09 Chapter3

Chapter Three
Educational Technology
Chapter 3: Educational Technology 41

3.1 Introduction
The objective of this chapter is to understand the meaning of
‘Education’ and ‘Educational Technology’ its application and
various phases of application. In this the researcher tried to
understand the purpose of education described by eminent
educationist, then the role of educational technology in fulfilling
objectives of education in general. The success of any new
content creation tool in education depends upon the application
part of it, how the new content has helped in making the subject
more interesting, more knowledge worthy and simple to use in
an accepted atmosphere of learning.
This chapter goes to the roots of the educational technology, its
application, its utility and the contribution it has made in the
teaching and learning process.
3.2 Objective of the study:
The various views and comments made by the eminent
educationist and scientist give a broad outlook into the theories
of ‘Educational Technology’
This theoretical study of fundamentals of educational technology
will be helpful in understanding the role of technology in the field
of education.

One will be able to understand the methodology in making use
of audio-visual technology in the fields of management
education.
3.3 Purpose of the study:
The purpose of the study is to understand the various
possibilities of the use of educational technology in teaching and
learning process. Teaching is a process of communication, one
need to understand the various principles to be followed in
applying technology in the education process.
Technological revolutions are required to be used creatively and
apply it and create relevant content suited to teach the subject.

3.4 Theoretical overview of ‘Educational
Technology’
Change
in
Behaviour
Education Tools
Teaching
Methodology
Figure 3.1 Field of Educational Technology
13
Derek Rowntree explains the purpose of education, as ‘The
purpose of education is to help people to change. We want our
students to become more knowledgeable, more skilful, more
confident, more empathetic, more rational and so on’. Thus we
can say the main aim of education is to bring necessary change
in students. To bring about necessary changes teachers use
various modes of communication such as lectures, drawing
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Page 5, Second Edition, ‘Educational Technology In Curriculum Development’, written
by Derek Rowntree, Published by Harper Education Series, London

pictures on the black board, giving notes, taking oral and written
examinations, by giving feedback. So, teachers constantly use
various communication forms to bring necessary change in
students. Every teaching and learning process is an experiment
where teacher tries to make combination of various possible
ways to bring desired changes in the students. A learning
process of an individual starts right from the birth. A new born
baby tries to learn various things by using various senses such
as see, hear, touch, smell, taste etc. In a formal form of teaching
a teacher tries to use various means and modes to make
effective transfer of learning. When a teacher delivers a thought
in the form of words, graphs, charts, practical orientation, the
student uses his senses to understand the topic which ultimately
results into change of behavior.

Change
In Behavior
Learning
Communication
Process
Figure 3. 2 Change in behavior
14
A.J Romiszowski defines learning as a ‘Change of behavior or
as a capacity for new behavior, the concept of communication is
closely linked to the concept of learning’. Education is
communication process by which the educator tries to educate
the student and develop his capacity to change and change his
pattern of behavior. In a way education is a way to develop
capacity to change and to bring changes in behavior pattern.
Teacher-learner relationship is built upon a good understanding
as a human being, where in the process the teacher shares his
expertise to the learner in the best possible way.

14
Page 4, Second Edition, ‘The selection and use of Instructional Media, written by A J
Romiszowski, Kogan, page London/ Nichols Publishing, New York.

Learners also give response to this effort by giving feedback,
appearing for exams, attending lectures, discussions, doing
practical work and there by taking active part in the learning
process. Teacher as well as student uses different form of
communication such as written, oral, non-verbal in the process
of education. Romiszowaski gives more emphasis on two way
communication process in teaching and learning process, where
both the parties are required to take active part in the process of
learning. All the means and modes perform the supporting role
in the process of teaching and learning. The sole aim is to bring
desired change in the behavioral pattern of a learner.
Actual
Performance
Learning Learning
Process Inputs
Figure 3. 3 Learning Process

15
Fred Percival and Henry Ellington points out that ‘The process
of education and learning can be considered to be very complex
systems indeed. The input to a given educational or learning
system, consist of people, resources and information, and the
output consists of people whose performance has (it is hoped)
improved in some desired way’. The input in an educational
system consist of information, experience and content and it is
delivered to students by teachers in various forms such as
lectures, field trips, demonstration, experiments, and audio-
visual aids such as films, multimedia, computer based
presentation. Thus teacher’s expertise and the educational
technology try to make effective communication in various ways
with the student’s, to bring desired change in them.
The result of entire process is depend upon the quality of
delivery and the way of communication of teacher and the level
of understanding and grasping capacity of the learner. To make
teaching and learning more effective one has to utilize all the
resources including people in an optimized and creative way.
The role of technology in education is required to be understood
properly, as it plays an important part in entire journey of
teaching and learning activity.

