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103 FULL Combined - ICT in Education Full notes
Theoretical Bases Of Teacher Education (EDU905)
Mahatma Gandhi University
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103 DEVELOPMENT AND RESOURCES IN EDUCATIONAL TECHNOLOGY
Module I- Educational technology concept, approaches and scope
1 Educational Technology
Educational Technology is a combination of two terms education and technology. Education refers to the process of bringing up or leading out the inherent potentialities from the pupil. It is the process by which the knowledge, skills and attitude are transmitted to the members of the community. Technology refers to the techniques as well as technical contrivances which enhance a process. It is a systematic way of applying the techniques to achieve an objective. Therefore Educational Technology can be defined as the systematic application of technology in the field of education. Like any other term, Educational Technology has been defined variously. According to G.O. Leith ‘Educational Technology is the application of scientific knowledge about learning and the conditions of learning to improve the effectiveness and efficiency of teaching and learning’. Concept of Educational Technology
Educational Technology is a wider term which is more than the sum of its parts. Educational Technology is not a simple combination of these two words as shown below o Technology in Education o Technology of Education Early developments referred to the role of technology in education which signifies the use of audio-visual equipment that is hardware in educational process. Later development recognises the concept of technology of education that is techniques and methodologies of teaching and learning. This is indeed the software aspect of educational technology. Educational technology is also different from audio-visual aids. Educational Technology is a vast subject concerned with the application of scientific knowledge about learning and conditions of learning in order to improve the effectiveness of teaching, learning and evaluation. Audio –visual aids are merely the aids or resources, i., materials which are employed to improve the quality of the message. Audio-visual aids are only a part of educational technology.
Meaning of Educational Technology
Educational Technology is a system of 5M’s in education in which machines, material ,men, media and methods are interrelated and work together for the fulfilment of specific educational objectives. Technology explosion has yielded several new machines, materials and media which have great potential for use in the educational enterprise. An adequate knowledge of theory and practice of educational technology and their proper use would enable the teacher to understand and effectively discharge his new roles in the educational system in the age of ‘information explosion’, ‘knowledge explosion’ and ‘expectation explosion’. Educational technology is branch of study in which the results of engineering techniques, information science, natural science, behavioural science and human technology are to be used to promote the efficiency of education. Broadly speaking educational Technology connotes three meanings. The first view which may call educational technology I (ET 1) refers to the application of Physical Science and engineering technology to provide mechanical or electro-mechanical tools, instruction or hardware which can be used for instructional purposes. In this sense ,the reference is generally to the use of equipment for presenting instructional material such as still and motion pictures, projectors, tape recorders, television, teaching machine and computer based technology. The second view which may call educational technology 2 (ET 2) refers to the application of scientific principles to instruction. Here psychological principles of learning are stressed. The third and modern view of educational technology 3(ET3) incorporates both ET1 and ET2 through the application of a system approach to education. According to this view education should be considered as a system in which machines, materials, media, men and methods are incorporated parts and are organised in such a way as they work together for the fulfilment specific educational objectives.
