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UNIT I: Concept of Educational Technology
A. Educational Technology
 Educational technology- concept, objectives and scope
 Difference between technology in education (Instructional technology) and technology of
education (teaching technology)
 Approaches of educational technology – Hardware, Software and Systems approach
 Resource centers and services in educational technology
 CIET (NCERT)  NME-ICT
 SIET  IT@SCHOOL- VICTERS
 EMMRC Channel
 UGC-CEC  AKSHAYA PROJECT
 C-DIT  GYAN DARSAN
 EDUSAT  INFLIB NET
B. Media in Education
 Print media- Newspapers Books Journals Magazines
 Non print media- mass media( radio, T.V., Films in education)
 A-V aids: definition, types audio aids visual aidsA-V aids.
 Meaning & concept of Multimedia and Multi-sensory approach
 Dales cone of experience
 Teleconferencing: • Audio • Video
 Interactive white board- uses & advantages over normal chalk board
 Smart Classrooms

EDUCATIONAL TECHNOLOGY - Mans’ desire for excellence gave birth to new innovations and
inventions in all walks of life, which we call science and technology. Thus science and technology is
instrumental for bringing development, improvement and efficiency in the process and products of
human work. Thus it is the key to development and we cannot live without it.
What is technology?
The word technology is derived from the Greek word ‘technique’ meaning art or skill or craft and
‘logos’ meaning study or skill. Thus etymologically it means the science or study of an art, skill or
craft i.e. the technique used by a person.
Technology is considered in two aspects
1. Technology of things – the set of instruments or skills that are used satisfy the needs of a
community.
2. Technology of process- the application of scientific knowledge to a practical task or purpose.
The concept of ET:
Educational technology involves two words education and technology. Technology involves any valid
and reliable process or procedure adopted using scientific method is considered as technology.
Technology without education will not yield the proper results. So we have to consider education
also. Education is defined differently by different persons. Education in the technical sense refers to
the process by which the society through its different institutions deliberately transmits its
accumulated values, knowledge, skills, customs, traditions and heritage from one generation to
another. The world of education is also not free from the influence of technology and this gave birth to
educational technology.
ET involves the application of technology in the field of education. Technology has evolved new
machines and materials whose judicious application will yield greater results in the field of education.
An educational personnel with adequate knowledge of theory and practices of education can use ET in
a more efficient and effective manner. In education ET involves a system of the 5M’s i.e., machines,
materials, media, men and methods which are interrelated and work together for the fulfilment of the
specific educational objectives. It is branch op study in which the results of engineering techniques,

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information science, natural science, Behavioural sciences and human technology are used to promote
the efficiency of education.
History of Educational Technology:
History of education takes us to a stage where the subject matter was orally transmitted. Then learning
materials began to available in the printed form. Then technology advanced and teaching began to be
supplemented by the use of black-board, specimen, pictures, charts, models, maps, figures, graphs etc
i.e. concrete materials began to be used. This was the age of audio-visual aids where ET was
considered as the simple use of A-V aids for direct teaching and learning.
Later industrial development led to the invention of sophisticated scientific instruments with the
advancement of physical sciences and advent of electronic revolution. This led to the use of projectors,
tape-recorders, radios, television etc in education.
Then came the age of mass media and massive communication revolution where sophisticated
appliances began to be utilized for formal and non-formal education i.e. utilization of radio, television,
tele-text, CAI (Computer Assisted Instruction) etc.
By the influence of behavioural sciences i.e. the concept of theories of learning, new materials for
individualization of instruction and self learning began to be made i.e. software were prepared and
utilized for instruction. Programmed Instruction, Self instructional materials like modules, teaching
machines for auto instruction etc began to be used. Thus a new dimension was added to ET by the
application of Psychology.
Micro teaching, models of teaching, Analysis of behaviour etc also was added to ET. The latest
approach is the systems approach which stemmed from engineering. According to systems approach
ET is more than sum of its parts. It a systematic way of designing, carrying out and evaluating the total
process of teaching and learning in terms of specific objectives for the best possible results.
Thus over the years new approaches, contents, theories and changes in the teaching-learning process
have broadened the concept, nature and scope of ET.
There has been a gradual shift in the meaning and definition of ET over the years.
Definitions of ET
G.C.M.Leith, (1967): ET is the systematic application of scientific knowledge about teaching-learning
and conditions of learning to improve the efficiency of teaching and learning.
I.K.Davis, (1971): ET is concerned with the problems of education and training context and it is
characterized by the disciplined and systematic approach to the organization of resources for learning.
ET is the development, application and evaluation of systems, techniques and aids in the field of
human learning.
Objectives of Educational Technology
To understand the nature, concept and different components of Educational Technology, compare
Hardware and Software Technologies.
To Understand the meaning and types of Communication system, types of Communication and its use
in classroom. It facilitates effective communication between the teachers and students, in order to
accomplish learning objectives.
To acquaint with ideas about Computers, internet and the latest technologies and its use in School
Education
To develop and understand the Models of Teaching
To understand the principles of designing Instructional Strategy.
To acquaint with the ideas of Micro – teaching, Programmed – instructions and Classroom Interaction
Analysis
Educational technology aims to locate the problems in the field of education, find remedy and
ultimately aims at improving the educational system.
ET enables use of the research findings of psychology, sociology, engineering, physical sciences and
social psychology among others, and applies the same to the field of education.
ET applies technical knowledge systematically to the field of education to attain the objectives of
practical goals.
It provides hands-on experience to both the teachers and the learners.

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The application of a variety of educational technologies to classroom teaching and learning is both
effective and efficient in terms of time effectiveness, systems approach, and attainment of objectives
both by the teachers and the taught.
Educational technology has the potential to impart education and training to large masses with varied
backgrounds in terms of education, socio-economic status, language competencies, location, etc.
Educational technology is a means to achieve an end but is not an end in itself. Better classroom
performance is a product or output or an end in an educational process, but the treatment provided to
the students in terms of using educational technologies in the teaching learning process may be the
‘means’ for it.
Scope of Educational Technology
The scope of educational technology is not only confined to the use of technological gadgets in
education rather, it includes the development, application and evaluation of systems, techniques and
aids in the field of learning.
Educational technology encompasses educational objectives, selection of media and resources,
management of resources, etc. thus, ET is a dynamic, progressive and effective tool in the hands of
teachers, students, and educational administrators.
New conceptions are possible only due to such educational technologies as computer, e-learning,
mobile learning, online learning, spread of synchronous experiences etc.
Educational technology accepts the ‘school’ as a system. In this system, the school’s infrastructure
such as, the building,, furniture and teachers act as inputs while various methods, techniques,
strategies, teaching and examination (all with the help of audio-visual aids) function in the form of a
process. Lastly, the output is in the form of the capability of the pupils.
Engineering technology is used largely in the manufacturing sector that produces radios, CD players,
tape records, CDs/DVDs, video-tapes and the television. Even though all these audio video gadgets are
used in the teaching-learning process, engineering technology is different from educational
technology. These aspects of engineering technology are accepted as the hardware approach in
education. In education, the stresses lie equally on software technology which makes the hardware
meaningfully useful. Suitable programming makes educational technology both productive and
efficient.
Educational technology is a rapidly developing modern discipline that is ready to face the challenges
of the near future. The world over many institutions of higher learning have started using information
and communication technologies, such as the internet, web-based learning, online learning etc. It
involves the adoption of scientific and technological innovations and inventions to solve problems
confronted by the education sector. Advancement in scientific knowledge produces more and more
sophisticated electronic devices into the field of Educational technology.
Some teachers feel that educational technology will replace the teacher. It is simply a myth.
Educational technology cannot replace the teacher. Largely because of three aspects of educational
technology; input, process and output. The teacher has a crucial role to play in order to achieve the
desired learning outcomes with the support of educational technology.
ET and related concepts:
Teaching Technology: Teaching Technology is concerned with the systematization of teaching and
provides necessary theory and practice for the teachers to bring improvement in the task of teaching. It
is a specialized branch of the subject ET.
Instructional Technology: Instruction is only a part of the total educative process and only one of the
means to achieve the goals of education. Instructional Technology is concerned with the determining
of appropriate stimuli to
Differentiate between Technology in Education and Technology of Education
i) Technology in Education: Technology in education is the application or use of technology in the
field of Education. It is concerned with electronic gadgets such as television, radio, language labs,
teaching machines, Closed Circuit Television (CCTV), motion picture, epidiascope and various
other projected media such as slides and Liquified Crystal Display (LCD) projectors which are used
to teach learners. It was one of the earlier concepts of Educational Technology when it was

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considered as only the use of Audio Visual Aids. It can be considered as the hardware approach to
educational technology because it includes tangible aspects of technology. It is the application of
principles of physical sciences and engineering in the development of electro-mechanical equipment
used for instructional purposes. Silverman (1968), called this technology ‘relative technology’ which
refers to borrowing and to applying technology, machines, and devices in the process of teaching
and learning.
ii) Technology of Education: This approach to educational technology involves a systematic,
scientific application of appropriate scientific research, both from the physical sciences as well as,
from the social sciences particularly from psychology and sociology, in order to solve a problem.
This is the real modern aconcept of Educational Technology. Here, it is important to understand that
technology of education emphasizes on the techniques of teaching and learning derived from the
principles, ideas, and practices drawn from various fields of knowledge such as; psychology,
sociology, philosophy, management, cybernetics, etc. in order to optimize the teaching-learning
process. It refers to the application of teaching-learning principles towards directing and shaping of
behaviour. It is closely associated with the modern principles and theories of teaching, instruction,
teacher behaviour and principles of programmed learning. It is characterized by task analysis, stating
objectives in clear terms, selection of appropriate teaching strategies, reinforcement for correct
responses, and continuous evaluation. Silverman (1968), called this ‘constructive educational
technology’. It concentrates on the analysis, selection and construction of whatever is necessary to
meet the educational needs of the learners.

The three important approaches of ET: Broadly speaking Educational technology connotes three
meanings which gave birth to three different approaches in ET namely – hardware approach, software
approach and systems approach.
Hardware approach: The first view refers to the application of physical sciences and engineering
technology to provide the necessary hardware for the instructional purposes. This is called the
hardware approach to ET or ET1. The hardware approach of education implies the use of mechanical
materials and equipments to education. In these sense audio visual aids like charts, models, films
strips, slides and audio cassettes and other sophisticated equipments and gadgets like films, projectors,
radio, tape recorders, record player, television, video, teaching machines, computers etc come under
this category of hardware and they are called educational hardware. The hardware approach is based
on the physical science approach. It is based on the application of engineering principles for
developing electro-mechanical equipments for instructional purposes. The hardware approach is
sometimes called high technology as it deals with application of many fields of technological aspects
to educational needs of individual as well as society. James O. Finn is the exponent of this approach.
This is promoted by the electronic communication industry and it gave rise to the audio-visual
education movement. In this sense the preference is given to the use of equipment for presenting
instructional material such as projectors, tape-recorders, television, teaching machines, computers etc.
By using hardware devices teachers can deal with larger group of students to discourse on teaching-
learning experiences. It promoted mass education and helped in improving the efficiency of teaching
and is more teacher-centred. It also reduced the education cost per head.
Software approach: The second meaning stands for the application of scientific principles to
instruction. This view is called the ET2 or the software approach to ET. The software approach owes
its origin to the behavioural science approach in ET. It deals with the behavioural sciences and their
applied aspects concerned with psychology of learning. It uses the principles of psychology for
building in the learner a complex repertory of knowledge for modifying his behaviour. It originated
from the pioneering efforts of Skinner, Gagne and other behaviourists. The programmes which such a
technology produces are often called ‘software’. Newspapers, books, magazines, educational games,
flash cards may also form part of software.
Software teaching technology is directly related to psychology of learning which comprises
behavioural changes resulting from experience. Software view of ET is closely associated with the
modern principles of programmed learning and is characterized by task analysis, writing precise

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objectives, selection of appropriate learning strategies, reinforcement of correct responses and constant
evaluation. It is also known as low technology, instructional technology, teaching technology and
behavioural technology.
The primary aim of software approach is to control and determine the learning process by
scientific procedures like attaining mastery, reinforcement theories, precise shaping of emitted
behaviour etc. It is linked with learner centred instruction method. In this approach psychology of
learning is made use of in the production and utilization of software techniques and materials, teaching
learning strategies, tools of evaluation and other devices to soften and smoothen the task of teaching
and learning. It aims at improving the learning process.
Having talked about both the hardware and software approaches, we shall now examine the
interdependence of these two approaches on each other. One without the other is incomplete. It is the
software approach that makes the hardware function and without the use of software, hardware alone
would have little or no value; for example; a CD burner is not useful without the burning software.

Systems approach: The third and modern view of ET3 as described by Davis and Hartley (1972)
incorporates both ET1 and ET2, through application of systems approach to education. According to
this view the 5M’s are to be interrelated and organized in such a way that they work as a system. The
systems approach to the design and analysis of teaching/learning situations is the basis of the great
majority of modern educational technology-related developments.
The terms systemmeans any collection of interrelated parts that together constitute a larger whole.
These component parts, or elements of the system are intimately linked with one another, either
directly or indirectly, and any change in one or more elements may affect the overall performance of
the system, either beneficially or adversely. The system consists of distinct elements which are related
to or dependent upon each other and some interrelationships may be two-way, while others may be
one-way only. These elements may themselves be capable of further breakdown into other smaller
components, and may thus be regarded as sub-systems of the overall system.
Meaning of System
Set of interrelated parts.
Parts have unified whole.
Each and every part is equally important in constituting the whole.
Types of System
Closed and Open Systems
Closed system - It is self sufficient and self –regulatory. No interaction with environment. No
exchange of material with environment.
Open system - Continuous interaction with the environment. Receives inputs form external
environment, processes then and supplies output to external environment.
Natural and Man-made Systems
Natural system – Systems that are creations of nature. Function beyond the control of man and so
behaviour not predictable.
Man-made system – Deliberately designed systems made by man. Functions are quite controllable
and so their behaviour can be predicted.
Parameters of System
 Input – what is put into the system, the resources utilizes.
 Process – what goes on in a system, the way in which the input is utilized to get the output?
 Output – the product or outcome of a system
 Environment – conditions, factors, and constraints related to physical and social environment.

ENVIRONMENT

INPUT PROCESS OUTPUT


UNIT I: Concept of Educational Technology Page 5
ENVIRONMENT
6

Systems Approach is a technique based on the systems concept and its basic parameters for
understanding, controlling and predicting the operation of a system in a given environment to achieve
the pre-determined objectives in an intelligent, efficient and economy way.
Systems approach is amanagement tool that allows individuals toexamine all aspects of the
organization, toexamine the effects of one set of decisionsto another and to optimally use all
theresources at hand to solve the problem.
Steps in Systems Approach
There are three major steps in a systems approach, namely
i. Systems analysis – Concerned with the task of analysing a system in terms of its elements, their
interrelations, functions etc. It analysis the output first, then the input, process and environmental
constraints.
ii. Systems design and development – After analysis the next step is the process of synthesising. Here a
design is develop for the functioning or the process of the system on the basis of the results of analysis
to attain the output.
iii. Systems operation and evaluation –Here the actual operation of the system occurs and this is
evaluated to get feedback. Changes are made in the structure and functioning of the system if the
output does not meet the expectations.
The systems approach to education -Education system is a man-made system which is a sub-system
of the society. On the same lines the education system will have an input, process and output. The
school system may be considered as a subsystem of the educational system.
Structure of Education System

INPUT PROCESS OUTPUT


FORMAL AND
PUPILS, TEACHERS, ATTAINMENT OF
INFORMAL
CURRICULUM, ADMINISTRAION, EDUCATIONAL
EDUCATION
MATERIALS FOR FORMAL AND AIMS
INFORMAL EDUCATION PROCESS

EVALUATION AND FEEDBACK

ENVIRONMENT

Instructional system - The processes of teaching and learning can be considered to be very complex
systems indeed. The input to a given teaching/learning system consists of people, resources and
Information, and the output consists of people whose performance or ideas have (it is to be hoped)
improved in some desired way. A schematic representation of the instructional systems is given below.

INPUT PROCESS OUTPUT


STUDENTS, TEACHERS, ATTAINMENT
INSTRUCTIONAL
SYLLABUS, CONTENT,
METHODS,
INSTRUCTIONAL OF
STRATEGIES AND
MATERIAL, A-V AIDS
APPROACHES OBJECTIVES

UNIT I: Concept of Educational Technology Pag e 6

ENVIRONMENT
7

EVALUATION AND FEEDBACK

This approach entails analysis of problems and synthesis solutions. In the analysis phase, a given
situation is examined to identify the forces affecting it. The situation is viewed as a system composed
of interconnected parts and related to other systems. For example a classroom may be portrayed as a
system in which teachers collaborate with students in the shared construction of meaning in the
context of community expectations under the constraints of limited time and resources. Analyses are
constructed to determine the sorts of knowledge and skills most useful to students and the order in
which these should be learned. In the synthesis phase, modifications in the system (inventions) are
designed to overcome forces that interfere with the achievement of the system’s goals. In classroom,
such modifications generally take the form of instructional programs.

Steps involved in using System Approach to instructional system


Input
Formulation of objectives
Pre assessment of the pupil’s entry behaviour
Desirable attitude and aptitude of pupils is to be considered
Content to be taught and instructional material to be used is planned.
Cost factor should be considered.
Process
a) Analysing the output, process and input
What should be the objectives, analysing if the formulated objectives are well defined and in
accordance with the process.
Analysing what are the input available.
The whole instructional process and its elements and their interactions and constraints are analysed.
b) Deciding suitable teaching strategies/methods
Selection of appropriate media and material.
Selection of appropriate evaluation procedures.
Formulating a scheme of comprehensive programmes/ timetable for the working of the system in
relation to its parameters and stimulated objectives.
c) Systems operation /implementation
The role and function of the elements teaching , pupils, and material resources .
d) Evaluation of learning outcomes objectives
Formative and Summative evaluation is done during and at the end of the process to find how
effectively the system has worked.
Output
Attainment of objectives is the output. The first thing is to set the objectives of the system.
Output analysis is done to evaluate the success of the system. If the objectives are achieved as per
desired the system is allowed to continue.
If the objectives are not achieved certain modification need to be made in the system.The system in
this case can be restructured, reorganized and its function may be re plannedfor better results.
This has enabled educational technologists to structure the input to systems of this type in such a
way as to try to improve the output through increasing the efficiency and effectiveness of the learning
process, thus leading to a systems approach to course and curriculum design based on current
knowledge of how people learn. Such a systems approach attempts to mould the input to a course in
such a way as to enable the optimal assimilation of knowledge and skills to take place during the
learning process, and hence maximize the quality of the output.

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The various stages in the systems approach to educational system:


(a) Consider target population characteristics and topic area
The population to which the education is to be provided should be considered. Their range of
backgrounds, interests, knowledge, attitudes and skills of students coming on to the course will have a
strong influence on the system design. Pre-knowledge and any common misconceptions will have to
be catered for in the design of the course.
(b) Estimate pre-skills and knowledge of learners (entry behaviour of students)
There may be minimum standards of entry to the course, have to be assessed. Many a times the
students will not possess the essential skills and knowledge for that particular course. So these have to
be assessed. This may have implications for course design, teaching methods, bridging courses,
support systems etc.
(c) Formulate goals of education
The goals (ie, what we are trying to achieve in the course), of the course or curriculum element will
enumerate the new skills, knowledge or attitudes which it is intended that the students will acquire.
They may be formulated by the learners themselves, by employers, by teaching staff, by a validating,
examining or professional body, or by some combination of these and other sources.
(d) Select appropriate instructional methods
Having specified the goals, the next step is to select appropriate teaching/learning methods through
which these goals can be achieved. The process of attempting to match appropriate methods to given
objectives and learning outcomes are done for the achievement of the aims of education.
(e) Operate course or curriculum (implementation of the course)
The next element in the system is the actual implementation of the course. This involves all the
elements associated with running the course, including overall structuring, pacing, teaching strategies,
media and materials.
(f) Assess and evaluate
How effective the pre-planning and subsequent operation has been can be measured by assessment and
evaluation. These assessments should be closely related to the specified course objectives and learning
outcomes. Poorly-achieved goals lead to re-examining of the entire system in order to identify places
where improvements might be made. This could involve a change in the goals, revised assessment of
students' pre-knowledge, a critical review of the instructional methods used, an examination of the
course structure and organisation, a consideration of the assessment methods used, or a combination of
some or all of these.
Importance of System Approach for Education
1. Helps in systematic educational planning. Provides a framework for planning, decision making
controland problem solving.
2. Throws light on dynamic nature of management. Helps in bringing efficiency in school
administration and management.
3. Provides a unified focus to institutional efforts.Helps to look at institution as a whole and not
asparts. Helps in improving institution.
4. Helps the manager to identify the critical subsystems and their interaction with each other.
5. Maximum utilization of resources.
6. Helps in improving examination and evaluation system.
7. Maintaining, controlling and improving the guidanceservices.
8. Designing, controlling and improving non-formal and adulteducation system.
9. In improving quality of education.
10. In improving the teacher training programmes- in –serviceas well as pre – service.

Mass media- Meaning and relevance- role of television, radio, newspapers and films in education

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MASS MEDIA- “Mass media can be defined as any means agency or instrument through which
ideas, attitude, impressions or images are simultaneously communicated to a large number of
people”. The mass media are diversified media technologies that are intended to reach a large
audience by mass communication. Mass media" is sometimes used as a synonym for mainstream
media or public media.The common mass media are Print, Recordings,Cinema, Radio, Television,
Internet and Mobile phones.
Characteristics of mass media are the following.
 Comprises both technical and institutional methods of production and distribution mainly for
commercial utility. 
 Involves large scale manufacturing and selling. 
 Separate contexts between the production and reception of information
 It reaches those far away, in time and space. 
 It’s a "one to many" form of communication. 
 Products are mass-produced and disseminated to a great quantity of audiences.
Classification of Mass Media – Mass media is mainly classified into two print and non-print
media.
Printmedia use a physical object such as a newspaper, book, pamphlet or comics, to distribute their
information. Outdoor media is a form of mass media that comprises billboards, signs or placards
placed inside and outside of commercial buildings, sports stadiums, shops and buses are forms of print
media.
Non Print Media or Electronic Media transmit their information electronically. Broadcast media
such as radio, recorded music, film and television , Public speaking and event organizing can also be
considered as forms of non-print media. The digital media comprises both Internet and mobile mass
communication. Internet media provides many mass media services, such as email, websites, blogs,
and internet based radio and television.
Functions of Mass Media
Information and Interpretation - Mass Media is the prime Communicator. Mass Media can provide
timely awareness and proper education. The mass media continues to play an important role in
democracy, informing people and generating discussion about events and issues worldwide.It also
interprets and explains matters which will be otherwise difficult to understand.
Influencing - It acts as a catalyst in social transformation. Media is influencing the process of
socialization. We have been encircled by the influence of mass media that have outgrown to influence
our day to day activities and are leaving deep imprint on our attitude, conduct and ideologies.
Entertainment – Mass media is an important means of entertainment. Television and films are the
largest entertainment industries in the world.A mass media entertains its readers through films, special
programmes, special features, stories of human interest and cartoons etc.
Advertisement - As mass media is a medium for communication to a large number of audiences it is
an important means of advertisement.It serves as an agent between seller and buyer. It increases sale
of various goods and services through its advertisements.
Opinion Building - Besides reflection of public opinion it build opinion about various national and
international issues, events and policies.
Education - A mass media is a great public educator. It discusses every topic ranging from news to
literature; supplies the readers up-to- date information about science about science and technology and
also promotes civilization in the society.
Besides the above mentioned functions, a mass media also provides a forum to the minorities,
serves as a watchdog of the government, and is used as a source for record and background
information etc.
Mass Media and Education - It was considered for a child, school in infancy is home. But now for a
child Media is the first school.Mass media is one potent force in the social environment of education.
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Through modern electronic techniques and technologies, mass media prove that education is, really
comprehensive not confined within four walls of the classroom. Really, mass media are the
educational medium for the mass and mass education. Irrespective of caste, colour, geographical,
sociological, economical diversities mass media prove as an important means for the education to all.
Mankind gets a great deal of information from the widespread mass media i.e. newspaper, TV, radio,
magazines, journals, films, etc. Mass Media is a prime resource in achieving the goals of educationand
also for the development of education.
The Main Educational Functions are listed below:
(1) Providing various information:These media help in disseminating various information for the
mass. People acquire different knowledge very quickly.
(2) Providing vocational information:Media help in providing vocational and professional
information to a larger group of the community.
(3) Spreading awareness and civic responsibility:People can be aware of different problems of the
society and their role in changing society through mass media. People know their rights and duties for
the nation clearly.
(4) Educational programmes:Mass Media help in forming suitable habit for different programmes
and they utilize their leisure time in a productive way. It also influences the behavior of the people
through different programmes.
(5) Role as a non-formal agency:Now in an advanced society mass media are not treated as informal
agencies of education. They are called non-formal agencies due to its wide coverage of educational
items in a systematic way. It is viewed that these media can substitute the classroom teaching in future.
Therefore, mass media are the main means of educating the society. These are the cheapest and
quickest means of the education for the people. The impact and motivation is very quick through mass
media. The teacher must use the educational media and methods effectively in the classroom.
Print Media: Print media are lightweight, portable, disposable publications printed on paper and
circulated as physical copies in forms we call books, newspapers, magazines and newsletters. They
hold informative and entertaining content that is of general or special interest. They are published
either once or daily, weekly, biweekly, monthly, bimonthly or quarterly.
The Chinese were the first to invent the art of printing. No other invention has had such an
influence in the history of mankind. Their competitors include electronic, broadcast and Internet
media. Today, many books, newspapers, magazines and newsletters publish digital electronic editions
on the Internet.
Characteristics of print media
 They are collections of printed pages.
 They are portable and disposable.
 Their content can be public affairs and events information and/or entertainment.
 Preparation and production of print media can take hours.
 Print media is usually printed in large quantities. 
 They are published once or at regular intervals. 
 Relatively permanent medium
 Needs door to door physical distribution. 
Newspapers, magazines and books comprise the three most important representatives of the printed
media. They are all widely used by teachers and students altogether in their daily activities, but when it
comes to using them within the classroom environment the situation becomes a bit complicated. This
is mainly due to the amount of time teachers need to prepare and adapt articles taken from newspapers
and magazines into their classrooms. But, if we compare the usage of articles in the classroom with

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that of a video for example, the amount of time needed and the tools needed to organize such activities
are fewer. No television set is required, no electricity needed and the cost of purchase of items such as
a newspaper or a magazine is rather low. What is more, newspapers, magazines and books are now
easily accessed and as such students themselves can contribute in the collection of these materials that
will later on be used in their teaching and learning environment.

News papers - From the days of wooden block printing, newspapers have undergone a sea change.
Technological revolution has modernized the print media. Recently almost all newspapers have
internet editions. These are called web newspapers. One advantage of internet papers is that they are
available worldwide. Newspaper is one of the most important and effective print media of mass
communication. Its valuable services to the community like information, education, entertainment,
persuasion, cultural transmission, record facility etc., have made it an inevitable medium for the
contemporary world.
Role of Newspaper in Education
1. Sharpens students’ thinking skills. Newspapers are an important source of intellectual
stimulation that in the classroom promotes critical thinking.
2. Increases students’ interest and motivation by providing study materials relevant to their lives
3. Prepares students for active citizenship in their democracy. Transforms students into interested,
active citizens.
4. Heightens teachers’ interest in new teaching techniques. Newspaper can be used as
supplementary method for education. Newspapers provide interdisciplinary curriculum that
students make connections between different fields, subjects, topics, issues, and events.
5. Involves schools in the lives of the communities they serve. Enhances the quality of citizen
participation in schools and local government through better mutual understanding among
journalists, educators, students, and parents
6. Recognizes newspapers as the main source of continuing education for members of the
community no longer in the classroom
7. Newspapers are a tool for educational and personal empowerment. Students become more
independent and increase their active learning, by finding, evaluating, and communicating
information independently.
8. Students get global information. Newspaper moves the reader beyond localism and regionalism
to a greater sense of international awareness.
9. Newspapers help students anticipate trends and understand rapidly changing events. Students
can read the enormous array of sources providing information on politics, international affairs,
business, health, science, arts, entertainment, travel, and sports.
10. Newspapers help students develop reading skills and vocabulary.
11. Preserves and transmit our culture also. Gives information about past.
Advantages of Newspaper
1. Economical and easily available
2. Adaptable to different learning environment
3. Provides diverse and upto date knowledge
4. Provides knowledge about society, democracy, nation and the whole world.
5. Helps in developing students' vocabulary, reading skills and language.
6. Makes life long education possible
7. Provides different views of different people
8. Much easier and enjoyable to read in print
9. They are a reliable and cheap source of information.
10. They can be read wherever you go. It can help in proper usage of leisure time.
11. Gives a relatively permanent source of information

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Disadvantages of Newspaper
1. One way communication
2. No active learner participation
3. No development of psychomotor skills
4. Some newspapers provide biased information. There are many people who just believe these
views and as a result they reduce the ability of the readers to analyze the situation by
themselves.
5. Today newspaper reading is decreasing. So can be wastage of money and paper.
6. Many news papers can be politically inclined or controlled by the government in some
countries and these newspapers just transmit the good things and hide the adverse aspects.
7. Newspapers are becoming more and more commercial based. They have started to give more
and more space to the advertisements which is not the primary purpose of a newspaper.
Finally, in today’s fast world, the news is transmitted using many other faster mediums
than newspapers like internet and every one with a camera in their cell phone is a potential reporter for
these sources. On the other hand newspaper involves a time lag between the event and its publishing.
MAGAZINES
According to Farlex (2012), a magazine is a paperback periodic publication containing pictures, stories
and articles of interest to readers. They are usually published monthly, quarterly or weekly.
Magazines are readily available for everyone from kids to executives; hence the ability to reach
specific audience. Magazines are channels of communication halfway between newspapers and books
due to the changing lifestyle in the world. Today only few people create time to read a book with full
concentration, they rather peruse the magazine to find something of interest, and then settle down to
read. Magazines help students write and express their ideas in a corporate way by assisting them in
public speaking. Educational magazines provide a variety of reading materials which exposes children
to literary genres, including poetry, photo stories, Short stories, fiction, non-fiction and current event
articles. Magazines are another representative group of the printed media. Their purpose is exactly the
same as that of newspapers, to inform, entertain and persuade the public as well as to offer a means for
targeted advertising. As such they could very easily be used just like newspapers. Their advantage is
that they are much more colorful than newspapers and they offer many opportunities to the teachers to
organize photograph activities that could stimulate verbal and/or written stories. For instance, they
could be used to introduce colors, means of transport, fables and short stories and other stimulating
activities as well. Nowadays, there are magazines suitable for every age group which makes the
decision making much easier.
Educational magazines generally include exercise that develop spelling , vocabulary and word analysis
skills. Magazines lead to professional development of teachers, can be used as a means form class
room management techniques. It can provide Subject knowledge and knowledge about current affairs,
instructional practices and strategies etc.
Advantages
 Available easily and Not very expensive
 Various languages available
 They provide a valuable source of authentic materials which can be easily adapted to
classroom use. The wide range of topics they cover allows teachers to use them in many
different subjects and occasions.
 They provide facts, data and stories which can serve as supplements to subject content.

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 Magazines are child friendly as they are full of pictures and colours. Young children especially
are easily attracted by colourful magazines and this may serve as a tool to motivate the
students’ reading skills
 Magazines offer to students a ‘real’ natural source of language comprised of words
characterized by several connotational components pertaining to a wide variety of language
styles, enriching this way the students’ passive and active vocabulary.
 Magazines (similarly to newspapers) are the first to present to our students (and not only) the
changes in which the language undergoes and they can do this much faster than textbooks as
they are published daily, weekly or monthly.
 Magazines can also be used basically for the culture they transmit. Since they serve as a
country’s mirror, students are able to be in contact with the culture of the language they are
studying through magazines in particular and printed media in general.
 Lighter in weight hence it is easy to carry anywhere you want
 We can advertise our business adds
Disadvantages
 We can publish our add but it’s expensive
 Some times in some magazines the news which are shown are false . The news are even
twisted and distorted
 Sometimes poor printed image quality is seen in the magazines

Journals: Academic journals are academic magazines. Like magazines they are periodicals, meaning
they are published periodically e.g. monthly or bi-monthly, and contain a series of articles in each
published issue. However, unlike the kind of popular magazines that you would buy, journals are
written by and for experts in their chosen field. They are used as a means for scholars and
researchers to share their research with the academic community. Whilst there are many popular
magazines on more ‘serious’ subjects which can be excellent sources of background information, these
are written with the lay person in mind and do not include the depth of coverage that an academic
researcher would need. For in-depth examination of a topic, academic journals are needed. Journals
are the main forum by which research is published. Often the articles in Journals will report in detail
the finding of research studies. Whilst text books will frequently make reference to key pieces of
research, this will be secondary source on the research rather than allowing you to read the actual
findings of the study. Important studies published in journals may be reported in more mainstream
magazines or in newspapers, but the reports of the studies may greatly simplify the findings so that
they are easily accessible to the lay person.

 Advantages:
 Focus: Each article published in a journal will also explore a very narrow, specific topic in
depth. You can learn about a particular aspect of your topic in far greater detail than that which
would be afforded in a text book or if it was reported in a popular magazine or newspaper.
 Currency: The process of writing an academic book may take a long time, even years. While
the information contained within it is clearly very useful, it may not be very up to date. As
issues of journals are published more frequently they are the best way of keeping up to date
with the latest research in your field. This is particularly pertinent if your topic is subject to
frequent changes and developments.
 Quality: Through peer review, academic journals can be seen as the ‘gold standard’ for
academic research, ensuring a high level of quality and academic rigor in the articles that are

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published. The process of getting published in an academic journal, therefore, is very different
to how an article in a popular magazine or newspaper is published, where decisions on what to
publish are solely at the discretion of an editor. Decisions on whether to publish an author’s
article in an academic journal are made by a process called peer review. When an author
submits an article to the journal the article will be reviewed by other subject experts in the
same field to verify that its methodology is sound and that its conclusions are valid. The author
may be asked to re-draft the article several times before it is of a suitable standard to be
published.

Journals Magazines
Journals are scholarly periodicals aimed at A magazine is a periodical aimed at the general
researchers or specialists. Scholarly articles public, which contains news, opinion and
which usually focus on original research in personal narratives. Covers broad subjects and
a specific subject field or discipline. topics of general interest. Appeal to broad,
Specialized readership; specialists; scholars general readership.
and professionals in subject field.
Only those who know the subject that is Most people easily understand the articles in a
being discussed understand the articles in a magazine
journal.
A journal contains original academic or Magazines contain articles pertaining to current
scientific research articles and information events or general interest topics. Articles are
written to inform or to entertain.
Articles in a journal contain an abstract and A magazine article does not come up with
a bibliography abstracts and bibliographies
Journals contain elaborate write ups and Articles in a magazine are brief and give broad
provide in-depth knowledge of the topic. overviews of the topic written. Most often short
Longer articles, often including tables, articles with illustrations.
graphs, charts
Journals are published monthly or quarterly Magazines are published weekly or monthly.
The journals are meant for research Magazines are profit making
purposes
Journals have only a few advertisements Magazines will have extensive advertisements,
which are their source of income
The authors of a journal are given A magazine may or may not name the writer
credentials
A writer in a will be an expert of the subject A writer in a magazine could be a professional;
that he handles. Experts, scholars, he may or may not be an expert of the subject
professionals in subject field that he handles. Magazine staff or freelance
writers.
The language of journals is aimed mainly at The language used in a magazine is
the scholarly people with special understandable to everyone. They are written in
terminology and jargons. A prior knowledge very simple language keeping in mind both the
is required to understand the language used scholarly and the common man.
in journals.
A jury of experts always reviews a journal The articles in a magazine are generally reviewed
article before it is published. Usually or edited by the staff editors and not by experts.
articles are reviewed by a panel of peers;
they are often called peer-reviewed or

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refereed articles
An article in a journal begins with an Magazines have eye-catching articles, including
abstract of the contents. It contains illustrations and photographs.
conclusion, bibliography, charts, graphs, but
rarely contains photographs.
The journals cite sources. Documented The magazines rarely come up with such a thing.
research with footnotes and bibliographies Sources are often not cited or are incomplete

Books: Books are crucial in modern life as well, a driving force in education, business, law, science,
medicine and entertainment. Through books the students gain the legacy of knowledge earned by those
who came before. Without books (and textbooks are included here), no education could have been
possible. They are the primary source of information used by all humanity. After the invention of the
typewriter, the printing of the textbooks and books in general reached high peaks and expanded its
readership. Unfortunately, despite the worldwide known value of books, we hear students grumble
each day and more about books assigned to be read by their instructors. As such, teachers should
intentionally make books part of their everyday teaching and learning experience and should always
use them in the classroom together with the students so as to nurture them with the love for books. No
progress in whatever field of study can be imagined without books. They are an indispensable tool
used in the classroom. People of every age group, sex, religion or profession find information,
pleasure, relaxation and inspiration while reading books. They are the main source of reference for
students and researchers.
In contrast to the other two print media mentioned above, books lack immediacy, but they make up for
this by greater thoroughness and permanence. One of the ways in which instructors can make use of
books is that of essay writing. Based on a particular story described in a book, every student is able to
sit and write his or her own perspective on the events occurred. Apart from extensive benefits in
reading skills books offer to students a wide variety of language styles that can later on be adapted by
the students themselves in their speaking or writing skills and activities. Books are considered as the
most enduring of the mass media and their benefits should always be kept in mind by teachers and
students altogether so as to never forget to use them in and out of the classroom.
How a teacher can use print media
Give the students the material before the lesson; ask them to look for vocabulary as home work
Explain key vocabulary in the materials
Summarize the newspaper/book/magazine and report item
Ask the students to brainstorm what they know about the newspaper/book/magazine and report item
Let your students read a newspaper/book/magazine and report
Tell the students the headline and show any accompanying photograph
Before reading, write on the board and explain key vocabulary, then ask the students to use a
dictionary during the activity
Encourage your students to go for the overall meaning of the text, rather than understand every word
Encourage your students to bring to their reading their own world knowledge
Try to help the students in understanding the grammatical complexity of the text, facilitate to
assimilate the density of information, guess the low-frequency vocabulary, etc.
Show your students different kinds of reading material. For example you could hold up a
newspaper/book/magazine. Show them a book that you have read and tell them about it and why you
enjoyed it.

