Block-2

MES-133 Selection of Technology
Selection and Integration

Indira Gandhi
National Open University of Technology
School of Education
in Educational Processes
2
Block
SELECTION AND INTEGRATION OF

TECHNOLOGY
Unit 3
Selection of Technology 61
Unit 4
Using OER in Teaching-Learning Processes 85
Unit 5
Technology Integration in Teaching-Learning Processes 111
Unit 6
Managing Technology Mediated Learning Spaces 138
57
Selection and Integration of Expert Committee
Technology
Prof. Jayshree Shinde Prof. M. U. Paily Dr. Sunil Kumar Das
Head of Department of Department of Education Deputy Director (Programmes)
Educational Technology Regional Institute of Education EMPC, IGNOU, New Delhi
SNDT Women’s University, Mysore, Karnataka Prof. S.V.S. Chaudhary (Retd.)
Mumbai Prof. E. Ramganesh SOE,IGNOU, New Delhi
Prof. Sridhar Iyer Dept. of Educational Technology Prof. D. Venkateshwarlu
Department of Computer Bharathidasan University Director
Science and Engineering Tiruchirappalli, Tamil Nadu SOE, IGNOU, New Delhi
IIT, Mumbai Prof. Harjeet Kaur Bhatia Prof. Saroj Pandey (Retd.)
Dr. Shahid Rasool Dept. of Educational Studies SOE, IGNOU, New Delhi
Ex. Director Jamia Millia Islamia, New Delhi
Prof. N. K. Dash
CEMCA, New Delhi Prof. V. V. Subrahmanyam SOE, IGNOU, New Delhi
Dr. Manas Ranjan Panigrahi Director
Prof. Amitav Mishra
Programme Officer, Education SOCIS, IGNOU, New Delhi
SOE, IGNOU, New Delhi
CEMCA, New Delhi Dr.Kiron Bansal
Prof. Bharti Dogra
Prof. Rajaram S. Sharma Associate Professor, SOJNMS
CIET, NCERT, New Delhi IGNOU, New Delhi
Prof. Sutapa Bose
Prof. K.Srinivas Dr. Nisha Singh
Professor ICT Deputy Director
NIEPA, New Delhi COE, IGNOU, New Delhi Mr. Ajith Kumar C
Assistant Professor
Prof. P. K. Mishra Dr. Zeba Khan
Head & Dean Faculty of Deputy Director
Education, CCS University EMPC, IGNOU, New Delhi
Meerut, U.P
Programme Coordinators
Prof. Sutapa Bose Mr. Ajith Kumar. C
School of Education Assistant Professor, SOE
IGNOU, New Delhi IGNOU, New Delhi
BLOCK PREPARATION TEAM

Course Cordinator Dr. Nisha Singh (Unit 6) Language Editing
Deputy Director
Mr. Ajith Kumar C Prof. Himadri Roy
COE, IGNOU, New Delhi
Assistant Professor SOGDS, IGNOU, New Delhi
Prof. Parmod Kumar
Unit Writing Major Transformation (Unit 3) SOH, IGNOU, New Delhi
Dr. Anshu Mathur (Unit 3) Mr. Ajith Kumar C Format Editing & Proof
Assistant Professor Assistant Professor Reading
Amity Institute of Education SOE, IGNOU, New Delhi
Amity University, Noida, UP Mr. Ajith Kumar. C
Content Editing Assistant Professor
Prof. S.V.S Chaudhary (Retd.) SOE, IGNOU, New Delhi
Mr. Ajith Kumar. C (Unit 4 & 5)
Assistant Professor
production team
Mr. Y.N. Sharma Sh. S.S. Venkatachalam Mr. Sudhir Kumar
Assistant Registrar ( Pub.) Assistant Registrar ( Pub.) Section Officer (Pub.)
MPDD, IGNOU, New Delhi IGNOU, New Delhi MPDD, IGNOU, New Delhi
March, 2021
 Indira Gandhi National Open University, 2021
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58
BLOCK 2 SELECTION AND INTEGRATION Selection of Technology
OF TECHNOLOGY
Introduction to Block 2
There are various technologies that finds application in teaching-learning,

educational management and professional development, etc. Technologies means
digital devices and applications. But one of the major concerns among the teaching
community is the selection of a suitable technology and effective integration of
the selected technology in the pedagogical process. There are many frameworks
and guidelines that helps teachers to select appropriate technology for teaching-
learning. When technology is used, the classrooms also need to reshape to
accommodate such technological interventions. Teachers need to consider many
such factors for integrating technology. Thus, the focus of the second block is to
develop an awareness of various technologies and its effective integration in the
teaching learning process. This block contains 4 Units.
Teachers must take into account various factors for selecting appropriate
technology for the teaching-learning purpose. The factors includes pedagogical
requirements and media (technology) characteristics. So, the factors guiding
technology selection for teaching-learning are the major ideas discussed in Unit 1
‘Selection of Technology’.
It is not necessary to develop digital educational resources all the time for
teaching-learning purpose. There are already many educational resources in the
internet that are free to use. Such resources are called open educational resources
(OERs). Teachers can use OERs depending on the license attached to such
educational resources. Teacher has to identify, select and adapt those educational
resources to their local context. At the same time, teachers can also develop and
publish OERs. In the second Unit ‘Using OER in Teaching-Learning Processes’
topics like concept of OER, types, licenses, creating OER, use of OERs, etc.
have been discussed.
How will teacher’s select and integrate suitable technology in the teaching-
learning process? Teachers have to first decide upon the content, then pedagogy
and latter has to select a suitable technology. Thus, content, pedagogy and
technology are major factors deciding selection and integration of technology.
And there are many frameworks assisting teachers to select a suitable technology.
The third Unit emphasises these aspects. The topics, like technology integration,
need for technology integration, frameworks guiding technology integration, are
discussed in Unit 3 ‘Technology Integration in Teaching-Learning Processes’.
The fourth Unit ‘Managing Technology Mediated Learning Spaces’ concentrates

on organisation and management of classrooms equipped with technology.
59
Selection and Integration of
Technology
60
UNIT 3 SELECTION OF TECHNOLOGY Selection of Technology
Structure
3.1 Introduction
3.2 Objectives
3.3 Media and Technology in Education
3.4 Need and Importance of Technology in Education
3.5 Criteria of Technology Selection
3.5.1 Pedagogic Requirements
3.5.2 Specific Technology Characteristics
3.6 Process of Technology Selection
3.7 Approaches to Technology Use
3.8 Media Mix in Teaching
3.9 Let Us Sum Up
3.10 Unit End Activities
3.11 References and Suggested Readings
3.12 Answers to Check Your Progress
3.1 INTRODUCTION
There are various advantages of using technology (or ICT) in the educational
process. With technological revolution technology-enabled teaching-learning
resources are easily available to teachers and students. Technology use enables
students to effectively engage in the learning process, control their learning,
develop literacy skills, promote self-learning, etc. Technology use helps the
teachers to effectively convey content and educational communication can be
made more interactive with the use of technologies like interactive white board,
conferencing, etc. As you know, apart from digital devices like radio, television,
mobile phone, camera, etc., digital tools like blog, wiki, social networking site,
internet, e-book, e-conference, etc., are also used in teaching-learning process
owing to their advantages in making learning interesting, easy, and interactive.
Thus, many technology-enabled teaching-learning resources are used in the
educational process. In Block 1 we have discussed about such technologies and its
use in educational process especially in the classroom communication. However,
many a times the teachers find difficulty to select appropriate technology for the
teaching. You should be able to select technologies for teaching and also suggest
them for students use. So, this Unit will help you to develop an understanding of
selection of suitable technology for teaching and integrate in teaching-learning
process. You also need to be aware of the process of technology selection and
ways of using technology. This Unit will also help you to get awareness on these
aspects.
3.2 OBJECTIVES
After going through this Unit, you should be able to:
• differentiate between media and technology;
Section 3.6 and few sections of 3.5.1 has been adapted from MES-032 : Communication and information
Technology, IGNOU 61
Selection and Integration of • explain the need for technology use in education;
Technology
• describe the criteria of selection of technology;
• explain media mix and choose technologies for media mix; and
• select and combine appropriate technology/ies for teaching-learning.
3.3 MEDIA AND TECHNOLOGY IN EDUCATION

Often, we use the terms media and technology interchangeably in education.
Is there any difference between media and technology? The terms ‘media’ and
‘technology’ represent different ways of thinking about the choice and use of
technology in teaching and learning (Bates, 2015). Technology refers to tools
and machines that may be used to solve real-world problems. Technology can
also be used to support and supplement the teaching-learning process. Technology
implies the digital devices and digital tools. Computer, mobile, camera, telephone,
application software, internet application, etc., are some of the technologies. You
know that, computer cannot convey message on its own. A learning management
system (LMS) platform is meaningless, until content is uploaded and courses
are offered. Therefore, technology itself do not convey any message. When
technology is used to convey message, it is called media. ‘Media’ (plural of
medium), the word ‘medium’ comes from the Latin, meaning in the middle (a
median) and also that which intermediates or interprets. “Media require an active
act of creation of content and/or communication, and someone who receives
and understands the communication, as well as the technologies that carry the
medium” (Bates, 2015). So, media (or medium) is something that interprets or
convey message. For example, photograph is a media. Photograph conveys some
message. Similarly, a student watching a video receives some information. Thus,
video is also a media. So, we may say that media mostly depend on technology
but technology is one element of media. Even though media and technology are
different, in this Unit the word technology and media are interchangeably used
and both represents the technology-enabled teaching-learning resources. You
must also understand that, the term information and communication technology
(ICT) is more popular today. In the context of education, ICT simply refers to
exchange of information in the teaching-learning process through technology.
So, you may say that the use of media or technologies or ICTs is all about using
technology in teaching-learning.
Today, many technologies are used in the teaching-learning process. In the
context of education, the term media is more apt and, therefore,teachers should
have knowledge of media (or technologies) and how they work is essential for
teaching in a technology-enabled environment. You should develop skills to select,
design and apply media (rather than technology) in the teaching-learning process.
Before you use media for teaching, the unique features of different media such
as their format, relevance, etc., needs to be examined. Similarly, there are many
factors that affect media selection. We will discuss those factors in Section 3.5.
Why media use is important in education? As you know, Edgar Dale’s (1946)‘cone
of experience’ describes the importance of media in teaching-learning and how
they can help students better understand the content. This accelerates the use
of media in the teaching-learning process. Use of different media in teaching-
learning process signifies a paradigm shift in the method of teaching as the
teacher is taking over the role of a guide and facilitator in a technology-enabled
learning environment. Becoming a means to maximize learning, the technologies
62
are essential in the modern times. Hence questions like 'when', 'where' and 'why' Selection of Technology
and 'how' to use media in education came into existence.
Before taking the plunge and opting for a particular media you have to thoroughly
evaluate that which media would be appropriate for integration into the teaching-
learning process. You might have felt that, it is difficult to bring real objects to
class room. In such a case, you can replace the real objects with media because
the learning experience when provided with the support of media are more
effective. Let us see an example,for teaching the concept ‘parts of plants’, the use
of a ‘picture’ and ‘video programme’ will provide students better understanding.
Thus, to teach, ‘parts of plant’ along with the ‘text’ various media like ‘picture’
and ‘video’ can be used. This is one of the examples of media use, for teaching
the concept of ‘parts of plants’. You may think of alternative media to teach the
same concept. But remember, while selecting picture and video programme
especially from the internet, you should be cautious about the copyright. You
can also develop your own media.
Text Picture Video
Topic- Parts of Plants
A plant is made up of several

important parts. Flowering
plants, the most common
type of plants, have: (1)
roots, (2) stems, (3) leaves,
and (4) flowers. The roots,
stems, and leaves are called
the vegetative parts of a plant.
(Source: http://forest- (Source: https://www.youtube.com/
The flowers, fruits, and seeds
ry-learning.blogspot. watch?v=X6TLFZUC9gI)
are known as the reproductive
com/2010/10/parts-
parts.
of-plants.html)
Fig.1: Use of Media in Teaching-Learning (Source: http://lidtfoundations.pressbooks.com)
Check Your Progress 1

Notes: a) Write your answer in the space given below.
b) Compare your answers with those given at the end of the unit
1) Differentiate between media and technology. Give suitable examples.
..................................................................................................................
..................................................................................................................
..................................................................................................................
Activities for Practice
1) Visit an educational institution (school or higher education institution) and

explore the media (or technologies) available for teaching-learning. Prepare
a report.
2) Select a topic of your choice. Identify the various media useful for teaching
the selected topic.
63
Technology 3.4 NEED AND IMPORTANCE OF TECHNOLOGY
IN EDUCATION
Why technology is used in the teaching-learning process? In the digital age the
process of teaching-learning is changing. The students of digital age are considered
digital natives. Digital natives are immersed in the social media, extensively use
various technologies, and they expect to utilize digital resources to accomplish
many of their day-to-day activities. So, teaching-learning process needs to be
redesigned to achieve the learning needs and aspirations of digital natives. Also,
future workplaces require individuals with specialised skills such as, ability to
work as a team, flexibility, communication, problem solving, creativity, higher
order thinking, knowledge management and digital skills, etc. To inculcate these
skills and for preparing students for the future job markets, the teaching styles,
instructional processes and mode of delivery of education also needs to change.
Therefore, mode of delivery of education is also changing.
The open and distance learning (ODL) system are using various technologies
(audio-video programmes, social media, etc.) to deliver instructions along with
the print (self-leaning material) technologies. The face-to-face education also
employs various technologies to engage students in the learning process. Today,
new modes of education such as open education, MOOCs, SPOCs, etc. have
also evolved and they greatly depend on technologies. The way instructions are
imparted has also changed. You are aware that, the number of students taking
admission are increasing every year, especially in open distance and online
learning. How can teachers engage large number of students in the teaching-
learning process ? To meet such demands technologies can be employed in the
teaching-learning process. Also as discussed in Unit 2, the classroom interaction
should be interactive to make students active participants of learning and construct
knowledge of their own. This also underlines the importance of technology.
It is a fact that, there are plenty of technologies that can be used in the teaching-
learning process. Use of technologies can enhance effectiveness of instruction
by engaging students, providing learner-centered, interdisciplinary and real life
experiences that supports students learning styles and needs. It also develops
among students’ skills required to lead a successful life in the twenty first century.
Technologies can bring new culture of educational practices by satisfying the
diverse needs of the digital natives, enhancing the quality of education, providing
access to technology-enabled teaching-learning resources, minimizing equity
issues, etc. We have also discussed about the need for technology use in teaching-
learning in other Units. You may also use those inputs to develop a comprehensive
picture of the need for technology use in different areas of education such as
teaching-learning, communication, management, and assessment process, etc.

1) Why technology is used in educational process?
..................................................................................................................
..................................................................................................................
64 ..................................................................................................................
Selection of Technology
1) Conduct a survey to explore the technologies used in MOOCs. Prepare a

report.
2) Differentiate between digital natives and digital immigrants? Explain the

characteristics of digital natives.
3.5 CRITERIA OF TECHNOLOGY SELECTION

Technology selection is an integral part of today’s teaching-learning process. The
method of selecting appropriate technology for teaching-learning process is not
an easy task. Lack of guidelines for teachers for selecting technology for teaching
purposes and the emerging communication technologies have increased the
dilemma. It is important for you to understand the differences among technology
and what they may be capable of delivering for particular subject matter.
Technology has to be wisely chosen and applied in such a way that instruction
can be imparted more effectively. Just using technology should not be the goal
but a means to maximize learning and reach the goals of education. To achieve
the goals, you have to ensure that technology selected will help you to deliver
instructions effectively and enhance learning among students.
Many a times it is difficult on the part of a teacher to judge which technology out
of the available technologies is the best for a given instructional task. Choosing
technologies includes a systematic way of applying techniques to achieve certain
objectives and it is as important as the technology itself. Appropriateness of
technology is not a fixed notion. Hence, technology has to be chosen and applied in
such a way that instruction is imparted with a scientific base and teaching-learning
is made more powerful. A teacher therefore needs to take into consideration
various factors which affect technology selection.
On what basis you will select technology? When selecting technology from a
strictly teaching perspective the following questions need to be considered:
• Who are my students?
• What content needs to be covered?
• What are the desired learning outcomes?
• What instructional strategies or approaches do I plan to use?
• What are the strengths and weaknesses of technologies?
• What is the best way to present the content?
• How can technology help presentation of content?
• Which technology for what content?
• What are the skills that I am trying to develop?
• How can technology help for development of requisite skills?
• Which technology for which skill?
• What principles to follow to design technology-enabled teaching?
The questions reflect that, there are many factors that you need to consider while
selecting technology for teaching-learning purpose. The questions discussed
above are broadly related to either pedagogy or technology related characteristics. 65
Selection and Integration of Therefore, when selecting technologies, you should evaluate the selection of
Technology
technology based on such pre-defined criteria. There is no single criterion on the
basis of which you can take the final decision on appropriate technology. There
are broadly two types of criteria that determines the selection of technology that
is pedagogic requirements and technology characteristics (Fig.2). To understand
pedagogic requirements first you need to know the meaning of pedagogy.
Pedagogy is the theory and practice of teaching. Pedagogy involves the teachers
understanding of teaching methods, teaching aids, assessment mechanisms, etc. A
teacher who is well aware of these aspects would be able to effectively plan and
execute instructions. Thus, the pedagogy that you will use in the teaching-learning
process will influence your technology selection. For example, the History
teacher can use a ‘film’ to teach historical events. A Science teacher can use a
‘video programme’ to teach experiments. What about technology characteristics?
Technology characteristics refers to various attributes of technologies. For
example, the characteristics features and purposes of ‘blog’ and ‘social media’
are different. Therefore, before selecting a technology, you need to consider the
different aspects of technology. For instance, a course or instructional strategy
requiring the use of video conferencing may not be feasible if students do not have
access to devices and tools like softwares supporting video, microphone, desktop
camera, etc. Thus, the access to technology is important. Similarly, you need to
take into account other factors such as cost, complexity, user-friendliness, etc.
Fig.2: Criteria of Selection of Media
Let us in detail discuss each of the criteria with the help of suitable examples.
3.5.1 Pedagogic Requirements
The very first and most important criterion that you need to consider for
66
technology selection is the pedagogic requirements. The pedagogical ‘knowledge Selection of Technology
base’ of teachers includes all the required cognitive knowledge for creating an
effective teaching and learning environment. The research (Shulman, 1987)
suggests general pedagogical knowledge (principles and strategies of classroom
management and organization that are cross-curricular) and pedagogical content
knowledge (the knowledge which integrates the content knowledge of a specific
subject and the pedagogical knowledge for teaching that particular subject), as
the most fundamental element of teachers’ knowledge. Therefore, you should
have required pedagogical knowledge to effectively conduct teaching.
The pedagogic requirements influence the selection of different teaching methods
and technologies for the teaching-learning process. As you are aware classrooms
are heterogenous in nature. You need to know about ‘managing students in a
heterogeneous group’. You cannot use same teaching method and technology/
ies in a heterogenous classroom as every student is unique in nature. A student
from rural background cannot be taught same as student coming from the urban
area. Similarly, students who are less active should be given additional support
compared to active students. There are many such pedagogical aspects that you
need to consider while engaging students in the learning process especially in
a technology mediated environment. The various pedagogical requirements are
as follows:
i) Attainment of the specified learning objectives: The guiding principles
of each technology must be exploited for the attainment of the specified
learning objectives falling under three domains that is cognitive, affective
and psycho motor, popularly known as Bloom’s Taxonomy. These domains
deals with thinking (cognitive), emotion/feeling (affective), and physical/
kinesthetic (psychomotor). You need to plan the teaching-learning activities
carefully and choose appropriate technology and teaching methods to achieve
objectives of these three domains. Some of the technologies or media that
supports attainment of objectives belonging to these domains are as follows:
• Cognitive domain - Print worksheets, text books, short readings,
handouts, copies of articles, audio, power point presentation, non-verbal
illustrations, individualized instruction through computer, workbook,
audio recordings, and video or film, etc.
• Affective domain - Live instructions, online learning platforms,
practice sheets, tutor’s guidance, group discussion (systematic and
participatory), television, films, videos and interactive videos, smart
phone, apps and games, handouts, individualized worksheets, etc.
• Psychomotor domain - Audio-video programmes (offline and online),
labs and equipment’s, language laboratory, experimental kits, etc.
ii) Access to variety of learning resources: If the pedagogy that you selected
for transacting any particular content requires to use some technologies, then
you should have access to those technologies. For example, if you want to
show a video programme, then there should be technologies like computer,
television, or laptop, etc., in the classroom. Thus, the access to variety of
technology-enabled resources is a pedagogical requirement.
iii) Anytime learning/ anywhere learning: Another pedagogic factor is that
the technology provides student control over his/her learning. It helps
teacher to organize the learning experiences that students can complete at
their convenience. It helps students with the flexibility in terms of pace and
67
Selection and Integration of time of their learning. The technologies cater to individual differences and
Technology
provides autonomy to each student to learn according to his/her capacity
and convenience. It is not necessary to provide entire content through verbal
lecture. You may also integrate technology in your instruction which will
help students to learn at their convenience. Social media, LMS, etc., will
help you to achieve such objectives.
iv) Promote participatory learning: Technology-enabled instruction increases
student’s participation and concentration in a task. The facilities for
participatory learning are limited in print (book) technologies. For example,
a student reading a text do not have chances for interaction and participation.
But non-print technology provides students opportunity to actively participate
in the learning process. For example, a teacher using video-conferencing
technology can involve students in a better way as they can interact with
the teacher and clear their doubts. So, you should use technologies in such
a way that, it should engage and provide facilities for active participation
of students.
v) Extend the role of a teacher: With the use of technology, the role of a teacher
extends further than merely being a dispenser of information. Teachers
will also get time for diagnosing students' problems, holding consultations
individually, and offering counsel and guidance. For example, the online
programme uses discussion forum technologies to engage students, clear
doubts and discuss various topics. In the discussion forum teacher can post
the topic for discussion, to which students will respond. The responses of each
student can be watched by other students and that may help them construct
knowledge and understand the topic. In such cases, your role is to facilitate
students and manage discussions.
vi) Desired instructional stimulus: There are different learning styles. Some
students prefer visual learning while others auditory learning. The selection
of technology should cater for these differences. You might have seen
students not listening long lectures and they get bored. But technologies
are good stimulus and helps students to listen even if the lecture is too long.
Therefore, you may try to incorporate technologies in the classroom teaching.
If students are ‘visual’ learners, they should be provided with diagrams,
illustrations, etc. If students are auditory learners, they will prefer lectures,
podcasts, audio programmes, etc.
vii) Improve motivation and stimulate and maintain interest: It is important
to motivate and sustain the interest of students in the learning process. How
will you do that? You may use various teaching methods, strategies, etc.
Technology use will also help you for this. Use of more than one technology
can generate, sustain and improve motivation, stimulate and maintain
interest among students. If you use more than one technology, students have
better chances of learning. Use of more than one technology also helps in
reinforcing learning. If the same learning point is repeated in different ways,
there is a better chance that the students will comprehend it. Therefore, you
should use technologies wherever possible.
iv) Individual differences and needs of learners: Each student is different from
the other. The students’ needs also widely differ. There will also be differences
in student’s prior knowledge, language skills, and learning styles, etc.
Suppose the classroom have ‘students with special needs’, then you should
also take into account their needs while planning classroom instructions.
68
Since students are unique, technology that suits individual differences should Selection of Technology
be selected for the teaching-learning activity. For example, for visual leaners,
video programmes, simulations, animations, etc. are preferred. For verbal
(linguistic) learners, e-text, e-library, etc. are good choices.
3.5.2 Specific Technology Characteristics
Let us now discuss the technology characteristics, the next criterion for selection
of technology, which is the other side of the coin. Technology characteristics
includes physical and technical aspects of technology. The different technology
characteristics are as follows:
i) Availability and accessibility: In the digital world, both teachers and students
have access to variety of technology-enabled learning resources. But whether
the technologies that are integrated in the teaching-learning is accessible
to both the teachers the students? You need to consider the accessibility of
technologies while selecting a specific technology. The technology selected
must be available locally. Both the teachers and students must be able to
access it. And also, teachers and students should have knowledge about
various technologies and skills to use them. For instance, there are some
popular media/or technologies like, radio and TV which are available and
a substantial number of students have access to these technologies. On the
other hand, there are less accessible media or technologies like computer,
projector, smart board, internet, etc. Similarly, suppose if you plan an
individual learning activity involving tablet, then each student should have
a tablet. So, whenever technology is used, you must make sure that both
you and students have access to the selected technologies.
ii) Infrastructure: Various attributes of technology which are necessarily
applicable to the selection of technology vis-a-vis context of teaching-learning
situations are infrastructural, which includes; design of the classroom, seating
arrangement of students, backup facilities, maintenance and up gradation of
technologies, reliability of the technology, and adequate technical support
for the technology. If you want to show some ‘presentations’ through LCD
projector, then the classroom must have LCD projector in place with all
necessary facilities like computer, electric power, screen, etc. Similarly, if
you want your students to search something on internet, then computer with
internet facilities must be readily available. Unless and until classrooms are
technology ready, technology-enabled teaching will be difficult.
iii) Cost-effectiveness: Financial criterion needs to be kept in mind while
selecting a technology for teaching. If the same objectives(s) can be achieved
by using a simpler and cheaper technology the choice would naturally be
only for such a technology. Further, you need to look into the relationship
between the cost and benefits in terms of learning outcomes. While doing
so all type of costs should be thoroughly considered. Let us discuss in brief,
a few types of costs involved in the choice and use of technology.
a) Capital cost: This cost is involved in constructing technological
infrastructure, such as audio and video studio, satellite link up, (up-link and
down-link facilities) transmitter, smart classroom, computer laboratory, etc.
It also includes cost of construction of building, laboratory, e-library, etc.,
and buying electronic gadgets, educational softwares, etc.
b) Production cost: This cost is incurred in designing, developing and
producing digital learning-materials (e-content) such as e-texts, audio-video
69
programmes, etc.
Selection and Integration of c) Delivery cost: This cost is involved in transmitting information from the
Technology
sender (teacher) to the receiver (students) and vice-versa. This includes cost
of establishing delivery system for audio and video programmes, broadcast
modes (computer, online mode, radio and TV), transmitting signals, use of
compressed digital telephone lines, etc.
d) Recurrent cost: This cost is involved in employing, developing and
maintaining human resources, materials, equipment’s, and technologies and
so on. The recurrent cost is divided into two broad categories namely fixed
cost and variable cost.
• Fixed cost: This cost is involved in establishing, running and
maintaining technological infrastructures, production of print/audio/
video programmes, and construction of studio, laboratories, etc. The
cost spent on the production of video programme is a fixed cost,
whether it is used by one student or thousands of students.
• Variable cost: The cost that varies and could not be foreseen are
variable costs. Variable costs for production of technology-enabled
teaching-learning resources, delivery, maintenance of technologies,
etc., changes from time to time. For example, if computer stops functioning,
you need to either repair or buy a new one. Such costs cannot be
predicted in advance.
iv) User friendliness: The technology selected should be user friendly, both for
the teachers and students. The technology should be easy to operate, use and
manage. For example, for conveying general information (or announcement)
to many students, apps like Twitter or Facebook group may be preferred over
e-mail. Some technologies are very demanding in terms of skills to develop
and use. Some technology demands specific skills/competencies on the part
of both the designers and users. For instance, to produce a video programme
with mobile you need to have knowledge and skills for capturing videos,
and editing, etc.
v) Trained human power: Every technology demands certain competency on
the part of both teachers and students. An important criterion of technology
selection is that adequately trained personnel should be available to guide and
utilize technology for educational purposes. Periodical training and workshop
should be organised to develop skills among the teachers and students to
utilize the benefits of technology-enabled instruction. And also,there should
have adequately trained human power to manage technologies.
vi) Hardware: The technology selected should be safe and durable. It should suit
the geographical and climatic conditions of the area. Care should be taken
that the technology selected is compatible with these conditions. Otherwise,
the technology and equipment will become redundant or obsolete. To take
care of technological hazards, some alternative arrangements should be made
beforehand.
You have understood that, there are various factors that determines the media
selection (figure 3). Those factors exhibit that they independently or in cluster
influences the selection of media or technology. You should necessarily consider
those factors for media selection. For example, if you plan to use ‘vodcast’ for
teaching a topic, you have to make sure that vodcast will surely help attain your
teaching objectives. Similarly, you also need to see whether you can design
appropriate learning activity using vodcast, whether it will motivate students to
70
learn, whether vodcast is cost effective, whether vodcast related to the topic are Selection of Technology
available, etc. So, before selecting media you have to yourself crosscheck these
factors and make sure your selection satisfies all the factors.
Fig.3: Factors Affecting Media Selection
We have discussed the broad criteria and factors affecting media (or technology)
selection. Let us now discuss few models that would also help teachers technology
selection. The SECTIONS model suggested by Bates (2015) is one of such models.
The SECTIONS model is the modified form of ACTIONS model developed
by Bates in 1995, which was developed for technology selection in distance
education. But SECTIONS model describes various factors that teachers need
to consider for technology selection, both in face-to-face and open distance
education. The SECTIONS stands for;
• Students: It relates to the student’s demographics, access to technologies,
learning styles, etc. For example, when you assign a learning task involving
internet use at home, make sure that all the students of your classroom have
access to internet at home.
• Ease of use: There are many complex and easy to use technologies. The
technology selection should be such that it should be easy to operate, maintain
and upgrade. For example, you may prefer google classroom over Moodle,
as it is more user friendly.
• Cost: Cost of the technology affect technology selection. To set up a smart
classroom, the educational institution needs to spent considerable amount of
money. This may not be feasible for all the educational institutions. Similarly,
you can purchase a teaching-learning app (for example, Blackboard LMS)
and use. But many learning apps (like Google classroom) are free.Then
you may prefer the one which is freely available. So, whenever you select
a technology, the cost of the technology always has an effect.
• Teaching functions (including the affordances of different media): Before
teaching, you should be clear about the objectives of teaching, learning
outcomes, teaching-learning aids, ways to achieve learning outcome, etc.
The success of teaching depends on your planning of activities.
71
Selection and Integration of • Interaction: Interaction (or interactivity) is an integral component of
Technology
teaching-learning and contributes to successful learning. We have discussed
about the importance of interactivity in Unit 2. While selecting technology,
its interactive nature must be taken into account.
• Organisational issue: The organisational factors such as preparedness of
the organisation, training of teachers, infrastructural facilities for organising
technology-enabled teaching-learning, etc. are organisational issues. The
organisation should have necessary technology support services.
• Networking: In the digital age, learning is not only restricted to the
classrooms but goes beyond. Therefore, technologies should be selected
in such a way that learning through collaboration and networking beyond
classrooms should be made possible by using social media tools like
Facebook, WhtasApp, You Tube, blogs, etc.
• Security and privacy: With the emergence of internet there are hefty
chances to leak the personal data. Privacy issue also arises. The learning
environment in technology-enabled situation should be strictly controlled by
either teachers or administers of educational institutions to protect privacy
and eliminate security issues.
In 2002, Patsula developed a model called CASCOIME model which include
some of the factors of Bates SECTIONS model and few other factors such as
socio-political suitability, cultural friendliness, and openness/flexibility. By taking
into consideration the international perspectives, eight factors were developed for
distance educators and online instructional designers deciding their technology
selection in the teaching-learning process. The eight factors and the questions
that needs to be addressed for selection of technology are as follows:
• Cost - Is the medium cost effective? Can it reach a wide enough audience?
What technology infrastructure is currently available?
• Accessibility – Is the medium accessible? Does it facilitate distribution? Is
it convenient to use? Is it user-friendly?
• Social-Political Suitability – Is the medium socially and politically suitable?
Does its use coincide with social and political agendas of governing bodies?
• Cultural Friendliness – Is the medium culturally appropriate? Does it
coincide with the culture’s traditional way of learning?
• Openness/Flexibility – Is the medium flexible? Does it foster collaboration?
Does it foster different ways of teaching?
• Interactivity - Is the medium interactive? Does it promote learner-learner
and learner-teacher interaction? Does it facilitate timely and quality feedback
from teachers and tutors?
• Motivational value - Is the medium motivating? Does it encourage learners
to study harder and longer?
• Effectiveness - Is the medium effective? Does it help students learn content
faster (i.e., more efficiently)
From the above discussion, you might have developed an understanding of the
factors that you need to consider for selecting technologies. You should not select
technology blindly but use your wisdom.
72
1) Briefly discuss the ‘pedagogical requirements’ of technology selection?
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..................................................................................................................
2) Briefly explain the Bates SECTIONS model.
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3) How CASCOIME model is different from SECTIONS model?
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1) How will you ensure security and privacy of the technologies that you use
for teaching-learning? Suggest some strategies.
2) Identify five learning apps that could be operated on mobile phone. Also
compare the user friendliness feature of these learning apps.
3) Suggest some technologies that can promote participatory learning among
students.
4) Visit an educational institution and explore the organisational issues existing
there for integrating technology.
3.6 PROCESS OF TECHNOLOGY SELECTION