Nature and Characteristics of Educational Technology
Educational Technology is the application of scientific principles to education It lays stress on the development of methods and techniques for effective teaching-learning It emphasis the designing of measuring instruments for testing learning outcomes It involves input, output and process aspect of education
Meets inadequate resources Develops scientific attitude Helps in better learning and retention Makes teaching-learning attractive inspirational and effective Cater to individual differences of students
Scope of Educational Technology The scope of Educational Technology is as wide as education itself. The scope includes the use of hardware and software and system analysis in various educational operations. The possibility of using ET in almost all areas of education has been and is being explored. As such the scope of ET encompasses educational objectives, media and their characteristics, criteria for selection of media and resources, management of resources, as well as their evaluation. ET increases the output of the entire system of education. ➢ ET tries to study the phases of teaching, skills of teaching and learning, principles of teaching, maxims of teaching etc. ➢ ET as a discipline strives for the formulation of objectives and goals of education based on individual and social needs. ➢ ET includes planning of curricular and non-curricular inputs on the basis of goals and objectives of education. It also highlights the ways and means of content selection, transaction and sequencing of teaching learning activities. ➢ ET develops tools of evaluation to provide feedback and based on this modifications are incorporated in the process. ➢ ET has its scope for the development of the course content, curriculum, the development of teaching learning materials etc. ➢ Training of teachers, teacher-training programme, development of suitable strategies and techniques of teaching. ➢ Selection and use of appropriate audio-visual aids for making the teaching-learning process more meaningful and realistic. ➢ Effective use of hardware, software and mass media ➢ Individualized instructional technology ➢ Programmed learning
➢ Models of teaching ➢ Multimedia approach to teaching ➢ Communication technology ➢ Task-analysis, preparation of modules ➢ Computer, internet, E-mail, teleconferencing, virtual classrooms, satellite instruction etc. ➢ Micro teaching, simulation, and other training techniques
Multi-sensory learning
The idea that learning experienced through all the senses is helpful in reinforcing memory has a long history in pedagogy. From the earliest teaching guides (Montessori 1912), educators have embraced a range of multi-sensory techniques in order to make learning richer and more motivating for learners. The term is used to refer to any learning activity that combines two or more sensory strategies to take in or express information. Multisensory approaches have been particularly valuable in literacy and language learning, for example, in relationships between sound and symbol, word recognition, and the use of tactile methods such as tracing on rough or soft surfaces. The Department for Education and Skills (DES, 2004) defines multi-sensory as: ‘using visual, auditory and kinaesthetic modalities, sometimes at the same time’. Kinaesthetic refers to perceiving through touch and an awareness of body movements. Teachers working with dyslexic learners have found multi-sensory approaches particularly valuable, as they help learners to make sense of information in a range of ways. Activities that harness all the senses are also an excellent way to include learners with disabilities. What is a multisensory approach? A multisensory approach, "also known as VAKT (visual-auditory-kinesthetic-tactile) implies that students learn best when information is presented in different modalities (Mercer & Mercer, 1993). The belief is that students learn a new concept best when it is taught using the four modalities. A multisensory approach is one that integrates sensory activities. The students see, hear, and touch. "Activities such as tracing, hearing, writing, and seeing represent the four modalities". This gives multiple pathways for the information to reach the brain. It is diagnostic as it involves constant testing and reflection on the knowledge of the student. For example, to teach spelling Graham and Freeman (1986) use a strategy that incorporates the four modalities. Students say the word, write the word, check the word, trace the word, write the word from memory and check, and then repeat the entire process. Thus it treats sound-symbol
- Understand relationships between concepts
- Store information and store it for later recall Using a multisensory teaching technique means helping a child to learn through more than one sense. Most teaching techniques are done using either sight or hearing (visual or auditory). The child’s sight is used in reading information, looking at text, pictures or reading information based from the board. The hearing sense is used to listen to what the teacher says. The child’s vision may be affected by difficulties with tracking or visual processing. Sometimes the child’s auditory processing may be weak. The solution for these difficulties is to involve the use of more of the child’s senses, especially the use of touch (tactile) and movement (kinetic). This will help the child’s brain to develop tactile and kinetic memories to hang on to, as well as the auditory and visual ones.
Multimedia Approach
What is Multimedia? Multimedia is one of the important innovations in the field of educational technology to improve the process and product of teaching – learning. The multimedia approach consisting of the use of many appropriate and carefully selected devices, techniques and media in such a combination as to yield in the most effective realization of the teaching- learning objectives in a best possible way. In other words, multimedia is the combination of various digital media, into an integrated multi-sensory interactive application or presentation to convey information to an audience.
Multimedia approach The term multimedia approach to teaching – learning may be referred to the use of appropriate and carefully selected varieties of learning experiences which when presented to the learner through selected teaching strategies will reinforce and strengthen one another in such a way that the learner will achieve predetermined objectives in an effective way. Multimedia approach to teaching – learning can be classified in different ways. These media are so selected and planned as to yield in best possible results in a most appropriate economical combination. Multimedia helps students to construct knowledge actively, work in group and use multi-senses at a time. Multimedia is very effective and advanced approach in higher education.
