Meaning, Definitions, Nature, Scope, objectives and Importance of Educational Technology

1. Basics of
Educational Technology

2. Educational Technology
Meaning, Definitions, Nature, Scope, objectives
and Importance of Educational Technology

3. Hello!
I am Dr. Rajashekhar Shirvalkar
Today, we will discuss about Meaning, Definitions,
Scope, Objectives and Importance of Educational
Technology
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4. “
Educational Technology helps in improving quality of teaching by
providing varied types of programmes through Electronic devices
and other media. Educational Technology motivates children for
learning. It augments motivation among the learner to learn by
using various new machines such as video, computer tape recorder,
TV, and other different types of projected aid. Education Technology
makes provision for self-instructional materials, which provide
opportunities to both the gifted and backward children to proceed
at his own rate of speed in the learning process.
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5. “
As the concept of ET developed, the term “technology of education”
came into vogue. This looked at education in a wider sense, and
included various aspects such as entry behaviour of the learner,
objectives, content analysis, evaluation, etc. By the mid 1970s, ET
borrowed the terms “systems approach” from management studies
and “corrective feedback” from cybernetics. This widened the scope
of ET as the teaching-learning process was examined in a holistic
manner.
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6. Meaning of Educational Technology
Let’s start with Educational Technology is behavioral approach to
the teaching learning situation. "It uses the scientific technological
method and the concept developed psychology, sociology,
communication and linguist and other related field". the first set of
slides. Thus, Educational Technology includes both the hardware
approach and software approach which is based on physical
science and behavioural science

7. S.S. Kulkarni defines
Educational Technology as "the application of the laws
as well as recent discovering of science and
technology to the process of education."
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Definitions of Educational Technologies

8. G.O. Leith Defines
“Educational technology is a systematic application of
scientific knowledge about teaching learning
conditions of learning to improve the efficiency of
teaching and training. In the absence of scientifically
established principles, educational technology
implements techniques of empirical testing to
improve learning situations.”
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Definitions of Educational Technologies

9. S.K Mitra Defines
“Educational technology can be conceived as a science
of techniques and methods by which educational
goals can be realized.”
9
Definitions of Educational Technologies

10. Robert Cox Defines
“Educational technology is an application of scientific
process to man’s learning conditions to what has
come recently to be called educational or
instructional technology.”
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Definitions of Educational Technologies

11. ▫ John P. Dececco “Educational Technology is the form of detailed
application of psychology of learning to practical teaching problems”
▫ E.E. Hadden “Educational Technology is that branch of educational
theory and practice concerned primarily with the design and use of
messages which control the learning process.”
▫ Richmond “Educational Technology is concerned to provide
appropriately designed learning situations which, holding in view of
objectives of the Teaching of Training, being to bear the best means of
instruction.”
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Definitions of Educational Technologies