In the previous Section, we have discussed the factors which are to be considered
while selecting technology for instructional purposes. The next step is to select
an appropriate technology and practically use for teaching. Today, variety of
technologies are available. You may use a single or combine technologies that
would be most suitable and effective for a given teaching-learning situation. For
that, you need to know the steps involved in the selection of technology. The
steps that you can follow in selection of technology are as follows:
i) Select the content to be taught: The first step in the selection of technology
is to select the content from a subject that is to be taught to your students.
For example, if you are teaching Science at secondary level, you may select
the topic on ‘human digestive system’. 73
Selection and Integration of ii) Write a learning objective: The second step is to write the learning
Technology
objective/s. A good learning objective has four distinguishing characteristics.
They are:
• It describes something which the student performs or produces.
• It states an observable behaviour or a product of the students’ behaviour.
• It states the conditions under which the behaviour is to occur.
• It states the standard which defines whether or not the objective has been
attained.
You need to examine the following objective in terms of the above-mentioned
characteristics. Let us understand this with an example of Science: Our learning
objective declares that-“A student will be able to draw and label human digestive
system without any mistake within the stipulated time.” In this example you will
be able to evaluate:
• Student performs-drawing and labelling out.
• Observable behaviour-drawing and labelling out.
• Conditions-without any mistake.
• Standard-within the stipulated time.
iii) Determine the domain in which the learning objective can be classified:
cognitive, affective, psychomotor: Learning is a process; it is the continuous
growth and change in the brain's architecture that results from many ways.
Students receive information, process, connect, catalogue and use it. Learning
can generally be categorized into three domains: cognitive, affective, and
psychomotor. The three domains are as follows:
• Cognitive domain: relates to mental skills (knowledge)

• Affective domain: relates to feelings or emotional areas (attitude or
self)
• Psychomotor: relates to manual or physical skills (skills)
Within each domain are multiple levels of learning that progress from more basic,
surface-level learning to more complex, deeper-level learning. When writing
learning objectives, it is important to think about which domain(s) is relevant
to the learning experience you are designing. After writing the instructional
objective, you determine the domain in which the objective can be classified. The
example of instructional objective which we have discussed earlier - belongs to
psychomotor domain as the learner is expected to draw and label human digestive
system which is a psychomotor skill.
iv) Consider various factors affecting technology selection: At this step, you
are expected to consider the various factors of technology selection in terms
of the written objectives. Looking at the earlier example, you can think of
various technologies. A ‘video’ of drawing, sequencing, and labelling human
digestive system is more appropriate technology to be selected. Because, the
students can understand the idea by watching the video programme or he/she
can label the diagram as game. He/she can learn the drawing skill on his/her
own by pausing the video programme and then actually practicing on a sheet.
74
Thus, we can say the selection of technology is a comprehensive process in Selection of Technology
which we need to consider and analyse various factors associated with the
technology and learning. You should consider the factors and models that
we have discussed in Section 3.5 for selection of technology.
v) Consider various methods/techniques to be adopted: At this step, you are

required to consider various methods/techniques to be adopted. For example,
you are using the lecture method to discuss a new concept. In this case, you
can think of using presentation slides to support your main points during the
lecture and summarise whatever you have discussed. In the case of illustration
of drawing ‘human digestive system’ which we have discussed earlier, you
can think of demonstration as teaching method. For that, you may choose a
video programme which demonstrates drawing ‘human digestive system’.
Hence, decision about methods/techniques also determine the process of
technology selection.
vi) Select appropriate technology/ies– After analysing your need and attributes
of different technologies, you should select the most appropriate technology
for that learning objective. In this case, the ‘video programme’ showing
drawing of ‘human digestive system’ is selected to help practice the skill.

1) Briefly explain the process of technology selection.
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..................................................................................................................
..................................................................................................................
Activity for Practice
1) Write down the learning objective/s for any topic of your choice. What
technology will you use to transact that topic?
3.7 APPROACHES TO TECHNOLOGY USE

A variety of technologies are now available to deliver instructions. But the
question is, how will you use those technologies in teaching-learning? You can
select a single technology or more than one can be combined. This leads to
different approaches of technology use in teaching-learning. Every technology
has its own strengths and weaknesses. When technologies are combined, it
supplements each other's strengths, presents the student with a rich, varied and
coherent combination of learning stimuli, and helps students use their strengths
in a better way. This is so because some learn better by watching or viewing
than reading, or by listening than reading, or by reading than writing. Also, some
learn from peer group interaction. For example, young children usually have
less attention span and lengthy radio talks, recorded discussions would not be
75
Selection and Integration of appropriate for them. Powerful visuals are required to retain their attention. So,
Technology
combining different technologies in the teaching-learning satisfies the individual
differences and learning styles of the students.
As you know, delivery of instruction (content) is accomplished through various

ways. Face-to-face classroom mostly uses verbal lectures, while open and distance
learning employs print medium. So, each mode of education predominately uses
any particular medium for content delivery and that medium is called master
medium. Today, master medium is also some kind of technology. For example,
content delivery of online/MOOC programmes is mostly through internet or
other technological tools and digital learning resources. Therefore, ‘master-
technology' or ‘master media’ (mostly, the print or verbal lecture) carries most
of the information/course content. But additional information is again provided
through a non-print technology or other technologies. In face to face education,
technologies are used to complement and supplement the master media.‘Other
media or supplementary media’ here refers to the different technologies chosen
for providing additional support along with the master media. For example, you
can show a ‘documentary’ on ‘sanitation’ or ‘nutrition’ in a Biological science
classroom. Or else, an History teacher can use a ‘film’ to teach some historical
events. Here the ‘documentary’ and ‘film’ is the ‘other media or ‘supplementary
media’. You need to be aware of master and supplementary media to understand
the different approaches of technology use.
The different approaches to technology use (Fig. 5) are as follows :
Fig.5: Approaches to Technology Use
i) Supplementary Use: Supplementary use of technology (Fig.6) is the most

common approaches to technology use in the teaching-learning process. In
supplementary use, entire course/content is delivered through the master
technology. Mostly print technologies (such as text book) enable the teachers
to deliver the entire course. However, other technologies (or supplementary
media) are supplemented with the master technology enabling students to
gauge the subject matter in a better way. Therefore, in supplementary use,
as name indicates different technologies are supplemented with the master
technology for the delivery of the course. For example, you may use text
book to deliver a content, but also ask students to read an OER material
related to the topic that you are teaching. Or else ask students to watch a
video programme related to the content. So, the use of OERs and video
programme supplements the master technology that is print. In IGNOU also,
the master medium is print but you can also access the recorded audio-video
programmes produced by IGNOU or watch the live telecasts. At the same
time, you can also interact through e-mail and other social media platforms.
76
Fig.6: Supplementary Use
ii) Complementary Use: Complementary use of technology (Fig.7) enable the

teachers to choose an individual technology as per the need of the students
and content. The specific needs of students and nature of content are taken
into consideration in the selection of technology. The topics to be taught are
divided among the technology used, so that the potential of each technology is
exploited. For example, if you want to teach Science experiments, use visual
technology that demonstrates experiment while the theoretical knowledge
can be given through either print or audio technology. Similarly, in Language
classrooms along with print, you can use podcast/vodcast to develop language
skills of the students. Thus, the course/or content is delivered through,
both the master technology and other suitable technologies that depends
on students’ needs and content. The complementary technology is possible
when all the students have direct access to all the technology being used.
Complementary approach is particularly suitable for subjects like Science
and Engineering, which have both theoretical and practical components.
Fig.7: Complementary Use
iii) Integrated Use: The integrated use refers to the simultaneous use of
technologies for the delivery of course or instructions. As you see in figure 8,
the master media and other technologies are used alternatively. So, you may
use the master technology to teach a content followed by some technologies
to make students better understand the concept. Thereafter, again master
technology is used to present next content followed by a technology and so on.
For example, you may deliver a lecture on ‘addition of one-digit number’ and
ask students to search examples for ‘addition’ from the internet. Thereafter,
teach ‘addition of two digits’ and ask students to practice some mathematical
problems related to addition of two-digit numbers using softwares, smart
board, etc. So, at every stage technology is used in the teaching-learning
process. If we present ‘integrated use’ in mathematical terms, we can say that
hundred per cent of the information is divided between the two technology 77
Selection and Integration of types. It could be 80 percent print and 20 percent non-print or 70 percent
Technology
print and 30 percent non-print and so on. Therefore, in integrated use, both
technologies (master and supplementary media) are integral part of teaching.
Fig.8: Integrated Use
iv) Independent Use: In the independent use (Fig.9), the master technology
carries the entire course/content to the students. The master technology may
be print or non-print technology. For example, many distance education
institutions use the print technology to deliver entire course content. No other
technology is used either to supplement or complement the print technology.
Similarly, in the case of online course, the whole course is delivered through
online platform using the internet services. However, remember that the
online course uses various technologies like audio-video programmes-text,
chats, discussion forum, etc. for delivering the course.
Independent approach also means an approach which does not use print
technology to a large extent. Non-print technologies are primarily used to
deliver the whole course. Can you suggest some examples? For example,
skill development courses. For instance, if we take typing skills as a learning
objective, we need to provide all practice on typing machine or keypad.
In such case, the print technology is less used compared to non-print
technologies. Therefore, independent approach is very appropriate if the
course itself consists of complete practical training.
Fig.9: Independent Use
v) Infused Use: One thing which is common in the four approaches that we
have discussed above is that, technology integration is exclusively visible.
The master and supplementary technologies are carefully selected and
integrated for providing better learning experience. But infused use allows
the indistinguishable application of technology, wherever and whenever
appropriate. The technology and pedagogy are inseparable and the line of
separating both is unseen. Learning from films, documentaries, apps or games
can be considered as some of the examples. How? For example, a teacher using
flipped classroom technology in her teaching requires to deliberately prepare a
video programme on any concept and that would be watched by the students
in advance. Later the content will be discussed in the classroom. Teacher
uses flipped technology because of the fact that, it is the most appropriate
technology which could be used to transact that particular content. So,
the pedagogy and technology are matched in such a way that both works
simultaneously for the effective delivery of content. A second example would
be interactive e-text. In interactive e-text, images, video, audio, animations,
etc. could be attached along with the text. So, a student reading the e-text
78
do not have to search for alternative technological resources to enhance his Selection of Technology
/her knowledge. But remember that, attachment of additional resources with
e-text should be done such a way that, the student should feel that, he/she
has to necessarily refer all those for complete understanding of the content.
Fig.10: Infused Use

1) Compare the various ‘approaches to technology use’ with examples.
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..................................................................................................................
2) Suggest some examples for ‘independent use’ of technology
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Activity for Practice
1) Enroll in an online course. Identify the master and supplementary media

used in that course?
3.8 MEDIA MIX IN TEACHING

Think of a situation in which a teacher uses projector, computer, slide presentation,
audio and video programme to teach a topic. Similarly, a Science teacher uses
smart board and engage the students in ‘discussion forum’ while teaching a topic.
In both cases, you might have noticed that, many technologies are used both for
teaching. Why is it so? Teaching can be made more effective with the use of
multiple technologies. When many technologies are used in teaching-learning
process, it is simply called technology mix or media mix. In the context of
education, media mix is the process of combining various media (technologies)
for the effective attainment of learning objectives. What are the uses of media
mix? When different technologies are combined for teaching any particular
subject matter, the learning environment is more favourable and students learn 79
Selection and Integration of better. In such conducive environment, learning is interesting, meaningful and
Technology
deep. Thus, by combining different technologies teachers are able to create an
effective learning environment. This also leads to the optimal and effective use
of technologies.
As discussed, many modern digital devices and tools are available today. When
technologies like slide presentations, videos, audios, games, animations, 3D
printing, social networking sites, artificial intelligence, etc. are integrated in
teaching, it enhances interaction, interest, and also are motivational, appealing
and entices students to think rather than just listening lecture. Thus, learning
becomes efficient when media is mixed in the teaching-learning process. You may
note that media mix is very common in slide presentation. In slide presentation,
graphics, picture, audio-video clips, animations, etc., are combined to make the
presentation appealing and effective.
In order to properly combine various technologies, you should have knowledge of

selection of appropriate technology in the teaching-learning process. The process
of technology selection for teaching-learning ought to be scientific, systematic
and based upon best decisions about various aspects of instruction and results in
the realisation of course objectives and learning outcomes. We have discussed
the factors to be considered for selection of technology in Section 3.5. Let us now
discuss some of the technologies, from which you can select and mix different
technologies for teaching-learning purposes. You may also use the technologies
discussed in other Units of this Course.
• Print technology: Print materials are commonly used for delivering content.
All the modes of education such as face-to-face, open distance learning
and blended learning uses print material as the major media for delivery of
content/information. Print technology provides authentic opportunities for
students to learn using text. Print technology or media include books, texts
and reference books, print worksheets, short readings, handouts, copies of
articles, personalized worksheets, etc. Today, e-text with various media
integrated such as images, audio-video links, etc., are also available.
• Electronic technology: Electronic gadgets have made the teaching-learning

process easy and accessible to all. Electronic technology could be used to
improve and enhance students learning. Students view electronic technology
as exciting learning aid, making learning entertaining and less monotonous.
Electronic technologies also help teachers for instructional delivery. Some
of the electronic (digital) devices includes computer, laptop, LCD projector,
camera, mobile device, etc. A teacher using LCD projector to show his/her
presentation is an application of electronic technology in teaching-learning.
But remember that, while using Projector, it accompanies presentations,
graphics, videos, audios, etc., which are also technologies.
• Digital learning resources (DLRs): The learning materials that are in

digital form are called digital learning resources. For example, graphics,
animations, simulations, audio-video programmes, blogs, etc., are DLRs. As
discussed in Section 3.3, technologies have no meaning unless it conveys
some information. For example, a projector could not convey some meaning
of its own, but when a presentation is displayed through projectors, students
receive information. So, we can say that, projector (electronic or digital
device) and presentation are digital learning resources or digital tools. Digital
80
learning resources can be used for better understanding of any subject matter. Selection of Technology
DLRs can be mixed in any combination for enhancing learning.
You should also try to mix various technologies in your teaching. How it is
possible? Let us discus an example. Suppose, a teacher is teaching the concept
of ‘construction of tangent to circle’ (a concept in Mathematics). Generally
the teachers use lecture method. However, in this case teacher can also use
technologies. For example technologies like computer/ or projector to show a video
programme available at the link https://nroer.gov.in/55ab34ff81fccb4f1d806025/
page/58dd35aa472d4a03227bf86d in (NROER repository of NCERT may
be used. So here the teacher mixes various technologies like computer, video
programme, etc.

1) Briefly explain media mix and its uses in education.
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..................................................................................................................
2) Select a topic of your choice. How will you apply the concept of ‘media
mix’ to teach the selected topic
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1) What do you mean by ‘learning apps’? How the ‘learning apps’ are helpful
in day-to-day teaching? Why are they becoming popular? Discuss.
2) Identify some ‘learning apps’ that teachers can use for teaching and
organising classroom activities.
3.9 LET US SUM UP

In a technology driven world, various technology-enabled learning resources are
available that can be integrated in the teaching-learning process. Many a times,
the teachers are confused and feels difficulty to select an appropriate technology
for teaching. But technology use has become an integral component in the twenty
first century teaching-learning so as to meet the demands of digital natives. The
technology use also enables setting an interesting learning atmosphere and helps
in meaningful construction of knowledge by the students. Thus, you need to
develop skills to select and integrate appropriate technology. With that objective,
this Unit has extensively discussed the factors that needs to be considered while
selecting technology and importance of technology in the educational process. 81
Selection and Integration of The factors that are to be considered in selection of technology broadly relates
Technology
to pedagogical aspects and technology specific characteristics. The Unit had
also discussed some of the models of technology selection. As you develop an
understanding of the selection of technology, the next step is using them for real
teaching. So, the later part of this Unit had focused on the different approaches to
technology use such as supplementary, complementary, integrated, independent
and infused approach. At the end of the Unit, importance of combining different
technologies and technologies available for that purpose have been discussed.
This will help you to select appropriate technologies and effectively utilize them
for teaching-learning.
3.10 UNIT END ACTIVITIES

1) How will you use various Google tools in your teaching? Develop a plan of
action.
2) Differentiate between complementary and supplementary approach to
technology use by citing examples from your subject of teaching.
3) Discuss the various technology specific characteristics of technology
selection.
4) Identify some free mobile apps that can be used for both teaching as well
as learning. Prepare a list of it.
5) Select any LMS and create a classroom. Enrol your students and offer a
topic/lesson through the selected LMS.
3.11 REFERENCES AND SUGGESTED READINGS

Agarwal, J. P. (2013). Modern educational technology. New Delhi: Black Prints.
Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching
and assessing: A revision of Bloom's Taxonomy of educational objectives. New
York: Longman.
Aravindan, P. (2017). ICT in higher education: Opportunities and challenges.

University News, 55 (34), 21-27.
Bates, A. (1987). Teaching, technology choice and cost effectiveness of alternative

delivery system. ERIC Docume.nr. Berlin (ED 292441): European Centre for
Development of Vocational Education.
Bates, A. (1995). Teaching, open learning and distance education. London/New

York: Routledge.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology.
New York: Teachers College Press.
Dale, E. (1946). Audio-visual methods in teaching. New York: Dryden Press.
Harmon, W. S., & Jones, G. M. (1999). The five levels of web use in education:
Factors to consider in planning online courses. Education Technology. 28-32.
Retrieved fromhttps://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-
differences-between-technology/
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IGNOU. (2007). Unit12: Media selection and integration in ES-361: Educational Selection of Technology
Technology. New Delhi:IGNOU.
Laurillard, D. (1993). Rethinking University teaching - A framework for the

effective use of education technology. London: Roultledge.
Laurillard, D. (2002). Rethinking teaching for the knowledge society. Educause

Review, 37(1), 16-25.
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles

for the design of multimedia instruction. American Psychologist, 63(8), 760–9.
National Council of Educational Research and Training. (2005). NCF 2005-

Position paper on education technology. New Delhi: NCERT.
OECD. (2010). Are the new millennium learners making the grade? Technology
use and educational performance in PISA: Centre for Educational Research and
Innovation: OECD.
Olson, D.R., & Burner, J.S. (1974). Learning through experience and learning
through technology. in D.R. Olson (ed.) Technology &Symbols, National Society
for the Study of Education, Chicago: The University of Chicago Press.
Patsula, P. (2002). Practical guidelines for selecting media: An international

perspective. The Useable word Monitor, (1).
Romiszowski, A.J. (1988). The selection and use of instructional technology.

London: Kogan page.
Salomon, G. (1979): Interaction of technology, cognition and learning. San

Francisco: Jossey-Bass.
Sharma, P., & Nigam, S. (2016). Information and communication technology.

