Mass media and its advantages, Mass media, Important functions of Mass media, Merits of school broadcasting, Limitations and shortcoming, Suggestions for effective school broadcasting programmes, History of school broadcasting, ETV, Educational television, Significance of educational television, Merits of educational television, Limitations and shortcoming of ETV, Kinds of Educational TV programmes, Kinds of Educational TV, Advantages of CCTV, Role of teacher in school TV programme, Physical facilities for effective television education, Films in education, Main advantages of motion pictures, Limitations, Press as medium of Education, Advantages of internet, Disadvantages of internet,
it give you an outline in relation with the use of mass media for education purposes. it help you to widen the scope on the topic the uses of mass media for education activities.
Mass media plays several important roles in education by storing and distributing information to students regardless of location, presenting information through different senses, and allowing students to access and respond to materials in various ways. While mass media enhances education by improving access to information, it can also make students lazy, encourage shallow learning over in-depth research, and expose them to unethical or indecent contents. Overall, mass media is a tool that can positively impact education when used appropriately.
Mass media refers to technologies that reach a large audience through mass communication. It includes television, radio, newspapers, magazines, and the internet. Mass media plays an important role in education by widely disseminating information quickly, exposing people to different cultures and places, motivating learning, and acting as an agent of social change. It enhances education by bridging gaps, developing learning skills, and making instruction more concrete and stimulating.
This document discusses the use of mass media in education. It defines mass media as technology intended for a mass audience, such as messages sent through transmitting devices to a large market. Mass media can inform, educate, and entertain, and it brings the world into the classroom through distant learning. It acts as an agent of social change. Mass media includes print media like newspapers and journals, electronic media like television, radio, movies and the internet, and interactive media like CDs/DVDs. It has attributes of broad appeal, speed, availability and low cost. Electronic media like TV and radio can be powerful teachers, while mobile devices and social networking have changed student learning methods. Interactive media provides good learning experiences for children through graphical
The document discusses the role of various media types in education. It covers print media like newspapers, magazines and books. It also discusses electronic media such as radio, television, internet, films and mobile devices. It explains how each media type contributes to both formal and informal education by providing information, news and learning resources to students and the general public.
This document discusses mass media and its role in education. It outlines the different types of mass media such as print, recordings, cinema, radio, television, and the internet. Print media like newspapers and books are described as important educational tools that can provide both formal and informal learning. Newspapers specifically are analyzed in terms of their history, types (tabloids and broadsheets), and value for teaching students current events and various skills. However, the document also notes several challenges faced by print media like newspapers in the modern era.
1. Educational technology refers to the use of technology to facilitate and improve the learning process, including instructional theory, learning theory, and utilizing technological resources and processes.
2. There are two meanings of educational technology - technology in education, which refers to using equipment like audiovisual aids, computers, and electronic devices to enhance education, and technology of education, which characterizes effective teaching methods based on learner needs.
3. Educational technology has the objectives of individualizing instruction, improving education quality, addressing issues of scale, and enabling lifelong learning through principles like active and collaborative learning, feedback, and respecting diverse talents.
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
it give you an outline in relation with the use of mass media for education purposes. it help you to widen the scope on the topic the uses of mass media for education activities.
Mass media plays several important roles in education by storing and distributing information to students regardless of location, presenting information through different senses, and allowing students to access and respond to materials in various ways. While mass media enhances education by improving access to information, it can also make students lazy, encourage shallow learning over in-depth research, and expose them to unethical or indecent contents. Overall, mass media is a tool that can positively impact education when used appropriately.
Mass media refers to technologies that reach a large audience through mass communication. It includes television, radio, newspapers, magazines, and the internet. Mass media plays an important role in education by widely disseminating information quickly, exposing people to different cultures and places, motivating learning, and acting as an agent of social change. It enhances education by bridging gaps, developing learning skills, and making instruction more concrete and stimulating.
This document discusses the use of mass media in education. It defines mass media as technology intended for a mass audience, such as messages sent through transmitting devices to a large market. Mass media can inform, educate, and entertain, and it brings the world into the classroom through distant learning. It acts as an agent of social change. Mass media includes print media like newspapers and journals, electronic media like television, radio, movies and the internet, and interactive media like CDs/DVDs. It has attributes of broad appeal, speed, availability and low cost. Electronic media like TV and radio can be powerful teachers, while mobile devices and social networking have changed student learning methods. Interactive media provides good learning experiences for children through graphical
The document discusses the role of various media types in education. It covers print media like newspapers, magazines and books. It also discusses electronic media such as radio, television, internet, films and mobile devices. It explains how each media type contributes to both formal and informal education by providing information, news and learning resources to students and the general public.
This document discusses mass media and its role in education. It outlines the different types of mass media such as print, recordings, cinema, radio, television, and the internet. Print media like newspapers and books are described as important educational tools that can provide both formal and informal learning. Newspapers specifically are analyzed in terms of their history, types (tabloids and broadsheets), and value for teaching students current events and various skills. However, the document also notes several challenges faced by print media like newspapers in the modern era.
1. Educational technology refers to the use of technology to facilitate and improve the learning process, including instructional theory, learning theory, and utilizing technological resources and processes.
2. There are two meanings of educational technology - technology in education, which refers to using equipment like audiovisual aids, computers, and electronic devices to enhance education, and technology of education, which characterizes effective teaching methods based on learner needs.
