Unit 2

EDUCATIONAL TECHNOLOGY AND SYSTEM APPROACH

2.1 OBJECTIVES 2
2.2 INTRODUCTION 2
2.3 MEANING OF THE TERM “SYSTEM” 2
2.4 TYPES OF SYSTEMS 3
2.5 PARAMETERS OF A SYSTEM 3
2.6 SYSTEMS APPROACH 5
2.7 STEPS INVOLVED IN SYSTEMS APPROACH 6
2.8 EDUCATION SYSTEM 7
2.9 SYSTEMS APPROACH TO EDUCATION 8
2.9.1 Steps Involved in Systems Approach to Education 9
2.10 INSTRUCTIONAL SYSTEM 9
2.11 SYSTEMS APPROACH TO THE INSTRUCTIONAL SYSTEM 9
2.11.1 Phases involved in Systems approach to the Instructional system 10
2.12 SYSTEM APPROACH TO TEACHING LEARNING PROCESS 11
2.13 SUMMING UP 18
2.14 KEY WORDS 18
2.15 FURTHER READINGS / REFERENCES 18
2.16 KNOW YOUR PROGRESS 19
2.17 MODEL ANSWERS 19

1
2.1 OBJECTIVES

This unit presents the conceptual understanding of Education as

Systems Approach. It deals with the meaning of system, types of system
and its parameters. Systems approach and the steps involved in it are
also discussed here. It further clarifies on the Systems approach to
Education and its steps. Finally, Instructional system’s conceptual
understanding is given which highlights the phases involved in
Systems approach to Instructional system.

2.2 INTRODUCTION

The concept of systems approach is relatively a new approach emerged

in the field of education for managing its affairs. Historically, the
concept originated during world II as a result of the research and
development in the context of the complex man-machine system.
Gradually, it was applied in the areas of industry and management.
Lately, it has been introduced in the field of education as a strategy of
manage, control and improve the processes and products of education.
In its application, the systems approach is based on the systems concept
and its basic parameters. Let us have, therefore, an idea about the
concept of system and its parameters.

2.3 MEANING OF THE TERM “SYSTEM”

The term system signifies a connotation of wholeness, interrelationships

between parts or elements and self-regulation. Here it is explained
more clearly in the light of some well-known definitions:

R. L. Ackoff (1971): A system is the set of unrelated and interdependent

element.

A.K. Jalaluddin (1981): A system may be defined as a dynamic, complex,

integrated whole consisting of self-regulating pattern of interrelated
and independent elements organized to achieve the predetermined and
specified objectives.

Crawford Robb (1972): A system is a systematic organization of the

elements that operate in a unique way.
On the basis of these definitions the characteristics of a system may be
summarized in the following ways:

2
 1. A system is a general term applicable to many fields including
instructions and education.
2. It is a dynamic and integrated whole. It is not merely sum total
of its parts of elements.
3. It represents a complex but systematic organization of
interrelated and inter-dependent parts of elements.
4. In a system, all the parts or elements have their respective roles
which have to be specified in relation to each other in relation to
the purpose to be achieved by it.
5. A system, as a whole, functions more effectively and achieves
better results than any subsystem of the effects of individual.
6. A system is a self-governing, self-maintaining, and self-
regulating structure.

2.4 TYPES OF SYSTEMS

The systems may be classified into two broad categories: Natural

systems and man-made systems.

1. The natural systems, like solar system, and human body system,
are the creation of nature or biological mechanism, mostly, their
functioning is beyond the control of man and, therefore, and
their behavior cannot be predicted or determined precisely.

2. The man-made systems or man-machine systems, like telephone

systems, refreezing system, and education system, computer
system, Audio Visual systems, etc., are deliberately designed or
devised systems. The elements and the functioning of their
systems are quite controllable; therefore, their behavior can be
predicted and determined precisely.

2.5 PARAMETERS OF A SYSTEM

Any system may be described in terms of four basic parameters:

I. Input: Input refers to what is put into a system

II. Process: Process is what goes on in a system
III. Output: The output is the product of a system and
IV. Environmental context: This refers to all those conditions,
factors and constraints related with the physical and social

3
 environment in which the system operates. A system cannot
operate beyond the limits and boundaries of its
environmental context and constraints.

These basic parameters of a system can be diagrammatically

represented in Fig1

Environment
E
Input Process Output
N
Environment E
V
N
I
V
R I
O
R
N
O
M
N
E
M
N
E
T
T

Fig 1 - Parameters of a system

Their nature and working can be better illustrated through the

following example:

The atlas cycle factory at Sonepat in Haryana is a man-machine system.

