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DEPARTMENT OF EDUCATIONAL STUDIES

CURRICULUM OF INTEGRATED M. PHIL. - PH.D. PROGRAMME

Introduction

The main purpose of integrated M.Phil. - Ph.D. programme is to provide advanced specialized

knowledge in a particular area of study. It is aimed at initiation of a student to research and will be

crucial for a prospective researcher at the pre-doctoral level .The programme is designed to build

the research capacity of scholars from varied backgrounds and provide a strong orientation in

different areas of education. The components of integrated M.Phil.- Ph.D. shall be a course work

including research methodology and research work. The course would aim at providing advanced

training in inter-disciplinary areas of research as well as opportunity for undertaking research.

Objectives

The students will be helped to:

1. Reflect on the basic parameters within which the system of school education operates.

These are: the learner, the teacher, the teaching-learning process, pedagogy, the school

context, the larger societal context, the support systems and various connections and

interconnections between these parameters.

2. Appreciate that research would help to enhance efficiency, effectiveness, quality and

excellence in the system of school education.

3. Develop an understanding about problems of education and methodology to explore

alternative solutions.

4. Develop competency in undertaking leadership in the areas of School Education and

Teacher Education.

5. Develop a rational conceptualization of educational research.

6. Develop competency in undertaking independent micro and macro level research projects

in the priority areas of school education and teacher education.

Duration

M.Phil. programme shall be a whole time course of three semesters carrying 40 credits.

Medium of Instruction The medium of instruction and examination shall be English.

Scheme of M.Phil. Programme M.Phil. programme shall be three semester programme carrying 40 credits. First semester shall

comprise four courses including a course on research methodology which may include quantitative

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methods and computer applications. It may also involve reviewing of published literature and

advanced training in interdisciplinary areas of research. The next two semesters shall be devoted to

the research work. The course work during the 1st semester shall comprise four courses carrying

100 marks each. In order to earn M.Phil. Degree, students shall have to accumulate a total 40

credits as under:-

i. Course Work = 20 Credits (During 1st Semester)

ii. Thesis = 20 Credits (During 2nd & 3rd Semester)

M.Phil. (Education)

Course Work

1st Semester

Sr.

No.

Course Title Credits Total

Marks

Teaching

Hours

Field work /

Tutorial / teacher-

led activity

Hours

Students’

efforts (Library

work,

Individual/

Group work

etc.) Hours

1 IMPEDU-

101

Foundations of

Education

5 100 50 25 75

2 IMPEDU-

102

Advanced

Educational

Research

Methodology

5 100 50 25 75

3 IMPEDU-

103

Emerging Issues in

Education

5 100 50 25 75

4 IMPEDU-

104

Advanced

Educational

Technology

5 100 50 25 75

Total 20 400 200 100 300

Attendance Requirements:

Students are expected to attend all lectures in order to be able to fully benefit from the course. A

minimum of 75% attendance is a must failing which a student may not be permitted to appear in

examinations. The status of attendance of every student for different course papers shall be notified

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month-wise and students have to ensure to attend the academic work for the minimum required

working days. Every student must also have participated in at least three seminars/group

discussion sessions.

A candidate who earns not less the ‘C’ grade( as per the grading system on a seven point scale

adopted by the Central University of Jammu) in each prescribed course of first semester shall be

deemed to have successfully completed the first semester of Integrated M.Phil. – Ph.D.

programme.

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2nd &3rd Semesters

The scholar shall remain involved in the thesis work throughout the semesters 2nd and 3rd for

different phases of their research work. The research work shall carry 400 marks out of which 100

marks shall be reserved for viva-voce examination. The distribution of marks of the research work

shall be as under

Thesis : 300 marks

Viva-voce : 100 marks

Thesis work

Each student will be required to select a research topic approved by the M.Phil. Committee

and write a Thesis. The selection of research problem will be on the basis of review of

related researches, discussion with the peers and the guide. The research problem must be

presented with adequate description and justification before the whole group and the staff,

and discussed. Students will be required to select their research topic in the beginning of

the second semester.

After approval, the scholar shall develop a synopsis highlighting the assumptions, the

objectives, the rationale, the procedures and the methodology of data collection and

analysis procedures of analysis of data etc. Every activity concerning to the thesis work

shall be completed through presentation in the seminar and the feedback by the committee

members.

The synopsis will be discussed in the whole group and will be refined based on the

feedback given by the committee.