Meerut: R. Lall.
Shukla, B. (2016). ICT in education: Visions and realities. Agra: Agrawal

Publication.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform.
Harvard Educational Review, 57(1), 1-22.
3.12 ANSWERS TO CHECK YOUR PROGRESS

1) Technology is a tool for solving real life problems while media is something
that conveys and carries information. For example, tablet is a technology
while a video programme is a media.
1) Technology use helps students to control their learning, actively engages

them in learning processes, raises quality of education, increases access to
learning resources, minimises equity issues, promotes self-learning, etc.
83
Selection and Integration of Check Your Progress 3
Technology
1) Pedagogical requirements include learning objectives,instructional stimulus,
motivation and sustenance of interest, individual differences and needs
of learners, participatory learning, anytime learning, anywhere learning,
extending the role of a teacher, access to learning resources, etc.
2) SECTIONS model is one of the popular models that help teachers for
choosing of an appropriate technology in both face-to-face and open distance
learning. The model was developed by Bates. The SECTIONS stands for
Students, Ease of use, Cost, Teaching functions (including the affordances of
different media), Interaction, Organisational issues, Networking and Security
and privacy. These factors should be taken into account while selecting a
technology for teaching-learning.
3) CASCOIME model is also helps teachers select a suitable technology for

teaching-learning. It includes many of the factors suggested in SECTIONS
model suggested by Bates. Along with that few factors such as socio-political
suitability, cultural friendliness, and openness/flexibility are also included
in CASCOIME model.
1) The process starts with writing instructional objective followed by identifying

the domain into which that instructional objective fits in. Thereafter,
considering the various factors an appropriate technology is selected.
1) Refer Section 3.7
2) Independent use of technology involves course/content delivery using the

master medium. Some of the examples are: course delivery using e-text,
providing practical training mostly using video programmes, etc.
1) Media mix is the process of combining of various media (technologies) for

the effective attainment of learning objectives. Media mix helps in creating
a conducive and interesting learning environment.
2) Answer yourself
84
UNIT 4 USING OER IN TEACHING- Using OER in Teaching-
Learning Processes
LEARNING PROCESSES
Structure
4.1 Introduction
4.2 Objectives
4.3 OER in Teaching-Learning
4.3.1 Concept of OER
4.3.2 Types of OER
4.3.3 Identification, Curation and Use of OER
4.3.4 Creation of OER
4.3.5 Sharing of OER
4.4 Intellectual Property Rights and License
4.4.1 Creative Commons License
4.5 Evaluation of OER
4.6 Let Us Sum Up
4.1 INTRODUCTION
Educational resources (or audio-visual aids or teaching-learning resources) play a
pivotal role in the teaching–learning process. Educational resources help teachers
to effectively transact curricular content and students to actively participate in the
learning process. Learning is more active and effective in classrooms that uses
educational resources. Apart from the conventional teaching-learning resources
such as blackboard, model, chart, etc., the development in information and
communication technology (ICT) has provided various innovative educational
resources, which you can to use in your teaching-learning process. In Unit 3
we had discussed some of the technologies (or ICTs) that could be used in the
teaching-learning process. We had also discussed the ways of selecting the
technologies. The teachers can also use open educational resources (OERs) for
teaching. OERs are digital educational resources that are free to use without
taking permission of the creator. OERs are mostly available in the internet. You
can also select, adapt and integrate OERs in your teaching–learning processes.
Keeping the relevance OERs, this Unit discusses the concept and nature of OERs,
types of licenses associated with OERs and various OER repositories. In the
end, we will discuss initiatives taken by various organisations for utilizing and
maintaining OER repositories.
4.2 OBJECTIVES
• describe the concept of OERs;
• explain curation and uses of OERs;
This Unit has been adapted from Unit 7 Open Educational Resources of BESE-135 : Information and
Communication Technology, IGNOU 85
Selection and Integration of • create OERs suitable for teaching-learning process;
Technology
• share OERs online for public use;
• explain IPR and license types; and
• describe the steps for evaluating OERs.
4.3 OER IN TEACHING-LEARNING

In the information age, content (data) is available in different forms and places;
it can be in printed form, electronic, internet (online), etc. The contents in printed
form are available in textbooks, reference books, etc. The teacher uses textbooks
for teaching and students for learning. Textbook content can be used by anyone
without taking the permission of the author/creator. But if anyone uses the
content of the textbook (say for preparing a similar text with a few alterations
or reprinting the text in one’s own name, etc.) without permission of the author,
then it is considered as the violation of copyright. So, whoever wants to reuse
content/s (text, message, image, video, etc.) of others, then he/she needs to take
their permission as they have created those content. The challenge for teachers
is to identify the appropriate content and utilize them or teaching. But today,
there are educational resources that are free to use without taking permission
but duly acknowledging the creators. Such educational resources are called open
educational resources (OERs). So, you can select, identify and adapt OERs in
your teaching-learning process.
4.3.1 Concept of OER
First, let us understand as to how OERs came into existence. Earlier teachers were
using audio-visual aids in the teaching-learning process. Even today audio-visuals
are extensively used during classroom teaching. But later on, audio-visual aids
were treated as ‘learning objects’. Thereafter, the concept of ‘reusable learning
objects’ (RLOs) came into effect. The RLO refers to the reusable educational
resources. For example, if a teacher of History develops a power point presentation
on a particular topic, the same can be made available on the internet (online) and
can be used by other teachers. Thus, RLOs denote teaching-learning resources
that can be adapted and reused. But while using RLOs, you need to consider the
legal aspect as RLOs are copyrighted. Thus, if you want to use any RLO, you
need to take the permission from the creator.
With the widespread use of digital technologies, many educational resources
(learning objects) are available on the internet/online (public domain) and can
be accessed via digital devices like computer, mobile, etc. Such educational
resources that are available in the public domain are called open educational
resources (OERs). The key difference between RLOs and OERs is that, OERs
are attached with legal copyright label or open license that gives information on
the rights to reuse them. Thus, OERs can be adapted and reused depending on
type of rights (license) attached to it. Let us go through some of the definitions
of OERs which are given below;
• “OERs are teaching, learning and research materials in any medium, digital
or otherwise, that reside in the public domain or have been released under an
open license that permits no-cost access, use, adaptation and redistribution
by others with no or limited restrictions” (UNESCO,2012).
• “OERs are any educational resources (including curriculum maps, course
materials, textbooks, streaming videos, multimedia applications, podcasts,
86 and any other materials that have been designed for the use in teaching and
learning) that are openly available for use by educators and students, without Using OER in Teaching-
Learning Processes
an accompanying need to pay royalties or license fees” (COL,2011).
The above definitions explains that OERs are any form of teaching-learning
materials with an open license and are available in the public domain.
Generally, OERs refer to online materials that can be adapted, reused, shared
and even used for commercial purpose. Thus, OERs are reusable teaching-
learning materials. OERs can be as short as small text, audio, video, image file,
etc., as well as big files like textbooks or whole courses. The OERs that are
arranged in a logical and sequential manner to accomplish particular objectives
are called “learning objects”. And, OERs developed as a whole course are called
as massive open online course (MOOC). Bates (2019) mentions “open educational
resources cover a wide range of online formats, including online textbooks,
video recorded lectures, You Tube clips, web-based textual materials designed
for independent study, animations and simulations, diagrams and graphics, some
MOOCs, or even assessment materials such as tests with automated answers.
OER can also include power point slides or pdf files of lecture notes. In order to
be open educational resources, though, they must be freely available for at least
educational use”.
As discussed OERs that are released under open license permits others to reuse and
adapt it. According to Wiley (n.d.), OERs gives the users five legal permissions.
They are as follows:
• “Retain-the right to make, own and control copies of the content (e.g.,
download, duplicate, store and manage)
• Reuse-the right to use the content in a wide range of ways (e.g., in a class
or study group, on a website, in a video)
• Revise-the right to adapt, adjust, modify or alter the content itself (e.g.,
translate the content into another language)
• Remix-the right to combine the original or revised content with other material
to create something new (e.g., incorporate the content into a mashup)
• Redistribute-the right to share copies of the original content, revisions or
remixes with others (e.g., give a copy of the content to a friend)”.
Let us now discuss some examples of OERs. The National Repository of Open
Educational Resources (NROER) of NCERT is a digital repository of digital
textbooks, audio- video programmes and other educational resources. The
educational resources available in the NROER repository can be used by anyone
for teaching-learning, without taking the permission but duly acknowledging
NCERT. Similarly, there are many such repositories like MERLOT, OER
commons, etc.
Fig.1: NROER Repository (Source: http://nroer.gov.in/welcome) 87

Selection and Integration of Apart from OER repositories, educational resources are also available on the
Technology
internet and such resources are identified using the open license attached to it.
To identify OERs on the internet, you have to check for the license attached to
it. Generally, the open license of creative commons is attached to OERs. For
example, the report ‘The United Nations World Water Development Report
2014’ available at http://unesdoc.unesco.org/ images/ 0022/002257/225741E.pdf
(accessed on 02/06/2020), is an OER as it is attached with CC-BY-SA license as
shown in figure 2 given below.
Fig.2: OER in e-Text Form (Source: http://nroer.gov.in/welcome)
Similarly, the video available at https://www.youtube.com/watch?v=vTq4sgGd2QU

titled Chemical equations | Chemistry for All | FuseSchool is a CC licensed video.
You can use that video in your teaching sessions.
Fig.3: Video OER (Source: https://www.youtube.com/watch?v=vTq4sgGd2QU)
4.3.2 Types of OER

Teaching-learning aids (audio-visual aids) are of different types and are also
classified. One of the classifications is projected and non-projected aids. A second
classification is as audio aids, visual aids and audio-visual aids. Open educational
resources are also teaching-learning aids. However, those educational resources
having an open license and that are freely available in the public domain make
OERs different from other teaching-learning aids. The public domain here
refers to the internet (world wide web). Thus, digital educational resources with
an attached open license is called open educational resource. But non-digital
educational resources also fall within the purview of OERs.
Similar to the types of teaching-learning aids, there are different types of OERs.
They are as follows:
• The first type is based on the license attached to OERs.We will discuss about
those licenses in Section 4.4.1. Based on the license attached, there are three
types of OERs. They are copyright protected, creative commons, and public
domain OERs. And again, based on the creative commons, there are six
types of OERs; Attribution (CC BY), Attribution-Share Alike (CC BY-SA),
Attribution-No Derivatives (CC BY-ND), Attribution-Non-Commercial (CC
88
BY-NC), Attribution-Non Commercial-Share Alike (CC BY-NC-SA), and Using OER in Teaching-
Learning Processes
Attribution-Non-Commercial-No Derivatives (CC BY-NC-ND).
• The second type is based on the media. The media based OER includes
image,video, video lecture tutorial, e-book, open text book, chapters from
text book, infographic, whole course, audio podcast, interactive game, test,
quiz, slide and presentation, individual unit or module, syllabi, lecture,
assignment, game, etc.
• The third type of OERs are based on the quality of OERs published and it
includes OERs that are self-published, peer reviewed, refereed, etc. For
example, you can develop a video programme and make it OER. But, the
video programme may or may not have quality. On the other hand, you may
develop the video programme and sent for peer/refereed reviewing. Peer/
refereed reviewing helps you to understand the shortcomings in the video
and can be rectified. This ensures quality of OERs.
• The fourth type is based on the authorship style and includes OERs developed
by individuals and through collaborative work. In the context of education,
a single teacher or group of teachers can develop OERs.
• The fifth type is based on the nature and format. This OERs includes reading
materials, texts, courses, audio-video programmes, images, etc.

1) What do you mean by open educational resource (OER)? Give some
examples
..................................................................................................................
..................................................................................................................
..................................................................................................................
2) Explain the different types of OER.
..................................................................................................................
..................................................................................................................
..................................................................................................................
1) Select few topics of your choice. Then related to that topics, identify the
following;
a) OERs in text format.
b) OERs in video format.
2) Conduct a survey among your colleagues to identify their awareness of

OERs.
89
Selection and Integration of 4.3.3 Identification, Curation and Use of OER
Technology
Technology provides teachers and students opportunity to use different OERs that
are available in the internet/online. OERs can be used by teachers for teaching
while students use them as supplementary materials to learn and enhance their
subject knowledge. But a question arises, how to find and select OERs suitable
for teaching and learning. As we have discussed, there are many OERs on the
internet in the form of texts, videos, games, simulations, and other digitised
formats. You will also find many other digital educational resources but that may
not be an OER. So, you should be careful while selecting the digital educational
resources. Let us discuss about the availability of OERs, their adaptation and
integration in the teaching-learning process.
OERs are available on the internet/online which mean they are generally available
on any website. So, you can use any search engine (like Google, Bing, Yahoo,
etc.) to identify OERs. This is one way to locate OERs. Now, how will you use
search engines to identify OERs? For example, let us see the case of Google search
engine. To identify OERs, you should make changes in the search engine settings.
For that, first click ‘Settings’ and then ‘Advanced Search’. Thereafter, you may
choose one of the ‘usage rights’ among the options provided under ‘usage rights’.
Then ‘save’ the changes and complete Google search. Upon completion of the
search process, OERs materials will be displayed. The steps to be followed in
searching OERs using Google is shown below:
Step 1
Step 2
Step 3
Step 4
Fig.4: Steps to Search OERs in Google Search Engine (Source: https://www.google.com)
The second way is use of specialised search engines. As you know, many
educational resources are available on internet (or world wide web (WWW).
Therefore, it is sometimes difficult to locate OERs. In such case, it is recommended
to use specialised search engines. Specialised search engines locate the resources/
materials more accurately. If you use specialised search engines to identify OERs,
they filter the available resources and will provide only the OERs. Some of the
90
specialised search engines are given below:
• Creative Commons ( https://creativecommons.org/) Using OER in Teaching-
Learning Processes
• Directory of Open Educational Resources ( http://doer.col.org/)
• OER Commons Open Educational Resources (https://www.oercommons.
org/)
• Folksemantic (http://folksemantic.com/)
• DicoverEd( https://wiki.creativecommons.org/wiki/DiscoverEd)
Apart from the specialised search engines, there are other search engines that you
can use to search and locate OERs. Some of them are given below:
• Open Education Consortium(http://www.oeconsortium.org/)
• Computer Science Open Educational Resources (http://iiscs.wssu.edu/drupal/
csoer)
• temoa (http://temoa.info/)
• Open Tapestry(http://opentapestry.com/courses)
The other commonly used method to identify OER is searching OER repositories
(or digital repositories)which are websites where digital teaching-learning
resources are stored. The digital resources include e-texts, audio and video files,
multimedia files, etc. Thus, OER repositories are web spaces where educational
resources of varied nature are stored. There are many OER repositories where
digital resources are stored. Some of the OER repositories are given in table 1
below:
Name of Repository Web Address
NROER https://nroer.gov.in)
MERLOT https://www.merlot.org/merlot/
Sakshat http://www.sakshat.ac.in/
Wikipedia (https://www.wikipedia.org/),
TeacherTube (https://www.teachertube.com/),
Open Learn (http://openlearn.open.ac.uk.),
MedEd PORTAL (http://services.aamc.org/30/mededportal
MIT OCW http://ocw.mit.edu),
China Open Resources for Education (http://www.core.org.cn/e),
(CORE)
Teacher Education in sub-Saharan Africa (http://www.tessafrica.net),
Table 1: OER Repositories
There are also many websites that stores images, videos, and audio OERs. But
remember that, all the digitised resources in those websites may not be OER and
the usage permissions vary for each digital resource. However, you can make use
of those websites to locate OERs. The popular websites are as follows:
• Image OERs: Wikimedia Commons, Pexels, Pixaby, Flickr, Unspalsh,
FogShare
• Video OERs: YouTube, Vimeo, FedFlix, TED-Ed, TED Talks, PBS Video
• Audio OERs: Audio Archive, Bandcamp, CCMixter, NPR Music, National
Jukebox.
We have discussed about the ways to identify OER. But in the context of education,
the term ‘curation’ is more meaningful because of the fact that curation refers
to the selection, identification, annotation, organisation and administration
of learning resources. And the process of identifying, organising and 91
Selection and Integration of administering OERs is called OER curation. As we have disussed, OERs
Technology
are open educational resources that reside in the public domain (internet). So,
it becomes difficult for teachers to select suitable OERs for the subject matter
she/he teaches. And in such a stage OER curation will be of great help. During
OER curation, teachers identify the various OERs suitable to their subjects or
topics (use the strategies mentioned above to identify the OERs), annotates the
identified OERs, thereafter selects only the required OERs and use them in their
teaching-learning process.
Let us now discuss as to how to utilize OERs in teaching-learning process. The
three common ways of utilizing OERs in teaching-learning process are
mixing, adaption and asset extraction (COL, 2015). Mixing means combining
different OERs and adding additional content to produce entirely a new
content that suits the local context. For example, you can develop a new ‘video
programme’ by mixing two ‘video programmes’ available at ‘TeacherTube’ and
add your video programme to it. Adaption occurs when one OER is used and
multiple adaptations are developed to suit multiple contexts. For example, you
can select an OER and translate the same into different languages. Then the new
OER developed can be used in your teaching session. In asset extraction, only
selected assets/parts of an educational resource/material are extracted (taken)
and used in a completely different context. For example, a single image from
an OER in PDF format is extracted and may be used in your teaching session.
Let us discuss another example. Suppose you are teaching the concept of ‘energy’
to students of eighth class. The students find it difficult to understand. In such a
situation, you may think that a ‘video programme’ on the concept of ‘energy’ will
make your students understand the concept better. But you have not developed
such a video programme. Therefore, you can search OER repositories (such
as ‘Teacher Tube’, etc.) for OER videos related to the concept ‘energy’. Then
download the video programme and use it in your teaching session. Make sure
that the video that you download are OER. You should also acknowledge/ give
credit to the creator of the video. In this way you can utilize the available OERs
in the teaching-learning process.
What we have discussed above are some of the ways of using OERs. However, for
effective use of OERs, it is recommended to have institutional policy concerning
OERs to eliminate complications emerging out of the use of free educational
resources. In this context, the Commonwealth of Learning (2015) mentions four
policy issues. They are as follows:
i) “Provision in policy of clarity on IPR and copyright on works created during
the course of employment (or study) and how these may be shared with and
used by others.
ii) Human resource policy guidelines regarding whether or not the creation
of certain kinds of work (e.g. learning resources) constitutes part of the
job description for staff and what the implications are for development,
performance management, remuneration, and promotion purposes.
iii) ICT policy guidelines regarding access to and use of appropriate software,
hardware, the internet and technical support, as well as provision for version
control and back-up of any storage systems for an institution’s educational
resources.
iv) Materials development and quality assurance policy guidelines to ensure
appropriate selection, development, quality assurance, and copyright
92 clearance of works that may be shared”. (Commonwealth of Learning, 2015).
Let us see how these policy issues relate to teaching-learning. Suppose, you are Using OER in Teaching-
Learning Processes
preparing a text based OER for your students. And for that, you may identify
various OERs, adapt and create new text suitable for your purpose. But while
developing the OER, many questions may arise in your mind. For example,
whether you can completely adapt the OERs and prepare a text? How much
percent of adaption is allowed? Whether you can offer a course completely using
OERs? Can the developed educational resource be stored in the institutional
library? Whether faculty use of OERs will be considered for promotion? etc. So,
many questions arise in the minds of the teachers and that needs to be addressed,
for which policy guidelines regarding use of OERs should be developed. Policy
guidelines helps teachers and organisations to completely harness the benefit of
OERs. In India, the Central University of Himachal Pradesh has developed the
Open Educational Resources (OERs) policy in 2016.
There are various OER initiatives in India. To cite few, A-View (Amrita
University), NROER(NCERT), e-PG Pathshala, NPTEL, OSCAR (IIT Mumbai),
Sakshat, etc. The educational resources available on these platforms are part of
the open education movement. So, anyone can access the educational resources
available on these platforms and use for teaching-learning. For example, suppose
if you are teaching the graduate students. Then you can use a suitable text from
e-PG Pathshala and video from A-view. Many such possibilities are available.
Whoever using the educational resource have the freedom to adapt it so as to
meet their local teaching-learning needs.
We have seen, OERs can be used in different ways in the teaching-learning
process. A research study conducted by Cox and Trotter (2016) has developed
‘three tools-framework’ that helps lectures and institutions analyse adoption (use
and creation) of OERs in the higher education institutions. The three analytical
tools are;
• An analytical framework: The OER Adoption Pyramid
• A comparative heuristic: The OER Readiness Table
• A differentiating lens: The Institutional Culture Approach
Let us discuss in detail the three analytical tools with examples.
An analytical framework: The OER adoption pyramid: describes factors
that motivates teachers use of OER or why they do not adopt. These factors
leads to the development of an analytical frame work called ‘OER Adoption
Pyramid’(Cox& Trotter, 2016) wherein which the six factors determining
teachers OER use is layered to form a pyramidal structure with factors that are
externally determined (controlled by state or institutions) in the bottom and those
internally determined (controlled by teachers themselves) on the top as shown
in figure 5.The six factors are given below:
• Access
• Permission
• Awareness
• Capacity
• Availability
• Volition.
93
Selection and Integration of The first determining factor of OER use that is‘access’refers to having access to
Technology
various resources like computer, internet connectivity, electricity, etc. most of
which are controlled by the institution. The second factor ‘permission’ relates
to institutions intellectual property policy that permits teachers use of OERs.
The third factor ‘awareness’ describes the awareness of teachers and institutions
about OER. The stakeholders must be aware of OERs to adopt it. ‘Capacity’
refers to teachers and institutions technical and semantic skills to develop and use
OERs. Unless and until the teachers have knowledge in development of OERs
or institutions provide technical support, it becomes difficult for the teachers to
adopt OERs. The fifth factor ‘availability’ refers to availability of OERs that would
help teachers or institutions use and share OERs. And finally, the sixth factor
‘volition’ refers to individual teachers or institutions real motivation to adopt
OERs. Thus, the OER adoption pyramid acts as a framework guiding teachers of
higher education to adopt OERs. The same can also be applied to school settings.
Fig.5: OER Adoption Pyramid (Cox & Trotter, 2016)
A comparative heuristic: The OER readiness tables: The OER adoption

pyramid helps OER creators to frame different questions during its development.
This helps to develop effective OERs for the teaching-learning purpose. For
example, with respect to the first factor discussed above that is ‘access’ questions
like ‘do you have stable electric power’? ‘do you have adequate hardware and
software support to develop OER’? etc., can be asked. You may refer the table 2
for questions belonging to each factor of the OER adoption pyramid. Later, such
questions were standardised and that lead to the development of a colour-coded
OER readiness table representing the varying levels of readiness. The readiness
tables represents the institution readiness to adopt OER in five colours i.e. bright
green (very high), dull green (high), yellow (medium), orange (low) and red (very
low). As an example, the research conducted by Cox and Trotter in three different
universities (UCT, UNISA and UFH) and their OER readiness table is given in
figure 6. From the figure it is clear that the UCT and UNISA are OER ready with
respect to ‘access’ while UFH is not and lacks few facilities and therefore falls
in the ‘very low’ level of OER readiness. You may interpret rest of the factors
using the colour codes given in figure 6.
94
Using OER in Teaching-
Factors Questions for potential OER users Questions for potential OER creators Learning Processes
Do you have any desire to create and
Volition Do you have any desire to use OER?
share your teaching materials as OER?
Do you hold copyright over teaching
Have you found OER online – of
materials – of necessary relevance and
Availability acceptable relevance, utility and
quality – that you could license and
quality – that you can use?
share as OER?
Do you know how to license your
Do you know how and where to
teaching materials so that they can be
search for and identify OER?
shared as OER?
Capacity Do you know how the different CC
Do you know where (on which
licenses impact the ways in which
platforms) you can upload your
you can use an OER?
materials as OER?
Do you have any knowledge of or Do you have any knowledge of or
experience with OER? experience with OER?
Do you understand how Creative Do you understand how Creative
Awareness
Commons (CC) licenses differentiate Commons (CC) licenses differentiate
OER from traditionally copyrighted OER from traditionally copyrighted
materials? materials?
Do you have permission (from your
curriculum committee, etc.) to use
OER for teaching?
Do you possess copyright over
Does the desired OER allow you use
Permission teaching materials that have been
it in your specific context (e.g. no
developed at your institution?
CC-ND
licenses on items that will be sold as
course material)?
Do you have (stable) electricity
Do you have (stable) electricity
provision?
provision? Do you have (stable)
Do you have (stable) internet
Access internet connectivity? Do you have
connectivity?
the necessary computer hardware
Do you have the necessary computer
for OER use?
hardware for OER creation?
Table 2 ( Source : Cox & Trotter, 2016)
Fig.6: OER Readiness Table (Cox & Trotter, 2016)
A differentiating lens: The institutional culture approach:The three factors

concerning institutions i.e. structural (policy, etc.), social (collegial norms, etc.)
and agential (individual autonomy, etc.) were considered to develop a broad
concept of ‘institutional culture’ that determines the adoption of OERs among
faculties. Thereafter three types of institutional culture relevant to the Universities
were identified i.e. collegial, bureaucratic and managerial. The collegial
institutional culture allows maximum freedom and high individual autonomy to
the faculties for OER adoption. The institution provides the required technical,
financial and policy support in collegial institutional culture. The bureaucratic
institutional culture has top down power structure with abundant policy structure
but are loosely implemented i.e. the faculties are allowed to adopt OER even
though they are unclear about the OER adoption polices to a large extent. The
managerial institutional culture is again a top down power structure but policies 95
Technology
are carefully elaborated and tightly implemented. Thus, to conclude one can say
that, OER adoption depends on institutional culture but not necessary always. This
led to the development of final OER adoption pyramid as shown in the figure 7.
The final OER adoption pyramid describes that volition of OER in educational
institutions mainly depends on three major variables that is the personal, social
and institutional.
Fig.7: Variables Shaping Volition in the OER Pyramid (Source: Cox & Trotter, 2016)

1) How will you identify OERs available online?
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..................................................................................................................
2) What do you mean by OER curation?
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3) What are the different ways of utilizing OERs in teaching-learning?
..................................................................................................................
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4) Briefly explain OER adoption pyramid.
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96 ..................................................................................................................
Activities for Practice Learning Processes
1) Make of list of specialised search engines used for locating OERs. By

using any specialised search engine, locate (curate) the OERs related to
any topic of your interest.
2) Is your institution ready to adopt OERs? Prepare an OER readiness table

of your institution using the colour codes developed by Cox & Trotter.
4.3.4 Creation of OER

You might have developed many lesson plans and teaching-learning resources
(educational resources) for teaching. With the emergence of the concept of OERs
and knowledge sharing, teaching-learning resources are shared with others.
The teaching-learning resources produced by someone else can also be adapted
without taking their permission. Thus, the public at large gets the advantage of
using teaching-learning resources produced by someone else and somewhere.
Sharing helps others make use of your teaching-learning resources. But there is
a word of caution. While sharing teaching-learning resources, the creator has the
right to decide upon the ways his/her teaching-learning resources are to be used
by others. Here comes the relevance of ‘license’. While sharing the teaching-
learning resources, the creator can attach a license to it. The most popular and
commonly used license is the creative commons license (discussed in section
4.4.1). So, whenever you develop a teaching-learning resource, attach an open
license to it, then that teaching-learning resource becomes OER. Then others
can use and distribute your teaching-learning resources as well as share, remix
and develop new teaching-learning resources out of it as per the license attached
to it. But whosoever is using your educational resources has to necessarily give
credit to or acknowledge you.
How can you transform your educational resource as OER? To do so, you
should first develop the teaching learning resource; could be text, audio, video,
presentation, image, etc. After developing the educational resource, you should
attach an open license to it. There are many open licenses. But, mostly open
license of creative commons is used. To select an open license, decide upon the
right that you plan to give to the public. For example, whether you permit them
to simply share your work, or remix, or make derivatives or use it for commercial
purpose, etc. Accordingly, select an open license and attach with your teaching-
learning resource. Depending upon the license that you assign other people can use
your educational resource. Your permission is not necessary while adapting your
educational resource but they should give you due credit and acknowledgement.
Let us see how open licenses are attached to the educational resources. As
discussed, first develop your educational resource and thereafter select an
appropriate open license. The six creative commons licenses are given below.
You may choose any of these licenses and attach with the educational resource
that you develop. This is one of the ways of creating OERs.
Types of Creative Commons Licenses

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Selection and Integration of The second way is that, you may make use of the creative commons website
Technology to decide upon the license you want to assign to your educational resource.
For that, you have to visit creative commons website. When you open creative
commons website, the homepage given below appears. Thereafter, click on the
‘share your work’ link. After clicking the link, you may select your option for
the two questions that is ‘allow adaptations of your work to be shared’ or ‘allow
commercial uses of your work’. Depending upon the option that you select, the
website automatically generates appropriate license. You may then use/attach
that license with the educational resource that you have developed.
Fig. 8: Home Page of Creative Commons
You can also create OERs from the existing OERs. For that, first you have to identify
an OER (Or else many OERs). Suppose, if you have an audio OER of 30 minutes
duration but for teaching-learning purpose, you require only the beginning 10
minutes of the audio OER. Then what will you do? You will edit the audio OER
and remove the rest 20 minutes audio portion. So, you are making a new audio
programme from the existing OER. This is also one of the ways of creating OERs.
In a similar way you can take a graphic from a text OER, use some portion of
a video OER, etc. For example, you may use a video available on the NROER
platform and create a new OER by editing it. In general, you will use the existing
OERs to modify, remix and adapt to create new OERs.
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Check Your Progress 3 Learning Processes

1) How are OERs developed?
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..................................................................................................................
..................................................................................................................
2) How creative commons website is used to decide upon the open licenses
needed to attach with OERs?
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..................................................................................................................
..................................................................................................................
1) Develop an OER (either text or video) on any topic of your choice and
use creative commons website to select an appropriate license to the
educational resource that you have developed.
2) Make use of an existing OER video and create a new OER video with the
help of any free and open source video creation software.
4.3.5 Sharing of OER

Many OERs are available on the internet. You are free to use such OERs in your
teaching sessions. But you can also develop OERs and make them available on
the internet so that others can use it. For that, you need to share your OERs. The
possible ways of sharing OERs are discussed below:
i) Own website: Some of you may be having your own website (If not try to
develop a website using any app). The websites are used for both individual
and professional purposes. These websites can also be used to host the OERs
that you have developed.
ii) Institutional website: Most of the educational institutions have institutional
website. The website can also be utilized for sharing the OERs. For example,
the NCERT hosts text materials and audio/video programmes through its
institutional website.
iii) OER repositories: There are many paid and free OER repositories. These
repositories can also be used to host the OERs. To host OERs in such
repositories, first you have to register an account. Thereafter submit the
OERs which will be reviewed and evaluated for quality criteria prescribed
by the repositories. Those OERs which satisfies their evaluation criteria will
be hosted in their repositories. Some examples are: JORUM (www.jorum.
ac.uk/share),OER Commons (www.oercommons.org/), etc.
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Selection and Integration of iv) Build online: There are websites that allows online development of OERs. It
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is possible to create educational resources in an online environment that is the
content available on the websites can be edited, added and modified online.
For example, the websites like Connexions (http://cnx.org), Wikieducator
(http://wikieducator.org), Wikipedia ( http://wikipedia.org), etc. permit online
adding and editing of contents. As you add content, the websites themselves
attach open licenses, as per their copyright policy.
v) Social media and networks: Social networks can also be used to share
OERs. The common social networks, for example, Flickr (www.flickr.com)
can be used to share images and YouTube (www.youtube.com) for video
programmes. Similarly, Twitter, and Facebook, WhatsApp, etc. can also be
used to share OERs.

