SHAH GOVERDHAN LAL KABRA

TEACHERS' COLLEGE (C.T.E.) JODHPUR - Raj.

[ Upgraded as College for Teacher Education by

The Ministry of Human Resource Development, Govt. of India, New Delhi. ]

(Affiliated to Jai Narain Vyas University, Jodhpur)

(Managed by : Shri Mahesh Shikshan Sansthan)

 

PAPER - IV :  ESSENTIALS OF EDUCATIONAL TECHNOLOGY AND

   CLASS-ROOM MANAGEMENT PROCESS

 

 

   OBJECTIVES :

 

   The student teacher will be able –

 

  • to enable the student teachers to explain the concept of Educational Technology and role in educational practice.
  • to enable the student teachers to make use of modern information and communication technology to improve teaching learning process.
  • to enable the student teachers to diagnose learning difficulties and to suggest remedial procedures.
  • to enable the student teachers to understand the meaning and concept of teaching skills and micro teaching.
  • to enable the student teachers to realise the importance of feed-back devices in teacher-education and develop the competency to provide feed-back through different procedures.
  • to enable the student teachers to differentiate the concepts of teaching, learning, training and instruction.
  • to enable the student-teachers to understand the taxonomy of educational objectives with special reference to cognitive domain.
  • to enable the student-teachers to distinguish approaches, strategies and methods of teaching and thereby plan and select the most appropriate method/ strategy/ communication strategies/ teaching aids in the context of class-room situations.
  • to enable the student teachers to explain the concept of communication technology and its role in class-room and to overcome the problems related  to its educational use.
  • to enable the student teachers to understand the meaning, concept and types of programmed learning and develop in them the competency for development of a program-linear or branching.

 

COURSE CONTENT

       UNIT - I :

      (A)  Concept of Educational Technology and its role in educational practices.

      (B)  Approaches to Educational Technology - Hardware, Software and Systems Appraoch.

      (C) Types of Educational Technology - Teaching technology, Instructional Technology and Behavioural

            Technology (Meaning, characteristics, basic assumptions and content).

      (D) Concept and procedures of educational diagnosis, Diagnostic test and concept of remedial teaching.

 

      UNIT - II :

       (A) Meaning and concept of teaching skills.

       (B) Micro-teaching, its meaning, need and concept, Principles of Micro-teaching, Micro-teaching cycle,

             salient features of the Indian model of Micro-teaching.

       (C) Skill of Introduction, Skill of fluency in questioning, skill of probing in questioning, skill of illustrating with example,     skill of reinforcement, skill of stimulus variation and skill of using black-board (concept, components,

            observation and evaluation schedules and model lessons).

 

       UNIT  - III :

      (A) Feed-back concept in teacher education, different feed-back devices for modification of teacher's behaviour

              with special reference to micro teaching and Flander's interaction analysis category system.

      (B)  Nature of teaching.

      (C)  Concepts of teaching, training and instruction.

      (D)  Levels of teaching.

 

       UNIT - IV :

      (A)Taxonomy of educational objectives by Bloom with special reference to cognitive domain.

    (B)Strategies of teaching at secondary and senior secondary level - Brain storming, Symposium Technology, Conference Technology, Work-shop, Seminar, Team Teaching, (Concept, organization, merit and limitations).

 

       UNIT - V :

       (A) Communication and communication technologies - concept, types, process and functions of communication,

             role of verbal and non-verbal communication skills, problems of communication.

      (B) Programmed learning - Meaning, Concept, Basic Principles, Steps of Programme Learning, Linear and

            Branched Programming.


 

     SCHEME OF EXAMINATION :

      Distribution of questions shall be as follows:

     There shall be two parts in this Paper i.e. Part ‘A’ and Part ‘B’ and the distribution of questions shall be as under:

 

     PART- A: SHORT ANSWER-TYPE QUESTIONS:

   10 QUESTIONS: Two (2) questions shall be asked from each Unit. The students shall be required to attend Eight

   (8)   questions and each question will carry Five (5) marks.

 

    PART – B : ESSAY-TYPE QUESTIONS:

    3 QUESTIONS: All these three questions will be compulsory. Each question will carry 10 Marks.

    Q.No. 1 :  There will be 2 questions with alternate choice from Unit No. 1.

    Q.No. 2 : There will be 2 questions with alternate choice either from Unit No. 2 or Unit No. 3. or from both the Units.

    Q.No. 3 : There will be 2 questions with alternate choice from Unit No. 4 or Unit No. 5 or from both the Units.

 

     SESSIONAL WORK : (Any one of the following)

1. Preparation of a Diagnostic Test.

2. Observation of two lessons of the same student teacher for encoding and decoding on the basis of Flander's Interaction Analysis.

3. Development of a Programme linear or branched for one class period.

 

 

   BIBLIOGRAPHY :

 

   -Allen, D. and Ryan K : Micro Teaching, New York Addision, Wesley, 1969.

   -Bamard, H.C. : An introduction to teaching UL Publication, U.S.A., 1970

   -Bloom B.S. : Taxonomy of Educational  objectives-cognitive Domain Book-1, Mckay, New York.

   -Chauhan, S.S. : Innovation in teaching learning process, Vikas Publication, New Delhi, 1990

   -Coulson, J.E. (Ed.) : Programmed learning and computer based instruction, New York, Wiley, 1962.

   - Douglas, H.R. : Trends and issues in Secondary Education, Prentice Hall of India (P) Ltd., 1965 New Delhi, 1965.

   -Flanders, N.A. : Analyzing Teaching Behavior, Addison Wesley Pub Co. London 1972.

   -Gronlund, N.E. : Stating Behavioural Objectives for classroom instruction Macmillan Co., London 1970

   -John P De CeccO : William R. Crawdford: The Psychology of Learning and Instructions, Prentice Hall of India Pvt.

    Ltd.  New Delhi, 1977 Second Edition.

   -Joyce, B. Well, M : Models of Teaching, Prentice Hall Inc. Englewood Cliff, New Jersey, 1985.

   -K.K. Vasistha; Teacher Education in India, Concept Publishing Company, New Delhi.

   -Passi B.K. and Lalit, M.S. : Micro Teaching Approach, Ahmedabad, Sahitya Mundranaly.

   -Ruhela, S.P. : Educational Technology, Raj Prakashan, New Delhi, 1973

   -Saxena N.R. Swarup, Oberoi S.C. : Technoloogy of Teaching, Surya Publication, Lall Book Depot. 1996.

   -Sharma, R.A. : Technology of Teaching, Meerut, 1989.

   -Skinner B.F. : Technology of Teaching, Appleton Century Crofts, N.Y. 1981.

   -Thompson, James J. : Instructional Communication, Van Nostrand Roinhold Co., New Jersey, 1969.

   -Verma Ramesh : Suresh K. Sharma : Modern Trends in Teaching Technology, Anmol Publications Pvt. Ltd., New

    Delhi, 1990

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