Introduction

This module is on ‘Effective use of Technology in Teaching Learning Process’ These

are the crucial things in this digital era. This evaluation process in the system of education
needs to be made more scientific to encourage the development of multiple skills of students.
Faculty development programs include the four possible types of development: Interpersonal
skills, career development, and life planning issues. Instructional course design and
development, instructional technology. Organizational ways to improve the institutional
environment to better support teaching and professional ways to support faculty members so
that they fulfil their multiple roles of teaching, research, and service. Faculty development has
a critical role to play in promoting academic excellence and innovation. This is one of the
priority actions aimed at improving the professional capability and performance of teachers to
deliver effective and quality learning. In the first block it is developed on the basis of ICT
method of teaching for which Virtual classrooms and design strategy because it changes the
environment where the learner and the teacher will feel comfortable. Integration of teaching
learning process will change the teaching and learner scenario., the difference between
traditional method of teaching and ICT based teaching has been discussed very clearly.
Teacher knowledge must be developed to deal with the e-classroom. Teacher should be aware
of educational implications of application Software, net -work and internet and also on
multimedia. Teacher should teach the learners also to use ICT tools. Teacher is the resource,
monitor and mentor, so there must be in apposition to handle virtual classroom. Teachers
professional Development matters a lot in teaching scenario especially in this 21st century.
How integrating ICT in teaching brings revolutionary changes in teaching learning scenario.
ICT base assessment methods, digital rubrics and digital assessment alternatives are very
useful. Learners can use lot of internet resources to enhance their knowledge. Case studies on
ICT implementation are provided in this module.

Unit 1. Using ICT in developing 21st Century Skills/ICT in the 21st Century Skills
1.ICT – Basics 1.1 Introduction to ICT The core objective of this course is to explain
how the effective use of Technology is helping and upgrading the Teaching- learning process.
The role of Information and Communication Technology (ICT), in the education system plays
a vital role. It helps to promote knowledge and skill of the learners thereby encouraging and
improving creativity, critical thinking and learning how to learn. Educational activities
through ICT are providing scope to acquire wider knowledge. People are empowered by
innovations and are inspired by revolutionary developments in the 21st Century. However,
introducing ICT based teaching in the Higher Education has helped to shift the focus from
teacher to learner and from teaching to self- learning. It will empower the individuals, the
institution and the university.
Uses ICT Integrated Teaching –Learning Process:

 ICT helped in increasing the quality of education.

 It can give learners access to concepts that they previously could not grasp.

 It has the ability to address to Illiteracy and improve the quality of education in all
sectors of education.  It provides the real opportunity for fundamental progress and
development of an individual.

 The advancement of technology has bought many changes in educational scenario.

 With the emerge of ICT, education and research capability has been increasing
rapidly.
  ICT is a medium through which teachers and learners can learn

 ICT based Teaching and Learning is to develop competencies needed for the twenty
first century.

 The ICT skill based education will surely provide technology resourced learners.
They can fulfil the needs of the society by getting employability.

 Acquisition of ICT skills in educational institutions helps knowledge sharing, there by

multiplying educational opportunities.

 In education ICT can act as auxiliary device.

Assessment:
To Do Activity- pair work (discus with your partner)
1. Why ICT based teaching is significant?
2. Difference between teacher centred classroom and learner centred classroom
3. What is the core objective of this course?

The use of ICT in the classroom teaching-learning is very important for it provides
opportunities for teachers and students to operate, store, manipulate, and retrieve information,
encourage independent and active learning, and self-responsibility for learning such as
distance learning, motivate teachers and To Do Activity- pair work (discus with your partner)
1. Why ICT based teaching is significant? 2. Difference between teacher centred classroom
and learner centred classroom 3. What is the core objective of this course? students. The
contemporary advances in technology have been affecting the societies in many different
aspects. There is a growing interest in online classroom settings in Higher education to
provide learning opportunities for the teacher and the learner. If the curriculum is according to
real need or real requirement of the learner, it increases their interest for incremental learning
and IT, because of its verity and being benefited from a great deal of information. It has
significant aim to meet different needs of the learner and develops interest in contents of the
curricula. This course intends to investigate the effect or impact of this phenomenon. By
stating the role of ICT in educational domain and to provide an integrating and blending
programs for teacher and learner could increase the potential of an Individual. The
capabilities of an individual in specific fields can be increased.

ICT has opened new skylines for experts and professionals. “Ron, Oliver, 2002” states
that ICT is a power that change most aspects of human life. The curriculum of various
subjects must be prepared with crucial objective. Integrating technology into specific
curriculum subject areas is one of the crucial objectives. To serve science education, it is
necessary to have a focus on exact objectives and see that the outcome is appropriate as per
the objectives. The ICT experts, curricular planning experts, computer programmer, education
technology specialists, multimedia designers take the responsibility to detect and prepare the
necessary progress in information and technology.
Assessment:
Pair work - Activity
 1. ICT has opened new skylines for experts and professionals- Discuss with your
partner.
2. Integrating ICT skills and blending programs in teaching- Discuss with your partner.

