The document discusses the development of educational technology and the shift from teacher-centered to learner-centered approaches. It provides background on how educational technology has evolved from focusing on audiovisual tools, to instructional systems, vocational training, and computers/computer-based systems. It compares teacher-centered and learner-centered paradigms, highlighting how the latter focuses more on active student involvement, real-world applications, and collaborative/supportive learning environments. The document also covers definitions and scope of information and communication technology (ICT) in education, including its role in teaching/learning, publishing, evaluation, research, and administration.

1. Development Of Educational
Technology & Shift From Teacher-
Centered and Learner-Centered
Mr.@mol Ub@le

2. Development Of Educational Technology
“Technology is commonly thought of in
terms of gadgets, instrument, machines,
and devices….most (educators) will
defer to technology as computers”
-- Muffoletto(1994)-p.5 Integrating Education
Technology into Teaching (IETIT)

3. “Only about a decade ago, a
history of technology in
education since 1920 placed
the emphasis on radio and
television, with computers as
an afterthought .”
--Cuban, 1986 (IETIT) p.5

4. However, Saettler (1990) urges
“The historical function of
educational technology is a
process rather than a
product.”

5. Any useful definition of
educational technology,
therefore, must focus on the
process of applying tools for
educational purposes, and the
materials used.

6. In education, the combination
of process and product
merges instructional
procedures with instructional
tools.

7. Technology in Education as
Media and Audiovisual
Communications

8.  Audiovisual movement: ways of delivering information that could be
used as alternatives to lectures and books.
 Audiovisual communications: the “branch of educational theory and
practice concerned primarily with the design and use of messages
which control the learning process.” (Saettler, IETIE,p6)
 AECT- Association for Ed. Commo. and Technology.

9. Technology in Education as
Instructional Systems

10.  1960s and 1970s
 Human and non-human resources
( teachers and media).
 Systematic approach to designing, developing, and delivering
instruction matched to carefully identified needs.
 International Society for Performance Improvement.
 Validating and creating instruction.

11. Technology in Education as
Vocational Training Tools

12.  Technology in Education:
1. School learning prepares students for the world of work.
2. Vocational training can be a practical means of teaching.
 ITEA (International Technology Education Association).

13. Technology in Education as
Computers and Computer-
based Systems

14.  Instructional and supportive applications of computers.
 Computers began to be used in classrooms in 1960s
until 1990 and was known as educational
computing.
 By the mid-1990s, educational computing became
known as educational technology.
 ISTE (International Society for Technology in Education) holds
the following views:

15. Approaches to Technology in Education

16. An emphasis on Computer Systems
 Computers as media are becoming more complex and more
capable.
 Computer systems are subsuming other forms of media.
 The perceived complexity of computer-based systems has made it
more difficult for educators to effectively integrate software and
computer media into classrooms.

17. Background on
Computer-based
Educational Technology

18. What’s a Computer??
Hardware
Providing the Electronic Capability
Software
Communicating with the Hardware
 Any electromechanical device that accepts input, processes input and produces output.

19. Software in a Computer System
Systems Software ( Types of
Operating Systems)
Applications Software (used for
Education, Entertainment, or
Edutainment)

20. Systems Software (Types of Operating
Systems)
 Unix
 Ms-DOS
 Apple Dos, ProDOS
 Macintosh DOS, System 7
 Windows 95

21. Using technology For teaching Learning
through
 Computer-based learning
 Computer networking
 Online learning environments
 Social media

22. Teacher-Centered and Learner-Centered

23. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Students passively receive information.
Students are actively involved.

24. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Emphasis is on acquisition of knowledge
outside the context in which it will be used.
Emphasis is on using and communicating
knowledge effectively to address enduring
and emerging issues and problems in real-life
contexts.

25. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Instructor’s role is to be primary information
giver and primary evaluator.
Instructor’s role is to coach and facilitate.
Instructor and students evaluate learning
together.

26. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Emphasis is on right answers.
Emphasis is on generating better questions
and learning from errors.

27. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Focus is on a single discipline.
Approach is compatible with interdisciplinary
investigation.

28. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Culture is competitive and individualistic.
Culture is cooperative, collaborative, and
supportive.

29. Comparison of Paradigms
Teacher-Centered
Learner-Centered
Only students are viewed as learners.
Professor and students learn together.

