prr.hec.gov.pkprr.hec.gov.pk/jspui/bitstream/123456789/13619/1... · Web viewI, Aneela Hasan. D/O....
224
EFFECTIVENESS OF EDUCATIONAL TECHNOLOGY IN TEACHING LEARNING PROCESS AT B.Ed LEVEL ANEELA HASAN DIVISION OF EDUCATION
Transcript of prr.hec.gov.pkprr.hec.gov.pk/jspui/bitstream/123456789/13619/1... · Web viewI, Aneela Hasan. D/O....
Introduction
117
EFFECTIVENESS OF EDUCATIONAL TECHNOLOGY IN
TEACHING LEARNING PROCESS AT B.Ed LEVEL
ANEELA HASAN
DIVISION OF EDUCATION
UNIVERSITY OF EDUCATION
LAHORE
EFFECTIVENESS OF EDUCATIONAL TECHNOLOGY IN
TEACHING LEARNING PROCESS AT B.Ed LEVEL
ANEELA HASAN
Registration No. Ph.D. 0499004
Submitted in partial fulfillment of the requirement for
the degree of Doctor of Philosophy in Education
at the Division of Education,
University of Education,
Lahore
2008
DEDICATION
Dedicated ToMy Husband Hasan Nawaz Cheema
&
Daughters
Zoha Hasan, Laraib Hasan and Fatima Hasan
Whose precious time I have stolen to complete my Research Work
But
Their stimulation and cooperation helped me to achieve the target successfully.
Declaration
I, Aneela Hasan
D/O of Dr S.M .Khalid (Late)
Registration No Ph.D 0499004
Discipline Education
Candidate of Doctor of Philosophy at the University of Education Lahore do hereby declare that that the thesis Effectiveness of Educational Technology submitted by me in the partial fulfillment of Ph.D degree in discipline/Department Division of Education and Research is my original work, and has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted by me for obtaining any other degree from this or any other university or institution.
Signature
ANEELA HASAN
June 30th, 2008
Supervisor Signature
Dissertation/Thesis Approval Form
The undersigned certify that I have read the thesis Effectiveness of Educational Technology in Teaching Learning Process at B.Ed Level, submitted by Aneela Hasan I am satisfied with her performance and quality of work. I recommend the thesis to the Division of Education and Research, University of Education Lahore for acceptance.
Thesis/dissertation Title: Effectiveness Of Educational Technology In teaching Learning Process at B.Ed Level.
Doctor of Philosophy in Education.
Degree Name in full.
Education
Name of discipline.
Dr. Muhammad RashidSignature of Supervisor
Dean and Head Faculty of Education,
Dean Doctoral Program,
Preston University Islamabad
Acceptance by the Thesis Examination Committee
Title of Thesis Effectiveness of Educational Technology in Teaching Learning Process at B.Ed level
Name of student Aneela Hasan
Accepted by the Division of Education and Research University of Education Lahore, in the partial fulfillment for the degree of Doctor of Philosophy in Discipline Education with specialization in Educational Technology
Thesis Examination Committee
______________________
Director
______________________
External Examiner
_______________________
Supervisor
_______________________
Member
_______________________
Member
June 30th, 2008
EFFECTIVENESS OF EDUCATIONAL TECHNOLOGY IN TEACHING LEARNING PROCESS AT B.Ed LEVEL
ABSTRACT
Researcher: Aneela Hasan
Research Supervisor: Dr Muhammad Rashid
The present study was designed to evaluate the effectiveness of Educational Technology in teaching learning process at B.Ed. level in teacher training colleges of Punjab.
The objectives of the study were to find out opinions about awareness of Educational technology, existing facilities of educational technology components, use and problems in use of Educational technology in teacher training and to give recommendations to solve the problems involved in the use of Educational Technology.
The population of the study was Principals, teachers and students of Government College for Elementary Teachers Punjab. Three questionnaires were prepared by the researcher and validated by experts. The questionnaires were based on likert scale. The questionnaires covered all the important aspects of Educational Technology. Data was analyzed with help of mean, percentage and standard deviation of each item. Four hypotheses were established to find out the difference among principals, teachers and students about awareness of Educational technology, existing facilities of Educational technology components, use and problems in use of Educational technology in teaching learning process. To explore differences between the means of two groups’ independent t-test was applied and one way ANOVA & Post hoc LSD was applied for exploring the difference among three groups. Major findings of the study showed that Educational Technology makes teaching learning process more effective. Educational Technology components are very beneficial while giving instruction but are very limited and only few teacher educators are capable to use these equipments. Results also showed that there is difference among principals, students and teachers about awareness of educational technology and existing facilities of educational technology components. Similarly there was also difference among teachers about use and problems in use of educational technology in teaching learning process. The study strongly recommends that to incorporate educational technology in teacher training institutions teacher must be given training for using Educational Technology in teaching learning process. Enough resources must be provided to teacher training institution for making teaching learning process effective.
Acronyms
B.Ed.Bachelor of Education
DSDDirectorate of Staff Development
E.TEducational Technology
ICTInformation and Communication Technology
M.EdMaster of Education
PTAParent Teacher Association
SMCSchool Management Committee
TVTelevision
UEUniversity of Education
VCRVideo Cassette Recorder
ACKNOWLEDGEMENT
First of all I thank to Almighty Allah who is the creature of all human beings bestowed me and gave me enough strength and determination to finish my research work successfully.
I wish to my heartiest and deepest thanks to Professor Dr Muhammad Rasheed Ex-Dean Faculty of Education Allama Iqbal Open University Islamabad and Dean and Head Faculty of Education and Dean Doctoral Program, Preston University Islamabad whose scholarly guidance, valuable suggestions, constructive criticism and inspiration motivated me to complete this study.
I am feeling great difficulty in writing these lines as any other part of the thesis. Even hundred of well intended words cannot reflect my feelings for my dear Dad Prof S.M. Khalid who received fourteen bullets on his heart for his life time services for education. He being a physicist and educationist intended me to follow his path and on completion of my work, I believe he would be happy in the eternal piece of Heaven.
I am thankful to my mother who faced sour and sweet moments of life courageously and supports her children to achieve targets successfully
My special thanks to respectable brother Dr. Mumtaz Akhtar Cheema Director Advanced Studies, University of Agriculture, Faisalabad who have been very cooperative and helpful to me during my research work.
Words are not enough to thank Dr Faqir Muhammad Chairman, Department of Statistics and Maths AIOU and Dr Muhammad Saeed University of Education Lahore for their valuable guidance.
Thanks to Dr Zaheer GCET Lahore for extending his full support and cooperation to finalize my research Words are not enough to reflect his help to complete this difficult task Thanks to Dr Shafqat Hussain, GCET Mianwali, who always welcome me any time for support and guidance.
I am also thankful to all the principals, teachers and students who sincerely helped me in data collection. Without their help it was not possible to present this research work in the present form. I am thankful to the experts who validated my instruments.
Thanks to my brothers and sisters who love me and pray for my success.
Last but not the least thanks to my husband Hasan Nawaz Cheema who has always been helpful to me. Without his boost and cooperation I could not achieve this highest level of education.
Finally I thanks to my daughters Zoha Hasan, Laraib Hasan and Fatima Hasan who suffered a lot and were neglected during my research work but their prayers and inspiration for me to achieve highest degree of Education and to achieve this target successfully and I am sure that All Almighty will return by effort in form of their better and successful future .
ANEELA HASAN
TABLE OF CONTENTSChapterTopicPage No.
Dedication
Candidate declaration Form
Recommendation Letter by Supervisor
Thesis Approval Form
Abstract
Acknowledgement
Table of Contents
List of Tables
List of Graphs
List of Appendices
IINTRODUCTION1
1.1.Statement of the Problem3
1.2.
Objectives of the Study
4
1.3.
Research Questions
4
1.4.Significance of the Study5
1.5.
Methodology of the Study
5
1.5.1.
Nature of the Study
5
1.5.2.
Population
5
1.5.3.
Sample of the study
5
1.5.4.
Sampling Technique
6
1.5.5.
Development of the instruments
6
1.5.6.