In this Digital era, it is a challenging issue to improve the quality of Higher education.
Acquisition of ICT skills in the teaching- learning process increases learners’ motivation and
leads to acquisition of quality education. ICT skills are transformational skills and provides
learner- centred environment. The course objectives are to integrate ICT in teaching –learning
process where the system of teaching will be learner centred rather than teacher centred.
Teacher training programs help them to learn modern technology and to operate data in an
information age. Teacher is ought to gain appropriate knowledge in key criteria used to
evaluate web and software resources. They can contribute for the professional development of
other educators and learners. ICT enabled teacher important guide lines for learners’ learning
through ICT. This course will make the faculty to guide the learner through pedagogical
practices and deliver information to masses and interactive across time and distance, equity
and interrogation, open and closed research, lock step and mind map. This course enables the
participant to learn various aspects of ICT based teaching and learning.

Assessment:
 Check your understanding
 Integrating ICT in education system means?
 Difference between Teacher centred and learner centred classroom
 What kind of environment does ICT enable teaching create?
 Think of an example for Web and software resources.

Significance of ICT enabled teaching

What is ICT based teaching ?
Information and Communication Technology (ICT) in education is the mode of
education that use information and communications technology to support, enhance, and
optimise the delivery of information. Worldwide research has shown that ICT can lead to an
improved student learning and better teaching methods.

What is the role of a teacher in ICT?

ICT plays an important role in student evaluation. ICT is store house of educational
institution because all educational information can safely store through ICT. It helps Teacher
to communicate properly with their students. ICT helps Teacher to design educational
environment.

Can ICT replace teachers?

ICT cannot replace a teacher. It will facilitate the teacher in virtual classroom. By
integrating ICT in teaching learning process lot of extra inputs can be given to the learner. For
teacher it is a learnig experience. ICT will enhance the learners learning.

What is the key benefit of ICT based education?

ICT-based Education is about using computers and technology as tools to enrich
learning in various subjects such as English, Science and Mathematics. Key Benefits of ICT-
based Education: Promotes Learning by doing approach. Enables self-paced learning.

How does ICT helps in education?

ICTs can enhance the quality of education by increasing learner motivation by
facilitating the acquisition of basic skills by enhancing teacher training. ICTs are
transformational tools which, when used appropriately can change the learning Creates a
learner-centred environment.

Why ICT skills for teacher?

ICT skills for graduate teachers: self-directed learning. The effective integration of
ICT in the school and classroom can both transform pedagogy and empower students. It is
important that teachers are able to successfully weave technology into learning projects.

Selection of competencies requiring ICT integration

PB learning plan: Integration of 21st century skills

Integrating Information and Communication Technology (ICT) in classroom teaching

support, enhance, and optimise the delivery of information. ICT can lead to an improved
student learning and better teaching methods. The ICT based teaching in Higher Education
has helped to shift focus from teacher to learner and from teaching to self- learning. It will
empower Universities, Institutions and individuals. There is a dire need to introduce
curricular requirements to fulfil the demand of Industry, government and academia. The
conventional method of teaching and learning has been supplemented by cooperative learning
and collaborative learning. The focus has been shifted to learner centred classroom from the
teacher centred classroom.
In this teaching scenario teacher is the facilitator rather than the monolithic repository
of knowledge. By integrating technology and its application in the delivery of education
promises to increase productivity, quality of curriculum transaction and learning experience.
Here teacher is the multi skilled facilitator, who helps the learner and guides through the
course. This system of teaching has been attracting a great deal of interest among researchers
in professional development communities. The potential of each technology varies according
to how it is used. Haddad and Draxler identify at least five levels of technology use in
education: presentation, demonstration, drill and practice, interaction, and collaboration. By
integrating technology and its application in the delivery of education promises to increase
productivity and quality of curriculum transaction and learning experience. ICT integration is
understood as the usage of technology seamlessly for educational processes like transacting
curricular content and students working on technology to do authentic tasks (Kainth and
Kaur). It facilitates the learning process and also teachers teaching. This includes computer
based technologies, digital imaging, the internet, file servers, data storage devices, network
infrastructure, desktops, laptops and broadcasting technologies namely radio and television,
and telephone which are used as instructional tools at schools and colleges. Understanding
ICT and mastering basic skills and concepts are part of the core of the education. To quote
UNESCO ‘Technological development lead to changes in the organization of work and
required competencies are therefore changing (UNESCO, 2002) ICT has improved the quality
of education in various sectors. Integrating ICT literacy will be crucial as it means harnessing
technology to perform learning skill.’ (Yves, et. al .2006). It can be a medium for teaching
and learning. This can act as a medium through which teacher and learner can learn. Teacher
and student must be given opportunities for acquisition of new knowledge.

