SEMESTER – I

Instructional hours per Subject : 90 (Theoretical Discourses – 60 & CE – 30 hours)

Perspectives in Education/Core Subjects:

EDU-01 : Knowledge and Curriculum: Philosophical and Sociological Perspectives.

EDU-02 : Developmental Perspectives of the Learner.
EDU-03 : Technology and Communication in Education.

Curriculum and Pedagogic Courses/Optional subjects:

EDU-04. 1-13 : Theoretical Base of ………………Education.

EDU-05. 1-13 : Pedagogic Content Knowledge Analysis : ….
EDU - 01: KNOWLEDGE AND CURRICULUM: PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES.
Hours to transaction:60 (Theoretical discourses)&CE - 30 hrs (Activities/Process)

Objectives:

To recognise broad functions of education and role of teacher as a leader

To develop personal philosophy of teaching

To synthesise eclectic tendencies in teaching

To understand the sociological functions of education

To synthesise the role of teacher as a change agent and nation builder

To synthesise the role education in promoting national integration and peaceful coexistence

Contents:

UNIT I : TEACHER AND EDUCATION (15hrs)

UNIT II : PHILOSOPHICAL PERSPECTIVES OF EDUCATION (30 hrs)
UNIT III : SOCIOLOGICAL PERSPECTIVES OF EDUCATION (25 hrs)
UNIT IV : EDUCATION AND SOCIAL CHANGE (20 hrs)

UNIT I : TEACHER AND EDUCATION ( 15 hrs)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To develop the broad concept of • Meaning and concept of Education Meaningful verbal • Role Performance Analysis in
education • General Aims of education expression group Discussion
2. To understand Meaning, • Definitions of Education • Involvement in Debates
definitions and Aims of education • Formal, informal, and non-formal education Lecture-discussion • Seminar Presentations
3. To develop awareness on types and • Child centered and life centered education • Assignments
agencies of education • Teacher- Qualities and Competencies ICT • Class test
4. To realise qualities and • Teaching- An Art and Science
competencies and professional Group Discussion
• Professional Ethics of Teachers
Ethics of teachers

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REFERENCES :
• Agarwal. J.C (2008). Education in the emerging Indian Society. Shipra Publications
• Anand, C.L. et.al. (1983). Teacher and Education in Emerging in Indian Society, NCERT, New Delhi.
• Sharma R.A. (1993). Teacher Education: Theory, Practice and Research. Meerut : International Publishing House
• Zhijian, L.The multirole of Teacher: Retrived July 10, 2012, fromWuhan university of science and engineering: http://www.seiofbluemoutain.com
• http://www.ncert.nic.in/
• http://teaching.about.com
• http://www.ncte-india.org.

UNIT II: PHILOSOPHICAL PERSPECTIVES OF EDUCATION( 30 hrs)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To develop personal philosophy of • Relationship between Philosophy and • Participation and Performance in
teaching Education Meaningful verbal Quiz Competition
2. To develop an awareness • Thoughts on Education - Idealism – expression • Seminar Presentations
and attitude towards eclectic Naturalism-Pragmatism -Realism - Lecture-discussion
• Class test
tendencies in education Humanism- features and educational • practicum
ICT
3. To analyse the contributions of implications Seminar
thinkers towards education • Contributions of thinkers towards curriculum
-Methods of teaching by Froebel and Debate
Montessori
-Stage wise curriculum suggested by Plato
-Aritotle-concept of realism-taxonomy of
living organisms
-Project method and experimental school
suggested by Dewey
• Indian Thinkers-Vivekananda-
S.Radhakrishnan, Gandhiji – Tagore,
Aurobindo
• Eclectic tendencies in education

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REFERENCES :
• Brubacher John. S (1962). Modern Philosophies of Education. New Delhi: Tata McGraw,
• Butter J. Donald (1951). Four Philosophies and Their Practice in Education and Religion New York: Harper and Brothers Publishers
• Chatterjee.S (2012). Principles and practices of modern Education. Arunabha sen book(p) ltd. Kolkatta.
• Dewey John (1938). Experience and Education. New York: Macmillan.
• Gandhi m.k. ( 19037). basic education, navajivan publishing house, Ahmedbad
• George Thomas (2004) Introduction to Philosophy, Delhi, Surjeet Publication
• http://www.mu.ac.in
• Rai B.C (1997), Theory of education,. Prakasan Kendra. Lucknow
• UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring Report. Paris.
• http://www.unesco.org/
• http://www.indianphilosophy.50webs.com/advaita.htm
• http://www.mu.ac.in/myweb_test/MA%20Education-Philosophy/Chapter-2.pdf
• http://vpmthane.org/Publications(sample)/Indian%20Philosophy

UNIT III: SOCIOLOGICAL PERSPECTIVES OF EDUCATION ( 30 hrs)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To identify the interactive role of • Interactive role of education and society • Document Analysis
education and society • Functions of education with regard to Culture ICT enabled group • Field visit reports
–Preservation, Transformation and discussion • Class test
2. To develop an understanding about Transmission Field trip • Role Performance
the role of education with regard to • Acculturation and Enculturation, Cultural
culture Lecture-discussion • Analysis in group Discussion
lag, cultural inertia, Cultural diffusion
3. To synthesis role of curriculum to • Role of education to inculcate values • Seminar Presentations
inculcate national integration and connected with Democracy and Secularism
international understanding • National Integration
• International Understanding

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REFERENCES:

• Agarwal J.C.( 19991). Theory and [practices of education. Vikas publishing house Pvt Ltd. New delhi.
• Dash BN( 2002). Teacher and education in the emerging Indian Society. Vol.2. Neelkamal publication. Hydrabad.
• Arora G.L & Pranati Panda.Fifty Years of Teacher Education in India (Post Independence Developments):NCERT
• Chinara B.(1997). Education and Democracy, APH. New Delhi.
• John, Zeepa Sara. (2012) Philosophical and Sociological Foundations of Education. Chennai: Almighty Book Company,
• Mukherji SM.(1966). History of education in india, charya book depot, baroda..
• http://www.mu.ac.in/
• http://www.yazour.com/