Pilot Testing
6
1.5.7.
Administration
7
1.5.8.
Analysis of Data
7
IIREVIEW OF THE RELATED LITERATURE 8
2.1.
Educational Technology
8
2.2.
Definitions of Educational Technology
11
2.3.
Perspective of Educational Technology
13
2.4.
Characteristics of Educational Technology
13
2.5.
Aspects of Educational Technology
13
2.6.
Approaches in Educational Technology
14
2.6.1.
Hardware Approach
14
2.6.2.
Software Approach
15
2.6.3.
System Analysis Approach
15
2.7.
Types of Educational Technology
17
2.7.1.
Teaching Technology
18
2.7.1.1.
Characteristics of teaching technology
18
2.7.2.
Instructional Technology
19
2.7.2.1.
Characteristics of instructional technology
19
2.7.3.
Behavioral Technology
20
2.7.3.1.
Characteristics of behavioral technology
20
2.7.4.
Instructional Design
21
2.8.
Types of Teaching Aids used in Teacher Training
22
2.8.1.
Non-Projected Teaching Aids
22
2.8.2.
Projected Teaching Aids
24
2.9.
Computer in Education and Training
26
2.10.
Teaching Learning Process
27
2.11.
Relationship between Educational Technology and Teaching Learning Process
28
2.12
Scope of Educational Technology
30
2.13.
Use of Educational Technology in Teacher Training
35
2.14.
Educational Technology and Teacher Training Programme
40
2.14.1.
B.Ed. Program of Government Colleges of Elementary Teachers Objectives
40
2.14.2.
Educational Technology in B.Ed Program
41
2.15.
Educational Technology and Related Researches
43
2.16.
Conclusions
47
III
METHODOLOGY OF THE STUDY
49
3.1.
Design of the Study
49
3.2.
Population of the Study
49
3.3.
Sample of the Study
50
3.4
Sampling Technique
50
3.5.
Instruments and its Development
50
3.6.
Validation of the Instruments
51
3.7.
Pilot Testing
51
3.8.
Reliability
52
3.9.
Administration of the Instruments
52
3.10.
Data Analysis
52
IV
ANALYSIS AND INTERPRETATION OF DATA
54
V
SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS
88
5.1.
Summary
88
5.2.
Findings
90
5.3.
Conclusions
92
5.4.
Discussion
93
5.5.
Recommendations
98
5.5.1
Recommendation for Further Research
98
REFERENCES
101
APPENDICES
109
LIST OF TABLES
Table
Title
Page
1
Existing Facilities of Educational Technology Components in Teacher Training Institutions (Principals/ Administrators)
55
2
Opinion about existing Facilities of Educational Technology Components in teacher training Institutions (Teachers)
57
3
Opinion about existing facilities of Educational Technology components in teacher training Institutions (Principals)
59
4
Difference regarding Existing Facilities of Educational Technology Components by One-Way ANOVA
60
5
Gender-wise comparison regarding the use of educational technology
61
6
t-test on Gender for comparison regarding the use of educational technology
62
7
One-way ANOVA for the use of educational technology on groups
62
8
Post-Hoc Comparison LSD
62
9
Effectiveness of Educational technology for assessment purpose (ETAP)
63
10
Independent samples t-test by gender on effectiveness of Educational technology for assessment purpose (ETAP)
63
11
Effectiveness of Educational technology for content comprehension (EETCC)
64
12
Independent sample t-test for enhancing content comprehension by gender
64
13
Educational technology for general use (ETGU)
65
14
t-test by gender on educational technology for general use (ETGU)
65
15
Use of Educational technology for English language development (ETELD)
66
16
t-test by gender use of Educational technology for English language development (ETELD)
67
17
Use of Educational technology for teaching methodology (ETTM)
67
18
t-test by gender for Educational technology for teaching methodology (ETTM)
68
19
Use of Educational technology for research purpose (ETRP)
68
20
t-test by gender on Educational technology for research purpose (ETRP)
69
21
One sample t-test on principals/ administrators’ educational technology effectiveness score
69
22
One-way ANOVA for experience at Higher Secondary level
70
23
Post-Hoc Comparison LSD
70
24
One-way ANOVA for experience at teacher training colleges
71
25
Post-Hoc (experience at teacher training colleges)
71
26
Independent sample t-test for administrative course(s) attended or not attended by the Principals
72
27
Use of Educational technology for assessment purpose (ETAP)
72
28
Independent sample t-test by gender on effectiveness of Educational technology for assessment purpose (ETAP)
73
29
Use of Educational technology for content comprehension (ETCC)
73
31
Independent sample t-test by gender on effectiveness of Educational technology for content comprehension (ETCC)
74
32
Effectiveness of Educational technology for general use (ETGU)
74
33
t-test by gender on effectiveness of educational technology for general use (ETGU)
75
34
Effectiveness of Educational technology for English language development (ETELD)
75
35
t-test by gender on effectiveness of Educational technology for English language development (ETELD)
76
36
Use of Educational technology for teaching methodology (ETTM)
76
37
t-test by gender on the use of Educational technology for teaching methodology (ETTM)
77
38
Use of Educational technology for research purpose (ETRP)
77
39
t-test by gender on Educational technology for research purpose (ETRP)
78
40
One sample t-test on teachers’ educational technology effectiveness score
78
41
One-way ANOVA for teaching experience
79
42
One-way ANOVA for schools experience
79
43
Post-Hoc (schools experience)
79
44
One-way ANOVA for GCET experience
80
45
One-way ANOVA for in-service course(s) attended
80
46
t-test for comparison of teachers and principals perceptions regarding effectiveness of educational technology
80
47
One-way ANOVA for effectiveness of educational technology by groups
81
48
Post-Hoc Comparison LSD
81
49
Effectiveness of Educational technology for assessment purpose (ETAP)
81
50
Independent sample t-test for students’ gender
82
51
Effectiveness of Educational technology for content comprehension (ETCC)
82
52
Independent sample t-test by gender on ETCC
83
53
Effectiveness of Educational technology for general purpose (ETGP)
83
54
t-test by gender on Effectiveness Educational technology for general purpose (ETGP)
84
55
Effectiveness of Educational technology for English language development (EETELD)
84
56
t-test by gender for EETELD
85
57
Effectiveness of Educational technology for teaching methodology (EETTM)
85
58
t-test by gender for Educational technology for teaching methodology (ETTM)
86
59
Effectiveness of Educational technology for research purpose (ETRP)
86
60
t-test by gender on Educational technology for research purpose (ETRP)
87
61
One sample t-test on students’ overall educational technology effectiveness score
87
LIST OF APPENDICES
Sr. No.
Title
Page
1.
Request to Respondents
109
2.
Educational Technology Effectiveness Scale (ETES)
110
3.
Ratings Scale regarding the Availability of Equipment
112
4.
Questionnaire for Assessing Use of Educational Technology (AUET)
113
5.
List of Experts
115
6.
List of the Colleges Selected as a Sample in Research Study
116
7.
GCET – Enrolment of B.Ed (2005-06)
117
CHAPTER 1INTRODUCTION
Educational technology has grown tremendously and its use has penetrated in all areas of teaching and learning. Educational technology can bring improvement in educational atmosphere as it has a wider spectrum. Educational Technology is the improvement, application and evaluation of the systems, techniques and support to improve the teaching learning process (Percival & Ellington, 1999).
Educational technology is a set of systematic techniques and practical knowledge for designing, testing and operating school as educational system (Gagne, 1998).
Educational technology is anything and everything, which tries to improve teaching and learning process systematically. Its range extends from teacher’s smile at a right time, to the use of computers to assist human learning.
According to Kulkarni, (1990, p. 730)
The educational technology is a process of education where in conditions are deliberately created (environment), to enable a specified learner (or a group of learners) to behave in a specified manner to perform and to experience certain desirable objectives.
The aim of educational technology is to promote an educational constructive interaction between the new facilities and other elements in the educational theory and practice. As discussed by Gracia, (2005, p. 33).
