UNIT I INTRODUCTION TO EDUCATIONAL TECHNOLOGY

 

UNIT I

INTRODUCTION TO EDUCATIONAL TECHNOLOGY

      Educational technology-concept, objectives and scope. Difference between technology in education (instructional technology) and technology of education) teaching technology.

                                                      Approaches of educational technology-hardware, software and systems approach

      Resource Centres And Services In Educational Technology

CIET (NCERT), SIET, UGC-CEC, EDUSAT, NME-ICT, NPTEL, KITE, VICTERS CHANNEL, AKSHAYA PROJECT, GYAN DARSAN, INFLIBNET

      Print media- newspapers,books,journals, magazines

      Non print media- mass media (radio,TV,films in education)

      AV aids: definition, types, audio aids, visual aids, AV aids.

      Meaning and concept of multimedia and multisensory approach

      Dale’s Cone of Experience

      Teleconferencing-audio, video

      Smart classroom

      Interactive white boards-uses and advantages.

 

Educational technology- Concept

Educational Technology, in terms of terminology and structural composition, may carry out two basic components, namely education and technology. Here technology is a subject (both hardware and software) for serving educational needs and purposes of the students and the society at a particular time and place.

Educational technology is the use of technological tools in learning.  It is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.

Educational Technology (Edtech) is a concept of transforming the traditional book teaching and learning to digital form. It incorporate conventional classroom methods with advanced digital course studies

Definition of Educational Technology

1.      It is a systematic, iterative process for designing instruction or training used to improve performance"

(Encyclopedia of Educational Technology)

2.      Educational Technology (Information Technology) according to 

a.    Teaches with technology (uses technology as a tool)

b.   Primarily concerned with the narrow spectrum of information and communication technologies

c.    Primary goal: To enhance the teaching and learning process

International Technology Education Association

“Educational Technology is the systematic application of scientific knowledge about teaching-learning and conditions of learning to improve the efficiency of teaching and training

(Leith, 1967)

Objectives of Educational Technology

At the Macro Level

1. To identify educational needs, aspiration of the community.
2. To determine the aims of education, broad strategies and structure of education.
3. To develop a sustainable curriculum with interaction with science, art and human values.
4. To identify man-material resources and strategies for achieving the stipulated aims of education.
5. To develop certain models leading to improvement of the process of teaching and learning.
6. To develop the appropriate aids and equipment to meet the educational purposes.
7. To identify the major constraints in the environment and the ways and means to tackle those.
8. To help in extending educational opportunities to the masses especially the neglected section of the community.
9. To manage the whole educational system covering planning, implementation and the evaluation phases.

At the Micro Level

1. To identify and analyze the characteristics and educational needs of the pupils.
2. To determine the specific classroom objectives and state them in behavioral terms.
3. To analyze the contents of instruction and organize it in proper sequence.
4. To identify the available teaching-learning materials and resources.
5. To identify the nature of the interaction of the sub-systems like students, teachers, teaching-learning materials, content of instruction and methodologies.

Applications of Educational Technology

1.      Educational technology improves the teaching-learning process and makes it more effective and process oriented

2.      Electronic and mechanical gadget can be used for educational requirements.

3.      Educational technology maintained the standard of education.

4.      It improved the ways of teaching by giving teaching aids and programmed instructional material etc.

5.      Television, radio, V.C.R. and computers can enrich education.

6.       Mechanism of feedback devices for modification of teaching-learning behaviour can produce effective teachers in training schools.

7.       Structure as well as nature of teaching can be developed and enriched with the help of educational technology.

8.       It innovates new teaching models through which we can achieve the objectives of education.

9.      Scientific foundation of education which is the main force of development of the theories of teaching and instruction is providing by educational technology.

10.   It provides practice and strategies for reducing individual differences or strategies and practices which help teachers to teach according to individual differences of the learners.

11.  Distance education is possible

12. It relates to language instruction.

13. It is concerned with correspondence education

14. Educational technology helps with the preparation, development and utilization of audio-visual material and handling as well as maintenance of the hardware appliances and sophisticated gadgets.

15. Educational technology provides the utilizing the services of computers and advanced form of ICT technology in the field of education.

Scope and significance of educational technology

1.                  Analysis of the process of teaching and learning

2.                  Development of curriculum

3.                  Development of teaching-learning material

4.                  Teaching preparation or teaching-training

5.                  Development and selection of the teaching-learning strategies and topics

6.                  Development, selection and use of the appropriate audio-visual aids

7.                   Effective utilization of the hardware and mass media

8.                  To work for the effective utilization of the subsystem of education

9.                  To provide essential feedback and control through evaluation

Thus, educational technology works for over all planning and organization of the system or subsystem of education.

Technology of education and technology in education

          The term ‘technology in education’ refers to the use of technological advancement such as various equipment, materials and machines for educational purposes. It has audio-visual equipment, hardware and sophisticated electronic devices like projectors, films, radio, televisions, tape recorder, recording machines, tele-text and computer aided instructions for individualized and group learning.

In this sense, educational technology can

·         Explain the purpose and functions of different forms of appliances, equipment and audio-visuals material and mass media.

·         For providing training and acquiring the material and handling the equipment to overcome their reluctance to use new media and materials.

·         For showing the relevance to the use of equipment and material in the context of individualized and group learning for achieving the goals of formal or non-formal education.

 

Technology of education involved in the design and evaluation of systems of learning involving an understanding of the psychology of learning and communication and information theory to be used to established a rational for a good teaching practice which uses a variety of media and modes and which enables the teachers to deploy his skills more effectively and apply them more widely. So

·         Educational technology cannot be taken as a synonym to audio-visual aids.

·         It is a system for bringing improvement in the total process of teaching-learning by carefully analyzing its problems and obtaining the optimum results.

·         Educational technology cannot be view in terms of is part or processes.

·         Instructional technology, teaching technology, behavior technology, programmed learning, micro-teaching, system analysis, management of teaching-learning, teacher or pupils behavior, etc. are all its constituents and resources. 

APPROACHES OF EDUCATIONAL TECHNOLOGY

Educational technology I or hardware approach

This type of educational technology has its origin in physical sciences and engineering and it is based on the concept of service, i.e., using technology in education (Silverman 1968). While teaching in a big hall, a teacher uses a microphone for making his teaching effective. The material and equipment in other areas are borrowed and utilized for educational purposes in hardware approach.

Educational Technology II or software approach

Psychology of learning brings the desirable behavioural changes in the students and thus lays down definite instructional procedure, teaching behaviour and behaviour modification devices. The second type of educational technology is sometimes referred to as instructional technology, teaching technology or behavioural technology. This type of technology tries to adopt a process-oriented technique for production of suitable teaching-learning material, teaching-learning strategies, and evaluating techniques. Educational technology develops and utilizes software and, that is why, it is referred to as the software approach. Programmed material and teaching-learning strategies based on psychology of learning are usually known as software and the equipment and gadgets are called hardware.

Distinction between hardware and software technologies

Hardware technology

Software technology

Hardware technology has its origin in physical sciences and applied engineering.     It is more concerned with the production and utilization of audio-visual aid material and sophisticated instruments, and mass media learning for helping the teacher and learners in their task     It tries to adopt product-oriented approach: What is produced through software technology in the shape of teaching-learning material and strategy gets utilized by the hardware instruments and gadgets for effective teaching-learning.

Software technology has its origin in behavioural sciences and their applied aspects concerning psychology of learning.   It makes use of psychology of learning for the production and utilization of software techniques and materials in terms of learning materials, teaching learning strategies, and other devices for smoothening the task of teaching learning.   It tries to adopt a process-oriented technique or approach for the production of teaching-learning material. What is produced here is made available for being used by the hardware appliances.