Definitions The term multimedia by definition means ‘more than one media’. According to Hofstetter (2001), multimedia is the use of computer to present and combine text, graphics, audio and video with links and tools that let the user navigate, interact, create and communicate. Multimedia is characterized by the presence of text, pictures, sound, animation and video; some or all of which are organized into some coherent program (Phillips, 1997). Multimedia approach is an approach of teaching in which different mediums are incorporated to make the teaching-learning more effective, enthusiastic, inspirational, meaningful & interesting. Nature of Multimedia Approach Multi - Many Media - Techniques /methods. ➢ Multimedia approach uses a number of media, devices, techniques, in the teaching learning process. ➢ Multimedia approach has come out of researches and experiments in educational technology that have been undertaken in order to improve the process of teaching learning. ➢ Multimedia approach aims at providing meaningful learning experiences via a mix of media in order to achieve predetermined objectives. ➢ The choice of the media has to be done carefully so that one does not hamper or reduce the effect of the other i. each media must complement the after. ➢ The media have to used sequentially and judiciously. Only necessary ones are to be used. Then it would be possible to make optimum use of them in a most economical manner. In multimedia approach, several media and techniques are used as powerful means of communication. Characteristics of Multimedia ✓ Multimedia calls for the use of a number of media, devices and techniques for teaching- learning. ✓ Multimedia approach is the contribution and net result of the researches and experiments going on in the subject of education technology for improving the process and products of the act of teaching- learning.
Educational Implications of Multimedia/Advantages of Multimedia Approach - Multimedia enables students to represent information using several different media. Hypermedia links allow students to organize information in meaningful ways. - Multimedia can take into account different learning styles. Some students learn by interpreting text, while others require more graphical or aural representations. - Multimedia allows for self-pacing and discovery, students can take the time they need and choose the path of learning making learning meaningful and pleasurable. - Multimedia can arouse the curiosity among the learner and provide them vivid impressions. - Multimedia can develop a positive attitude among the learners towards the teaching- learning process. - Technique of simulation can be effectively applied through the multimedia approach. - Multimedia helps in development of higher order thinking skills. Interactive multimedia encourages student. - Multimedia provided the students the flexibility of anywhere, ‘any time’ learning. - Multimedia helps in developing group and interpersonal skills. Better communication between students via e-mail, chat sessions etc., can encourage collaborative learning and enhance student-teacher interaction. - Multimedia helps students to learn the content in a given discipline. It helps students to think effectively, practice problem solving and decision making. - Effective remediation programmes can be implemented through the multimedia approach. - Multimedia approach can bridge language barriers since audio is not the only means of communication. Disadvantages
- Requires highly sophisticated infrastructure facilities, which may lead to heavy financial burden.
- Expertise and skill are required to operate the multimedia devices, which will lead to the problem of non-availability of human resources.
1 Audio-Visual Aids
Sense organs are the gateways of knowledge. Sensory experiences form the foundation for any intellectual activity. These experiences are transacted in the classroom using a number of teaching aids. These teaching aids reinforce the spoken or written word with concrete image, which form a strong base for learning.
Audio visual material must be seen in their relationship to teaching as a whole and to the learning process as a whole, until the teacher understands the relationship between audio visual material and teaching learning process.
Audio visual materials are produced, distributed and used as planned components of educational programs. It helps the process of learning that is motivation, classification and stimulation. A. aids are multisensory materials which motivate and stimulate the individual. It makes dynamic learning experience more concrete realistic and clarity. It provides significant gains in thinking and reasoning.
Audio visual aids are sensitive tools used in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quicken learning facilities for clear understanding.
Definitions:
1. Kinder S. James : Audio visual aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.
2. Burton : Audio visual aids are those sensory objects or images which initiate or stimulate and reinforce learning.
3. Carter V. Good: Audio visual aids are those aids which help in completing the triangular process of learning that is motivation, classification and stimulation.
4. Good’s dictionary of education : audio visual aids are anything by means of which learning process may be encouraged or carried on through the sense of hearing or sense of sight.
5. Edger Dale: Audio visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi sensory materials.
6. McKean and Roberts : Audio visual aids are supplementary devices by which the teacher, through the utilization of more than one sensory channel is able to clarify, establish and correlate concepts, interpretations and appreciations.
Significance of Audio- Visual Aids
Audio- Visual aids are added devices that help teacher to clarify, establish, correlate and coordinate accurate concepts, interpretations and appreciations and enable him to make learning more concrete, effective, interesting, inspirational, meaningful and vivid. They provide significant
- It provides near realistic experience.
- It can meet individual demands.
- It develops interest of the students.
