BDwbU 17
`~i wkL‡bi aviYv I wk¶v cÖhyw³
[Concept of Distance Education and Educational Technology]
f‚wgKv
`~i wkLb GKwU mv¤úÖwZK Kv‡ji wkLb cÖwµqv| hvi gva¨‡g wk¶v_x©, wk¶K †_‡K eû `~‡i
Ae¯’vb K‡iI wk¶‡Ki wkLb-†kLv‡bv Kvh©µg Av‡qvRb I cwiPvjbv Kv‡j ev c‡i AvaywbK
†hvMv‡hvM gva¨‡g wbR‡K m¤ú„³ Ki‡Z cv‡i| D›gy³ wk¶v e¨e¯’v cÖeZ©‡bi D‡Ïk¨ nj †h
me wk¶v MÖn‡Y”Qy wk¶v_x© A_©‰bwZK, cvwievwiK I †ckvMZ Kvi‡Y cÖPwjZ wk¶v e¨e¯’vq
wk¶vjvf Ki‡Z cvi‡Q bv †m me wk¶v_x© ¯^ ¯^ Ae¯’v‡b †_‡K wk¶vjv‡fi my‡hvM`v‡bi
e¨e¯’v Kiv|
D›gy³ wk¶v e¨e¯’vq wk¶v jv‡fi †h me Dcv‡q msMwVZ n‡q _v‡K †hgb- ï‡b, †`‡L, †`‡L
I ï‡b (wUwf, wfwWI) Ges c‡o (gyw`ªZ cvV¨cy¯ÍK) wk¶vjvf Kiv hvq| GQvov wba©vwiZ I
mxwgZ mg‡q wk¶‡Ki Av‡jvPbv K¬v‡m †hvM`vb K‡iI wkL‡Z cv‡i|
D›gy³ wk¶v e¨e¯’vq wk¶vµg cÖYqb I wkLb mvgMÖx iPbvq cÖ_vMZ †KŠkj QvovI wKQy wKQy
ˆewkó¨ gwÐZ †KŠkj Abym„Z n‡q _v‡K|
c~‡e©B ejv n‡q‡Q †h, wk¶K wk¶v_x© †_‡K A‡bK `~‡i Ae¯’vb K‡i wkL‡b m¤ú„³ n‡q
_v‡K| ZrRb¨ AvaywbK †hvMv‡hvM gva¨g e¨eüZ nq| Gme AvaywbK †hvMv‡hvM gva¨g
cÖhyw³ wbf©i weavq Educational Technology or Instructional Technology Avewk¨K
fv‡e AšÍfz©³ i‡q‡Q|
Dc‡iv³ welq¸‡jv m¤ú‡K© eZ©gvb Aa¨v‡q Avgiv wZbwU cv‡Vi gva¨‡g wkLe| GB wZbwU
cvV n‡”Q:
cvV- 17.1: `~i wkL‡bi aviYv, msÁv, Dcv`vb I D›gy³ wk¶vi ˆewkó¨
cvV- 17.2: wk¶v welqK cÖhyw³i aviYv, msÁv Ges `~i wkL‡b cÖhyw³i f‚wgKv
cvV- 17.3: wkLb cÖhyw³ I wk¶v DcKiY Dbœqb
evsjv‡`k D›gy³ wek¦we`¨vjq
cvV 17.1
`~i wkL‡bi aviYv, msÁv, Dcv`vb I D›gy³ wk¶vi ˆewkó¨
D‡Ïk¨
GB cv‡Vi †k‡l Avcwb−
`~i wkL‡bi aviYv wee„Z Ki‡Z cvi‡eb;
`~i wkLb wewfbœ †`‡k wewfbœ bv‡g cwiwPZ Zv ej‡Z cvi‡eb;
`~i wkL‡bi msÁv ej‡Z cvi‡eb;
`~i wkL‡bi Dcv`vb¸‡jv wK Zv eY©bv Ki‡Z cvi‡eb;
cÖPwjZ wk¶v I D›gy³ wk¶vi cv_©K¨ wee„Z Ki‡Z cvi‡eb Ges
`~i wkLb I D›gy³ wkL‡bi cv_©K¨ I D›gy³ wk¶vi ˆewkó¨ Av‡jvPbv Ki‡Z cvi‡eb|
`~i wkL‡bi aviYv
`~i wkLb GK ai‡bi wk¶v`vb †KŠkj hvi gva¨‡g wk¶v_x© wk¶v cÖwZôvb/wk¶K †_‡K eû
`~‡i Ae¯’vb Ki‡jI Zv‡K wk¶v`vb Kiv hvq| `~i wkL‡bi `yBwU †gŠwjK Dcv`vb i‡q‡Q:
(1) wk¶v_x© wk¶K †_‡K eû `~‡i Ae¯’vb K‡i, (2) `~i wkL‡b wk¶‡Ki f‚wgKv cÖPwjZ,
cÖ_vMZ wk¶v`vb †_‡K wfbœ ai‡bi A_©vr wk¶K wk¶v_x©i cigvk©`v‡b, wUD‡Uvwiqvj K¬v‡m
¯^í mg‡qi Rb¨ gy‡LvgywL nb| G RvZxq wk¶v e¨e¯’vq gyw`ªZ wkLb mvgMÖxi DciB
wk¶v_x©‡K eûjvs‡k wbf©i Ki‡Z nq Z‡e B‡jKUªwbK wgwWqv †hgb- †iwWI, wUwf I