Its goal is production of cycles. All the workers, technical and
management personnel, machines and materials are its components or

4
elements. Here, the men and material employed in the production of
cycles may be referred to an input. What is going inside the factory for
converting material into the product may be referred to as process and
the production of cycle and its accessories etc. as outputs. The factory
operates in a definite social and physical environment and is controlled
by these environmental constraints.

Activity 1
Mention basic parameters of a System.

2.6 SYSTEMS APPROACH

Systems approach is a technique based on the systems concept and its

basic parameters for understanding, predicting and controlling the
operation of a system in a given environment to achieve the
predetermined objectives in an intelligent and economic way. In this
approach, a problem is taken into account in its totality and attempts
are made to solve it in the context of the i) predetermined objectives and
ii) functioning of its interrelated parts and the whole system under
given environmental constraint.

In its basic functioning, the system approach tries to have a reasonable

control over inputs, process, outputs, and the environmental
constraints. A system is maintained if it meets the requirements of the
system objectives, and if it is does not, it is modified. Consequently,
there arises a need for adjustment either in the contents of the inputs or
in the process, or both. Also there may be a need for change and
development in the existing norms under which the whole system
operates.

5
2.7 STEPS INVOLVED IN SYSTEMS APPROACH

There are three major steps involved in a systems approach:

i) System analysis
ii) Systems design and development
iii) Systems operation and evaluation

There steps are now described in brief.

i) System Analysis
System analysis is concerned with the task of analyzing a system in the
form of identifying its elements, their organization, their function or
performance individually or as a whole in order to determine the need
to make adjustment to ensure the achievement of system, namely
inputs, process, outputs, and environmental constraints. It helps the
designer of the system identify the constraints that interfere in the
attainment of system objectives through this analysis, the
appropriateness of the system objectives in view of the structure and
functioning of the system may also be properly evaluated.

ii) Systems Design and Development

Whereas the system analysis is concerned with analysis, the systems
design and development is related with the task of synthesizing. Here,
attempts are made to design and develop the system on the basis of the
finding of the former.

The following are the main activities undertaken in this step.

a. Determination of the objectives of a system.

b. Selection of appropriate devices, methods, strategies and
approaches.
c. Formulating a scheme of comprehensive programmes for the
working of the system in relation to its parameters and the
stipulated objectives.

iii) System operation and Evaluation

Systems operation and evaluation is concerned with the actual
operation of a system and its evaluation in terms of the stipulated

6
objectives for providing necessary feedback to bring desirable
improvement and modification in the structure and functioning of a
system.

If the outputs of a system meet the expectations or requirements of the

stipulated objectives or norms, the system can be allowed to carry on.
The need for bringing necessary alteration or improvement in the
system exists, only if there is a discrepancy between the two. It can be
done in some of the following ways:

a. Manipulating the elements or inputs of the system.

b. Pulling the functions of elements or inputs.
c. Controlling the process and interaction among the elements of
the system.
d. Manipulating the environmental constrains of the system.

In this way, the system may be restructured, reorganized and its

functioning may be re planned, and re-operated in view of achieving
better results. These processes are continued till the aim of getting best
results in terms of the stipulated objectives with greater economy,
precision and accuracy is not achieved.

Activity 2
List out steps involved in System Approach.

2.8 EDUCATION SYSTEM

Education System is a man-made system. It may also be taken as a

subsystem of the society in itself. It may be diagrammatically
represented as in Fig 2.

On the same lines, the school system may be treated as a subsystem of

the education system or a system complete in itself. It may have

7
instructional and co-instructional system as its subsystem. However,
both the instructional and co-instructional systems may exist and
function quite independently as a complete system in them.

Environment
Input Process
Output Formal or informal
education process
Pupils’ Attainment of
administration educational
teachers’ material for
objectives
formal or informal
education
Environment

Fig 2 - Structure of the education system

2.9 SYSTEMS APPROACH TO EDUCATION
As emphasized earlier, system approach refers to a well-thought
technique or rational approach for designing, controlling and using a
system for realizing the system objectives in the best possible ways. Its
application in the field of education will surely make the system of
education self-maintaining with its basic parameters operating
scientifically on the principle of feedback and equilibrium. As a reset,
the systems approach to education is likely to solve various educational
problems related with the organization and management of the process
and products of education.

The purpose served by systems approach in education may be

summarized now:

1. It can effectively improve the instructional system.

2. It can bring efficiency in the school administration and
management.
3. It may help in seeking the maximum effective utilization of the
men and material resources.
4. A systematic educational planning in terms of long term/ range
goals and specific short-range objectives can be done by it.
5. It may help in improving the examination and evaluation
system.

