_.. . -- .• ·••---~ " ~'"-' '-- VIIIIIIUlll\..<ll lVII I Cl.:IIIIUIUgy ~I\..

, I) L:rn
1.1~1 knowledge and understanding about them ahd the environment surrounding '
them. For this purpose the learner must be able to learn the art of g_ettin!.!
Infor matio n and infonnation ; store and make its use as a~d when desired. Sucy type of ac~ivitie~
concerning information are said to be the part and parcel of the· science and
technolog); known as the inform~tion technology . However, the use of such
Comm unica tion Technolo9y (ICT J information as well as access to such information remain incomplete without
the .involveme nt of the art of communica tion. Communic atin as a two way
C!iapter Oudine process stands for the sharing of ideas, thoughts, beliefs and information.
with oth ers. The mutual sharing between the source of information and
~ Introductio n receiver of the information , thus tend to add in the increase, understand ing
• Meaning of Infonnatio n and Communic atio'nTech nology (ICT) and use of information which ultim.ately help in building up knowledge. tn
• Origin and growth of ICT this way both informatio n as well as communica tion are utmost needed in
acquiring knowledge as well as getting involved in the knowledge acquiring
• The.Tradit ional and Modern ICTs
· process. Now in case we want to have efficiency and effectivene s_s in the
• Uses and Advantage s' ofICT activities selected to information and communic ation,we will have to take
• Limitation s in the use ofICT help from the science and technology of informatio n and communica tion
• Study Questions better known as information and communica tion tech'n ology or ICT. ln this
way information and communica tion technology is that typ·e of technology
employed in the shape of tools, equipments and application support which
Introduct ion helps in the collection storage, relrival, use transmissio n manipulati on
Today we are in living in such a knowledge based society, and knowledge and disseminat ion of information as accurately and efficiently as possible
based global world where knowledge is a great power, economy and strenoth for the purpose of enriching the knowledge and develop communica tion,
of an individual and the assetof a nation. It is also true that these in.tremend;us . I decision making as well as problem solving ability of the user.
explosion in its quality as _well as ·its growth. We are in need of new
technolog ies to have access and proper use of this fast gr.o wing kno~ledge . Origin and Growth oflnforma tion
Moreover a more acquisition of knowledge is not enough, \Ve have a complete and Commu~i cation Technolog y (ICI)
access and mastery over the knowledge getting process. It can only happen Communic ating as well as collecting informatio n and using them for
with the assistance of the science of infor·m ation and communic ation the specific purpose is as old as the human civilization itself. In the absence
tec hnology. In-· the present chapter we would be learning some essentials of the means and tools for infonnation and communic ation the primitive way
about the nature and use of Informatio n and communic ation technology was to carryout them orally, store them in the memory and transmit them
(sbo1tly designated as ItT). _o rally to the user. in this way invention of paper and ink.must be regarded as·
the first breakthrou gh in the field of informatio n and communic ation
Meaning oflnf~rm ation and Commun ication Technolo gy (JCT) technology (ICT). The other scientific inventions which provided better means
Experi ence is said to be a great teacher. This experience may be gained l for this purpose may be named as movable_ty pe (invented by Gutenberg in
by the learner through direct and indirest means. The direct assess to the f 1438 A.D. in qermany). Print media has _also helped a lot in the developme nt
so urce for gaining first hand experience is neither_always possible nor .\ oflCT. The .advanced technologic al developme nt, helping in the taskofICT
desirable. Corisequen tly, most of our learning is _based on se~ond hand : be outlined as be1ow :
c: ,-: periences in the form of informatio n received by- us about the objects, ·\ .....:::.. Phqtograp hy in 1849 by. a Frenchman L.G .M: Daguerre and an
rl~ces, persons id~as or events. This informatio n pr9vides a base' for our · Englishma n W .H.F. Talbot .
1
\ - Photostat in 1900, by Professor Abbe Rene Graffin of France.
. 238 '
I
.
I
\
 . J -._q,-blb,
. Educat ional T - t:?s - -
~.;, ::1 0 · cchnolo o . ..,.f, Oqt:,.. _ . -
.9 xerogra phy invente d in "'~ 11d School
a Ma
- . . 19 .).., 8 bv Cl --
/Vficro2.raphy (obt · · 1 , naocrnc 11 t ,
~ - ,_ . . a1nrng .copie s- ester F C _1
. a1 son ofU t:,
reduced format) mvent d . Informati on d .
of the rec ·d .S.A . . an C om1111 ,,, ;__ ·-·• 1 cc hnology ( IC l) 241
Frec/11n an Ren~ Daora11e rn 1940 by an En<~11·s1ed 111aterial in highly 111for11, ,.,,:_, , ctnd co111111un · ·
Laser technol o
.
~ .
gy used for r" .
· .
.::: Hnan J B D
_
· · :>n -=c r and
I app lication of lCT
but O d II
icati o~ P~1rp oses. In the later years- the us<: and
co uld not remain l11111ted lo the fi eld of sc ience and industry
Theodo re Maima f P intrng and me _ . a d -_ra f, ua .-\. ""<•ot br oa dcned to encomp ass other fi elds of operatio n. areas
a . . no U.S.A. mo1y device in 1960 b n pro ess ion s like banking, manage ment. education . rneuicin e and health
- M a~net1c video ca Y
· mera vid d. ca re. ~overnm ent offices, law and judiciary, the police and mil'lt.ar ;
2 0th century . ' eo isc and comput
. . ers d . e st ablishment and what not. As a result today we are mak.ing, its use no_\\ in
B es1des this the ad . . eveloped rn o~r class room teachin g:..learning, distance and on line education. estab li shing
' vancern · virtual classroom s and this harnessin g its powe r as an effective too l and
technol og~ has contrib uted a · lot ine~~ in the _field of telecom municat ion
medi a offonnal , infonnal and non-formal educati on as we ll as quite reli ab le
eraofse ndmg messag es through i e e evolutio n of ICT. ~tarting from .the
helping hand to the perso nnel working for the we lfare and progress of the
Commu nicatio n. The land mark:i g on,s,dwe have reached the age of Satellite growing children of the country .
. 1 evelopn wnt b .
- T e I egraph invente. d bys. F n sue · can e cited as below.
· · 8 • Morse ofU s A in 183 The Traditio nal and Modern Informa tion
!eleph one invente d by Alexan de . . .. 7
· . and Commu nication Technol ogies (lCTs)
Rad· · . . r Graham Bell of Scotland in 1876.
10_ l~ve~te d by G. Marcon i ofltaly in .1895. . Informat ion and commun ication technolo gies as we can visualiz e
.
Telev1s 1on invente d by J.L. Baird of Scotland in 1925. through the previous 'di scussion are in vogue from the olden days. These can
be classified as traditional and modern. Both of these traditional and modem
~evelo pment of commu nication satellite s (first Satellite Sputnik was technolo gies may be found to include the tools, equipme nt and support
aunch~ d. by U.S.S.R . on 4th Oct. 1957) and cable and facsimile material for the purpose of informat ion and commun ication in the manner
· transm1 ss1on (Fax) technol ogy in the 20th century . · . given below :
· Equi_pp ed with the modern inventio n in th~ field of collectio n storaoe 1. Traditio nal Informa qon and Commu nication Technol ogies. These
retrieva l and transmi ssion and exchang e ofinform ation, 'the serious,a ttem;t~ technolo gies may include the means and media like below :
in the directio n of exercis ing scientifi c control over the process of informat ion • Printed media ;;--: the form of text books ~ resource books, journals ,
· and c'o mmuni cation ~as introdu ced in the later half oft-h~ 19th century. The news items and other literatur e a:vai lable in the school and public
credit goes to U.S.A. where the term 1' inf9rma tion science" (later called as librari es.
inform ation and commu nication techno.l ogy) was first introduc ed in 1950 • The verbal informa tion and ideas ex.chang ed with the peers, teachers,
for the effectiv e handlin g of the intercha nge of scientifi c informa tion among
. parents and other member s of the society . . ./
the scientis ts in U.S.A. and foreign countrie s. The objects of such informat ion .. The graphica l and material like pictures, chans, maps diagrams , posters
science service s were as under : and cartoons etc.
(i) To ·provid e or arrange for the provisio n of indexing , abstract ing, • T he three dimensi onal aid material like specime n, model, puppeter y,
translat ing and other services leading to a more effective dissemin ation mock up,etc.
of scientif ic informa tion. • The audio visual hardwar e equipme nts like radio , televisio n, slide
(ii-) To underta ke progra_m mes to develop new and improv~ d method_s projecto rs, overhea u projecto rs, motion pictures , tap recorder , audio
in.eludi ng me·c hanised. systems for making scientifi c informa tion video recordin g device and teaching machine s etc.
availab le to the users. · 2.Thc Modern Informa tion and Conimu nication Technol ogies. Th
Initially , the thrust of the JCT was primaril y focused on the handling of modern IC technol ogies are not single techno\ ogies ·like the· tradition
bibliog raphic records 'and textual informa tion in the sci_e ntific sector. Later technolo gies . They are a combin ation of hardwa re and software , media ar.1
