Faculty department

Objectives

Following are the objectives of educational technology.
Determination of objectives: The objectives are although formed by educationlists, yet objectives in behavioural terms are determined first. Then they are evaluated with the help of educational technology.
Identification and Categorization of students: Similar type of strategies is not useful for all types of students. Educational technology helps us to identify students and learning levels by testing their entering behavior and to arrange the subject-matter accordingly.
Effective presentation of the content: After testing the entering behavior of students, the content of subject is now presented to them as per their interests, abilities and needs. The presentation may be logical or psychological, depends on the situation. The teacher present the subject’s content with the help of various communication strategies and devices.
To bring novelty in teaching strategies: Using of same strategy throughout the lesson creates boredom in students. Teacher should change the strategies as per need frequently. Evaluation technology helps the teacher in bringing about change and novelty in them.
To modify teacher’s behavior: Teacher remains alert to the ongoing effect of his behavior on Students, if he knows educational technology. With the help of novel experiments and drills, he modifies his behavior to make teaching effective.
To make teaching-learning process effective: The teacher always want to make the teaching- Learning process effective. For this he not only changes his process on and off but also he uses new devices or equipments in his teaching strategies.
Evaluation of teaching: At the end of teaching, teacher evaluate whatever he taught in the class room. This process is helpful for the teacher to know at what extent the educational objectives have been achieved. The teacher uses measuring instruments or he constructs them and then matches the results with the objectives already formulated before teaching.
To guide other teachers: The quality of output produced after teaching helps the teacher to know to what extent he is successful in his efforts. If the results are good, the model is suggested to other teachers for improving learning.

Steps

Ther are four main steps as follow:
In the first step a functional analysis of the teaching-learning process is done to identify the various components which will operate from the stage of input to that of output.
In second step observation is done on the effect of manipulating various components.
The third step is to observe the effect of manipulating various components and their functions in the fields.
In the last step, translation of all these research findings into some kind of guidelines for the practitioner is done.