Kw¤úDUv‡ii gva¨‡g wkLb‡K AvswkK Supplement Kiv nq|
`~i wkLb GKwU QÎKc` (Umbrella) hv‡Z wkLb cÖwµqv we`¨vj‡qi Pvi †`Iqv‡ji g‡a¨
mxgve× bq| A_©vr wk¶K wk¶v_x© †_‡K ev¯Í‡e eû `~‡i Ae¯’vb Ki‡jI wkLb-‡kLv‡bv
cÖwµqvq AskMÖnY Ki‡Z cv‡i| `~i wkL‡bi GB bgbxqZvi `iæb/Rb¨ mgq, `~iZ¡, eqm,
wj½, RvwZ-ag© †f`v‡f` I mvgvwRK †kÖwY ˆelg¨ BZ¨vw`i cÖwZeÜKZv cÖPwjZ wk¶v e¨e¯’v
†_‡K `~i Ki‡Z m¶g n‡q‡Q| AwaKš‘ D›gy³ wk¶v e¨e¯’v †fŠ‡MvwjK, Avw_©K, mvgvwRK I
cvwievwiK AšÍiv‡qi Kvi‡Y †h me wk¶v MÖn‡Y”Qy e¨w³ wk¶v jvf Ki‡Z cvi‡Q bv Zv‡`i
Rb¨ AZ¨šÍ K…ZKvh©Zvi m‡½ wk¶v jv‡fi my‡hvM m„wó K‡i w`‡q‡Q `~i wkLb c×wZ|
`~i wkLb bvbv †`‡k
bvbv bv‡g cwiwPZ
`~i wkLb‡K †hgb bvbv wk¶vwe` bvbv bv‡g, †Zgwb wewfbœ †`‡k wewfbœ bv‡g cwiwPZ|
†hgb- gyi (1975) †iwWIi gva¨‡g ¯^qswµq Dcv‡q wk¶v`vb (Telemetric Teaching),
wWwjs (1976) wWm‡UÝ ÷vwW (Distance Study), wmgm (1977) c·hv‡M wk¶v`vb
(Correspondence Education), †ngevM© (1977) `~i wkLb (Distance Education),
BD‡ivc Ges KvbvWv I Av‡gwiKvi †Kvb †Kvb ¯’v‡b/GjvKvq `~i wkLb‡K ÔN‡i e‡m cov
(Home Study)Õ, DËi Av‡gwiKvq Independent Study, A‡÷ªwjqv, cÖkvšÍ AÂj I
`w¶Y c~e© Gwkqvi eû‡`‡k Off-Campus Study, Ges wbDwRj¨v‡Ð Extra-Mural
System cwiwPZ|
BDwbU- 17
wkÿv e¨e¯’vcbv I wkÿvµg Dbœqb 210
¯‹zj Ae GWy‡Kkb
`~i wkLb wK?
eZ©gvb we‡k¦ Avwd«Kv, Gwkqv, A‡÷ªwjqv,ga¨ cÖvP¨, BD‡ivc, DËi Av‡gwiKv, K¨vivweqvb I
j¨vwUb Av‡gwiKvi 95wU †`‡k D›gy³ wek¦we`¨vjq i‡q‡Q| Gme †`‡k `~i wkLb‡K bvbv
`„wó‡KvY †_‡K msÁvwqZ K‡i‡Q Zb¥‡a¨ cÖavb `yBwU `~i wkL‡bi msÁv Dc¯’vcb Kiv nj:
(K) `~i wkLb GKwU we‡kl j¶¨`‡ji Rb¨ D™¢vweZ wk¶v`vb c×wZ hv wk¶v_x©‡K †K›`ª
K‡i wkL‡bi mKj ai‡bi Av‡qvRb Kiv n‡q _v‡K Ges G‡Z wk¶‡Ki f‚wgKv AZ¨šÍ
mxwgZ| Distance Education is used as a generic term to comprise all patterns
of student centered learning process in which the teacher has only a limited
role.
The most outstanding characteristic is the physical distance between the
student and the teacher. In the conventional system of education students
and teachers meet face to face within the four walls of the class-room, and
students depend on the teachers as the chief source of knowledge. Moreover,
distance education makes use of various communication media like printed
texts, broadcasts, audio-video-Cassettes and computers to carry knowledge
to the students.
