagelearningpackages.facilitiesof
INTERNET,Website,andINFLIBNET.

28. NationalPolicyonEducation(1986),recommendsthat,
“EducationalTechnologywillbeemployedinthespreadof
useful,information,thetrainingandretrainingofteachers,to
improvequality,sharpenawarenessofartandculture,
inculcateabidingvaluesetc.,bothintheformalandnon-
formalsectors.
Maximumusewillbemadeoftheavailableinfrastructure.”
ThescopeofEducationalTechnologycanbeaccessedfromthe
followingpoints:
1.DeterminationofObjectives:
EducationalTechnologyprovidesdifferentmethodsand
techniquesforwritinginstructionalobjectivesin
behaviouraltermssuchasBloomTaxonomy Mager’s
ApproachandRCEMApproach.

29. 2.ImprovementinTeachingLearningProcess:
Ithelpsinimprovingtheteachinglearningprocessandmakesit
morepurposive.Ittriestodiscusstheconceptofteaching,
analysisofteachingprocess,variablesofteaching,
phasesandlevelsofteaching,principlesofteaching,
maximsofteachingandrelationshipbetweenteaching
andlearning.
3.DevelopmentofTeachingLearningMaterial:
Teachinglearningmaterialsarealsoasimportantasanythingelsein
theteachinglearningprocess.Inthisageofscienceand
technology,thematerialsofteachingcannotbeunscientific.
Everythingofthesocietyincludingvaluesoflifeneedbereflectedin
thematerials.Onlyrighttypeofmaterialwillbeableto
modifythebehaviourofthelearnersuitablymakinghimafit
personforthesociety.

30. 4.ImprovementinTeachingTraining:
Thechangeofenvironmentwithnewcurriculumandnew
materialsneedbehandledbytheteachers.
Righttypeoftrainingtotheteachersistheneedofthehour.
EducationalTechnologycanrenderitsvaluablehelpinthetrainingof
teachersalso.TheuseofvideotapesandclosecircuitT.V.will
helptheteacherstoremodelandreshapetheirteachingbehaviours
suitably.
Smartboard,LCD,Radioprogrammes,Mobilephones,
Blog,podcasting,E-learning,On-linelearning,Webbasedlearning,
PPT,computersoftware,videolessonsetc.
Itincludesmicroteaching,simulatedteaching,team-
teaching,teachereffectiveness,modificationofteacher-
behaviour,class-roominteractionandinteractionanalysis,
etc.

31. 5.DevelopmentofTeachingLearningStrategies:
Astrategyplaysanimportantroleinthehandsofateacherineverylearning
situation.
Thestrategyhastobetherightonewhichshouldbeaccordingtothematerials
andisabletobringabouteffectiveteaching-learning.
Ittriestodescribethewaysandmeansofdiscoveringselectinganddeveloping
suitablestrategiesandtacticsofteachingintermsofoptimumlearningand
availableteaching-learningresources;theavailabilityofthedifferenttypesof
teachingmethods,devicesandmodelsofteaching-theirappropriateselection
andusefortheoptimumresults.
6.ProperUseofAudioVisualAids:
AudioVisualaidshavealwaysplayedanimportantroleintheteaching-
learningprocess.Theyneedbeusedaccordingtothetimes.
Thesoftwareaids,thehardwareaids,thecomputerandothersuchappliances,
equipmentetc.,havetobeusedinthepresenttypeofteaching-learning
environment.Computerassistedinstructionswillhelpthelearneraswellas
theteachertoachievethegoalsofeducationmoreconveniently.

32. 7.UtilizationoftheSub-SystemofEducation:
EducationalTechnologyconsiderseducationasasystemoperatingina
systematicandscientificwayfortheachievementofeducational
objectives.
Forthecoverageofitssystematicapproach,ittriestoincludethetopics
dealingwiththetheoryandprinciplesofasystemapproach,explaining
educationasasystem,itsdifferentsub-systemsintermsofinputandoutput.
Itishelpfulinsolvingscientificallyeducationaladministrativeproblemswith
thehelpofsystemanalysis.
8.DevelopmentofCurriculum:
EducationalTechnologyisconcernedwiththedesigningofasuitable
curriculumfortheachievementofthedesiredobjectives.
Itishelpfulindescribingthewaysandmeansoftheselectionof
suitablelearningexperiences,organisationofthecontentsina
suitableframeworkinordertobringbetterresults.Itprovidesthescientific
foundationtoeducationaswellasdevelopstheoriesofteachingandlearning.

