The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.

1. Approaches in educational
technology

2. Hardware approach
Software approach
System approach

3. 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

4. • 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

5. • 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.

6. • 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)

7. • 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)

8. Software Approach
• In software approach, the basis of all
thinking and working is behavioural
science and psychology of learning.
• Software approach uses the principles of
psychology for the purpose of behaviour
modification.

9. • 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.

10. • 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)

11. • 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.

12. 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.

13. • 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.

14. • 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)

15. setting goals
and objectives
analyzing
resources
continuous
evaluation/
modification of
the program
devising a plan
of action
System approach in education

16. Instructional Development
A system approach
that seeks to apply
scientifically derived
principles to the
planning
designing
creating
implementing
evaluating
of effective and
efficient instruction.

17. 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

18. Target students
Human resources
Technical resources
Financial resources
Information
Students whose
performance or
ideas have improved
in specific areas
Teaching -
Learning process

19. 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

20. 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.

21. Stage 2 - develop
F4 : Identify
objectives
• Involves the
specification of
behavioural
objectives
• 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

22. 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