(L) `~i wkLb nj GK ai‡bi wkLb-†kLv‡bv cÖwµqv hv‡Z wk¶v_x© wk¶K †_‡K ev¯ÍweK
c‡¶ eû `~‡i Ae¯’vb K‡i wk¶v`vb Kvh©µ‡g AvaywbK †hvMv‡hvM e¨e¯’vi gva¨‡g m¤ú„³
Kiv n‡q _v‡K|
Distance Education can be defined as the teaching learning process in which
students are separated from the teachers by a physical distance which is
often bridged by modern communication media.
`~i I D›gy³ wkL‡bi
cv_©K¨
`~i wkLb [Distance Education System (DES)] e¨e¯’v Ges D›gy³ wkLb e¨e¯’v [Open
Learning System (OLS)] G `yBwU‡K A‡b‡KB GKwUi m‡½ AciwU‡K ¸wj‡q †d‡j
_v‡K| `~i wkLb GK ai‡bi wkLb †kLv‡bv cÖwµqv hv‡Z wk¶v_x© wk¶K †_‡K ev¯ÍweK c‡¶
eû `~‡i Ae¯’vb K‡i wkLb-†kLv‡bv cÖwµqvq AvaywbK †hvMv‡hvM gva¨‡g m¤ú„³ n‡q _v‡K|
D›gy³ wkL‡b cÖ_vMZ AvbyôvwbK wk¶vi eva¨evaKZv †_‡K gy³ n‡q wk¶vi my‡hvM jvf Kiv
hvq|
Avgiv `~i wkLb I D›gy³ wkLb Gi wfwËMZ cv_©K¨ m¤ú‡K© Dc‡ii eY©bv †_‡K AewnZ
D›gy³ wkL‡bi ˆewkó¨ n‡qwQ| Gevi Avgiv D›gy³ wkL‡bi ˆewkó¨ m¤ú‡K© Rvbvi †Póv Kie|
1. D›gy³ wkLb cÖ_vMZ wk¶v e¨e¯’vi eva¨evaKZv †_‡K m¤ú~Y© gy³ Ges fwZ©i KovKwo I
wk¶v e¨vßx Kvj G e¨e¯’vq A‡bK bgbxq|
2. D›gy³ wk¶vq eû gva¨g e¨envi K‡i wkLb †kLv‡bvi e¨e¯’v Kiv n‡q _v‡K|
3. D›gy³ wkL‡b wk¶v_x©‡K e¨w³MZfv‡e I wbqwgZ wk¶v cÖwZôv‡b †h‡q wk¶vjvf Kiv
eva¨Zvg~j‡Ki †¶Î LyeB bgbxq|
GgGW †cÖvMÖvg
Educational Administration & Curriculum Development 211
evsjv‡`k D›gy³ wek¦we`¨vjq
4. wk¶v_x© Zvi B”QvgZ †Kvm© wbe©vPb Ki‡Z cv‡i Ges Zvi myweav gZ mg‡q †Kvm© mgvß
K‡i wWMÖx AR©‡bi my‡hvM cvq|
5. cwi‡k‡l AveviI ejv hvq †h, cÖ_vMZ wk¶v e¨e¯’v I `~i wkL‡bi g‡a¨ cÖavb cv_©K¨
nj wkLb-†kLv‡bvi ‡KŠkj I Zvi Av‡qvR‡bi g‡a¨|
`~i wkL‡bi Dcv`vb
`~i wkLb c`wU BD‡ivwcqvb Uvg©m 'Fernunterricht' Tele-Ensignment and
Education a Distancia n‡Z avi Kiv n‡q‡Q− hvi gg©v_© nj mKj wkLb-†kLv‡bvi
Kvh©vewj‡Z wk¶K wk¶v_x© †_‡K `~‡i Ae¯’vb K‡i wk¶vjvf Ki‡Z cv‡i| wKMvb 1980
mv‡j `~i wkL‡b †h me cÖavb Dcv`vb wPwýZ K‡i‡Qb †m¸‡jv nj:
−
−
−
−
−
−
The separation of teacher and learner, which distinguishes it from face to
face learning.
The influence of an educational organization, which distinguishes it from
private study.
The use of technical media, usually print, to unite teacher and learner
and carry the educational content of the course.
The provision of two way communication so that the students may
benefit from or even initiate dialogue, which distinguishes it from other
uses of education technology.
The teaching of students as individuals and rarely in groups, which the
possibility of occasional meetings for both didactic and socialization
purposes.