33. 9.ProperUseofHardwareandSoftware:
Thesedays’hardwareandsoftwareareplayinganeffective
roleintheattainmentofeducationalobjectives.Educational
Technologyhelpsintheproperuseoftheseaids.Ittriestodescribe
theseresourcesintermsoftheirspecificfunctions,their
solution,properhandlingandmaintenance.
10.ProvidesFeedback:
Itprovidesanappropriatefeedbacktothelearnersaswellas
teachersforbringingnecessaryimprovementatthepreparatoryand
implementationstagesoftheirspecificacts.
Forthispurpose,educationaltechnologydiscussesthewaysand
meansofsuitableevaluationtechniques,theirplanning,
developmentselectionandappropriateuseinrelationtothe
objectivesofteaching-learningsystem.

34. InthiswayEducationalTechnologyisconcernedwithall
thosewhoareconnectedinanyway,directlyorindirectly,to
theprocessesandproductsofeducation.
Itteachestheteacherstheartofteaching,thelearnersthe
scienceofteachtheeducationalplannersthestructureof
planningandadministratorsormanagerstheskillofmanaging
oradministeringthetaskofteachingandlearning.
Itworksfortheindividualizationofinstructionsaswellfor
improvingthegroupdynamicsoftheclass-room.
Therefore,inanyway,thescopeoftheeducationaltechnology
shouldnotbeconfinedtothelimitedboundaries,butitshould
beleftfreeforthenecessaryexpansionanddevelopmentfor
carryingoutitsmission,tasksandobjectives.

35. Educational technology has passed five stages
•Firststage–ETlinkedwithUseofAVaids,charts,maps,model,
specimen.
•Secondstage-ETlinkedwithelectronicrevolutionHardwareand
software.ProjectorsTV,Radio,&Taperecorder.
•Thirdstage-ETwithmassmedia‘communicationrevolution’CAT
becamepopular.
•Fourthstage-markedby‘Individualizedinstruction”systemofself
learning.
•Latestconcept-ETisinfluencedbytheconceptofsystemsof
engineeringorsystemsapproach.ETisasystematicwayof
designing,carryingoutandevaluatingtotalprocessofteachingand
learning.
•Upto14thcentury–instructionrestrictedtomouthandthento
manuscript.
•15thcentury-printingwasdeveloped–bookswereprinted.
•16thcentury-PeterRamusintroducedtextbooksinHigherEdn
•17thcentury–JohnComeniusintroducedtextbooksforchildren
withpictures.

36. EvolutionanddevelopmentofEducationaltechnology
Preindustrialphases
•InstructionprocessheavilydependeduponsimplethingsliketheSlate,Book,
BlackBoard,chair
•Educationaltechnologywasconsideredsynonymoustosimpleaidslike
chartsandpictures.
•Year1873consideredaslandmarksintheearlyhistoryoftechnologyof
educationoraudiovisualeducation,exhibitionheldatViennainternational
level.(Maps,charts,textbooksandotherequipment)
•1920-“Britishbroadcastingcorporation”startedschoolbroadcasts
•1952-USA–20stateshadprovisionforbroadcasting
•1955-“Teamteaching”atHarwarduniversity
•1956-B.S.BloomandUSAintroduced“TaxonomyofEducationalobjectives”
•1960–TVisusedforeducationalpurpose
•1960-‘Interactionmodelofteaching’byN.Flander
•1965–“Personalizedsystemofinstruction(PSI)by.Keller
•1965–CAT–computerfunctionsasatutordevelopedbyO.K.L.Moore’
1970–selfteachingmachine:bySidneyL.Pressey–Ohiostateuniversity
•1974–computersareusedinEducationalinstitution.

