Semester I

C-6&7
Pedagogy of Computer Science-I

Unit I-THE TECHNIQUES AND TECHNOLOGY OF COMPUTER

• Introduction; computing needs; Generations of Computers;
• Principles of computing; Techniques of computing;
• Hardware & Software;
•
UNIT -II: NATURE AND SCOPE OF COMPUTER SCIENCE
• Nature of Computer Science – Meaning and Characteristics; basic concepts, facts and
generalizations in Computer Science
• Scope of Computer Science – Relation with other Sciences and its uses in day to day
life.
Role of ICT in teacher education

UNIT – III: AIMS & OBJECTIVES OF TEACHING COMPUTER SCIENCE

• Aims and Objectives of teaching Computer Science at different levels
• Blooms taxonomy of Educational objectives
• Instructional objectives with specifications
UNIT – IV: INSTRUCTIONAL METHODS, TECHNIQUES AND PLANNING
FORTEACHING
• Strategies: Team Teaching, lecture, lecture cum Demonstration, Inductive-Deductive,
Analytic-synthetic, Problem solving, seminar, small group strategies, cooperative
learning , group learning, debate, discussion, Individualized strategies, Library based
learning, programmed learning, CAL, Web based learning
• Techniques: Brainstorming, Buzz session, Simulation, symposium, Team teaching. –
meaning, organization and importance
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•

Unit I-THE TECHNIQUES AND TECHNOLOGY OF COMPUTER

• Introduction; computing needs; Generations of Computers;

Computing is any goal-oriented activity requiring, creating algorithmic processes e.g.

through computers. Computing includes designing, developing and building hardware
and software systems; processing, structuring, and managing various kinds of
information; doing scientific research on and with computers; making computer
systems behave intelligently; and creating and using communications and
entertainment media. The field of computing includes computer engineering, software
engineering, computer science, information systems, and information technology.
Computing is the study of how computers and computer systems work and how they
are constructed and programmed. Its primary aspects of theory, systems and
applications are drawn from the disciplines of Technology, Design, Engineering,
Mathematics, Physical Sciences and Social Sciences. Computer science has many sub-
fields; some emphasize the computation of specific results (such as computer
graphics), while others relate to properties of computational problems. Still others
focus on the challenges in implementing computation. For example, digital hardware
design focuses on the electronic systems that execute programs and the communication
networks that connect them; programming language theory studies approaches to
describing computations; while computer programming applies specific programming
languages to solve specific computational problems.
Computing is a discipline, like mathematics or physics, that explores foundational
principles and ideas (such as techniques for searching the Web), specifically,
computing is not ‘ICT’; ICT is a skills-based course focusing, typically, on the use of
applications such as word processing and spreadsheets.
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Computing needs:-

1. Managing various kinds of information

2. For scientific researches
3. Developing and building systems
4. For entertainment media
5. Useful in communication
6. Helpful in other Subjects
7. Development of Skills
8. Speeded up work
9. Source of Information
10.Helping in Different fields
Generations of Computers:-

First Generation of Computers (1942-1955)

The beginning of commercial computer age is from UNIVAC (Universal Automatic

Computer). It was developed by two scientists Mauchly and Echert at the Census
Department of United States in 1947. The first generation computers were used
during 1942-1955. They were based on vacuumtubes. Examples of first generation
computers are ENIVAC and UNIVAC-1.

Advantages
Vacuum tubes were the only electronic component available during those days.
Vacuum tube technology made possible to make electronic digital computers.
These computers could calculate data in millisecond.

Disadvantages
The computers were very large in size.
They consumed a large amount of energy.
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 They heated very soon due to thousands of vacuum tubes.
They were not very reliable.
Air conditioning was required.
Constant maintenance was required.
Non-portable.
Costly commercial production.
Limited commercial use.
Very slow speed.
Limited programming capabilities.
Used machine language only.
Used magnetic drums which provide very less data storage.
Used punch cards for input.
Not versatile and very faulty.

Second Generation Computers (1955-1964)

The second generation computers used transistors. The scientists at Bell laboratories
developed transistor in 1947. These scientists include John Barden, William Brattain
and William Shockley. The size of the computers was decreased by replacing vacuum
tubes with transistors. The examples of second generation computers are IBM 7094
series, IBM 1400 series and CDC 164 etc.
Advantages
Smaller in size as compared to the first generation computers.
The 2nd generation Computers were more reliable
Used less energy and were not heated.
Wider commercial use
Better portability as compared to the first generation computers.
Better speed and could calculate data in microseconds
Used faster peripherals like tape drives, magnetic disks, printer etc.
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 Used Assembly language instead of Machine language.
Accuracy improved.
Disadvantages
Cooling system was required
Constant maintenance was required
Commercial production was difficult
Only used for specific purposes
Costly and not versatile

Third Generation Computers (1964-1975)

The Third generation computers used the integrated circuits (IC). Jack Kilby
developed the concept of integrated circuit in 1958. It was an important invention in
the computer field. The first IC was invented and used in 1961. The size of an IC is
about ¼ square inch. A single IC chip may contain thousands of transistors. The
computer became smaller in size, faster, more reliable and less expensive. The
examples of third generation computers are IBM 370, IBM System/360, UNIVAC
1108 and UNIVAC AC 9000 etc.
Advantages
Smaller in size as compared to previous generations.
More reliable.
Used less energy
Produced less heat as compared to the previous two generations of computers.
Better speed and could calculate data in nanoseconds.
Used fan for heat discharge to prevent damage.
Maintenance cost was low because hardware failure is reare.
Totally general purpose
Could be used for high-level languages.
Good storage
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 Versatile to an extent
Less expensive
Better accuracy
Commercial production increased.
Used mouse and keyboard for input.
Disadvantages
Air conditioning was required.
Highly sophisticated technology required for the manufacturing of IC chips.

Fourth Generation Computers (1975-Present)

The fourth generation computers started with the invention of Microprocessor. The
Microprocessor contains thousands of ICs. Ted Hoff produced the first microprocessor
in 1971 for Intel. It was known as Intel 4004. The technology of integrated circuits
improved rapidly. The LSI (Large Scale Integration) circuit and VLSI (Very Large
Scale Integration) circuit was designed. It greatly reduced the size of computer. The
size of modern Microprocessors is usually one square inch. It can contain millions of
electronic circuits. The examples of fourth generation computers are Apple Macintosh
& IBM PC.