At the forefront of many educational reforms is the development of learning communities. Further, educational technology promises infinite access to information. So, students may acquire knowledge and demonstrate understanding of the complex and challenging issues. Combining these two powerful forces in education may lead to the development of collaborative learning environment that promotes and sustains the integration of information technologies in order to enhance student and teacher learning experience.
The use of educational technology is an innovative practice, which needs to be adopted by every teacher. Rowntree (2003, p. 86) describes the various fields of educational technology as follows:
Identifying aims and objectives, planning the learning environment, exploring and structuring the subject matter, selecting appropriate teaching strategies and learning media, evaluating effectiveness of the learning system and using the insights gained from evaluation to improve the effectiveness for future.
The quality of teaching learning process varies from one country to the other and educational conditioning prevailing in each of them. This variation of views has been clearly stated by Dienzeide (2002, p. 17)
Educationalists in the developing countries will be more inclined to see educational technology as a means of rapid dissemination of urgently needed education on a massive scale to large groups. Whereas the developed countries will see it as a mean of increasing the effectiveness of education by making learning a more individual process.
Technology can and should play an important role in curriculum development, delivery, assessment and administration (Nelson, Post & Bickle, 2001).
Moreover, in the developing countries like Pakistan the rapid increase in population on the one hand and need for the education on the other, has resulted in an increased in the demand for qualified educational personnel, mainly the teachers whose supply is simply beyond he means of relatively small number of training on institutes in these countries. Teacher training has become an important component of education sector and educational technology has proved to be a fruitful idea in this context, it provides a number of facilities and advantages for learner, teachers and administrators. On the other hand it can cause negative affects and disadvantages in the same frequency if not used properly. This indicates that the proper use of educational technology requires professional and trained personnel (Viazey, 1975).
Role of educational technology is very important for the teacher as well as for the policy makers in determining educational goals or objectives, testing and instruction, proper use of machinery, selection, production and utilization of audio visual aids and selection of tactics and strategies. Educational technology is not only necessary to meet the teacher needs, but it also has great value for policy makers and planners due to its significant role in education (Rashid, 1999)
In Education Policy (1998-2010) much emphasizes was given on utilization of educational technology to make the traditional method more meaningful and effective. Education policy states that, ‘lecture method will be replaced by guidance provided through the use of new technology such as computer, TV, satellite and video tapes’ considering the importance of educational technology it has been introduced in teacher training curriculum as an important element. As explained above, it looks reasonable, rather essential to make arrangements for the provision of educational technology, as it is an effective way of achieving goals.
1.1.Statement of the Problem
The concept and use of educational technology is an innovative practice, which needs to be adopted by every teacher. Educational technology is intervening in education and training to improve the quality of teaching learning process, however it requires serious consideration to investigate the effectiveness of educational technology in teaching learning process in context of aims and objectives of teacher training.
The study was designed to evaluate the effectiveness of educational technology in teaching learning process at B.Ed. level.
1.2.Objectives of the Study
1. To find out the opinions of Principals, teachers and students about the existing facilities of Educational Technology in teacher training institutions.
2. To determine the use of Educational Technology in teacher training institutions.
3. To evaluate the effectiveness of Educational Technology in teacher training institutions.
4. To explore the opinion of Principal, teachers and students about the awareness of Educational technology from principals, teacher educators and students of teacher training institutions.
5. To identify the problems involved in the use of educational technology in teacher training institution.
1.3.Research Questions
1. What are the status of educational technology in GCET as perceived by principals, teachers and students?
2. What is the effectiveness among the use of educational technology as perceived by principals, teachers and students?
3. What is the level of use of educational technology as perceived by principals, teachers and students?
4. What is the level of the effectiveness of educational technology as perceived by principals, teachers and students?
5. Is there any significance difference in the reported effectiveness of educational technology as perceived by principals, teachers and students?
6. Is there any significance difference between male and female students regarding the different uses of educational technology?
1.4.Significance of the StudyThe study may be helped in exploring the different effective uses of educational technology. It may also through light what uses of educational technology are considered effective by teachers, students and principals. It may also support the need to provide more equipment of educational technology in GCET. It may also identify the training areas in which principals and teachers need trained. It will assist in developing teacher-training program accordingly.
1.5.Methodology of the Study
The methodology of the study is as under:
1.5.1.Nature of the Study
The nature of the study was descriptive (survey type)
1.5.2.Population
The population was as under:
Principal, teachers and students of Government Colleges for Elementary teachers of Punjab were the population of the study.
1.5.3.Sample of the study
For drawing unbiased responses from the sample and to ensure that the sample selected was the most representative of the target population, assessable sampling was used for respondent’s categories of teachers and students. The sample of the study included:
(i)All the principal of Government Colleges for Elementary Teachers were taken as a sample, which were 33.
(ii)225 out of 630 teachers of Government College for Elementary Teachers was the sample which was (35 %) of the population of the study.
(iii)900 students out of 4126 of Government College for Elementary Teachers was the sample which was (21.81 %) of the population of the study.
1.5.4.Sampling Technique
Simple random sampling technique was done.
1.5.5.Development of the instruments
Three separate questionnaires were developed by the researcher at five point rating scale for
(i) Principals of Government College for Elementary Teachers (Appendix 2)
(ii) Teachers of Government College for Elementary Teachers (Appendix 3)
(iii) Students of B.Ed. of Government College for Elementary Teachers (Appendix 4)
Construct Validity was determined through experts from University of Education Lahore, Allama Iqbal Open University Islamabad and Government College for Elementary Teacher Islamabad (Appendix 5). Suggestions were accommodated in light of opinion of experts. Applying reliability test item analysis was done.
1.5.6.Pilot Testing
Pilot testing was done before administration of the tools at large scale to ensure the validity and reliability of research instruments and correction were made on the basis of pilot testing. After incorporating the suggestions received through pilot testing, the questionnaires were revised and finalized. Reliability of instruments was calculated through Cronbach Alpha Test on score of pilot testing. The reliability of the students’ questionnaire was (0.86), Principals/ Administrators’ questionnaire (0.87) and Teachers’ questionnaire (0.85).
1.5.7.Administration
Instruments were delivered by to all Government Colleges for Elementary Teachers. A stamped back envelops was also sent. For collection of data personal contacts were made.
1.5.8.Analysis of Data
Analysis of data was carried out in two parts (descriptive and inferential). Data was analyzed on the basis of mean score and standard deviation of each item of the questionnaires. For hypotheses (i) and (ii) one way ANOVA and Post hoc Least Significant Difference (LSD) was applied. For Hypotheses (iii) and (IV) Independent t-test was applied.
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1.Educational Technology
Educational Technology is a system in education in which machines, materials, media, men and methods are inter-related and work together for the fulfillment of specific educational objectives (Agarwal, 1995).
The treatment of the process by which people learn, as a systematic process based on objectives, with strategies and systems to achieve them is the educational technology (Wikimedia, 2008).
Educational technology is the treatment of the process by which people learn, as a systematic process based on objectives, with strategies and systems to achieve them (Wikionary, 2008).
2.2.Definitions of Educational Technology
Educational Technology is the development, application and evaluation of systems, techniques and aids to progress the development of human learning. The council of Educational technology for the United Kingdom (CET, 1979; DAS BC, 2002).
Educational technology can be conceived as a science and knowledge of techniques and methods by which educational objectives can be achieved (Mitra, 1968).
Educational technology is in the form of detailed application of the psychology of learning to practical teaching problems (Ceoco, 1971).
Educational technology is concerned with problems of education and training and is characterized by a controlled and standard approach to the organization of resources of learning (Devis, 1971).
Educational technology is a systematic way of designing, carrying out and evaluating total process of teaching and learning in terms of precise objectives based on research findings on human learning and communication (US President Commission of Enquiry, 1979).
Educational technology is concerned with providing suitably planned learning situations, which holdings in views the objectives of teaching or training, carries to allow the best means of instruction (Richmond, 1979).
The application of laws as well as modern discussion of scientific technology to the process of education is called educational technology (Kulkarni, 1998).
Educational technology offers the way to reach large numbers in remote and unreachable areas, remove difference in education conveniences available to disadvantages and provide individualized instruction to learn easily suited to their needs and speed of learning “Indian National Policy of Education” (NPE, 1986).