15
Page 15, ‘ A hand Book of Educational Technology’ by Fred Percival and Henry
Ellington, Kogan Page Ltd. London

Figure 3. 4 Audio-Visual Aids
16
‘Technology in Education’ embraces every possible means by
which information can be presented. It is concerned with the
gadgetry of education and training, such as television, language
laboratories and the various projected media, popularly called as
‘Audio-Visual Aids’.
As the teaching and learning happens through number of
various means and mode of communication one has to
understand how learners perceive the information and
knowledge.
16
Page 12, ‘ A hand Book of Educational Technology’ by Fred Percival and Henry
Ellington, Kogan Page Ltd. London.

17
‘Learners receive information through the senses, mainly sight
and hearing (hence audio- visual aids). These aids are used to
support lectures, text books, reference books some time with the
help of teacher, some time as an independent unit. Teacher
makes combination of various forms of communication such as
oral lectures, audio-visual aids such as black board, charts,
photos, models, audio tapes, television programs, slides,
computer generated presentations, photos, specially designed
educational films. All this supportive tools can be called as
technology in education or ‘Educational Technology’
Educational Technology’ represents a combination of education
and technology. As discussed before, the purpose of the

18
education is to bring ‘Desired change in students’ to bring
about this desired change many academicians are
experimenting for the past many years. The principals of
educational technology are not new. They were vigorously
heralded by curriculum reformers like Ralph Tyler as early as the
1930s.19 One can say that ‘Black Board’ and ‘Chock’ are the
first technological tools, which are commonly used in an
17
Page 11 The selection and use of instructional media, by A .J. Romiszowski, second
edition, Niclols Publishing, New York.
18
Page 5, Educational Technology in Curriculum Development, By Derek Rowntree,
Harper Education series.
19
Page 4, Educational Technology in Curriculum Development, By Derek Rowntree,
Harper Education series.

education for generations and still have tremendous potential.
The reasons may be many like simplicity, cost effective, simple
to operate and many more, but the concept of educational
technology not only related to tools and equipments used in
teaching.
There are two approaches to educational technology, one deals
with electrical and electronic gadgets like overhead projectors,
closed circuit television, audio-visual films, interactive computer
programs, computer based training modules, power point
presentations.20
In this approach emphasis is given on creation of material
software and hardware both which includes audio-visual aids,
films, power point presentations, interactive computer programs,
Computer based training modules and hardware such as
development of high end televisions, computers and other
gadgets, LCD projectors, digital audio and video technology,
high end computers. This approach can be considered as more
technical in nature where innovations in technology are tried to
use for education.
20
Page 12, A hand book of Educational technology, by Fred Percival and Henry Ellington.

21
As Fred Percival and Henry Ellington rightly mentioned ‘To
some, the term is associated solely with technical equipment
and media of education such as overhead projectors, television,
tape-slide program etc’ Others take a view that educational
technology involves a clinical , systematic analysis of the entire
teaching / learning process in an attempt to maximize its
effectiveness.
Educational Technology in teaching can be explained as every
possible way with which content can be presented in an effective
manner to target group by using appropriate technology such as
LCD projector, Computer aided presentations, OHP, television,
live transmission through educational satellite, language
laboratories and every possible tool and technique. Basically it
comprises of all types of audio- visual aids, lab experiments and
so on. In these cases technologist such as film producer,
computer programmers, and visual aid producing agencies,
developers of language lab work independently and create
‘Educational Technology’ and they disseminate in their own way.
For example, when educational program is broad cast on air it is
very difficult to count the number of viewers who have viewed
the program, it is also difficult to understand the conditions in

21
Page 11, A hand book of ‘Educational Technology’ by Fred Percival and Henry
Ellington, Kogan Page Ltd.

which they have watched the program, how much they know
about the subject etc. and so it is very difficult to measure the
effect of the program. The same case applies to the interactive
program available on the internet and educational satellite
program. As there seems no uniformity in the mechanism, no
defined and combined objectives, so there is great difficulty in
evaluating the learning experience gained by the students, for
whom the ‘Educational Technology’ is produced.
Others take the view that educational technology involves a
clinical, systematic analysis of the entire teaching / learning
process in an attempt to maximize its effectiveness. In this
approach one has to consider, what end result is expected when
‘Educational Technology’ is used? The objective may vary as
per the case and situation, for example the objective may be to
give practical knowledge to students. In this case they may be
sent to field trip supported with showing relevant audio-visual
film and writing journal for the same.
This approach deals with ‘Educational Technology’ in totality,
which means it takes into account complete educational
process. It starts with setting objectives, production of relevant
material, evaluating it, making necessary changes in material
and again using it to achieve our objectives.