Advantages
More powerful and reliable than previous generations.
Small in size
Fast processing power with less power consumption
Fan for heat discharging and thus to keep cold.
No air conditioning required.
Totally general purpose
Commercial production
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 Less need of repair.
Cheapest among all generations
All types of High level languages can be used in this type of computers
Disadvantages
The latest technology is required for manufacturing of Microprocessors.

Fifth Generation Computers (Present & Beyond)

Scientists are working hard on the 5th generation computers with quite a few
breakthroughs. It is based on the technique of Artificial Intelligence (AI). Computers
can understand spoken words & imitate human reasoning. Can respond to its
surroundings using different types of sensors. Scientists are constantly working to
increase the processing power of computers. They are trying to create a computer with
real IQ with the help of advanced programming and technologies. IBM
Watson computeris one example that outsmarts Harvard University Students. The
advancement in modern technologies will revolutionize the computer in future.

• Principles of computing; Techniques of computing;

1. Based on systematic information
2. For scientific researches
3. Developing and building systems
4. Based on Programming techniques
5. Helpful in curriculum

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Techniques of computing

Computing information is considered an extremely important asset to any

institution. Techniques are set of management disciplines with the help of
computing information that allow any institution to manage their technological
fundamentals to create competitive beneficial advantage. Computing
information techniques includes
Integrated planning
Design, optimization
Operation and control of technological products.
Processes and services.

• Hardware & Software

Hardware
Hardware refers to the physical elements of a computer. This is also sometime called
the machinery or the equipment of the computer. Examples of hardware in a computer
are the keyboard, the monitor, the mouse and the processing unit. However, most of a
computer's hardware cannot be seen; in other words, it is not an external element of the
computer, but rather an internal one, surrounded by the computer's casing (tower). A
computer's hardware is comprised of many different parts, but perhaps the most
important of these is the motherboard. The motherboard is made up of even more parts
that power and control the computer.
In contrast to software, hardware is a physical entity. Hardware and software are
interconnected, without software; the hardware of a computer would have no function.
However, without the creation of hardware to perform tasks directed by software via
the central processing unit, software would be useless.

Software

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Software commonly known as programs, consists of all the electronic instructions that
tell the hardware how to perform a task. These instructions come from a software
developer in the form that will be accepted by the platform (operating system + CPU)
that they are based on. For example, a program that is designed for the Windows
operating system will only work for that specific operating system. Compatibility of
software will vary as the design of the software and the operating system differ.
Software that is designed for Windows XP may experience a compatibility issue when
running under Windows 2000 or NT.
Software is capable of performing many tasks, as opposed to hardware which only
perform mechanical tasks that they are designed for. Software is the electronic
instruction that tells the computer to perform a task. Practical computer systems divide
software systems into two major classes:
System software: Helps run computer hardware and computer system itself.
System software includes operating systems, device drivers, diagnostic tools and more.
System software is almost always pre-installed on your computer.
Application software: Allows users to accomplish one or more tasks. Includes
word processing, web browsing and almost any other task for which you might install
software. (Some application software is pre-installed on most computer systems.)
Software is generally created (written) in a high-level programming language, one that
is (more or less) readable by people. These high-level instructions are converted into
"machine language" instructions, represented in binary code, before the hardware can
"run the code". When you install software, it is generally already in this machine
language, binary, form.

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UNIT -II: NATURE AND SCOPE OF COMPUTER SCIENCE

• Nature of Computer Science – Meaning and Characteristics; basic concepts, facts

and generalizations in Computer Science

Computer science is the study and development of the protocols required for
automated processing and manipulation of data. This includes, for example, creating
algorithms for efficiently searching large volumes of information or encrypting data so
that it can be stored and transmitted securely.
Computer science is the scientific and practical approach to computation and its
applications. It is the systematic study of the feasibility, structure, expression, and
mechanization of the methodical procedures (or algorithms) that underlie the
acquisition, representation, processing, storage, communication of, and access
to information.
Its fields can be divided into a variety of theoretical and practical disciplines. Some
fields, such as computational complexity theory (which explores the fundamental
properties of computational and intractable problems), are highly abstract, while fields
such as computer graphics emphasize real-world visual applications. Still other fields
focus on the challenges in implementing computation. For example, programming
language theory considers various approaches to the description of computation, while
the study of computer programming itself investigates various aspects of the use
of programming language and complex systems. Human–computer
interactionconsiders the challenges in making computers and computations useful,
usable, and universally accessible to humans.

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While consideration of the body of knowledge is one major issue in determining
whether a specific program meets the necessary requirements to be called a computer
science degree, other issues must also be addressed. Typically, these issues are
concerned with the overall nature of the discipline, the breadth and depth of a program,
plus other factors relating to practical, personal, and transferable skills.

In general terms, we expect that institutions will define aims and objectives that
characterize their particular programs and indicate that their curricula are at the level of
a undergraduate degree in computer science. Degree programs in computer science can
take various forms, each of which could prepare their students for different but valid
careers. At one extreme, a degree program might provide opportunities for its students
to take courses on a wide range of topics spanning the entire area of computer science.
Graduates from such programs would have great flexibility and might be of particular
value either in emerging areas where specialist courses may not be established or in
contexts where their ability to span the field would be useful. At another extreme, a
program might take one very specific aspect of computer science and cover it in great
depth. The graduates from such programs will typically tend to seek opportunities in
the area of specialization they have studied, whether it be the development of
multimedia systems, network design, the formal verification for safety-critical systems,
electronic commerce, or whatever other specialities emerge and become important.

Despite such differences in emphasis and content, however, there are certain minimal
characteristics that should be expected of any graduate in computer science. The
purpose of this chapter is to explore what those characteristics ought to be.

General characteristics of computer science

These characteristics can be expressed as follows:

System-level perspective. The objectives associated with individual units in the

body of knowledge tend to emphasize isolated concepts and skills that can lead
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 to a fragmented view of the discipline. a computer science program must
develop a higher-level understanding of systems as a whole. This understanding
must transcend the implementation details of the various components to
encompass an appreciation for the structure of computer systems and the
processes involved in their construction and analysis.
Appreciation of the interplay between theory and practice..