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Finally, create a reading corner which contains your classroom book collection, newspaper/other
books/magazines.
Radio: Radio a senior component of electronic media has maintained a very good influence. Radio is
widely used mass communication medium and has a great potentiality in dissemination of information
as radio signals cover almost entire population.
Role of Radio inn Education
i) Helps in preserving culture and art.
ii) Radio serves as a carrier vehicle of development and education.
iii) It carries developmental messages from the various sectors like family welfare, agriculture,
health, art, culture, education etc. to the general public.
iv) It is a media that can help in language learning. It can foster the imaginative and creative
power of the students. It also develops the listening skills of the students.
v) Radio is effective not only in informing the people but also in creating awareness regarding
many social issues and need for social reformation, developing interest and initiating
action. It can help in creating a positive climate for growth and development.
vi) In India, radio with its penetration to the rural areas is a powerful medium for reaching
local audiences.
vii) It widens the horizons of the people and enlightens them, thereby gradually changing their
outlook towards life.
viii) It offers many possibilities in networking, from locally or regionally co-ordinate broadcasts
and interactive exchange of queries and data.
Advantages of Radio
1. It is an audio aid that can be used in classrooms. Recordings are very effective.
2. It is handy, portable, easily accessible and cheap. It reaches most of the people
anywhere anytime.
3. It is most suitable means for communication to the illiterates and blind.
4. Radio as mass medium caters to a large rural population which has no access to TV and
where there is no power supply.
5. Radio reaches a larger population.
Disadvantages of Radio
1. Weather conditions affect the broadcasting
2. Only the auditory senses are utilized
3. Proper educational programmes according to syllabus may not be available during class
time.
4. Radios they need electric power as well as a band width to work properly.
5. Radios can also experience signal limitation as well as interruptions.
6. Radios divide the listener's attention as in some cases they do not have anywhere to refer
back too.
7. It is a one way communication. So no feedback or response.

Television as a Mass Media – Characteristics


1. Audio- visual Medium
2. Live medium
3. Transitory medium (Existing or lasting only a short time)
4. Domestic and intimate medium
5. Does not require door to door distribution of it

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6. Expensive medium
EDUCATIONAL TELIVISION (ETV) Educational television is a system that presents learning
content in various subjects produced by an agency. It can also help in bringing social and cultural
changes. Television helps in enforcing the public understanding of social, political and scientific
advancement of a country. TV can be an important central media in providing formal and non formal
education
Merits of educational television
1. It provide the expert teaching skills of such teachers on video tape or film for later use
2. It provide the teacher an opportunity to observe the ideas of their expert and to increase his own
knowledge of teaching methods and stimulate new ideas
3. It brings live demonstration , video tape or film presentations to the class room at the instant
4. It permit inclusion of up-to date information , modification , new equipment into the class room
instruction
5. Educational television provide a common experience to all student and it save time
it allow the teacher time to observe individual students
Limitations of educational television
1. It a one way communication
2. Individual students are not attended to in a TV lesson
3. TV lessons may not suit the school timing
4. Instruction through TV is not child centered
5. Costly affair both production and receiving
Role of teacher in educational television/radio
 Planning and preparation of program - A teacher can be the person who creates an ETV programme.
Here the teacher will have to plan and prepare the matter to be presented based on proper methodology and
pedagogical principles.
 Production of program - A teacher while producing a ETV programme should have knowledge about
the technical aspects of recording, editing etc.
 Presentation of program - A teacher can be the real presenter of the programme. Here the teacher should
have good knowledge about the subject presented and should be able to present it in an interesting manner.
 Selection and Utilization of program - Educationally useful programmes can be utilized by the teacher
in classrooms to supplement normal classroom teaching. It is the responsibility of the teacher to identify and
select suitable programmes. The teacher has to make necessary arrangements for utilizing the broadcasted
programme.
 Evaluation of the program - The broadcasted programmes all need not be good and useful. So a teacher
can critically review and analyze these programmes. A teacher's evaluation can be valuable in bringing
modifications in future programmes.
FILMS - Films present a fact in realistic way, dramatizes human relation, emotions and transmits
attitudes. It may be used for the communication of an idea, attitude and expression. An educational
film is described as the greatest teacher. It can present facts in a very interesting and stimulating way.
Production of films itself is a very educative and creative process. Students in this digital era can be
made to create their own short documentary films.

Role of teacher in the use of films


 Teacher selects the film - Select films appropriate and suitable to the situations. It should be useful
and should have some educative purpose or convey some socially relevant message.
 The teacher should make arrangements for the screening of the film - All the facilities like TV or
LCD projector, audio aids, hall arrangements etc should be arranged.
 Preview film - Before presenting a film it is advisable for the teacher to preview the film.

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 Presenting the film - The film is shown to the audience.


 Evaluation and feed back- The students can be made to review the film either individually or
collectively, after watching the film.
Advantages of films
1. Motion pictures motivates the students
2. Increased reading interests of the students
3. Development of study habits
4. Recreation
5. It is an edited version of reality .
6. It is very effective in adult education.
7. A good educational film help the students to develop a sense of citizenship
8. It is a very effective medium to provide awareness to the community.
Limitations of films
1. Good educational film are not available in our country
2. The whole process is very costly
3. It may have some bad effect on eyesight
4. It need electricity
5. Teachers are not trained to handle the projector and organize the show
6. Can give a wrong concept of size and time
DIFFERENCES BETWEEN PRINT MEDIA AND ELECTRONIC MEDIA
After the advent of printing nearly six centuries ago, the print media was the only form of mass
communication. Then came the electronic medium. Though both print and electronic media deal with
mass communication, there are certain basic differences.
Print Media Electronic Media
Literacy is a basic requirement for the media. Only a Even an illiterate person can print watch a news
literate person can read it. bulletin and grasp its contents though the
written matter on the screen cannot be read.
In print media readers have the choice to go back and Viewers cannot go back and recheck what they
what they have read. have seen.
Print media provides more scope for in depth analysis Less scope for such long in depth analysis.
of events.
Print media does not provide scope for a live Live discussions are possible.
discussion.
Language is more literary and flowery and reader – Language used is spoken and more viewer -
friendly. friendly.
Frequent update of news is not possible. Even a minute-to-minute update is possible.
Print media works according to a deadline. Usually a There is no deadline for the electronic media.
morning paper carries news received upto the midnight News can be updated anytime.
of the previous day.

% of learning
Examples of accruing
Senses
Usage through the
sense
Sight Picture 83.0

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MULTY SENSORY APPROACH Touch Pat on the back 1.5


Multi sensory teaching technique
means helping a child to learn through Taste Eating 1.0
more than one sense. Teaching and
learning should, therefore, make Smell Smell the flower 3.5
effective use of the sensory functions of
the child to enhance educational Hearing Music 11.0
impact.Multisensory means just what it Total 100.0
sounds like, using the visual, aural,
tactile, and kinaesthetic senses to teach.
It is defined as "Continual use of the five senses, including the use of body movement,
to teach abstract concepts, making them concrete and accessible for memory, usage, and
transference. Using several modalities at one time to strengthen neural pathways".
Multi-sensory learning, as the name implies, is the process of learning new subject
matter through the use of two or more senses. This may include combining visual, auditory, tactile-
kinaesthetic, and/or even olfactory and taste.
The extent to which knowledge is retained through various senses also varies. It is
 20% of what one hears
 30% of what one sees
 50% of what one sees and hears
 80% of what one says
 90% of what one says and does
Multisensory techniques
 Multisensory techniques are frequently used for children with learning differences.
 Multisensory teaching techniques and strategies stimulate learning by engaging students on
multiple levels.
 Using a multisensory teaching technique means helping a child to learn through more than one
sense
Some of the multisensory techniques are
1. To stimulate visual reasoning and learning
 Text and/or pictures of paper, posters , models, projection screens, computers or flash
 Use of color for highlighting, organizing information or imagery
 Student created art, images, text, pictures and video
2. Auditory techniques.
 Books on tape, peer assisted reading, paired reading and computerized text readers.
 Video or film which accompanying audio
 Music, song, instruments, speaking, rhymes, chants and language games
3. Tactile teaching methods
 Modeling materials such as clay and sculpting materials
 Using small materials called manipulative to represent number values to teach math
skills
 Textured objects, finger paints and puzzles to improve fine motor skills.
4. Kinesthetic methods
 Games involving jumping rope, clapping or other movements paired with white
counting and singing songs related to concepts.
 Any large movement activity for students involving dancing, rhythmic recall and
academic competition such as quizzes, flash card races and other learning games.

Advantages of using multi-sensory approach

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Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels. They
encourage students to use some or all their senses to:

 Provide direct experience


 Gather information about a task by linking information to ideas they already know and
understand
 Perceive the logic involved in solving problems
 Learn problem solving tasks
 Tap into nonverbal reasoning skills
 Understand relationships between concepts
 Store information and store it for later recall
 Create interest in children for learning
 New things can be learned easily and can be retained for a longer time.
 Provide clarity of concepts
 Creativity and thinking is enhanced
 Create an harmonious learning environment
 All the senses are trained and the child learns how to make proper use of them
 Increased learner engagement
 Generating a greater capacity for learning
 Encouraging a greater knowledge transfer
 Improved attitudes towards learning
 Greater student achievement
 Multisensory teaching is effective for all students

MULTI MEDIA APPROACH - Multimedia is derived from the two words: Multi - means many or
multiple and Media - means a way of conveying information. Thus multimedia means using more
than one media’. The teaching – learning process carried out through a number of media is termed as
multimedia approach to education. It aims at providing meaningful learning experience and thus
improves the process of teaching- learning.

Concept of Multimedia
Multimedia is a hot topic in education because it represents the latest technology andintroduces into
the classroom whole new ways of thinking about curriculum,interactions with students and even the
nature of learning itself. Themeaning of multimedia has changed from meaning nothing to everything.
Packiam (1986), had referred to the use of appropriate and carefully selected varietiesof learning
experiences which when presented to the learner through selected teachingstrategies will reinforce and
strengthen one another in such a way that he learner will achieve predetermined objectives in an
effective way.
Education is defined as a means of providing systematic training and instruction andtraining is
provided by instruction, discipline on drill In terms of having training andinstruction, multimedia is a
powerful tool which can provide individual and interactiveinstructions as well as motivation for
practice in an entertainment environment. Multimediaalso provides students with different learning
styles, the opportunity to learn, share,communicate and grow using all their faculties.
Nature of Multimedia Approach
Multimedia approach uses a number of media, devices, techniques, in the teachinglearning process.
Multimedia approach has come out of researches and experiments in educationaltechnology that
have been undertaken in order to improve the process of teachinglearning.
Multimedia approach aims at providing meaningful learning experiences via a mix ofmedia in order
to achieve predetermined objectives.

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The choice of the media has to be done carefully so that one does not hamper or reducethe effect of
the other i.e. each media must complement he after.
The media have to used sequentially and judiciously. Only necessary ones are to be used.Then it
would be possible to make optimum use of them in a most economical manner.
In multimedia approach, several media and techniques are used as powerful means
ofcommunication.
THE TYPE OF MEDIA USED IN MULTI-MEDIA APPROACH
a) Classification of Media in terms of the method and strategic of teaching.
 Methods • Strategies
• Lecture method • Team teaching
• Demonstration method • Microteaching
• Discussion method • Simulated teaching
• Lecture –demonstration method • Workshops
• Heuristic method • Group discussion
• Project method • seminars
• Problem - Solving Method • Symposia
• Inductive – Deductive Method • Conferences
• Laboratory method • Brainstorming
• Analytic synthetic Method • Counseling
• Question – answer Method • Buzz groups
• Assignment Method • Providing practical experiences
b) Classification of media in terms of auto Instruction.
 Modules  Personalized System of Instruction
 Computer Assisted Instruction  Self learning materials
 Programmed Instruction  Assignments
c) Classification of Media as a means of Mass Communication.
 Radio  Films
 Television  Internet
 Newspaper  Pamphlets
 Magazines
d) Classification of Media in terms of the Audio Visual material and equipments.
 Non-projected aids  Diagrams
 Audio aids  Maps
 Radio  Pictures
 Mobile  Photographs
 Walkman  Cartoons
 Tape-recorder  Comics
 3D Aids
 Models  Projective Devices
 Specimens  Episcope
 Puppets  Diascope
 Living and non living object  Epidiascope
 Diorama  Television
 Mockups  Slides and slide Projectors
 Two dimensional aids  Film strips and Motion picture
 Graphs  OHP
 Charts  LCD projector
 Flash cards
 Posters
 Graphs
e) Classification of media in terms of gaining living experience.

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 Activity aids  Exhibitions


 Field trips  Demonstrations
 Nature Calendar  Dramatizations
 Aquarium  Planetarium
f) Classification of media in term of Reading /Teaching material.
 Books  Teachers Notes
 Journals  Internet

Role of Teacher in Multimedia Approach


The teacher has to make a lot of modifications and adjustment if he has to adopt multimedia approach.
His role would have a different connotation compared to the traditional role.
 The teacher has to adopt a number of methods and techniques.
 Teacher has to aware of the different available media and their availability.
 Teacher should be physically competent to use and demonstrate the use of the different media.
 Teacher should be skillful enough to make a judicious choice of media and be competent
enough to mix them sequentially and in an orderly manner.
 Teacher’s role is that of facilitator or manager of activities.
 Teacher has to lead his student for independent, individualized learning.
 The teacher should provide experience such that students can link practice and theory and
integrate them
 Teacher should play a constructive role in making students learn things in a practical way by
going through concrete and living experiences

PROCEDURE FOR ADOPTING MULTIMEDIA APPROACH


The following are the six steps to be followed while adopting the Multimedia Approach
First Stage
In this stage the teacher initiates the teaching – learning activities.
Teacher deliver a well prepared lesson based on the objectives formulated.
Teacher could use a variety of media for his presentation.
Second Stage
Teacher demonstrates a specific and specialized unit using a mix of media.
The teacher may provide learner with programmed learning materials, cassettes, CD's etc.
Third Stage
This is a preparatory stage for the learner before he stars independent learning.
The student discusses with peer students and teachers his plan of action.
Forth Stage
In this stage the learner actively participates.
He uses variety of media and materials in his self-study.
Fifth Stage
In this stage the learner integrates theory and practice.
Sixth Stage
In this stage learner finds that teaching – learning activities have to be organized on a higher level.
The student involved in critical analysis, critical evaluation and exchange of ideas.

MEDIA SELECTION METHOD


 Combining the plus point of the available media
 It is usually done by considering two media at a time
 Positive points are needed in effective teaching and achievement of the desired object
 Identifying media for the objectives looking for availability and selecting cheapest as shown

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 ORGANISATIONAL IMPLICATIONSNeed for sound infrastructure and needed facilities for


the adoption of multimedia approach such as:
1) Blackboard
2) Bulletin boards and display boards
3) Hall and darkroom facilities for showing films
4) Slides and other projective aid materials
5) Library and reading room facilities
6) Laboratory
7) Workshop
8) Audio-visual library containing useful software material and hardware equipments
Advantages of the Multimedia Approach
• Can arouse the curiosity among the learner and provide them vivid impression.
• Multimedia can take into account different learning styles-some pupil learn by interpreting text,
while others require more graphical representations.
• Can develop a positive attitude among the learners towards the teaching-learning process
• Multimedia approach enables the student to represent information using several different media.
• Multimedia approach allows for self-pacing.
• Technique of stimulation can be effectively applied through the multimedia approach
• Helps in development of higher order thinking skills
• Helps in developing group and interpersonal skills
• Effective remediation programmes can be implemented through the multimedia approach
• Multimedia approach provides the student the flexibility of ‘any where’, ‘any time’ learning.
• Multimedia approach can bridge language barriers since audio is not the only means of
communication.

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• Multimedia enables students to represent information using several different media.


• Multimedia can take into account different learning styles. Some students learn by interpreting
text, while others require more graphical or aural representations.
• Multimedia allows for self-pacing and discovery, students can take the time they need andchose
the path of learning making learning meaningful and pleasurable.
• Multimedia helps in development of higher order thinking skills. Interactive
multimediaencourages student.
• Multimedia provided the students the flexibility of anywhere, ‘any time’ learning.
• Multimedia helps in developing group and interpersonal skills. Better communication between
students via e-mail, chat sessions etc., can encourage collaborative learning andenhance
student-teacher interaction.
• Multimedia helps students to learn the content in a given discipline. It helps students tothink
effectively, practice problem solving and decision making.

Disadvantage of the Multimedia Approach


• Requires highly sophisticated infrastructure facilities, which may lead to heavy financial burden.
• Expertise and skill are required to operate the multimedia devices, which will lead to the problem
of non-availability of human resources.
• Not feasible in the all topics of study.

Resource centers and services in educational technology (learn from the assignments)
 SIET (State Institute Of Educational Technology)
 CIET(Central Institute Of Educational Technology)
 SITE (Satellite Instructional Television Experiment)
 UGC-CEC ( Consortium for Educational Communication )
 AVRC (Audio Visual Research Centre)
 C-DIT (Centre for Development of Imaging Technology)
 EDUSAT
 IT@SCHOOL- VICTERS channel (Virtual ClassroomTechnology on Edusat for Rural
Schools)
 AKSHAYA PROJECT
 GYAN DARSAN
 INFLIB NET(Information and Library Network)

TELECONFERENCING - Teleconferencing is a telephone meeting among two or more participants


involving technology more sophisticated than a simple two way phone connection. It is a two way
communication between two or more persons via who are remote to one another by excommunication
systems. It is also known as tele-call, tele-seminar. Teleconferencing offers a means of interacting with
others at remote places by circumventing travel costs, time and associated problems. There are two
kinds of teleconferencing - Dedicated system and Computer based system.
Components of video conferencing
 Essential hardware for Audio, Video, Graphics or Text input and Output (video cameras,
webcam, TV, computer screen, projector, headphone, speakers etc)
 Data transferring devices like cable connection, telephone line, satellite communication
system, internet connection.
 Essential software
Types of teleconferencing
 Audio teleconference
 Audio-graphics teleconference
 Computer teleconference

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 Video teleconference
Audio teleconference - An audio conferencing can be taught of an extended telephone conversation,
but instead of talking with only one person, you may be talking with several or more students,located
at multiple sites (school).
• Voice only
• Also known as conference calling
• Links people in remote locations via telephone lines
• Meeting can be conducted via audio lines
• Distance learning can be conducted
• Preplanning is necessary
Audio graphics teleconference - Transmit visual information such as graphics, alpha-numerics,
documents and video pictures as an adjunct to voice communication
• Also known as desk top computer conferencing and enhanced audio
• Used for meetings and distance learning
• Electronic tablets, fax etc
Computer teleconference - It is the conduct of meeting by the use of computer based
telecommunication .
• Uses telephone lines to connect to or more computers and modems
• Using e-mail, memos, reports, updates, newsletters etc can be sent
• It is an emerging area for distance conferencing
Video teleconference - Video conferencing is the conduct of video conference by a set of
telecommunication technologies which allows two or more locations to interact via two-way video and
audio transmissions simultaneously .it has also been called visual collaboration.
Combines audio and video to provide voice communications and video images
• Capable to display moving images
• One teacher can teach to a number of sites
• Institutions are able to serve all students equitably
Advantages of teleconferencing
Reduction in travel or low cost of communication. Saves time and energy
Good support for students widely scattered in a region. Easily accessible by remote students.
Familiar mode of instruction where the faculty initiates and controls it.
Easy scheduling of group discussion and conferencing by telephones.
Immediate feedback from all concerned and quick remedial action.
Easily adaptable and flexible
Highly interactive as all have to actively participate
DISADVANTAGES
• Connection Problems can occur during the conference which might disrupt the conference.
• Language barriers and miscommunication of ideas can occur as communication occurs
between people of different culture and background.
• Background Noise can be a disturbance during teleconference.
• Time consuming for preparation.
• Lack of participant familiarity with the equipment
• The current cost of teleconferencing is high if compared to travel and accommodation
expenditure.

Interactive Whiteboard - An interactive whiteboard is an instructional tool that allows computer


images to be displayed onto a board using a digital projector. The instructor can then manipulate the
elements on the board by using his finger as a mouse pointer, a pen or a stylus, directly on the screen.
It is also known as the smart board. Items can be dragged, clicked and copied and the lecturer can
handwrite notes, which can be transformed into text and saved. Any application that runs on your
computer can be used on an interactive whiteboard. You can surf the internet, annotate a text
document or demonstrate a piece of software.

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Fundamentally, an interactive whiteboard combines a dry erase whiteboard with an LCD projector and
is usually mounted on a wall or floor stand. Powered by easy-to-use software, the whiteboard becomes
a computer screen viewable by an entire classroom. The projector projects the content from a
computer onto the surface of the board while the teacher controls the content either with a pointer or a
touch of the hand instead of a keyboard and mouse. The combination of software with the projector
results in much more than simply a projected image.
Used innovatively they create a wide range of learning opportunities. However, in many
environments they are not being used to their full potential, and in many cases acting as glorified
blackboards. An interactive whiteboard can be a cost saver as this technology demonstrates how one
computer can provide learning stimuli for a whole classroom. This is more cost effective than
equipping an entire IT room, or every student with a laptop. An IWB is also available in a portable
format.
Examples of the features available when using an interactive whiteboard:
 Add annotations, Highlight text - The screen shade lets you cover your screen, allowing you to
gradually reveal information to your audience.
 Add notes and drawings and then save them to be printed out and shared, or added to a virtual
learning environment.
 Show pictures and educational videos to the whole lecture theatre. You can label parts or
highlight elements of an image.
 Spotlight allows you to focus the attention of your audience on a specific area of the screen.
 Transparency controls how dark the background is. Shape allows you to change the focused
area from a circle to a rectangle or a star. Exit allows you to close the spotlight.
The magnifier enlarges a certain area of the screen which can be useful when you want to
show a close-up of a spreadsheet or a web address.
 Choosing calculator opens the calculator available on your computer.
 Pointer allows you to highlight key areas with a pointer.
 The screen capture toolbar allows you to capture images of your screen.
 Mathematical drawings like straight lines, circles, triangles, angles etc can be drawn easily
using the mathematical tools.
 Demonstrate the content available on a website in a teacher-directed activity
Advantages of interactive white board over normal chalk board.
IWB is a whiteboard on which you can not only write but play videos, show interactive
presentations and recall previously-erased information. An interactive whiteboard uses a special touch-
sensitive whiteboard in conjunction with a computer and projector to receive commands and display
information. While the information is projected onto the whiteboard, nothing is actually written on the
board; it's processed on the computer. This gives interactive whiteboards more functionality than
traditional whiteboards, making them advanced tools in places of education and work.
One of the most significant advantages of interactive whiteboards is that they enable far greater
participation than traditional whiteboards. They also enable people to manipulate information in ways
that wouldn't be possible or practical on a regular whiteboard, such as tapping to performing
calculations on the screen, reveal layers of information, or moving information around with the tip of a
finger.
All of the information on an interactive whiteboard actually comes from a connected computer
and is simply projected onto the whiteboard. This means whatever you do on the whiteboard can be
recorded directly to a hard drive and even transported on portable storage. This enables you to recall
and reuse the information, such as the results of a brainstorming session, any time. By contrast, data on
a traditional whiteboard must be copied manually or lost when erased.
There are a variety of visuals that can be used with interactive whiteboards. Videos can be
uploaded from websites or previously saved files. Additionally, entire presentations can be uploaded
onto an interactive whiteboard. You can display and manipulate complex images and graphics. All of

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this can create a more engaging presentation and that can help keep the audience's attention and even
increase their retention.
Particularly for students, an advantage of interactive whiteboards is that they give students a
chance to interact extensively with technology, thus interweaving technology with education.
Particularly if students are allowed to use the whiteboards for their own presentations, the use of an
interactive whiteboard can be a great way to introduce students to electronic devices and a variety of
software.
This type of tool promotes creative teaching and motivates students into absorbing information.
Teaching with an interactive whiteboard allows lecturers to accommodate all different learning styles.
Tactile learners get to touch and move things around the board. They can also make notes and
highlight elements. Visual learners benefit from a clear view of what is happening on the board. Audio
learners can participate in a class discussion.
The teacher can call upon the students to interact with the whiteboard themselves. The lecturer
can sit at the computer, with the student at the whiteboard, and the class offering suggestions and
contributing ideas. Interactive whiteboards promote group discussion and participation. They are an
effective tool for brainstorming as notes made on the screen can be turned into text, and saved to be
shared and distributed later. They are an ideal tool for small group work and collaborative learning, as
students can huddle around the board developing ideas, and then save the work for sharing over a
network or by email.
1. Interesting lesson that incorporate video, moving diagrams.
2. Provide electronically all the familiar teachers of black board or ordinary whiteboard.
3. Replace the scenario of a large group crowding around a single computer.
4. Enhance any presentation of lesson by integrating video, animation, graphic, with the
spoken presentation.
5. Notes diagrams entire lesions or presentations can be archived & added to the intranet of
any other recourse.
6. Display material from a number of sources such as CD-Rom, Websites, DVDs, VHS tape
of TV.
7. More dialogue b/w tutor and students, peer to peer &within groups.
8. Enable people to manipulate information.
9. Create a wide range of learning opportunities, Prompt group discussion of participation.
10. Cost effective than equipping an entire IT room.
11. Presenters can poll a classroom audience or conduct quizzes capturing feedback out the
white board.
12. Dust free and also helps in saving time as materials can be per-prepared.
13. Any amount of material can be prepared in advance and displayed according to the need.
Changes can be made easily.
14. Can easily move from one page to another, need not wait to rub the screen.
15. Easily reusable as the written matter can be saved and used in the next class or any other
time.
Disadvantage
1. Expensive.
2. Require specific software.
3. Require extra training for teachers.
4. Touch sensitive board has limitation.
5. Speakers are not loud enough sometimes.
6. Needs electricity to work.
7. The device or power failure might interrupt the class.

EDGAR DALE’S CONE OF EXPERIENCE


 Edgar Dale (April 27, 1900 – March 8, 1985) served on The Ohio State University faculty
from 1929 until 1970. He was an internationally renowned pioneer in the utilization of audio-

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visual materials in instruction. He made several contributions to audio and visual instruction.
Perhaps Professor Dale's most famous concept was called the " Cone of Experience " a graphic
depiction of the relationship between how information is presented in instruction and the
outcomes for learners.
All experiences are based on three sources.
 Doing
 Observing
 Symbolizing
Of all these experiences the process of doing is the most important one. The Old Chinese proverb
says"What I hear, I forget; What I see, I remember;What I do, I understand."which shows the
relevance of direct experiences where one gets opportunity to learn by doing. AlsoIt is said that people
remember:
 10% of what they read
 20% of what they hear
 30% of what they see
 50% of what they see and hear
 70% of what they write and say
 90% of what they say as they do
Edgar Dale was the first person to classify the learning experiences utilized in classroom teaching
according to the effectiveness in communicating ideas.Edgar Dale represented his classification in a
pictorial device- “pinnacle form” – which he called the “Cone of Experience”. First introduced in
Dale’s 1946 book, Audio-Visual Methods in Teaching, designed to “show the progression of learning
experiences” (Dale (1969) p. 108) from the concrete to the abstract.
Dale (1969) wrote that
 May lead to a more useful way of thinking about audio visual materials and their
application in the classroom
 The levels of the Cone are interactive
 As one moves up the Cone there is not necessarily an increase in difficulty but rather an
increase in abstract thought

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The Cone of Experience

The levels of the Cone of Experience


 Enactive – direct experiences
 Direct, Purposeful
 Contrived
 Dramatized
 Iconic – pictorial experiences
 Demonstrations
 Study trips
 Exhibits
 Educational television
 Motion pictures
 Recordings, radio, still pictures
 Symbolic – highly abstract experiences
 Visual symbols
 Verbal symbols

The categories of Edgar Dales Cone of Experiences.


Direct Purposeful Experiences
 Direct- what is seen, handled, tasted, felt, touched and smelt i.e., experiences gained
through our senses- firsthand experience.
 Use all our senses.
 Purposeful- not mechanical or mere sensory excitement, should serve some purpose and
experiences are to be internalized.
 Experience- a ounce of experience is better than a tone of theory.
Contrived Experiences
 Models and mock-ups
 Editing of reality - differs from the original either in size or complexity.
 Real things might be too much or too minute or concealed or confused or complicated to be
perceived directly.
 In such cases this limitation is preferred for better and easier understanding.
Dramatic Participation
 Reconstructed experiences
 Representation of real past events.
 Can be used to simplify an event or idea to its most important parts
 Different forms of dramas are play, pageant, pantomime, tableau, puppets etc.
 Divided into two categories
 Acting – actual participation (more concrete)
 Observing – watching a dramatization take place (more abstract)
Demonstrations
 Visualized explanation of an important fact, idea, or process
 Shows how certain things are done
 Complicated processes are performed by the teacher.
 Students are passive observers.
Field Trips
 Watch people do things in real situations
 Observe an event that is unavailable in the classroom
 It helps in the utilization of community resources.
 They provide first hand experiences for the students.

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Exhibits
 Exhibits are concrete representation of things. Something seen by a spectator.
 This includes exhibits, museums, specimens etc.
 It brings the outside world into the classroom.
Motion Pictures
 Can omit unnecessary or unimportant material
 Used to slow down a fast process
 Viewing and hearing experience. It utilizes multi-sensory approach .
 Can re-create events with simplistic drama that even slower students can grasp.
 Motion pictures if carefully prepared using both audio and visuals together can be very much
effective.
Educational Television
 An important educational tool that bring immediate interaction with events from around the
world.
 Live telecast brings the real event as it actually happens.
 The outcome of TV telecast is unknown. It only unfolds as we see it. It is history in the
making.
 Edit an event to create clearer understanding than if experienced the actual event first hand
Recordings, Radio and Still Pictures
 Radio is a means of one-way communication.
 Can be used by those who cannot read
 Helpful to students who cannot deal with the motion or pace of a real event or television.
 Recordings can be more useful as they can be played and replayed and also obtain students
observations and reactions.
 Still pictures include slides, pictures, illustrations, filmstrips etc.
 Still pictures can be projected.
Visual Symbols
 This includes maps, charts, diagrams, graphs, cartoons etc.
 Help students see an idea, event, or process
 If properly employed can promote more interest and better understanding.
Verbal Symbols
 This is chalk and talk method
 Two types of verbal symbols are
o Written words
o Spoken words
 Thinking is given more importance.
 No resemblance to the object for which it stands.
Limitations of Edgar Dale’s Cone of Experience
 Field trip has been classified as an experience involving only observation and hence has been
placed much high in the ladder. They should be actually classified under direct purposeful
experiences.
 Projected aids are considered to be much more effective in teaching than non projected aids.
But here they are placed much high in the pinnacle.
Mis-Conceptions of the Cone
 All teaching/learning must move from the bottom to the top of the Cone.
 One kind of experience on the Cone is more useful than another
 More emphasis should be put on the bottom levels of the Cone
 The upper level of the Cone is for older students while the lower levels are for younger
students
 It overemphasizes the use of instructional media

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In his book 'Audio visual methods in teaching' - 1957, he stated that the cone was not offered as a
perfect picture to be taken absolutely literally. It was merely designed as a visual aid to help explain
the interrelationships of the various types of audio-visual materials, as well as their individual
'positions' in the learning process.Dale points out that it would be a dangerous mistake to regard the
bands on the cone as rigid, inflexible divisions.
As science and technology develops and due to new innovations in teaching-learning process
there are new learning experiences that are provided to the students. So the cone of experience has to be
revised timely. Also considering the limitations of Edgar Dale’s Cone of Experience we have to
consider a practical cone classifying the learning experiences with reference to their relative
effectiveness.

Smart Classroom
Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and
learning by integrating learning technology, such as computers, specialized software, audience
response technology, assistive listening devices, networking, and audio/visual capabilities. Classroom
Services leads the support, design, and planning for campus learning spaces. A Smart Classroom is
one equipped with multimedia components designed to enhance instruction and learning.

Smart Classrooms are of three types based on the equipments awailable.

 Basic Smart Class: Classes that have basic equipments like computer, or laptop, projector,
OHP, DVD/VCD player, slide projector.
 Intermediate Smart Class: One step ahead of the basic smart class. In addition to the basic
technologies it may have smart podiums, active response systems, document cameras etc.
 Advanced Smart Class: This type of classroom may use the latest type of technologies like the
Interactive White Board, interactive tables for group activity, smart sharing applications, video
conferencing facilities, digital text books

Types of Multimedia Equipment Although some classrooms may have slight variations, most Smart
Classrooms contain the following devices:

Networked computer, complete with monitor, keyboard, mouse, and other accessories, overhead
projector, LCD Projector and screen, DVD player VCR, Control devices such as switchers and
remotes, Amplifier and/or classroom speaker, Document Camera, Visual Presenter, smart boards,
microphones, amplifier, Active response system, smart podiums, and the essential software and
supplications.

Advantages of smart classroom

 It lets teachers simultaneously instruct remote and local students. It is also useful for students
who are absent in classroom.
 It provides a pen-based user interface on a projected display.
 It lets the teacher control the presentation of lecture materials.
 It informs the teacher of classroom events.
 The computers enable participant to apply the subject matter during the courses.
 Smart classes use all interactive modules like videos and presentations and these visually
attractive methods of teaching becomes appealing to students who are already struggling with
the traditional method of teaching in a classroom. In fact, smart classes are almost like

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watching movies as sometimes, animated visuals are used to teach a point. This kind of visual
is both eye-catching and young students can easily relate with them. This is because the audio-
visual senses of students are targeted and it helps the students store the information fast and
more effectively. It promotes better understanding and so better achievement.
 There is the advantage of utilising much of the time wasted earlier in drawing or preparing
diagrams on board. Smart boards have all these information in memory and can be presented
during the time of class lectures and thus, the time saved can be used in more important things.
 One of the main reasons behind the constant increase in popularity of smart classes is the fact
that this kind of education is perfect for all kinds of students. A classroom has students with
varied power of understanding and learning, and studying from notes and other materials
becomes difficult for some students.
 The use of smart classes and modern technology eases the learning process for all students.
Moreover, this kind of education in class promotes more interaction between teacher and
student with more participation from both sides.
 Teachers can easily use the online resources in classroom.
 Smart classrooms bring in a digital approach in the delivery of content and notes to the
students.
 A smart classroom is health friendly.
 It helps in better communication within and with outside experts possible.

Disadvantages of smart classroom

 Technical problems or power failure may occur during the lecture.


 Some teachers had not understood the purpose of smart classrooms or what they were expected
to do there.
 An inefficient teacher is the greatest limitation.
 Costly especially to install
 High maintenance cost

Teachers' role in smart classroom:

1) Sharing knowledge : Teachers have to give background about the course content, skills, and
instruction to students. The teachers also build upon the knowledge, personal experiences, language
and culture that students bring to the learning situational.

2) Sharing ability: The teachers encourage students' use of their own knowledge , ensures that students
share their knowledge and their learning strategies.

3) Mediation: In smart classrooms, teachers act as mediators to adjust the level of information and
helps students discover what to do when they are stumped, and helps them learn how to learn.

Tips of using equipments in smart classroom:

 Users have the responsibility to safeguard the equipment. Make sure to lock all equipment
cabinets and the classroom door before you leave.

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 Procedures for turning on and off equipment vary, so please check the instructions for your
specific classroom.
 Classroom computers should remain ON, however; users should “log off” or “restart” when
finished.
 Handle and operate equipment correctly and carefully. Electronic devices are delicate. If
something goes wrong, pushing buttons at random is seldom a good solution.

