Unit - I

The Concept of Educational Technology

Meaning of Technology
The word „Technology‟ is derived from the two Greek words namely Technic
and Logia. „Technic‟ -means „art or skill.‟ ‘Logia‟- means „Science or Study‟. So
simplest meaning of „Technology‟ is “Science of study of an art or skill.”

Definitions of Technology
“Technology is Knowledge organized for Production”.
- Sachs.I
“Technology is the application of scientific knowledge to a practical purpose”.
- Page.T
“Technology is the set of instruments and skills which are used to satisfy the needs of
the community”.
- Hierra.A.
Meaning of Education
The word „Education‟ is derived from the Latin word „Educatum‟, which
means „To bring out‟. In the sense, the meaning of Education is to bring out the
better qualities of the individual.
Acc. to Ross, the word „Education‟ is derived from the Latin word
„Educare‟ which means „to bring up‟ or „to raise‟. It means that education is that
process which brings up or rears the individual in the right way.
Meaning of Educational Technology
There are three views regarding the meaning of educational technology.
Educational Technology 1 (ET 1)
The first view which may call Educational Technology 1 (ET 1) refers to the
application of physical sciences and engineering technology to provide mechanical
instruments or “hardware” which can be used for instructional purposes. This is the
view of James O. Finn and others (1960).
E.g. Tape-recorders (including language laboratory), television, teaching
machines and computer- based teaching.

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Educational Technology 2 (ET 2)
The second view which we may call Educational Technology 2 (ET 2) refers
to the application of scientific principles or „software approach‟ to instruction. This
is the view of Skinner, Gagne and others.
Educational Technology 3 (ET 3)
The third and the modern view of Educational Technology 3 (ET 3) as
described by Davis and Hartley (1972), incorporates both ET 1 and ET 2 through the
application of a „system approach‟ to education and training.
Definitions of Educational Technology
“Educational technology may be defined as the application of the laws as well as
recent discoveries of science and technology to the process of education”.
- S.S. Kulkarni
“Educational technology is the application of scientific process to man‟s learning
conditions”.
- Robert A. Cox
“Educational technology is an application of scientific knowledge about learning to
practical learning situation.”
- J. Bloomer
Characteristics of Educational Technology
1. ET has contributed in developing various methods e.g. Microteaching method,
Interaction analysis, Audio Visual Aids and Programmed learning method.
2. In the field of ET, Psychology, Science and technology, system, art, AV aids
and machines are used.
3. It is based on the application of the scientific knowledge.
4. It is helpful in making the teaching process objective, easy, clear, interesting
and scientific.
5. It is a continuous dynamic technology.
6. It is an important medium of communication.
7. A desired change is possible in the behaviour of teachers and students.

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Revolution and Development of Educational Technology
Erich Ashley (1967) has identified four revolutions in education. They are,

 First Revolution: Revolution of shifting the task of educating the young

ones from parents to teacher and from home to schools.

 Second Revolution: Revolution of adoption of the written word as a tool

of education.

 Third Revolution: Revolution as a result of invention of printing and

availability of books and other teaching-learning material.

 Fourth Revolution: Revolution on account of development in electronic,

chiefly involving radio, television, cassette recorder and computer, and
development of systems concept.
Origin of Educational Technology

 Sidney Pressey of a University in Ohio, America who used a teaching

machine in the field of teaching in 1926.
 1930-40 Lumsdain and Glaser- Mechanized education (Models of teaching).
 1950- B.F Skinner‟s Programmed Learning.

 1950- Bryn more in England the term „Educational Technology‟.

 B.S Bloom (1956) was introduced the taxonomy of educational objectives.

 In 1960 Flanders introduced the concept of interaction analysis model of

teaching.

 Micro-teaching technique first adopted at Stanford University in USA

(1961) by W.Allen et.al.
 Personalized System of Instruction (PSI) was first introduced by Keller in 1965.
 Computer Assisted Instruction (CAI) was developed by O.K Moore in 1966.

