EDUCATIONAL TECHNOLOGY
UNIT
-1 EDUCATIONAL TECHNOLOGY
1. Meaning
- Definition
2.
Scope and Significance of Educational
Technology,
3.
Difference between Technology in Education
and Technology of Education,
4.
Aims and Objectives of Educational technology
5.
Approach: Hardware and Software
6.
Difference between Educational Technology and
Instructional Technology
7. Role
of a teacher in Educational Technology.
1. MEANING - DEFINITION
Definition
i. Educational technology is
the application of scientific knowledge about learning and contribution of
learning to improve the effectiveness and efficiency of teaching and learning.
-
G.O.M
Leith (1967)
ii. Educational technology is
the development, application and evaluation of systems, techniques and aids to
improve the process of human learning.
-
NCET
U.K. 1967
iii. Educational technology is
the body of knowledge resulting from the application of the science of teaching
and learning to the real world of the classroom, together with the tools and
methodologies developed to assist in these applications.
-
National Academy of Engineering’s Instructional committee on Education, USA.
iv. Educational Technology in
its wide sense as understood today, includes the development, application and
evaluation of systems and techniques involving men, machines,media and
instructional material as components, so as improve the process of human
learning and attain the educational goals.
- Davis and Hartley.
Meaning
The word “Technology” is derived
from the Greek word “Technic” which means art or skill and ‘logia’ means
science or study.
The “Education” originated from the
Latin word. ‘Educare’ which means “to bring up” or “to nourish” or Education
may be originated from another Latin word ‘Educere’ which means “to lead out”
or to “draw out”.
Thus the educational technology is
the science of study of an art or skill in bringing up or nourishing the
children in the classroom. Broadly speaking Educational technology can notes
three meanings.
Meaning
– 1:
|
“
Using equipments for presenting instruction” |
Meaning
– 2:
Educational technology refers to the
application “scientific principles instruction “and preparation of
instructional materials (software)
|
“
Applying
scientific & psychological techniques in preparing instructional
materials” |
Meaning
– 3:
|
Planning,
implementing & evaluating a system in education according to scientific
principles so as to achieve the educational objectives. |
2. SCOPE AND SIGNIFICANCE OF EDUCATIONAL
TECHNOLOGY
(A)
Teaching Technology
Teaching is a such a classroom activity which is
completed by the interaction between teachers and students. This activity leads
to complete development of students. It differs from instruction in the sense
that only teacher is active and communicative in instruction while in
teaching,students fully participate in the learning process and outcome is the
result of interaction between teachers and students.
Teaching technology refers to the application of laws and
principles of science and philosophy for realizing certain objectives in
education.Teaching which is an art in itself is made a science when technology
gives it a practical,objectives and goal based shape.
Characteristics of Teaching Technology
1. This
technology can make the teaching effective.
2. This
technology also takes the help of sociology , philosophy and psychology from
planning to controlling stages.
3. Here
inputs,process and output work together and result in the form of behavioural
changes coming to the fore every moment.
4. All
the three domains of objectives,cognitive,affective and psychomotor can be
achieved by this technology.
5. Teaching
can be organised on any of the three
levels – memory,understanding and reflective levels by the use of teaching
technology.
6. New
teaching theories can be developed by the use of teaching technology.
7. This
technology is equally effective to all grades of
learning,i.e.,primary,secondary,post secondary etc.
B) Behaviour Technology
This technology emphasises the application of teaching
and learning principles into teaching so that behavior of students as well as
teachers may be modified in accordance with the objectives of teaching. Because
of this reason, this technology is also known as training technology.
This technology is closely related to psychology. Psychology
is the science of behavior and learning is the modification of behavior through
activities and experiences. Behaviour technology applies all these principles
of psychology to bring about desirable change in behavior.We can train the
behavior of any person by reinforcing his desirable response (Skinner)
This technology puts more emphasis on the behavior of the
teacher only.For this purpose,behaviour of the teacher than that of students
and whatever changes we want to bring about in the behaviour of learners can be
brought through the behaviour of the teacher only.For this purpose,behaviour of
the teacher is closely monitored and reinforced by expert observers.