Audio Visual Aids

Audio-Visual Aids are training or educational materials directed at both the senses of hearing and the
sense of sight, films, recordings, photographs, etc used in classroom instructions, library collections or
the likes.

The term has also been defined by (Dike, 1993) as; those materials which do not depend solely upon
reading to convey meaning. They may present information through the sense of hearing as in audio
resources, sight, as in visual resources or through a combination of senses. Indeed, the variety of such
resources is a striking characteristic.

According to (Anzaku, 2011) “the term audio-visual materials is commonly used to refer to those
instructional materials that may be used to convey meaning without complete dependence upon verbal
symbols or language”.

Why use Audio Visual Aids?

 They are potent motivators.


 They lend reality to the classroom teaching and link instruction with real life.
 Supply concrete basis for conceptual thinking.
 They develop interest in students.
 They make learning more permanent.
 They offer reality of experience that stimulates self activity on the part of student.
 They help a continuity of thought (motion pictures)
 They provide right types of images. Which facilitate learning.
 They contribute new experiences adding to efficiency, depth and variety of learning.
 Technological media like the television and radio help in spreading education to remote areas
 They save time and make learning solid and durable.
Characteristics of A-V Aids
 They are means to knit the pupils to learning , not means of entertainment. Extremely varied in
devices.
 Not the substitute for the teacher nor the books.
 They make appeal to visual/auditory sense. Need proper explanation.
 Time of use should be clear to teacher. They save time.
 They should be suited to the age intelligence and experience of pupils.
 Educational element should not be made subservient to the dramatic and spectacular element.
 They should present accurate and authentic material.
 They should be concise as well as comprehensive.
 They may be prepared with the help of students.
 They should not be overused. Their use should be constantly evaluated.
TYPES OF A-V AIDS
 ACTIVITY AIDS
 2. PROJECTED AIDS

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 3. NON-PROJECTED AIDS
ACTIVITY AIDS Natural medium of instruction suitable for education.
 Types of activity aids
1. Field trips and study tours:
 Group of persons Going to a Selected place.
 Provides direct, Purposeful experiences.
 For gathering Objective based Learning experiences.

2. Exhibitions:
 Means of mass Communication and Instruction.
 Its organising gives Self activity for pupils.
 Novely of ideas, Develops creativityAnd interest.
 Public interaction.
3. Demonstrations.
 Used by teachers.
 Puposeful, simple,Effective and specific.
 Planned and rehersed in advance.
 Ensure active participation of Students.

4. Dramatisation.
 Real experiences.
 Gives concreteness to Learning experiences.
 Opportunity for Self-expression.
 Creates interest, Attitudes and values.

5. Museum.
 Collection of rare Educative materials.
 For public education.
 Used for study and Research purposes.
 School museums are more effective.

6. Planetarium.
 A dome mounted on the ceiling of a hall to represent the sky.
 Special projectors to display images of celestial bodies.
 Taped narration and sound effects increases its effectiveness.

7. Science kit.
 Mini mobile laboratories.
 Portable boxes with Chemicals and apparatuses.
 Conduct their own Experiments at home.
 Links laboratory teaching with life.

8. Live corner.
 A place where animals and Plants are grown and reared.
 Types of live corners
 1. Aquarium – aquatic plants and animals.
 2. Terrarium – creatures on or below earth.
 3. Vivarium – creatures in air.

9. Nature calendar.
 Yearly record of daily observations of nature or natural phenomena.
 Classroom discussion on the observations in the nature calendar can be conducted.
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NON-PROJECTED AIDS
Advantages of non-projected aids
 Uses visual and audio media.
 Can be used effectively in classroom situations.
 Not very much expensive.
 More attractive and interesting.
 Motivates the students.’
 Brings variety in the learning experiences. A creative teacher can use these very effectively in
making the teaching learning process better.

Types of non-projected aids


 GRAPHIC AIDS
 DISPLAY BOARDS
 THREE DIMENSIONAL AIDS
 AUDIO AIDS

GRAPHIC AIDS
 Graphic aids are visual aids that are represented on a plane surface
 They present the data in an abridged form
 They secure the attention of the pupils
 They should be simple, bold, legible and brief
Types of graphic aids
1. GRAPHS: shows the relationship between two dependent Variables. Can be interpreted and
inferences drawn easily. Line graph, bar graph, Pie graph etc are some of the different types of
graphs
2. DIAGRAMS: Easily explains many facts at the same time using variety of symbols and labels.
Explains facts vividly
3. POSTERS: bold attractive representation of an idea or concept using colours. Catches the eye
and conveys the message quickly.
4. MAPS: Accurate representation of the boundaries and other details of continents, countries
etc. Drawn on a plane surface to a scale. Different maps used in classrooms are historical,
Geographical, industrial etc.
5. CARTOONS: A metaphorical, humorous and exaggerated caricature of a person or a situation
in the form of a picture or a sketch. Has universal appeal and conveys only one idea at a time.
6. COMICS: A form of cartoon depicting a story in sequence. The events are arranged in an
order. Attractive and more appealing to lower groups
7. FLASH CARDS: Used mainly in language classrooms. Facilitates learning of new words and
immediate feedback of comprehension. Exhibited only for a few seconds and removed.
8. PICTURES and PHOTOGRAPHS: Makes ideas more clear and vivid. Helps in better
comprehension. Cultivates the power of observation and judgment.
9. CHARTS: Combines graphs and pictures. Presents the data orderly. Logical visualization of
ideas. Display charts, flip chart, flow chart, tabular chart, tree chart and time chart are the
different types of charts.
DISPLAY BOARDS
Displays are of three types
1. Motivational display – attracts and arouses curiosity.
2. Developmental display – adds information and ensures student participation.
3. Summary display – for review and consolidates data.
Types of display boards
1. BLACK BOARD: Oldest and simplest visual aid. A creative teacher can create wonders in
communicating concrete and meaningful.

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2. ROLL-UP-CHALK BOARD: Chalk board that can be conveniently rolled up. Made of thick
rexin cloth. Materials can be prepared in advance and presented when required.
3. PEGBOARD: Used for compiling flat and three dimensional materials. Made of special hooks
and clips. Display can be positioned at desired pegs
4. HOOK AND LOOP BOARD: Used to suspend heavy three dimensional objects. Has strong
hooks on to which the object is affixed.
5. FLANNEL BOARD: Made of adhesive material stretched of a suitable size. Pictures, words
etc can be fixed on the flannel cloth.
6. MAGNETIC BOARD: Iron together with a magnet serves as a magnetic board. Used to show
relative movement of elements of a visual.
7. PLASTIGRAPH: Smooth polished surface of glass plate or plastic sheet. Plastic sheets of
different colours cut into different shapes and patterns are displayed.
8. BULLETIN BOARD: To exhibit bulletins, news items, announcements etc to be
communicated to the students. Can be closed with glass shutters in front.
9. MARKER BOARD: White board for writing with felt pens or markers. Same use as chalk boards. As
projection screens also.
10. INTERACTIVE BOARDS: An interactive whiteboard (IWB), is a large interactive display that
connects to a computer and projector. A projector projects the computer's desktop onto the board's
surface where users control the computer using a pen, finger, stylus or other device. The board
is typically mounted to a wall or floor stand.

THREE DIMENSIONAL AIDS

1. MODELS: Concrete representation of objects. Size changed. Handy and observable. Types of
models are 3-dimensional, sectional and working models.
2. OBJECTS: Real things collected from nature or from the community.
3. SPECIMENS: An object or its part removed for convenient observation.
4. MOCK-UPS: Operating working model usually of a process designed to be worked out directly by
the learner for specific training. Used to give training in complex skills.
5. PUPPETS: Used to give information, entertainment, awareness etc. Hand puppets, glove and
finger puppets, rod puppets, string puppets and shadow puppets.
6. DIORAMA: A three dimensional scene incorporating group of modeled objects and figures in a
natural setting. More realistic attractive and gives a clear and better idea.

AUDIO AIDS

 Radio: media of mass communication. Broadcasts educational programmes. Useful for teachers and
students.

 Tape recorder: Records sound on a magnetic tape. Can be used any time. Can be used in the study
of languages. Used by blind students recorded classes of eminent teachers can be used for
instruction.
There are other audio aids available today. Today you can even use a mobile, ipod etc. The most
important audio aids used in teaching and learning

PROJECTED AIDS

Projection technologies-
 CRT projector using cathode ray tubes.
 LCD projector (Liquid Crystal Display)
 DLP (Digital Light Processing)projector uses DMDs (Digital Micromirror Devices).

UNIT I: Concept of Educational Technology Page 36


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 LED projector uses an array of Light Emitting Diodes.


 Laser diode projectors

1. Camera obscura: The camera obscura is an optical device that projects an image of its
surroundings on a screen. Also known as pinhole camera. It is used in drawing and for
entertainment, and was one of the inventions that led to photography.
2. The magic lantern: The magic lantern or Laterna Magica is an early type of image projector
developed in the 17th century.
3. Opaque projector: The opaque projector, or episcope is a device which displays opaque materials
by shining a bright lamp onto the object from above. A system of mirrors, prisms and/or imaging
lenses is used to focus an image of the material onto a viewing screen. Opaque projectors are
typically used to project images of book pages, drawings, mineral specimens, leaves, etc.
4. Diascope: An optical projector used to display transparencies
5. Epidiascope: A projector that is used to project both transparent and opaque objects.
6. Slide projector: A slide projector is an opto-mechanical device to view slides. Types of
projectors are Carousel slide projector, Straight tray slide projector, Dual slide pr ojector,
single slide projector, stereo slide projector etc.
7. Overhead projector: An overhead projector is a variant of slide projector that is used to display
images to an audience.Transparencies are placed on top of the lens for display. The light
from the lamp travels through the transparency and into the mirror where it is shone
forward onto a screen or display.
8. Microscope with projector: A microscope having a projecting device which is adapted to be used
together with a reflecting mirror as a reflecting light source and a lamp disposed on the backside of
the mirror as a direct light source characterized by that a hood is arranged instead of the eye lens of
a microscope body and is provided with reflecting mirrors disposed therein, a projecting plate
disposed removably to project a reflecting light, and a reflecting mirror disposed pivotably to
project the reflecting light outwards
9. Document cameras: Document cameras, also known as image presenters, visual presenters, digital
visualizers, digital overheads, and docucams, are real-time image capture devices for displaying an
object to a large audience. Like an opaque projector, a document camera is able to magnify and
project the images of actual, three-dimensional objects, as well as transparencies. They are, in
essence, high-resolution webcams, mounted on arms so as to facilitate their placement over a page.
Theoretically, all objects can be displayed by a document camera. Most objects are simply placed
under the camera. The camera takes the picture which in turn produces a live picture using a
projector.
10. Filmstrip projectors: Filmstrip projectors were commonly used in classrooms to display
individual frames of a “strip” of 35mm positive film on which still images were printed. These
would be used in a manner similar to a presentation-software slide show, where one frame would be
presented and the instructor would either play a recording that described the slide or image, or read
from a printed script supplied with the filmstrip.
11. Movie or Motion Picture or Film projector: A movie projector is an opto-mechanical device for
displaying moving pictures by projecting them on a projection.
12. Video projector: A video projector is a device that receives a video signal and projects the
corresponding image on a projection screen using a lens system. Video projectors are widely
used for conference room presentations, classroom training, home theatre and live events
applications. Projectors are widely used in many schools and other educational settings,
connected to an interactive to interactively teach pupils. A video projector, also known as a
digital projector, may be built into a cabinet with a rear-projection screen (RPTV rear –
projection TV) to form a single unified display device.
13. Television: Educational television is the use of television progrms in the field of education. It may
be in the form of individual programs or a dedicated TV channel. Many children’s programmes
are educational, ranging from dedicated learning programs to those that indirectly teach the
viewers. Some series are written to have a specific moral behind every episode, often

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explained at the end by the character that learned the lesson. There are also educational
programs for an older audience; many of these are distance learning services.
14. LCD projector: An LCD projector is a type of video projector for displaying video, images or
computer data on a screen or other flat surface. It is a modern analog of the slide and overhead
projectors. To display images, LCD projectors typically send light from a lamp through a prism that
separates light to three poly silicon panels – one each for the red, green, and blue components of the
video signal.

Projected aid Non-projected aid


When aids are projected on screen or even Non-projected aids are generally still
against white-washed walls to give an enlarged materials including maps, charts,
image of the material, are called projected aids. globes, models, display boards, bulletin
Projected aids include, slides, film-strips, films, hoards etc.
transparencies, ppt etc.

A projected aid is a visual aid such as a A non-projected aid used in teaching


computer with graphics and television. would be a chalkboard, textbook, or
Supports inclusion of multimedia. audio with no video capabilities.

Projected aids are sophisticated and complex in Simple and Readily available,
nature. Equipment and power supply needed Inexpensive, No equipment and power
for working. Difficult to use – knowledge of its supply required, Any person can easily
working needed. use it.

They can involve groups to work They can involve groups to work
collaboratively to prepare a presentation, with collaboratively to prepare a model,
slides, transparencies etc . drawings and charts.
It can be stored and kept for a longer period. It Durability: It is easy to damage with
has long durability. regular learner use it. Storage - There is
a problem to keep non-projected
visuals.

Can be easily used for a large class May be too small for group
viewing: non-projected visuals are not
suitable for use for group because they
are small.
A projected aid is bound to be more effective A non-projected aid is said to be less
than a non-projected aid. Because, colour effective than projected aid.
makes the aid more attractive, motion makes
the aid more dynamic and motion associated
with sound, becomes more effective than the
non-projected aids.

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UNIT: II - COMMUNICATION TECNOLOGY


 Communication-: concept, scope types – verbal, non-verbal. Style purpose- face to face,
formal and informal, one way- two way.
 Communication cycle- components of classroom communication
 Classroom as a communication system: • components of effective classroom communication
 Classroom Interaction Analysis – • FIACS • metric construction and interpretation

MEANING OF COMMUNICATION - The word „Communication‟ has been derived from the Latin
word- "communis" means common. It is the meaningful exchange of information between two or more
living creatures. Communication is a process of sharing experiences till it becomes a common
possession. Communication involves interaction which encourages give and take. Communication
means transfer of ideas, opinions, feelings, facts etc, from one person to another. Communication can be
defined as the process through which two or more persons come to exchange ideas and understanding
among themselves. Communication is the process by which an idea is transferred from a source to a
receiver with intent of changing behaviour.

DEFINITION OF COMMUNICATION
1. “Communication is the process of passing information and understanding from one person to another”
– Keith Davis
2. “Communication is the process of transmitting information from one person to another”. – Ricky W.
Griffin
3. "Sharing of ideas and feelings in a mood of mutuality".– Edgar Dale.

CHARACTERISTICS OF COMMUNICATION

1. It involves at least two persons, a sender and a receiver


2. In Communication messages is the must
3. Communication is written, oral or gestural
4. Communication is a two way process of give and take
5. Its primary purpose is to motivate a response or influence behaviour
6. Communication is a continuous process
7. Communication is a lifelong process
8. Communication exists in all forms of life
9. Communication is formal or informal/direct or indirect
10. Communication is an integral part of the process of exchange

COMMUNICATION CYCLE
Communication cycle is how the process of communication occurs between persons. It involves
all the elements or components of communication.
ELEMENTS OF COMMUNICATION
1. Sender
3. Channel
2. Message
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4. Receiver

5. Feedback

Sender- The sender is called communicator or source. A person who speaks, writes or issues some
instructions is the sender. Any communication starts from the source.All Communication requires a
source.

Message -A message is the subject-matter of communication. E.g. contents of the letter or speech, order,
instructions or the suggestions are messages. A communication must convey some message. The
message can be written, the oral and symbolic.

Receiver - Receiver of the message is known as communicate or recipient. The person who listens to the
message is the receiver.The person, who receives, interprets and respond to the message is the receiver.

Feedback -The communication process is complete once the receiver understands the sender's message
and responds to the message send. The reaction, reply or the response given by the receiver is termed as
feedback.The response occurs as a result of the sender's message.

Channel - The means by which the message is sent is known as the channel of communication or the
media. The feedback is also sent via a channel. There can be many means of communication, like the
verbal or non-verbal or the devices for communication in the case of mechanical communication. It is
the link that connects the sender and the receiver.

The source starts the communication. Sender has some thought, idea, need or information that he wishes
to communicate to another person.
The following process occurs in the sender -
41

 Formulates - First, information exists in the mind of the sender. The sender has to develop this
into an idea that the sender wants to transmit.
 Encodes - The second step is to encode the idea in suitable words, charts of other symbols for
transmission. Conversion of the subject-matter into symbols is the process of encoding.
 Transmits - The third step is to transmit the message by the chosen method.
Thus the sender communicates a message to a receiver in words or other symbols. Thesubject-matter of
communication may be opinions, attitudes, feelings, views, suggestions, order etc. The message
communicated by the sender is transmitted through the selected medium for communication i.e. channel.
Message is sent to the receiver in who the following process occur-
 Receives - It allow another person to receive a message. At this point the message is transferred
to the receiver. If the receiver does not function, the message is lost.
 Decodes - The receiver decodes the transferred message.It means translating the message into
words for the purpose of understanding.
 Interprets - After decoding the message is interpreted by the receiver according to his knowledge
and experiences. Interpretation of the message depends on the receiver.
The last step in the communication cycle is to provide feedback. Feedback is the response given by the
receiver to the sender via a medium regarding the message. Communication is not complete unless the
receiver has understood the message properly and his is known to the sender. This process of sender -
message - receiver - feedback - sender continues as a cyclic process and this is known as the
communication cycle.
TYPES OF COMMUNICATION
Communication may be of the following types:
1. Verbal and Non-verbalCommunication
Verbal Communication - Communication that makes use of language is verbal communication. This can
be either oral or written.
a. Oral Communication - Ituses speaking as a means to communicate. The receiver utilizes the skill of
listening. It takes place in face to face conversation, group discussions, etc. Spoken words are used to
direct, instruct, and share experiences.
b. Written Communication - Putting in writing includes letters, reports, notes etc. The written words are
used to transmit ones expectations, likes and dislikes. The receiver uses his reading or observation skills.
Non-Verbal Communication - It involves those nonverbal stimuli in a communication setting that are
generated by both the source and that have potential message value. Basically it is sending and receiving
messages in a variety of ways without the use of words. It includes touch, glance, eye contact (gaze),
proximity, gestures, facial expression, pause (silence), dress, posture ,smell, and sounds (paralanguage).
2. Formal and In-formal Communication
Formal Communication -This follows the formal channels provided in the organization structure.
This consists of vertical and horizontal communication.
Vertical Communication - Communication that flows both up and down the organization, usually along
with formal reporting lines. Vertical communication consists of two type's namely upward
communication & downward Communication.
a. Upward Communication: It consists of messages from subordinates to superiors. The message may be
in the form of requests, responses, suggestions, complaints etc.
b. Downward Communication: It occurs when information flows down the hierarchy from superiors to
subordinates. The message may be in the form of directions, assignments, performance, feedback etc.
Horizontal Communication - This communication occurs among colleagues and peers of the same level
in an organization.
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Informal Communication - These are channels of communication which are not provided formally in the
organizational structure. The communication which thus occurs is called informal communication. In
every organization, there is an informal channel of communication called the grapevine.

3. Intra-Personal and Inter-Personal Communication


Intra-Personal Communication - This can be defined as a process through which one communicates with
himself.
Inter-Personal Communication - Inter-personal communication may be defined as a process of
interaction between two people, generally face- to-face talk. It is also known as face to face
communication.
4. Group Communication - It refers to the process of interaction within groups of people and by groups
of people to others. The groups may be small or large.
One to one communication - It is the communication between two people.
Small Group Communication - Communication within a small group.E.g. Communication among the
passengers of a compartment.
Large Group Communication - Communication within a large group.E.g. Communication in a school
assembly.
Mass Communication -Communication is received by very large number of people. E.g. Television
programme transmitted to a thousand people.

5. Direct and Indirect Communication -Direct communication involves saying what a person thinks
and feels, no pretense or hidden message. Its purpose is quite simply to get or give information from one
person or group of people to another.Indirect communication is acting out rather than directly saying
what a person is thinking or feeling using facial expressions, tone of voice, and/or gestures.

6. Natural and Mechanical Communication - Mechanical communication is that communication that


occurs with the help of a mechanical device. The message in such a communication is transmitted
through a channel which will be a mechanical device. Natural communication is that which occurs
naturally without any help of a mechanical device.

CLASS ROOM COMMUNICATION


Class room communication is very important in teaching-learning as it is the chief means by which the
teacher and the students work together. In the words of R.F de Kieffer and Lee.W.Cochran, “Effective
teaching and communications are synonymous, for good teachers are clear communicators and good
communicators as effective teachers… ". Effective communication is the essential requirement for
having an effective interaction or getting maximum advantages from the process. In this way, the degree
of its effectiveness can be judged from the amount of advantages drawn through it.
Classroom communication also has all the elements of any communication. In classroom
communication the teacher is the source, the content the message, students the receivers and their
response feedback.Classroom communication is a group communication which occurs between the
teacher and students. It is also a cyclic process which is represented in the figure given below.
43

TEACHER
1. EVALUATION
TEST/ORAL 1. FORMULATES OBJECTIVES
2. QUESTIONING 2. PLANS FOR TEACHING
3. PUTS PLAN INTO ACTION

1. RECEIVES
2. UNDERSTAND
VIA
S & INTERPRETS 1CLASSROOM INTERACTION
3. RESPONDS 2.LABORATORY WORK

STUDENT

FACTORS FOR EFFECTIVE CLASSROOM COMMUNICATION


 Two-way communication
 Effective Feedback For Efficient Teaching
 Communication and principle of clarity
 Development of motivation
 Strength and weakness of the teacher and students.
 Use of technology/ Instructional
 Teaching strategies and skills
 Perception of leaner about the teacher.
 Climate conducive to communication.
 Verbal and non-verbal communication used.

How to attain effective classroom communication?


The effectiveness of a communication process in any classroom situation depends on many
factors. It is main responsibility of the teacher to make the classroom communication very effective.
These are the ways by which a classroom communication can be made effective.

 their proper knowledge of the subject matter, content


 your own confidence in their knowledge or stock of information
 very much depends on the quality and nature of the communication material .If the content and
message has some attraction , force and value to the receiver , it will surely catch attention and
make him quite attentive and an active participant in the communication process. If there lies
strength and effectiveness in the communication material ,it will automatically penetrate into the
eyes and ears of the receivers for the meaningful interpretation ,understanding and responses on
their part .
 The communication media or channel just lie in between the source and the receiver like a bridge
or connecting link. The effectiveness and the strength of the communication flow between the
communicator and receiver surely depend upon the nature and quality of the verbal and non-
verbal means, and the media and channels employed in the process of communication
 Use of language quite known and understandable on the part of the receivers.
 The verbal means should be supported by non-verbal clues , gestures ,body language, physical
movements etc .for giving the required strength and effectiveness to the process of
communication.
44

 To reduce the ill effects of verbalism ,attempts should be made to make use of audio visual aid
material and appliances suiting to the very nature and timing of the communication.
 The essential skills should be learnt well both by communicators and recovers for drawing the
maximum advantage through the communication
 The receivers must have sufficient previous knowledge and general background for receiving
and understanding the communicated message.
 They must have the required proficiency and abilities in terms of communication
skills such as a listening ,observing ,reading, writing , speaking , mapping ,
drawing, measuring , surveying, thinking , analyzing synthesizing, evaluating and
drawing inferences.
 They must have the skill and potential required for the use of various
modes,media and means of communication. Their sense organs should be well
adapted to the use of various audio-visual aid material and appliances
 They must show proper Zeal , enthusiasm , curiosity as well as need for
maintaining the chain of communication.
• In order to achieve effectiveness in the classroom communication, a teacher should always try to
concentrate over increasing the effectiveness of all the constituents or factors involved in the
process, namely
• (i)the communicator, i.e. the teacher,
(ii) Communication material, i.e. the subject matter Present in the class
(iii) Communication media or channels, i.e. the methods and techniques adopted for presenting the
subject matter
(iv) The receiver of the communication, i.e. the students of the class and
(v) The situations and conditions prevailing in the classroom at the time of exchange of the
communication

Barriers to communication are things people say or do that are obstacles to good conversation
or effective interpersonal interaction
• They act as hurdles to satisfactory discussions.
• They produce negative impact on the communication process.

CLASSIFICATION
• Physical Barriers
• ENVIRONMENT
• NOISE
• INVISIBILITY/DISTANCE
• PHYSICAL DISCOMFORT/ILL-HEALTH
• DISTRACTION
• IMPROPER TIME

• Language Barriers
• VERBOSITY AND VERBOLISM
• LANGUAGE INADEQUACY
• UNCLEAR GRAPHICS AND SYMBOLS

• Psychological Barriers
In interpersonal communication the psychological factors like
interest,attention,motivation,concentration of both sender and receiver have an impact.

• Background Barriers
• PREVIOUS KNOWLEDGE AND EXPERIENCES
45

• CULTURAL DISPARITIES AND GENERATION GAP



• Organisational Barriers
• RULES AND REGULATIONS
• HIERARCHICAL RELATIONSHIP AND LACK OF CO-OPERATION
• CHOICE OF MEDIA
• GROUP SIZE

METHODS TO OVERCOMEBARRIERS TOCOMMUNICATION

• The environment should be conductive to communication


• Provision for proper seating arrangement should be made
• One should ensure proper audibility and visibility
• The sender must use simple language and reduce verbalism
• New graphic symbols used must be explained
• Obtain feedback as frequently as possible
• Efforts to motivate,sustain interest and provide rewarding experiences,must be made
• Guidance and counselling to remove prejudices and ill-feelings
• One must provide assistance ,show sympathy and deal patiently
• To increase perception audiovisual aids can be used
• One must assess the learners background.
• The communicator must keep in tune with the latest trends and try to adjust with the younger
generation
• Efforts must be made to develop a healthy conducive atmosphere among the communicators and
between communicator and receiver
• Depending on group size appropriate media needs to be employed to reach out to all

FLANDER’S INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS)


WHAT IS INTERACTION?
Ned. A. Flanders defines, “Teaching as an interactive process. Interaction means participation of teacher
and students in the process of teaching. In this process, teacher influences the students; students also
interact with the teacher. Interaction takes place among the students themselves also. It means, in the
process of teaching, everybody interacts with every other person involved in the process.

WHAT IS INTERACTION ANALYSIS?


Interaction analysis is a process of encoding and decoding a pattern of interaction between the
communicator and the receiver. In the process of encoding categories of classifying statements are
established and a code or symbol is assigned to each category and a trained observer records by jotting
down code symbols and in decoding the encoded data interprets it. Encoding helps in recording the
events in a meaningful way and decoding is used to arrange the data in a useful way and then analyzing
the behaviours and interactions in the classroom interaction.
The main process of interaction analysis include
1. Defining clearly set of categories and a set of ground rules for coding
2. A procedure for observation
3. Steps for tabulating data
4. Process of analyzing the tabulated data and interpretation

One of the first approaches to study classroom behaviour was used by H H Anderson in 1930’s
There are mainly two systems of interaction analysis: Sign System and Category System.
There are different techniques to observe the interaction systematically. These are:
46

1. Flanders Interaction Analysis Categories System (FIACS) by Ned A Flander and Amido
(1963)(Category system)
2. Observation Schedule and Record (OSCAR) by Medley and Mitzel (1963) (Sign and Category
system)
3. Bale’s Interaction Process Categories by Bale (1950) (Category system)
4. Verbal Interaction Category System (VICS) by Amidon and Hunter (1967) (An extension of
FIACS) (Category System)
5. Reciprocal Category System (RCS) by Richard Ober (Modified adaptation of FIACS) (Category
system)
6. Equivalent Talk Categories (ETC) by E L Bentley and E Miber (1970) (Category system)

CHARACTERISTICS OF INTERACTION ANALYSIS


1. The classroom verbal interaction can be made more effective.
2. The teacher can increase student participation in his teaching.
3. The direct behaviour of teacher may be shifted to indirect behaviour, which is more suitable in
democratic way of life.
4. The tape recorder and videotape can be used for recording the classroom events. The trainee can
encode and decode his own behaviour.
5. This technique can also be combined with other feedback device such as microteaching and simulated
teaching.

FLANDER’S INTERACTION ANALYSIS CATEGORY SYSTEM (FIACS)


Ned. A. Flanders developed a system of interaction analysis to study what is happening in a classroom
when a teacher teaches. It is known as Flanders Interaction Analysis Categories System (FIACS).
Flanders and others developed this system at the University of Minnesota, U.S.A. between 1955 and
1960. Flanders Interaction Analysis Technique is most suitable and widely used technique in the field of
research all over the world. Flanders classified total verbal behaviour into 10 categories. Verbal
behaviour comprises. The first seven categories include teacher talk. Next two categories include pupil
talk. The last tenth category includes the small spans of silence or pause or confusion. The first 7
categories or teacher talk has been bifurcated into a) indirect talk, b) direct talk.

Teacher’s Talk - 7 Categories

A) Indirect Talk B) Direct Talk


Category Category
1. Accepts Feelings 5. Lecture
2. Praise or Encouragement 6. Giving Directions
3. Accepts or Uses ideas of Pupils 7.Criticizing or Justifying Authority
4. Asking Questions

Pupil Talk -2 Categories

Category 8.Pupil Talk Response Category 9. Pupil Talk Initiation


47

Neither Teacher Talk nor Pupil Talk -1 Category

Category 10. Silence or Pause or Confusion

Categories
Teacher Talk (7 Categories)

A) Indirect Talk -In this method of analysis, the first four categories represent the teacher's indirect
influence.
Category 1: Accepts Feelings- In this category, teacher accepts the feelings of the pupils. He feels
himself that the pupils should not be punished for exhibiting his feelings. Feelings may be positive or
negative.
Category 2: Praise or Encouragement - Teacher praises or encourages student action or behaviour.
When a student gives answer to the question asked by the teacher, the teacher gives positive
reinforcement.
Category 3: Accepts or Uses ideas of Pupils -It is just like 1st category. But in this category, the pupils
ideas are accepted only and not his feelings. If a pupil passes on some suggestions, then the teacher may
repeat in nutshell in his own style or words.
Category 4: Asking Questions - Asking question about content or procedures, based on the teacher
ideas and expecting an answer from the pupil.

B) Direct Talk - Next 5th to 7th categories represent the teacher's direct influence.
Category 5: Lecturing - Giving facts or opinions about content or procedure expression of his own
ideas, giving his own explanation or citing an authority other than a pupil.
Category 6: Giving Directions - The teacher gives directions, commands or orders or initiation with
which a pupil is expected to comply with.
Category 7: Criticizing or Justifying Authority - When the teacher criticizes and asks something
which shows teacher dominance is included in this category.

Pupil Talk (2 Categories)


Category 8: Pupil Talk Response - It includes the pupils talk in response to teacher's talk Teacher asks
question, student gives answer to the question.
Category 9: Pupil Talk Initiation - Talk by pupils that they initiate. Expressing own ideas; initiating a
new topic.

Silence or Pause or Confusion (1 category)


Category 10: Silence or Pause or Confusion - Pauses, short periods of silence and period of confusion
in which communication cannot be understood by the observer.

PROCEDURE OF OBSERVATION
The observer sits in the classroom in the best position to hear and see the participants. At the end of
every three seconds he decides which category best represents the communication events just completed.
Thus the time involves in coding one tally for every 3 seconds, is 20 tallies in one minute. In this process
only the serial numbers of the categories are recorded. The serial number of that category is recorded on
the data sheet by the observer.

CONSTRUCTING INTERACTION MATRIX After observation of interaction, the coded behaviours


are written in a 10 (rows) x 10 (columns) table known as a matrix. Each matrix has 100 cells.
48

Suppose an observation recorded is 6, 10, 7, 5, 1, 4, 8, 4 .Add number 10 in the beginning and at the
end. Hence the above number will be written in this way 10, 6, 10, 7, 5, 1, 4, 8, 4, 10. The category
numbers is tabulated in the matrix table. Each number is entered in the form of sequence pairs, being
used twice, first as the first numbers and second as second number.
10
1st Pair
6
2nd Pair
10
3rd Pair
7
4th pair
5
5th Pair
1
6th Pair
4
7th Pair
8
8th Pair
4
9th Pair
10
Sequence of the pair is: (10, 6), (6, 10), (10, 7), (7, 5), (5, 1), (1, 4), (4, 8), (8, 4), (4, 10) .The matrices
have rows and columns. The first number of the pair represents row and second number of the pair
represents column. For example, in the first pair (10, 6), the number 10 represents row and the number 6
represents column. Total tallies of the matrices N-1, when the number of observations is N.

Row 1 2 3 4 5 6 7 8 9 10 Total
Column
1 1
2 0
3 0
4 2
5 1
6 1
7 1
8 1
9 0
10 2
Total 1 0 0 2 1 1 1 1 0 2 9

INTERPRETATION OF INTERACTION MATRIX

1. Proportion of Teacher Talk Pupil Talk and Silence or Confusion - It is the proportion of the total of
categories 1,2,3,4,5,6,7, to categories 8, 9, and category 10.

T.T : P.T : S = (1+2+3+4+5+6+7) : (8+9) : 10


49

2. Ratio between Indirect influence and Direct influence (i/d ratio) - It is the ratio of the sum of the
columns 1,2,3,4 divided by the sum of the columns 5,6 and 7. If the ratio is greater than 1 then the
teachers' indirect influence is more than the direct influence.

i/d ratio = (1+2+3+4)/(5+6+7)

3. Ratio of positive reinforcement and negative reinforcement - It is the ratio of the sum of the columns
1,2,3, divided by the sum of the columns 6 and 7. If the ratio is greater than 1 then the teachers' positive
reinforcement is more than negative reinforcement.

+ve reinforcement/-ve reinforcement = (1+2+3)/(6+7)

4. Student Participation Ratio/Pupil Talk Ratio/Percentage of Pupil Talk (PT) - In this ratio, the tallies of
8th and 9th categories are added and divided by N.

Student Participation Ratio = (8+9)/N

5. Steady State Cells - The cells along the diagonal from upper left to lower right are the steady state
cells. If these cells are heavily loaded it means that the teacher stays in a particular category for more
than 3 seconds.

6. Content Cross Cells - The cells corresponding to 5 and 4 in both row and column are the content cross
cells. The strength of these cells indicates the emphasis given by the teacher for the content in teaching.

7. Constructive Integration Cells and Vicious Cells - Constructive integration cells are the cells
corresponding to numbers 1, 2 and 3, and vicious cells are the cells corresponding to numbers 6 and 7
which shows the positive and negative aspect of social interaction respectively.

ADVANTAGES OF FIACS
1. It is an effective tool /instrument to measure the social-emotional climate in the classroom.
2. It is also used for in-service teachers.
3. It provides feedback to the pupil-teachers.
4. It is an objective and reliable method for observation of classroom teaching.
5. It is much useful in team teaching and microteaching.

6. It is used to compare the behaviour of teachers at different age levels, gender, subject
etc.
LIMITATIONS OF FIACS
1. It consumes much time in preparing 10 x 10 matrix without which, interpretation is not
possible.
2. Less attention has been paid towards pupil-talk. It is mostly teacher talk oriented.
3. The observers have to be trained in order to code correctly.
4. Classroom interaction of pupil-pupil type is not considered here.
5. The system of coding and decoding procedure very difficult and expensive.
50

UNIT III: ICT IN EDUCATION


Concept and importance of ICT in education-Scope of ICT in Education
• Teaching- Learning process
• Publication
• Evaluation
• Research
Trends and advancements in www:
Web 1.0, Web 2.0., Web 3.0
Teacher in a digital era: Changing roles and competencies
Concept, meaning and merits of :
•Computer Assisted Instruction (CAI)
•Computer Managed Instruction (CMI)
•Computer Mediated Communication (CMC) in Education
• Computer simulation
• Blended learning
• Educational podcast
• m-learning
• Web- based learning
• Cloud computing.
Web services:
• e-mail
• chat
• online forums
• blog
• wiki
• e-library
Academic web resources :
• e-journals
• online dictionary
Familiarizing free educational software:
• Tellurium
• Kalzium
• Tupic 2 D Magic
• G-Compris
• Geogebra.
E-learning –concept, types –synchronous and asynchronous- merits and demerits:
Learning Management Systems, Learning Object Repository (LOR),
E-content features- concept and scope. E-content development initiatives in India:NME-ICT,
UGC-CEC
Virtual tools: Virtual learning Environment, Virtual Labs
Web applications for development of tests:• Hot potatoes
• Online quiz maker
51

Concept and Importance of ICT in Education


ICT is the extended synonym for IT, first used by academic researchers in 1980. It was popularized
by Dennis Stevenson in 1997. It is used to refer the convergence audio visual and telephone networks
with computer networks through a single cabling or link system. ICT implies that it consists of
electronics devices and associated human interactive materials that enable the user to employ them
for a wide range of teaching learning processes in addition to personnel use. These technologies
include computers internet broadcasting technologies and telephony.Globalization and technological
have created a new global economy powered by technology fuelled by information and driven by
knowledge.

