Information & Communication Technology (ICT) in Educaton
Mrunalini,T
Information & Communication Technology (ICT) in Educaton - New Delhi Neelkamal Pub. 2015 - 376p
Contents: -
UNIT-I Educational Technology
1.1 Educational Technology: Concept and Objectives
1.1.1 Concept of Educational Technology
1.1.2 Objectives of Educational Technology
1.1.2.1 Objectives at Macro Level
1.1.2.2 Objectives at Micro Level
1.2 Forms of Educational Technology
1.2.1 Teaching Technology
1.2.2 Instructional Technology
1.2.3 Behavioral Technology
1.2.4 Instructional Design Technology
1.3 Multisensory Instruction
1.4 Challenges for Educational Technology
UNIT-II Communication & Classroom Interaction
2.1 Communication: Concept, Elements, Process and Types of Communication
2.1.1 Concept and Meaning of Communication
2.1.2 Elements of Communication.
2.1.3 Process of Communication
2.1.4 Types of Communication
2.2 Barriers and Facilitators of Communication
2.3 Communicative Skills: Listening, Speaking, Reading and Writing
2.3.1 Listening Skills
2.3.2 Speaking Skills
2.3.3 Reading Skills:
2.3.4 Writing Skills
2.4 Flanders Interaction Analysis Category System (FLACS)
UNIT-III Fundamentals of Computers
3.1 Characteristics, Types and Applications of Computers
3.1.1 Characteristics of Computers
3.1.2 Types of Computers
3.1.3 Applications of Computers
3.2 Hardware of Computer. Input, Output and Storage Devices
3.2.1 Input Devices
3.2.2 Output Devices
3.2.3 Storage Devices
3.3 Software of Computer: Concept and Types
3.3.1 Concept
3.3.2 Types of Software
3.4 Computer Memory: Concept & Types
3.5 Viruses and Its Management
3.5.1 Virus
3.5.2 Management of Viruses
UNIT-IV Computer Networks & Internet
4.1 Concept, Types & Functions of Computer Networks
4.1.1 Concept
4.1.2 Network
4.1.3 Types of Networks
4.1.4 Functions of Computer Networks
4.2 Internet and its Applications
4.2.1 Concept of Internet
4.2.2 Internet Services
4.2.3 Applications of Internet
4.3 Web Browsers and Search Engines
4.3.1 Web Browser
4.3.2 Search Engine
4.4 Legal and Ethical Issues
UNIT-V MS Office Applications
5.1 MS Word: Main Features & Its Uses in School Programme
5.1.1 Main Features
5.1.2 Uses of MS Word in School
5.2 MS Excel: Main Features & Its Application in School Programme
5.2.1 Main Features
5.2.2 Uses of MS Excel in School
5.3 MS Access: Creating a Database, Creating a Table, Queries, Forms, Reports and Tables & Its Uses in School Programme
5.3.1 Main Features
5.3.2 Uses of MS Access in School Programme
5.4 MS PowerPoint: Preparation of Slides with Multimedia Effects
5.4.1 Presentation of Slides with Multimedia Effects
5.4.2 Application of MS PowerPoint in School
5.5 MS Publisher: Newsletter & Brochure
5.5.1 Newsletter
5.5.2 Brochure
5.5.3 Uses of MS Publisher in School
UNIT-VI ICT in Education