A student shall submit his/her M.Phil. Thesis within the stipulated period (before the end

of the 3rd semester).

Prior to submission of the thesis, the student shall make a pre-submission presentation in the

Department that will be open to all faculty members and research scholars, for getting feedback and

comments which may be suitably incorporated in the thesis under the advice of the supervisor.

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1st Semester

Core Course I

IMPEDU-101-Foundations of Education

Credits-5 Contact Hours- 50 Duration of Examination: 3 Hours Maximum Marks-100

Credits Equivalent: 5 Credits (One credit is equivalent to 10 hours of lectures / organized

classroom activity / contact hours; 5 hours of laboratory work / practical / field work / Tutorial /

teacher-led activity and 15 hours of other workload such as independent individual/ group work;

obligatory/ optional work placement; literature survey/ library work; data collection/ field work;

writing of papers/ projects/dissertation/thesis; seminars, etc.)

Objectives

On completion of this course the students will be able to:

Understand the importance of educational philosophy and relation between bases of

philosophy and education.

Explain the different branches of Indian and Western philosophy.

Understand the modern trends of education.

Evaluate the role of education in social change.

Identify the changes that occur in different stages of development and also able to

identify the different theories of development.

Explain the concept of learning and its different theories.

Know the learner’s potentialities, mental health and stress coping strategies.

Course Structure

Unit –I Philosophical Foundations of Education

Metaphysical, Axiological and Epistemological bases of generation of content,

methodology and process of education.

Idealism, Naturalism and Pragmatism: their relationship with education; the eclectic

approach in framing educational objectives, curriculum, methods of teaching and

discipline.

The Axiological, Metaphysical and Epistemological aspects of Humanism and

Existentialism.

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Functions of Philosophy of Education: Speculative, Analytic, Normative; Teacher’s

reflection on his own practices.

Concepts of quality and excellence in education- its bearing on quality of life.

Unit II Sociological Foundations of Education

Scope and meaning of Sociology – Relation between Sociology and Education; Sociology

of Education- meaning, scope, nature and importance.

Concept of socialization and theories of socialization: Psychodynamic theory, Attachment

theory, Behavioural Theories, Family Systems theory, Biological theory, Developmental

theory.

Social system and education: The functional and structural scenario, education as sub-

social system.

Education and social change: concept of social change, determining factors of social

change, role of education, social control and education.

Approaches to Educational Planning: Social demand approach Man-power approach Return of investment approach

Co-education-its educational implications.

Unit III- Socio-cultural Aspects of Education

Equality of educational opportunity: Concept, factors determining opportunities and efforts

done by the state.

Education of socially and economically marginalised people and challenges in this field,

achievements and the role of teacher.

Socio – cultural perspectives in girls’ education with a view to identify issues and concerns

in girls’ education

Policy of inclusion and multi-foundational approaches in education as per XIIth Plan.

Roles, functions and networking of institutions like UGC, NCERT. NCTE. NUEPA,

SCERTs etc.

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Unit IV Human Growth and Development

Stages of Development: Early Childhood Development-physical and cognitive; Later

Childhood Development- physical, cognitive, emotional and development of Language;

Adolescence- physical, cognitive, emotional and social development.

Learning: Concept, nature and types (Gagne’s Hierarchy of Learning).

Theories of Learning: Guthrie’s Contiguous Conditioning, Bandura’s Social Learning

Theory and Carl Roger’s Theory of Experiential learning.

Transfer of Learning: Concept, types, theories and their educational implications.

Unit V Learner’s Potentialities

Intelligence and Aptitude: Concept and measurement

Reflective and Creative Thinking: Concept and interpretation of steps in problem solving

Mental Health and Adjustment: Mental Health- Nature and concept, characteristics of a

mentally healthy person, means of maintaining mental health. Adjustment of individuals-

home, school, social and vocational; various adjustment mechanisms.

Stress and Coping: Nature, causes and some major techniques of managing stress.

Behavioural Problems among Adolescents: Parent-Adolescents’ conflicts, conflicts in peer

groups.

Transaction Mode (1) Observational studies-Observation of various instructional situations in real classrooms,

various activities in the school, the role of teachers etc; preparation of reflective diaries and

discussions with the peers and teachers; (2) Seminar reading-presentation by students on

selected themes individually and collectively leading to discussion; (3) Library readings on

selected themes followed by group discussion; (4) Study of documents and references,

interaction with field staff and reflective interaction with the peer group.

