Continuous and

UNIT 12 ICTs FOR TEACHING AND Comprehensive Evaluation

(CCE)
LEARNING

Structure
12.1 Introduction
12.2 Objectives
12.3 What is ICT?
12.4 ICT for Teaching and Learning
12.4.1 ICT In Teaching
12.4.2 ICT for Diagnostic Testing and Remedial Teaching
12.4.3 ICT for Evaluation Activities
12.4.4 ICT for Psychological Analysis of Learners
12.4.5 ICT for Development of Reasoning and Thinking Among Students
12.4.6 ICT for Instructional Material Development
12.5 Various Types of ICTs and their Applications in Teaching and Learning
12.5.1 Radio
12.5.2 Television
12.5.3 Computer
12.5.4 Internet
12.5.5 Multi Media
12.5.6 Mobile Learning
12.5.7 Interactive Classrooms
12.6 Let Us Sum up
12.7 Unit End Activities
12.8 References and Suggested Readings
12.9 Answers to Check Your Progress

12.1 INTRODUCTION
You may be aware of the use of different technologies such as radio, television,
computer, etc., in the teaching-learning process. In fact, all these technologies
have transformed the teaching and learning process. Radio, television and newer
digital technologies such as computers and the Internet constitute Information
and Communication Technologies,. They have been visualized as powerful
enabling tools for educational changes. Different ICTs have potentiality to expand
the access to education, strengthen the process of education and enhance the
quality of education. The present unit is an attempt to give you a thorough
understanding of these technologies as well as their utility in teaching- learning
process.

12.2 OBJECTIVES
After going through the unit, you will be able to:
• explain the concept of Information Communication Technology;
• classify the ICTs according to their appropriate domain;
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Assessment of Learning and • identify appropriate ICTs for your classroom instructions;
Use of ICTs
• use various ICTs in teaching and learning; and
• motivate your students to use ICTs for up-gradation of their knowledge.

12.3 WHAT IS ICT?

IT and ICTs are very often interchangeably used in the context of modern tech-
nology infrastructure. ICT is a broad and comprehensive term, which comprises
information technology and communication technology. Information technol-
ogy includes radio, television, computer and internet, teleconferencing and mo-
bile technology. All these information technologies are powered by mainly two
types of communication technologies. These are satellite based communication
and terrestrial based communication. Satellite based communication is the com-
munication, which takes place between sender and receiver through a communi-
cation satellite whereas terrestrial based communication is the communication,
which takes place through a network of transmitters spread across a geographi-
cal area, a country, or a state. This type of communication is used in the trans-
mission of radio and television in India. However, with the launch of a series of
satellites by Indian Space Research Organization (ISRO), satellite based com-
munication is being used for telecommunication. The components of ICT are
presented in Fig.12.1.

INFORMATION COMMUNICATION
TECHNOLOGY (ICT)

Satellite Based Information

Communication Technologies

Communication Technologies
Radio, Television,
Computer, Internet,
Terrestrial Based
Teleconferencing,
Communication
Mobile

Fig.12.1: Components of ICT

Communicating information effectively by making use of appropriate technology

is called information and communication technology (ICT). In all, ICT is an
umbrella term that includes many communication devices such as radio,
television, cellular phones, computers and network, satellite systems and so on.
There are many definitions of ICT. ICTs are defined, as a “diverse set of
technological tools and resources used to communicate, and to create, disseminate,
store, and manage information.(Blurton, 2002)” These technologies include
computers, the Internet, broadcasting technologies (radio and television), and
telephony, etc.
According to the United Nations Development Programme (UNDP): “ICTs
72 are basically information handling tools — a varied set of goods, applications,
and services that are used to produce, store, process, distribute and exchange ICTs for Teaching and
Learning
information. They include the “old” ICTs of radio, television and telephone,
and the “new” ICTs of computers, satellites and wireless technology and the
Internet. These different tools are now able to work together, and combine to
form our “networked world”, a massive infrastructure of interconnected
telephone services, standardized computer hardware, the Internet, radio and
television, which reaches into every corner of the globe.”

According to C-DEC, Department of Information Technology, Government of

India “the term, information and communication technologies (ICT), refers to
forms of technology that are used to transmit, store, create, display, share or
exchange information by electronic means. This broad definition of ICT includes
such technologies as radio, television, video, DVD, telephone (both fixed line
and mobile phones), satellite systems, computer and network hardware and
software; as well as the equipment and services associated with these
technologies, such as videoconferencing, e-mail and blogs.”

Check Your Progress 1

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
1) Explain the term ‘ICT’?
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2) On the basis above discussion, enlist the technologies, which are
included under ICT?
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12.4 ICT FOR TEACHING AND LEARNING

After providing an understanding of the concept of the ICT, we will explain the
need of ICT for teaching and learning.
The ICTs are needed at school level for the following activities (Sansanwal,
2009):
• Teaching-learning
• Diagnostic Testing and Remedial teaching
• Evaluation activities 73
Assessment of Learning and • Psychological analysis of learners
Use of ICTs
• Development of reasoning and thinking abilities among students
• Instructional material development

Fig.12.2: Need of ICT in Teaching and Learning Process

12.4.1 ICT in Teaching-Learning Process

Most teachers feel comfortable in using lecture method, which is not capable of
achieving various objectives of classroom instruction. ICT may be of great use
in achieving various objectives of teaching –learning process. It provides correct
information in a comprehensive manner with different examples. It helps learners
to broaden their information base. ICT provides variety in the presentation of
content, which helps learners to learn according to their own pace. It helps in
better understanding, and long retention of information.

