APPROACHES IN EDUCATIONAL TECHNOLOGY

APPROACHES IN EDUCATIONAL TECHNOLOGY

Hardware Approach, Software Approach

and System Approach

Submitted By : Sr. Bincy K. Mathew

                        Physical Science

INTRODUCTION

1. TECHNOLOGY IN EDUCATION

1.1 Definition of Educational Technology

1.2 Scope of Educational Technology

1.3 Objectives of Educational Technology

2. APPROACHES IN EDUCATIONAL TECHNOLOGY

2.1 Hardware Approach

2.2 Software Approach

2.3 System Approaches

Conclusion

Important Questions

Bibliography

APPROACHES IN EDUCATIONAL TECHNOLOGY

Hardware Approach, Software Approach and System Approach

INTRODUCTION

This is the age of technology. Its influence is being reflected in all productive endeavors. Education, being a developmental endeavour aiming at raising the level of productivity of a nation, has been very much influenced by the message of technology. Educational Technology is an approach helpful to improve and innovate education, and vitalize the teaching learning process. It makes education more productive and more individualistic. It gives instruction a scientific base, makes instruction more powerful, makes learning more immediate and provides equal access to education.

1. TECHNOLOGY IN EDUCATION

Technology in Education is the application of technology to any process of educational enterprises. It is a process of using the technological advancement in terms of various equipments, materials, and machines for educational purposes. It involves the increasingly complex range of audiovisual equipment, sophisticated electronic devices like projectors, films, radio, TV, tape recorder, computers etc for individualized and group learning. Even when we consider educational technology as an approach leading to productive education, we should not under estimate the application of modern technological gadgets like the computer, LCD projector, internet facilities etc in the field of teaching –learning instruction. Such application of technological machines in education is often conceived as ‘Technology in Education.’

1.1 Definition of Educational Technology

“Educational Technology defined as development, application, and evaluation of systems, techniques, and aids to improve the process of human learning” - NCERT

“Educational Technology may be defined as the application of the law as well as recent discoveries of science and technology to the process of education”

                                                                                                 - S.S. Kulkarni

“Educational Technology is the application of scientific method and techniques to education” - B.P Lulla

1.2 Scope of Educational Technology

Ø Spelling out Educational goals and Objectives.
Help for the formulation of objectives and goals of education based on individualized and social needs.

Ø Curriculum Development.
Planning of curricular and co-curricular inputs in order to realize planned goals and objectives.

Ø Developing Teaching-Learning materials and Resources.
Develops necessary learning materials in the form of programmed learning books, computer learning packages, mass media instruction, individualized self-instructional packages etc.

Ø Developing Human resources.
Educational Technology covers the area of teacher education.

Ø Developing Strategies.
Teaching strategies, approaches and methods are devised and developed catering to different types of students.

Ø Developing Multi-Sensory Aids.
Design, development of audio visual aids.

Ø Feedback Mechanism and Modification.
Educational Technology develops tool of evaluation to provide feedback.

Ø Develops Passive Instruction Services.
Educational radio, TV, computers are used for transmitting information. They are passive services since all decisions are in the hands of the providers, i.e., what to be presented, for how long, in what sequence and when.

Ø Develops Interactive Instruction Services.
ET tries to provide opportunities for the learner to control the pace, mode of presentation etc. eg. Computer Assisted Instruction (CAI), Teleconferencing via Internet etc.

Ø Develops Learning Environments.
ET develops learning environment that are learner friendly. Eg. Simulation

Ø Developing Information Resources.
ET bridging the gap between developments in Information Technology and Education. Information Resources : Eg. E-libraries, On line encyclopedia, World Wide Web,

Ø Develops Communication Devices.
ET has developed communication devices for students who have mental capability to communicate, but are not able to speak.

Ø To Reduce the Burden of Teachers.
ET supports the teacher in Teaching Learning Process

1.3 Objectives of Educational Technology

Ø Transmitting information

Ø Assisting the practice of specific skills.

Ø Contribution to the provision of feedback.

Ø The need to reach out to maximum number of students.

Ø To offer greater opportunities for independent study.

Ø To design, modify and develop appropriate equipment/aids suitable and relevant to the educational process.

Ø To identify the educational needs of the learner.

Ø To identify the necessary teaching learning materials.

Ø To plan teaching strategies, models and methods as per the need and objectives.

Ø To evaluate the effectiveness of teaching strategy in terms of learning outcomes.

Ø To provide appropriate feedback to student as well as teachers.

Ø To modify the teaching learning process on the basis of feedback received.

2. APPROACHES IN EDUCATIONAL TECHNOLOGY

A.A. Lemsdein (1964) has classified educational technology into three types or approaches. This is a Three-Tier Approaches to Educational Technology

* Hardware Approach        * Software Approach          * System Approach

2.1 Hardware Approach

Ø This approach implies the use of mechanical materials and equipments in education.