According to the Agency for the international development (1972, p. 35):
Educational technology can be defined in two ways. In its more familiar sense it means media born of communication revelation, which can be use for instructional purpose alone as in combination, alongside the teacher, textbook and black board. These media include radio, tv, films, over head projectors, program instruction computers and others items of hard ware and software.
Sharma (1993, p. 2) Conceives educational technology as
Educational Technology is a science of techniques and methods by which educational goals can be realized. Educational technology is an applied or practical study, which aims at maximum educational effects by ‘controlling’ such relevant facts as educational purposes, educational contents, teaching methods materials, educational environment, between student and teacher.
National center for program learning (2002, p. 60) defines Educational technology as,
Educational technology is the application of scientific knowledge about learning, and the conditions of learning, to improve the effectiveness and efficiency of teaching and training. In the absence of scientifically established principles, educational technology implements techniques of empirical testing to improve learning situations
Commission on Instructional technology, USA (2006, p 2) gave a comprehensive definition of Educational Technology:
Educational technology is a systematic way of designing, implementing and evaluating the total process of learning and teaching in terms of specific objectives, based on research in human learning and communication and employing a combination of human and non human resources to bring about more effective instruction.
Vekataiah, N (1992, p. 23) is of the view that:
Educational technology is a field made up of elements of other fields. There is a very little content, which is very unique. It has taken element of other elements of cognitive, psychology, perception, measurement, evaluation, communication, management media and system engineering.
After considering several definitions Rashid (1998, p. 10) derived a comprehensive definition of educational technology and stated it as:
Educational technology implies a behavioral science approach to teaching and learning in the sense that it makes use of pertinent scientific and technology method and concepts developed in the related fields. It also attempts to incorporate the equipments and resources.
All the above definitions give a clear picture that educational technology play effective role in teaching learning process. Educational technology facilitates learning by controlling environment, media and methods. It organizes the learning situations to achieve successful results. Educational technology enables to think systematically and precisely about curriculum, teaching styles, learning resources, learning sequence and targets of education. Education Technology covers all areas of teaching learning process. Education technology is relevant in the education system on very immense level. It can play an effectual role in enriching the quantity as well as quality of education.
2.3.Perspective of Educational Technology
National Council of Education Technology in the United Kingdom recognized the term educational technology in 1967. United Kingdom Association for programmed learning quickly added ‘Educational technology’ to its title in 1968. In the United States, the department of Audio Visual Instruction of the National Education Association for Educational Commissions and technology identified this term in 1970. Educational technology in its worldwide sense, contains the whole method of setting of goals, the continues modification of curriculum, the trial of new strategies, method, techniques and resources, the evaluation of the system as an integrated whole and resetting of goals on the basis of the findings and conclusions of the evaluation and modernization. Educational technology involves methods, machines media, men and materials. Educational technology is a study which tries to achieve maximum educational effects by organizing and managing educational purposes, educational contents, teaching strategies, materials, learning environment, behavior of students, performance of teachers and their relationship with students (Agarwal, 1995).
Educational technology have its wider and broader connotation than a simply use of audio visual aids resources in teaching learning process. It emphasizes as much as on educational and academic now innovative ideas as on technological inventions, mainly because it accepts that basic advances generally come from the communication of changing concepts with changing techniques. Educational technology means little more than the use of sophisticated hardware in teaching, including overhead projectors, tape recorder, television films, cassettes videodiscs, and gramophones (Council of Education Report U.K, 1969).
Teaching learning process is considered as a system in which machines, materials, media, men and methods are interrelated parts and organized in such a way as they work together to achieve specific objectives. Educational Technology thus implies planning, implementing and evaluating a system in education according to scientific principles (Davis & Harlley, 1972).
In its wider perspective, therefore Educational Technology deals with a systematic application of scientific knowledge to the process that each individual has to pass through in order to acquire and use knowledge (Purabi, 2004).
Developed countries have adopted Educational Technology where modern means, methods and media are being used on large scale. In United Kingdom Council for Educational Technology, Educational Center and British Polytechnic are working for the promotion of Educational Technology. They produce material and programs in Welish and English. The Open University in the UK has shown remarkable achievement in Educational Technology. Their integrated planning of theory and practice are exemplary. Modern methods and material are being practice there.
In United States the implementation of Educational technology is seen on large scale. Their institution and Education departments of University are promoting Educational Technology through their curriculum and learning styles (Spelling & Michael, 2008).
In India the Ministry of Education and social welfare realized the importance of Educational Technology for qualitative improvement in education in 1971 and included Educational Technology in their five years plan. Since then they are doing efforts to promote educational technology in teaching and training (Jaganath, 1992).
In Pakistan Educational Technology have recognized and it has been introduces in teacher training curriculum. Much emphasize have been given in Education Policy 1998-2010 for applying modern methods of teaching and maximum use of media and material.
2.4.Characteristics of Educational Technology
It can cause improvement of teaching and learning process. It also develops the methods and techniques for effective teaching methods. It is an important medium of communication. It organizes effective learning situations to achieve the pre-determined goals. It also emphasizes for designing tools for testing and assessment. Some time empirical testing is also used in it (Rashid, 1995).
2.5.Aspects of Educational Technology
Educational technology would have revealed two aspects. They are technology in Education and technology of education. Technology in education involves both hardware and software. Hardware refers to the technical equipments used to transmit information in a given situation. For example television, tape recorder, overhead projectors, opaque projectors, video camera, multimedia, computers etc. Software on the other hand is associated with the learning materials that are presented to the learner with the help of hardware. For example television programs cassettes, overhead transparencies, computer program etc. This technology in education is popularly known as audio visual aids. Technology in education is concerned with equipment, preparation of adhoc messages and integration with traditional teacher centered activities. Technology in education also involves books and black board, paper and pencil, models, maps, charts and globes, tapes slides and radio. The second aspect of educational technology, the Technology of education is primarily concerned with techniques of teaching and learning rather than hardware and software. This implies a systematic and scientific approach to the teaching learning process in order to increase its effectiveness. It also includes decision about the educational objectives to be achieved and decision about the size of learning group, the learning sequence, teaching methods and selection of media (Dieuzeide, 1970; Purabi, 2004; Neelam, 2003; Agarwal, 1995)
2.6.Approaches in Educational Technology
There may be three approaches in educational technology.
(i) Hardware approach
(ii) Software approach
iii)System Analysis Approach
(Lumsdaine, 1964 quoted by Sharma, 1993)
The details of these approaches are discussed below.
2.6.1.Hardware Approach
Hardware Approach in education or audio-visual aids means the use of physical objects in the process of education. Its origin lies in the application of physical sciences or engineering to education and training system. It was the major assumption that a technology of machines is closely related to a technology of teaching. It is important to note that teaching machines are the only mechanical aid to be deliberately designed and invited to fulfill an instructional requirements. All other audio-visual aids are designed and manufactured for them (radio, television, tape recorder, recorder-player and so on) for instructional purposes these machines were initially developed for market rather than for education.
This relates to borrow and to apply technology and devices in the process of teaching and learning. This is a simple service function in education (Davis, 1971; Agarwal, 1955).
2.6.2.Software Approach
It refers to the application of teaching learning principles to the direct and deliberately shaping of behavior. Its origin lies in the application of teaching learning principles to the problems of learning and motivation, where as mechanization of teaching learning is seen purely as a problem of presentation. This view of Educations Technology is closely associated with the modern principles and theory of teaching, model of teaching, theory of instruction, and theory of teacher behavior and principles of programmed learning. It is characterized by task analysis, writing objectives in behavioral terms, and selection of appropriate teaching strategies, reinforcement for correct responses and corrects responses and constant evaluation (Neelam, 2003).
This Educational Technology is termed as ‘constructive Educational Technology’. In this technology some constructive work is to be performed. It is the basic educational application dealing with the analysis of instruction problem, the selection or construction or selection of measuring instruments required to evaluate instruction outcome and construction or selection of strategy and tactic to produce the desired educational outcome in concentration on the analysis, selection and construction of whatever is necessary to meet educational needs (Silverman, 1968; Marlin, 1971).