37. Late 1970’s –early 1980’s: programming, drill and
practice;
Late 1980’s –early 1990’s: computer based training
(CBT) with multimedia;
Early 1990’s: Internet-based training (IBT);
Late 1990’s –early 2000: e-Learning;
Late 2000: Social software + free and open content.
2005; M-learning;
Ubiquitous learning.

38. EVOLUTION OF EDUCATIONAL TECHNOLOGY
Humanbeingshavethepotentialtocreate.
Thispotentialhasenabledthepeopletosolveproblemsandlearnfrom
theirexperiences.
Theancientmantriedtocommunicatethroughverbalandnon-verbal
ways,evolvedlanguageandgraduallythenwrittenandprinted
materialsweredeveloped.
Later on, the technology of software based on psychology and sociology
came into being. Now, we have mass learning, group learning, and
individual learning in operation.
These technologies have evolved through the past decades of the
nineteenth century.They can be placed in four phases as follows:
i) Audio-visual phase
ii) Cybernetic phase
iii) Psychology-Sociology based phase and
iv) Computer and Telecommunication phase

39. •Audio-visualPhase:Beforethe1950'sthetermaudio-visual
educationwasusedforvariousteachingaidslikeblackboard,maps,
radio,films,etc.Theseweremainlymediathroughwhichateacher
presentedhismessages.Thematerialsdevelopedwerenot
systematicallybasedonanypsychologicalprinciples.
•CyberneticPhase:ThewordKybernetesinGreek,means
"steersman",whichemphasisestheprincipleoffeedbackandcontrol.
Thefeedbackreferstoakindofreciprocalinteractionbetweentwo
ormoreeventsinwhichoneactivitygeneratesasecondaryaction
which,inturnredirectstheprimaryaction.
•Thecyberneticstraditionwhichlaysemphasisonfeedbackistraced
backtotheSecondWorldWarwheretherewasaneedfora
systematiccommunicationandcontrolsystem.Cyberneticshasbeen
definedasthecomparativestudyofthehuman(orbiological)
controlmechanismandelectro-mechanicalcontrolsystemssuchas
computers.

40. •Cybernetic principles have some implications for learning
a)Theactivityinvolvedisgearedtothelearner'sstageofgrowth-physical
andcognitiveinEducation
•b)Thelearnerisgivenanopportunitytoperceivemeaningfulrelationships
amongtheelementsofthegoaltowardswhichheisworking.
•c)Thelearnerisprovidedwithsomecriterionforindicatingtospecifically
whatprogressheismaking.
•d)Thelearnerispresentedtheactivitybothinverbalandnon-verbalcontext
invariedsituationsandpracticeconditions.
Psychology-SociologyBasedPhase:Itcanbetracedback
tothelearningtheorygivenbyThorndikein1913.Basedonhistheory,
Pressey(1926)developedateachingmachine.Itprovidedanautomatic
scoringdevicetothelearnersonimmediatefeedbackbasis.So,thiswasthe
firststeptowardstheformulationofsystematiclearning.
ThetheoryofB.F.Skinner(1953)i.e.,operantconditioningandtheworkof
NormanA.CrowderopenednewchaptersindevelopingProgrammed
LearningMaterials.

41. •behaviouristicpsychology(Skinneret.al.)cognitivepsychology
hasalsothrownmorelightonhowlearningtakesplace.Piaget
andBruner,laterdayconstructivistpsychologists,havepointed
outthatahumanindividualisnotonly"taught"byexternal
forces,buthealsolearns,constructshisownworld-e.g.concept
mapsetc.,
•Sociologists,particularlytheSchoolofGroupDynamicsalso
addedinsightsregardinghowanindividuallearnsinagroup,
throughinteractionwithpeersandothers.
•Sociallearningtheory;Bandura
•Socialconstructivism;Vygotski
•Inbrief,thesocialsciences-psychology,sociology,anthropology,
etc.havealsocontributedalottounderstandingoftheteaching-
learningprocessandinturninfluencedEducationaltechnology.