Role of hardware and software technologies in modern educational practices

1.                  Individualization of instruction  

·         Programmed instruction, programmed books, and programmed learning modules.

·         Teaching machines, computer assisted instruction and computer managed learning.

·         Video and audio recorded learning and instructional material.

·         Email, internet, teleconferencing and other online educational facilities.

·         Special aid material, equipment and appliances used for special education and adjustment measure of for the disabled.

·         Special provisions and facilities for the creative and gifted to nature and develop their individual capacities according to their pace and interest.

      2.   Use the multimedia and multi-sensory approach to teaching-learning: 

·         All the sensory organs sense the sight, hearing, touch, smell and taste for the acquisition of the desired teaching-learning experiences.

·         Multimedia, material and appliance involving hardware and software technologies for sharing desirable teaching-learning technologies.

·         All the relevant and needed teaching-learning method, devices, and strategies, well-accompanied and aided by hardware and software technologies.

       3.   Management of the affairs of educational practices in an efficient and productive way:  

Educational and professional responsibilities

·         Planning of teaching-learning.

·         Organization of teaching-learning.

·         Leading teaching-learning

·         Controlling teaching-learning.

       4.   Providing proper input and process for the best possible outcomes (products)

Use of hardware and software technologies can help the educational and instruction system to make all possible efforts for providing adequate and the needed process organizations to arrive at the best possible outcomes.

       5.  Fulfilling the expectation of distances and correspondence education: the demands of today’s education and modern education practices are putting increase emphasis on the extension of distance education and correspondence and online education facilities to the increasing number of learners.

       6.  Making the task of teaching-learning interest, purposeful and productive:

·         Suggesting suitable teaching-learning methods, devices and strategies based on psychology of teaching-learning.

·         Suggesting suitable maxims and principle of teaching-learning based on the theory and practice of technology of teaching-learning.

·         Putting various types of audio-visual aid and materials and equipment at the disposal of teachers and learners.

·         Providing a variety of instructional and self-learning material suiting the varying needs of teaching-learning situations and individuality of the teacher and learners.

Educational Technology III or Systems Approach

This type of educational technology is related to the concept of system engineering which owes its origin to computer science. It represents the latest concept in educational technology of education. This systems approach takes education as a system having a set of inputs which are subjected to a process, design to produce certain outputs which are intended to meet the stipulated objectives of the system.

Thus, in system approach, one has to make a continuous comparison of the different roles played by man, machine and media in a system of education and develop an appropriate instructional design and strategy in relation to the stipulated objectives.

      RESOURCE CENTRES AND SERVICES IN EDUCATIONAL TECHNOLOGY

      CIET (NCERT), SIET, UGC-CEC, EDUSAT, NME-ICT, NPTEL, KITE, VICTERS CHANNEL, AKSHAYA PROJECT, GYAN DARSAN, INFLIBNET

CIET (NCERT)

Central Institute of Educational Technology (CIET), formed as a nodal agency under the NCERT, came into existence in the year 1984. The origin of the Institute was effected by merging two departments of NCERT, Center for Educational Technology (CET) and Department of Teaching Aids (DTA), with an aim to make the new age technologies in mass media available at the school level. It is located at NIE Campus, NCERT in New Delhi, the capital of India. The Institute is funded by the Ministry of Human Resources Development under Government of India.

Its major aim

• is to promote utilization of educational technologies for expanding and improving the quality of education at the school level viz. radio, TV, films, Satellite communications and cyber media either separately or in combinations,
• Undertakes activities to widen educational opportunities promote equity and improve quality of educational processes at school level.
•  Is involved in various activities such as design, development and dissemination of alternative learning systems, promotion of Educational Technology and coordination of activities of its subsidiaries like the State Institutes of Education Technology (SIET) and consultancy and media support to other constituents of NCERT.
• To create competencies in development and use of educational software materials mentioned above through training in areas such as script development, media production, media communication, media research, technical operations, setting up studios and repair and maintenance of equipment.
• To develop plans for the use of Information and Communication Technologies in education.
• To train the faculty of Institutes of Advanced Study in Education/Colleges of Teacher Education and District Institutes of Education and Training in the use of Educational Technology in their teacher education programs.
• To undertake research, evaluation and monitoring of the systems, programs and materials with a view to improving the materials and increasing their effectiveness.
• To document and disseminate information, materials and media programs for better utilization and to function as a clearing house / agency in the field of Educational Technology.
• To advise and coordinate the academic and technical programs and activities of the State Institutes of Educational Technology (SIETs) set up by the MHRD in six states of India.

Functional structure

CIET functions with six vertical divisions such as

1. Media Production Division

a. Audio Production Department

The programs are aimed at ongoing learning for children, by providing a class room ambience away from schools. It caters to the requirement of students from 3 to 16 years of age and also assists teachers for obtaining curricular study materials not elaborated in the text books.

b. Video Production Department

The department produces educational videos in both Hindi and English for children of 5 to 18 years and teachers at the primary and secondary levels. Doordarshan and Gyan Darshan channels regularly telecast these programs. They are also available in CD and DVD formats.

2. Planning and Research Division

It prepares the program agenda for submission at Institutional Advisory Board (IAB) and Program Advisory Committee (PAC) meetings of NCERT and monitors the implementation of the approved programs. It also liaises with the Ministry of the Human Resources Development, the State Institutes of Educational Technology (SIETs) located in six States and Educational Technology (ET) cells of the State Councils Educational Research and Training (SCERT). The division is responsible for the documentation of SIET such as annual reports and attends to planning, conduct and dissemination of research.

3. Department of Information and Communication Technologies (DICT) Division

It manages the information and communication resources and is engaged in the production of multimedia study materials, training of teachers, propagation of ICT resources among schools in the country and the upkeep and maintenance of CIET web site.

4. Training Division

CIET conducts regular training programs for teachers and teachers' trainers through direct and distance mode . The training modules are available on such subjects as design of media scripts, production of TV, Radio and Multimedia programs, editing, communication and media research, design of computer graphics, puppets, moppets and low cost teaching and learning materials. The other areas of training are:

·         Web 2.0 tools, WikiEducator and other web applications.

·         Technical operations of setting up of studios and the installation, operation, repair and maintenance of studio equipment.

5. Media Resources Dissemination Division (MRDD)

MRDD division attends to the publicity and propaganda requirements of CIET through the sales of CIET audio and video materials, participation in book fairs and exhibitions, organization of meetings and conferences and preparation of information brochures and catalogues propagating them nationwide.

6. Engineering Division

The division is responsible for the procurement, upkeep and upgradation of the technical facilities of CIET such as the art production facilities, audio and video studios and the computer servers with the assistance of qualified technical staff.

STATE INSTITUTE OF EDUCATIONAL TECHNOLOGY (SIET)

State Institute of Educational Technology (SIET) Kerala is an autonomous institution working as a part of General education department, Government of Kerala. SIET Kerala is the one among the other seven SIET’s in the country. Department of education, Ministry of Human Resource, Government of India sanctioned the SIET for Kerala in the year 1998 and started functioning in 1999.
The Rules and Regulations of the Institute are recognised by the State Cabinet.

The Executive Committee, with the Minister for Education as Chairman, and the Secretary for General Education as the Vice Chairman, has 16 members in all. Day to day administration and general Management is carried out by a full time Director.

Functions of SIET

·         will be responsible for the planning, research, production and evaluation of educational softwares like video, audio programmes and computer multimedia.

·         to implement schemes to generate teaching technologies and learning process in the modern context.

·         It include digital content film festival, broadcasting, social awareness, online courses, online examinations, entrance softwares, training programmes, aptitude tests etc.

