Module-4: Technology,

Vocational Exposure and Indian

Knowledge Systems

Department of Education
Lecture 1
What are you dealing with?
 Learning and teaching
 We learn by doing : A student does not passively absorb
knowledge from the world around him but must play an active
role. Extension by “frequency” and “recency theories”
 We learn from experience: The student is to learn about the
world in which he lives and must be brought into contact with it.
The teacher therefore provides the student with experiences,
singling out features to be noted or sets of features to be
associated, often by pairing a verbal response with the thing or
event it describes
 We learn by trial and error : A sampling of behavior is generally
called a trial. Learning curves are commonly plotted to show
changes in the number of errors made in performing a task.
Consequences of behavior are enforced by reward or punishment
 Learning by doing
“I hear and I forget. I see and I
remember. I do and I understand.”
-Confucius

Benefits of learning by doing:

1) Improves problem solving
2) Increases retention rates
3) Provides opportunities for feedback
4) Caters to different learning styles
5) Increases engagement
6) Opportunities for refining skills –
improves muscle memory
Learning by experiencing
Learning by trial and error
Standard modes of instruction
cannot be effective in addressing
different learning styles.

We need systems that are

universally appealing, interactive,
and adaptive
Educational Technology

ET could be defined in simple terms as

the efficient organisation of any
learning system, adapting or adopting
methods, processes, and products to
serve identified educational goals.
Broad Goals
 Recognition of the diversity of learners’ needs, the contexts in which
learning will take place, and the range of provisions needed for them.
 Recognition of not only the immediate needs of children but also their
future needs in relation to the society for which we are preparing them.
 Designing, providing for, and enabling appropriate teaching-learning
systems that could realise the identified goals.
 Developing a range of support systems and training, creating the enabling
systemic conditions/materials, reaching these to the school system, and
training teachers and students to use them.
 Research into existing and new techniques, strategies and technologies for
solving problems of education, enabling judicious and appropriate
application of technology.
 Appreciation of the role of ET as an agent of change in the classroom,
influencing the teacher and the teaching-learning process, and its role in
systemic issues like reach, equity, and quality
Why educational technology is of
importance in pre-service teacher training?
 Introduce teachers to flexible models of reaching curriculum
goals.
 Introduce use of media and technology-enabled methods of
learning, making them inherent and embedded in the
teaching-learning process of teachers.
 Train teachers to evaluate and integrate available materials
into the learning process.
 Enable trainee teachers to access sources of knowledge and
to create knowledge.
What is TPACK?
 Technological Pedagogical and Content Knowledge (TPACK) is a framework
that outlines the different types of knowledge a teacher needs in order to
successfully integrate technology into teaching.
 It was developed by Mishra and Koehler (2006)

Before planning what technology to use and

how it will be integrated into a course, there
has to be a curriculum plan, which includes
both Content and Pedagogy. This curriculum
plan will encompass the teacher’s
philosophical outlook, disciplinary knowledge,
how this knowledge is taught and
assessed and who the students are.

“FIX THE GOAL FIRST AND THEN THE MEANS!”

Early examples from around the world
Early Government Initiatives in India
 One of the earliest systematic and large-scale efforts in India
to run an educational television channel was SITE (Satellite
Instructional Television Experiment) in 1975–76, which was
beamed to six states, and is well documented.
 Many innovations were undertaken in SITE in both devising and
deploying suitable hardware (for example, battery-operated
television sets in Orissa, ½” video technology) and making
original software. This software was made by many agencies
other than Doordarshan, which until then had a monopoly on
video production and broadcasting in the country
 In 1970, the Ministry of Education took up a scheme of ET.
Under this scheme, an ET unit in the Ministry, a Centre for
Educational Technology (CET) under NCERT, and ET cells in six
SITE states were set up in 1974
 Early Government Initiatives in India
 The launch of the Indian National Satellite (INSAT) in
1980, and its availability for educational purposes,
led the Ministry of Education to take over the
production of educational television programmes for
transmission via Doordarshan.
 INSAT for Education was conceived as a tripartite
project, and was supported by UNDP, UNESCO, and
GOI.
 Under its aegis, an Educational Technology Division
in the Ministry of Education was set up; CET was
merged with the Department of Teaching Aids of
NCERT and was renamed as Central Institute of
Educational Technology (CIET); some of the ET cells
in the states were upgraded to State Institutes of
Educational Technology (SIETs) and ET cells were
opened in some other states
Early Government Initiatives in India
 CIET was charged with the task of undertaking educational
television and radio production, conducting training and
research, and performing as a central coordination agency for
all production and utilization efforts
 Under another scheme of the Ministry that was entirely
equipment driven, between 1986 and 1990, the Ministry
distributed 2,28,118 radio-cum-cassette players (RCCPs) and
31,129 colour television sets to schools at the cost of several
crores of rupees. However, as a study conducted by Prof. M.
Mukhopadhyay shows, this step did not yield the desired
results, as it did not go beyond providing the equipment.
 Early Government Initiatives in India
 A project called Computer Literacy and Studies (CLASS)
launched in 1984 was a joint initiative of MHRD,
Department of Electronics, and NCERT. It covered 42
Resource Centres and 2,582 schools. It made use of
microcomputers provided by the BBC.
 A revised CLASS project during 1993–2004 saw the https://www.indiatoday.in/magazin
introduction of PC machines in keeping with broad e/economy/story/19840715-govt-
global trends. Subsequently, the government. initiated initiates-programme-designed-to-
teach-students-abc-of-computers-
the CLASS 2000 programme with the aim of providing nationwide-803146-1984-07-14
computer literacy in 10,000 schools, computer-assisted
learning in 1,000 schools, and computer-based learning
in 100 schools. These 100 schools were called smart
schools, and were designed to be agents of change
seeking to promote the extensive use of computers in
the teaching-learning process.
What do we have now?
 A vast number of institutions (almost 700) exist with ET
components in one form or another—CIET, SIETs, state ET cells,
SCERTs (State Councils of Educational Research and Training),
and more than 450 District Institutes of Education and Training
(DIETs). The Regional Institutes of Education (RIEs) of NCERT
also have ET cells.
 Under the University Grants Commission’s (UGC’s) Consortium
of Educational Communication, we have a network of over 17
Educational Media Research Centre (EMRCs) and Audio Visual
Research Centres (AVRCs). More that 250 universities offer ET
as an optional subject in B.Ed.and M.Ed. courses. Technical
Teachers Training Institutes (TTTIs)also have facilities for
technical education.
What do we have now?
 Several state open schools, the National Institute of Open
Schooling (NIOS), several state open universities, the national
open university, Indira Gandhi National Open University
(IGNOU), and the distance education departments of
conventional universities all have facilities to provide learning
through alternative modes.
 We will examine some successful innovations in ET programs
soon…
Breakout session question:
Does implementation of educational technology
lead to correct learning?

 Give at least three points for both yes

and no scenarios
 Discuss challenges
Breakout session points

 Inclusivity – Abilities, Geographical, Economic

 Training
 Access
 Integration
 Quality control and personalisation