Information & Communication Technology (ICT) in Educaton (Record no. 2556)

MARC details
000 -LEADER
fixed length control field 08894nam a22001937a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20231009151808.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 170123b xxu||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number+Amount 9788183165303
040 ## - CATALOGING SOURCE
Transcribing agency PK
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.028 5 MRU
100 ## - MAIN ENTRY--PERSONAL NAME
Author Name Mrunalini,T
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Ramakrishna,A
9 (RLIN) 1188
245 ## - TITLE STATEMENT
Title Information & Communication Technology (ICT) in Educaton
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication New Delhi
Name of publisher Neelkamal Pub.
Date of publication 2015
520 ## - SUMMARY, ETC.
Summary, etc Contents: - <br/><br/>UNIT-I Educational Technology<br/><br/>1.1 Educational Technology: Concept and Objectives <br/>1.1.1 Concept of Educational Technology<br/>1.1.2 Objectives of Educational Technology<br/>1.1.2.1 Objectives at Macro Level<br/>1.1.2.2 Objectives at Micro Level<br/>1.2 Forms of Educational Technology <br/>1.2.1 Teaching Technology<br/>1.2.2 Instructional Technology<br/>1.2.3 Behavioral Technology<br/>1.2.4 Instructional Design Technology<br/>1.3 Multisensory Instruction<br/>1.4 Challenges for Educational Technology<br/><br/>UNIT-II Communication & Classroom Interaction<br/><br/>2.1 Communication: Concept, Elements, Process and Types of Communication<br/>2.1.1 Concept and Meaning of Communication<br/>2.1.2 Elements of Communication.<br/>2.1.3 Process of Communication<br/>2.1.4 Types of Communication<br/>2.2 Barriers and Facilitators of Communication<br/>2.3 Communicative Skills: Listening, Speaking, Reading and Writing<br/>2.3.1 Listening Skills<br/>2.3.2 Speaking Skills<br/>2.3.3 Reading Skills:<br/>2.3.4 Writing Skills<br/>2.4 Flanders Interaction Analysis Category System (FLACS)<br/><br/>UNIT-III Fundamentals of Computers<br/><br/>3.1 Characteristics, Types and Applications of Computers<br/>3.1.1 Characteristics of Computers<br/>3.1.2 Types of Computers<br/>3.1.3 Applications of Computers <br/>3.2 Hardware of Computer. Input, Output and Storage Devices<br/>3.2.1 Input Devices <br/>3.2.2 Output Devices<br/>3.2.3 Storage Devices<br/>3.3 Software of Computer: Concept and Types<br/>3.3.1 Concept<br/>3.3.2 Types of Software<br/>3.4 Computer Memory: Concept & Types <br/>3.5 Viruses and Its Management<br/>3.5.1 Virus<br/>3.5.2 Management of Viruses<br/><br/>UNIT-IV Computer Networks & Internet<br/><br/>4.1 Concept, Types & Functions of Computer Networks<br/>4.1.1 Concept <br/>4.1.2 Network<br/>4.1.3 Types of Networks<br/>4.1.4 Functions of Computer Networks <br/>4.2 Internet and its Applications<br/>4.2.1 Concept of Internet<br/>4.2.2 Internet Services<br/>4.2.3 Applications of Internet<br/>4.3 Web Browsers and Search Engines<br/>4.3.1 Web Browser<br/>4.3.2 Search Engine <br/>4.4 Legal and Ethical Issues<br/><br/>UNIT-V MS Office Applications<br/><br/>5.1 MS Word: Main Features & Its Uses in School Programme<br/>5.1.1 Main Features<br/>5.1.2 Uses of MS Word in School<br/>5.2 MS Excel: Main Features & Its Application in School Programme<br/>5.2.1 Main Features<br/>5.2.2 Uses of MS Excel in School <br/>5.3 MS Access: Creating a Database, Creating a Table, Queries, Forms, Reports and Tables & Its Uses in School Programme<br/>5.3.1 Main Features<br/>5.3.2 Uses of MS Access in School Programme<br/>5.4 MS PowerPoint: Preparation of Slides with Multimedia Effects<br/>5.4.1 Presentation of Slides with Multimedia Effects<br/>5.4.2 Application of MS PowerPoint in School<br/>5.5 MS Publisher: Newsletter & Brochure<br/>5.5.1 Newsletter<br/>5.5.2 Brochure<br/>5.5.3 Uses of MS Publisher in School<br/><br/>UNIT-VI ICT in Education<br/><br/>6.1 Concept & Importance of ICT<br/>6.2 Need for ICT in Education<br/>6.3 Scope of ICT-Teaching-Learning Process, Publication, Evaluation, Research and Administration<br/>6.3.1 Use of ICT in Teaching-learning Process<br/>6.3.2 Use of ICT for Publication Purposes<br/>6.3.3 Use of ICT in Evaluation<br/>6.3.4 Use of ICT for Research Purpose<br/>6.3.5 Use of ICT for Administration<br/>6.3.6 Use of ICT for Personal Purposes<br/>6.3.7 Use of ICT for Professional Development<br/>6.4 Challenges in Integrating ICT in School Education<br/><br/>UNIT-VII Instructional Strategies and Models<br/><br/>7.1 Programmed Instruction<br/>7.1.1 Definitions of Programmed Instruction <br/>7.1.2 Programmed Instruction: History<br/>7.1.3 Basic Principles of Programming<br/>7.1.4 What are the Different Types/Styles of Programming?<br/>7.1.4.1 Linear/Extrinsic Programming<br/>7.1.4.2 Branching Programming<br/>7.1.4.3 Mathetics Programming Computer Assisted Instruction (CAI)<br/>7.2.1 Concept and Definition of CAI<br/>7.2.2 History/Evolution of the Concept of CAT <br/>7.2.3 Steps involved in CAI<br/>7.2.4 What are the Different Types of CAI?<br/>7.2.5 Benefits of CAI<br/>7.2.6 Limitations<br/>7.3 Computer Managed Instruction (CMI) <br/>7.3.1 Concept<br/>7.3.2 What are the Benefits / Advantages of CMI?<br/>7.4 Mastery Learning Model of Instructional System<br/>7.4.1 Background of Mastery Learning Model<br/>7.4.2 Merits<br/>7.4.3 Demerits<br/><br/>UNIT-VIII ICT Integration in Teaching Learning Process<br/><br/>8.0 Introduction<br/>8.1 Approaches to Integrating ICT in Teaching-Learning Process<br/>8.1.1 Issues Shaping Today's Technology Use in Education<br/>8.1.2 Phases of TIP Model<br/>8.2 Project Based Learning (PBL)<br/>8.2.1 Concept<br/>8.2.2 Guidelines<br/>8.2.3 Criticism on Project Based Learning<br/>8.3 Cooperative Learning<br/>8.3.1 Concept<br/>8.3.2 Principal Terms<br/>8.3.3 Types of Learning Strategies/Structures <br/>8.3.4 Implementation<br/>8.3.5 Criteria for Grouping<br/>8.3.6 Promoting Positive Interdependence<br/>8.3.7 Individual Accountability<br/>8.3.8 Team Skills Development<br/>8.3.9 Benefits of Cooperative Learning<br/>8.4 Collaborative Learning<br/>8.4.1 Concept<br/>8.4.2 Teaching Learning Process<br/>8.4.3 Teams<br/>8.4.4 Guidelines for Teams<br/>8.4.5 Collaborative Approaches<br/>8.4.6 Collaborative Learning and ICT <br/>8.4.7 What are the Challenges Faced by Creating Collaborating Learning Classrooms?<br/>8.5 ICT and Constructivism: A Pedagogical Dimension<br/>8.5.1 Concept<br/>8.5.2 Twelve Strategies<br/>8.5.3 Constructivism<br/>8.5.4 Types of Constructivism<br/>8.5.5 Constructivist Learning Design<br/>8.5.6 Five Es of Constructivism<br/>8.5.7 Constructivist Classroom<br/>8.5.8 A Constructivist Lesson<br/>8.5.9 ICT and Constructivism<br/>8.5.10 Instructional Processes in CLE <br/>8.5.11 Technology Integration Strategies based on Constructivist Models<br/>285 8.5.12 Steps to Strengthen ICT Based Learning Environment<br/>8.5.13 Criticism on Constructivists' Instruction<br/><br/>UNIT-IX E-Learning & Web Based Learning<br/><br/>9.1 E-learning<br/>9.1.1 Background<br/>9.1.2 History<br/>9.1.3 Definition<br/>9.1.4 Modalities<br/>9.1.5 Open and Distributed Learning<br/>9.1.6 