Electronic Portfolio
An electronic portfolio which is also known as an pool of digital proofs gathered and
managed by a user online. Such electronic evidence may comprise input text, digital files,
pictures, multimedia, blog exhibit the user’s capabilities and it provides a clear platform to
express oneself and can be maintained dynamically when it is online. An e which has the
collection of actual evidences of the achievements.
Meaning and Types
What is Portfolio Assessment?
 Portfolios are utilized in numerous ways and despite the fact that there are various
definitions in the writing; in general a portfolio can be depicted as, "an endeavours and
advancement". There are diverse kinds of portfolio including evaluation, employment,
learning, and instructing portfolios, the format eventually relying upon the reason for which it
is designed. Portfolios are considered as a learning and assessment tools.
Portfolios are seen both as reflective tools to archive learners' academic advancement
and in addition sorted out reviews of artifacts recording proficient improvement. Portfolios
incorporate relics supporting proof of individual reflection on and encapsulation of results.
Different uses of portfolios comprise program exit - level evaluation, exhibition of the core
competency, accomplishment, and documentation of self-improvement and social
advancement. Like a Learning Management System (LMS), e- Portfolios exist on the web and
aid learners learning. They vary from Learning Management Systems in two key ways: to be
specific, ownership and control. In a college course, the Learning Management System is
"possessed" and controlled or overseen by the educator who decides who approaches the
content, what tools can be accessed etc. With an e-Portfolio, the learner is in control: the
learner chooses who can see the e Portfolio, what elements or records get included, how it is
structured, etc. Normally, a learner loses access to the LMS when courses end; in contrast, e-
Portfolios remain the learner's property in the wake of completing of the course. E- Portfolios
produce learning content since they give a chance and virtual space for students to critically
evaluate their academic knowledge, to think about that work, and make associations among
various courses, assignments, and different exercises, for example, understanding of the work,
extracurricular interests, volunteering opportunities, and that's only the tip of the iceberg. E-
Portfolios are viable learning tools which aid learners' very own insight enhancement, make
generally undetectable parts of the learning procedure visible, which encourages students'
inspiration.
Types of e-portfolio
A few instructors see e-Portfolios fundamentally as a tool for producing new or more
profound learning while others see them as a device for evaluation. The major difference
between student-centred and institution-centred e-Portfolios is Institution-focused e-
Portfolios, are driven by 'Assessment of learning' whereas Student-focused e-Portfolios, are
driven by 'Assessment for learning,' which alludes to academic tasks that satisfy the
conventional role of evaluating learners' learning as well as provides a chance to the student
to learn as they finish the assessment.
The following are the types of e-porfolios:
 Unit 2. Developing Problem-based and Project-based instructional Plans

Nature of Problem-based and Project-based approaches

Teaching Based-Multimedia Learning

Using Technology to Enhance Student Inquiry

Multimedia
Information which is stored in different forms of media could be combined and used
in different applications. Media can be recorded and played, displayed, interacted with or
accessed by media processing devices, usually electronic devices. Unlike images and
presentations, this process combines different types of media formats making them into one
single entity which came to be known as ‘Multimedia’. For example, videos have different
media like images, audio and the video itself. This combination of different media formats for
communication has influenced lifestyle and education approaches, including the teacher and
the learner. Multimedia has become an unavoidable part of any presentation. It has been
observed that there is wide range of applications from entertainment to education. The
development of internet has affected the demand for sight and sound content. It is frequently
used to portray any type of media.

Intelligent Multimedia:
The Britannica Online Encyclopaedia defines “Interactive Multimedia" as, any
computer conveyed electronic framework that enables the client to control, join, and manage
diverse kinds of media. It coordinates computer memory storing, computerized (digital)
information, phone, TV, and other data advances. Their most common applications
incorporate preparing programs, computer games, electronic reference books, and travel
guides. Intelligent, interactive media move the client's job from spectator to member and are
considered the next generation of electronic data frameworks.

Use of Multimedia in Education:

Multimedia is being used in number of applications today. It contributes to the way
people relate themselves with electronic information. Today, its applications are well known
in education sector. Teachers employ multimedia in different ways for different levels of
learners. Some recognised ways are for collaborative learning, individualized instruction,
computerized assessments and Multimedia presentations. For example, open and distance
learning has become a medium to deliver content and the courses to the students. Some of the
concepts that are used by educationists are webinars, podcasting, learning management
systems and many more. Studies show that learners who use Multimedia learning have higher
student involvement and more retention of the concepts taught when compared to the
traditional modes of teaching. It has also shown that learner’s understanding also increased.
Designing and using Multimedia material also helps students to develop many skills, Connell,
and Carver, Lehrer Ericksen (1992). Some of these skills are:

Project Management Skills

 Planning timelines for the finishing projects.
 Assigning resources to different modules of a project.
 Assigning roles and responsibilities to team members. Research Skills
 Defining and identifying problem statements.
 Defining questions about structures, models, cases, values, and roles.
 Searching for material using text, search engines, electronic and pictorial information
bases.
 Analyzing and interpreting the information collected to identify data patterns.
 Organization and Representation Skills
 Deciding how to classify and categorize information to make it understandable.
 Deciding how information will be represented (text, pictures, movies, audio, etc.).
 Determining the information flow (hierarchy, sequence) and how it will be linked.
Presentation Skills
 Designing presentations and implementing the ideas in multimedia.
 Knowing and preserving the interests of the intended audience.