12.4.2 ICT for Diagnostic Testing and Remedial Teaching

Being a teacher, you must have experienced that there are some students who
fail to understand certain concepts or retain certain information for a long time.
Due to large class size, non-availability of diagnostic tests in different subjects,
lack of training, resources and desire on the part of teacher, etc. teachers do not
conduct diagnostic tests and provide remedial teaching. Here ICT can help the
teachers as well as students in identifying the problem area. Tests can be made
available on the website of the school and students can access them from home
also. These practices can be monitored by parents also. It is not easy to organize
remedial programme for individual students as problems identified may be of
varied nature. For this, ICT can be used for developing, preparing and delivering
individual Remedial Programme. These programmes may be online or off-line.
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The instructional materials, if designed specifically for meeting the individual ICTs for Teaching and
Learning
needs of students, and are uploaded on the School website, would definitely
benefit students. In this way, ICT can be used for providing remedial teaching to
students.

12.4.3 ICT in Evaluation

The objective of school examination system is to assess the academic performance
of students. ICT can be used in educational evaluation. Online tests can be used
by individual student to evaluate his/ her learning. Students can instantaneously
get the feedback about the status of his/ her understanding. If the answer is wrong,
he/ she even can get the correct answer. Not only students, even teachers, can
also use it to assess their own understanding of the subject.

12.4.4 ICT in Psychological Testing

There are individual differences. Schools do not have a trained psychologist
who can assess students on some of the correlates of academic achievement. It is
easy to digitalize all the psychological tests including the scoring process and
evaluation. The same may be available on the website and students and teachers
can use them, whenever required. Even student can use it individually and can
share the results with the teacher who can help him/ her to improve his/ her
academic performance. Thus ICT can be used in psychological testing also.

12.4.5 ICT for Developing Reasoning and Thinking Abilities

Among Students
ICT can be used in many subjects. ICT provides students a variety of instructional
materials and they can choose those that suit them the best. ICT can be used for
developing reasoning and thinking abilities among students belonging to different
age groups. This is important in the present context as most educational
institutions do not pay attention to development of reasoning and thinking abilities
among students.

12.4.6 ICT for Developing Instructional Materials

At present there is a shortage of qualified and competent teachers in almost all
subjects at all levels. Sometimes, instructional materials available in the print
form are not of quality and updated. The text book reading is very often not
enjoyable and does not help students in understanding the concepts and retaining
the information. There are many teachers who are well known in different subject
areas. Their lectures should be recorded in CD-ROM, or should be made available
to all the users through broadcast on radio and television. It enhances the quality
of instruction in the classrooms. The teacher can also use them to organize
discussion after their presentation or broadcast. Teachers can even directly
download those lectures. It makes teaching effective, participatory and enjoyable.
Digitalized lectures can be uploaded on websites and student teachers can access
them as per their needs.

Activity 1
Enlist some activities using ICT, which you would like to plan for diagnostic
testing of your students in your subject.

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Assessment of Learning and
Use of ICTs Check Your Progress 2
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
3) Discuss the uses of ICT in classroom teaching?
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4) Apart from areas discussed above, what are other areas, where you can
use ICTs for improving teaching and learning?
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12.5 ICTS AND THEIR APPLICATIONS IN

TEACHING AND LEARNING
12.5.1 Radio
All of us know that radio is a very powerful medium for transmitting information
to a large group of population. It saves time, energy, money and human resources
in an effective way. Radio can be used as an effective tool in education both for
formal and non-formal education.

Radio Technology was developed during the late nineteenth century and came
into popular usage during the early twentieth century. The popularity, availability,
and low cost of radio made it a convenient and practical medium for use in
distance learning programmes. It is mostly used in combination with other media,
such as with print medium followed by face-to face teaching. Educational use of
radio started around 1930.

You must have listened to some educational programmes either on All India
Radio or on FM channels. There are generally two types of programmes. Some
programmes are informative or for entertainment purposes. Other programmes
are educational in nature. These programmes are meant primarily for educational
purposes. Let us understand the process, through which we can use radio
programmes in our regular classrooms.

Using radio programmes in classroom

Radio programmes in classroom situation are very useful for teaching and
learning. Now-a- days, Gyanvani (Radio Channel of IGNOU) and All India Radio
76
regularly broadcast many educational programmes. These programmes are both ICTs for Teaching and
Learning
for teachers and students. Given in the Box-1 is highlights of a radio broadcast
for class VII students. The topic of broadcast is our environment.

Box 1: Highlights of a Radio Broadcast

Subject: Social Science Topic: Our Environment Class: VII

Theme and major issues:
In the radio lesson on the topic ‘Our Environment’, experts discussed about
our environment. The discussion was focused on concept of environment,
components of environment i.e. natural, and man-made.
Experts also discussed about biotic and a-biotic components, domains of
environment i.e. atmosphere, biosphere, hydrosphere and lithosphere.
Their discussion also focused on eco-system. They concluded their discussion
with man-made environment.
The discussion was full of examples from surroundings of children. Experts
asked students to perform some activities after the broadcast. They also
suggested some activities to be conducted by teachers in their classroom.

If you want to use this programme in your classroom, you have to plan properly
in advance. The steps are explained to facilitate you for using radio broadcast in
your class.