THE CONSORTIUM FOR EDUCATIONAL COMMUNICATION (CEC)

It is one of the Inter University Centres set up by the University Grants Commission. Realizing the potential and power of television to act as means of Educational Knowledge dissemination, UGC started the Countrywide Classroom Programmes in the year 1984. For production of educational programmes, initially Media Centres were set up at 6 Universities. Subsequently CEC was setup in on 26th may 1993 under section 12 of its act, as a nodal agency to coordinate, guide & facilitate such educational programme production through its Media Centres. Today 22 Media Centres now known as Educational Multimedia Research Centres (EMRCs) are working towards achieving this goal under the umbrella of CEC.

• The CEC along with EMRCs are the only organisation in the country to take up educational Media Research Activity

• The events in its calendar includes
• Annual events, Academic Events, Training programmes and list of holidays.
• Annually CEC organises Video Competition and Prakriti. Prakriti is an annual film festival on environment, human rights & development.
• National & International conventions, conference in the field of education and communication
• capacity building programmes, technical & production related trainings, workshops on issue concerning to media,web enabled learning.production strategies,administration & accounts etc.

Functions of UGC

1. ensure the quality of University education.
2. develop universities as centre's of excellence.
3. Allocate and disburse grands to universities and colleges for their development and maintenance.
4. Advising central and state governments on the measures for the improvement of University education.
5. Promote and co-ordinate University education.
6. Institute fellowship and scholarships.

 

GSAT-3, (EDUSAT)

 

GSAT-3, a Geo-synchronous satellite known as EDUSAT is meant exclusively for serving the educational sector particularly distant class room education from school level to higher education. This was the first dedicated "Educational Satellite" that provide the country with satellite based two way communication to class room for delivering educational materials. It strongly reflects India’s commitment to use space technology for national development, especially for the development of the population in remote and rural locations. EDUSAT was successfully launched by GSLV-F01 on September 20, 2004.

EDUSAT was developed by ISRO Satellite Centre, Bangalore.

VICTERS(Versatile ICT Enabled Resource for Students)

India's first broadband network on EDUSAT for schools – ViCTERS was inaugurated by Dr. A.P.J Abdul Kalam, the ex-President of India on 28 July 2005 in Thiruvananthapuram has revolutionized classrooms through interactive IP-based technology called "IT@School Project". Kerala has since demonstrated how Edusat could be used to successfully empower teachers.

The three cardinal principles of Education Policy during the XI Five Year Plan period viz., access, equity and quality could be served well by providing connectivity to all colleges and universities, providing low cost and affordable access-cum-computing devices to students and teachers and providing high quality e-content free of cost to all learners in the country.

VICTERS telecast specific curriculum based programmes, regional, national and international programmes on education especially on Science and Technology. The channel is now available throughout the State through local cable, Receive Only Terminals and also via Live through internet at www.victers.itschool.gov.in, enabling the students, teachers and general public to watch the channel ‘LIVE' through internet from any part of the world.

The Mission has two major components:

·         providing connectivity, along with provision for access devices, to institutions and learners;

·         Content generation.

Objectives

• to bridge the digital divide, i.e. the gap in the skills to use computing devices for the purpose of teaching and learning among urban and rural teachers/learners in Higher Education domain and empower those, who have hitherto remained untouched by the digital revolution and have not been able to join the mainstream of the knowledge economy.
• to focus on appropriate pedagogy for e-learning, providing facility of performing experiments through virtual laboratories, on-line testing and certification, on-line availability of teachers
• to guide and mentor learners, utilization of available Education Satellite (EduSAT) and Direct to Home platforms, training and empowerment of teachers to effectively use the new method of teaching learning etc.
• to facilitate the competitiveness of Indian industry in the global markets through improving the quality and reach of engineering education.

Target Group

·         Entire educational community including teachers, students and parents

·         Various programmes telecast through VICTERS are as follows
• Padanakauthukam, Shastrakauthukam educational programmes
• Examination oriented programme for SSLC and Plus 2 level
• Shasthramuthukal (Science programmes).
• Vazhikaatti ( produced by State Institute of Educational Technology)
• Ormayile Malayalam ( Specific datewise regional programme)
• Kerala Sree ( Produced by Department of Information & Public Relations, GOK

THE NATIONAL PROGRAMME ON TECHNOLOGY ENHANCED LEARNING (NPTEL)

The National Programme on Technology Enhanced Learning (NPTEL), was initiated by seven Indian Institutes of Technology (Bombay, Delhi, Guwahati, Kanpur, Kharagpur, Madras and Roorkee) and the Indian Institute of Science, Bangalore. The core project is coordinated by IIT Madras. The project funded by the Ministry of Human Resource Development (MHRD) was first conceived in 1999 to pave the way for introducing multimedia and web technology to enhance learning of basic science and engineering concepts. Significant infrastructure has been set up earlier for production of video/web-based teaching material by the Indian Institutes of Technology (IIT) and Technical Teacher Training Institutes (TTTI).

AIM

• to facilitate the competitiveness of Indian industry in the global markets through improving the quality and reach of engineering education.
• to make high quality learning material available to students of engineering institutions, Science and humanities streams across the country by exploiting the advances in information and communication technology by providing free online courseware.
• The target group for this project consists of students and faculty of institutions offering undergraduate engineering programmes in India,
• NPTEL began offering certification to students for participating in online courses in March 2014 through its new portal https://onlinecourses.nptel.ac.in/. The portal is powered by Google India. This new effort has been termed NPTEL Online Certification or NOC, in short.
• Through an online portal, 8-12 week or full-semester online courses, typically on topics relevant to students, preferably in their final years of higher education along with basic core courses in sciences and humanities and relevant exposure to tools and technologies are currently being offered by NPTEL.
• The enrolment and learning from these courses involve no cost.
• An in-person, proctored certification exam will be conducted and a certificate is provided through the participating institutions and industry, when applicable.
• This project uses both fresh learning materials and existing NPTEL contents already developed for more than 860 courses thereby reducing reinvention of the wheel for online education
• The proctored exam provides a viable means of delivering authentic certification following online education.

 

 

 

 

Benefits

• Students receive quality instruction and education in select topics and skills, they can improve their employability. Faculty may utilize this opportunity to connect with a wide spectrum of student community.
• Industry - Online learning can not only train the workers of the future, it can also provide a career path for someone employed who may learn new skills.
• Low cost for the student since learning material is free of cost.
• Less pressure on the student to keep up with other students in the class.
• Flexibility for the student as he/she can prioritize his/her time and work at one’s own pace.
• Variety of programs and courses from engineering to music to film appreciation.
• Access to faculty – Student will have access to faculty via email, discussion forum and other online media. He/she will not be intimidated to ask questions unlike in a traditional classroom setting.
• Students can make connections with their peers no matter where they are located. This will provide insight and different perspectives on the same topic.
• Online Courses will give a student in remote village an opportunity to take a class at a college or university that he/she may not have realistic access to, geographically.
• Talks are on-going to have corporates recognize NPTEL Online Certification as part of their recruitment process.
• Recognize NPTEL Online Certificate (Elite) in recruitment

 

KITE (Kerala Infrastructure and Technology for Education)

is a Govt of Kerala establishment set up to foster, promote and implement modernisation of educational institutions in the State of Kerala, owned by the State or run under the aid of Government.

KITE is registered as a Section 8 Company, by transforming the erstwhile IT@School Project, which revolutionised the education system of the State. The spectrum of KITE include Information & Communication Technology, Capacity Building, Content Development, Connectivity, e-Learning, Satellite based education, Support and Maintenance mechanism, e-Governance or other related activities.