1) How OERs can be shared? Give some examples of OER repositories
that are used for sharing OERs.
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..................................................................................................................
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1) Make a list of OER repositories owned by various private, state and Central
agencies/organisations.
2) Create a personal website using any free app and upload OERs of different
formats such as text, video, audio, etc.
4.4 INTELLECTUAL PROPERTY RIGHTS AND

LICENSE
The development of OER is an end result of intellectual effort and so an intellectual
property. This is similar to writing a poem, book, novel, etc. Everyone has the
freedom to develop OERs and later make them available in the public domain so
that others can use, reuse, adapt and share it. When OERs are part of the public
domain, that intellectual property (OER) needs to be protected in some way for
its fair use by others. This highlights the relevance of intellectual property right.
The concept of intellectual property came into existence much before OERs.
What is intellectual property right? According to the World Intellectual Property
Organization (WIPO) (n.d.), intellectual property refers to “creations of the mind,
such as inventions, literary and artistic works, designs, and symbols, names, and
images used in commerce”. You know that there are different kinds of properties
like movable or immovable and tangible and intangible. Thus, intellectual
property is an umbrella term that overs all materials (or assets) created by the
mind otherwise called intangible property.
100
Intellectual property is divided into two that is industrial property and copyright. Using OER in Teaching-
Learning Processes
Industrial property includes all those industrial related assets and materials such
as patents for inventions, trademarks, service marks, commercial names and
designations, industrial designs, geographical indications, etc. Thus, industrial
property broadly covers inventions and industrial designs. Invention is the
creation of something unique or finding a solution to the technical problems.
But industrial designs are purely aesthetic creations that determines beauty and
appearance of industrial products. Both inventions and industrial design have
high commercial value.
Copyright include all forms of literary creations like poem, play, film, dance, song,
painting, picture, photograph, music, etc. Accordingly, copyright laws grant the
creators to protect the use and distribution of their literary creations (generally
called ‘works’ in copyright law). So copyright is the protection extended to the
creators of the original work. Or else copyright refers to the right given to copy an
original work abiding the copyright laws. Generally copyright ends after specified
period of time but can be renewed otherwise the works goes to the public domain
which can be reused without acknowledging the original creator.
We have discussed that intellectual property covers inventions, industrial designs
and copyright. Thus, whoever creates a new asset (or intellectual property) have
the full right to protect their property being used by others whether for commercial
or non-commercial purpose. This led to the development of intellectual property
(IP) law. IP law protects the right of the creator to protect their work from use
and distribution. This is what we call the intellectual property right (IPR). IPR
refers to the collection of rights that includes copy right and intellectual property.
Thus, IPR is the legal right provided to the creators of the patents, trademarks or
copyrighted works to protect their creation abiding the law.
Now let us discuss, how intellectual property is related to OER? OER is an
intellectual property. What all rights the creators of OERs have? The rights of the
creators of OERs is decided by the license attached to OERs. The most popular
license used for creating OERs is the creative commons license.
4.4.1 Creative Commons License
You might be aware that, when you create an ‘audio porgramme’ related to
any concept that you are teaching, and later upload the same on the internet,
automatically you are the copyright holder of that particular audio porgramme.
Unless and until you grant permission, others cannot use your audio porgramme.
The public are not supposed to reuse, adapt (modify) or share it. In this case, your
audio porgramme is not an OER. But OERs are legally free to use. The right to
use OERs is expressed through a license called the open license. So, whenever
OER is developed an open license is attached to it. Open license implies that, such
OERs can be accessed, used, adapted, shared, redistributed by anyone. In other
words, the creator or the copyright holder of the OERs grants others permission
to use, adapt, modify, share, remix and distribute his/her educational resource.
For example, your ‘audio programme’ can be made an OER and posted on the
internet (may be in your personal website or social networks). Similarly, the
educational resources that you prepare, such as e-contents, video programmes,
diagrams, presentations,images, and texts, etc., can be made OERs. Those OERS
can be adapted by anyone.
We have discussed that, OERs always attach some license commonly called
the open license. The commonly used and most popular licenses in use are
Creative Commons (CC) licenses. CC licenses describes the rights of others 101
Selection and Integration of while reusing OERs available on the public domain. Or else, CC licenses
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describes the restrictions and permissions attached to open educational resources.
Creative commons licenses are internationally recognised, standardised and well
established. CC licenses are easy to understand. There are six CC licenses. The
six CC licenses are made of symbols. Those symbols and the meaning of each
of them are given below:
Symbol Meaning
This symbol is “Attribution” (BY). BY represents that, if you use other’s
work/content/material, you need to give credit to/acknowledge the owner
Thus, if you are using other’s /educational resource/material, definitely you
needs to use this symbol.
This symbol is “Share-Alike” (SA). SA represents that you let others
distribute, display, perform and modify your work, as long as they distribute
the work and any modified work on the same terms. This means that, when
others use your material (as it is or modified form), they need to attribute
you and they must also attach the same license as you have attached for
your material. If they want to distribute modified works under other terms,
they must get your permission first.
This symbol is “No Derivatives” (ND). ND represents you let others copy,
distribute, display and performs only original copies of your work. This
means that, others cannot modify (cannot make derivatives) your material
and have to use your material as it is. If they want to modify your work,
they must get your permission first.
This symbol is “Non Commercial” (NC). NC represents you let others copy,
distribute, display, perform and (unless you have chosen No Derivatives)
modify and use your work for any purpose other than commercially, unless
they get your permission first. This means, others cannot use your material
for commercial purpose i.e. your material cannot be sold and make profit
out of it.
You will see these symbols or combination of them in OERs. The six CC licenses
and the meaning of each of them are described below:
i) Attribution (CC BY): This license lets others distribute, remix,
tweak, and build upon your work,
even commercially, as long as they
give credit to you for the original
creation. This is the most used license.
It is recommended for maximum
dissemination and use (https://
creativecommons.org/licenses/). For example, you can use the lesson plan
prepared by someone else having CC BY license, in your teaching session.
But you need to acknowledge or give credit to the creator of the lesson plan.
ii) Attribution-Share Alike (CC BY-SA): This license lets others remix, tweak,
and build upon your work even for commercial purposes, as long as they give
credit to you and license their new creations under the identical terms. This
license is often compared to “copyleft”
free and open source software license.
This is the license used by Wikipedia,
and is recommended for materials
that would benefit from incorporating
content from Wikipedia and similarly
licensed projects (https://creativecommons.org/licenses/). For example,
you may use lesson plan of others and you are free to modify it. But after
modifying you need to give the same license.
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iii) Attribution-No Derivatives (CC BY-ND): This license allows for Using OER in Teaching-
Learning Processes
redistribution, commercial and non-commercial, as long as it is passed along
unchanged and in whole, with credit given to you (https://creativecommons.
org/licenses/). This license is opposite
of the Attribution Only license which
means, you have to give credit to others
work but are not allowed to make any
changes in the material. But you can
use others material for any commercial,
non-commercial, educational purposes, or whatever purposes you look for
by giving due credit to the original owner. For example, you can use an OER
video programme available online but cannot remix (edit) to produce a new
video programme.
iv) Attribution-Non-Commercial (CC BY-NC): This license lets others remix,
tweak, and build upon your work non-commercially, and although their new
work must also acknowledge you and
be non-commercial, they don’t have
to license their derivative work on the
same terms (https://creativecommons.
org/licenses/). You can use others
material but not for any commercial
purpose. For example, you can use an ‘OER image’ in your teaching session.
You can also develop a new text with that image included but cannot sell
and earn money.
v) Attribution-Non Commercial-Share Alike (CC BY-NC-SA): This license
lets others remix, tweak, and build upon your work non-commercially, as
long as they give credit to you and attach the license to their new creations
under the identical terms (https://
creativecommons.org/licenses/). For
example, you may use materials (text,
audio, video, presentations, etc.)
carrying CC BY-NC-SA license that is
you are free to remix, adapt and build
upon those materials. But the new educational resource developed must
carry the same license and have the facility to share. The new educational
resource should not be used for any commercial purpose.
vi) Attribution-Non-Commercial-No Derivatives (CC BY-NC-ND): This is
the most restrictive license, only allowing others to download your work
and share them with others as long as they give credit to you, but they can
not change them in any way or use them commercially i.e. with this license
all you are able to do is: share the work.
Of course, you must provide “proper”,
but you cannot modify the work in any
manner and distribute it even if the
distribution is not for commercial gain.
For example, you may use a text available on the internet as it is providing
due credit to the creator. You are not supposed to edit (remix or adapt to
produce a new material) the text or use it for commercial purpose.
Apart from these six licenses, copyright of educational resources is neither
reserved nor fully reserved. This means that, those educational resources with
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Selection and Integration of symbol ‘public domain’ attached to it can be
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used by anyone without taking any permission
and credit need not be given to the creator. Those
educational resources with symbol ‘All rights
reserved” cannot be reused without taking the
permission of the creator. Thus, the freedom (or
restriction) for reusing the OERs varies as shown
in figure 9 given below:
Fig.9: Spectrum of Rights (Source: http://howlround.com/the-creative-commons-or-commonly-

creative)
Whenever you develop an OER attach a CC license to it. CC licenses allow

others legally to use, edit, share, remix and adapt your educational resources.
How will you remix or adapt OERs? You may be aware of the remixing of songs.
In remixing, different songs are mixed or edited to produce a new tune or a new
song. In the similar way, various educational resources can be combined and
new educational resources can be developed and the same can be redistributed
without taking the permission of the copyright holder. Once the educational
resources (text, audio, video, image, presentation, etc.) are developed, the creator
attaches the CC license to it so that others can use and reuse, depending on the
license attached, without taking the permission of the owner. But while reusing
others educational resources, you need to give credit to the copyright owner. If
you fail to give credit to or acknowledge the author/owner, then it is considered
104 as plagiarism.
Check Your Progress 5 Learning Processes

1) What do you mean by intellectual property right?
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2) What is open license? Why it is used with OERs?
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3) Briefly explain the different creative commons open licenses.
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4) Explain the meaning of the terms ‘public domain’ and ‘all rights reserved’.
..................................................................................................................
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1) Explore the different open licenses that are in use apart from creative
commons open licenses.
2) Identify some educational resources that carry ‘public domain’ and ‘all
rights reserved’ licenses.
3) Select a topic of your choice. Identify as many as OERs related to the

topic selected but belonging to each of the six CC licenses.
4.5 EVALUATION OF OER

We have discussed that OERs are open educational resources with an open license
that resides in the public domain which allows others to use, reuse, remix, adapt
and share. We have also discussed that OERs can be developed by anyone and
shared in the public domain. Being that the case, you have the freedom to develop
OERs and can be shared on the internet for public use. However, there has been
a great concern over the quality of OERs developed and that resides in the public
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Selection and Integration of domain. Every day, OERs of various types are being added to the Internet. But
Technology
is the OERs do have quality? How will you judge the quality of OERs? ‘Quality
of OER’ will depend on which resources they choose to use, how they choose to
adapt them to make them contextually relevant, and how they integrate them into
teaching and learning activities of different kinds (Commonwealth of Learning,
2015).There are various factors determining the quality of OERs.
Even though there are no such standard guidelines that determines quality of
OERs, you can judge the quality based on some general parameters. While
selecting an OER we need to see the accuracy, quality of the content, coverage
of content, quality of production, accessibility, interactivity, adaptivity, authority,
relevance, licensing, objectivity, etc. All such factors decides the quality of OERs.
Commonwealth of learning (2015) describes parameters such as peer review, user
ratings, self-evaluation, brand reputation, facilities for content updation, etc., as
some of the quality indicators. By peer reviewing, the quality of the OER can be
evaluated. Similarly, user rating would also help in judging the quality. Suppose,
nine people out of ten gives good rating for an OER, then of course that will be
good OER. If the OERs developed fails or do not have facilities to update content,
the quality automatically decreases. The author reputation also determines the
quality of OERs. Therefore, while developing OERs you must take into account
these quality indicators so that your OER will get wide acceptance and popularity.
Before using any OER, you should evaluate them using the parameters that we
had discussed.
The CEMCA (Commonwealth Educational Media Centre for Asia), an international
organisation had developed guidelines for the stakeholders (institutions, teachers,
students, etc.) to develop quality OERs. These guidelines are popularly known
as TIPS Framework. TIPS is the acronym of Teaching and Learning Processes
(T), Information and Material Content (I), Presentation, Product and Format
(P) and System, Technical and Technology (S). The version 1.0 (Titled Quality
Assurance Guidelines for Open Educational Resources: TIPS Framework) has
been published in 2013 and the revised version 2.0 in 2014. These guidelines
describe the factors to be considered for creating quality OERs. You can also use
the TIPS framework to evaluate the quality of OERs.
To develop the guidelines, firstly a five-dimension framework of educational
objectives and within the five domains, categories and sub dimensions (Table
3) were created. These objectives would act as the scaffold/base for creating
OERs. This means, OER must be developed keeping in mind the five domains
of educational objectives. Thus, the five domains represents the comprehensive
model of learning and acts as the bases for the development of TIPS framework.
1. Content-Cognitive Domain
1.1 Knowledge and Skills content
1.2 Pedagogy
2. Student Motivation- Affective Domain
2.1 Extrinsic Motivation
2.2 Intrinsic Motivation
3. Student Autonomy-Metacognitive Domain
3.1 Self-awareness & Self-assessment of Learning
3.2 External Evidence
4. Access- Environment Domain
4.1 Financial Cost
106 4.2 Technical Accessibility
4.3 Cultural and Contextual Localisation
Learning Processes
4.4 Presentation and Multimedia
4.5 Community
5. Packaging -Management Domain
5.1 Tagging for Discoverability
5.2 Utility
5.3 External Validity
Table 3: Categories within the Dimensions of Five-Domains of TIPS Framework

(Source: CEMCA,2013)
Later, the five domains were discussed in groups in the workshop held at Hyderabad
in 2013 and a framework entitled ‘TIPS’ was developed. In the year 2013 TIPS
Framework Version 1.0. was released. The version 1.0 was revised to develop
TIPS version 2.0 having 38 criteria that may be considered for developing quality
OERs. The Teaching and Learning Processes (T) has 16 criteria, Information and
Material Content (I) 7 criteria, Presentation, Product and Format (P) 8 criteria
and System, Technical and Technology (S) 7 criteria. The criteria are nothing
but, they are the factors that you need to consider for developing OERs. Some
of the examples are given in table 4. The TIPS Framework 2.0 is available at
http://dspace.col.org/bitstream/handle/11599/562/TIPSFramework_Version%20
2%5B1%5D%20Copy.pdf?sequence=1&isAllowed=y( Source: CEMCA,2014).
You may also use these guidelines to evaluate OERs for the teaching-learning
process.
Teaching and Learning Processes (T) • Use a learner-centred approach
• Include a variety of self-assessments such
as multiple-choice, concept questions, and
comprehension tests
Information and Material Content (I) • Your content should be authentic, internally
consistent and appropriately localised
• Add links to other materials to enrich your content
Presentation, Product and Format (P) • Be sure the open license is clearly visible
• Consider whether your OER will be printed out,
usable off-line, or is suitable for mobile use
System, Technical and Technology (S) • Your OER should be easily portable and
transmissible, and you should be able to keep an
off-line copy
• Include a date of production, and date of next
revision
Table 4: TIPS Framework QA Criteria for Teachers

(Source: CEMCA, 2014)

1) What is TIPS Framework?
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Technology 2) Briefly explain the quality indicators used for evaluating OERs?
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1) Collect the frameworks and policies that determines the development and
adoption of OERs for teaching-learning process.
2) Choose an OER related to your subject and evaluate the same using the
quality indicators proposed by CEMCA.
3) Search an OER repository and select a Video OER. Is the selected OER
maintains quality? If not, discuss the shortcomings.
4.6 LET US SUM UP

With the emergence of internet, many educational resources are available online
and those resources can be used in your teaching. But, while adapting online
educational resources, you need to give credit and acknowledge the creator. Or
else it may end up in copyright issues. But there are educational resources that
you can use in your teaching without taking the consent of the creator and such
resources are called OERs. Any educational resources in digital format and
available online are called OERs. OERs are attached with an open license that
describes the ways of reusing it. Today you may see many OERs online. But the
challenge is to identify an appropriate and quality OER. Keeping the relevance of
OERs, in this unit we have discussed the various aspects of OERs like: concept
of OERs, ways of identifying and use of OERs in teaching-learning, etc. We have
also discussed the commonly used open license (creative commons license) that
are attached to OERs. The unit ends with the discussion on the evaluation of
OERs using quality parameters and TIPS framework.

1) What do you mean by OER? Explain the different types of OER citing
examples from the subject that you are teaching.
2) Is your institution adopting OERs for teaching-learning process?
a) If yes, discuss the difficulties faced in adopting OERs.
b) If not, discuss the reasons for not adopting OERs.
3) How will you create OERs? Develop an OER and discuss the steps followed
in attaching creative commons license to the OERs developed.
4) Identify OERs but belonging to six types of creative commons licenses on
any topic of your choice and prepare report on the merit of those OERs.
5) Locate an OER on a topic of your interest and evaluate it using TIPS
framework. Prepare a report of it.
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4.8 REFERENCES AND SUGGESTED READINGS Using OER in Teaching-
Learning Processes
Atkins, D.E., Brown, J.S., and Hammond, A.L. (2007). A Review of the open
educational resources (OER) movement: Achievements, challenges, and new
opportunities. Retrieved form http://www.hewlett.org/uploads/files/Hewlett_
OER_report.pdf
Camilleri, A.F., and Ehlers, U.D. (2011). Mainstreaming open educational
practice. Recommendations for policy. OPAL Consortium.
COL. (2011). Guidelines for open educational resources (OER) in higher
education. Retrieved from http://www.col.org/PublicationDocuments/Guidelines_
OER_HE.pdf
Downes, S. (2007). Models for sustainable open educational resources.
Interdisciplinary Journal of Knowledge and Learning Objects, 3.
Hilton, J. I., Wiley, D., Stein, J., & Johnson, A. (2010). The four “R”s of openness
and ALMS analysis: Frameworks for open educational resources. Open Learning:
The Journal of Open, Distance and e-Learning, 25(1), 37-44.Retrieved from
www.oecd.org/dataoecd/35/7/38654317.pdf
Lane, A. (2012). Design and development of OER: A Student Perspective. France:
UNESCO.
OECD. (2006). Education policy analysis: Focus on higher education. Paris:
OECD.
OECD.(2005). E-learning in tertiary education – Where do we stand?.Paris:
OECD.
OECD.(2007). Giving knowledge for free: The emergence of open educational
resources. Paris:OECD.
Shank, J. D. (2014). Interactive open educational resources: A guide to finding,
choosing, and using what’s out there to transform college teaching. San Francisco:
Jossey-Bass.
UNESCO & COL.(2015). A basic guide to open educational resources (OER).
Vancouver: UNESCO&COL.
UNESCO. (2012). Fostering governmental support for OER Internationally.
Word OER Congress, Paris Declaration. Available at: http://oercongress.weebly.
com/paris-declaration.html.
UNESCO. (2002). Forum on the impact of open courseware for higher education
in developing countries (Final report) Paris : UNESCO.
UNESCO & COL. (2016). Open educational resources : Policy, costs and
transformation. France : UNESCO
Wiley, D. (n.d.). ‘‘Open’’ in open content and open educational resources.
Retrieved from http://opencontent.org/definitions/.