The participation in a more industrialized form of education (based on
the view that distance teaching is characterized by division of labour,
mechanization, automation; application of organizational principles;
scientific control; objectivity of teaching behaviour; mass production;
concentration and centralization).
cÖPwjZ wk¶v e¨e¯’v I D›gy³ wk¶v e¨e¯’vi g‡a¨ KZK¸‡jv †gŠwjK cv_©K¨ i‡q‡Q †m¸‡jv
cÖPwjZ wk¶v I D›gy³
nj: (1) wk¶vµg cÖYq‡b, (2) wkLb mvgMÖx iPbvq, (3) wkLb-†kLv‡bv c×wZ I cÖYvjx‡Z
wk¶vi g‡a¨ cv_©K¨ Ges (4) g~j¨vq‡b| cÖPwjZ wk¶v e¨e¯’vq Ges D›gy³ wk¶vi g‡a¨ cv_©K¨¸‡jv †eYy †Mvcvj
†iWWx †hfv‡e wee„Z K‡i‡Qb †m¸‡jv GLv‡b we‡klfv‡e cÖwYavb‡hvM¨:
In conventional systems the content of the course, especially that part that is
not contained in recommended textbooks, is communicated by the teacher
mainly by word of mouth - though it is clear that from primary school
through to university the amount of self-study in project work and from
textbooks may gradually increase. Distance education shatters this interpersonal communication and replaces it with some from of mechanical or
electronic communication: print, telephone, teleconference, audio, video,
broadcasting, computer etc. All of the communication has to take place by
the use of one or a number of technological media. Together with the
separation of the learner from the teacher, the separation of the learner from
the learning group throughout the length of the learning process is a
characteristic feature of this form of education which distinguishes it from
conventional, oral, group-based education.
BDwbU- 17
wkÿv e¨e¯’vcbv I wkÿvµg Dbœqb 212
¯‹zj Ae GWy‡Kkb
cv‡VvËi g~j¨vqb- 17.1
A)
eû wbe©vPbx cÖkœ
mwVK DËi wb‡`©kg~jK A¶iwU‡K e„ËvwqZ Kiæb| Avcbvi wbe©vwPZ DËiwU K n‡j K
e„ËvwqZ Kiæb:
1.
†Kvb †`k `~i wkL‡bi bvgKiY K‡i‡Q Extra-Mural System.
K. wbDwRj¨vÐ
L. KvbvWv
M. A‡÷ªwjqv
N. DËi Av‡gwiKv|
2.
eZ©gvb we‡k¦ KqwU †`‡k D›gy³ wek¦we`¨vjq i‡q‡Q?
K. 65wU
L. 75wU
M. 85wU
N. 95wU|
3.
†Kvb ai‡bi wkLb e¨e¯’vq eû gva¨g e¨envi K‡i wk¶v`vb Kiv nq?
K. D›gy³ wk¶vq
L. cÖPwjZ wk¶v
M. wKÐvi Mv‡U©b wk¶vq
N. gv`ªvmv wk¶vq|
Av)
msw¶ß DËi cÖkœ
1.
2.
3.
4.
5.
`~i wkLb wKiƒc aviYv?
gyi, wWwjs I wmgm `~i wkLb‡K wK wK bvg w`‡q‡Qb?
`~i wkLb wK?
`~i wkLb I D›gy³ wk¶vi g‡a¨ cv_©K¨?
cÖPwjZ I D›gy³ wk¶vi g‡a¨ Zdvr wK?
B)
iPbvg~jK cªkœ
1.
2.
3.
4.
`~i wkL‡bi aviYv e¨vL¨v Kiæb|
`~i wkLb ej‡Z wK eySvq Zv e¨vL¨v Kiæb|
`~i wk¶Y I D›gy³ wk¶vi g‡a¨ m¤úK© wK?
`~i wkL‡bi Dcv`vb wK wK?
GgGW †cÖvMÖvg
Educational Administration & Curriculum Development 213
evsjv‡`k D›gy³ wek¦we`¨vjq
cvV 17.2
wk¶v cÖhyw³i aviYv, msÁv, wewfbœ wk¶v cÖhyw³ I `~i wk¶‡Y
cÖhyw³i f‚wgKv
D‡Ïk¨
GB cvV †k‡l Avcwb−
wk¶v cÖhyw³i aviYv
wk¶v cÖhyw³i aviYv e¨vL¨v K‡i wee„Z Ki‡Z cvi‡eb;
wk¶v cÖhyw³i wewfbœ cÖKvi msÁv ej‡Z cvi‡eb;
Bb÷ªvKkbvj †UK‡bvjwRi msÁv I Zvi ˆewkó¨ ej‡Z cvi‡eb;