Ø This approach originated from Physical Science and engineering.

Ø Using technology in the process of education.

Ø This approach is a byproduct of the scientific and technological developments of the 20th century.

Ø In this approach the main feature is the use of audiovisual aids like charts, models, filmstrips, slides, audiocassettes, and sophisticated equipments like film projectors, OHP, slide projector, radio, tape recorder, LCD projector, CD players, DVD Players, TV, computer etc.

Ø This help for knowledge explosion.

Ø Helps in reaching out to large numbers and hence help in reducing expenses.

Ø It leads to an overall efficiency in the educational system.

Ø It adopts a Product-oriented Approach.

Ø  Hardware Technology utilizes the products of Software Technology [such as teaching strategies, teaching learning material, etc.] for its functioning.

Ø  Hardware technology has the potential to hand over the educational benefits to the mass with greater ease and economy.

2.2 Software Approach

Ø It is sometimes referred to as Teaching Technology, Instructional Technology or Behavior Technology

Ø This approach implies the use of Psychological principles and learning theories in education.

Ø Originated from Behavioural Science.

Ø It is characterized by task analysis, writing objectives in behavioural terms, selection of appropriate learning strategies, reinforcement of correct responses and constant evaluation.

Ø In software approach, the Psychology of Learning is exploited for the production and utilization of software techniques and materials in terms of learning materials, teaching-learning strategies, tools of evaluation and other devices to soften and smoothen the task of teaching and learning.

Ø It includes Teaching Strategies, Learning Material, Evaluation Tools, Teaching Models, and Programmed Instruction etc.

Ø It is a Process-oriented Approach.

2.3 System Approach

Ø System approach is a systematic way of designing, implementation and evaluation of a process in terms of its desired objectives.

Ø System Approach involves accurate identification of the requirement of problem.

Ø System Approach is the setting of objectives after identifying their needs in performance-oriented terms.

Ø It is the application of logic and analysis of techniques to the problems.

Ø It is the development of methods for the solution of the problems and rigorous measurement of the product against specific performance objectives.

Ø Education is considered a complex organization of technical, managerial and institutional systems. Classroom, faculty, student groups, informal groups, etc. are other subsystem within. The instructional system has three parts: The Instructor, the Learner, and the goals of Instruction. The System- Approach to education, thus, considers education as an Input-Output System.

Conclusion

According to the view of Davies and Hartley education should be considered a system in which man, machines, methods, media and materials (5M’s) are inter related parts. These parts are organized in such a way that they work together in a per-planned manner for the fulfillment of specified educational objectives. Scientific inventions have influenced every aspect of human life and in the field of Education too. The modern technology is being used frequently in our teaching process and is employed to fulfill the three functions of education such as preservation, transmission and renewal of human culture. All these are made possible in the Education through hardware, software and system approach of educational technology.

Important Questions

1.     What are the different approaches in educational technology? (5 marks question from April 2014)

2.     How can the system approach be applied to education? Discuss it in the light of the major steps involved.           (8 marks question from April 2011)

3.     What is the scope of educational technology?  Distinguish between hardware and software. (4marks question from April 2012)

4.     List the advantages of Educational Technology. (5 marks question from April 2010)

Bibliography

1.     K. Sivarajan, Trends and Developments in Educational Practices, Calicut University Publication, Calicut, 2007.

2.http://www.publishyourarticles.net/knowledge-hub/education/what-are-the-different-approaches-of-educational-technology.html

3.     www.mgu.ac.in/files/Course%20Code908_12.pdf

4.     sathitech.blogspot.com/2009/01/educational-technology.html

                           -----------------------------------------------------

New tech could significantly cut Carbon Dioxide emissions

Date: March 3, 2015

Source: New Mexico State University (NMSU)

Summary:                          

New Mexico State University chemical engineering doctoral 

candidate Nasser Khazeni holds up a vial of metal-organic

frameworks he developed in his laboratory on campus. Khazeni

worked with the Intellectual Property and Technology Transfer Office at Arrowhead Center to obtain a provisional patent for the

technology, which captures atmospheric carbon dioxide.

This provisionally patented technology could revolutionize carbon

dioxide capture and help significantly reduce pollution worldwide.

Cultivation of Scientific Attitude- means & technique

Cultivation of Scientific Attitude among the Learners

-Means and Techniques
                                   - Bincy K. Mathew 

Introduction       

Thurber and Collete have rightly stated that, “Science can justify its place in the curriculum only when it produces important changes in young people- changes in their ways of thinking, in their habits of action and in the values they assign, to what they have and what they do.” Hence it is true that the cultivation of scientific attitude among the learners is an important aspect of Science Education and we shall discuss here the means and techniques for it.