1) The educational resources with an open license attached and available in
public domain/internet are called OERs. OERs can be in the form of print,
audio, video, podcast, etc.
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Selection and Integration of 2) OERs are of different types based on the following a) the license attached
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to the educational resources, b) media format, c) quality of educational
resources, and d) authorship style, e) nature and format.
1) OERs can be located either using specialised search engines or search engines
like Google search (use advanced search option). Or else, OERs can also be
located from OER repositories.
2) The process of identifying, organising and administering OERs are called
OER curation. During curation, the OERs related to the teaching-learning
are identified/located, thereafter annotated and compiled for future use.
3) The major ways of utilizing OERs are mixing, adaption and asset extraction.
4) OER Adoption Pyramid describes six factors (Access, Permission, Awareness,
Capacity, Availability, and Volition) that stimulates faculties OER use in
teaching.
1) To create OERs, new educational resources are developed and an open license
is attached. Or lese, the existing OERs are remixed or modified to create a
new OER.
2) Develop the educational resource and attach an open license (creative
commons open license is commonly used). There are six creative commons
open licenses.
1) The possible ways are-post the OER in your own website, post the OER in
institutional website, or OER repositories, and create OER online and use
social networks. Examples of OER repositories for sharing OERs are JORUM
(www.jorum.ac.uk/share),OER Commons (www.oercommons.org/), etc.
1) Intellectual property is an umbrella term that overs all materials/assets
created by the mind otherwise called intangible property and IPR refers to
the collection of rights that includes copy right and intellectual property.
2) Open licenses are the license attached to OERs. Open licenses describe the
ways of reusing the OERs i.e. the permission and restriction imposed on
OERs. Depending on the open license attached to OERs, public can adapt,
reuse, remix and can use even for commercial purpose.
3) Refer section 4.4.1
4) OERs mentioning ‘public domain’ can be reused without taking the
permission of the author/creator of that particular educational resource,
while for reusing OERs mentioning ‘all rights reserved’, permission needs
to obtained from the author/creator.
1) TIPS is a framework developed by CEMCA. TIPS framework is a guideline
helping teachers to develop quality open educational resources.
2) Peer review, user ratings, self-evaluation, brand reputation and facilities for
content updation.
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UNIT 5 TECHNOLOGY INTEGRATION IN Technology Integration in
Teaching-Learning Processes
TEACHING-LEARNING PROCESSES
Structure
5.1 Introduction
5.2 Objectives
5.2 Technology Integration: The Concept
5.2.1 Need for Technology Integration and Challenges
5.2.2 Technologies for Integration in Teaching-Learning
5.3 Technology Integration Models
5.3.1 Apple Classrooms of Tomorrow (ACOT) Model
5.3.2 Pierson’s Technology Integration Model (Modified)
5.3.3 Technology Integration Planning (TIP) Model for Teachers
5.3.4 Technological Pedagogical Content Knowledge (TPACK) Framework
5.3.5 Systematic ICT Integration Model
5.3.6 Generic Model or PST Model
5.3.7 Substitution Augmentation Modification Redefinition (SAMR) Model
5.4 Technology Integration Matrix (TIM)
5.5 Let Us Sum Up
5.1 INTRODUCTION
In the previous Units (1-3) we had discussed about some of the technologies that
you can integrate in the teaching-learning process. We had also discussed about
the educational resources available on the internet. Those resources with an open
licence attached are called OERs. In Unit 4 we had discussed about integration
of OERs in teaching. However, a major concern of the teaching community is
the question of selection and integrating suitable technology with the pedagogy.
Whenever you integrate technology in the teaching-learning process the selected
technology must support and suit the pedagogy and content. This makes learning
more effective and meaningful for learners. To select appropriate technology,
you need to take into account the ‘criteria of technology selection’ which we had
discussed in Unit 3. However, over the time various technology integration models
also have been developed. You should also be aware of such models. Thus, the
intention of this Unit is to help you to develop an awareness about such models.
The focus of this Unit is such technology integration models (frameworks). The
technology integration models will help you to select appropriate technology
considering the pedagogy and content. We will also discuss integration of
technology using technology integration models with examples which would
help you to gain an understanding of how technology integration can be made
possible in the classroom.
5.2 OBJECTIVES
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Selection and Integration of • explain the concept of technology integration in teaching-learning;
Technology
• discuss the necessity and advantages of technology integration;
• describe theoretical underpinnings of various technology integration models;
• describe the components of different technology integration models;
• cite examples for technology selection using various technology integration
models; and
• explain technology integration matrix with suitable examples.
5.2 TECHNOLOGY INTEGRATION: THE CONCEPT

In Unit 3 of this Course, the factors to be considered for selection of technology
have already been discussed. You may consider those factors for selecting an
appropriate technology for teaching. Now think of a situation, where you are
teaching the topic ‘total internal reflection’ to the secondary students. How
would you convey this concept to your students? The conventional pedagogical
approach is presenting the content through lecture method. But, how will you
present the concept in a technology-enabled learning environment. In this case,
you can use a ‘video programme’ or ‘simulation’ for teaching ‘total internal
reflection’. But as teacher you will make sure that the selected technology is
appropriate for teaching ‘total internal reflection’?When selecting the technology,
you should take into account the nature of topic/content going to be transacted
in the classroom. You should also choose a pedagogy appropriate to the topic.
Thus, it might be clear to you that, to teach any topic (or content), you should
select an appropriate technology taking into account both pedagogy and topic.
Whenever technology is used to transact any topic that describes the technology
integration in teaching-learning.
What is technology integration? Technology integration means teaching a subject
which exists in the curriculum via technology as an instructional tool (Misirli,
2016).So, technology is a tool to transact the curricular content. “Technology
integration is the application of technology to facilitate learning through different
mediums, provide opportunities for student-centric learning, engage learners, and
allow for differentiation and learning preferences” (Yemothy, 2012). Davies &
West (2013) defines technology integration “as the effective implementation of
educational technology to accomplish intended learning outcomes. We consider
educational technology to be any tool, piece of equipment, or device-electronic
or mechanical-that can be used to help students accomplish specified learning
goal”. Educational technology includes instructional technologies that teachers
use for instructional delivery and learning technologies that students use for
accomplishing learning objectives. Thus, technology integration is nothing but
the use of technologies or medias in the teaching-learning process.
For example, when a teacher uses ‘computer’ to show an ‘online video programme’
during the teaching-learning process, this is one of the applications of technology.
When presentation software like, PowerPoint is shown to present a topic, then
technology is being utilized. Similarly, a teacher uses ‘mobile phone’ to video
record an incident and that is used to teach any concept is also an application
of technology. If the teacher directs the students to search ‘internet’ and explore
the latest information about the topic being taught, technology is part of the
teaching-learning process. Here you can see that, ‘computer’, ‘PowerPoint’,
‘mobile phone’, ‘online video programme’, and ‘internet’ are technologies. These
112 technologies are integrated in the teaching-learning process while transacting the
topic. The use of such technologies (digital devices and application softwares Technology Integration in
(tools) helps teachers to effectively transact the topic and achieve the desired
learning objectives. Thus, whenever technology is utilized in the teaching-learning
process, it implies technology integration. You may also recall the difference
between media and technology that we have discussed in Unit 3. Even though
there are differences, in the context of education, the terms’ ‘technology’ and
‘media are interchangeably used.
5.2.1 Need for Technology Integration and Challenges
Why technology is integrated in education? One of the reasons of technology
integration is to enhance the quality of education (teaching and learning). The
quality of teaching-learning depends on various parameters such as school and
higher education policies and practices, curriculum, teachers, institutional designs
and strategies, institutional leadership, students and teaching-learning resources,
etc. The ISID (n.d.) says, “merely providing adequate infrastructure, teaching-
learning material, adequate teaching and non-teaching staff, providing conducive
atmosphere in the school for learning are not sufficient requirements towards the
quality education. Along with this, components of the curriculum, viz. syllabus,
pedagogy, examination, affiliation and accreditation standards”.The NCERT
(2018) mentions the quality dimensions as children attendance, community
support and participation, teacher and teacher preparation, curriculum and teaching
learning material, classroom process, and learner’s assessment, monitoring and
supervision. The NAAC (2019) describes in its ‘quality framework indicator’
seven criteria as the basis for assessment of higher educational institutions. They
are curricular aspects, teaching-learning and evaluation, research, innovations and
extension, infrastructure and learning resources, student support and progression,
governance, leadership and management and, institutional values and best
practices. So, many organisations and agencies mentions teaching-learning
resources as one of the parameters of quality of education. Lack of effective
teaching-learning resources may lead to in effective learning and reduces the
quality of education. So, you may use the available technologies for teaching
so that learning is more effective and it raises the quality of teaching-learning.
The second aspect is the ‘access’ to teaching-learning resources. You might have
seen teachers using ‘textbook’ as the major teaching resource. You can also use
various technologies along with the textbooks for teaching. Like for example,
technologies such as video, text, e-book, discussion forum, social media,
computer, mobile phone, internet, etc. Even though there exists digital divide,
many technologies are accessible for both teachers and students. Since access
to technologies are easy, it is recommended to integrate technology wherever
possible.
Third, the ‘equity’ issues to a great extent can be addressed using technologies.
You are aware that many educational institutions have computer labs and internet
facilities. The MHRD, Govt. of India in February 2019, have announced the
‘operation digital board’ scheme with an aim to transform existing classrooms into
digital classrooms and thereby ensuring quality of education. When educational
institutions organise the facilities for technology-enabled teaching, students
irrespective of their family financial status, gender and caste, etc., can avail the
benefit of technology. This enhances the opportunity to avail technology-enabled
education by all sections of the society. The SWAYAM (portal for MOCC) is
an initiative in this direction. Through SWAYAM platform, higher education
aspirants can enrol in various academic courses. Similarly, Swayamprabha,
113
Selection and Integration of National Digital Library, etc., also helps students to access quality teaching-
Technology
learning resources irrespective of their demographic profile.
Fourth is the change in ‘trends in learning’. The students of twenty century
are called digital natives. They prefer to learn through connected networks,
collaboration and sharing information. Learning through networked environment
is the basic principle of ‘connectionist’ approach of learning. So, along with
learning approaches such as behaviourism, cognitivism and constructivism,
the approach of connectionism has gained importance and can be easily made
possible through technologies. In order to support the ‘trends in learning’ and
needs of twenty century students, technology integration should be made possible
and encouraged.
The National Education Policy (2020) mentions technology integration is needed
“to support teacher preparation and development; improve teaching, learning and
evaluation processes; enhance educational access to disadvantaged groups; and
streamline educational planning, administration and management”.Therefore,
technology integration has implications relating to various aspects of teaching-
learning.
Some other aspects substantiating integration of technology in teaching-learning
process are as follows:
• enhances student autonomy and individualised learning practices.
• helps students to actively engage in learning.
• students get opportunity learn beyond classroom hours.
• learning is flexible and convenient.
• helps for anywhere, anytime learning.
• access to quality learning resources.
• reduces the cost of education.
• improves students attitude towards learning.
• benefit students with special needs.
• enhances students quality of work.
• prepare students for future jobs by developing ICT skills.
• supplements teacher’s instruction.
• helps to plan and mange activities of educational institution.
Even though there are various of benefits of technology integration, many a
times technologies (ICTs) are not properly used and implemented because of
the existing challenges and problems. Das (2012) describes challenges of ICT
integration as follows:
• Infrastructure-related: This relates to the inadequacy of infrastructural
facilities.
• Teacher-related: Some of the teacher-related challenges includes unawareness
about technologies, busy schedules, shortage of time, negative attitude
towards technology use, etc.
• Capacity-building related: This relates to the inadequacy of professional
development programmes for enhancing the skills required to organise
technology-enabled learning environment.
• Technical-support related: Some of the technical-support related challenges
includes shortage of technical facilities, support services etc.
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• Language and content-related: Many ICT related teaching-learning resources Technology Integration in
are developed in English. The dearth of ICT learning resources in regional
language is a also challenge. The content quality also matters.
• Sustainability related: The economic, social and environmentally friendly
nature of the technologies needs to be considered to maintain ecological
balance but without compromising the quality and needs of the present-day
students.
• Equality-related: The divide between rural and urban, rich and poor, mainland
and remote people, male and female, etc, are some of the challenges that
hinders the ICT use.
5.2.2 Technologies for Integration in Teaching-Learning
Do you use any technology for teaching? Have you ever suggested some
technologies to students that helps them to learn? You may take some time to
reflect on these questions. There are many technologies that can be used for
teaching and learning. The technologies includes both digital devices (electronic
equipment’s) and digital tools (includes websites, applications, educational
softwares, etc). Digital devices includes, computer, mobile phone, laptop,
tablet, camera, television, radio, smart board, projector, etc. Some of the popular
technologies/digital tools (both paid and free) that could be used for teaching and
learning are given in Box 1. Many of these digital tools also have mobile versions.
Instructional Tools
• E-learning Tools: Adapt, Adobe Presenter, Easygenerator, eXe, Geobra, Learn Bubble,
Sway, TEDEd, Vyond, Xerte, PowToon, Lectora, ISpring, isEazy, HiHAHo,Evolve
Authoring, EDPuzzle, Camtasia, Brachtrack, Articulate, Adopbe captivate
• Quizzing and Testing Tools: Quizlet, ClassMarker, Easy Test Maker, Exam Buddy, Hot
Potatoes, MyGradeBook, Online Exam Builder, Respondus, Test maker
• Learning platforms& LMS: Axonify, aNewspring, Blackboard, Canvas, Curatr, D2L,
Degreed, Edmodo, Google Calssroom, Mahara, me:time, Moodle, PebblePad, Schoology,
Thinkific, Totara Learn
Content Development Tools
• Documentation Tools: Apple Pages, Bean, Google Docs, Libre Office, Open Office,
Publisher, Word, Wordle, Zoho Docs, Writer, AbiWord, Dark Copy, Desktop Author,
Scribus, Visme, Writer
• PDF & Flipping Book Tools: Sumnotes, Adobe Acrobat Pro, Adobe inDesign, Booklet
Creator, FlippingBook, Google Docs, LibreOffice, PDFCreator, PDF Pro, Uniflip,
ZonePDF
• Presentation Tools: Apple Keynote, Google Slides, Haiku Deck, LibreOffice, OpenOffice,
PowerPoint, Prezi, SlideShare, Sway, VoiceThread
• Spreadsheet Tools: Excel, Google Sheets,LibreOffice, NeoOffice, OpenOffice,
ThinkFree, Abiltiy Office, SoftMaker Office, Glide, FluSuite, Ability Office
• Clip Art, Image and Phot Sharing platforms: Flickr, Free Foto, iStock,
Pixabay,Shutterstock, Unspalsh, Absolutely Free Clipart
• Graphic & Infographic Tools: Adobe Illustrator, Adobe Photoshop, Adobe Spark,
Canva, Easel.ly, GIMP, Infogram, OmniGraffle, Piktochart, SimpleDigrams, Typorama
• Screen Capture and Screen Casting Tools: BB Falshback, CamStudio, Camtasia,
DemoBuilder, Geenshot, Jing, Monosnap, ScreenCastle, Screencast-O-matic, ScreenFlow,
Snagit, Webinaria.
• Audio & Podcasting Tools: Adobe Audition, Audacity, Chirbit, EasyPodcast, GoldWave,
Hipcast, iPadio, PodAdmin, SoundCoud, SpokenText, Vocaroo
• Video & Animation Tools: Adobe After Effects, Adobe Animate, Adobe Premiere,
Animoto, Apple iMovie, Genial.ly, H5P, HiHAHo, Kaltura, Knovio, Moovly, PowToon,
TED Ed, ThingLink, Vimeo, Vynod, WeVideo, YouTube
• Augmented and Virtual Reality Tools: Aurasma, ENTitTi, Experizer Studio
• Blogging Tools: 21classes, b2evolution, Blogger, Edublogs, Medium, Pebble, Serendipity,
Tumblr, WordPress, Soup, Penzu, Blog.com.
115
Technology
• Web Pages/Site Tools: Adobe Coldfusion, Arachnophilia, Drupal, Firebug, Google Sites,
Homestaed, Mozello, PmWiki, Serendipity, Strikingly, Wix,
• Form, Polling & Survey Tools: 2ask, addpoll, Epic Poll, Fo Space, Google Forms, Key
Survey, Microsoft Forms, Orbeon Forms, Pollhost, SISSurvey, SurveyMonkey, Typeform,
Web Online Surveys, Zoho Survey
Social Tools
• E-mail Tools: Gmail, Mailchimp, Outlook, Yahoo Mail, 10 Minute Mial, ActiveInbox,
AwayFind, eyejot, MyEmail, Pobox, Roundcube, Thunderbird.
• Messaging Apps & Chat Tools: AIM, Allo, ChitChat, eBuddy, Franz, GroupMe, HipChat,
Messenger, Pidgin, Remind, Skype, Telegram, WhatsApp, Yahoo Messenger, Zoom
• Discussion Forum & Web Chat Tools: 99Chats, AVchat, Bravenet, Chatandgo, Chatzy,
Discourse, Groupboard, MyBB, PanFora, Phorum, Vanilla Forums, YellBox, Zoho Chat
• Audience Response and Backchannel Tools: Class Pager, Classtime,Glisser, Google
Slides, Kahoot, Mentimeter, Plickers, Poll Everywhere, Sli.do, Socrative, Wooclap
• Webinar, Web Meeting & Virtual Classroom Tools: Adobe Connect, AnyDesk,
Appear.in, Blab, BlueJeans, Cisco WebEx, Drum, Flipgrid, Google Hangouts & Meet,
GoToMeeting, Mikogo, TeamViewer,TeamLink,Uberconference, Zoom
• Social & Collaboration Platform & Spaces: Asana, Basecamp, BoostHQ, BuddyPress,
Confluence, COYO, Elgg, G Suite, Google Groups, Google Spaces, Jive, Microsoft
Teams, Ning, Podio, Rizzoma, SharePoint, Slack, Smartsheet, Trello, Yammer
• Public Social Networks: Facebook, Instagram,LinkedIn, Snapchat, Stack Overflow,
Twitter, Xing, Foursquare, LibraryThing, Knack, Meetup
• File & Resource Sharing Tools: Dropbox, Google Drive, OneDrive.
• Group Organisers, Task managers & Scheduling Tools: Doodle, Google Calendar,
Timebridge, WhenIsGood.
• Collaborative Online Brainstorming & Whiteboarding: Lino, Padlet, SpiderScribe
Personal & Professional tools
• Digital Notebooks & Personal Information Systems: aNotepad, Breakdown Notes,
Evernote, Google Keep, KnowledgeNotebook, List.It, MyInfo, OneNote, Privnote,
QuickLyst, Todoist, Workflowy,
• Search & Research Tools: 43marks, BibMe, Bing, Cite This For Me, DeeperWeb,
Duckduckgo, Google Search, Google Scholar, Kartoo, Mahalo, Mendeley, Quora,
SimilarSites, Wikipeadia, Wolfram Alpha, Zotero
• News, Curation& Bookmarking Tools: Anders Pink, Diigo, Flipboard, Google Alerts,
Nuzzel, Paper.Li, Pinterest, Pocket, Scoopit, Zeef, Wakelet, TagTeam, Pluggio, MyCurator,
BibSonomy,
• Mind Mapping Tools: Bubbl.us, Cmap, FreeMind, iMindMap, MapMyself,
MindManager, MindMaper, MindMiester, Popplet, WiseMapping, XMind
• Journaling Apps: Day One, Diaro, Flava, Momento, Penzu, Writr
• Personal Productivity Tools: Bit.ly, DeepL Translator, Google Calendar, Google Earth,
Google Maps, Grammarly, Google News, Google Translate, IFTTT, LibraryThing, Office
Lens, Plaxo, Wunderlist, Zapier
• Personal & Social Media Dashboards: Buffer, Hootsuite, Middlespot, Pobb, Start.me,
TweetDeck, Symbaloo, Protopage, Only2Clicks
• Digital Notebooks, Personal Learning Systems & Digital Portfolios: aNotepad,
ClassMint, Evrnote, Google Keep, Knowledge Notebook, Mural, Notability, OneNote,
PebblePad,SNIPPit
• Players & Readers for the Web: Adobe Reader, Awasu, Castro, Feedly, Feedreader,
Foxit Reader, GoodReader, Inoreader, iTunes, Kindle App, Miro, Overcast, Quick Scan,
Shrook
• Web Browsers: Browzar, Firefox, Google Chrome, Microsoft Edge, Opera, Safari,
SeaMonkey, SlimBrowser, SwiftFox, Vivaldi
• Personal Smart Devices: Android Phones, Tablet, Apple iPad, Apple iPhone, Apple
Watch, Kindle
(Source: http://c4lpt.co.uk/)
Google Tools: Google Classroom, Google Docs, Gmail, Google Slides, Google Sheets, Google
Sites, Google Slides, Google Hangouts & Meet, Google Groups, Google Spaces, Google Drive,
Google Calendar, Google Keep, Google Search, Google Scholar, Google Alerts, Google Earth,
Google Maps, Google Translate, Google Chrome
116 Box 1: Technologies (Digital Tools) for Teaching and Learning
There are also many Indian ICT initiatives for both school and higher education. Technology Integration in
You may also utilize those initiatives for teaching-learning. Some of the ICT
initiatives for higher education incudes : SWAYAM, Swayamprabha, DTH-TV
Channels, National Digital Library of India (NDL), National Academic Repository
(NAD), NPTEL, e-PG Pathshala, e-Shodh Sindhu (eSS), Virtual Labs,e-Yantra,
Talk to a Teacher programme, e-acharya, e-Kalpa, FOSSEE (Freeand Open
Source Software in Education), Vidwan, Spoken Tutorial, BAADAL, Global
Initiative of Academic Networks (GIAN),Sakshat, DigiLocker, NPTEL,OSCAR,
Shodhgangotri, Shodhganga, e-Gyankosh, etc. Alka (2019) classifies ICT
initiatives for school education into five broad categories. They are given in Box 2.
Improve Access Data Management Dissemination of Enhance Quality of Monitoring and
and Services Resources Teaching &Learning Evaluation
• Geographic • ShalaDarpan • E-pathshala • ICT in Education • Saransh
Information • ShaalaKosh • National Curriculum for • Shaala
System (GIS) • Student Data Repository of School System Sidhdhi
Mapping of Management & Open Educational • Diksha Portal • ShaGun
Schools Information System Resources • Project e-Prajna, Portal
through Aadhaar (NROER) e-Classrooms, and
based Direct Benefit • SWAYAM Digital Language
Transfer(DBT) • SWAYAM Prabha Lab for Kendriya
• Aadhar Database DTH-TV Channels Vidyalayas
of Teachers and • ShaGun portal – • Shaala Sarathi
Students • I-share for India
Box 2: Indian ICT Initiatives for School Education (Source: https://ciet.nic.in/)

1) What do you mean by technology integration? Suggest some examples.
..................................................................................................................
..................................................................................................................
..................................................................................................................
2) Briefly explain the benefits of integrating technology in the teaching

learning process.
..................................................................................................................
..................................................................................................................
..................................................................................................................
1) Visit any nearby educational institution (school or higher education

institution) and identify the digital tools available for teaching-learning.
Prepare a report.
2) Register an account in both Google Classroom and Edmodo. Thereafter

offer a course through both of them. Compare the advantages and
disadvantages of both the LMS platforms and prepare a report. 117
Technology 3) Select any popular social media, create a group for classroom
communication and upload learning resources. Identify the difficulties
that you face in uploading content into the social network. How did you
overcome those difficulties?
4) Explore the digital tools available for collaboration in classroom teaching.
Prepare a list of it.
5) Suggest some digital tools to students of your classroom that enables them
learn effectivity.
5.3 TECHNOLOGY INTEGRATION MODELS

There are many digital devices and digital tools (application softwares). You
may be using some of them like computer, mobile phone, presentation software
(Microsoft PowerPoint, open office, etc.) and social networking site (Facebook,
WhtasApp, Twitter, etc.), video programme, etc., in your teaching. On what basis
are you selecting and using such technologies? To select a suitable technology,
you needs to take into account some factors. In Unit 3, we have discussed some
of the factors to be considered for selection of technology. Over the time many
models (or frameworks) guiding teacher’s technology integration in the teaching-
learning process have also been developed. You can also use such models to select
a suitable technology. Below given are few such models:
5.3.1 Apple Classrooms of Tomorrow (ACOT) Model
ACOT initiated by APPLE company is one of the first models that describes
media (or technology) integration. In 1985, the Apple Inc started a project to
identify the impact of routine use of technology by teachers and students of
public schools, Universities and research agencies in US. The project continued
for long 10 years. In this project, teachers were asked to integrate different
technologies like computers, video disc players, video cameras, scanners, CD
ROM drives, modems, online communication devices, printers, laser discs,
etc. in the instructional process at five different levels that is entry, adoption,
adaptation, infusion, and transformation as you see in figure 1(Dwyer et. al.,
1991). Technology is used as a tool to support learning across the curriculum and
the classrooms serves as multimedia environment, where students and teachers
use textbooks, manipulatives, overhead projectors, televisions, etc., as well as
computers. The operating principle is to use the media that best supports the
learning goal (Dwyer et. al., 1991).Thereafter the effect of technology integration
was studied. The research project identified that, technology in a big way enhances
the effectiveness of teaching and learning.
Entry Teacher uses technology to deliver curriculum content to students
Adoption Teacher directs students for conventional use of tool-based software
Teacher encourages adaptation of tool-based software by allowing students
Adaptation
to select and modify a tool to accomplish the task at hand
Teacher consistently provides the infusion of technology tools with
Infusion
understanding, applying, analysing and evaluating learning tasks.
Teacher cultivates a rich learning environment, where blending choice
Transformation of technology tools with student-initiated investigations, discussions,
compositions, or projects across any content area is promoted.
Fig. 1: ACOT Model: Levels of Integration (Source: http://trojantechteachers.weebly.

com/levels-of-technology-integration.html)
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Realising the progress of technology and its impact on education, the same Technology Integration in
project was extended giving rise to the second phase called Apple Classrooms of
Tomorrow-Today (ACOT2). “Apple Classrooms of Tomorrow—Today (ACOT2)
is a collaborative project with the education community to identify the essential
design principles for the 21st century high school focusing on the relationships
that matters most: those between students, teachers, and curriculum”(Apple Inc,
2008). The project was more goal oriented in the sense, it tried to evolve answers
for various questions like, what is requirement of students regarding the learning
environment? What are their expectations in the classroom? What factors motivate
them to stay in schools? etc. To meet those goals, a three phased strategy was
formulated. Let us discuss about those phases.
In the first phase, the design principles (Fig.2) for twenty first century schools
were developed. The design principles were the guiding philosophy of teaching-
learning process. Before undertaking teaching, teachers must be well aware
of the twenty first century learning outcomes. Those learning outcomes may
be achieved through collaborative efforts and with the help technology. The
learning is optimized for twenty first century. “Twenty-first century learning
is at the confluence of three major influences: globalization, which increases
global interdependence and competition; technology innovations that enable
more engaged teaching and learning and provide 24 by 7 access to content and
people; and new research on how people learn” (Apple Inc, 2008) (Fig.2). In
the second phase, the design principles were practically implemented among
the high school students through different technological mediums. “The third
phase, ACOT2 will take these design principles and apply them to a bold project:
200 Days for a Lifetime of Success, a freshman year high school curriculum
specifically designed to prepare students for success in life and work in the 21st
century” (Apple Inc, 2008). Thus, Apple Classrooms of Tomorrow (ACOT)
Model focuses on technology integration in five phases to develop the twenty
first century skills among students.
Fig.2: How People Learn (Source: file:///G:/PGDET%20Revision/Course%203/ACOT2_

Background.pdf)

1) Briefly explain the Apple Classrooms of Tomorrow (ACOT) Model of
technology integration.
119
Technology ..................................................................................................................
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2) ‘There are five phases in Apple Classrooms of Tomorrow (ACOT) Model

of technology integration’. Is this a true or false statement?
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..................................................................................................................
..................................................................................................................
1) Visit any educational institution near your area. Conduct a survey to

explore the challenges faced in integrating technology in the teaching-
learning process. Prepare a report.
2) How will you use ‘five phases of Apple Classrooms of Tomorrow (ACOT)
Model’ in your teaching? Suggest an example.
5.3.2 Pierson’s Technology Integration Model (Modified)

Pierson (1999) defined technology integration as teachers utilizing content,
technological and pedagogical expertise effectively for the benefit of students
learning. The Pierson’s Technology Integration Model (Modified) comprises
of three components; content, pedagogy and technology as basis of technology
integration. These components gave rise to three intersecting circles describing
three types of knowledge. They are content knowledge, pedagogical knowledge
and technological knowledge (Fig.3). Content knowledge refers to the teachers
understanding about the content/subject matter going to be transacted in the
classroom. While, understanding of teaching methods, classroom management
styles, evaluation strategies, etc.,denotes the pedagogical knowledge of the
teacher. The technological knowledge pertains to the operational skills and ways of
integrating technology in the instructional system (Pierson, 1999). As per Pierson’s
technology integration model, teachers should have adequate understanding of
the content, pedagogy and technology to successfully integrate technology in the
teaching-learning process.
Later Woodbridge (2004) modified the Pierson’s technology integration model by
adding fourth component that is ‘Students Construction of Information’. It is a fact
that, unplanned use of technology in teaching will not help students for construction
of knowledge. Teachers needs to take into account the content, pedagogy and
technology and should systematically plan for integration of technology. Then,
students can actively engage in the learning process and construct knowledge
with the support of the teacher. Thus, the ‘Students Construction of information’
is the end result of effective integration of technology.
Let us take an example. A teacher helps her students to understand the concept
of ‘nuclear energy’. For this the teacher should definitely have the content
knowledge (nuclear energy). You know that, nuclear energy has both advantages
120
and disadvantages. So rather than mentioning the concept and definition of Technology Integration in
nuclear energy, the teacher can also conduct a debate regarding the advantages
and disadvantages. So, teacher has to apply his/her pedagogical knowledge and
technological knowledge so that an appropriate pedagogy and technology is
selected to transact the content. Here a debate (pedagogy) may help teacher to
engage student’s in discussion that would help them freely express their arguments
about the advantages and disadvantages. The teacher can also create a discussion
forum. In discussion forum also students can freely express their views. The
participation of students in the debate and discussion forum would help them
to broaden their understanding and construct newer knowledge. Thus, the use
of technology helps students in construction of knowledge by themselves. So,
whenever you integrate technology using Woodbridge model, then you should
have content, pedagogical and technological knowledge. Along with that, you
should judiciously select a technology that will enable students to construct
knowledge of their own.
Fig.3:Pierson’s Technology Integration Model (Modified) (Source: Pierson, 1999;