Content of Behaviour Technology :
A
teacher learns the following subject – matter (topics) under this technology:
1. Meaning,assumptions
and principles of teacher’s behaviour.
2. Methods
of observing teaching teacher’s behaviour and its rating.
3. Analysis
of teacher’s behaviour .
4. Manifestation
of behaviour under different situations.
5. Evaluation
of teacher’s behaviour and its manifestation.
6. Different
models of teacher’s behaviour.
7. Different
techniques of developing teacher’s behaviour,i.e.,reinforcement models.
8. Micro
teaching,team teaching and stimulated teaching .
9. Social
skill training
10. T
group training .
Characteristics of Behaviour Technology
1. Psychology
is the base of this technology.By using
psychological principles and methods teachers behaviour can be modified
in the desirable way which will lead to the desirable changes in the behaviour
of the learner.
2. Teaching
skills can be developed in teachers with the help of this technology .It means
that teachers behaviour in the class can be observed and suggestions canbe
given by experts for improvement.
3. Reinforcement
is the backbone of this technology which is used at all desirable responses.
4. Here
teaching activities are evaluated objectively.This makes the evaluation free
from bias.
5. This
technology emphasizes more on the realization of psychomotor objectives.
6. This
technology is based on the use of software technology and role of machines is
negligible here,through video recording devices can be used for observation and
reproduction of behaviour.
7. This
technology is especially useful for teacher training institutions where
modification of teacher’s behaviour in the desired direction is needed.
8. This
technology is also useful for principals of schools who can observe the
classroom behaviour of their teachers
and suggest remedial measures.
9. This
technology can tell us how teaching can be made successful by keeping the
individual differences of students into account.
10. Content
and methods of communication both can be used in order to improve teaching
aspects in the class.
C)
Instructional Technology :
Instructional
technology refers to the communication of content or informations to the
learner.Content can be presented on all the three levels.Instructional
technology.can however,present the content to the second level of teaching only
and we will have to take help of teaching technology for reflective level of
teaching.
Similarly,communication also has two elements
– verbal and non verbal . For example,questioning by the teacher and its
responding by the students in the class is verbal communication.But in non –
verbal instructions teacher uses his body actions gestures,stimulus variations
and material aids for communicating the content.For example,if a teacher wants
to convey the meaning of jump to the class,he jumps slightly and say it is
jump.This is non- verbal instruction.
Instruction
can be given either by the teacher or by the machine and it does not make any
difference.For example,open universities use TV,radio or Internet for
instructing thousands of students in a single setting and whosoever is
interested can take the benefit of this programme.Thus,instructional technology
is based on hardware approach i.e.,here teaching – learning material can be communicated to learners by
using audio – video recorders,radio,television,or computers.Direct interaction
between the teacher and the students is not seen here as is the case of
teaching or behaviour
technologies.Instruction can not be termed as teaching due to lack of
participation on the part of students .Even a teacher becomes an instructor
when he does not invite the students to participate in the lesson.Inspite of
that if an instructor is very much effective in his communication skills,he can make the instructions living
and interesting.This technology basically refers to communication of contents
in an effective manner either by a teacher or by a machine.
In
instructional technology
too,instructional materials are prepared keeping I view the objectives
formulated in advance.Then subject- matter is presented by using different
strategies,techniques and material aids.Finally the outcomes are evaluated in
terms of the objectives in order to ascertain whether instructional process is successful
or not.In order to make instructional technology a success,knowledge of
psychological and scientific principles and laws and awareness of social values
and norms is a must,i.e.,Maxims and principles of teaching must be kept in mind
while preparing instructional materials.
Content
of Instructional Technology : Following Subject – matter are studied in this
technology:
1. Meaning
and definitions of instructional technology.
2. Meaning
and principles of programmed instruction.
3. Linear
programmed instruction,meaning,concept ,principles and models.
4. Branching
programmed instruction,meaning,concept,principles and models.