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 TECHNOLOGY OF EDUCATION AND TECHNOLOGY IN

EDUCATION

Introduction
The term technology in education is a service concept like technology in the
service of agriculture of farmers or science in the service of mankind. It refers to the
use of equipment and machines for educational purposes. It involves the use of a wide
range of audio- visual equipments, hardware and sophisticated electronic devices like
films, projectors, radio, television, tape recorder, teaching machines and computers
etc.
Educational technology as explained earlier is a wider term than technology in
education. It includes hardware approach, software approach and systems approach.
Educational Technology is broadly classified into the following two heads:
1. Technology of Education.
2. Technology in Education.
1. Technology of Education
It is inherent in education itself. It refers to the application of behavioural
sciences like psychology of educational theories and practical teaching –learning
problems, instruction and motivation etc. It is concerned with the study of educational
problems and the techniques to be used in solving the teaching-learning problems so
that best results should be achieved. Broadly speaking, technologies of planning,
financing and administration are also covered under the concept of technology of
education. Techniques of curriculum planning, transacting and evaluating also come
under technology of education. In technology of education, we use derived from
psychology of learning.
In general, following techniques are included in technology of education:
1. Analysis of instructional problems.
2. Selection of instruments for evaluation
3. Selection of strategies to obtain desired result from the teaching-learning
process.
4. Teacher behaviour.
5. Programmed learning.
6. System analysis.

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 2. Technology in Education
Broadly speaking, technology in education implies the use of implements,
tools and machines in education in the same manner as we use these for the
development of agriculture and gardening and industry and in fact our everyday life to
reap the fruit of scientific and technological developments. Under technology in
education we include electronic media projector, film, radio, T.V, teaching machine,
computer and internet etc.
Technology in education refers to the application of engineering principles and
technology in the process of education. Basically it is called hardware technology.
Silverman (1968) called this type of educational technology as „Relative
Technology‟ and technology of education as „Constructive Educational Technology‟.
Differences between Technology of Education and Technology

in Education
Areas Technology of education Technology in education
1. Basis It is based on child psychology In is based on the principles of
(age, ability and mental level). physical sciences or engineering
sciences.
2. Approach Its approach is identified as Its approach is identified as
software approach. hardware approach.
3. Origin Its origin lies in the application Its origin lies in the application of
of behavioural sciences to the physical sciences or engineering
problems. to education.
4. Examples Text books, work books, TV, Radio, Slide Projector,
newspaper etc. Computer, OHP etc.
5. Relation It is related to learning aids. It is related to teaching aids.
6. Requirement The use of this approach does Skilled personnel in hardware
not require skilled personnel as technology are needed.
in hardware technology.
7. Flexibility This approach is very flexible This approach is relatively rigid.
8. Type It is called constructive It is called relative technology
educational technology
9. contribution to This approach is very helpful It is useful in mass education
educational in understanding the need of programmes.
system the learners and educating
them accordingly.
10. Cost It is less costly. It is expensive.

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 NEED AND IMPORTANCE OF EDUCATIONAL TECHNOLOGY

Use of ET is needed in the process of education because of following reasons.

1. Population Explosion

 Populations of Asian countries are increasing at a very fast speed and we

cannot educate all these people just by using teachers in the class.
 Modern media of communication like TV, Internet and CDs etc. can impart
education to millions of people together in one setting.
2. Fast Generation of New knowledge
 New knowledge is expanding at a very fast speed.
 It is almost doubling in just 3 years.
 A teacher is not supposed to impart this huge amount of knowledge by tutorial
or classroom teaching.
 ET can perform this function very easily.
3. Development of new strategies

 It is the ET that has helped to develops new strategies in the field of education
like,
ii. Microteaching (inculcation of teaching skills among teachers),
iii. Programmed instruction (Preparation of instructional materials in written or
CAI forms for individualized learning).
iv. Instructional analysis (analysis of teaching materials into convenient parts to
be presented to students one by one) and use of hardware technology in
education etc.
4. Controlled Atmosphere

 Education cannot be treated as plaything by some teachers after the

introduction of ET.
 It has made the whole process of teaching objective, clear, scientific and
interesting.
 The teacher controls the classroom environment in his own favour but his
performance is evaluated simultaneously by applying tests.
5. Importance of Teacher’s role
 It emphasizes theories & Principles of teaching more than those of learning.

