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BEd 2nd Year Strength and Uses of ICT Study Material Notes

BEd 2nd Year Strength and Uses of ICT Study Material Notes

BEd 2nd Year Strength and Uses of ICT Study Material Notes

BEd 2nd Year Strength and Uses of ICT Study Material Notes: a2znotes.com presents Study Material Long Question Answers based on the Latest BEd syllabus for Information and Communication Technology of Pedagogy of Social Science. Long Question Answers are one of the major scoring ways as far as the BEd Pedagogy of Social Science Exam is concerned.

Here in this post, we are Long Questions and Answers for the Definition or Meaning and importance of Strength and Uses of Information and Communication Technology, Uses of Media in Education. If you are preparing for BEd 2nd Year Pedagogy Social Science Examination, this can help you a lot with preparation. At a2znotes.com you can find all the study material, notes, question answers, and sample model practice papers in a single place.

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BEd 2nd Year Strength and Uses of ICT Study Material Notes
BEd 2nd Year Strength and Uses of ICT Study Material Notes

Strength and Uses of ICT

1. They Facilitate Diverse Learning Objectives. In distance teaching 2 the instruction moves away from the conventional face-to-face teaching mode and reasonable reliance on various other media becomes necessary to meet diverse learning objectives. Printed matter cannot meet all learning objectives very efficiently. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

2. They Contribute to Specific Learning Activities. Certain non-print media formats and delivery systems contribute particularly well to distance in students learning activities. For example, audio tapes or computers can be used effectively to drill and practice learners in arithmetic and language learning Electronic media can help promote the ‘discovery approach to learning.

For example, a film can be exploited for discovery teaching in the physical sciences Students keep watching the various sections of the film until they perceive relationships between the visuals. Then they are curious to find out the principle that explains those relationships. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

Likewise, in the social sciences, various me types can be used to present learners with visual and auditory experiences that provide related inquiry. Films and simulations are often used to present life’ or “laboratory learning situations requiring inquiry into problems discovery of their situations. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

3. They Motivate Learners Psychologically. The use of electronics has proved psychologically exciting for students—both in the preparation and the participation stages—and consequently, it promotes learning. Several introductory functions, such as directing attention, arousing mot providing a rationale, etc., may be served by non-print media more e than by a printed text. The variety and newness of these media excite students for learning. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

These media have special power to stimulate imagination and inter appeal to the neo-literate while, the print material turns out to be stumbling. block for such learners. For example, the experience of Korea in providing non-formal education with the use of television has shown that “the excitement of television sometimes leads participants in a project to undertake tasks they might otherwise hesitate to attempt.”

4. They Help Learners get Involved. Many studies have emphasized how the non-print media achieve learner involvement and participation and thereby facilitate learning. Continuous active participation is lacking in learning At a distance through conventional texts where students’ responses to the instructional stimuli and the reinforcement of correct responses are delayed. Some electronic media lend themselves more to student participation than print material.

Heinrich et. al. (1982-83) quotes the study of may be Lumsdaire (1958) who found that psychomotor skills are learned better if practiced while watching a film in which those skills are being performed. Similarly, overt written or oral small responses during a film have been found to facilitate learning. Even convert responses like a silent repetition of key vocabulary and specified points in a lesson are found to be effective. A group discussion after the use of video cassettes or films can also be used to enhance learning.

5. They Increase Students’ Concentration. Moreover, electronic media-directed instruction increases students’ concentration on a task because teachers employing television for instruction have found that televised instruction receives more concentration and has fewer diversions than classroom instruction. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

Because instruction through media is structured, the objectives are clearly defined, and the instructional environment is created to achieve those objectives. Printed material is also structured with clearly stated objectives but fails to create the desired atmosphere. Media help provide a learning atmosphere in which students actively participate in the learning process.

6. They Accommodate Individual Needs. Moreover, non-print media have the flexibility of accommodating individual needs and interests, especially through computers. The emergence of technological advances has very well coincided with the increasing awareness of individualized instruction. The Variety and flexibility of new media offer the opportunity to adapt any media combination for use in individualized instruction. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

For example, the programming of instructions of the system of audio tutorial instructions is specifically designed for individualized learning. Audio tutorial relies on the audio recording to individually guide student learning activities.