Familiarity with common themes..

Adaptability

GENERALIZATIONS IN COMPUTER SCIENCE

Computer , One of the most powerful forces today, is being put to use everywhere. It is
used in weather forecasting, designing of machines & buildings, Air-Railway
reservation of seats, science and technology , Medical case, etc. Let us have a brief
idea of the impact of computer usage on various sectors of our society.

* Business and Industry: In Business, Computers are being used for many data
processing tasks such as word processing, filing, assembling numbers and facts
associated with general office functions like accounting, payroll processing and
personal record keeping. Different paper works which took a lot of power and time,
can be done with little effort and in short time by computer.

With advances in computer technology , the industrial sector has progressed

remarkably in terms of: New efficient methods of production, optimal usage of
available resources, Greater efficiency, Better quality of products, Reduction in cost of
production and Improved safety and reliability.

* Recreation and Entertainment: Our entertainment and pleasure time persuits have
also been affected by computerization. Musical instruments can be linked to a personal
computer ,thereby Creating a variety of sounds. -

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For Example: In movies, computer generated graphics gives freedom to designers so
that special effects and even imaginary characters can play a part in making movies,
videos, and commercials.

* Telecommunication: Satellites are used for telecommunication . For the live telecast
on television and telecasting of programs on different television channels, computers
are used.

* Government: Various departments of our government use computers for their

planning, control and law enforcement activities. Computers are used for Traffic,
Tourism, Information and Broadcasting, Education, Railway, Aviation.

* Health Care: Computers are also being used for planning and control purposes by
health care professionals. Computer equipment is used to monitor pulse rate, Blood
pressure and other vital signs. This leads to correct and fast diagnosis. Medical
researches are using computers as a tool in their search for cures of deadly diseases like
cancer and AIDS.

* Humanities: In recent years computer usage has increased in people having interests
in history, literature, music, graphics, arts and other branches of humanities. They use
it to ease manuscript preparation, translate texts from one natural language to another,
discover significant stylistic patterns in text.

* Science and Technology : Thousands of scientific applications are processed daily,

on the computers. One of the most important daily activity is weather forecasting,
which involves solution of mathematical equations using world wide data about air
pressure, temperature, humanity both values.

• Scope of Computer Science – Relation with other Sciences and its uses in
day to day life.

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 Gaming graphical designing

Applications programming,
Web development,
Embedded systems,
Computer science classroom.
recent developments and innovations
In the institutions the courses are way more than outdated.
Provide Knowledge about gadgets: - In this scenario it becomes far more
important that one starts to learn current gadgets from the web. The
fact I understood is that one's profile should be good. Every student
undergoes internships during their course and for you to get an upper hand
in placements it is always better to do internships abroad during your
engineering course.
System Administration and Banking.
Controlling Learning Activities
Special Education
Providing Individual Attention
Practice Purpose: Computer can be used for practice purpose. The
student can work on computer to practice what they learn in classroom,
immediate feedback is provided to them. There are so many types of practice
softwares who focus on previously learned knowledge and new knowledge.
Developing Problem solving Ability and Creativity : There are so many
programs available on problem solving and creativity. Students can have a
variety of practice for solving problems, giving new ideas, constructing and
developing new concepts. Students become more creative in their educational
outcomes.
Tutor Services: Computer has been proved to be very effective in
providing tutorial services to a number of students at a time on individual basis.
It has showed its capacity as a good teacher, Subject Expert, demonstrator and
supervisor. It can ask questions, answer them, solve problems, assign and heck

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work etc. infact computer helps at each and every steps of teaching learning
process.
Guidance: Computers are now - a - days serving ‘as sincere, resourceful
and energetic officers. They are used to guide the students educationally,
vocationally and for personal guidance also. With the help of computer, student
can get guidance from any part of working through internet.
Simulation: Simulation are being used to provide necessary training to
the students. Students acquire valuable training experience without involving in
risks and danger. Computers are providing simulation of real life situation to the
student teachers.
Lab Work: Students feel difficulties in their practical work in computer
Lab. Computers are helping a lot in this direction. Science and other practical
subjects are being demonstrated to them. Computers store the data, analysis it
and produce result very fast and accurately.
Upgrading knowledge: It is very difficult for the persons to study books
for upgrade their knowledge. Internet is an ocean of knowledge. Internet
provides fast and easy access to the knowledge. Students as well as teachers can
upgrade themselves in their subjects with minimum effort and time.
Administration: Computer is helping in administration also. The
activities like Making Time table, organizing co-curricular activities, discipline,
observation, record maintenance, arranging information, keeping accounts and
financial responsibilities etc. are being done in school - colleges on computer.
Data Analysis: Data Analysis and lot of Calculations are required in
research work, which is very difficult manually. Computer made it very easy and
fast. Students can perform complex calculations or data analysis within seconds
with help of computer.
Record Maintenance: In education we need to store large amount of
data. Data may be related to student’s Detail, their result, progress etc. Computer
can store the data in the form of files and we can retrieve the information any
time very fast.

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 Library Service: Library is the centre of all the knowledge for school
college students. They may face problems in finding books . They may need
more books in the library. With the help of internet, the libraries of the world can
be brought to their own library. Students can get their desired book just by
clicking. Students can directly read magazines or books from the terminal . This
type of computerized learning is called CAL (Computer Aided Learning)
Evaluation: Computers are playing a leading role in the task of evaluation of
student’s progress. They are preparing progress reports and maintaining records.
The evaluation process is designed according to the needs of each individual and
they get the result immediately.

