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 education
for 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 1
Question 2
Answer 2
Question 3
Answer 3
Question 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, after
completing an instructional sequence, is
specified in detail
The learner would demonstrate after
completing specific instructional sequences
Mechanisms that provide for students reaction and
interaction with the environment

Designing
the
curriculum
Guiding the
teacher
Developme
nt 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 Psychology
Inquiry Training / Inductive Thinking
Concept Attainment
Intellectual Development
On outcomes
Facilitative teaching
Increasing Personal Awareness
Synectics
Developing the concepts and skills needed to
work in groupsdeveloping the concepts and
skills needed to work in groups
Cooperative Learning
Role 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 be
improved by employing the mechanism
of feedback devices
The innovative practices in teacher
education programme are based on the
theory of feedback
The input, process and output
units of teaching enable the
teacher to understand and
analyse teaching in more
scientific manner
Teaching activities can be made highly structured