Information and Communication Technology (ICT)
ICT in Education – Educational Technology, ICT Tools and Classroom Assessment
Educational Technology, Communication and Instructional Media
Educational Technology – Concept and Growth
| Aspect | Key Idea | Classroom View |
|---|---|---|
| Concept | Systematic use of technology, communication principles and instructional design to improve teaching–learning. | Using planned audio, video, computer, internet and other media to support learning outcomes. |
| Growth | Evolved from simple aids (chalkboard, charts) to radio, TV, computers, internet, smartphones and learning platforms. | From slide projector and OHP to smart boards, learning apps, LMS like Moodle. |
Objectives and Characteristics of Educational Technology
| Objectives | Characteristics |
|---|---|
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Advantages and Challenges of Educational Technology
| Advantages | Challenges |
|---|---|
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Memory Line: Educational Technology = System + Media + Methods used purposefully to improve learning, not just gadgets in classroom.
Communication – Concept, Elements, Process, Barriers, Types
| Aspect | Key Points |
|---|---|
| Concept of communication | Process of sharing information, ideas, feelings between sender and receiver to create understanding. |
| Elements | Sender, message, channel, receiver, feedback, noise (interference), context. |
| Process | Sender encodes → message travels through channel → receiver decodes → feedback goes back to sender. |
| Barriers | Language difficulty, noise, poor listening, prejudice, emotional state, technical failure, cultural differences. |
| Types | Verbal / non-verbal, one-way / two-way, formal / informal, oral / written / visual. |
Teaching as Communication
- Teacher is sender, learner is receiver, content is message, classroom is context.
- Effective teaching requires clear encoding, suitable channel (speech, board, media) and feedback.
- Removing barriers – clear language, appropriate examples, supportive climate.
Communication Technology and Its Application in Education
- Radio, TV, satellite-based programmes, interactive video, teleconferencing.
- Internet tools – email, video conferencing, online classes, LMS platforms.
- Used for tele-education, webinars, online courses, live classes, recorded lectures.
Instructional Media and Aids – Aural, Print, Visual, Multimedia
| Category | Examples | Key Use |
|---|---|---|
| Aural (Audio) | Radio lessons, audio recordings, podcasts, language labs. | Improve listening, pronunciation, exposure to expert talks. |
| Textbooks, workbooks, worksheets, pamphlets, newspapers. | Support reading, note-making, reference. | |
| Visual | Charts, maps, models, diagrams, pictures, slides. | Make concepts concrete, aid memory and understanding. |
| Multimedia | Videos, animations, interactive simulations, PowerPoint, educational software. | Combine audio + visual + text + interaction for multi-sensory learning. |
Exam Tip: If a question highlights multi-sensory, interactive, feedback-based, system approach, it is typically about educational technology / multimedia rather than just traditional teaching aids.
9.1 ICT in Education – Multi-Sensory Learning, Classroom Communication and Individualized Instruction
Knowledge Acquisition and Multi-Sensory Approaches
| Idea | What It Means | ICT Example |
|---|---|---|
| Multi-sensory learning | Using more than one sense – seeing, hearing, touching, sometimes doing – for learning. | Video with narration plus interactive quiz, virtual lab with drag-and-drop, audio stories with images. |
| Knowledge acquisition with ICT | Learners explore digital texts, videos, simulations, interactive content and online resources. | Online encyclopedias, DIKSHA resources, educational YouTube channels, simulations in science and mathematics. |
Memory Line: ICT turns learning from “read–listen” to “see–hear–do”, which improves attention and retention.
Classroom Communication and Communicative Skills (Teachers and Students)
- ICT enriches teacher communication – visuals, animations, graphs, real-time data.
- Supports student communication – presentations, collaborative documents, discussion forums, chats.
- Develops oral, written and digital communication skills.
Flanders Interaction Analysis Category System (FIACS)
| Focus | Key Categories (Simplified) | Use in Classroom |
|---|---|---|
| Analyses classroom verbal interaction. |
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Helps teacher see balance between teacher talk and student talk; more student talk indicates active participation. |
Exam Tip: If the question mentions “analysing classroom interaction pattern – teacher talk vs pupil talk vs silence”, it refers to Flanders Interaction Analysis.