UNIT IV: EDUCATION AND SOCIAL CHANGE (20 hrs)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To analyze and synthesize the • Characteristics of Indian Society –class, Lecture • Initiation and performance in
sociological functions of education religion, ethnicity, language. Cooperative Learning dramatization
2. To develop awareness about the • Social Change – Factors influencing social Discussion • Field visit reports
characteristics of Indian society. changes- Role of Education Social • Role Performance Analysis in
3. To synthesize the significance of
Education as an agent of social Constructivism group Discussion
• Major changes occurred in Indian society
change • Conscientisation - Areas where • Involvement in Debates
conscientisation is needed • Seminar Presentations
• Role of education to curb Social evils like • Class test
Corruption, Terrorism, Antinational • Practicum
activities, Violence against women, Drug
abuse and Alcoholism etc.
• Teacher as a Change agent and Nation
builder

REFERENCES :

• Elder, Joseph W. (2006), "Caste System", Encyclopedia of India (vol. 1) edited by Stanley Wolpert, 223–229, Thomson Gale: ISBN 0-684-31350-

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• Freire, P. (1972). Pedagogoy of the Oppressed. Harmondsworth: Penguin
• Raman, S.A. (2006). "Women's Education", Encyclopedia of India (vol. 4), edited by Stanley Wolpert, 235–239, Thomson Gale: ISBN 0-684-31353-
7
• Saraswathi, B(1998). The cultural dimension of education. New delhi, indira Gandhi national center for the arts
• http://en.wikipedia.org/wiki/Terrorism_in_India
• http://library.thinkquest.org/
• http://en.wikipedia.org/
• http://en.wikipedia.org/

47
EDU - 02: DEVELOPMENTAL PERSPECTIVES OF THE LEARNER
Objectives: To enable the student teacher:
1. To conceptualise the nature, scope and methods of Educational psychology.
2. To familiarise the approaches for the study of Educational Psychology
3. To develop an understanding of the concept, principles and theories of Growth and development.
4. To familiarise the developmental tasks and developmental hazards
5. To understand the developmental characteristics of Childhood and Adolescence.
6. To develop an understanding of the concept, nature and various theories of intelligence
7. To understand the meaning, nature, process of creativity development and the strategies for fostering creativity.
8. To develop an understanding of the concept and theories and development of Personality.
9. To understand the concept of Adjustment, Maladjustment and the causes of mal-adjustment.
10. To equip student teachers to apply the theories in facilitating overall development of the learner

Contents:

UNIT I : FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY

UNIT II : DEVELOPMENT OF THE LEARNER
UNIT III : LEARNER DIFFERENCES IN INTELLIGENCE AND CREATIVITY
UNIT IV : PERSONALITY OF THE LEARNER

UNIT I FOUNDATIONS OF EDUCATIONAL PSYCHOLOGY (15 hours ( 10 T+ 5 P))

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To develop an awareness about the 1. Educational Psychology- Meaning, Scope, Lectures • Reflective practices
need for educational psychology Limitations and relevance in classrooms • Assignments
for a teacher 2. Schools of Psychology- Structuralism, Group discussion on
• Seminar presentation
2. To develop an understanding of the Functionalism, Behaviourism, Cognitive, Critical analysis of
• Test paper
nature, scope and methods of Humanistic and Gestalt Schools application of
• Performance in discussions
Educational psychology. 3. Scientific method of studying behavior, psychology

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3. To understand various approaches Methods of studying Educational Comparison of
to study Psychology. Psychology- Introspection, Observation, different schools of
4. To familiarise the different schools Experimentalmethod and Case Study psychology
of Psychology
5. To familiarise the various branches Case study
of psychology Self analysis

Reference
• Chauhan, S.S (2006) Advanced Educational Psychology New Delhi :Vikas Publishing House.
• Woolfolk, Anita (2004), Educational Psychology (9th ed.) India: Pearson Education
• Mangal, S.K (1997) Advanced Educational Psychology New Delhi Prentice Hall of India

UNIT II DEVELOPMENT OF THE LEARNER (30 hours ( 20 T +10 P))

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To develop an understanding of • Growth and Development: Concept and Group discussion to • Reflective practices
the concept, principles and Principles, Developmental tasks and • Performance in group
theories of Growth and Developmental hazards compare the
discussions
development. characteristics of
• Theories of development- Piaget’s theory of • Assignments
2. To familiarise the different childhood and
Intellectual development, Erickson’s theory • Seminar presentation
aspects of development and adolescence
of Psycho social development and • Test paper
developmental tasks and Kohlberg’s theory of Moral development Seminars on the • Child study reports
developmental hazards • Developmental characteristics with special highlights of various • Communicative skills
3. To understand the developmental reference to childhood and adolescence theories • Self study reports
characteristics of Childhood and Physical and motor development
Adolescence. Cognitive development Lecturing
4. To critically evaluate the Language development(Noam Chomsky,
contributions of various theories Child study
Vygotsky)

49
 of development Emotional development Application of
5. To conceptualise the role of Moral& social development- different methods for
teacher in facilitating • Role of teacher in fostering development of understanding
development of the learner the learner. adolescent problems

Analysis of theory
and its application in
different contexts

Reference

• Hurlock, B. Elizabeth(2003)., Developmental Psychology NewDelhi: Mcgraw-Hill

• Berk, L.E (2012) Child Development (6th Ed .)New Delhi: Prentice Hall of India, Witting A F,(2001) Developmental Psychology, A life span
Approach, New Delhi: Mc. Graw Hill
• Penuington, D, et.al (2010) Advanced Psychology: Child Development, Perspectives and Methods, London: Hodder &Stoughton

Unit Iii: Learner Differences in Intelligence and Creativity (25 Hours( 17 T+ 8 P))

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To conceptualise the individual • Meaning and nature of intelligence Lectures • Practical work
difference among the learners on • Theories of Intelligence – two factor, group • Assignments
the basis of intelligence and Group discussion
factor, multi factor, Guilford’s structure of • Seminar presentation
creativity intellect model - Multiple intelligence etc. Administer any one • Test paper
2. To develop an understanding of the • Measurement of Intelligence –verbal, intelligence test and • Performance based assessment
concept, nature and various nonverbal and performance tests familiarize the
theories of intelligence • Emotional intelligence, Social Intelligence, procedure.
3. To understand the meaning, nature, Spiritual Intelligence- Meaning and Scope
process of creativity development • Creativity- meaning and nature - Prepare activities
and the strategies for fostering based on the multiple

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 creativity. Identification of Creative Learner - Process intelligence theory
4. To familiarise the measurement of of Creativity , measurement of creativity,
intelligence and creativity Teacher’s role in fostering Creativity. Prepare sample items
for verbal creativity
tests (minimum 4
items)

Develop an activity
to foster creativity in
the classroom

Design of Strategies
for promoting
emotional, social and
spiritual intelligence
among students

Reference

• Dwyer, D. &Scampion, J (1995): Psychology A- Level: Great Britian: Mcmillan.