8
 6. Improvement in the organization of co-curricular activities and
other educational aspects of bringing cognitive and affective
development of the pupil as can be brought.
7. It may help in maintaining, controlling and improving the
guidance services of the schools.
8. It may help in improving the training and development
programmes, e.g. the training teachers may be effectively
improved.
9. It may prove an invaluable means for designing, controlling and
improving the systems of non-informal and adult education.
10. Over and above, it may render valuable services in improving
the quality of education in all its aspects and dimension.
2.9.1 Steps Involved in Systems Approach to Education
Generally, in adopting systems approach for the solution of the
problems in education, the following steps are employed.
1. Identification of the problem.
2. Specification of objectives.
3. Analysis of the task involved in achieving the objectives.
4. Systems analysis – analysis of the input and constraints of the
system in the context of the stipulated objectives.
5. System design and development – by generating alternative
strategies.
6. Identification of preferred solution in a given context.
7. Operation and implementation of preferred solution.
8. Evaluation of the effectiveness of the performance in terms of
the specified objectives.
2.10 INSTRUCTIONAL SYSTEM
The instructional work and activities being given inside a teaching-
learning situation may be seen to work as a sub system of an education
system. However, in a particular teaching-learning situation, it may be
found to work as a self-regulatory and independently functioning
system along with its different constitutes or parameters.
2.11 SYSTEMS APPROACH TO THE INSTRUCTIONAL SYSTEM
Systems approach to instructional system helps in understanding,
controlling and improving the structure and functioning of the system

9
in view of the effective realization of the instructional objectives. It
helps in providing the best possible solution to the problems related to
the planning, process and product of instruction.

2.11.1 Phases involved in Systems approach to the Instructional

system

After analyzing the instructional system, Robb (1973) has marked three
major phases in the system approach to the instructional system:
planning, execution and evaluation.

Now this number has been increased to six (Jalaluddin, 1981), as old
lined below with a slight modification:

1. Formulation of Objectives
This phase involves specification of instructional objectives in terms of
the expected behavioral outcomes.

2. Pre-assessment of student-entering behavior

In this, attempts are made to assess the entry behavior or initial
performance of the student with the help of suitable criterion.

3. Designing and development of the System

In the light of the instructional objectives and student-entering
behavior, what is to be considered appropriate in terms of inputs is
planned and designed in the development of an instructional system. It
may involve the following aspects:

i. Analysis of the task related to instruction.

ii. Devising suitable teaching strategies or methods
iii. Selection of appropriate media and material.
iv. Defining and assigning roles to the elements involved in the
instructional system.

4. Operation or Implementation phase

It is concerned with the actual operation or implementation of the
instructional system. Here, the roles and the functions of the elements
or the instructional systems are appropriately integrated or synthesized
for achieving the desired instructional objectives under given
conditions.

10
5. Evaluation of outcomes

Under the phase, the student’s attainment is evaluated in terms of the

stipulated instructional objectives on the basis of the post-test scores.

6. Improvement of the System

It is concerned with the improvement of the system on the basis of

feedback from evaluation results aimed to improve its effectiveness in
terms of specified objectives.Thus, the technique of system approach
may be properly applied to understand, predict and control the
elements and basis parameters of the educational system, and its
subsystems in a given situation to achieve specified objectives in the
most economical and scientific ways. It provides opportunities to
modify and improve the system as best as possible in the light of the
evaluation of the outputs and outcomes in relation to inputs, processes,
environmental constraints and stipulated objectives.

Activity 3
What is System Approach?

2.12 SYSTEM APPROACH TO TEACHING LEARNING PROCESS

The systems approach to the design and analysis of teaching/learning

situations is the basis of the great majority of modern educational
technology-related developments. However, the terms system and
systems approach are themselves jargon terms that can have a variety
of interpretations. Let us therefore take a look at these terms in order to
define the way in which we are to use them.

In general systems theory, a system is any collection of interrelated parts

that together constitute a larger whole. These component parts, or
elements of the system are intimately linked with one another, either

11
directly or indirectly, and any change in one or more elements may
affect the overall performance of the system, either beneficially or
diversely. A simple system is illustrated schematically in Fig 3.

Fig 3- A typical system

In Fig 3, the system consists of four distinct elements A, B, C, D, which

are related to or dependent upon each other as indicated. Note that
some interrelationships may be two-way, while others may be one-way
only. These elements may themselves be capable of further breakdown
into other smaller components, and may thus be regarded as sub-
systems of the overall system.