5. Computer
assisted instruction,its nature and various models.
6. Construction
of programmed instruction in various subjects.
7. Adjustment
procedures of individual differences and development of suitable equipments.
8. Media
and printing equipments and their functioning .
9. Principles
of learnings and instruction.
10. Devices
of feedback and their uses.
Characteristics of Instructional Technology.
1. 1.Objectives
of cognitive domain can be achieved by the use of this technology.
2. This
technology can fill up the deficiency of effective teachers because we can
communicate the instructional materials to thousands of learners at a time by
recording the teaching of an effective teacher into machines.
3. By the
use of this technology,students can learn according to their own ability and
needs,e.g.,if the rate (speed) of learning of a student is very slow ,he can
rebound the tape recorder or log on the website more than once until the topic
is clear to him. Thus,with the help of this technology,we can control the
problem of individual differences to a great extent.
4. Right
responses of students can be reinforced regularly which will lead to further
right responses to occur.
5. This technology
is also based on principles of psychology and social values and instructional
materials are prepared by the following these principles and values.
6. By
using this technology into researches instructional principles can be developed
7. Comprehensive
analysis of the subject- matter is also possible with the help of this
technology and it can make the prwesentation easy and logical.
D)
System Analysis
This
approach of instructional design is related to management technology.By its
decision making processes, this technology has greatly influenced the fields of
industry,trade.administration and military.
The assumptions
of this system are that every human behavior works as a component of an
organized system and since no system is perfect in itself, we can come to know
the defects, of the system by analyzing various components of the system. And
after knowing the defects improvement can be made. For example, administration
of a school is not an independent entity in itself but it is only a part of the
whole educational administration as well as the society. So, administration of
the school is definitely influenced by
these two greater systems. If we want to remove the defects of any school
system, it is necessary to analyse all its internal and external elements
separately and quantitatively.
Procedure
of system analysis:
System
analysis is comprised of the following steps.
Step
1: Formulation of objectives:
This is the most difficult step of the system analysis
where objectives are determined keeping in view the budgetary and human
resources,plants,equipments,rules and regulations imposed by the education
department of the state and the output produced by other schools and so on.
StepII:
Assessment of activities :
Here we find out
the areas where the defects lie after making quantitative assessment of all the
activities of the system.
Step
III: Collection of Data :
After identifying the problems relevant data are
collected to know whether they are really problems and if they are really
problems.then to what extent they are affecting the system.Statistical methods
are used for collecting data.
StepIV:
Analysis of Data :
Sometimes we consider those things as problem which are
not problem in real sense.Analysis of data helps us to verify or deny a problem.Thus,this
is the step of hypothesis testing.
StepV
: Determination of the Problem :
Here
,problem is defined in clear and behavioural terms.
Step
VI : Explanation of the Scope of the Problem :
After knowing and ascertaining the problem ,its various aspects
are explained comprehensively.Then each of these aspects are studied in detail
in the context of other school systems.
Step
VII : Outlining the solution :
Here, new outline is prepared for the
solution of the problem.This solution is based on different models of the
system working in the society.
Step
VIII: Use of the new model:
For the purpose of reaching the solution of the problem
,new model is introduced in the system.
Step
IX : Evaluation of the new model :
After applying the model into system ,its outcomes and
effects are evaluated every now and then. This process continues till the model
coincides with the objectives decided in the beginning.
StepX
: Comprehensive generalization :
If this model is found fit for successful functioning of
one system,it is published for extensive uses in other systems.
Items
of System Analysis: We can analysis the system of a school on
the basis of the following items and improvement can be made accordingly:
1.
Teacher – Students ratio.
2.
Classroom students ratio.
3.
Library and lab facilities.
4.
Facilities for co – curricular activities.
5.
Working hours and working days in a
particular session.
6.
Number of homework and class work given to
students.
7.
Number of unit tests in a year.
8.
Regular checking of CWs and HWs.
9.
Number of punishment given to defaulters – (
teacher and students both can be defaulters).