Definition of ICT
• ICT refers to activities are studies involving computers and other electronic technology. ICT is
an abbreviation for information and Communications Technology
• IT or ICT it is the technology required for information processing
• The use of electronic computer and computer software to convert, store, protect, transmit and
retrieve information from anywhere and any time
• Electronic collection, editing, storage, distribution and presentation of information
• Information - (data) in paper or electronic format (electronic communication)
• Communication-in person or electronically, in writing or voice, tele-communications, and
broad casting
• IT – including software, hardware and electronics
• Communications technology – including protocols, software, and hardware

ICT in Education
• The general notion of technology in education is reflected in the design preparation and
production of textbook and other instructional materials for schools.
• The major important representation of information and communication technology in
education is the presentation and use of teaching aids.
• The quality of teaching aid is improved ranges from a two dimensional chart to three
dimensional model.
• There are many benefits of using ICT in the teaching and learning process.
• ICT provides full independence to the learner to select desirable education.
• It links learner to the multimedia resource doing away with our dependence on textbooks.
Learners will have access to online education.
• It promotes independent, flexible education according to one`s own level and pace.
• It allows an individual to use his/her multiple cognitive abilities to the fullest extent. It assures
lifelong learning.
• The advent of ICT the learner is not dependent on the teacher for formal interaction.
• ICT in education is any educational technology that is applied to the educational process.
• ICT in education is any technology that deals with the exchange of information or in other
words communication in the teaching learning process.
• ICT in education is any information technology that focuses on the acquisition, storage,
manipulation, management, transmission or reception of data required for the educational
purpose.
• ICT in education comprises of the application of science of online/offline learning with the
help of the computer technology.
52

Importance of ICT in Education


ICT has great potential for improving the teaching learning process. The important advantages:
1. Individualized instruction- Help us to make use of self-instructional programmes.
2. Improvement in the quality of teaching -To improve the quality of teaching and learning
process with the help of Television and other medias.
3. Improvement in the quality of evaluation- ICT assists teachers in making the evaluation
speedy and accurate.
4. Meeting the Problem of Mass Education -Programmers developed by experts for a large
population of students with the use of computers, Television etc.
5. Equalizing Educational Opportunity.
6. Access to a variety of learning resources
7. Immediacy to information
8. Anytime learning
9. Anywhere learning
10. Collaborative learning
11. Teaching of different subjects made interesting
12. Educational storage
13. Access to the source of information
14. Better access to children with disabilities
15. Reduces time on many routine tasks
16. Multiple communication channels e-mail, chat, forum, blogs etc.
17. Access to variety of learning resources- In this technological era, IT aids provides plenty of
resources to enhance the teaching skills and learning ability. Wilt the help of IT now it is easy
to provide audio-visual education.
18. Immediacy to Information - IT has provided immediacy to education. Now IT has been
introduced into well established patterns of working and living without radically altering
them.
19. Multimedia Approach to Education - Audiovisual education, planning, preparation and use of
devices and materials that involve insight, sound or both for educational purposes. The growth
of audiovisual education has reflected developments in both technology and learning theory.
20. Authentic and up to Date Information - The information and data which are available on the
net is purely correct and up to date.
21. Distance learning.

Scope of ICT -Teaching-learning ICT is evolving rapidly and opening doors for a variety of sectors
including education. Communication technology can serve as a resource for the teacher to obtain
rapid information on the students, work and progress .It enhance quality of teachers using technology
in pedagogy. ICT helps students to encourage and attract for gaining knowledge. In view of the fact
that teachers are surrounded by modern technology.
 Enriching quality of teaching and learning. Increasing efficiency, Professional development for
teachers
 Expanding educational opportunities, Availability of resources
 Role of ICT in the class and schools
 Information Technology in Educational Management, Improving policy planning and
management
 Lifelong Learning, Distance Learning, Establishing and sustaining lifelong learning
53

 IT-Professional and Vocational Education in Information Technology and Facilitating skill


formation
 Advancing community linkages
 Lively teaching learning process that students can find information, they need proper instructions,
they need scope for creativity, expectations of the teacher brings forth performance helping the
student learn and enhance teaching
Scope of ICT –Publication
ICT helps in making the whole teaching learning process digitized. The notes, printed text books
can be digitized with the help of computer technology. Many-books are available on websites
developed by different publishers Encyclopedia is also available on internet. Even students can
use laptops and mobiles for storing their notes. Teachers can also easily publish their works,
books and research findings in online journals, websites etc. Daily expression of their thoughts
can be done by both students and teachers through discussion forums, blogs, micro blogs etc.
Scope of ICT –Research
ICT greatly support research as it makes the conduct of research easier. Search engines, E
libraries, Internet, Wikipedia, e-journals, online dictionaries, research articles or abstracts
databases all are the gift of ICT which has made research a much easier task. It also enables the
researcher to communicate and collaborate with other researchers anywhere in the world. The
barrier of time and distance now does not hamper a researcher from collecting data across the
globe. One’s research findings can also be easily disseminated with the help of ICT.
Scope of ICT –Evaluation
Online tests and Results is a great evaluation tool that provides immediate feedback. Softwares to
tabulate, analyze results and Progress reports reduces the workload of teachers in evaluation. ICT
enhances the process as the feedback can be quickly communicated to the students and parents.

Trends and advancements in www: Web 1.0, Web 2.0., Web 3.0
The Internet is essentially a global network of computing resources. Internet is a physical collection
of routers and circuits as a set of shared resources. ISP (Internet Service Provider) provides you with
an internet connection.
Internet-Based Services
Some of the basic services available to Internet users are −
Email − A fast, easy, and inexpensive way to communicate with other Internet users around the
world. SMTP stands for Simple Mail Transfer Protocol
Telnet − Allows a user to log into a remote computer as though it were a local system.
FTP − Allows a user to transfer virtually every kind of file that can be stored on a computer from one
Internet-connected computer to another.
UseNet news − A distributed bulletin board that offers a combination news and discussion service on
thousands of topics.
World Wide Web (WWW) − A hypertext interface to Internet information resources.
A web service is a software system designed to support computer-to-computer interaction over the
Internet.
The World Wide Web (abbreviated WWW or the Web) is an information space where documents
and other web resources are identified by Uniform Resource Locators (URLs), interlinked by
hypertext links, and can be accessed via the Internet. The web is a system of interlinked, hypertext
documents accessed via the Internet. With a web browser, a user views web page that may contain
text, images, videos, and other multimedia and navigates between them uses hyperlinks. World Wide
54

Web is − All the resources and users on the Internet that are using the Hypertext Transfer Protocol
(HTTP).
Web pages are primarily text documents formatted and annotated with Hypertext Mark-up
Language (HTML). In addition to formatted text, web pages may contain images, video, audio, and
software components that are rendered in the user's web browser as coherent pages
of multimedia content. Embedded hyperlinks permit users to navigate between web pages. Multiple
web pages with a common theme, a common domain name, or both, make up a website. Website
content can largely be provided by the publisher or interactive where users contribute content or the
content depends upon the user or their actions. Websites may be mostly informative, primarily for
entertainment, or largely for commercial, governmental, or non-governmental organisational
purposes. Each page available on the website is called a web page and first page of any website is
called home page for that site.
Every Website sits on a computer known as a Web server. This server is always connected to the
internet. Every Web server that is connected to the Internet is given a unique IP address made up of a
series of four numbers between 0 and 256 separated by periods. For example, 68.178.157.132 or
68.122.35.127.When you register a Web address, also known as a domain name, such as
tutorialspoint.com you have to specify your IP address in a DNS along with your domain name i.e.,
IP address of the Web server that will host the site.
Web Browsers are software installed on your PC. To access the Web you need a web browsers, such
as Netscape Navigator, Microsoft Internet Explorer or Mozilla Firefox.
The World Wide Web is a global information medium which users can read and write
via computers connected to the Internet. The World Wide Web has been central to the development
of the Information Age and is the primary tool billions of people use to interact on the Internet.
The terms Internet and World Wide Web are often used without much distinction. However, the
two are not the same. The Internet is a global system of interconnected computer networks. In
contrast, the World Wide Web is a global collection of documents and other resources, linked by
hyperlinks and URIs. Web resources are usually accessed using HTTP, which is one of many Internet
communication protocols. Web is a service that operates over the Internet, just as e-mail also does.
The Hypertext Transfer Protocol (HTTP) is an application-level protocol for distributed,
collaborative, hypermedia information systems. This is the foundation for data communication for the
World Wide Web (i.e. internet) since 1990. HTTP is a TCP/IP based communication protocol, that is
used to deliver data (HTML files, image files, query results, etc.) on the World Wide Web.
URL stands for Uniform Resource Locator, and is used to specify addresses on the World Wide
Web. A URL is the fundamental network identification for any resource connected to the web (e.g.,
hypertext pages, images, and sound files).
A URL will have the following format – protocol://hostname/other_information
The protocol specifies how information is transferred from a link. The protocol used for web
resources is HyperText Transfer Protocol (HTTP). Other protocols compatible with most web
browsers include FTP, telnet, newsgroups, and Gopher.
The protocol is followed by a colon, two slashes, and then the domain name. The domain name is the
computer on which the resource is located.
Links to particular files or subdirectories may be further specified after the domain name. The
directory names are separated by single forward slashes.
How the Web Works
A user enters a URL into a browser (for example, Google.com. This request is passed to a domain
name server.
55

The domain name server returns an IP address for the server that hosts the Website (for example,
68.178.157.132).
The browser requests the page from the Web server using the IP address specified by the domain
name server.
The Web server returns the page to the IP address specified by the browser requesting the page. The
page may also contain links to other files on the same server, such as images, which the browser will
also request.
The browser collects all the information and displays to your computer in the form of Web page.
History of WWW
The web was created in 1989 by English scientist Sir Tim Berners-Lee, working at CERN (The
European Organization for Nuclear Research) in Geneva, Switzerland. Since then, Berners-Lee has
played an active role in guiding the development of web standards (such as the mark-up languages in
which web pages are composed), in recent years has advocated his vision of a Semantic web.
The first web browser was invented in 1990 by Sir Tim Berners-Lee. His browser was called World
Wide Web and later renamed Nexus. He creates and writes three technologies still used today:
Hypertext Mark-up Language (HTML), Uniform Resource Identifier (URI, more commonly known
as URL) and Hypertext Transfer Protocol (HTTP). By 1991 the World Wide Web was open for
business. The introduction of www accelerated the growth of internet. The concept of www got
accelerated with the creation of a web browser with graphical user interface for the web. Mosaic
(1993) was one of the first graphical web browsers. Netscape, was the first commonly available web
browser with a graphical user interface. 1998: Web publishing tools are now available, issuing an
emergence of blogs.

Web was expressed by three innovations, typically associated with three phases: namely, the Web of
documents (Web 1.0), the Web of people (Web 2.0) and the Web of data (the still-to-be-realised Web
3.0)

Web 1.0 was first implementation of the web and it lasted from 1989 to 2005. It was define as web of
information connections. According to the innovator of
World Wide Web, Tim Berners-Lee considers the Web as “read-only” Web. It provides very little
interaction where consumer can exchange the information together but it was not possible to interact
with the website. The role of the web was very passive in nature. Web 1.0 was referred as the first
generation of World Wide Web which was an of era static pages and content delivery purpose only.
In other words, the early web allowed us to search for information and read it. There was very little in
the way of user interaction or content contribution. Web 1.0 Technologies includes core web
protocols: HTML, HTTP and URI.
The major characteristics of Web 1.0 are as follow:
 They have read only content.
 Establish an online presence and make their information available to anyone at any time.
 It includes static web pages and use basic Hypertext Mark-up Language.
The major limitations of Web 1.0 are as follow:
 The Web 1.0 pages can only be understood by humans (web readers) they do not have
machine compatible content.
 The web master is solely responsible for updating users and managing the content of website.
 Lack of Dynamic representation i.e., to acquire only static information, no web console were
available to performing dynamic events.
56

Web 2.0 is the second generation of web. Beginning in 2002, new ideas for sharing and exchanging
content ad hoc, such as Weblogs and RSS, rapidly gained acceptance on the Web. This new model
for information exchange, primarily featuring user-generated and user-edited websites, was
dubbed Web 2.0. The Web 2.0 boom saw many new service-oriented start-ups catering to a newly
democratized Web. It was defined by Dale Dougherty in 2004 as a read-write web. The technologies
of web 2.0 allow assembling and managing large global crowds with common interests in social
interactions. Web 2.0 facilitates major properties like participatory, collaborative, and distributed
practices which enable formal and in-formal spheres of daily activities on going on web. In other
terms it resemble major distinct characteristics of Web 2.0 include “relationship” technologies,
participatory media and a social digital technology which in term can also defined as the wisdom
web, People-centric web and participative web. The facilities of reading and writing on the web make
the web transaction bi-directional. Web 2.0 is not only a new version of web 1.0 but it also implies to
flexible web design, creative reuse, updates, collaborative content creation and modification
in web 2.0 that should be considered as one of the outstanding feature of the web 2.0 is to support
collaboration and to help gather collective intelligence.
CHARATERISTICS
Web 2.0 is instead a label coined by Tim O’Reilly and associates to reference the transition of the
World Wide Web to a new phase of use and service development. The categorization can be used to
elaborate on the understanding of Web 2.0 achieved through varied definitions.
 Technology Centric Definition: Web has become a platform with software above the level of
a single device. Technology that is associated with blogs, wikis, podcasts, RSS feeds etc.
 Business Centric Definitions: A way of architecting software and businesses. The business
revolution in the computer industry caused by the move to internet as platform and an attempt to
understand the rules for success on that of new platform.
 User Centric Definitions: The Social Web is often used to characterize sites that consist of
communities. It is all about content management and new ways of communication and interaction
between users. Web applications that facilitate collective knowledge production, social networking
and increases user to user information exchange.
LIMITATION
 Constant iteration cycle of Change and Updates to services
 Ethical issues concerning build and usage of Web 2.0
 Interconnectivity and knowledge sharing between platforms across community boundaries are
still limited.

Web 3.0 is one of modern and evolutionary topics associated with the following initiatives of Web
2.0. Web 3.0 was first coined by John Markoff of the New York Times and he suggested web 3.0 as
third generation of the web in 2006. Web 3.0 can be also stated as “executable Web”. The basic idea
of web 3.0 is to define structure data and link them in order to more effective discovery, automation,
integration, and reuse across various applications. It is able to improve data management, support
accessibility of mobile internet, simulate creativity and innovation, and help to organize collaboration
in social web.
Web 3.0 is also known as semantic web. Semantic web was thought up by Tim Berners-Lee, inventor
of the World Wide Web. Web 3.0 is a web where the concept of website or webpage disappears,
where data isn’t owned but instead shared, where services show different views for the same web or
the same data. Those services can be applications (like browsers, virtual worlds or anything
57

else), devices or other, and have to be focused on context and personalization, and both will be
reached by using vertical search.
The main purpose of the Semantic Web is driving the evolution of the current Web by enabling users
to find, share and combine in formation more easily. The Semantic Web, as originally envisioned, is a
system that enables machines to “understand” and respond to complex human requests based on their
meaning. Such an “understanding” requires that the relevant information sources be semantically
structured.
WEB 4.0 AND FUTURE WEB
Web 4.0 can be considered as an Ultra-Intelligent Electronic Agent, symbiotic web and Ubiquitous
web. Interaction between humans and machines was motive behind of the symbiotic web. Powerful
as human brain, progress in the development of telecommunications, advancement on
nanotechnology in the world and controlled interfaces using web 4.0. In simple words, machines
would be clever on reading the contents of the web, and react in the form of executing and deciding
what to execute first to load the websites fast with superior quality and performance and build more
commanding interfaces Web 4.0 will be read write concurrency web. WebOS will be such as a
middleware in which will start functioning like an operating system WebOS will be parallel to the
human brain and implies a massive web of highly intelligent interactions

Teacher in the digital era changing role and competencies


Teachers’ role in the digital era
Today’s classrooms are much different than they were a decade ago. Today’s classrooms have
computers, iPads, and Smart boards, and other types of technology in the classroom. As technology
advances, teachers must advance with it. This means professional development courses become
particularly important. Digital technology makes it possible for teachers to learn quicker and better. It
allows them to connect with other teachers, and it has the potential to boost the effectiveness of
ordinary, average teachers. It has the ability to turn boring, non-innovative lessons into fun and
engaging ones.
Mastering ICT skills and utilizing ICT towards creating an improved teaching and learning
environment is of utmost importance to teachers in creating new learning culture (Molly Lee,
2005). Education has become highly technology based. This great transformation poses challenges to
educators regarding their basic tenets, to deploy the media in creative and productive ways, as
“teachers are the central forces in tapping the learning opportunities created by ICT”.
The challenge that educators face today is to determine where and how these systems converge and
diverge and therefore which ones make sense for them to use. Learners today are immersed in a
variety of educational experiences, both formal and informal, that extend beyond the school day.
These experiences are global, collaborative, networked, and dynamic and require facilitators to guide
students in navigating an increasingly connected world. Alter and shape a student’s personalized
learning path and personalizing education through technology. Cultivating lifelong learners in a time
of constant technological innovation. Educators, should aim to consistently use technology to
inform, support, and propel this learner-centered approach to education support future initiatives to
implement technology in support of education reform, enhanced learning, and increased student
achievement. Educators should be able to create, access, tag, and manage, blogs, online
discussions, banks of test items to achieve this necessary balance amongst teaching, learning, and
growth. There are hundreds of competing education reforms and thousands of different technology
solutions available to us in education. A toolbox of web resources that might include social
bookmarking tools, document sharing applications, social networking sites, timeline tools, and media
58

options available in the cloud which makes it possible for instructors and students to choose the tool
that best fits a learning exercise. Teachers must evaluate new tools and match them with suitable
assignments, and students must learn new application types. At the same time, faculty adoption of
tools to use tools that allow for more student engagement, more effective collaboration, and more
active learning in general, instructors could establish new expectations. It is the duty of the teacher to
give awareness to students and even parents regarding the various legal and ethical issues related to
use of internet and computer. Students should be given guidance in safe use of internet and protect
them from all sorts of abuse, health and mental problems related to internet.
As a professional practitioner, the teacher is likely to become a role model or standard for his or her
students. The teacher should also be a subject developer, an e-content developer in the digital era.
By this one means that the teacher should, through continual work, bring new knowledge to the
subject through his/her own experience, and research and development work. In distance education,
as in all types of teaching, teaching material is presented and a structure for dialogue between teacher
and student is established. The teacher has a responsibility to help promote learning preconditions
such as working habits, attitudes, knowledge and motivation.
New technology is continually opening up new applications, and without the urge to try out new
methods the teacher’s work can seem monotonous, and the students can miss out on good and varied
teaching set-ups. The use of ICT must be carefully planned and put into a pedagogical
framework. It requires the teacher to possess good pedagogical, technological and didactical
knowledge and be able to apply this in such a way as to promote learning processes.
Teachers must learn how to adjust to these new changes, both inside of the classroom as well as
outside of the classroom. Inside of the classroom, teachers need to learn how integrate technology,
such as using computer programs, iPads, and Smartboards. Outside of the classroom, teachers must
learn how to navigate their way through the Internet by having classroom websites and e-mailing
parents. Digital enriched content and personal learning will be at the forefront, as will collaborative
and interactive learning. The integration of technology in the classroom has led to many new
trends. As the digital world develops, the education system adapts. Being a teacher in the digital era
means being flexible, and being able to adapt to change.
Competencies of a teacher in the digital era
The competencies are organized into five aspects: productivity, communication, research, media and
presentation.
Productivity Produce and manage learning documents. This includes composing standard
educational publications such as parent newsletters and handouts for students and class lists; teaching
students how to prepare their own documents on a computer. Analyze quantitative data. This includes
administrative work such as putting student test scores into a spreadsheet and analyzing them, as well
as preparing curriculum materials with digital tables and graphs of curriculum content. Organize
information graphically. He or she can use specialized graphic organizer programs, as well as general
tools such as word processors or presentation programs, to create digital representations of
educational information.
Research Use effective online search strategies. In their professional preparation, as well as in their
classroom assignments, the teacher chooses the most appropriate research tools and databases, and
applies the most effective search techniques, to produce useful and safe online resources in the
classroom. Evaluate and compare online information and sources. Once located, the teacher knows
the difference between authoritative and untrustworthy sources, how to ascertain authorship, and how
to find sources with different points of view. And can teach these skills to students. Save and cite
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online information and sources. The teacher knows a variety of methods for bookmarking and saving
valuable online resources so that may easily be found later and employed in learning materials.
Communication Communicate using digital tools. These include email, instant messaging, mobile
colleagues, and knowing how to organize and manage these tools in the classroom. Collaborate
online for learning. Takes advantage of the tools listed above plus blogs, wikis, chats, audio and
videoconferencing to bring outside resources into the classroom and to encourage academic
collaboration among students. Publish learning resources online. From a simple teacher's web site to
a complex curriculum wiki to the online posting of student projects, to podcasting, the teacher has
mastered an array of tools and techniques for publishing learning materials online.
Media Differentiate instruction with digital media. This includes an awareness of assistive
technologies for disabled students as well as the ability to use a computer to prepare and present
academic ideas in a variety of forms for better learning by all students. Capture and edit images,
audio, and video. The teacher can use digital still and video cameras, edit their output on a computer,
and produce learning materials that range from simple slide shows to the archiving of student
presentations and performances. Produce digital multimedia educational experiences. The teacher
can combine media from a wide array of sources into a useful presentation of academic content, and
can teach this skill to students.
Presentation Create effective digital presentations. Using common tools for preparing slide shows,
videos, and podcasts, the teacher can create presentations that follow the principles of
communication, and can apply these design principles to the evaluation of students' digital work.
Deliver digital multimedia presentations. Using common devices such as computers, projectors, and
screens, the teacher can set up classroom presentations and arrange for students to do the same.
Employ new media devices for learning. From large Smart Boards to tiny iPods to science probes, the
teacher can incorporate a variety of digital devices into the instruction in the classroom.
Those are the skills that just about every teacher needs, no matter the subject or grade. Beyond
these are the more specific technical skills required of a high school math teacher or a teacher of
visually-impaired students, competencies that would be embedded into specialized courses and
programs.
COMPUTER ASSISTED INSTRUCTION

Computer one of the finest gifts of science and technology has touched all walks of our life including
education. In the field of education too, it is used not only for managing things but in actual teaching
also. Instructional work carried out with the help of computers is known as Computer Assisted
Instruction (CAI). Professor Donald Bitzer of University of Illinois conceived a project entitled
PLATO(Programmed Logic for Automatic Teaching Operations)for CAI in the year 1959 for the
first time. It is a learner controlled instruction which is highly individualized self-instructional
method. CAI is a natural outgrowth of the application of the principles of Programmed learning.

Definition:CAI is a method of instruction in which there is a purposeful interaction between a


learner and computer device (having useful instructional material as software) for helping the
learner to learn at his own pace and abilities, to achieve desired instructional objectives.

Basic Assumptions of CAI:

1. Instruction for a large number of learners at a time- CAI can serve at a time thousands of the
learners in an individualized way. It can provide instruction in a subject according to the need and
interest of the learner.
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2. Automatic recording of the learners’ performance- CAI records the performance of the
students at each step successfully and accurately. Such timely and proper auto recording helps in
further planning of instruction for the learner.
3. Variety in the use of methods and techniques- CAI assumes that every learner cannot be
benefited through a single method and all subjects or topics cannot be presented in a single method.
So a wide variety of methods and approaches for imparting instruction in a particular topic has to
chosen according to the need and interest of the learner.

The three technologies of CAI:

1. Hardware: the machine.


2. Software: the program.
3. Courseware: the instructional material and methods of instruction.

Types or modes of CAI:

1. Informational CAI – This type of CAI helps the learner to get the desired information needed by
him. It provides minimal interaction between the learner and the computer.
2. Drill and Practice Mode- This type of CAI provides the learner different types of drill and
practices on a particular topic already learned in some other way. In its advanced programmes there
will be provision for selecting problems of varying difficulty level on the basis of the students earlier
sessions and therefore will very effective.
3. Tutorial Mode- In such type of CAI the computers engage in actual teaching. Here the computer
becomes a tutor with perfect interaction and dialogue with the students.
4. Educational Games - Here the learner is provided with a variety of well designed computer
games to provide intellectual challenge, stimulation of curiosity and to motivate the individual
learner. It can be used as a source of review or reward for learning.
5. Simulation Mode – In this mode with carefully prepared programmes students are made to face
real or idealized situations to provide training for the students. Such types of instructional activities
are powerful learning tools in which the students have an active role and take proper decisions. It is
less expensive and less dangerous.
6. Problem Solving Type CAI (Discovery Mode) - Here the process of finding the answer to a
problem rather than the answer itself is given more importance. Such CAI programmes make them
think about the ways and means of solving the problem systematically.
7. Practical Work Oriented Instruction – CAI programmes can be used to supplement laboratory
and other practical work. A student can learn about science experiments before actually performing
the experiment or about those experiments that are dangerous to be performed in a laboratory.

Steps in the construction of CAI:

1) Preparation – Topic, Length, Students needs, Availability of Programme etc.


2) Writing the Programme.
3) Editing the Programme – Content editing, technical accuracy, logical etc.
4) Testing.
5) Try-Outs.

Advantages of CAI:
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1. Learner can learn at his own will and pace, in his own style and ways.
2. Learner learns by himself (self-learning).
3. Learning experiences is in tune with the experiences and ability of the learner.
4. A variety of learning experiences is provided to the learner.
5. A large number of students get auto-individualized instruction.
6. Immediate feedback and reinforcement is provided.
7. The student’s progress is checked continuously.
8. The student has to actively respond as he receives instruction.
9. The computer can be programmed to interact meaningfully with the students.
10. Students are highly motivated to learn and create interest in them.
11. The units are presented in small elements in accordance with Skinner’s approach of teaching
in small steps.
12. Through drill and practice exercises through a computer the students can attain mastery over
the subject matter.
13. The graphics and the multimedia oriented software’s has very high audio-visual appeal that
will capture students attention easily.
14. Computers enable in faster and easier communication.
15. Computers and its peripheral parts are easily portable.

Limitations of CAI:

1. Highly expensive and uneconomical.


2. Unavailability and usability of educational software’s.
3. Servicing of hardware causes problems.
4. Children might damage the machine.
5. Failure of hardware and software poses problems.
6. Difficult to be accommodated in schools in present set-up.
7. Excessive use of computers will deny access to the teacher.
8. CAI dehumanizes man.
9. Unmanageable information for the students. The validity of information may not be
considered by the students.
10. Use of internet my lead to cyber sloth (regarding www as the sole source of information) and
plagiarism (stealing online information).

Use of computers in education

1. For the teacher – To provide instruction individually, increase efficiency in teaching, used as
an audio-visual aid in teaching, helps in computing data, generating graphs, helps in storing and
retrieving large information, writing reports, letters etc, in evaluating students and giving guidance
for the students etc.
2. For the learner – Helps in self-learning, helps in doing assignments, projects, submission of
reports, in computation, in preparation of presentations, access to internet, for recreational purposes,
for research work etc.
3. For Administrational purposes – For keeping and maintaining records of students, tabulation
of results, attendance etc, time table preparation, in library and cataloging, website of the institution,
communicating with other institutions, preparation of reports, drafting of letters, scheduling daily
activities, evaluation of students, statistical analysis of data and graphical representation of data.
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Computer-Managed Instruction:Computer managed instruction is an instructional strategy in


which the computer is used to provide learning objectives , learning resource , and assessment of
learners performance. In this instructional mode, the computer mainly manages a student's
instructional activities. This is accomplished by allocating or scheduling learning materials and
physical resources for each student; providing the student with access to test questions; grading
examinations or assignments; providing diagnoses of learning performance based upon test
performance scores; prescribing different instructional activities according to the student's
performance and/or rate of progress; and record keeping. CAI sequences can be included in CMI-
based courses, but this has usually not been done due to the high cost associated with producing or
acquiring CAI materials. Students using CMI generally only need occasional access to a computer
since it is possible that most of the learning materials are available offline. The instructional
sequences in CMI are accomplished through a variety of traditional non-computer techniques such as
regular classroom instruction, self-instructional materials, laboratory work, seminars and workshops.
ADVANTAGES OF CMI
 Individualization of learning
 Expansibility of resources
 The faculties reporting device
 The tireless , unbiased device for instructional purpose

DISADVANTAGES OF CMI
 Centrality of use and raised expectations.
 The concept of predetermined learning objectives.
 The role of the instructor becomes more complicated and difficult

Computer Assisted Instruction Computer Managed Instruction


1) CAI is a self learning technique 1) CMI is an instructional strategy in
involving interaction of the student. which the computer is used in all
2) It is an interactive instructional instructional activities.
technique whereby a computer is 2) CMI aids the instructor in
used to present the instructional instructional management without
material. doing the actual teaching.
3) CAI uses a combination of text , 3) It is a system which can provide
graphics , sound and video in administrative support for
enhancing the learning process. managing instructional materials
and activities.

COMPUTER MEDIATED COMMUNICATION


 Computer mediated communication is any form of communication between two or more
individual people who interact and or influence each other via separate computers through the
internet or a network connection using social software
 CMC can include any means by which individuals and groups use the internet to talk to each
other.
Classifications of CMC
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1. Synchronous: Exchanges taken place in “real time” Eg:- IRC, internet telephone and
video conferencing
2. Asynchronous Communication at times which suit them Eg:- Email, Mailing List and
computer conferencing.
Mediums for CMC : Email, Usenet News Groups, Computer Conferencing , Discussion boards or
more accurately threaded discussion list, Internet Relay Chat, Video Conferencing
CMC in Education Digitalized communication and networking in education started in the mid 80's.
Popular by the mid 90's through world wide web and email. The earlier type based on
 Computer based training(CBT)
 Computer based learning(CBL)
Today the prevailing paradigm in the regular school system is computer mediated
communication(CMC) the primary form of interaction between students and the teachers, mediated
by the computer.CMC –helps Teacher or tutor facilitation. Modern ICT provides education with
associated knowledge management tasks for students and tools for curriculum management. CMC
plays an important role in the full time distance teaching. E tutoring has increased through forum
chartroom videoconferencing etc. Popular forums of CMC include email, video, audio, or text chat
bulletin board systems etc.
 Independent exploration Using emerging computer based technology as a resource students are
encouraged to explore their own interests Become active educational workers with opportunities
to solve authentic problems.
 Language learning CMC provides opportunities for language learners to practice their language.
Educators, researchers & practitioners to participate and collaborate international projects.
What can a teacher do to facilitate an effective CMC?
 Media Richness: Must actively engage the medium, Select the medium effectively, Explain the
reasons for its use, Teach students explicitly how to use it.
 Social Presences: Develop a social presence by being interactive, interested, and inclusive and
open in communication style
 Social Information Processing: Strong interpersonal relationship through CMC Manage the
interaction by offering frequent responses, asking questions, providing answers, using repetitions
and engaging in multitasking.
 Social Identities: Foster a positive group identity and classroom learning culture. Reducing
gender differences and social status differences. Facilitate a participatory culture.
Advantages of CMC
 CMC breakdown geographical barriers of communication
 Sends data and messages easily at low cost
 Develop social influence among communicators
 Students who are silent in face to face communication are the ones who contribute more in
CMC distribution
Disadvantages of CMC
 Problem with access to technology
 More time consuming
 Absence of regulating feed back
 Lack of socio, emotional and non verbal cues
 Lack of true human contact.
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COMPUTER SIMULATIONS A computer simulation or a computer module is a computer program


that attempts to stimulate an abstract model of a particular system.

Computer simulations are computer-generated dynamic models that present theoretical or simplified
models of real-world components, phenomena, or processes. They can include animations,
visualizations, and interactive laboratory experiences. The process of designing a model of a real
system, implementing the model as a computer program, and conducting experiments with the model
for the purpose of understanding the behaviour of the system, or evaluating strategies for the
operation of the system.

Key features of simulations are:

 There is a computer model of a real or theoretical system that contains Information on how
the system behaves.
 A computer simulation is the usage of a computer for the imitation of a real world process or
system.
 Computer simulations find usage in the study of dynamic behavior in an environment that
may be difficult or is dangerous to implement in real life.
 A simulation requires a model, or a mathematical description of the real system.
 This is in the form of computer programs, which encamps the key characteristics or
behaviours of the selected system.
 Experimentation can take place. ie. Changing the Input to the model affects the output.
 Say, a nuclear blast may be represented with a mathematical model that takes into
consideration various element such as velocity, heat and radioactive emissions.
 Simulations largely help in determining behaviours when individual components of a system
are altered.
 Computer simulations build on, and are a usefully adjunct to purely mathematical models in
science, technology and entertainment.
Types of Computer Simulations

 Two types of computer simulations are often distinguished


 Equation – based simulations
 Agent based (or individual – based) simulations
 Computer simulations of both types are used for three different general sorts of purpose:
 Predictions understanding
 Exploratory or heuristic purpose

Computer simulations are increasingly being combined with other ingredientsTo enhance the users
experience and provide greater realism, particularly in training and entertainment.

 Simulations + humans

Here humans take on roles and make decisions that might otherwise be made by the computer. In
training, role playing is suited to the development of soft skills.

 Simulations + other hardware


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Use of additional hard ware is common in games arcades and increasingly in the domestic
entertainment market. Some forms of virtual reality require sophisticated hardware. (not all Virtual
reality is simulation based)

CHARACTERISTICS OF COMPUTER SIMULATIONS

 MODEL BASED- Simulations are based on a model. This means that the calculations And rules
operating the simulation are programmed. These calculations and rules are collectively called
“the model”,and it determines the behaviour of the simulation depending on users action.

 INTERACTIVE- learners work interactively with a simulation’s model to input information and
then observe how the variables in the simulation change, based on this output.

 INTERFACE DRIVEN- the value changes to the influenced variables and the observed value
changes in the output are found in the simulation’s interface.

 SCAFFOLDED- Simulations designed for education should have supports or scaffolds to assist
students in making the learning experience effective. Step by step directions, or small
assignments which break the task down to help students, while they work with a simulation, are
examples.

