0% found this document useful (0 votes)
7 views19 pagesEducational technology unit I
The document discusses the concept of guidance and counseling in education, emphasizing its importance in helping individuals make informed choices and adjustments throughout their lives. It outlines the need for guidance at various stages of development, the types of guidance (educational, vocational, and personal), and the responsibilities of teachers in providing support. Additionally, it highlights the significance of counseling services in schools to address students' psychological and social issues, promoting their overall well-being and academic success.
Uploaded by
chotuutkarsh2003Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
0% found this document useful (0 votes)
7 views19 pagesEducational technology unit I
The document discusses the concept of guidance and counseling in education, emphasizing its importance in helping individuals make informed choices and adjustments throughout their lives. It outlines the need for guidance at various stages of development, the types of guidance (educational, vocational, and personal), and the responsibilities of teachers in providing support. Additionally, it highlights the significance of counseling services in schools to address students' psychological and social issues, promoting their overall well-being and academic success.
Uploaded by
chotuutkarsh2003Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 19
age
ify
e?
Q. 1. Write short note on - Vocational Guidance
Or
Explain the types of Guidance. Give your views on the need and importance of
122. guidance in school.
Or
What do you mean by Guidance and Counselling ? What is responsibilities of teacher
related to Guidance ? Hlustrat.
Ans, Meaning of Guidance—
The meaning of Guidance as all of us know is help or assistance. It will be more
clear to all of you, if we discuss how different scholars have defined in varied ways.
“Guidance seeks to help each individual become familiar with a wide range of
124 information about himself, his abilities, this pervious development in the various areas of
living and his plans or ambitions for the future,” - Chisholm
“Guidance is an assistance given to the individual in making intelligence choices &
adjustments.” -A. J. Jones
“Guidance is a means of helping individuals to understand and use wisely the
‘Sducational. Vacational and personal opportunities they have or can develop and as a form
‘of systematic assistance whereby students are aided in achieving satisfactory adustment
to school life.
. ‘The meaning of guidance will be more clear to you, if we analyze about what guidance
not.
126
Guidance is not compulsion
It isnot making decision for others
Tt is not advice j
It is not pampering the student
It is not direction
It is not adjustment
It is not problem solving 2
So from the discussion, we can say that guidance is a help of an individual to make
is own selection & solution out of varied type of opportunities & problems. It helps one
adust with different environments according to his own abilities & capacities.
Nature of Guidance
‘Guidance covers the whole process of education which starts from the birth of the
ild. As the individual need help thought their lives, itis not wrong to say that guidance
needs from cradle to grave.
It we consider the literal meaning, to guide means to indicate, to penitent, to show
way. It means more than so assist. If an individual slips on the road, we assist him/her
get up but the do not guide him unless we help to go in a certain direction,
‘The term guidance is related to an types of education-formal, non-formal, vacational
. The aim is to help the individual to adjust to the environment.
In the light of the deification discussed, it may be pointed out that by it self guidance
no position. It is a process or sevice disagreed to help the individual to attain his full
turity and be of service to sowety.
Need of Guidance
_, We have been emphasizing that at every stage of developments, there is a need for
idance. But the question arises why guidance is necessary ? Is development impossible
ithout guidance ? To whom guidance should be given ? Where guidance should be
132
134
eoocecce
135,
140
142,
144
47 pagent nh
ah ne ae ne ete answer tit we Fel
¢ras cua are facing various problems ike ~
‘Overcondad Casroom
$= “
‘aseborinandes on Scene plan oe ln
‘stints and also forthe authorities. The guidance is necewary for the
reasons
|) To bet in the total development ofthe students.
(2) Totbelp ix making proper chore at varios stages of ther educational
oe ees
cational Technology snd Management | 1S
(2) To help the students in vocational development
(4) To help students make the best possible adjustments to the situations in the
schools as well asin the homes.
(5) To identify and motivate the students from weaker sections of society.