Role of ICT in 21st Century’s Teacher Education:-

ICT helps teachers in both pre-service and in-Service teachers training. ICT
helps teachers to interact with students. It helps them in preparation their
teaching, provide feedback. ICT also helps teachers to access with institutions
and Universities, NCERT, NAAC NCTE and UGC etc. It also helps in effective
use of ICT software and hardware for teaching – learning process. It helps in
improve Teaching skill, helps in innovative Teaching. It helps in effectiveness of
classroom. It also helps in improving professional Development and Educational
management as well as enhances Active Learning of teacher Trainees. It is now
replacing the ancient technology. As we know now-a day‟s students are always
have competitive mind. So teacher must have the knowledge of the subject. This
can be done through ICT. ICT helps teachers in preparation for teaching. In
order to introduce ICT in pre-service teacher education different methods and
strategies are applied. Different tools are used such as word processing,
Database, Spreadsheet etc. Various technology based plans are used to help the
teachers for their practice teaching. ICT prepares teacher for the use of their
skills in the real classroom situation and also make students for their future
occupation and social life. ICT used as an „assisting tool‟ for example while
making assignments, communicating, collecting data & documentation, and
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 conducting research. Typically, ICT is used independently from the subject
matter. ICT as a medium for teaching and learning. It is a tool for teaching and
learning itself, the medium through which teachers can teach and learners can
learn. It appears in many different forms, such as drill and practice exercises, in
simulations and educational networks. ICT as a popular tool for organisation and
management in Institutions. Teachers must provide technological support to
learn using motion picture, animation, simulation training which helped student
teachers to give model presentation. If the teacher is highly equipped with
technology, the student will also be equipped with technology. It removes the
traditional method of teaching and prepare teacher to apply modern method of
teaching. ICT is plays an important role in student evaluation. ICT is store house
of educational institution because all educational information can safely store
through ICT. ICT helps Teacher to communicate properly with their students. So
ICT bridge the gap between teacher and students. ICT helps Teacher to pass
information to students within a very little time. ICT helps Teacher to design
educational environment. ICT helps Teacher to identify creative child in
educational institute.

UNIT – III: AIMS & OBJECTIVES OF TEACHING COMPUTER SCIENCE

• Aims and Objectives of teaching Computer Science at different levels

AIMS OF EDUCATION
According to James Ross, “The aim of education is the development of valuable
personality and spiritual individuality.”

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Aims of education are formulated keeping in view the needs of situation. Human
nature is multisided with multiple needs, which are related to life. Educational aims are
correlated to ideals of life.
The goal of education should be the full flowering of the human on this earth.
According to a UNESCO study, “the physical, intellectual, emotional and ethical
integration of the individual into a complete man/woman is the fundamental aim of
education.”

Aims of Teaching of computer

Social Aim
Intellectual Aim
Disciplinary Aim
Cultural Aim
Moral Aim
Aesthic Aim
Social Aim
Vocational Aim
Appreciation Aim
Problem solving Aim
Scientific Aim
Skill Aim

General objectives of Computer Science

According the ACM and IEEE, “Learning objectives are central components of
any body of knowledge; basically they capture important elements that are
typically absent from a mere list of knowledge topics. They are intended to
capture what students are able to do with knowledge.”

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 Provide knowledge:
1. To provide knowledge of basic objectives of teaching computer education.
2. Programming Languages and its principles
3. Hardware and software
4. Operating systems
5. Number system
6. Internet – Meaning, its uses, terminology

Understanding
1. When subject taught properly and deeply knowledge is tram formed to
understanding.
2. Explain working of computer.
3. Discrimination between the languages and software.
4. locate errors.

Application
1. Provide knowledge to the pupil how to use computer to solve the problems in
daily life.
2. Give new ways of using application software and developing software.

Skill
1. Handle mouse properly.
2. Develop software
3. Type correctly by keyword
4. Use all application software properly.
Attitude
1. Analyze problem
2. Think logically
3. Verify result
4. Intellectually honest
Appreciation
1. Role of computer in daily life activities
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 2. The way computer was discovered
3. Role of computer in development of society
4. Synthesis of solution of problems
Interest
1. Learning computer subjects.
2. Reading computer literature
3. Practical work in computer laboratory
4. Activates realted to computer.

Interest
1. Learning computer subjects.
2. Reading computer literature
3. Practical work in computer laboratory
4. Activates realted to computer.

OBJECTIVES OF COMPUTER SCIENCE

Objectives are the guiding steps and it is after achievement of objectives

that we reach near to aims. Objectives are always expressed in measurable terms called
behavioural. They are the basis through which the long term product aims are to be
achieved in a more practical and definite way.
The aims of teaching computer education may thus be broken into some
se objectives, for providing definite learning experience to bring desirable individual
changes. Consequently, Objectives of computer education teaching thus provide certain
clear cut well defined short term purposes or tasks before a computer education teacher
at the time of teaching a particular topic or providing particular type of learning

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experiences. The objectives of computer education can be classified into following
categories; Instructional Objectives, Behavioral objectives, Educational objectives.

• Blooms taxonomy of Educational objectives

Bloom's Taxonomy was created in 1956 under the leadership of educational

psychologist Dr Benjamin Bloom in order to promote higher forms of thinking
in education, such as analyzing and evaluating concepts, processes, procedures,
and principles, rather than just remembering facts (rote learning). It is most often
used when designing educational, training, and learning processes.
"Taxonomy” simply means “classification”, so the well-known taxonomy of
learning objectives is an attempt (within the behavioral paradigm) to classify
forms and levels of learning. It identifies three “domains” of learning (see
below), each of which is organized as a series of levels or pre-requisites. It is
suggested that one cannot effectively — or ought not try to — address higher
levels until those below them have been covered (it is thus effectively serial in
structure). As well as providing a basic sequential model for dealing with topics
in the curriculum, it also suggests a way of categorizing levels of learning, in
terms of the expected ceiling for a given programme. Thus in the Cognitive
domain, training for technicians may cover knowledge,
comprehension and application, but not concern itself with analysis and above,
whereas full professional training may be expected to include this
and synthesis and evaluation as well.

There are 3 domains of Learning:

o Cognitive: mental skills (knowledge)
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o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
1. Cognitive: the most-used of the domains, refers to knowledge structures
“knowing the facts” is its bottom level). It can be viewed as a sequence of
progressive contextualization of the material.