n , around 1960, it was also applied in the field of indu s try. At this stage delivery system ~. ln addition they have a lso gone digital. Some of.these ma
o:i,pute r'-aided techniq ues and systems were develop ed for more efficien t be named as below :
 ,r
;·_~ :., _ _ _ _ __ ,,:d11l'l ll!ll!l:II Tn·h110l,ngy 1111,, - . ~ ,.i rv11111ugc11ll:td
_1_11_fi_,_n _11_n_1i_o _,1_11_11_d_C_\_11_11_11_1l_11_il_c_u_
ti_o_11_·1_·~~
-i:-h_11_u_1<_,g_•y_ (I_C_··_r_) _
• Pigit:tl \'idcll L'llill t: r:l _ __ _ __ 243
Lei us wkc tlll.:sc two 1.ypc s 1.1 f uses und ndvant
" ~ llili i I11 c,li:1pc rso 11:1I cn111pt 1t t:r ( PC). l..up 1np ug<:s one by 011c. .
1111d note book • •· • ,.. .. nml Adva11t11g(.•s to th e Perso nnel C o1111cc
, ,, 11I ,liL•:11in 11 snllwork s11cll :ts \\ Ord prn ci:ss tcd with 1-'. ducafiou
ing spre11d s'1 1.:c: ts, Power On thi s front IC I 11 1~:1 hc hl!lpf"ul in the followin g wt1y
: ·
11 ,, i111 ~i 1n1ila1i1111 :rn d speed ri:cog11iti()11 I. Useful for th e students. Stllclcnts 11rny get the rcqllirc
" /\ t11l1 i111L·di~1prnjcrt(H' ( L<..' 11 or DLP) t (i conrn11111ic1te d opporl unitb
lu,'/!,t.: r.ro 11p 11ml trninin g for receiving und using i11fonn;11ion torihc
i r sci f-improvcmcn;.
• I nca l Arca Network (LJ\N) , fVktropu lit n11 II rn uy help them to sat.isfy tl.lcir urges of curios ity, invcnti
/\rcn Nctwo l'k (MA N) 1111d vc11css. constru ct ion
Wide /\1\:u Nt:tw0rk (W/\N ) etc. They get ncquu intcd with the rclevnn t so urces or
· inform ati on. 1'1 c wa y~
• lV1ultirned io PC/L: 1ptop with video curd und und means of cx trncti11 g required informntio11
web cn111 crn or digit til and methods or inform ation
\'id1:n r:1 111 1.:rn process ing etc. The tnrinin g receive d in proper decisio
n makin g .111d problem
" C'crn1p111er D:1tu h:ist: 1111d l)_nt:1 proces s ing 1m·clm so lving abi lity mnkes them nb le to bring necessary chang~
11is111. CD ROl\11 nnd s in·th<:ir bi:haviour.
DVD Most or whnt they acqu ire in terms of knowled ge,
unders tandi ng, ·skill,
~
interes ts, attitud e s nncl apprec iation is rec e ived
Digitn l lihrnri cs throlfg h the process,
inform at ion and communication controlled by the ICT.
19
E. mnil, Int ernet und \Vorltj Wide Webs ite (WWW ) It also helps them to
ge t sc lf-pocecl au to-in struction related to the curricu
lar nnd ·11011-c urricul nr
• Hy per media nnd Hyper text Reso urces areas of cduc,uti o n. The precis ion, speed and ac
curacy in rece iving,
" Computer Medi:1ted Contc rcnci.ng - Video nncl Audio 1rnnsforming and using inform ation and communicat
Conferenci ng ion is well acquired
• Video text. telc text . Interac tive Video -tex t, lnt crnct throug h th e ICT, as they _become acquainted and trained
ivc Video disk for handling well
(IVD) nnd !Ntcrnctive Remote Instru cti on (IRI) the sophis tica ted electronic appljances softwares and
techniqtres used for
information and communication purposes.
" The idcfl of virtual c lnssroo m a~1d virtual reafity .
. 2. Usefu l for the teache rs. Teachers get suffici
ent help from ICT in
Uses and Adva ntage oJICT their task of teaching. Their acquai ntance · with
th e relevai1t source of
Information nnd co mmunication technologies ca;1 pl inform ation in the form ofboo ks,jou rnals and other readin
ay the sa me role in g-material , audio-
our inform ation and comm unicat ion processes and visual material and equipment and electr.onics and telecom
their outcom es as played munication media
n~ake them able to acquire necessary teaching n:1atcri
by other technolog ies in makin g our lives quite
comfortable and purpos eful. al and techniques. They
may also enjoy some sigh of relief if they can make
As a result they have becon1e quite popular in ail their students to make
walks of our life. The use of tlie !CT resources for their self-learning. Programmed
modern information and communication technologies learning material,
in fact have brought a self-learning modules, teaching maohines and computers
revolution in the field of busin.ess, industry, insurance, may help them mu~h
banking, agriculture, in this direction. The realisation ·o f the teaching-lea
medicine, transport, postal and telecommunication rning objecti v,:s ~ay
s, service organisations also become quite easier to them ifservices of ICT are
and various other fields affect ing our day to day well employed.
activities. They have 3. Usefu l for the couns ellors. The counsellors workin
fu ndamentally chang ed the way we think, the way we g in schools and
communicate and the outside the schools in the community can be greatly benefi
way we do most of the things in our life. The field of educat tted through ICT.
ion inno exception. They can have proper access to the various sources
Here their use has a trem,e nouus potentiality of servin of information through
g the cause of education information technology. Use of ICT can enable them
and helping the persons connected with the processes to communicate and
and productofed(1cation interact well with their clients for providing desired educat
in a numbe r of ways. We can su111~1arise the us~ and advan ional, vocational
tages ofJCT in and personal guidance as well as counselling to the studen
the field of educa tion in two different ways name-ly ts along with their
(A) Use and advantages parents. On t_he other hand, with the ·help of the record
to the personnel conne cted with education and (8) Uses ed electronic devices,
and advantages in ' they m_ay be acquainted with the educational level,
revo lution izing the system of education. interests, aptitudes,
attitudes and other personality characteristics of the studen
ts which can further
e!1able to meet the guidance and counselling needs of
the students.
 .;,I
, ,.,_____ .
Educ~ltional Tcchr,
~--- 1
oooy,\ ·ts
I/
.,,..-- ·'- Useful for the cducation·ll d . o , nc ... choot Mana
·
Iucational administrat . • a llllnist 'gcincnt
I,clP the cc < 01s and , 1
rut ors and
1annc1·s ICl'
• •
,1icir profcss,onal rcsponsibilit' P
.
. P a nncrs in the t k · rn ay l11forn1 ;1tion a11 d cornmunication Tec hn
tcs 1n an a'I)!) . , as of ex, . . .
111 nkcs tI1cm \-ve 11 mfonnedTeo ct· topriate way · , c1c1s1ng < o logy (I CT) 245
. I :::-ar tnn the d I . O n the on I
cducat1ona a dministration d :::- in ti ti
eve op111ent e land. it 2. T hcu scof lCT lns g t t · i ·
have proper access ~o the . ;n pl~nning and on the
. . . m,ormat,on d
o;t ,elld of education.
. 1cr 1and th
• • <
b · ·
rca po cn1 1a rn rrn gmg a paratlil!.m shrit ,n tI1c
· r ·
trad 1tronal view s and method s of teaching- le arnin g antl~instructi o n in
the manner given below .
mslltutton, working oftl'e' le · 1· ata regarding tl-e ft . '. ey can
•
personnels. With such info,·
ac 1ers a I · '
. , cc 11evements of their stud
tnctton, r
ng o th e ·- It can he lp in the process of tran s itionin g fr om broadcast model of
· ., ·1· · mat,on data· I · ents and othe ·
iac1 ,ties , they can plan their ad . . _int 1e1r hands and comm . . -, lea rning (teacher broadcasting the knowl edge 10 the students ) lo
tl · 1 \k' mm1 s trat,on in un,cat,on interactive learnin g. As a re~ult it c,i n ensure that stude nts be able to
iem tn c 1a . mg out the activities and wor . a proper way. It can also help
wo rk actively in the knowl edge getti ng processes going in sid e th e
students, teacher and othe;· perso I k performed in the school by th
d b k ' nne s. For the d . e c lassroom collaborately alon gwith their peears.
ata an may prove quite useful in t k' ~ ~cational planners, such 1
-- It can help . in the process of tra nsitio ning from teacher centered
study, educational aims and ObJ. 1· a ing dec1 s1o n about the courses of
. ec ives at the various t in struction to lea rn er centered in struction . With the assistance of ICT
s t rateg,es, the resources to b"' a tt d ,
I
. s ages, t 1e evaluation
~ 11 0 e to the various
• . now student s a re able to get exposed through large amo'u nt of
communicat lon faciliti'es, they avail out of JCT '-erv·
I I .
. sc 1~0 s ~t~· -The inform at ion , a nd opportunities for collaborating with others in
advantaoe in the admin 'i strat·o t · . . - ices, they give add1t1onal accomp lishin g complex task s ari d effectively ~ommunicatin g
o . . l 11 ac I VI lies.
knowledge to others. In thi s way , the use oflCT has e nabled students
. 5. Useful to the educational researchers. The students of education
to become more self-re liant and self-directed in the acquisition and
desirous to undertake research p rojects in the field of education are greatly
ap plication of knowledge and ski ll s as needed on their part for coping
b~nefi~ted th:ou~h the processes and products of ICT. They need quite
up the demands of the modern era.
d1vers1fi.ed, pmpomted and .reliable information and this need can be properly
- The.potential of JCT in shifting emphasis from teach.ing to le arni ng
fulfilled through the org,.n i~ed sources of information controlled through
has helped in creating a more interactive and engaging lea'.ning
information tt.chnology. Tr.~
channel of communicatio n are open to them
environment for both the le arne rs and teachers and thus make the
and they can hc1ve useful interaction for carrying out their research activities.
teaching-learn ing process as a quite cooperative cnteiprize and
In this way , lCT may prove quite useful in helping all the personnels challanging pursuit for the reali z2tion of the common goa ls in an
connected directly or indirectly with the processes and products of education. \
interesting and purposeful way .