A) Preparing class for radio lesson:

• First of all, prepare yourself, your class and students for a radio class;
• Collect advance information of broadcast timing and topic from All
India Radio or local radio station or from Gyanvani studio, which is
going to broadcast this lesson;
• Provide students with the theme of the topic for broadcast in advance;
• Ask students to read the related topic in advance before coming for the
radio class;
• Frame some objectives, questions and activities related to the topic, i.
e. environment, in advance to facilitate the students;
• Arrange possible materials or prepare them to be used for demonstration
during the broadcast, like you can prepare some charts representing
components of environment and domains of the environment;
• Arrange a model of any eco-system like pool eco-system or forest eco-
system;
• Draw a comparison table on blackboard, without filling it;
• Identify a proper place to keep the radio so as to ensure its audibility to
all students. The seating arrangement should be in such a way so that
all the students listen to the broadcast clearly; and
• Motivate your students to listen to the programme carefully and to take
notes of important things being explained by the experts during the
broadcast.
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Assessment of Learning and A) Using radio in class
Use of ICTs
The second step is using the radio broadcast in class.
• Ensure that while broadcast is going on, there should be no distortion
or noise in the classroom;
• Avoid discussion during the broadcast but remain attentive towards the
broadcast content;
• Take notes of important points during the broadcast along with your
students;
• Note down the instructions given for you by the experts;
• Experts may suggest many activities for you to be performed to explain
the concept effectively and efficiently;
• If, it is a phone in programme, encourage your students to ask the experts
questions related to the programme; and
• Develop an outline of the issues raised by the experts during the
broadcast.
B) Post broadcast follow-up
A soon as broadcast is over; you have to organize follow-up activities.
• Organize a discussion on the basis of the radio programme;
• Try to solve the queries and doubts noted down by students during the
broadcast;
• Ask students the questions framed by you to ensure the achievement of
instructional objectives;
• Ask students to perform some activities suggested during the radio
broadcast or designed by you to ensure the understanding of concepts
by the students; and
• Assign students some group projects like developing a model of eco-
system, various domains of environment, etc.
The effectiveness of radio class depends upon your preparedness, arrangement
and also on broadcast quality. If you observe any technical difficulty or
broadcasting error, you can communicate to the radio broadcasting agency so
that in future, good quality radio broadcasting can be ensured.
Benefits of Radio as an Educational Tool:
1) Radio has a greater value for weak students who benefit from radio as a
supplementary learning tool.
2) Radio is more cost-effective and results in effective learning.
3) Radio has the advantage of teaching those subjects in which classroom
teachers may have some problems or are not resourceful.
4) Radio broadcast provides recreation for students along with learning.
5) Radio broadcast is very effective tool of teaching in remote areas, where the
teaching learning facilities are not enough.

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6) Radio broadcast is equally helpful in enrichment of teachers’ knowledge, ICTs for Teaching and
Learning
which they might not be able to get due to lack of time and resources at their
places.
7) Recordings of naturally occurring events, e.g. political speech, children talks,
concerts or performances, talks previously recorded for others, eyewitness
interviews at historical events, presenting material in a dramatized form,
enabling students to identify with the emotions and viewpoints of the main
participants; providing an alternative view to that presented in the
correspondence text and/ or television programmes; and enabling students
to perceive the different points of view that exist and observe ideas being
challenged, through discussion and interviews, when broadcast through radio,
help both teachers and students (Vyas, et.al. (2002).

Check Your Progress 3

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
5) What are the classroom implications of educational broadcasting through
radio?
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Activity 2
Prepare a list of subjects, in which radio broadcasting is available in your
region. Involve your students in one such programme and note down their
experiences on it.

12.5.2 Television
Television is another important medium of disseminating information to its
viewers. It is a combination of audio and visual technology, and thus considered
to be more effective than audio media like radio. You must have seen the use of
television for multiple purposes of entertainment, information and education.
Because of its better accessibility, it can bring learning materials to the masses in
more direct, effective and personal way than other educational media.
Television named as ‘Doordarshan’ started its service on Sept 15, 1959, as the
National Television Network of India. In India, since the inception of TV network,
television has been perceived as an efficient and effective medium of education
and development. With its large audience it has been an efficient tool of imparting
education to primary, secondary and university level students.
Some of the major educational television initiatives in India are Secondary School
Television Project (1961), Satellite Instructional Television Experiment (SITE)
(1975), Post-SITE Project (1977), Indian National Satellite Project (INSAT)
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Assessment of Learning and (1982), IGNOU-Doordarshan Telecast (1991), Gyan-Darshan Educational
Use of ICTs
Channel (2000) (Vyas, et. al. 2002).
EduSat, a dedicated satellite for education and development was launched by
ISRO in 2004. With the help of EDUSAT, television programmes can now be
telecast in almost every Indian language and every primary school can be reached
through this satellite to improve both quality and content of primary education.
Using television in classroom
There is variety of educational programmes telecast on television ranging from
monologue, dialogue, interview, demonstration lessons, panel discussions, quiz,
drama, to simulated classrooms etc. You can use them in your classroom as per
their utility in your subject. Box-2 presents highlights of a telecast on the topic
‘Resources’.
Box 2: Highlights of a Telecast on the Topic ’Resources’

Subject: Social Science Topic: Resources Class: VIII

Theme and major issues:
The telecast was based on the topic ‘Resources’. This was a documentary
based on resources. In the beginning, anchor introduced the concept of
resources and told about types of resources with the help of some pictures.
Later on, documentary presented short video clippings of natural resources
like coal mines, oil wells, windmills, solar energy stations, etc.
The documentary focused on various natural resources, their distribution,
occurrence, uses and impact on human life. Documentary ended with a
message on resource conservation.
The anchor also explained about various activities to be performed in
classroom related to the theme.

