Concept of Subject Approach, Interdisciplinary Approach and Multidisciplinary Approach

The Subject Approach:

 This approach is also known as the traditional disciplinary approach as each subject is separately taught by the teacher in the area of the particular subject in question. For instance, language was traditionally taught as a subject with different compartments of reading, grammar, writing, and literature as separate components of the language skills. The use of a single academic discipline to teach is what is referred to as subject approach. For example, language was taught as a separate subject from other subjects. English was taught as being different from, Environmental Science, Mathematics, History and so on. In this way, each subject has a well defined boundary from which there is no connection to the other. Disciplines here then, focus more on the content rather than the process.

 The Interdisciplinary Approach: 

As the name suggests, it is an approach of using two subjects in teaching a topic, concept or theme. In this case, the English language teacher may explore similar concepts in both Setswana and English to teach a topic, theme or concept to bring out the interrelationships between the two languages. Examples of other subjects in this category are Biology and Zoology taught in combination as Biology, and Biology and Chemistry taught as Biochemistry to illustrate the relationship between the two disciplines. 

The Multidisciplinary approach

 Multidisciplinary denotes the teaching of concepts across more than two subjects or disciplines. The instruction may be organized on fundamental issues common to the three academic disciplines instead of teaching the students in a disjointed and unconnected manner. Examples of the multidisciplinary approach can be illustrated by Integrated Social Studies (Geography, Political Science, Sociology, Psychology), and Integrated Science (Biology, Chemistry, and Physics) as reflected in the junior secondary curriculum in Botswana. The use of the multidisciplinary approach in instruction can equally be referred to as the integrated approach. Integration, in this sense means using relevant ideas from many other disciplines to, ‘do justice’ to the topic or problem at hand. Aina (1979) says of integration: Integration can be used within and across disciplines. Language, for instance, can be taught in itself (within) to integrate the four skills of listening, reading, writing, and speaking, as well as across to integrate concepts, themes and ideas from the different subject spectrums. This is an approach favoured by several authors based on the premise that practical experiences of life suggest that solutions to problems of living are not found in the study of separate school subjects (Aina, 1979).

multidisciplinary approach permits the teacher to combine a variety of methods, techniques and technological devices. In fact, it is believed that multidisciplinary teaching gets the whole school, teachers, parents and community involved. This is because it facilitates team and collaborative activities. Teachers share classroom activities, worksheets and resources with each other to facilitate their students’ learning. The parents also get involved as they work collaboratively with teachers to address students’ learning needs and issues. Students also learn collaboratively as they do group or pair projects and presentations. In fact, everyone benefits as the students see their curriculum come alive to address issues in the classrooms, across subject areas, in the school as a whole, as well as in the community. It is assumed that the greater the level of integration desired, the higher the level of collaboration required in multidisciplinary instruction

BLOOMS TAXONOMY OF WRITING INSTRUCTIONAL OBJECTIVES

BLOOMS TAXONOMY OF WRITING INSTRUCTIONAL OBJECTIVES



In 1956 Benjamin Bloom headed a group of educational psychologists who developed classification levels of intellectual behavior important in learning. Bloom found that most of the questions used in the instructional setting required the students to use the lowest possible level which is the recall of information.

Benjamin Bloom identified six levels from the simple recall at the lowest level to the highest level, which is evaluation. The following is a listing of the levels and verb examples that goes with each one.

Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Bloom’s verbs for knowledge - arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

 

Bloom’s verbs for comprehension - classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.

Bloom’s verbs for application - apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural of the material.

Bloom’s verbs for analysis - analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure.

Bloom’s verbs for synthesis - arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation is concerned with the ability to judge the value of material for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

Bloom’s verbs for evaluation - appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

How to Create a blank word document

How to create a word document

Meaning of Information technology

CONCEPT OF INFORMATION, COMMUNICATION AND EDUCATIONAL TECHONOLGY

OBJECTIVES

After reading this unit you will be able to :

• State the meaning of information communication and educational technology and instructional technology.
• Define the term EducationaTechonology 
• Explain the concept of Educational Technology 
• Justiy the need & Significance of ICT in Education
• Explain the historical perspective of Educational Technology. 
• State the emerging trends in Educational Technology. 