• Barochisky, G.B Poeytes Book ( 1984)Intelligence Procedures in Psychology, Philadelphia
• Gates, A.S and Jersild, A.T (1970) Educational Psychology, New York : Macmillian
• Teele, Sue (2000), Rainbow of Intelligence: Exploring how students Learn, California: Corwin Press Inc.

Unit IV Personality Of The Learner (20 Hours (13t+ 7 P))

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To conceptualise the individual • Concept of Personality- role of heredity and Lectures • Reflective practices
difference among the learners on environment, • Assignments
the basis of Personality Case study of unique
• Approaches to study personality - Psycho • Seminar presentation

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2. To develop an understanding of the analytic theory (Freud), - Type theory, Trait personalities • Test paper
concept of adjustment Theory (Allport) • Practical works
3. To understand the factors causing • Characteristics of mature personality. Group discussion to
maladjustment identify the
• Assessment of personality- techniques and
4. To familiarise the personality tests characteristics
methods- projective techniques
5. To conceptualise mental health and • ofmature personality
Adjustment and Maladjustment, Adjustment
mental hygiene mechanisms. Administer any one
personality test
andfamiliarize the
procedure

Conduct a discussion
on teacher’s role in
identifying and
managing
maladjusted learner

Discussion on mental
health programmes

7.Action research on
adjustment patterns

Reference
• Allport, G.W (1937) Personality: A Psychological Interpretation Hentry Holt & Co. NewYork.
• Cattel , R.B (1959) Personality and Motivation : Structure and Measurement, M.B. Graw Book Company, New York
• Guilford JP (2007) Personality, : New Delhi: Surjeet
• Dash , M. & Dash, N. (2006) Fundamental of Educational Psychology: New Delhi: Atlantic Publishers and Distributors
• Aggarwal, J.C (1994) Essentials of Educational Psychology New Delhi :Vikas Publishing House
• Berk,Laura E, (2003). Child Development (6th ed). New Delhi :PrenticeHall of India.

52
• Craig J Grace (1983) Human Development Prentice Hall, INC, Eagle Wood Cliffe, New Jersey.
• Crow, L.A and Crow A Educational Psychology (1973) New Delhi : Eurasia Publishing House.
• Devas, R.P., Jaya N. (1984). A Text Book on Child Development. Bombay :McMillan India Ltd.
• Dinkmeyer.C.D(1967) Child Development,. New Delhi, Prentice Hall of India Pvt.Ltd.
• Dunn,R.,&Dunn,K.(1978).Teaching students through their individual learning styles. Reston,V.A.: Reston Publishing Company,Inc.
• Duric, L (1990)Educational Psychology New Delhi : Sterling Publishers.
• Elliott, A.J (1981) Child Language Cambridge University Press
• Entwistle,N.J.(1981). Styles of learning and teaching.NewYork:John Wiley.
• Entwistle,N.J.(1987). Understanding classroom learning. London:Hodder&Straughton.
• Hilgad, E.R. And Bower, G.H., (1977). Theories of Learning. New Delhi :Prentice Hall of India Ltd.
• Hurlock E.B (1995) Development Psychology A Life Span Approach. New Delhi : Tata Mc Grow Hill Publishing Co.
• Jangira, N.K., etal (1991). Functional Assessment Guide. New Delhi : NCERT.
• Musser, P.H, Conger, S and Kagar, P (1964) Child Development and Personality, New York : Harper Row
• Nisha, Maimun (2006); Milestones of Child Development; New Delhi: Kalpaz Publications
• Reilly, P.R & Levis, E (1983) Educational Psychology New York :Macmillian Publishing Co Ltd.
• Schunk, D.H(2011)Learning Theories an Educational Perspective, New Delhi, Pearson Education.
• Skinner .E.C(2003) Educational Psychology, New Delhi, Prentice Hall of India Pvt.Ltd.
• Umadevi, M.R.,(2009) Educational Psychology: Theories and Strategies for Learning and Instruction, Bangalore, Sathkruthi Publications
• Wolman, P.B (Ed) (1982) Hand Book of Developmental Psychology Prentice Hall : Engle Wood Cliffs, New Jersey
Websites
• http://www.libraries.psu.edu/ http://www.teacher.net
• http://teamwork.sg/teamwork/schoolportal.aspx http://www.enhancelearning.co.in/SitePages/Index.aspx

53
EDU - 03 : TECHNOLOGY & COMMUNICATION IN EDUCATION
(Theory 60 hours+ Practical 30 hours)

Objectives

• To develop an understanding of the concepts in educational technology and communication.

• To empower prospective teachers through the blending of technological aspects with pedagogical principles.
• To acquaint the prospective teachers with the application and use of e-resources, free and open source software.
• To explore the creative avenues in technological advancements for improving the teaching learning process.
• To familiarize with the concept of teacher as a Techno pedagogue.
• To create an awareness regarding teacher as a content creator.
• To explore creative avenues for enriching classroom teaching learning process
• To create a zinc with man, machine and material with regard to technological resources

Contents :

Unit I : Introduction to Educational Technology (Theory 20hours & Practical 2 hours)

Unit II : Communication Technology (Theory10 hours)
Unit III : ICT in Education (Theory 20 hours & Practical25 hours)
Unit IV : Students Safety on the net (Theory10 hours& Practical 3 hours)

UNIT I : INTRODUCTION TO EDUCATIONAL TECHNOLOGY ( THEORY 20 HOURS & PRACTICAL 2 HOURS )

Strategies &
Learning Outcome Major concepts Assessment
Approaches
A. Educational Technology
1. To provide a smooth entry into the • Educational technology- Narrative session • Evaluation based on
field of educational technology concept, objectives and scope. documentation
2. To differentiate between teaching • Difference between technology in education Direct instruction • Participant observation
and instructional technology (Instructional technology) and technology of
education (teaching technology) Verbal interaction

