Approaches in educational technology

Hardware approach

Software approach

System approach

Hardware Approach

• Based on physical science and applied engineering field approach

• The new mechanism of teaching-learning with improved technology as its basis

• Suggesting innumerable new ways of doing things to the class-room teachers

• The job and the duties of the teacher are likely to have multifaceted changes as they are to deal with many new gadgets for teaching and learning now and in the future

• A result of hardware technology = the development of electro-mechanical equipments for instructional purposes.

• E.g.,:microphones for making teachers’ voice fully audible to the learners.

• Radio, T.V., tape recorder, projector, closed circuit television (C.C.T.V.), teaching machines, and computers are used for teaching the students.

• Silverman (1968), called this type of educational technology 'Relative Technology'.

• Educational technology deals with the application of many fields of science to the educational needs of the individual as well as of society (Marilyn Nickson, 1971)

• Hardware approach also involves a reduction of cost.

• the application of physical science to the education enables teachers to deal with more students, resulting in less cost and economy in finances (Davis, 1971)

Software Approach

• In software approach, the basis of all thinking and working is behaviouralscience and psychology of learning.

• Software approach uses the principles of psychology for the purpose of behaviourmodification.

• A teacher with added knowledge of software approach can use the films, flash-cards, tapes etc., for various purposes.

• There is not end to his thinking.

• A teacher can plan better teaching which results into better learning.

• This view of educational technology is closely associated with the modern principles of programmed learning and is characterised by task analysis, writing precise objectives, selection of appropriate learning strategies, reinforcement of correct responses and constant education. (Davis, 1971)

• Silverman (1968) termed this educational technology as 'constructive educational technology.'

• Both software and hardware approaches are so interlinked that they cannot be separated from each other. One without the other is incomplete. It is software approach which makes the hardware approach function well.

System Approach

• A modern approach in educational administration and organisation.

• It acts as a link between hardware and software approach.

• Also known as 'Management Technology'.

• It has brought to educational management a scientific approach for solving educational administrative problems.

• System is a set of connected things or parts forming a complex whole, in particular. (http://oxforddictionaries.com/us/definition/american_english/system)

• Examples:

• A set of organs in the body with a common structure or function: the digestive system

• The human or animal body as a whole: you need to get the cholesterol out of your system

• Computing a group of related hardware units or programs or both, especially when dedicated to a single application.

• Education is regard as a system and system approach is a systematic way of designing an effective and economical educational system

• the systems approach involved setting goals and objectives, analyzing resources, devising a plan of action and continuous evaluation/modification of the program. (Saettler, 1990)

setting goals and objectives

analyzing resources

continuous evaluation/

modification of the program

devising a plan of action

System approach in education

Instructional Development

A system approach that seeks to apply

scientifically derived principles to the

planning

designing

creating

implementing

evaluating

of effective and efficient instruction.

Instructional Development

Instructional Development

Identification and analysis of

instructional needs

Formulation of specific objectives

Development and testing of viable

alternatives

Revision and retesting of alternatives

Evaluation of the system as well as of individual learners

Target students Human resources

Technical resourcesFinancial resources

Information

Students whose performance or

ideas have improved in specific areas

Teaching -Learning process

Instructional Development

STAGE I DEFINE

• Function 1 – Identify problem

• Function 2 – Analyze setting

• Function 3 – Organize management

STAGE II DEVELOP

• Function 4 – Identify objectives

• Function 5 – Specify methods

• Function 6 – Construct prototypes

STAGE III EVALUATE

• Function 7 – Test prototypes

• Function 8 – Analyze results

• Function 9 – Implement/recycle

Stage 1- define

F1 : Identify the problem

• Provides structure that enables us to separate symptoms, the cause from the actual problems themselves.

• Focuses attention upon the status quo.

F2 : Analyze the setting

• The data gathering stage

• Assessment of learner’s characteristics or the identified problems

F3: Organize management

• Decisions will result in the establishment, planning and procedures.

Stage 2 - develop

F4 : Identify objectives

• Involves the specification of behaviouralobjectives

• Translate broadly stated problems into precise statement that describe desired learner behaviour

F5 : Specify methods

• Methods and materials are outlined to aid the attainment of the specified behaviours.

F6 : Construct prototypes

• Opportunity to review or design strategies and materials to implement F4 and F5

Stage 3 - evaluate

F7 : Test prototypes

Prototypes must be tested in the

appropriate educational setting

Essential to evaluate the prototype process

the evaluation data

F8 : Analyze results

Determine the relationships among objectives, methods

and results

F9 : Implement/

Recycle

Tying the theoretical concepts of curriculum

management and instructional development