Dedan Kimathi University of Technology

BE.D Technology Education

EED 3111- Educational Technology

Lecture 1
TECHNIQUES AND METHODS OF

COMMUNICATION PROCESS.

Definitions

Educational Technology

The term education Technology can be defined in several ways;

Refers to the use of technology in educational settings, whether, elementary, secondary

schools, colleges and universities, corporate training sites, or independent study at home.

Educational technology has both general and specialized meanings. The term refers to
the instructional use of computers, television, and other kinds of electronic hardware and
software.

The following definitions of technology attempts to link technology with classroom

communication between teacher and pupil;

a) Education technology is the development, application and evaluation of systems,

techniques and aids to improve the process of human learning.

Source: Council for Educational Technology for United Kingdom (CET)

b) Education technology is the application of scientific knowledge about learning

c) Education technology is systematic way of designing, implementing and evaluating

the total process of teaching and learning in terms of specific objectives, based on
research in human learning and communication, and employing a combination of
human and non-human resources to bring about more effective instruction.

Source: Commission of Instructional Technology USA

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Instructional Technology

This term represents both a process and the particular devices that teachers employ in
their classrooms. According to the Association for Educational Communications and
Technology, "Instructional Technology is a complex, integrated process involving
people, procedures, ideas, devices, and organization for analyzing problems and
devising, implementing, evaluating, and managing solutions to these problems, in
situations in which learning is purposive and controlled. Educational technologists often
employ the term instructional media to represent all of the devices that teachers and
learners use to support learning. However, for many educators the terms educational
technology, instructional media, and instructional technology are used interchangeably,
and they are used so here.

The concept of instructional technology relates how media technology interacts with
human learning with respect to the following areas;

Planning
Selecting
Designing
Using and
Evaluating all types of media with respect to human learning.

The concept not only explains how media can be applied in human learning but also
describes these mediums inherent capabilities. The concept therefore assumes that
whoever is dealing with the learner in school, as a teacher must have had a few teaching
skills before getting a chance to go to the classroom. Going to the classroom means that
the teacher must have the ability to interact, speak, and talk to the student‟s. This is
because a great deal of instruction is based on talking.

The interaction between the teacher and the student is often the main element that binds
them together with other components of teaching.

The way in which the teacher presents verbal information provides the foundation for
other instructional events to take place during the lesson.

Quite a great deal of teaching is done with the help of two media i.e. (the teacher‟s voice
and the chalkboard) hence; the two media of communication provide a starting point for
any instructional strategy.
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Teaching by talking involves styles that require little activity on the part of the student.

The history of educational technology is marked by the increasing complexity and

sophistication of devices. The typical view among educators is that technology can be
used effectively to supplement instruction by providing instructional variety, by helping
to make abstract concepts concrete, and by stimulating interest among students.

The terms visual education and visual instruction were used originally because many of
the media available to teachers, such as three-dimensional objects, photographs, and
silent films, depended upon sight. Later, when sound was added to film and audio
recordings became popular, the terms audiovisual education, audiovisual instruction,
and audiovisual devices were used to represent the variety of media employed to
supplement instruction. These were the principal terms used to describe educational
technology until about 1970.

Technology and Learning

A primary purpose for employing instructional technology in schools is to:

i) Enhance student learning.

ii) To support and enhance the teacher's role as instructor.

Media is used as vehicles that deliver instruction. Technology is neutral; there is nothing
inherent about the media that assures learning. A poorly designed computer program is
unlikely to advance learning and may even hinder it.
This relationship between learning and technology is further complicated by
disagreements over what constitutes learning. During the first half of the twentieth
century, transfer-of-learning theories were popular among classroom teachers.
According to these theories, the principal task of the teacher was to transfer the teacher's
knowledge and textbook content to the students' minds and, through periodic
examinations, determine if the transfer occurred. The task of instructional media was to
assist in that transfer process by means of accurate and compelling presentations of
content.

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During the second half of the century, educators embraced other theories of learning. At
least two of these theories have influenced the development of instructional media for
schools. One of these theories is behaviorism; the other is constructivism.

Many constructivists were initially critical of the use of computers in schools because
they equated the use of computers with behaviorist theories of learning. Other
constructivists recognized the computer as a potential ally and designed programs that
took advantage of constructivist beliefs. The result has been computer-based programs
that promote higher-level thinking and encourage collaborative learning.