54
3. To set a perspective on different • Approaches of educational technology – Interactive session • Evaluating the level of
approaches of technology Hardware participation
Software and Meaningful verbal
Systems approach expression
4. To familiarize with various • Resource centres and services in educational Viewing programmes • Assessing students report
agencies and services in the in the technology
field of educational technology • CIET (NCERT) Class discussion
• SIET • Participation in the seminar
• EMMRC Class seminar
• UGC-CEC
• C-DIT Assignment • Evaluating the assignments
• EDUSAT
• NME-ICT
• NPTEL
• IT@SCHOOL
• VICTERS CHANNEL
• AKSHAYA PROJECT
• GYAN DARSAN
• INFLIBNET
B. Media in Education
1. Creating awareness provision for • Print media- Group discussion • Participation in group discussion
effective use of aids in teaching Newspapers • Role performance analysis
and learning Books Small group session
Journals
Magazines
2. To realize the relevance of mass • Non print media- Group discussion • Participation in group discussion
media in education mass media( radio, T.V., Films in education) General discussion • Presentation skill
Seminar
3. Develops the ability to choose the • A-V aids: Group discussion • On task behaviour in class
most suitable learning aid while definition, types • Participation in group
preparing the teaching lesson audio aids Narrative expression • Presentation skill
visual aids Seminar
A-V aids.

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4. To differentiate between • Meaning & concept of Meaningful verbal • Participatory behaviour
multimedia and multisensory Multimedia and expression
approach Multi sensory approach-
5. To familiarize with the • Dales cone of experience Meaningful verbal • Participation in class activity
classification of A-V aids expression
6. To familiarize with • Teleconferencing: Techno-lab activity • Participation in the learning
teleconferencing and its application • Audio Demonstration process
in classroom • Video Meaningful verbal • Involvement in class activity
expression
7. To familiarize with the latest • Interactive white board- uses & advantages Demonstration • Participation
educational technology equipment over normal chalk board
8. Develop skill in using interactive Hands on experience • Skill assessment
white boards
9. To familiarize with the strategy for • Smart Classrooms Class discussion • Participation in the class activity
digital education in classrooms

Unit II. Communication Technology (Theory 10 hours)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To introduce the concept of • Communication-: concept, scope Group discussion • Role performance analysis in
communication types – verbal, non verbal. Style group discussion
2. To familiarize with the various purpose- face to face, formal and informal, Documentation • Evaluation of documentation
types of communication one way- two way.
3. To identify different components • Communication cycle- components of Group discussion • Role performance assessment in
of classroom communication classroom communication Preparing an group discussion
assignment • Examine the assignment
4. To develop the ability to become • Classroom as a communication system: Meaningful verbal • Role performance analysis
an effective classroom • components of effective classroom expression
communicator. communication
5. To plan an effective Group discussion
communication process during the

56
 classroom teaching
6. Acquaint with the FIACS • Classroom Interaction Analysis – Hands on experience • Assessing the skill development
7. Develops skill in matrix • FIACS
construction. • metric construction and interpretation • Mid Sem Exam
8. To develop the ability to interpret Individual practice
the matrix and to explain the
nature of the classroom
interaction

UNIT III: ICT IN EDUCATION (THEORY 20 HOURS & PRACTICAL 25 HOURS)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
A. Introduction to ICT in education
1. To familiarize with the role of ICT • Concept and importance of ICT in education Verbal expression • Evaluation based on
in education General discussion documentation
Assignment
2. To explore applications of ICT in • Scope of ICT in Education Group discussion • Role performance analysis
various field of education • Teaching- Learning process
• Publication
• Evaluation
• Research
3. To familiarize with advancements • Trends and advancements in www: • Level of participation in group
in world wide web Web 1.0 Collaborative activity
Web 2.0. interaction
Web 3.0
4. To understand the role to teacher in • Teacher in a digital era: Meaningful verbal • Assimilating the materials
a digital era Changing roles and competencies expression
Active learning • Monitoring participation and
activities performance
Brain storming

57
B. Enriching classroom practices through web technologies
1. Acquaint with various concepts in • Concept, meaning and merits of : Meaningful verbal • Participation in class activity
ICT and its applications in the • Computer Assisted Instruction (CAI) expression • Observation
classroom teaching learning • Computer Managed Instruction (CMI) • Observation
process • Computer Mediated Communication (CMC) • On task behaviour
in Education Practical sessions
• Computer simulation
• Blended learning
• Educational podcast Demonstrations
• m-learning
Techno lab activities
• Web- based learning
Online resources
• Cloud computing. Multimedia modes
2. To familiarize with the web • Web services: Demonstration • Participation in activities
resources • e-mail Online resources • Skill development
• chat • On task behaviour
• online forums Hands on experience
• blog Techno lab activities
• wiki
• e-library
3. To develop the ability to use the • Academic web resources : Online resources
web resources • e-journals
• online dictionary Demonstration
4. To familiarize with various free • Familiarizing free educational software: Demonstration • Performance assessment in
software’s applicable in classroom • Tellurium techno lab activities
• Kalzium Techno lab activities • On task behaviour
• Tupic 2 D Magic Hands on experience
5. To develop skill in using • G-Compris Peer group
software’s for enriching classroom • Geogebra. instruction
activity
6. To explore creative avenues of ICT • e-learning –concept, types –synchronous and Meaningful verbal • Participation in the classroom
in education asynchronous- merits and demerits: expression activity
• Learning Management Systems.
Discussion

58
 • Learning Object Repository(LOR) Reflective sessions • Role performance analysis

Online resources
7. To familiarize with content • e-content features- concept and scope. Narrative sessions • Participation in class activity
development process and platforms • e-content development initiatives in India : • On task behaviour
available NME-ICT, UGC-CEC Reflective practices

Online resources
8. To get acquaint with the concept of • Virtual tools : Demonstration • Participation in activity
virtual learning environment • Virtual learning Environment
• Virtual Labs
• Web applications for development of tests : Discussion
9. To familiarize with the tools • Hot potatoes
available for creation of tests • Online quiz maker Techno lab activity