3. Educational technology has the objectives of individualizing instruction, improving education quality, addressing issues of scale, and enabling lifelong learning through principles like active and collaborative learning, feedback, and respecting diverse talents.
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
TV or Television as a Medium for EducationPritiba Gohil
Here I am sharing My Presentation of Course No. 15: Mass Communication and Media Studies: An Introduction based on TV or Television as a Medium for Education.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 programming within a year. Gyan Darshan has multiple channels - Channel I provides programs from educational organizations, Channel II offers interactive distance learning, Channel III focuses on vocational education, and Channel IV is for higher education. Channel V will focus on science, technology, and sustainability. Television is an effective educational tool as it brings the world into the classroom, combines audio and visuals, and can reach large audiences simultaneously. Gyan Darshan transmits nationwide using satellite technology to expand educational access.
Multi Media Approach in Education Technology Suresh Babu
The document discusses multimedia and multimedia approaches to teaching and learning. It defines multimedia as using many ("multi") forms of media ("media") in combination. A multimedia approach uses various carefully selected learning experiences through different media to effectively meet teaching-learning objectives. It also outlines the key characteristics of a multimedia system, including being computer-controlled and having digitally represented and interactive presentation of media. Components of a multimedia system are described as capture devices, storage devices, communication networks, computer systems, and display devices. Common multimedia elements in e-content are also listed as text, pictures, animation, presentations, sound, and video.
Radio has played a vital role in education since the 1930s. It can extend the classroom by bringing worldwide experiences to students through narration and sounds. Radio benefits education by widening students' knowledge, transporting listeners through time and place, informing students of current events, developing values and imagination, and aiding visually impaired and slow learners. While it lacks interactivity and visuals, radio remains an effective educational tool due to its wide reach, low cost, and ability to supplement classroom learning. Major educational radio projects in India include school broadcasts, adult education programs, language learning initiatives, university broadcasts, IGNOU collaborations, and Gyan Vani educational content contributions.
This presentation provides information about the Central Institute of Educational Technology (CIET). CIET is a unit of the National Council of Educational Research and Training (NCERT) that produces educational audio and video programs for broadcast on radio and television in India. It coordinates programming with six state institutes of education technology. CIET's roles include designing educational media, optimizing the use of satellite communication technologies, undertaking research and evaluation studies, and advising other institutions on educational technologies. It focuses on developing electronic content, disseminating content through various modes, and building teacher capacity in integrating information and communication technologies into teaching.
The Educational Multimedia Research Centre (EMMRC) at St. Xavier's College in Kolkata was established in 1986 to produce educational television programs for the University Grants Commission. Over time, EMMRC expanded its mission to include developing e-learning content. It is now expected to create both curriculum-based and enrichment programs and transform them into digital formats. The EMMRC at the University of Calicut is the only center of its kind in Kerala, established in 1998 by the UGC to harness information technologies for higher education. It is equipped with a television studio and multimedia workstations to produce educational videos, e-content, and video lectures across various undergraduate subjects.
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Major changes occured in indian societyATHULYARAJDS
This document discusses social changes that have occurred in Indian society, particularly since independence. It outlines major changes like modernization, urbanization, industrialization, and developments in agriculture, art, literature, politics, and the status of women and castes. Education has played a significant role in bringing about these social changes by introducing new ideas and filling the gap between present conditions and future goals in Indian society. Changes include a shift away from tradition towards rational thinking, patriotism, democracy, and greater social mobility across castes.
The document discusses the role of information and communication technology (ICT) in supporting inclusive education. It defines inclusive education as a system that provides education to all students in the same classrooms regardless of their abilities or background, without any discrimination. ICT helps make education more accessible by allowing flexible communication and presentation of ideas. It also benefits students with special needs by allowing independent and customized access to education. The document outlines various ICT tools that can help students with disabilities and concludes that ICT plays a vital role in developing communication skills and supporting inclusive classrooms.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
What is Textbook ? Features of a good TextbookJishna Mavila
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
Gyan Darshan is an Indian satellite-based educational TV channel that was launched in 2000. It broadcasts educational programs from organizations like UGC, NCERT, and IITs. Gyan Darshan operates through the INSAT satellite system and has multiple channels - Gyan Darshan-I airs round-the-clock education programs, Gyan Darshan-II provides interactive distance education, Gyan Darshan-III focuses on vocational education, and future channels will cover subjects like science and technology. The key advantage of Gyan Darshan is that it can use television and satellite technology to bring educational content and experiences to vast audiences.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),
The document discusses the hardware approach to technology and communication in education. It describes the hardware approach as applying engineering principles to develop tools like films, recordings, teaching machines, and computers to aid the three aspects of human knowledge: preservation, transmission, and development. These technologies help mechanized the teaching process so teachers can educate more students with less expenditure.
Educational technology is as broad as education itself and implies using all educational resources like people, materials, methods, machines, and media in an integrated way to optimize learning. It includes instructional technology, which applies psychological and scientific principles to achieve learning objectives; behavioral technology, which emphasizes using psychology to modify teacher and student behavior to meet objectives; and teaching technology, which applies various fields of knowledge to the professional practice of teaching. Instructional design is also part of educational technology as it is the systematic process of creating, developing, and delivering instructional materials.