While using television programmes in your classroom, you have to follow the
following necessary steps.
A) Preparation for telecast
You have to plan for the use of television programme in your class.
• Collect the information in advance from telecasting agency i.e.
Doordarshan or Gyandarshan (a television channel of IGNOU) or any
other agency about the schedule of programmes as well as the topics;
• Make necessary arrangements for the telecast session in your classroom;
• Keep television at the right place, and make seating arrangement of
students for proper visibility, ensure uninterrupted power supply and
proper signal during the telecast;
• Brief students about the concept/topic of telecast well in advance;
• Prepare learning objectives, questions and arrange materials for
demonstration (if required) during the telecast;
• If telecast is interactive in nature, arrange a telephone in the class for
facilitating the students to ask the experts about their queries;

80
 • If it is recorded telecast, instruct students to note down their queries ICTs for Teaching and
Learning
and doubts in their notebooks during the telecast; and
• Ensure discipline and silence during the telecast.
B) During the Telecast:
When the telecast starts, be vigilant in the class so that students remain
attentive towards the telecast;
• Note down important points discussed by experts during the telecast;
• Note down those activities, which are demonstrated by experts, so that
you can use them in your classroom teaching;
• Motivate students to learn more and more from the experts;
• If it is an interactive session, encourage your students to ask questions
the experts using the telephone available in class;
• Clear your doubts by the experts during such sessions;
• Ask your students to note down places, dates and names of important
persons cited during the presentation and
• Encourage students and keep them active during the telecast.
C) Follow-up
Similar to radio broadcast, effectiveness of telecast sessions depends upon
follow-up activities.
• Hold discussion on telecast topic, perform the activities suggested
during the telecast, solve students ‘queries and clarify the doubts of
students;
• Ask students questions to ensure the achievement of learning objectives;
• Apart from follow-up, evaluation of programme is also an important
activities. The programme evaluation can be done by you as well as
your students about the quality, relevance, ease of understanding and
experts’ attitude. This is helpful in improving the quality of the
programme.
From your professional development point of view, these programmes are also
very relevant. You can acquire updated knowledge, develop new skills and
teaching strategies. Your interaction with experts helps you to clear your own
doubts as well as facilitate you to sharpen your teaching skills.
Benefits of Television as an Educational Tool
• Television has reach to masses so that it can spread the educational telecast
to a large group in remote areas also.
• Educational telecast brings uniformity in the content and communication.
• The expert in telecast is regarded as master teacher.
• In practical subjects like science, costly and risky experiments can be
demonstrated through telecast.
• Telecast is a time saving means of content dissemination.
• Telecast draw attention of learners to the relevant content as irrelevant
contents are removed with the help of editing programme.
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Assessment of Learning and • Variety of activities like demonstrations, experiments, discussion, talk,
Use of ICTs
lecture, etc. can be telecast so that monotony of classroom teaching could
be broken.
• Teachers can use television as a medium in their classroom teaching, which
helps them in reducing their load.
• Television helps teacher to learn new teaching strategies, methods and
activities, which they can use in their classroom teaching.
• Students feel more motivated towards television programmes than classroom
teaching.

Check Your Progress 4

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
6) How can television be helpful in qualitative improvement of elementary
education?
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12.5.3 Computer
At present majority of devices are based on Digital Technology. One such device
is Computer. The Computer is an electronic device that has the capacity to store,
retrieve and process both qualitative and quantitative information fast and
accurately. Computer Assisted Instruction (CAI) or Computer Assisted Learning
(CAL), Computer Managed Instruction (CMI), Computer Based Instruction (CBI)
are some educational applications. People started developing CAI for teaching
different subjects at School as well as Higher Education levels. The CAIs were
compared with the Lecture Method / Traditional Method and found that the
developed CAIs were significantly superior to Lecture Method / Traditional
Method in teaching different subjects.
Computers are often viewed as tools that can be used to achieve diverse learning
objectives similar to the way that textbooks, laboratory experiments or other
educational technologies are used to achieve.
Using Computer in Education
CAL implies that teaching learning activities are aided by some applications of
the computer. The role of the computer can be as a teaching aid. It can be more
student-centered. Barker (1988), as cited in Sen (2011), has suggested the
82 following educational functions of computers:
 ICTs for Teaching and
Learning

Educational Uses
of Computer

Fig. 12.3: Educational Uses of Computer

The scope of Computer Assisted Learning (CAL) includes a wide variety of

functions. These functions are usually realized through different CAL modes.
The major modes of CAL (Sen. 2011) can be noted as follows:
i) Drill and Practice
ii) Tutorial
iii) Dialogue /Conversational
iv) Games
v) Simulation
vi) Databases
i) Drill and Practice
Drill and Practice is the simplest form of CAL. A series of exercises is
presented to a student by the computer. The student gives a response. The
response is processed by the computer and accordingly new activity is
designed. Exercises can be created by the computer by avoiding repetition.
The items can be selected randomly from the list and presented. Sometimes
the series is presented as it is. Also endless exercises can be provided. As a
response to the exercise, the programme either asks the student to try again
till it is right or provides a chance or just states the right answer. The responses
are also analyzed to mark the success or to assert the need of more study.
The questions in the drill and practice are of these types: fill in the blanks,
odd man out, correct or wrong, answer in a word/ sentence, multiple choices.
Activities like drawing, measuring and arranging objects are also possible
on computer. Generally, writing long answers is avoided in CAL.
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Assessment of Learning and ii) Tutorial
Use of ICTs
In tutorial the topic to be studied is divided into a sequence of short sections
called frames. It bears a close resemblance to the programmed learning
sequences found in print and in teaching machines during 1960’s. The
programmed text presents a number of problems, particularly in determining
whether the student has really mastered the current step and in deciding how
to branch to the next step. The computer can be used to determine students’
needs and preferences and to decide how to branch through material.