1. KNOWLEDGE – The remembering of previously learned material. It may

involve recall or the
bringing to mind of appropriate information. Knowledge is lowest-level learning.
Terms that are appropriate for
“KNOWLEDGE” objectives are define, describe, identify, label, list, match, name,
outline, reproduce, select, and state.
2. COMPREHENSION – The ability to grasp the meaning of material.
Comprehension may be shown
by translating material from one form to another, interpreting material, or
predicting future trends. Terms that are
appropriate for “COMPREHENSION” objectives include defend, distinguish,
estimate, explain, extend, generalize,
infer, paraphrase, predict, rewrite, and summarize.
3. APPLICATION – The ability to use learned material in a new and concrete
situation. The
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 application of rules, methods, concepts, principles, laws, and theories is typical of
these kinds of processes used in
application. Terms like change, compute, demonstrate, discover, modify, operate,
predict, prepare, produce, relate,
show, solve, and use are appropriate for “APPLICATION” objectives.
4. ANALYSIS – The ability to break down material into its component parts so that
the relationships
between parts can be analyzed and the underlying organizational principles are
recognized. Terms that are appropriate
for “ANALYSIS” objectives are breakdown, diagram, differentiate, discriminate,
identify, illustrate, infer, outline,
point out, relate, select, separate, and subdivide.
5. SYNTHESIS – The ability to resolve contradictions and to put parts together to
form a new whole.
Emphasis is upon the formulations of new patterns of structures. Term that are
appropriate for “SYNTHESIS”
objectives include categorize, combine, compile, compose, create, devise, design,
explain, generate, modify, organize,
plan, rearrange, reconstruct, relate, and reorganize.
6. EVALUATION – The ability to judge the value of compiled material for a given
purpose. Criteria
are established as a basis for evaluation. This learning is the highest in the
cognitive hierarchy because it
2. Affective: the Affective domain has received less attention, and is less intuitive

than the Cognitive. It is concerned with values, or more precisely perhaps with
perception of value issues, and ranges from mere awareness (Receiving), through to
being able to distinguish implicit values through analysis

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3. Psycho-Motor: Bloom never completed work on this domain, and there
have been several attempts to complete it. One of the simplest versions has
been suggested by Dave (1975

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• Instructional objectives with specifications

The teacher should be kept certain objectives in view while

teaching computers to the students. At the time of imparting instructions to the
students, a teacher has to place before him some definite and very specific
objectives for being attained within a specified classroom period and resources
in hand. Through classroom teaching learning objectives, a teacher tries to bring
desired changes in the behaviour of pupils. The classroom teaching learning
objectives known as Instructional objectives.
The term Instructional objectives in relation to the teaching of
Computer Education may be defined as a group of statements formulated by the
teacher for, describing what the pupils are expected to do or will be able to do
once the process of classroom instruction is over.
In fact, Instruction and outcomes is the teaching learning product in
the form of behavioural changes in the pupils that a teacher expect as a result of
his instruction related with a particular lesson unit of the subject.
Instructional objectives are thus nothing but descriptions of the
pupils terminal behaviour expected out of the ongoing classroom instruction.

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 Therefore, Instructional objectives may be termed as teaching learning
objectives for behavioural objectives.
The main purpose of Behavioural objectives is to provide
statements or skills, concepts of behaviour learner are expected to demonstrate
after going through a particular instruction.
According to Crowford : “Instructional objectives for teachers are
narrow in scope than educational objectives. Instructional objectives guide the
teacher in the selection, emphasis and omission of subject matter, materials and
activities while preparing lesson plan and classifying instruction.”

UNIT – IV: INSTRUCTIONAL METHODS, TECHNIQUES AND

PLANNING FOR TEACHING

• Strategies: Team Teaching, lecture, lecture cum Demonstration, Inductive-

Deductive,Analytic-synthetic, Problem solving, seminar, small group strategies,
cooperativelearning , group learning, debate, discussion, Individualized strategies,
Library basedLearning, programmed learning, CAL, Web based learning

Team Teaching

In team teaching a group of teachers, working together, plan, conduct, and evaluate the
learning activities for the same group of students. In practice, team teaching has many
different formats but in general it is a means of organising staff into groups to enhance
teaching. Teams generally comprise staff members who may represent different areas
of subject expertise but who share the same group of students and a common planning
period to prepare for the teaching. To facilitate this process a common teaching space
is desirable. However, to be effective team teaching requires much more than just a
common meeting time and space.

(i) Why Should I Use Team Teaching?

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In view of the additional complexity which team teaching initiatives introduce into
departmental organisation and in view of the time needed for staff to adapt to the new
structures, it is relevant to ask what benefits accrue from team teaching. How, for
instance, does team teaching benefit lecturers, part-time tutors, students, and
departments as a whole?

For Lecturers, who so often work alone, team teaching provides a supportive
environment that overcomes the isolation of working in self-contained or
departmentalized class-rooms. Being exposed to the subject expertise of
colleagues, to open critique, to different styles of planning and organisation, as
well as methods of class presentation, teachers can develop their approaches to
teaching and acquire a greater depth of understanding of the subject matter of
the unit or module.
Part-time staff can be drawn more closely into the department as members of
teams than is usually the case, with a resulting increase in integration of course
objectives and approaches to teaching.
Team teaching can lead to better student performance in terms of greater
independence and assuming responsibility for learning. Exposure to views and
skills of more than one teacher can develop a more mature understanding of
knowledge often being problematic rather than right or wrong. Learning can
become more active and involved. Students could eventually make an input into
team planning.
Team teaching aids the professional and interpersonal dynamics of
departments leading to closer integration of staff.

LETCURE METHOD:

Lecture Method is inexpensive method to teach the subject matter of

computer education in our schools. Where teaching is only is to supersede the subject
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matter, there the best method is lecture method. In ancient time, there was a absence of
text books to teach students so at that time teachers used only chalk board to teach
students . That is why it is often named as ‘chalk and talk method’. In recent time also,
Lecture method is the most used method. This method is very helpful for covering the
syllabus rapidly within the limited time.
In lecture method, teacher prepares the lecture about a particular topic
from the textbooks and other available sources and then delivers the lecture to the
students on that particular topic with in a prescribed time period without the use of
scientific equipment (teaching aid) . The Teacher doesnot bother whether the subject
matter has been grasped by students or not.

Methods of Lecture Method

1. Lecture Method does not require the use of subject laboratories, scientific
equipments as a teaching aid material . So this is inexpensive method.
2. With the help of Lecture method, a single teacher can teach many students.
3. Lecture method is very helpful for covering the syllabus rapidly with in a limited
time. So this method saves time.
4. Lecture method becomes essential while introduction a topic in a class.
5. Lecture method is very helpful to summarise of early taught lesson.
6. Lecture method is very essential while giving instructions before performing any
experiments in the laboratory of computer.