- It makes teaching and learning effective
- It is useful in for education of masses.
- It is easy and inexpensive to make and update. Disadvantages
- It makes the student to heavily depend on the teacher
- It is unsuitable for large groups
Problems in the Use of Teaching Aids In spite of the increasing popularity that the audio-visual aids have gained in the educational system, there are certain problems to be faced and solved. These are: 1. Apathy of the Teacher: It has not yet been possible to convince the teacher that teaching with words alone is quite tedious, wasteful and ineffective. 2. Indifference of Students: The judicious use of teaching aids arouses interest but when used without a definite purpose they lose their significance and purpose. 3. Ineffectiveness of the Aids: Because of lack of proper planning and lethargy of teacher as also without proper preparation, correct presentation, appropriate application and essential follow up work, the aids have not proved their usefulness. 4. Financial Hurdles: The Boards of audio-visual aids have been set up by central and state governments for chalking out interesting programmes for the popularisation of teaching aids but the lack of finances is not enabling them to do their best. 5. Absence of Electricity: Most of the projectors cannot work without electric current and so the non-availability of electricity is creating a hurdle in the proper use of audio-visual aids. 6. Lack of Facilities for Training: More and more training colleges or specialised agencies should be opened to train teachers and workers in the use of audio-visual aids. 7. Lack of Coordination between Center and States: Good film libraries, museums of audio- visual education, fixed and mobile exhibitions and educational 'melas' should be organised both by center and states. 8. Language Problems: Most of the education films available are in English and we need such films in Hindi and other Indian Languages. 9. Not catering to the Local Needs: Most of the audio-visual aids being produced do not cater to the local needs and not in accordance with the social, psychological and pedagogical factors. 10. Improper Selection of Films: Films are not selected in accordance with the class-room needs. In spite of all these problems the future of such aids can be bright if there is proper planning on the part of the government and coordination between producers, teachers and students. Useful and effective aids can be produced after getting the reaction of the audience and doing research work in the field.
Classification of Audio Visual Aids
I. Projected Aids A projected aid is one which items to be observed are projected on a screen using electronic or Mechanical device. They are very effective because movements can be added to sound and hence a realistic experience can be provided. The major projected aids are; Film & Film Projector
- Films in the form of motion pictures.
- Films enrich learning by presenting a series of meaningful experience involving motion.
- Can enlarge or reduce the actual size of the object to suit the need. Film strips & Film strip Projector
- A film strip is piece of non-inflammable safely film, 35 mm wide.
- Length may vary according to requirement and can be up to about one meter.
- One film strip may contain 10 to 50 pictures frames.
Television
- TV is very exciting and efficient means of mass communication.
- Educational Television programmes aims at education rather than entertainment.
- One teacher or specialist can render teaching session and pass information to millions of viewers all over the world. LCD Projector
- LCD (Liquid Cristal Display) is the most advanced and sophisticated projected aid.
- In the area of educational technology, we can replace all other projected and non projected aids with only a single LCD projector and computer system.
- Can present a topic by using computer made slide, graphs, pictures, video clips, movies and special effect. II. Non-Projected Aids II(a). Graphic Aids
- Graphic Aids are visual aids such as graphs, diagrams, charts etc.
- They can be conveying the message by a combination of written and pictorial visuals that could be made meaningful by suitable captions.
- The criteria for good graphics are that they should be simple, legible and brief. Graphs
- Normally used to represent the nature of the relation of two dependent variables.
- Different types of graphs are line graph, bar graph and pie graph Diagrams
- Used to explain many factors at the same time, by using a variety of symbol and labels
- Diagrams can explain facts more vividly than charts
Posters
Posters are bold and attractive representation of an idea or concept and usually given in color.
Poster catches the eye and conveys the desired message. Maps
A map is an accurate representation of the boundaries and other details of continents, countries etc. on a plane, in the form of a diagram drawn to scale.
A variety of geographical details like location of mountains and rivers, altitude of places, important cities and other places etc. can be represented accurately with reference to a convenient scale and following suitable color scheme. Different types of maps that are used in classroom: Geographical Maps, Historical Maps, Industrial Maps and Political Maps. Cartoons
A cartoon is a metaphorical, humorous and exaggerated caricature of a person or situation in the form of a picture or sketch. Comics
A comic strip is a form of cartoon depicting a story in sequence.