2.6.3.System Analysis Approach
Different people have used the term system in many ways. According to Romiszowski (1970):
A system is an inter-relation of parts. For example, a bicycle is a simple system, although it composed of quite a large number of separate parts, each one having a specific function. The parts and their functions are inter-related to each other in specific ways, so that together they perform adequately to achieve the purpose of the system as a whole that is to move the rider from A to B.
In an Education Technology context, a system is any collection of inter-related parts, or elements of the system are intimately linked with one another, either directly or indirectly, and any change in one or more elements may affect the overall performance of the system, either beneficially or adversely (Fred, Percival & Ellington, 1984).
The Oxford dictionary gives the two meaning of system’s approach. It provides an organized or connected group of objects; a set assemblage of things connected, associated, is interdependent, so as to form a complex unity; a whole composed of parts in order the arrangement according to some scheme of plan. The second meaning provided by the dictionary, ‘a set of principles’, etc. a scheme, method. From these quotations, it may be concluded that the system approach is a set of elements, which work in their positions.
System approach or system analysis approach is a systematic way of identifying goals of any system and scientifically working out different steps to move towards goals. It is an innovative and rational problem solving method of analyzing the education system and making it more effective. It consists of following steps.
· Setting up goals for the desired situation.
· Defining mechanism to achieve goals.
· Choosing the best possible solution through cost benefit analysis.
· Design and develop the system
· Monitoring mechanism
(Jaganath, 1992)
It can also be stated as systematic attempt to coordinate all aspects of a problem toward specific objectives. In the context of education, system is a unit as whole incorporating all its aspects and parts namely pupils, teachers, curriculum content, and evaluation of instructional objectives (Vankataiah, 1996)
· Systems approach provides a planed format for any difficult situation or a problem to achieve the target. It is a very flexible method that can call upon a great variety of intellectual procedure and be applied to situations on very different levels (UNESCO, 1981). System approach is an operational, planning concept borrowed from the engineering sciences and cybernetics, which deals with self-regulation and self-sustaining systems. The systems approach makes it possible to break down and identify some times in great detail. The various components of a complex situation, to see their place in the overall picture, and thus to prepare the ground for actions designed to modify the situation and arrive at a sufficiently precise estimate of foreseeable repercussions (Ramo, 1973 quoted by Rashid, 1993).
Further, he stated that propose of system analysis is to get the best equipment in the best place for the best people at the best time.
After going through different definitions on system approach, it can be taken as an approach which provides a workable format having systematic steps and scientific methods for a difficult situation, complication or a problem to achieve the objectives with best qualities.
2.7.Types of Educational Technology
There are numerous educational technologies and there is great overlap among them. Various types of Educational Technology is given below:
· Teaching Technology
· Behavioral Technology
· Instructional Technology
· Instructional designs. ( Sharma 1993)
The major features of these technologies are discussed below:
2.7.1.Teaching Technology
Teaching technology is an application of theoretical, sociological and scientific knowledge to teaching for achieving some precise learning objectives. Teaching is art as well as science because teaching can be studied impartially and scientifically. Teaching has scientific foundation. This has involved the concept of teaching technology (Thomas & Kobayashi, 1998).
2.7.1.1.Characteristics of teaching technology
The following are the characteristics of teaching technology.
· The three types of objectives cognitive, affective and psychomotor can be achieved by this technology.
· The contact structure can be related to communication structure for achieving the learning objectives.
· The Philosophical, sociological, psychological and scientific knowledge can be applied to teaching process.
· The teaching can be organized from memory level to reflective level. The teaching process can be made effective with the help of teaching technology.
· The teaching theories can be formulated by the use of teaching technology. The pupil teachers and service teacher can improve their teaching and make it more purposive by the use of teaching technology.
· Teaching technology implies the input process and output process side by side.
(Davis & Glaser, 1987 quoted by Rashid, 1998)
2.7.2.Instructional Technology
Instructional technology means a group of techniques or procedures engaged to achieve certain set of learning objectives. Instructional technology implies an application of psychosomatic, sociological and scientific values and knowledge to directions for achieving the specific objectives of learning. Instructional technology is a logical way if scheming, carrying out and vaulting the total procedure of learning and teaching in terms of definite objectives based on research, on individual learning and communication and employing a combination of human and non-human resources to bring about more successful instruction (Sharma, 1993). Instructional technology includes things, devices, equipments, resources and the material which are used in the teaching learning process (Tickton, 1971). Instructional technology can also be stated as the media born of the communication revolution which can be used for instructional purposes alongside the teacher, text book and black board (The Commission on Instructional Technology, 1970).
2.7.2.1.Characteristics of instructional technology
The following are the major characteristics of instructional technology.
· The cognitive objectives can be achieved effectively by the use of instructional technology.
· The learner gets opportunity to learn according to his own pace. Thus, the individual differences can be controlled through this technology.
· The right responses of the student are confirmed for providing the reinforcement continuously.
· The instructional technology incorporates the psychological learning theories and principles.
· The learning external conditions contiguity practice and reinforcement created with the help of instruction.
· Using this technology in learning process may develop the instructional theory. The instructional technology can be employed in storage of effective teachers.
It provides the deep insight to the content structure and sequence of elements (McMurin, 1970 quoted by Rashid, 1998).
2.7.3.Behavioral Technology
The teaching and instructional activities are organized to achieve specific learning objectives by bringing the desirable behavioral change among the students. Thus, the teaching and instructional technology is two forms of behavioral technology. But in the field of education, it refers mainly to the teacher’s behavior. The behavioral is an application of scientific knowledge or modifying the teacher’s behavior. This is also termed as training technology. Amidon, Flanders, Skinner, Ober and Anderson have contributed significantly in the area of behavioral technology. It is limited to be teacher’s behavior and teaching behavior.
2.7.3.1.Characteristics of behavioral technology
It has the following important features:
· It has the focus to achieve the psychomotor objectives. The specific teaching skills can be developed.
· The classroom behavior components and flow of behavior can be studied and suffusions can be given for desirable change.
· The knowledge and practice of behavioral technology may be an important instrument for training colleges to produce effective teacher.
· The proper reinforcement can be provided to pupil-teacher during teaching practice.
· The content and communication aspects can be removed by the use of feedback devices.
· The individual differences of pupil-teacher can be considered at the time of providing the training of teaching.
· The behavior technology may be helpful in developing the theory of teaching.
(Agarwal, 1995)
2.7.4.Instructional Design
Instructional design is relatively new field of study in comparison to others. Instruction designed is informed by general systems theory, learning theory, instructional theory and communication theory. General systems theory provides a framework, which is the relationship between educational goals; performance, objectives, instructional strategies and evaluation emerge. The feedback loop that is requisite to general system theory allows the designer to respond to individual learner characteristics for specified content information delivered by teacher utilizing appropriate media. Learning theory provides the background on how individuals acquire, store, retrieve, apply and synthesize information. Learning theory provides the descriptive aspects of instructional design while instructional theories determine the perspective strategies in order to meet the condition describe in learning theory. Communication theory describes what happens to a message sent from a source to the receiver. Communication theory also provides many of the principles guiding the practice of message design. Thus general system theory, learning theory and communication theory are applied to the fundamental components of instructional design (Gagne et. al, 1992; Schott, 1992; Venkataiah, 1996).
2.8.Types of Teaching Aids used in Teacher Training
The types of teaching aids can be of following types.
The materials which are related to the sight are called visual aids. Slides, film strips, transparencies, silent motion pictures and projection with the opaque and overhead projectors are common examples. Textbooks, illustrations, photographs, prints, graph, charts, maps globes are traditionally used material are also taken as visual aids. The chalkboard, bulletin board, flannel board which also appeal to sight are included in this category. The material, which is related to the sense of hearing, is called audio aids. Radio, gramophone and different magnetic recordings are examples. The materials which are related to both sight and hearing are called audio visual aids. Televisions, Video cameras, videocassette recorder, dramatic plays are examples.
The above three types can be divided into two major categories (Sampanath et. al, 2000).
