approaches in educational technology
TRANSCRIPT
Approaches in educational technology
Hardware approach
Software approach
System approach
Hardware Approach
• Based on physical science and applied engineering field approach
• The new mechanism of teaching-learning with improved technology as its basis
• Suggesting innumerable new ways of doing things to the class-room teachers
• The job and the duties of the teacher are likely to have multifaceted changes as they are to deal with many new gadgets for teaching and learning now and in the future
• A result of hardware technology = the development of electro-mechanical equipments for instructional purposes.
• E.g.,:microphones for making teachers’ voice fully audible to the learners.
• Radio, T.V., tape recorder, projector, closed circuit television (C.C.T.V.), teaching machines, and computers are used for teaching the students.
• Silverman (1968), called this type of educational technology 'Relative Technology'.
• Educational technology deals with the application of many fields of science to the educational needs of the individual as well as of society (Marilyn Nickson, 1971)
• Hardware approach also involves a reduction of cost.
• the application of physical science to the education enables teachers to deal with more students, resulting in less cost and economy in finances (Davis, 1971)
Software Approach
• In software approach, the basis of all thinking and working is behaviouralscience and psychology of learning.
• Software approach uses the principles of psychology for the purpose of behaviourmodification.
• A teacher with added knowledge of software approach can use the films, flash-cards, tapes etc., for various purposes.
• There is not end to his thinking.
• A teacher can plan better teaching which results into better learning.
• This view of educational technology is closely associated with the modern principles of programmed learning and is characterised by task analysis, writing precise objectives, selection of appropriate learning strategies, reinforcement of correct responses and constant education. (Davis, 1971)
• Silverman (1968) termed this educational technology as 'constructive educational technology.'
• Both software and hardware approaches are so interlinked that they cannot be separated from each other. One without the other is incomplete. It is software approach which makes the hardware approach function well.
System Approach
• A modern approach in educational administration and organisation.
• It acts as a link between hardware and software approach.
• Also known as 'Management Technology'.
• It has brought to educational management a scientific approach for solving educational administrative problems.
• System is a set of connected things or parts forming a complex whole, in particular. (http://oxforddictionaries.com/us/definition/american_english/system)
• Examples:
• A set of organs in the body with a common structure or function: the digestive system
• The human or animal body as a whole: you need to get the cholesterol out of your system
• Computing a group of related hardware units or programs or both, especially when dedicated to a single application.
• Education is regard as a system and system approach is a systematic way of designing an effective and economical educational system
• the systems approach involved setting goals and objectives, analyzing resources, devising a plan of action and continuous evaluation/modification of the program. (Saettler, 1990)
setting goals and objectives
analyzing resources
continuous evaluation/
modification of the program
devising a plan of action
System approach in education
Instructional Development
A system approach that seeks to apply
scientifically derived principles to the
planning
designing
creating
implementing
evaluating
of effective and efficient instruction.
Instructional Development
Instructional Development
Identification and analysis of
instructional needs
Formulation of specific objectives
Development and testing of viable
alternatives
Revision and retesting of alternatives
Evaluation of the system as well as of individual learners
Target students Human resources
Technical resourcesFinancial resources
Information
Students whose performance or
ideas have improved in specific areas
Teaching -Learning process
Instructional Development
STAGE I DEFINE
• Function 1 – Identify problem
• Function 2 – Analyze setting
• Function 3 – Organize management
STAGE II DEVELOP
• Function 4 – Identify objectives
• Function 5 – Specify methods
• Function 6 – Construct prototypes
STAGE III EVALUATE
• Function 7 – Test prototypes
• Function 8 – Analyze results
• Function 9 – Implement/recycle
Stage 1- define
F1 : Identify the problem
• Provides structure that enables us to separate symptoms, the cause from the actual problems themselves.
• Focuses attention upon the status quo.
F2 : Analyze the setting
• The data gathering stage
• Assessment of learner’s characteristics or the identified problems
F3: Organize management
• Decisions will result in the establishment, planning and procedures.
Stage 2 - develop
F4 : Identify objectives
• Involves the specification of behaviouralobjectives
• Translate broadly stated problems into precise statement that describe desired learner behaviour
F5 : Specify methods
• Methods and materials are outlined to aid the attainment of the specified behaviours.
F6 : Construct prototypes
• Opportunity to review or design strategies and materials to implement F4 and F5
Stage 3 - evaluate
F7 : Test prototypes
Prototypes must be tested in the
appropriate educational setting
Essential to evaluate the prototype process
the evaluation data
F8 : Analyze results
Determine the relationships among objectives, methods
and results
F9 : Implement/
Recycle
Tying the theoretical concepts of curriculum
management and instructional development