INTRODUCTION

Globalization and technological change processes that have accelerated in tandem over the past years have created a new global economy ―Powered by technology, fueled by information and driven by knowledge. The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As you know the half life of information continues to shrink and access to information continues to grow exponentially, schools can not remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather Schools must promote ―Learning to Learn i.e. the acquisiton of knowledge and skills that make possible continous learning over the lifetime. 

In this connection, Information and communication technologies (ICTS) which include radio and television, and the Internet - have been touted as potentially and powerful enabling tools for educational change and reform. When used appropriately, different ICTS are said to help expand access to education, Strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to reallife. However, the effective integration of ICTS into the educational system is a complex, on ultifaceted process.

CONCEPT OF INFORMATION TECHNOLOGY :

Today‘s world is a world of information explosion. This information explosion is taking place in such a fast speed that even a literate person is feeling as if he or she is illiterate being not able to cope up with such an information explosion. Here the question arises how is one to cope up with it? The answer is, information technology (IT) that can help in coping with the information explosion. So, we can say that ―Information Technology is nothing but coping up with explosion of Information.

Information technology (IT) is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a micro-electronics - based combination of computing and telecommunication. The term in its modern sense first appeared in a 1958 article published in the Harvard Bussiness Review, in which authors Leavitt and whisler commented that ―the new technology does not yet have a single established name. we shall call it information technology

It spans a wide variety of areas that include but are not limited to things such as processes, computer software, computer hardware, Programming Languages and data constructs. In short, anything that renders data, information or perceived knowledge in any visual format whatsoever, via any multimedia distribution mechanism, is considered part of the domains space known as Information Technology.

Meaning of Information Techology (IT) :

Information Technology consists of two words Information and Technology. If you know the two words you can understand the word information technology together.

The term ―Information‖ refers to ―any communication or representation of knowledge such as facts, data or opinions in any medium or for, including textual, numerical, graphic Cartographic, narrative or audiovisual forms.‖

―Technology is the practical form of scientific knowledge or the science of application of knowledge to practical.‖

―Information Technology is any equipment or interconnected system or sub system of equipments that is used in the acquistion, storage manipulation, management transmission or reception of data or information.‖

Definition of Information Technology:

―Information Technology is a scientific, technological and engineerning discipline and management technique used in handing the information, it‘s application and association with social, economical and cultural matters.‖

- UNSECO

―Information technology is a systemic study of artifacts that can be used to give form to facts inorder to provide meaning for decision making, and artifacts that can be used for organization, processing, communication and application of information‖

- Darnton and Giacoletto

From the above discussion we can conclude that information technology refers to the information processing of the software application on operating systems or hardware applications that includes computers, videos, telephones and related equipments of telecommunications, tapes, CDs etc.

Characteristics of Information Technology :

Information Technology has the following Characteristics :

* Acquistion, Storage, manipulation, management, transmission or reception of data or information.

* Real time access to information.

 * Easy availability of updated data 

* Connecting Geographically dispersed regions 

* Wider range of communication media.

ICT

syallbi B.Ed

PAPER -V: INFORMATION, COMMUNICATION AND EDUCATIONAL TECHNOLOGYTime: 3 Hours Max. Marks: 100
COURSE CONTENTSUNIT-1Information and Communication Technology
Meaning and Concept

Models of Communication, Classroom Communication 

Concept of Tele-communication and Satellite-communication- Teleconferencing, Video Conferencing

Introduction to computers

Input and Output devices 

MS Office-2003 onwards (Word, Excel, MS Access, PowerPoint, Paint)

Computer care- Viruses, Security and maintenance 

Uses and Applications of computer.

 Networking Internet and its Working-WWW,

Educational website, E-mail E-learning and Virtual Classrooms Multimedia-Meaning, Concept, Required Software, and use in education

Educational Technology ␣ Meaning and Concept ␣ Scope & Significance
UNIT-II
Training Strategies 

Demonstration,

Programmed Learning, 

Interaction Analysis,

Simulation and

Micro Teaching. 