42. Computer and Telecommunication Phase
•Multimedia,E-mail,internet,intranetandwebsiteareused
extensivelytoday.Therearetelecommunicationmodesthrough
whichinstructionalmaterialscanbegiventostudents.
•Therearemanycomputersoftwarepackagesdevelopedfor
schoolchildreninmanyoftheschoolsubjects.
•InIndiawehaveAudio-VisualResearchCentres,Educational
MediaResearchCentresanddifferentDepartmentsof
EducationandEducationalTechnologywhichhavebeen
developingsoftwarepackagesfortheeducationofchildren.
These four phases do not have watertight compartments. The
different phases are intermingledand can help each other to
grow.

43. 1.2HardwareandSoftware–approachtoeducation
componentsofET
Theterm–“EducationalTechnology”asitisusednowaday,istheresultof
anewprocesswhich–asawhole,includesnewlyinventedtechnical
Equipment’s,andbehavioralsciences.
Educationtechnologyhastwomaincomponents.
1.Hardware.
2.Software.
Hardware–ThisapproachofEducationalTechnologyisabyproductofthe
scientificandtechnologicaldevelopmentsofthe20thcentury.
Equipmentneededtousesoftwarearecalledhardware.
AVAlike–charts,models,filmstrips,slides,audiocassettes,projectors,
Radio,taperecorder,television,video,teachingmachines,computers,
emptycassettes,emptyfloppydiscs/CDsunexposedfilmroll,film
projector,slideprojector,overheadprojector,VCP,VCR,mobile
phone,etc.
HardwareisalsocalledofEducationalTechnology-1.

44. Software–origintothebehavioralsciencesandtheirappliedaspects
concernedtothepsychologyoflearning.
•Itoriginatedfromtheeffortsofskinnerandotherbehaviorists.
ArthurMelton–softwareteachingtechnologyisdirectlyrelatedtothe
psychologyoflearningwhichcomprises,behavioralchangesresulting
fromexperience.
•SoftwaretechnologysometimesreferredasInstructionalTechnology,
TeachingTechnology,andBehavioralTechnology.
•Softwareapproachiscloselyassociatedwithtaskanalysis,writing
objectives,selectionoflearningstrategy,reinforcementofcorrect
responsesandconstantevaluation.
Thesematerialswhichareactuallyusedtoteachoronwhichteaching
itemsarerecorded-arecalledSoftware.
Theseareusedwiththehelpofhardwareequipment’s.Filmslides,
Computersoftware,recordedfloppydiscs,RecordedCD’setc.
TheyarealsocalledSecondpartofEducationalTechnologyorET-2.

45. PrinciplesofusesHardwareandSoftware:
1.PrincipleofPurposiveness
2.Principleofeconomy.
3.Principleofcaseintheuseofaids.
4.Principleofavailability.
5.Principleofsimplicity.
6.Principleofstimulation.
7.Principleofself-preparation

46. Educational usefulness:
1.Theyprovidetoindividualdifferencesofstudents.
2.Theycontributetotheeconomyoftime,energyand
resourcesofteachersandstudents.
3.Theybringclarityandvividnesstothesubjectmater.
4.Theproperuseofhardwareandsoftwarehelpsin
motivatingthestudents.
5.Theiruseshelpindevelopingandsustainingtheinterest
ofthestudents.
6.Theymakethesubjectmattereasytocomprehend.
7.Theymakethesubject–matterinteresting.
8.Theymaketeaching–learningattractive,inspirationaland
effective.
9.Theymakethesubject–matterlively.
10.Theyprovideampleopportunitiesforstudents
participationinthelesson.

47. Approaches of Educational Technology
: A way or means of reaching something;
1.Physical approach/Hardware approach.
2.Behaviouralapproach/software approach.
3. System approach/Instructional Designs.
Physical Approach:
It is known as ‘hardware approach’ to education or audio-visual aids, its origin
lies in the application of physical sciences or engineering to education and
training system.
The major assumption
1.Atechnologyormachinesiscloselyrelatedtoatechnologyof
teaching.
2.Teachingmachineistheonlymechanicalaidtobedeliberately
designedandinventedtofulfillinstructionalrequirements.Allotheraudio-
visualaidsaredesignedandmanufacturedforimprovingcommunication
systemnotforeducationalone.
Initiallythesemachinesweredevelopedformarketratherthaneducation.
theprocessofteachinglearninghasbeengraduallymechanizedthroughthe
useofteachingmachines,languagelaboratory,radio,television,tape-
recorder,video-tapeandprojectors.

