Educational Technology

Cover Contents Preface About the Authors Chapter 1: Educational Technology Change is Law of Nature Evolution of Educational Technology Educational Technology Before 1700 CE Educational Technology After 1700 CE Concept and Definition of Educational Technology Nature of Educational Technology Technology of Education Technology in Education Educational Technology as a System of 5 Ms Definitions of Educational Technology Scope of Educational Technology Identification of Aims and Objectives Developing Criteria for Evaluation Analysis and Structuring Learning Experiences Developing/Selecting Teaching Strategies and Media Teacher Training Continuing Education Mass Education Gaming and Simulation Distance Education Research Teaching Technology Contents of Teaching Technologies Main Features of Teaching Technology Behavioural Technology Main Features of Behavioural Technology Training Technology Cybernetics System Approach Approaches to Educational Technology Educational Technology (Step I) or Hardware Approach Educational Technology (Step II) or Software Approach Hardware and Software Aspects of ET are Complementary Educational Technology (Step III) or Systems Approach Uses of Educational Technology Evaluate Yourself Summary References Additional Reading Chapter 2: Educational Objectives Meaning of ‘Objective’ Concept of Educational Objectives Meaning of Educational Objectives Concept of Instructional Objectives Taxonomy of Educational Objectives Cognitive Domain: Knowledge and Intellectual Abilities and Skills Affective Domain Psychomotor Domain Tripartite Structure Tripartite Taxonomic Scheme of Educational Objectives Role and Importance of Taxonomies in Curriculum and Evaluation Evaluate Yourself Summary References Additional Reading Chapter 3: Teaching and Learning Concept of Teaching Method of Teaching Skill of Teaching Style of Teaching Control of Teaching Definitions of Teaching Concept of Good Teaching Structure of Teaching Variables of Teaching Presage Variables Context Variables Process Variables Product Variables Operations at the Post Active Phase of Teaching Advantages of the Operation of Teaching Concept of Learning What is Learning? Learning Activities Learning Experiences Learning Activities and Experiences Method of Teaching Role of the Teacher Classification of Learning Experiences Difference in Teaching and Learning Evaluate Yourself Summary References Additional Reading Chapter 4: Principles of Teaching General Principles of Teaching Principle of Definite Objectives Principle of Planning Principle of Flexibility and Adaptability Principle of Utilizing Past Experience Principle of Being Child Centred Principle of Individual Differences Principle of Linking with Actual Life Principle of Correlation Principle of Effective Strategies and Instructional Material Principle of Active Participation and Involvement Principle of Conducive Environment and Proper Control Principle of Remedial Teaching Psychological Principles of Teaching Principle of Motivation Principle of Repetition and Exercise Principle of Change, Rest and Recreation Principle of Readiness Principle of Feedback and Reinforcement Principle of Sympathy and Cooperation Principle of Providing Training to Senses Principle of Group Dynamics Principle of Encouraging Self-Learning Principle of Fostering Creativity and Self-Expression Maxims of Teaching From Known to Unknown From Simple to Complex From Indefinite to Definite From Indefinite to Definite From Concrete to Abstract From Analysis to Synthesis From Particular to General From Actual to Representative From Whole to Part From Induction to Deduction From Empirical to Rational From Psychological to Logical Evaluate Yourself Summary References Additional Reading Chapter 5: Models of Teaching Meaning of Models of Teaching Uses of Models of Teaching Components of Models of Teaching Focus Syntax Principles of Reaction Social System Support System Evaluation System Classification of Models of Teaching Families of Models Evolving a Model for Teaching Some Selected Models of Teaching Glaser’s Basic Teaching Model Components of the Basic Teaching Model Brief Explanation of the Four Components of the Basic Teaching Model Critical Comments Implications of the Basic Teaching Model for the Student-Teacher Inquiry Training Model Goals and Assumptions of the Model of Teaching Syntax of the Model Social System Principles of Reaction Support System Application of the Model Instructional and Nurturant Effects Concept Attainment Model Goals of the Model Syntax of the Model Social System Principles of Reaction Support System Application of the Model Instructional and Nurturant Effects Mastery Learning Model (MLM) A Concept of Aptitude Mastery Learning Assumptions Syntax of Mastery Learning Model Evaluate Yourself Summary References Additional Reading Chapter 6: Micro Teaching Concept of Micro Teaching Definition of Micro Teaching Simulated Teaching Phases of Simulation Simulation in Micro Teaching Components of Micro Teaching Phases, Activities and Components of Micro Teaching Phases Procedure Indian Model of Micro Teaching Various