II
Information and communicatio n are the keys of knowledge and learning and
It can help in bringing a necessary shift in the role of the teacher from
then proper and scientific organisation and contra~ is ~ound to lead to~ards
a more knowledge transmitter to that oflearning facilitator, knowledge
\ the ~ffective educational effort for the proper realtzat1on of the educat10nal
gu ide, knowledge nav igator and an active co-learner along with his
~~- . students.
B. Uses and Advantages in revolutionizing the System of Education.
- It can help in an useful process of transitioning in the shape of owing
··r
The use o ICT has great potential in revolutionizin . g the formal and greater responsibilities on the part of students for their own learning
,
non- 1orma l ystem of education in a number of ways ltke below. 1
s . as they a re supposed to seek out the relevant information an?
1 lt can h e Ip 1·n a big wa)' to bring the existing
•
educational systems into
. . . , knowledge through their own efforts, synthesize and share thm
• - t with the knowledge-ba sed mformat1on- nch society by
a 1,gnmen . . • d knovvledge with others and make them grow and develop for the
·d·
prov1 mg
the services of sophisticated tools, techniques
·
an met I10 d s realization of the set educational objectives.
· ct· h' • d
J By our traditional approach to teac mg- 1
at its 1sposa • . , . , earning an, - The use of !CT is able to help in the process of transitioning of th e
aintaining systems of educat10n we can t prepare our
ways O f m I b a 1·1zat1on.
· · . . o f a mere kn I d
students from the pos1t1on ow e ge se ekerand knowledoc
t face the coming changes 111 · ·
this age o f go .
. "
youngsters h.o . eJ of'ICT in a proper may come to our rescue on this gettin'o individual to those who cant h'10 k cnttca
.. lly and creatively are
. . . .
However, t e us t:, • d •et their 1n<.liv1dua1
able to reflect on their own lcarmng processes an 5 . . . , : b .
account.
goa ls for th~ grow th and development o f tI1e 11·. Potent1al111es
_
101 eing
 Educa tional Tcchn olog)· and Schoo l l\1nna
gcmen t
246 Inform ati on and Comm unication -, ec hno logy ([C T)
abl~ to pa rti~ipa te as an int e llige-nt most capa ble w ays in the world· through the.
- Ill mod e l of teachin g in stead of interac t ive model des igned
whi c h th ey live. .
· · use of ICT.
J~ The use of !CT has enouo h p ~ · I' · ·
mee ting th e c ha lleno f I o ,e nt1a_1ty 111 pr~par ing the teach ers for
e rn
5. Many of the sti.,dents al so are not in favo ur of the
scove rer
transition of their
of the knowledoe
a0e be- ·d I I . -==es o t _1e teachm g-leam mg task of the mod . role to the active indepen dent enquire r and di
',"': ~1 cs l e ping them tn the proper execut ion oi ti . I
1e1r mu t1- from the pass_ i ve recepie nt of knowle dge on accoun t of the fea} ~f
O1me ns iona l r cspons 1•b·t i·ttt. es of their . b and pains taken in the
work areas ICT comple xities involve d. difficu lties encoun tered
. . . ca n now e
prope rl v infuse d into ti e~ttre teache r educat ion progra mme (both indepe ndent or interac tive learnin g method s genera ted through the use
- -.. . _ie
chnolo gies
p;-~en : •~e a nd m-s~r~ •~e)_not onl y to help them using
it for their own of JCT. Their appreh ension and fear for the use of suclrte
ng to use it creati vely and stem out of their ignoran ce a nd lack of trainin g forthe use .
e ucat1 o_n a nd tra111111g but learni someti mes
constr uc ~1ve ly for fasteni ng t
_ he educat ional growth of the ir studen ts and unders tanding of such tech!")ologi cs.
ded by the ICT vice stag'e nor at
and play ing the role of an effecti ve teache r as deman 6. In our teache rs trainin g sys tem neith er at the pre-ser
· no adequa te provid es for equipp ing the
ruled moder n society . _ the inservi ce stage, these lies
dge , skills attitud e and interest
a bright vision and a teache rs with the necess ary knowle
-In th~s way, use ?f_ ed u·catio nal techno logy has utilizat ion of ICT for the in structi onal and other
path of educat ion of the growin g childre n. needed for the
wm ber ot uses for_gu1d111g the be clearly observ ed that
of educat ion is earnes tly needed to reap the rich educat ional purpos es in the school s. It should
f_h~ refore, a sound system to the use of JCT (e.g., compu ter literacy ) is not
inform ation and commu nicatio n . more literacy related
j1v1dend from the use and applic ation of the their students
of the childre n and society . · enough for enablin g the teachers to make use off CT with
echnol ogies for the benefi t of such compe tent an_ d s_killed teacher s
in a these in a great paucity
logy in an approp riate manne r
Limit ations in the Use oflCT - who can use and integra te right techno
ve integra tion of lCT in dealing with school curricu lum
from the limitat ions for. the effecti
Use and applic ations off CT in our school s suffers ' bringin g desired improv ement in the behavi our of their studen ts.
j ifficul ties and drawb acks like below : and evalua tion
Most of the school s are 7. The prescri bed school curricu lum, the examin ation
1. IC! faciliti es are not availa ble in the school s. system , the availab le instruc tional materia l and the infra structu re of
·purch ase, mainte nance and other suppor t for the
not in a positio n to afford the the school all are not in a pos_ition to provid e desirab le
e x pendit ure involv ed in the use of ICT. · of ICT in the school ' s teachin g-learn ing and other
use and appJica tion
use, applica tions and useful activiti es for the. benefit o(the pupils.
2. There is a wide spread ignora nce about the
ation and comm unicat ion and admini strativ e
advan tages drawn out of the inform 8. Last but not the least, the school author ities
on the part of teache rs, head of the institu tion and person nel of the State Govern ment are _n ot at all enthusi stic and helpful
· technG logies
ng _improv ement in the and arrang i~g men-m aterial
_educat ionai" author ies respon sible for bringi for creatin g a fayour able enviro nment
larly related to teachin g-learn ing and use and applica tion of ICT in school educati on.
functio ning of the school particu resourc es for the
pf cocu·r ricula r activit ies with the help of such of emplo yment and integra tion of JCT in school
organ isation 1 In this way the task
- rechno logies. · ion is facing a lot of limitat ions and difficu lties. Howev er, there is a
educat
rs for losing their o an school system
- J. There is fear and appreh ension on the part of teache great need to bring a needed positiv e change s in this scener
g,-lear ning activit ies and be~om ing n-iore to neglec t the use of ICT in manag ing its affairs. There is
domin ance ov-e r the teachin can ' t afford
develo pment and the level of
abtindant and surplu s or playin g a quite neglig ible role on accoun t of a strong link betwee n a nation 's level of
rs, educat ional authori ties and
the use and applic ation -of ICT in instruc tional proces s. techno logy used for such develo
s, thus shou_ld now
pment.
becom
Teache
e quite ·consci ou_ s in believi ng th at
swich _o ver to new policy maker
4. Teach ers do not want to -have transit ion or utmost import ance for
ing genera ted throug h the inform afron and commu nicatio n techno logies_are of
metho dologies and ways of teachin g-learn
lCT. still want to stick over the broadc ast the future of educat ion.
plicati
use and-ap on of They
 1141
s is
C o- m p u te r A__s__ __e__d__I__n__s__
__t-
c ti__o_n_____
u__
tr__ ....,
l
_____________ ___
--- - ~ _.,.
mmmen:,:m, rm _:_
• In t ro d ur t i(, n
: l i (ut or ( 'A l ·
ut er /\ s" i~t ed ln ~tr tl(.
• Co nc ~p t nf 'C o mp
o f C l\ I
---· Ne e- cf nn d or ig i n
iti o n o t' C I\I
- l\1ka n in g nn d De fin
n of C /\ I
•- Ba s ic A ssum pt i o
ies o f C A I
- T lm~c tec hn o log
uc tio n
m pu te r Ass isted rn str
• Pr oc cs ~ re lat ed to Co at iq n
of Co m pu te rs in Ed uc
• Ro le o r A dv a nt ag es n
t e r A ss ist ed In str uc tio
m pu
• L im it a ti o n s of Co
• Stu dy Qu es ti o ns
In tr od uc tio n ah.d
nt •gi ft of th e sc ie nc e
es t an d m os t im po rta s of life.
Co m p ut er is th e fin cl es in al m os t all wa lk
ki nd . It ha s .do ne m ira th th e us e
ec hn ol og y to th e m an s re m·a in un to uc he d wi
ct of ou r Ii fe wh ic h ha be in g
ro da y th er e is no as pe ed uc at io n too, th es e are
pu te rs . I-~ th e field of W ith th e
ind appJicat io n of c om th e ac tu al te ac hi ng .
its af fa irs in cl ud in g ha ve ta ke n .
,se d fo r .m an ag in g 19 86 , ou r co un try al so
Ed uc at io n Po lic y in uc.t io na l
nt ro du ct io n of N ew le ar ni ng ac tiv iti es . ln str
e ir us e in th e tea ch in g- kn ow n as
ni tia tjv e fo r m ~k in g th m pu te rs is ge ne ra lly
wi th th e he lp of co
vo rk so ca rr ie d ou t b~ief. In th e_pr es en t ch
ap te r we
str uc tio n or CA I in
; om pu te r A ss is te d In
so m et hi ng ab ou t su ch type of
inst1~uc tio n. ,
-Vo td d be trying; to kn ow
n or C A I
r A ss is te d .In st ru ct io
C on ce pt of C om pu te be ad ju dg ed pr op er ly by
as sis te d in str uc tio n n-:iay
Co nc ep t of ~o m pu te r ct s like below.
ab ou t its vari-ous as pe
Ja yi ng co ns id er at io n
1. Tr ac in g th e ne ed
an d or ig in of CAI.
it.
m ea ni ng an d de fin in g
_2. i.J nd e~ sta nd in g its ns of CA I · . ~
3. Th in ki ng abou t'_the ba sic as su m pt io
'rel.at ed_to CA I.
e thre~ te ch no lo gi es is
1
4-_. K no w in g abOLlt tl-~
~W
ill
Pi 1 25 0
Ed uc
•P1
at io na l Te ch no lo gy an d Sc ho ol M an
I . · t k ~g cm cn t
L et us a -e t I1e se iss
· - ue s on e bv., on e · ln the be ~in
1 . I di sc us sin g th e ne ed a.n ~
nim !:. we ar e he re by
~
d or ig in of C0 I.
Ne ed an d O ri gi n of
CA I .
, 'P ro ar a mi ne d iea rn in g in str
_2 0th ce n~ ry of ca ..... ' uc tio n wa s the fir st ma jo r in no va
1 ter in g th e . tio n of th e
ne ed of th e in di vi du ali ze d se .
su ch ins tru cti on me an lf -instru.c~10n. In
ing fL il ed uc ati on al pr
typ es of le ar ne r we re og ram pie s me an t for t,h e di
·: · ' pr ep ar ed by the ffe re nt ·
we re tht.1s he lp ed to pro gra1111_11ers. J"h e in_di
lea rn by vi du al lea rn er s
th em se lv es at th eir
p1'. og ra mr ne s pr es en ted o~vn pa ce th ro ug h th
eit he r in the fo rm es e _
ma ch ine s. of te xt _bo ok s or fed in
th e tea ch in g
As we ha ve alr ea ·
dy di sc us se d in ch ap ter ten of th is
lea rn ing wa s tu rn ed do tex t, pr og ra m m ed
wn in fa vo ur of Le ar ne r Co nt
ple a th at it wa s co ntr ro lle d In str uc tio n on
oll ed b~ th e pr og ra mm er lik e th e tea ch er th e
ins tru cti oD al pr og ra mm in th e tra di tio na
e. An ins tru cti on , if it is to be l ·
se lf ins tru cti on , mu st ca lle d in di vi du ali ze
tak e the ind ivi du al lea d
of or ga ni sa tio n an d rn er int o co nf id en ce fo
co nt ro l. Th e r an y ma tte r
of the lea rn in g lea rn er mu st ha ve a sa y in th
·ex pe rie nc es on e or ga ni sa tio n
to wa rd s.__the rea liz ati se qu en cin g of th e lea
on of rn in g for~ hi s m ar ch
the ob jec tiv es . It wa s th e re as on th at
Way for _the Le a[l ler Co pa ve d th e
ntr oll ed In str uc tio n in pla ce of pr og ram rn
H~ we ve r, i~ du e co ed ins tru cti on . ,
ur se th e lim ita tio n an d dr aw ba ck
_Co ntr oll ed 1:nstru~tio s of th e Le am er
n. als o ca me to st1 rfa ce.
lea rn er ha vm g his ow __
In thi s iri ~tr uc tio na l sche1rn~
n se qu en ce of lea rn ev er y .
se t of qu es tio n; fro m mg wa s su pp os ed to as k
the tea ch er fo r hi s ow n . _1
fo
pa th. He ha d to
we ll as pr ac tic al
en
by
ga ge
tak in
hin 1s elf in
llo wi ng hi s ow n in di vi du
ot he r lea rn ing ac tiv iti
al lea rn in g
es , th eo re tic al as ·
I
g his tea ch er as a tu to r or ev er·
pe rso n. Th eo ret ica lly av ail ab le re so ur ce
it rna y _
so un d we ll bu t
for a tea ch er to res ho w ca n it be pr ac tic all
po nd to va ry ing y po ss ib le
typ es of lea rn er qu es tio ns an d de ma nd s
s all ne ed in g im of th e di ffe re nt
.m idi ate att en tio n an d as sis
ca rry ing o.~t the ir ow n tan ce at a tim e fo r
lea rn ing ac_ tiv itie s. Ho
conc_en~rat1on, en er gy w ·m uc h kn ow led ge , ski-II,
an d sta mi na the tea ch ab ili ty,
requ_1remen~s wa s the er mu st ha ve .fo r me
ba si~ p~ o? lem be fo re eti no th is
ou t 111struct1on on a the ed uc ati on ist s fo r (
.!r ue md1v1.du al ba se ca r~ in g ;·
~nstruc -tio n . . Th er e wa s a ne ed .c
pr oc es s he lp ed by the of su ch an
fo llo me n or ma ch in e wh ic h co ul
wi _ng co nd iti on s fo r an ide al ind ivi du ali d me et' ti II
ze d se lf- in str uc tio n.
- Le ar ne r mu st be ie
fre e to ge t ins tru cti on
at his ow n wi ll. Ct
.--- Th e se qu en cin g of
lea rn in g .ex pe rie nc es d1
ex pe rie nc e an d ab ili mu st be in ·tu ne wi th th e
ty of th e ind ivi du al l~a rn er. w
-· - Th cte ·m us t be a va
rie ty of pr og ra mm IE
for me eti ng the re qu ire es or lea rn ing se qu en ce s av ail ab le
me nt s of ea ch an d \;e ry lea rn er. Cc
ar
 \}
1,__' \." m putcr Assiste-d. lnstr u~ti ci n
2
- T~~ lt>mn~r in~sp ectiv e of their numb~r mu st
51
be ~ble to intera ct with
the resou rce medi 3. as a nd when th ey need so.
.
- Th~ resou rce med ia, mnn or mach in e must be able
to provide neede d
~"5ismnce and prop er answer· to the querr ies of each
- EYcr
~nd every learner.
y lea rner must have a free and frien dly acces s to
\
the resou rce
medi a o n the patte rn of tutor ial sy stem :
·
T he search abo ut the fulfil ment of the abov e laid
cond ition s made the
educ ati o nists work for the repla ceme nt of teach
ing mach ines with some mpre
soph isica ted m ed ia. Final l yi they opted for the
use of comp uters in the .field
of instr uctio n givin g the.w ay for an innov ation
name d as comp utera ssiste d -
i- instru ction .
As far_as the origi n and histo ry qfthe comp uter
l concerned it is hard to locat e any indiv idual
assis ted instru ction is
, pl-ace or date attrib uted to its
as
birth . Altho ugh the comp uters such bega n to
play their role well in busin ess
and indu stry aroun d 1950 in U.S.A . , the birth
place of comp uter, yet their
educ ation al use· as an aid to instru ction was starte
d quite -later. aroun d_I 960's . ,
In its begin ning comp uter assis ted instru ction
was lim.it ed to, unive rsitie s.
The first ment ionab le attem pt in this-d irecti on was
made in 1959 by Univ ersity
of Illion ois wher e p_rofess or Dona ld Bitze r
of this unive rsity conc eived a .
proje ct entit l ed PLA TO (Prog ramm ed Logi
c for Auto matic · Teac hing ./
Oper ation s) for the_comp uter assis ted instru ction
. Since 1959 PLA TO has
go11e throu gh four -v ers.io ns. In the latest fourt
h ver~i on it prese nts a huge _
size comp uter assis ted instru ction netw ork using
a very large comp uter-( CDS
6500 ) \\rith 900 graph ic termi nals sprea ded far
_a nd wide in the coun try be to
·used fortb e instru ction al_purpo ses in vario us unive
rsitie s, colle ges, schoo ls,
milit ary train ing bases and empl o.y ees train ing
cente rs. .· ·
The secon d ment ionab le contr ibuti on in the .field
of.co mput ed assist ed
instru ction emer ged also in sixtie s from the Stand
ford Univ ersity of USA.
Here profe ssor Patri ck Supp es and Richa rd Atkin
son devel oped_a numb er.of .
cours es for the use in comp uter assist ed instru ction
like ·IBM 150, CAI system ,'
drill and pract ice syste ms in elem entar y math emat
ics and rec!ding; and cours es
in forei gn ·1ang tiage s such as Chin ese and Russ
ian etc. · ·
In the comi ng years IBM (Inte rnatio nal Busin ess
Mach ine).a comp uter
comp any of USA inves ted a lot in tenns of capit
al and huma n talen t for _the
deve lopm ent of comp uted assis ted instru ctio'n
al mate rial. In mid l 960's on
word s, it tried to deve lop a~ou t twen ty-fiv e
!DS~ructional progr amm es on
IBM 1500 syste ms for bei_ng used in schoo ls,
coll~ ges, milita ry traini ng
cente rs and -indu strial traini ng cente rs with the prope
r facili ties of maint enanc e
·and train ing supp ort to the users .
__,,,
_
 j 5;! . ' ' Ectu cati on~ 11 Tcc hnd lou \· a
. Me anw h1 le an ano . tl1 -
er sys tem of CA b. nd Sch oo) I\"
(fu ne Sha red lnte rac tive C . ntana Compute r .
' . . I apa n fron, PL . gcrncnt
sys tem wa s ?ng ina ted by the Olll Plil er C . A To
M . ontrol.Jed · lnfori . named TICCfT Let us
)