6.1 Concept & Importance of ICT
6.2 Need for ICT in Education
6.3 Scope of ICT-Teaching-Learning Process, Publication, Evaluation, Research and Administration
6.3.1 Use of ICT in Teaching-learning Process
6.3.2 Use of ICT for Publication Purposes
6.3.3 Use of ICT in Evaluation
6.3.4 Use of ICT for Research Purpose
6.3.5 Use of ICT for Administration
6.3.6 Use of ICT for Personal Purposes
6.3.7 Use of ICT for Professional Development
6.4 Challenges in Integrating ICT in School Education
UNIT-VII Instructional Strategies and Models
7.1 Programmed Instruction
7.1.1 Definitions of Programmed Instruction
7.1.2 Programmed Instruction: History
7.1.3 Basic Principles of Programming
7.1.4 What are the Different Types/Styles of Programming?
7.1.4.1 Linear/Extrinsic Programming
7.1.4.2 Branching Programming
7.1.4.3 Mathetics Programming Computer Assisted Instruction (CAI)
7.2.1 Concept and Definition of CAI
7.2.2 History/Evolution of the Concept of CAT
7.2.3 Steps involved in CAI
7.2.4 What are the Different Types of CAI?
7.2.5 Benefits of CAI
7.2.6 Limitations
7.3 Computer Managed Instruction (CMI)
7.3.1 Concept
7.3.2 What are the Benefits / Advantages of CMI?
7.4 Mastery Learning Model of Instructional System
7.4.1 Background of Mastery Learning Model
7.4.2 Merits
7.4.3 Demerits
UNIT-VIII ICT Integration in Teaching Learning Process
8.0 Introduction
8.1 Approaches to Integrating ICT in Teaching-Learning Process
8.1.1 Issues Shaping Today's Technology Use in Education
8.1.2 Phases of TIP Model
8.2 Project Based Learning (PBL)
8.2.1 Concept
8.2.2 Guidelines
8.2.3 Criticism on Project Based Learning
8.3 Cooperative Learning
8.3.1 Concept
8.3.2 Principal Terms
8.3.3 Types of Learning Strategies/Structures
8.3.4 Implementation
8.3.5 Criteria for Grouping
8.3.6 Promoting Positive Interdependence
8.3.7 Individual Accountability
8.3.8 Team Skills Development
8.3.9 Benefits of Cooperative Learning
8.4 Collaborative Learning
8.4.1 Concept
8.4.2 Teaching Learning Process
8.4.3 Teams
8.4.4 Guidelines for Teams
8.4.5 Collaborative Approaches
8.4.6 Collaborative Learning and ICT
8.4.7 What are the Challenges Faced by Creating Collaborating Learning Classrooms?
8.5 ICT and Constructivism: A Pedagogical Dimension
8.5.1 Concept
8.5.2 Twelve Strategies
8.5.3 Constructivism
8.5.4 Types of Constructivism
8.5.5 Constructivist Learning Design
8.5.6 Five Es of Constructivism
8.5.7 Constructivist Classroom
8.5.8 A Constructivist Lesson
8.5.9 ICT and Constructivism
8.5.10 Instructional Processes in CLE
8.5.11 Technology Integration Strategies based on Constructivist Models
285 8.5.12 Steps to Strengthen ICT Based Learning Environment
8.5.13 Criticism on Constructivists' Instruction
UNIT-IX E-Learning & Web Based Learning
9.1 E-learning
9.1.1 Background
9.1.2 History
9.1.3 Definition