The processes of teaching and learning can be considered to be very

complex systems indeed. The input to a given teaching/learning system
consists of people, resources and information, and the output consists
of people whose performance or ideas have (it is to be hoped) improved
in some desired way. A schematic representation of systems of this type
is shown in Fig 4.

Fig 4- The 'systems' model of the educational process

12
In such a system, the teaching/learning process may be so complex that
it can only be considered as a 'black box' whose mechanisms are not
fully understood. However, research into the nature of the learning
process has thrown some light on what happens inside the 'black box'.
This has enabled educational technologists to structure the input to
systems of this type in such a way as to try to improve the output
through increasing the efficiency and effectiveness of the learning
process, thus leading to a systems approach to course and curriculum
design based on current knowledge of how people learn. Such a systems
approach attempts to mould the input to a course in such a way as to
enable the optimal assimilation of knowledge and skills to take place
during the learning process, and hence maximize the quality of the
output.

A basic system that can be used in the design and development of

virtually all types of teaching/learning situations is shown in Fig 5. A
number of writers have presented much more sophisticated systems,
but these are considered to be unnecessarily complicated for our present
purposes.

The various stages in the systems approach

Let us now take a more detailed look at the various elements of the basic
system shown in Fig 5.

(a) Consider target population characteristics and topic area

The range of backgrounds, interests, knowledge, attitudes and skills of

students coming on to the course will have a strong influence on course
design. Pre-knowledge and any common misconceptions will have to
be catered for in the design of the course (these may, for example, affect
sequence, structure and support mechanisms). The broad thrust of the
course content will also have to be considered. Consideration will be
given to the sort of people which the course is trying to develop. The
subject area may have traditional aims and directions, but one may wish
to consider the justification of these and/or preparation for future
change.

13
(b) Estimate relevant existing skills and knowledge of learners

There may be minimum standards of entry to the course, but this will
not always be so. For example, the increasing numbers of non-standard
and mature student entrants to higher education will not necessarily
have conventional paper qualifications, but may possess skills and
qualities which will have an influence on course design. This may have
implications for teaching methods, bridging courses, support systems
etc.

(c) Formulate objectives/learning outcomes

The objectives and learning outcomes of the course or curriculum

element will attempt to encapsulate the new skills, knowledge or
attitudes which it is intended that the students will acquire. They may
be formulated by the learners themselves, by teaching staff, by a
validating, examining or professional body, or by some combination of
these and other sources.

(d) Select appropriate instructional methods

Having specified the objectives and learning outcomes (i.e., what we are
trying to achieve in the course), we should be in a better position to
select appropriate teaching/learning methods through which these
have a reasonable chance of being achieved. There are far more teaching
methods available to choose from than most people realize The process
of attempting to match appropriate methods to given objectives and
learning outcomes is normally done on the basis of a combination of
research and experience.

(e) Operate course or curriculum

The next element in the system is the actual implementation of the

course. This involves all the logistical arrangements associated with
running the course, including overall structuring, pacing, implementing
the chosen teaching strategies, using appropriate supportive media and
materials, and ensuring that all aspects of the course run as smoothly as
possible.

14
(f) Assess and evaluate
The combined result of the preceding stages is that students are
involved in a learning experience that is planned to develop their
knowledge, skills and attitudes, taking into account the individual
needs and experience of the learners. Just how effective the pre-
planning and subsequent operation has been can be measured by
studying student performance in continuing and/or post-course
assessments. These assessments should be closely related to the
specified course objectives and learning outcomes. Poorly-achieved
objectives or learning outcomes should lead the course designers to
examine the entire system in order to identify places where
improvements might be made. This could involve a change in the
objectives/learning outcomes, a revised assessment of students' pre-
knowledge, a critical review of the instructional methods used, an
examination of the course structure and organization, a consideration
of the assessment methods used, or a combination of some or all of
these. These deliberations, together with feedback on the course from

15
staff, students, employers, etc., can be used in an evaluation of the entire
concept of the course, which should, in turn, form the basis of an on-
going cyclical course development process.
Using the systems approach in practice
The systems approach to course and curriculum design is no more than
an attempt to use a process of logical development and on-going
monitoring and evaluation in order to allow continuous evaluation of
the course or curriculum to take place. As indicated in the previous
section, much more complicated systems approach to course design do
exist, but all of these contain the six core elements shown in Fig 5.

It is, however, worth adding some cautionary remarks about using the
systems approach in practice. Although the approach is useful in
mapping out the broad flow of factors to be considered and developed,
diagrams such as the system shown in Fig 5 always oversimplify the
actual process. For example, Fig 5 has ordered the elements of the
system in what is usually the most productive sequence for the initial
planning of a course. If, however, we are re-designing a course or trying
to build on a teaching/learning scheme already in place, we may enter
the system in a different way - through evaluation perhaps, or through
an ad hoc or unavoidable alteration to the implementation of the course
(e.g. a change in the mode of delivery from full-time to part-time).