‘Types of Guidance
In one's ife vey individuals best with problems and thas become very dificult
to achieve satifactory results without assistance. There would hardly any individual
‘who does not need assistance. Some need it regularly, constattly while others need it
‘only at some point time/ intervals. In technical term assistance is called Guidance
In order to solve various types of problems we need different types of guidance
services. “Paterson” has suggested following types of Guidance -
(1) Educational Guidance
(@) Vacatonal Guidance.
(1) Educational Guidance -
‘The most important to varios types of guidance i Educational Guidace Its ety
‘concered withthe pup Inthe students if, this guidances very importance. The chic!
‘im of educational guidance is to develop the ability or co-ordinating with the schoo!
exvironment.
Snudents often encounter dificultess understanding whats taught s the isaroom,
Laboratories and workshops. Expected change is behaviour is not fully achieved. Failures
‘in examinations and tests, poor standards or assignments, unsatisfactory involvement ix
the academic work by students are some of the often noticed problems. The problems
‘need tobe solved to the maximum extent by assisting them.
According fo Jones, “Educational Guidance is concerned with assistance to be
Provided to the pupils whichis expected for their adjustments in the schools, section of
‘curricula and school ike”
tis also defined asa conscious growth of individual. This has todo with knowing
his interest, selection of his subjects, form of his study habits and making bis progres =
those subjects and activities and passing the examination.
Objectives of Educational Guidance
The following are some of the objectives of educational guidance
‘To monitor the accademic Progress of the students.
‘To acquaint the students with the prescribed curriculum.
(© Toidentify the academically sifted, backward, creative and other estegory of
special leamers.
(© Toassst students in getting information about further etucatioa..
(© To disgnos the kaming dificult of students and help them over come the samme
Diversified Courses:
“The need of educational guidance is felt only where there are various types of
‘sous to choose or where the schools are multilateral nex Its not aceded whee aly
‘one curriculum is being taught to all the students, for ther path s already determined. A
‘child has tobe guided to selecting right educational courses.
Failure
Educational guidance is also needed when the students fallin patculis course It
the failed students or dropouts are not guide they may become deinguent. Such taScss
‘ced tobe treated with sympathy. Second chance must be given. Parents, teachers and
‘Sucatonl exerts gv al guidance to koxp wel motte and hel them to came bck
‘nthe mainstream. en i,
Vocational Guidance en 10s ual make decision
easter yeancna moa tap hoe 7
nd
tin choses inlet planing 10
‘effecting satisfactory vocational adjustment
‘What shail I do. on
‘What an I est ited for ites?
andor
Mow hl nd out my abn
Te en
“cs is rx at nn page tH Nn
fukn sometime extibl a the pros
rae page imagute hoe.”
‘Sean {moving to Crow nd COW
“Vocational Guidance usually isin ”
given to the learners,
dual to do forbs
A ore kia prosen chemin immune) 9 0 fo" Mel
certain definite ting pertaining this voeation
‘Ned of Vocational Guidance
{© Wrong Profession and Eoonomic &Payehic os
© Economic advantages
© Heat point oie.
‘© Personal and Social values,
‘Maximum utilization of the human potentialities
Personal Guidance alto adust with psychological & Socal
oidance assis the indivi ;
va mana lance a el pyeoloial roblens. El & vocation
: : if you keep in mind
be understood by you, if you keep in
ee a efor on
Sees
eesti Sel soa i
pceane aes
aroha ing os
aia
Yet ap rn inl rt
serene cs oan con nel
st ae ce
problems. The personal guidance is needed forthe following reasons.
en ee
Essential for developing individual competence avoiding the interpersonal tensions
a og up hamosou envzounent betwen fly ie and vocational it of
“Taking decisions with regard to personal problems :
Bringing happiness, peace and satisfaction inthe life ofan individual
ucational Technology and Management | 17
0.2. Write short note
1, Need of Counselling in School
2. Hardware & Software Appronch
3, Methods of Counseling Services,
Counseling is the central aspect ofthe whole guidance programme. Al the actives
and service ofthe Guidance programme leads 10 and help n the counseling process
Counseling is aimed at helping the individual in solving problems in foture nd also
‘enhancing persona, socal emotional, uational and vorational development. Coursing
has remedial preventive and developmental vale.