O'
was res pon sib le for •the I fRE Cor por statin g th at
stra teg ies rath er tha n p , pro pag atio af . nati on Televisio
n of !ear ,o_n in 1969. This syst n) conrro/led a
. . rog rain me r c ner con trol led .
Ap art fro m the u . .. ont em educ a tion al
h . . . . roll ed inst ruc f inst ruct iona l
n1v ers1
~ve a 1_so con tr1 but ed 6 lo -. ties an d . ; . 1.on. This de
priv ate com a . . .
.pro gra 1n1 ne in·. the co t 111 the dev elop men t and~ nies ,, Gov - In -co
· . unt ry For . t. of U.S .A . indiv:
pr.0 Jec ts na1 ne ly PL AT O. exa mp le in 1971 it timp . d
lement t'
a ion of CA\ betw (
act ivit ies . . .
. ·-
and TIC CIT to sdm ulat n~I
.
t? fund two major - Com 1
e 1e1r developmen tal
.
. Sm ee . 1971. , inu ch. 1·une . I
1as pas sed d I
stud e
ass iste d ins tru ctio n wh ich -T he i
the ent ire Glo be. Wit h tl1 .
was ·1 r
a~ t le development in the computer
resp c
qi ~1 -~ unit ed to U.S.A. has almost reac hed
ped ago gy etc . the com put ereass· sop 11st1cated p Cl'
~t·· d·.. . . roo ram mm •
deci c
. . " Is e mst ruct g and instruct ional - The i
hei ght s. It is no, v bey ond ima o· · f 1on pro ·· h
.
. . . .. . brn a ton to thm k abo utgram me . as touched new
the type and quanti ty -of
help ~
ass ista nce wh ich a com put er can giv e
. . to tl1e teac·. 11ers. and In this
out t l.1e . 1ns
.
learners .m carr ying .
. truc tion a1 as. wel l as . oth er edu
1
cat· I deftnition i:
men t1o n1n g then 1 sur ely som ewh ere 1n . . 10na ac t·1v1t · 1es.
· ·
We · be
wtll
this chapter. of the inst'n
Com J
Me ani ng and Def init ion of Com put er Ass inst ruc tior.
iste d Ins tru ctio n
Co mp ute r ass iste d_inst ruc tion as the narh and comp.
e sug ges ts stan ds for the type
of ins truc tion aid ed or carr ied out with for ~elp in
the help of a com put er asa mac hine .
It is jus t one step ah_e ad to the use of teac hin
g mac hine and pro bab ly two to -l
l
obje ctiv es
the use of pro gra mm ed text boo ks in mak
ing the instructional pro cess as self- 'I B:
dir ect ed and ind ivid ual ised as pos sibl e. \
The com put er is said to be ahe ad of
the tea chi ng ma chi ne on acc oun t of its I Com
unli mit ed cap acit y of doi ng mor e \
rest on -s 01
,vo rk and mu ltip le typ e of wor ks at the
• div idu al lear ner s tha n the teac hin g mac
sa~ne tim e for unli mit ed nm_n be r '?f
hi'ne. Com put er ass isted inst ruct ion
· l 1. ln
inst ruct io
~r this rea son is rela tive ly a he \~ and ~ev
elop.ed con ~ep t than the teac hin g · .\ way . Wh
· ach ine and pro gra mm ed lear nin g one \
nted mst ruc t1on al tech nol ogy . _As I\
;bs erv ed by Hi1 gar d and Bow e~ ( I 977 ) part icul ru
"_Con!p uter assi sted instruc tion has l
en as so ma ny l! help from
now tak dim ens wns that 11 can no lon ge.r be con side
red as l can be a·
sim ple der iva tive of 1~1e teac/111.1~ ma chm . ..
e or the km d _o f pro gra mm ed I
i assu mpt i1
/ea rni ng tha t Ski nne r mtr odu ced , now
th_e f~ct ·sta nds mor e clea r· bef ore inst ruct ic
t.Jse of com put er has now alm ost revo lut1
oms ed the field of inst ruc tion in
\!
us . ! the indi vi
its dim ens ion s. It can ' t be de fine d now . ' '
as a teac hm g mac hin e _d evic e for
11
:res ent ing pro gra mm ed inst ruc ti?n al ~at
eri q.l_ a~\d con seq uen t!~ it will ~ot
I
I
2. A
be pro per to def ine _co mpu ter assi sted tnst an indi vi1
ru~-~1on as the ty? e of mst~uct1on his que rr
wh ich ma kes use ·ot com put e.rs , an adv anc
e d form ofte ach mg mac hin e, for out com e:
pre sen ting the pro gra mm ed inst ruc! ion~
-1 mat eria l.