wewfbœ wk¶v cÖhyw³i msw¶ß weeiY w`‡Z cvi‡eb Ges
`~i wkL‡b wk¶v cÖhyw³i f‚wgKv eY©bv Ki‡Z cvi‡eb|
wk¶v cÖhyw³ m¤ú‡K© `yBwU fvev`‡k©i ¯‹zj (School of Thoughts) i‡q‡Q| GKwU
fvev`‡k©i ¯‹z‡ji g‡Z wk¶v cÖhyw³ nj wgwWqv †hvMv‡hvM m¤^Üx cÖ‡Póvi gva¨‡g D™¢vweZ
hv‡Z i‡q‡Q gyw`ªZ wkLb mvgMÖx, PK‡evW©, †iwWI, wUwf, wd¬g, nvW©Iqvi I mdUIqvi| Aci
¯‹z‡ji g‡Z wk¶v cÖhyw³ nj †gwkb, wgwWqvg I wWRvBb cÖYqb| ev¯Í‡e cÖ‡qvM I g~j¨vq‡bi
gva¨‡g mvgwMÖK wkLb-†kLv‡bv cÖwµqvq m¤ú„³ gvbexq I Agvbexq w`K Kvh©Ki fv‡e
e¨envi K‡i cvV`v‡bi D‡Ïk¨ AR©b| A_©vr wØZxq fvev`k© Abymv‡i wk¶v cÖhyw³ nj GKwU
web¨¯Í cÖwµqv|
D›gy³ wk¶v e¨e¯’vq `~i wkLb cÖwµqvi gva¨‡g wkLb-†kLv‡bvi Kvh©vewji Av‡qvRb Kiv
n‡q _v‡K| `~i wkL‡b wk¶v cÖhyw³ e¨envi K‡i cvV`vb Kiv nq| GBiƒc wk¶v cÖhyw³i
g‡a¨ i‡q‡Q †Uwj‡U÷ (Teletxst), DcMÖn (Satellite), K¨vej wUwf (Cable TV), wfwWI
†U÷ (Video Text), †iwWI (Radio), †UwjKbdv‡iwÝs (Teleconferencing), B-†gBj
(E-mail), Video Confeencing, Kw¤úDUvi (Computer), BÈvi‡bU (Internet)
BZ¨vw`|
wewfbœ †`‡ki D›gy³ wek¦we`¨vjqmg~n Dc‡iv³ wk¶v cÖhyw³i †Kvb †KvbwU e¨envi K‡i
eZ©gv‡b `~i wkLb cÖwµqvq wk¶v`vb K‡i _v‡K| G me wk¶v cÖhyw³ wk¶v`v‡b wK wK f‚wgKv
cvjb K‡i _v‡K Zv Avgiv G cv‡Vi †klvs‡k Av‡jvPbv Kie|
wk¶v cÖhyw³i wewfbœ
msÁv
wewfbœ `„wó‡KvY †_‡K mgKv‡ji wk¶vwe`MY wk¶v m¤^Üxq cÖhyw³‡K msÁvwqZ/e¨vL¨v
K‡i‡Qb| wb‡gœ wk¶v cÖhyw³ (Educational Technology) Gi K‡qKwU msÁv Dc¯’vcb
Kiv nj:
(K) BwÛqvb b¨vkbvj KvDwÝj di GWz‡Kkbvj †UK‡bvjwR (1976) wk¶v cÖhyw³‡K
wbgœiƒ‡c msÁvwqZ K‡i‡Q:
Ògvby‡li wkLb cÖwµqv DbœxZKi‡Y, cÖ‡qv‡M Ges g~j¨vqb e¨e¯’vi Kjv‡KŠkj I DcKiY
D™¢ve‡bi c×wZi bvg wk¶v cÖhyw³|ÕÕ
BDwbU- 17
wkÿv e¨e¯’vcbv I wkÿvµg Dbœqb 214
¯‹zj Ae GWy‡Kkb
Dc‡ii msÁvwU Bs‡iwR‡Z wbgœiƒ‡c fvlvšÍwiZ Kiv hvq:
The Indian National Councial for Educational Technology (1976) defined
educational technology as the development, application and evaluation of
systems, techniques and aids to improve the process of human learning.
Dc‡iv³ msÁvwU AviI e¨vL¨v K‡i Bs‡iwR‡Z Dc¯’vcb Ki‡j hv `vovq Zv nj:
Application of scientific knowledge about learning, utilization of the
products of technology to improve and facilitate efficient learning situations,
adopting scientific principles to evalue efficient and objectve evaluation
procedures are therefore the resultants of having a systems approach to
education.
(L) KzjKvwY©i g‡Z- GK¸”Q bxwZ I Kvh©m¤úv`b cÖwµqv e¨envi K‡i wkLb welqe¯‘
we‡kølY, cvV Dc¯’vc‡bi b·v cÖYqb Ges g~j¨vq‡bi gva¨‡g wkL‡bi ¸YMZ gvb wbqš¿Y
Kivi cÖYvjxi bvg wk¶v cÖhyw³| GB msÁvwU‡K System Approach mn wbgœiƒ‡c Bs‡iwR
Dc¯’vcb Kiv hvq:
Educational Technology: A set of principles and procedures used to analyse
instruction, design instruction, construct and provide quality control. A
systems approach to instruction; a developmental process that utilises a
variety of principles and techniques in order to develop instruction that
achieves its objectives.