The material can be more complex without adding to students’ burden. The
computer opens up a range of possible branching, which would have been
difficult to arrange in the scrambled text or primitive teaching machine. The
computer can be programmed to branch any number of alternative pages in
text where there are many different routes. In tutorial, each learner is
diagnosed at every small stage and led to a new path according to his/her
need.

iii) Conversation or Dialogue

Dialogue is based on the teaching-learning method used by Socrates. Both
teacher and learner take an initiative to start the teaching-learning process.
They can ask each other questions and answer them. These types of tutorials
require very complicated and time-consuming programming. Also these are
not cost-effective instructional systems. In dialogue the computer is engaged
in learning about the learner. Thus they try to improve and further
individualize the instructional strategy being used. Deep questioning
techniques and multifaceted analyses of the responses given by the student
can help in building complex interactive dialogues.

iv) Games
The modes discussed earlier provide information in a structured way,
according to rules specified by the author. Gaming involved with an objective
of competition motivates learners to approach the given situation with
enthusiasm. If concepts are taught or given for practice through games,
learners generally learn them with enthusiasm regardless of the time they
consume. Video games as well as computer games, without any educational
input, are very popular with children who have access to a computer. If they
are provided with instructional games, they will certainly acquire new
concepts and skills.

v) Simulation
A few real life experiences or phenomena can not be learnt directly. The
experiments may be time-consuming, expensive, difficult or sometimes
dangerous too (e.g. fission of atom). Computer can be used to simulate a
real life system by following a set of rules, which approximate the behaviour
of the real system. The rules specified for simulation may be simple or
complex and quality of approximation can be governed. Various levels of
approximation can be provided in the same simulation courseware. It allows
effects of increasing experimental error or to give a feeling for the accuracy
of the simulation. Simulation offers flexibility and control. In simulation,
the particular feature of the computer as an ultra rapid calculating and data
84 processing machine is used to its best advantage.
 Simulation can provide the following advantages: ICTs for Teaching and
Learning
1) It overcomes the difficulties and complexities of real phenomenon by
using idealized conditions. For example, increase or decrease in demands
and supplies of commodities to see their effects on the market economy.
2) It overcomes the prohibitive costs of laboratory or field-work based
experiments. For example, providing variety of acids with different
densities in a laboratory for one single experiment.
3) The time normally required for an experiment can be foreshortened.
4) Dangerous experiment can be experienced in safe environment. For
example, increasing proportion of pollutants in the environment to see
their consequences.
5) Experiment, which would normally be impractical, can be attempted.
For example, creation of civilization on a different planet.
6) The level of complexity can be increased slowly. Variables can be added
at every stage.

vi) Databases
One of the modes of learning is learning through exploration of resource
material and library utilization. The power of a computer to store, retrieve
and process information is used to help the student as s/he browses through
the material. One can respond to the questions about the related information
and retrieve from the data base an item which one needs, summarize statistical
data, suggest possible times of investigation.

As in the library a book or a resource material can be found using subject

code, author index or title index, one can provide such key words to the
computer to find resource material. Unlike books, material stored in a main-
frame computer can be made available at all the terminals at a time.

7) Narrative/Presentational
In this mode computer screen is used to present material to student in a form
sometimes referred to as an electronic blackboard. Along with normal verbal
approach, movement and animation can be used with colors and music.
Simple presentations can easily be developed by teachers to introduce learners
to new information. For example, a teacher can develop slide shows using
MS-Power Point or even develop web-pages using Front-Page.

Advantages of Cal
The learning process could be strengthened in many ways through these modes.
Advantages of the CAL approach are mentioned below:

1) CAL is individualized, that is each student is free to work at his/her own

pace, totally unaffected by the performance of any other students. Since it
can provide a method of instruction designed for self-directive study, it helps
in improving skills or achieving objectives at different difficulty levels.

2) Information is presented in a structured form. It proves useful in the study of

a subject in which there is hierarchy of facts and rules.
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Assessment of Learning and 3) CAL forces active participation on the part of student, which contrasts with
Use of ICTs
the more passive role in reading a book or attending to a lecture.
4) It provides student immediate feedback due to active student participation.
Feedback may be remedial in nature, or it may direct student to a certain
path depending on its response.
5) CAL utilizes a reporting system that provides student with a clear picture of
his/her progress. Thus students can identify the subject areas in which they
have improved and in which they need improvement.
6) By enabling students to manipulate concepts directly, and explore the results
of such manipulation, it reduces the time taken to comprehend difficult
concepts.
7) CAL also saves time and effort of teachers as well as students. Teachers
need not waste their time and effort in arranging the same instructional
experiences, forming questions for every student, evaluating them at every
learning stage, as all these are carried out by the computer programme.
8) CAL offers students a wide range of experiences that are otherwise not
available. It works as a multimedia providing audio as well as visual inputs.
It enables student to understand concepts clearly with the use of stimulating
techniques such as animation, blinking, graphical displays, etc.
9) Simulation has great significance in situations, where a conventional practical
demonstration is extremely difficult, impossible or dangerous, where the
apparatus is not readily available, when a real situation would take long
time to investigate or where manipulation of different variables may prove
useful.
10) Learners can be provided with multiple-choice questions having any number
of options. Also a series of responses may be provided with each response
providing feedback on each of the options.
11) CAL can enhance reasoning and decision-making abilities.
12) Students who use CAL become increasingly self-directed in their learning
styles. They become more responsible for learning and less dependent on
teachers.

Note: We acknowledge that the section on Computer and Computer Assisted

Learning (CAL) has been adapted from IGNOU(2000).