v.
 L
Co mp ute r A · · 253
ss, st ed f nst ruc ti9n
.. . . . ·. . . .
. Let us .ex am ine · one m 01.e d e ·fiin,t ,on of Co mp ute r ass iste d 111 stru ct1on
t r
stat,n!!, tha t "( ..- .--iA/.is def ine d a\· · 1 ·
a stuc lun t. u con 1pu e
.....
·. lay· and a • ~ · an.
111 erac /101 1 1Jetw een · - ·
co11tr0 //c., l·d 1sp ; . ofac/1 1ev 1ng
e l i uca110
· Ee
. 11a/ out · co . ,, (Bl 1
esp onJ e e11tn. del 'lce .for the1-'J111·1Jo...-e .
1

1ait ~nd 'Sh arm a, 199 2) ·

.. . me s
fo'llowing thin gs: .
Tl. s def inti on brin gs in10 lim elig ht the
11
an jnte rac tion bet we en an
- ! -~o_n~puter ass iste d ins truc tion the re is
11
as hap pen s 'in tutorial sys tem
in_d ,v,d ual stu den t ar,,d the com put erju st t. .
den
. , .bet we en tea che r and an ind .i.vidual stu
-. - Co mp ute r is abl e to d-isplay the instructional material to the. ind ivid u~l i
stu den t ·
1

Th e ind ivid ual stt.rdent tak es b~n efit of

res pon ds to it. Th ese res pon ses ·are atte
the dis pla yed nia teri al arid
nde d by the com put er for I
n dis pla yed to the lea rne r. ,
dec id,i ng the "futu~e cou rse of ins tru ctio
le.a rne r and the con ip'ut~r dev ice
- _The inte rac tion bet we en the individual .
tion al -ob jec tive s.
hel ps in the rea liza tio n of the set ins truc
the pra ctic ai asp ect of CA Is this
. fn this \.vay wh iJe exp lain ing aU abq ut
ing out the nature.an d cha rac teri stic s
def init ion is lac kin g in res pec t of pro vid
be mo dif ied in the fol lqw ing way".
of the iris ttuc tion pi·o vid ed by CA I. It can
y ·be def in,e d as a met hod _ of
Co mp ute r ass ist ed ins tru cti on · ma
ctio n in wh ich the is
re a pw po sef ul inie rac tio. n bet wee n. Q lea rne r
ins tru
ins tru ctio nal . ina ter i;l as ;of lwa re)
ari d com put er de_vice_ (ha vin g us.f!:ful
I
.I
I

l.
for hel pin g the ind ivi dua
obj ec_tive s wit h his ow n pa ce_an d abi
l lea r/ze r td ach iev e the des ire d ins tru ~ti ona
liti es at his con1111C:ind.
l

ist ed Ins tru cti on

f.
Ba sic As sum pti on s o(C om pu ter ~ss
I aut o-in div idu alis ed ins truc tion s
Co inp ute r ass iste d ins tru ctio n:m ean·t for
I res t on so~ e bas ic ass um pti ons nie nti one d a~e ad :
I rs af a tim e. Co fnp ute r ass iste d
l. Iri str uct ion for a nun 1be r of lea rne
n can ser ve at a tim e tho usa nds of the lea rne rs in an ind ivid ual ise d
II
,!
ins tru
wa y. Wh
ctio
at an. - ind ivi dua l
par ticu lar sub jec t or top ic he can get
. nee ds acc ord ing to .his abi lity and inte res t in a
the nee ded ins tru _ctio nal ma teri al an9
ctio n tha t
l
hel p fro m the com put er. Mo reo ver it is the bes t pro gra mm ed ins tru
t
nic e ind ivi dua lise d wa y. He nce firs
1

can be ava ila ble to him in suc h a

ofC AI lies in its cap aci ty of pro vid ing qua lity and qua ntit y aut o- '
ass um pti on
suf fic ien tly lar ge num ber of ·
ins tru ctio n in. ' a hi bo-hly ind ivi dua lise d wa y tq a
I .
.,