Basic Parts of a Learning Plan/Unit Plan

What Is a Learning Plan and How Do You Make One?

A lesson plan is a teacher’s daily guide for what students need to learn, how it will
be taught, and how learning will be measured.
Lesson plans help teachers be more effective in the classroom by providing a detailed
outline to follow each class period.
This ensures every bit of class time is spent teaching new concepts and having
meaningful discussions — not figuring it out on the fly!
The most effective lesson plans have six key parts:
1.Lesson Objectives
2.Lesson Materials
3.Lesson Procedure
4.Assessment Method
5.Lesson Reflection

Because each part of a lesson plan plays a role in the learning experience of your
students, it’s important to approach them with a clear plan in mind.
Let’s start with the first part of every lesson plan -- the lesson objectives!

1. Lesson Objectives
Lesson objectives list what students will be able to do after completing the lesson.
These objectives let you easily tell if your lesson has effectively taught your students
new concepts and skills.
It can feel overwhelming to pin down specific takeaways for a lesson, but you can
break the process into steps to do it in a breeze!
First, it’s best to view your lesson objectives as goals for your class and students.
One of the most popular goal-setting strategies is the “SMART” criteria, which ensures
goals are focused.
In the context of lesson planning, you can use the SMART criteria to determine your
lesson objectives:

 Is the objective specific?
 Is the objective measurable?
 Is the objective attainable by all students?
 Is the objective relevant to your class and students?
 Is the objective time-based to align with your syllabus?

For each objective, it’s important to start with an action that relates to what students
should be able to do after the lesson.
Depending on what topic you’re teaching and the level of knowledge your students
have, these actions will vary.
For example, when teaching brand new concepts, you may define actions like define,
identify, explain, and determine.
However, if your lesson involves more advanced tasks, the objectives may include
actions like create, use, perform, or measure.
 To see these phrases in context, let’s look at examples that a computer teacher might
choose when teaching Microsoft Word.
For an introductory lesson about Microsoft Word, objectives could be:

 Identify parts of the ribbon menu

 Determine methods of selecting text in a document
 Define fonts and font styles

In a more advanced class, objectives might include:

 Insert a document header

 Use document themes
 Add a page border

When creating your lesson objectives, keep in mind that it’s easier to measure student
success when you have specific goals.
Once you’ve put your lesson objectives together, it’s time to tie them in with the next
part of your lesson plan -- the related requirements!

2. Lesson Materials
The third section on your lesson plan is the list of materials that you need to teach
the lesson and measure student outcomes.
This section prepares you to deliver your lessons every day.
Without this list, you may accidentally forget to print an important document or sign
out the shared laptop cart!
Common types of lesson materials include:

 Student handouts
 Textbooks
 Visual aids
 Grading rubrics
 Activity packets
 Computers / Tablets

The list of materials for each lesson depends on what you plan to teach, how you’ll
teach it, and how you’ll measure lesson objectives.
Because of this, many teachers compile their list of lesson materials in tandem with
their lesson procedure!

3. Lesson Procedure

Your lesson procedure is an in-depth explanation of how the lesson will progress
in the classroom.
The lesson procedure is essentially step-by-step instructions that walk you through
everything from the time students enter the classroom until the bell rings at the end of the
period.
It’s smart to be very detailed in this portion of your lesson plan. After all, there will be
cases when another teacher or substitute needs to fill in for you!
When writing your lesson procedure, you need to choose the type of activities that will
help students meet the lesson objectives.
To do that, you can answer a list of questions, including:

 How will you introduce the topic?

 What’s the best way to teach this information to your students?
 How can you incorporate problem solving and critical thinking?
 What real-life scenarios relate to this topic?
 Does this topic lend itself to group work?

It’s also a great idea to find out how other teachers address the topics in the classroom.
You can do this by talking to coworkers, joining an online community, or searching for lesson
ideas on educational blogs.
After writing out a rough draft of your lesson procedure, many teachers outline it
according to a specific teaching strategy.
At AES, we recommend teachers use the four phases:

1.Explore: Students discover a concept

2.Learn & Practice: Students apply their discoveries
3.Reflect: Students review what they’ve learned
4.Reinforce: Students apply their knowledge to problem-solving scenarios

Phase 1 - Explore
In the Explore phase of your lesson, you’ll introduce the objectives of the lesson
and discuss key concepts students should know.
This portion of your lesson procedure may entail an icebreaker activity to get students
thinking about a new concept.
In other cases, you might introduce the information by using a presentation to
lecture while your students take notes.
Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll
be teaching and your students’ prior knowledge.