(M) mvgcv_ (Sampath) Ges mvb_vbvg (Santhanam) wk¶v cÖhyw³‡K †hfv‡e msÁvwqZ
K‡i‡Qb Zv nj:
wk¶v cÖhyw³ ej‡Z wkLb-†kLv‡bvi AvPiwYK ˆeÁvwbK cÖwµqvq cÖvmw½K weÁvb I cÖhyw³K
c×wZ− g‡bvweÁvb, mvgvwRK weÁvb, †hvMv‡hvM, fvlvZË¡ BZ¨vw`‡Z cÖ‡qv‡Mi gva¨‡g
aviYvMZ w`K ¯^”QKiY‡K eySvq|
GwU AviI e¨vL¨vmn GLv‡b Bs‡iwR‡Z Dc¯’vcb Kiv nj:
Educational Technology implies a behavioural science approach to teaching
learning in that it makes use of pertinent scientific and technological
methods
and concepts
developed in psychology., sociology,
communications lingustics and other related fields. It also attempts to
incorporate the 'management principles of cost effectiveness and the efficient
deployment and use of available resourcesion men and materials.
(N) eZ©gv‡b wk¶v cÖhyw³ ej‡Z wk¶vi e¨e¯’v Dbœqb, cÖ‡qvM, g~j¨vqb, Kjv‡KŠkj, DcKiY
BZ¨vw`‡K eywS‡q _v‡K| †m Kvi‡Y wk¶v cÖhyw³i AvIZvq D‡Ïk¨, wgwWqv I Zvi ˆewkó¨
wgwWqv wbe©vPb µvB‡Uwiqv, m¤ú` I m¤ú` e¨e¯’vcbv Ges Zv‡`i g~j¨vqb AšÍfz©³ _v‡K|
GgGW †cÖvMÖvg
Educational Administration & Curriculum Development 215
evsjv‡`k D›gy³ wek¦we`¨vjq
In short educational technology, in its wide sense as understood today,
include ''the development, application and evaluationof systems, techniques
and aids in the fields learning. As such its scope encompasses educational
objectives, media and resources, management of resources as well as their
evaluation.
BbֻvKkbvj
†UK‡bvwR I Zvi
ˆewkó¨
wk¶v`v‡bi wewfbœ cÖwµqvi cÖhyw³K †hvMvbmg~n‡K AviI myk„sLwjZ fv‡e web¨¯Í Kiv‡K
†gvÏv K_vq Bb÷ªvKkbvj †UK‡bvjwR (Instructional Technology) e‡j| GwU‡K
Bs‡iwR‡Z wbgœiƒ‡c ejv hvq:
A systematization of educational process can be further viowed in a
systemic view and be called instructional technology.
w` b¨vkbvj Kwgkb Ae Bb÷ªvKkbvj †UK‡bvjwR Gi g‡Z Bb÷ªvKkbvj †UK‡bvjwR nj
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Kvh©Ki wkLb wbwðZ Kivi cÖYvjx|
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2. wkLbbxwZ cÖ‡qv‡Mi gva¨‡g welqe¯‘ we‡kølY I KvVv‡gvMZ web¨vm|
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4. wk¶v_x© Kg `¶Zv, †Kvm©, wkLb mvgMÖxi gvb cwigv‡c Dchy³ †KŠkj I cÖYvjxi
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K‡i‡Qb| GLv‡b wkL‡bi cÖavb wZbwU ˆewkó¨ D‡jøL Kiv nj:
(K) wkLb wk¶v_x©i KZK¸‡jv Av‡ivwcZ cwieZ©b Avbqb K‡i _v‡K|
(L) wk¶v_x©i GB AvPiwYK cwieZ©b wkLb AwfÁZv I Kvh© m¤úv`‡bi gva¨‡g cÖKvk cvq|
(M) wk¶v_x©i Giƒc AvPiwYK cwieZ©b Zzjbvg~jKfv‡e wKQy mgq ¯’vqx nq- d‡j wk¶v_x© Zv
cÖ`k©b I cyb cÖ‡qvM Ki‡Z cv‡i|
wk¶v cÖhyw³
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wkÿv e¨e¯’vcbv I wkÿvµg Dbœqb 216
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1| cÖ_g: cÖhyw³ wkLb-†kLv‡bv cÖwµqvi Ask wn‡m‡e MY¨ Kiv nq|
2| wØZxq: cÖhyw³ wbw`©ó †Kvb wk¶v e¨e¯’v †hgb wk¶vµg cwiKíbv Ges cÖkvmb
cwKKíbvi Ask wn‡m‡e MY¨ Kiv nq|
3| Z…Zxq: wm‡÷g G¨v‡cÖvP Uz GWz‡Kkb Gi AvIZvfz³ i‡q‡Q cÖ_g I wØZxq mv‡K©j|
GQvov AviI i‡q‡Q Ab¨vb¨ Dc-e¨e¯’v (Sub System) †hgb e¨e¯’vcbv I A_©‰bwZK
e¨e¯’v BZ¨vw`|
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cÖvK-cÖv_wgK †_‡K wek¦we`¨vjq ch©šÍ Ges AvbyôvwbK †_‡K DcvbyôvwbK Ges e¨w³MZ
†_‡K MYwk¶v ch©šÍ|
wewfbœ wk¶v cÖhyw³i msw¶ß weeiY
`~i wkLb †hgb AwZ`ªæZ m¤úÖmvwiZ n‡”Q †Zgwb cÖvß wk¶v cÖhyw³iI e¨envi evo‡Q|
eZ©gv‡b cÖPwjZ cÖhyw³, †hgb- wUwf, †iwWI, AwWI, wfwWI K¨v‡mU BZ¨vw` e¨envi wk¶v
Kvh©µg m¤úÖPvi Kiv n‡”Q| GQvov Aaybv `~i wkL‡b AviI bZzb bZzb wk¶v cÖhyw³ e¨eüZ
n‡”Q Zb¥‡a¨ cÖavb nj- Electronic publishing, teletext, sattellites, cable TV,
Micro computer, Teleconferencing, Video text, Video disc, Eelctronic mail
(E-mail) etc.