9.1.4 Modalities
9.1.5 Open and Distributed Learning
9.1.6 Comparison of Traditional Instruction and E-learning
9.1.7 Contemporary Trends in E-learning
9.1.8 Approaches
9.1.9 Content
9.1.10 Pedagogical Dimensions
9.1.11 Framework for E-learning
9.1.12 Management and Implementation of E-learning
9.1.13 Application of E-learning in Higher Education
9.1.14 Advantages and Disadvantages
9.2 Web Based Learning
9.2.1 Concept
9.2.2 Development Issues
9.2.3 Development of Web based Learning Resources
9.2.4 Uses of Web-based Learning
9.3 Virtual Classroom
9.3.1 Meaning of a Virtual Classroom
9.3.2 Concept of a Virtual Classroom
9.3.3 Setting up of a Virtual Classroom
9.3.4 Components of a Virtual Classroom
9.3.5 Design of Virtual Classroom
9.3.6 Approach of a Virtual Classroom
9.3.7 Implementation of Virtual Classroom
9.3.8 Advantages of a Virtual Classroom
9.3.9 Limitations of Virtual Classroom
9.4 EDUSAT
9.4.1 Educational Satellite Experiments
9.4.2 Concept of EDUSAT
9.4.3 Objectives of EDUSAT
9.4.4 Implementation of EDUSAT
9.4.5 EDUSAT Network
9.4.6 EDUSAT in Different States
9.4.7 Present Status of EDUSAT
9.4.8 EDUSAT-based Distance Education
9.4.9 Uses of EDUSAT
9.4.10 Advantages of EDUSAT
9.4.11 Drawbacks of EDUSAT
UNIT-X ICT for Professional Development Teaching Portfolio
10.1 Electronic
10.1.1 Meaning of Teaching Portfolio
10.1.2 Need for a Teaching Portfolio
10.1.3 General Guidelines for Preparation of Teaching Portfolio
10.1.4 Components of a Teaching Portfolio
10.1.5 Sample Teaching Portfolios
10.1.6 Electronic Teaching Portfolios
10.1.7 Resources for Creating Effective Teaching Portfolios
10.2 Assistive Technology for Children with Special Needs
10.2.1 Concept of Assistive Technology
10.2.2 Objectives of Assistive Technology
10.2.3 Deciding the Best Applications for Children
10.2.4 Approaches of Assistive Technology
10.2.5 Applications Relevant for Children with Learning Disabilities and Reading Difficulties
10.2.6 Applications Relevant for Children with Writing Difficulties
10.3 ICT for Personal & Professional Development: Tools & Opportunities
10.3.1 Emerging ICT Skills and Knowledge
10.3.2 Applying ICT to the Teachers' Subject Area
10.3.3 Integrating ICT to Improve Learning and Management of Learning
10.3.4 Supporting Integration for Teachers and Students
10.4 Open Education Resources: Concept & Significance
10.4.1 Educational Resources
10.4.2 Open Educational Resources
10.4.3 Definitions of OERS
10.4.4 Locating OERS
10.4.5 Benefits of OERS
10.4.6 Nature of OERS
10.4.7 License Conditions as Given by Creative Commons
10.4.8 Challenges and Opportunities for OERS
10.4.9 Implications for Educational Planners and
Bibliography
Index
9788183165303
370.028 5 MRU
Information & Communication Technology (ICT) in Educaton - New Delhi Neelkamal Pub. 2015 - 376p