Unit IV. Students Safety on the net (Theory 10hours & Practical 3 hours)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To familiarize with computer • Computer virus- (malwares, spywares, Introductory lecture • Performance in techno lab
safety on the net trojan)- preventive measures- (Firewall, activities
antivirus software) Techno lab activities

Peer tutoring
2. To create an awareness about • Cyber privacy and password protection Demonstration • Participant observation
personal safety on the net Hands on experience • Skill assessment
Techno lab activities • Performance assessment
Peer tutoring
3. To familiarize with the legal and • Legal and ethical issues- Copyright, e- resource • Participant observation
ethical issues Plagiarism, Hacking, Netiquette, Phishing, demonstration • Performance in classroom
Software privacy discussion
4. To develop a sense of intellectual
property right Group discussion

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5. To know about cyber laws • Cyber law- IT Act 2000, IT Act 2008. Class discussion • Participation in class discussion
Printed media such as • Locating resources related to
newspapers and content
magazines • Evaluating the assignment
Home assignment
6. To practice wise use of web • Role of teacher in conscientizing about Internet based • Skill development assessment
resources • Child abuse over the net activities • Participation in lab activities
• Misuse of internet (morphing, pornography) • Evaluating assignments
• Health hazards of using computer Techno lab activities
Peer tutoring
Individual
assignment

Suggested Readings

 Parker, JessicaK.(2012). Teaching Tech-Savvy Kids- Bringing Digital Media into the Classroom, Grade 5-12. New Delhi: SAGE
Publications.Pvt.Ltd.
 Kist, William(2012). The Socially Networked Classroom- Teaching in the New Media Age. New Delhi: SAGE Publications Pvt Ltd.
 Jimoyiannis, Athanassios(2012). Research on E-learning & ICT in Education. New York: Springer.
 Aimee M.Bissonett, J.D.(2009). Cyber Law- Maximising Safety and Minimising risk in classrooms.New Delhi: SAGE Publications India Pvt. Ltd.
 Cennamo, Katherine(2012). Technology Integration for Meaningful Classroom Use: A Standards- Based Approach. New York: Cengage Publishers
 Aggarwal, D.D.(2009). Educational Technology. New Delhi: Sarup& Sons India Pvt. Ltd.
 Santhanam, S.,Paneerselvam, A., &Sampath K. (2001). Introduction to Educational Technology. New Delhi: Sterling Publishers,Pvt. Ltd.
 Nicols, Adelaide Doyle., Cox, J.SabrinaMims.,Johnson, Ruth1s., (2012). Developing Portfolios in Education- A guide to Reflection, Inquiry &
Assessment -2nd edition. New Delhi: SAGE Publications Pvt. Ltd.
 Wright, Robert J. (2008). Educational Assessment, Tests & Measurements in the Age of Accountability. New Delhi: SAGE Publications Pvt.Ltd.
 Jefferied, Julie & Diamond, Ian (2013). Beginning Statistics- An Introduction for Social Scientists. New Delhi: Sage Publications Pvt. Ltd.
 Smith, Claire Wyatt &Klenowski, Valentina (2013). Assessment for Education- Standards, Judgement & Moderation. New Delhi: SAGE Publications
Pvt Ltd.
 Nath, Ruchika & Singh, Y.K.(2008). Teaching of Computers. APH Publishing corporation, New Delhi
 Chaudhary, Jagdeesh & Pathak, R.P. (2012) Educational Technology. Pearson. Dorling Kindersley( India) Pvt.Ltd., New Delhi
 Venkataih., N.(2012). Educational Technology,. Atul Publshers, New Delhi
 Sharma, R.A. (2005). Technological Foundations of Education. R.Lal Book Depot, Meerut.

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Web Resources

• www.avaudiovisualaids.blogspot.com/2010/10/av-aids-in-teaching.html
• www.slideshare.net/pria87/audio-visual-aids
• www.tecweb.org/eddevel/edtech/teleconf.html
• www.slideshare.net/diputr/fiacs-flanders-interaction
• https://moodle.org/
• www.ehow.com/list_7640133_legal-ethical-issues-technology.html
• www.rogerdarlington.co.uk/Internetethics.html
• www.thefreedictionary.com/computer+simulation
• www.jite.org/documents/Vol2/v2p001-013-59.pdf
• www.e-learningconsulting.com/consulting/what/e-learning.html
• www.cemca.org/e-learning_guidebook.pdf

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EDU – 04.9 : THEORETICAL BASE OF NATURAL SCIENCE EDUCATION
(Theoretical Discourses-50 Marks/60 hours & CE-25 Marks /30 hours)

OBJECTIVES:

Enable the student teacher to

• understand the scope and nature of Natural Science Teaching at different levels of learning.
• acquire the fundamentals of theory and practice of principles and procedures of Teaching and Learning of Natural Science.
• understand the concept of teaching- learning process.
• identify roles and competencies essential for a Natural science teacher.
• understand and develop skill in selecting appropriate aims and objectives for teaching Natural Science.
• familiarize and apply the instructional management strategies of teaching Natural Science.
CONTENTS

Unit – I : General introduction to teaching and learning for novice -Concept of Teaching and Learning- Its interdependence. Changing concept of
classroom environment, Teacher as a professional
Unit – II : Science –a conceptual analysis -The nature and development of science.
Unit – III : Aims and objectives of teaching Natural Science -Broad aims of teaching Natural Science ,Aims and objectives of teaching Natural science
with respect to NCF and KCF and different Taxonomies of Instructional Objectives-
Unit – IV : Methods and strategies for teaching Natural Science-Teacher and Student initiated methods, Approaches, Techniques.

UNIT: I GENERAL INTRODUCTION TO TEACHING AND LEARNING FOR NOVICE ( Theory hours-10)
Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To understand classroom as an 1.1Classroom as an organization-Teacher Group discussion. • Participation in group discussion.
organization and Learner, Definitions of learning from
different point of view (behavioristic, Narrative expression • Questioning.
2. To acquaint student teachers with
the process of teaching learning in cognitive and constructivist), sessions in small or • On-task behavior in class.
the changing scenario. • Teaching-Learning process. Maxims of medium groups.
teaching. • Tests.