Computer Simulation in Teaching

 Computer simulations can provide students with the opportunity to observe, engage with and
explore the processes.
 These features make simulations powerful teaching and learning tools.
 The simulations are simple computer programs that are able to move or represent difficult
concepts, ideas or representations.
 Use of these simulations could be easier for the educators and learners.
 Consider the audience and learning objectives when considering simulations as a teaching
tool.
 Traditional instruction can be successfully enhanced by using computer simulation
 An effective way of using simulation is the preparations for laboratory activities
 Improved visualizations necessarily translate into better learning without teacher’s
participants
 It can be easily recycled and hence its sustainability.
 It can be reworked, retrieved and used by the learners
ADVANTAGES There are practical reasons to use simulations but there are also reasons that have a
direct relation with the learning process. Compared with real system experimentation, simulations
have several advantages :

 SAFETY: There are aspects of real experiments, which cannot be conducted safely in
educational settings except with simulations. When studying the properties of radioactive
material or viruses. Within medical simulations, doctors and medical students can train for
surgery or diagnosis without danger to real patients.
 COST When factoring in the cost of expensive equipment and materials for real experiments,
simulations often provide a more effi cient means of achieving the same objective.
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 INDEPENDENCE OF TIME, AND PLACE Students can use a simulation at the place
and moment of their own choice. Simulations make experimentation which would otherwise
be impossible
 TIME: Dimensions of time can be altered in ways that are not possible with real lab
experiments.
 PLACE Studying the dynamics of the solar system is an example that connect to the central
aspect of using simulations, namely that inquiry learning with respect to experimentation
creates opportunities and possibilities.
USES OF COMPUTER SIMULATIONS
1. RESEARCH Simulations are used as research tools to establish trends, demonstrate
relationships between system parameters or make predictions about the future.
2. DESIGN Designers use simulations to characterise or visualise a system that does not yet
exist so as to achieve an optimum solution. For example, using simulation to model a
manufacturing facility to experiment with layout of different capacity machines and storage
bins, times for preparation and transfer of materials, so as to improve efficiency.
3. ANALYSIS: Analysis refers to the process whereby simulation is used to determine the
behaviour or capability of a system currently in operation or to verify its correctness. It may
also be used to test real life systems under extreme or even impossible conditions. Model
behaviour is established by collection of data from the system. E.g. optimizing the
management of a hospital, by simulating the scheduling of doctors, staff, equipment and
patients.
4. TRAINING:Training simulations are used to recreate situations people face on the job and to
allow trainees to practice a sequence of actions or to learn the correct response to an event.
Training can allow learners to make potentially fatal mistakes without injury. A great range of
training can be carried out using simulations, from the highly complex which uses bespoke
hardware (e.g. flight simulators, or mock-ups of nuclear power plants) to the simpler training
available on a desktop PC (e.g. ITor soft skills training).
5. EDUCATION In education, learners don’t just need to know “how” to do something; they
need to know “why”. Simulations represent an exploratory world where students can use
models to conduct experimentation, to create and test hypotheses and construct their own
understanding of a system. Simulations can provide tools for teachers to demonstrate and
explain the behaviour of complex and dynamic systems. Potentially any simulation can be
used in education at one level or another.
6. ENTERTAINMENT Computer entertainment such as arcade games, war games, and role-
playing games require a consistent model of an imaginary world. Many make use of
simulation techniques used in training, design and analysis (for example for optimisation and
control). Strategy games often contain sophisticated computer models e.g. SimCity.
BLENDED LEARNING
The definition of blended learning is a formal education program in which a student learns:
 at least in part through online learning, with some element of student control over time, place,
path, and/or pace;
 at least in part in a supervised brick-and-mortar location away from home;
 and the modalities along each student’s learning path within a course or subject are connected
to provide an integrated learning experience.
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Blended learning is a formal educational program in which a student learns at least in part through
delivery of content and instruction via digital and online media with some element of student control
over time, place, path or pace.Students still attend “brick-and –mortar” schools with a teacher
present, face-to-face classroom method are combined with computer- mediated activities. Blended
learning also called hybrid learning, technology-mediated instruction, web-enhanced instruction, and
mixed-mode instruction.The term “blended learning” was initially vague, encompassing a wide
variety of technologies and pedagogical methods in varying combinations.In 2006, the term became
more concrete with the publication of the first handbook of Blended Learning by Bonk and
Graham.He defined ‘blended learning systems’ as learning systems that “combine face to face
instruction with computer mediated instruction.”
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte,
and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation,
Flipped Classroom, and Individual Rotation.
1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the
teacher’s discretion between learning modalities, at least one of which is online learning. Other
modalities might include activities such as small-group or full-class instruction, group projects,
individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-
mortar campus, except for any homework assignments.
a. Station Rotation — a course or subject in which students experience the Rotation model within a
contained classroom or group of classrooms. The Station Rotation model differs from the Individual
Rotation model because students rotate through all of the stations, not only those on their custom
schedules.
b. Lab Rotation — a course or subject in which students rotate to a computer lab for the online-
learning station.
c. Flipped Classroom — a course or subject in which students participate in online learning off-site
in place of traditional homework and then attend the brick-and-mortar school for face-to-face,
teacher-guided practice or projects. The primary delivery of content and instruction is online, which
differentiates a Flipped Classroom from students who are merely doing homework practice online at
night.
d. Individual Rotation — a course or subject in which each student has an individualized playlist
and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets
individual student schedules.
2. Flex model — a course or subject in which online learning is the backbone of student learning,
even if it directs students to offline activities at times. Students move on an individually customized,
fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly
on the brick-and-mortar campus, except for any homework assignments. The teacher of record or
other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities
such as small-group instruction, group projects, and individual tutoring. Some implementations have
substantial face-to-face support, whereas others have minimal support. For example, some Flex
models may have face-to-face certified teachers who supplement the online learning on a daily basis,
whereas others may provide little face-to-face enrichment. Still others may have different staffing
combinations. These variations are useful modifiers to describe a particular Flex model.
3. A La Carte model — a course that a student takes entirely online to accompany other experiences
that the student is having at a brick-and-mortar school or learning center. The teacher of record for the
A La Carte course is the online teacher. Students may take the A La Carte course either on the brick-
and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-
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school experience. Students take some courses A La Carte and others face-to-face at a brick-and-
mortar campus.
4. Enriched Virtual model — a course or subject in which students have required face-to-face
learning sessions with their teacher of record and then are free to complete their remaining
coursework remote from the face-to-face teacher. Online learning is the backbone of student learning
when the students are located remotely. The same person generally serves as both the online and face-
to-face teacher. Many Enriched Virtual programs began as full-time online schools and then
developed blended programs to provide students with brick-and-mortar school experiences. The
Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs,
students seldom meet face-to-face with their teachers every weekday. It differs from a fully online
course because face-to-face learning sessions are more than optional office hours or social events;
they are required.
Characteristics
 Online and offline learning
 Instructor involvement
 Independent learning
 Peer instruction
 Support for students
Blended learning can generally be classified into six models:
 Face-to-face driver – where the teacher drives the instruction and augments with digital
tools. In this form students are supposed to answer questions by interacting between them. i.e. Face to
face
 Rotation – Students cycle through a schedule of independent online study and face-to-face
classroom time. Under rotation a group of students are taught by teacher and another group of
students are directed to learn through computer. After sometime, the process will be interchanged to
the groups mutually.
 Flex – most of the curriculum is delivered via a digital platform and teachers are available for
face-to-face consultation and support. Under flex teacher teaches in a repeated fashion with the help
of electronic media.
 Virtual Labs – The entire curriculum is delivered via a digital platform but in a consistent
physical location. Students usually take traditional classes in this model as well. With the help of
computer, a virtual laboratory is made possible and students are directed to observe the experiments,
reactions etc. in an online lab.
 Self-blend –students choose to augment their traditional learning with online course work.
 Online driver –students complete an entire course through an online platform with possible
teacher check-in. it is a facility to form ideas and conclusions with the help of online facility.
Advantages

 Blended instruction is more effective than purely face-to-face or purely online classes.
 By using blended learning students can work on their own with new concepts which frees teachers
up to circulate and support individual students who may need individualized attention.
 The uses of information and communication techniques have been found to improve student
attitudes towards learning.
 Blended learning allows businesses and schools alike to make maximum use of the technologies
and other resources that they have available to them. This means that it allows both businesses and
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schools to take a look at all the technologies and tools that they have and see how it can best be
usedto bring the greatest benefit to employee/students.
 The global reach of the blended approach to education and training continues to be one of its
greatestadvantages. Uses concerning distance are eliminated.
 The speed with which you can reach thousands of people is unmatched by traditional methods
asthey can all be reach simultaneously without the restrictions of time and space.
 Not all content can be properly delivered online. The challenges of using a purely online
modalityare eliminated when a blended approach is used.
 By making use of traditional approaches where they work best and applying the technology related
methods only where they are most appropriate for the achievement of the instructional goals,
organizations can avoid the exponential increase in costs that can accompany a complete switch
toonline methods only.
 It also allows students to avoid costs that are incurred through travel, accommodations and other
expenses that are tied to ‘time and place studies’.
 Blended learning allows learners the flexibility with their time to do their lessons anytime and
anyplace until a meeting with the lecturer becomes compulsory.
 It can make it easier to deal with educational administration and communication with all
students.Virtual office hours make tutors far more accessible than in a strictly face-to- face
scenario.
 Students get their learning needs and styles catered to whether they prefer online or face-to-
facebecause it offers both in a single course.
 For sessions held online, the communication between teacher and student is open and everyonecan
benefit from it because everyone can view the responses sent by the teacher.
 Some lecturers experience an improvement in the quality of students’ writing and discussion.
 Blended learning often includes software that automatically collects students data and measures
academic progress, providing instantaneous feedback.
 It allows for personalized education, replacing the model where a teacher stands in front of the
classroom and everyone is expected to stay at the same pace.
 Blended learning encourages integration of technology into a variety of subjects.
 Blended learning also has the potential to reduce educational expenses.
Disadvantages

 Blended learning has a strong dependence on the technical resources or tools with which the
blended learning experience is delivered
 Its literacy can serve as a significant barrier for students attempting to get access to the course
materials making the availability of high quality technical support.
 The use of lecture recording technologies can result in students falling behind on the material.
 Providing effective feedback is more time-consuming when electronic media are used in
comparison to traditional (eg. Paper-based) assessments.
 Lack of access to network infrastructure.
 Before a blended learning scenario can be considered ready for use, the lecturer has to do
long,detailed and extensive work. Preparation for startup is very time consuming.
 There can be limited contact between lecturer and students and so some of the dynamism that
comeswith face-to- face interaction can be lost.
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 Based on what students are used to, they often prefer the paper versions of the materials than to see
them online so the face-to- face sessions in the blended programmes usually have a
comparativelymore successful “feel” for the students.
 The materials developed by the lecturers cannot simply be the same set that they had developed for
handouts. They have to be reformatted so that they guide the students through a process of
independent study when they are not in a face-to- face session.This additional task required of the
lecturers is yet to be appreciated for what it is worth.
 Students sometimes feel that they are given more work to do when distance modalities are used.
Educational Podcasting - A podcast is a digital audio recording, with or without images, which
instructors can use to deliver content to students in an easy asynchronous fashion. Once generated,
podcasts can be disseminated online through personal websites or podcast directories.Podcasting,is
the name for this process, delivering podcasts. This word is an amalgamation of “broadcasting” and
the acronym “POD.” POD stands for “Portable on Demand,” and was first used to name Apple
Computer's widely successful portable media player, the iPod. Podcasting has emerged as an
accessible and affordable means of communicating ideas and knowledge to the world.
Podcasting is online audio content made available through the internet using a subscription "feed".
Vodcasting (video-on-demand casting) is the same principle as podcasting with the addition of video.
Using a subscription "feed" simply means that you can subscribe and set your computer to
automatically download new content as it becomes available. One format of subscription "feed" is rss
(really simple syndication). This feed can be downloaded and played directly on your computer using
free software such as windows media player or itunes. Podcasts can be transferred and played on any
portable media player such as an ipod or mp3 player. Vodcasts can be transferred and played on any
mp3 video player.
One significant advantage of podcasting is the ability to automatically distribute podcasts through
online subscriptions.Students can subscribe to the podcasts, which lets the student’s computer
download new lecture materials automatically.The low cost, ease of use, and effectiveness as a
communication tool all validate the use of podcasting in the classroom. Educators can easily include
podcasting in their repertoire of teaching tools because it only requires a modest budget, software
experimentation, and creativity.
Uses of Podcasting/Vodcasting in my classrooms
 Podcasting/Vodcasting allows educators to reach students using the digital medium. It can be used
to interact with students and parents beyond the four walls of a classroom and can be a great
facilitator to increase student engagement.
 Podcasting/Vodcasting is an inexpensive way to create digital content for your classroom.
 Podcasting/Vodcasting can help foster student creativity and give training in technology skills.
 Podcasting/Vodcasting can be used as a way to provide a variety to students in the way of teaching
learning.
 Teachers can also use podcasting to create "testing review" sessions for students.
 Student created podcasts/vodcasts give students the opportunity to enhance their organization,
communication and technology skills.
 Podcasting/Vodcasting will also benefit students who have any disability by giving them the
opportunity to listen and or watch classroom content many times.
 Students who are absent on a given day can download the classroom podcast/vodcast and not miss
out on valuable classroom instruction.
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 Distance education students benefit through Podcasting/Vodcasting by allowing them to download


the classroom content which will provide more instruction.
 To quickly disseminate daily or weekly lectures, a minimalist podcast (i.e., without any visual or
sound effects) can be generated in the time it takes to give the lecture and upload the file to the
website.
 Students can access the material whenever and as often as they would like, thereby reinforcing
critical concepts or details they may have missed in the original classroom lecture.
 Assignments that require students to generate, edit, and publish their own podcasts reinforce critical
communication skills such as writing a script that will be presented online or in a classroom.
Podcasting is not completely without potential drawbacks. Because podcasts have the potential for
such rapid and pervasive dissemination, maintaining student privacy may be difficult. Educators
and schools will have to modify their podcasting strategies to best fit their specific situations. As
podcasting becomes more familiar to students and educators alike, the use of podcasting is likely to
expand throughout the educational institutions in the world.
Programs that help create Podcasts.
Audacity
Lame MP3 encoder
Garage Band
Websites to download/upload Educational Podcasts
iTunes
podOmatic
juice
Education Podcasts
The Education Podcast Network
Steps to Create Podcasting:At its simplest, the creation of a podcast requires a microphone,
software, and a computer.
Step 1: Determine the content, what do you want to say or what do your students want to say.
Step 2: Gather the necessary equipment a microphone. You will also need a computer with Audacity
and MP3 encoding software or other audio recording/editing software loaded to record and edit your
podcast.
Step 3: Plug the microphone into the computer.
Step 4: Open AudacityorLame MP3 encoder or Garage Bandor any other software for making the
podcast and check to make sure it is setup properly.
Step 5: Click the red record button and record your content
Step 6: Edit your audio file.
Step 7: Convert to MP3.
Step 8: Save the file.
Step 9: Upload the file to a website.
Programs that help to create Vodcasts.
Windows Movie Maker
iMovie
Websites to download/upload Educational Vodcasts
iTunes
TeacherTube
School Tube
Steps to Classroom Vodcasting:
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Step 1: Determine the content, what do you want to say or what do your students want to say.
Step 2: Gather the necessary equipment. You will need a digital video recorder.
Step 3:Record your content.
Step 4: Download the recorded video into the computer either to Windows Movie Maker or iMovie.
Step 5: Edit your video file
Step 6: Save the edited video.
Step 7: Upload the file to a website.
Publishing and Disseminating the Podcasts
Once the podcast has been recorded and edited, it is then ready for distribution. For the publication
and subscription process to begin, the podcast needs to be accessible on a server. A dedicated domain
name for the course or instructor can be purchased from commercially available services. Once the
podcasts are posted on a dedicated website, the subscription process can be initiated. Establishing
student subscriptions to the class lectures first requires a Really Simple Syndication (RSS) feed file
to be generated. An RSS feed is a web publishing format that displays all the necessary information
about the podcast, such as the title, file size, a brief description, and the author. The RSS feed file is
merely a text file that provides information for the podcast hosting site and, ultimately, the end user.
To generate the RSS feed files, one can use the free program Feedburner
(http://feedburner.google.com) with any operating system. This program will create a URL that is
then submitted to a directory portal such as iTunes where anyone can search for and subscribe to the
podcast. Apple’s iTunes is a free program available to both Mac and PC users
(http://www.apple.com/itunes/download/). Once students subscribe to the podcast, new podcasts will
automatically download and play when the iTunes podcast window opens.

EARNING or MOBILE LEARNING M-learning or mobile learning is "learning across


multiple contexts through social and content interactions, using personal electronic devices.”
M-learning technologies include:
 Handheld computers
 MP3 players
 Notebooks
 Mobile phones and tablets
FEATURES OF M-LEARNING
 Type of informal learning
 A form of distant education
 Anyone from Anywhere
 Users time convenience
 Subpart of E –learning
 Can share information - instant feedback & tips
 Replaces the idea of conventional mobiles and classrooms
 facilitate online interaction between instructor and student, student to student
IMPORTANCE OF M-LEARNING
• It is important to bring new technology into the classroom.
• Devices used are more lightweight than books and pcs.
• Mobile learning can be used to diversify the types of learning activities students partake in (or
a blended learning approach).
• Mobile learning supports the learning process rather than being integral to it.
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• Mobile learning can be a useful add-on tool for students with special needs.
• Mobile learning can be used as a ‘hook’ to re-engage disaffected youth
MEASURES TO MAKE M-LEARNING MORE EFFECTIVE
 Purposeful planning for mobile device usage
 Understanding the power of internet access
 Preparing educators effectively
 Building personal learner efficiency & capacity for self-directed learning
 Measuring project results with meaningful metrics
MERITS OF MOBILE LEARNING
• Relatively inexpensive than pc’s
• Multimedia content delivery and creation options
• Continuous and situated learning support
• Decrease in training costs
• Potentially a more rewarding learning experience
• New opportunities for traditional educational institutions
• Readily available a/synchronous learning experience
DEMERITS OF MOBILE LEARNING
• Connectivity and battery life
• Screen size and key size
• Meeting required bandwidth for nonstop/fast streaming
• Number of file/asset formats supported by a specific device
• Content security or copyright issue from authoring group
• Reworking existing E-Learning materials for mobile platforms
• Limited memory
• Risk of sudden obsolescence
• Security
• Costly

WEB BASED LEARNING

Web-Based learning is learning that uses the World Wide Web or the Internet as a means and a
method for delivery for learning and instruction.

Web-based learning encompasses all educational interventions that make use of the internet (or a
local intranet).

Web-based learning and E-learning are not the same. E-learning is mostly associated with
activities involving computers and interactive networks simultaneously. The computer does not need
to be the central element of the activity or provide learning content. However, the computer and the
network must hold a significant involvement in the learning activity. Web-based learning is
associated with learning materials delivered in a Web browser, including when the materials are
packaged on CD-ROM or other media.

Web-based learning entails content in a Web browser (not just activities), and actual learning
materials delivered in Web format. In this, Web-based learning is analogous to textbooks, where the
content determines whether a book is a novel, a report, or a textbook. Simply offering computer-
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based training (CBT) for download from a Web site is not Web-based learning since there is no
learning content in Web format). Web browsing the learning content (even linearly) is the key feature
of Web-based learning. Web-based learning content is typically retrieved from a Web site, but
alternative solutions are acceptable (a hypertext Web does not require Internet or networks). For
instance, some Web-based learning offerings operate from CD-ROM, and many are offered on dual
format: Web site and CD-ROM. The CD-ROM solution is typically associated with situations where
network access may not be available or practical, like in schools lacking Internet access.

Web-based learning and learning courseware accessible from within a core application and one has to
search for or open a separate application to access materials. In Web-based the author/instructor
produced the materials at a distance for the students. Web-based courses are akin to video broadcasts
of educational materials. Many broadcasted educational materials are not distance learning since the
"distant" instructor only produces the materials, and is not further involved in the education of the
students. These only become part of a distance learning activity if the instructor (or instructing
institution) obtains educational response. Educational material on the Web is still highly unstructured,
heterogeneous, and distributed as everything else on the Web, and current learning and authoring
tools offer limited support for accessing and processing such material. The main burden of organizing
and linking the learning contents on the Web, as well as extracting and interpreting them, is on the
human user. Informally, Web-based education {WBE) encompasses all aspects and processes of
education that use World Wide Web as a communication medium and supporting technology. There
are many other terms for WBE; some of them are online education, virtual education, Internet-based
education.

WBL is an important and fast growing segment of educational technology. It largely overlaps with
the field of e-Learning, but it must be noted that learning represents only one aspect of education.
WBL covers many other educational services, such as teaching, authoring, assessment, collaboration,
and so on. Nowadays, most of distance education is implemented as WBL and use of virtual
classrooms.

WBL is characterized by:

 the separation of teachers and learners (which distinguishes it from faceto-face education);
 the influence of an educational organization (which distinguishes it from self-study and private
tutoring);
 the use of Web technologies to present and/or distribute some educational content;
 the provision of two-way communication via the Internet, so that students may benefit from
communication with each other, teachers, and staff.
 To realize self-adaptation in individual learning
 Enhancing students’ motivation, interest, autonomy and meta-cognitive ability.
 Internet gives us the best hope for the less expensive, more accessible, higher quality education
 Web based learning can be used universally.
 Internet remove the limitation of class room size, class timing, restrictions on learners pace of
learning, and provide quality education at the best college or university any where in the world.

ADVANTAGES

 Ability to link resources in many different formats


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 Can be an efficient way of delivering course materials


 Resources can be made available from any location and at any time - Perhaps the most
obvious advantage of WBL is that it overcomes physical distances. Learners have the
opportunity to participate in the same instructional activities regardless of physical location.
Along with flexibility in physical location, WBL offers flexibility in timing of participation.
 Potential for widening access—for example, to part time, mature, or work based students
 Can encourage more independent and active learning
 Can provide a useful source of supplementary materials to conventional programmes
 With WBL, changes can be made quickly and easily, and avoid the expense of reprinting the
course syllabus. Other faculty, and even students, can also be involved in the process of
updating the course. Web-based learning products persist long after the course ends.
 Web-based learning offers the promise of individualised learning. Learners can be given
greater control over the learning environment by allowing them to select from among multiple
different learning opportunities within a given course and move at their own pace.
 Web-based learning facilitates several instructional methods that would be infeasible or at
least difficult in traditional settings.
 WBL facilitates assessment and documentation of educational objectives. Online assessment
has the same flexibility in distance and timing as the WBL intervention, and also allows
immediate customised feedback.

DISADVANTAGES

 Access to appropriate computer equipment can be a problem for students


 Learners find it frustrating if they cannot access graphics, images, and video clips because of
poor equipment
 The necessary infrastructure must be available and affordable
 Information can vary in quality and accuracy, so guidance and signposting is needed
 Students can feel isolated. WBL will hamper interpersonal relationships and communication
skills.
 More often WBL fails to respond to the individual needs of the learner.
 The development of an effective WBL material can be very expensive
 Many educators and administrators are seeking out WBL and other education technologies for
the sake of technology, rather than to achieve an educational goal.
 The quality of instructional design varies in all teaching settings and in many cases of WBL it
lacks quality.
 Technical problems are inevitable with virtually all instructional media and so in WBL

CLOUD COMPUTING
History: Cloud came into existence with an idea of an “intergalactic computer network” was
introduced in the sixties by J.C.R. Licklider, who was responsible for enabling the development of
ARPANET (Advanced Research Projects Agency Network) in 1969.The commercial advent came
about a decade after when com in 1999, which pioneered the concept of delivering enterprise
applications via a simple website. The services firm paved the way for both specialist and mainstream
software firms to deliver applications over the internet. The next development was Amazon Web
Services in 2002, which provided a suite of cloud-based services including storage, computation and
even human intelligence through the Amazon Mechanical Turk. The kindle was lit and made
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omnipresence with the technology influencers like Microsoft and Google shaped into the cloud
corridor and till today its reported that a innumerable companies rely on Cloud.

Definition
The cloud is just a mutation form of the Internet. Cloud computing signifies storing and accessing
data, infrastructure and programs over the Internet instead of your computer’s hard drive. The cloud
is just a metaphor for the Internet.

Cloud Computing can be defined as a computer technology that yields the processing power of
many inter-networked computers while impersonating the structure that is behind it.Cloud
computing refers to an efficient method of managing lots of computer servers, data storage and
networking.

The evolution of the term “cloud” can be preferred to the anonymous nature of this technology’s
framework; the system works for users yet they really have no idea the inherent complexities that
the system utilizes.Cloud is a new evolution of IT service delivery from a remote location, either
over the Internet or an intranet, involving multi-tenant environments enabled by virtualization.

To handle the massive protocol Cloud is majorly divided into two major categories:
Front-end – This is the part seen by the client, i.e. the computer user. This merges the client’s
network and applications used to access the cloud via a user interface such as a web browser.
Back- End – The back end of the cloud computing architecture is the ‘cloud’ itself, comprising
various computers, servers and data storage devices.Importantly; it is the responsibility of the back
end to enable built-in security mechanism, traffic control and protocols.The server employs certain
protocols known as middleware, which help the connected devices to communicate with each other.
Deployment models: Deployment models define the type of access to the cloud, i.e., how the cloud
is located? Cloud can have any of the four types of access: Public, Private, Hybrid and Community.
The Public Cloud allows systems and services to be easily accessible to the general public. Public
cloud may be less secure because of its openness, e.g., e-mail.
The Private Cloud allows systems and services to be accessible within an organization. It offers
increased security because of its private nature.
The Community Cloud allows systems and services to be accessible by group of organizations.
The Hybrid Cloud is mixture of public and private cloud. However, the critical activities are
performed using private cloud while the non-critical activities are performed using public cloud.
Service Models: Service Models are the reference models on which the Cloud Computing is based.
Cloud computing has three major types of service models: SaaS, PaaS and IaaS.
 SaaS – Software as a Service: In simple this is a service which leverages business to roll
over the internet. SaaS is also called as “on-demand software” and is priced on pay-per-use basis.
SaaS allows a business to reduce IT operational costs by outsourcing hardware and software
maintenance and support to the cloud provider.
 PaaS – Platform as a Service: PaaS is quiet similar to SaaS rather than SaaS been offered
through web the PaaS creates software, delivered over the web.PaaS provides a computing platform
and solution stack as a service. In this model user or consumers creates software using tools or
libraries from the providers. Consumer also controls software deployment and configuration
settings. Main aim of provider is to provide networks, servers, storage and other services. 
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 IaaS – Infrastructure as a Service: Infrastructure is the foundation of cloud computing. It


provides delivery of computing as a shared service reducing the investment cost, operational and
maintenance of hardware. Infrastructure as a Service (IaaS) is a way of delivering Cloud Computing
infrastructure – servers, storage, network and operating systems – as an on-demand service. Rather
than purchasing servers, software, datacenter space or network equipment, clients instead buy those
resources as a fully outsourced service on demand. 
Characteristics
 On-demand self-service-A consumer can unilaterally provision computing capabilities,
such as server time and network storage, as needed automatically without requiring human
interaction with each service provider.
 The Agile Functionality of the System-Possibilities of cloud solutions can be available to
the system user in a short period of time, if it is necessary. Cloud dynamically allocates necessary
resources in order to ensure a smooth operation, and when the flow decreases again, resources are
automatically restored to its original condition. The user is free to purchase additional resources and
opportunities in any quantity and at any time.
 Wide range network access-Implies widespread, heterogeneous network accessibility for
thin, thick, mobile and other commonly used compute mediums. System capacities are available to
customers through a network and can be accessed from different devices such as desktop
computers, mobile phones, smartphones and tablet devices. 
 Allocation of resources-Computer resources of providers are grouped in order to serve a
large number of simultaneous users. The mechanism of processing power distribution, or the
amount of memory, operates in such a way that the system dynamically allocates these parameters
according to customer requirements.
 Measured service-Cloud systems automatically control and optimize resource use by
leveraging a metering capability at some level of abstraction appropriate to the type of service (e.g.,
storage, processing, bandwidth and active user accounts). Resource usage can be monitored,
controlled and reported, providing transparency for the provider and consumer.
Advantages
 One can access applications as utilities, over the Internet.
 Manipulate and configure the application online at any time.
 It does not require to install a specific piece of software to access or manipulate cloud application.
 Cloud Computing offers online development and deployment tools, programming runtime
environment through Platform as a Service model.
 Cloud resources are available over the network in a manner that provides platform independent
access to any type of clients.
 Cloud Computing offers on-demand self-service. The resources can be used without interaction
with cloud service provider.
 Cloud Computing is highly cost effective because it operates at higher efficiencies with greater
utilization. It just requires an Internet connection.
 Cloud Computing offers load balancing that makes it more reliable.
 Cloud infrastructure eliminates the high software costs of the businesses. The numbers of software
are already stored on the cloud servers. It removes the need for buying expensive software and paying
for their licensing costs.
 Another key benefit of cloud services is the centralized data. The information for multiple projects
and different branch offices are stored in one location that can be accessed from remote places.
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 Data Recovery: Cloud computing providers enables automatic data backup on the cloud system. 
 Sharing Capabilities: All precious documents and files can be emailed, and shared whenever
required.
 Cloud Security:Cloud service vendor chooses only the highest secure data centers for your
information. Moreover, for sensitive information in the cloud there are proper auditing, passwords,
and encryptions.
 Free Cloud Storage:Cloud is the best platform to store all your valuable information. The storage is
free, limitless and forever secure, unlike your system. 
 Instantly Test: Various tools employed in cloud computing permits you to test a new product,
application, feature, upgrade or load instantly. 
Disadvantages
 Net Connection: For cloud computing, an internet connection is a must to access your precious data.
 Low Bandwidth: With a low bandwidth net, the benefits of Cloud computing cannot be utilized.
Sometimes even a high bandwidth satellite connection can lead to poor quality performance due to
high latency. 
 Affected Quality: The internet is used for various reasons such as listening to audios, watching
videos online, downloading and uploading heavy files, printing from the cloud and the list goes on.
The quality of Cloud computing connection can get affected when a lot of people utilize the net at the
same time.
 Security Issues: Of course, cloud computing keeps your data secure. But for maintaining complete
security, an IT consulting firm’s assistance and advice is important. Else, the business can become
vulnerable to hackers and threats.
 Non-negotiable Agreements: Some cloud computing vendors have non-negotiable contracts for the
companies. It can be disadvantageous for a lot of businesses. 
 Cost Comparison: Cloud software may look like an affordable option when compared to an in-
house installation of software. But it is important to compare the features of the installed software and
the cloud software. As some specific features in the cloud software can be missing that might be
essential for your business. Sometimes you are charged extra for unrequired additional features.
 Lack of full support: Cloud-based services do not always provide proper support to the customers.
The vendors are not available on e-mail or phones and want the consumers to depend on FAQ and
online community for support. Due to this, complete transparency is never offered.
 Incompatibility: Sometimes, there are problems of software incompatibility. As some applications,
tools, and software connect particularly to a personal computer.
Minimal flexibility: The application and services run on a remote server. Due to this, enterprises
using cloud computing have minimal control over the functions of the software as well as hardware.
The applications can never be run locally due to the remote software.
 LOCK-IN It is very difficult for the customers to switch from one Cloud Service Provider (CSP)
to another. It results in dependency on a particular CSP for service.
 ISOLATION FAILURE This risk involves the failure of isolation mechanism that separates
storage, memory, routing between the different tenants.
Challenges
Meeting federal security requirements: Cloud vendors may not be familiar with security
requirements that are unique to government agencies, such as continuous monitoring and maintaining
an inventory of systems.
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Reliability: In terms of reliability, it all comes down to picking a provider that is reputable and
proven. Understanding the Service Level Agreement (SLA) is crucial as some providers guarantee a
100% network uptime rate and reimburse users for any downtime.
Moving everything to the cloud: Moving everything to the cloud can be a real challenge as, while
cloud is here to stay, it will not replace all traditional hosting or on-premise deployments.
Ensuring data portability and interoperability: To preserve their ability to change vendors in the
future, agencies may attempt to avoid platforms or technologies that “lock” customers into a
particular product.
Overcoming cultural barriers: Agency culture may act as an obstacle to implementing cloud
solutions.
Service Delivery and Billing: It is difficult to assess the costs involved due to the on-demand nature
of the services. Budgeting and assessment of the cost will be very difficult unless the provider has
some good and comparable benchmarks to offer. The service-level agreements (SLAs) of the provider
are not adequate to guarantee the availability and scalability.
 In case of public cloud provider, the customer management interfaces are accessible through the
Internet which is not secure.
 It is possible that the data requested for deletion may not get deleted. It happens either because
extra copies of data are stored but are not available or disk destroyed also stores data from other
tenants.
Leading Service Providers
Software-as-a-Service (SaaS)
 Oracle
 SAP
 Salesforce
 Rackspace
 Google
 Microsoft
Platform-as-a-Service (PaaS)
 Amazon Web Services – Elastic Beanstalk
 Microsoft – Azure
 RedHat – OpenShift 
 Google – App Engine
 IBM – Bluemix
Infrastructure-as-a-Service (IaaS)
 Amazon Web Services
 IBM SoftLayer 
 Microsoft Azure
 Rackspace
 NTT Communications

WEB SERVICES

Electronic mail: Email or e-mail, is a method of exchanging digital messages using Simple Mail
Transfer Protocol (SMTP).
 Email is a service provided by the WWW.
 Persons with internet address can exchange message and files.
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 When you send email from your computer,it reaches the email address of the receiver.

An email address consists of two parts - username@hostname e.g. amit@gmail.com. E-mail systems
are based on a store-and- forward model in which e-mail computer server systems accept, forward,
deliver and store messages on behalf of users, who only need to connect to the e-mail infrastructure,
typically an e-mail server, with a network-enabled device for the duration of message submission or
retrieval. Originally, e-mail was always transmitted directly from one user& device to another&;
nowadays this is rarely the case.
An electronic mail message consists of two components, the message header, and the message
body, which is the email content. The message header contains control information, including,
minimally, an originator& email address and one or more recipient addresses. Usually additional
information is added, such as a subject header field. Originally a text-only communications medium,
email was extended to carry multi-media content attachments.
Mailing List is a list of people who have signed to receive email to a given topic. It is a popular way
of sending and receiving information. The process of adding names is called subscribing and
removing manes is called unsubscribing.
Creating email id: To create a new account first enters a email site like www.yahoomail.com. Then
click the option New Account or Sign Up. A window with a form to be filled by the user appears. The
form after correct filling of details including email id and password should be submitted. This creates
an email for you with an email id and password.
Signing in: It is the process of entering the created email account. For this one has to enter email site
and click sign in. Then enter the id and password correctly and click sign in.
Sending an email: Click new message compose icon – opens the message composing window
which has the following options to be entered.
– enter email id of the recipient.
– enter email id of the recipients of Carbon copy of the message (same message to many
people).
- enter email id of the recipients of Blind Carbon Copy (same message to many people
without one knowing that the other have received the same email).
– enter subject heading.
- Click there and enter the message.
Send: Click that icon to send the message.

A status window opens showing the message is being sent.


Reading the mail received
 Open inbox
 If no mail the following message displayed in status bar
‘no new message on server’
 If there are messages, you can see it on inbox folder.
 Read the message by double clicking the relevant entry.
 To the save mail, select save from file menu.
Replay to a mail
 To send replay to a mail click replay button.
 Type your replay.
 Click send.
EMAIL SERVICE PROVIDERS
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 Gmail  Gmx
 Zohomail  Fast mail
 Outlook.com  Hush mail
 Mail.com  Short mail
 Yahoo!mail
Advantages:

Number of copies to many people at the same time.


It works out in low cost.

mail is sent even in the absence of the recipient online.

Environment friendly.
Use of graphs, pictures animations possible.

Disadvantages:

Viruses are transmitted through email.


Email when used to send unsolicited message, create nuisance and is termed as spam.
-mail is the main source through which hacking and phishing is done.

CHAT Online chat may refer to any kind of communication over the Internet that offers a real-
time transmission of text messages from sender to receiver.
Chat messages are generally short in order to enable other participants to respond quickly. Thereby, a
feeling similar to a spoken conversation is created, which distinguishes chatting from other text-based
online communication forms such as Internet forums and email. Online chat may address point-to-
point communications as well as multicast communications from one sender to many receivers and
voice and video chat, or may be a feature of a web conferencing service.

Online chat may be primarily any direct text-based or video-based (webcams), one-on-one chat or
one-to-many group chat (formally also known as synchronous conferencing), using tools such
as instant messengers, Internet Relay Chat (IRC).
The expression online chat comes from the word chat which means "informal conversation". The
first online chat system was called Talkomatic, created by Doug Brown and David R. Woolley in
1973 on the PLATO System at the University of Illinois.
Features of Chat
 Communication between persons from different corners of the world.
 Through chatting you can share videos, photos and files in your PC.
 It just requires you a PC, internet connection, and chatting software. Peoples need headphones
or microphones for enjoying voice chat.
 Everyone is able to talk using voice and text.
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USES OF CHAT
 Direct transmission of text message.
 Multicast communication.
 Web conferencing services.
 Sharing ideas, images, videos etc.
ADVANTAGES OF CHAT
 You meet new people.
 You exchange your views about certain subjects.
 You can relax because you don’t have to see the person physically.
 If you are shy this is a way of making friends.
 The immediacy of the technology gives students a direct connection with the instructor as
well as classmates. Web chats promote real-time collaboration and discussion that can lead to
deeper processing of class material.
 Live Chat support on websites is an efficient tool for providing support to students who are
coming to the university or school website, since they can get instant answers to their queries.
 Chat saves time and further leads to reduced costs as compared to phone support or other
means of communication.
 Chat support real time monitoring system through which you may track the interests of the
users
DISADVANTAGES OF CHAT
 You just never know whom you are talking too.
 If you trust this person and give out your full details, it become danger.
 Cyber stalking.
 Cyber bullying.

ONLINE FORUM Developed in the beginning of 1970s. Also known as discussion board or
message board. Online discussion site where people can hold conversations in the form of
messages. Students can have discussions with each other on course related topics.
STRUCTURE OF ONLINE FORUMS
• Consist of tree-like structure.
• Top end is categories, for relevant discussions.
• Under categories there are sub-forums and these sub-forums have further more sub forums.
• Under sub forums there are topics or threads, are places where members can start discussion.
DISPLAY FORMATS – How messages are displayed?
Non-threaded : If messages are not related.
Semi-threaded : Have a message topic and have multiple replies.
Fully threaded : Common message topic, replies to that and replies to reply.

MERITS
• Individualization of learning.
• Encouragement of critical
thinking.
• Increased interaction time.
• More democratic exchange.
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• Flexibility and convenience.


• Students find a expertise resource.
• Teach each other.
• Own new skills and ideas.
DEMERITS
• Discussion can go off topic.
• Needs to be moderated and monitored.
• Lack of computer or network may affect learning process.
• Lag between posts make following discussion difficult.
• Technical problem affect learning process.
ROLE OF TEACHER
• Carefully design question that elicit on-topic discussion
• Provide guide lines to help online learners.
• Provide discussion summary on a discussion basis.
• Reword original question when responses are going in a wrong directions.

Blogs: Blog is a discussion or informal website published on the World Wide Web.
• It consists of discrete, informal diary-style text entries.
• Posts are displayed in reverse chronological order.
• Art blogs, photo blogs, mp3 blogs, edu-blogs are popular. Teachers can use blogs as an
instructional aid
TYES OF BLOGS

Personal Blog: Ongoing diary or commentary by an individual. This is the most common blog type.

Corporate and Organizational Blog: It is used for private or business purpose. It enhance the
communication and culture in a corporation or externally marketing, branding and public relation
purpose.