Demerits of Lecture Method

1. In Lecture method, only teacher becomes active and students remain passive so
specialities and interests of the students are ignored.
2. Lecture method does not help in the development of viewpoints of the students.
3. Lecture method is unpsychological teaching method because no attention is paid
to the readiness of students to get the knowledge of subject matter.
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4. In Lecture method, everything is done theoretically not practically so there is no.
place for ‘learn by practice’ method. The main aim of computer education is
finished through this method.
5. The thinking and research power of the students is not appreciated in the Lecture
method.
6. Teacher does not bother whether the subject matter has been grasped by the
students or not, in the Lecture method.

Lecture – cum – Demonstration method

This is the method generally used by computer teachers. Students cannot learn
computer either by lecture or by demonstration used in isolation. Even most effective
demonstration cannot guarantee learning in Computers. This may also be true for the
lecture-cum-demonstration method. It can be succeed when lecture is based upon
concrete experiences of the student’s environment and a demonstration focuses them
into scientific phenomenon, while discussion between teachers and students goes on in
a permissive atmosphere. Demonstration method when combined with a well-directed
discussion is a successful teaching technique. It can be modified by allowing limited
students participation and by problem solving at times. It fits well into the regular
method of uniform class procedure for all students but does not permit of very wide
individualizations. If widely individualized or modified it approaches to a method
usually called the problem solving or project method.
Through contrived situations in this method students themselves form concepts.
Therefore lecture – cum- demonstration method should achieve the advantages of both
lecture and demonstration methods and minimize their disadvantages. Though it is
widely used in our computer classes has a limited role in the teaching learning process.
This is because all students do not participate actively.

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INDUCTIVE METHODS:

It leads from concrete to abstract, particular to general and from examples to formula.
It is the method of constructing a formula with the help of a sufficient number of
concrete examples. It is based on induction which means proving a universal truth by
showing that if it is true for a particular case and is further true for a reasonably
adequate number of cases, it is true for all such cases. A formula or generalisation is
thus arrived at through a convincing process of reasoning and solving of problems.
After a number of concrete cases have been understood, the student successfully
attempts the generalisation.

Deductive Method:

It is the opposite of Inductive Method. Here the learner proceeds from general o
particular, abstract to concrete, and formula to examples. A pre constructed formula is
told to the students and they are asked to solve the relevant problems with the help of
that formula. The formula is accepted by the learners as a pre-established and well-
established truth.

Synthetic Method

Of those methods listed above, the synthetic method has become, by far, the most used
and accepted by teachers and students because o certain inherent characteristics that
minimise intellectual effort and arrive at solutions quickly and mechanically. This
method, originally, is meant to follow analytic method to bring to shape and size all the
thinking that takes place in the active mind of the child. In course of time, for reasons
already stated, it has been adopted as an independent method to the exclusion of the
analytical component in the process. According to Butler and Wren (1965).
The synthetic process (method) consists in the drawing of a series of necessary
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conclusions until the desired conclusion is reached. The hypothesis implies as a
necessary consequence, this hypothesis of some axiom, postulate, or previously
established theorem: these hypotheses imply the conclusions associated with them,
which in turn make further implications, and •this chain of necessary deductions is
pursued until the desired conclusion is reached.
It can be seen from these observations that the synthetic procedure is essentially,
interested in drawing conclusions, and arriving at consequences from a given situation.
But Butler and Wren caution that, although, the simplicity, the elegance, and rigour of
this form of argument make it highly desirable, it is far from desirable as a sole
procedure to be followed in deriving mathematical proofs. As a technique it makes no
provision for the pupil to understand the reason for making significant constructions or
applying auxiliary theorems, let alone developing general sable problem solving skills.

The Analytic Method

The analytic method, on the other hand, starts with a consideration of the desired
conclusion that is implied by some propositions in the problem. The stress in this
process is why a mathematical operation is to be carried out and what relationships
exist between the conclusion and the other elements of the problem. In this method the
child proceeds from the unknown to the known by breaking up the entire problem
situation into its constituent elements. It is to be established by way of reasoning that G
is dependent upon E and F with an operation there upon, which (E and F) in turn
depend upon A and B with an operation and C and D with an operation respectively.
The main question is what are the dependency relationships between the elements of
the problem and how are they dependent upon one another.
A comparison of various aspects of the two methods of teaching problem solving will,
perhaps, throw better light on the relative merits and demerits in terms of their
contributions to the development of general sable problem solving skills in children.

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DIFFRENCE B/W THESE METHODS:
Synthetic Method

I. It puts together known truths and by the combination of these truths perceives and
unknown truth.
2. It is a method of presenting discovered truths.
3. It is short, concise, and elegant.
4. It is a method for learner’s practice.
5. It encourages memory and mechanical manipulations
6. It is informational with no heuristic element in it.
7. It is the product of thought, finished, certain and formal

Analytic Method

It pulls apart the problem into simpler truths, verifying their relationship with the
unknown truth.
It is a method of discovering truths, an exploratory method.
It is lengthy, laborious, and time consuming.
It is a method for discoverer’s creativity.
It promotes originality, based on the power of reasoning.
It is formational, based on heuristic approach.
It is a process of thinking, informal and tentative.

PROBLEM SOLVING METHOD

A problem is a sort of obstruction of difficulty which has to be overcome

to reach the goal. According to yoakam and simson,” A problem occurs in a situation in
which a felt difficulty to act is realised. It is a difficulty that is clearly present and
recognised by the thinker. It may be a purely mental difficulty or it may j physical and
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involve the manipulatioin of data. The distinguishing thing about a problem however is
that it impresses the individual who meets it an needing a solution. He recognise it as a
challenge”.
The problem method aims at presenting the knowledge to be learnt in the
form of a problem. It begins with a problematics situation and consists of continuous,
meaningful, well integrated activity. The problems are set to the students in a natural
way and it is ensured that the students are genuinely interested to solve them.
Problem solving method as a method of teaching represents a method
which provides opportunity to the pupil for analysing and solving a problem faced by
him on the basis of the previous stock of his knowledge enriched with the present
means available to him, quite independently by following some systematic and
scientific steps and arriving at some basic conclusions or results to the utilised in future
for the solution of similar problems in the identical situation.