22
Derek Rowntree explains educational technology as ‘This
concept is as wide as education itself, it is concerned with the
design and evaluation of curriculum and learning experiences
and with the problems of implementing and renovating them.
Educational Technology is not to be confused with electronic
gadgetry’.
From the point of view of education and training, we have to
study this in totality. Education and training can be improved by
thinking carefully about all aspects of the design of teaching
/learning situations. This discussion will evolve new aspects of
‘Educational Technology’.
Figure 3. 5 Technology of Education

22
Educational Technology in curriculum development published by Harper and Row
Publishers, London.

23
As Fred Percival and Henry Ellington describe, a ‘Technology
of Education’ approach to educational technology thus involves
a systematic approach to a problem together with the application
of appropriate research, both from ‘hard’ sciences such as
physics and electronics and from social sciences such as
psychology and sociology. In the whole process what is
important is educational development or innovations has been
systematically and scientifically planned and executed. It is thus
‘Systems Approach’ to educational technology which is the heart
of the technology of education.
While applying technology in education there are several factors
involved which can be called as hidden aspects such as
affordability of the system, availability of time to create and use
the technology, up gradation of knowledge, awareness about the
technology. In this, totality approach of technology in education,
one has to keep in mind desired results before introducing
educational technology. Is there going to be an increase in
quality of learning? Will there be decrease in the time taken for
learner to attain desired goal? Is there increase in the capacity
of teacher in terms of learners taught, without reducing quality of
23
A Hand book of Educational Technology by Fred Percival and Henry Ellington
published by Kogan Page Ltd. UK. (Page No. 14)

learning? Is educational technology helping to reduce cost in
long run, without affecting quality?
So many questions comes when one think about totality
approach in education. In this approach various components
such as man, machine, methodology of teaching, educational
system, learners behavior, his grasping capacity, resources
available, time constraint, syllabus pressure, geographic
surroundings are required to be considered with an aim to
achieve desired results from the students. Before going to
further details in these areas we will study various definitions in
an increasing detail order cited by various educationists,
academicians and educational technologists.
Educational
Technology
Evaluation
Development Application
System
Figure 3. 6 Educational Technology-1
‘Educational Technology is the development application and
evaluation of systems techniques and aids to improve the
process of human learning’

Council for Educational technology for United Kingdom (CET)
This definition gives emphasis on development of human
learning process, which is very complex, difficult to understand
as so many factors such as socio-economic, educational,
culture, language contribute a lot in a whole learning process.
Constant research is still going on about how humans learn from
birth. This definition takes into account all the factors such as
social, cultural, regional, economical which contribute a lot, in
the process of human learning. It also takes into account its
application which means the educational technology is basically
an evaluation process where the participants of teaching and
learning process such as teacher, students, and various officials
of the education system are required to constantly evaluate and
upgrade the teaching methodology to achieve desired result and
bring desired changes in students. It also talks about the
evaluation of the whole systems, it means that we cannot study
the impact of ‘Educational Technology’ in bits and pieces, we
need to consider the prime objectives of educational system and
how best ‘Educational Technology’ can help to attain the desired
objectives. To achieve the objectives technology, tools and
various aids are just means and not ends, so mere development
of educational tools, equipments, machines, films, educational

TV programme, computer aided visual support cannot be
considered as an ‘Educational Technology’. One has to evaluate
the educational process, find out various lacunas where
technology can be helpful to achieve desired results then one
should create appropriate technology and use it to make better
human learning process.
The psychological factors in the process of learning are not
mentioned directly in this definition. Factors like conditions of
learning, teaching methodologies are not talked about in the
above definition and hence we have to study one more definition
of ‘Educational Technology’.
Educational
Technology
Effectiveness
Scientific
Conditions of of
Knowledge
Learning Teaching and
about learning
Learning
Figure 3. 7 Educational Technology- 2
‘Educational technology is the application of scientific knowledge
about learning, and the conditions of learning, to improve the

effectiveness and efficiency of teaching and learning. In the
absences of scientifically established principles, educational
technology implements techniques of empirical testing to
improve learning situations’
3.5 Understanding definition
This definition takes into account scientific principles applied in
an ‘Educational Technology’. Scientific principles mean that one
has to consider knowledge about learning. How learning takes
place? What are the various factors which contribute to effective
learning? For example the need to learn, mental preparedness
of the student, previous subject knowledge, knowledge and
expertise of teacher, methods used to teach, motivation for
learning are responsible for effective learning. If one fails to
consider these factors then sheer use of ‘Educational
Technology’ will be unproductive. So in a way one have to study
all aspects of teaching and learning process and then one has to
find a place for ‘Educational Technology’ to suit the needs. This
definition focuses more on the process of learning and teaching
than technology and equipments. So the technological aspects
in terms of machines, computers, televisions, satellite, camera,
web, and internet are given second importance in this definition,