Interactive whiteboards were first developed in 1991 and gradually became more popular as their benefits were realized. They allow teachers and students to interact with content displayed from a connected computer. Users can manipulate the on-screen display using their hands or a pen. Teachers commonly use interactive whiteboards to display websites, software, and multimedia content for lessons. Studies show they can increase student motivation and engagement by incorporating more interactive teaching methods.
ICT plays a vital role in educational administration by supporting efficient management of human resources, physical resources, financial resources, and record keeping. It allows for electronic student and staff administration, scheduling of activities, and communication between students, teachers and parents. However, challenges remain in the form of lack of infrastructure, financial constraints, and need for training.
The document discusses criteria for analyzing textbooks and children's literature. It provides guidelines for systematically analyzing textbooks, including their structure, content presentation, and learning objectives. Key aspects for children's literature evaluation are identified such as theme, plot, character development, style, and illustrations. The document aims to help teachers and students critically examine learning materials to assess their quality and effectiveness.
This document discusses the role of various media in promoting education. It begins by outlining how technological advances have revolutionized education through new methodologies and concepts. Media like the internet, radio, television, print materials and more have immense potential to enhance education facilities and quality. The document then discusses specific media like print media, television, radio and new media like blogs, slideshare and podcasts. It provides examples of how each medium is used for formal and informal education purposes.
The document discusses the history and effectiveness of instructional radio (IR). Some key points:
- IR was developed in the early 20th century and can reach wide audiences cost-effectively, especially benefiting weak students.
- When supported by facilitators, group learning, discussion, and multimedia, IR can be highly effective for improving educational quality and access.
- Successful IR projects require comprehensive planning by teams with expertise in radio, education, and the social context.
- While IR has limitations like lack of interaction, studies found it improved learning when combined with other media like print materials and facilitator support.
TV or Television as a Medium for EducationPritiba Gohil
Here I am sharing My Presentation of Course No. 15: Mass Communication and Media Studies: An Introduction based on TV or Television as a Medium for Education.
Gyan Darshan is a set of educational television channels in India launched in 2000 to provide educational content. It began as a two-hour daily test channel and expanded to 24/7 programming within a year. Gyan Darshan has multiple channels - Channel I provides programs from educational organizations, Channel II offers interactive distance learning, Channel III focuses on vocational education, and Channel IV is for higher education. Channel V will focus on science, technology, and sustainability. Television is an effective educational tool as it brings the world into the classroom, combines audio and visuals, and can reach large audiences simultaneously. Gyan Darshan transmits nationwide using satellite technology to expand educational access.
Multi Media Approach in Education Technology Suresh Babu
The document discusses multimedia and multimedia approaches to teaching and learning. It defines multimedia as using many ("multi") forms of media ("media") in combination. A multimedia approach uses various carefully selected learning experiences through different media to effectively meet teaching-learning objectives. It also outlines the key characteristics of a multimedia system, including being computer-controlled and having digitally represented and interactive presentation of media. Components of a multimedia system are described as capture devices, storage devices, communication networks, computer systems, and display devices. Common multimedia elements in e-content are also listed as text, pictures, animation, presentations, sound, and video.
Radio has played a vital role in education since the 1930s. It can extend the classroom by bringing worldwide experiences to students through narration and sounds. Radio benefits education by widening students' knowledge, transporting listeners through time and place, informing students of current events, developing values and imagination, and aiding visually impaired and slow learners. While it lacks interactivity and visuals, radio remains an effective educational tool due to its wide reach, low cost, and ability to supplement classroom learning. Major educational radio projects in India include school broadcasts, adult education programs, language learning initiatives, university broadcasts, IGNOU collaborations, and Gyan Vani educational content contributions.
This presentation provides information about the Central Institute of Educational Technology (CIET). CIET is a unit of the National Council of Educational Research and Training (NCERT) that produces educational audio and video programs for broadcast on radio and television in India. It coordinates programming with six state institutes of education technology. CIET's roles include designing educational media, optimizing the use of satellite communication technologies, undertaking research and evaluation studies, and advising other institutions on educational technologies. It focuses on developing electronic content, disseminating content through various modes, and building teacher capacity in integrating information and communication technologies into teaching.
The Educational Multimedia Research Centre (EMMRC) at St. Xavier's College in Kolkata was established in 1986 to produce educational television programs for the University Grants Commission. Over time, EMMRC expanded its mission to include developing e-learning content. It is now expected to create both curriculum-based and enrichment programs and transform them into digital formats. The EMMRC at the University of Calicut is the only center of its kind in Kerala, established in 1998 by the UGC to harness information technologies for higher education. It is equipped with a television studio and multimedia workstations to produce educational videos, e-content, and video lectures across various undergraduate subjects.
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
Major changes occured in indian societyATHULYARAJDS
This document discusses social changes that have occurred in Indian society, particularly since independence. It outlines major changes like modernization, urbanization, industrialization, and developments in agriculture, art, literature, politics, and the status of women and castes. Education has played a significant role in bringing about these social changes by introducing new ideas and filling the gap between present conditions and future goals in Indian society. Changes include a shift away from tradition towards rational thinking, patriotism, democracy, and greater social mobility across castes.
The document discusses the role of information and communication technology (ICT) in supporting inclusive education. It defines inclusive education as a system that provides education to all students in the same classrooms regardless of their abilities or background, without any discrimination. ICT helps make education more accessible by allowing flexible communication and presentation of ideas. It also benefits students with special needs by allowing independent and customized access to education. The document outlines various ICT tools that can help students with disabilities and concludes that ICT plays a vital role in developing communication skills and supporting inclusive classrooms.