30. Teacher-Centered Learner-Centered
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures (what
the instructor knows about the language)
Focus is on language use in typical situations (how
students will use the language)
Instructor talks; students listen Instructor models; students interact with instructor
and one another
Students work alone Students work in pairs, in groups, or alone depending
on the purpose of the activity
Instructor monitors and corrects every student
utterance
Students talk without constant instructor monitoring;
instructor provides feedback/correction when
questions arise
Instructor answers students’ questions about
language
Students answer each other’s questions, using
instructor as an information resource
Instructor chooses topics Students have some choice of topics
Instructor evaluates student learning Students evaluate their own learning; instructor also
evaluates
Classroom is quiet Classroom is often noisy and busy

31. Concept ,importance, Meaning And Nature of
ICT
Meaning
ICT is technology that supports activities involving
information.Such activities include gathering, processing, storing
and presenting data. Increasingly these activities also involve
collaboration and communication. Hence IT has become ICT:
information and communication technology.

32. Definition
 "ICT stand for information and communication technologies and is defined, as a "diverse set of
technological tools and resources used to communicate, and to create, disseminate, store, and
manage information.
 ICT implies the technology which consists of electronic devices and associated human interactive
materials that enable the user to employ them for a wide range of teaching - learning processes in
addition to personal use.
 ICT is that technology which uses the information to meet human need or purposes including
processing and exchanging.
 ICT is a generic term referring to technologies, which are being used for collecting, storing, editing
and passing on information in various forms (SER,1997)

33.  Information and communications technology (ICT) is often used as an extended synonym for
information technology (IT)
 It is a more extensive term (i.e. more broad in scope) that stresses the role of unified
communications and the integration of telecommunications (telephone lines and wireless signals),
computers as well as necessary enterprise software, middleware, storage, and audio-visual
systems, which enable users to access, store, transmit, and manipulate information.

34.  The term ICT is also used to refer to the convergence of audio-visual and telephone networks with
computer networks through a various linking systems.
 ICT covers any product that will store, retrieve, manipulate, transmit or receive information
electronically in a digital form.
 Information and communication technology, or ICT, is defined as the combination of informatics
technology with other, related technologies, specifically communication technology.
 ICT has no universal definition, since "the concepts, methods and applications involved in ICT are
constantly evolving on an almost daily basis.”

35. Need
• Education is a life long process therefore anytime anywhere access to it is the need
• Information explosion is an ever increasing phenomena therefore there is need to
get access to this information
• Education should meet the needs of variety of learners and therefore IT is important
in meeting this need
• It is a requirement of the society that the individuals should posses technological
literacy
• We need to increase access and bring down the cost of education to meet the
challenges of illiteracy and poverty-IT is the answer

36. Importance access to variety of learning resources
 immediacy to information
 anytime learning
 anywhere learning
 collaborative learning
 multimedia approach to education
 authentic and up to date information
 access to online libraries
 teaching of different subjects made interesting
 educational data storage
 distance education
 access to the source of information
 multiple communication channels-e-mail,chat,forum,blogs,etc.
 access to open courseware
 better accesses to children with disabilities
 reduces time on many routine tasks

37. Scope of ICT in Education

38. Scope
TL process Publication Evaluation Research Administration

39. Teaching learning process
Effective learning is
possible by five sensory
means.
According to
psychological study
human can grasp 80%
knowledge visually,
15 % through hearing &
5% with the rest of the
sensory items.

40.  So it becomes necessary to present the content by attractive means.
Computer technology helps us to provide rich presentation.
 To provide rich presentation, it is necessary to use the various
components like:-
1. Text matter presentation
2. Animation presentation
3. Graphic presentation
4. Audio presentation
5. Video presentation
Computer Aided Teaching has become popular now a days.

41. publication
 The notes, printed text books can be digitized with the help of computer technology.
 Many e-books are available on websites developed by different publishers.
 FreeBookSpot , 4eBooks,Free-
eBooks,ManyBooks,FreeTechBooks,Scribd,Globusz,KnowFree,OnlineFreeEBooks,MemoWar
e,SnipFiles,BookYards
 Encyclopedia is also available on internet.

42. evaluation
Online
tests
Results
Feedback Software
Progress
reports

43. research
Search engines
E libraries
Internet Wikipedia

44. administration
 Employees register
 Library record
 Dead stock register
 Progress reports
 Students register
 Placement cell
 Alumni record
 School campus record
 Finance & accounts
 Timetable

45. Scope of ICT
 Professional development for teachers
 Availability of resources
 ICT in schools
 Role of ICT in the class
 Expanding educational opportunities
 Increasing efficiency
 Enhancing quality of learning
 Enriching quality of teaching

46.  Facilitating skill formation
 Establishing and sustaining lifelong learning
 Improving policy planning and management
 Advancing community linkages
 IT-Professional and Vocational Education in Information Technology
 Distance Learning
 Lifelong Learning
 Information Technology in Educational Management

47.  enhance teaching
 helping the student learn
 that students can find information, they need proper instructions, they need scope for
creativity, expectations of the teacher brings forth performance.
 Lively teaching learning process