Teaching-Learning process and Educational Technology: Objectives, Concept, Condition

 Teaching-Learning process and Educational Technology: Objectives, Concept, Condition of Teaching learning process; 

Teaching learning process and educational technology

Introduction;

Objectives:

Concept of teaching-Learning process;

Condition of teaching-Learning process;

Introduction:

Teaching is a system of action involving an agent and end in view and a situation including two sets of factors those over which the agent has no control (class-size, size of class room, physical characteristics of pupils, etc.) And those which he can modify (ways of asking questions about instruction and ways of structuring information or ideas gleaned). 

There are three elements in this definition:

- Teaching is a system of action. 

- Teaching is directed at a goal. 

- Teaching occurs in a situation comprising the controllable and uncontrollable sets of factors. 

The skill in teaching behavior is exhibited in terms of the extent to which a person called 'teacher' who is fluent in manipulating the factor such as presenting of information, asking of question, and providing of reinforcement or feed-back. Smith asserts that the definition of teaching presented by him is "descriptive" rather than "normative".

The term 'learning' implies a change in the behavior or performance capability of an individual. It is manifest in our enhanced capacity for individuals through and action but it patently acquired rather than innate form of behavior and essentially a personal rather than social act. 

Ernest R. Hilgard and Gordon H. Nower (1996) describe learning as a "process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native response tendencies, maturation, or temporary state of the organism. 

Objectives;

After going through this unit, you will be able to;

- describe the importance of teaching learning process. 

- explain the nature of teaching learning process. 

- understand the principles of teaching learning process. 

- Establish relationship between teaching and learning. 

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Concept of teaching-learning process;

According to Michael Oakeshott "teaching is said to be a two fold activity of communicating " Information " (Instructing) and communicating judgment (imparting) and learning is said to be two fold activity of acquiring 'information' and coming to the facts which are specific, impersonal and mostly to be taken on trust, while the term judgement is that which, when United with information, generates knowledge or "ability" To do, to make or to understand and explain ". 

In other words, judgement is the ability to think, and the ability to use information or the ability to invest information in answering questions. 

Skinner defines teaching as an " Arrangement of contingencies of reinforcement". Shib K. Mitra in his national lecture at centre of Advance study in education defined teaching "as a series of acts carried out by a teacher and guided by the formulation of teaching task in a formalized instructional situation'. 

According to him these acts constitute a series and are conducted by a person who is known as a teacher in a contractual situation so that one can identify him on the basis of the contract. 

A close study of the aforementioned definition of teaching may bring out the following Eight qualities in this concept;

1. Teaching is a system of activities.  In other words it is a number of logically contrived set of activities having a specific structure, from and orientation. 

2. Teaching is aimed at changing other or causing learning in others. Without a suitable goals or objective, no worth while teaching can be arranged. 

3. The core of teaching act is interaction between teacher pupils and a subject matter. Thus, it is by it's very nature a social enterprise involving a dynamic interaction among the tried. 

4. Teaching involves an influence orientation where the direction or focus of control is from the teacher to the pupil. 

5. Teaching does not just occur, rather it is a planned and an implemented set of activities in an interactional setting in terms of the prior through about the learning goals, instructional strategies and the subject matter configuration. 

6. As it is practised, teaching implies and "international" rather than 'success' act. In other words, when a person called teacher engage in the act of teaching, his intention is to cause learning but he may or may not succeed in the achievement of this goal. It is for this reason that we often debate the "effectiveness" of teaching from one situation to the other. 

7. The verbal action-  use of language at various levels constitute of predominant at feature of teaching act in any context. The analysis of teaching act is, therefore, quite frequently conducted with the help of data collected from the verbal behavior of teacher it may however, be useful to remember that both verbal and non-verbal parts of teaching behavior occurs simultaneously and function in close juxtaposition to each other in order to accomplish the necessary effect. 

8. The teaching act can be analysed in terms of memory, understanding the reflective levels with an almost closed to open classroom structures. 

Condition of Teaching-Learning process;

The form of activity called 'conditioning' entails minimal use of intelligence or reasoning on the part of the participants in the process of education. In this modality of teaching, the learners does not take the initiative of learning. The new behavior is shaped either through pairing of two stimuli (the case of classical of Pavlovian conditioning) or through arrangements of response reinforcement contingency (the case of instrumental or operant conditioning). 

The concept of conditioning seems to be related to the concept of training because as both aim at shaping behavior. In the way, it is also allied to teaching. But conditioning is closer to training rather than to teaching as such. Daily we come across cases of conditioning in the classroom and outside in the family or other informal contexts. 

The critical features of conditioning lies in the fact that a simple association between two stimuli or between a response and reinforcing stimulus is considered important. Thus, the concept of conditioning is peripheral to the concept of teaching but enters into our thinking because of its resemblance to training which is not peripheral. 

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