KITE aims to upgrade the Government sector educational institutions at par with international standards in terms of infrastructure, facilities, resources, curriculum, pedagogy, etc. It also aims to formulate and implement projects for the use of ICT as a tool for the improvement of the education quality in the State of Kerala.

KITE acts as Advisor or Consultant to the Government and private sector in improving education quality through ICT. KITE has implemented the prestigious Hi- Tech school programme of the Education Department. KITE has enhanced the educational scenario in the state to a new level by making use of EDUSAT facilities. With the technical support from ISRO, KITE successfully implemented various activities based on EDUSAT till date.

The first phase of the programme was mainly through various interactive classroom sessions, facilitated by Receive Only Terminals, provided to selected schools, which enabled valuable exchange between subject experts and students, and besides such discussions, the students are able to expand their knowledge in academic subjects as well as gain new insights at the social level.

The second phase of EDUSAT initiative was the launch of an educational channel - IT@School VICTERS ( Versatile ICT Resource for Students ) in 2006. Through Receive Only Terminals (ROTs) a large majority of schools in the state are able to access ViCTERS. Over and above this, VICTERS is transmitted through the local cable networks and covers 80 per cent of the households in the state. Currently VICTERS is telecast 17 hours in a day; from 6 a.m to 11p.m.

THE AKSHAYA PROJECT

The Akshaya project, first started in November 2002, the rural Malappuram district of Kerala, India, and now spread all around the state, was the first district-wide e-literacy project in India and one of the largest known Internet Protocol (IP) based wireless networks in the world.

The goal of the project is that at least one person in every family to be computer literate in that district. Malappuram is now what is said to be India's First E-literate District. The mission continues to make Kerala the First E-literate state in India.

Objectives

·         To bridge the gap between the ‘Information Rich and the Information Poor’.

·         Transformation of Governance to provide efficient, transparent and convenient services to the Citizens through Information & Communication Technologies.

·         Improving public service delivery by making services accessible to 'the common man' in her/his locality.

·         To improve e-literacy in underserved areas and to provide a platform for Government to citizen services through a public-private partnership.

·         To harness ICT in order to build and better services finally transforming the relationship between government and state

• To understand current and future demand for digital skills in the economy; to understand the routes to bridge the gap by identifying the risks and opportunities in addressing digital skills.
• To ensure that the government achieves its delivery priorities, across the key areas of public service.
• Achieving 100% digital and social inclusion by ‘Connecting the Unconnected’
• To improve services at the base of the delivery chain. 
• Building collaborative relationships with citizens and other communities. 
• Restructuring the programs so as to leverage the assets of Government to enhance the mission productivity. 
• Disseminating information to improvepublic communication and to encourage a shared understanding of public issues 
• To promote and strengthen entrepreneurship through digital interventions.

 

GYAN DARSHAN (GD)

Gyan Darshan (GD) channel is a major milestone in the field of Educational Television in India. It is a joint venture of the Ministry of Human Resource Development (MHRD), Ministry of Information & Broadcasting (I & B Ministry), Prasar Bharati and IGNOU serving as the nodal agency. Launched in the year 2000, GD is a 24-hour educational channel which offers the best of educational programmes covering a variety of subjects and catering to a wide range of viewers. These include pre-school, primary, secondary and higher secondary students, college/university students, youth seeking career opportunities, homemakers and working professionals. The software is pooled from various educational Institutions and Development Organisations. GD conducts two hours of live interactive sessions every day to build interactivity in the Open and Distance Learning (ODL) system. Teachers/Resource persons and IGNOU Regional Center functionaries interact for academic and administrative matters with students. Induction Programmes for new students and convocations for graduating students are also conducted live through Teleconferencing every year.

Gyan Drashan is also available on webcast, thus extending the reach of IGNOU programmes to audiences world over. The Gyan Darshan telecast is also beneficial for students of the formal education system and the viewers can access Gyan Darshan on IGNOU’s website. As Gyan Darshan Channel is must carry channel as per the Government of India Gazette notification, a number of private DTH/Cable Operators carries Gyan Darshan in their Bouquets. Gyan Darshan is now part of Swayam Prabha and can be watched on MHRD Channel no.25

INFORMATION AND LIBRARY NETWORK (INFLIBNET) CENTRE, GANDHINAGAR

 INFLIBNET Centre is an Autonomous Inter-University Centre (IUC) of University Grants Commission of India. Its Head Quarters is at Gujarat University Campus, Ahmedabad. It serves towards modernization of Libraries, serves as Information Centre for transfer and access of information, supporting scholarships and learning and academic pursuits through a National Network of Libraries in around 264 Universities, Colleges and R&D Institutions across the country. The centre was initially started as a national project under IUCAA in March, 1991. It became an independent Inter-University Centre in June 1996. It is involved in modernizing university libraries in India and connecting them as well as information centres in the country through a nationwide high speed data network using the state-of-art technologies for the optimum utilization of information. INFLIBNET is set out to be a major player in promoting scholarly communication among academicians and researchers in India.

Major activities

• Financial support for the automation of University Libraries
• Development of a comprehensive database of the resources in various libraries in India
• Development of an integrated library management software called SOUL (Software for University Libraries)
• UGC-Infonet Internet Connectivity Programme
• The centre has taken several open access initiatives like:

      OJAS, a platform to faculty and researchers in Universities to host their open-access journals

      Shodhganga, a digital repository for theses and dissertations by research scholars in universities in India

      Shodhgangotri, a digital repository of synopsis of research topic submitted to the universities in India by research scholars

      An institutional repository called IR@INFLBNET for papers published in the proceedings of the CALIBER and PLANNER

• Creation of R&D facilities and working groups to study and contribute to the open source movement
• Maintenance of a database of scientists, researchers and other faculty members working at leading academic institutions and other R&D organisations involved in teaching and research in India
• Bibliometric and scientometric studies
• e-PG Pathshala: A Gateway to All Post Graduate Courses
• Trainings in many various aspects related to Library and Information and Communication Technology (ICT) are frequently organized.
• Information and Library Network Centre, INFLIBNET

 

MEDIA

 

      Print media- newspapers,books,journals, magazines

      Non print media- mass media(radio,TV,films in education)

 

PRINT

• One way communication
• Does not facilitate active learner participation
• Print media has provisions for feedback, but time lag
• Does not support individualized instruction
• Cannot provide means for development of psychomotor skills

ELECTRONIC MEDIA (NON PRINT MEDIA)

• Facilitates diverse learning objectives
• Motivate learner
• Stimulate imagination
• Create and sustain interest
• Gives concentration in teaching learning process
• Cater individual needs
• Reduce burden of the teacher

 

TYPES OF PRINT MEDIA

Ø  Newspapers

Ø  Books

Ø  Journals

Ø  Magazines

TYPES OF NON PRINT MEDIA

      mass media

      radio

      T.V.

      Films in education

NEWSPAPER

 

How to make newspaper as an instructional aid

v  Inculcate necessary interest among children

v  Proper seating arrangement

v  Subscribe local, regional and national newspapers in school library

v  Teachers should narrate current news, incidents, events, headlines, writings and documents of general and specific interests either for awareness or for enrichment

v  Pictures, diagrams, maps ,graphs, statistical tables, pictoral representations, weather charts and maps etc should be included in newspaper.

v  Proper orientation and training for the learning effective ways of newspaper reading.

v  Should include newspaper as a part of curriculum

v  Teacher should think the possible situations, aspects and ways of seeking correlation  of the results of newspaper reading with the areas of curricular and co- curricular experiences.

v  Teacher must have a thorough knowledge about the contents of newspaper.

 

      Non print media

      Mass media( radio, T.V., Films in education)

 

 

 

MASS MEDIA

Media are any extension of man which allow him to affect other people who are not in face to face contact with him.