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3. To understand the concept of o Changing concept of classroom • Science diary.
learning according to environment- classroom climate- An Brain storming.
behaviouristic, cognitive and introduction to conducive, learner friendly, • Daily reflective journal
constructivist theories. inclusive and Virtual learning environment Seminar. • Participant observation
4. To understand the changing (VLE).
concept of classroom environment o Teacher as a professional Reflective practices.
in 21 st century.  Teacher qualities, competencies
5. To familiarize the maxims of  Role of Teacher as manager, leader, Debate.
teaching. knowledge worker, guide, supervisor,
6. To familiarize the virtual learning mentor, scaffolder, social engineer, reflective PBL.
environment. practitioner in teaching-learning process.
7. To identify the qualities and  Continuing professional development (CPD)- Multimedia approach.
competencies required for a conceptual Analysis.
science teacher. • 1.4 An introduction to Child With Special
8. To understand the changing roles Needs (CWSN).
of teacher in teaching-learning
process.
9. To familiarize the concept of
Continuing professional
development.

UNIT.II SCIENCE –A CONCEPTUAL ANALYSIS NATURE AND DEVELOPMENT(Theory hours-8)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To understand the nature of • 2.1Nature of science-The three fold nature • Online assessment
science. of science- Science as process (Scientific Group discussion • Participation in group discussion.
method, Process skills) and products (Terms,
2. To familiarize and appreciate the • Questioning.
Facts, Concepts, Principles, Process, Seminar
development of science in India Theories, Laws, and Generalizations). • On-task behavior.
and Contributions of scientists in Scientific attitude.
Personality • student’s portfolio.
o Development of science education in India.
India and abroad. • Posters
 An introduction to National Scientific Policy

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3. To familiarize the development of Resolution of 1958, Indian Parliamentary and
Scientific Committee & Role of NCERT in profile presentation
science in India.
science education.
4. To design different strategies to Reflective practices.
 Path breaking discoveries of Loius Pasteur,
develop scientific Attitude. HarGobindKhorana,CharlesDarwin,
5. To familiarize the emerging M.S.Swaminathan, and Gregor Johhan PBL
Mendal.
branches of Science
 An introduction to Emerging branches of Multimedia and
. science: Biotechnology, Nanotechnology,
interdisciplinary
Bioinformatics, Geo informatics.
approach.

Team teaching.

Peer tutoring

UNIT-III AIMS AND OBJECTIVES OF TEACHING NATURAL SCIENCE (Theory hours-21)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To identify the values of science • 3.1Broad aims of teaching Natural Science Meaningful verbal • Participation in group
and its transactional potentiality. :Awareness about the millennium expression. discussion.
2. To understand the aims and development goals with special reference • Questioning.
objectives of teaching Natural todeveloping scientific literacy(Practical, Group discussion. • On-task behavior in class.
Science. Civic and Cultural), • Tests.
3. To understand the aims and • Effecting social changes(promoting health Narrative expression • Science dairy.
objectives of NCF and KCF. and hygiene, Population control, sessions in small or
• Daily reflective journal
4. To understand the different • Eradication of diseases, medium groups.
• Participant observation.
taxonomy of instructional • Better nutrition(Eradicate extreme poverty &
Brain storming. • Student’s portfolio
objectives. hunger),

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5. To understand the concept of • Removal of superstitions, Raising the
Objective based Instruction. standard of living : bringing science to home Seminar.
6. To understand triangular and community (longevity of life, decreasing
relationship between the infant mortality rate, Reflective practices.
instructional objectives, Learning • Improve maternal health, health index, better
experiences and evaluation. living conditions, role and functioning of PBL.
community health centers),
• Self-sufficiency in food, Multimedia and inter-
disciplinary
• Modern agricultural practices- Agricultural
approach.
management,
• Modern techniques of cultivation,
Team teaching.
Conservation of natural resources,
• Environmental awareness and Ensure Peer tutoring
environmental sustainability.
o 3.2. An introduction to aims & Objectives
of teaching Natural Science with respect to
NCF and KCF.
 Relevant sections of NCF-Section 3.3
Science- basic criteria of validity of a science
curriculum, Section 3.3.1 The curriculum at
different stages. Section 3.3.2 Outlook.
 Relevant sections of KCF-Section 5.2.2 &
Section 5.2.4 aims of science education.
• 3.3Taxonomy of Instructional Objectives-
Origin, Bloom’s Taxonomy of Instructional
Objectives (1956) , Classification by
NCERT, Mc Cormack and Yagar’s
classification,Technology Integrated
Taxonomy –Peck & Wilson (1999) , Revised
Blooms Taxonomy by Anderson and
Krathwohl (2001).
o Objective based Instruction.

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 UNIT IV METHODS AND STRATEGIES FOR TEACHING NATURAL SCIENCE (Theory hours-21)
Strategies &
Learning Outcome Major concepts Assessment
Approaches
o Teacher initiated methods- Lecture Meaningful verbal
method, Lecture cum Demonstration and expression
Biographical method. Group discussion
o Student initiated methods- Problem
1. To understand appropriate solving, Project method, Guided discovery, Peer instruction
Experimental and heuristic method. • Participation in group discussion.
methods, techniques and strategies • Questioning.
of teaching Natural science. • Approaches- Inductive-Deductive, Narrative expression
Multimedia, Interdisciplinary and sessions. • On-task behavior in class.
2. To develop skill in selecting
Constructivist approaches. • Tests.
appropriate methods, techniques
and strategies of teaching Natural o Techniques- Seminar, Group discussion, Brain storming. • Science diary.
science. Debate, Brain storming, peer tutoring, team • Daily reflective journal
teaching, concept mapping. Seminar. • Participant observation.

Reflective practices.

PBL.

Modular approach.

Multimedia and
interdisciplinary
approach.

Peer tutoring

SUGGESTED REFERENCES

• Blooms, B.S. (Ed.), Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain, McKay, New
York, 1956.
• De Boer, G.E., Scientific Literacy : Another Look at its Historical and Contemporary Meanings and its Relationship to Science Education Reforms ,
Journal of Research in Science Teaching, 37(6), pp.582-601’ 2000.
• Good, C.V. ( Ed.),Dictionary of Education, McGraw-Hill, New York,1959.