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  Thus, it has removed many of the defects of ET and has raised the significance
& relevance of a teacher in the class.
6. Mass extension of Model teaching
 The facilities of radio television and interest are new available of a large scale.
 By demonstrating the effective teaching of renowned teachers on these media
we can benefit millions of students together.
 Even the less effective and less skilled teachers can take the benefit of these
demonstrations & improve their teaching.
7. Advantages to private students

 Many universities have given permission to students for private examinations,

even in higher education.
 These students do not attend classes
 In order to maintain standard of education in higher education, the use of ET
becomes a necessity.
8. Beneficial for teacher training colleges

 Even teacher training colleges cannot produce good teachers without the use
of ET.
 It is because; this branch of education puts emphasis on the modification of
teacher‟s behaviour.
(E.g.) we can develop teaching skills in student with the help of micro-
teaching techniques.
9. Improvement of school Administration

 ET helps us to analyze the problems of school administration scientifically

leading to improvement in the system.
 This is done by applying various combinations of inputs or adopting the
procedure followed by the other school systems.
10. Preservation of knowledge

 By using hardware technology, we can preserve knowledge in audio and video

cassettes, CDs & floppy disks (Pen drive)
11. Development of teaching models

 When a definite combination of inputs and strategies gives good result

repeatedly in a number of class room situations.
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  It can be translated into teaching models to be used universally.
 It can be also lead to the development of teaching theories.
12. Creation of Interesting learning situations

 ET can transform the teaching-learning process from burden to enjoy which,

psychologically very sound for students.
(e.g.) use of material aids in teaching increases the interest of students.

UTILITY / USE OF EDUCATIONAL TECHNOLOGY FOR

TEACHERS

1. It has provided scientific and systematic approach to teachers to conduct action

research in the classroom situations to overcome the classroom problems related
to classroom environment, content, curriculum etc.
2. It helps the teacher to modernize and mechanize the teaching-learning process.
It also helps the learners to study at their own speed/rate with the help of
programmed instruction on video or computers.
3. ET supplements the teacher, with AV-aids to make the teaching-learning
process more effective.
4. It helps in teacher‟s professional growth.
5. Add to their teaching competence, modify their teaching behaviour and style,
inculcate a scientific outlook, approach & attitude and help them transfer these
to their learners.
6. ET supplements teacher in their instructional programmes through the structured
lessons for remedial, enrichment or drill purposes.
7. The learners get the training of self instruction and teachers are relieved of the
burden of routine repetition for exercise & revision purposes.

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 FORMS OF EDUCATIONAL TECHNOLOGY

The various forms of ET are as follows,

I. Teaching Technology
II. Instructional Technology
III. Behaviour Technology

I. TEACHING TECHNOLOGY

1. Introduction
2. Content of Teaching Technology
3. Assumptions of Teaching Technology
4. Characteristics of Teaching Technology
1. Introduction
 Teaching is the social and professional activity.

 Teaching is purposeful activity. The ultimate goal of teaching is to bring

all round development of a child.

 Teaching is an art as well as science because teaching can be studied

objectively and scientifically.

 The Chief exponents of Teaching Technology: I.K. Davies, N.L. Gagne,

Herbert, Hunt, Burner and Robert Glaser.

 Teaching is such a classroom activity which is completed by the

interaction between teachers and students.
 This activity leads to complete development of students.
 Today teaching is considered „Student-Centered‟ and not „Teacher-Centered‟.

 In other words, instead of teaching by the teacher, the learning by the

student is emphasized.
2. Content of Teaching Technology
I.K. Davies and Robert Glaser (1962) have developed the content of teaching
technology and classified into 4 elements.
a. Planning of Teaching
b. Organization of teaching
c. Leading of teaching
d. Controlling of teaching

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a. Planning of Teaching

 A teacher makes proper plan to what he is to teach in the class. In planning

he does 3 things/activities.
i. Task analysis (He analyses the content and arranges such sub contents into
systematic manner).
ii. Identification of Objectives (i.e. what changes he has to bring in the
behaviour of his students).
iii. Writing learning Objectives (they can be evaluated at the end of the task).
b. Organization of Teaching
 This is the second stage of teaching.
 This stage is particularly related to the presentation of the subject-matter.
 In organizing, a teacher does the following things,
i. He selects suitable teaching strategies and techniques.
ii. He selects or prepares suitable material aids for making the presentation of
the subject –matter effective.
iii. He matches the strategies and material aids with the nature of the sub
content to give such an experience to his students which is conducive to
the realization of teaching objectives.
c. Leading of teaching
 This stage is related to communication strategies and reinforcement devices.