Marshal mcluhan

Categories of media

Media into two print media and electronic

FUNCTIONS OF MASS MEDIA

The four functions of mass media are

      Influencing

      Informing

      Entertainment

      Providing market for goods and services

RADIO AS AN EDUCATIONAL MEANS

Broadcast of educational radio can be viewed in five steps

Ø  School broadcasts

Ø  Adult education and community development projects

Ø  Farm and home broadcasts

Ø  University broadcast

Ø  Language learning projects

CHARACTERISTICS OF EDUCATIONAL RADIO

      Easy accessibility

      Wide coverage

      Low capital investment and operating costs

      Easy learner reception

      Easy production

      Feasible mode of learner enrichment

      Effective means of thought promotion

      Effective recreation and transmission of reality

      Cheap mode of direct instruction

      Supporter of motivation for learner

 

EDUCATIONAL IMPLICATIONS OF RADIO

      Extends area of acquaintance

      Bring people of rare contributions to the learners

      Places events of current nature at the hands of the listener

      Helps in inculcating values

      Helps slow learners and pupils having poor sight

      Medium to teach all subjects particularly language and music

      Refreshes knowledge of teachers

      Wide coverage

      Cheap medium

      Easy repair and maintance

LIMITS

·         Not flexible

·         Feed back is time consuming

·         Cannot useful for all subjects

·         Requires expertise

·         Only auditory

MULTIMEDIA

Multimedia can mean any kind of file or document, either a text or spreadsheet, that have audio/video effects or “an interactive information cafe”

NATURE OF MULTI MEDIA

Ø  Multi means many

Ø  Media means techniques or methods.

Ø  It uses a number of media devices, techniques in the teaching learning process.

Ø  Multi media approach has come out of researches and experiments in educational technology that have been undertaken in order to improve the process of teaching-learning.

Ø  Provides meaningful learning experiments.

Ø  Choice of media has to be done carefully so that one does not hamper or reduce the effect of the other, ie: each media complement the other.

Ø  The media have to used sequentially and judiciously. Only necessary ones are to be used. Then it would be possible to make optimum use of them in a most economical manner.

Ø  Several media and techniques are used as powerful means of communication.

 

CLASSIFICATION OF MEDIA USED IN MULTI MEDIA APPROACH

• This uses a combination of media or strategies.
• Based on the methods, categories, mode of instruction or mode of mix the media are classified in the following manner.

Methods

• Lecture
• Demonstration
• Discussion
• Lecture demonstration
• Heuristic
• Project
• Problem solving
• Inductive-deductive
• Laboratory
• Analytic synthetic
• Question-answer
• Assignment

Strategies

Ø  Team teaching

Ø  Micro teaching

Ø  Simulated teaching

Ø  Workshops

Ø  Group discussions

Ø  Seminars

Ø  Symposia

Ø  Conferences

Ø  Brainstorming

Ø  Counselling

Ø  Buzz groups

Ø  Providing practical experiments

 

CLASSIFICATION OF MEDIA ON THE BASIS OF TEACHING AIDS

                                     

                                       graphic

                                      3D Aids   

Media                           Projective devices

                                       Mass communication

 

Graphic

·         Charts

·         Flash cards

·         Posters

·         Graphs

·         Diagrams

·         Maps

·         pictures

 

3 D Aids

·         Models

·         Specimens

·         Puppets

·         Living and nonliving things

Projective Devices

·         Projectors, OHP, LCD,Slides

·         Film strips

·         Motion pictures

·         Slides

·         Transparencies

Classification of media based on reading on teaching material

·         Supplementary reading material

·         Teachers guides

·         Laboratory manuals

·         Activity books

·         Work books

·         Text books

·         Journals and magazines

·         newspaper

Classification of media based on means of gaining experience

Field trips                      library

Excursions                    demonstrations

Role play method          social service camps

Experimentation            hobby

Exhibitions                     subject clubs

 

INTERACTIVE MULTI MEDIA COMPONENTS

Multimedia combines the five basic types into a multi media production

•       Text

•       Animation

•       Video

•       Graphics

•       sound    

 

Stage 1  Teacher initiates teaching learning activities

Stage 2 teacher demonstrates a specific and specialized unit

Stage 3 Preparation and ground work for students to embark on independent learning

Stage 4 Stage of students active participation

Stage 5 integration of theory and practical

Educational implications of multi media

      Helps to represent information using different media.

      Hyperlinks allows to organise information in meaningful ways

      Take into account different learning styles

      Allows self pacing and discovery.

      Develop higher order thinking

      Provides flexibility

      Develops group and interpersonal skills.

      Bridge language barriers since audio is not only the means of communication.

      Helps to learn the content in a given discipline.

      Helps to think effectively, practice problem solving and decision making.

 

 

 

 

TEACHING AIDS

Teaching aids should be termed as learning aids since they are instructional materials and devises through which teaching and learning are performed.

QUALITIES OF A TEACHING AID

      Accuracy

      Relevancy

      Comprehensibility

      Interesting

      Cost effective

      Availability

      Transportability

      Appropriateness

IMPORTANCE OF TEACHING AIDS

      Provide freshness And variety

      Appeal to students of various abilities

      Encourage active participation

      Heighten motivation

      Give needed reinforcement

      Widen the range of experiences

      Assure order and continuity of thought

      Improve the effectiveness of other materials

EDUCATIONAL SIGNIFICANCE OF TEACHING AIDS

      Use of all the sense organs

      Based on maxim of teaching

      Helpful in drawing attention

      A good motivating force

      A good substitute for direct experience

      Provide clarity in subject matter

      Helps in fixing up new learning

      Meet the individual difference

      Facilitates quick comprehension and retention of concepts

      Encourages healthy classroom  interaction

      Helps in the development of higher order faculties

      Helps in positive transfer of learning

      Solve the problem of verbalism

      Helps in solving problems of indiscipline based on disinterests etc.

      Helps in development of right attitudes

ADVANTAGES OF TEACHING AIDS

      Develops interest

      Makes learning permanent

      Concretise experience and reduce verbalism

      Greater understanding of the lesson

      Removes barriers

      Aids stimulate self activity

      Foster continuity of thought

      Saves time and energy of teacher

      Helps to overcome language barriers

      Self explanatory

      Provides variety of methods

      Helps to reach message simultaneously

      Stir up new knowledge

Problems of teaching aids

      Apathy of teachers

      Indifference of students

      Financial problems

      Absence of infrastructure

      Language barriers

 

MULTI SENSORY APPROACH

 “If a child is not learning in the way you teach, change your teaching strategy and teach the child in the way he learns!”

Introduction:

A multisensory approach, "also known as VAKT (visual-auditory-kinesthetic tactile) implies that students learn best when information is presented in different modalities (Mercer & Mercer, 1993)"

The belief is that students learn a new concept best when it is taught using the four modalities. Activities such as tracing, hearing, writing, and seeing represent the four modalities that incorporates the four modalities.

 

What is Multi Sensory Approach?

Multisensory Approach in teaching is the simultaneous use of visual, auditory, and kinesthetic-tactile to enhance memory and learning. It is a coherent representation of objects combining different modalities to enable us to have meaningful perceptual experiences. Using a multisensory teaching technique means helping a child to learn through more than one sense.

Many forms of instruction use more than one mode. For example, watching a film involves both auditory and visual components. Writing is an example of an activity that involves fine motor and visual instruction. Speaking would be a fine motor and auditory experience. Acting out a scene from a play involves all three modes: visual, auditory, and sensory-motor activities.

Most teaching techniques are done using either sight or hearing (visual or auditory). The child’s sight is used in reading information, looking at text, pictures or reading information based from the board. The hearing sense is used to listen to what the teacher says.