' .
the ind ivid ual ° fea rne rs at a ti1ne. ·
r~s. pe_rforman~e. _How . doe s
2. Au tom ati c rec ord ing of the lea rne
ted ins tr~ ctio nal ma ten al ? Wh at ~re
an ind ivid ual . lea rne r rea ct to fhe pre sen
his per for ma nce in ten ns _fka rnm g
0
his que rrie s and .dif fic ult ies ? Wh at is
suc ces sfu lly an_d acc ura tely_rec ord ed
out com es, etc . ? A II suc h thi ngs can be .
.
.
 I
25 4
Edu catio nal Tech nolo gy "and
Scho ol Man a·gcm cnt
by th e c o mpu t e r devi ce in CA Com puter A ssi sted Instructi on
d d · · I. It help s muc h in furth er I
nee e 1nstr uct_1on to t 11e ind1v • . . · f
1dua P anni ng o t11e 255
Such ty pes o f time ly and prop er l learn er for this prop er a·dva ncem ent • Cour sewa re techn ology is the base
of the instru
auto reco rdino · ti ction whic h is impa rted
un d er.1y mg
·
com pute r assis
• .
ted instr
•
b is
d
1e seco n assu mpti•on· to the learn er by CAI. For _e xamp
le a stude nt of 1X class \vi shes to
uctio n., lea rn
3. Var iety in the use of meth ods abou t the topic '·Ele111ent s, Co11
and t I . . 1pounds and Mixt ures .. in the subj
I . C · chem istry . For this purp ose comp ect
every . ea:n er ca~n ot be ~ene fitcd • cc m1q ues. uter mach ine as a hard ware will need
ll!rou gh a singl e meth od andAlallassu mes that
the subje cts servi ces of soft ware -the a pplic the
or top1~s In~ sub_1ect can ·t be hand ation and syste m prog ramm es for
led throu gh a coin inon meth od or strate operation. Thes e prog ramm es will be its
Henc e oies. prepa red by the softw are programm
r, · 1t belie ·
ves that there shou ld be wide varie
· ty ofm th d • d an expe rt in the softw are techn olog y er,
. or .1".1part111g mstr uct1. on m . ·· .
a parti cula r subj ect oretopic o s an appro acbh es . But for the prep arati on of this softw
are
so that all the material, he will certa inly requi re
indiv idua l leam e~ may b~ able the servi ces of those who are expe
to choo se a parti cular meth od or cours ewar e techn ology . The perso n rts in .
acco rdin g to the1r own inter est, appr oach who can make a team for i1nparting
mate rial. abili ty and natu re of the instr uctio techn olog y will · be such as (i) expe such
nal rt in the subje ct, (ii) . expe rt in the
.~ meth odolo gy and strategies of teach
ing the subje ct (iii) expe rt in instruction
psyc holog y, (iv) expe rt in audio -visu al
1 THR EE TEC HNO LOG IES OF al aid preparatio_n and u_se, etc. W~a
'I CAI the cour sewa re techn olog y will prepa t
. Com pute r assis ted instr uctio n requ re in term s of the mstruct1onal mate
ires a joint effor t ofva riou, s perso ns and meth od -of instr uctio n, etc., the rial
m the matt er of wise hand ling of softw are techn olog ists will trans late
men and mate rial resou rces·. Gene into softw are prog ramm es for being it
three type s of tech nolo gies are rally , used in the com pute r mach ine.
invo lved in com pute r a,ssisted instr In this way all the three techn olog
nam ely, hard ware , softw are and uctio n, ies and the perso ns op~r ating ~hese
cour sewa re. techn olog ies are joint ly respo nsibl
The com pute r as a mac hine · repre e for the prep arati on of the mstruct1on
sents the hard ware . In comp uter activities cond ucted in CAI. al
assis ted instr uctio n we certa inly
need an appr opria te com pute r suiti
requ ir~m ent of our teac hing learn ng the
ing situa tion. It will requ ire the servi Proc ess Rela ted To Com pute r
an expe rt or tech nicia n for its main ces of Assi ted Inst ruct ion
tena nce and an oper ator (a teach Proc ess of comp uter assis ted instr uctio
u111
stude nt or assis tant may do the job er, a n may be carri ed out in a varie ty ·
with som e train ing). The teach er hims of form s as detai led bel~ w for prov
must have a work able know ledg e elf iding self- indiv idua lised instr uctio
of the cons truct ion and work ing ofa learh er depe ndin g upon the varie ty n to a
comp uter. simp le of uses-to whic h com pute r servi ces
be avail ed. can
Com pute r as a mac hine can ' t do
anyt hi_n g for impa rting instr uctio n 1. Info rma tion al com pute r assis
the learn ers if it is not fed with the to ted instr uctio n. This type of
softw are. The prog ramm es whic h comp uter assis ted instruction helps
instr uctio ns to the com pute r in a conta in the learn er to get the desir ed infor matio
lang uage that it can unde rstan d are need ed by him. Here comp uter can n
softw are. Thes e prog ramm es are calle d serve the role of an enqu iry offic er,
mad e by an expe rt calle d prog ramm respo nd to stud ent's enqu iry with answ to
softw are use in CA.I is of two er. The ers it has store d. It prov ides mini mal
kind s-ap plic atio n softw are and intei·a ction betw een the stude nt and
softw are. App licat ion softw are syste m the comp uter prog ramm e. The sole
inclu des thos e prog ramm es whic purp ose of this type of CAI is to
in~tr nctio ns to the com pute r for carry h conta in prov ide essen tial infor mati on for
ing out a total func tion requ ired by acqu isitio n of cond epts and skills . How the
user . The user 's conc ern is with the ever the indiv idual learn er can le~rn
the appl icati on softw are. How ever a lot by adop ting an enqu iry or disco
soft ware is need ed for orga nisin , syste m very appr oach towa rds self- learn
g the resou rces of the com pute r to throu gh such instr uctio n. ing
the appl i~at ion task s men tione d in c&~r~ ~ut _
the appl icati ?n prog ramm e. Its act1v 2. o ·rill and prac tice prog ram mes.
C) to inter pret the appl icati on prog 1t1es This typ.e of com pute r assis ted
ramm e ui the code of the comp uter instr uctio n prov ides the learn ers
are h'.me, ( ··) t hand le the inpu
mac 'diffe rent type s of drill and prac
11 o t and outp ut devi ces and (iii) to sche dule prog ramm es cove ring spec ific topic tice
k ·ti · th com pute r mach ine. Ther . . . the s. relat ed with a pa_rti:u lar subje
_wohr efore , ma way, this softw a1e helps Thro ugh such drill and practice prog ct.
WJ lkJ~
in t e wor mg eo f the com pute r or enab ling it to do what ramm es of CAI the servi ces of comp
uters
is need ed by the can be prop erly avail ed for prov iding
user in term s of its appl icati on. pract ice in some thi~g alrea dy_leam
in some othe r way . It helps in the ed
deve lopm ent of a varie ty of skills
. For
\u -i r~p ra y on the T V . -~ ,..,, ctc t ,c es in r . . - - - ·•\..I ~Choot 1\1
. . sc reen, the follow·11u1t1_pl1cation sk· anagerncnr l
/ . ing s 11n le . ill the co, .
T h e c hild is re . 7 >< 8:::: .. . p ,Pioblern. nputer inay·
Compute A . ·
I k.e.) board . I ftl quired lo r ·· ····· - · r ssisted Instruction 257
. l e ans\v . e s pond b
I a 1~d , f the a n s wer i er t~ Wrong the co1 y typing the .role and are required . k . .
nu . . a sim 1 • to ta :e decisions that have consequences. For example,
prese nted . The re s co, rect. another nputer irn1nediatel in_eric keys of the u ation computer prog,'amme may put the participants in the shooting
range of the ene · ·111 h b
seco nds, there~ . s ponses fro,n the pr_o ble,n for car ~ drsptays WRONG .: II mies t e attle_front or in the role of a .hunter in a jungle
,u . of horror
• ofbeas ts or· ·tn t11e ro Ie of · d
~n explorer who is looking for burre
·th e other hand ~le the Child has not ~Omp_u ter Corne wii~g-.out practice is
treas_urer. The simulation _in all such ways proves much less expensive and
c hild to oo I , 1e computer has ti o \~an for the answ 11n the fraction of
dangerous to' have a trainee blow up something on the. screen than to face a
forward a iedad with his own sp,e rdequired patience to: o_r feedback . On
Th real danger to make a real mistake· while trained in real situations.
· ea vanced ee and i t • ait and allow I
of v~rying difficulty lev plrogra1nrnes on drill a~~ntron _to respond and m~~: 6. Problem solving type computer assisted instruction. Such type
sess ions . Compute r is ~ on the basis ofstudent':ract1ce select the problems of computer assisted instruction focuses on the process of finding an answer
to a problem rather than the answer itself. Here the students are provided
learners and th e refio . known to have a good in performance during earlier
re proves ~ emory fo ti with programmes that can make them think about th!! ways and means of
proper material for ti . . a very effective teache . ~ _1e errors of the solving the problem systematically. With the concrete ways suggested in the
3 T . lerr drill and practice r1nprov1dingthestudents programmes, here students can divide or analyse the problem into its small
· utonal t)·pe . · '
computer · · constituents and are able to devise systematic procedure for its solution.
compute r assisted instruction the coassisted instruction. In such type of One of the best known problem solving instructional material packages- is
~ere th_ey can play effectively th e rno1lputefrs are engaged in actual teaching. Logo, a procedure oriented language based on the learning theories ·of Jean
1nteract10 d ·· · • Piaget. ,Besides this, there other programmes available for the different
nan ct·ialoo ue wii11 tl1e. ct· ·cte o a tutor by marntammg a perfect are
t> tn tv1 ual stud t Tl .
a re prepared not only to pro .d . . ens. 1e tutorralprogrammes types of sfud~nts for increasing the sophisicatiori of their thought process
• vi e instruction · t · 1· -
motion, sets and th eir operations . I d m op1cs ike Newton ' s law of helping them to learn good thinking strategies and problem solving abilities.
. ,soaran Iunarecli b 1 .
s u ffic 1ent practice h avi n g pro . t k f pses, ut a so to provide · 7 • .Practical work oriented instruction. Computer assisted
' pei rac O the students ' diffic If d instructional programmes can provide valuable help in supplementing
performance and move the students on the path of u ie_s an
I · - , • • • progress according to laboratory and other practical work. A student can learn so many things
t 1e1r o_v, n p 1ace , ab il1t1_e s and require ments. In case the student is able to about the science experiments before actually perfonning them in his practical
:11aste '. a concept, the CA_I programme provides ne>..i step of instruction, but class by watching and foliowing a computer programme made for this purpose.
'. f h e is_ not a ble to achieve mastery, the programme provides remedial Similarly, he can avail necessary skills and experiences about practical tasks
instruction . - in other fiel.ds before actuaJly engaging in such practi_cal activities. Thus the
4. Educational games types. In such type of computer assisted children have necessary pr!':-preparation and background from computers
a
ins tru ct ion , learners are provided with a yariety of well designed computer for their better performances at the school hours. · . •
games . These games should not be confused with. academic type games. The 8. Learning affairs-ma·naging type. In such 'type of instructional
purpose of such type of gam·e s is only to provide intelle~tuaJ challenge, activities computer assisted programmes pro_vide valuable help in ma.Qaging
s timulation of c uriosity and serve as a source of motivation to the individual and supervis'ing the learning affairs of the students. They ca~ hav~ a _proper
learner. In a course of learning these games can be used as a source of review check-·over the.learning activities of individual students by 1dent1f~mg the
or as a reward for some accomplishment on the part oflearner. academic weaknesses of students-through extensive diagnostic testing and
· to prescribe educatioi:rnl programmes to meet the individual needs. They can
s. Simulation type of instruction·. In such type of computer assisted give assignments help in the self-study, library reading, group work, take a
instruct ion , s imulation is used as a technique for providing training to the ·
test over assign~ent, l5-eep progress chart and guid: th_e -teacher as well_~
s wdents. Such type of instructional activities provide the most powerful arents to plan their children~s education. In the subJect: and areash need_tn"'
lea rning tools 10 them . With the carefull y prepared programmes the students P . . .. I . f data like mat emaucs.
extensive computation and manipu at1on o ~an do wonders.
he re a re made to face real or idealised situations. They have to play an active engineering, statistics and advanced researches, computers -
 258
I
Ed
· • ucati· onal Tcch nolog v and S h IM
.
A mtnr com pur er ca n d o and repla ce the - c 00 anag cmcn t
wo k f . ·.
In the cduca ri o n or the hand icapp ed cl Comp uter Ass isted lns trucri o n
' Id r l~ka gr a nt calcu lating ma c hin e. 259
can pl a\' a leadin Q role as the· 11 ren r ·e deaf d d
· ~
with quire neg li g ible
y can p .d
rovr et 11e neede · an um b co mput ers 3 . Can act as the best tutor . Co mput
e r can play very effective role in
effort s to th e ch .Id d I · . provi ding appro priate tut ori al se rvices
earni
w I10 are unabl t ng exper i e• nces to a numb er of stude nts at a time on
· 1 ren
·
In !his w ay comp uters can pla)' a
d ' e o an indivi dual or collec tive bas is. He re th
affa irs of the te a chin g -learn ino proc I ea rng ro 1e not speak or li sten. ey can work as a good class teacher,
b I · · subje ct e xpe rt, good demo nstrat or and
ess utaso I ofthe wl on Y in rn~na g ,ng th e super visor for helpin g the students to
conne cted with the w orld of educa , 0
t· 10 I acqui re essen tial learni ng e xpe ri e nces.
1011. · e range and areas A s a pe rfect tutor the computer can
ve ry well maint ain a perfec t in teracti on
and di alogu e with the individual
Role or Adva ntag es of Com pute r stude nts. In its tutori a l capac ity it provi
in Educ ation des instru ction s. asks and answers
f d Cor:1 put~r s are play ing a quite signif ' quest ions , solve s the student" s d iffi cultie
icant role in the prese nt day scena rio s , assi gns and check s the drill s work
~ ~ u~at1ona proce ss. Ea~h and every activi and home -work and thus prove s a va lua
ble help ing hand at each and every
ty relate d to all types of educa tion
emg . impa rted to the wide varie ties step o f the teac hing- learni ng ac t.
of learn ers can now be effect ive)
organ ised and mana oed throu gh ·the 4. Can dev elop prob lem s olv ing ab
0 mult·1 d . ··' I ility and creat ivity amon g the
. -
comp uters . They are pla~1 in~ the role - 1men s1ona servi·ces of they learn ers. There can be so man y progr
of a good instru ctor, a guide a survi sor amme s ava ilable on the comp uter for
and mana ger of the ~ult1 -d1r:1 ensio naJ helpin g the stude nts to devel op probl em-so
activ ities relate d to the produ cts and lving a b ility and creati v~ty among
proce s~es of educ ation . Their such them . Throu gh these progr amme s, they
multi can have enoug h practi ce for solving
educa tion may be summ arise d as below -dime nsion al roles in the field of differ ent types of prob lems, th ink ing ne
: · · w strate gies, orig inatin g new ideas
1. Can act as enqu iry offic er or and const ructin g and deve lopin g some
Guid ance bure au. Since vario us thing ne w and thus becom e more
types of infor matio n can be easily produ ctive and creati ve in terms of vario
store d in a comp uter, it can very well us educati ona l outco
serve the purpo se of a very since re, resou
rcefu l and energ etic enqui ry office r,
s:· can arran ge for simul ation and Gam ing. S im ulatiomes.
w~o can answ er so many querr ies are such techn iques that can be effect ive n and gaming
instan tly witho ut. gettin g puzzl ed or ly used for tra in ing the stude nts in
fatigu ed . St udent s can get every type of an effect ive way throu gh the provi sion of
guida nce and answ er of their quest ions some art ificia r situat ions, and mock-
witho ut feelin g any hesita tion and fear. ups, etc. Comp uters ca n help in a b ig way
Their curio sity can be easily satisf ied to arran ge for such simul ation and
and they can get valua ble infor matio gami ng techn iques . For exam pl e a comp
n regar ding the subje cts and activi ties ute r throu g h its progr amme s may
relate d to schoo l curri culum . put the stude nts in a si tuatio n o f learn
ing, how to save one ' s life from a
2. Can help in pro/ iding suffi cient minin g or fi ring accid e nt or to dri ve an
drill and pract ice. The teach ing ae ropla ne, do a surge ry opera tion or
anq learn ing of the vario us subje cts of face the enem y in the battle field , etc.,
the schoo l curric ulum need suffic ient and then acqui re v aluab le traini ng
amou nt of pract ice and drill work to exper ience w ithout involv ing risk and
be done by the stude nts for the fixati on dang er to their l1fe as migh t otherw ise
of know ledge and skills alrea dy learn happe n in real learn ing sit uation s.
ed in some other way. Comp uters can
help a lot in this direc tion . In actua l 6. Can s uppc lemcn t labor a to ry and
work ing, for exam ple, a comp uter m other pract ical work . Stude nts
displ ay on its scree n a partic ular probl ay m ay ofte n fee l m uch d iffic ulty in te
em to be solve d by the s tuden t s. A rm s of hav in g adequ ate guida nce,
stude nt may respo nd by typin g his answ er de mon strati o n, '. s up ervis ion a nd check
- up o f their pract ical activi ties
throu gh key- board . If th e a ns we r
is not corre ct the comp uter instan tly displ perform ed in labora tories, classr oom or
w orksh ops. Comp uters can help them
ays the word " WRO NG" and if
the answ er is corre ct, anoth er probl em for a lo t in th is direc ti o n . T hrou g h the
w e ll prepa red progr amm·e~ many ,
d1e furth e r drill wo rk is pro v ided .
Com pute r as a mach ine work s quite ex peri ml!nt s in scie nces a nd othe r prac
instan tly . The child has not to wa it fo tical subje cts are demo n1(rated to
chec king his answ er. He is imme diate ly prese r th e m . By obse rv ing these progr a mmes
nted with the prope r feedb ac k , they can !_earn essen ti.9-fla borato ry
and furth er drill work . More over all the and prac ti cal skills for doi ng these exper
stude nts can work he re with th e ir iment s and 'pract ica\.s by thems elves.
own spee d and will to carry on the pract ice C ompu te rs nrny also he lp the m subse
que_ntl y in check i ~g their infere nces
the task quite suita ble to rheir abilit !es
work . The ~o~p ut e r g ives !'1 ~m and co nclus io ns drawn throu gh the ir expe
rim ents a nd g u1de them to proceed
and h~lp th e m in tun e by p rov 1d1ng
prope r\) o n the ir-le arnin g paths .
prop ergw•dan ce and adeq uate pract ice mat e ri a l. \ )