but can we give second importance to educational technology?
or we should give equal importance to both human and non
human things? Let’s study one more definition of ‘Educational
Technology’
Educational
Technology
Implementation Combination
Systematic and Evaluation of Human
Way of of and
Designing Total Process of Non Human
Learning Recourses
Figure 3. 8 Educational Technology-3
‘Educational technology is a systematic way of designing,
implementing and evaluating the total process of learning and
teaching in terms of specific objectives based on research in
human learning and communication and employing a
combination of human and non human resources to bring about
more effective instructions.
Commissions of Instructional Technology, USA

3.6 Understanding definition
This definition takes into account many aspects of ‘Educational
Technology’, such as it talks about complete process of teaching
and learning with a specific aim to achieve certain objectives. It
also speaks about research, evaluation and communication in
teaching and learning process. It also describes combination of
human and non human recourses to attain certain specified
objectives. It means that man and machines should be used
creatively to gain the response of the students and march
towards setting goal and achieving it. It also speaks about major
component of teaching and learning and that is
‘Communication’. In the teaching and learning process one
cannot forget the foremost important factor. If there are any
barriers in communication such as language, speed,
understanding level of student, teacher’s expertise, expectations
of the students then in those cases one cannot expect desired
change in student’s behavior which is a main aim of teaching
and learning process. In all these discussions, one can say that
‘Educational Technology’ is not only related to teachers and
students, it is not only related to electronic equipments but it is
an intelligent combination of both, to achieve the desired results.

These results are required to be tested and based on the
response the changes are required to be made in total
educational process. Only creation of educational technology as
per the needs may not be sufficient. It has to be tested on the
target audience and after testing it if one finds anything to be
improved then one has to improve the technology to get better
results.
It is clear from these definitions that ‘Educational Technology’
has to consider as a part and parcel of whole teaching and
learning process, and the primary objective is to improve the
efficiency of the process of learning.

3.7 Development of ‘Educational Technology’,
a historical perspective
Mass
Communication
Phase
Educational
Technology
Individual Group
Learning Learning
Phase Phase
Figure 3. 9 A historical perspective
24
Professor Lewis Elton (1977) identifies three broad lines along
which the field has evolved, namely mass communication,
individualized learning and group learning. We will understand
three major phases in the development of ‘Educational
Technology’- the ‘mass communication’, ‘individual learning’ and
24
A Hand book of Educational Technology by Fred Percival and Henry Ellington published
by Kogan Page Ltd. UK. (Page No. 18)

‘group learning’ phases. The invention in technology and various
approaches in teaching and learning process help us to
understand journey of educational technology. It would be
worthwhile to study these phases as they give us a strong basis
for the use of ‘Educational Technology’
Now we will try to understand various dimensions about these
three phases.
3.8 The Mass Communication Phase (1940)
In this phase closed circuit television was used to achieve cost
effectiveness and to reach out to a large number of students. So
the idea was to educate more number of students with less
number of teachers and trainers. It is still used for various
purposes such as expeditions, cultural programs, and medical
operations. In this, technology captures an event such as a
lecture, or program happening at one place and through
technology it is brought before people who are physically at a
distant from that event. When this was invented, the main
purpose was to make cost effective learning. The effectively of
this technology was heavily dependent upon the quality of the
speaker, his delivery style and its relevance to the audience. We
can call this phase of a more mechanical in form as more

emphasis is given on the availability and requirements of
technology that is television, camera and its transmission than
the needs of a learner. In this method as there was no direct
connection between a teacher and learner, there was no
feedback to the teacher, we can call it as it was more of a one
way communication.
If one look upon the advantages of this phase, then one may
find this phase gave a momentum for the use of educational
technology. Reaching out to the people became easier; the cost
compared to its reach was justifiable. Overall this phase made a
strong foundation for use of ‘Educational Technology’ .
The practice of using audio-visual technology was used in that
phase extensively by countries like UK and USA. In India also
we see programs like ‘Country Wide Classroom’ on Indian
Television (Doordarshan).
In India University Grants Commission has a separate wing
called as ‘Consortium for Educational Communication’ having
twenty centers all over India named as Educational Media
Research Centre, which produce educational video programs
and are transmitted on separate educational channel named as
‘Vyas’ channel and ‘Doordarshan’. Apart from UGC Open
universities like Indira Gandhi National Open University, New