 The techniques of motivation are employed for leading the behaviours of

the students.

 The knowledge regarding reports between teacher and students is

considered under this step.
d. Controlling of Teaching
 The last step concerns with evaluation of teaching.

 The main focus of this step is to assess the learning objectives in terms of
student‟s performance.

 The learner‟s performance provides the basis for the feedback to teacher
and learners.

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3. Assumptions of Teaching Technology
The content of teaching technology is based on the following assumptions.
a. Teaching is a scientific process and it has two major components: Content and
Communication
b. A close relationship may be established between teaching and learning.
c. Teaching skills can be developed with the help of feedback devices.
d. Teaching and learning are mutually inter-related (i.e.) they are affected with
each other. In otherwise means that better teaching leads to better learning and
better learning environment leads to better teaching.
e. Modification and improvement can be made in teaching activities according to
the situations (i.e.) there is no general formula applicable to all circumstances.
f. Appropriate conditions can be created by teaching for effective learning.
4. Characteristics of Teaching Technology
The following are the main features of Teaching Technology.
a. All the 3 domains of objectives: cognitive, affective and psychomotor can be
achieved by this technology.
b. It can make the teaching more effective.
c. Teaching technology is based on philosophical, sociological and scientific
knowledge of education.
d. Teaching can be organized at 3 levels namely: memory, understanding and
reflective level of teaching.
e. As a system it consists of the inputs, process and outputs with the focus on
teachers.
f. The teaching-learning process can be made effective with the help of teaching
technology.
II. INSTRUCTIONAL TECHNOLOGY

1. Introduction

 The instruction has an important role in human learning. The systematic

actions which induce learning is known as instruction. (or)

 Instruction means communication of information by means other than a

teacher. For example various types of audio-visual aids can guide the students.
The Correspondence Course and Open University students accomplish the
task of instructions through press and television.
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  Actually instructional technology is based upon Hardware approach.
 The instruction stands for development knowledge of and beliefs.
 Instructional technology means a network of techniques or devices employed
to accomplish a set of learning objectives.
 It is based on psychological and scientific principles to instruction.
 The origin of IT is from psychological laboratory experiments.
 The most important example of IT is „Programmed Instruction‟.
 The Chief exponents of IT: B.F Skinner, Bruner, Glaser, Gilbert and Mager.
2. Content of Instructional Technology
 The instructional technology involves the strategies and tactics which can be
used outside and inside the class room teaching.
 Teaching is an instruction but the instruction is not the teaching.
 The instructional technology consists of the following content:
a. Meaning of I.T
b. Definition of Programmed instruction and its Origin
c. Structure of Linear programming and its Principles
d. Structure of Branching programming and its Principles.
e. Development of Programmed instruction material i. Planning, ii. Writing
frames, iii. Evaluation.
f. Learner Controlled instruction and CAI.
3. Assumptions of Instructional Technology
The instructional technology involves the following assumptions:
 A pupil can learn according to his needs and capacities. (It means that an
instruction cannot benefit the entire student equally, howsoever it is good).
 A pupil can learn even in the absence of the teacher.
 Reinforcement can be provided continuously by the use of instruction.
 The subject matter can be divided into its various elements and each element
can be taught / presented independently through this technology.
 Students can be given feed back by instructional activities also, (i.e.) effective
communication can provide feedback to learners.
4. Characteristics of Instructional Technology
The following are the main features of instructional technology
 Objectives of Cognitive domain can be achieved by the use of this technology.

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  Right responses of students can be reinforced regularly which will lead to
further right responses to occur.

 By the use of this technology, students can learn according to their need
and speed (rate).

 It provides the deep insight into the content structure and sequence of its
elements.