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• Norman herr(2007)The Sourcebook for Teaching Science – Strategies, Activities, and Instructional Resources, ISBN 978-07879-72981 [or 07879-
72983] San Franciso,CA John Wiley/Jossey- Bass publishers.
• Government of India, Report of Science Teaching in Secondary Schools, Committee on Plan Projects, New Delhi, 1964.Hodson, D. and D.J. Reid,
Science for All Motives, Meaning and Implications, School Science Review, pp. 653-661, 1988.
• Joyce, Bruce, and Weil, Marsha,(1997). Models of Teaching (5thEdn.) New Delhi: Prentice Hall of India.
• Sharma ,R.C. Modern Science Teaching, DhanpatRai and Sons, Delhi.
• Radhamohan, Innovative Science Teaching for Physical Science, Prentice Hall, New Delhi,2002.
• Das.R.C., Science Teaching in Schools, Sterling Publishers, New Delhi.
• Aggarwal, J.C.,(2003). Principles, Methods and techniques of Teaching, New Delhi: Vikas Publications.
• Nanda, V.K.(Ed.).,Modern Techniques of Teaching (5 Vols.).New Delhi:Anmol Publications.
• Anderson, W. Lorin., and Krathwohl,David. R., A Revision of Bloom’s Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s
Taxonomy of Educatioal Objectives Complete (Edn.)
• Mangal, S.K., A Text Book of Teaching Life Science,.
• Mangal, S.K., and Mangal, Uma., Educational Technology.
• Krathwohl, D.R., B.S.Bloom, and B.B.Maria, Taxonomy of Educational Objectives, Hand Luhmann Book II: Affective Domain, Mckay, New York,
1964.
• 33.NCF-2005, NCERT, New Delhi.
• NCERT, Government of India, National Curriculum Framework(NCF),2000, New Delhi, 2000.
• NCERT, Government of India, National Curriculum Framework(NCF),2005, New Delhi, 2005.
• Yager, R.E., The Constructivist Learning Model: Toward Real Reform in Science Education, The Science Teacher,1991.
• Ahmad, Jasim.,(2009) Teaching of Biological Sciences, PHI Learning Private Limited, New Delhi.
• Enger,D.Eldon, Ross.C,Frederick and Bailey, B.David.,McGraw-Hill Publication, New York.
• Anderson,R.C., et al.,(Eds) Current Research in Instruction, Prentice Hall.
• Bhattacharya S. P. (1994): Models of Teaching: New Delhi, Regency Publications.
• David Olson & Nancy Torrance(1996): The Handbook of Education and Human Development: Oxford, Blackwell Publishers
• HelaineSelin(1997): Encyclopedia of the History of Science, Technology and Medicine in Non-Western Culture: The Netherlands, Kluwer Academic
Publishers.
• Kandi Jaya Sree&DigumartiBhaskaraRao (2004): Methods of Teaching Science: New Delhi, Discovery Publishing House.
• Krishna Kumar (2005): National Curriculum Framework: New Delhi, NCERT , MHRD, Govt. of India.
• Parthasarathy R. (2000): Paths of Innovators In Science, Engineering and Technology: Chennai, East West Books Pvt. Ltd. Editors, ERNET (2007):
The Torch Bearers of Indian Renaissance: Bangalore, Indian Institute of Science.
• Radha Mohan(2007): Innovative Science Teaching: New Delhi, Prentice Hall of India Pvt. Ltd.
• Tony Liversidge, Matt Cochrane, Bernard Kerfoot& Judith Thomas(2009). Teaching Science: New Delhi, Sage Publications India Pvt Ltd.

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INTERNET REFERENCES
• http://www.csun.edu/science/biology/index.htm
• http://archive.org/stream/modernmethodsand029422mbp/modernmethodsand029422mbp_djvu.txt
• http://books.google.com/books/about/Modern_Methods_and_Mater...
• http://www.amazon.com/Teaching-Secondary-School-Science-Stra...
• http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/...
• http://www.ncert.nic.in/right side/links/pdf/framework/english/nf2005.pdf
• http://www.ssamis.com/web/downloads/KCF%2020 07.pdf

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EDU- 05.9: PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS - NATURAL SCIENCE
(Theoretical discourses-50 Marks/60 hours & CE-25 Marks/30 hours)

OBJECTIVES :

Enable the student teachers to:

• comprehend the dimensions of pedagogical analysis.

• critically analyze the Secondary School Biology Syllabus based on pedagogical Content Knowledge.
• understand and apply the different skills for teaching Natural Science.
• understand and prepare teaching manuals based on different instructional strategies.
• understand the different teaching learning resources for teaching Natural Science.
• prepare and use suitable learning aids for Natural Science teaching.
CONTENTS
Unit I : Pedagogic content knowledge and pedagogic analysis of Secondary School Biology Syllabus
Unit II : Types of planning instruction, different approaches of designing lesson plans.
Unit III : Teaching skills and its development.
Unit IV : Design and development of teaching learning resources for enhancing science learning-visual, projected, non-projected and activity aids

UNIT I -PEDAGOGICAL ANALYSIS OF TEACHING NATURAL SCIENCE (Theory hours -15)

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To generate a knowledge of • 1.1.Pedagogic Content Knowledge (PCK) - Meaningful verbal • Performance assessment in
terminologies and the Meaning, objectives, scope, principles and expression group discussion
interdependence of teaching and dimensions. • Assessment of Optional Note
learning. • 1.2. Pedagogiccontent analysis of secondary Group discussion Book entries
2. To familiarize and develop general school syllabus prescribed by SCERT. • Questioning
and specific teacher competencies Narrative expression • Tests
in analyzing content. sessions in small or • Peer evaluation
medium groups

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3. To make Pedagogiccontent • Student’s portfolio
knowledge analysis of secondary Text Book analysis
school Biology syllabus. and peer instruction

UNIT II - INSTRUCTIONAL PLANNING FOR TEACHING NATURAL SCIENCE (Theory hours-20 )

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To understand different types of o 2.1 Meaning and importance of planning, Discussions in small • Performance assessment in
planning. Types of planning – Year plan, Unit plan, or medium groups.. group discussion
2. To develop skill in designing lesson plan and Resource Unit Seminar. • Questioning
lesson plans based on different • 2.2 Designing lesson plans based on Reflective practices. • Tests
approaches. Herbartian Approach& Constructivist Debate. • Peer evaluation
Approach. PBL. • Lesson Plan