Woodbridge, 2004)
5.3.3 Technology Integration Planning (TIP) Model for Teachers

A Mathematics primary teacher is planning a technology-enabled learning activity
to teach the concept of ‘addition’ to her students. While planning the teaching
session, teacher might have gone through different stages/thoughts like, he/she
may ask her colleagues about the best technological resources available to teach
addition, search internet to identify a suitable technology, etc. Every teacher
passes through certain stages/thoughts before organising a technology-enabled
teaching session. The TIP model supports such a thinking process. TIP model
helps teachers themselves ask various questions before they really conduct a
technology-enabled activity. 121
Technology
Fig. 4: TIP Model(Source: https://slideplayer.com/slide/8746325/)
The TIP Model for Teachers, is a model that provides teachers guidance and
ways to address issues while integrating technology. Wiencke and Roblyer (2004)
describes the TIP model as “five-phased Technology Integration Planning (TIP)
Model (which) was designed to help teachers plan for, implement, and assess their
use of technology in instruction…” (Learn Tech Lib, n.d.). TIP suggests teachers
the ways to address challenges and problems that arises during the integration
of technology (Roblyer, 2006). As you see in figure 4, the TIP model has five
phases (Roblyer, 2006) and teachers need to ask themselves questions at each
phase. The five phases of the TIP model are as follows:
i) Determining relative advantage: In the first phase, ‘determining relative
advantage’, the teacher focuses on questions such as; is there any issue
with my present teaching styles and instructional processes? What is the
real issue I am addressing in teaching? Why should I think of integrating
a technology? How technology will offer better solutions to my teaching
problems? In what way integrating technology is an advantage in relation
to other teaching styles? In broad, first phase addresses two questions; the
issues and relative advantage of teaching with technology.
ii) Decide on objectives and assessments: The second phase ‘decide on
objectives and assessments’ is related to the learning objectives and
assessment techniques. The teacher themselves asks the following questions
in the second phase. What learning outcomes are expected out of children
from a technology-integrated teaching method? How can I assess my students
and what are the best possible ways of assessment? Whether tests alone are
sufficient? Or else should I use check list or rubric? Thus, second phase
describes objectives of technology integrated teaching and its assessment.
iii) Design integration strategies: Third phase focuses instructional design.
Instructional design is related to various factors such as objectives of
teaching, topic going to be transacted, etc. In this stage teacher asks
questions like, which technology-enabled teaching approach would best
work for a particular learning objective? How can I enable students to use
technology? What teaching method is good for groups and single student?
Such questions would help the teacher to develop appropriate technology
122 integrated instructional design.
iv) Prepare the instructional environment: In the fourth phase, questions Technology Integration in
focuses infrastructural and technical facilities. Teacher asks questions like, is
there availability of adequate hardware and software for integration? What
technologies are needed to carryout technology integrated teaching? How
would I arrange and organise the technological resources to support my
teaching, etc. Thus, fourth phase helps teacher to check essential facilities to
conduct technology integrated teaching. The essential components required
to conduct an effective technology integrated teaching are shown in figure 5.
v) Evaluate and revise integration strategies: The fifth and final phase
provides insights for reflection and developing strategies for improvement.
After carrying out the real technology integrated teaching, teacher reflects
on the teaching session so as to identify the shortcomings and problems of
technology integration. In this stage, questions like, whether the technology
integration was successful? Whether I have succeeded in delivering
the content in meaningful ways ? What worked well? Is there are any
shortcoming in technology integration? What could be improved so that
technology integrated teaching will be more effective in future? These
questions are self-evaluative questions guiding the teacher for organising
better technology integrated teaching in future.
Fig.5: Essential Components for Effective Technology Integration (Source: https://

slideplayer.com/slide/8746325/)

1) Wood bridge expanded the Pierson’s Technology Integration Model by
adding fourth component ‘Students Construction of Information’-Why?
..................................................................................................................
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2) Describe the ‘content knowledge’ mentioned in the Pierson’s Technology
Integration Model.
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123
Technology 3) What are the different phases of the TIP model for teachers?
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4) What are the essential components required for technology integration?
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1) Conduct a survey in an educational institution (school or higher education

institution) to explore the infrastructural and technological facilities
available in that institution. Prepare a report.
2) Conduct a survey among some students and identify the technologies that
they use for learning. Prepare a list of those technologies.
5.3.4 Technological Pedagogical Content Knowledge (TPACK)

Framework
A teacher should have both subject and pedagogical expertise for effectively
carrying out teaching-learning process. This led to the notion of ‘pedagogical
content knowledge’ as suggested by Shulman (1986). Realising the relevance
of technology, Mishra and Koehler added the term ‘technology’, along with
Shulmans ‘pedagogical content knowledge’ and that led to coin the term
‘technological pedagogical content knowledge’ and the acronym TPACK. TPACK
is one of the popular and widely used frameworks guiding teachers for integration
of technology in their teaching.
TPACK describes the teacher’s knowledge in three independent components
namely technology, pedagogy and content and mutual components that is
Technological Pedagogical Knowledge (TPK), Technological Content Knowledge
(TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical
Content Knowledge (TPACK). TPACK is defined as “a framework of teacher
knowledge for technology integration. Teacher knowledge is defined as a
complex interaction and intersection among three bodies of knowledge within the
framework of TPACK: content, pedagogy and technology”(Koehler and Mishra,
2008).TPACK is the judicious and intelligent mix of pedagogy, content and
technology that helps for effective integration of technology in teaching-learning
(Thompson and Mishra, 2006). Thus, TPACK consists of three essnetial knowldge
that is Technolgical Knowledgedge (TK), Pedagogical Knowledge (PK), Content
Knowledge (CK) and four integrated knowledge that is Technological Pedagogical
Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical
Content Knowledge (PCK) and Technological Pedagogical Content Knowledge
124 (TPACK).
Technology Integration in
Fig.6: TPACK Framework (Source: http://tpack.org)
Let us discuus the various components of TPACK in detail:

Technological knowledge (TK):Today, many technologies (digital devices
such as computer, camera, mobile, etc. and digital tools such as application
software, social media, etc.) are available for teaching-learning. A teacher trying
to integrate technology must have sufficient understanding and knowledge of
various technologies. The mere knowledge about technologies is insufficient but
the teacher must be able to operate and successfully use technology for teaching.
This teacher knowledge of technology is referred to as technological knowledge
(TK).
Pedagogical knowledge (PK): A teacher is supposed to possess the pedagogical
understanding before undertaking the teaching. The pedagogy is the science of
teaching. The pedagogy describes teachers understanding on teaching methods,
teaching approaches, learning theories, teaching styles, learning styles, classroom
management, organisation of learning experiences, evaluation methods, latest
trends in the teaching and learning, psychology of the learners, inclusive practices,
etc. The teacher knowledge on various aspects of pedagogy is called pedagogical
knowledge (PK).
Content Knowledge (CK): A teacher is supposed to have thorough understanding
of the subject/topic that she/he teaches without which they may fail to organise
an effective teaching session. Apart from the content/subject knowledge, teacher
should also have the latest information of his/her subject. The teacher knowledge
in the subject matter such as the terms, facts, concepts, principles, theories and
laws, etc. is called content knowledge (CK).
Technological Pedagogical Knowledge (TPK): The technology integration
requires thinking of teachers about the interrelationship between technology and
pedagogy. This teacher knowledge is referred to as technological pedagogical
content knowledge (TPK). For teaching, you have to select a suitable technology
looking at the pedagogy selected for transacting a particular topic. It is clear that, 125
Selection and Integration of one particular technology may not be always suitable to a pedagogical approach
Technology
and vice versa. So, you must be cautious in selecting technology suitable to
particular teaching method/ approach. The selection of technology also depends
on various other aspects of pedagogy.
Technological Content Knowledge (TCK): While selecting a technology, you
should also consider the content/topic going to be transacted. For instance, you
may teach a topic of Mathematics using lecture method and ask children to solve
some mathematical problems. In general students solve mathematical problems in
their notebook. But you can also use technology. For example, you may use any
application software where students can keep changing ‘values’ in the software
and see the results. This helps students to manipulate ‘values’ multiple times.
For instance, students can keep on changing two numbers while adding them
and see the change in results. This also helps students to identify their mistakes
in solving problems. Thus, technology selection also depends on the content.
Thus, the teacher knowledge in selection of suitable technology for transacting
a particular content is termed as Technological Content Knowledge (TCK).
Pedagogical Content Knowledge (PCK): To teach a content, you are free to
select any teaching method. But remember, one particular pedagogy (teaching
method) is not always suitable to teach all the contents of a subject. So, you
may select different teaching methods to teach different contents. And to select
a particular pedagogy you should have understanding about various aspects such
as teaching methods, organisation of learning experiences, evaluation strategies,
classroom management techniques, etc. The selection of appropriate pedagogy
suitable to a content is called Pedagogical Content Knowledge (PCK).
Technological Pedagogical Content Knowledge (TPK): The teacher knowledge
in three independent components that is technology, pedagogy and content and
their interrelationship leads to Technological Pedagogical Content Knowledge
(TPACK).“Technological Pedagogical Content Knowledge (TPACK) is the
basis of good teaching with technology and requires an understanding of the
representation of concepts using technologies; pedagogical techniques that use
technologies in constructive ways to teach content; knowledge of what makes
concepts difficult or easy to learn and how technology can help redress some of the
problems that students face; knowledge of students’ prior knowledge and theories
of epistemology; and knowledge of how technologies can be used to build on
existing knowledge” ( (Mishra and Koehler, 2006). Thus, teachers should have
understanding about technology, pedagogy and content and their interrelationship
to successfully select and integrate suitable technology in teaching.
Let us now discuss an application of TPACK framework in teaching-learning.
Suppose if you plan to teach ‘difference between potential and kinetic energy
(concept in Science), then you should definitely know the content. If you know the
difference between potential and kinetic energy’ then it represents your CK. The
next step is the selection of a suitable pedagogy (teaching method). So, applying
your PK and PCK you can select ‘lecture method’ as your pedagogy. Now you
have to select the technology. At this point, use your TK, TCK and TPK. You
have to make sure that, the technology going to be selected best suits the content
and pedagogy. In this case, you can use some image/s (use any of the tools for
Clip Art, Image and Phot Sharing platforms given in Box 1). The images would
be of both potential and kinetic energy. To show the images, you may either use
the projector. Now in a real teaching session, to start the discussion, you may
126 show the images and ask students to group the images into two categories that is
images that shows potential and kinetic energy . After categorising the images, Technology Integration in
you can conclude the discussion. Thereafter, you can also give a quiz (use any
quiz making tool discussed in Box 1) to check students understanding of the
concept discussed. Thus, while deciding the technology to transact difference
among K.E and P.E, the various components of TPACK framework is taken
into consideration. The individual component (TK, PK, CK) and interrelated
components (TPK, TCK and PCK) must be coherently considered during the
selection of the technology/ies. You can also think of other teaching methods
and technologies to teach the same topic.
5.3.5 Systematic ICT Integration Model

What do you mean by ICT integration? ICT integration is a process of using any
ICT (including information resources on the web, multimedia programmes in
CD-ROMs, learning objects, or other tools) to enhance student learning (Williams,
2003). Thus, ICT includes both hardware(such as computer, mobile, projector,
etc.) and software(such as presentations, animations, simulations, videos, social
media platforms, etc.). The judicious selection and use of both hardware and
software in education is ICT integration. We may also call it as technology
integration
ICT integration is possible in three areas (or levels); curriculum (macro), topic
(meso), and lesson (micro) as shown in figure 7. In macro level, whole course is
delivered using ICT. When ICT is sued to deliver certain topics of a course it is
considered as meso level. If concepts of a lesson are transacted using ICT, then
it is ICT use at micro level. But when any particular ICT resource is selected to
transact any curricular content, you are responsible to provide justification for
your selection. In such a case, you can use the systematic ICT integration model
proposed by Wang and Woo in 2007.
Fig.7: ICT Integration Levels (Source: http://citeseerx.ist.psu.edu/)
The Systematic ICT Integration Model (2007) guides teachers for ICT integration
through systematic and series of steps, and thereby enabling themselves to find the
justification for their selection of ICT resources. The Systematic ICT Integration
Model comprises seven stages (components) logically and sequentially arranged
starting from ‘problem statement’ and ends up with ‘reflection’(Fig.8). You need to
move in a linear path to reach the final stage and bypassing each stage is allowed 127
Selection and Integration of only when you complete the previous stage. Also, you need to provide strong
Technology
justification for the selection of a particular technology at ‘rationale’ stage of the
model and this is one of the chief characteristics that keeps the model distinct.
Fig.8: Systematic ICT Integration Model

1) What do you mean by TPACK framework?
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2) How will you use TPACK framework to integrate technology? Give an

example.
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3) Briefly explain the systematic ICT integration model.
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128
Activities for Practice Teaching-Learning Processes
1) Select a topic of your choice and prepare a plan to teach that topic using
TPACK framework.
2) Select a lesson(chapter/unit) and offer it as a course through any LMS

platform. Why did you choose that particular LMs platform? Give
justification considering the systematic ICT integration model.
5.3.6 Generic Model or PST Model

The ‘generic model’ of technology integration comprises of three components;
pedagogy, social interaction and technology. These components (figure 9) would
guide teachers to effectively integrate ICT resources and tools in the instructional
process.
Fig.9: Key Components of the Generic Model
Let us discus the three components proposed by Wang in generic model. The
first component ‘pedagogy’ refers to the strategies and methods of teaching.
So, it is obligatory on your part to take into account and understand various
aspects of pedagogy before undertaking teaching. The second component ‘social
interaction’ is based on the theoretical principles of social constructivism. Social
constructivism emphasises knowledge construction through interaction with
others. So, while designing pedagogy, you should provide students opportunity
to share and discuss content with their peers and others. This ultimately helps
students in construction of new knowledge. The third component ‘technology’
implies the technologies used for knowledge construction in a social environment.
So, you can use any technology that supports the social interaction and pedagogy.
For example, discussion forums, chats, blogs, social media platforms etc., are
good digital tools that supports social interaction among students. The interaction
and collaboration in such platforms helps students to construct knowledge by
their own.
5.3.7 Substitution Augmentation Modification Redefinition

(SAMR) Model
SAMR model is a popular technology integration model popularised by Ruben
R. Puentendura (2012). This model facilitates teachers for technology integration
through four layered stages; Substitution, Augmentation, Modification and 129
Selection and Integration of Redefinition and hence the acronym SAMR (Fig.10). The SAMR model consists
Technology
of ‘substitution’ and ‘augmentation’ in the lower level. The technology integration
in the lower level represents ‘enhanced’ teaching-learning. While the higher
levels namely, ‘modification’ and ‘redefinition’ leads to the ‘transformative’
form of teaching-learning which is much higher than the enhanced stage. The
integration of technology moves hierarchically from the lower level starting with
‘substitution’ and ends at higher level ‘redefinition’. The planned integration of
technology through four layered stages helps for meaningful learning.
Fig.10: SAMR Model ( Source: https://commons.wikimedia.org/wiki/File:The_SAMR_

Model.jpg)
Let us discuss the various levels of SAMR model.
The first level is ‘substitution’. This level is the lowest level. This level focusses
on substitution of non-digital medium with digital medium. At this level you
may substitute a non-digital teaching-learning task/aid/activity with a digital
medium. In the substitution level, functional improvements (skill development)
is less emphasised and the focus is just substitution. For example, a teacher using
an e-text in place of a hard copy text for teaching is a form of substitution. Or
else, asking students to prepare ‘soft copy report’ in place of ‘hard copy report’
is again substitution.
In the second level that is ‘augmentation’ along with substitution of technologies,

functional improvement is emphasised. What does it mean? You may ask your
students to use a word processing software (such as Libre office, Ability Office,
etc.) to prepare an assignment or project report. The use of ‘word processing
software’ improves students functional skills such as skill in writing, fetching
and inserting images in the text, etc.
The third level ‘modification’ represents a complete modification of the teaching-

learning task. This is the transformation stage that is digital devices and tools
are substituted in the traditional teaching-learning process with the intention
of providing technology-enabled learning experiences. For example, generally
teacher draws the ‘eye structure’ in the black board and explains. But you can
use a projector while explaining the ‘eye structure’. At the same time, a video
explicitly showing the various parts of the ‘eye structure’ can also be used. This
is the modification level.
130
The final stage of SMAR model that is ‘redefinition’ allows students engage in Technology Integration in
creative activities with the help of technology that would not have been possible
in the traditional classroom. For example,you may ask students to develop an
audio programme (in interview format) related to any concept of your subject.
For developing audio programme, audio creation tools like ‘audacity’, etc., can
be used. This helps students develop multiple skills and competencies.
5.4 TECHNOLOGY INTEGRATION MATRIX (TIM)

In addition to the frameworks discussed above,Technology Integration Matrix
(TIM) has been developed by the Florida Center for Instructional Technology of
University of South Florida, University College of Education, guiding teacher’s
technology integration in the teaching-learning process. TIM mentions five
‘levels of learning environment’ along with their characteristics. The five
learning environments are active, collaborative, constructive, authentic and goal
directed. The use of technology varies in each of the five levels of ‘learning
environment’. The degree of use and integration of technology is described as the
‘levels of integration of technology’ in TIM. Technology integration in each of
the ‘learning environment’ starts with minimal level and extends to maximum.
Altogether there are five ‘levels of technology integration’ that is entry, adoption,
adaption, infusion and transformation. Thus, the technology can be integrated into
each ‘level of learning environment’ in five different ways. This forms twenty-
five different ways of technology integration and creates a matrix consisting of
25 cells as shown in figure 11.
Fig.11: Technology Integration Matrix (Source : https://chrishawks.net/)
Let us briefly discuss the various levels of ‘learning environment’. They are as
follows:
• In the first level of ‘learning environment’ that is ‘active learning’, students
use technology not only for merely acquiring information but also to actively
engage in the learning process. For example, you may ask students to develop
a concept map using any concept map software.
• In the second level, ‘collaborative learning’, students engage in technology

enabled collaborative learning activity. For example, you may post some 131
Selection and Integration of questions (like internet and health issues, etc.) in the discussion forum and
Technology
ask students to post their point of views.
• In the third level ‘constructive learning’, students engage in a technology-

enabled learning environment and construct knowledge with the help of
their prior experiences and knowledge. For example, you may use ‘flipped
classroom’ model to teach any concept of your subject. In flipped classroom,
first students have to watch the video programme that you have prepared.
Then discussion related to that topic are held in the classroom. Watching
video programmes before hand helps students to construct knowledge by
their own.
• In the fourth level ‘authentic learning’ technology is used as means to

solve real life issues. This helps students to understand authentic issues
with the help of technology. For example, you may ask student to watch a
‘documentary film’ on pollution. This helps students get information about
various issues related to pollution.
• In the fifth level, ‘goal directed learning’ students use technology to complete
any specific task. For example, you may ask students to complete a project
by interviewing participants using online survey tools.
Let us now discuss the ‘levels of technology integration’. They are as follows:
The first level of technology integration that is ‘entry level’ implies the simple
use of technology for transacting content. In the second level, ‘adoption level’
technology is used as a conventional medium in the teaching-learning process.
For example, students preparing report using word processing software. The
‘adaption level’ allows students to adapt technology and modify for their use. In
the fourth level, ‘infusion’ technology is used a major medium to deliver content
wherever possible. In this level, you may try to integrate technology in whatever
way possible. You should also ask students to use technology for learning. In
the ‘transformation level’, a complete reorientation in the technology mediated
teaching-learning environment is made possible which would have been not
possible without technology. This helps in organising a complete technology-
enabled teaching-learning session.
How would you use TIM in your teaching? First you to have decide the ‘’level of
learning environment’ and then the ‘level of technology integration’. Then you can
choose any technology discussed in Section 5.2. For instance, suppose you choose
the third level of learning environment that is ‘collaborative learning’ and ‘entry
level’ as the level of technology integration, then you have to design learning
activity using simple technologies. For example, you may ask your students to
sit in group and search internet to identify the majorly cultivated ‘crops’ in India.

1) List some digital tools that will enhance social interaction among
students.
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132
.................................................................................................................. Teaching-Learning Processes
..................................................................................................................
2) Briefly explain SAMR model of technology integration citing examples.
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3) What is TIM? How will you use TIM to integrate technology in teaching-
learning process?
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1) How will you use the SAMR model and TIM model of technology
integration in your teaching? Discuss with examples.
2) Suggest some technologies that will fit into the ‘entry level’ and
‘transformation level’ as suggested in TIM.
5.5 LET US SUM UP

The teaching can be supplemented with technology so as to actively engage
students in the learning process and better understand the subject matter. Many
more factors support technology integration. We have discussed the need
for technology integration. Technologies like social media, flipped learning,
discussion forum, etc. are available today. Even technologies like, 3D printing,
artificial intelligence, virtual reality also exists. This Unit also had given a
detailed list of available technologies. A teacher is free to select any available
technology and use them for delivering subject content. The selection depends
on various factors like subject taught, nature of content, age level of students, etc.
However, teachers at times finds difficult to select and integrate an appropriate
technology in the teaching-learning process. This led to development of guiding
principles/frameworks that helps teachers integrate suitable technology in the
teaching process. Over the time many technology integrations models have
evolved. In this unit we have discussed about various technology integration
models of which TPACK, SAMR, TIM, etc., have gained attention and are very
popular. These frameworks guides teachers to select a suitable technology for
their teaching. You may use any of these technology integration models to select
an appropriate technology for teaching and organising a technology-enabled
learning environment.
133
Technology 5.6 UNIT END ACTIVITIES
1) Create an infographic using any software discussed in this Unit.
2) How will you use TIP model of technology integration in your teaching?
Discuss with an example.
3) Discuss the various components of TPACK model of technology integration

citing examples from your own subject.
4) What is SAMR model? How will you use SAMR model in your teaching?
Give examples.
5) Select a topic of your choice and discuss the ways of using TIM for teaching
that particular topic.
5.7 REFERENCES AND SUGGESTED READINGS

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happening. Journal of Technology & Teacher Education, 13, 519–526
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and challenges. Bahtter college journal of multidisciplinary studies, (2),21-27
Davies, R. S., & West,R.E. (2013). Technology integration in schools. Handbook
of research on educational communications and technology (4th Edition). Provo:
Brigham Young University.
Dwyer. D.C. et al. (1991). Changes in teachers beliefs and practices in technology
rivh classrooms. Educational leadership, 48 (8), 45-54.
Ghavifekr, S., & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research
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(4th Edition). NY: Hougton Mifflin Company.
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134 NCERT.
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higher education: Changing teaching and learning. Innovative Higher Education,
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into teaching. Boston, MA: Pearson.
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classroom. Doctral Thesis : Walden University.
5.8 ANSWER TO CHECK YOUR PROGRESS

1) Technology integration means teaching a subject which exists in the
curriculum via technology as an instructional tool. For example, using
interactive white board to transact a concept of Mathematics.
2) Technology integration enhances quality of teaching learning, access to
teaching-learning materials, and minimises equity issues. Also helps for
meaningful learning, promote self-learning, helps for anytime, anywhere
learning, etc.
1) Apple Classrooms of Tomorrow (ACOT) model was the first initiation of
the company Apple Inc. experimenting integration of technology through
five steps i.e. Entry, Adoption, Adaptation, Appropriation, and Invention.
2) True.
1) In the learning process students themselves construct subject knowledge using
their prior experiences. Thus, teachers need to provide learning activities
that helps students to construct their own knowledge.
2) Content knowledge refers to the teachers basic understanding and awareness
(knowledge) about the contents in the subject that he/she teaches.Content
knowledge includes knowledge about facts, theories, laws, rules, etc., of a
subject. Similarly, the knowledge about the latest happenings in the subject
also comes under content knowledge.
136
3) The different phases of TIP model 1) Determining relative advantage, 2) Technology Integration in
Decide on objectives and assessments, 3) Design integration strategies, 4)
Prepare the instructional environment, and 5) Evaluate and revise integration
strategies.
4) Policies, hardware, software, trained personals, technical assistance, etc.
1) TPACK frame is a popular framework of teacher knowledge for technology

integration. Teacher knowledge is defined as a complex interaction and
intersection among three bodies of knowledge within the framework of
TPACK: content, pedagogy and technology.
2) Answer yourself.
3) Systematic ICT Integration Model (2007) put forwarded by Wang and Woo
helps teachers for ICT integration through systematic and series of steps and
thereby enabling themselves finding the justification for selection of ICT
resources for teaching.
1) Discussion forums, online groups, chats, social networking sites, etc.
2) SAMR model is one of the latest and popular technology integration

models popularised by Ruben R. Puentedura and helps teachers to integrate
technology through four stages, i.e. Substitution, Augmentation Modification
and Redefinition.
3) Technology Integration Matrix (TIM) is a technology integration model

developed by Florida Center for Instructional Technology of University of
South Florida, University College of Education. TIM describes five different
levels of learning environment and their characteristics (active, collaborative,
constructive, authentic and goal directed) and five different technology
integration levels (entry, adoption, adaption, infusion and transformation)
and these needs to considered while integration of technology.
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Technology UNIT 6 MANAGING TECHNOLOGY
MEDIATED LEARNING SPACES
Structure
6.1 Introduction
6.2 Objectives
6.3 Learning Space-an Introduction
6.4 Designing Learning Spaces
6.4.1 Trends in Learning Space Designs
6.5 Technology for Learning Spaces
6.6 Teachers’ Role in Technology Mediated Learning Spaces
6.7 Management of Learning in Technology Mediated Learning Spaces
6.8 Let Us Sum Up
6.1 INTRODUCTION
We have discussed in Units 3 and 5 about the need for learning through
technologies or as we say technology-mediated learning. In this unit we will
discuss about the spaces where learning happens. We all agree that learning
occurs all time and everywhere, though the formal designated places for
students to learn over the centuries is classroom. The traditional classroom is
characterised by a chalkboard, desks, benches, books, etc., and home work were
considered as indicator of learning. This was almost universal way of teaching
and all students were taught this way. Over the years, especially with emergence
of communication technology and the recognition of connectivism as learning
approach, classrooms have evolved to be called as ‘learning space’. It includes
everything around the student, diverse physical settings, context, culture, in fact
everything that influences the student’s learning. Since students learn in a wide
variety of settings, such as outside-of-school locations and outdoor environments,
the term ‘learning space’ is often used as a more accurate or preferred alternative
to classroom, which has more limited and traditional connotations-a room with
rows of desks and benches and a chalkboard. You need to be aware of such
changes happening in the classrooms with the advent of technologies. So, in this
unit we will be learning more about the learning spaces, especially technology-
mediated learning spaces.
6.2 OBJECTIVES
• explain the concept of technology-mediated learning spaces;
• design various learning spaces;
• choose technologies for technology-mediated learning spaces;
• describe role of teachers in technology-mediated learning spaces; and
138 • manage learning in technology-mediated learning spaces.
6.3 LEARNING SPACE-AN INTRODCUTION Managing Technology
Mediated Learning Spaces
Today we see that world is changing at fast pace and way as never before. This
calls for changes in the way teaching-learning happens today. A classroom needs
to be a learning space having different tools than the chalk board, desks and
an occasional chart or model with flexibility to alter their positions whenever
required. Traditionally learning spaces allows interaction between teacher and
students and this helps them in construction of knowledge. This has changed
with the advent of technology; interaction no more remains within the boundaries
of classroom but is made open through technology and internet. Students can
also interact with their teachers, peers and experts outside the classroom. As
students goes online and interacts with thousands of people in social networks or
otherwise, there is whole genre of people-peer, younger and elders, who help in
their construction of knowledge much beyond the traditional learning space that
is classroom. Thus, learning spaces are no more closed as classroom but open,
flexible, and distributed.
You need to rethink the way learning happens by designing learning spaces,
making use of available technologies to create technology-mediated learning
spaces. It is like constructing learning networks using technology. Today education
is known to be more inclusive, therefore, it is catering to all, be it the bright ones,
average, or students with special needs. The system should be capable to support
all. You need to engage your students, and this student-centric education can
be easily made possible by developing technology-mediated learning spaces.
Technology-mediated learning spaces will make learning more interesting,
personalized, and contextualized. Thus, designing technology-mediated learning
spaces to quench quest of knowledge and curriculum designed to engage students
in their own learning is the calling of the present times.
Learning has been the focus of all activities designed for the students. Learning
takes place neither in isolation nor in vacuum. It is designed to happen in
designated places called the classroom, a space where lot of complex processes
and interactions both visible and invisible take place. Most of the classrooms
are of brick and mortar, but in some institutions, classrooms are more open and
merge with the natural settings. Classrooms are the places (mostly physical) of
action, where a teacher conducts the teaching-learning activities using either
teacher centric or student centric methods. Classroom is also known as ‘learning
space’ in modern parlance. According to Wikipedia, “learning space or learning
setting refers to a physical setting for a learning environment, a place in which
teaching and learning occur”. So, any environment that helps students construct
knowledge is referred as learning space. The classroom of yester years are non-
digital in nature. But today’s classrooms are modern classrooms in the sense
that they are digital in nature and so you can see the use of technologies in the
teaching-learning processes.
Fig.1: Classroom in Buildings Fig.2: Classroom in Nature Fig.3: Modern Classroom