In implementing the systems approach, it is important to appreciate

that, while the decisions taken at each stage are always affected by
earlier decisions, they may themselves necessitate some of these earlier
decisions being changed. It is also important to realize that the stages
shown are not the only ones possible, and that, once taken, a decision
can always be reconsidered. The approach should thus be dynamic,
always allowing for second thoughts and the refinement of ideas. For
example, although you should certainly make a first attempt to define
objectives and learning outcomes very early in the planning, you will
invariably need to come back to re-define or add to them once you have
worked through some of the later steps.

Two further misconceptions need to be avoided. First, the separateness

of the boxes in Fig 5 may suggest that the processes covered by them are
also clearly separable. Second, you may be tempted to assume that they

16
can all be considered at leisure, away from the actual hurly-burly of the
teaching/learning situation. Neither of these assumptions is necessarily
true. While primarily addressing one step, you will almost inevitably
have several of the others partly on your mind at the same time.
Similarly, while you can sometimes enjoy the luxury of 'armchair
curriculum planning', much of the decision-making must take place 'on
the hoof', with students, administrators and other academic staff
breathing down your neck.
The systems approach can be used at any time when an episode of
teaching/learning of any length is being planned. It can be applied to
long-term planning for a whole course lasting weeks, months or years,
through to daily lesson planning, or even to on-the-spot planning for a
learning experience of only a few seconds' duration. It can be applied
by a group of teachers designing or adapting a complete course, as well
as by an individual teacher preparing his or her specific course input.
The approach can also be used for analyzing a previous
teaching/learning experience.

The systems approach does not prescribe or promote any particular

teaching methodology (e.g. individualized study or group learning).
Rather, it is a vehicle that helps teachers to think more systematically
and logically about the objectives relevant to their students and the
means of achieving and assessing these. On occasion, analysis may
suggest that 'chalk and talk' may be the most appropriate method for
achieving some objectives, but no one method will be appropriate for
all objectives or for all students. Later booklets will provide detailed
guidance on how such analysis can be carried out, thus enabling you to
make effective use of the systems approach in planning your work as a
teacher.
Activity 4
What is Instructional System?

17
2.13 SUMMING UP

A system may be defined as a dynamic, complex, integrated whole

consisting of self-regulating pattern of interrelated and independent
elements organized to achieve the predetermined and specified
objectives. Systems approach is a technique based on the systems
concept and its basic parameters for understanding, predicting and
controlling the operation of a system in a given environment to achieve
the predetermined objectives in an intelligent and economic way. In
this approach, a problem is taken into account in its totality and
attempts are made to solve it in the context of the i) Predetermined
objectives and ii) Functioning of its interrelated parts and the whole
system under given environmental constraint.

There are three major steps involved in a systems approach, those are
System analysis, Systems design and development and Systems
operation and evaluation. System Approach application in the field of
education will surely make the system of education self-maintaining
with its basic parameters operating scientifically on the principle of
feedback and equilibrium.

2.14 KEY WORDS

System Analysis, System design, Instructional System, Training and

Evaluation.

2.15 FURTHER READINGS / REFERENCES

 Ackoff, R.L.1971. “Towards a System Concept”, Management science,

vol. 17, 11.
 Henry Ellington, Fred Peecival and Phil Race.2005. Handbook of
Educational Technology (Third Edition). New Jersey: Nichols
Publishing Company.
 Jalal Uddin, A.K.1981. “System Approach, in learning courses in
Educational Technology and its application in the preparation of Audio-
Visual Material”, New Delhi: Department of Teaching Aids, NCERT.
 Kulkarni, S.S.1961. “Teaching Learning Process: A System Analysis”,
Programmed Instruction in Industries, Defense, Health and
Education, New Delhi: Indian Association for Programmed
Instruction.

18
 Mangal, S.K.2006. Essentials of Educational Technology. New Delhi:
Prentcile-Hall Publications.
 Sharma, R.A.2007. Educational Technology and Management. Agra:
Vinod Pustak Mandir.

2.16 KNOW YOUR PROGRESS

 What are the characteristics of a System?

 What is the purpose of System Approach in Education?
 List out steps involved in System Approach to Education.
 Mention phases involved in system approach to the Instructional
System.

2.17 MODEL ANSWERS

The Answers for the above questions can be obtained from the
respective sections.

19