Taking into consideration the facts of individual differences, learning difficulties, etc. multi sensory approach is the only way to satisfy the different needs of a child.

Multisensory techniques are frequently used for children with learning differences. Students with learning difficulties typically have difficulties in one or more areas of reading, spelling, writing, math, listening comprehension and expressive language. Multisensory techniques enable students to use their personal areas of strength to help them learn. They can range from simple to complex, depending on the needs of the student and the task at hand.

Why Multisensory Approach?

We remember:

20% of what we read, 30% of what we hear,

40% 0f what we see, 50% of what we say,

60% of what we do and 90%

of what we see, hear, say and do.

When information is presented, it goes into our short term, working memory. Like a computer, unless we deliberately save the data into long-term storage, it is lost very quickly. The method we use to save new information that is presented to us determines the likelihood we will be able retrieve it in the future.

 If you think of memory as a file card box, then the least effective system for organizing information would be to write everything down in the same color, on the same size and color cards and throw them all into a big box.

The same is true for learning. Here, our chances of successfully retrieving information are influenced by the number of pathways we create to find it. The pathways are the modes of learning.

The purpose behind multi-sensory instruction is to apply this concept of learning to all subject areas. The more experiences a student has with a piece of information, be it a spelling word, a process in mathematics, a novel, or a concept in science; the stronger their ability will be to remember it over a longer period of time.

It is not always possible to provide all four elements but it would be useful to audit teaching approaches and consider how many elements are present.

Multisensory teaching is effective at any age. However, age-appropriate resources for secondary students and adult learners have been almost impossible to source.

 

Multisensory Techniques which could be used to assist a student in learning:

     To stimulate visual reasoning and learning:

·                     Text and/or pictures on paper, posters, models, projection screens, computers or flash cards

·                     Use of colors for highlighting, organizing information or imagery

·                     Graphic organizers, outlining passages

·                     Student created art, images, text, pictures and videos

 

       Auditory Techniques:

·                     Peer assisted reading, paired reading , computerized text readers, books on tape, etc.

·                     Video or film with accompanying audio

·                     Music, song, instruments, speaking, rhymes, chants and language games

 

     Tactile Teaching Methods:

·                     Multi sensory techniques that involve using the sense of touch are called tactile methods. Tactile methods include strategies such as:

·                     Sand trays, textured objects, finger paints and puzzles,etc.

·                     Modeling materials such as clay and sculpting materials

·                     Using small materials called manipulatives to represent number values to teach math skills

 

     Kinesthetic Method:

·                     Multisensory methods using body movements are called kinesthetic methods. These involve fine and gross motor movements.

·                     Games involving jumping rope, clapping or other movements paired with activities while counting and singing songs related to concepts.

·                     Any large movement activity for students involving dancing, bean bag tossing or other activities involving concepts, rhythmic recall and academic competition such as quizzes, flash card races and other learning games 

 

Key benefits of the multisensory approach are:

·                     Increased learner engagement

·                     Generating a greater capacity for learning

·                     Encouraging a greater knowledge transfer

·                     Improved attitudes towards learning

·                     Greater student achievement

What Is A Teleconference?

Teleconferencing is a telephone meeting with two participants or more that involves in technology, which is more sophisticated than a two-way simple phone connection.

Common factors contribute to the shared definition of teleconferencing:

·         Use a telecommunications channel

·         Link people at multiple locations

·         Interactive to provide two-way communications

·         Dynamic to require users' active participation

When there are many more equipments having special arrangements considerably, it is called a video teleconferencing where participants can view motion or still video images of each other.

Types of Teleconferencing

Type 1. Video Teleconferencing

This mode of teleconference is a combination of video and audio for providing video communications

There can be various modes like one-way video or two-way audio and two-way video or two-way audio. It displays anything captured by TV camera and mainly used for displaying moving images.  The advantage is the capability to display moving images.

 In two-way audio/video systems, a common application is to show people which creates a social presence that resembles face-to-face meetings and classes and enables participants to see the facial expressions and physical demeanor of participants at remote sites.

Video conferencing is an effective way to use one teacher who teaches to a number of sites. It is very cost effective for classes which may have a small number of students enrolled at each site. Rural areas benefit particularly from classes provided through video conferencing when they work with a larger metropolitan institution that has full-time faculty. Through teleconferencing, institutions are able to serve all students equitably.

Type 2. Audio Teleconferencing

Audio teleconferencing is also called Voice-only or known as conference calling sometimes. It can interactively link people at remote locations through telephone lines. Meetings may be conducted through audio conferencing where preplanning is required which includes naming a chair, setting an agenda, and providing printed materials to participants ahead of time so that they can be reviewed. Distance learning is also one application of audio conference, which is a cost effective solution for education.

Type 3. Audiographics Teleconferencing

Here telecommunications channels are used for transmission of visual information like alpha-numerics, graphics, documents, or video pictures like adjunct for voice communication. It is called as enhanced audio or desktop computer conferencing. Devices like electronic tablets, freeze-frame video terminals, remote-access microfiche, Fax, integrated graphics systems, slide projectors uses this teleconferencing mode.

Computer Teleconference: Anything that can be done on a computer can be sent over the lines. It can be synchronous or asynchronous. An example of an asychronous mode is electronic mail. Items generated on computer which are normally printed and then sent by facsimile can be sent by E-Mail. Through common files assigned to a class which each student can assess, teachers upload syllabi, lectures, grades and remarks. Students download these files, compose their assignment and remarks off-line, then upload them to the common files.

Type 4. Web Teleconferencing;

As for web teleconferencing, telephone lines are used for connecting two or more modems and computers. Any program done on the computer may be sent through lines, and it may asynchronous or synchronous. An asynchronous mode example is electronic mail.

Type 5. Web conferencing

Web conferences is also very helpful in distance education. Now some institutions are offering credit programs by computer completely and students get texts trough mail.

Advantages of teleconferences

·         Videoconferencing increases efficiency and results in a more profitable use of limited resources.

·         It is a very personal medium for human issues where face-to-face communications are necessary.

·         It is an effective alternative to travel which can easily add up to weeks of non-productive time each year.

·         Documents are available, and experts can be on hand.

·         Videoconferencing maximizes efficiency because it provides a way to meet with several groups in different locations, at the same time.

·         Save Time:

·         Lower Costs: Costs (travel, meals, lodging) are reduced by keeping employees in the office, speeding up product development cycles, improving performance through frequent meetings with timely information.

·         Accessible: Through any origination site in the world. Larger Audiences: More people can attend. The larger the audience, the lower the cost per person.

·         Larger Audiences: More people can attend. The larger the audience, the lower cost per person.

·         Adaptable: Useful for business, associations, hospitals, and institutions to discuss, inform, train, educate or present.

·         Flexible

·         Security: Signals can be encrypted (scrambled) when it is necessary. Encryption prevents outside viewers.

·         Unity: Provides a shared sense of identity. People feel more a part of the group...more often. Individuals or groups at multiple locations can be linked frequently.

·         Timely: For time-critical information, sites can be linked quickly. An audio or point-to-point teleconference can be convened in three minutes.

·         Interactive 

·         Remote Learning

·         No Need to Go on Field Trip

·         Attend Class from Home

·         Strengthen Exchanges among Schools

·         Invite Experts to the Class Wherever They Are

·         Connect Rural Schools to Outsides for Better Education

 

   

Interpretations of the cone of experience

v  Lower levels of the cone involve the student as a participant and encourage active learning

v  Lower levels include more stimuli and are richer with regard to natural feed back the consequences of an action. 

v  Higher levels compress information and provide data faster for those who are able to process it.

v  Pictures are remembered better than verbal propositions

v  Picture aid in recalling information that has been associated with them.

v  Upper levels of the cone need more instructional support than lower levels.

v  As we go up the cone, concreteness increases and is maximum at the base ie, direct purposeful experiences.