What is Attitude?

Attitude is a psychological constituent inferred from the observable responses to specific stimuli. It is a personal disposition which impels an individual to react to an object, or situation in favourable or unfavourable ways.

What is Scientific Attitude?

Scientific attitudes are the most important outcomes of Science Teaching. Scientific attitudes are predispositions (tendency, inclination, mental set or habit of mind) to think and act in a certain way. It can be just a ‘mind set’ in a particular direction or it can be a way of life. Scientific attitudes have been described as what is left after everything else has been forgotten; e.g., what is left from the chemistry, physics and biology courses.

Characteristics of Scientific Attitude:

1. Establishing relationship between cause and effect
2. Critical observation (looks for consistency and challenges the validity of statements)
3. Respect for evidence (looks for evidence through an empirical approach)
4. Honesty (reports all evidence and acknowledges the work of others)
5. Objectivity (considers pros and cons and all of the evidence available—unbiased)
6. Willingness to change (alters hypotheses, assumptions, technologies and methods)
7. Open mindedness (considers several possible alternatives when investigating)
8. Loyalty to truth irrespective of one’s own likes and dislikes.
9. Accepting the authentic ideas even with caution.
10. Questioning attitude (asks many questions: how, what, who, where, when and why?)

WAYS AND MEANS TO CULTIVATE SCIENTIFIC ATTITUDE

1.      Wide reading: Learners should be encouraged to read extra books and periodicals in Science. Certain articles on scientific topic can be gathered and kept by students.

2.      Study on superstitions: Students may be encouraged to investigate some common superstitions in the course of learning particular lessons, and come to their own conclusion by actual survey and study.

3.      Practicals: Proper use of laboratory can offer many opportunities for developing scientific attitudes. Practical work should be done with intellectual honesty. The teacher should suggest projects for experimentation and problem solving.

4.      Co-curricular activities: Club activities (Science club, eco club, forest club etc), Science related hobbies, Science fairs, Study tour and field trips, Museum techniques, maintain garden, live corners etc help to inculcate scientific attitudes.

5.      The classroom atmosphere: Child –centred methods, freedom of expression, internal setting, respecting students’ views, encouraging intelligent questions etc can create an atmosphere conducive to the development of Scientific attitudes.

6.      Personal influence of the teacher: The teacher should encourage the spirit of creative criticism, enquiry and investigation among students. The personal example of the teacher, his/her beliefs, and attitudes will help in the development of scientific attitudes.  

TECHNIQUES TO INCULCATE SCIENTIFIC ATTITUDE

1.  Improvisation: Improvisation is the designing and production of ordinary laboratory apparatus and other instructional material from simple articles found in our surroundings. The learners are to be introduced to  motivate their scientific attitudes through the life examples of great scientists like Priestly, Edison, Dalton, Madam Curie and many others who in spite of lack of expensive apparatus and elaborate laboratories, carried out their experiments in the humblest of conditions with homemade apparatus.

2.      Modern Technology: Through the various applications of the technology (video clippings, blog, web site…etc) scientific attitudes can be cultivated among the learners.

3.      Organizing Conferences: Science conferences can be organized to discuss human scientific and technological problems and new innovations. This would enable the learners to develop the tendency to study a fact or concept in broader perspectives.

4.      Seminar: It is an instructional technique which involves paper reading on a theme followed by the group discussion to clarify the complex aspects of the theme. This would enable the learners to develop the sense of tolerance and respect the ideas of others.

5.      Symposium: This technique forum serves as an excellent device for informing an audience, crystallizing opinion and preparing the listeners to arrive at decision, value, judgment or understanding. Its main purpose is to provide understanding to the students/listeners on theme to develop certain values and feelings.

6.      Workshop: It is an assembled group of 10 or 25 persons who share a common interest or topic and meet together to improve their individual skill of a subject through intensive study, research, practice and discussion. It would enable the participants to develop the attitude of open mindedness.

7.     Educational Panel Discussion: Panel discussion would enable the learners to develop the manners of putting questions and answering questions.

Conclusion

In modern times, the chief aim of education is to enable a citizen to develop a scientific attitude of mind to think objectively and base one’s conclusions on tested data. With the development of such a scientific attitude an individual is able to have the understanding and the individual integrity to sift truth from falsehood, facts from propaganda and to reject the dangerous appeal of fanaticism and prejudice. In short, the more the scientific attitude of an individual is developed, the more would be the integrity of that person. Of all the different means and techniques which influence cultivation of scientific attitude, I consider that the values, the quality, the character and the attitude of the Science teachers are undoubtedly the significant factors.

