Two Main Sub-Components of Educational Technology

1. Identification of Alternative Components of Mean and Method

2. Organisation of Different Components

(1) Identification of Alternative Components of Mean and Method:

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Managing ET system becomes easier if we are flexible in adopting alternative means and methods. Hence, the component analysis of process dimension of any ET system must explore alternative means and methods with regard to the achievement of objectives. It gives openness to ET system operators to choose the best means and methods keeping in view their operational constraints, efficiency level and effectiveness parameters.

Decision-making becomes flexible while operating with alternative means/methods are identified in advance. There can be varieties of means and methods to operate ETV programme depending on different opportunities and constraints. While the last option is to provide option to students to view ETV on the basis of their interest, time and motivation we can explore various options for its execution in our school. Some of them are:

1. Using direct telecast of ET in classroom with the initiative of concerned teachers on different programmes.

2. Using direct telecast of ETV in classroom as a part of time-table and viewed by students in the allotted time.

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3. Discussion with teachers followed by each ETV session.

4. Teachers introductory remarks on an ETV programme followed by students viewing session.

5. Using recorded ETV lessons by VCP suiting the school schedule.

6. Peer interaction followed by ETV presentation etc.

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(2) Organisation of Different Components:

Different kinds of activities/ responsibilities are to be assigned to different individuals/groups. Moreover the activities are to be arranged following a certain order. Each of these steps requires different kinds of activities to be performed by specific groups of persons.

(i) Development of Software:

This activity is performed by the subject expert who is well-trained in writing video scripts for educational programmes. He keeps into consideration while developing the script needs like curriculum, difficulty level of content, the nature of concept, learner’s expectation, media support and expected outcomes of the programme. The script outline is developed with necessary structure of the programme. A final touch is given to the script after discussion with subject experts and media experts.

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(ii) Production of Video Programmes:

This task is mainly left to the media system where the programme producers manages the production with the assistance of technical personnel like camera men, production assistant, free lancers etc. Production may be done either outdoor or indoor. Organisation involves production activities with various components like; identification of subjects, forms of presentation, presenters, selection of sites, shooting the programme, editing the programme etc. After production, the programme is subjcct to previewing by sample viewers, subject experts, user teachers etc. Necessary corrections are made in the programme on the basis of reactions in the previewing session. Finally, the video lesson is ready for use.

(iii) Delivery and Utilization of Video Lessons:

It depends on the condition of the delivery of the system. If this is to be telecast, proper arrangement is to be made in collaboration with Doordarshan. Proper arrangement is to be made for scheduling of telecast and dissemination of programme schedule to the user schools. To make it more effective, the user schools are supplied with the outline of the programme in advance. Besides telecast the video lesson cassettes can be supplied to the schools on their demand.

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(iv) Maintenance:

In the context of preparing designs for the utilization of ETV, one must be careful about the maintenance of different elements particularly hardware and support system. Proper arrangement is to be made for procuring appropriate hardwares like video cassettes, TV sets, VCP and accessories. How to maintain the functioning quality of such hardwares is very much significant. Preserving them properly, monitoring their working condition and appropriate repair facilities must form a part of Management of ET.

(v) Collaboration:

Collaboration mechanism with other support agencies is to be worked out. At different levels collaboration is worked out among ETV production institutions like Central Institute of Educational Technology (CIET), State Institute of Education Technology (SIET) and National Institute of Open Schooling; Technology support institutions like Doordarshan, Indian Space Research Organizations (ISRO), Department of Electronics etc., education administration setup central level, state level, district level, block level; user institutions like school complex and individuals schools. Particularly at school level we must plan our ETV programme activities in collaboration with other schools in our vicinity, exploring support systems in the community and parents agencies for supplying equipments and its maintenance, security etc. All exclusive and copyright from gullybaba dot com

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(vi) Budgeting:

Budgeting occupies a major component of management of ET. While major projects following systematic procedures for budgeting at institutional level your will have to workout the nature of expenses to be incurred in connection with your ET based activities and to workout the financial support required therein. Basically, readymade budget provision is attached to a standard format of operation of ET like school ETV programmes. However, if you want to use alternative means of organising ET activities, one will have to do budgeting at school level. Explore the possibilities of additional financial support as per requirement of different strategies, to be implemented.