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Educational Technology:

The significance of Educational Technology (ET) as a site for curriculum planning has been widely recognised, but detailed guidelines and strategies for its educationally optimum use have not yet been worked out. Generally, technology has been used as a medium to disseminate information, and as a way of addressing the scarcity of good teachers—usually the consequence of poor recr uitment policies. ET, which is used to redress the problem of quality of teaching, can only exacerbate the disillusionment of teachers with teaching. If ET is to become a means of enhancing curricular reform, it must treat the majority of teachers and children not merely as consumers but also as active producers. There must be widespread consultation regarding use during development and implementation. ET facilities need to be used at all levels of schools — cluster and block resource centres, district, state and national level institutions — in order to provide handson experience in using ET. 

Such experiences provided to children, teachers and teacher educators, could include something as simple as the audio-recording of an interview with a village elder, to making a video film or a video game. Providing children more direct access to multimedia equipment and Information Communication Technology (ICT), and allowing them to mix and make their own productions and to present their own experiences, could provide them with new opportunities to explore their own creative imagination. Such an experience of ET production, rather than only watching and listening to programmes in a passive way, can lay the foundation for far better utilisation of the country’s enormous ET facilities. Interactive, Net - enabled computers, rather than only CD-based computer usage, would facilitate a meaningful integration of computers and enhance the school curriculum in rural and remote areas by increasing connectivity and enhancing access to ideas and information. It is such two-way interactivity rather than one-way reception that would make technology educational. 

Rather than trying to reproduce and mimic classroom situations, or teaching the textbook content, or animating lab experiments, ET could realise far better potential if topics are taken up but developed into non-didactic explorations, leaving learners free to relate to the knowledge web progressively, and learn at their own levels of interest. Such access to knowledge in regional languages is still very limited, and is one of the main reasons for the persistent and growing divide between learners from urban and rural schools, and learners from regional - language and English - medium schools. The potential of such encyclopaedias and documentaries for children is still underdeveloped. Materials such as textbooks, workbooks and handbooks for teachers can be designed with the awareness of existing stocks of good-quality audio or video material and sites where extra resources are available on the Net. Classics of cinema need to be made accessible through such measures. For instance, a child studying about village life should have easy access to Satyajit Ray’s classic, Pather Panchali, either as a CD to be borrowed from the CRC or to be viewed on a nationally managed website. Future textbooks need to be conceptualised and designed in ways that might integrate knowledge in different subjects and experiences, thus facilitating the assimilation of knowledge. For instance, a middle - school textbook that discusses the history of Rajasthan and mentions Meera should be able to offer the text of a bhajan composed by her, and also refer to a source where that bhajan has been archived, so that children can listen to M.S. Subbulakshmi singing it. 

Integration of knowledge and experience along these lines would take away the sense of burden and boredom that our present-day education induces. In science and mathematics, and in teaching children with disabilities, the potential of ET, including IT, is widely appreciated. It is important to realise this potential in achieving curricular goals, with more age-specific planning on the use of ET. Governments and other agencies responsible for financial planning need to take this fuller range of ET’s demands and benefits.

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DSSSB, CTET & KVS Exam Preparation | Clear CTET: Educational Technology
Educational Technology
DSSSB, CTET & KVS Exam Preparation | Clear CTET
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