wb‡P G¸‡jvi K‡qKwU ms‡¶‡c wee„Z Kiv nj:
Kw¤úDUvi
wk¶v e¨e¯’vq Kw¤úDUv‡ii mv¤úÖwZK Kv‡ji| wk¶v`v‡b h‡š¿i e¨envi eûw`b c~‡e© †_‡K
P‡j Avm‡Q| wkLb-†kLv‡bvi Kg©Kv‡Ð h‡š¿i cÖ‡qvM I e¨envi‡K eû¸‡Y m¤úÖmvwiZ Ki‡Y
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gva¨‡g Kw¤úDUvi D™¢veb K‡i‡Qb|
eZ©gv‡b `~i wkL‡b Kw¤úDUv‡ii e¨envi GKwU ¸iæZ¡c~Y© wkLb DcKiY| wkL‡b Kw¤úDUvi
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Kw¤úDUvi e¨e¯’vcbv wkLb [Computer Managed Learning (CML)] hv‡Z †Uw÷s,
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†gUv‡Q e‡j Zzjbvg~jK fv‡e Gi e¨q Kg|
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Educational Administration & Curriculum Development 217
evsjv‡`k D›gy³ wek¦we`¨vjq
Teletext
Teletext is the generic term used for transmission of pages of information as
digitised signals through the television medium. It makes the television
function like a computer terminal for retrieval of textual information and
graphics from remote database. With the help of a suitable device the user
can select any information from the text being transmitted and can see this
on the TV screen in place or normal television programmes. Teletext can be
used widely for dissemination of textual and graphic information. The only
limitation is that there is no possibility of two-way communication (IGNOU,
1992)
Viedotext
Videotext is one of the latest technologies which seems to offer tremendous
potential for distance education. Unlike teletext, it is a two-way interactive
communication, wherein the users can transmit their requests to a remote
database in order to obtain specific information. On the other hand, teletext
is a one-way system with signals flowing from a source to a user who can
read the desired information on a television screen.
The videotext makes the home television to function like a computer
terminal and retrieve text infromation and graphics from a data base. The
advantage is that it uses the television which is available in many western
homes (Antoni, 1982).
Video Disc
Video disc is yet another medium which is helping to increase the capacity
of the television set. The video disc resembles a long-playing record. It has
two audio tracks, offering alternative narration in two different laguages. it
uses a beam of laser light to reproduce audio and visual information stored
on the disc. The video disc has the capacity to store 54,000 separate visual
images on each side. It would be a mistake to think of video disc systems as
merely a more advanced form of video cassettes. The major educational
advantages of their technology is in terms of learner control. Each frame of
the disc is labelled and can be accessed at random. The control of speed and
search facilities are more refined. The disc life and quality are not effected by
constant use, because it is laser-based, and therefore has a unique potential
for distance education. The video disc can be linked to the computer and the
learners can interact with the materials at their own pace and choice.
However, the biggest limitation is lack of equipment in student homes.
Furthermore, the cost of production is also very high (Bates, 1984 and 1988).
BDwbU- 17
wkÿv e¨e¯’vcbv I wkÿvµg Dbœqb 218
¯‹zj Ae GWy‡Kkb
Cable TV
Cable television can provide a large number of channels, thereby providing
more time for educational television and access to more students. Cable may
also be used as an alternative system for delivering programmes for distance
education where terrestrial broadcasting services such as TV is not available.
However, the successful use of cable for distance education depends on its
widespread availability in the home in the target area (Bates, 1988).
Satellite
Satellite-based communication has specific activity for the distance
education system. It is particularly more effective among dispersed
populations and in vast physical dimensions. It can be used in two ways :
telecast of educational programmes (pre-recorded) and the live telecast of
programmes with two-way interaction, i.e., through teleconferencing and
the telephone mediated instruction (IGNOU, 1992). Satellites can be used
also for carrying electronic mail, text transfer and access to remote databases,
at lower cost than even voice communication. The problem with satellite is
not so much with the hardware but the software. Good quality software is
hard to produce (Beare, 1983).