48. Themechanizationisbeingintroducedbypreservation
transmissionandadvancementofhumanknowledge.
Theteachercandealwithlargergroupofstudentsbyhis
discourseonradioandtelevision.
Silveman(1963)calledthistypeofeducationaltechnology
“RelativeTechnology’.
Thisreferstoborrowandtoapplytechnology,machinesand
devicesintheprocessofteachingandlearning.
Thiseducationaltechnologyperformsasimplefunctionin
education.

49. Behaviouralapproach:
Meaning:Behavioralapproachisapplicationofscientificknowledgeand
modifyingteacher’sbehaviour.
Itisalsocalledastrainingtechnologyandislimitedtolearners’behaviourand
teachingbehaviour.
ChiefexponentsareAmidon,Flander,Skinner,OberandAnderson,Pavlov,
Watson,Thorndike.
Silverman (1968) termed this educational technology as 'constructive educational
technology.'
Both software and hardware approaches are so interlinked that they cannot be
separated from each other. One without the other is incomplete. It is software
approach which makes the hardware approach function well.
Fundamental Principles of BehaviouralApproach:
•Teacher behaviouris observable.
•Teacher behaviouris measurable and quantifiable
•Teacher behaviouris social and psychological.
•Teacher behaviouris modifiable.
Teacher is no doubt born but they can also be made.
Objectives: Development of psychomotor skills along with cognitive and
affective domains.

50. Content of Behavioural approach:
Behavioral approach comprises of the following components & are
1.Meaning and definition of teachers behaviour
2.Assumptions and theories related to teacher behavior.
3.Interaction analysis of classroom behaviour of teachers –process
of observation, encoding, decoding, interpretation and evaluation
of teacher behaviours.
4.Model of classroom interaction.
5.Micro teaching
6.Simulated social skills training
7.Team group training
8.Team teaching
9.Feed back devices
10.Stress on communication. Both student and teacher
11.Teacher behaviour theories.
12.Teaching models.
13.Observation techniques
14.Analyses and modification of teacher behaviour

51. Highlights of Behavioural approach:
1.The emphasis is on the psychomotor domain and teacher
development of skills.
2.Classroom behaviour of teacher is studied and suggestions
for desirable changes are made.
3.The body of knowledge of behavioural approach is useful in
training and shaping behaviour of student teachers in
teacher education programmes.
4.Teaching act can be evaluated objectively and
systematically
5.It aims at producing effective teachers by modifying their
behaviour.
Application:
Behaviour approach has a wide application in teacher
education and teacher training.

52. System approach: (Input –Process-Output)
•System approach is a process for the application of logical thinkingin the
solution of problems.
•Systemapproachisarationalproblemsolvingmethodofanalysisofthe
educationalprocessandmakingitmoreeffective.
Thisnewtechnologyhasinfluencedtheeducationaladministrationandorganisation
toagreatextent.Thisisthemodernapproach.
Itactsasalinkbetweenhardwareandsoftwareapproach.Itisalsoknownas
'ManagementTechnology'.Ithasbroughttoeducationalmanagementascientific
approachforsolvingeducationaladministrativeproblems.
•
Input
Output Process
Human resources,
students,
teachers, financial
resource,
technical
resource,
curriculum,
objectives
Education process
for optimum
assimilation of
knowledge and skills
for increasing
learning efficiency
Student whose
performancehas
beenimprovedin
specificareas

53. Steps/ procedures in system approach:
1.Defining instructional goals, behavioural objectives and state them in
a measurable terms.
2.Defining learner characteristics and requirements.
3.Choosing appropriate method for effective learning of topic.
4.Selecting appropriate teaching experience from many alternatives.
5.Selecting appropriate materials, resources, environment, facilities,
tools.
6.Assigning appropriate roles-Teachers and students (Team teaching)
7.Implementing the program-With few pupils
8.Testing and evaluation –On student performance
9. Refining and revising-If needed for student learning