Delhi, Yashawant Rao Chavan, Maharashtra Open University,
Nasik make use of television for higher education.
The same concept in more extended format is still used in many
developed countries like U.S.A, U.K., including India. It is called
as ‘Education Satellite’ technology where a person delivers
lecture at one place and it is video recorded and transmitted via
satellite to number of pre-decided places, where students can
watch the lecture and ask questions via video conferencing or by
text format and experts answers the questions from his place.
Educational Media Research Centre, University of Pune, has the
facility of ‘Satellite Instructional Television’ (SIT) where there is
live as well as recorded multicasting of educational programs,
and these programs are multicast throughout the Nation at more
than hundred places who have downlink facility, from where
students can ask questions either by video or text through
satellite.
3.9 The ‘Individual Learning’ Phase (1950)
In this phase learning material were created by taking into
account behavioral psychology developed by B.F. skinner during
1950. As per his principals the learner is considered as active

element in whole teaching and learning process. As the entire
program is addressed to one single individual, his psychology,
way of reactivity, his basic needs of learning such as monitoring
work, giving feedback at every stage of learning process, right
encouragement at the right movement is taken into account
while designing the content. Content is divided into small
segments leading to the ultimate goal. In the complete process a
system was developed which gives continuous feed back to
students about his performance. When a user uses this program
as he is getting constant feedback from the program, he gets
information about his progress in learning, so one can say that
minimum level of input of the content is assured provided the
user complete his journey of learning. The construction of
modern individualized learning material is now quite flexible and
may involve use of printed material, audio CD’s, slides, film
stripes, models, computer programs etc. either on their own or in
various combinations.
This system of learning is based on the principles of behavioral
psychology theory. This theory is based on what is commonly
referred to as stimulus and response, that is, it assumes that
learning has occurred when a specific response is elicited from a
learner when he is placed in a particular situation and given a

particular stimulus. Learning of relatively complex behavior can
be achieved through appropriate series of stimulus-response
situations. At each stage the learner must actively participate by
performing a set task, after which he is then supplied with
immediate feedback in the form of correct answer. This is known
as successive reinforcement. Skinner also argued that each
successive response step should be small enough to ensure
that the learner is almost always correct in his response. Use of
these small steps, plus successive reinforcement led to what
behavioral psychologist believed was an efficient way of
‘shaping behavior’, as each and every stage of learning is
meticulously planned the success of learner is well planned. He
is sure to get the decided input of content step by step.
We can find application of principles of behavioral psychology in
development of computer games, where there are challenges,
constant feedback and immediate response to the user. As it
works fantastically it attracts more and more number of user and
which give rise to more and more invention in computer gaming
sector. The principles of behavioral psychology are becoming a
key factor in interactive learning, the interactive learning is
computer based and is popularly known as ‘CBT’ Computer

based learning, e-learning (Learning by use of electronic
medium such as web, computer network, or by use of web).
Many of the CBT training modules, e-learning lessons include
use of multimedia such as text, video, animation, still
photographs, audio, music, graphics, sketches etc. These
components are used as per the requirement of the topic and
availability of the resources. CBT is more popular in industrial
training as this kind of training is provided at a number of places
at the same time by using web technology. The cost is required
to be incurred at one time and benefit of these training sessions
can be taken by large number of users working at different
geographical places around the world. The greatest advantage
of these systems is that the user can learn the CBT based
lesson as per his own convenience at his own pace.
3.10 The Group Learning Phase
The phase of individual learning though being used massively, it
has its own limitations such as in this way of learning learners
are learning individually at their own speed and at their own
convenience, it hardly gives any chance to learners to interact
personally with each other and understand concepts in a group.

The obvious limit of the individual learning method is it caters to
the need of one individual. As we have seen that basically
learning is a communication process, the learner needs to
communicate his experience of learning, the difficulties faced by
him, how he understood the concept, what challenges he faces
during the learning phase, all these things are required to be
communicated for two reasons. One, by doing this one can
cross check his level of understanding and two, he gets
stimulation in a natural way as he communicate his journey of
learning with this peer group.
This gave birth to the group learning phase, which gives more
importance to, one to one communication in the process of
teaching and learning.