"---- "
 2GO
Education al T I
cc ltiol
7. Can pro,•idc opportu . ogy and Set Co mputer Assisted Instruction
/Jave_the ability and capacit nity for irnpro 261
· .1001 Manageme nt 10. Can pro\'ide valu bl
Jimicless number of lear y to Provide ind · ~cd sclflcarnin g C can help 1· . . .
ners at a e teachin g aid s for instruction . Computers
. 1v1du
computer cannot be a passiv I" a s1ngle .tin1e Ma ,-l!y tailored learnin . on,p
Liters
an d I .n ge neratin g and prod udng valuable teac hino aids for the teach in!.!.
earn mg o f a parti cul ar un it or conce pt. Multi-media functi onin g of th~
case of li:'tenihg to a classro;,n• ~tener .o r inac~ive ~::~ver a student us7nt~: computers have made tl
I . iem a va 1uab le ai•d •1n •itself. You mav ge t 2.rapht. cs
upon the interest and capabilif ecture. Here the p ner as may happen~in a on gwith te xts and al so hea r the sou nd fo r further understand ing. With the
has not to \Vait for the other av ies of the learner At alee of learning depends use ~f PO'-verpoi nt of the MS Office pai nt programme , stored pictures and '
I erage · a ented .
ors ow learners have not to suffi Ors 1ow learners g~ap tcs, scann ed doc un,ents , etc., we may generate and present essenti al
and . ?r genius learner atds for the des ired instructional proces5.
of :'.,e bright and gen1·us s· er on account oftl1 s11nilarly the average
I_lave both I inear and branch · rnce com e speed a d 11. Can help in the various areas and issues related to the teaching-
in puter based programme d . n cap~bilities
op rt . . g structures th instructions can
learning and school manageme nt. Co mpu ters s·pecifica\ly :md gene ra \l y
po un1t1es for the improved self I . ' ey may open a w ·id . provid e valuable help in mana gi ng and controlling almost all issues and
If l · eanung t O II e variety of
se earn mg is further facili tated now ad a types oflearners. Moreover affairs related with the teaching- learning process and world of education
computer s I ike on line dictionarie s d ' .talys by th e advanced services of the e.g.
b k . . , 1g1 a encyclo d' • They hav e a proper control ove r the learning activities of indi vidual
oo rs, d1g1tal mats, glossaries intern t . •. pae •as, manuals, hand-
. . • e ma1 1ino ,- . · studen~s by arrangi ng for the diagnostic testing and remedial education.
conferenc mg, _access to libraries mai·nt . . . :" on me education and.
.
b. ooks and Journals and educationa l Web am1ng d1g1tal · . • They can give ind iv idual assignments to the learners and check their
, ' .• r:esources, electronic
s1.es, etc. progress prope rly.
8. Can povide valuable help in improving Ia .
. , · • They can help in self-s~
t h rol,Jgh their well deve,oped, softwares may help thenguage st d.· t
skdls. Computer , 0 oup-study, supemsed-study, library and .
. u en s to 1earn the art project work, etc.
and technique s of language. communic ation, both verbal and written. These They can play a lead· ng role in the task of evaluating the students'
are availab!e to the learners from (he very beginning oftheir early education. progress, preparihg pr gress re o rt, maintainin g cumulative record
. Small children may learn the concepts and skills oflanguage with the help of and guiding the teache.rs.- a~ell as parents to plan their children' s
such software packages. At the later stage, computer operation may assist education. /
any student ~r; computer operator to co_rrect one's own language errors and
deyelop linguistic ability. I~youare wntingaoy pa~sage by 1:1sin·g Microsoft
• They can play a /4 role-in carrying out computational and probl_em
solving tasks related to almost all the subjects of the school cuniculum.
word, you may use its spelhng check and gramma~1c al check c~mmands for
The advanced research work in the various fields can be very w ell
improvin g your language. These programs may also help you in the
carried out through the data storing. processing and analysis work
· . ent of words and sentences, writing and editing of any document,
rep Iacem . . f carried out through computers.
reading of the proof and prmtmg o t I1~.d oc~ments .me 1u d.mg saving . .
its c_o py • The challenge in terms of special provisions and specific education
r fi use in your file or marlmg 1t to anybody for the desired
1 or . urt 11er · can be very well met with the help of computers, e.g.. we can very
communic ation. · · . well plan a, good education programme for the handicapped children
· C help in•dispens~ ng with the.proble m of carrying Book load. like, deaf ·and dumb, mentally retarded, or problem children and
. · 9
· · an b · · treasurer o f· rn
orking as a l1vrng · fiormat1on
. an d k now Ie d ge delinquents to help them in proceeding well on their learning paths.
. Computer sfi ~ wl . ed tl1e need of buying or consulting a numper of books for a
h I most inis 1 . • The organisatio nal' and administrati ve activiti~s-l!ke setti_ng of school
as~ . .
parti~ular P'.t61 of informatio n and knowledge _. There are a number of
for accessing the-desired informatio n on the internet either
websites avar a ·r~ certain charges fixed. Various publisher and writers have
time table, organisatio n of co-curricula r act1v1t1es, rna,~tenance of
discipline, observation of school rules, '.11aintenance ofvan?us rec?r~s
and resisters arran!.!ing- infonnation , guidance and com munity serv,c~s ,
free of coS t or wrtice of putting their books on internet and you may use and
~ e eping v~'rious ~accounts and observatio n of many financial
---adopte d th e pr;~ks by signing the agreement for doing so. In this way, you
access these b d✓collect different books for getting some or the other
need not to buy an _ _ . .
infonnatio n.