‘Counselling i a very important ingredient i shaping students’ behaviour and
formance pec in chooks, Students with various problems in xhool ned tobe
ened to,
‘Some choo! administrator and owners think matron, wardens, senor teachers and
religious leaders can counsel these students whenever they go to class for « lemon or
‘eet in dormitories or on the compound. But litle do they know that these people do not
have the counsel skills to do it wel
‘The qualities ofa good counsellor include; empathy, strong sense of judgment,
listening skils, ability to follow up the counselled students and above all, to give
‘econimendations tothe administration to solve some issues,
‘A counsellor should also develop confidential relationships with students to help
‘them resolve and cope with problems and challenges. School counsellors also serve a vital
‘ole in maximising students’ success according to Hapan Gysbers and Kayson in their
Publication ‘Leadership Advocacy and Collaboration.”
‘These authors also note that counsellors promote equity and acces to rigorous
‘educational experiences fr all students they also coordinate on going systematic activitis
designe to help students establish personal and develop future plans.
‘Counsellors have a friendly and professioonal approach they give tothe whole
_rooes of helping the lamers, because they give it time and keep following up the students
to assess the progres. They make appointments with various problematic stadents referred
na schoo setting noviadays, there are many cases which ned tobe handled by &
trained counsellor. These include; sychologia, family issues and above all indscpine
«cases; which, if not handled professionally, can lad students to making wrong and
‘miformed deisions.
‘Some students watch pomography which poisons their mind to an extent tat even
wen theteacheris in asthe ust pretend to be studying, when her minds someware eke
ery school must have fully-fledged counseling ection. Schools ned to invest
in counseling as one way of improving the students welfare and performance. Ii choice,
hich all schoo owners and administrators ned o embrace.
‘Bragdon has mentioned the following situations where counseling i required-
(0) When a pupil requires host only reliable informations but aso an interesting
interpretation of those informations which can sole bis personal dificlies.
(2) When the pupil has some problens but e i unaware of that problem and his
‘evelopment, there to be made aware ofthat problem.
‘@) When the pupils aware ofthe problem and difclies created by the problem
‘but he fel fle to define it and to understand it ie, when the puis aie with
the presence of the problem and its nature but eis unable to face the problem et his
temparar tension and distraction. s
(4) When the pop suffers the main ma ajustmen problem o some anccap which
is temporary and which needs careful long due diagnosis by an expert. nc taiey ite Ua
18 | RRB x
Software Approas
2. Hardware and Software eA
principles for
tr ed
mo msttents ataama bree ratta ny
‘video tapes, dosed carcuit, television etc: See rere
byt of teat 10 ts sofas sak
: sabe oe ch mechan the proces of tachi sy
so thecshcaton and traning eT vith more students resulting in lest costs ang
‘sonomy in ES, Relative Technology”
sy cal this tpe of educational echo, Relative
ua ach in the proceso
Fare ow nd wap ncn, maces an devin he POSS f
— “The Software Approach
nog! moda purposes:
al he ie oP eit Arion 957)
pioneer effet of Skinner (i
cree rm te oe rely ented tothe pvc ating wich
Ps tesavounl change ruling OM ERPEHENES cited
Dai 1971 teres This view of fuatonal estos Same
sehen ns Se of poping segs SOE
(Comex responss and correct education. ‘ Sila
rep (1968) termed ths educational technology 3s *Construcive Eaheabond
Fa ee zon tana sae snd ensucton of hae
ecesary fo mec educational needs
Methods of Counselling Services ~
sas etrerlo and Pychosbeapits work from vary of Theoretical Approach
wrth ey cans Thee heaps range om te typeof Pehoanalyss, orally Posted
Sipnund Fred and ates developed int othe forms of analy psychotherapy fy Ns
ese through Humanistic Psychotherapy (based on personal growth tn
Fea ea eae Tips df dag vib spe pobis ad
Se eat nets betes count the
‘bent is mor important than th approach the therapist uses.