54. Formulate
objectives
Analyze
learning task
Designing
learning system
Develop tests
Implement &
evaluate
output
Modify, change
improve
Flowchartofsystemapproach:

55. Advantages:
1.Effective planning of Educational programmes.
2.Increased control and co-ordination.
3.Maximum utilization of resources
4.It is a more effective method
5.Better training
6.Control of quantity
7.It assists in identifying suitable resources
8.It assists in making use of technological advance
9.It avoids rigidity in plan of action.
10.Fulfillment of objectives.

56. 1.4 Relevance and utility of Education Technology to
1.Formal
2.Non formal
3.Distance education
1)Formal Education:
•Restricted time, place, person, area and in curriculum. Ex:
school, colleges, universities.
•Main motto of Formal Education “Universalization of
Education” means Education for all.
•(Drop out due to environment problem, communication
problem, approach problem etc.

57. •School, college Education
•Goal of universalizationof primary education
•Enrolment of its’ increased –to reduce drop out rate
•Frustration of having to sit for 4 to 5 hours a day in a
classroom –child cannot take interest
•Audio aids visual aids AVA, OHP, LCD, CCTV,
Teleconferencing Online learning, computers, Internet
Formal Agencies of Educational technology.
1. NCERT–TV programmes, Radio programmes
2. Regional college’s Education–Bhopal, Ajmeer,
BhuvaneshwarMysore.
(Set department of Educational Technology )
3. CIET(Central institute of educational technology)
Functions: Training, production, research and evaluation

58. CentralInstituteOfEducationalTechnology(CIET),aconsitituentunitofNCERT,
cameintoexistenceintheyear1984withthemergerofCenterforEducational
TechnologyandDepartmentofTeachingAids.
CIETisapremierenationalinstituteofeducationaltechnology.
Itsmajoraimistopromoteutilizationofeducationaltechnologiesviz.radio,TV,
films,Satellitecommunicationsandcybermediaeitherseparatelyorin
combinations.
Theinstituteundertakesactivitiestowideneducationalopportunities,promoteequity
andimprovequalityofeducationalprocessesatschoollevel.
4. Department of Audio visual Aids of NCERT
5. State Department of ET-production of suitable educational
programmes for Radio and TV producing films.E.T cells–To
use mass media and modern Educational technology.
6. All India Radioand Radio broadcast centers-utilizing Radio to
broadcast lessons. (Doubts many be clarified, discussion)
7. Doordarshan Kendra–Telecast of educational programmes

59. 8. EDUSAT:
EDUSAT,satellitelaunchedon20thSeptember2004,isthefirstIndiansatellitebuilt
exclusivelyforservingeducationalsectorofferinganinteractivesatellitebaseddistance
educationsystemforthecountry.
CIET(NCERT)isshoulderingtheresponsibilityofutilizingEDUSATforschooleducation
systemthroughanationalnetwork.
CIEThasgotaKu-bandSubHubalongwith100terminalsatvariouslocationsincluding,
RegionalInstitutesofEducation(RIEs),
DemonstrationandMultipurposeExperimentalSchools(DMSs)attachedwithRIEs,Pandit
SunderlalSharmaCentralInstituteofVocationalEducation(PSSCIVE),
StateInstituteofEducationalTechnology(SIETs),
officeattheheadquarter,regionalofficesandsomeschoolsunderKendriyaVidyalaya
Sanghthan(KVS),
NavodyaVidyalyaSamiti(NVS),
NationalInstituteofOpenSchooling(NIOS)and
CentralBoardofSecondaryEducation(CBSE),
StatecouncilsofEducationalresearchandTraining(SCERTs)and
StateInstituteofEducation(SIEs).
TheEDUSAThasthepotentialofitsuseforconventionalradioandtelevisionbroadcast,
interactiveradioandtelevision(phone-inandvideoondemand),exchangeofdata,audio,
videoandcomputerconferencingandwebbasededucation.