Sessional Work: The students may undertake any two of the following activities:

Assignments based on self-study on identified themes such as policy perspectives and

status of education of socio-economically disadvantaged children of India/of a particular

State, vision of school education in India, process of socialisation of the child, critical

analysis of the ways in which schooling, teaching-learning and curriculum contribute to

social inequality, young children and social policy etc and presentation in a seminar.

Visit to a rural/tribal school, observation of activities and preparation of a reflective diary

and interaction in a group.

Critical analysis of learning situation in schools and out of the schools/preparing reflective

diaries, interpretation, analysis, reflection on observation and finally presentation in a

group.

Suggest structures of classroom environment in which all students can learn.

Design/suggest activities for developing critical consciousness about various social and

political issues.

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Prepare a plan of activities for students of various levels of schooling which can be shared

with the parents

References:

Banrs, J.A. (1996). Cultural diversity and education: Foundations curriculum and teaching

(4th ed.) Boston: Alynand, Becon.

Beyer, L.E. (Ed.) (1996). Creating democratic classrooms: The struggle to integrate theory

and Practice. New York: Teachers College Press.

Broudy, H.S. (1977). Types of knowledge and purposes of education. In R.C. Anderson,

R.J., Spiro and W.E. Montanaque (eds). Schooling and the acquisition of knowledge (PP.

Hillsdale, NJ: Erlbaum.

Bruner, J.S. (1996). The Culture of education. Cambridge, M.A.: Harward University

Press.

Bruner, J.S. (1996). The Culture of education. Cambridge, M.A.: Harward University

Press.

Bruubacher, John S. (1969). Modern Philosophies of education, New Delhi: Tata McGraw-

Hill, Publishing Company Pvt. Ltd.

Butchvarov, P. (1970). The Concept of knowledge. Evanston, Illinois, North Western

University Press.

Chauhan, S.S.(2011). Advanced Educational Psychology. Agra: Vinod Pustak Mandir.

Dearden R. F. (1984). Theory and practice in Education. London: Routledge K. Kegan &

Paul.

Dearden R. F. (1984). Theory and practice in Education. London: Routledge K. Kegan &

Paul.

Debra Heyes, Martin Hills, Pam Chistie and Bob Lingard (2007). Teachers and schooling:

Making a Difference. Australia: Allen and Unwin.

Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international

commission on education for 21st century, UNESCO.

Dewey, J. (1916/1977). Democracy and Education. An introduction to the philosophy of

education. New York: Macmillan.

Dewey, J. (1916/1977). Democracy and Education: An introduction to the philosophy of

education. New York: Macmillan.

Freire, P. and Shor, I. (1987). A Pedagogy of liberation. London, Macmillan Education.

Freire, Paulo (1970). Pedagogy of the oppressed. New York: Continuum.

International Encyclopedia of Education. (1994) 2nd edition. Vol.10. Perganon Press.

Matheson, David (2004). An Introduction to the study of education (2nd edition). David

Fulton Publish.

MHRD, (1992). Programme of action. Govt. of India, New Delhi.

MHRD, Gov. of India (1992). National policy on education (revised), New Delhi.

Naik, J.P. (1975). Equality, quality and quantity: The elusive triangle of Indian education,

Bombay: Allied Publications.

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NCERT (2005). National curriculum framework, New Delhi.

Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the present

Day. London. USA. Canada: Routledge Flame.

Pandey, K.P. (2010). Advanced Educational Psychology. New Delhi:Shipra Publications.

Peters, R.S. (1967). The Concept of education. United Kingdom: Routledge.

Peters, R.S. (ed), (1975). The Philosophy of education. London: Oxford University Press.

Piaget, J. (1999). Judgment and reasoning in the child. London: Routledge.

Shrivastva, K.K. (2009). Philosophical Foundations of Education. New Delhi. Kanishka

Publications.

Slatterry, Patrick and Dana Rapp. (2002). Ethics and the foundations of education-

Teaching Convictions in a postmodern world. U.S.A.: Allyn & Bacon.

Vygostsky. L. (1986). Thought and language (A. Kazulin, Trans). Cambridge, M.A.: MIT

Press.

Wall, Edmund (2001). Educational theory: philosophical and political Perspectives. New

York, U.S.A. Prometheus Books.

Winch, C. (1986). Philosophy of human learning. London: Routledge.