10.
The number of teacher – parents meet in the
school in one session and so on.
Contribution
of Educational Technology:
1.
Micro
Teaching, Simulated Teaching, Interactional Analysis, AV aids, Programmed
Learning
2.
Has
base from (i) Psychology science, technology, system art, av aids and machines
are used.
3.
Based
on the application of science knowledge.
4.
Makes
T.L. process easy, clear, interesting and scientific.
5.
Helps
to evaluate outcomes.
1.
DIFFERENCE
BETWEEN TECHNOLOGY IN EDUCATION AND TECHNOLOGY OF EDUCATION
Technology of Education
Technology of education is
inhernet in education itself. It refers to the application of behavioural
sciences like psychology of educational theories and practical teaching –
learning problems, instruction and motivation etc., It is concerned with the
study of educational problems and the techniques to be used in solving those
problems so that the best results are achieved. Broadly speaking, technologies
of planning, financing and administration are also covered under the concept of
technology of education. Techniques of curriculum planning, transacting and
evaluating also come under the same concept. Here we use the principles derived
from psychology of learning.
In general, the following
techniques are used in order to meet the objectives of the concept:
1. Analysis of instructional problems.
2. Selection of instruments for evaluation.
3. Selection of strategies to obtain the desired result
from the teaching – learning process.
4. Teacher behaviour.
5. Programmed learning.
6. System analysis.
Technology in
Education
The term ‘technology in
education’ is a service concept like technology in the service of agriculture of
farmers or science in the service of mankind. It refers to the use of
equipments and machines for educational purposes. It involves the use of a wide
range of audiovisual equipments, hardware and sophisticated electronic devices
like film, projectors, radio, television, tape recorder, teaching machines,
computer and internet, etc. Educational technology as explained earlier is a
wider term as compared to technology in education. It includes hardware
approach, software approach and systems approach to technology.
Technology in education refers
to the application of engineering principles and technology in the process of
education. Basically, it is known as hardware technology.
Silverman (1968) referred to
technology in education as ‘relative technology’ and technology of education as
‘constructive educational technology’.
Differences between
Technology of Education & Technology in Education
|
No |
Area |
Technology
of education |
Technology
in education |
|
1 |
Basis |
It is
based on child psychology (age, ability & mental level) |
It is
based on the principles of physical sciences or engineering sciences. |
|
2 |
Approach |
It is
software approach to education. |
It is
hardware approach to education. |
|
3. |
Origin |
Its
origin lies in the application of behavioural sciences to the problems of
learning and motivation. |
Its
origin lies in the application of physical sciences or engineering to
education. |
|
4. |
Nature |
It is
inherent in education itself. |
It
receives inputs from outside. |
|
5. |
Contents |
Analysis
of instructional problems, learning aids and three dimensional objects. |
Hardware,
different types of projectors, audio – visual aids. |
|
6. |
Examples |
System
analysis, teacher behaviour, management of teaching – learning, programme
instruction. |
TV,radio,
projector, etc., |
|
7. |
Realtion |
It is related
to learning. |
It is
related to teaching aids. |
|
8. |
Requirement |
The use
of this approach does not require skilled personnel as in hardware
technology. |
Skilled
personnel in hardware technology are required. |
|
9. |
Flexibility |
This approach is
very flexible. The material can be recognised according to the needs of the
learner. |
This approach is
relatively rigid. |
|
10. |
Type |
It is called
constructive educational technology |
It is called
relative technology |
|
11. |
Contribution to the
educational system |
This approach is
very helpful in understanding the need of the learners and educating them
accordingly. |
It is useful in
mass education programmes. |
|
12. |
Cost |
It is less costly. |
It is expensive. |
|
13. |
Use of electricity |
May not require
electricity |
Use of electricity
is more or less insdispensable. |
A word of caution: There
is no clear cut demarcation between hardware of technology of education and
software like black boards and films. Sometimes such aids are treated as
elements of technology in education also.
