Educational Technology
Educational Technology presents a simple and logical discussion on the study and ethical practice of facilitating learning by using the appropriate technological processes and array tools that might prove helpful in advancing student learning. It systematically identifies the goals of education, rec...
| Otros Autores: | , |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Pearson India
2011.
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| Edición: | 1st edition |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009627770306719 |
Tabla de Contenidos:
- Cover
- Contents
- Preface
- About the Authors
- Chapter 1: Educational Technology
- Change is Law of Nature
- Evolution of Educational Technology
- Educational Technology Before 1700 CE
- Educational Technology After 1700 CE
- Concept and Definition of Educational Technology
- Nature of Educational Technology
- Technology of Education
- Technology in Education
- Educational Technology as a System of 5 Ms
- Definitions of Educational Technology
- Scope of Educational Technology
- Identification of Aims and Objectives
- Developing Criteria for Evaluation
- Analysis and Structuring Learning Experiences
- Developing/Selecting Teaching Strategies and Media
- Teacher Training
- Continuing Education
- Mass Education
- Gaming and Simulation
- Distance Education
- Research
- Teaching Technology
- Contents of Teaching Technologies
- Main Features of Teaching Technology
- Behavioural Technology
- Main Features of Behavioural Technology
- Training Technology
- Cybernetics
- System Approach
- Approaches to Educational Technology
- Educational Technology (Step I) or Hardware Approach
- Educational Technology (Step II) or Software Approach
- Hardware and Software Aspects of ET are Complementary
- Educational Technology (Step III) or Systems Approach
- Uses of Educational Technology
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 2: Educational Objectives
- Meaning of 'Objective'
- Concept of Educational Objectives
- Meaning of Educational Objectives
- Concept of Instructional Objectives
- Taxonomy of Educational Objectives
- Cognitive Domain: Knowledge and Intellectual Abilities and Skills
- Affective Domain
- Psychomotor Domain
- Tripartite Structure
- Tripartite Taxonomic Scheme of Educational Objectives
- Role and Importance of Taxonomies in Curriculum and Evaluation.
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 3: Teaching and Learning
- Concept of Teaching
- Method of Teaching
- Skill of Teaching
- Style of Teaching
- Control of Teaching
- Definitions of Teaching
- Concept of Good Teaching
- Structure of Teaching
- Variables of Teaching
- Presage Variables
- Context Variables
- Process Variables
- Product Variables
- Operations at the Post Active Phase of Teaching
- Advantages of the Operation of Teaching
- Concept of Learning
- What is Learning?
- Learning Activities
- Learning Experiences
- Learning Activities and Experiences
- Method of Teaching
- Role of the Teacher
- Classification of Learning Experiences
- Difference in Teaching and Learning
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 4: Principles of Teaching
- General Principles of Teaching
- Principle of Definite Objectives
- Principle of Planning
- Principle of Flexibility and Adaptability
- Principle of Utilizing Past Experience
- Principle of Being Child Centred
- Principle of Individual Differences
- Principle of Linking with Actual Life
- Principle of Correlation
- Principle of Effective Strategies and Instructional Material
- Principle of Active Participation and Involvement
- Principle of Conducive Environment and Proper Control
- Principle of Remedial Teaching
- Psychological Principles of Teaching
- Principle of Motivation
- Principle of Repetition and Exercise
- Principle of Change, Rest and Recreation
- Principle of Readiness
- Principle of Feedback and Reinforcement
- Principle of Sympathy and Cooperation
- Principle of Providing Training to Senses
- Principle of Group Dynamics
- Principle of Encouraging Self-Learning
- Principle of Fostering Creativity and Self-Expression
- Maxims of Teaching
- From Known to Unknown.