ICT has vast potential applications in education at all levels, from K-12 to higher education. It can be used to enhance the teaching and learning process both inside and outside the classroom, as well as for distance education. Some key uses of ICT in education include improving instruction, facilitating publication of educational materials, enabling various forms of assessment and evaluation, aiding research, assisting with administrative tasks, supporting personal development and communication, and enhancing professional growth. When used appropriately, ICT provides opportunities to motivate students and make the educational experience more engaging.
What is Textbook ? Features of a good TextbookJishna Mavila
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
Gyan Darshan is an Indian satellite-based educational TV channel that was launched in 2000. It broadcasts educational programs from organizations like UGC, NCERT, and IITs. Gyan Darshan operates through the INSAT satellite system and has multiple channels - Gyan Darshan-I airs round-the-clock education programs, Gyan Darshan-II provides interactive distance education, Gyan Darshan-III focuses on vocational education, and future channels will cover subjects like science and technology. The key advantage of Gyan Darshan is that it can use television and satellite technology to bring educational content and experiences to vast audiences.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),
The document discusses the hardware approach to technology and communication in education. It describes the hardware approach as applying engineering principles to develop tools like films, recordings, teaching machines, and computers to aid the three aspects of human knowledge: preservation, transmission, and development. These technologies help mechanized the teaching process so teachers can educate more students with less expenditure.
Educational technology is as broad as education itself and implies using all educational resources like people, materials, methods, machines, and media in an integrated way to optimize learning. It includes instructional technology, which applies psychological and scientific principles to achieve learning objectives; behavioral technology, which emphasizes using psychology to modify teacher and student behavior to meet objectives; and teaching technology, which applies various fields of knowledge to the professional practice of teaching. Instructional design is also part of educational technology as it is the systematic process of creating, developing, and delivering instructional materials.
Interactive whiteboards were first developed in 1991 and gradually became more popular as their benefits were realized. They allow teachers and students to interact with content displayed from a connected computer. Users can manipulate the on-screen display using their hands or a pen. Teachers commonly use interactive whiteboards to display websites, software, and multimedia content for lessons. Studies show they can increase student motivation and engagement by incorporating more interactive teaching methods.
ICT plays a vital role in educational administration by supporting efficient management of human resources, physical resources, financial resources, and record keeping. It allows for electronic student and staff administration, scheduling of activities, and communication between students, teachers and parents. However, challenges remain in the form of lack of infrastructure, financial constraints, and need for training.
The document discusses criteria for analyzing textbooks and children's literature. It provides guidelines for systematically analyzing textbooks, including their structure, content presentation, and learning objectives. Key aspects for children's literature evaluation are identified such as theme, plot, character development, style, and illustrations. The document aims to help teachers and students critically examine learning materials to assess their quality and effectiveness.
This document discusses the role of various media in promoting education. It begins by outlining how technological advances have revolutionized education through new methodologies and concepts. Media like the internet, radio, television, print materials and more have immense potential to enhance education facilities and quality. The document then discusses specific media like print media, television, radio and new media like blogs, slideshare and podcasts. It provides examples of how each medium is used for formal and informal education purposes.
The document discusses the history and effectiveness of instructional radio (IR). Some key points:
- IR was developed in the early 20th century and can reach wide audiences cost-effectively, especially benefiting weak students.
- When supported by facilitators, group learning, discussion, and multimedia, IR can be highly effective for improving educational quality and access.
- Successful IR projects require comprehensive planning by teams with expertise in radio, education, and the social context.
- While IR has limitations like lack of interaction, studies found it improved learning when combined with other media like print materials and facilitator support.
The document discusses the role of radio in education. It provides details on how radio has been used as an educational tool since the 1930s by bringing educational content into classrooms through descriptions, narrations and dramatizations. Radio is described as a cheap medium that provides wide coverage, making it accessible for schools even in remote areas. The document outlines the stages of effectively utilizing educational radio programs, including preparing students, listening activities, post-listening discussions, and follow-up assignments. However, it is noted that radio is limited by only engaging the sense of hearing and lacking visual elements. Major educational radio projects in India are also summarized.
The document discusses using educational television (Edu-TV) to improve student mastery of multiple languages in Indonesian schools. It notes that globalization requires students to learn their mother tongue, national language, and international languages. A case study is presented of an Edu-TV program implemented in a junior high school in Malang, Indonesia, which showed improvements in some students' test scores. The document concludes that appropriate use of media like Edu-TV has potential to help achieve language learning objectives by exposing students to a wide range of real-world materials.
Mass media, including radio, television, films, and other forms, now play a fundamental role in modern education. Radio has advantages as an educational medium in that it can simultaneously reach thousands of learners, including those in remote areas, and help develop listening skills. Television combines both visual and auditory experiences to provide a versatile educational experience. Educational films can motivate learners and bring distant events into the classroom in a vivid way. However, effective use of these media requires adequate teacher training and integration with classroom instruction to maximize educational benefits.
Distance education for nurses is growing due to technological advances. It allows nurses to continue their education and update skills while working with lower costs, improving patient care. Distance education is defined as planned learning that occurs in different places from teaching, requiring interactive technology and course design supporting students. There are five generations of distance education models that increasingly incorporate multimedia and real-time communication technologies. Approaches can be synchronous, requiring students to attend instruction together, or asynchronous, allowing students to access instruction at different times.