2. AIMS AND OBJECTIVES OF EDUCATIONAL TECHNOLOGY
The objectives of Educational
Technology at macro level or broad level are as under:
1.
To identify educational needs of the community.
2.
To determine the aims of education.
3.
To develop a suitable curriculum.
4.
To determine appropriate strategies.
5.
To identify the resources-human and non-human.
6.
To locate the major obstacles in the way of proper development of learners.
7.
To suggest remedies to overcome the above traced out obstacles.
8.
To manage the whole system of education.
Specific
Objectives
The
objectives of educational technology at micro-level i.e., in view of specific
class-room teaching are as under:
1.
To identify the educational needs of the pupils.
2.
To determine the class-room objectives in behavioural terms.
3.
To analyse the contents of instructions and organise them.
4.
To plan the teaching strategies.
5.
To identify the resources-human and non-human.
6.
To evaluate class-room teaching in terms of students’ performance.
7.
To provide feedback to the teacher and the students for betterment of
teaching-learning process.
Regarding
objectives of Educational Technology, Hilliard Joson has given the following
objectives :
1.
Transmission of Information.
2.
Serving as role model.
3. Assisting
the practice of specific skills.
4.
Contribution to the provision of feedback.
Main Objectives of Educational Technology
1.
To help in the environment of facilities required in the teaching learning
process.
2.
To make the class-room teaching more effective.
3.
To modify the behaviour of the teacher and the learner.
4.
To improve and update the methods of learning.
3. APPROACH: HARDWARE AND SOFTWARE
HARDWARE APPROACH:
The hardware approach is based on the
application of engineering principles for developing electro-mechanical
equipment for instructional purposes. Motion pictures, tape recorders,
television, teaching machines, computers are called educational hardware.
Hardware
approach mechanises the process of teaching so that teachers would be able to
deal with more students with less expenditures in educating them.
Human knowledge has three aspects:
§ Preservation,
§ Transmission and
§ Development.
The
history of preservation of the knowledge is believed to exist
since the printing machines started. The knowledge is preserved with these
machines in the form of books which are shelved in the libraries, tape
recorders and films.
The
second aspect of human knowledge is its transmission. A teacher can
impart knowledge himself to his pupils. Now a days, transmission of the
knowledge is supported by machine like mike, radio and television. With these,
thousands of pupils enjoy this home-delivery of such benefits.
The
third aspect of human knowledge is its development. For this
aspect, provisions are made for research work. In the research programmes, the
main function is the collection and analysis of data. For this purpose,
presently the researcher uses the electronic machines and computers. Hence, all
the three aspects of knowledge allow the use of machines. In short, the
teaching process has been mechanized. The mechanization of teaching process is
termed as the Hardware Approach.
SOFTWARE APPROACH:
The software approach used the principles of
psychology for building in the learners a complex repertory of knowledge or
modifying his behaviour. It originates from behavioural sciences and their
applied aspects concerning psychology of learning. Psychology of learning
provides solid technology for bringing desirable behavioural changes in the
pupils and thus serves the cause of education of laying down definite
instructional procedure, teaching behaviour and behaviour modification devices.
The pioneering work in software approach was
done by Skinner and other behaviourists. The programmes which such a technology
produces are often called software. Software Approach is also termed as
Instructional Technology or Teaching Technology or Behavioural Technology.
Newspapers, books, magazines, educational games, flash cards may also form part
of software. Software approach is characterised by task analysis, writing
precise objectives, selection of appropriate learning strategies, immediate
reinforcement of responses and constant evaluation.
Hence Software Approach is concerned with
teaching objectives in behavioural terms, principles of teaching, methods of
teaching, reinforcement of instructional system, feedback, reviews and
evaluation. Software approach tries to develop all the three basic components
of technology, i.e. Input, Process and Output.