Microblogs: Microblog is a broadcast medium that exists in the form of blogging. A microblog
differs from a traditional blog in that its content is typically smaller in both actual and aggregated file
size. Microblogs "allow users to exchange small elements of content such as short sentences,
individual images, or video links". These small messages are sometimes called microposts.

By Genre: Focus on particular subjects. E.g.: Political blog, travel blog, educational blog.

By Media: Vlog -contains Videos, Photo Blog-contains photos, Link log -comprising links.

By Device: Defined by which type of device is used for composite. Mob logs- written by mobile
device.

Educational Blogs - The advent of web publishing tools that facilitated the posting of content by
non-technical users led to the emergence and growth of blogs. A blog is a discussion or informational
site published on the World Wide Web and consisting of discrete entries ("posts") which are
displayed in it. Until 2009 blogs were usually the work of a single individual, occasionally of a small
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group, and often covered a single subject. More recently "multi-author blogs" (MABs) have
developed, with posts written by large numbers of authors and professionally edited.
An educational blog is a blog created for educational purposes. Edu-blogs archive and support
student and teacher learning by facilitating reflection, questioning by self and
others, collaboration and by providing contexts for engaging in higher-order thinking.
Blogs can be useful tools for sharing information and tips among co-workers, providing information
for students, or keeping in contact with parents. Common examples include blogs written by or for
teachers, blogs maintained for the purpose of classroom instruction, or blogs written about
educational policy. Educators who blog are sometimes called edubloggers. The new use of weblogs
are largely interest driven and attract readers who have similar interests.
Uses of blogs:
 Some bloggers use their blogs as a learning journal or a knowledge log to gather relevant
information and ideas, and communicate with other people.
 Some bloggers use blogs to record their own personal life, and express emotions or feelings.
 Some instructors use blogs as an instructional and assessment tool, and blogs can be used as a task
management tool.
 Blogs are used to teach individuals about writing for an audience as they can be made public.
 There are many teacher-related blogs on the internet where teachers can share information with one
another.
 Many teachers share materials and ideas to meet the diverse needs of all learners in their
classrooms.
 Teachers can often rely on these sources to communicate with one another regarding any issues in
education that they may be having, including classroom management techniques and policies.
 Blogs often acts as a support system for teachers where they can access ideas, tools, and gain
support and recognition from other professionals in their field.
 Weblogs can provide a forum for reading, writing and collaborating.
 Edublogs can be used as instructional resources, in which teachers can post tips, explanations or
samples to help students learn.
 The use of blogs in the classroom allows both the teacher and student the ability to edit and add
content at any time.
 The ability for both the teacher and student to edit content allows for study to take place outside the
classroom environment.
 Blogs increase exposure to other students from around the country or world, while improving
writing and communication skills. It promote creativity and self-expression.
 Blogs are used to showcase individual student work by enabling them to publish texts, video clips,
audio clips, maps, photos and other images, projects and suchlike in a potentially publically
accessible forum. Using blog education can focus on students.
 Learn anytime and anywhere.
 Promote reflect and critical thinking.
 Improve communication skills.
 Develop creative thinking.
 Help students to work with people.
 Learning becomes less formal.
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 Teachers are using blogs as a way to post important information such as homework, important
dates, missed lessons, projects, discussion boards, and other useful classroom information that is
accessible by all.
 Students can access this information from home, or from any computer that is connected to the
Internet.
 Blogs can be used as personal journals, as diaries, for story writing, and for making editorial
responses to news events etc.
 Some teachers use blogs to keep in contact with students' parents.Teachers and parents can also use
blogs in order to communicate with one another. They can be used to post class announcements for
parents or providing schedule reminders.
 Connecting to a teacher's blog is also a convenient way for parents to find out daily assignments so
that they can monitor their children's progress and understand classroom expectations.
The use of blogs in education gives students a global perspective. Teachers and students from
different states, countries, and continents are able to collaborate on different projects and ideas. A
classroom in China can collaborate with classrooms in Germany, Mexico, Australia, etc. with just a
few clicks of a button. The use of blogs in the classroom engages children in learning and
using technological literacy that will help them in adulthood. Edublogs create many opportunities for
collaborative learning, as well as enhance the ability to locate and reflect upon work.
Limitations of Blogs
 Student blogs often include uncorrected inaccuracies of information.
 Students can be used blogs to instigate online bullying.
 Student blogs are difficult to archive or index.
 Time consuming.
 Computer addiction.
 Lack of network will affect the learning process.

Wikipedia -Wikipedia is a collaboratively edited, multilingual, free Internet encyclopaedia that is


supported by the non-profit Wikimedia Foundation.Launched on 15 january 2001- Jimmy wales &
Larry Sanger. Volunteers worldwide collaboratively write Wikipedia's 30 million articles in 287
languages, including over 4.4 million in the English Wikipedia. Anyone who can access the site can
edit almost any of its articles, which on the Internet comprise the largest and most popular general
reference work .
“Wiki” & “Pedia” from the word “Encyclopedia”.Wiki means “ Quick”.

It uses wiki technology. Wiki is a type of network that allows anyone to visit ing the site to
change the content by adding, removing or editing the content. The content is updated continually.
The free and easy access to edit pages can lead to improper manipulation. Provide an excellent source
for collaborative writing both in and out of the classroom.

Features of Wiki
1. Openness Wikipedia allows each and everyone of as create and edit an article, which allows any
user to create topic of his interest.
2. Computer skills There is no much computer skills to use Wikipedia.
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3. Motivation Wikipedia allows everyone to make changes in the articles or user edit the articles, this
has been a huge motivation factor. Wikipedia allows to contribute irrespective of the knowledge one
possess.
4. Fast changing rate The articles in wikipedia undergo revision at a faster rate than any other
encyclopedia.
5. Easy usability Wikipedia easily accessible to all.

Advantages of wikipedia
1) Free
2) Anyone from everywhere
3)Collaboration
4)Instantaneous
5) Encourage non technical users.
Disadvantages of Wikipediia
a)Reliability of information is a question as anyone can add information
b)Editing Model – Anyone can edit the articles any time.

ibrary
● Refers to the information accessed through the internet.
● Digital library/ Universal library/future libbrary
Functions of digital library
1. Access to large amounts of information to users whenever they are whrerever they need it.
2. Access to primary information sources.
3. Support multimedia content along with text.
4. User friendly interface.
5. Advanced search and retrival.
6. Integration with other digital libraries.

Advantages of e- library
1)No physical boundary
2)Round the clock availability
3)Multiple access
4)Information retrival
5)Space
6) Easily accessible
Difference between traditional & e- library

Traditional library E- library

Print collection All resources in digital form

Stable with slow evolution Dynamic


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Scholarly content with validation process More than scholarly content with various
validation process

Can be accessed only in the time when the Can be accessed any time anywhere
library is open and from that locality

Academic Web Resources: Digitalized, technologically enhanced teaching and learning is fast
becoming the norm in Education. Students are living in a world that has been effectively digitalized,
and the digitally native culture has been crossed over into the world of education. Technology is
evolving so rapidly, it’s difficult to keep up with what’s new, and to find new technologies that can
be included in the classroom. Wikis, Blogs and social media groups provide a place where students
and teachers can interact and collaborate on research, assessment work and study. It seems every day;
someone else is coming out with a new innovation that can be incorporated into education, either for
teaching or for learning purposes.
Merits of Academic web resources
• Easily accessible and 24 hrs access
• Overcomes Geographical barriers
• User friendly and Save time
• Updates to provide the latest information
• The site may provide links to the other sites the same topic
• Very useful for academic and research purposes as it gives a variety of materials.
Demerits
• Lot of wrong information
• Some people are getting addicted to internet
• It may be difficult to researches to locate, especially if there are many similar site.
• There is no opportunity to ask questions.
• It may lead to illegal copying and reproduction of academic materials.

E-journals –
The word journal is derived from the Anglo- French word Jurnal, was first used in 15th century.
A journal is a periodical dealing especially with matters of current interest. Journals that are available
in an electronic format are known as e-journals.
An e-journal is “ A journal for which the full end product is available on optical disc, over a
network or in any other electronic form.”

Electronic journals, also known as ejournals, e-journals, Online Journals, Electronic Journals,
Electronic Periodicals, Virtual Journals and Digital Serials and electronic serials. they are scholarly
journals or intellectual magazines that can be accessed via electronic transmission. They are a
specialized form of electronic document published on the Web.Some electronic journals are online-
only journals; some are online versions of printed journals, and some consist of the online equivalent
of a printed journal, but with additional online-only (sometimes video and interactive media)
material.
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Some e-journals are free of cost while Most commercial journals are subscription-based, and/or
allow pay-per-view access. Many universities subscribe in bulk to packages of electronic journals, so
as to provide access to them to their students and faculty. It is generally also possible for individuals
to purchase an annual subscription to a journal from the original publisher. An increasing number of
e-journals are available as open access journals, requiring no subscription and offering free full-text
articles and reviews to all. Most electronic journals are published in HTML and/or PDF formats.
E-Journals can be accessed online or in the form of a CD. The online version has:
 Online-only journals
 Online version of printed journals
 Online equivalent of print journals with additional multimedia material.
The e-journals can be accessed in three ways:
 Remote access – Through internet
 From the library - Certain databases offer e-journals as one of the e-resources to the library.
They can be open access or subscribed.
 Access through databases - The open access databases provide access to e-journals free of
cost.
They have the purpose of providing material for academic research and study, and they are formatted
almost like journal articles in traditional printed journals. Many electronic journals are listed in
directories such as the Directory of Open Access Journals, and the articles indexed in bibliographic
databases and search engines for the academic discipline concerned. E-journals have given
researchers an unprecedented level and convenience of access to knowledge in scholarly articles.
Using e-journals can save you lots of time as you do not have to visit multiple libraries, and you may
be able to access articles from home, work etc.
The following are sources of E-journals:
 DOAJ - Directroy of Open Access Journals
 HighWire- free, full text articles from science journals
 Intute -Intute is a multidisciplinary resource providing links to quality websites evaluated by
subject experts. When browsing a subject area or looking at search results, it is possible to filter
by resource type, which includes full text journals.
 British Library - a directory of freely available e-journal collections
 Oxford University e-Journals
 Online tutorial
 JSTOR
 JURN directory (arts & humanities ejournals)
 Open Access Journals Search Engine (OAJSE)
 Directory of Open Access Journals
FEATURES OF E-JOURNALS
 Accessible
 Speed
 Easily searchable
 Interactive
 Published in HTML or PDF format.
ADVANTAGES
 Aid in scholarly work
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 Provision of better access


 Include more images and audio visual material
 Can search the contents pages or the full text of journals to find articles on a certain subject.
 Can read journal articles on our desktop.
 Can e-mail articles to yourself or download them for printing.
 Hypertext links allow you to move to different sections within individual journal or articles.
DISADVANTAGES
 Authenticity of content is not ensured
 The information need not be reliable
 Overloaded information
 Overload of material to a particular topic may lead to wastage of time and energy searching
for the correct information.
 Require skill and training to use
 Technical barriers can occur
 Difficulty in reading computer screen

ONLINE DICTIONARY Dictionary is a reference source in print or electronic form. Containing


words usually alphabetically arranged. Information about their forms, pronunciations, functions,
etymologies, meanings and syntactical and idiomatic uses. Age of the internet brought online
dictionaries to the desktop and to the smart phones.
Online dictionary is dictionary that is accessible via the internet through a web browser. Online
dictionary is a comprehensive resource for everything related to words. Some online dictionaries are
organized as lists of words, similar to a glossary, while others offer search features, reverse lookups,
and additional language tools and content such as verb conjugations, grammar references, and
discussion forums.
Can be made available in a number of way:
1. Free
2. Free with a paid subscription for extended or more professional content
3. Paid only service
Features
 Some are organized as list of words similar to glossary.
 Others offer search features, reverse look up and additional language tools and content.
 Comprehensive resources for everything related to words.
 Convenient to use.
 Save time and space.
EXAMPLES
 New Oxford American Dictionary
 Oxford Theasurus of English
 Oxford American Writer Theasrus
 MacMillian English Dictionary for Advanced Leraners
 Online Cambridge Advanced Learners Dictionary

Educational Softwares
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Stellarium is free open source planetarium educational software. It is GPL (General Public License)
software which renders realistic sky in real time with OpenGL (Open Graphics Library). It shows a
realistic sky in 3D, just like what you see with the naked eye, binoculars or a telescope. It is being
used in planetarium projectors.
Features:
 The sky, planets and their satellites
 Realistic Milky Way
 Very realistic atmosphere, sunrise and sunset
 Images of nebulae
 Asterisms and illustrations of the constellations
 Catalogues of over 6,oo,ooo stars

KStar is also a free, open source, cross-platform Astronomy Software.


Sky charts: This program enables you to draw sky charts, making use of the data in many catalogs of
stars and nebulae.
Kalzium is the digital replacement for the periodic table on paper. It is a free educational program
that visualizes the Periodic Table of Elements and includes basic information about all common
elements in the Periodic table. Kalzium is distributed under the terms of the GNU General Public
License (GPL).Kalzium is an interactive application which shows you information about the periodic
table of the elements.
Features
 Versatile overview of all important data from the elements like melting points, electron
affinity, electro negativity, electron configuration, radii, mass, ionisation energy
 Tool to visualize the spectral lines of each element
 Different colored views of the Periodic table: separation of the different blocks, Year
simulator, Temperature simulator, An Isotope table
 Molecular weight calculator
 3D molecule editor, with a load and save functionality
 Tool to produce a comprehensive list of all Elements
Tupi 2D Magic (formerly KTooN) is a software application for the design and creation of 2D
animation. This tool, inspired by and for animators, is being developed by an open community. It is
covered under the terms of the GNU General Public License v2, meaning that Tupi is free and open-
source software. Tupi is a free Software tool focused on 2D animation
Features
 Provide an easy user experience, starting at the design of the GUI which allows the creation of
simple animations in simple steps.
 Support for basic tools like rectangles, ellipses, lines, and polygons. Paths can also be created
using the pen or pencil tool. The paint bucket tool can be used to fill bounded areas with
colours.
 Bitmaps can be imported and used as either static backgrounds or animated assets.
 Finished animations can be exported to various file formats
 Allows for the organization and reuse of imported media assets.
GeoGebra is an interactive geometry, algebra, statistics and calculus application, intended for
learning and teaching mathematics and science from primary school to university level. GeoGebra is
available on multiple platforms. Its creator, Markus Hohenwarter started the project in 2001
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GeoGebra is an interactive mathematics software program for learning and teaching mathematics
and science from primary school up to university level. Constructions can be made with points,
vectors, segments, lines, polygons, conic sections, inequalities, implicit polynomials and functions.
All of them can be changed dynamically afterwards. Elements can be entered and modified directly
via mouse and touch, or through the Input Bar. Teachers and students can use GeoGebra to make
conjectures and to understand how to prove geometric theorems.
Its main features are:
 Interactive geometry environment (2D and 3D)
 Built-in spreadsheet
 Built-in statistics and calculus tools
 Allows scripting
 Large number of interactive learning and teaching resources at GeoGebra Material
K Tech Lab is free software which helps to make different types of circuits (electronic & electrical)
and conduct experiments. Various electronic components like resistor, diode, switch, transistor, micro
controllers etc. can be run using this software. Since it works in GUI mode, it is very easy to handle.
The components required for electric circuits can be easily dragged into the work area using a mouse.
When we join the pins using mouse, the circuit is formed. The properties of each component is
displayed when bring the pointer above it. Students are not able to do some experiments which
involve real devices and consumables, even in groups. But these experiments can be done in KTech
Lab environment. Thus loss due to the damages and lack of consumables can be avoided. Using this
software students can easily form the circuits and can repeat the experiments a number of times.
Features: It contains different electronic components that includes various electric Sources, Discrete
components, Switches, Output devices, Logic components, Connection, Integrated Chips etc.
Sources : This section contains various voltages, current sources.
Discrete : Resistors, Condensers, Diodes, transistors etc. are available here.
Outputs : Output components such as LED, Signal Lamp, devices like Voltmeter, Ammeter,
Oscilloscope etc. are arranged in this section.
Work Area:This is the space for building the electronic circuits.
All components can be dragged and dropped in the Work Area to create a circuit.
Molecular Viewer: Molecular viewing software should allow you to easily create molecules,
optimize the geometry if needed, then display the structures in a variety of formats: “ball and stick”
and “wire frame” mimic some of the older wooden and metal models, while semi-transparent electron
density formats provide information not available from physical model kits. Most packages also
allow the color coding or labeling of atoms and automatic rotation of the image to fool the eye into
seeing 3 dimensions on a flat display screen.
For building, optimizing and display molecules quickly, the following softwares can be used
ChemSketc 3D, ACD/3D viewer software from Advanced Chemistry Development
Molegro Molecular Viewer from Molegro Bioinformatics
Avogadro and Discovery Studio Visualizer.
G- Compris is a high quality educational software suite comprising of numerous activities for
children aged 2 to 10. Some of the activities are game orientated, but nonetheless still educational.
Below you can find a list of categories with some of the activities available in that category.
 computer discovery: keyboard, mouse, different mouse gesture, ...
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 arithmetic: table memory, enumeration, double entry table, mirror image, ...
 science: the canal lock, the water cycle, the submarine, electric simulation ...
 geography: place the country on the map
 games: chess, memory, connect 4, oware, sudoku ...
 reading: reading practice
 other: learn to tell time, puzzle of famous paintings, vector drawing, cartoon making, ...
Currently G-Compris offers in excess of 100 activities and more are being developed. G-Compris is
free software, which means that you can adapt it to your own needs, improve it and, most
importantly, share it with children everywhere.
E- LEARNING
E-learning can be defined as instructional content or learning experiences delivered by electronic
technology and is a structured, interactive approach to educating and informing the students,
employees etc. E learning is also called Online learning/education, Technology-based, Computer-
based or Web-based learning/training, Virtual learning, Distributed learning etc.It is defined as
instructional content or learning experiences delivered or enabled by electronic technology.
Advantages
 Easy& quick accessibility anytime anywhere
 Easier distribution of the course materials
 Immediate feedback when using online homework, quiz, & testsLower cost
 Saves time
 Self-paced
 Content can be easily updated
 Provide better retention and stronger grasp over the subject
 Ability to provide instructions in real time
 Easily managed and easy accessing various resources
 Learning through activities like online assignments, teleconferencing, e-mails, blogs etc
 Easy to visit classmates & instructors in chat rooms
 Reduces travel time
 Students can skip activities they already understand
 Reduces office fees, instructors salaries
 Students can study in any place where they have access to a computer & internet connection
 Interaction among instructors& students are better in e-learning than in large lecture
 Reduces production and distribution of the course materials, guides etc
DISADVANTAGES
 Requires technology infrastructure which may or may not available in some countries.
 Slow internet connection.
 Increased cost.
 Students get confused about learning activities.
 Students may feel lonely or isolated.
 Non- availability of the instructor.
 Requires computer skills.
 Students may fail due to bad study habits or low motivation.
 Lack of face to face interaction
 Work labs are difficult to stimulate in a virtual classroom
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Types of e-learning
 Synchronous e learning: Students and instructor are logged on at the same time and
communicate directly and virtually with each other, where all the students must be in the classroom at
a certain time for the class to start.This usually takes place via internet, website, audio or video
conferencing by students in a classroom. Occurs in real time, learners log into the system at set time
and communicate. Involves the exchange of ideas and information directly with the instructor with
one or more participants during the same period.
 Asynchronous e learning: Courseware is served from a web server and delivered on demand
to the learners' workstation. It is normally available to learners 24 hours per day, 7 days per week.It is
a key component of flexible E-learning. A sender and receiver do not need to synchronize before each
transmission, a sender can wait arbitrarily long between transmissions and the receiver must be ready
to receive data when it arrives. Beneficial for students having health problems.To complete work in
low stress environment and within more time frame.
Difference between synchronous and asynchronous e-learning
SYNCHRONOUS ASYNCHRONOUS

It occurs in real time, so it can't be reproduced or It can be repeatedly used


reused

Promotes more social interaction, teacher- Less social interaction


student, student-student

Immediate feedback Delayed feedback

Benefit to all student Benefit to students having health problems

Suitable for students with good communication Not suitable for all students.
skills Develop creative writing skills
Promote good reasoning and answering Promotes reflective thinking

Students doubts can be cleared immediately Doubts are not cleared immediately

Usually used in classroom teaching Usually used in distance education

Uses teleconferencing(audio /video chat), instant Uses emails, blogs, social network, etc.
messaging, voice /video call, live telecasting

LEARNING MANAGEMENT SYSTEM (LMS)


A learning management system (LMS) is a software application for the administration,
documentation, tracking, reporting and delivery of electronic educational courses (also called e-
learning) or training programs.
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A Learning Management System (sometimes also called "Course Management System",


"Pedagogical Platform", "E-Learning Platform") is a software system that delivers courseware plus e-
tutoring over the Internet. A learning management system (LMS) is a Web-based technology used to
plan, implement, and assess a specific learning process.
 Typically, a learning management system provides an instructor with a way to create and
deliver content, monitor student participation, and assess student performance.
 A learning management system may also provide students with the ability to use interactive
features such as threaded discussions, video conferencing, and discussion forums. 
 Learning Management Systems range from systems for managing training and educational
records to software for distributing online or blended/hybrid college courses over the Internet with
features for online collaboration.
 Usually LMS are closed circuit platforms (logins, restricted access to classes), so the idea of
sharing contents and reusing products generated during classes does not exist in the world of main-
stream e-learning.
 Colleges, universities, school districts, and schools use LMSs to deliver online courses and
augment on-campus courses. LMSs also act to augment the lessons the teacher is giving in a brick
and mortar environment, not just replace them.
 Corporate training departments use LMSs to deliver online training, as well as to automate
record-keeping and employee registration.

Related terms: LMS has its history in another term, Integrated learning systems (ILS) which
offers additional functionality beyond instructional content such as management and tracking, more
personalized instruction, and integration across the system . The term ILS was originally coined by
Jostens Learning, and LMS was originally used to describe the management system part of the
PLATO K-12 learning system, content-free and separate from the courseware.
Course Management Systems, CMS -These systems are used primarily for online or blended
learning, supporting the placement of course materials online, associating students with courses,
tracking student performance, storing student submissions, and mediating communication between
the students as well as their instructor.

Learning content management system (LCMS) is a related software technology that provides a
multi-user environment where developers, authors, instructional designers, and subject matter experts
may create, store, reuse, manage, and deliver digital educational content from a central object
repository. LCMS focuses on the development, management and publishing of the content that will
typically be delivered via an LMS. Users can both create and re-use content and reduce duplicated
development efforts. Rather than developing entire courses and adapting them to multiple audiences,
an LCMS provides the ability for single course instances to be modified and republished for various
audiences maintaining versions and history. The objects stored in the centralized repository can be
made available to course developers and content experts throughout an organization for potential
reuse and repurpose. This eliminates duplicate development efforts and allows for the rapid assembly
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of customized content. Some systems have tools to deliver and manage instructor-led synchronous
and asynchronous online training based on learning object methodology. LCMSs provide tools for
authoring and reusing or re-purposing content (mutated learning objects, or MLOs) as well as virtual
spaces for student interaction (such as discussion forums, live chat rooms and live web-conferences).
LCMS technology can either be used in tandem with an LMS, or as a standalone application for
learning initiatives that require rapid development and distribution of learning content. Despite this
distinction, the term LMS is often used to refer to both an LMS and an LCMS, although the LCMS is
actually a complementary solution to an LMS. Either as separate platforms or as a merged product,
LCMSs work together with LMSs to develop and deliver course content to students.
LMS is the framework that handles all aspects of the learning process. An LMS is the
infrastructure that delivers and manages instructional content, identifies and assesses individual and
organizational learning or training goals, tracks the progress towards meeting those goals, and
collects and presents data for supervising the learning process of the organization as a whole. A
Learning Management System not only delivers content but also handles registering for courses,
course administration, skills gap analysis, tracking, and reporting. Most LMSs are web-based to
facilitate access to learning content and administration. They are also used by educational institutions
to enhance and support classroom teaching and offering courses to a larger population of learners.
Student self-service (e.g., self-registration on instructor-led training), training workflow (e.g., user
notification, manager approval, wait-list management), the provision of on-line learning
(e.g., computer-based training, read & understand), on-line assessment, management of continuous
professional education (CPE), collaborative learning (e.g., application sharing, discussion threads),
and training resource management (e.g., instructors, facilities, equipment), are all-important
dimensions of learning management systems. LMSs utilize an authoring tool to create their
educational content, which is then hosted on an LMS. In many cases LMSs include a primitive
authoring tool for basic content manipulation. For advanced content creation buyers must choose an
authoring software package that integrates with their LMS in order for their content to be hosted.

LMS Functionality

 Course Content Delivery


 Student Registration and Administration
 Training Event Management (i.e., scheduling, tracking) 
 Curriculum and Certification Management
 Skills and Competencies Management
 Skill Gap Analysis 
 Individual Development Plan (IDP)
 Assessing and resulting
 Reporting
 Training Record Management
 Courseware Authoring
 Resource Management
 Virtual Organizations
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 Performance Management System Integration


Typical features of LMS are:

 Course Management, e.g. lists of courses, registration, credit information and syllabus, pre-
requisites
 Teaching Materials, i.e. courseware
 Self-assessment quizzes
 Lessons tools: Authoring for contents and quizzing/testing or alternatively ability to import
content.
 Asynchronous Communication: email, forums
 Synchronous Communication: chat, whiteboard, teleconferencing,
 Student Management tools: Home page, self tests, bookmarks, progress tracking, on-line
grading (assessment), ....
 Learner feedback: course evaluation surveys, test evaluation surveys etc.

Components of an LMS
 Rosters: A digital roll call sheet for tracking attendance and for sending invitations to class
participants.
 Registration Control: The ability to monitor and customize the registration processes of
elearning curriculum. 
 Document Management: Upload and management of documents containing curricular
content.
 Multiple device access: Delivery of course content over web-based interfaces such as
desktops, phones or tablets.
 Distributed instructor and student base: Remote participation by the instructor or pupil
allows courseware to feature multiple teachers or experts from across the globe. 
 Course calendars: Creation and publication of course schedules, deadlines and tests.
 Student Engagement: Interaction between and among students, such as instant messaging,
email, and discussion forums.
 Assessment and testing: Creation of varied knowledge retention exercises such as short
quizzes and comprehensive exams
 Grading and Scoring: Advanced tracking and charting of student performance over time.

Areas where LMS is used - Today diverse fields need to train their partners on various aspects of
their ever changing world. So it becomes vital to use LMS in corporate training environments. It is
used by Software companies, Hospitals, medical device companies and clinics, pharmaceutical
industry,Marketing and Advertising companies for face several training challenges. They often have
additional features that satisfy goals relating to knowledge management and performance evaluation,
such as:
Automatic enrollment: Logic within an LMS which registers and reminds employees for mandatory
courses.
Enhanced Security: Many corporate LMS solutions have single sign in, advanced authentication and
firewalls to ensure data security.
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White labeling: The ability to create online training content that aligns with a company’s brand
Multi Lingual Support: In a globally distributed company, many employees or partners need
training in their native languages. A corporate LMS allows training in multiple languages.

Advantages of an LMS
Learning management systems have been used for several years to deliver courseware in schools and
popularize e-learning. It is also the tool that will empower teachers to guide and manage student
achievement more effectively by contextualizing the learning experience. LMS software is able to
add a level of efficiency to learning systems, with a number of other benefits emerging as well, such
as:

 Easily adapting, upgrading and reusing materials over time.


 LMS are alternatives that offer scalable and personalized platforms for learning. They deliver
integrated and enriched learning experiences for the users that expound upon virtual learning and
collaboration modules. 
 Learning management system offers a centralized source of learning. This means that the
training, performance, and development content are offered at all times from the same source.
 More choices for creators of curriculum, such as method of delivery, design of materials, and
techniques for evaluation. 
 Make it less costly for organizations to develop and maintain content for which they used to
rely on third parties.
 It enhances performance through tracking and reporting tools. Progress of new users can be
tracked, records can be reviewed, and users can register for more than one course.
 Learning management system allows users to be evaluated before they take the course, while
they are in the course, and when they finish the course.
 Improvements in professional development and evaluation, allowing companies to get more
value from human resources while empowering individuals with additional tools for self-
improvement.
 Increasing parental involvement by improving access to relevant and current information
about the student’s educational experience.
 Empowering students with the resources necessary to assume an active role in and accept
responsibility for their educational experiences.
 Identifying gaps and misalignment in learning programs, such as adequacy of instructional
resources, assessment items, and/or staff proficiencies, by examining programs.

LMS providers
 Blackboard
 Moodle
 Desire2Learn
 Instructure
 Edmodo
 ConnectEDU
 Connerstone
 Schoology
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 SkillSoft
 SuccessFactors Learning
 Saba Software
 Sumtotal Systems

Current trends in technology and business are favoring the increase of collaborative, web-based
applications, user-oriented design, and other features that are often grouped together under the term
“Web 2.0.” By further inverting the traditional forms of interaction between instructors and pupils,
and enabling a great amount of content to be created and managed more easily, the future of LMS
appears to be a dynamic one.

LEARNING OBJECT REPOSITORY

In the mid-1990s, relatively simple learning objects were made available informally, as instructors
shared syllabi, lesson plans, and learning activities. Later, more complex and/or topic specific objects
came into existence and sites dedicated themselves to making learning objects from all disciplines.
Instead of housing the objects on their own servers, they often linked to the original sites where the
objects were made available. With an increase in the number of learning objects being created,
database-driven electronic spaces for accommodating the learning objects for retrieval and sharing
have become necessary. The term used for these dynamic spaces is repositories.
A learning object repository is an electronic database that accommodates a collection of
small units of educational information or activities that can be accessed for retrieval and use.
Learning object repositories enable the organization of learning objects, improve efficiencies,
enhance learning object reuse and collaboration, and support learning opportunities. Repositories can
consist of one database or several databases tied together by a common search engine. Organizations
that operate digital repositories take on responsibility for the long-term maintenance of these digital
resources, as well as for making the repositories available to communities agreed on by the depositor
and the repository.
A learning object repository is a kind of digital library. It enables educators to share,
manage and use educational resources. A more narrow definition would also require that repositories
implement a metadata standard. A Learning Object Repository is storing content/assets/resources as
well as their metadata record. The definition that is now most widely accepted is that of Wiley
(2000): “any digital resource that can be reused to support learning” and can be used in multiple
contexts. Learning objects incorporate six key characteristics: accessibility, interoperability,
adaptability, reusability, durability, and granularity. The use of learning objects necessitates
employing meta-tags for ease of search, retrieval, and use.

Meta-tagging is “data about data” and needs to be thoughtfully determined and selected by instructors
and instructional designers and applied to the learning objects. These tags describe the content, their
origin, form, applicability, and other significant characteristics.

 Metadata (Greek: meta- + Latin: data "information"), literally "data about data", are
information about another set of data.
 Metadata schemes are a kind of controlled vocabulary.
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Applying meta-tags to learning objects is the process of adding appropriate descriptions and values to
the elements of the digital resources. The tags selected should match the main subject of the resource.
The process used is to (1) decide what the resource is about, (2) select the appropriate terms that will
help identify the resource, (3) enter the terms, and (4) make a final check of the tags. Appropriate
tagging enables accessibility, interoperability, adaptability, reusability, durability, and scalability.

Learning objects are the smallest independent educational components which can be reused in
e-content of different subjects and authors; thus it is more economical and time-saving in e-content
development.

Types of Learning Objects

Integrated - Mini-Tutorials, Mini case studies, simulations, etc., with supportive information

Informational - Overviews/summaries, Descriptions/definitions, Demonstrations/models, Worked


examples, Cases/stories, Papers/articles, Decision aid

Practice and Review- Problems/case studies, Games/simulations, Drill-and-practice exercises,


Review exercises, Tests/assessments

Objects in a learning object repository must be designed for reuse, implying that the objects
need to be created in ways that will permit use in multiple contexts such that reinvention of
duplicative material is minimized. At the same time, a learning object repository must provide
mechanisms for creating multiple instances of an item in those cases where customization of the
object is a requirement.
As far as content in the repository, materials in the repository should be free of copyright restrictions
or governed by a Creative Common license. Additionally, to make object reuse simpler, objects
should be developed using universally accepted, standard formats. This will allow content to be
accessible across a wide variety of hardware platforms.

LORs can be categorized into: 1. Content repositories: All content stored on accessible servers 2.
Linking repositories: Portals with links to content provided by others 3. Hybrid repositories: A
combination of 1 and 2.
Another classification general, discipline specific, and commercial
Important features for a LOR are:
• Visibility – all working roles need a common forum where learning object can be stored, found an
updated
• Searchability – the system should be easy to search for relevant content with minimal effort
• Version handling – users should be able to handle different versions of objects
• User-friendliness - the system must be user-friendly, both when it comes to adding objects to the
repository and in the searching existing learning objects
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• Collaborative environment - the system should work as a collaborative environment where users
should be able to work together to make the process more efficient
• Reusability - this functionality is indirectly achieved through the features for visibility,
searchability and flexibility
Repository software
DOOR (Digital Open Object Repository) is an Open Source piece of software for creating learning
objects repositories. (can be integrated with Moodle).
DSPACE is a dublin-core based document repository, but can also be used to store learning objects.
Fedora. “ This source software gives organizations a flexible service-oriented architecture for
managing and delivering their digital content.”
EPrints is already an easiest and fastest way to set up repositories of open access research literature,
scientific data, theses, reports and multimedia.
Edutools provides an Object Repository Software Reviews
Ariadne tools (repository, query and indexing tool, etc)
Examples of Learning Object Repositories
LeMill is a web community of 3237 teachers and other learning content creators.
Connexions is a collection of free scholarly materials.
CLOE Co-operative Learning Object exchange (Login required)
MIT Open Courseware (OCW).A free and open educational resource for educators, students, and
self-learners around the world.
VCILT Learning objects repository, a multi-purpose repository, University of Mauritius.
Ariadne A European Association open to the World, for Knowledge Sharing and Reuse.
CAREO: Campus Alberta Repository of Educational Objects Web-based collection of
multidisciplinary teaching materials for educators.
Commonwealth of learning Learning Object Repository, An online database of learning content that
provides software to Commonweath countries.
Edutopia- Learning objects by grades level for the classroom. Videos, articles, and other resources.
EduTube- Educational videos for instructional use.
Consortium for Educational Communication (CEC) is an autonomous body under UGC to facilitate
the design and distribution of educational programmes through Information and Communication
Technology (ICT). CEC has a Learning Object Repository which is a rich source of educational
content for every University, college, educator and learner in India which is freely available.
GEM Gateway to Education Materials (in particular lesson plans)
LOLA Learning Objects and Learning Activities
MERLOT (Multimedia Educational Resource for Learning and Online Teaching)
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eNOSHA (Neutral Object Storage with a Holistic Approach), a Free, Open and Flexible Learning
Object Repository

Specialized learning objects repositories


Problem-based learning clearning house, University of Delaware (free, registration required)
Problem-based Learning, Examples from McMaster University courses by P.K. Rangachari
Berklee Shares Free music lessons
Math Forum, http://mathforum.org. One of the oldest collections of learning materials on the Internet,
The Math Forum is a learning repository for both interactive and text-based materials, as well as a
site for mathematics educators and learners to engage in person-to-person interactions and discuss
and exchange educational products and services.

Meta repositories - A list of sites that index repositories and/or contents


Ariadne Knowledge Pool. Provides a search engine for better know repositories.
ibiblio, Home to one of the largest "collections of collections" on the Internet
DLORN, Distributed Learning Object Respository Network.
World Lecture Hall, Probably the Web's oldest collection, still active.
CLOE: Cooperative Learning Object Exchange
EduResources Portal--a Gateway to Higher Education Instructional Resources
University of Wisconsin Milwaukee LO Collections
UNESCO Repositories list
Open Educational Resources
ICTlogy Learning objects repositories
Factors Determining Usability of Learning Objects Relevance:

For a digital object to be effective in an online course, it must be relevant to the course content, and
must materially contribute to the achievement of outcomes.

Usability: The digital object should be usable in the platform or delivery system in use, and it must
be accessible by the users.

Cultural appropriateness: The digital object should be appropriate culturally, and the meanings that
it communicates within a cultural context should reinforce learning objectives. Infrastructure
support: Objects, whether large or small, simple or complex, should be housed and delivered on a
system that is sufficiently robust to handle surges in traffic, bandwidth usage, and storage of large
files
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Redundancy of access: It is important to make digital objects accessible through more than one
means of delivery. For example an mp3 audio object could be delivered via Podcast, RSS, or direct
download via link.