(Source: https://commons.wikimedia.org/) ( Source:https://media.defense.gov) ( Source: Pixabay)
139
Selection and Integration of You would agree that technology has brought many changes in the classroom
Technology
settings which of course is one of the major learning spaces. With emergence of
technologies, classrooms are turning digital. Many educational institutions have
installed smart boards and projectors. Similarly, teachers are also using various
technologies for teaching. Technologies such as artificial intelligence, virtual
reality, social media, blog, wiki, online teaching, OERs, simulation, flipped
learning technologies, etc., are used for imparting instruction and communicating
with students. Even the open and distance learning institutions also employs
different technologies like social media, audio-video conferencing, interactive
texts, etc., for their instructional delivery along with print technologies. Emergence
of technologies have remodeled the way instructions are imparted, students learn,
experience, and share information.
Construction of knowledge by students as proposed by the constructivist learning

paradigm calls for creating spaces which help in creation of meaningful knowledge.
Thus, classrooms are now more of learning spaces than teaching spaces. It is not
merely classrooms which need to be looked as learning spaces but all the other
places in and outside educational institution are potential learning spaces. As in
education we are concerned with designing the learning spaces in an educational
institution, the whole campus becomes potentially an effective learning space. So
in face to face education learning does not merely occur in classroom but at any
place in campus or even outside. What about open and distance learning? Open
distance learning is characterized by the absence of classroom teaching-learning
and the teacher students interaction is mainly through print technologies’ like
self-learning materials. The distance learners have the freedom to learn anytime
and anywhere. Be it when they are travelling in bus, during break hours in the
office and so on. Therefore, learning can happen at any place and environment.
Wherever learning happens, we may call it a learning space.
Learning spaces have come a long way in terms of technology, but still today
students can be seen sitting on benches neatly arranged in rows, facing the teachers
while they give lectures, demonstrates or discusses the whole day long. Earlier it
was blackboard and now it is interactive whiteboard (or smartboard) and computer,
projector being used as aids during teaching. Towards the end of the last century
and the beginning of the 21st century, changes were happening in designing
the classroom as learning spaces: flexible and open space wherein the role of
technologies is to create learning environment that facilitates communication,
collaboration and creativity. These learning spaces were envisaged to nurture
personal growth, knowledge construction and leadership skills among the students.
Think of a situation, where a teacher imparts instruction (content) through LMS

platforms like, Moodle or google classroom. To learn through LMS, students
necessarily need not be in the classroom. Students can access LMS and learn
when they are at home or library, etc. Similarly, when students are directed to
participate in an online discussion forum, they can engage in discussion from
various places. The participation in discussion forum enable students to exchange
their view points and construct knowledge. What about when students listen an
audio-video programme available in the LMS? The students may be watching the
programme at their home or some other places. Listening such programmes also
help students to learn. The same is the case when students engage in social media
interaction. For example, specific groups created in Facebook, WhatsApp, etc.,
help students to share information related to the course that they are pursuing.
140
So, you might agree that learning is no more restricted to the classrooms. The Managing Technology
technologies that we have discussed such as LMS, discussion forum, audio-
video programme, social media, etc., enable students learn, share, exchange and
construct knowledge. Students learn when they travel, while at office, home,
library and so on. All those places and environment that helps students learn is
considered as learning spaces. So, the learning spaces are not only classrooms
but extends beyond the four walls of the classroom. Unlike classrooms, when
students uses social media, it is not confining to any room or closed place. It may
or may not be a four-sided room. This forms the notion ‘classrooms without walls’.
We have already discussed in Unit 5, the need for technology integration in

teaching-learning. The schools and higher educational institutions should be
equipped with technological infrastructure to conduct teaching-learning in the
twenty first century. The MHRD, Govt. of India (2019) scheme ‘operation digital
board (ODB)’ is an initiative in this regard. The major features of ODB are as
follows:
• The digital board will be introduced all over the country in the government
and government-aided schools from class 9th onwards, as well as in higher
education institutions.
• University Grants Commission (UGC) will be the implementing agency for
ODB in higher education institutions. It will be implemented as a central
scheme, as a loan from Higher Education Financing Agency (HEFA).
• It aims at converting a classroom into a digital classroom. Digital/Smart
board will be provided to all government and government-aided schools by
the Central government in collaboration with the State and UTs.
• It will ensure availability of e-resources at any time and at any place to
students.
• Helps in provisioning of personalised adaptive learning as well as intelligent
tutoring by exploiting emerging technologies like machine learning, artificial
intelligence, and data analytics.
Apart from ODB, the Govt of India had already launched initiatives like
e-Pathshala, DIKSHA, National Repository of Open Educational Resources
(NROER), National Programme on Technology Enhanced Learning (NPTEL),
e-PG Pathshala, Swayam and Swayam Prabha, Nishtha, etc. These initiatives
will help learners to enroll for various programmes, access learning materials,
and learn through technologies. Similarly, technologies like interactive white
boards, learning management systems, wireless networks and mobile devices
and their lifeline-the internet enable the students to access the learning resources
from home and workplace, etc., and are altering the experiences and aspirations
of students. Technology is also a boon to teachers. Teachers can raise quality of
teaching by using resources available in the platforms mentioned above. But to
effectively utilize these resources and platforms, the learning spaces needs to
be reorganized. The learning spaces should be equipped with technologies to
effectively utilize such resources in the teaching-learning process. The learning
spaces need to be designed to enable learning to be holistic. Thus, with emergence
of technologies, learning spaces, the way students learn and teachers teach are
also changing. Therefore, you need to transform yourself to meet the challenges
of technology-mediated teaching-learning environment.
141
Technology Check Your Progress 1
1) What do mean by learning space? What are the changes happening in
learning spaces due the emergence of technologies?
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1) Apart from classrooms, list other learning spaces that you have come
across. Explain how those learning spaces help students in construction
of knowledge.
2) Discuss the notion of ‘classrooms without walls.’ Suggest a teaching-

learning activity that makes use of the notion of ‘classroom without walls’
6.4 DESIGNING LEARNING SPACES

How will you create technology-mediated learning spaces? What facilities
are required in such learning spaces? You need to plan well in advance before
organising technology-mediated learning spaces and integrating technology in
teaching. In Unit 3, we have discussed about process of technology selection. You
may also recall the Technology Integration Planning (TIP) Model for Teachers
discussed in Unit 5 along with other frameworks used for technology integration.
Before integrating technology make sure that the learning spaces are equipped
with all technological and infrastructural facilities. For that, learning spaces
needs to be designed in advance. Learning spaces or modern classrooms with all
technological facilities readily available for technology integration are required
in the twenty first century.
McKenna Wierman (2016) describes four key elements of twenty first century
classroom/learning space design. These are as follows:
• A flexible layout: Teaching is no more dissemination of information from

teacher to students in the class. The rigidity of the classroom layout of the
yesteryears will not serve the purpose. The concept of personal learning
environment (PLE) also necessitates that 21st century classroom design
should be flexible. Flexible layout design consists of a large room with
enough space for different seating arrangements, practice various learning
activities and support learning styles of each student. In such design, students
can assemble, disassemble, reassemble so that they are able to effectively
engage in learning activities and learn effectively. Flexible layout design also
help teachers move around to facilitate and provide guidance to each and
every student in the classroom. As the 21st century classrooms are technology
integrated and are driven by learner’s interests, the open, flexible technology-
mediated spaces allow students to come together to share, collaborate and
142 construct knowledge.
• Furniture for utility: A flexible layout can only be possible if the furniture Managing Technology
is as per the need and utility. As already mentioned, to support flexibility,
educational institutions are getting innovative in the kind of flexible furniture
so that empty spaces can be created within the classrooms in no time
whenever required. The concept of portable and flexible furniture that allows
maximum utility of the space is the new trend of managing learning spaces.
The technology-mediated learning spaces will have workstations, standing
tables, floor tables, mats, etc. The students spend much of their time in the
classroom and there should be spaces to move about which allow them to
freely move, while they are engaged in the learning activities.
• Technology integration: Technology integration plays a pivotal role in the

designing of learning spaces that is modern classrooms. The technology is
used by students as a tool to seek information, satisfy their curiosity and
instill inspiration to learn more. Technologies make information easily
accessible to students, motivates them to explore additional knowledge
and helps communicate with various stakeholders. The role of teacher as in
constructivist pedagogy, is to act as a facilitator and mentor. These roles can
be effectively accomplished with the use of technologies. Technology makes
it possible to make learning spaces more inclusive, as it allow students to
learn anywhere and progress at their own pace. This makes learning more
engaging, individualized and, reduces the anxiety in learning. Therefore,
technologies should be integrated in the teaching-learning, wherever possible.
• Light-filled environment: A well-lighted environment with maximum

natural light does not put pressure on eyes during learning. In learning spaces,
incandescent light is preferred over fluorescent light. Flexible lighting are
also preferred in the modern-day learning spaces as the use of technology
necessitates dimmed lights as it makes projector screen, computer monitor,
etc., easier to see. This should be alternated by full natural light to conduct
other activities. This becomes more important because improper lighting
creates eyesight related problems.
6.4.1 Trends in Learning Space Designs

Learning spaces are the environment in which students are facilitated to learn.
Various factors along with available technologies needs to be relooked to
accommodate the changing demands of the time and designing learning spaces.
The rapidly increasing accessibility of digital technology also has affected the
learning space design. Learning spaces are now more of technology mediated.
The pace of change of digital technology is tremendous. The change is towards
enhanced functionality besides more affordability and mobility. The enduring
trend is technology is becoming more capable, affordable, and mobile (Brown &
Long, 2006). They have talked of three main trends in designing learning spaces,
where technology is used for active learning, social engagement, continuous
formative assessment and learn content in multiple ways rather than using single
technology, etc. The three trends influences the way technology-mediated learning
spaces are designed and used. The trends are as follows:
• Trend 1-Active and social learning strategies: The first trend as given by
Brown and Long focuses on the learning spaces that give opportunities for
active learning, interaction and social engagement for learner participation,
both at individual as well as social level. As you know, learning will be more
143
Selection and Integration of effective, enhanced, and meaningful when students of actively participate in
Technology
the teaching-learning process. The social interaction of students with teacher,
parents, peers, etc., also support them in construction of knowledge. This can
also be made possible with the available technologies for both the teachers
and students. For example, use of e-content, LMSs, video programmes,
interactive whiteboards. etc., in teaching-learning can effectively engage
students in learning. So, you should design your pedagogy so as to fully
involve students in the learning process. For effective use of technologies,
the institution should also have adequate infrastructure facilities. Therefore,
infrastructure facilities that facilitate learner participation is increasingly
important in designing learning spaces.For example,the classrooms should
have smart board, projector, computer with internet facilities, etc., to conduct
technology-mediated teaching. The technologies that can make learners
active participants in the learning process is discussed in Section 6.5.
The learners in conventional classroom are merely passive listeners and
they get minimal chances to actively engage in the learning process. The
teacher and learner interactivity is also minimal. But learning spaces with
technologies helps minimizing to a great extent the issues and problems
arising in traditional pedagogical approaches and classrooms. How? For
example, a teacher asks her students to develop a concept map using a
software. This engages students in that task using computer or tablet. While
using such technologies, students discuss, share, communicate and learn
content. At the same students also develop various digital literacy skills.
So, you should choose pedagogy in such a way that, learner-centric learning
environments are created through technology so that it will engage and make
them active learners and help construct knowledge through collaboration,
networking and social interaction.
• Trend 2-Human-centered design: The human-centered design focuses
personalised learning environment (PLE) and this can be facilitated by
technology-mediated learning spaces. In personalised learning environment
students learn themselves but with help and support of the teacher, parents,
etc. There is a shift in focus from receiving information to learning. As Brown
and Long said, "it is shift from the ‘information commons’ to the ‘learning
commons’. The term ‘common’ means ‘land or resources belonging to or
affecting the whole of a community’, which seems particularly pertinent
to the human-centered learning space design". The perspective of learning
commons illustrates human-centered design. It embodies all infrastructure
and service related requirements in the learning design. Digital resources
with anywhere and anytime capabilities made their presence in 1990’s. The
access was a challenge as computers were less and all efforts focused on
making it accessible to learners. We have come a long way from then as
now ICT are easy to access and more affordable. The focus is not so much
on access but integrated technology to aid learning. Therefore, the concept
of commons comes in picture where the focus is on integrated technology
and the support services which will be integral to learning spaces both for
individual and group work. The spaces are intertwined with technology where
both teacher and students coexist and work in teams. In some place’s food
are also part of these learning spaces which some consider as important part
of humanizing the space.
Learning commons emphasises learning as a part of construction of meaning
144 which is facilitated by technology-mediated learning spaces.The change from
mere transmission to construction of knowledge in the technology-mediated Managing Technology
learning spaces is more human centered than the old conventional learning
spaces called classrooms. Along with construction of knowledge, learners
should also develop skills, such as analytic skills, creativity, reasoning,
innovation, etc. Therefore, activity-based pedagogies where collaboration
(between peers and learner and teachers as well), teamwork in physical
environment and virtual spaces keeping students at the centre of learning,
should be designed and executed. Learning activities and the learners take
precedence over other things. While designing learning activities, technology
should be an integral component.
The other human elements like age level, maturity, motivation, attitude, etc.,
should also be considerd. Why age level, maturity, motivation, attitude, etc.,
are important in designing learning activities? Let us discuss an example.
Suppose you are teaching the primary students and plans for a technology-
mediated activity using open educational resources (OERs). The activity is
such that, students’ needs to identify some OERs related to the topic they are
learning. Do you think OERs are suitable for primary students? OERs are
suitable but it works well with more matured and higher education students.
Here, the activity may not give the desired result because you have designed
an activity that do not match for primary students. Similarly, activities the
learning spaces must support, is also important. For example, if there is a
video conference by an expert and the learning space has no provision for it,
the purpose of new pedagogies will be defeated. To design effective human
centered design, you should also analyse learner’s performance at every
stage and activities of learning. Such an analysis is called learning analytics.
Learning activity analysis (or learning analytics) is thus an integral part of
designing learning spaces.
• Trend 3-Devices that enrich learning: The technology is changing
amazingly fast and there is always a pressure to keep pace with the
contemporary technology infrastructure. The present-day learners are
digital natives. Learners have access and vast experience of working with
various technologies. The focus of the learning spaces should be to provide
technology capable of providing rich learning experiences. You might have
seen that, nowadays students bring their own digital devices such as tablet,
laptop, etc., to the campus. That is, there is a trend on ‘bring your own device’
(BYOD). Therefore, institutions may also leverage those technologies for
engaging students along with the technological infrastructure available in the
institution. The technology learner uses are no more merely for recreation
or entertainment but is used as an academic tool as well. As the learners
are coming with their own devices (BYOD), focus should be providing
technology-enabled activities which are designed as per the curriculum.
Also providing Wi-Fi, software with interoperability, open source software
will all be part of designing seamless technology-mediated learning spaces.
This will provide a personalized learning environment to the learner, while
going through their learning activities.
How will you plan for providing rich learning experiences through technologies
with minimal cost? There are many ways of making technology use cost-effective.
One of the solutions is the use of free and open sources software. Or else take
licensing for ‘n’ number of devices and the software may then be distributed
among learners. Learning experiences can also be provided through mobile
devices. Mobile devices have taken the present learning spaces in a big way. 145
Selection and Integration of Device convergence, seamless learning across the devices have become the
Technology
latest trend. Smartphones are now being effectively used to provide anytime and
anywhere learning. Smartphones have become learning spaces in themselves in the
sense that whole course can be completed on a smartphone. Accessing resources,
using applications (apps), attending quizzes, are all done using smartphones.
Learner of the day is more addicted to this technology as never before. Thus,
using mobiles in learning spaces becomes particularly important. Many devices
that are discussed in Section 6.6 and other Units can also be used to provide rich
learning experiences to the students.

1) What are the four key elements of designing learning spaces?
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2) What are the trends of designing learning spaces, as suggested by Brown

and Long?
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1) What changes would you plan to make classrooms transform into
technology-mediated learning space? Discuss.
2) Coduct a survey and assess any two classrooms of an educational
institution on the four key elements of 21st century learning spaces. What
changes do you see? Prepare a report.
3) What do you mean by learning analytics? Identify some tools that can be
used to conduct learning analytics.
4) How will you ensure social interaction in learning? Suggest some
technologies enabling interaction among learners.
5) Conduct a survey to explore the devices that your students possess and
software applications they use for learning.
6.5 TECHNOLOGY FOR LEARNING SPACES

Technologies can be used to create innovative learning spaces. What do you
mean by technology? In the context of education, technology means “things or
tools used to support teaching and learning” (Bates, 2015). Thus, educational
technologies include softwares (such as, word processors), systems (such as,
146
learning management systems), services (such, as You Tube or Google Docs), Managing Technology
and environments (such as, virtual worlds) as well as the hardware and networks
on which these all depend. A tool becomes a technology when it is used with an
objective to meet some human need. Some of technologies which are used for
creating technology-mediated learning spaces are discussed below. You should
note that, this is not an exhaustive list but only suggestive which will help you in
designing technology-mediated learning spaces. We have also discussed various
technologies (tools) in Units 3&4. All those technologies can also be used when
you design technology-mediated learning activities.
• Software: Word processor software is one of the most used tools in teaching
and learning. It is one of the simplest tools which can be used in technology-
mediated learning spaces. It is available both as propriety version, like MS
Word (Microsoft Word) and free and open source software, like Libre Office.
You can use it in more ways than just a document creator. For example,
preparing, quizzes rubrics, flashcards, etc. Jeanette Murphy (2009) describes
sixty interesting ways of using Word. Some of them are: word may be used
for lesson planning; communication with parents like letters; daily planning;
writing reflective diary; preparing certificates; checklists; phone directories;
notes to colleagues; preparing class rules and expectations; directions
for activities;; reports; newsletters; posters; rubrics; bookmarks; students
handbooks; flashcards; classroom calendars; quizzes; quote/thought of the
day; brochures; etc. You may also think innovative ways of using Word in
your learning spaces.
For more details please read https://www.slideshare.net/jeanettem1/60-great-
ways-to-use-ms-word-in-the-classroom-1480277
As discussed, word processor is one of the popular used softwares. There are
also softwares for preparing presentation, video, audio, animation, image,
cartoon, quiz, etc. In all the Units of this course various softwares have been
mentioned.
• Learning management system (LMS): LMS is a software application
or software based programme used for the management, documentation,
tracking, reporting and delivery of educational courses, training programmes,
learning, or development programmes. LMS also provides scope for
interaction or collaborative workspaces and is designed to manage student
learning for a whole course and programme. You can use LMS to manage,
and deliver the course/programme that you are teaching. LMS has facilities
to manage students, share learning resources, conduct assessment, and
learning analytics etc. An LMS can be a complete, end-to-end solution for
e-Learning.
LMS as other software can be proprietary like Blackboard and Desire2Learn,
and also open-source such as Moodle. LMS is installed in institution server
and managed in house or can be cloud based. In both cases technical support
is required for its smooth functioning. However, there are also web-based
learning management systems, such as Google Classroom. These are
provided as LMS to individual teachers. But a group of teachers can also
manage a single classroom. The subscription based LMSs are also available,
which are easy to manage as they are managed by third party. LMSs can
also be used for workplace training, discussions and receiving learners’
assignments, etc.
147
Selection and Integration of • Synchronous technology: In synchronous technologies the interaction
Technology
between the participants occur at the same time. Web conferencing (or web
seminar) is an example for synchronous (real-time) technology. The web
conferencing tools are used primarily for live, and personal discussions
and brainstorming. Synchronous technologies have a huge scope for
creating interactive learning spaces. The limitation is that it needs adequate
infrastructure, like internet connectivity. In case connectivity is poor, it will
not function properly which becomes a deterrent in its use.
Web conferencing has many forms. When one-to-many slideshow-based
presentations are done by teacher, and many students are receiving the same
at the real time in distributed places, it is called webcasts. Webinars are used
for many-to-many communication, like group meetings, and discussions.
Web conferencing is also used for individual one-to-one communication or
assessment sessions.
Fig.4:Webconferncing Attribution: Pablo Flores Repetto