to
bei that behaviour islam in response to past
a email wit analong eps ld
‘son fr the bebaviour. It works well for compulsive and obsessive behaviour, fears,
‘ThsoombinesCopitve Therapy and Psychotherapy and enourags clin to draw
con their own ait to develop the kl to change destructive pattems of behavior,
Negative way of thinking are explored strtued and directive was, involving diary.
Cognitive and Behavioural techniques. Client are taught ways 0
chage thoughts and expectation and relaxation tecnigues are used. It has been effective
for stres-lated alent, phobias obsession, eating disorders and (atthe same times
drug treatment) major depression,
Therapy
Uses the power of the min to influence behaviour. Iti base on the theory that
previous experiences can damage slfimage and this can affect atitude, emotions and
tility to del with certain situations. t works by helping the dient o identify, question
ventional Technology and Management | 19
and change poor mental images of themselves, thus altering negative responses and
behaviour, Itcan help pesimisic or depressed people to view thins ftom a more opimastic
perspective
Dialectical Behavioural Therapy
DBT was developed from cognitive behaviour therapy (CBT). The main sim of CBT
ito chang behaviour, which is done by applying techniques with 2 focus om problem
solving such as homework, diary cards and behavioural analysis. Howerer, some people
felt uncomfortable with the strong focus on change, and felt that their suffering and
apparent loss of control over their ives were storng focus on change, and fet that thee
suffering and apparent loss of control over their ives were not understood. This caused
them to become frustrated and evento dropout of treatment. Therapist sought to resolve
this by the use of acceptance strategies. Aceptance strategies art added tothe process
of CBT which means that the therapist explores with their clients an acceptance that their
behaviour (eg, sel-harming drinking, ec), eventhough damaging in the long term. may
te the only way they have earned to deal with intense emotions; ad which might have
le to positive short term benefits
Family Therapy
‘Thisis used to treat a family system rather than individual members of the fai. A
{orm of Systemic Therapy, it require specifically trained counsellors.
Gestalt Therapy
‘The names derived from the German for “organized whole”. Developed by Fritz
pers, it focuses on the whole ofthe clients experience, including feclngs, thoughts and
actions, The clint gain self-awareness in the ‘here and now’ by analysing behaviour and
body guage and talking about bottled up feelings. This approach often includes acting
out scenarios and dream recall
Humanistic Therapy
Comming from the “personal growth movement” this approach encourages people
to think about ther fetings and take responsiblity for thei and actions. Emphasss
ison sel-development and achieving highest potential, “Client ‘or "Non-Dictie”
approach soften used andthe therapy can be described as “holistic” or looking at persong
sa whole. Te clients creative instincts may be used to explore and resolve personal
issues
Integrative Therapy
This s when several distinct models of counselling and psychotherapy are used
Person-Centered Therapy
Devisd by Carl Rogers and as called “Client-Centred” or “Roger
thiss based onthe astumptn that cet tng ep nthe elon os pelos
they are experiencing, can enter into a relationship with a counsellor who is sufficiently
accepting and permissive to allow the client to freely express any emotions and feelings
‘This wll enable the cent to come to terms with negative feelings, which may have caused
‘motional problems, and develop inner resources. The objective i forthe cient to become
ableto see himself sa person, withthe power and feedor o change, rather than as an object.