1. Television has become an integral part of education and plays a dominant role in the learning process by facilitating diverse learning objectives and motivating learners.
2. Educational television in India began in the 1960s with projects like the Secondary School Television Project and Delhi Agriculture Television Project. Major national projects include Satellite Instructional Television Experiment, Post-SITE, and INSAT.
3. Television provides valuable reference materials for teachers and students, demonstrates real-world processes and events, and makes education more engaging through audiovisual content from experts. However, it also risks passivity, lack of interactivity, and replacing teachers.
Visual aids such as pictures, models, and real objects are important teaching tools in Africa because they help explain concepts and appeal to understanding. They are especially useful given that many students cannot travel or access resources outside of their homes. When using visual aids, teachers should ensure they are relevant to the lesson, do not distract from the main topic, and are at the appropriate level for students. Audio aids like radio are also beneficial but depend on quality programming. Proper planning and follow up are necessary to make the most of educational broadcasts and technologies.
The document discusses various audio aids used for education such as tape recorders, radios, and phonographs. It focuses on the use of radio and television as educational tools in India. Radio was recognized as an important education medium and was used to broadcast educational songs, dramas, and discussions to students of all levels. Television was introduced experimentally in India in 1972 and provides live instruction, reduces teacher workload, and gives equal opportunities to learn. Both radio and television have benefits for education but also have limitations like cost, one-way communication, and inability to repeat programs.
This document discusses various agencies of education including schools, society, peer groups, and mass media. It outlines the key functions of schools in providing a well-rounded education for students and fostering cooperation between schools and families. Mass media such as radio are also described as important educational aids that can enrich learning and develop students' knowledge and skills. Both formal and informal methods of education are examined, noting their respective advantages and disadvantages.
Distance Education (Alternative Learning System Beyond Borders) --prepared by...bsemathematics2014
Distance education is a field of education that focuses on delivering instruction to students who are not physically present at a school. It utilizes technology like computers, audio and video to deliver content and enable interaction between students and teachers. Distance education has grown significantly with increased internet access, allowing many degrees to be earned remotely. It provides flexibility and access to education for those who cannot attend traditional in-person programs.
Teaching learning materials are supportive tools for effective and meaningful in teaching and learning process. Under such material, the role of print media is vital in developing language skills.
Radio and television can be effective educational resources when used properly. Radio has been used for education for over 100 years and allows listeners to hear lectures and discussions. It provides widespread access limited only by cost and technology availability. However, radio provides only one-way communication. Television provides both audio and visual content, making it more engaging than radio alone. Examples of educational television projects from India and China are discussed. Both radio and television can connect students to expert teachers and content not otherwise accessible. However, they also have limitations like passive learning styles and inability to adjust speed or allow interactivity.
This document discusses the use of mass media approaches in educational technology. It describes mass media as impersonal communication to large groups through various channels. Common mass media used in education are printed materials, radio, television, and other electronic media. Radio and television are identified as the most commonly used mass media due to their ability to reach wide audiences simultaneously. The document then provides specific examples of how radio and television have been used in education in India and other countries to deliver content like adult education programs, school supplements, and vocational skills training. It also discusses some technologies derived from radio and television like radiovision, multimedia packages, and video tapes that combine audio and visual channels to deliver educational content.
[Curriculum development] Roles of Technology in Curriculum DevelopmentAnna Macapagal
The document discusses how technology can enhance education by providing various tools for learning, including non-projected media like real objects and models, as well as projected media like videos and computer presentations. It notes some criteria for selecting appropriate technological tools, including practicality, appropriateness for learners, and matching objectives. The document also outlines how technology can upgrade teaching and learning quality in schools, increase teachers' effectiveness, broaden education delivery through non-traditional approaches, and revolutionize education through paradigm shifts to student-centered learning.
Distance education involves teaching and learning that occurs when the instructor and student are separated by physical distance. It allows flexible learning options in terms of location and schedule. Key aspects of distance education include the physical separation of students and teachers, the use of technology and media to facilitate instruction, and opportunities for interaction between students and teachers. Successful distance learning requires access to appropriate equipment, effective time management and study habits, strong reading and writing abilities, and good communication skills.
This document provides guidelines for using various instructional technologies in the classroom, including chalkboards, display boards, films, filmstrips, overhead projectors, and television. It discusses the purpose and appropriate use of each technology, with tips for preparing, operating and following up on the materials. The guidelines emphasize engaging and motivating students, clearly presenting content, and using technology to enhance rather than interrupt the lesson.
advantages and disadvantages distance learningFaisal Khan
This document discusses distance learning and provides an overview of its history, technologies used, advantages, and disadvantages. It begins by defining distance learning and describing how it aims to provide flexible education to learners who are separated from instructors by distance or time. The document then covers the history of distance learning dating back to the 18th century, how technologies like radio, television, and the internet have enabled new forms of distance education. It also compares distance learning to traditional face-to-face learning and finds that learning outcomes can be similar when courses are well-designed. The document concludes by discussing considerations for distance learning environments and objectives.
Educational television refers to the use of television programs for educational purposes. It can involve closed-circuit instructional videos or dedicated educational channels. Examples of educational television include the Discovery Channel, History Channel, and PBS, which provide documentary-style programs. While it can keep students engaged and bring real-world examples into the classroom, educational television also has disadvantages like an inability to tailor content to individual students and potential negative health effects if not used properly. Teachers must preview content, set goals, and discuss lessons after viewing to maximize the educational benefits.