The events are arranged in the proper order in a attractive pictorial form that is normally appealing to lower age groups. Flash cards
Flash cards are an aid used in language lesson, especially in the lower class.
The card containing the reading material is exhibited for a few seconds only. Then it is removed and the feedback attempted. Pictures and Photographs
Pictures and photographs play a significant role in making ideas clear and comprehensive. Charts
A chart may be defined as a combination of graphics and pictorial media designed for the orderly and logical visualizing of relationship between key fact and ideas.
Different types of charts are: Display chart, Flow chart, Tabular chart, Tree chart and Time chart. II (b). Display Boards The stereotype atmosphere of the traditional classrooms, libraries and corridors of schools is recently giving way to attractive and educative surroundings with a wealth of display materials. Displays may be categorised into three main types according to the functions they perform, namely motivational, developmental and summary. Displays that attract and appeal pupils and stimulate their curiosity are called motivational displays. Displays that add information and ensure active involvement of pupils in the development of a lesson are termed developmental displays. Displays that are used for review and consolidation of a lesson are called summary displays. Black Board
Most basic, widely used tool for display
Objects may be defined as the real things from their natural settings. Eg, Coin, stamp etc. Specimen A specimen may be defined as a typical objects or part of an object which has been removed for convenient observation. It may be a representative of a class or group of similar objects. Mock-ups A mock-up is an operating model usually of a process, designed to be worked with directly by the learner for specific training or analysis. When direct firsthand experience is either impractical or impossible, mock-up can be used. Mock-ups is an imitation of the real process. Eg. Mock Parliament Diorama A diorama is a three dimensional scene in depth, incorporating a group of modelled objects and figures in a natural settings. A diorama scene is set up on a small stage with a group of modelled objects that are kept on the foreground and blended into a painted realistic background. For representation of depth, object kept at the background are made considerably smaller to create illusion. Puppets A puppet is a manipulative doll dressed as a character and the performer is a person. E : shadow puppet, finger/ glove puppet, string puppet. Puppet actions should be accompanied by short dialogues. II (d). Audio Aids Radio: The most common form of public education and entertainment. Effective for mass education and distant education Tape Recorder: A tape recorder is a portable electronic gadget to record, reproduce. This device can be used without much fuss by erase and re-record sound. Public Address System: An electronic sound amplification and distribution system with a microphone, amplifier and loudspeakers, used to allow a person to address a large public. III. Activity Aids Field Trip and Excursions
- Excursions usually involve a tour by a person or a group of person to some selected lace.
- An excursion undertaken for gathering objective based learning experience is study tour.
- The tour made by a group is often known as Field Trip
- Provides direct experience leading to effective understanding.
Exhibition
- In exhibition variety of items exhibits related to teaching and learning.
- Exhibitions are effective modes of mass communication and instruction.
- Special talents of the pupil get revealed and creativity can be fostered.
- Helps to communicate novel ideas to children, their parents and the general public. Demonstration
- It is a technique which is often used by all teachers.
- Ideas, skills, attitudes and process can be demonstrated.
- Demonstration should be purposeful, simple, specific and effective.
- Demonstration should be planned and rehearsed well in advance.
- If demonstration designed by the co-operative activity of pupil and teaches, it will be more effective. Dramatization
- Dramatization gives a reality and concreteness to learning experience.
- Gives opportunity for self expression
- Very useful for the subject like social science and languages.
- Since emotional content is strong, it help in the development of interest, attitude and values. Museum
- Museum is powerful medium for public education.
- Museums are repositories with an array of educational materials including rare specimens a variety of objects arranged in a logical order. Planetarium
- A planetarium consist of essentially of a dome usually mounted on the ceiling of a hall to represents the sky.
- A special projector is used to display images of the celestial bodies on the dome.
- The viewers who are seated below can see the projected images that can be appear to be realistic.
- The projector consists of various individual units for projecting the sun, the moon, the planets and the stars.
- Taped narration and sound effects adds to the effectiveness of the presentation. Aquarium
- Aquarium consists of glass tanks filled with water in which aquatic creatures are kept in naturally.
103 FULL Combined - ICT in Education Full notes
Course: Theoretical Bases Of Teacher Education (EDU905)
University: Mahatma Gandhi University
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