Psychonalysis
‘This is base on the work of Sigmund Freud, who believed that the unacceptable
Hous of x cdo abn othe neonsous mind bt conte tonnes
ough, emotions and behaviour "Repressed” feelings can surface later as conflicts,
Aepresson, etc or through dreams or creative activities. The analyst seeks to interpret and
‘make aceptabl (othe client's conscious mind, troublesome feelings and relationships
{rom the past. “Transference” onto the analyst, of felings about figures inthe cent’ i,
's encouraged. Tis type of therapy i often used by clint suffering high levels of distress
and can be a lengthy and intensive process ———
mo) RRB
jen to serie,
wee tyes vs tena e058
Pecos pds “ysl oN ouages peso owt ya
‘of actions that ead to a change OF oe i tle physical ae
Se nom pa is wef for people Sekine 8 BEM. move
within ase vi ;
Spirialy oriented wisn of themselves
Solting Poceed Brie THTIPY
This itive change
exon tr potvelyon what they 2
to achieve them Astle as 3 or 4 sessions may
Syste Terape
These arth theraps
fmenbers of astern, It can be used a the
3 Describe the meaning, ature and fancion of Fa
Or
ta you unending? very teacher must ne A
sowkge of dacasonal technology Oar
apn the dein soptasture and objects of Edvatonal Techno
or.
‘Techonology ? What are its main
school atmosphere.
ems lint are
vellng on past prob
than ot goasand Work o8 Row
be beneficial
in the transactional pattem
ave a thi 8 SA uly therapy and ail
eer efor fay
jeatonal Technology
What do you understand by Baucational
features? Describe its fuctions inthe context or presen
or
Carty te concep o auction Technol How can te know of ean
technology be useful fora teacher.
or
What do you mean By Educational Technology ? Discus the approaches & pes of
Educational Technology. or
-Pdacaional Technology ithe application of scientific process to man’s learning
conditions.” Explain. or
‘Define Fducational Technology Describe its function and scope in the context to
present school atmosphere. or
‘Give any five important functions of Educational Technology. Give appropriate
examples to sate how educational technology is used in normal school veting to achieve
‘those particular purposes. Or
Explain the concep of Educational Technology. Deserbe is functions and scope
Or
at do you adetd by Edt Tl ? What ae is ain eats
Describe ena cet of pret to atoms
or
What do you mean yeaa choy ? Wht he iret pesto
cinco hele we yor fia
or
“Educational technology is that branch of educational theory and practice which is
‘concerned primarily withthe design and use wh in
ae i ogee he ain
eS aS ae
Educational Technology and Management | 21
‘What do you mean by educational technology? Explain with suitable etamples the
role of hardware and software technologies in the present edocation system.
Or
‘What do you mean by Educational Technology ? How can the various types of
educational technology be used in teaching ?
Or
Explain the concept of Educational Technology and analyze the need fo etecationsl
technology in the schools of developing state like Chattisgarh.
Or
«Why teaching echnique's necessary fora teacher ? How itcam be implemented ?
Explain its various applications in teaching,
Or
Describe the importance of educational technology in modern educational practices.
Clarify the distinction between Hardware and Software technologies.
Or
Explain the concept of Education and Technology ? How isit useful for teachers in
‘classroom teaching ? or
‘Describe the meaning, nature and function of Educational Technology.
‘Ans. Introduction Educational Technology is a systematic way of designing,
carying out and evaluating the total proos of teaching and learning in terms of specie
‘bjetves by employing a combination of human and technical resources to bring sbout
‘more effective impetus to teaching. Educational Technology, therefor, systematic we
‘of modem methods, media and techniques in teaching-earning situations.
"Educational technology enables one to achieve specified educational goals and
objectives ina given proces or situation, and to suggest measures ifthe goals are not
‘achieved upto the desired extent.
Educational technology, therfore aciitats teaching arin
Note: See the Answer number - 6 for “Types of Educational Technology”.
Definition of Educational Technology
SS. Kullarn}—“Educatonal Tehnology may be defined as the application of ws
as well as recent discoveries of science and technology to the process of education.”