UNIT III - TEACHING SKILLS AND ITS DEVELOPMENT:

SCIENCE TEACHING SKILLS/ ESSENTIAL REQUIREMENTS OF TEACHING NATURAL SCIENCE (Theory hours 15)
Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To understand the different types o Teaching skills –Definition, Core teaching Discussions in small • Performance assessment in
of teaching skills. skills, Components of teaching skills, or medium groups. group discussion
2. To develop the teaching skills Teaching skills specially required for Biology • Assessment of performance in
relevant to Biological science. teacher. Reflective practices. brain storming,

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3. To familiarize the different phases o Micro-teaching: Objectives, Micro-teaching • Symposium.
of micro teaching. cycle - its relevance in teacher training Multimedia and • Questio+ning
4. To develop skill in designing programme. interdisciplinary • Tests
micro lessons. o Importance of Link practice. approach.
• Peer evaluation
5. To develop skill in practicing • 3 .4 Design and development of micro • Assessing micro lessons
Team teaching.
micro lesson. lessons- practice and documentation with • Assessing micro teaching.
appraisal format to elicit feedback. Peer tutoring

Group discussion.

Narrative expressions

UNIT IV – RESOURCES IN TEACHING AND LEARNING OF NATURAL SCIENCE (Theory hours-10 )

Strategies &
Learning Outcome Major concepts Assessment
Approaches
1. To understand the meaning and • 4.1Design and development of materials • Performance assessment in group
Discussions in small
definition of audio-visual aids for effective science learning discussion, debate etc.
or medium groups.
2. To identify and comprehend the • 4.2Audiovisual aids • Assessment of assignments
different types of audiovisual aids • Significance of audio visual aids in science Seminar. • Questioning.
in teaching Natural Science. learning. • Tests
3. To develop skill in improvisation.  Designing, developing and documenting Reflective practices.
• Peer evaluation
4. To apply multimedia in teaching minimum of one item for - improvised, • Student’s portfolio
PBL.
Natural Science. Visual and graphic aids (Charts, Models, • Evaluating the audio visual aids

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 5. To design and develop the Diagrams, Pictures, Posters). prepared by student teachers.
Multimedia and
teaching learning aids for Natural  Projected and non- projected aids-OHP,
interdisciplinary
Science. LCD, Bulletin Board, Flannel Board,
approach.
Interactive Board etc.
Peer tutoring.
 Activity aids -Aquarium, Terrarium, and
Nature Calendar.
• 4.3Collection and preservation of
specimens.

SUGGESTED REFERENCES

• Text books and hand books of High School Biology Syllabus prescribed by SCERT
• Julie Gess- Newsome & Norman G. Lederman(1999): Examining Pedagogical Content Knowledge: Netherlands, Kluwer Academic Publishers.
• Mishra R. C. (2008): Lesson Planning: New Delhi, A P H Publishing Corporation.
• RadhaMohan(2007): Innovative Science Teaching: New Delhi, Prentice Hall of India Pvt. Ltd.
• Mathew,T.K., and Molikutyy, T.M, (2006).Science Education- Theoretical Base of Teaching and Pedagogic Analysis, Rainbow Book
Publishers,Kerala.
• JessyMathews., (2008).Teaching of Natural Science –Theory, Perspectives and Practices. Methodology of teaching life sciences.
• Sivarajan, K and Faziludeen .A(2008 6th edition)Science Education-Methodology of teaching and pedagogic analysis’Calicut university
• Benjamin Samuel Bloom (1956): Taxonomy of Educational Objectives: The Classification of Educational Goals (Vol.1): Green, Longman.
• Bhattacharya S. P. (1994): Models of Teaching: New Delhi, Regency Publications.
• Bruce R. Joyce, Marsha Weil and Emily Calhoun (2011): Models of Teaching (7th Ed.): USA, Pearson Education
• David Olson & Nancy Torrance(1996): The Handbook of Education and Human Development: Oxford, Blackwell Publishers
• HelaineSelin(1997): Encyclopedia of the History of Science, Technology and Medicine in Non-Western Culture: The Netherlands, Kluwer Academic
Publishers.
• Kandi Jaya Sree&DigumartiBhaskaraRao (2004): Methods of Teaching Science: New Delhi, Discovery Publishing House.
• Krishna Kumar (2005): National Curriculum Framework: New Delhi, NCERT , MHRD, Govt. of India.
• Radha Mohan, (2007). Innovative Science Teaching for Physical Science teachers(3rded) PHL learning, New Delhi.
• JessyMathews., (2008).Teaching of Natural Science –Theory, Perspectives and Practices. Methodology of teaching life sciences.

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• NarenderaVaidhya, (2006).Science Teaching in School for the 21st Century ,deep and deep publications PVT, New Delhi.
• Mathew,T.K., and Molikutyy, T.M, (2006).Science Education- Theoretical Base of Teaching and Pedagogic Analysis, Rainbow Book
• Publishers,Kerala.
• Allen, D.W,(1996).Microteaching: A Description, Stanford University, School of Education, California.
• Hayward, Dave (2003). Teaching and Assessing Practice Skills in Science, Cambridge University Press, UK.
• Mathew, T.K., and Molikutyy, T.M, (2006).Science Education- Theoretical Base of Teaching and Pedagogic Analysis, Rainbow Book Publishers,
Kerala.
• Kieffer, Q.E. and L.W. Cochran, Manual of Audio-Visual Aids , New Delhi: Prentice Hall of India, 1964.
• Pula, Fred John, Application and Operation of Audio-Visual Equipment in Education, London: John Wiley & Sons, 1968.
• Wyman, Raymond, Audio-Visual Devices and Techniques, Amherest: University of Massachusetts, 1957
• Ahluwalia,S.L., Audio Visual Hand Book, Delhi: NCERT, 1967.
• Mangal, S.K. and Mangal, Uma, Essentials of Educational Technology, New Delhi: PHI Learning Private Limited, 2009.

• INTERNET REFERENCES
• http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91....
• http://en.wikipedia.org/wiki/Technological_Pedagogical_Conte...
• http://www.amazon.com/books/dp/0805863567
• http://ictevangelist.com/technological-pedagogical-and-conte.
• http://www.amazon.com/Lesson-Planning-Education-Books/b?ie=U..

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