60. 2) Non-formal Education:
•Notonlyforchildrenbutalsoforadults,anyagemayhavea
desiretolearn.
•Books,maps,pictures,globes,tapeslideprogrammes,radio,
television,films.Teachingmachines–probablyserveasbetter
mediumofcommunicationthanteacher.-Selfinstructionalmaterial.
•Education is from womb to tomb every individual has the right for
education” John Dewey
•Flexibility is there
•According to will and wish of learner, learning takes place
•It is more applicable for illiterates(rural people)
•There is no age limit; it can be learnt at any time and in any
way.

61. Agencies:
The Satellite Instructional Television Experimentor SITEwas an experimental
satellite communications project launched in Indiain 1975, designed jointly by
NASAand the Indian Space Research Organization(ISRO).
The project made available informational television programmesto rural India.
The main objectives of the experiment were to educate the poor people of India on
various issues via satellite broadcasting.
•N.G.O’s helps to educate adult.
•Through T.V. programmes& radio programmes-rapid changes are taking place
due to the advanced technologies in education.
•Satellite program
•Films, CD.s, projectors etc. can also be used to teach
Forms or types or agencies of Non Formal Education
1.Adult centre
2.Adults literacy programmes
3.Open school studies
4.Satellite instructional programmes
5.Programmefor dropouts.
Central institute of Educational Technology,
A.V. Research centers and educational media research centers
N.C.E.R.T, and S.I.E.T (states)

62. 3) Distance education:
•No contact of teacher and Student
•No class room situation
•There is no fixed time
•Objectives, curriculum is fixed
•It is an organized systematic educational activity
carried on outside the framework of the established formal
system.
•It is well organized system, with definite objectives, mode
of communication, content, and target population,
•Multimedia used in distance education

63. E.T used in Distance Education:
1.Printmaterial:prescribedcurriculum
2.Radio,broadcastingthelessonstosupplementprintmaterials.Lecture
orradiotalkbyexperts,interview,discussion.
3.Television:Inexperimental,demonstrationofcomplexorexpensive
experiences,fieldvisits.
4.Microscopicobservations:
5.Advancedtechnicalequipment
6.Industrialprocesses
7.Audiocassettes:conversations,information
8.Videocassettes:Thereisnoneedtowaitfortelevisionprogrammes.
9.Satellites:INSATIB,U.G.C,Educationprogrammesforhighschools
andundergraduatestudents.
10.Computers,computermanaged learningelectronicmode,
personalizededucation.
11.C.M.C(computermediatedconferencing):Firstithasbeen
experimentedintheyear1990inohiostateUniversity.Inmostofthe
developedcountrieshaveutilizedthisC.M.C.(WAN)

64. Distant Learning & eLearning
•1700s–Universities offer Formalised Learning
through written correspondence courses
•20
th
Century –The Communication Revolution
•1980s and 1990s –The Internet and Personal
Computers Revolution
EVOLUTION

65. OpenUniverstiyandICT
OpenUniversity:Distanceeducationisbasedupontheideaof“Isaac
Pitman”;whousetoteachshorthandinGreatBritanthrough
correspondencebackin1840’s.
TheOpenUniversityinLondonwasfirsttoofferdistanceeducationin
year1858.
InformationCommunicationandTechnology(ICT):Defination:“Theuse
ofinformationinordertomeethumanneedorpurposeincluding
referencetotheuseofcntemporarydevicessuchastheinternet”.By
G.B.Harrison.
In1980personalcomputersopendnewoppertuinitesforstudentsandby
endof1980’sUniversitiesstartedimplementingICTintotheireducation
system.

66. Oppertunities Offered by Information Communication and
Technology
Many of these oppertuinites offered by ICT are compatible with almost all
devises as follows :
Personal Computers
Smart Phones
Laptops
I Pods
above mention devises can be interconnected with each other and also
compatible with any software and hardware.

67. Features of Information Communication and Technology
Academic Records Online/
Exam Results Online
Online Student Guide
Online Library
Online Confrencing System