Individualized Instruction – Concept, Need, Principles, Techniques
| Aspect | Details |
|---|---|
| Concept | Instruction designed to meet the individual learner’s pace, level, interests and needs rather than “one size fits all”. |
| Need | A classroom has different abilities, learning styles, backgrounds; ICT allows flexible pathways and materials. |
| Principles |
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| Techniques |
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Memory Line: Individualized instruction = right content, at right level, at right speed for each learner, often supported by ICT.
9.2 Programmed Learning – Principles, Types, Modes, Development and Teacher Role
Concept of Programmed Learning
- Instructional material is presented in small steps (frames) with active learner response and immediate feedback.
- Originally used with teaching machines and programmed textbooks; now with computer-based programmes.
Principles of Programmed Learning
| Principle | Meaning in Simple Words |
|---|---|
| Small steps | Content is broken into tiny, manageable frames. |
| Active responding | Learner must respond (write, click, choose) at each frame. |
| Immediate feedback | Learner immediately knows whether the answer is correct. |
| Self-pacing | Learner moves at personal speed. |
| Reinforcement | Correct responses are rewarded, strengthening learning. |
Types and Modes of Presentation
| Type | Brief Note |
|---|---|
| Linear programming (Skinner) | Learners move through the same sequence of frames; each step is small and requires a response. |
| Branching programming (Crowder) | Learner’s response decides the next frame; wrong answers lead to remedial frames. |
| Computer-based programming | Interactive tutorials, CAI, drill-and-practice, simulations. |
Development and Application
- Select topic, define behavioural objectives.
- Analyse content, write frames, prepare responses and feedback.
- Try-out with small group, revise and refine.
- Use in self-learning, remedial teaching, distance learning.
Role of Teacher in Programmed Learning
- Designer of programmes in collaboration with experts.
- Guide to help learners choose suitable programmes and monitor progress.
- Provide support and enrichment beyond the programme.
Exam Tip: Key words like “frames, immediate feedback, self-pacing, linear/branching” usually indicate programmed learning and CAI.
9.3 Computer Fundamentals and Applications in Education
Types, Characteristics and Features of Computers
| Type | Typical Use in Education |
|---|---|
| Desktop / Laptop | Computer labs, teacher planning, presentations, content creation. |
| Tablet | Individualised learning, e-books, interactive apps. |
| Smartphone | Quick access to learning apps, videos, messaging and micro-learning. |
- Common characteristics: speed, accuracy, storage, automation, versatility.
Components of Computers – Hardware, Software, Memory, Maintenance
| Component | Simple Meaning | Example |
|---|---|---|
| Hardware | Physical parts of computer. | Monitor, keyboard, CPU, mouse, printer, projector. |
| Software | Programs and instructions that run on hardware. | Operating systems, applications, educational software. |
| Memory | Places inside computer where data and programs are stored. | RAM, ROM, hard disk, SSD, pen drive. |
| Maintenance | Regular care to keep systems working well. | Updating antivirus, safe shutdown, backups, cleaning devices. |
Operating Systems – DOS, Windows, Macintosh, Mobile Apps for Teaching
- DOS – early text-based operating system, now mostly historical.
- Windows – widely used GUI system in schools and offices.
- Macintosh (macOS) – Apple’s operating system, used for design and media.
- Mobile OS – Android, iOS; support educational apps, DIKSHA app, learning games.
Software Tools in Education
| Software Category | Educational Use |
|---|---|
| Word processing | Typing notes, worksheets, question papers, study material. |
| Presentation software | Creating slides with text, images, animations for teaching. |
| Statistical & graphical applications | Preparing graphs, analysing test scores, drawing charts. |
| Page layout / desktop publishing | Designing newsletters, school magazines, learning booklets. |
| Multimedia authoring | Creating interactive lessons, animations, quizzes. |
| Webpage creation tools | Making school websites, class blogs, resource pages. |
Computer Networks, Internet, Email, Digital Space – Concept, Applications, Challenges
| Item | Educational Application | Challenges |
|---|---|---|
| Computer networks | Share files, printers, internet across machines in lab/school. | Security, maintenance, cost. |
| Internet | Access to information, online videos, educational portals, MOOCs. | Information overload, authenticity issues, distraction. |
| Communication with parents, students, authorities; sending resources. | Spam, misuse, privacy concerns. | |
| Digital space | Online classrooms, cloud storage, digital portfolios. | Data security, digital footprints, equity of access. |
Exam Tip: If the stem focuses on hardware/software/memory, question is about computer fundamentals; if it mentions Internet, networks, email, digital space, it is about connectivity and online learning.