2.8.1.Non-Projected Teaching Aids
Non-projected visual aids are those that do not involve the use of optical or electronic projector. They include chalkboard, charts, posters, flipcharts, magnetic board etc. Graphic aids are also included in non-projected aids. Graphic aids are in the form of visuals that are represented on the plane surface. The subject areas that are represented in graphic aids are in an abridged and easily understandable form. They convey meaning mainly through relatively conventionalized symbols that are nearer to reality perceptually than verbal symbols. They secure the attention of pupils by their attractive format and simplicity of layout. They convey the expected message by the combination of visual and pictorial messages made meaningful by suitable caption. Graphics are only two dimensions and should be carefully planned to offset the limitation. The use of graphs is more frequently done in teaching of geography, mathematics and science. It is more useful in comparative study. Charts are very useful in teaching of all subjects and can be prepared or purchased. The pictures drawn on the charts should be clear and of appropriate size. Maps are generally used in teaching of history and geography, and are easily available in the market. When real objects or models are not available, pictures can be used as visual aids. Picture should be clear, lucid and of appropriate size, colored pictures attract more attention especially of younger children. Many kinds of boards are being used in the teaching learning process, these includes, black boards, bulletin boards and flannel boards. Black boards is used for the for presenting summary, for mailing any name or work clear and to accord it importance, or writing the sketch of a certain plan, for presenting charts, graphs, diagrams For giving certain instructions, for writing rules and definitions. Bulletin boards are used for displaying the statements of learned persons charts, graphs and other necessary pieces of information’s, so that students may be inspired and motivated for learning. The matter displayed on the bulletin board should be arranged in sequence and should be in accordance with the age and mental ability of viewers. Flannel boards should be sufficiently used in the teaching of social studies and science. Flannel boards are to a great extent similar to black boards. They have a specific opportunity to change color and speed and adjust to changes. This is why flannel boards are interesting. Model means the artificial form of an object similar to the original. It does not mean that it should be a true imitation, but it should look like an original so that students may have an idea of real object. According to Rashid (1993, p. 78) models can be defined as, “recognizable three dimensional representation of real things” while teaching different subjects there are certain situations where a realistic model proves to be very effective.
The use of real objects as aids in teaching is the best way. For example while teaching Botany, the real plant can be used as teaching aid. It creates interest among students. It is always better to collect certain items like banes, wings, leaves, flowers, metal coins, pieces of rock stones etc and use them as teaching aids. Real objects: The use of real objects as aids in teaching is the best way, for example while teaching Botany, the real plant can be used as teaching aid. It creates interest among students. It is always better to collect certain items like banes, wings, leaves, flowers, metal coins, pieces of rock stones etc and use them as teaching aids. Posters and flip charts are also used for effective teaching (Morlan & Espinosa, 1989).
2.8.2.Projected Teaching Aids
They include all visual and audiovisual aids that involve the use of optical or electronic projectors for e.g. Slide projector, overhead projector, opaque projector, filmstrip projector etc Filmstrips are long strips on which many photographs, in a definite sequence are set. Showing slides in a continuous link can fulfill the Purpose of filmstrips. Whatever the number of pictures drawn on a film strip, these can be shown in a serial order with the help of the projector, so that in a well planned manner, information may be made available in a sequence, relating to concerned process or an event or the subject matter.
Film strips relating to teaching in social sciences basic sciences can be obtained from libraries or concerned organizations. Professional centers also prepare such filmstrips (Samanta, 1991; Jaganath, 1992; Henry, et. al, 1993).
Still projected aids include slide projectors, overhead projectors and transparencies, opaque projectors and multimedia. Projector is considered to be one of the most ancient inventions in education. It works by enlarging the slide figure on a screen. In a projector a slide is inertly inserted and by casting a strong light to pass through it, a magnified image of the picture on the slide is thrown on screen. As an aid to teaching, it occupies a special place. Simplest form of visual aid is a slide projector. It is also known as strip projector. It is a machine, which projects slides on a screen. Filmstrip projector is the most popular device used for projecting filmstrips and 2 X 2 slides. It is essentially a simple mechanism and it consists of a lamp of 300 or 500 watt bulb, a reflector to conserve light, condensing lenses to concentrate all the light into a beam and a smooth channel for threading the film. On the base of the channel is a knob, which is turned by hand to pull the filmstrip through the projector. The knob turns the sprocket wheel whose teeth fit into the sprocket holes on the filmstrips (Rashid, 1998). Opaque Projector is used to show opaque object on the screen. That is why, it I supposed to be better than a magic lantern. Any chart, picture, map, photograph and any printed matter can be projected without being detached from the book; there is no need for making slide for it. When opaque objects are projected it is called Episcope. In case slide is projected it is called Dias cope. This is the only means to project both transparent and opaque objects (Rashid, 1998, p. 82). Overhead Projector and transparencies: Transparencies are used with overhead projectors. The overhead projector, besides projecting images and scripts previously written on transparent sheets is also used as chalkboard. Its surface is covered with a glass/ plastic. The bulb is placed below this surface. Light from the bulb passing through the surface reaches the mirror kept at 45 degrees and get reflected to fall on the wall in front of the students (Rashid, 1998, p. 83).
The use of videodiscs by educational institutions is just the tip of the videodisc iceberg. The laser videodisc player is about the size of a combination stereo record player and receiver. These are some educational qualities of videodiscs; (I) Access, control of speed and search facilities is more refined on videodisc machines, (II) it allows learner to get greater control over video materials, (III) By linking videodiscs to microcomputers, learners can be interested with the videodisc and computer, (IV) by getting feedback from the disc, learners very well can be guided through appropriate routes, and (V) Video discs can be used as a resource base, which the learner uses for a particular purpose (Kishore, 1989).
2.9.Computer in Education and Training
The computer is regarded as a super advance machine in teaching and training. It has been tried as an innovation and after proving efficiency in developed countries it has been introduced in developing countries also. The computer is helpful in training in following aspects; (i) Making effective lesson plans and presentation on power point, (ii) Evaluation of students work, (iii) Preparation of timetable and schedule (iv) Allocation of learning material according to individual differences (v) Searching and downloading material from different websites, and (vi) Providing immediate feedback for interaction and motivation. The computer is most significant of all the new products of the technological revolution. There are two types of computer-based instruction; computer assisted instruction (CAI) and computer-managed instruction (CMI). These are interesting innovation in educational technology. In CAI the student interacts directly with the computer, which stores the instructional material and controls its sequence. The CAI can deal the problem of quality in education more effectively and more flexible kind of branching is possible on the part of computer according to the student’s performance. In CMI the computer helps instructors administer and guide the instructional process (Wittich & Suchull, 1953; George, 1993). It gives instantaneous response to student input.
i. It has the extensive capacity to store and manipulate information quickly and flexibly.
ii. It has the unmatched and unique ability to serve many individual students simultaneously.
iii. It has the ability to control and manage a wide variety of media and learning material.
iv. It can also record, analyze and react to student responses.
v. It can reduce learning time and increase retention.
vi. It provides spontaneous access on an individualized basis to meet the needs of a diverse population.
vii. It allows individual to work in a risk free environment avoiding embarrassment. It is the most recent innovation of technology. It’s a mean of communication and computer interaction with other people either one or more number. Important advantages of E-mail are as under:
a. By its speedy service we can get information within short span of time.
b. It is convenient in use so dialogues can be promoted.
c. It has the ability to attach documents such as word, processed or spread sheet files (Das, 1999).
2.10.Teaching Learning Process
The teaching learning situation has four essential elements, a teacher, a learner, a mode of communication and course content. The activity of a teacher in this situation is considered as teaching and that of learner as learning. In other words in a teaching learning situation, the teacher pass on information and the learner accepts information. It comes into view that both the activities are not separate; rather there is a mutual relationship between teaching and learning. This means that teaching causes learning and learning carries implication for teaching (Agarwal, 1995).