Teaching Skills Core Teaching Skills Teaching Skills in Probing Questioning Evaluate Yourself Summary References Additional Reading Chapter 7: Simulated Teaching Concept of Simulated Teaching Need and Significance of Simulated Teaching Components of Simulated Teaching Taxonomy of Teacher Behaviour Procedure of Simulated Teaching Advantages of Simulated Teaching Taxonomy of Teacher Behaviour Value of Simulation Games Teacher Training and Simulation Evaluate Yourself Summary References Additional Reading Chapter 8: Audio-Visual Teaching Need and Importance of Audio-Visual Aids Human Self-Expression Attraction Towards New Things Developing New Interests Motivation and Attraction Change in Traditional Teaching Supplementing the Direct Experience Education for Life Direct Experiences Imparting Knowledge through Maximum Senses Education Related to Life and Profession Making Students Active Providing Meaningful Experiences Uses for Backward and Slow Learners Clarity in Educational Process Developing Reasoning and Logic Helpful in Examination, Supervision and Evaluation Simplicity of Process Individual Differences Importance of Audio-Visual Education Pre-Active Activities Inter-Active Activities Post-Active Activities Principles of Using Audio-Visual Aids Principles of Purpose Principles of Means Principles of Selection Principles of Effectiveness Principles of Stimulation Classification of Teaching Aids Dales Cone of Experience A Practical Cone Classifying Different Aids Types of Teaching Aids According to Sense Stimulation According to Projection Facilities Available According to the Learner’s Control According to Learner’s Reach Charts Utility of Charts Variety of Charts Preparation of Charts Graphics Aids Evaluate Yourself Summary References Additional Reading Chapter 9: Programmed Learning Concept of Programmed Learning Definitions of Programmed Learning Historical Perspective of Programmed Learning Programmed Learning and Its Principles Programmed Learning and the Teacher Principles of Programmed Learning Principle of Behavioural Analysis Principle of Small Steps Principle of Active Participation Principle of Immediate Confirmation or Reinforcement Principle of Self-Pacing Principle of Validation Types of Programming Linear Programming Features of Linear Programming Important Features of Linear Programming Branching Programming Mathetics Comparison of Programming Styles Unit of Presentation Step Size Number of Steps Error Rate Permitted Response Reinforcement Subject-Matter Suitability Paper Programming Machine Programming Cost of Programme and Machines Target Population Subject-Matter Objective Programme Writer Books or Machines Evaluate Yourself Summary References Additional Reading Chapter 10: Programmed Instruction Material Phase 1: Preparatory Phase Selection of the Topic or Units to be Programmed Writing Assumptions About Learners Developing Specific Outlines of Content Writing Objectives in Behavioural Terms Writing the Initial Behaviour of the Learners Developing a Criterion Test Phase 2: Development Phase Designing of the Frames Sequencing of the Frames Phase 3: Evaluation and Revision Phase Individual Try-Out Small Group Try-Out Field Try-Out Evaluation of the Programme Validation of the Programme Evaluate Yourself Summary References Additional Reading Chapter 11: System Approach Concept and Meaning of System Parameters of a System Concept of System Approach Steps in System Approach System Approach to Instructional Design Phases in System Approach Phase 1 Phase 2 Phase 3 Advantages of System Approach Evaluate Yourself Summary References Additional Reading Chapter 12: Interaction Analysis in Teaching Concept of Flanders Interaction Analysis System (FIAS) Categories of Flanders Interaction Analysis System Discussion of Categories Influence Pattern of Teacher in Classroom Characteristics of Flander’s Interaction Analysis System Analysis of Initiative Response Direct and Indirect Influence of Teachers’ Behaviour Stress on Verbal Behaviour Feedback Services Assumption of Flanders Interaction Analysis Observation Procedure of Flander’s Interaction Analysis System Rules for Interaction Analysis Observation Preparation of Interaction Matrix Sequences of Classroom Interaction Decoding of Interaction Matrix Areas of Interaction Behaviour Ratio Limitation of Flander’s Interaction Analysis System Modification to the Flanders System of Interaction Analysis Evaluate Yourself Summary References Additional Reading Chapter 13: Mass Media Approach Mass Media Approach Radio Use of Radio in Education Use of Television in Education Audio and Video Cassettes Video Cassette Recorders Tape Recorders Computer Assisted Instruction (CAI) Internet Information Communication Technology Concept of Satellite Communication Satellite Instructional Television Experiment (SITE) Indian National Satellite (INSAT IB) New Developments in the Field of Mass Media Tape-Slide Presentation Uses of Mass Media Approach Evaluate Yourself Summary References Additional Reading Chapter 14: Communication and Educational Media Concept of Communication Nature of Communication Objectives of Communication