HARDWARE & SOFTWARE TECHNOLOGIES
|
Hardware Technology |
Software Technology |
|
1. Hardware technology has its origin in physical
sciences and applied engineering. |
1. Software technology has its origin in behavioural
sciences and their applied aspects concerning psychology of learning |
|
2. Here we are more concerned with the production and
utilization of audio visual aid material and sophisticated instruments and
mass media for helping teacher and learners in their task. |
2. Here we try to make use of psychology of learning
for the production and utilization of software techniques and materials in
terms of learning material, teaching-learning strategies and other devices
for smoothening the task of teaching learning. |
|
3. It tries to adopt product-oriented approach. What is
produced through software technology in the shape of teaching-learning
material and strategy in being utilized by the hardware instruments and
gadgets for effective teaching learning. |
3. It tries to adopt a process-oriented technique or
approach for the production of teaching-learning material and strategies. The
material produced here is made available for being used by the hardware
application. |
|
4. It is based on the concept of service meaning hereby
that it provides services in the field of education much in the same way as
provided by telephone, electric heater, bulb etc. in the sphere of our day to
day life. In this sense hardware technology clearly stands for making use of
technology in education. |
4. Software technology does not provide direct services
to its users as provided by hardware technology and applied engineering. It
helps in the production of software material being used by the hardware
applications and gadgets for delivering their service to the users i.e.
teachers and learners. |
|
5. As examples of the appliances and gadgets being used
in hardware technology service we can name radio, television, tape recorder,
video, slides and film projectors, teaching machines and computer etc. |
5. As examples of the material produced through
software technology we can name, programmed learning material teaching
learning strategy on psychology of learning (put into practice in the shape
of charts, pictures, models, slides filmstrips, audio and video cassettes,
software packages etc.) |
|
6. Hardware technology needs the services of software
technology for its use and functioning. It can’t go without the aid of
software technology e.g. computer hardware in the shape of a machine like
device is of no use if it does not make use of software services both for its
operation as a machine and its multi-dimensional utilities. The use of
application and utility software is in fact must for taking any service from
the hardware technology of the computer. |
6. Software technology
proves most useful and productive in the case if it is assisted and made into
use by the hardware applications and gadgets. However, it can go alone for
delivering its services to the users without calling aid from the hardware
technology i.e. you can make use of programmed learning material a graph a
text, etc. directly for the individualized as well as group instructions. |
|
7. Hardware technology has its mass appeal and
utilization. It can contribute a lot in handing over the educational benefits
to masses with greater case and economy. |
7. Software technology has no such wide application and
appeal to masses as found in the case of hardware appliances like radio,
telephone, computer application, etc. |
|
8. Hardware technology has resulted in improving the
efficiency of educational, means and reducing the cost of education. A
teacher may handle a big class with the help of hardware appliances like
microphone, slide and film projectors etc. |
8. Software technology also works for
increasing the efficiency of the teachers as well as learning. However, it lags
behind in the task of improving efficiency and reducing the cost of
education. |
4. DIFFERENCE BETWEEN EDUCATIONAL TECHNOLOGY AND
INSTRUCTIONAL TECHNOLOGY
Educational technology is more comprehensive and broad-based concept.
Instructional technology is a sub system of the main system of educational
technology. Education is comprehensive process and imparting of instruction is
one of the several means to achieve the goals of education. As a result, the
technology of instruction may be regarded as a part of section of the whole
phenomenon of educational technology.
In
strict sense, instructional technology is concerned with determining and
providing appropriate stimuli to the learner to produce a certain type of
responses for making learning more effective. On the other hand, educational
technology is concerned with the scientific use of the available human and
non-human resources for solving various problems of education (including
instruction) for optimizing the result of the whole teaching-learning process.
The terms educational technology and instructional technology
may seem interchangable, but they in fact have important important subtle
differences, when understood can make the differences to an educator(s)
planning and inplementation of instruction. The analysis between educational
technology and instruction technology are in fact found at the roots of their
definitions.
Education is defined as the "activities and resources that support
learning". This refers to all activities and resources both planned and
unplanned that contribute to a students' learning regardless of whether the
learning is intentional or unintentional. On the other hand , instruction
refers to " activites structured by someone other than the learner and
oriented toward specific ends. Instruction is part of the education as a whole
but instruction, unlike education, is carefully mapped out in every detail.