Check Your Progress 5

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
7) Explain the concept of computer assisted learning (CAL)? How is it
beneficial in elementary education?
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12.5.4 Internet ICTs for Teaching and
Learning
The most popular computer application in education these days is ‘Internet’.
The Internet can be defined as the wired or wireless mode of communication
through which one can receive, transmit information that can be used for single
or multiple operations.
For efficient worldwide communication, high speed information highways are
being set up by various governments and private information technology firms.
Through video chats and conferences, the need to travel has reduced quite a lot
and people from the world of their lives are reaping the best of the internet
services.
How does Internet work?
While the working of internet appears to be
complex , its use in day to day activities is
found to be very simple.Let us suppose that
every house in our locality is equivalent to a
device that uses internet, such as a smart phone
or a tablet computer. The addresses that the
houses have are just similar to the IP address,
which is unique and unavailable for any other device all around the world. The
posts and phone calls that arrive in the house are sources through which the
world connects to the house and through the same medium the people in the
houses communicate with the outside world. Writing down the mails or picking
the phone instrument to make is quite similar to connecting to the internet or
rather opening a web browser.
There are exchange offices and post offices to send and receive the posts or
phone calls. Similarly, there are servers that store all the data and make it dynamically
available on the internet. The calls we make are first directed to the telephone
exchange office that checks whether the number we have dialed is valid or not.
Similarly, the protocols are applied when user requests for data exchange. Just
as the number of houses decides a place to be called as village, town, city or
state; similarly, number of internet connected devices defines an area to be
categorized into local area network (LAN), wide area network (WAN), etc.
Educational Applications of Internet:
The Figure 12.4 provides different educational applications of Internet.

Fig. 12. 4: Educational Applications of Internet

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Assessment of Learning and i) Easy contact: As mentioned earlier, communication is one of the biggest
Use of ICTs
advantages of the Internet in education. You can contact your students as
well as students can contact other students via the E-mail, and social
networking sites. Sharing of information, discussion on a particular subject,
etc. can be easily carried out using the Internet. At the same time, you can
also contact parents and guardians of children easily using Internet.

ii) School/College projects: The Internet can be most useful for completing
projects in elementary schools. As the Internet is full of information
pertaining to different subjects, one can easily find information, research
work, etc. required for one’s projects. Going through the information on the
Internet is definitely faster than reading an entire book on the subject.
Homework is also made easier with the help of the Internet.

iii) Encyclopedia: Sometimes, encyclopedia may not always be available or

accessible to students. In that case, encyclopedias of different subjects
available on the Internet can be helpful to students. Wikipedia is one of the
most used online encyclopedias.

iv) News: News is constantly updated on different news sites. Students can
have an access to all the current affairs on the Internet in the school campus,
at home, or at any other place. Online e-newspapers are now available on
the Internet in almost all the languages. Students can collect updated
information from these e-newspapers very easily.

v) Online Learning: Internet is used extensively in distance education or online

learning. One of the benefits of online learning is that students from any
part of the world can gain knowledge on different subjects, complete courses,
etc. with the help of online learning.

vi) Multimedia: The Internet allows students and teachers to access multimedia
content, which is not possible to access through other media. Students can
learn about their subjects by watching video, pictures and listening to audio
contents. We discuss in details multimedia in next section.

vii) Communication: The Internet also allows students to communicate with

each other more easily. Students are able to share information via email,
instant message and file transfers. This aids them in group project work.
Students located in remote places can organize conference among
themselves, work together on the project as if they are in the same room.
This increases efficiency in the students’ work and allows them to learn
communication skills, needed for in the workplace.

vii) Learning from home: Some elementary schools broadcast their lectures
on the Internet so that students who do not attend the lessons can at least
watch them at home. Students can access these saved lectures later on. This
helps them in preparing for examinations.

In the above section, we have discussed various applications of Internet in

education. Other applications of Internet in education are using it for admission
process, academic evaluation, academic administrations, as a source of
information, communication tool etc.

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 ICTs for Teaching and
Check Your Progress 6 Learning
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
8) How can Internet help teachers to improve their teaching and learning?
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12.5.5 Multimedia
The use of multimedia in education has recently become more common.
Multimedia is the combination of various elements like text, color, graphics,
animation, audio, and video. The use of multimedia facilitates both teachers and
students to effectively transact learning experiences. Multimedia is in essence “a
presentation of information that incorporates multiple media such as text, audio,
graphics, and animation.”
Teachers have been using multimedia as a teaching-learning tool for years; this is
because multimedia offers the experiences of listening, watching and working in a
computer-mediated setting. It can be exciting, interesting, motivating, and help
students achieve learning objectives in new ways. The use of sound, photographs
and video enables the user to experience the real world situations which may not be
possible with the more conventional methods of instruction (Oliver, 2000).
Types of multimedia and their classroom applications:
There are numerous types of multimedia. Let us discuss different forms of
multimedia suggested by Center for Implementing Technology in Education-
CITE (2006) and their potentials for supporting diverse learners.

Fig.12.5: Types of Multimedia Applications in Education 89

Assessment of Learning and i) Talking books and speech synthesis: Digital texts can be read aloud using
Use of ICTs
recorded human voice or synthetic text-to-speech programs. Read-aloud is
an intrinsic feature of so-called talking books, but with text-to-speech
software, virtually any digital content including web-based texts can be read
aloud, with or without synchronous highlighting of the printed text. Read-
aloud can support the development of key literacy skills such as fluency and
reading comprehension, and increase engagement and motivation.