Phase 2 - Learn & Practice

In the Learn & Practice phase, your students will work independently to get into
the details of your lesson.
If you use a textbook as your main curriculum resource, your students can read through
an assigned passage to take notes or complete a worksheet.
If you use a digital curriculum system, it’s the perfect time for students to work through
the digital lessons and guided notes.
You may also incorporate a class activity, group work, or skills practice to further
engage your students in what they’re learning.
Overall, this phase will make up the bulk of your lesson time, so be sure to detail
everything out in your lesson procedure!

Phase 3 - Reflect
In the Reflect phase, students will look back (and reflect on) what they’ve learned
in the lesson.
Most often, teachers lead a class discussion with critical thinking questions for students
to answer aloud or in their class journal.
It’s important to list the questions you plan to ask within the lesson procedure, to make
sure you don’t forget anything!

Phase 4 - Reinforce
In the Reinforce phase, students will apply what they’ve learned through critical
thinking activities.
Depending on the lesson, you may want students to complete these tasks individually or
as part of a group.
This portion of the lesson procedure helps you gauge if your students will achieve the
lesson objectives and often tie in with the assessment method!
 4. Assessment Method

The assessment method measures whether your students learned a lesson’s

information and met your lesson objectives.
The methods listed on your lesson plan will most often be formative assessments and
vary from lesson to lesson.
To start, there are dozens of ways to measure student learning through formative
assessments. Some of the most common assessment options include:

 Quizzes
 Hands-on activities
 Writing assignments
 Group presentations
 Exit slips
 Class journal entries

In addition, your assessment method may be an in-class assignment or homework for

students to complete prior to the next class.
When choosing your assessment method, it’s important to incorporate your lesson
objectives.
If an objective was related to understanding a concept, consider an assessment that
requires students to explain that concept.
If an objective was for students to demonstrate a skill, design an assessment to confirm
they can do that skill.
Also, while many assessments receive grades in a class, formative assessments don’t
always need to be graded!
Ultimately, the purpose of this assessment is to measure how well your students learned
a lesson’s material based on the way you presented information.
This measurement will help you wrap up each lesson plan with the lesson reflection.

5. Lesson Reflection

The lesson reflection portion of a lesson plan encourages teachers to take notes on
how to improve a lesson after it has been completed.
By this point, your lesson has clear objectives, a plan for teaching, and a way to assess
student learning.
But if you don’t  critically consider whether you succeeded, you’re doing a disservice
to your future students!
When completing your lesson reflection, ask yourself questions like:

 Did a part of the lesson take longer than expected?

 Was there a portion that students asked for a lot of help with?
 Did students breeze through the information with no problem?
 Were students engaged and interested in the lesson?
 Were the objectives met by most (or all) of the students?

Essentially, you want to note any part of your lesson that didn’t go as expected.
In addition, it’s smart to record ideas for improvement or adjustments in this section as
well.

Integrating ICT
ICT integration alludes to the utilization of ICTs (PCs and the Internet) to help teaching
and learning over the educational programs. Integrated utilization of innovation may include
learners' working with PC efficiency tools to finish learning assignments or surfing the
Internet for the knowledge acquisition, however it is constantly linked to the learners'
proficiency of their school subjects. This meaning of ICT integration requires educators not
just learn with fundamental ICT skills as well as ought to figure out how definitively qualities
and adaptability of technologies can be converted into learning open doors for the students.
This event from knowing fundamentals to integrating ICT in instructing and learning is a
moderate and drifting procedure.

Unit 3. Productivity software application tools for teaching and learning.

Open-ended tools and their uses in teaching and learning.
Educational Applications of Presentation software
1) Earlier, presentations were given using transparent sheets with an overhead
projector. Presentation software allows teachers to use a computer and projector with many
more features.
2) Teachers can create slides for presentations that can offer multimedia elements (e.g.,
audio clips, video clips, photographs, charts) which a regular overhead projector cannot.
3) Teachers can provide the presentation files to students in emails and pen drives,
eliminating the need to take notes, and thus allowing them to pay attention to the content
being discussed.
4) Students can also use presentation softwares to create presentations for seminars
rather than write a paper. Students can create slides with text, images, or other media that can
surpass what a normal word-processor can achieve.

Presentation software:
Applications that are used to present data in different forms are known to be
Presentation softwares. These programs enable users to combine text, images, animations and
graphics and create interactive material. Usually these softwares are used in combination with
projectors and other different hardwares to convey information to large crowds or in business
meetings.
Presentation software also contain multimedia authoring tools which enable users to
create more sophisticated presentations with audio and video sequences. Some common
presentation softwares, are Lotus's Freelance Graphics and Microsoft's PowerPoint. Other
popular products include Astound, Adobe Persuasion, Corel Presentations, Asymetrix
Compel and Harvard Graphics.