Teleconferencing
Teleconferencing is an appropriate and flexible means for distance
education. It facilitates two-way communication among users at different
locations with the experts (central location). The users also get immediate
feedback from the experts and fellow users at other locations as well. Thus it
is proving to be an effective learning technique. There are three types of
teleconferencing : namely, audio teleconferencing, video teleconferencing
and computer teleconferencing.
Teleconferencing has certain inherent limitations. It is a very costly
technique of instruction. It requires sophisticated technology and expert
human power (IGNOU, 1992).
Telephone
Telephone can be of immense value to distance education as it is the most
personalised use of telecommunications. The telephone medium has several
advantages as it is an interactive medium, which can facilitate multi-location
linkages and that too immediately and personally. Lastly, it is not only less
complex but also less costly (Reddy, 1992).
By means of telephone network, besides conversation between two people at
two different locations, additional facilities, multi-point audio
GgGW †cÖvMÖvg
Educational Administration & Curriculum Development 219
evsjv‡`k D›gy³ wek¦we`¨vjq
teleconferencing, facsimile transmission of printed material, slow scan
transmission of graphic and photographs onto a television screen, data
transmission and computer conferencing can also be provided. Thus,
Schramm calls it the "little media" (Schramm, 1977).
Electronic Mail (e-mail)
Electronic mail (E-mail) is yet another electronic device that has innovative
instructional possibilities. E-mail, unlike paper-based communication, is fast
and can transmit information in seconds or minutes across a continent.
Replies can flow back just as rapidly. But unlike conversations, the senders
and receivers do not attend to the communication act simultaneously. The
biggest advantage of E-mail service is its adaptability with regard to all
kinds of data terminals like desk-top or portable computer, fax, telex, visual
display units, printers, all of which can be utilised to send or retrieve data
via E-mail. It can contribute to updating and greater learning and is best
suited to providing individualised attention to distance learners with
specific learning needs (D' Souza, 1992).
Electronic Publishing
Print is used by all distance education institutions the world over and it will
continue to play an important role in the years to come because of its
inherent advantages. Not surprisingly, the advent of other technologies has
not relegated the printed materials into the background.
Electronic publishing will be a major development in distance education. It
is possible through electronic publishing to cover all the stages, from the
author's first draft right through to access by students. Electronic publishing
can both reduce costs and increase the speed of production and also allows
easy updating and renewal.
It will also give institutions more flexibility for contracting for subject
expertise from outside the institution. Thus it can considerably facilitate joint
production, sharing or adaptation of materials between different institutions
(Bates, 1988).
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1.
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2.
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6.
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Educational Administration & Curriculum Development 221
evsjv‡`k D›gy³ wek¦we`¨vjq
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cvV 17.3
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D‡Ïk¨
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David Engler
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N‡U‡Q| d‡j wkLb m¤^Üxq cÖhyw³ D™¢e N‡U| GB wkLb m¤^Üxq cÖhyw³ D™¢ve‡bi g~j
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cÖmvi|
David Engler Gi g‡Z wk¶v cÖhyw³ nj Hardware †hgb wUwf, PjwPÎ, kªeY‡Uc,
Discs, cvV¨cy¯ÍK, eø¨vK‡evW© BZ¨vw` hš¿ †h¸‡jv †hvMv‡hv‡Mi Rb¨ e¨eüZ nq|
“Instructional technology is defined in two rather different ways. First and
most commonly, it is defined as hardware-television, motion pictures, audio
tapes, and discs, textbooks, blackboard, and so; essentially these are
implements and media of communication”.
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†Zvjv|
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Davies and Hartlay
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cÖwYavb †hvM¨|
GgGW †cÖvMÖvg
Educational Administration & Curriculum Development 223
evsjv‡`k D›gy³ wek¦we`¨vjq
"The modern view of Educational Technology as described by Davies and
Hartlay (1972) through appreciation of a system approach to education and
training”
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me©w`K AšÍfz³© K‡i wbgœiƒ‡c msÁvwqZ K‡i‡Q:
wk¶v cÖhyw³ ej‡Z eySvq wkLb †kLv‡bv cÖwµqvi mswkøó †¶‡Î− †hgb: g‡bvweÁv‡b, mgvR
weÁv‡b, †hvMv‡hv‡M, fvlv †kLvq I Ab¨vb¨ wkL‡b ˆeÁvwbK I cÖ‡hŠw³K Kjv‡KŠkj
e¨envi K‡i aviYvMZ w`K †_‡K ¯úó Kiv|
K. Sampath “Educational Technology”-†K wbgœiƒƒ‡c msÁvwqZ K‡i‡Qb−
“Educational Technology emplies a behavioural Science approach to
teaching and learning in that it makes use of pertinent scientific and
technological methods and concepts developed in psychology, sociology,
communications, linguistics and other related field.”
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1.
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3.
4.
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BDwbU- 17
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msw¶ß DËi cÖkœ
1.
wkLb cÖhyw³ wK?
2.
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3.
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4.
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5.
Kw¤úDUvi wK?
6.
Kw¤úDUvi wKfv‡e KvR K‡i?
BDwbU- 17
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