Winch, C. (1st edition) (1996). Key Concepts in the philosophy of education. London:

Routledge.

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Core Course II-

IMPEDU- 102-Advanced Educational Research Methodology






writing of papers/ projects/dissertation/thesis; seminars, etc.

Objectives On completion of this course, the students will be able to:

understand objectivity and ethical concerns in educational research ;

understand different approaches to Research: Qualitative (Positivism, Phenomenology,

empiricism, Ethnography, Symbolic Interactionism) and Quantitative (Experimental,

Descriptive, Survey)

identify and select suitable research problem and provide justification

understand and apply various methods and techniques of Educational research.

understand the characteristics and use of different tools and techniques for data collection.

understand and apply various methods of sampling.

develop ability to use statistical methods for analysis of research data.

understand and apply various qualitative data analysis techniques.

become familiar and will be able to use statistical packages for data analysis

prepare and review research proposals and research reports.

Course Structure

Unit I- Foundations of Educational Research Methods of acquiring Knowledge

Tradition

Authority

Experience

Reasoning (Inductive and Deductive )

Scientific Method

Nature of Science: concepts, constructs, definitions, hypotheses, theories, laws and

models.

Research: Nature, characteristics and types of research.

Educational research: Nature and limitations of educational research

Research needs in Education ,ethical and legal issues in Research

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Unit II- Methods of Educational Research Classification of research methods in educational context

Logical Positivism methods Descriptive research Experimental research

Phenomenological Inquiry

Phenomenology

Ethnography

Case study

Grounded theory

Unit III - Identification and Conceptualization of Research Problem Selection of the problem

Statement and definition of the problem

Hypothesis : characteristics, formulation ,types and testing of a hypothesis

Preparation of research proposal

Evaluation of the problem

Unit IV- Data Analysis

Data Analysis in Qualitative Research

Criticism of historical data, Coding of qualitative data – Axial coding,

Selective coding .

Methods of qualitative data analysis—content analysis, logical and

inductive analysis, illustrative method; analogies, Meta analysis,

Triangulation of data

Data Analysis in Quantitative Research

Regression and Correlation Analysis

Hypothesis Testing: Type I and Type II Errors; One tailed Vs two tailed

test; Comparing statistics (t-test, z-test and F-test)

Analysis of variance and covariance

Chi square test, Sign test, Median test, and Kruskal-Wallis test/H-test.

Multivariate Analysis :Characteristics and application ,Factor Analysis

Multiple Regression Analysis and Discriminant Analysis

Unit V - Reporting Research

Interpretation of Results, Conclusions and & Generalization .

Research report writing: concept, significance, various approaches in research

report writing, characteristics of a good research report, steps and layout of a

research report.

Communicating research through of research paper, writing a research paper, oral

presentation, publishing the research papers in research journals and documents.

Evaluating Research Reports, Types of errors and shortcomings in reports,

critiquing major sections of a research report, the review process of

journals/periodicals.

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Transaction Mode

Lecture cum Discussion; Panel discussion; small peer group discussion; seminar reading; Symposium,


Review of research report with regard to;

-Title or statement of the problem

- Approach/Design

- Research Hypothesis/Research Questions

- Sampling

- Tools

- Statistical Techniques

Preparation and presentation of a research proposal;

Selection and construction of any research tool;

Presentation of research reports through seminars; and

Evaluation of a research report and writing abstract.

References

Ary, D.,Jacobs, L.C.& Sorenson C.(2010). Introduction to Research in Education. U.S.A.:

Wadsworth, Cengage Learning.

Best J.W. (1999). Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd.

Borg, W.R. and Gall, M.D. (1983). Educational Research– An Introduction, New York:

Longman, Inc.

Chandra, S.S. & Sharma, R.K. (2010). Research in Education. New Delhi: Atlantic

Publishers.

Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.

Clive, Opie (2004). Doing Educational Research- A Guide for First Time Researchers.

New Delhi: Vistar Publications.

Cononver, W.J. (1971). Practical Non-Parametric Statistics. New York: John Wiley &

Sons Inc.

Ferguson, G. (1981). A Statistical Analysis in Psychology and Education, New York:

McGraw Hill.

Flick, U.(2011). Introducing Research Methodology, London: Sage.

Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in Education.

New York: McGraw Hill.

Garrett, H.E. (2008). Statistics in Psychology and Education. New Delhi: Surjeet

Publications.