Comparison of Traditional Instruction and E-learning <br/>9.1.7 Contemporary Trends in E-learning<br/>9.1.8 Approaches<br/>9.1.9 Content<br/>9.1.10 Pedagogical Dimensions<br/>9.1.11 Framework for E-learning <br/>9.1.12 Management and Implementation of E-learning<br/>9.1.13 Application of E-learning in Higher Education <br/>9.1.14 Advantages and Disadvantages<br/>9.2 Web Based Learning<br/>9.2.1 Concept<br/>9.2.2 Development Issues<br/>9.2.3 Development of Web based Learning Resources<br/>9.2.4 Uses of Web-based Learning<br/>9.3 Virtual Classroom<br/>9.3.1 Meaning of a Virtual Classroom <br/>9.3.2 Concept of a Virtual Classroom<br/>9.3.3 Setting up of a Virtual Classroom <br/>9.3.4 Components of a Virtual Classroom<br/>9.3.5 Design of Virtual Classroom<br/>9.3.6 Approach of a Virtual Classroom<br/>9.3.7 Implementation of Virtual Classroom<br/>9.3.8 Advantages of a Virtual Classroom<br/>9.3.9 Limitations of Virtual Classroom<br/>9.4 EDUSAT<br/>9.4.1 Educational Satellite Experiments<br/>9.4.2 Concept of EDUSAT<br/>9.4.3 Objectives of EDUSAT <br/>9.4.4 Implementation of EDUSAT<br/>9.4.5 EDUSAT Network<br/>9.4.6 EDUSAT in Different States<br/>9.4.7 Present Status of EDUSAT <br/>9.4.8 EDUSAT-based Distance Education<br/>9.4.9 Uses of EDUSAT<br/>9.4.10 Advantages of EDUSAT<br/>9.4.11 Drawbacks of EDUSAT<br/><br/>UNIT-X ICT for Professional Development Teaching Portfolio<br/><br/>10.1 Electronic<br/>10.1.1 Meaning of Teaching Portfolio <br/>10.1.2 Need for a Teaching Portfolio<br/>10.1.3 General Guidelines for Preparation of Teaching Portfolio<br/>10.1.4 Components of a Teaching Portfolio <br/>10.1.5 Sample Teaching Portfolios<br/>10.1.6 Electronic Teaching Portfolios <br/>10.1.7 Resources for Creating Effective Teaching Portfolios<br/>10.2 Assistive Technology for Children with Special Needs<br/>10.2.1 Concept of Assistive Technology <br/>10.2.2 Objectives of Assistive Technology<br/>10.2.3 Deciding the Best Applications for Children<br/>10.2.4 Approaches of Assistive Technology <br/>10.2.5 Applications Relevant for Children with Learning Disabilities and Reading Difficulties <br/>10.2.6 Applications Relevant for Children with Writing Difficulties<br/>10.3 ICT for Personal & Professional Development: Tools & Opportunities <br/>10.3.1 Emerging ICT Skills and Knowledge<br/>10.3.2 Applying ICT to the Teachers' Subject Area <br/>10.3.3 Integrating ICT to Improve Learning and Management of Learning<br/>10.3.4 Supporting Integration for Teachers and Students<br/>10.4 Open Education Resources: Concept & Significance<br/>10.4.1 Educational Resources<br/>10.4.2 Open Educational Resources <br/>10.4.3 Definitions of OERS<br/>10.4.4 Locating OERS<br/>10.4.5 Benefits of OERS<br/>10.4.6 Nature of OERS<br/>10.4.7 License Conditions as Given by Creative Commons <br/>10.4.8 Challenges and Opportunities for OERS<br/>10.4.9 Implications for Educational Planners and<br/>Bibliography<br/>Index<br/>
300 ## - Page No.
Page No 376p
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Koha item type General Books
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Date acquired Total Checkouts Full call number Barcode Date last seen Date checked out Price effective from Koha item type
    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 23.01.2017 3 370.028 5 MRU 0005195 04.10.2023 27.09.2023 23.01.2017 General Books
    Dewey Decimal Classification     Guru Nanak College of Education Guru Nanak College of Education 23.01.2017 12 370.028 5 MRU 0005196 07.03.2022 02.03.2022 23.01.2017 General Books