Communication in the Classroom

Definition of Communication

Communication has been defined differently by many scholars and practitioners. In the
context of classroom teaching and learning, communication can be defined as follows;

a process through which we are constantly offering definitions or images of

ourselves and responding to definitions or images of the others through a
multiple of feedback mechanism. That process is ongoing in the sense that it
has no beginning or end we only arbitrary assign those beginnings and ends.
That process is verbal and nonverbal, interpersonal unless intrapersonal
irretrievable, irreversible situational or situation specific and transactional.

The key words in this definition is process .A process has no tangible attributes in the
sense that you cannot see or feel it. Learning too is a process and through that ongoing
process, the teacher is constantly defining himself or herself both verbally and non –
verbally in relation to the students

Communication can also be one-way and two-way. Publishing a book or some content
on the web are examples of one-way communication. On the other hand, a
conversation between two people, communication in a group or teaching in a class are
examples of two-way communication , because the participants mutually send and
receive verbal and non-verbal messages.

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 Things to be Considered About Classroom Communication
i. Information is not communication. Information can be defined as that which
reduces uncertainty in the learners. When a teacher dictates notes, for example to
students he/she has only transferred information from his/her notes to the
student‟s note books. In that sense we cannot say with certainty that he or she has
communicated.
ii. Not all information is relevant or useful. In other words, the learner must be able
to make use of the information as intended
iii. Communication is incomplete unless it is received and understood. The
implication of this is in teaching and learning is that the learner must be able to
use the information passed on to him/her to
a. -do something with it
b. -perform a task after appropriate help from the teacher
iv. We do communicate meanings. Meanings are in use or are generated from within
each individual learner depending on the away he/she understands and interpret
the information passed on to her.
v. All classroom information is verbal and non-verbal, situation dependent and
interdependent meaning what I do affects you and what you do affects me. But
neither of us determines the others behaviour or feelings. Interdependence does
not mean linear causality. Therefore, my poor teaching does not cause a specific
response in you. I cannot for example make you angry. You choose to be angry
on the basis of the things I have done to you. In the final analysis you have many
options open to you.

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Techniques used for effective communication

Listening
effective communication involves active listening. Communication is not only a one-
way street. Apart from speaking your mind out, communication is also about listening.
Focus on what is being said and reflect on that conversation later. This will send out a
message that you are grasping their point and they should do the same when you are
speaking.

Expression
Speak clearly and properly. be precise about the subject that you are speaking on. Do
not beat around the bush. This will only confuse your audience. Besides, if your
audience is getting confused, the entire purpose of your self-expression is getting
defeated.

Understanding the Audience

You need to be able to understand your audience, as they are the ones for whom you are
speaking. Do not send out your message before you are absolutely sure that they will
grasp what you are saying. For example; suppose the quality of work of a junior
employee is really hampering the overall performance of the team, and you are really
concerned about his work; do not issue an official warning straight away. Try to
understand the perception of the employee and then think of taking any action.

Feedback
Feedback completes the communication process. Without taking proper feedback, you
wouldn't know the perspective of the receiver of the information..

Methods of Communication

They include verbal communication which is simply speaking. Written communication a

method that involves writing emails, memos, reports, letters and finally, non-verbal

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communication which involves gestures, movement and eye contact. There are four
types of communication:

1. Visual communication
2. Written communication
3. Verbal communication
4. Non-Verbal communication

Communication experts agree that there is a vast repertoire of specific skills involved in
successful communication.

These include, but are not at all limited to:

Processing skills that are interpersonal as well as intrapersonal are essential

elements to successful communication.
Individuals must be able to listen and appropriately evaluate what is being
shared.
Basic observation and analytical skills are also required when it comes to
productive levels of communication.
The way that we each hold our body is a means of communication.
Last, but not least by any means, communication is also questioning what is
being said for understanding and speaking as well.

Four Methods Communication Discussed

Visual Communication

This type of communication involves use specially designed signs, electronic

communication, documents, and even presentations. It is essential that each individual
has the capability of both implementing and comprehending visual communication
processes

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Written Communication
This form of communication involves either writing or typing out information, facts,
figures, and other types of necessary information in order to express ideas. Examples of
this type of communication include reports, evaluations, emails, instant messages,
physical and electronic memos, training materials, and other types of documents that are
similar in nature. In the workplace, this is a flexible type of communication as it could
be formal or informal - depending on the message(s) that are being expressed.

Verbal Communication

Verbal communication is a core component of communication process. Verbal means

that certain sounds, specific languages, and the spoken word may be used.

Non –verbal

When it comes to communication in the workplace, it is important to understand the

significance of non-verbal communication. It uses a physical manner of communication
to share ideas and meanings among others.

The physical activities may include the way that you move your body, the tone that is
displayed when it comes to the tone of an individual's voice, and touching.