Let us remember that we represent      T- Truthfulness

E- Enthusiasm

A- Aptitude

C- Confidence/ Clear thinking

H- Honesty/ Hard work

E- Empathy

R- Rational Thinking

-----------------------------

Important Questions

   1.How would you develop scientific attitude among your students?

(4 marks Question from April 2010)

2. Define scientific attitude?                                            (1mark Question from April 2011)

3. What are the important attributes that a person with scientific attitude will have?

(4 marks Question from April 2013)

4. ‘Science is the pursuit of truth’. The function of science that is referred to here is

a) Cultural function                                   b) Disciplinary function

c) Moral Function                                     d) Practical function

                                                                                          (1mark Question from April 2014)

5.Which of the following is not a characteristic of a person possessing scientific attitude

A) Critical observation                  B) Believe in cause effect relationship

C) Casual and conditioned            D) Avoid exaggeration 

(Mid Sem. Feb.2014)

Space for Discussion:

Bibliography:

1.     A. Faziluddin & K. Sivarajan, Science Education- Methodology of Teaching and Pedagogic Analysis, Calicut University Publications, 2007.

2.     M. Vanaja, Methods of Teaching Physical Science, Neelkamal Publications, Hyderabad, 2008.

3.     Y.K. Sharma, Teaching of Physical Science- Methods & Techniques, Kanishka Publishers, New Delhi, 2003.

4.     http://www.crystaloutreach.ualberta.ca/en/ScienceReasoningText/ScientificAttitudes.aspx

5.     Previous Question Papers (2010-2014)

Gratitude...

ദൈവമേ അങ്ങേയ്ക്ക് നന്ദി ....

നിറപ്പകിട്ടാര്‍ന്ന  വര്‍ണ്ണക്കാ ഴ്ച്ചകള്‍  കടന്നുപോകുമ്പോഴും  ബാക്കിയാകുന്നത്  എനിക്കുവേണ്ടി  എന്നെ  സ്നേഹിക്കുന്ന  അങ്ങു മാത്രമാണ് ....

Supersonic electrons could produce future Solar Fuel

Published: 02/03/2015

Researchers from institutions including Lund University have taken a step closer to producing solar fuel using artificial photosynthesis. In a new study, they have successfully tracked the electrons’ rapid transit through a light-converting molecule.

The ultimate aim of the present study is to find a way to make fuel from water using sunlight. This is what photosynthesis does all the time – plants convert water and carbon dioxide to energy rich molecules using sunlight. Researchers around the world are therefore attempting to borrow ideas from photosynthesis in order to find a way to produce solar fuel artificially.

“Our study shows how it is possible to construct a molecule in which the conversion of light to chemical energy happens so fast that no energy is lost as heat. This means that all the energy in the light is stored in a molecule as chemical energy”, said Villy Sundström, Professor of Chemical Physics at Lund University.

Thus far, solar energy is harnessed in solar cells and solar thermal collectors. Solar cells convert solar energy to electricity and solar thermal collectors convert solar energy to heat. However, producing solar fuel, for example in the form of hydrogen gas or methanol, requires entirely different technology. The idea is that solar light can be used to extract electrons from water and use them to convert light energy to energy rich molecules, which are the constituent of the solar fuel.

“A device that can do this – a solar fuel cell – is a complicated machine with light-collecting molecules and catalysts”, said Villy Sundström.

In the present study, Professor Sundström and his colleagues have developed and studied a special molecule that can serve as a model for the type of chemical reactions that can be employed in a solar fuel cell. The molecule comprises two metal centres, one that collects the light and another that imitates the catalyst where the solar fuel is produced. The researchers have managed to track the path of the electrons through the molecule in great detail. They measured the time it took for an electron to cross the bridge between the two metal atoms in the molecule. It takes half a picosecond, or half a trillionth of a second.

“In everyday terms, this means that the electron flies through the molecule at a speed of around four kilometres a second, which is over ten times the speed of sound”, said Villy Sundström.

The researchers were surprised by the high speed. Another surprising discovery was that the speed appears to be highly dependent on the type of bridge between the atoms. In this study, the speed was 100 times higher than with another type of bridge tested.

“This is the first time anyone has managed to track such a complex and rapid reaction and to distinguish all the stages of the reaction”, said Villy Sundström about the study, which has been published in the journal Nature Communications.

The study is a collaboration between researchers from several departments at Lund University and from Denmark, Germany, Hungary, Japan and the USA. The measurements were performed in Japan at the SACLA X-ray FEL in Harima, Japan, one of only two operating X-ray free-electron lasers in the world.

Publication: Visualizing the non-equilibrium dynamics of photoinduced intramolecular electron transfer with femtosecond X-ray pulses

Contact:
Professor Villy Sundström
Department of Chemistry, Lund University
+46 46 222 46 90
villy.sundstrom@chemphys.lu.se