Through individualized instruction, it is possible to treat groups of students to suit the common characteristics they exhibit. For example, handicapped students, who are in particular need, get special instructional treatment.

In our way, we can verb best adjustment instruction according to the characteristics of any given group of students. Adjusting instruction to these special groups requires a heavy reliance on technically developed media and materials and the appropriate selection of those materials to meet the specifications of deeds.

7. They Help Learning Monitor the Information Input. Some of the technological devices like audio cassettes and video cassettes allow the learners the freedom of choice and the length of information they would like Bet exposed to. They also allow them the freedom to listen to and/or view the whole/part of an information pack as many times as they would like to p these technologies also enable them to choose their own convenient time for any given information.

8. They Extend the Role of a Teacher. With the use of non-print, the role of a teacher extends further than merely being a dispenser of information Media utilization permits teachers to become creative managers of the learning experiences. They can find more time to spend on diagnosing students’ problems, holding consultations individually, and offering counsel and guidance.

Use of Media in Education

Practically, every distance education expert calls for the integration of the Education planners to decide that media-print and non-print should be built into the curriculum in an inseparable fashion because different media serve to differ educational functions.

The distance learner, to a great extent, is deprived of face-to-face interaction. Combined with the print medium and non-print me can play an integrative role to compensate for the absence of the normal teacher-learner relationship which is lacking in distance education and provide for the varying needs of the learners. The additional media may bring certain levels of understanding that would not otherwise be possible. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

In practice, distance education depends mostly on a ‘master medium occasionally combined with other media. Although found desirable, there is a set pattern to guide the combinations of media in distance teaching.

Different distance teaching instructions combine various media according to their needs target groups, philosophies, resources, and course contents. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

Various applications of media-mix or various approaches to combining media can be described as follows:

(1) Integrated,

(2) Complementary,

(3) Supplementary, and

(4) Independent.

These approaches have been discussed in the following subsections :

1. Integrated Media. An integrated approach is decided at curricular le It means that ‘non-print media are totally integrated with the ‘master med in most of the cases the master medium is the print. If we present this integral of media in mathematical terms, we can say that the hundred percent of information is divided between the two media types.

It could be 80% print 20% non-print or 70% print and 30% non-print and so on. Both media should be integral parts of course development and delivery. Timely instructions are given in the text of either type for the use of the other.

The integration of media is such that in this approach the, students recognize that ‘non-prinť media also have something ‘special to teach them, and they are taken seriously. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

As watching TV is a part of the syllabus, indirectly students are forced to watch it. There are assignments and examinations based on ‘non-print media parts. This media mix is well adjusted to the time assigned to students for that course and it does not require extra timings. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

2. Complementary Media. In the complementary approach, the decision is taken at the syllabus-framing level. It is decided that the whole information is transmitted through print and non-print media and the division is sharply defined. For example, if 70% is for print then 30% is for non-print media. This division is clearly indicated in the very beginning, i.e., out of ten units/topics 7 will be covered through delivered texts and 3 through additional media.

This approach is particularly suitable for science subjects or subjects having both theoretical and practical components like engineering,

3. Supplementary Media. The prime aim of this approach is to enrich the experiences of learners. The ‘master- medium’ (mostly the print) contains the med percent information and some part (s) of that information is again provided through the other medium. For example, a case study might be presented on TV for a better understanding of a theoretical principle discussed in a management course; or, a film on sanitation or nutrition can be shown after a discussion about it in a rural development course.

4. Independent Media. By the independent approach, we mean that form is distance teaching which does not use the print medium to a large extent. Here again, the hundred percent of information is through non-print media (except a few media notes). This approach is very appropriate if the target group is not well educated, or has not developed reading habits or the course itself consists of total practical training. (BEd 2nd Year Strength and Uses of ICT Study Material Notes)

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