Types of Communication Types of Non-Verbal Communication Kinesics The Process of Communication Theodore M. Newcomb’s Model (1953) Charles E. Osgood’s Model (1954) George Gerbuner’s Model (1956) Bruce H. Westly and M. S. Maclean’s Model (1957) Wilber Schramm’s Model (1971) Lasswell’s Model (1948) Communication and Education The Classroom’s Communication Model Sender/Encoder Message Channel Receiver/Decoder Perception Feedback Models of Communication Teaching–Learning Process Media Barriers to Communication Measures to Overcome the Barriers to Communication Factors Affecting Communication Effective Medium of Communication Criteria for the Selection of the Media Process of Audio Script Development Steps in Audio Script Development Elements of Good Audio Script Pedagogical Considerations Devices to Hold Children’s Attention From Idea to Screen Radio-Vision: An Innovation in Broadcasting Experiences in Radio-Vision The Future The Process of ETV Script-Writing Evaluate Yourself Summary References Additional Reading Chapter 15: Hardware and Software Need and Importance of Hardware and Software in Education Principle of Selection and Making Effective Use of Hardware and Software Principle of Means Principle of Purpose Principle of Selection Principle of Effectiveness Principle of Stimulation or Stimulus Value Types of Educational Hardware Different Instructional Materials First Generation Media Second Generation Media Third Generation Media Fourth Generation Media Simple Pictures Charts and Maps Models Epidiascope and Overhead Projector Radio, Audio-Material, Television, Video Materials and Computers Computers Educational Software Precautions in Developing Software Evaluate Yourself Summary References Additional Reading Chapter 16: Lesson Planning Meaning and Concept of Lesson Planning Significance of Lesson Planning Characteristics of a Good Lesson Plan Designs of Lesson Planning Defining a Lesson Approaches to Lesson Planning Factors Affecting Lesson Planning Writing the Lesson Herbartian Approach Preparation Gloverian Approach Design of Lesson Plan According to the Evaluation Approach Learning Experience Skill Lesson Steps in Skill Lesson Appreciation Lesson Illustration of Lesson Planning: Format of Presentation Design of Lesson Plan Prepared by NCERT Evaluate Yourself Summary References Additional Reading Chapter 17: Action Research Meaning of Research Definition of Research Educational Research Types of Educational Research Concept of Action Research Steps in Action Research Step I: Identification of Problem Step II: Defining and Delimiting the Problem Step III: Analysing the Cause of the Problem Step IV: Formulating the Action Hypothesis Step V: Design for Testing the Action Hypothesis Step VI: Conclusion of Action Research Project Uses of Action Research Limitations of Action Research Difference Between Action Research and Fundamental Research Evaluate Yourself Summary References Additional Reading Chapter 18: Educational Technology and Distance Education History of Distance Education Concept of Distance Education Definition of Distance Education Characteristic Features of Distance Education Separation of Teacher and Learner Organized Efforts of an Educational Institution Use of Technical Media Two-Way Communication Separation from Learning Groups Industrialized Form of Education Learner-Centric Education Need for Distance Education Scope of Distance Education Models of Distance Education Distance Learners Problems of Distance Learners Role of Media in Distance Education Multi-Media Approach Student Support Services: Concept and Needs Characteristics of Distance Learners Characteristics of Learning Material Learning Strategy Counselling in Distance Education Continuous Assessment in Distance Learning Assessment Internal Assessment External Assessment Continuous Assessment Self-Assessment Peer Assessment Teaching–Learning through Assignments Types of Assignments Function of Assignments Evaluate Yourself Summary References Additional Reading Chapter 19: Information and Communication Technology (ICT) in Education Meaning, Concept and Nature of ICT Information Communication Technology Different Types of Communication Computer Technology Importance of ICT Individual Needs and Expectations of Society and ICT Role of ICT in Changing Scenario of Education The Only True Education Continuous Educational Development New Dimensions in Teaching Technologies and Tools Educational Technology of Mind Society, Learning Imperatives and ICT Different Forms of ICT Advantages and Disadvantages of ICT Main Uses of ICT Advantages of ICT Limitations/Barriers for ICT to Schools Information Technology and Computers What is a Computer? What is Output? Data Storage Internet History of Internet Benefits of Internet Requirements for Internet E-mail or Electronic Mail Advantages of Using E-mail Disadvantages of Using E-mail Understanding E-mail Addresses File Transfer Protocol (FTP) Hyper Text Transfer Protocol (HTTP) World Wide Web (WWW) Browsers E-commerce (Electronic Commerce) Advantage of E-commerce through Internet Evaluate Yourself Summary References Additional Reading Glossary