Maximizing the uses of Microsoft Word, Spreadsheets and Publisher.

Microsoft Word
Microsoft word is the most critical word-handling office application utilized by
students, educators, IT experts and organizations and so forth around the globe. Microsoft
word is utilized to make and alter professional looking records, for example, resume, text-
books, College admission forms, letters, paper, documents, reports and booklets, cover pages,
notes, assignments, pamphlets and even online pages. Microsoft word is an important
education application. It plays a crucial role in processing raw information into significant
data. Microsoft word can be beneficial to both the instructors and learners to make new
effective and innovative strategies for learning and educating. Microsoft word and Microsoft
office suite for learners help to transmit academic materials and practice in educational
institutions quicker with higher quality. Microsoft application is a teaching tool for teachers
and it can help students to correct the mistakes in real time and develop self-learning.
The below are the benefits of using MS Word in the teaching methodology:
1. By giving the hardcopies as the handouts to the learners, an educator can improve
the Close Reading Skill in the learners while teaching in the classroom.
2. The same document can be attached to a mail and can be sent to the learners so
that they can have access to the file all the time. The software is so flexible that it allows the
users to edit at any time; therefore the learner can add any important text or any other
information to the existing file.
 3. Using MS Word Document’s ‘Insert’ ‘Picture’ feature stimulates the learners’ Visual
ability and aids the instructor in conveying the information more effectively and so on.

Spreadsheets:
A spread sheet is an application program for data analysis and storage of data in tabular
form. A spread sheet mimics a paper bookkeeping worksheets that indicates information in
lines and sections. It is used for recording, presenting, and managing data arranged in rows
and columns. A spread sheet is a report that stores information in a lattice of flat lines and
vertical segments. Lines are commonly named utilizing numbers (1, 2, 3, and so forth.), while
segments are named with letters (A, B, C, and so on). For instance, each column of a spread
sheet may store data about a student. Every segment may store an alternate part of the
student’s data like the name, address, age, sex, marks scored, etc. These programs can also
analyse the data from information like number of students, their performance in different
subjects, who performed better etc. This analysis can be achieved by applying formulae to
rows and columns and to individual cells. Since the introduction of web applications,
packages like Microsoft Office suites now also exist in web app form. Advanced web
technologies such as Ajax, offer online spreadsheets. Some of them are Office Online,
EditGrid, Google Spreadsheets, Smartsheet or ZK Spreadsheet.

Microsoft Publisher
Microsoft Publisher is an Office application that allows you to create professional
documents such as newsletters, postcards, flyers, invitations, brochures, and more using built-
in templates. After selecting one of Publisher’s built-in templates, you can add text and
pictures as desired before saving and printing your document.

Effective use of Powerpoint presentation, Adobe Photoshop and Movie.

Presentation Software: PowerPoint
What is a PPT? PPT is a file extension used by MS (Microsoft) PowerPoint for the
presentation file format. This software is quite famous and is commonly used for office
presentations and educational slide shows. The text images, audio visual forms utilized in the
presentation can be linked to the PPT file directly. PPT files can be presented through
PowerPoint, PowerPoint Viewer or the Open Office software suite. A PowerPoint slideshow
is commonly viewed as simple to make, as no learning of configuration is required to make
slideshows. PowerPoint slideshows can incorporate inserted pictures, sound and video to give
better visual effect. PowerPoint slideshows are additionally adaptable, enabling presenters to
customize the slides to meet their requirements. Microsoft gives numerous standard formats
and topics for PowerPoint slideshows so as to help the presenters in creating slides.
PowerPoint slideshows are viewed as one of the simplest, most useful and most accessible
techniques to make and present visual aids. Reordering the introduction is simple with the
simplified component. For presenters, it enhances the audience concentration, increase visual
effect and furthermore increases collaboration and immediacy during the presentation. For
specific themes, PowerPoint slideshows help learners in dissecting and blending complexities.
It supports the process of teaching and learning.

The following are the steps to design a Power Point Presentation:

