M.Ed syllabus for session 2012-13

Paper IV (Option i ): Educational Technology – I

Time : 3 Hours Max. Marks : 100 (External : 80, Internal : 20)

NOTE : a) FOR PAPER SETTER

i) Paper setter will set 9 questions in all, out of which students will be required to attempt 5 questions.

ii) Q.No. 1 will be compulsory and will carry 16 marks. It will comprise of 4 short answer type questions of 4 marks each to be selected from the entire syllabus.

iii) Two long answer type questions will be set from each of four units, out of which the students will be required to attempt one question from each unit. Long answer type questions will carry 16 marks each.

b) FOR CANDIDATES

Attempt five questions in all, selecting at least one question from each unit. Question No. 1 is compulsory. All questions carry equal marks.

Course objectives: After completing the course, the students will be able to: ␣ explain the meaning, types and scope of Educational Technology

␣ formulate instructional objectives for different domains ␣ explain the concept of variables, phases and levels of Teaching ␣ describe different Models of teaching and develop two sample lesson plans ␣ explain Microteaching and Flander’s Interaction Analysis along with their principles and

processes.

COURSE CONTENTS UNIT – I

a) Educational Technology: Concept, Nature and Perspective. b) Development of Educational Technology in Historical Perspective, Components of

Educational Technology: Psycho-Technology, Planning Technology, Management- System Technology, ICT.

UNIT – II

a) Objectives: Differentiation and Derivation from Aims to Goals, General Objectives from Goals and Instructional Objectives from General Objectives.

b) Formulating Instructional Objectives, Categorization of Objectives in Taxonomic Categories of Cognitive, Affective and Psychomotor Domains.

UNIT – III

a) Teaching: Concept, Variables, Phases and Levels of Teaching: Memory, Understanding and Reflective level.

b) Models of Teaching: i) Inductive Thinking Model, ii) Mastery Learning Model,

iii) Non-directive Model.

UNIT – IV

a) Teacher Training Techniques: Simulated Teaching and Microteaching.

b) Observation of Classroom Interaction: Flanders Interaction Analysis: Concept, Assumptions, Coding and Decoding Procedures.

SELECTED READINGS

1. Ahuja, M. (2007), Mastery Learning- A Practical Approach, Meerut: Vivek Publishers. 2. Bhushan, A & Ahuja, M. (1992), Educational Technology, Meerut : Vikas Publication. 3. Bigge, M.L.& Hunt,M.(1968), Psychological Foundation of Education, London : Harper

and Row Publishers. 4. Bloom, B.S. (1972), Taxonomy of Educational Objectives. A Hand Book- I (Cognitive

Domain), New York: Devid Mokeay Campo. 5. Das, R.C.(1993), Educational Technology : A Basic Text, New Delhi : Sterling

Publishers. 6. Dececco, J.P. & Cramford, W.R.(1970), Psychology of Learning and Instructions, New

Delhi : Prentice Hall of India Pvt. Ltd. 7. Flanders, Ned A. (1978), Analyzing Teacher Behaviour, London : Addison Wesley

Publishing Co. 8. Gage, N.L. (1978), The Scientific Basis of the Art of Teaching, London : Teacher’s

College Press. 9. Joyce, B. Weil, M. & Showers, B. (1985), Models of Teaching, New Delhi : Prentice

Hall of India Pvt. Ltd. 10. Mehra, V. (2010), A Text book of Educational Technology, New Delhi : Sanjay

Prakashan.

viva voice - guidelines for students

What is a viva?

The viva voce, shortened to the word ‘viva’, is:

‘an oral examination, typically for an academic qualification’, derived from the Latin: ‘with the living voice’ (Ask Oxford 2006).

Your dissertation demonstrates your skill relating to the written presentation of your research. In the viva you will demonstrate your ability to participate in academic discussion with research colleagues: ‘with the living voice’.

Its purpose is to:

• confirm that the dissertation is your own work;
• confirm that you understand what you have written;
• investigate your awareness of where your original work 
• provide a developmental opportunity for considering future research options.

1. All students are advised to re-read their dissertation carefully. If you notice any mistakes, don’t panic. Make a note of them so that it won’t be a surprise to you if they are mentioned in the viva, and so that you can address them when you are making your final corrections following the viva;

• as you read, make summary notes on the main points on each page;
• print out the contents pages with plenty of spacing, and write very brief summaries of the content under each heading;
• practice telling the story of the whole research in 2 minutes;
• practice telling the story of different chapters, each in 2 minutes;
• identify areas of weakness and make notes on each;
• identify the elements of originality in your dissertation;
• identify your contribution to knowledge;
• identify the theoretical, research, and practical implications of your findings.

1. You are not expected to memorise your thesis. You can take it into the viva with you, and it is acceptable to refer to it to remind yourself of specific details. However, it will not impress the examiners if you flick forwards and backwards trying to find what you are looking for. Some people choose to use small ‘post-it notes’ to attach to the top of pages they think they might want to refer to so that they can locate them quickly and easily if needed.

Mini viva

You need to practice answering viva questions. A list of typical questions is provided in this mini viva handout, and you can add to this yourself. Make sure you include the difficult questions so that you have a chance to practice how you might answer them.

• Think positively. 
• anticipating a potentially interesting discussion;
• confident in your preparation;
• excited at the challenge ahead;
• looking forward to completing the process.h.

General questions

Why did you decide on this particular research question?

What have you found the most interesting aspect of your research?

How did your thinking about this topic develop as you went through this research process?

Now that you have finished the research, which part of the process would you say you enjoyed the most, and why?

How did doing this research change you as a researcher?

Tittle of your dissertation:........

Context or key elements of the dissertation are.......

Definition or meaning of the key terms used in the tittle 

delimitations of the study .....

justification of the study.......

variable in the study....

a. independent variable 

b. dependent variable 

How well did the study design work in practice?

Did you have any problems with the data collection process?

which  research method you have used and why?

How did you establish the limits around the scope of your data collection?

what are method of analysis.

Did you encounter any problems with applying this method of analysis?

Do you think the data you collected were the most appropriate to answer your research question, or are there any other data you would have liked to have collected?

Can you describe your main findings in a few sentences?

Conclusion/implications

What are the research, practice, theoretical implications of your findings?

.

1. Flanders interaction Analysis 

• FIACS - Meaning of interaction analysis 
• what is a coding and decoding procedure
• how matrix is construction
• what are various method of analysis 
• how to calculate various Ratios- TTK,DTR etc.

1. community survey

• topic of your community survey
• what are your findings of community survey 

1. psychological test

• what are the name of the psychological test u administered 
• what are your finding 
• what u have learnt in your process of psychological test administration 

1. case study of a problematic chid

• how you have identified the problematic chid 
• what do you mean by case study 
• what are the advantage for using case study method for helping the child

1. case study of institution 

• what is the importance of case study of institution

1. construction and validation of achievement test 

• meaning of  difficulty value 
• meaning of discrimination index