Definitions:
In the words of Risk,” Problem solving may be defined as a process of raising a
problem in the minds of stud in such a way as to stimulate pui reflective thinking in
arriving at a rational solution”
According to Gagne, “Problem solving is a set of events in which human being
was rules to achieve some goals.”
According to Ausubel, “Problem solving involved concept formation and
discovery learning.
The problem solving method have following characteristics on the basis of
above definition.
1. Problem should be well defined.
2. The problem should be meaningful, interesting and practical.
3. It should have correlation with other study subjects also.
4. It should be related with the previous knowledge of the child.
5. It should develop imagination and critical powers.
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6. It should have some educational values.
7. As much as possible the problem should be related with the daily life of the
child.
8. It should be challenging so that the powers of thinking and reasoning can be
developed.
9. It should be according to the mental and physical level of the child.
10. It should develop scientific attitude amongst the children.

STEPS IN PROBLEM SOLVING METHOD

1. Selection and formation of problem.

2. Presentation of the problem
3. Formulation of hypothesis
4. Collection of data and information
5. Analysis and organisation of data
6. Drawing conclusions.
7. Testing of conclusions.
1) Selection and Formulation of Problem: The nature of problem should be made
very clear to the pupils. The pupils should feel the necessity of finding out the
solution of the problem which is selected and formulated. The selection of the
problem should be done by the teacher and child both.
2) Presentation of the Problem: After selecting and formulating a problem,
teacher should present the problem before the students. The teacher should also
make it clear that how this problem can be solved and how the related data and
informations can be collected to get the solution of the problem.
3) Formuhition of Hypothesis: Formulation of hyphothesis means, preparation of
a list of possible reasons of the occurrence of the problem. Formulation of
hypothesis develops thinking and reasoning powers of the child It should be
kept in mind that formulated hypothesis must be testable.
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4) Collection of Data and Information : The child should be stimulated to collect
data and information in a systematic and scientific manner. The teacher can
suggest many points regarding collection of data to the students . He can ask
them to refer extra books and literature.
5) Analysis and organisation of Data : On the basis of collected data and
information, the formulated hypothesis are tested. Various Statistical techniques
are used to analyse and organise that data.
6) Drawing conclusions : After analysing and organising the data, conclusions are
drawn. The selection and rejection of hypothesis is made on the basis of data.
Case should be taken that judgements are made only when sufficient data is
collected . Discussions and conclusions should be arranged collectively or
individually with each child.
7) Testing of conclusions: No conclusions should be accepted without being
properly verified . The students must be asked to be critical while testing
conclusions. Thus the correctness of the conclusions is proved by applying them
in new or different situations.

Merits of Problem solving Method

1) Problem solving method develops analytical, critical and generalization abilities

of the individual.
2) Problem solving method is based on the principle of learning by self-effort.
3) By using this method, the individual learns how to act in the new situation.
4) Problem solving method is scientific in nature.
5) This method helps to develop the power of expression on the students.
6) Problem solving method stimulates thinking, reasoning and critical judgement in
the students.
7) By using this method, the students get valuable social experiences like patience,
co-operation etc.
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8) Problem solving method helps in maintaining discipline in a class room.
9) This method is helpful in the development of harmonious relationship between
the teacher and the learners.
10) This method provides valuable opportunity to the proper development of the
cognitive abilities of the students.
11) Problem solving method is a psychological sound method on account of its
being child-centered and problem oriented.
12) Problem solving method proves quite helpful in making the study of computer
education more useful and practicable in the day to day life.
13) This method is helpful in maintaining discipline in a class -room.
14) Problem solving method helps in developing good study habits and reasoning
power among the students.

Demerits of problem solving method

1. Problem solving method is a time consuming method.

2. It requires independent efforts on the part of students to find out the solution of
the problems.
3. In the problem solving method, a particular problem works as a center of
teaching learning process.
4. Entire syllabus of computer education can’t be covered by the problem solving
technique.
5. Problem solving method does not suit the students of lower classes.
6. The task of thinking about the possible tentative solution is quite challenging
one in the problem -solving method. There is always doubt of drawing wrong
conclusion.
7. In problem solving method, there is a each of suitable books and references for
students.

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8. Mental activities are more emphasised as compared to physical activities in
problem solving method.
Seminar Method:-
A tutorial arrangement involving the instructor and groups, rather than instructor and
individual.
Uses of Seminar Method

1. To provide general guidance for a group working on an advanced study

or research project.
2. To exchange information on techniques and approaches being explored
by members of a study or research group.
3. To develop new and imaginative solutions to problems under study by
the group
Advantages

1. Provides motivation and report.

2. Stimulates active participation.
3. Permits adaptive instruction.
Disadvantages
1. Requires highly competent instructor.
2. Poses evaluation problems.
3. Is more costly than most other methods.

Cooperative Learning, sometimes called small-group learning, is an instructional

strategy in which small groups of students work together on a common task. The task
can be as simple as solving a multi-step math problem together, or as complex as
developing a design for a new kind of school. In some cases, each group member is
individually accountable for part of the task; in other cases, group members work
together without formal role assignments.

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According to David Johnson and Roger Johnson (1999), there are five basic elements
that allow successful small-group learning:

Positive interdependence: Students feel responsible for their own and the
group's effort.

Face-to-face interaction: Students encourage and support one another; the

environment encourages discussion and eye contact.

Individual and group accountability: Each student is responsible for doing

their part; the group is accountable for meeting its goal.

Group behaviors: Group members gain direct instruction in the interpersonal,

social, and collaborative skills needed to work with others occurs.

Group processing: Group members analyze their own and the group's ability to
work together.

Cooperative learning changes students' and teachers' roles in classrooms. The

ownership of teaching and learning is shared by groups of students, and is no longer
the sole responsibility of the teacher. The authority of setting goals, assessing learning,
and facilitating learning is shared by all. Students have more opportunities to actively
participate in their learning, question and challenge each other, share and discuss their
ideas, and internalize their learning. Along with improving academic learning,
cooperative learning helps students engage in thoughtful discourse and examine
different perspectives, and it has been proven to increase students' esteem, motivation,
and empathy.

Some challenges of using cooperative learning include releasing the control of

learning, managing noise levels, resolving conflicts, and assessing student learning.
Carefully structured activities can help students learn the skills to work together
successfully, and structured discussion and reflection on group process can help avoid
some problems.