Text-to-speech is also a beneficial writing tool. It may be easier for students

to recognize errors when listening and reading a composition. By using text-
to-speech to read back the text they have written, students may be able to
revise more successfully.

ii) CD-ROM storybooks: CD-ROM storybooks offer digital text in

combination with features such as animations, illustrations, speech, and
sound. For example, a CD-ROM storybook might offer the story text together
with animations, vocabulary definitions, and sound effects. Some storybooks
incorporate an audio version of the text. CD-ROM storybooks offer great
potential for engaging students, and some incorporate valuable literacy skills.
Thus, they can benefit students with deficits in basic literacy skills.

iii) Video/videodiscs: Video/videodiscs offer a means to contextualize curriculum

content and instruction across the curriculum. For example, video can be
used to anchor mathematics instruction to an authentic context. That is, video
can be used to present to students a real-world context within which
mathematical problem-solving can be situated.

iv) Hypermedia: Hypermedia refers to hyperlinked multimedia—the linkage

of text, audio, graphics, animation, and/or video through hyperlinks. For
example, a hypermedia study guide might offer illustrated textbook content
hyperlinked to web-based video and other content, glossary entries, and
comprehension questions.

Digital texts can be enriched with a range of instructional supports. For

example, vocabulary definitions might be presented as text, pictures, and/or
animated graphics. Background information might be presented as a map,
video, annotated bibliography with text and audio or illustrated timeline.

Using hypermedia, teachers can help a variety of learners, including English

language learners, second language learners, and students with
comprehension problems, to overcome important barriers posed by printed
texts.

v) Computer simulations: Computer simulations are computer-generated

versions of real-world objects (for example, a brain) or processes (for
example, an election). Computer simulations are a means to “open up the
walls of the classroom,” providing students with an opportunity to observe,
manipulate, and investigate phenomena that are normally inaccessible by
using tools and materials not available in the classroom.

Computer simulations can be used to increase content knowledge. Simulations

are particularly well suited to confronting students with their misconceptions
about essential learning concepts and helping them to develop more accurate
90
conceptual models. Simulations can also be used to develop skills. For example, ICTs for Teaching and
Learning
simulated science experiments can be used to facilitate mastery of science process
skills.

Benefits of using multimedia applications in classroom:

• You can engage and motivate students to participate in classroom activities
as the use of multimedia in teaching-learning makes it more interesting and
interactive.
• It provides students with an opportunity to feel a different classroom
environment.
• You can use audio-video multimedia applications/CDs in absence of
computer/internet facility so that students can get benefitted.
• Multimedia applications are of great use with those students, who have some
learning difficulty or disability.
• Multimedia turn the classroom environment from teacher centered to student
centered.

Check Your Progress 6

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
9) Write down some multimedia applications at elementary level in which
computers are not required.
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12.5.6 Mobile Learning

Mobile phones first arrived in India in 1995, and since
then their application has grown exponentially.
Education through mobile is often referred as mLearning.
mLearning makes education more accessible as it
enables learners to pursue their studies according to their
own schedule. The portability of mobile technology
enables students to learn at all times and at all places.
For those in rural or remote areas where environmental
and infrastructure challenges hinder other learning modalities, particularly
eLearning, mLearning presents great opportunities. mLearning provides a
potential way forward for the expansion of education programs to larger segments
of the population. mLearning allows a method of educational delivery that could
be more cost-effective than other methods.
The technological capacities of mobile phones allow communication by voice
and text and capture still and moving images. Recent ‘smart phones’ allow users
91
Assessment of Learning and to view PDFs, spreadsheets and word-processed files, and possess additional
Use of ICTs
features such as a stopwatch and a GPS (Global Positioning System).
If mobile phones are to be used in schools, school authorities need to address
certain issues. These are leadership and school culture; attitudes of teachers and
students; appropriate curriculum activities; professional development of teachers;
technical integration and support; and policies pertaining to the use of mobile
phone.
Mobile Phones in Education can be used in the following ways:
1) Use SMS to send definitions, small formula, math equations, difficult words,
etc.
2) Use as an internet browser to access endless information
3) Read news articles and current events and books
4) Download and use education programs such as Google Maps, Google books
and use as GPS
5) Use of digital or video camera of mobile for taking pictures during visit,
exhibition or excursion for school projects, etc.

Check Your Progress 7

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of the Unit.
10) In what ways, mobile can be used as a helping tool in elementary education?
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12.6 LET US SUM UP

As ICTs have transformed the whole educational scenario, elementary education
is not an exception. These technologies play an effective support role to achieve
our goal of qualitative elementary education for all. In this unit, we have discussed
the concept of ICTs and their applications in education. Motive behind giving
you idea about various applications of ICTs was to sensitize you about these
technologies. You can find out many more applications as these are changing at
a fast pace. Radio broadcasting and telecast are of great use for students and
teachers. These can be used with other media for better interaction and support
for the learners as well as for teachers. Computer is being used in teaching-
learning process frequently now-a-days. We have new tablets like Akash launched
by Ministry of Human Resource Development (MHRD), Govt. of India.. You
must be equipped with skills to use these new technologies as students are
becoming familiar with them. Use of interactive white boards, digital projectors
is very effective ICT application in education. Teachers and students enjoy them.
Mobile is also very effective tool. Your responsibilities are not only to understand
these technologies but also to use them as a helping tool in the teaching learning
92 process.
 ICTs for Teaching and
12.7 UNIT END ACTIVITIES Learning

1) Collect some information on the usage of modern form of computers in

education and highlight their advantages.
2) What are the advantages and disadvantages of using ICTs in elementary
education?
3) In Indian scenario, what kind of difficulties you will face, if you want to use
ICTs in your classrooms?