12. Nature of Educational Technology
▫ 1. The basis of educational
technology is science.
▫ 2. Educational Technology
studies the effect of science
and technology upon
education. In other words,
science and technology are
used under educational
technology. Hence, it is the
practical aspect of science.
▫ 3. Educational Technology is a
continuous dynamic,
progressive and effect-
producing method.
▫ 4. New conceptions are
possible only due to
educational technology such
as programmed learning,
micro-teaching, simulated
teaching, interaction analysis,
video-tape, tape-recorder,
projector and computer, etc.
▫ 5. Educational Technology accepts
schools as a system. In this system,
the school-building, furniture and
teachers act as input while various
methods, techniques, strategies and
the teaching and examination with
the help of audio-visual aids function
in the form of a process. Lastly, the
output is in of form of ability of the
pupils.
▫ 6. Audio-visual aids cannot be
termed as educational technology. It
is because its concern is only with
the process-aspect of educational
technology and not with the input
and output aspects. But if these A.V.
aids are used to achieve educational
objectives, then it can be put in the
category of Educational technology.
▫ 7. Programmed Instruction
is also different from
Educational Technology.
Its main cause is that the
student learns himself
during the programmed
instructions. It does not
allow interaction between
pupil and teacher.
▫ 8. Engineering Technology is
not the educational
technology because the
engineering technology has
manufactured radio, tape-
recorder, video-tape and T.V.,
etc., which are used in
teaching as audio-visual aids,
but still engineering
technology is different from
educational technology. In
education, it is accepted as
hardware approach only
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13. Nature of Educational Technology
▫ 9. Educational Technology
cannot solve each and every
problem of education. It can
be used successfully in
teaching and instructional
system only.
▫ 10. Some people assume that
educational technology will
replace the teacher which will
make the teacher unemployed
one day. It is their mistake.
Educational technology can
never replace the teacher. It is
because of three aspects of
educational technology.
▫ 5. Educational Technology accepts
schools as a system. In this system,
the school-building, furniture and
teachers act as input while various
methods, techniques, strategies and
the teaching and examination with
the help of audio-visual aids function
in the form of a process. Lastly, the
output is in of form of ability of the
pupils.
▫ 6. Audio-visual aids cannot be
termed as educational technology. It
is because its concern is only with
the process-aspect of educational
technology and not with the input
and output aspects. But if these A.V.
aids are used to achieve educational
objectives, then it can be put in the
category of Educational technology.
▫ 7. Programmed Instruction
is also different from
Educational Technology.
Its main cause is that the
student learns himself
during the programmed
instructions. It does not
allow interaction between
pupil and teacher.
▫ 8. Engineering Technology is
not the educational
technology because the
engineering technology has
manufactured radio, tape-
recorder, video-tape and T.V.,
etc., which are used in
teaching as audio-visual aids,
but still engineering
technology is different from
educational technology. In
education, it is accepted as
hardware approach only.
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14. ▫ Educational technology can never replace the teacher. It is because of three
aspects of educational technology.
▫ These are 1. Input, 2. Process and 3. Output. Input is the teacher’s job and
therefore, educational technology cannot snatch the place of a teacher.
▫ In spite of this, educational technology develops cognitive domain only and
not the affective domain. Affective domain can only be developed when an
interaction between teachers and pupils takes place. Hence, educational
technology cannot replace the teacher.
▫ Technologizing Education Is To Optimize Learning Endeavours
▫ In Educational Technology, both hardware and software mechanisms are
involved.
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15. ▫ Garrison (1989), opines “technology will be viewed here as having both a process (software) and a product (hardware) component,
where process is the creative application of knowledge of purposeful activities. A subset of hardware is media, where media are the
devices used to distribute information.”
▫ In Educational Technology, hardware covers TV, Computer, Overhead projector, Tape Recorder, Teaching machines etc. Software
includes audio/video cassettes, Filmstrips, micro films, slides etc.
▫ Educational Technology is comprehensive. It is associated with all aspects of educative process-methods, teaching strategies,
learning materials, handling of various equipment etc.
▫ The following 4 M’s are the major components of Educational Technology:-
▫ (i) Methods, (ii) Materials, (iii) Media, (iv) Manpower.
▫ (i) Methods:
▫ It is concerned with the devices such as Programmed Learning Team Teaching, Micro Teaching, Personalized System of Instruction
in Teaching Learning situations.
▫ (ii) Materials:
▫ Instructional materials such as Programmed Text book the material of this type may be handwritten or printed.
▫ (iii) Media:
▫ The media used here are audio, or visual or audiovisual. A few examples are radio, tape recorder, charts, films, educational
television etc.
▫ (iv) Man Power:
▫ Man power controls educational technology in every way. Educational Technology without man is zero.
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16. Characteristics of educational
technology.
1. Educational technology has contributed in developing various
methods, for example, micro-teaching method, simulate teaching
interaction analysis, audio-visual aids and programmed learning
method.
2. In the field of educational technology, psychology, science,
technology, system art, audio-visual aids and machines are used.
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17. Characteristics of educational
technology.
3. Educational technology is based on the application of the scientific knowledge.
4. educational technology is helpful in making the teaching process objectives, easy, clear, interesting and scientific.
5. in educational technology, the provision of measuring tools is emphasied for the evaluation of learning outcomes.
6. educational technology is a continuous dynamic technology .
7. A desired is possible in th behaviour of the teachers and pupils.
8. Educational technology encourages learning by controlling the environment.
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18. Objectives of Educational Technology.
1. To modernize the learning methods
and teaching after systematising them
so that these may be turn effective
according to the needs of the changing
era for the unknown future.
3. to make the classroom teaching easy, clear,
interesting, effective, understandable,
objective and scientific.
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2. To modify behaviours of the teacher
and pupils by improving the teaching,
learning and evaluation conditions.
4. to help in increasing various facilities by
solving the most complicated problems of
human life so that the human life may carry
on is progress continuously.