25
‘The theoretical basis for modern developments in group
learning is the humanistic psychology that was developed by
people such as ‘Carl Rogers’ in the 1960s. Humanistic
psychology is concerned with how people react with and learn
from one another in small group situations’.
In his phase more importance is given to interaction between the
learners, so that they can share their opinions, feelings and
there by develop group dynamics. The purpose of all these

25
Page no 25, A Hand book of Educational Technology by Fred Percival and Henry
Ellington

activities is that they should be able to work in teams and
perform the given task. Several methods and techniques have
been evolved in an attempt to facilitate this type of learning such
as games, stimulations,, and interactive case studies. In a game
method, a game is played with a group of learners. Before
playing the game a teacher or a trainer decides about the
strategy of teaching. In this strategy he plans how to draw a
meaningful conclusion after the game is over. When the game is
actually played the complete process of game is minutely
observed by teacher and observer if appointed separately. The
observations are the key basis of learning elements, then the
game is analyzed referring to the observations made and
learning principles are drawn and communicated to the learners.
In such type of method of learning, a learner takes part a
member of the group this motivates other members of the group
to take active part in the teaching and learning process. In such
method group dynamics works, there is more interaction
between the group members; there is good communication
between a teacher or trainer and learner.

3.11 System of Learning
In all these three phases namely Mass Communication phase,
Individualized learning and group learning phase, the system of
education in which these experiments have been done is
required to be understood. Then only we will be able to
understand the importance and limitation of educational
technology. Every learner has to undergo through some system
by which he can get formal education which led to some sort of
certification such as Diploma or degree. We can classify these
systems in to two broad categories popularly known as
institutional learning and individualized learning.
3.12 Institutional Learning
In the institutional learning system learner has to complete a
stipulated course of syllabus prescribed by some external body
followed by a certain type of examination and certification. In this
system a learner has to attend pre decided number of classroom
lectures, which normally have fixed timings and place. The
schedule of content delivery is conveyed to the learner well in
advance, which is popularly called as a ‘Time Table’
The learner is supposed to attend course schedule as decided
by the institute, normally the learner has no choice about the

timings, course material, method of teaching, he is required to
follow the instruction and complete the course as designed by
some external body like University.
In this system the teacher or the instructor takes all decisions
about the teaching methodology, decisions regarding
structuring, sequencing and presentation of the material are also
made by the teacher.
The student or learner has very limited control about various
academic decisions taken by the institution such as syllabus,
way of teaching, timings of the classes, examination system,
gradation system and certification criteria.

3.13 Advantages in Institutional type of
Learning
Certification
University
Examination System
Standard Admission
procedure,
Set Educational Practices
Figure 3. 10 Advantages in Institutional type

of Learning
This kind of institutional learning has some advantages such as
in many cases it is well organized structure where the human
and non human resources tried to use in an optimized manner.
There are set practices in every stage of the learning right from
the admission process to the delivery of the certificate.
Certifying candidate and ensuring minimum amount of subject
knowledge is a key factor in entire process of institutional
learning. From primary education to post graduation these

systems are in operation, institutional certification has its own
value and wider acceptance in the employment market also.
The obvious limitation of the system is that the success of the
institutional learning is completely dependent upon the skill,
knowledge, and the initiative taken in teaching the subject. Many
times the teacher is the sole interpreter of the syllabus, he has to
finish the portion in time, he has to obey instructions of the
institution, and he is also responsible to perform non academic
work in an institutional set-up. The teacher is required to
interpret the syllabus, structure the content, select the teaching
method, decide the peace of coverage; he has to decide the
amount of reinforcement.
The success of the entire institutional learning system is largely
dependent upon the teacher his attitude and the kind of the
support he gets from his parent institution, if anything goes
wrong then student has no choice because he cannot change
the teacher, he cannot change the syllabus, he cannot
participate in any decision related to academic input, teaching
method or examination pattern.

3.14 Learner Centered Approach of Education
Learning
Flexible
Exam Modules
such as
Open Book Exam, Interactive
Exams, On Line Course
Creation of Learning material

in creative way
such as e-learning system,
role play method, one to one interaction
Figure 3. 11 Learner Centered Approach of

Education
In this approach the learner or the student is the sole focus of
the entire system. In this system of learning student can be of
any age, geographically situated to different location, he can
study the subject material at his own convenience. It is popularly
called as Open Learning system or Distance Learning system.
In this set up syllabus, subject material is provided in various
forms such as printed study material, computerized learning
material (CBT), e-learning modules on web etc.