Educational
technolgy is defined as "the study and ethical practice of facilitating
learning and improving performance by creating using, and managing, appropriate
technological processes and resources. Instructional Technology is defined as
"the theory and practice of design, development, utilization, management,
and evaluation of processes and resources for learning"
Contrast the characteristics of educational technology and Instructional
technology
|
Educational |
Instructional |
|
Teaches about technology as a content area |
Teaches with technology (uses technology as a tool) |
|
Key words: integration and education |
Key words: learning environments, instructional systems and
process |
|
Shape curriculum or solve performance |
Focus more on the development and creating of the learning
system that involve some type of technology |
|
Primary Goal: Technological literacy for everyone |
Primary Goal: To enhance the teaching and learning process |
|
Concerned with the broad spectrum of technology (How humans have
designed and innovated the natural world ) |
Primarily concerned with the narrow spectrum of information and
communication technologies |
5.
ROLE
OF A TEACHER IN EDUCATIONAL TECHNOLOGY.
Generally teachers retained many of their
traditional roles (e.g. class leader or director, lecturer, information giver,
discussion leader). They also negotiated multiple new roles in Gaelic language
classrooms that utilised innovative technology-supported practices. The new
teacher roles identified were: instructional designer; trainer; collaborator;
student; silent partner; team coordinator; advisor; and monitoring and
assessment specialist. Each role was associated with specific activities and
was made possible by the use of technology in support of project-based learning
in inquiry-based instructional methods.
“Instructional designer” is one of the more common new roles taken
on by teachers. Much like the “self-learner” role adopted by students, teachers
in this role found themselves designing, planning and organising their
classrooms in order to effectively use and integrate technology into their
Gaelic language lessons. “The instruction designer takes into account all of
the resources available to meet the variety of needs his/her students have and
implements well-designed activities to address those needs.” (Kozma, 1994)
The role of “trainer” was
also reflected in the study. “Trainers” give individual instruction to enable
skilled development. This training or mentoring was accomplished through
modelling the use of multimedia and technology, and helping the students see
how they might use software tools to accomplish unique language learning tasks.
The “collaborator” role
was also evident. “Collaborator refers to a variety of activities teachers
undertake to work with their colleagues to improve their instruction.” (Kozma
& Schank,1998). These activities included informal sharing with colleagues
and team teaching. They also included collaborating, sharing and learning with
the students as equals. “I am convinced that the best learning
takes place when the learner takes charge..,”(Papert,1993:p. 25).
“Team co-ordinator” was another teacher role supported
by the data collected. The focus of this role was on the active assignment of
individual students to project or portfolio teams. In addition to opening up
opportunities for collaborative and social learning activities, teachers who
assumed the “team co-ordinator” role created opportunities for peer tutoring,
apprenticeship modelling, and support between students with mixed ability
levels.
The role of “enabling
advisor” refers to those teachers who gave assistance, advice,
suggestions or posed questions in a way that enabled students to find the
information they needed to complete particular multimedia or language-learning
tasks. “Teachers who give so much autonomy to their students are thereby
declaring their belief in a radically different theory of knowledge, one that
entails far more work for them as well as their students (Papert, 1993:p. 63). A common term used sometimes to
describe this role is the term ‘facilitator’.”
The “mentoring and
assessment specialist” refers to the new role where teachers and
students alike mentored and monitored performance and attempted to assess and
improve that performance.
These various teacher roles align
with, and exist in tandem with the new student roles previously outlined.
Additionally the new teacher roles appear to overlap the different student
roles observed in the schools. The student role of “self-learner” is
complemented and supported by the roles the teachers play as “trainer”,
“instructional designer”, and “monitoring and assessment specialist”, and visa
versa. The student role of “knowledge manager”, a creator of Gaelic language
knowledge portfolios, is related to and supported by the advisor, instructional
designer, team co-ordinator, and collaborator roles that teachers adopted.
Indeed many roles were inter-changeable throughout the observations.