Step 1: Getting started
When you first open PowerPoint, you will see a clear "slide" with a space for a title
and a caption in two boxes. You can utilize this page to start making your presentation
immediately. You can put a title and caption in the provided boxed (click inside and type),
however you could erase them and embed anything you need.
To add a new slide, click on ‘new slide’ which is present in the tool bar and there is a
provision of various layouts for the slides as shown in the figure above. You can choose the
desired layout and to get a second slide, click on ‘new slide’ again.
Step 2: Inserting pictures
 If there is a need to insert a picture and you don’t want any written text on the slide,
just right click on the empty text boxes on the slide, and click ‘delete’. To insert a picture,
there are many ways as it was mentioned earlier; the software is user friendly and flexible.
The easiest way to insert a picture is, ‘copy’ the desired picture from the internet resource or
from the desktop and come back to the PPT file, give right click and choose ‘paste’, resize as
desired. The other way to insert a picture is, click on ‘insert’ option from the tool bar and
under that you can find- ‘tables, pictures, clipart, photos, word art, symbols, audio and video’.
The user can choose the option and make things work. The above picture shows the inserted
clipart in the power point presentation. The picture can be resized, edited and the software
also provides many options to edit the inserted picture. To resize the picture, click on the
picture and drag any edge inwards.
Step 3: Bullets and Paragraphs
To add the text on the slide, click on ‘click here to add text’ and start typing. There is a
provision of options in the tool bar for adding bullets, numbers, alignment of the paragraph,
font style, font size, font colour under ‘Home’. The window’s appearance is similar to the MS
Word with all the options included regarding the text. The text can be moved to any corner of
the slide and to do that, click on the box in which the text is typed and move the box using the
mouse or the navigation keys () from the keyboard.
Step 4: Background of the Slide
To change the background of the slide, click on ‘Design’ option just beside ‘Home’ &
‘Insert’ options from the tool bar where you can find various options in different colours
which can make the slide appealing. The user can experiment with the colours and templates
and can change at any time while designing.
Step 5: Transitions and Animations
These two options are used for the theatrics in the presentation. The option
‘Transitions’ is related to the whole slide, the user can select the options such as ‘cut, fade,
push, wipe, split etc..,’ they make the whole slide act according to the option selected.
Coming to the next option, ‘Animations’, it is related to the typed text on the slide. To
activate the animation, select the text box and click on the options under ‘Animations’ such
as, ‘Grow/ Shrink, Appear, Fade, Float in, Fly in etc..,’. The above picture shows the
application of animation to the text on the slide, ‘Grow/ Shrink’.
Step 6: Slide Show
To watch the slide show, click on the option ‘Slide Show’ from the tool bar. Under this
option, there is a provision of ‘Rehearsal Timings, Record Slide Show Time, Automatic Slide
Show, and Pace of the slide’. Using these options, a user can incorporate automatic flipping
of the slide or can use the navigation keys to go to the next slide during the presentation. The
figure below shows the slide when it is presented under the slide show option.
Forget not to save the file with an appropriate file name.

Online Videos
There are numerous platforms like YouTube (https://www.youtube.com/) which give
umpteen recordings which can be added to the teaching exercises. They are prominently
known as teaching channels. These enhance the content for instructors as well as give a rich
learning knowledge by exposing learners to expertly made instructive educational recordings.
Another video lesson platform is MIT Blossoms (https://blossoms.mit.edu/). This source
gives rich learning encounters to students. This video Library contains more than 100 math
and science exercises, all uninhibitedly accessible to educators as streaming recordings and
Internet downloads and as DVDs and tapes.
Here is a list of such teaching channels for the further reference:
 TED Ed (http://ed.ted.com/)
 Stellarium http://www.stellarium.org/)
 TeacherTube - https://www.teachertube.com/
 Pro Teachers Video - http://www.proteachersvideo.com/Home.aspx
 Edutopia videos - http://www.edutopia.org/videos
 Teaching channel (https://www.teachingchannel.org/)

TIPS to prepare PPT

  Use slides with a “Horizontal” or “Landscape”
 Limit number of lines in each slide.
 Use only bullet points
 Limit transitions in formal presentation
 Use high-quality graphics \
 Have a visual theme
 Use colour well
 Choose good font depending on the size of the classroom

Multimedia elements (text, graphics, video, audio and animation

Text, image, audio, video, and animation are the five multimedia elements. The first
multimedia element is text. Text is the most common multimedia element. The text expresses
the information the developer is trying to get across to their viewers. Even though pictures
grab the viewers’ attention, the text is a good idea to include, as well, just in case the picture
does not load. The second multimedia element is an image. An image catches the viewers’
attention much more quickly than just plain, old text. Almost every multimedia application
contains images. The most common images are JPEGS and PNGs. Also, Photoshop and
Paint.NET create high tech visual effects which are common with images. The third
multimedia element is audio. Most of the time, audio files are deployed using plug-in media
players. A few audio formats include RealAudio, MIDI, Wave, WMA, and MP3. The
developer will compress the format to shorten the time. Before the file is downloaded, one
can stream the audio. The fourth multimedia element is video. The web is the most common
place where videos are seen concerning multimedia elements. A few digital video formats are
Flash, MPEG, AVI, WMV, and QuickTime. Streaming digital videos can increase the speed
of the playback. Developers use videos to hold on to the viewers’ attention. The fifth
multimedia website is animation. Animation draws in the younger crowd. adobe flash is the
most common tool for creating these animations. Animations are the most creative and fun
multimedia element!

Effectively Using Video in Teaching Strategies

Videos are interesting and are fully accepted by the students. Full length videos and videos
clippings are very useful for teaching and learning. For example, if an English teacher uses
video clips for pronunciation of the sounds the learner can learn by drilling exercises.
Teacher has to provide some questions related to the video lesson. The questions can be
written on the board or can provide work sheets. When video is being played we can stop at
a particular time to give some explanations. At the end teacher has to check regarding with
the reaching the goals.