0. M. Leth—"Ecatonal Technology isthe systematic appicaton of sentiic
knowledge about earning, and the conditions of learning to improve the effectiveness
and efficiency of teaching and learning.”
| Rabert A Cor—"The application ofcentifc procs to man’s earning conditions
is what bas come recently tobe called Educational or Instructional technology.”
‘Robert M, Gagne-—"Eocatonal technology can be understood asthe development
ofa set of systematic techniques and accompanying practical knowiedge of designing,
operating and testing schools educational system.”
LR. Gass—“Eductional Technology has to be sen as. part of persistent and complex
endeavour of bringing pupil, teachers and technical means together in an elective way.”
S.K. Mitra—“Educatonal technology ean be conceived as a scence of techniques
and methods by which educational gols could be realised.”
LJ. Leavit define technology as, “Problem solving interventions, aiming at greater
efficiency.”
'M.C. Grath expanded te definition to “include methods and strategies of teaching,
tools, technical and electronic devices and instruments, media und equipment.” ec Its,
therefore, a means component.”
Sad - eee ee ee a 22) R-BLBA a
‘Technol
wf eeation
pont Fecmiques for efenive and Tien,
2. Stresses upon develope
teaching daring ‘
3X. An application of scientific Jnnowledge to a i oxen glo COME,
Faas ain by cota of
tions onal Tec
a peeved wa comming ER
LR Gerourbeberabeend modabe item may
Sean aa any pal objet wit bk ow the NOGA Oy
ead he eesnancaton, Teislog an extending mdi ofa SENOS
increases his rach
4 The new media of eomminiation cos
ste.
ee
5. Teaching i considered as an art aswel as enc
6 The effete teachers canbe produ through waning in sStustos
4 Teaching theoes canbe developed to understand te nature facing
& The communiation mala can fiat ean.
sane on
sr Tan an et
ste oc aes ne
bbymanipuation of media and methods and the contra of envionment s for a this
‘clearing Educational Technology an apled or practical sty which ams at man
‘educational effect by controlling such relevant facts as educational purposes, ’ pesto
‘content teaching material, methods, educational environment, ‘conduct of students,
neers canada
‘of Educational Technology
aon don't know where you are going, you willnever gt anywhere”. What can
te th cope of Educational Technology. An open mind takes care of this. Infact, itis
spore Hke an invitaion to alinteested to the reception hosted in honour ofthe ew weds,
education and Technology. The coupe constitutes an exiting subject tous who have
chosen to bein the domain of education. Educational technology in its global sense
jnciues the ete process ofthe setting of goals the continuous reforms of curriculum,
the tryout of new methods and materi the evaluation of the system as an integrated
whole and the reselling of goals. Hence, the scope of Educational technology takes nto
its fold the folowing
1. Analysis of the process of teaching and learning.
2 Lentiying aims and objectives of learning
3. Exploring and structuring the subject matter,
4. Selecting appropriate teaching tratgies and learn, media.
5. Evaluating the effectiveness of the learning system.
6 Using the isighs gained from evaluation to mprove this effectvenes forthe
dered as panacea to all educational
Edveationl Techooly and Management| 23
7 Planning the earning environment.
4. Concept and various facets of educational technology.
9. Teaching learning processes,
10. Individual in structural technolo.
11, Programmed kaming.
12, Teaching models,
13, Leaning theories,
14, Multi-media approach to teaching
15, Mathematics.
16. Cybemetis,
17. Task analysis
18, Modules,
19, Systems approach
20, Teacher preparation.
21, Development, selection and use ofthe appropriate audio-visual ids
2. Effective ulation ofthe hardware and mass medi
23.To work forthe effective ulzation of the sub-system of education.
24.To provide esetial feed-back and contol through evaluation.
Need and Significance of Educational Technolgy
George Kneller comments that “Education must mirror the age it strives to improve
It cannot isolate itself from automation any more than from other socal as economic
changes.”
‘Stolurow argues that three major factors demand the marriage of education with
technology
(@) Population explosion.