Gibbons, J.D. (1971). Non-Parametric Statistical Inference. New York: McGraw Hill.

Glan, G.V., & Hopkins, K.D. (1996). Statistical Methods in Education and Psychology,

(3rd

edition). Boston: Boston:Allyn & Bacon.

Good C. V. (2008). Introduction to Educational Research, Delhi: Surjet Publications.

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Guilford, J.P. Psychometric Methods. New Delhi: Surjeet Publications.

Guilford, J.P., and B. Fruchter. (1987). Fundamental Statistics in Education and

Psychology. London: McGraw Hill.

Henry, G.T. (1995). Graphing data: Techniques for Display and Analysis. Thousand oaks’,

CA: Sage.

Howell, D.C. (1997). Statistical Methods for Psychology. Belmont, CA: Duxbury Press.

Huck, S.W. (2007). Reading Statistics and Research. Boston: Allyn & Bacon.

Jill Porter & Penny Lacey (2005). Researching Learning Difficulties- A Guide for

Practitioners. London: Paul Chapman Publishing.

Kerlinger, F.N. (1986). Foundations of Behavioural Research. Delhi:Surjeet Publications.

Koul, Lokesh (2011).Methodology of Educational Research. New Delhi: Vikas Publishing

House.

Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis: An expanded

Sourcebook. Thousand Oaks, CA: Sage.

Pamela Maykut & Richard Morehouse (1994). Beginning Qualitative Research- A

Philosophic and Practical Guide. The Falmer Press London. Washington D.C.

Pathak, R.P. (2009). Methodology of Educational Research. Delhi: Atlantic Publishers.

Patton. M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks: C.A:

Sage.

Popham and Sirohic (1993). Educational Statistics-Use and Interpretation. New York:

Harper and Row.

Prakash, P. (2010). Measurement in Education and Psychology. New Delhi: Kanishka

Publishers.

Reason, P. & Bradbury, H. (Eds) (2006). Handbook of Action Research: Concise paperback

edition: Thousand Oaks, CA: Sage.

Scott, David & Usher, Robin (1996). Understanding Educational Research. New York:

Routledge.

Shank, G.D. (2002). Qualitative Research. Columbus, ott: Merill, Prentice Hall.

Sharma, Bharti (2004). Methodology of Educational Research. New Delhi: Vohra

Publishers and Distributors.

Sharma, S.R. (2003). Problems of Educational Research. New Delhi: Anmol Publications

Pvt. Ltd.

Siegal, S. (1956). Non-parametric Statistics for Behavioural Science. New York:

McGraw Hill.

Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: C.A: Sage.

Travers, Robert M.W. (1978). An Introduction to Educational research (4th

edition).

London: MacMillan.

Van Leeuwen, T., & Jewitt, C. (Eds). (2001). Handbook of Visual Analysis. London: Sage.

Wiersma W. & Jurs S.G.(2009).Research Methods in Education :An Introduction. Boston:

Allyn & Bacon

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Core Course III

IMPEDU-103-Emerging Issues in Education







Objectives

On completion of the course the students will be able to:

analyze the issues/problems related to various stages of education,

understand the concept and roles of various related aspects of non-formal education,

analyze the planning, management and financial aspects of education and

understand the concept and related issues of inclusive education.

Course Structure

Unit-I: School Education: Issues related to:

Pre-primary and primary education-Child integrated developmental programmes.

Elementary education-Critical appraisal of Right to Education (RTE) and Sarva Shiksha

Abhiyan (SSA).

Secondary education-vocationalisation of education, critical appraisal of Rashtriya

Madhyamik Shiksha Abhiyan.

Evaluation system at pre-primary, primary, elementary and secondary levels.

Value education and value crisis.

Unit-II: Higher Education: Issues related to:

Liberalization, privatization and globalization.

Problem of unemployment and student unrest: Role of youth leadership.

Examination system: Emergence of quality examination reforms.

Universities as mentors of school education and problem solvers of neighbourhood.

Community Colleges in India Education for Livelihood : The Concept and Implementation

of Community College System in India

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Unit-III: Non-Formal Education

Concept, need, scope and its relevance in the present educational context.

Role of teacher: Nature, responsibilities, qualities, problem and training.

Role of students: Nature, characteristics, student support services.

Role of educational technology in open and distance education.

Unit-IV: Planning, Management, and Financing of Education

Concept and nature of Educational Planning, Critical view of Educational Planning in

India.