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COMPUTER ASSISTED INSTRUCTION METHOD
Computer Assisted Instruction Method uses computer to help students to
learn. In the teaching of computer Education, computer itself is an apparatus of
assistance method. It is used for Individual instruction. The improvement of instruction
has been a goal of educators as far back as the teaching of the Greek philosopher
socrates. Although there are a wide variety of approaches, in most cases instructions
can be characterized by the following tasks.
1. Setting objectives
2. Teaching content based on these objectives.
3. Evaluating performance
In 1965, Lorance stolure and Denial Devis developed the most
complicated teaching reflection in which, in place of teacher, computer was used for
the representation of the instructions.
Computerised instruction is the use of computer system to supplement a
learner’s education. The student sits at a computer terminal. The computer screen
displays lessons, questions or other information often with accompanying pictures or
sound. The learner reacts by typing responses on the computer’s keyboard or by
moving a handheld control device called mouse. Computer Assisted Instructions can
help students to learn and also help them to acquire the computer literacy. There are
various definitions of Computer Assisted Instructions method given below:
1. According to Pridemore and Klein, “Computer Assisted Instruction is effective
in part because of the availability of immediate feedback.”
2. According to Fletcher Flinn, “There are currently a number of research
opportunities on the internet. A recent meta-analysis of the efficiency of
computer assisted instruction showed it to be an effective educational
technique.”
3. According to Brothen, “ Computer and internet sites provide the opportunity for
students to actively participate in research.
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Merits of Computer Assisted Instruction Method
1. Computer assisted instructional method is an effective educational technique.
2. Computerized Instruction can provide each student with instruction at a
proper level.
3. Computer Assisted instruction method uses computer to help the students to
learn.
4. Computer has to choose propitious instructions on the basis of entering
behaviour of the students. So computer is called electronic brain.
5. This method is a psychological teaching method. It paid attention to the
readiness of student to the acquisition of knowledge.
6. Computer Assisted Instruction method helps in the development of
investigation and research power of the students.
7. This method gives the quick and accurate conclusion to the students.

Demerits
1. Computer Assisted Instruction method is very expensive method of teaching.
2. Only computer Literate pupils can get the instructions through the computer
Assisted Instruction method.
3. In this method, computers are used for the representation of instructions in the
place of teachers.
4. Computer Assisted Instructions method is a method of managing the
instructional process without requiring live lectures from teachers.

Web Based Learning

Web-based learning has got much attention as being an incredible opportunity to

study nowadays. Despite of its popularity the notion still remains unclear and
confusing.

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What is web-based learning? First of all it has many names. You have probably heard
the following terms: online learning, e-learning, computer-based training, technology-
based instruction etc. Generally the meaning and the basic concept of them are the
same. Web-based learning is one way to learn, using web-based technologies or
tools in a learning process. In other words, learner uses mainly computers to interact
with the teacher, other students and learning material. Web-based learning consists of
technology that supports traditional classroom training and online learning
environments. "Pure" web-based courses are wholly based on computer and online
possibilities. In this case all the communication and learning activities are done online.
On the other hand, web-based courses may have some face-to-face sessions besides the
distant learning tasks. In this case they are called blended courses as they blend web-
based activities with face-to-face activities.

Web-based learning can be also formal or informal. Formal web-based learning is

purposed and learning activities are organized by teachers. Informal learning takes
place while you are searching material from the Internet. It is self-paced, depending on
your goals and ambition to learn.

Techniques: Brainstorming, Buzz session, Simulation, symposium, Team teaching.

–meaning, organization and importance

BRAINSTORMING

Uses :-
Discover new ideas, thoughts and responses very quickly.
Advantages :-
1. Leads to a very animated and energizing session.
2. More reserved participants feel free to contribute.
Disadvantages :-

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 1. It takes time particularly if it is a large group.
2. May consume a lot of material e.g. flipcharts or writing materials.
3. Requires high level facilitation skills.

Buzz session
Uses :-
1. 1. To develop and express imaginative ideas, opinions.
2. Stimulate thinking.
Advantages :-
1. Help trainers to draw breath.
2. Gauge the mood by listening to some discussion.
3. Change pace of discussion.
4. Encourage participants to reflect what was learnt.
Disadvantages :-
1. Unfamiliarity in use.

2. Time required.
3. Need for group leaders.

Simulation Method

Prof. Luerhman: A simulation stimulates active engagement of students. They are

playing a role, not just reading and analyzing. They make decisions and see the results
of their decisions in the response of other players and the outcome of the sim.
Simulations generate much more energy among students than traditional lectures or
case discussions.

Prof. Ernst: With simulations, students can explore the impact of multiple decisions at
the same time. Simulations also allow students to validate their common sense relative
to a particular situation.
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Prof. Shih: A simulation forces students to synthesize and integrate what they read and
make actual decisions based on facts or data presented in the case. Simulations give
students a temporal dimension, an opportunity to experience outcomes that change
based on their inputs over time.

Simulation training:

Prepare students to cope with future roles.

Provide practice in a safe environment with no risk to patient or student.
Test/challenge trainee’s technical and decision-making skills during realistic
patient care situations.
Lead to standardized teaching Skills that can be assessed/practiced using
simulation
Interpersonal and communication skills. Critical thinking and decision-making
skills.

Symposium:-

Symposium is defined as a teaching technique that serves as an excellent method for

informing the audience, crystallizing their opinion and preparing them for arriving at
decision regarding a particular issue or a topic. Symposium is a discussion method in
which different view points on a single aspect of a topic is discussed. Symposium is a
series of speeches on single aspect of a topic.

Basic Purpose of Symposium

• To identify and understand various aspects of a theme.

• To develop the ability arrive a decision and provide judgment for a problem.

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Characteristics

• Symposium provides a broad understanding of a topic or problem.

• The listener is provided with an opportunity to take decisions about a problem.

PRINCIPLES

• The speeches may be persuasive, argumentative and informative

. • Original presentation is objective and accurate

Advantages

• Symposium can be used to address a large group or class.

• This method can be frequently used to present broad topics for discussion at
conventions and organization of meetings.

Disadvantages

• Symposium does not provide adequate opportunity for all the students to participate
actively.It has limited audience participation.
• The speech is limited to 10 to 20 minutes.
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•

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