The term ‘teaching aid’ is composed of two words— teaching and aid.
Teaching is the act of facilitating learning and aid means help or assistance.
An old proverb also explains the same view:
I hear and forget.
I see and remember
I do and I understand.
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Mass media and its advantages
1. Mass Media and its
advantages
By
Dr. I. Uma Maheswari
iuma_maheswari@yahoo.co.in
2. Mass media
• Mass media denotes a section of the media specifically
designed to reach a large audience.
• The term was coined in the 1920s with the advent of
nationwide radio networks, mass-circulation newspapers
and magazines.
• Some forms of mass media such as books and manuscripts
had already been in use for centuries.
• Mass media includes Internet media (like blogs, message
boards, pod casts, and video sharing) because individuals
now have a means to exposure that is comparable in scale
to that previously restricted to a select group of mass media
producers.
3. • Mass media are means of impersonal
communication via medium, imported
through mediated situation.
• The matter may be printed like
newspapers or it may take the form of
radio, television and cinema.
• In recent years technology has swept
through society from research laboratories
into manufacturing communications, the
space age, and finally now, into education.
4. • In early times, the teacher was the only
medium of communications for children.
• Invention of printing press, led to the
printing of books.
• Then came newspapers.
• Now new mass media like radio, TV and
internet are increasingly used in
education.
• They reach large members and also help
in improving the quality of education.
5. Important functions of Mass media
• They are helpful in
– Reaching large number of people.
– Spreading of compulsory education and adult
literacy.
– Being made increasingly in distance
education.
– Making instruction more effective and
meaningful.
6. • It diminishes the importance of the
teacher.
• It is likely to replace the classroom
teachers.
• They are supplementary media.
• In radio telecast lot of work by way of pre
telecast, during telecast and post telecast
remains to be done by the teachers.
7. Merits of School Broadcasting
1. Bringing the school into contact with the
world around.
2. Helping in the spread of elementary
education.
3. Helping in the promotion of adult
education.
4. Assisting in the spread of non – formal
education.
5. Enrichment of school programme.
8. 6. Furnishing up – to – date material.
7. Developing critical thinking.
8. Developing leisure time interest and
appreciation.
9. Providing opportunities for student
participation.
10.Providing an alternative approach to the
education of out of school children.
11.Imparting vocational skills.
9. 12.Popularizing science with a view to
developing scientific outlook.
13.Promoting emotional and national
integration.
14.Providing information about population
education, energy conservation,
preservation of wild life, etc.
15.Serving as a training component for
teachers.
10. Limitations and shortcomings
1. Radio broadcast is a one – way
communication. Students cannot put
questions to the broadcaster.
2. The educational value of radio
broadcasting depends merely on the use
of sense of hearing.
3. The students have little opportunities to
participate in the instructional activity.
They are passive listeners for most of the
time.
11. 4. Broadcasting time does not suit all educational
institutions.
5. The number of receiving sets is not adequate
in the case of several educational institutions.
6. It becomes very difficult to integrate school
programmes with radio broadcasts.
7. A continuing listening on the part of the
students may make them inattentive and
uninterested in the task of gaining learning
experience.
8. No pre – information, manual or guides
regarding radio broadcasts with the result that
the students and teachers both face difficulties
in making necessary preparation for the
utilisation of these programmes.
12. Suggestions for effective school
broadcasting programmes
1. It should not be merely course lessons but
should have a wider horizon of application
in day – to – day life.
2. It should be planned according to the needs
of the syllabus, students and concerned
teachers.
3. Teachers should occasionally meet, discuss
and plan the type of assistance required on
mass media instructional facilities.
13. 4. The radio programmes should be
intended to give supplementary
information to the various topics in the
syllabus.
5. Good planning and administration is
highly needed so as to make the
programmes effective and worthwhile.
6. Broadcasting time should be suitable to
schools.
7. Adequate feedback should be provided.
14. 8. There should be proper follow – up on
school broadcasting programmes.
9. Adequate listening facilities should be
provided in schools.
10.Broadcasts should be made in easy and
simple language.
11.Broadcasts should be made in a pleasing
style.
15. Six main stages of a radio broadcasting
• Production
• Preparation
• listening to the programme
• Feedback
• consolidation of acquired knowledge
• evaluation
should be carefully attended to.
16. History of school broadcasting
• School broadcasting was started in year
1920 by British Broadcasting Corporation
(B.B.C) for formal education.
• 1923 – there were programmes in
accounting from New York
• 1924 – programme in arithmetic and
literature from Oakland.
• 1925 – music appreciation lesson from
Cleveland.
17. • In January 1929 – Bombay station put out
items of special interest to school children.
• April 30, the corporation of Madras had
regular school broadcast for half an hour
on all weekdays.
• In 1932 – Similar programmes were
introduced by Calcutta Station.
18. Programmes for schools produced by Akashwani
Stations are for the following categories of people
1. Children of primary classes
2. Children of secondary and higher
secondary classes
3. Preparing lessons for secondary and
Higher Secondary classes near
examination time.
4. Teachers
5. General enrichment programme for
children.
19. • Broadcasts can either be ‘Live’ or ‘transcribed’
depending on the physical presence of the
person broadcasting or his recorded speech.
• Programmes are normally arranged in
consultation with the heads of various
institutions.