Some teaching strategies:

 Hence we can say that watching video and learning the concept is one of the learning
strategies. Lecturing is the least effective way for the students to accomplish deep learning.
 Explaining the course content through videos and PPT enable the learner to memorize it
fora long term and is different from rote memorization of facts.
 Teachers want their students to be able to apply, synthesize, and evaluate course material.
 These more complex cognitive processes are commonly referred to as deep learning.
 Deep learning experiences require students to be more responsible for their learning and
for being informed of the course content.
 This learning concept encourages the students to look for more examples of the type of
thinking that experts do in their field.
 They are able to practice that conceptual thinking through an application activity.
 Teacher tries to connect students to the new knowledge to what they already know?
 To involve the learns teacher encourages them for discussion sessions, active learning,
problem-based learning, group projects, team-based learning and peer learning etc.
 It is considered as the best teaching strategy. Provide students with multiple
opportunities to apply newly learned principles in various situations. Matching student
learning strategies to course outcomes is one of the most important parts of the planning
stage. Teaching and learning strategies are situational. It depends on the understanding level
of the students. Reflections of a teacher and peer feedback with peer observation help to
formulate the strategies. Students want to engage fully with a concept, they quest for
examples of the type of thinking that experts do in their field.

Podcasting and using social media sites in education

Technologies (Blog, Wiki, and Podcasts)
Web 2.0 innovations, for example, online journals, wikis, and digital recordings have
been considered as 'social software' since they are seen as being all around linked, enabling
user to create web content collaboratively and open to general society. Web 2.0 tools are
anything but difficult to utilize and immediately designed and sorted out. Therefore, they
permit powerful data sharing and direct coordinated effort. Further, these tools have
favourable position of requiring minimal technical skills to utilize their features.
Consequently, the users can concentrate on the data exchange and tasks without making a
big deal about technical learning.
Blog: Following a blog composed by others in the same profession as yours is a good
path for one's professional improvement. Since, blog additionally gives chances to interface
asynchronously; there is a plausibility of social learning. Since communication is non-
concurrent, reactions would be more reflective instead of unconstrained. Composing blog is
another method for participating in professional improvement. Methodical, articulated
composing is just a result of keen commitment in the profession.
Wiki: Wiki is another web 2.0 innovation where educator could contribute and
consequently take part in professional improvement. Wiki is a sort of interactive site where
the site pages are editable by the users of the site. The users can alter existing pages and add
new pages to the site. This enables groups to work together on the production of online data.
The wiki clients can keep the content enhancing till the individuals from the network are
happy with the content. Since assembling data on a specific subject requires research,
synthesis and presentation of the thought for others that aids educators to build up their
insight on the zone they are investigating, makes a wiki an integral tool for professional
advancement.
Useful wiki for the educators:
 Wikipedia - https://en.wikipedia.org/
 Wikimapia - http://wikimapia.org/
 WikiHow - http://www.wikihow.com/

Social bookmarking:

Social bookmarking, an online administration through which adding, annotating,

altering and sharing bookmarks of online is possible. For example, Indian Freedom
Movement is one of the themes of History in Social Sciences. An instructor could
distinguish different online sources and shortlist the most helpful ones. Presently, the
instructor could give an explanation (brief portrayal) for each of the sources. This pool of
sources is helpful to every instructor who is going to teach. Sharing such a pool of sources is
simple when social bookmarking administration is utilized. Since there is no single great
collection, coordinated effort among educators would help in exploring the accumulations,
adding new sources to the lists. Some of the most popular social bookmarking service
providers are Diigo, stumble upon, delicious.
Podcast
Podcasts are other web 2.0 technologies that are helpful for educators. Since the
documents of the resources are constantly accessible for use, webcasts turn out to be
extremely convenient when the users are in need. Since the sound configuration can be
played on cell phones, they are accessible for instructors for helpful professional
advancement, i.e., educators can choose what, when and where they learn.
 Here are some podcast links useful for an educator:
 ISTE podcast - on how technology is changing the classroom –
 Grammar Girl - http://www.quickanddirtytips.com/grammar-girl
 Radio Lab - http://www.radiolab.org/
 How stuff works - http://www.radiolab.org/
 Teacher Created Materials - http://www.teachercreatedmaterials.com/podcasts/

References:
Mahatma Gandhi National Council of Rural Education Ministry of Human Resource
Development ICT: Effective use of Technology for Teaching, Learning and Faculty
Development Centre Pandit Madan Mohan Malaviya National Mission on Teachers and
Teaching) Mahatma Gandhi National Council of Rural Education Department of Higher
Education Ministry of Human Resource Development, Government of India Hyderabad –
500004
Bri Stauffer on September 1st, 2019.

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