A manner of communication in this situation however refers to the means through which the teacher transmits information while the course content involves something to be taught. Teaching learning process is a path through which the teacher, the learner, the curriculum and other variables are planned in an organized manner in achieving pre-determined goals. Teaching learning process implies that all the elements of teaching learning situation have to be brought into an understandable whole. Teaching learning process essentially likes into thought facilitating learning on the part of learners, which infect engage transmission of information and knowledge by the teachers, preparation and implementation of the curriculum, setting up strategies, planning teaching methods and techniques, managing teaching learning aids and so on. It must be in mind that this part of an educational spiral should be formed selectively in terms of objectives to be achieved. If objectives are modified in course of time, the program must be modified accordingly (Armstron, 1995; Bhatia, 1996; Sharma, 1993).
2.11.Relationship between Educational Technology and Teaching Learning Process
For making teaching learning process more effective and successful and solving many problems of traditional teaching style, educational technology consisting of various media of mass communication, appropriate child learning process and modern testing and evaluation techniques are required, specially in the developed countries, it has to be mastered and utilized by educationists, if they are to keep pace with each other and catch up with the developed country. So both quantitative increase of knowledge and qualitative development of education can be facilitate and speed up with the help of educational technology (Robber & Edward, 2000).
Educational Technology has been considered up as an inclusive and continuous program. It has, certainly, to be used as a explanation for basic deficiency in the system, in one place to counterbalance the teachers lack of qualifications by standard demonstrations or by programmed documents for the student; in another to accelerate the introduction of new subjects or new methods of teaching, to take over activities on which schools have go down, and accordingly (Romiszowski, 1986).
Rashid (1998) quotes in GOM Leith (1967) emphasizing on Educational technology, considering it as
The application of scientific knowledge about learning and the condition of learning to improve the effectiveness and efficiency of the teaching and learning is Educational Technology. In the absence of scientifically established principles, educational technology implements techniques of empirical testing to improve learning situation.
Hence educational technology seeks to apply scientific knowledge about learning and the conditions of learning for improving its effectiveness. Technological resources and methods useful in teaching learning process range from chalkboard to television sets. Thus educational technology materials have help in clarifying concepts, stimulating group and individual activities, developing a collective critical awareness, changing attitudes, imposing a new structure or organization on certain Subjects and encouraging originality and creativeness (Purabi, 2004).
Educational technology has even sometimes made it possible to progress beyond a mere change in the educational climate for example, to encourage problem solving abilities either collective or individual or develop self evaluation processes (Dieuzeide, l970).
Educational technology entails a behavioral science approach to teaching and learning in that it makes utilize of relevant methods and concepts in different field of education. It also attempts to include the management principles of cost effectiveness and the well-organized employment and use of available resources in men and resources (Sampth, Panneerselvam & Santhanam, 1996).
Concluding the above discussion it can be stated that with the help of educational technology the teaching learning process can be made more effective and it can make education more productive. Educational technology involves greater psychosomatic, educational and pedagogical awareness, a scientific attitude, cooperation and coordination approach to teaching learning process as a whole.
2.12Scope of Educational Technology
The word scope refers to range of action. The selection of material to be used in the field of educational technology and to determine it limits referred to as scope of educational technology. The scope of educational technology encompasses educational objectives, media and their characteristics, criteria for selection of media and resources, management of resources as well as their evaluation. The area of operation of educational technology is to analysis teaching learning in this process, all functional elements from the input stage to the output stage are analyzed. Possible activity of all these elements or components can be judge. These elements must be organized elements in such away as to get the best possible results (Wood, 1982).
Educational technology plays a vital role in the training of teachers; It can be helpful construction of practice teaching mode in micro teaching, simulation, systems approach, Teacher’s behavior, teaching behavior and classroom interaction. Educational technology makes possible the selection, productions and utilizes of audio-visual aids. It can also be helpful in processing these aids (Rashid, 1898).
There are various fields of educational technology as, Identifying aims and objectives. Planning the learning environment, exploring and structure the subject matter, selecting appropriates teaching strategies and learning media, evaluating the worth. Wholeness of the learning system and using the insights gained from evolution to improve the effectiveness for the future. These are Specific concern of educational technology (Rowntree, 1973).
It is beyond doubt that technological revolution in education will occur only through educational technology which in a broader sense includes the entire process of curriculum development, the setting of objectives, the planning of curricular programs and practice. The tryout of new methods and materials, the evaluation and feedback of the system as an integrated whole and resetting of objectives on the analysis of findings and experiences out of evaluation and innovations. With a view to making the curriculum relevant and meaningful, not only necessary reforms have to be brought about, but also suitable media and methods are to be adopted without delay. Here comes in the scope of Educational Technology, which seeks to have a happy conglomeration of all the media, methods and materials used for better teaching and learning. Thus Educational Technology comprises of methods from textbooks teaching to microteaching and deals with media and materials ranging from chalkboards to television or computer. As a matter of fact, technology of education involves books and blackboards, models and maps, tapes and slides, radio and televisions, projectors and computers. It includes both ‘hardware’ and ‘software’ and audio as well as visual materials.
Education is all the more democratic when it takes the form of a free search, a conquest, a creative; instead of being as it so often is, something given or inculcated a present or a constraint. The method of independent learning or self-study is thus a direct corollary of the use of educational technology (The International Commission on the Development of Education, 1991, UNESCO).
Educational technology, in its global sense, includes the entire process of the setting of goals, the continuous reforms of curriculum, the tryout of new methods and materials, the evaluation of the system as an integrated whole and resetting of goals on the basis of the findings of evaluation and innovations. Technological materials and methods useful in the teaching-learning process range from chalkboards to television sets. It comprises both “hardware” and “software” and both audio and visual materials. It also includes decisions about the educational objectives to be achieved and decisions about the size of the learning group, the learning sequence, teaching methods and selection of media.
Educational Technology is the application of scientific knowledge about learning and the conditions of learning to improve the effectiveness and efficiency of teaching and training. In the absence of scientifically established principles, educational technology implements techniques of empirical testing to improve learning situations. According to GOM Leith (1967):
Educational technology seeks to apply scientific knowledge about learning and the conditions of learning for improving its effectiveness.
Some important tasks which educational technology is expected to reform are given below:
1. Promote the utilization of method relevant to the organization and optimization of the teaching learning.
2. Initiate applications of scientific principles to the designing and implementing of total instructional process with stress on the specific and measurable educational objectives, learns centered rather content centered orientation strong reliance on educational theory to guide educational practice.
3. Strengthen validation of educational practice through empirical analysis and continues feedback to improve upon the existing educational practice.
4. Encourage use of multimedia approach as an aid for enriching the presentation process through increase in clarity and precision (Linda, 1989, p. 613) pointed out that educational technology helps the teachers in the following areas:
a. Preparing timetable and schedule.
b. Engaging students in tutorial work.
c. Allocating learning materials as per individual needs and interest.
d. Providing information for guidance and reference.
e. Providing immediate feedback to learn for better interaction and motivation.
f. Providing direct interaction between learners and subject maters.
g. Facilitating bibliography searches.
h. Evaluating learner’s achievement and classifying them according to their abilities.
i. Maintaining progress cards
(Agarwal, 1995, p. 39)
The scope with very comprehensive words can be explained as. The field of educational technology is frequently used in general administration, testing and instruction. Educational Technology also covers machines and other mass media, projectors, tape recorder. It provides the base of utilization of all kinds of machines. Educational objectives can be determined and translated into behavioral terms. It plays a vital role in the training of teachers. It can be helpful in practicing teaching practice model, microteaching, simulation, system approach, teacher behavior, teaching behavior and class room interaction. Educational technology also contributes in the selection, production and utilization of the audio visual aids. Educational technology also helps in selection and production for teaching learning process. Educational technology supports in the selection and evaluation of feedback methods. Educational technology influences all areas of teaching learning process (Rashid, 1998). The influential areas comprises of the following:
i. It’s emphasized is shift from teaching to learning.
ii. Curriculum development.
iii. Change in teaching and learning methodology, strategies, techniques and practices.
iv. Assessment criteria and procedures.
v. Appearance of resource centers, libraries and teacher training centers.