Size of object: Large objects are sometimes unusable if the users are distributed in remote location
where access is poor and/or slow. Optimizing the size of the object, particularly images and audio
files is important.

e-content(Electronic-content) or Digital content is any learning material that can be transmitted over
a computer network such as the Internet. It is any type of educational content that exists in the form
of digital data which is stored on either digital or analog storage in specific formats. Because of
increased access to the Internet, e-content is gaining more importance as it becomes a key factor in
promoting web based or e-learning. E-content is actively being used today in the form of web articles,
video clips, shared files, and short snippets from various sources. Institutions need to support these
activities by having learning management environments that contain repositories and links to popular
e-content.
Normally in the growth of technology applications in education, we are moving towards a Virtual
Reality where the distance between the teacher and the taught is nil. The possibility of such virtual
reality can be made by generating good e-contents accessible by all. E-contents are basically a
package that satisfies the conditions like i.e. minimization of the distance, cost effectiveness, user-
friendliness and adaptability to local conditions.
E-content is digital information delivered over network-based electronic devices, i.e., symbols that
can be utilized and interpreted by humans during communication processes, which allow them to
share visions and influence each other‟ s knowledge, attitudes or behavior. Towards a broader
definition “the design (pedagogical and learning principles used to create the digital intervention) of
the subject matter (E.g. Math, Science etc.) in question and the digital delivery mode (Computer,
Video etc.) used is called e-content".
It may also be defined as “digital text and images designed for display on web pages.” E-
content means content in the electronic form. It is a combination of text, audio, video, images,
animation with visual effects. Any digitized content that can facilitate the learning process and/or
learning outcome can be termed as e-content. The acquisition of e-contents takes place via four
different channels:
1. purchase of materials
2. use of freely available content on the Internet
3. self production of material
4. exchange of existing material in a network with other institutions of Higher Education

Nature of e-content
E-Contents should essentially be didactic in nature. The term "didactic"
refers to contents such as self-instructional material, audio and video that convey some moral, fact or
learning. In virtual education, the self-instructional materials are essentially didactic in nature. The
philosophy behind this is that self-instructional materials try to bridge the gap between the teacher
and the taught. The philosophy stands good for the e-content generation too.
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E-content should be seen as a tool to improve the understanding,


engagement and motivation of learners; to provide a safe environment for them to experiment and
explore their conjectures; and to test their understanding using quiz/buzzles and other novel
assessment methodologies based on trial and improvement; simulations and manipulation of models.
E-Content can also be utilized as reusable learning objects. Wiley gave
a working definition of learning object as “any digital resource that can be reused to support
learning.”
Generally e-Content can be classified as follows:
i) Assembled e-Content
ii) Short Courseware/Unit/Module
iii) Full Courseware
iv) Short learning Objects.
Those can be represented in the form of e-Learning modules and Short learning objects. e-Learning
Module is a comprehensive package containing a lesson. According to the guidelines of University
Grants Commission(UGC- India, 2007), the academic content for each of the module should
comprises of
a) Home
b) Objectives
c) Subject Mapping
d) Summary
e) Text, Case studies, FAQ‟ s
f) Video and audio
g) Assignments/Quiz/Tutorial
h) References/Glossary/Links
i) Download
j) Blog
k) Contact.
Short Learning Object is a new way of thinking about learning content. They are much smaller units
of learning, typically ranging from two to three minutes. It may be a description about an item, a
concept, equipment, a property, characteristic feature, process, form, definition, activity, reaction,
plan, cause and effect relations, causative factors of events, results of events, applications of
phenomena or processes, explanation of components in a subject of learning etc.
Features
1. e- content should be used for learning in different contexts: in formal education and training
programmes, in non-formal general education and in continuing vocational training courses, as well
as for self-learning.
2. Students should get access to supportive e-Learning materials for study at home or school that will
come for free or at very low cost.
3.e-content should be flexible enough to adapt to different learning styles is likely to be much more
effective than content that embodies a narrowly defined pedagogic approach or technique.
4. e-content should explicitly respond to curriculum content and should be developed and organised
with the explicit intention to be used as an object of learning activity with a specific audience of
learners in mind.
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5. e-content should be compatible with the wider and specific standards set by the respective field of
action (in terms of actual content as well as pedagogy)
6. Planning only for text as part of a e-content strategy will leave significant gaps in the testing and
evaluation of delivered e-content.
7.e-content should be free from the following biases
 Linguistic bias: Linguistic bias is embedded in the language, in the concepts and metaphors
people use, the connotations of certain words, the choice of descriptors etc. The use of language to
convey implicit or explicit biased messages.

 Imbalance and selectivity: One-sided interpretations, omissions of valid counter-arguments or


important information.
 Unreality: Glossing over of unpleasant or negative facts and events.
 Fragmentation and isolation: Presentation of a group in an isolated way within the text, for
example in a “special” chapter or in a side box as if this group is or was isolated from other groups.
 Cosmetic bias: The use of attractive covers, photos, slogans etc which give the “illusion of
equity” which only applies at surface level.
 Pedagogical bias: No kind of pedagogy, instructional design or practice can effectively
address the needs and capacities of all learners

Scope of e-content
Educational systems around the world are under increasing pressure to use the new information and
communication technologies (ICTs) to teach students the knowledge and skills, they need in the 21st
century. To develop a knowledge society, integrating ICT at all levels of education is essential.
However, even today one of the greatest challenges of integrating ICT in education is lack of quality
e-Content. So it is the need of the hour, to encourage e-Content production at various levels of
education.
In the process of developing a techno-pedagogy for the „new‟ learner in the „new‟
environment, learning „new‟ things using „new‟ technologies, the first issue to be addressed is the
development of content. The ultimate aim of e-content development is to create an information rich
society where everyone, irrespective of caste, religion, race, region, gender etc., are empowered to
create, receive, share and utilize information and knowledge for their economic, social, cultural and
political upliftment and development. In the process of e-learning, structured and validated e-content
can serve as an effective virtual teacher.
Unfortunately, existing materials and documents cannot be automatically transformed into e-
content materials by just making them available from a Web site. A systematic and scientific
approach is needed to develop quality content. Content is the heart of learning and medium acts as
nerves in that. Although content development plays a key role in e-learning, it is undoubtedly not an
easy process. It requires expert knowledge in the subject area, patience in creating the necessary
objects that make up quality, interactive courseware, and a high sense of creativity in structuring and
sequencing the topics to make a complete whole.From this we can predict that e-Content production
enrich the e-learning in a dynamic way.
Today e-content is becoming richer and more interactive and e- content development has now
become a priority for the higher education community.
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The imperative to lower the cost of education and create a viable means to influence the costs
of textbooks is e-content. Today almost every institution even schools is scrambling to develop and
implement an e-content strategy.
E-content is actively being used by students today in the form of web articles, video clips,
shared files, and short snippets from various sources. Institutions need to support these activities by
having learning management environments that contain repositories and links to popular content.
The educational impact of e-content should be studied. Evaluation of the various benefits,
challenges, and pedagogical impacts of these new models and can provide a structured approach to
document the evolution of the technologies over time and the use/benefit of new types of e-content as
it is incorporated into courses in innovative ways.
Steps for e-content development
ADDIE model-basic model for designing and developing e-content
 Analysis Clarifies the instructional problems and objectives. Identifies the learning
environment and basic information for the development. Estimate time. Budget and resources
 Design Deals with the learning objectives, assessment instruments, exercises, content ,
subject matter analysis, lesson planning and media selection. To conduct a primary analysis
of learning tasks and create story board. Preparing a planning document
 Development To develop all computer programs. Integrate all the technologies to produce
supplementary materials. Instructional designers and developers create and assemble content
asserts blue printed in the design phase
 Implementation It is the stage where the e-content is delivered to the users or students. It
develops procedures for training facilitators and learners. Training facilitators cover the course
curriculum, learning outcomes, method and testing procedures. Preparation for learners
includes training them new tools
 Evaluation The e-content developed has to be evaluated in terms of content, design,
technicalities, students understanding difficulties etc. It has to be evaluated during its
development and implementation i.e., formative and summative.

E-content development initiatives in India


National Mission on Education through ICT (NMEICT) is a landmark initiative of the Ministry of
Human Resource Development (MHRD) to address all the education and learning related needs of
students, teachers and lifelong learners. In Indian scenario where there is a vast disparity of
educational facilities available in various regions across the country, the Mission envisages to bridge
the gap by providing just- in- time quality educational resources and teachers 24×7 to learners
irrespective of their social, economic and educational status. The National Mission on Education
through ICT (NMEICT) was launched on February 3, 2009 at Tirupati, Andhra Pradesh as a Centrally
Sponsored Scheme to leverage the potential of ICT in teaching and learning process. The three
cardinal principles of the Education Policy vis., access, equity and quality are to be served through
three major components of the mission
 Broadband connectivity to all colleges and universities (Around 60% of the Mission
budget has been earmarked for the connectivity. Bharat Sanchar Nigam Limited-Mahanagar
Telephone Nigam Limited (BSNL-MTNL) combine have been entrusted with the task of providing
connectivity under National Mission on Education through Information and Communication
Technology (NMEICT) Scheme.)
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 Low cost access and computing devices for students and teachers (The Mission has funded
the development of Ultra Low Cost Computing Devices to enable students, wherever they may be,
access to education content. Initially the project was entrusted to IIT Rajasthan, which worked on the
specification, design, tendering and procurement of the first version of the Aakash tablet. The
Minister of Human Resource Development launched Aakash 1 on October 5, 2011. The advanced
version of low cost tablet called Aakash-2 was launched by the Hon’ble President of India on the
occasion of National Education Day i.e. 11th November, 2012.)
 High quality e-content generation
(NPTEL National Programme on Technology Enhanced Learning is a joint initiative of IITs and
IISc funded by this Mission provides e-learning through online Web and Video based courses in
engineering, science and humanities streams. To complement the NPTEL e-Content being provided
to engineering colleges, Virtual Labs project has been initiated under NMEICT.
For UG courses, Consortium of Educational Communication (CEC) has been tasked for e-
content generation. For 77 PG subjects, e-content generation activity has been assigned to University
Grants Commission (UGC). The content and its quality is the key component of education system.
High quality, curriculum-based, interactive content in different subjects across all disciplines of social
sciences, arts, fine arts & humanities, natural & mathematical sciences, linguistics and languages is
being developed under this initiative named e-PG Pathshala. E-content so developed would be
available in open access through a Learning Management System (LMS) set-up at the INFLIBNET
Centre as well as through Sakshat portal.
Under Talk to a Teacher project sanctioned to IIT, Bombay, A-VIEW developed by Amrita
VishwaVidyapeetham is being used as the collaboration tool for the National Teacher Empowerment
Program to train thousands of college teachers across the nation.
A Spoken Tutorial is a ten minute audio video tutorial on open source software, created to
train our students on important IT topics. Spoken Tutorials are created for self learning, using the
pedagogical methods developed at IIT Bombay.
The FOSSE project provides free support on FOSS (free and open source software) to
eliminate the use of commercial/proprietary software in education.
e-Yantra is an initiative to incorporate Robotics into engineering education with the objective
of engaging students through exciting hands-on application of math, computer science, and
engineering principles, in order to turn them into engineers who can support a rapidly growing
economy.
ERP Educational Resource Planning mission with IIT Kanpur as lead institute in
collaboration with other partners in this project proposes to build, deploy and manage web based
software system for use of Indian academic institutes.
Pedagogy project envisages to systematically design and develop learner-centric curricula,
suitable for outcome-based learning for 4 year degree programmes in six major engineering
disciplines.
DTH programme MHRD is poised to launch the most ambitious programme, 50 DTH
educational channels’ on 24X7 basis under NME-ICT, to generate and deliver structured education
content to reach homes, the most cost effective way. The content delivered are to be converted into e-
Contents so that viewers can benefit from watching the content on demand at their convenient time,
place and pace.)
There are three guiding philosophies for this effort –
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[a] no talent of the country should be allowed to go waste, [b] all the services available
through the content delivery portal Sakshat should be free and
[c] freely available material on the web should be used so as to avoid reinventing the wheel.
The objectives of the mission are:
• Empowering and enabling students by ensuring equity and access to education through the
use of ICT;
• Connecting over 400 Universities and 22,000 Colleges all over India through high-speed
data networks;
• Improving faculty quality by using a unique synchronous training methodology;
• Ensuring equity by providing access to expensive equipment to students even in remote
corners through innovative use of ICT; and
• Making available e-content and educational videos created by the best teachers across all
disciplines for UG and PG classes.

SAKSHAT is envisaged as one stop education portal to facilitate lifelong learning of the students,
teachers and those in employments or in pursuit of knowledge free of cost to them. The portal is
expected to be the main delivery platform for the contents developed under the National Mission on
Education through ICT (NMEICT). INFLIBNET has taken up the initiative to create integrated one
stop e-content portal for easy access to all the contents developed under the Mission. There are more
than hundred projects ongoing under the NMEICT ranging from e-content development, access to e-
resources, development of software tools etc. To know about them visit the NMEICT website at
http://www.nmeict.ac.in.

The Consortium for Educational Communication popularly known as CEC is one of the Inter
University Centres set up by the University Grants Commission of India. It has been established with
the goal of addressing the needs of Higher Education through the use of powerful medium of
Television alongwith the appropriate use of emerging Information Communication Technology
(ICT). Realizing the potential and power of television to act as means of Educational Knowledge
dissemination, UGC started the Countrywide Classroom Programmes in the year 1984. For
production of such programmes Media Centres were set up at 6 Universities. Subsequently CEC
emerged in 1993 as a nodal agency to coordinate, guide & facilitate such Educational production at
the National level. Today 21 Media Centres are working towards achieving this goal under the
umbrella of CEC.
CEC, as an active partner, is engaged in generation of e-content courseware for
undergraduate subjects under the plan project of NME-ICT of MHRD. After launching ‘National
Mission on Education through ICT’ on 2nd February, 2009 at Tirupati, the MHRD invited proposals
from leading institutions of the country regarding development of e-Content.
The MHRD vide its communication dated 31st March, 2009 has communicated approved on
the project Proposal submitted by CEC on ‘Development of Courseware e-Content for
Undergraduate’. The CEC in its Project Report submitted to MHRD had indicated that e-Content
courseware in 19 subjects (Phase-I) will be produced in collaboration with Media Centres and e-
Content courseware in 68 subjects (Phase – II) will be produced with the assistance of production
agencies other than Media Centres. CEC along with Media Centres developed an e-content template
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in four quadrant following instructional design methodology, which has been accepted as model
template by MHRD.
Four quadrant approach in E-Content development
1st Quad Text Resources Textual Document, PDF / eBooks / illustration, documents & Interactivity
wherever required Simulations, Virtual Labs
2nd Quad Visual Resources Video and Audio Content in an organized form, Animation
3rd Quad Web Resources Related Links, Wikipedia Development of Course, Open content on
Internet, Case Studies, Anecdotal information, Historical development of the subject, Articles
4th Quad Self Assessment MCQ, Problems, Quizzes, Assignments, & solutions, Online feedback
through discussion forums & setting up the FAZ, Clarifications on general misconceptions etc.
Unique Features of CEC e-content module
 Maintaining highest Audio/Video quality  Production of e-content in complete 4 Quadrants 
Creating Transcription (Text) out of the video spoken by the Teacher and making the text available to
the students in e-content modules  Creating e-book out of each e-content module is developed &
incorporated in Template under Downloads & Academic Script, besides introducing Glossary,
Frequently Asked Questions and their replies, Quiz, Assignment, case studies, Tutorials etc.
E-content Certification and Validation in two stages
 Rigorous quality control during production of econtent development at Media Centre, expert
preview and incorporating corrections in the econtent thereafter  Secondary stage preview at CEC,
suggestion for correction in modifications and accepting only the certified e-content modules.
eGyanKosh-The meaning driven from eGyanKosh is E=Electronic, Gyan=Knowledge and Kosh.
eGyanKosh is a national digital repository. It is implemented (in 2005) and maintained by Indira
Gandhi National Open University (IGNOU). Indira Gandhi National Open University (IGNOU) is a
national open university that offers distance and open education in India and other countries. IGNOU
has initiated the establishment of a National Digital Repository of learning resources eGyanKosh.
IGNOU’s learning resource repository, eGyanKosh, initiated in 2005 with the intention of digitizing
self-instructional material, has emerged as one of the world’s largest repositories, with more than
40,000 self-instructional text materials, and around 2,000 video lectures covering over 2,200 of the
university’s courses. IGNOU has recently introduced its New Portal called Flexilearn. Prospective
students can now log on to Indira Gandhi National Open University’s (IGNOU) Flexi-Learn, to pick
the subject of their choice and gain education free of cost. It integrates free learning resources with
learning management systems for anyone who wants to learn, whatever their educational needs and
experience.

Virtual Tools
With the rapid increase of technology over the last 20+ years, the way students learn and teachers
teach have changed too. Luckily, today a wealth of online tools can supplement teachers efforts to
bring new information to students, while providing students with many different options for learning
input and output. Teachers are able to teach more effectively and students enjoy learning more using
a variety of virtual tools like these.

It's difficult to provide a single definition of virtual or online learning tools, because of the
variety of tools. Virtual/Online learning tools refer to any program, app, or technology that can be
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accessed via an Internet connection and enhance a teacher's ability to present information and a
student's ability to access that information.

Following are three major types of online learning tools:

Productivity Tools
Productivity software (sometimes called personal productivity software or productivity tool is
application software dedicated to producing information, such
as documents, presentations, worksheets, databases, charts, graphs, digital paintings, electronic
music and digital video. Productivity tools are computer software programs which allow a user to
create specific items quickly and easily as opposed to creating the same items by hand. Specific
productivity tools: Word Processing. Word Processing is a software program that creates
documents using text and/or graphics. An example would be Microsoft Word.
Spreadsheets. Spreadsheets quickly organize numerical information and allows the creator to input
formulas into the spreadsheet for easy calculation. An example would be Microsoft Excel.
Databases. Databases allow the user to save collections of information in one easily accessible place.
This allows the user to find information about a specific topic much faster versus searching the
internet. An example of a database would be Galileo.

In addition to word processors, spreadsheets, and databases, technology tools for schools may include
graphing software, desktop publishing systems, Internet browsers, and video production (recording,
digitizing, and editing) equipment. Productivity tools such as word processors, spreadsheets, and
databases can provide students with support for performing the academic tasks of writing, editing,
analyzing, and locating information. By using computers, productivity can be increased. Word
processing and database management applications help students organize their thoughts and
information. Productivity tools allow students to present their findings in a number of different ways
and support their creation of meaningful artifacts.

Presentation Tools A presentation program is a software package used to display information in the
form of a slide show. It has three major functions: an editor that allows text to be inserted and
formatted, a method for inserting and manipulating graphic images, and a slide-show system to
display the content. A presentation program is supposed to help both the speaker with an easier access
to his ideas and the participants with visual information which complements the talk. There are many
different types of presentations including professional (work-related), education, entertainment, and
for general communication. Presentation programs can either supplement or replace the use of older
visual-aid technology, such as pamphlets, handouts, chalkboards, flip charts, posters, slides and
overhead transparencies. Some very popular presentation software, such as Microsoft's Powerpoint
and Lotus's Freelance Graphics, are sold stand-alone or can come as part of office-oriented suites
or packages of software. Other popular products include Adobe Persuasion, Astound, Asymetrix
Compel, Corel Presentations, and Harvard Graphics, Apple Keynote, Open Office Impress. New tools
for creating presentations are Glogster, Voicethread and Prezi. If students need to explain a concept,
they can create a multimedia presentation using the Internet or a CD-ROMs. Retention of information
will be much greater if students organize information for presentation to another audience.

Curriculum Specific Software


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Software designed for curriculum areas (often including reinforcement software or simulations) can
serve student learning. Reinforcement software provides opportunities for students to review student
learning objectives in technology learning centers. Simulation software offers learning experiences
that cannot be duplicated in the classroom, such as science experiments. The applications encourage
students to learn through discovery, experimentation and reinforcement.

Authoring Tools: Also known as authorware, a program that helps you


write hypertextor multimedia applications. Authoring tools usually enable you to create a final
application merely by linking together objects, such as a paragraph of text, an illustration, or a song.
By defining the objects' relationships to each other, and by sequencing them in an appropriate order,
authors (those who use authoring tools) can produce attractive and useful graphics applications. Most
authoring systems also support a scripting language for more sophisticated applications.

Multimedia authoring tools provide the framework for organizing and editing the elements of a
multimedia project.• Authoring software provides an integrated environment for combining the
content and functions of a project.• It enables the developer to combine text, graphics, audio, video,
and animation into an interactive presentation/ project. Authoring systems include editing tools to
create, edit, and convert multimedia elements such as animation and video clips. Among the most
popular multimedia authoring tools are Macromedia Director and Asymetrix's Multimedia Toolbook.

E-content authoring tool is a software package which developers use to create and package e-
learning content deliverable to end users. “A content authoring tool is a software application used to
create multimedia content typically for delivery on the World Wide Web.

Web authoring tools are used to create Web content, and cover a wide range of software programs
you can download to your computer or access online.

A collaboration tool helps people to collaborate. The purpose of a collaboration tool is to support a
group of two or more individuals to accomplish a common goal or objective they have set
themselves. Web-based collaborative tools are Video Conferencing, Tele Conferencing, News
groups, Google docs, Discussion forumns, Wiki or SharePoint etc. Collaboration tools supporting
coordination are the ones who allow you to set up group activities, schedules and deliverables. Time
trackers, Online calendars are such tools

Communication tools allow exchanging information between individuals: e.g., e-mail, chat,
voice/video call etc.

VIRTUAL LEARNING ENVIRONMENT

A Virtual Learning Environment (VLE) is a set of teaching and learning tools designed to enhance
a student’s learning experience by including computers and the internet in the learning process. The
terms Virtual Learning Environment and Managed Learning Environment are often used
interchanged. Managed Learning Environment (MLE’s) incorporate the elements of VLE’s but
also include and interact with the whole range of information systems. E.g. – Student record systems,
finance etc contribute directly or indirectly to learning and teaching management. The Virtual
Learning Environment or VLE is a learning platform and also an outline system that allows the
teachers to provide or share the learning materials with the students through the web. The examples
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include Moodle and Blackboard. This helps in better communication and learning and also improves
the time management.

 A Virtual Learning Environment (VLE) in educational technology is a web based platform


for the digital aspect of courses of study, usually within educational institutions.
 VLE’s typically allows participants to be organised into cohorts, groups and roles.
 Present resources, activities and interactions within a course structure.
 Report on participation, and have some level of integration with other institutional systems.
 VLE today include a plethora of alternative teaching spaces including internet based courses,
tele- conferencing courses and virtual reality courses.
 A VLE is normally not designed for a specific course or subject, but is capable of supporting
multiple courses over the full range of the academic program, giving a consistent interface
within the institution and to some degree with other institutions using the system.
 For the students a VLE can offer a flexible, self paced, self centered learning experience or set
of experiences that better suits the timetable of the students and their perceived learning
needs.
 Within the VLE students are able to view course material; work on projects in small,
collaborative groups, engage in discussion, access reference materials, self-assess their
understanding of content and concepts and communicate with their peers and their teachers.

COMPONENTS OF VLE

 Curriculum mapping(breaking curriculum into sections that can be assigned and


assessed),student tracking, online support for both teacher and student, electronic
communication, email,(threaded discussions, chat,web publishing),and internet links to
outside curriculum resources.
 The course syllabus
 Administrative information about the course; prerequisites, credits, registration, payments,
physical sessions and contact information for the instructor
 A notice board for current information about the ongoing course.
 Self-assessment quizzes or analogous devices, normally scored automatically.
 Format assessment functions, such as examinations, essay submission, or presentation of
projects, this now frequently includes components to support peer assessment.
 Support for communications, including e-mail, discussions, chat rooms, Twitter and other
media. Addition elements include wikis, blogs, RSS and 3D virtual learning spaces.
 Management of access right for instructor, their assistants, course support staff and students.
 Documentation and statistics as required for institutional administration and quality control.
 Authorizing tools for creating the necessary documents by the instructor, and usually
submissions by the students.

VLE learning platforms commonly allow:

 Content management- creation, storage access to and use of learning resources.


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 Curriculum mapping and planning- lesson planning. Assessment and personalization of the
learning experience.
 Learner engagement and administration- managed access to learner information and resources
and tracking of progress and achievement.
 Communication and collaboration- emails, notices, chats, wikis, blogs.

STUDENT ACCESSIBILITY FEATURES

 A VLE is a virtual classroom that allows teachers and students to communicate with each
other online.
 Class information, learning materials and assignments are typically provided via the Web.
 Students can log in to the class website to view this information and may also download
assignments and required reading materials to their computers.
 Some VLEs even allow assignments and tests to be completed online.
 In a virtual classroom, the teacher may communicate with the students in real –time using
video or web conferencing. This type of communication is typically used for giving lectures
and for question and answer sections
 If the teacher only needs to sent out a home work assignment, he or she can simply post a
bulletin on the class website.
 The students may also receive an email notification letting them known a new assignment has
been posted.
 If the class members have questions about the home-work, they can participate in online
forums or submit individuals questions to the teacher.
 Students can discuss about the exams, lab reports, posters, lectures, technical help with
downloading materials.
 In general, VLE users are assigned either a teacher ID or a student ID.
 The teacher sees what a student sees, but the teacher has additional user rights to create or
modify curriculum content and track student performance.
 The students are able to contact the staff without face to face visit which saves the on campus
time.

Justification- Institutions of higher and further education use VLEs in order to:

 Economize on the time of teaching staff and the cost of instruction.


 Facilitate the presentation of online learning by instructors without web authoring experience.
 Provide instruction to students in a flexible manner with varying time and location constraints.
 Provide instruction in a manner familiar to the current web- oriented generation of students
 Facilitate the networking of instruction between campuses or even colleges.

ADVANTAGES

 Easy availability of materials


 Communication is better
 Provides on campus and off campus learning resources
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 Provides new ways of learning and teaching

DISADVANTAGES

 It becomes a dumping ground for materials not designed to be delivered online.


 It has issues on copyright and IPR of materials to be delivered to the students.
 Off campus access to hardware and network for both students and teachers are to considered
which will leads to the raising of issues of inequality.
 The appropriate training and proper guidance and support is required for the teachers and
students.

Web applications for development of tests


Hot Potatoes is puzzle and quiz building software for the Internet, suitable for middle primary level
and above. The Hot Potatoes software suite includes five applications that can create exercises for
the World Wide Web. The applications are JCloze, JCross, JMatch, JMix and JQuiz. There is also a
sixth application called The Masher, which will compile all the Hot Potatoes exercises into one unit.
Hot Potatoes software tools helps in creating interactive puzzles and quizzes, including multiple-
choice, short-answer, jumbled-sentence, crossword, matching/ordering, and cloze reading exercises.
Both teachers and students can use this software to create interactive puzzles and activities for use on
the school website or intranet etc.
JMix - Creating jumbled sentence exercise
JClose - Creating fill in the blanks exercise
JQuiz - Creating multiple choice or short answer quiz
JCross – Creating crossword puzzles
JMatch – Creating Match the following test items
Online Quiz Maker is a tool that allows you to quickly create your own quizzes. The quizzes are fun
to play, and have loads of features, styling options and statistical insights you can use. Online Quiz
Maker let's you create a unique gaming and quizzing experience by integrating several gamification
elements, social features and learning principles. This allows you to create an online quiz on your
own website.
Online Quiz Maker provide:
Great Usability: It's pretty easy to create an online quiz with quiz-maker tool.
Styling & branding options: You can add your logo, change colours and add a background image.
Publish the quiz on your own site: Through an i-frame you can publish the quiz on your own site.
Online Quiz Maker is an ideal tool for teachers, trainers, schools and businesses that want to publish a
quiz within their own digital environment.
Statistical reports: You can view all kinds of statistics of your quiz, questions and players. You can
use these statistics to improve your quiz, and gain insight on your target audience.
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Unit IV. Students Safety on the net


Computer virus- (malwares, spywares,trojan)- preventive measures- (Firewall,antivirus software)
Cyber privacy and password protection
Legal and ethical issues- Copyright, Plagiarism, Hacking, Netiquette, Phishing, Software piracy
Cyber law- IT Act 2000, IT Act 2008.
Role of teacher in conscientizing
 About Child abuse over the net
 Misuse of internet (morphing, pornography)
 Health hazards of using computer

COMPUTER MALWARE
 Malicious software
 Used to disrupt computer operation,gather sensitive information,gain access to private computer
systems
 Can appear in the form of code,scripts and other software
 General term for a variety of hostile,intrusive or annoying software.
USUAGE
 To steal senstive,personal or business information for the benefit of others
 Used against government or corporate websites to gather guard information or to disrupt their
operation in general
 Used against individuals to gain personal information such as social security numbers,bank or
credit card numbers etc..
The most dangerous sources and ways of malware penetration are the following:
1. The Internet The worldwide web is the main source of malware. Malware can penetrate your
computer as a result of the following actions:
 Visiting a website that contains a malicious code. Drive-by attacks can be taken as an
example. A drive-by attack is carried out in two steps. First, a malefactor makes users visit a
website by using spam sent via e-mail or published on bulletin boards. The website contains a code
that redirects the request to a third-party server that hosts an exploit. During drive-by attacks
malefactors use a wide range of exploits that target vulnerabilities of browsers and their plug-ins,
ActiveX controls, and third-party software. The server that hosts exploits can use the data from HTTP
request headers to get the information about the version of the user's browser and operating
system. When the information about the victim's operating system is received, the corresponding
exploit is activated. If the attack is successful, a Trojan is secretly installed on the computer, so the
malefactors take control of the infected machine. They can get access to confidential data stored on the
computer and use the machine to carry out attacks. Earlier malefactors created malicious websites,
but now hackers tend to infect harmless websites by inserting script exploits or redirection
codes, which make browser attacks more dangerous.
 Downloading malicious software disguised as keygens, cracks, patches, etc.
 Downloading files via peer-to-peer networks (for example, torrents).
2. Email E-mail messages received by users and stored in email databases can contain viruses.
Malware can be found not only in attachments, but also in a body of a letter. You can infect your
computer by opening such a letter or by saving the attached file. Email is a source of two more types
of threats: spam and phishing. While spam results only in a waste of your time, the target of phishing
letters is your private data, such as credit card numbers.
3. Software vulnerabilities Software vulnerabilities are most common targets of hacker attacks.
Vulnerabilities, bugs and glitches of software grant hackers remote access to your computer, and,
correspondingly, to your data, local network resources, and other sources of information.
4. Removable data storage media Removable drives, flash memory devices, and network folders are
commonly used for data transfer. When you run a file from a removable media you can infect your
computer and spread the virus to the drives of your machine.
5. Users' actions Sometimes users infect the computer by installing applications that are disguised
as harmless. This method of fraud used by malefactors is known as social engineering. Using various
tricks, malefactors make users install their malicious software.
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Malware can be subdivided in the following types:


 Viruses:A program or piece of code that is loaded on to your computer without your knowledge
and runs against your wishes eg:boot virus,macro virus. Programs that infect other programs by
adding to them a virus code to get access at an infected file start-up. This simple definition
discovers the main action of a virus – infection. The spreading speed of viruses is lower than that
of worms.
 Worms: A self-replicating computer program. Uses a network to send copies of itself to other
nodes without any user intervention.Doesnot attach itself to an existing program. This type
of Malware uses network resources for spreading. This class was called worms because of its
peculiar feature to “creep” from computer to computer using network, mail and other
informational channels. Thanks to it spreading speed of worms is very high.Worms intrude your
computer, calculate network addresses of other computers and send to these addresses its copies.
Besides network addresses, the data of the mail clients' address books is used as well.
Representatives of this Malware type sometimes create working files on system discs, but may
not deploy computer resources (except the operating memory).
 Trojans: programs that execute on infected computers unauthorized by user actions; i.e.
depending on the conditions delete information on discs, make the system freeze, steal personal
information, etc. this Malware type is not a virus in traditional understanding (i.e. does not infect
other programs or data): Trojans cannot intrude the PC by themselves and are spread by
violators as “useful” and necessary software. And still harm caused by Trojans is higher than of
traditional virus attack. Neither replicates nor copies itself,but causes damage to the security of
the computer. Often used to capture your logins and passwords. Eg: IRC Trojans, Remote
Access Trojans
 Spyware: Installed on computers that collects information about users without their knowledge.
Presence is hidden from the users and difficult to detect. Software that allows to collect data
about a specific user or organization, who are not aware of it. You may not even guess about
having spyware on your computer. As a rule the aim of spyware is to:
 Trace user's actions on computer
 Collect information about hard drive contents; it often means scanning some folders and
system registry to make a list of software installed on the computer.
 Collect information about quality of connection, way of connecting, modem speed, etc.
Collecting information is not the main function of these programs, they also threat security. Minimum
two known programs – Gator and eZula – allow violator not only collect information but also control
the computer. Another example of spyware are programs embedded in the browser installed on the
computer and retransfer traffic. You have definitely come across such programs, when inquiring one
address of a web-site, another web-site was opened. One of the spyware is phishing- delivery.
Adware: program code embedded to the software without user being aware of it to show advertising.
As a rule adware is embedded in the software that is distributed free. Advertisement is in the working
interface. Adware often gathers and transfer to its distributor personal information of the user.
Risk ware: this software is not a virus, but contains in itself potential threat. By some conditions
presence of such risk ware on your PC puts your data at risk. To this software refer utilities of remote
administration, programs that use Dial Up-connection and some others to connect with pay-per-minute
internet sites.
Jokes: software that does not harm your computer but displays messages that this harm has already
been caused, or is going to be caused on some conditions. This software often warns user about not
existing danger, e.g. display messages about hard disc formatting (though no formatting is really
happening), detect viruses in not infected files and etc.
Rootkit: these are utilities used to conceal malicious activity. They disguise Malware, to prevent from
being detected by the antivirus applications. Rootkits can also modify operating system on the
computer and substitute its main functions to disguise its presence and actions that violator makes on
the infected computer.
Other malware: different programs that have been developed to create other Malware, organizing
DoS-attacks on remote servers, intruding other computers, etc. Hack Tools, virus constructors and
other refer to such programs.
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 Spam: anonymous, mass undesirable mail correspondence. E-mail that you do not request and
that you do not want. Common way to spread viruses, trojans etc…Spam is political and
propaganda delivery, mails that ask to help somebody. Another category of spam are messages
suggesting you to cash a great sum of money or inviting you to financial pyramids, and mails
that steal passwords and credit card number, messages suggesting to send them to your friends
(messages of happiness), etc. spam increases load on mail servers and increases the risk lose
information that is important for the user.
General signs of a malware infection
There is a number of signs or symptoms indicating that your computer is infected. If you have
started to notice weird things happening on your PC, such as:
 unusual messages, images, or sound signals;
 CD-ROM tray opens and closes voluntary;
 programs start running without your command;
 messages are displayed informing that one of your programs is attempting to accesInternet
without your command. Then it is likely that your computer is infected with malware.
Additional signs of email infections:
 Your friends or colleagues tell you about having received emails sent from your email box
which you did not send;
 A lot of messages without a sender address and subject in your mailbox.
 It must be admitted that such signs are not always explained by presence of malware. They
may have some other explanation. For example, the issue with weird emails may be the result of
somebody sending infected emails with your sender address from some other computer, not
necessarily yours.
There are also indirect signs of a malware infection on your computer:
 your PC frequently crashes or hangs;
 everything slows down when starting a program;
 operating system does not boot;
 missing or corrupt files and folders;
 excessive hard drive activity (the light on the front of the case flashes frequently);
 something is wrong with Microsoft Internet Explorer (it freezes or does not respond to
commands, e.g.).
 Increased cpuusuage, Slow computer
 Problems connecting to networks
 Freezing or crashing, Strange computer behaviour
 File names are changed,Modified or deleted files
 Appearance of strange files, programs or desktop icons
Damages caused by Malwares
 Dataloss: viruses and trojans will try to delete files or wipe harddrives when activated
 Account theft: steal accounts and passwords from their targets
 Botnets: subvert control over the user’s computer,turning it into a bot or zombie
 Financial losses: if a hacker gains access to a credit card or bank account via a keylogger,he
can then use that information to drain the account
How to protect computers
 Install protection software
 Practice caution when working with files from unknown sources
 Donot open email if you donot recognize the sender
 Download files only from reputable internet sites
 Install firewall
 Scan your harddrive for viruses monthly
Computer virus
A program or piece of code that is loaded on to your computer without your knowledge and
runs against your wishes.The term was first formally defined by Fred Cohen in 1983.
Malicious software program that infects a computer.
Usage
 Viruses are always induced by people
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 A virus attaches itself to a program in such a way that the execution of the host program
triggers the action of the virus simultaneously
 It can self replicate inserting onto other files or programs infecting them
 Viruses spread when the software or documents they get attached to are transferred from one
computer to another using a network,disk,file sharing method or through infected email attachments
Types of viruses
Resident viruses
 Permanent
 Dwells in RAM memory
 Corrupt files and programs
 Ex: Randex,Meve
Multipartite viruses
 Distributed through infected media
 Hide in the memory
Direct Action viruses
 Main purpose-to replicate,take action when it is executed
Overwrite viruses
 Deletes the information in the file it infects
 Examples are Way, Trivial.88.D
Boot virus
 Infect boot sector of a floppy /hard disk
 Examples are Polyboot.B,AntiExE
Macro virus
 Infect files created using certain applications/programs that contain macros
 Ex:Relax,Bablas
Directory viruses
 Change the paths that indicate the location of a file
 Once infected it becomes impossible to locate the original files
File Infectors
 Infects programs or executable files with .ExE or .COM extension
Other types of viruses
 Encrypted viruses
 Companion viruses
 Network viruses
 Nonresident viruses
 Stealth viruses
 Sparse infectors
 Spacefiller viruses
 FAT viruses
How do computer virus spread?
 From removable media
 From downloads off the internet
 From e-mail attachments
 Virus can be contracted from packaged software
 Scan everything you download
 Update antivirus regularly
 E-mail is not virus breeding ground,it is made out to be
Symptoms caused
 A computer program disappears from its memory
 Unfamiliar music or sounds unexpectedly starts playing through the speakers
 An antivirus program willnotrun,previously installed ones will suddenly disable
 Unusual error messages will pop up
 Disk drives or disks become inaccessible
 The computer restarts continuously
How to protect computers?
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 Keep your software up to date