 The instructional theory may be developed by using this technology in

learning process.
 It helps in development of „Learner-Centered‟ education.
III. BEHAVIOURAL TECHNOLOGY

1. Introduction
 This technology is closely related to psychology.
 Psychology is the Science of behaviour and learning is the modification of
behaviour through activities and experiences.
 It is an application of scientific knowledge or modifying teacher‟s behaviour.
 It is also called as „Training Technology‟
 The chief exponents of B.T: Flanders, B.F. Skinner, Anderson, and Amidon.
2. Content of Behavioural Technology
A teacher learns the following subject-matter (topics) under this technology:
a. Meaning & definition of teacher behaviour.
b. Methods of observing teacher‟s behaviour and its rating (speed).
c. The interpretation and evaluation of teacher behaviour.
d. Assumptions & theory of teacher behaviour.
e. Models of classroom interaction.
f. Various techniques of developing teacher behaviour such as,
i. Micro teaching
ii. Team teaching
iii. Interaction analysis techniques
iv. Programmed instruction

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3. Assumptions of Behavioural Technology
This technology is based on the following assumptions:
 The behaviour of the teacher is social as well as psychological. It means that
psychological and social conditions directly affect teachers‟ behaviour.
 Teachers‟ behaviour can be observable and measurable.
 Teachers‟ behaviour is relative. It means that some teachers are good and
some are not good.
 Teachers‟ behaviour can be modified by training and by using reinforcement
devices.
4. Characteristics of Behavioural Technology
The following are the main features of Behavioural Technology:
 It has the focus to achieve the psychomotor objectives.
 The specific teaching skills can be developed in teacher with the help of this
technology.
 The basic foundation is psychology.
 It is based upon software approach.
 Reinforcement and feedback are emphasized.
 It aims at producing effective teachers by modifying the behaviour.
 It is more useful for teacher training institutions.

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 Comparison among Different Forms of Educational Technology

Aspect Teaching Instructional Behavioural

Technology Technology Technology
1. Exponents D. K Davies, N.L B. F Skinner, Glaser, Flanders, B.F Skinner,
Gagne Herbert, Gilbert, Mager Anderson and Amidon
Hunt, Bruner and
Robert Glaser.
2. Objectives Development of Development of Development of
cognitive, Cognitive domain. psychomotor (skills).
affective and
psychomotor
domains.
3. Components / Content and Physical (Hardware) Behavioural
approach communication approach (Software) approach
4. Basis / Philosophical, Psychological and Psychological and
Foundation of sociological scientific basis cybernetics.
teaching psychological and
scientific
5. content - Planning of - Task analysis - Teacher behaviour
teaching - Formulating theories
- Organization of objectives in - Teaching models
teaching behavioural terms - Observation
- Leading of - Reinforcement techniques
teaching strategies - Analysis and
- Controlling of modifications of
teaching Teacher behaviour.
6. Level / Types - memory - Pprogrammed - Interaction analysis
of teaching and - understanding learning (self) - Micro Teaching
learning - Reflective - CAI - Team Teaching
- Learner Controlled
Instruction
7. Principles - Art of teaching Input, Process, Principles of learning
and science of Output feedback and
learning reinforcement
8. Role of As Manager As helper As an observer or
teacher supervisor
9. Application Improving Self – instruction, Teacher education and
classroom Correspondence teacher training
teaching and education & remedial
making it effective teaching
and purposive

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TASKS:
I. Based on your own understanding, give two statements to describe the following concepts related
to educational technology.

1. Educational technology as the selection, development, management and use of appropriate

technological processes and resources.

2. Educational technology as the choice of appropriate principles in the preparation and

utilization of conventional and non-conventional technology tools as well as traditional and
alternative teaching strategies.

II. Show the many importance of Educational Technology through images. Indicate or describe the
image.

IMAGE DESCRIPTION
III. Create a meaning for the letters of EDTECH that would indicate the role of Educational
Technology in the 21st century classroom. The roles should be based on research findings.
Remember to cite the sources.

E-

D-

T-

E-

C-

H-
IV. Write a lesson plan about a topic you are interested to teach using behavioral theory. Use the
format below.
Lesson
Outcomes
Materials

Procedures

1. What strategies did you use to clearly show the theory in the discussion?

2. How was technology utilized?

V. Find a sample of the instructional materials below from your own collections, your library, or
your own audiovisual room. Indicate the title of the material and determine the Instructional Design
Model used together with its phases/stages/components used during the development.

Instructional Instructional Design Phases/Steps/Component

Title
Materials Model Used During the Development

Lesson Plan

Learning Module

Worksheet

Instructional
Video

Interactive
Multimedia