Educational technology provides assistance to the process of curriculum development. Derek (1988), quoted by (1993, p.165) stated, ‘educational technology is concerned with design and evaluation of curricula and learning experiences and with the problems of implementing and renovating them’. It is the educational technology, which provides systematic techniques for making curriculum a good curriculum. Educational technology in Objectives Educational technology emphasizes to focus the attention on objectives. The techniques must actually work; (i) must be effective in achieving some purpose or desired result. The result indicates the objectives. Without objectives, the application of scientific principles and techniques cannot be called as educational technology. So the importance of the objectives for educational technology is very clear and in these circumstances so much techniques and scientific methods are used in derivation. Classification, application and evaluation of these objectives are necessary. Long before ago the techniques for evaluation were not in a variety, so it was not easy to judge any issue accurately. Educational technology provides a number of strategies for evaluation (Rowntree, 1998 quoted by Rashid, 2000).
2.13.Use of Educational Technology in Teacher Training
In the perspective of the applicability of Education technology to education system, educational technology can be stated as a set of systematic techniques and practical knowledge for designing, testing, and operating and evaluating school as educational systems (Gagne, 1987).
In any system of education, teacher occupies the central position. No education system can be better than quality of its teachers. The competence and quality of teachers determine the heights to which an education system can rise. It is necessary that a person entering the teaching profession be adequately trained so that he or she is able to competently perform the various functions expected to him.
Educational technology plays a vital role in teacher training. It can be helpful in construction of practice teaching model, microteaching, simulation, teacher behavior, teaching behavior and classroom instruction (Rashid, 1999).
About the role of educational technology Michael, et. al (1971, p. 1l9) beautifully portrays that it can:
Enrich and enliven teaching, stimulate the student desire to learn assist the learning process by making the assimilation and memorizing of material easier; help to hold attention, induce greater acquisition and longer retention of information, illustrate and clarify non-verbal images, and symbols and quantitative relationships, show processes, events and objects which may be inaccessible to many students, bring a wide variety of experts into the classroom; produce standardized material of unvarying quality, free teacher from routine repetition tasks so that he can devote more time and energy to more project able ones; make learning available to wider audience.
The world has become global village and shrinking as information become more easily accessible and transmittable. Technology advancement, its vocabulary and gadgetry are bombarding educators as never before. These technology additions and their impact on the instructional process can be disconcerting but, it has brought a wealth of information to real life scenario which in turn is inducing affect of educational technology on educational endeavor. Important skills for students now include the ability to utilize technology, to access, analyze, filter and organize multi-dimension information sources. In many parts of the world educational technology is being tested and applied at all levels for education in the hope that it will help revolutionize education, training and get patterns which will have positive long term influences on the further development of education and training. Educational Technology plays a vital role in teacher training. It can be helpful in construction of practice teaching model, simulation, teacher behavior, teaching behavior and classroom instruction. The technologies available in today’s world are radio, tv, video cassettes, computer based instruction, computer assisted instruction, educational telephone network, video conferences and so on.
Like many Western countries in England has a privilege of using Educational Technology in field of education and training. Modern means, methods and media are being used on large scale. Audiovisual media, various learning methods and techniques are being used in teacher training for preparing effective, skillful and fully equipped with advanced technology.
In United States established teaching methods and techniques are carried out in most effective manner to achieve the targets of teacher training. New practices are going on to make future teacher more effective and successful. Educational institution have huge amount of audiovisual equipment and advance technology. Very useful attempt and innovations exist in the field of training. Videoconferences are regular part of teacher training. Computer laboratories are fully equipped with scanner, printers and Internet facilities according to the numbers of students (Mohantay, 1992).
In Japan universities of Educations are facilitating trainee teacher in all aspects regarding content, media and materials. The trainee teacher has full opportunities of advance technology as well as hand on experience. Education technology is deeply penetrated in teacher education and full concentration has been to training of future teachers. Trainee teachers have access to Computers, video cameras and all types of audio visual aids. Developed countries are using and applying educational technology, and achieving the goals of education successfully.
On the other hand, we look to the developing countries there is a gap of using technology as indicated by Lee (2001, pp. 115-151) of Korea university states:
The technology gap between developing and advanced countries has been increasing during the last few decades. In the process of technology development human capital plays a critical role as an absorption capacity for new technologies in developing countries. The cross-country regression shows that human capital interacts with inflows of foreign technology embodied in machinery imports and thereby contributes to technology growth in developing countries. We also find that the stock of human capital, at the secondary and tertiary levels of education in particular, plays a key role in determining the development of information and communication technology.
While preparing teachers at the school level in the developing country a little concern is shown for content and pedagogy. Very few of students wishing to enter the teaching profession are born teacher, so far the large majority, some amount of training should be given so that they can perform their functions effectively. In the present situation characterized the absence of training opportunities to the teaching profession are supposed to learn from experience. As a result they are forced to copy mechanically the methods and procedures adopted by their own teacher and inflict them on their students, so that the dull and pointless tradition of ‘giving lectures’ is passed on form generation to generation (Sharma, 1992).
However, while it is quite possible to introduce the new techniques and equipments into all teacher-training courses, it is financially impossible to supply each teacher in the schools with a wide range of technology. None of this equipment is of any educational use unless it is in the right place at the right time, in working order and in the control of a teacher who understands its application.
The principal role of educational technology is to help and improve the overall efficiency of teaching learning process. In education and training improved efficiency can manifest in many ways for example, increasing the quality of learning, decreasing the time taken to achieve certain objectives, increasing the efficiency of teachers and quality of learning, increasing the independence of learners and flexible training opportunities.
In today’s competitive age of education learning is made more effective by the use of various devices and other aids. These aids and devices are provided by educational technology, so its need is increasing by the passage of time.
Educational technology is seen in the Indian National Policy on Education (NPE) 1986 as a powerful tool for improving the education in the country. The commission observes that modern communication technologies have the potential to bypass several stages and consequences in the process of development encounter in early decades. Both the constraints of time and distance at once become manageable. In order to avoid structural dualism, modern educational technology must reach out to the most distant areas and the most deprived sections of beneficiaries simultaneously with the areas of comparative affluence and readily available.
In Pakistan most of the teachers are using traditional methods and strategies like chalkboard as it was used in schools of the nineteenth century. The multisensory learning techniques are still not very much operative in classroom instruction although they are functioning as successful tools for interpretive skills, information management and open inquiry. However in teacher training the hardware component of educational technology is used to some extent but teacher educators are not enough skillful in implementing the educational technology in objectives, learning sequence, curriculum development and evaluation.
The awareness and use of educational technology in educational institutions in Pakistan is not so good. In spite of having God gifted facilities, Pakistan is far behind to some other country under development. In teacher training institution the use of education technology exists to some extent. Trainee teachers do assignments, presentation, projects and exhibition. They use overhead projector, transparencies and computers for making their presentation effective. Before teaching practice micro teaching and peer teaching is done. During micro teaching the trainee students plan lessons use audio visual aid and deliver lesson. Their lessons are recorded and showed to them according to the set pattern of microteaching for reviewing, responding, refining and teaching. They practice new methods of teachings and techniques. Trainee teachers use charts model and low cost resources in their lessons, while advance technology is less available to them In non-formal system the main source of distance education are print material, assignment, tutorial, workshops and mass media (radio, T.V) the print is largely supported by broadcast material and pre recorded audio and videocassettes. The printed text material is supported by radio and TV programs which are produced by educational technology.
2.14.Educational Technology and Teacher Training Programme
Since independence, there has been a substantial expansion in teacher education institutions. In order to respond to the growing needs in the field of education and training, Government of Punjab is offering many programs for teachers training Government of Punjab offer many offer many program for teacher training which includes. M.A Education, M.Ed, B.Sc Education, and B.Ed. programs for primary, Elementary and secondary schools. These programs are conducted in Government Colleges for Elementary Teachers, which are working under Directorate of Staff Development Lahore and University Colleges of Education. 36 Government Colleges for Elementary Teachers are working under Directorate of Staff Development, Wahdat Colony Lahore and 6 elementary Colleges including Colleges of Education are working under University of Education. Government of Punjab took a vital step by establishing University of Education in 2002 to focus on the discipline of education and teacher training. Government Colleges of Elementary Te