r /_
 262 · . · Educationa·1Tc ch no log };a
nd Sc ho ol Ma na ge me nt
~ ties like fee colleCtion, accounting
dis bu rse me nt, etc ., can
. budget making, salary
be prop~rly do ne thr ou gh
Gorn puters. the he lp of .,
' · I
Limitations and Difficulties
Co mp ute rs ·
a ssiste d instru ctio n as,we have seen -is available
types for helpin g the stu den ts in
in its various
the ir a~ to-instructional activities: It
. ma ny uses a~d ad va nta ge _
s has so
on its credit side and perhaps the
instruction al de vic e most workable
run by the ind ivi -dual learner with litt le or no
assistance. However, when tea che r
coming to the practical use~
from a nu mb er it 'is found to suf fer
of lim ita tio ns an d drawbacks as mentio'n
~- .- ed be low :
Th e -in tro du cti on of CA I. in classrooms proves qu ite
· -~ ~~-?.'~~~- . eco _
n m:n exp ens ive and .
1i/ r·. ·.j· it
ical in ter ms ofo du cat ional returns. ·. ·•
·.2~•~ . pli tet' . .. _ .
s as a~ ele c\r on i:d ev ice , may invit: signifi_ciint hazard
ren . !h ere 1s a pot ent ial (fa s to
th . ~g er for the children
' ~ na ch me orb ed am ag ed by ·1t. · . . . eit her to dam age_
~ -- ,- . . . ch of the difficulty is felt .· _ . .· ·
on accountOfthe unavailability
_v 'r/ ~~ - ·of ed uc ati oh al sof t wa res . Eit her we don't get or usilbility
par any "pr ogr am me for a
tic ula r typ e ofi nst ruc tio n and tea chi ng ofa top ic or
the com.pu ter firms hy sel, are che ate d by ·
ling us the sof t wa res fou nd
· and unusable~ . · . vir tua lly use les s
. . · _
-· 4. Se rvi dn. g of the har d wa re (co mp ute r ma chi _n e)
· pro ble m. If for on e· or the als o pos es a ser iou s · -
oth er rea son s the ma chi ne
exp ert ise to ope rat e it aga is failed, the
in or do rep air wo rk is no
Co n~ equ ent ly, the reg ula t eas ily ava ifa ble .
r ins tru cti ona l wo rk or sel
stu den ts ma y rec eiv e a ma f-s tud y of the
jor set bac k. .
5. Th e aut o-i nst ruc tio n oi
sel f-s tud y car rie d .ou t in the
bas ica llv a lea rne r's con tro for m of. CA I is
lle d ins tru ctio n. · He re the
ma ste r ~f the wh lea rne r is the
ole ins tru ctio nal pro ces s and thu s -the re
sco pe for kee pin g res tra int is a .little.
ind isc ipl ine ; tru anc y;:c are
and che cks on the learriers~
les sne ss and unn ece ssa ry
h may lea d to
oh the part of stu den ts. wa stin of tim e
g
· · ·
6. Th e leilrne rs are sup pos ed to typ e from the key -bo
pen s aga ins t the T.V. scr ard or use lig ht
een for put tin g _up the ir res
lon g stu dy hou rs thi s e·xe pon ses . Du rin g
rds e ma y pro ve qui te bor
and -tir eso me to the stu den ing; me cha nic al
ts. Ho we ver , the y hav e to
· - a wa y to int era live up wit h it as
ct wit h the com put er on acc o~n t of the fac
. no com pu ier up t tha t the re is
till · now tha t. can ~om m~ _mcate and res pon d to the
spe ec I1 a nd wr.ifin g of the stu den ts hke their tea che rs. I-
, _ .· . · I
..... ,..-: : ..... ~
.. ~~ ..... .....,......... .""""'"'"'.,..., •.