(Source: https://commons.wikimedia.org/wiki/File:Webconferencing.jpg)
The more powerful web conferencing tools are proprietary and offered as
web service with subscriptions on a monthly or per-user basis. Popular
examples are Adobe Connect, Zoom, etc. If the institution has good in-house
technical support and infrastructure, it can also be hosted in-house. Web
conferencing tools have strong capabilities of mimicking classroom like
learning spaces. Besides these, there are also low-cost or free alternatives,
such as Skype and BigBlueButton that can be implemented by individual
teachers. SWAYAM, the MOOCs platform initiative by the Government
of India does not push synchronous technologies, keeping in mind the low
band internet connectivity in many places.
• Asynchronous technology: In asynchronous technologies the interaction

among participants does not occur at the same time. Asynchronous
technologies are widely being used in creating technology-mediated learning
spaces for anytime anywhere learning. Asynchronous communication has
become almost universal. It is no more secondary method but primary
method of communication in technology-mediated environment. SWAYAM,
148 the Indian MOOCs platform is one such platforms, which supports and
uses asynchronous technology (‘Discussion Forum’) during the delivery Managing Technology
of prgrammes/courses. The asynchronous messaging has become as good
as synchronous communication with the Google Hangouts, WhatsApp,
Facebook Messenger, etc. E-mail, wikis, blogs, and discussion boards
have been the traditional asynchronous learning tools. They are helpful in
delivering content and communication in technology-mediated learning
spaces. The learning space is no more restricted to classrooms but are
extended to places where the learner is accessing the technology for
learning. Thus, learning space is no more bound within the walls of school
or classroom but extends to much larger and wider boundaries for anytime by
using appropriate technologies. Some of the commonly used asynchronous
technologies are discussed below:
 Discussion Board (Discussion Forum): Discussion board facilitates

participation in collaborative manner as it allows learners of the class
or group to explore and discuss a particular topic. This facilitates
learners for their own construction of knowledge and understand new
information. The discussion board may be part of the LMS which
allows discussion and thus communication among many: teacher and
the learners, through discussion threads. In most cases teacher posts a
topic or a problem for discussion. All learners are required to answer to
that problem and also respond to peers’ posts. As it is asynchronous tool,
learners have ample time and opportunity to research and provide their
responses to the post. Discussion board engages learners in constructive
discussion as everyone is required to respond to the post. The quality
of the post besides the minimum quantity may be used for formative
assessment.
 E-mail: E-mail is one of the most common and popular asynchronous

tools. As the communication is not synchronous, a learner can send query
to the teacher and the teacher can respond as per his/her convenience
but within a reasonable time period. In a good online environment, a
teacher in the beginning itself sets a time within which the e-mails or any
other query will be replied. E-mails can be used to exchange messages
between the teacher and students, students and students. It is an integral
part of online learning, though may not be part of the LMS. Whether
digital immigrants or natives, everyone can use this simplest of the tools
available. It can be effectively used to personalize the teaching and
learning process. Sending assignments and feedback can be effectively
managed using e-mail. The e-mail service providers also allows users
to form groups like Google Groups, Yahoo Groups wherein the features
of discussion can be used to communicate and collaborate. By posting
through e-mail in group you can share the information with all members
of the group. E-mail group also supports online forum discussions.
 Blog: Blog is another asynchronous teaching-learning tool. Blogs are

online journals which is written from a more personal perspective. Blog
posts are arranged in a way that the latest entry appear on the top of the
blog. Blogs can be used to share general information,learning content,
photograph, video, viewpoint, etc. Teachers can post content-related
information and encourage students to read. The teachers and students
can create their own blogs. Blogs provide opportunity to students for
reflective writing. This is very important as in most modern media, 149
Selection and Integration of information is predominant and reflection is not promoted. It can be
Technology
used to encourage students to express themselves creatively, may be
as a part of their assignment which can also be made a part of their
formative assessment. It can also be a place to provide links to useful
websites for further exploration of the topic.
 Video: Video is another powerful asynchronous teaching and learning

tool. Today most of the MOOCs are using videos as one of the primary
teaching learning resources. In SWAYAM courses video is an integral
component. It attempts to use the experience of the teachers and audio-
visual senses for concept attainment and clarification. ‘YouTube’ is an
excellent asynchronous teaching learning tool, which has even captured
the fancy of ordinary human being. It provides students the opportunity
for anytime anywhere learning. Video is also used for blended learning,
like flipped classrooms.
 Digital library /repository: Digital library /repository is an organised

place to store e-resources that can be accessed anytime and anywhere.
It stores all multimedia resources like, e-book, audio and video that
help for learning and teaching in an asynchronous environment. Most
of the digital library /repository are built in such a way that it makes
searching easier and thus teachers and learners can easily access the
relevant resources. It facilitates self-directed, learner-centered and
individualized asynchronous learning. Thus, higher order thinking
skills and digital skills are exercised while accessing digital repository.
They sharpen learners’ critical thinking skills and help them develop
effective self-directed learning skills. NROER, e-Gyankosh, National
Digital Library, etc., some of the digital repositories.
Thus, asynchronous learning tools help learners to become self-directed learner,

which is a futuristic skill to develop among them. These technologies create
seamless learning space for learners and make learning a 24x7 experience. You
should utilize such technologies while teaching in a technology-mediated learning
space.
The technology used in learning spaces also calls for use of digital pedagogy
which is nothing but technology integrated pedagogy. Deborah Kellsey Millar
proposed such a digital pedagogy model called ‘Learning Wheel’.The Learning
wheel is a model of digital pedagogy and explains the strategies for employing
digital tools in educational process. Learning wheel is a model of digital pedagogy
designed to enhance learning and develop digital literacy skills among learners.
The Learning wheel uses ‘modes of engagement’ which were adapted from
Sharpe, Benfield, and Francis (2006). According to Deborah, “Learning wheel is
a rich resource generated by practitioners for practitioners offering suggestions to
digital-What? Why? and How? Contributions for edtech resources and pedagogies
focused around either a ‘digital resource’ or contextualized ‘subject’ specific
each aligning to the four modes of engagement: Learning Content, Assessment,
Communication, Collaboration.” The use of digital resources should have
provision to engage learners through four major ways that is learning content,
assessment, communication and collaboration. How will you achieve this?
For example, learning content prepared as simulations, videos, gamification
technologies, etc., can effectively engage students in the learning process. The
150
learning outcomes must also be tested using technologies. For example, online Managing Technology
tests, quizzes, etc., are some of the tools used for assessing learner’s performance.
Use of technologies for assessment also engage, promote and enhance thinking
skills of the learners. Communication and collaboration can also be achieved using
digital tools. As described by Sharpe et.al. (2006) “Communication is to provide
tutor-learner, learner-learner communications, mainly using discussion boards,
e-mails, etc. This enables learners to exchange information, ask questions and
discuss issues related to the course. Assessment provides feedback, both formative
and summative to learners using digitally available assessment technologies.
In places where objective testing is not sufficient, it is suggestive for use of
technologies like electronic setting, submission and return of learner assignment,
e-portfolios showcasing digital artifacts, etc. Collaboration involves providing
for collaborative platform for learners working together for construction of
knowledge, sharing of knowledge, sharing of responsibilities besides resources.
Learners use communication technologies, like Skype, Twitter, to collaborate on
learning outcomes. Learning content involves providing flexible access to high
quality, reusable learning content which include wide variety form structure to
self-paced interactive learning resources, simulations, etc. All learning content
resources focus on learning outcomes”.In short, Learning Wheel helps the teachers
to effectively use technologies in teaching-learning.
The Learning Wheel also suggests three modes of delivery of instruction that
is ‘technology-enhanced learning’, ‘face-to-face interaction’ and ‘self-directed
learning’. Technologies can be used in these three modes of delivery for sharing
content, assessment, communication and collaboration. The figure 5 shows the
relationship of the four modes of engagement with the three modes of delivery
that is technology-enhanced learning, face-to-face interaction and self-directed
learning.
Fig.5: The Learning Wheel (Source: https://learningwheel.co.uk/)
151
Technology Check Your Progress 3
1) What is LMS? Explain the use of LMSs.
..................................................................................................................
..................................................................................................................
..................................................................................................................
2) What do you mean by asynchronous technology? Suggest some examples.
..................................................................................................................
..................................................................................................................
..................................................................................................................
3) Briefly explain the four components of Learning Wheel.
..................................................................................................................
..................................................................................................................
.................................................................................................................
4) Classify the following technologies into synchronous and synchronous

technologies: e-mail, blog, web-conference, discussion forum, Google
groups, webinar, Wiki, Skype.
..................................................................................................................
..................................................................................................................
.................................................................................................................

1) Do you use asynchronous technologies in your teaching-learning? If
then, why is it used? Discus its merits and demerits. If not, explain the
difficulties in using asynchronous technologies.
2) Choose any free software application and organise a web conferencing
with your students.
3) Visit few Indian online/digital repositories and explore the available digital
teaching-learning resources.
4) Create a blog using any blog software. Make your first blog post related to
any topic that you teach and attach different types of media such as video,
audio, image, etc. You may also share the blog link with your colleagues
and students.
5) How will you use discussion forum in teaching? Suggest some plans.
152
Managing Technology
6.6 TEACHERS’ ROLE IN TECHNOLOGY Mediated Learning Spaces
MEDIATED LEARNING SPACES

Teacher plays a pivotal role in teaching-learning process. In the changing world
of technology, role of teacher has changed, and perform multiple roles. More
than disseminator of knowledge, teacher facilitates and mentor students learning,
especially in technology-mediated learning spaces. Along with that, teachers
should design, develop, organise, assess, manage, and deliver course/content with
the help of technologies. As Daithi (2015) points teacher’s play diverse roles,
such as instructional designer, trainer, collaborator, student, silent partner, team
coordinator, advisor, and monitoring and assessment specialist, etc., in technology-
mediated environment. The UNESCO framework (2018) emphasizes that it is
not enough for teachers to have ICT competencies and be able to teach them to
their students. Teachers need to be able to help the learners become collaborative,
problem-solving, creative learners using ICT so that they will be effective
citizens and members of the future work force. In the teaching-learning situation,
teacher shifts role from providing new knowledge to facilitating construction of
knowledge by the learners. This necessitates teacher to have certain qualities
and play diverse roles, which will mark their effectiveness in the modern-day
learning spaces. Some of the changing roles of teacher’s in technology-mediated
learning spaces are as follows:
• Team leader: In the technology driven teaching and learning, teacher is
a team member, coordinator, and a leader–all in one. The teacher designs
and facilitates all members/learners to access the resources and helps them
achieve objectives of the course. The team leader role demands that s/he
creates opportunity for learning, in small groups, peer-tutoring, learning
through discussion, etc. In case the learner is not able to construct the
meaning, teacher facilitates, guides and mentor the him/her to achieve the
learning outcome/s.
• Multi-tasker: Modern day technology driven world necessitates multi-
tasking, so the teachers of the technology-mediated teaching learning
environment should also have this quality. In traditional classroom teaching
and learning, teachers address all the learners at one time but in technology-
mediated, especially asynchronous learning environment, teacher must be
alert 24x7. In technology-mediated classroom, teachers can design, develop
and deliver course through technological means which require lots of
planning and management skills. The teacher themselves play varied roles,
such as course designer, developer, collaborator, trainer, team coordinator,
organise learning experiences for single individual and groups, connect with
students, assess progress of learning, mentor students, and provide necessary
support for learning, etc., and so teacher is a multitasker.
• Content developer: With the knowledge explosion content is available
across various platforms (internet) and in different formats like print, OER,
video, audio, etc. It becomes the role of the teacher to surf through the
available technologies, and choose suitable resources for the learners, keeping
in mind the level and the objective of the course of study. The teachers
themselves also should parallelly assume the role of content developer and
create innovative teaching-learning resources in such a way that it becomes
interesting for the learners. The teacher should have the vision and knowledge
to match the content with the most appropriate media.
153
Selection and Integration of • Instructional designer: The role of teacher, as content developer, leads to
Technology
another characteristic they should have that is instructional designing. It is
the knowledge of designing the courses and teaching-learning resources
utilizing the technology. You need to have the skills to identify the most
appropriate technology to teach a particular topic. This should be on the
basis of analysis of learners such as their background, level of learning,
technology available to all prospective learners, context of learning that is
the conditions of learning, etc. This helps to design instructions in unique
ways, as per the requirement of the learners and learning spaces.
• Facilitator and motivator: Many a times, teachers are at distance from
learners in technology-mediated learning spaces. Therefore, encouragement
and motivation should be an all-time approach of teachers. Right
encouragement enhances the interaction of learners and helps them complete
the course. You should be able to bring positivity in all learners and team
members, so that no body leaves the journey in between. It should be done
both at the group as well as individual, personalized level.
• Evaluator: The students’ progress in learning can be evaluated using various
technologies. A teacher should be aware of such technological tools and
use them effectively to organise, analyse and interpret students’ progress
and learning in a technology-mediated learning environment. To conduct
online examination requires on the part of teachers to make sure adequate
infrastructural facilities, develop strategies to conduct online examination
without compromising the security and privacy issues, prepare students to
attend online examination, analyse students’ responses, etc.
• Life long learner and researcher: Teachers should have inquisitiveness and
curiosity as their all-time approach, thus need to be lifelong learners. They
should be good researchers, reflect on the information and believe in updating
knowledge. Techers should always be curious about exploring innovative
strategies and possibilities of organising technology-rich learning spaces.
Teachers should also be able to advise the technological tools to students that
enable them for self-learning. Teachers role in technology-mediated teaching
learning environment is not as easy as it may appears to non-practitioners. It
requires a continuous learning, unlearning, and relearning. The ever-changing
world of technology necessitates that the teachers of this era are always on
their toes, upskilling themselves to excel in their profession.
1) Briefly explain the teacher’s role in technology-mediated learning spaces.
..................................................................................................................
..................................................................................................................
..................................................................................................................

1) Develop an OER on a topic which most of your students find difficult to
154 understand.
Managing Technology
2) How do you plan to practice ‘lifelong learning’? Prepare a schedule Mediated Learning Spaces
3) Offer a course/lesson through any LMS platform? After completion of the

course, introspect and evaluate your role as a facilitator and motivator of
learning. Prepare a report.
6.7 MANAGEMENT OF LEARNING IN

TECHNOLOGY MEDIATED LEARNING
SPACES
Planning is an integral part of teaching-learning process. The technology-mediated
learning spaces need to be planned to be well-managed. Good planning always
leads to good learning spaces that enables learners to learn efficiently. In case of
technology-mediated learning spaces, planning is more crucial as instructional
designing. The mere arrangement of technologies in classrooms or possession of
technologies by students will not help to conduct a technology-mediated teaching.
You need to plan well in advance to use technological resources. For example, if
you plan a teaching session involving use of QR codes, you need to judiciously
integrate that technology in your lesson plan and develop the QR codes for the
use of students. And should manage the whole learning process. Many factors
affect the planning of technology-mediated teaching-learning. You should keep
the following points for managing the learning in a technology-mediated learning
space.
i) Classroom organization: As already discussed in Section 6.4, the seating

in the technology-mediated learning spaces should be flexible, so that
the teacher and learners can easily move around and complete activities
as per their convenience. The necessary infrastructural and technological
facilities should be made available in the classroom as far as possible. The
use of free and open source software is recommended in the educational
process. However, if necessary, educational institution can also procure
proprietary softwares. While organising the technological infrastructure, cost
effectiveness also needs to be considered. A well-organised and technology-
ready classrooms enable the teacher’s to effectively carryout technology-
enabled teaching. As you are aware, there are possibilities of misuse of
technologies by the students. Therefore, the use of technology by students
needs to be monitored and supervised to bring effectiveness in learning.
ii) Procedures and guidelines for learning: Learning involves managing a lot
of procedures which may look daunting to learners. Communicating both
learning objectives or learning outcomes is important to guide the learners
through the learning processes. You should develop and clearly spell out the
procedures and guidelines to be followed in technology-mediated learning
spaces. The mere use of technologies will not give you expected results. A
well-designed learning environment will be easy and interesting to navigate.
All the activities should be organised systematically (day/week/month
wise) enabling learners to go through at his /her own pace. You should
also establish at the beginning, the ways learners should organise, store
and share their files and data. Whether it is technology-mediated teaching-
learning environment or a regular classroom, catching learner’s attention is
the foremost step. So, be consistent in beginning, start with clear guidelines
and if any activity is given, collect the work and review, otherwise it is 155
Selection and Integration of demotivating. The activities could be mediated through technology, like
Technology
blogs or learning management systems (LMS), like MOODLE, Google
Classroom, or even through the e-mails. You can also develop a video to
clarify procedures so that learners can watch it later, as many times as they
want.
iii) Setting rules and expectations: You should also spell out rules enabling
students to develop positive work habits in the learning space. The digital
environment will be as smooth as the physical if the rules are clearly defined
and concept of digital citizenship is instilled for technology-mediated
learning spaces. The concepts like digital footprints, security and privacy
issues, and policies, should be discussed. Learners should be told about the
school policies and user policies for using technology. It is also important
to establish norms for learner behaviour in technology-mediated learning
spaces, so that no conflicts arise out of confusion. In fact, involving learners
in designing the policies will ensure more compliance of acceptable use and
etiquette.
iv) Teaching strategies: Teachers’ responsibilities and roles have changed in

technology-mediated learning spaces, and it is more of a coach and mentor.
Teachers guide learners and provide instructions, rather than disseminating
knowledge as in conventional classrooms. You should be able to select
and integrate appropriate and effective technologies for teaching-learning.
The digital pedagogical approaches are to be followed to provide effective
technology-rich learning experiences. The websites and learning platforms
suggested to learners should be tested beforehand to ensure the security issues.
Also keep watch of the website’s students are visiting and recommending
to each other. The learning spaces should be personalised as far as possible.
There are many learning tools and you should use those to make the learning
spaces interesting and enable students for personalised learning. Technologies
discussed in various Units of this Course should be integrated in your
teaching and can also be suggested to learners. Providing feedback is also
very important for which technologies promoting interactivity should be
used. We have discussed in Unit 3 about such technologies.
v) Partnering with parents and other stakeholders: Technology mediated

learning spaces are no more restricted to classrooms but extends to other
places. You can also plan learning activities that could be completed
anywhere and anytime. For example, if you direct the students search some
online libraries, then parents can also help them to identify suitable resources.
Similarly sharing content through LMS allows students to access resources
anywhere. If students face any difficulty in learning, parents can also support
them. Thus, it is not only the teachers, who disseminate information and
help students for knowledge construction but parents, peers, other members
in the society are also involved. Peer involvement can be enhanced with the
use of technologies such as discussion forums, chats, SMS services, etc.
The parents should also be frequently informed about the student’s level of
learning and other issues through technologies such as e-mail, etc.
vi) Collaborative learning: Technology-mediated learning spaces are conducive

to collaborative learning. Leaners are motivated with the use of new ways
and benefit from working collaboratively with their peers in small or large
156 groups. The ability to work in cooperation and collaboration needs to be
inculcated among learners. How to get along, share and learn from each Managing Technology
other, needs to be taught and reinforced. While making teams, technology
skills of team members need to be kept in mind so that all teams have
balance of skilled learners. Even though learners work in groups, they must
be made to be responsible for individual learning, follow schedules and
maintain deadlines. The teacher in technology-mediated learning space must
provide opportunities for learners to connect with peers, subject experts, etc.
Thus, strategies which supports collaboration should be used by teachers
in technology-mediated learning spaces. The technology provides enough
opportunities for collaboration, individualization and the teacher must use
it to the fullest.

1) What are the points that you will keep in mind to manage learning in
technology-mediated learning spaces?
..................................................................................................................
..................................................................................................................
..................................................................................................................

1) Develop some innovative teaching strategies involving technologies that
you plan to bring into your teaching session.
2) Design a technology-mediated collaborative activity for a topic of your
interest.
6.8 LET US SUM UP

Teaching-learning is no more restricted to the four walls of the classroom.
Learning can happen at school, college, home, market, and other places wherever
the students move around. In technology driven world many technologies also aid
students in construction of knowledge by sharing information, exchanging idea,
collaboration, teamwork and through individual effort. The places that support
students for construction of knowledge and help to learn are called learning
spaces. So, you may consider all those places like home, schools, nature, etc., as
learning spaces. Today, learning spaces are technology-medicated. Technology-
mediated learning encourages and make students active participants of learning,
access materials anytime and anywhere and helps in construction of knowledge
on their own. Thus, with emergence of technologies, the delivery mechanisms and
learning styles have changed. The traditional classrooms should be remodeled to
suit the demands of the students and there by creating a new culture of education
by designing technology-enabled learning spaces. Keeping the relevance of
changing dimension of learning spaces, this Unit had discussed different aspects
of emerging learning spaces, ways of designing, and technologies suitable for
technology-mediated learning spaces. The Unit has also discussed changing role 157
Selection and Integration of of teachers in technology-mediated learning spaces. A teacher should be team
Technology
leader, lifelong learner, content developer, instructional designer besides being
good manager. Furthermore, the management of learning in technology-mediated
learning spaces are also discussed in detail.

1) You are given responsibility of redesigning learning spaces (classrooms)
using technology. How will you design the same?
2) Interact with your colleagues to identify their reservations in organising
technology-enabled teaching sessions. Suggest strategies to resolve their
reservations associated with technology mediated learning spaces.
3) Select a topic and explain how will use a synchronous technology to transact
that topic.
4) Enroll in any MOOC/online course. Prepare a report of the technologies
used for delivering instructions and interactions in the enrolled course.
5) Design a learning strategy based on the ‘Learning Wheel’ digital pedagogy.
What technologies would you select to ensure the four modes of engagement
as suggested in the ‘Learning Wheel’.
6.10 REFERNCES AND SUGGESTED READINGS

Agarwal, J. P. (2013). Modern educational technology. New Delhi: Black Prints.
Ball, D. M., & Levy, Y. (2008). Emerging educational technology: Assessing the
factors that influence instructors’ acceptance in information systems and other
classrooms. Journal of Information Systems Education, 19(4), 431.
Bates, A. W. (2015). Teaching in digital age. Retrieved from https://wiki.lib.sun.
ac.za/images/f/f3/Teaching-in-a-digital-age.pdf.
Bligh, B., & Crook, C. (2017). Chapter 7: Learning spaces in E. Duval et al.
(eds.), Technology Enhanced Learning, DOI 10.1007/978-3-319-02600-8_
retrieved from https://pdfs.semanticscholar.org/5b90/98cbecd5531eb6dcc22e7
61afd5e99168d9e.pdf.
Brown, M., & Long, P. (2006). Chapter 9. Trends in learning space design in
Diana G. Oblinger, (Ed.). Learning Spaces. Retrieved from https://www.educause.
edu/research-and-publications/books/learning-spaces.
COL. (2015). Commonwealth Certificate for Teacher ICT Integration (CCTI).
Commonwealth of Learning. retrieved from http://oasis.col.org/bitstream/
handle/11599/676/PDF?sequence=5&isAllowed=y.
Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms:
The importance of teachers’ perceptions. Educational Technology & Society,
5(1), 67-74.
Daithi, O. M. (2015). New teacher and student roles in the technology-supported
Language classroom. Retrieved from http://www.itdl.org/Journal/feb_05/
article01.htm.
Dash, K. M. (2009). ICT in teacher development. New Delhi: Neelkamal
Publication Pvt. Ltd.
Goel, D. R. (2003). ICT in education: Changes and challenges in ICT in education.
158 Baroda: M. S. University.
Kirwadkar, A., & Karanam, P. (2010): E-learning methodology. New Delhi: Sarup Managing Technology
Book Publishers Pvt Ltd.
Moore, M. G., & Anderson, W. G. (Eds). (2003). Handbook of distance education.
Mahwah, NJ : Lawrence Eribaum Associates.
Moore, M., &Kearsley, G., (2005). Distance education: A systems view. Belmont,
CA: Thomson Wadsworth.
NCTE. (2002). ICT initiatives of the NCTE Discussion Document. New Delhi:
National Council for Teacher Education.
Sharpe, R., Benfield, G., & Francis, R. (2006). Implementing a university
e-learning strategy: levers for change within academic schools. ALT-J, Research
in Learning Technology, 14 (2), 135-151. Retrieved from https://files.eric.ed.gov/
fulltext/EJ817926.pdf
The UK Higher Education Learning Space Toolkit Retrieved from https://www.
ucisa.ac.uk/groups/exec/learning_spaces
Townsend, A. (n.d.). How to manage digital classrooms. Retrieved from https://
teachmag.com/archives/3574.
U.S. Congress, Office of Technology Assessment. (1988). Power on! New tools
for teaching and learning. Washington, DC: U.S. Government Printing Office.
UNESCO. (2002). Information and communication technologies in teacher
education: A planning guide. Paris: UNESCO.
Vaghela, M. B. (2015). Develop academic vocabulary with the use of Internet in
an Indian Context. The Global Journal of English Studies, 1(1).
Vanaja, M., & Rajasekhar, S. (2009). Educational technology and computer
education. Hyderabad: Neelkamal Publications Pvt. Ltd.
Wierman,M. (2016). 4 key elements of 21st century classroom design. Retrieved
form https://www.gettingsmart.com/2016/12/21st-century-classroom-design/
Wikipedia, the Online Encyclopedia (http://en.wikipedia.org/wiki/Wikipedia)
Amin, J. (2016). Redefining the role of teachers in the digital era. International
Journal of Indian Psychology, 3(3).
Laurillard, D. (2002). Rethinking teaching for the knowledge society. Educause
Review, 37(1), 16-25.

1) Classrooms are also known as learning spaces in modern parlance. Any
environment or place that helps students to learn are called learning spaces.
classroom and places outside classroom are considered learning spaces.
With emergence of technologies, learners are able to access the resources
from home and other places, learning environment facilitates communication,
collaboration and creativity. It also encourages self-learning, develops digital
literacy skills, etc.
1) The four key elements to 21st century classroom/learning space design as
given by McKenna Wierman (2016) are: Flexible layout,Furniture for utility,
Technology integration and Light-filled environment 159
Selection and Integration of 2) The three trends as suggested by Brown & Long are: Active and social
Technology
learning strategies, Human-centered design and Devices that enrich learning
1) LMS is an integrated software application to manage courses/programmes
and deliver content and learning resources, both online and offline. Teachers
can offer course and deliver lessons through LMS platform like Moodle,
Edmodo, Google classroom, etc.
LMS platform have facilities to upload audios, videos, e-texts, graphics,
weblinks, etc. LMS can also be sued to assess student progress using
various types of assessment tools such as quizzes, MCQs, short/long answer
questions, etc. The students’ progress can also be watched in LMSs.
2) A technology in which the interaction among the participants occur at
different time are called asynchronous technology. Some examples are:
e-mail, blog, etc.
3) The four modes of engagement are: Learning content, Assessment,
Communication and Collaboration.
4) Asynchronous technologies: e-mail, blog, discussion forum, google groups,
wiki
Synchronous technologies: web-conference, skype, webinar
1) The role of teachers in technology-mediated learning spaces are: Team leader,
Lifelong learner and researcher, Facilitator and motivator, Evaluator, Multi-
tasker, Content developer and Instructional designer.
1) Some of the points that teachers needs to keep in mind are: classroom
organization, procedures and guidelines for learning, setting rules and
expectations, teaching strategies, partnering with parents and other
stakeholders, and collaborative learning.
160

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MES-133 Selection of Technology

Selection and Integration

SELECTION AND INTEGRATION OF

BLOCK PREPARATION TEAM

There are various technologies that finds application in teaching-learning,

The fourth Unit ‘Managing Technology Mediated Learning Spaces’ concentrates

3.3 MEDIA AND TECHNOLOGY IN EDUCATION

A plant is made up of several

Fig.1: Use of Media in Teaching-Learning (Source: http://lidtfoundations.pressbooks.com)

Check Your Progress 1

Activities for Practice

1) Visit an educational institution (school or higher education institution) and

Check Your Progress 2

1) Conduct a survey to explore the technologies used in MOOCs. Prepare a

2) Differentiate between digital natives and digital immigrants? Explain the

3.5 CRITERIA OF TECHNOLOGY SELECTION

Fig.2: Criteria of Selection of Media

Fig.3: Factors Affecting Media Selection

2) Briefly explain the Bates SECTIONS model.

3) How CASCOIME model is different from SECTIONS model?

Activities for Practice

3.6 PROCESS OF TECHNOLOGY SELECTION

• Cognitive domain: relates to mental skills (knowledge)

v) Consider various methods/techniques to be adopted: At this step, you are

Check Your Progress 4

Activity for Practice

3.7 APPROACHES TO TECHNOLOGY USE

As you know, delivery of instruction (content) is accomplished through various

The different approaches to technology use (Fig. 5) are as follows :

Fig.5: Approaches to Technology Use

i) Supplementary Use: Supplementary use of technology (Fig.6) is the most

Fig.6: Supplementary Use

ii) Complementary Use: Complementary use of technology (Fig.7) enable the

Fig.7: Complementary Use

Fig.8: Integrated Use

Fig.9: Independent Use

Fig.10: Infused Use

Check Your Progress 5

2) Suggest some examples for ‘independent use’ of technology

Activity for Practice

1) Enroll in an online course. Identify the master and supplementary media

3.8 MEDIA MIX IN TEACHING

In order to properly combine various technologies, you should have knowledge of

• Electronic technology: Electronic gadgets have made the teaching-learning

• Digital learning resources (DLRs): The learning materials that are in

Check Your Progress 6

Activities for Practice

3.9 LET US SUM UP

3.10 UNIT END ACTIVITIES

3.11 REFERENCES AND SUGGESTED READINGS

Aravindan, P. (2017). ICT in higher education: Opportunities and challenges.

Bates, A. (1987). Teaching, technology choice and cost effectiveness of alternative

Bates, A. (1995). Teaching, open learning and distance education. London/New

Dale, E. (1946). Audio-visual methods in teaching. New York: Dryden Press.

Laurillard, D. (1993). Rethinking University teaching - A framework for the

Laurillard, D. (2002). Rethinking teaching for the knowledge society. Educause

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles

National Council of Educational Research and Training. (2005). NCF 2005-

Patsula, P. (2002). Practical guidelines for selecting media: An international