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Objectives at the Macro Level
In the view of the broad educational goals, i.e. the macro level, the objectives of educational technology can
be listed in the following way:
 To identify educational needs and aspirations of the community.
 To determine the aims of education, broad strategies and structure of education.
 To develop a suitable curriculum with interaction of science, art and human values.
 To identify man-material resources and strategies for achieving the stipulated aims of education.
 To develop certain models leading to improvement of the process of teaching and learning.
 To develop the appropriate aids and equipment to meet the educational purposes.
 To identify major constraints in the environment and the ways and means to tackle those.
 To help in extending educational opportunities to the masses especially the neglected section of the
community.
 To manage the whole educational system covering planning, implementation and the evaluation phases.

20. 20
Objectives at the Micro Level
In the view of the specific classroom teaching, i.e. the micro level, the objectives of educational technology
are as follows:
To identify and analyze the characteristics and educational needs of the pupils.
To determine the specific classroom objectives and state then in behavioural terms.
To analyze the contents of the instruction and organize it in a proper sequence.
To identify the available teaching-learning material and resources.
To identify the nature of the interaction of the sub-systems like students, teachers, teaching-learning
material, content of instruction and methodologies.
 To plan the teaching strategies and utilize the man-material resources for achieving specific classroom
objectives.
To evaluate the effectiveness of the classroom teaching in the terms of the pupil's performance or change
in behaviour.
To provide appropriate feedback to the students as well as teachers to bring modification in the teaching-
learning process.

21. 21
Scope of Education Technology
Behavioural
technology
instructional
technology
Teaching
technology
Training
technology
Cybernatic
psychology
system
analysis

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Behavioural Technology:
Behavioural technology is the important component of Educational Technology. It puts emphasis on the use of
psychological principles in learning and teaching so that the behaviour of the teacher and pupils may be modified in
accordance of the teaching objectives.
Instructional Technology:
Instructional Technology means a network of techniques or devices employed to accomplish certain defined set of
learning objectives. Instructional technology implies the application of psychological, sociological and scientific
principles and knowledge to instruction for achieving the specific objectives of learning.
Teaching Technology:
Teaching is the social and professional activity. It is a process of development teaching is system of actions which
induce learning through interpersonal relationship. Teaching technology is the application of philosophical,
sociological and scientific knowledge to teaching.
Instructional Design:
In order to bring desired changes in the pupils’ behaviour, the teaching situations, working tools and new
approaches were considered important in addition to the learning principles. The composite form of all these is
instructional design.
Training Psychology:
Training psychology is an important method of teaching and learning. Its development resulted out of the research
work carried out on the complicated training problems and situations.
Training psychology emphasizes that the whole training task should be divided into three parts. These are:
Preparing outline of the task. Task analysis Putting the task in sequence. The main role of training psychology is in
Teacher Education.
Cybernetic Psychology: It’s a part of training psychology. Cybernetic psychology accepts human beings as
machine. Cybernetic psychology emphasizes the fact that all the methods of feedback bring the desired changes
by controlling the behaviour of the pupil.

23. References
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Kogan Page Ltd. Frant,
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University of Wisconsin, Madison. IGNOU, (2000). ES-361: Educational Technology, B.Ed. Programme, New Delhi: IGNOU, pp. 9-11.
IGNOU, (2009) MES-031, Introduction to Educational Technology? New Delhi: IGNOU, Unit-1, pp. 1-19. Januszewski, A. and Molenda, (2008)
Educational Technology: The Development of a Concept. Libraries Unlimited.
Katherine S. C., John D. S., and Peggy A. Ertmer (2010). Technology Integration for Meaningful Classroom Use: A Standard Based Approach.
Cennamo Ross Ertmer. Pp.4-11
Kulkarni, S. S. (1986). Introduction to Educational Technology, New Delhi: Oxford & IBH Publishing Co. pp. 143-144. Kumar,
K. L. (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International.
Mahandiratta, M. (2202). Encyclopaedia Dictionary of Education. Vol. I Sarup & Sons. New Delhi: p. 252.
Mishra, P. & Koehler, M. J. (2006) Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teacher Knowledge.
Teachers College Record, 108(6), 1017-1054.
HRD Ministry, Govt. of India. Report of National Policy on Education (1986). NCERT, (2012). Proposed Syllabus of Educational Technology and ICT
for Teacher Education Programme. CIET, New Delhi.
Rao, R.R. and Rao, D.B. (2006). Methods of Teacher Training, Discovery Publishing House, New Dlehi: p. 416. Sharma, R. A. (2004). Technological
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Skinner, B. F. (1968). The Technology of Teaching, New York: Appleton-Century-Crofts.
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24. Thank You
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