Approaches to Educational Planning: Social demand approach, Man-power approach,

Return of investment approach.

Concept of Performance Management in Schools, Resource Management- Concept, nature

and characteristics of resource management in education.

Project planning, monitoring and evaluation in education.

Concept of Educational Finance, Grant-in- Aid system: School budgetary and accounting

procedure, Central Grants, State Grants and allocation of grants by U.G.C., Grant-in-Aid

policy at State and Central levels.

Unit-V: Inclusive Education

Definition, concept and importance of inclusive education.

Historical perspectives on education of children with diverse needs.

Difference between special education, integrated education and inclusive education.

International initiatives in inclusive education.

National initiatives in inclusive education.

Transaction Mode

Seminar, Panel discussion, Peer group discussion, Library readings on selected themes

followed by group discussion, Study of documents and references.

Sessional Work

The students may undertake any two of the following activities: Each student is required to prepare and present in a seminar a status report on elementary/

secondary/higher/technical education in a chosen state or district with reference to

classroom process, access, enrolment, retention/participation, dropout and learning

achievement

Scrap book on any of the issues quoted in syllabus.

Preparation of reflective diary on various issues.

preparation of a report on as a critical analysis of any of educational documents/policy and

present in the seminar

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References

Ainscow, M., Booth. T (2003). The Index for Inclusion: Developing Learning and

Participation in Schools. Bristol: Center for Studies in Inclusive Education.

Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in India:

Retrospect and Prospect. Journal of Educational Planning and Administration. VII (2).

April.

Becker, G.S (1993). Human Capital. A Theoretical and Empirical Analysis with Special

Reference to Education (Third Edition). Chicago, IL National Bureau of Economic

Research, 161-227.

Blaug, Mark (1972). An Introduction to Economics of Education. London: Allen Lane the

Penguin.

Bush, Tony & Les, Bell (2002). The principles & Practice of educational management.

London: Paul Chapman Publishing.

Bush, Tony (1986). Theories of educational management. London: Harper & Row

Publishers.

Chau, Ta-Ngoc (2003). Demographic Aspects of Educational Planning. Paris: International

Institute for Educational Planning.

Cohn E and T. Gaske (1989). Economics of Education. London: Pregamon Press.

Coombs, P.H and Hallak.J. (1988). Cost Analysis in Education: A Tool for Policy and

Planning. Baltimore: John Hopkins Press.

Criscito Pat (2004). Barron‘s Guide To Distance Learning. New York: Barron's Publisher.

Daniel, J.S. et al; (1982). Learning at a Distance: A world Perspective. Athabasca

University, Edmonton.

G. Psacharopoulos (1987). Economics of Education: Research and Studies, New York:

Pergamon Press.

Garrison, D.R. (1989). Understanding Distance Education Framework for Future. London:

Routledge, Chapman and Hall.

Griffiths, V. L. (1963). Educational Planning. London: O. U. P.

Hallack, J. (1977). Planning the Location of schools: An Instrument of Educational Policy.

Paris: International Institute for Educational Planning.

Holmberg, B. (1986). Growth and structure of Distance Education. London: Croom Helm.

Holmberg, B. (1989). Theory and Practice of Distance Education. London: Routledge,

Chapman & Hall.

Hough J.R. (1990). Education, Policy-An International Survey. London: Croom Helm.

IGNOU (1988). Growth and Philosophy of Distance Education. (Block 1, 2 & 3). IGNOU,

New Delhi.

Mahajan, Baldev and Khullar, K.K. (2002). Educational administration in Central

government: structures, processes, and future prospects. New Delhi: Vikas Publication

house Pvt. Ltd.

Sharma P.L (2003). Planning Inclusive Education in Small Schools. R.I.E. Mysore.

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Core Course IV

IMPEDU-104-Advanced Educational Technology







Objectives

On completion of this course, the students will be able to:

understand the nature and scope of educational technology and also about the various forms

of technology.

understand the systems approach to Education and communication theories and modes of

communication.

understand the concepts of e-Learning and m-Learning and its applicability in education.

know the instructional design and modes of development of self learning material

understand the instructional applications of Internet and web resources.

develop basic skills in the production of different types of instructional material,

know the recent innovations and future perspectives of Education Technology.

Course Structure

Unit I -Educational Technology –An Overview

Nature of educational technology (ET), impact of ET, factors affecting selection of ET.

