To provide training in (CAI/CMI).

To provide detailed computer knowledge to the pupils

To impart computer operational skills

To provide various experiences of computer educationfor various fields of life

To remove various misconceptions regarding computers

To provide knowledge about computer applications

Characteristics

It is not the solution of educational problems. It is a new

instructional strategy for the behaviour modification of the

learner

It is a teaching method and not a test. It helps the students

in learning a material

It is not an audio visual aid. It is a part of educational

technology

It cannot replace the teacher

It requires more creativity and imaginative

efforts

Principles of Programmed learning

Principle of immediate confirmation

Principle of small steps

Principle of active responding

Principle of self pacing

Principle of evaluation

Types of programming

Question1

Linear Programming of B.F.Skinner

Branched programming of Norman Crowder

Answer 1Question 2

Answer 2Question 3

Answer 3Question 4

Question 1

ALT 1a

ALT 1b

ALT 1c

Question 2

ALT 1a

ALT 1b

ALT 1c

Question 3

Frame 2

Frame 3

Frame 4

Frame 5

Frame 6

Frame 7

Frame 8

Steps in programming

Benefits

To help student to learn without the presence of a teacher

To help students to learn by doing

To provide the situation to learn at his own pace

To present the content in a controlled manner and in logically related steps

To study by himself and assess his own performance

Constructed Response Devices Multiple Choice Machines

The Gilder Machines

Audio Visual Combination

The Type Writer input Computing Machine

The Disk Type Machine

Uses of Teaching Machines

No teacher can be a tutor to each individual. But auto instruction can be tutorial instruction

Every student can proceed at his own rate of learning

Some machines have time limits also. The pupils know whether the answers are correct or wrong

They provide feedback to the learner

They contain logically arranged well structured programmes

They supervise the learning of each individual student

They elicit overt or covert response of the student

Models of Teaching

Characteristics of a Model of Teaching

Criterion of performance

Specifications of learning outcome

Specification of environment

Specification of operations

What the student will perform, aftercompleting an instructional sequence, isspecified in detail

The learner would demonstrate aftercompleting specific instructional sequences

Mechanisms that provide for students reaction andinteraction with the environment

Designing the

curriculum

Guiding the teacher

Development of study

material

Functions of Models of Teaching

On observable skills and behaviours.Eg: Mastery Learning

Linked more to the concepts and principles developed in Cognitive PsychologyInquiry Training / Inductive ThinkingConcept AttainmentIntellectual Development

On outcomesFacilitative teachingIncreasing Personal AwarenessSynectics

Developing the concepts and skills needed to work in groups\developing the concepts and skills needed to work in groupsCooperative LearningRole playing Laboratory Method

ELEMENTS OF A MODEL

A syntax

• Description of the model in action

• sequence of steps involved in the organization of the complete programme of teaching

Social System

• Students and teacher roles

• Norms or the student behaviour which is rewarded

Principles of Reaction

• Tells the teacher as to how to deal with the learner

• rewarding desirable behaviour and maintain a neutral stance towards undesirable behaviour

Support System

• To provide facilities to teacher and the student, to successfully implement the strategy of teaching

• Provide a number of audio visual aids to cater to the needs of individual learner

Discipline associated with ‘Communication and Control’

The term cybernetic is

used by Norbest Wiener

(1948)

The science of control and communication in the animal and the machine

Cybernetics is a branch of training psychology

Output of Cybernetics

Advantages of cybernetics in Education

It is applied in group as well as individual classroom instruction

It provides the basis for self education

Teacher education programme can beimproved by employing the mechanismof feedback devices

The innovative practices in teachereducation programme are based on thetheory of feedback

The input, process and outputunits of teaching enable theteacher to understand andanalyse teaching in morescientific manner

Teaching activities can be made highly structured