• There is a tie – up between radio and
educational authorities.
• Planning of talks is undertaken with great care
and by persons of repute.
• The programmed is prepared term wise and
copies are supplied to schools sufficiently in
advance to enable the teachers to discuss the
subject with the pupils.
20. Educational Television (ETV)
• ETV or Instructional Television (ITV)
• It became child’s third parent and a first
teacher.
• It is very powerful, informative, socializing
and mobilizing force.
• Solves the difficulties and problems
relating to education.
• A large number of experiments in
instructional television were conducted.
21. • It telecasted a programme “Physical of the
Atomic Age” for science teachers.
• Modern chemistry, contemporary
mathematics and new biology were also
telecasted.
• At present there are hundreds of
instructional television programmes being
telecast in USA and other countries.
22. Significance of educational
television
• It is the most potential instrument in
educating masses and thereby narrowing
down the gap of progress between the
developing and developed countries of the
world.
• In India TV can be an important central
media in providing functional, formal and
non – formal education to the masses.
23. • It can help in bringing about social and
cultural changes bearing on art, music,
drama and literature.
• Stimulating and thought provoking views
of renowned statesmen, scientists,
educationists, artists and teachers can be
shared by all.
• It helps in enforcing the public
understanding of social, political and
scientific advancement of a country.
24. Chief Merits of Educational
Television
• It permits the use of the best available
teacher to teach a subject for a large
number of student viewers.
• It preserves the exert teaching skills of
such teachers on video tape or film for later
use.
• It provides the common experience to all
students when they all see the same basic
ideas or techniques on television.
25. 4. It provides the teacher an opportunity to
observe the instructional methods and
ideas of their experts and to increase his
own knowledge of teaching methods and
stimulate new ideas.
5. It provides technical advantages not
readily available in normal classrooms
for illustration or demonstration.
26. a) It makes possible close – up magnification of
small objects, components, intricate
mechanisms, diagrams etc, giving student a
‘front – row seat’.
b) It allows instantaneous change of perspection
by switching from a wide camera angle to a
close – up or by “zooming” in.
c) It permits relationships between two
illustrations or time lapse between two stages
of a process by dissolving one pictures into
another.
27. 6. It directs for comparison of two or more
illustrations by superimpose or “split
screen” effects.
7. It makes quick and lasting visual and
rural impressions which can often reduce
the time necessary to teach an idea or
technique.
8. It makes it possible to bring large, new or
refined equipment “into the classroom”
electronically.
28. 9. It incorporates useful film sequences, slides,
graphic art and make available teaching aids
within a television presentation, tailored to meet
the needs of a particular course or subject.
10. It saves time, effort and cost of setting up
classroom as needed with no special
classroom preparation, no darkening of rooms
or use of special ventilation in the room.
11. It brings instructional films into classroom.
29. 12. It provides more “immediacy” than instructional
films.
13. It brings live demonstration, video – tape or
film presentations to the classroom at the
instant or immediately after they occur.
14. It permits inclusion of up – to – date
information, modifications, new equipment or
techniques into the classroom instruction.
15. It allows the teacher time to observe individual
students or to assist them during the television
presentation, or to determine what needs
further application after the presentation.
30. Limitations and shortcoming of ETV
1. The medium is limited to one way
communication from teacher to students.
Students cannot put any question.
2. The total cost of teaching by television is
more than normal classroom instruction,
unless television is used to reach large
number of students at one time or
sequentially over a period of time.
31. 3. Television has special and unique
techniques and requires occasional re –
arrangement of subject sequence.
4. Individual differences of the students are
not attended to in a TV lesson.
5. TV lessons may not suit the school
timings.
6. TV lessons are not flexible.
7. Instruction through TV is not child or
learner centred.
32. Kinds of Educational TV
Programmes
1. Total TV teaching.
2. TV as a complementary (matching) basic
resource.
3. TV as a supplementary (additional)
environment.
33. Kinds of Educational TV
1. Open circuit television: It is the usual type
of telecast by commercial or non –
commercial stations.
2. Closed circuit television (CCTV): It is the
selective telecast which can be used only
by specially equipped receivers.
• Its range is limited to the length of the cable.
• CCTV can be used to great advantage in
educational institutions.
34. Advantages of CCTV
• It increased the range of instruction to one
or more locations beyond the classroom.
• It enables institutions to present televised
instruction in accordance with their specific
needs and schedules.
• It provides opportunities for the exchange
of professors and courses between one
institution and another linked to a circuit.
35. • In teacher training institutions CCTV with
video – tape – recorders can be used to
record performance of the teacher trainee
during micro teaching lessons. Video –
tapes provides the necessary feedback.
• CCTV is used in many medical colleges in
developed countries. The entire operation
can be covered by using a single
television camera or a battery (series) of
cameras located at various points.
36. Role of the teacher in school TV
Five stages
• Planning and Preparation.
• Presentation.
• Production.
• Utilization.
• Evaluation
37. 1. Teacher in the planning and
preparation of TV programmes
• A thorough knowledge of the requirements
of the students of different age level.
• Suitability of the material.
• The sequence and the contents are very
vital and this can be met fully only by the
classroom teacher.
• Well knowledge in the mechanics of a
good TV lesson
38. 2. Teacher in the production of TV
programme
• Production is a technical thing but the
knowledge about the mechanics of
production must be known to the
classroom teacher if he is to appreciate a
good lesson, i.e., to locate its strong and
weak points and suggest improvement.