(©) Exponential rte whch new knowledges generated.
(©) Changing tends science and technology of current society
[In Indian context the following factors further prompt education to court technology
@
©
o
@
Problems of education lke fee primary education and adult iteracy cannot be solved
through conventional teaching techniques. The deterioration of falling standards
can be checked and quality instruction imparted of educational technology and
programmed learning material are yoked to conventional assroom teaching.
Millions and milions of earners who cannot afford to join schools and colleges for
continuing their formal education, can gain best possible instruction while at home
eg, correspondence courses, Indira Gandhi National Open University, The Satelite
Instructional Television Experiments National Educational Telecast, Close-taching amin ad analysand itrpréation of ata became a aaa
{Instructional Television Experiments, National Educational Telecast, Close-Circuit Ce a ee eee
‘Tecvisoe aca Lind cout of edoatona technology jor mving prety of loin decation Educational chology i senda
Se igre MR Ei ieee ee lorem
‘can be accomplished of educational technology is utilised in the service of language Pre ei eaeeense ees Pe
Exmngce Language bborstors: napone, beadpbone ce Far sucaiona planning Educational technology helps oval soci planing
(9 tate svi of een Soch sin IMA (latin Miltary Academy). IAF,(ndin toa syuanatcsoprench totes ieee eed ee
i Neng lots ae ‘designing and structuring content, determining evaluation techniques, etc.
ee cela spor effexine eg, progamm! "For improving learning I eed to facitate human leaning through the
rte teal socieati e caocation, cma etn dewlopmnt,orgnintin and zation of aang kang
eecectrbmres ee: | eek ine atei-wpaineplntarmmaeana eo iene
>. om poy rons eacher training ces ccctne ve stom Sop prtecica ee oamecing,
=a ai hl ; re
ters and means Of cIicea csaroom manageal profic and porn Paani
Importance of Educational Technology ‘Technol in Education
Tic pepe iexiloy promot the ins of suction by" Ttaogy i turton resto application of enginding princes in the
pero fe gy tecting fatal ast oft ea declomen of carota quam ed inion Pros To
i eperrn f t irwn ree technology s known as ET or Hardware or Medi, Bopaning wisp au-mtal
‘ed tie lsiraction Research ininsrucional moti reveals that motivate ais as popuary Known in ety 196s dat sds, fnestp woth met spa
5. ideal from any of the media. ET can improve the effectiveness of eleetrenic gadgets such as radio, television, computer, videotex, videodisc and soon fall in
‘this type of ET. Even before that, technologies such as paper, ink, and print, were invested
Tar nig nies itecncs ET facts inivial suet toa besoon the pipes pista eset an subequal were secon
“pepcezigtcerenen al mc orig Indu ste rc Pros of rea caton cg an evga ne
: Fe eporoes os acnag tants by henmcies ante ora rofl ptt, hd ovccnad th ed-onal mno onta we a ca
‘Gees tne oman opens cba lomron int a pope he es macnn e,v freatn nw
transmission of knowledge and imparting quality education to unlimited numberof students. ———-”-tO
28 | R-B.EA
tr shoud be understood
because erry mem ba 8
Shubin or media two ot
Sousa Su arch
Techeng f Eds
thinking stout roles Susan oro
repels, operant condi Soc oad
tao he! of teaching desir
a sete *8Y ging,
ree Het Cae defined objectives. Consequently,
ie orn ting teaching to achieve well eeu tye { \
aeeieany efsteps ar teng se ome GT ae
See ar pe of technology abo ks
ears a atretologysoplenent each th
caters offi nt
Roe as a number of devices (media) wh tremens ee
Teli cecatin eigen group ents Tesla of eat
foi ee er reed ouch SCOOT
0.5 Gea brie tery, eed and the factors fen
acto Teche or
onrate the development ands
at no medi i SURES
nd ian
ct gn te cob
-anedia prone
ey aso aproces and 8 Way op
pest Prin
mal etn development of Ep
geo of Eaveatinal Technology inthe context
or
ee Esplin he meaning of Edocations Technology an deserts evelopment in ad
base of facilitating earning
tional technology isthe study and ethical practice
ne ery eeting wang and mana propa SNOT