Contents: -
UNIT-I Educational Technology
1.1 Educational Technology: Concept and Objectives
1.1.1 Concept of Educational Technology
1.1.2 Objectives of Educational Technology
1.1.2.1 Objectives at Macro Level
1.1.2.2 Objectives at Micro Level
1.2 Forms of Educational Technology
1.2.1 Teaching Technology
1.2.2 Instructional Technology
1.2.3 Behavioral Technology
1.2.4 Instructional Design Technology
1.3 Multisensory Instruction
1.4 Challenges for Educational Technology
UNIT-II Communication & Classroom Interaction
2.1 Communication: Concept, Elements, Process and Types of Communication
2.1.1 Concept and Meaning of Communication
2.1.2 Elements of Communication.
2.1.3 Process of Communication
2.1.4 Types of Communication
2.2 Barriers and Facilitators of Communication
2.3 Communicative Skills: Listening, Speaking, Reading and Writing
2.3.1 Listening Skills
2.3.2 Speaking Skills
2.3.3 Reading Skills:
2.3.4 Writing Skills
2.4 Flanders Interaction Analysis Category System (FLACS)
UNIT-III Fundamentals of Computers
3.1 Characteristics, Types and Applications of Computers
3.1.1 Characteristics of Computers
3.1.2 Types of Computers
3.1.3 Applications of Computers
3.2 Hardware of Computer. Input, Output and Storage Devices
3.2.1 Input Devices
3.2.2 Output Devices
3.2.3 Storage Devices
3.3 Software of Computer: Concept and Types
3.3.1 Concept
3.3.2 Types of Software
3.4 Computer Memory: Concept & Types
3.5 Viruses and Its Management
3.5.1 Virus
3.5.2 Management of Viruses
UNIT-IV Computer Networks & Internet
4.1 Concept, Types & Functions of Computer Networks
4.1.1 Concept
4.1.2 Network
4.1.3 Types of Networks
4.1.4 Functions of Computer Networks
4.2 Internet and its Applications
4.2.1 Concept of Internet
4.2.2 Internet Services
4.2.3 Applications of Internet
4.3 Web Browsers and Search Engines
4.3.1 Web Browser
4.3.2 Search Engine
4.4 Legal and Ethical Issues
UNIT-V MS Office Applications
5.1 MS Word: Main Features & Its Uses in School Programme
5.1.1 Main Features
5.1.2 Uses of MS Word in School
5.2 MS Excel: Main Features & Its Application in School Programme
5.2.1 Main Features
5.2.2 Uses of MS Excel in School
5.3 MS Access: Creating a Database, Creating a Table, Queries, Forms, Reports and Tables & Its Uses in School Programme
5.3.1 Main Features
5.3.2 Uses of MS Access in School Programme
5.4 MS PowerPoint: Preparation of Slides with Multimedia Effects
5.4.1 Presentation of Slides with Multimedia Effects
5.4.2 Application of MS PowerPoint in School
5.5 MS Publisher: Newsletter & Brochure
5.5.1 Newsletter
5.5.2 Brochure
5.5.3 Uses of MS Publisher in School
UNIT-VI ICT in Education
6.1 Concept & Importance of ICT
6.2 Need for ICT in Education
6.3 Scope of ICT-Teaching-Learning Process, Publication, Evaluation, Research and Administration
6.3.1 Use of ICT in Teaching-learning Process
6.3.2 Use of ICT for Publication Purposes
6.3.3 Use of ICT in Evaluation
6.3.4 Use of ICT for Research Purpose
6.3.5 Use of ICT for Administration
6.3.6 Use of ICT for Personal Purposes
6.3.7 Use of ICT for Professional Development
6.4 Challenges in Integrating ICT in School Education
UNIT-VII Instructional Strategies and Models
7.1 Programmed Instruction
7.1.1 Definitions of Programmed Instruction
7.1.2 Programmed Instruction: History
7.1.3 Basic Principles of Programming
7.1.4 What are the Different Types/Styles of Programming?
7.1.4.1 Linear/Extrinsic Programming
7.1.4.2 Branching Programming
7.1.4.3 Mathetics Programming Computer Assisted Instruction (CAI)
7.2.1 Concept and Definition of CAI
7.2.2 History/Evolution of the Concept of CAT
7.2.3 Steps involved in CAI
7.2.4 What are the Different Types of CAI?
7.2.5 Benefits of CAI
7.2.6 Limitations
7.3 Computer Managed Instruction (CMI)
7.3.1 Concept
7.3.2 What are the Benefits / Advantages of CMI?
7.4 Mastery Learning Model of Instructional System
7.4.1 Background of Mastery Learning Model
7.4.2 Merits
7.4.3 Demerits
UNIT-VIII ICT Integration in Teaching Learning Process
8.0 Introduction
8.1 Approaches to Integrating ICT in Teaching-Learning Process