- From Simple to Complex
- From Indefinite to Definite
- From Indefinite to Definite
- From Concrete to Abstract
- From Analysis to Synthesis
- From Particular to General
- From Actual to Representative
- From Whole to Part
- From Induction to Deduction
- From Empirical to Rational
- From Psychological to Logical
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 5: Models of Teaching
- Meaning of Models of Teaching
- Uses of Models of Teaching
- Components of Models of Teaching
- Focus
- Syntax
- Principles of Reaction
- Social System
- Support System
- Evaluation System
- Classification of Models of Teaching
- Families of Models
- Evolving a Model for Teaching
- Some Selected Models of Teaching
- Glaser's Basic Teaching Model
- Components of the Basic Teaching Model
- Brief Explanation of the Four Components of the Basic Teaching Model
- Critical Comments
- Implications of the Basic Teaching Model for the Student-Teacher
- Inquiry Training Model
- Goals and Assumptions of the Model of Teaching
- Syntax of the Model
- Social System
- Principles of Reaction
- Support System
- Application of the Model
- Instructional and Nurturant Effects
- Concept Attainment Model
- Goals of the Model
- Syntax of the Model
- Social System
- Principles of Reaction
- Support System
- Application of the Model
- Instructional and Nurturant Effects
- Mastery Learning Model (MLM)
- A Concept of Aptitude
- Mastery Learning Assumptions
- Syntax of Mastery Learning Model
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 6: Micro Teaching
- Concept of Micro Teaching
- Definition of Micro Teaching
- Simulated Teaching
- Phases of Simulation
- Simulation in Micro Teaching
- Components of Micro Teaching
- Phases, Activities and Components of Micro Teaching Phases.
- Procedure
- Indian Model of Micro Teaching
- Various Teaching Skills
- Core Teaching Skills
- Teaching Skills in Probing Questioning
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 7: Simulated Teaching
- Concept of Simulated Teaching
- Need and Significance of Simulated Teaching
- Components of Simulated Teaching
- Taxonomy of Teacher Behaviour
- Procedure of Simulated Teaching
- Advantages of Simulated Teaching
- Taxonomy of Teacher Behaviour
- Value of Simulation Games
- Teacher Training and Simulation
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 8: Audio-Visual Teaching
- Need and Importance of Audio-Visual Aids
- Human Self-Expression
- Attraction Towards New Things
- Developing New Interests
- Motivation and Attraction
- Change in Traditional Teaching
- Supplementing the Direct Experience
- Education for Life
- Direct Experiences
- Imparting Knowledge through Maximum Senses
- Education Related to Life and Profession
- Making Students Active
- Providing Meaningful Experiences
- Uses for Backward and Slow Learners
- Clarity in Educational Process
- Developing Reasoning and Logic
- Helpful in Examination, Supervision and Evaluation
- Simplicity of Process
- Individual Differences
- Importance of Audio-Visual Education
- Pre-Active Activities
- Inter-Active Activities
- Post-Active Activities
- Principles of Using Audio-Visual Aids
- Principles of Purpose
- Principles of Means
- Principles of Selection
- Principles of Effectiveness
- Principles of Stimulation
- Classification of Teaching Aids
- Dales Cone of Experience
- A Practical Cone Classifying Different Aids
- Types of Teaching Aids
- According to Sense Stimulation
- According to Projection Facilities Available
- According to the Learner's Control
- According to Learner's Reach.
- Charts
- Utility of Charts
- Variety of Charts
- Preparation of Charts
- Graphics Aids
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 9: Programmed Learning
- Concept of Programmed Learning
- Definitions of Programmed Learning
- Historical Perspective of Programmed Learning
- Programmed Learning and Its Principles
- Programmed Learning and the Teacher
- Principles of Programmed Learning
- Principle of Behavioural Analysis
- Principle of Small Steps
- Principle of Active Participation
- Principle of Immediate Confirmation or Reinforcement
- Principle of Self-Pacing
- Principle of Validation
- Types of Programming
- Linear Programming
- Features of Linear Programming
- Important Features of Linear Programming
- Branching Programming
- Mathetics
- Comparison of Programming Styles
- Unit of Presentation
- Step Size
- Number of Steps
- Error Rate Permitted
- Response
- Reinforcement
- Subject-Matter Suitability
- Paper Programming
- Machine Programming
- Cost of Programme and Machines
- Target Population
- Subject-Matter
- Objective
- Programme Writer
- Books or Machines
- Evaluate Yourself
- Summary
- References
- Additional Reading
- Chapter 10: Programmed Instruction Material
- Phase 1: Preparatory Phase
- Selection of the Topic or Units to be Programmed
- Writing Assumptions About Learners
- Developing Specific Outlines of Content
- Writing Objectives in Behavioural Terms
- Writing the Initial Behaviour of the Learners
- Developing a Criterion Test
- Phase 2: Development Phase
- Designing of the Frames
- Sequencing of the Frames
- Phase 3: Evaluation and Revision Phase
- Individual Try-Out
- Small Group Try-Out
- Field Try-Out
- Evaluation of the Programme
- Validation of the Programme
- Evaluate Yourself
- Summary
- References
- Additional Reading.
- Chapter 11: System Approach.