Systems approach to education and communication process: systems approach to education

and its components: Goal setting, task analysis, task description, content analysis, context

analysis and evaluation strategies.

Learning and ET: Implications of learning theories in educational technology, impact of

ET on learning, trends in learning approaches.

Policy issues for ET: A global overview on ET policy, evolving policy perspectives in ET,

policy implementation and impact assessment.

Unit II-Instructional Design

Instructional Design: Concept, characteristics and principles of instructional design.

Process and stages of development of instructional design.

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Overview of models of instructional design- Analysis, Design, Development,

Implementation & Evaluation (ADDIE) model; instructional design for competency based

teaching: models for development of self learning material.

Instructional design for e-Learning and print media.

Unit III Information and Communication Technologies

Information and communication basics: nature and scope of a communication system –

sender, receiver, message and the medium.

One-to-one, one-to-many, and many-to-many communication, broadcast and non-broadcast

applications – technologies and prospects.

Information and communication technologies in teaching learning: teaching learning

contexts and the need for ICT devices and applications.

Applications of Information and Communication Technologies: Classroom and ICT;

professional development and ICT; school management and ICT.

Unit IV Technology in Web- Based Learning and Teaching

Nature, theoretical Perspectives and characteristics of web –based learning.

E-Learning and m-Learning : concepts, characteristics of e-Content, applications of e-

Books.

Virtual classroom and virtual university – merits and limitations.

Online learning : Problems and prospects

Unit V- New Horizons of Educational Technology

Recent innovations in the area of ET interactive video – Hypertext, video-texts, optical fiber

technology – laser disc, computer conferencing, social networking through web 2.0 and web

3.0 technologies.

Procedure and organization of Teleconferencing/ Interactive video-experiences of

institutions.

Blog and Professional Forum : Concept of blog, discussion group, chatting forum, online

forum- Use in learning and professional development of teachers, creating blog/forum.

Recent experiments and trends of research in educational technology and its future with

reference to education.

Transaction Mode:

Lecture cum demonstration and hands on experiences on the production of audio-visual

material; observation of various modes of training programmes by the different

organizations / institutions, analyzing the different instructional designs based on the

various instructional design models, participation in e-forum, discussion group and creating

blogs.

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Preparation of a trend report on researches on instructional design.

Visit to local educational technology institute (EMMRC/AVRC/any other institution) to

explore the various stages on media production.

Visit to local TV / Radio Station and analyzing the educational radio broadcast or TV

telecast for quality and content.

Interventions of educational technology in the current practices of teacher training

programmes in India.

References

Behera, S.C. (1991). Educational Television Programmes. New Delhi: Deep and Deep

Publications. .

Coburn, P. and et. al. (1985). Practical Guide to Computers in Education. Boston: Addison

– Wesley Publishing Company, Inc.

Das, R.C. (1993). Educational Technology – A Basic Text. New Delhi: Sterling Publishers

Pvt. Ltd.

Gagne, RM, Leslie J.B.; & Walter W.W. (1987). Stamford: Principles of Instructional

Design. Wodworth Publishing Co.

Harasim, L. (1990). Online Education: Perspectives on a New Environment. New York:

Prasser.

Khan, B.H (1977). Web-based Instruction. Englewood Cliffs: Educational Technology

Publications.

Kumar, K.L. (2008). Educational Technology. New Delhi: New Age International Pvt. Ltd.

Publishers (Second Revised Edition).

Michael W. Allen, Michael Allen (2002). Guide to e-Learning. United States: Wiley

Publication.

Mukhopadhyay, M. (1990). Educational Technology – Challenging Issues. New Delhi:

Sterling Publishers Pvt. Ltd.

Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India

Association for Educational Technology, New Delhi.

Rosenberg, M.J. (2001). E-learning. New York: McGraw Hill.

Sallis, E & Jones, G. (2002). Knowledge Management in Education. London: Kogan Page

Ltd.

Sampath et. al. (1981). Introduction to Educational Technology. New Delhi: Sterling

Publishers Pvt. Ltd.

Schank, R.C. (2001). Virtual Learning. New York: McGraw Hill.

Sharma, B.M. (1994). Media and Education. New Delhi: Commonwealth Publishers.

Singh, P.P.& Sharma S. (2005). E-Learning: New Trends and Innovations. New Delhi:

Deep & Deep Publications.

Venkataiah, N. (1996): Educational technology. New Delhi: APH Publishing Corporation.

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