 

Edgar Dale, an U.S. educationist developed the famous Cone of Experience.   The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media, as well as their individual “positions” in the learning process.

During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”.  His research led to the development of the Cone of Experience. The Cone was originally developed in 1946 and was intended as a way to describe various learning experiences. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone).

EDGAR DALE’S CONE/ PYRAMID OF EXPERIENCE

It has eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. The arrangement is based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.

Direct Purposeful Experiences.

These are first hand experiences which involves more senses for learning. This level also proves that educational technology is not limited to the modern gadgets and software that are commercially available nowadays.

The Contrived Experiences.

Representative models and mock-ups of reality are being used in order to provide an experience that is close as reality.  This level is very practical and it makes learning experience more accessible to the learner. It provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.

The Dramatized experiences.

In this level, learners can participate in a reconstructed experiences that give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if” situation.

The Demonstrations.

It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning.

The Study Trips.

This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.

The Exhibits

Exhibits is somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Exhibits are experiences “for your eyes” only but some exhibits include sensory experiences which could be related to direct purposeful experiences. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.

The television and motion pictures etc.

It implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and audio devices that can be used by a group of learner that could enhance and extend learning experience

The Visual symbolic and Verbal symbolic

The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. We can use variety of materials and medium in order to maximize the learning experience.

CLASSIFICATION OF TEACHING AIDS

    Based on the use of sense organs

Ø  Audio aids

Ø  Visual aids

Ø  Audiovisual aids

 

 

 

 

                      

 

INTERACTIVE WHITE BOARD

An interactive whiteboard (IWB) device is connected to a computer via USB or a serial port cable, or else wirelessly via Bluetooth or a 2.4 GHz wireless.

A projector projects the computer's desktop on the board's surface where users control the computer using a pen, finger or stylus or other device. The board is typically mounted to a wall or floor stand. They are used in classrooms, in corporate board rooms, work groups, in training sports, in broadcasting studios and others.

Different types of interactive white board

Resistive

 Resistive touchscreens are composed of two flexible sheets coated with a resistive material and separated by a microthin air gap. When contact is made to the surface of the touchscreen, the two sheets are pressed together, registering the precise location of the touch. This technology allows one to use a finger, a stylus, or any other pointing device on the surface of the board.

Active Electromagnetic Board

    These interactive whiteboards feature an array of wires embedded behind the board surface interacts with a coil in the stylus tip to determine the (X,Y) coordinate of the stylus. Styli are either active (require a battery or wire back to the whiteboard) or passive (alter electrical signals produced by the board, but contain no batteries or other power source). In other words, there are magnetic sensors in the board that react and send a message back to the computer when they are activated by a magnetic pen.

Passive Electromagnetic Board

    In contrast to an active electromagnetic board this one does not contain the sensing technology in the board itself, but in the pen. Tiny magnetic fibers are embedded in the whiteboard and form a pattern that an electromagnetic coil in the pen is able to sense. Therefore, the pen is able to calculate its location on the whiteboard and sends this information to a computer.

Optical

a)      Infrared light curtain

    When pressed to the whiteboard surface, the finger or marker sees the infrared light. Software then manipulates the information to triangulate the location of the marker or stylus. This technology allows whiteboards to be made of any material; with this system no dry-erase marker or stylus is needed.

b)      Laser light curtain

  

   An infrared laser is located in each upper corner of the whiteboard. The laser beam sweeps across the whiteboard surface—much like a lighthouse sweeps light across the ocean—by using a rotating mirror. Reflectors on the stylus or marker reflect the laser beam back to the source and the (X,Y) position can be triangulated.

       Camera Pen and Dot Pattern 

    The digital pen uses this pattern to store the handwriting and upload it to a computer. The accuracy is high since the coordinates are usually fixed at about 600 dots per inch.

Potential issues

• Permanent markers and use of regular dry erase markers can create problems on some interactive whiteboard surfaces, because interactive whiteboard surfaces are most often melamine, which is a porous, painted surface that can absorb marker ink.
•  Punctures, dents and other damage to surfaces are also a risk.
• Some educators have found that use of interactive whiteboards reinforces an age-old teaching method—teacher speaks, students listen.

USES FOR INTERACTIVE WHITEBOARDS

• Running software such as a web browsers or other software that is loaded to the connected PC which can be used in the classroom.
• Capturing and saving notes written on a whiteboard to the connected PC.
• Capturing notes written on a graphics and tablet connected to the whiteboard.
• Controlling the PC from the white board using click and drag, mark up which annotates a programme or presentation.
• Using optical character recognition software to translate cursive writing on a graphics tablet into text.
• Using an Audience Response System to the whiteboard enables the presenters to poll a classroom audience or conduct quizzes, capturing feedback onto the whiteboard
• A devise driver is usually installed on the attached computer so that the interactive whiteboard can act as a Human Input Device (HID), like a mouse.
• The computer's video output is connected to a digital projector so that images may be projected on the interactive whiteboard surface.

Thus, an IWB emulates both a mouse and a keyboard. The user can conduct a presentation or a class almost exclusively from the whiteboard.

• In addition, most IWBs are supplied with software that provides tools and features specifically designed to maximize interaction opportunities. These generally include the ability to create virtual versions of paper flipcharts, pen and highlighter options, and possibly even virtual rulers, protractors, and compasses—instruments that would be used in traditional classroom teaching.
• Advantages
  -easy to setup and use 
  -It won’t break down (unless your whiteboard marker runs out) 
  -easy to improvise (e.g. draw simple diagrams to emphasize a point if needed) 
  -forces teacher to concentrate on important points (see first disadvantage below) 

§  Disadvantages: 
-have to keep notes simple and to the point 
-students have to copy down notes 
-students may copy notes incorrectly 
-whiteboard markers run out easily 
-have to wait for students to finish writing notes 
-time taken up writing (for the student and teacher) 
-student concentrates on writing instead of the lesson 
-sometimes run out of whiteboard space 
-difficult to draw complicated diagrams 
-laborious for lessons that involves a sequence of instructions (e.g. cooking instructions)

 

 

 

 

THE CONCEPT OF SMART CLASSROOM

“Smart school and smart class” is an innovative concept in education. It provides quality education in better concept formation, concept elaboration, improvement in reading skills and academic achievement. In this environment, e learning and online education is the need of this time.

ICT has turned from being a technology of communication and information to a curriculum creation and delivery system for teachers and learners. Learning is not how much one can cramp up. It’s rather the knowledge that remains after one forgets what he/she learned in schools. Thus we emphasize on learning the concepts with the help visuals and activities. To keep such view the smart learning was introduced.

Smart class uses instructional material, 3D animated modules and videos and made education interesting but a chance to students to enhance their performance and motivate higher levels of understanding.

In a smart class there will be computers, projectors, internet connectivity and other multimedia devices such as home theater etc.  The role of a teacher may be modified in such new environment. In a smart class students, may use internet and this activity can change the old thinking about the students and the learning theory. In beginning, it should be launched as a pilot project in a few schools. The experience and result of these schools leads the future planning.