8.1.1 Issues Shaping Today's Technology Use in Education
8.1.2 Phases of TIP Model
8.2 Project Based Learning (PBL)
8.2.1 Concept
8.2.2 Guidelines
8.2.3 Criticism on Project Based Learning
8.3 Cooperative Learning
8.3.1 Concept
8.3.2 Principal Terms
8.3.3 Types of Learning Strategies/Structures
8.3.4 Implementation
8.3.5 Criteria for Grouping
8.3.6 Promoting Positive Interdependence
8.3.7 Individual Accountability
8.3.8 Team Skills Development
8.3.9 Benefits of Cooperative Learning
8.4 Collaborative Learning
8.4.1 Concept
8.4.2 Teaching Learning Process
8.4.3 Teams
8.4.4 Guidelines for Teams
8.4.5 Collaborative Approaches
8.4.6 Collaborative Learning and ICT
8.4.7 What are the Challenges Faced by Creating Collaborating Learning Classrooms?
8.5 ICT and Constructivism: A Pedagogical Dimension
8.5.1 Concept
8.5.2 Twelve Strategies
8.5.3 Constructivism
8.5.4 Types of Constructivism
8.5.5 Constructivist Learning Design
8.5.6 Five Es of Constructivism
8.5.7 Constructivist Classroom
8.5.8 A Constructivist Lesson
8.5.9 ICT and Constructivism
8.5.10 Instructional Processes in CLE
8.5.11 Technology Integration Strategies based on Constructivist Models
285 8.5.12 Steps to Strengthen ICT Based Learning Environment
8.5.13 Criticism on Constructivists' Instruction
UNIT-IX E-Learning & Web Based Learning
9.1 E-learning
9.1.1 Background
9.1.2 History
9.1.3 Definition
9.1.4 Modalities
9.1.5 Open and Distributed Learning
9.1.6 Comparison of Traditional Instruction and E-learning
9.1.7 Contemporary Trends in E-learning
9.1.8 Approaches
9.1.9 Content
9.1.10 Pedagogical Dimensions
9.1.11 Framework for E-learning
9.1.12 Management and Implementation of E-learning
9.1.13 Application of E-learning in Higher Education
9.1.14 Advantages and Disadvantages
9.2 Web Based Learning
9.2.1 Concept
9.2.2 Development Issues
9.2.3 Development of Web based Learning Resources
9.2.4 Uses of Web-based Learning
9.3 Virtual Classroom
9.3.1 Meaning of a Virtual Classroom
9.3.2 Concept of a Virtual Classroom
9.3.3 Setting up of a Virtual Classroom
9.3.4 Components of a Virtual Classroom
9.3.5 Design of Virtual Classroom
9.3.6 Approach of a Virtual Classroom
9.3.7 Implementation of Virtual Classroom
9.3.8 Advantages of a Virtual Classroom
9.3.9 Limitations of Virtual Classroom
9.4 EDUSAT
9.4.1 Educational Satellite Experiments
9.4.2 Concept of EDUSAT
9.4.3 Objectives of EDUSAT
9.4.4 Implementation of EDUSAT
9.4.5 EDUSAT Network
9.4.6 EDUSAT in Different States
9.4.7 Present Status of EDUSAT
9.4.8 EDUSAT-based Distance Education
9.4.9 Uses of EDUSAT
9.4.10 Advantages of EDUSAT
9.4.11 Drawbacks of EDUSAT
UNIT-X ICT for Professional Development Teaching Portfolio
10.1 Electronic
10.1.1 Meaning of Teaching Portfolio
10.1.2 Need for a Teaching Portfolio
10.1.3 General Guidelines for Preparation of Teaching Portfolio
10.1.4 Components of a Teaching Portfolio
10.1.5 Sample Teaching Portfolios
10.1.6 Electronic Teaching Portfolios
10.1.7 Resources for Creating Effective Teaching Portfolios
10.2 Assistive Technology for Children with Special Needs
10.2.1 Concept of Assistive Technology
10.2.2 Objectives of Assistive Technology
10.2.3 Deciding the Best Applications for Children
10.2.4 Approaches of Assistive Technology
10.2.5 Applications Relevant for Children with Learning Disabilities and Reading Difficulties
10.2.6 Applications Relevant for Children with Writing Difficulties
10.3 ICT for Personal & Professional Development: Tools & Opportunities
10.3.1 Emerging ICT Skills and Knowledge
10.3.2 Applying ICT to the Teachers' Subject Area
10.3.3 Integrating ICT to Improve Learning and Management of Learning
10.3.4 Supporting Integration for Teachers and Students
10.4 Open Education Resources: Concept & Significance
10.4.1 Educational Resources
10.4.2 Open Educational Resources
10.4.3 Definitions of OERS
10.4.4 Locating OERS
10.4.5 Benefits of OERS
10.4.6 Nature of OERS
10.4.7 License Conditions as Given by Creative Commons
10.4.8 Challenges and Opportunities for OERS
10.4.9 Implications for Educational Planners and
Bibliography
Index
9788183165303
370.028 5 MRU