12.8 REFERENCES AND SUGGESTED READINGS:

• Bingimlas, K.A. (2009). Barriers to the Successful Integration of ICT in
Teaching and Learning Environment: A Review of the Literature, Euresia
Journal of Mathematics, Science and Technology Education, 5 (3), p.p. 235-
245
• Blurton, C. (2002). New Directions of ICT-Use in Education. Available online
http://www.unesco.org/education/educprog/lwf/dl/edict.pdf;accessed,
retrieved from http://en.wikibooks.org/wiki/ICT_in_Education/Notes#4
• Borgh, K., & Dickson, W. P. (1992). The effects on children’s writing of
adding speech synthesis to a word processor. Journal of Research on
Computing in Education, 24(4), 533-544.
• Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM
storybooks and young readers’ reading comprehension. Journal of Research
on Computing in Education, 33(4), 374-384.
• Eric, R. (2011). Using Computers in Schools, Digital Opportunities for
Development, p.p.207-247, retrieved from http://learnlink.aed.org/
Publications/Sourcebook/chapter4/Computers_in_Schools_modelofuse.pdf
• FAME. (2010). The Evolution of Multimedia in Education, Forecasting
the Future of Multimedia to the Year 2010 and beyond. (Edinburgh
Document 5)
• IBM (2005) Improving India’s education System through Information
Technology, IBM, Banglore
• IGNOU (2000). Unit 11 Application to Computer Programmes, in Block-3
Software Development, ES-361 Educational Technology, New Delhi: School
of Education, IGNOU.
• Internet and Education: Resource Guide, (2006). Vitrine Technologie-
Éducation, retrieved from http://www.ntic.org/internetguide.pdf
• Krippel G., McKee A. J. and Moody J. (2009). Multimedia use in higher
education: promises and pitfalls, Journal of Instructional Pedagogies, p.p.
1-8
• Mishra, S. and Sharma, R. C. (2004). Interactive Multimedia in Education
and Training, Idea Group Publishing, p.p. 115-118
• CITE (2006) Multimedia applications in Classroom, retrieved from
www.cited.org/index.aspx?page_id=106ý
• Oliver, J. (2000). What is Multimedia? Retrieved November 13, 2007, from
http://www.herts.ac.uk/ltdu/technology/what_is_multimedia.html
93
Assessment of Learning and • Sansanwal, D.N. (2009). Use of ICT in Teaching, learning and evaluation,
Use of ICTs
Central Institute of Educational Technology, NCERT, New Delhi and State
Institute of Education, Chandigarh, Educational Technology Lecture Series,
February 27, retrieved from http://www.scribd.com/doc/61923699/Use-of-
ICT-in-Teaching-Learning-and-Evaluation
• Sen. V. (2011) What do You Mean by Computer Assisted Learning?, retrieved
from http://www.preservearticles.com/2011122018613/what-do-you-mean-
by-computer-assisted-learning.html
• Synthesis Report, (2002). The results of a Foresight Workshop organized as
part of the FP7 Blue Skies Project FarHorizon, 2-3 December, Brussels
• Tierney, R. J., Kieffer, R., Whalin, K., Desai, L., Moss, A. G., Harris, J. E., et
al. (1997). Assessing the impact of hypertext on learners’ architecture of
literacy learning spaces in different disciplines: follow-up studies. Reading
Online (1096-1232). Retrieved from http://www.readingonline.org/research/
impact.
• UNESCO, (2001). Using ICT for quality teaching, learning and effective
management: Report of the Seventh UNESCO-ACE/D International
Conference on Education: Bangkok, Thailand, UNESCO
• Vyas, R. V., Sharma, R. C. and Kumar A. (2002). Educational radio in
India. Turkish Online Journal of Distance Education-TOJDE. 3(3). Retrieved
from http://tojde.anadolu.edu.tr/tojde7/articles/educationalradio.htm
• Vyas, R. V., Sharma, R. C. and Kumar A. (2002). Educational television in
India. Turkish Online Journal of Distance Education-TOJDE. 3(4). Retrieved
from http://tojde.anadolu.edu.tr/tojde8/articles/educationaltv.htm

12.9 ANSWERS TO CHECK YOUR PROGRESS

1) Information and communication technology consists of three specific terms,
information, communication and technology. Communicating information
effectively by making use of appropriate technology is called information
and communication technology (ICT).
2) Radio, television, video, DVD, telephone (both fixed line and mobile phones),
satellite systems, computer and network hardware and software etc. are
included under ICT.
3) ICTs can be used in many areas of classroom teaching such as diagnostic
testing, remedial teaching, evaluation activities, psychological analysis of
learners, development of reasoning and thinking among students and
instructional material development.
4) Write on the basis of your own observations.
5) Radio broadcast programs invoke teacher as well as student participation
and action in every step of the learning process.
Students are commended for their correct answers, and hard work, and the
in-class teacher is instructed to praise students for their effort. In addition to
respect, good manners, and equitable interaction, the program makes learning
fun for both teachers and students. It also improves teachers ‘content
knowledge, students’ attendance in classroom, language and communication
abilities, etc.
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6) Television broadcasting brings many qualitative improvements in teaching ICTs for Teaching and
Learning
learning. It removes the pedagogical difficulties in the teaching of various
subjects. Direct observation of many processes, experiments, etc. are possible.
It provides an opportunity to interact with other teachers, who are experts in
their field.
7) Computer assisted learning (CAL) is used to teach students by providing
programmed instructions and information. Students learn as per their learning
speed and solve problems associated with it.
8) Internet can help teachers in developing projects, taking information from
various resources, online tutoring, taking help from computer based
multimedia applications, self-paced learning etc.
9) There are many multimedia applications like radio, television, audio/video
CD/DVDs, interactive counseling, mobile phones, filmstrips, slides etc in
which computers are not required.
10) Mobiles can be used in many ways in education:
• Use SMS to send definitions, small formula, math equations, difficult
words, etc.
• Use as an internet browser to access endless information
• Read news articles and current events and books
• Download and use education programs such as Google Maps, Google
books and use as GPS
• Use of digital or video camera of mobile for taking pictures during
visit, exhibition or excursion for school projects, etc.

95