39. 3. Teacher in the presentation of TV
programme
• Only the classroom teacher who can deliver the
goods – no doubt a teacher with initiative,
imagination and subject competency.
• The presentation involves only a selected
number of teacher.
• The scope of selection involves all the teachers
of the subject.
• A good selection can be possible only from a TV
trained group.
40. 4. Utilisation of TV programme and the
teacher – pre-telecast and post-telecast
• The teacher is the master of the situation.
• No TV lesson is complete without the
introduction and follow – up exercise in the
classroom by the subject teacher.
• The teacher has to inspire the students, prepare
them and arouse their curiosity before the
telecast of the lesson and afterward has to
clarify the doubts.
• He has also to integrate the TV lesson with his
classroom teaching.
41. 5. Teacher in the evaluation of TV
programme
• Evaluation contributes considerably to the
quality and usefulness of TV lessons.
• The teacher must be fully conversant (up
to date) and properly trained to evaluate
and assess the TV lessons from all angles
42. Physical Facilities for Effective
Television Education
a) Space and seating arrangement.
b) TV sets, Antenna and other accessories.
c) Literature.
43. a) Space and seating arrangement
• To view a TV lesson, each class should have TV set,
fitted in the classroom itself but it is not possible.
• Provision of a room, which can be converted into a TV
room.
• Hall is another alternative for large number of viewers.
– Placement of TV set and its adjustment.
– Seating arrangement
– Lighting
– Ventilation.
– Space for demonstration, pre – telecast and post – telecast
activities.
44. b) TV sets, Antenna and other
accessories
• The various factors that put operating off
are
– Defective power points and plugs.
– Defective antenna
– Misadjustment of TV controls.
– Major defect in the TV.
– Voltage fluctuations.
– Operational procedure like locked cupboards
etc.
45. c) Literature
• The school television programmes are
syllabus based programmes and therefore
the students must know the connecting
links between their classroom teaching
and television programmes.
46. Films in Education
• A film is a multiple media of
communication.
• It presents facts in a realistic way,
dramatized human relations, arouses
emotions and transmits attitudes.
• It may be used for the communication of
ideas, attitudes and experiences to the
masses of people.
• It is very effective in adult education.
47. • An educational film has been described as the
greatest teacher because it teaches not only
through the brain but through the whole body.
• It has a very powerful influence on the minds of
children and in shaping their personality.
• The main aim of the educational film is to
evaluate and educate them according to the
patterns and principles set by the society.
• A good educational film should help the students
to develop a sense of citizenship.
• A film on national integration can be prepared to
help inculcate ideas of oneness and unity.
• A variety of topics – historical, biographical and
of current interest can be covered.
48. Main advantages of motion pictures
• Increased reading interests of the students
– They are stimulated to get more information
about the fact they have observed in a film
show
• Real learning situations.
– The child sees something happening and his
experience is direct. He is deeply impressed.
• Selected learning situations
– They have a great education value.
49. • Quickness of movement
– The events in a film show run very quickly but
without losing continuity and essence of
development.
• Vividness
– Everything is happening in such a way as if it
is more than living and actual.
• Motivation
– The film motivates teaching. The child takes a
great interest.
50. • Recreation
– The child learn through playway. He feels light
and happy after the show.
• Development of study habits.
– Educational films develop study habits as
children like to know more about the facts
they have learnt in the show.
• Illustration of all the learning situations
51. Limitations
• Educational films sometimes include an element
of fiction (imaginary tales) in historical events.
• Recapitulation is not possible on the spot
• Really good educational films are not available in
our country.
• The whole process is very costly. All the schools
cannot afford to have good halls, the projectors
and other equipment for the purpose.
• It may have some bad effect on eyesight.
• Generally teachers are not trained to handle the
projector and organize the show.
• It need electricity. Many village schools have no
electricity.
52. Suggestions for making the
optimum use of educational films
• The film must be relevant and purposeful.
• The teacher should see that it is really
needed in connection with the studies
which are going on.
– Preliminary talk about the film.
– Presentation of the film.
– Discussion and follow – up on the film.
– Recapitulation and recording of salient
features.
53. Press as Medium of Education
• The press is an informal but very influential
agency of education.
• The press includes newspapers and magazines.
• They cover almost all areas of knowledge and
keep us well – informed.
• They are very useful in the teaching of various
subjects.
• Instruction through newspapers introduces
variety and an element of ‘play – way’.
54. • The newspapers are very useful for the
study of languages.
• Regarding social studies they learn how
the society is developing day by day.
• There is much geographical and scientific
information also in daily papers and
magazines.
• For international understanding the study
of newspapers is essential.
55. • Children come to know how the world is
progressing.
• How the events occurring in one country affect
all the other countries of the world
• How we shall have to suffer if the Third world
war break out.
• In the teaching of arithmetic, the newspaper can
furnish example of buying and selling rates of
different commodities.
• Information concerning banks, interest on
savings accounts, deposits is also very helpful in
the teaching of economics and commerce.
56. Internet
Advantages
• It reaches people at their convenience.
• It can provide a great amount of company, product
and service information.
• It is an inexpensive way to reach and interact with
potential customers.
Disadvantages
• Not everybody has access to the web.
• Promoting on-line is difficult. How do they find you?
• Your web site may become “lost in space”. Your
message can be lost in the vast amount of spam and
won’t be read.