In this type of learning the student carry the highest
responsibility about all aspect of learning objects. He is required
to understand the syllabus structure, learning objects, complete
the tutorials, modules in time, get feedback on it from the parent
institution and improve the performance. There is direct control
over his studies.
In many cases there is tutor or mentor from the parent
organization who offers guidance and support in entire learning
process. The guidance may be in the form of library, resource
centre, counseling, practical facilities, social contact, inter
student help.
3.15 Advantages of the Learner centered

system
In this system of learning students get well prepared, well
designed study material in various form such as printed material,
recorded video lectures, films, slide shows, computer based
training material.
The objectives of learning are clearer to the student and the
tutor. As the entire process of learning is self–paced, the student
is more comfortable as he can access the content at his own
speed, he can go back to the unit where he has difficulties, and

there is no pressure of adjusting the pace of learning with the
pace of the teacher.
The availability of the study material in various forms such as
computer based learning units, film shows help student to
generate interest in the subject, and these various forms of
teaching give various options to understand subject.
Use Interactive Combination

Lectures Practical Educational self paced
of of
and Work Broadcast learning
Films programs all methods
Talk
Figure 3.12 Instruction Methods
In all types of approaches of learning (Mass, Individualized and
Group Learning) various forms of instruction methods are
utilized to get optimum results in the complete teaching and
learning process. The number of various methods along with
various technological tools is discussed here.

3.15.1 Lectures and Talk
This is the most commonly used technique used in an
institutional type of learning. The biggest advantage of this
technique is its cost effectiveness and easiness to operate. The
lecture and talk technique can be well fitted into the syllabus
mode. The institute can arrange time table as per the availability
of the expert and need of the system. It is more convenient
when there are high numbers of student attending the course.
The weakness of the system is that every learner has to adjust
his pace of learning as per the lecturer, in this process he may
fall back. The same case is with the students who are more
intelligent, for them the way of delivery of the content may be too
slow. Another disadvantage is that the attention span of the
student in the lecture falls off rapidly with the time. In this
method of instruction various tools such as black board,
magnetic board, wall charts, flipcharts, models, projected visual
aids on Overhead projector, use of computer and LCD player is
made to make this method of instruction effective.
3.15.2 Practical work and assignments
This is a one of the way of demonstrating practical elements of
the subject and making them aware about various intricacies of

the content. This technique of imparting knowledge does help
student in grasping knowledge. As learners involved in actual
work, it results into good experience of participative learning.
The disadvantage of this technique is it involves good amount of
investment, space and consumption of more time.
3.15.3 Use of films and video programs
The use of film or video works as a good stimulator for learners
in the classroom and it also provides a good break between the
student and learner interaction. The power of camera can bring
aliveness in the process of education. As this form tries to use
all forms of communication such as visual, graphics, artist,
music, set design, costumes, music, animation, it can hold
attention of the viewer and can improve the span of attention.
The limitations of these techniques are it involves good
amount of money, the quality of the film should be of high
standard. The quality of the film can be judged upon technical
aspects as well as content wise. First and foremost thing is it
should be relevant to the topic, it should have defined objectives,
it should be scripted well and the presentation should be sleek. It
should have good camera angle, good quality of editing and
good sound track. One more limitation of this technique is the
projection of the film requires technical facilities such as

projection system along with sound system. The teacher or
trainer using the technology is required to be well equipped with
the tools and techniques before using it in the class.
3.15.4 Educational Broadcast
This is one of the ways to reach out to people for giving quality
education. In this technique educational programs are broadcast
on television and on the radio. Both are mass communication
media.
The advantage of this technique is that, it is almost offered free
to all population which comes under footprint of the educational
broadcaster. As the material produced for mass media is of
generally high standard, the learners can get high quality
learning material.
The disadvantage of the system is that, it may or may not be
relevant to the topic. The timings of broadcast may not suit the
learner. The quality of the program may not be up to the
standard.
3.15.5 Interactive self paced learning software
In this technique a computer based learning module is created
based on the learning objects prepared by a teacher. In this
technique learning path is specified with clear learning

objectives. The user or learner selects the learning modules
among the given options and then the learner starts his journey
of learning in an interactive way.
The advantage of this technique is that the learner reach to a
specified objective step by step, if necessary he can repeat the
part as many times as he wants. The interactive method of
learning keeps his attention span for a longer period. As these
types of programs are usually made by using appropriate
graphics, animation, video insertion, so the user finds it
interesting.
The limitation of this technique is that it requires self motivation
to learn. The topic is dealt in a generalized manner, specific
questions; individualized queries can be dealt in this sort of self
learning interactive programs.
3.16 Overview
The evolution of educational technology shows that earlier
phase of educational technology were more of technology
based, that is more importance was given to technology and
later we see a shift in individual learning and a group learning
where we see more emphasis on individual need, constant

feedback and peer support in whole learning process. In the
later stage of development of educational technology we see a
supportive role played by educational technology to enhance
quality of education.
We can see similar pattern in the usage of educational
technology by Open University in U.K., This University was
established in early 1960, initially this was University of Air,
means there was extensive use of mass media such as Radio
and Television. Later on it shifted its emphasis to individual
learning and group learning, by the use of mass media. This
change in approach, suggest that educational technology
provides a supportive role in teaching and learning process. One
cannot ignore the importance of personal interaction in
education process.
26
Although the open University has always used all the teaching
methods (Mass communication, individualized learning and
group learning) in its own course, there is no doubt that there
has been a gradual change of emphasis over the years, and that
first individualized learning, and then group learning gradually
came to play more important role than were originally envisaged.
26
Page 26, A Handbook of Educational Technology by Fred Percival and Henry Ellington.