& Tirana chology in way cou red ak to thee
‘ot ven ear tools, e. paintings on cave walls. But usually its istry starts wit
Seo hi 1509 o Sey Preys etal abi 1205
“Te is large scale sage of new technologis can be raed to USWW 11 trainin
fsoki throug training is and oer mafiated materials. Today, presentation base
technology, based onthe Kea that peopl ean Fam through rural and visual reception
tcrsts in many forms eg streaming audio and video, of power pont prestations wit
Sze over_ Another intresting invention ofthe 1940s was byperet, i. V.Bsh's memes
“The 1950s ed two major sl popular designs. kinnes work ed to “programma
instretion” forasing onthe formulation of behavioural objectives, breaking instruction
Content sal nts nd evading coet sponses ai and often. Advocating
thastry approach to leaning based on bis taxonomy of intellectual behaviours
rae Coes sl fechniques that vared both insrucion and time acording to lame
equrements. Model based on these designs were usually refered to as computer base
traning” (CIST), Computed aided instruction or computer assed instruction (CAD int
1970s though the 190s. Ina more simpli form they corespond to today’s “econtest!
{hat often form the core of “e-learning” set-ups, sometimes also refered toa web-bas
{raining (WB or einstrtion. The cours designer divides kaming contents nto smal
cunks of text augmented with graphics and multimedia presentation. Frequent Mult
‘choice questions with immediate feedback are added for selF-asessment and guidana
‘Such e-contents can rely or standards defined by IMS/ADLISCORM and IEEE.
‘The 19805 and 1990s produced a variety of schools that can be put under the wmbre
‘of label computer based training (CBL). Frequently based on constructivist and cognitivs
Et | tS i elect imatliait >. |
Aeatona Tecnology and Management | 29
seaming theories, these envionment focused on teaching both abstract nd domain specie
em solving Preferred tecnologia were micro-worlds (Computer environments where
Ieamers could explore and bul) simulations (Computer envivonments where lamer can
play with parameters of dynamic stems) and hyper tet
Digital communication and networking in eduction started in the mi-1980s and
‘came popularly the mi-0s, in paticular though he world wide web (www), Mail and
forums, Thetis difeence between (wo major forms of on link learning. The err
type based on ether Computer Base Training (CBT) or Computer-Based Learning (CBL),
focused on te interaction between the student and computer dril pls tutorials on one
tnd of miro-works and simulations on the othe. Both can be delivered today over the
‘ev, Today, the prevailing paradigms in the regular schoo system is omputr-mediated
Communication (CMC), where the primary form of interaction i between students and
instructors mediated bythe computer, CBTICBL usually means individual (Seta)
learning, while CMC involves teachertutor faclitation and requeyscenarization of exible
Teaming activites. In addition, modem ICT provides education with tools for sustaining
earning communis and asocated knowledge management tasks. tao provides tools
for student and curriculum management
“The 200s emergence of multiple mobile and ubiquitous echnologis gave a new
‘paleo situated earning tears avourng leaning in context scenarios. Some erature
ses the concept of integrated lamin to dseribe blended learning sznarios that integrate
both school and authentic (eg workplace settings.
Need in the Context of India
(0) Problem of education like fee primary education and adit teary cannot be solved
through conventional teaching techniques. The deterioration of falling standards
can be checked and qulity instruction imparted if educational technology and
‘Programmed leirnng material are yoked to conventional classroom teaching.
Milions and miions of earners who cannot aford to join ehools and coleges for
‘continuing thee formal edwation, can gun best posible instruction while t home
eg, correspondence courses, Indira Gandhi National Open University, the Satelite
Instructional Television Experiments National Educational Telecast, Close-