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Objectives of Educational Technology

The document outlines the objectives of educational technology at both the macro and micro levels. At the macro level, the objectives aim to identify educational needs, determine educational goals and structure, develop curricula, identify resources, and evaluate and manage the entire educational system. At the micro level, the objectives focus on specific classroom teaching, such as identifying student characteristics, determining objectives, organizing content, identifying teaching materials and resources, planning teaching strategies, and evaluating student performance.

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1K views

Objectives of Educational Technology

The document outlines the objectives of educational technology at both the macro and micro levels. At the macro level, the objectives aim to identify educational needs, determine educational goals and structure, develop curricula, identify resources, and evaluate and manage the entire educational system. At the micro level, the objectives focus on specific classroom teaching, such as identifying student characteristics, determining objectives, organizing content, identifying teaching materials and resources, planning teaching strategies, and evaluating student performance.

Uploaded by

kokou
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Objectives of Educational Technology

Educational technology, in the capacity of technology of education, provides valuable help in the
total teaching-learning process for achieving the best possible results in an economic way
through the available human and non-human resources. In this respect, the major objectives of
education technology can be summarized as follows:

Objectives at the Macro Level: In view of the broad educational goals, i.e. the macro level, the
objectives of educational technology can be listed in the following way:

i. To identify educational needs and aspirations of the community.


ii. To determine the aims of education, broad strategies and structure of education.
iii. To develop a suitable curriculum with interaction of science, art and human values.
iv. To identify man-material resources and strategies for achieving the stipulated aims of
education.
v. To develop certain models leading to improvement of the process of teaching and
learning.
vi. To develop the appropriate aids and equipment to meet the educational purposes.
vii. To identify major constraints in the environment and the ways and means to tackle those.
viii. To help in extending educational opportunities to the masses especially the neglected
section of the community.
ix. To manage the whole educational system covering planning, implementation and the
evaluation phases.

Objectives at the Micro Level: In view of the specific classroom teaching, i.e. the micro level,
the objectives of educational technology are as follows:

i. To identify and analyze the characteristics and educational needs of the pupils.
ii. To determine the specific classroom objectives and state them in behavioural terms.
iii. To analyze the contents of instruction and organize it in a proper sequence.
iv. To identify the available teaching-learning material and resources.
v. To identify the nature of the interaction of the sub-systems like students, teachers,
teaching-learning material, content of instruction and methodologies.
vi. To plan the teaching strategies and utilize the man-material resources for achieving
specific classroom objectives.
vii. To evaluate the effectiveness of the classroom teaching in terms of the pupil’s
performance or change in behaviour.
viii. To provide appropriate feedback to the students as well as teachers to bring modification
in the teaching-learning process.

The Existing Position and Latest Concept

Although the term ‘educational technology’ has been in vogue for several decades, yet on
account of its complex nature involving many disciplines and demanding too much
specialization and understanding of the planning, processing and products of education, it has
been narrowly conceived by different individuals depending on where one works and stands
within the educational spectrum. It has resulted in the formation of varying concepts of
educational technology. For example, for those who are working in audio-visual aids,
educational technology is confined to the use of audio-visual aids, while mass media experts
emphasize the importance of sophisticated hardware, software and communication technology.
For the experts of programmed learning and individualized instruction, it means the
programming of the self-instructional material and use of teaching machines or computer-aided
learning material. There are others who tend to look at educational technology only from the
management point of view and consider it as an application of system approach to teaching-
learning.

In this way, in actual sense, educational technology exists, to a very large extent, in a fragmented
way not only in India but also globally. As a result, in any course or scheme of educational
technology related to B. Ed., M. A. or M. Phil. (Education) of the universities in India and
abroad, we find significant diversification in terms of objectives, topics and the coverage of
contents. However, serious attempts are now being made to arrive at some general consensus to
end the confusion and debate regarding the concept and meaning of educational technology. This
latest concept involves the concept of systems engineering or systems approach originated from
computer science. According to this concept, educational technology is more than the sum of its
parts. It is a systematic way of designing, carrying out and evaluation of the total process of
learning and teaching in terms of specific objectives based on research in human learning and
communication leading to a combination of human and non-human resources reorganized into an
efficient and economic system for the best possible results. In other words, it means a systems
approach adopted in the field of education to organize educational systems, keeping in view the
broad objectives and the available resources. This aspect of educational technology carries a
wide meaning and multifaceted concepts. It emphasizes the application of systems approach to
the study of the multidimensional problems of education. Some of these problem areas are as
follows:

Some of these problem areas are as follows:

i. The educational planning and organization.


ii. The psychology of learning.
iii. The curriculum development and course design.
iv. The production of teaching-learning material.
v. Audio-visual method of presentation and dissemination of information, storage and
retrieval.
vi. The allocation and management of human and non-human resources.
vii. The cost-effectiveness of media in education.
viii. Innovations.
ix. Evaluation.

Five Domains of Educational Technology

1. 2.  At the end of the lesson the students are expected to: • Identify the different
Domains of Educational Technology • Describe each domain of educational technology •
Differentiate each domain from the other • Generalize that the domains of educational
technology follow a cycle
2. 3. Theory And Practice Design Evaluation Utilization Development Management
3. 4. • Design: Establishing a framework to guide in planning the educational technology
4. : • Development: Using the design or framework; materials are produced and developed
5. : • Utilization:Implementing and using the learning materials to enhance knowledge and
skills of learners. It is also known as the action phase
6. : • Evaluation: Monitoring, assessing and giving judgement on the extent of usefulness
of learning materials in achieving the expected outcomes
7. : • Management: It is applied in the implementation of all the different domains and its
effects on the outcomes of learning

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