There are two prominent approaches to education system. One
is institutional approach and the other is learner centered
approach, both systems have their own advantages and
disadvantages. The method of learning used in both types of
approach is quite different. The institutional system uses more
traditional way such as lectures and talks and the learner
centered system attempts to use more technological based
learning system such as interactive learning system supported
by traditional methods of teaching.
The type of instruction methods in both the approaches includes
lecture and talk method, practical work and assignments, Use of
audio-visual aids including computer, audio-video films, Use of
educational broadcast, Interactive learning modules.
Every method has its own advantages, the utility of the method
depends upon the purpose for which the method is developed
and technological tools are produced.
3.17 Insights gained from the study:
From the discussions, one can understand the importance of
personal interaction in the process of education. The educational
technology plays a supportive role in the teaching and learning

process. The learning process consists of several factors; the
educational technology can help to function various factors
related to learning work more effectively like the visual input
generated in the form of educational technology can help the
learner to understand the topic clearly.
These insights will provide a solid foundation in creating and
testing educational technology for the purpose of research. The
researcher will make an attempt to create appropriate
technology which will be supportive to the classroom teaching. It
will be also designed in such a way that it will try to bring the
behavioral changes in the students.
The study of fundamentals of educational technology is also
helpful in understanding the limitations of the educational
technology. One has to find whether the education given by
making use of audio-visual technology without any personal
interaction between the students and the teacher produces the
desired results.

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Chapter Three

Chapter 3: Educational Technology 41

The objective of this chapter is to understand the meaning of

‘Education’ and ‘Educational Technology’ its application and

various phases of application. In this the researcher tried to

understand the purpose of education described by eminent

educationist, then the role of educational technology in fulfilling

objectives of education in general. The success of any new

content creation tool in education depends upon the application

more interesting, more knowledge worthy and simple to use in

an accepted atmosphere of learning.

This chapter goes to the roots of the educational technology, its

application, its utility and the contribution it has made in the

teaching and learning process.

3.2 Objective of the study:

The various views and comments made by the eminent

educationist and scientist give a broad outlook into the theories

This theoretical study of fundamentals of educational technology

will be helpful in understanding the role of technology in the field

Chapter 3: Educational Technology 42

of audio-visual technology in the fields of management

3.3 Purpose of the study:

The purpose of the study is to understand the various

possibilities of the use of educational technology in teaching and

learning process. Teaching is a process of communication, one

need to understand the various principles to be followed in

applying technology in the education process.

Technological revolutions are required to be used creatively and

apply it and create relevant content suited to teach the subject.

Chapter 3: Educational Technology 43

Figure 3.1 Field of Educational Technology

purpose of education is to help people to change. We want our

students to become more knowledgeable, more skilful, more

confident, more empathetic, more rational and so on’. Thus we

can say the main aim of education is to bring necessary change

in students. To bring about necessary changes teachers use

various modes of communication such as lectures, drawing

Chapter 3: Educational Technology 44

examinations, by giving feedback. So, teachers constantly use

various communication forms to bring necessary change in

students. Every teaching and learning process is an experiment

where teacher tries to make combination of various possible

ways to bring desired changes in the students. A learning

process of an individual starts right from the birth. A new born

baby tries to learn various things by using various senses such

as see, hear, touch, smell, taste etc. In a formal form of teaching

a teacher tries to use various means and modes to make

effective transfer of learning. When a teacher delivers a thought

in the form of words, graphs, charts, practical orientation, the

student uses his senses to understand the topic which ultimately

results into change of behavior.

Chapter 3: Educational Technology 45

Figure 3. 2 Change in behavior

as a capacity for new behavior, the concept of communication is

closely linked to the concept of learning’. Education is

communication process by which the educator tries to educate

pattern of behavior. In a way education is a way to develop

capacity to change and to bring changes in behavior pattern.

Teacher-learner relationship is built upon a good understanding

as a human being, where in the process the teacher shares his

expertise to the learner in the best possible way.

Chapter 3: Educational Technology 46

appearing for exams, attending lectures, discussions, doing