 Don’t click on links within emails
 Use free antivirus software
 Back up your computer
 Use a strong password
 Use a firewall
 Minimize downloads
 Use a pop up blocker
Anti-virus program
 Software utility designed to protect computer or network against viruses
 Ex:WindowsDefender,NortonAntivirus,McAfee,Avast,AVG
SPYWAREA general term for a program that surreptitiously monitors your actions. While they are
sometimes sinister, like a remote control program used by a hacker, software companies have been
known to use Spyware to gather data about customers. The practice is generally frowned upon.
Examples: GAIN / Gator, Gator E-Wallet, Cydoor, BonziBuddy, MySearch Toolbar, DownloadWare,
BrowserAid,Dogpile Toolbar.
Effects of spyware attack
• Collection of data from your computer without consent
• Execution of code without consent
• Assignment of a unique code to identify you
• Collection of data pertaining to your habitual use
• Installation on your computer without your consent
• Inability to remove the software
• Performing other undesirable tasks without consent
Spyware Defence
• Issue Awareness
• Use Legitimate S/W Sources
• Improved Technical Ability
• Choice of Browser
• Choice of OS
• Legal action taken against breaches of privacy
• Spyware Removal Programs
• Pop-up Blockers
• Firewall Technology
• Disable ActiveX Controls
• Not Sandboxed
• E-Mail Filters
• Download Patches
TROJANAn apparently useful and innocent program containing additional hidden code which allows
the unauthorized collection, exploitation, falsification, or destruction of data.
Allows remote access
• To spy
• To disrupt
• To relay a malicious connection, so as to disguise the attacker’s location (spam, hacking)
• To access resources (i.e. bandwidth, files)
Trojan Horse Examples
• M$ Rootkit
• iSpyNOW
• Assassin Trojan
Differences and Similarities of Spyware and Trojans
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SPYWARE TROJAN HORSES

Commercially Motivated Malicious

Internet Connection Required Any network connection required

Initiate Remote Connection Receives incoming connection

Purpose: To monitor activity Purpose: To control activity

Collects data and displays pop-ups Unauthorized access and control

Legal Illegal

Not Detectable with Virus Checker Detectable with Virus Checker

Age: Relatively New (< 5 Years) Age: Relatively Old ( > 20 Years)

Memory Resident Processes

Surreptitiously installed without user’s consent or understanding

Creates a security vulnerability

CYBER – PRIVACY
Internet Privacy is a cause for concern for any user planning to make an online purchase ,
visit a social networking site, participation in online games or attend forums . If a password is
compromised and revealed, a victim’s identity may be fraudulently used or stolen. The
protection of sensitive and personal information from unauthorized or inappropriate disclosure.
Internet privacy, ethics, and online security are important issues because they are present in every
action taken by every user online. With incidents of hacking, cyber bullying and identity theft .With
these rising rates it is clear that students and teachers need directions now more than ever. Cyber
privacy is important because

• Privacy is a value for most, but not all people


• Privacy means different things to different people such as categories which include
Anonymity, Confidentiality and Security.
• There is a variety of privacy violations which include Embarrassment to personal
loss and theft.
• Not all information is guarded at the same level that is health and financial
information is considered to be more valuable.
• People want control over information that relates to them.
• People will risk potential privacy violations to commit trusting acts online. These acts
include giving up personal information to buy something online, online banking and
getting health information.
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•Online threats to privacy have grown in recent years that is, home computer users have
experienced a problem with spyware.
CRIMES INVOLVING CYBER – PRIVACY

Malware - The use of malicious code which can compromise a user’s identity or information.
Computer Viruses - can harm user information as well as identity
The crimes fall under the category of
 Fraud
 Identity Theft
 Phishing scams
 Information warfare
Denial of service attacks that is blocking a user from accessing personal information.
INTERNET PRIVACY VIOLATION RISKS MAY BE MINIMIZED AS FOLLOWS
Adequate measures should be taken to ensure safety in cyberspace.
• To protect PC/tabs/phones/accounts against hackers and phishers, invest in a good firewall
• Update software on a regular basis
• Use alpha-numerical passwords
• Avoid using the same password for all the accounts
• Change passwords and PIN regularly; do not share it with others.
• Install safety features like scans or filters.
• Internet is a boon or bane depending on how it is used
• Use preventative software application such as Anti – virus, Anti- malware, Anti – spam and
firewalls.
• Avoid shopping from unreliable websites.
• Avoid exposing password, personal data on websites with lower security levels.
• Clear the browser’s Cache and browsing history on a consistent basis.
• Always use very strong passwords consisting of letters, numerals and special character.
PASSWORD PROTECTION
A password is a secret word or string of characters that is used for authentication. Basically
every security system is based on password. Password are the first line of defense against cyber
criminals. It’s crucial to pick strong passwords that are different for each of the important
account and it is a good practice to update password regularly.

Use unique password for each of the important accounts like email and online banking.
Choosing the same password for each of the online accounts is like using the same key to
lock the home, car and office. If a criminal gains access to one, all of them are
compromised. So don’t use the same password for everything .

The password must be big enough. It must have a minimum of eight - character letters
or number or both mixed together.

The password kept in a secret place that isn’t easily visible. Don’t reveal your password to
anyone or write in a common place where it is visible to all.

Set the password recovery option.If you forget your password and get locked out, you need a
way to get back into your account. make sure your recovery email address is up- to- date and
it's an account you can still access.

You can also further secure your account by using additional authentication methods. Having
a mobile phone number on your account is one of the easiest and most reliable ways to keep
your account safe. So if anyone login to your account you will get notification about it.
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Always remember to sign out while using your accounts in a local network, internet cafes, public
computers etc. Never save your Id and password in such situations. Clear the browser’s Cache
and browsing history after using internet in public places.

Don’t reveal your password to anyone else. Frequently change and keep them up-to-date.

LEGAL AND ETHICAL ISSUES IN ICT ICT has revolutionized today’s world and Change from
manual to computerized operating systems has taken place. Constant updating of information is
possible and All spheres of life depend on technology. Ubiquitous nature of computer networks has
increased risk. Copyright, Plagiarism, Software piracy, Hacking and Phishing come under such
legal and ethical issues; they are cyber crimes.
Cyber crime: Criminal activity involving an IT infrastructure, including illegal access, illegal
interception, data interference, systems interference by inputting, transmitting, damaging, deleting,
deteriorating, altering or suppressing computer data, misuse of devices, forgery, and electronic fraud.
COPYRIGHT - Copyright is a legal means of protecting the interests of an author by giving them
control over the copying and distribution of their work for a fixed period of time. Copyright applies to
any workof art, music, book, dramatic work etc and is subject to international treaties so that other
countriesrecognize the copyright as well. Copyright lasts for many years after the initial publication of
the work butonly gives limited protection to creative work.
• Owing copyright to a piece of work will not stop others from copying it but only allow the author
tobring action in the courts.
• Any copying or sharing of digital files that you have not created yourself is a breach of copyright.
• Copyright is a legal means of protecting the interests of an author by giving them control over
thecopying and distribution of their work for a fixed period of time.
• Copyright applies to any work of art, music, book, dramatic work etc. and is subject to
internationaltreaties so that other countries recognize the copyright as well.
• Copyright lasts for many years after the initial publication of the work but only gives
limitedprotection to creative work.
• Owing copyright to a piece of work will not stop others from copying it but only allow the author
tobring action in the courts.
• Any copying or sharing of digital files that you have not created yourself is a breach of copyright.
NATURE OF COPYRIGHT - It is an exclusive right given by law for a certain term of years to an
author, compose, designer etc to print publish and sell copies of his original work. Copyright applies
toliterary, dramatic, musical work, computer program, artistic work irrespective of the media paper,
cinematographic films including sound track and video films, CDs, tapes, DVDs, VCDs etc. It is given
toa person or organization responsible for the creation of a work of art.

HACKING – It means gaining unauthorized access to a computer system. It involves combining the
power of the internet and specialized programming skills to bypass sophisticated security systems. A
hacker is a person who commits the offence of exploring by breaking into other computers without
the knowledge of the person concerned. Hackers may be motivated by reasons such as curiosity,
profit, protest, challenge, misuse personal data.
 Cracker is a malicious hacker; also called Cyber Burglar
 Ethical hacking involves employing computer hackers as part of a company’s technical
support staff to prevent cyber crimes
 Hacking can be constructive or destructive.
 Hackers are able to capture the data using packet sniffing programmes.
Computer hacking is the controversial procedure to manipulate someone’s hardware andsoftware
resources in order to achieve a goal. The hackers turn the computer into a pet computer that exploits
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the weakness of the user’s computer operating system and steals information without letting theowner
know about it.
HACKING PROCEDURE
• Hacker sends an installation program to the victim computer.
• Sometimes the hackers send the malicious program in disguise of some other program that the
victimcomputer will accept as a different program.
• Sometimes a pop up window appears on the websites with a button “no thanks”.
• When the users click on this button,the pop up closes but starts to install a malicious
programinvisibly.
• Once this program has been installed, the victim has to activate it.
• The hackers give the victim a feeling that this is a safe program to run. Eg a picture or a
multimediafile. Once it has been run there is nothing to reverse this.
• These programs attach to the operating system files and generate their activation every time
thecomputer starts.
• Once a computer has been hacked the hacker has access to the victims computer resources.
ETHICAL HACKING - A type of hacking deliberately installed by many organizations to find flaws
intheir networks i.e. to identify the flaws in the computers with security purposes. The purpose of
thishacking is completely ethical and is used to prevent the identity theft and data stealing crimes.
PHISHING It is a type of online identity theft. It employs email-spoofing. Phishing messages take the
form of fake notifications from banks, online sites, e-pay systems, other organizations. Such messages
encourage recipients to urgently update their personal data. Banks, e-pay systems, e-auction sites are
the major targets for phishers.
Phishing is a mail delivery whose aim is to get from the user confidential financial information as a
rule. A message that tries to trick you into providing information like your social security number or
bank account information or login or password for a website. Phishing is a form of a social
engineering, characterized by attempts to fraudulently acquire sensitive information, such as
passwords and credit card details, by masquerading as a trustworthy person or business in an
apparently official electronic communication, such as an email or an instant message. The messages
contain link to a deliberately false site where user is suggested to enter number of his/her credit card
and other confidential information.
Pharming is a type of phishing in which pharmers obtain identities via official websites. Pharming
involves redirecting users to bogus websites by changing legitimate digital website addresses on DNS
servers to fake ones. It is a serious threat since it is impossible for the user to spot the fact that they are
being scammed.
NETIQUETTE -Netiquette is network etiquette, the dos and don’t’s of online communication.
Netiquetteinvolves respecting others privacy and not doing anything online that will annoy or frustrate
other people.
 Combinaton of two words – Network and Etiquette
 Combined with the concept – Netizen
 Set of rules for acceptable online behavior
 Digital version of etiquette
 Code of behavior
Types of netiquette
Netiquette of sending
 Be brief
 Use descriptive subject lines
 Stay on- topic
 Be careful while sending attachment
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Netiquette of confidentiality
 Do not publicize email address of others
 Never send what you have left unread
 Remember archiving
 Respect copyright
Core rules of netiquette
• Remember the human.
• Be ethical.
• Know where you are in cyberspace.
• Respect other people’s time and bandwidth.
• Make yourself good online.
• Share expert knowledge.
• Respect other people’s privacy.
• Don’t abuse your power.
• Be forgiving of other people’s mistake.
PLAGARISM: Plagiarism means the practice of taking someone else's work or ideas and passing
them off as one's own. Related terms are copying, infringement of
copyright, piracy, theft, stealing, poaching, appropriation or cribbing. Plagiarism is the "wrongful
appropriation" and "stealing and publication" of another author's "language, thoughts, ideas, or
expressions" and the representation of them as one's own original work. Plagiarism is
considered academic dishonesty and a breach of journalistic ethics. It is subject to sanctions like
penalties, suspension, and even expulsion.

EtymologyIn the 1st century, the use of the Latin word plagiarius (literally kidnapper) to denote
stealing someone else's work was pioneered by Roman poet Martial, who complained that another
poet had "kidnapped his verses." "Plagiary", a derivative of"plagiarus" was introduced into English in
1601 by dramatist Ben Jonson to describe someone guilty of literary theft. The modern concept of
plagiarism as immoral and originality as an ideal emerged in Europe only in the 18th century,
particularly with the Romantic movement. The derived form plagiarism was introduced into English
around 1620.
According to T. Fishman, plagiarism occurs when someone:
 Uses words, ideas, or work products
 Attributable to another identifiable person or source
 Without attributing the work to the source from which it was obtained
 In a situation in which there is a legitimate expectation of original authorship
 In order to obtain some benefit, credit, or gain which need not be monetary
Plagiarism is the "use, without giving reasonable and appropriate credit to or acknowledging the
author or source, of another person's original work, whether such work is made up of code, formulas,
ideas, language, research, strategies, writing or other form."
It is the "... use of another's work, words, or ideas without attribution," which includes "... using a
source's language without quoting, using information from a source without attribution, and
paraphrasing a source in a form that stays too close to the original."
Oxford College of Emory University characterizes plagiarism as the use of "a writer's ideas or
phraseology without giving due credit."
Plagiarism is not a crime, it is a serious ethical offense, and cases of plagiarism can
constitute copyright infringement.Plagiarism is not the same as copyright infringement. While both
terms may apply to a particular act, they are different concepts, and false claims of authorship may
constitute plagiarism regardless of whether the material is protected by copyright.Copyright
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infringement is a violation of the rights of a copyright holder, when material whose use is restricted
by copyright is used without consent. Plagiarism, in contrast, is concerned with the unearned
increment to the plagiarizing author's reputation that is achieved through false claims of authorship.
Thus, plagiarism is considered a moral offense against the plagiarist's audience (for example, a reader,
listener, or teacher).
Plagiarism is also considered a moral offense against anyone who has provided the plagiarist with a
benefit in exchange for what is specifically supposed to be original content (for example, the
plagiarist's publisher, employer, or teacher). In such cases, acts of plagiarism may sometimes also
form part of a claim for breach of the plagiarist's contract, or, if done knowingly, for a civil wrong.

Within academia, plagiarism by students, professors, or researchers is considered academic


dishonesty or academic fraud, and offenders are subject to academic censure, up to and
including expulsion. Many institutions use plagiarism detection software to uncover potential
plagiarism and to deter students from plagiarizing. However, the practice of plagiarizing by use of
sufficient word substitutions to elude detention software, known as rogeting, has rapidly evolved as
students and unethical academics seek to stay ahead of detection software.
Different forms of plagiarism
Academic plagiarismencompasses:"The use of ideas, concepts, words, or structures without
appropriately acknowledging the source to benefit in a setting where originality is expected.
Student plagiarismisplagiarism by students is usually considered a very serious offense that can
result in punishments such as a failing grade on the particular assignment, the entire course, or even
being expelled from the institution. Generally, the punishment increases as a person enters higher
institutions of learning.
Plagiarism in journalism: In journalism, plagiarism is considered a breach of journalistic ethics. A
reporter's failure to honestly acknowledge their sources undercuts a newspaper or television news
show's integrity and undermines its credibility.
Self-plagiarism: (also known as "recycling fraud") It is the reuse of significant, identical, or nearly
identical portions of one's own work without acknowledging that one is doing so or without citing the
original work. Articles of this nature are often referred to as duplicate or multiple publications. In
addition there can be a copyright issue if copyright of the prior work has been transferred to another
entity.
Plagiarism on the Internet: Content scraping is copying and pasting from websitesand blogs.
Internet, where articles appear as electronic text, has made the physical act of copying the work of
others much easier.
Common forms of student plagiarism
 Submitting someone’s work as their own.
 Taking passages from their own previous work without adding citations.
 Re-writing someone’s work without properly citing sources.
 Using quotations, but not citing the source.
 Interweaving various sources together in the work without citing.
 Citing some, but not all passages that should be cited.
 Melding together cited and un-cited sections of the piece.
 Providing proper citations, but fails to change the structure and wording of the borrowed ideas
enough.
 Inaccurately citing the source.
 Relying too heavily on other people’s work. Fails to bring original thought into the text
Preventing plagiarism
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 Free online tools are becoming available to help identify plagiarism, and there are a range of
approaches that attempt to limit online copying, such as disabling right clicking and placing warning
banners regarding copyrights on web pages.
 Instances of plagiarism that involve copyright violation may be addressed by the rightful content
owners sending a removal notice to the offending site-owner, or to the ISP that is hosting the
offending site.
 Discuss intellectual property and what it means to "own" a text.
 Discuss how to evaluate both online and print-based sources (for example, comparing the quality
and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly
article).
 Guide students through the hard work of engaging with and understanding their sources, so students
don't conclude that creating a technically perfect bibliography is enough.
 Teach students how to write from sources than telling students that copying is a crime and handing
them a pile of source citation cards.
 Teach students the importance of crediting all sources they use;
 Internet services designed to detect copied material have emerged to aid teachers. One company,
TurnItIn.com, has developed a system for detecting material plagiarized from the Internet. Teachers
can upload student works onto the site, which searches for similarities to material from all over the
Web. The teachers then receive an “originality report.” To utilize this technology, teachers have
students submit all papers electronically.
Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely
available — whether it was copying from the encyclopaedia or hiring professionals. But the Internet
and the explosion of online resources has made it easier for students to get to those resources.
Plagiarism is much easier to identify. Even without purchasing expensive plagiarism-tracking
software, instructors can Google suspicious-sounding sentences from students’ work and determine
whether or not they’ve lifted content from online resources.
SOFTWARE PIRACY
Illegal copying of software programs is called software piracy. Biggest legal issue affecting computer
industry and programmers is software piracy. Unauthorized use, reproduction, distribution
ortransmission of copyrighted material is a crime.Organized crime groups promote software piracy.
Types of software piracy
 Softlifting - Purchasing a licensed copy of software and loading onto several computers
 Software counterfeiting - Illegal duplicating of copywrited software by making it appear legitimate
 Hard disk loading -Installing unauthorized copies of software onto the hard disks of personal
computers
 Renting - Unauthorized selling of software for temporary use
 End-user piracy - If the installation of the software onto computersexceeds the user license allowed
Protection from piracy
 Installation of diskettes recording the number of times the software is installed
 Hardware locks without which the program cannot function
 Passwords, serial numbers or other codes required for installation
Antivirus Software
Antivirus Software is a class of program that searches computer, hard drive and disks for any
unknown or potential virus.
Popular antivirus software are
AVG Antivirus, Kaspersky Antivirus, Quick Heal, Avast
Antivirus software typically uses 2 different techniques.
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 Virus Dictionary Approach -When the anti-virus software examines a file, it refers to a dictionary
of known viruses that have been identified by the author of the anti-virus software.If a piece of
code matches any virus identified in the dictionary, then the antivirus software can then either
delete the file, quarantine it so that the file is inaccessible to other programs and its virus is unable
to spread, or attempt to repair the file by removing the virus itself from the file.Examines files
when the computer’s operating system creates, opens and closes them.Not applicable in the case of
polymorphic virus.
 Suspicious Behaviour - Monitors the behavior of all programs.This approach protect against
unidentified or encrypted viruses and can alert to suspicious behavior happening on computer.
Firewall
A set of related programs located at a network gateway server, that protects the resources of a private
network from users of other networks.Used to prevent unauthorized programs or Internet users from
accessing a private network and/or a single computer.
Hardware vs. Software Firewalls
Hardware Firewalls
 Protect an entire network
 Implemented on the router level
 Usually more expensive, harder to configure
Software Firewalls
 Protect a single computer
Usually less expensive, easier to configure
How does a software firewall work?

 Inspects each individual “packet” of data as it arrives at either side of the firewall
 Determines whether it should be allowed to pass through or if it should be blocked
 One is to screen requests to make sure they come from acceptable domain name and internet
protocol address.
 For mobile users, firewalls allow remote access into the private network by the use of secure
logon procedures and authentication procedures.
 Lodging and reporting
 Automatic alarms at given thresholds of attack
 A graphical user interface controlling the firewall
Firewall Rules

 Allow – traffic that flows automatically because it has been deemed


 Block – traffic that is blocked because it has been deemed dangerous to your computer
 Ask – asks the user whether or not the traffic is allowed to pass through
Difference between Firewall and Antivirus

Firewall Antivirus
A device or set of devices intended to allow Antivirus is a software application used for the
permission to accept/deny transmissions prevention, detection and removal of malware
based on a certain set of rules is called a
firewall.
Firewall is used to protect networks from Modern antivirus software can protect from:
unauthorized access, while permitting malicious browser helper objects (BHOs), browser
legitimate transmissions to go through. hijackers, ransomware, keyloggers, backdoors, rootis
, trojanhorses, worms,malicious LSPs,dialers,fraudto
ols,adware andspyware.
Do not attempt to identify and remove any Detect and remove threats
threats
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A network firewall can actually stop or limit Look for potentially harmful files that are
infections reaching the protected unit and downloaded from the internet or attached to an email
can limit malicious activities of an already and notifies/removes it to protect computer.
infected machine by blocking unwanted
incoming/outgoing traffic.
Firewall is working at the network protocol An antivirus is working at the file level
level.
A firewall is an in advance security An antivirus is an afterward security approach.
approach

CYBER LAW- IT ACT 2000, IT ACT 2008.


The Genesis of IT legislation in India: Mid 90’s saw an impetus in globalization and
computerisation, with more and more nations computerizing their governance, and e-commerce seeing
an enormous growth. Until then, most of international trade and transactions were done through
documents being transmitted through post and by telex only. Evidences and records, until then, were
predominantly paper evidences and paper records or other forms of hard-copies only. With much of
international trade being done through electronic communication and with email gaining momentum,
an urgent and imminent need was felt for recognizing electronic records ie the data what is stored in a
computer or an external storage attached thereto. The United Nations Commission on International
Trade Law (UNCITRAL) adopted the Model Law on e-commerce in 1996. The General Assembly of
United Nations passed a resolution in January 1997 inter alia, recommending all States in the UN to
give favourable considerations to the said Model Law, which provides for recognition to electronic
records and according it the same treatment like a paper communication and record.
Objectives of I.T. legislation in India: . It is against this background the Government of India
enacted its Information Technology Act 2000 with the objectives as follows, stated in the preface to
the Act itself. “to provide legal recognition for transactions carried out by means of electronic data
interchange and other means of electronic communication, commonly referred to as "electronic
commerce".
 The Information Technology Act, 2000 (also known as ITA-2000, or the IT Act) is the primary law
in India dealing with cybercrime and electronic commerce. The Act essentially deals with the
following issues:
 Legal Recognition of Electronic Documents
 Legal Recognition of Digital Signatures
 Offenses and Contraventions J
 Justice Dispensation Systems for cyber crimes.
It also deals with
 Tampering with computer source documents
 Hacking with computer system
 Receiving stolen computer or communication device
 Using password of another person
 Cheating using computer resource
 Acts of cyber terrorism
 Publishing information which is obscene in electronic form.
 Publishing child porn or predating children online
 Publishing private images of others

Information Technology Amendment Act 2008 (ITAA – 2008)


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Being the first legislation in the nation on technology, computers and ecommerce and e-
communication, the Act was the subject of extensive debates, elaborate reviews and detailed
criticisms, with one arm of the industry criticizing some sections of the Act to be severe and other
stating it is too diluted and lenient. There were some conspicuous omissions too. Thus the need for an
amendment – a detailed one – was felt for the I.T. Act 2000.
Major industry bodies were consulted and advisory groups were formed to go into the perceived
lacunae in the I.T. Act and comparing it with similar legislations in other nations and to suggest
recommendations. Such recommendations were analysed and subsequently taken up as a
comprehensive Amendment Act called the Information Technology Amendment Act was passed in
2008.
Some of the notable features of the ITAA are as follows:
 Focussing on data privacy
 Focussing on Information Security
 Defining cyber café
 Making digital signature technology neutral
 Defining reasonable security practices to be followed by corporate
 Redefining the role of intermediaries
 Recognising the role of Indian Computer Emergency Response Team
 Inclusion of some additional cyber crimes like child pornography and cyber terrorism
 authorizing an Inspector to investigate cyber offences (as against the DSP earlier)

 A major amendment was made in 2008. It introduced the Section 66A which penalized sending of
"offensive messages". It also introduced the Section 69, which gave authorities the power of
"interception or monitoring or decryption of any information through any computer resource". It also
introduced penalties for child porn, cyber terrorism and voyeurism.

How the Act is structured: The Act totally has 13 chapters and 90 sections. The Act begins with
preliminary and definitions and from there on the chapters that follow deal with authentication of
electronic records, digital signatures, electronic signatures etc. Elaborate procedures for certifying
authorities (for digital certificates as per IT Act -2000 and since replaced by electronic signatures in
the ITAA -2008) have been spelt out.
The civil offence of data theft and the process of adjudication and appellate procedures have been
described. Then the Act goes on to define and describe some of the well-known cyber crimes and lays
down the punishments therefore. Then the concept of due diligence, role of intermediaries and some
miscellaneous provisions have been described. Rules and procedures mentioned in the Act have also
been laid down in a phased manner.
Applicability: The Act extends to the whole of India and except as otherwise provided, it applies to
also any offence or contravention there under committed outside India by any person. There are some
specific exclusion to the Act.

CHILD ABUSE OVER THE NET

Child abuse defined by WHO “constitutes all forms of physical and/or emotional ill-treatment, sexual
abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or
potential harm to the child’s health, survival, development or dignity in the context of a relationship of
responsibility, trust or power.’’
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Online (cyber) child sexual abuse is the engagement of a child in sexual activities via Internet
facilities with a child who, according to the relevant provisions of national law, has not reached the
legal age for sexual activities

Online abuse is any type of abuse that happens on the web, whether through social networks,
playing online games or using mobile phones. Children and young people may experience cyber
bullying, grooming, sexual abuse, sexual exploitation or emotional abuse.

As technology develops, the internet and its range of content services can be accessed by children,
young people and adults through various devices including mobile phones, tablets, text messaging and
mobile camera Smart Phones as well as computers and game consoles. As a consequence the Internet
has become a significant tool in exposing children to possible risks and dangers including the
distribution of indecent/pseudo photographs and video clips of children and young people. Internet is a
place where children can be easily used. It is the main source for maltreatment and sexual abuse of
children. It offers easy and private access to children which readily facilitate sexual exploitation of
children.

Children can be at risk of online abuse from people they know, as well as from strangers. Online abuse
may be part of abuse that is taking place in the real world (for example bullying or grooming). Or it
may be that the abuse only happens online (for example persuading children to take part in sexual
activity online).

Children can feel like there is no escape from online abuse – abusers can contact them at any time of
the day or night, the abuse can come into safe places like their bedrooms, and images and videos can
be stored and shared with other people.

Internet chat rooms, social networking sites, gaming sites, instant messaging services, apps, discussion
forums and bulletin boards can all be used as a means of contacting children with a view to grooming
them for inappropriate or abusive relationships. Grooming is where a person establishes contact with
the child and gains their trust and confidence in order to sexually abuse them. In some situations an
adult may sometimes pose as a child in order to make initial contact – enticing the victim into abusive
relationships or into making pornographic images for distribution or to perform sexual acts for a
webcam. An indecent image of a child refers to any images (still or moving) of children apparently
under 18 years of age, involved in sexual activity or posed to be sexually provocative.

Child abuse over net


 Child sexual exploitation, blackmailing children forcing them to use webcam.
 children's exposure to inappropriate violent, sexually explicit or offensive material
 use of the Internet by pedophiles (a person sexually attracted to children) to legitimize,
reinforce and facilitate their sexual activities
 commercial exploitation of children
 Distributing abusive images of children. Use internet to collect and trade child
pornography.
 Grooming a child for later abuse through the use of teen chat rooms, bulletin boards and
online communities where the abuser befriends the child to gain trust. The act of grooming
aims to desensitise the young person to sexual activities which may become increasingly
abusive and to feed the groomer’s fantasies of introducing a young person to this material
 Prostituting a child for later abuse either by the perpetrator or by other abusers
 Engaging children in cyber-sex scenarios by abusers
 Children being sold online for live sexual abuse online – the perpetrator informs his online
‘peers’ that he intends to abuse a child on a set date and time and these ‘peers’ can watch
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this abuse occurring through a webcam.


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 Sexual predators contacting children with false identity and pampering and prompting
children to commit abusive acts by strangers
 Arousing children’s sexual fantasies.

Morphing – Editing the original picture by an unauthorized users or false identity. It is the process of
changing smoothly from one image to another by small gradual steps using computer animation
techniques. It is a special effect in motion pictures or animations that changes one image into another.
Pornography (cyber sex) – It is any picture or movie that is created to make people get sexually
excited.

Role of teachers
Identifying the "At risk" children
 children who have experienced prior maltreatment
 emotionally immature children with learning or social difficulties
 Children with problems in peer friendships
 children who will co-operate for a desired reward
 children from single parent families
 children with strong respect for adult status
 love or attention deprived children
Behavioural clues - Behavioural differences of the child may be:-
 Be aggressive or oppositional
 Act out, displaying aggressive or disruptive behaviour
 Be destructive to self or others
 Be unable to form good peer relationships
 Cheat, steal, or lie
 Show fearlessness or extreme risk taking
 Show disinterest in studies
Rehabilitate the child
 School Activities and Programs Supporting the Maltreated Child
 Encourage the child to form friends and interact with society
 Counseling
 Proper sex education and understanding of society
 Love and attention to children
 Make students feel free to discuss their problems
 Convince students about the negative use of internet
MISUSES OF INTERNET
Students and youngsters engage in online activities both inside and outside the classroom.
Formally, that is in the school, young people use the internet for instance, when searching for
information and when completing tests. Informally that is in their spare time, they chat with friends
play online computer games. The adolescence might use the internet for experimentation. These may
lead to many cases where students are led to many illegal activities.
They might misuse the internet in the following ways.
1. Habit of viewing and downloading vulgar pictures/pornographic items
2. Tendency of sending unwanted messages
3. Sexually explicit material or violent images can affect students negatively
4. Internet information may promote negative attitudes
5. Wastage of time on social networking sites which may lead to academic failure and they
become lazy in learning.
6. Online gaming, gambling, online trading etc. may mislead the students.
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7. Cyber bullying – making and posting fake profiles of others, posting embarrassing videos
or photos of others, teasing or spreading rumors about others, intentionally leaving
someone out of a social group, threats of violence, using abusive language etc.
8. Reading useless materials.
9. Viewing pornography
10. Easily play pranks on others without being caught.

How students can be guided for proper use of internet?

1. Students need to know which activities are safe and legal


2. Parents should read about and know how to respond to internet risks
3. Parents should talk with their children about safe and appropriate websites and activities
4. Children should be encouraged to report anything they feel uneasy about

HEALTH HAZARDS OF USING INTERNET

1. Insomnia – sleeping disorders or disturbances


2. Carpal tunnel syndrome – pain and stiffness in arms and wrist.
3. Blurred or strained vision
4. Back pain, headache, weight gain or loss, radiation problems.
5. Increase in depression, high risk of high blood pressure, excessive sweating, shakiness etc.
6. Psychological disorders like social isolation, mood change, loneliness, Anxiety ( always
thinking about using the net when away from it), Aggressiveness, Cyber sex addiction, Hot
tempered, stressed, loss of interest in hobbies.
7. Internet addiction disorder (IAD), especially those addicted to Internet gaming, tends to have
certain brain abnormalities.
8. Internet addiction is also associated with changes in blood flow."Increased blood flow is
actually seen in the areas of the brain involving reward and pleasure centres, and decreased
blood flow is observed in areas involved in hearing and visual processing,
9. Internet addiction leads to a reduction in dopamine transporters, the effects of which are
stagnation of dopamine resulting in excess dopamine result in a euphoric effect when in front
of computer. (Euphoria effect is an affective state in which a person experiences pleasure or
excitement and intense feelings of well-being and happiness.)
10. Other symptoms like dishonesty, feelings of guilt, inability to keep schedules, irritability,
withdrawal symptoms and even psychological breakdown are shown by persons with Internet
addiction disorder.

ROLE OF TEACHER IN CONSCIENTIZING ABOUT NET

 Guide students in using the internet properly and online safety tips.
 Monitor and guide students while using the internet
 Guide students in using appropriate sites and not to be misled by
 Community education campaigns for children and parents about Internet risks and safe
Internet behavior;
 Identify and monitor offensive sites, and offer information on safe Internet use;
 Provide awareness on the usage of software which filters or blocks offensive material;
Guide parents in using Parental Control Software and blocking bad websites
 Teachers’ active involvement in measures aimed at offenders, including the criminal
prosecution of offenders, the monitoring of the activities of known offenders, the provision
of programs to prevent people becoming offenders and treatment for offenders.
 Educate parents, make them computer literate; inform about all hazards on the Internet; and
motivate them to take action whatever needed.
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 Create greater public awareness and informed discussion about the exploitative and abusive
aspects of the Internet.
 Use networks that are secure and safe, which blocks unnecessary advertisements and
messages. Make the students use network that delivers only child appropriate content.
 Build healthy relationships with students and talk to them regarding various issues over the
internet. Build confidence in them such that they would reveal any problem they have over
the net.
 Monitoring technology use at school on school provided devices and internet services;
 Informing and discussing the social media policy with students to reaffirm the school’s
stance on social media misuse and position on addressing such misuse;
 Have reporting processes in place and refer matters of misuse to the police where
necessary; implement and apply the policy across teachers and students consistently.
 Educate students and parents on the effect and impacts of misuse of social media, and legal
sanctions they may face as a result of such misuse.
 It is the duty of teachers to make students aware about what they will encounter over the
net and prepare them to face it in the right manner.

Advice given to children, essentially suggests that they should:


 not divulge personal information unless a parent approves;
 not send a photograph or credit card details without parental consent;
 not give out passwords, even to a good friend;
 not agree to meet a cyber-friend in person without parental approval;
 ignore "flames" (nasty or insulting messages);
 inform a parent if they access undesirable content;
 not pretend to be anyone else online;
 not believe an offer that appears too good to be true.
 not accept any offer from anyone over the internet.
 not make cyber friends with strangers

Unit III - Comparison between Web 1.0, Web 2.0 and Web 3.0:

Web 1.0 Web 2.0 Web 3.0


First Stage (1990-2000) Second Stage (2000-2010) Third Stage (2010 onwards)
Web in the beginning and was developing New advances and user interactions To the future and leading to artificial
intelligence
Read-only Read-write Read-write-execute
Simpe Web/ The hypertext web Social Web/ community web Semantic Web
Millions Billions Trillons
Connect information Connect people Connect knowledge
Information sharing Interaction Immersion
Brains and eyes Brains, eyes, ears and voice Brains, eyes, aers, voice, and heart
Websites were Static. It allowed only browsing Websites were dynamic. It allowed Better Websites Smart, It allowed the user to create
of content. interaction and two way communication own apps

Companies published content Common people published content People built applications
Personal websites ( Content management Social networking (Content sharing system) Semantic blogs and search (Machine based
system) system)
Search engines retrieved macro contents Search engines retrieved tags with micro Hopefully Search engines will retrieved micro
contents contents that is tagged automatically
File and Web Servers, Content and Enterprise Ajax and JavaScript frameworks, Adobe Flex, Semantic Searching, Knowledge Bases,
Portals, Search Engines (AltaVista, Yahoo!),E- Enterprise Jave, Microsoft.NET Framework, Personal Intelligent Digital Assistants
mail (Yahoo!, Hotmail), File Sharing (Napster, Blogs, Wikis, Instant Messaging, video calling,
BitTorrent), Publish and Subscribe podcasting, two way web pages.
Technologies

Hyper linking and bookmarking on pages, No Includes functions like Video streaming, Online web based applications and functionalities. An
communication between server and user. documents, etc. Introduction of web amalgamation of Web technology and
applications. Everything becomes online and Knowledge Representation. 3D portals, avatar
stores on servers. representation, multi-user virtual environment.

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