The document discusses different methods of teaching using ICT, including problem-oriented, application-oriented, menu-oriented, function-oriented, and concept-oriented methods. It also discusses approaches for using ICT in schools, such as with interactive boards, computer-facilitated experiments, videos, PowerPoint, animations, learning platforms, disseminating information, and distance education. The goal is to improve teaching methods and make processes more visible through the use of ICT and computer technologies in schools.

1. ICT and
methods of
Teaching
Jammu University
2 Year B.Ed.
Paper 202/3
Sem: II
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
License.

2. Methods of Teaching
 Problem oriented: gradually expanding series of
tasks, or extends the used concepts and functions
 Application oriented: It teaches the skills necessary
for creating a certain type of document in the order of
its structure and expansion.
 Menu oriented: It teaches application knowledge
through the menu items of the application.
 Function oriented: It defines the general functions of
an application system e.g. inserting, correcting,
printing, formatting etc. for word-processors, and then
links concrete knowledge items to them.

3. Concept oriented: It defines the concepts used
by an application system e.g. cell, row, column,
block, sheet etc. for spreadsheets, and then
discusses the functions related to them.
Abstract tool-oriented: It defines the ever
expanding series of abstract tools, e.g. traditional
mechanical typewriter, electronic typewriter with
correction function, electronic typewriter with
line formatting function etc. for word-
processors, and then discusses the necessary
knowledge for each level.

4. Approaches for use of ICT in the
schools:
 Interactive boards
 Facilitate experiments
 Computer is used to facilitate experiments in natural
sciences
 use of ICT is a way to improve the experiments and to
make the processes more visible and in other cases the
experiments would not even be possible to do without
computers
 the schools can use standard programmes, teachers can
also developed their own programmes to support
experiments they want to do together with their students.
 As experiments are mainly a part of science subjects this
was a methodology more commonly used in science
subjects than in other subjects.

5. Video and sound
PowerPoint
Animations
Finding information on internet
Internet and e-mail for communication

6. Learning platforms
Learning platforms such as Moodle used as a
means of communication between teachers
and students are also used as a storage of the
course content.
The schools use learning platforms only for
blended learning instruction to facilitate,
support and organise classroom pedagogical
practices.

7. Dissemination of information
Contacts with other schools
Distance education
PowerPoint supported lectures,
Animations used to make lectures more
concrete (mainly science subjects),

8. Using internet to find information,
Using internet and e-mail for communication,
Websites to make information available to the
public and to students,
Blended learning,
Out of school activities.