9.4 ICT-Enriched Learning Experiences
Application of ICT for Enriching Classroom Experiences
- Use videos, simulations and animations to show processes that are invisible or dangerous in real life.
- Interactive quizzes and games for practice with immediate feedback.
- Virtual field trips to museums, historical sites, industries.
Using Multimedia Educational Software
| Feature | Effect on Learning |
|---|---|
| Combination of audio, video, text, graphics | Engages multiple senses and suits different learning styles. |
| Interactive elements (click, drag, choose) | Promotes active participation instead of passive listening. |
| Built-in assessments | Enables immediate checking and correction of learning. |
Internet-Based Media for Teaching and Learning Enrichment
- Educational portals, video channels, e-libraries, DIKSHA and similar platforms.
- Discussion forums and Q&A spaces for doubt clarification.
- Downloading open educational resources (OER) for classroom use.
Project-Based Learning with ICT
| Component | ICT Support |
|---|---|
| Problem / question | Search information on internet, collect data from portals. |
| Investigation | Use spreadsheet for data, graphical tools for analysis. |
| Presentation | Prepare slides, videos, posters with digital tools. |
| Reflection | Write blogs, e-portfolios, digital diaries. |
Collaborative Learning – Group Discussions, Projects, Field Visits, Blogs, etc.
- Group documents and shared slides for joint work.
- Class blogs or discussion boards for sharing reflections.
- Online collaboration with other schools or communities.
Memory Line: ICT-enriched learning connects classroom ↔ community ↔ digital world through projects, collaboration and multimedia.
Exam Tip: Stems using words like “project-based, collaborative, multimedia, internet-based” point to ICT-enriched learning experiences rather than simple lecture.
9.5 Application of Computers in Education – E-Learning, Web 2.0, Virtual Classrooms and OER
Computers as Learning Tools – Concept of E-Learning
- E-learning – learning supported or delivered through electronic media especially computers and internet.
- Forms: online courses, blended learning, self-paced modules, learning apps.
- Advantages: flexibility in time/place, rich resources, self-paced practice, tracking of progress.
Web 2.0 Technologies – Characteristics, Types, Examples
| Feature | Explanation | Examples |
|---|---|---|
| User-generated content | Users create and share information, not only consume. | Blogs, wikis, video-sharing platforms. |
| Collaboration and sharing | Many users can edit, comment, work together. | Online documents, collaborative boards, discussion forums. |
| Interactivity | Feedback, comments, ratings, real-time interaction. | Educational social networks, live chat, webinars. |
- Educational software and platforms: learning management systems (LMS) like Moodle, content tools like Canva, tutorial platforms, practice apps.
Virtual Classrooms, Smart Boards, Tools and Opportunities
| Tool | Educational Opportunity |
|---|---|
| Virtual classroom platforms | Real-time video classes, screen sharing, polls, breakout rooms. |
| Smart boards | Interactive writing, drawing, saving board work, showing videos and simulations. |
| Digital tools | Screen annotation, recording, interactive quizzes, digital whiteboards. |
Open Educational Resources (OER) and ICT Platforms
| Concept | Key Idea |
|---|---|
| OER | Teaching and learning resources that are freely available for use, adaptation and sharing under open licences. |
| MOOCs, DIKSHA and similar platforms | Online courses and resources for students and teachers – self-paced modules, videos, assessments, teacher professional development. |
Memory Line: OER + MOOCs + DIKSHA type platforms mean “anywhere, anytime, low-cost access” to quality educational content.
Critical Issues in Internet Usage – Authenticity, Addiction, Plagiarism, Ethical and Legal Standards
| Issue | Risk | Educational Response |
|---|---|---|
| Authenticity of information | Incorrect or misleading content may be taken as truth. | Teach learners to cross-check sources, use reliable educational sites. |
| Internet addiction | Excessive use of games/social media reduces study, sleep and social interaction. | Promote balanced use, digital discipline, parental and teacher guidance. |
| Plagiarism | Copying others’ work and presenting as own. | Teach referencing, paraphrasing, respect for intellectual property. |
| Ethical standards | Cyberbullying, misuse of personal data, harmful content. | Digital citizenship education, rules for respectful online behaviour. |
| Legal standards | Violation of copyright, privacy and safety laws. | Use licensed content, follow policies, protect minors’ data. |
Exam Tip: Correct options will always support safe, ethical and balanced use of ICT. Options that support copying, misuse, unlimited screen time or ignoring authenticity are traps and should be rejected.