Thinking Skills
Concept, Types, Various strategies for developing Thinking
UNIT-III

Innovations in Teaching-Learning

System Approach,

Personalized Instructional System,

Co-operative learning Language Laboratory

Models of Teaching ␣ Concept

Fundamental Elements of Models of teaching Types of Teaching Models-Glaser’s basic Teaching Model, Inquiry Training Model, Mastery Learning Model, Concept Attainment Model

UNIT-IV
Action Research

Concept, Need and Importance of Action Research 

Procedure of Action Research 

Developing a few action Research Projects in School context.

Educational statistics

Meaning and Importance ␣ Statistical data and its Organization 

Graphical representation of data: Histogram, Bar Diagram, Frequency Polygon, Ogive

Descriptive Statistics: Concept and computation Measures of Central Tendency- Mean, Median and Mode ,

 Measures of Dispersion- Quartile deviation and Standard DeviationCorrelation- Rank Difference and Product Moment method
SUGGESTED READINGS
Aggarwal, Y.P. (1998). Statistical Methods-Concepts, Applications and Composition, New Delhi: Sterling. Best, John W. & Kahn, J.

The Concept of Education Technology: A Dialogue with Yourself, London: Weidenfield and Nicolson. Sachdeva, M. S., Sharma, 

K. K. and Kumar, S. (2007). Educational Technology, Patiala: Twenty First Century Publications Sampath, K., Pannirselvam, A. & Santhanam, S. (1990).

BLENDED LEARNING

Blended Learning Models

The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there's no single formula that guarantees learning, but here are some guidelines how to order your learning activities.

categorizes blended learning into following models:

Skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skillsBlended learning that's skill-driven mixes interaction with a facilitator through email, discussion forums, and face-to-face meetings with self-paced learning, such as Web-based courses and books. This type of approach is analogous to a chemical reaction, in which interaction with the instructor or facilitator acts as a catalyst to achieve the desired reaction--learning.

Attitude-driven learning, which mixes various events and delivery media to develop specific behaviors. Content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk- free environment.

Competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies. To capture and transfer tacit knowledge, learners must interact with and observe experts on the job. The success of knowledge workers depends on how quickly employees make decisions in the work place. While part of the decision-making process is guided by common facts and working principles, people also need tacit knowledge that's often retained by experts. Learning that facilitates the transfer of tacit knowledge requires a competency-driven approach. Because people absorb tacit knowledge by observing and interacting with experts on the job, activities may include a blend of online performance support tools with live mentoring.

Behavior-driven model

This approach blends traditional classroom-based learning with online collaborative learning events. At times, the nature of the content, as well as the desired outcome (developing attitudes and behavior) necessitates the inclusion of collaborative learning that's facilitated through face-to-face sessions or technology-enabled collaborative events. Developers should use this approach to teach content that requires learners to try out new behaviors in a risk-free environment. For example, soft skill courses that require role playing a performance evaluation or negotiating with a customer should employ a behavior-driven approach. Activities that developers should incorporate into the overall learning experience include discussion forums, Webinars, group projects, and online debates that use chat modules.

cooperative learning

Cooperative (sometime known as Collaborative) Learning is a model of teaching with a set of common attributes and features. It is cognitive in nature. It also has several variations. The following are its essential features: students work in teams to master academic materials, teams are made up of high, average, and low achievers, and are racially and sexually mixed, reward systems are group-oriented rather than individually oriented. (Arends, 1994, p. 344) Some of the variations are:

1. Student Teams Achievement Divisions (STAD) where team members use work sheets or other study devices to master the academic materials and then help each other learn the material. Individually students take weekly quizzes and are given an "improvement score". This score is based on the degree to which the score exceeds a student's past average. Teams strive to get a good team improvement score.
2. Jigsaw where each student on the team would be responsible to become 'an expert' in one aspect of the academic task and are responsible for teaching that aspect to the others. Members from different teams who are to be experts on the same topic meet to help each other learn their aspect of the task. They then return to their group to share what they learned and plan their presentation to the class.
3. Group Investigation where students are involved in planning both the topics for study and the ways to proceed with their investigation. Students will choose a topic for study, proceed with an in-depth investigation of that topic and prepare and present a report to the whole class