Characteristics of a Smart Classrooms:

1. Adaptive learning: In normal classroom it is difficult for teachers to make sure that all students understand the concepts. But the modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with.
2. Collaborative learning:  Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates and more. Collaborative learning redefines traditional student-teacher relationship in the classroom.
3. Computing devices: Computers are readily available in modern classrooms, since they are essential tools for 21^st century students and replace the utilities of pen and paper. They give teachers the opportunity to enhance their lessons and assist them.
4. Mutual respect: Teachers and students should always have respect for each other. Teachers should encourage students to speak with confidence and value their opinions.
5. Performance-based assessments: Regular performance-based assessments are carried out by teachers through various methods which are not restricted to tests. These can be by conducting quizzes and polls.
6. Student-centric: In Smart classrooms, teachers play the role of facilitators. They help students think critically. Students discover and master new concepts. Student-centric classroom environments put students’ interests first and are focused on each student’s needs, abilities and learning styles.
7. Students take responsibility of their learning: As students are encouraged to actively participate in their own learning, they become responsible for their learning.
8. Students understand and follow the rules and procedures: The learning environment is carefully planned and well-organized. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track. They follow class routines and understand what they are expected to achieve each day and how they are to go about it.
9. There is innovative working system for teachers and in school management:

Smart school class will be more attractive, innovative, student friendly, healthy and more interesting class. In a smart class it may possible there to arrange “online classes” by internet. Smart class is a platform for e smart class and online IT class.

10. There is fully multimedia enabled audio-visual classrooms :

There is fully multimedia enabled audio-visual classrooms in a smart classroom. It will be quite different than traditional class. In a smart classroom the teacher works as a facilitator in learning.

Objectives of Smart Class Room

•          To help teachers to meet new challenges and developing students’ abilities and performance.

•          To enables teachers to access multimedia content and information that can be used for teaching students more effectively.  Pedagogically sound and visually rich curriculum resources.

•          To enables teachers to express their views and ensures that every child is understanding the undertaken concept which ultimately affects his achievement.

•          To make possible for the concepts to be understood clearly. To makes abstract concept real.

•          To have interactive and live teaching to elaborate and compare different objects and perceptions towards the particular concepts

•          To designed a module of smart class which allows a student to visualize the concept much better than static images. Visuals and animations that students will never forget.

•          To move a step towards development where students’ achievement is highlighted.

•          To makes learning an enjoyable experience for students. Activities and games to make learning process easy.

•          To make effective blending of technology with the classroom, and to Inform the teachers of classroom events

•          To instruct simultaneously remote and local students.

•          To improve creative thinking in learning process to visualize the concepts and practices with model and demonstrations.

•          To optimize the use of e-resources wise e-books, e-journals, protocols, lecture notes, documentaries and so on.

•          To customized content as per the school’s scheme of work and to provide facility to update the content.

 

Principles inherent in Smart class room

1. Principle of  Adaptability

The concept of smart classrooms includes the principle of adaptability to the type and needs of teacher and of each student.

2. Principle of  Connectivity

The concept of connectivity has a twofold character.

On one hand it is required that the learning space has a good network connectivity, both local and global, to use to the most the potential of mobile devices. Connectivity should be wireless, and this is fundamental to maximize physical mobility around the space and comfort in using technology.

On the other hand, beyond digital connectivity there exists social and informational connectivity. Through networks, students live connected to teachers, friends, family, professionals and to a large number of information sources, both in their immediate surrounding and from distant places.

3. Principle of Comfort

A smart classroom is a place arranged to comfortably do various activities –reading, watching videos, playing, listening to music and audios, writing, talking, debating, experimentation, and so on.

4. Principle of Flexibility of physical arrangement

It allows agile and easy variations in activities, that is, make it possible to change student grouping, the type of resources being used, and use of various types of resources at the same time, ICT and non-ICT, for different students to carry out different tasks, e.g. searching information, discussing, watching a video, etc. The classroom is supplied with varied furniture elements to achieve flexibility of space arrangement.

5. Principle of  Multiplicity

The arrangement enable possibilities for creativity, reasoning, logical thinking, etc., and be adapted as close as possible to learners’ various needs and learning styles.

6. Principle of Order / Organization

Even though it is not easy to design, and attain, sustainable placing, storing, arrangement and rules of use of spaces and resources available, teachers  carefully consider the order and arrangement of spaces and resources so that these are the most adequate for the learning activities that will take place in their smart classroom.

7. Principle of  Openness

Learning takes place beyond the classroom space, both physically and virtually, and therefore activities put forward for smart classrooms should consider these extended learning places and learning times in order to learn beyond the classroom and the class times traditionally assigned.

8. Principle of Personalization

Smart classrooms allows teacher and students should make their own, personalizing it by means of activities which support and reinforce learning.

9. Principle of  Safety / Security

Smart classrooms have an arrangement which prevents users from having physical accidents and will also be safe in terms of access to information and communication on the Internet from the classroom. Therefore security systems will be taken into account when conceptualizing and designing smart classrooms.

In sum, the arrangement, structure, methodologies and principles of smart classrooms intend that learning experience be as likely as people’s learning ways, preferences and styles, in a natural way and in a personal space; all this through active participation, experimentation, collaboration, solidarity, rapport, creativity, leadership, and so on.

Advantages of Smart class  room

Uses of smart classes

• provides all ages higher levels of understanding
• learners activate
• build background knowledge, process information, transform their learning into a product that shows what they know, and reflect on their learning.
• Structured talk and assessment are carefully woven into the process to build a thoughtful context for learning and to advance the thinking of all learners.
• navigate through the study material loaded on e-class.
• access to the study material with them, so they can plan their studies at their convenience.
• Revision can be done by sit back and learn using the Audio Video learning.
• study at your own pace
• devote more time to your weak points.
• Studying and revising can be done at once own pace
• better engagement with the content on a smart board in dynamic and visually more appealing.
• Storage of teachers written notes.

·         Voice recording is possible.

·         Scope for the integration of different types of technology

·         Access to online information

·         Allow for connectivity in different location

·         Bridge the urban/rural divide: 

·         Can automate a lot of teaches tedious task

·         Change the way of imparting knowledge

·         Environmentally friendly: Interactive technology tools     are also environmentally friendly. They offer teachers an entirely different way of presenting information to students, which eliminates the need for writing, printing or photocopying. Which, contribute to eliminate wastage from over-utilization of paper and ink.

·         Enhanced teaching/learning experience

·         Increased exposure and wider access to information

·         Improved student engagement

·         Low-Maintenance: Technology tools are neat and easy to use. There are no hassles cleaning or maintaining whiteboards. The data on the screen can be modified using a specialized highlighting tool or pen. There is no need for using unhygienic chalk or marker pens.

·         Provide rapid assessment

·         Students can learn life skills through technology: Creating presentations, learning to differentiate reliable from unreliable sources on the Internet, maintaining proper online etiquette, and writing emails; these are all vital skills that your students can learn in the classroom and master before graduation.

·         Technology Integration

·         Teachers can do more experiment in pedagogy

 

 

 

Disadvantages of Smart class room Technology in Education

1. Disconnected Youth

People are attached to their screens almost 24/7, and more and more students are experiencing social anxieties when it comes to face to face interactions, but are perfectly fine socializing online.

2. Can foster more cheating in class and on assignments:
3. Inevitable Cheating

While have an easy access to information may seem like a great thing, it can become a real problem in a test taking environment. Cell phones have made cheating easier than ever. You no longer have to figure out how to write all of the answers down, you can just look them up!

4. Inappropriate data:

With internet connectivity available 24X7, students are exposed to some sites and links which are inappropriate for them. While colleges can limit the availability of these websites on their network, they cannot control what the student is searching for.

5. Lack of face to face interaction:
6. Lesson planning can become more labor intensive:
7. Possible disconnection of social interaction:
8. Students do not have equal access to technological resources:
9. The Cyber bullying Trap: Cyber bullying has become a real and in our face problem among young people today. This harassment has no end, which includes the class room. There is also no way to monitor or discipline students who are involved.
10. Technology can be a distraction:
11. The quality of sources  may not be top-notc