Objectives
At
the end of this lecture, learners are expected to
1.
Define communication
2.
State the Categories of classroom communication
3.
State the levels of communication
4.
Mention the elements of communication in education
5.
Explain the principles of communication
Definition
of communication
Communication
is a process that involves sending and receiving messages through verbal and
non-verbal methods. It refers to the exchange of information, ideas, emotions
and attitudes through verbal or non-verbal means between two or more than two
participants.
The
communication process refers to the steps or stages involved in exchanging
information, ideas, thoughts, or messages between two or more parties. It is a
dynamic and interactive process that involves a sender, a message, a channel of
communication, a receiver, and feedback. It is a process that involves a shared
code of verbal and non-verbal symbols.
It
includes all methods of conveying any thoughts, feelings, and attitudes between
the person(s). It involves the meeting of minds and the sharing of ideas.
Communication is a two-way process of giving and receiving information through
any number of channels. Precisely, communication is sending and receiving
information. For communication to be effective, it must be interactive, and
feedback makes it effective.
LEVELS
OF COMMUNICATION
1.
Interpersonal
Communication:
It
comprises of two people. The most effective medium is interpersonal
communication, because it gives immediate feedback, it brings about an
exclusive form of Education.
2.
Small group Communication: This is a kind of communication that involves a
small class of 30 – 35 students with a teacher directing the process of
instruction.
3.
Public Communication: This is a level of communication where the
delivery of information is given to a large audience, such communication could
be in the form of campaigns; rallies; and open-air service. In the school
system, there could be a general assembly in the mornings and afternoons where
all the pupils/students come together to be addressed by the school authority.
4.
Mass Communication: This involves sending messages to a large audience at
different places simultaneously. Television and Radio are the common mass media
but the most effective are Radio, Newspaper, Pamphlets, and Magazines are the
other examples. Educational Broadcasts do take place through radio and
Television.
Elements
of Communication in Education:
Elements of communication in education are the basic things required for good
communication to take place.
a.
Source (Sender):
In most cases in education, the teacher is the sender because he initiates
class discussion.
b.
Destination (Receiver):
The pupils/students receive information from the teacher.
c.
Message: The
information to be delivered is based on an aspect of knowledge, attitudes,
beliefs, skills, values or an aspect of culture.
d.
Channel/Media:
These are how the information will be delivered to the required audience –
Radio, Television, Public Address System, Moving Pictures (Video and Films),
Computer, and other Instructional Materials through which the message can be
sent.
e.
Encode – The
procedure of translating ideas, feelings and information meaningfully based on
the learner’s characteristics.
f.
Decode – The
interpretation and translation of the message sent. g. Feedback – It is an
individual attempt to restructure or modify the communication process based on
information about the effectiveness or impact of the message as revealed by the
receiver.
Roles
of communication in teaching
1.
Teachers need to realise the need to communicate to share their knowledge and
information with others. Therefore, understanding how to communicate
effectively is a big role in their profession that must not be taken lightly.
2.
Well-communicated information inspires students to learn and participate in
class.
3.
Communication in a school ensures instructional clarity; teachers must clearly
convey their lessons, expectations, and objectives to their students.
4.
Effective communication helps bridge the gap between a teacher's knowledge and
a student's understanding.
5.
It helps in developing the personality of the learner, building the skill of
decision-making, assuming responsibility, finding solutions by sharing,
discussing ideas, and accepting others. Strong and effective exchange of
information and knowledge.
6.
Good communication gives room for the integration of technology into the
classroom, this allows teachers to alter their teaching practices and content,
as technologies enable the learning process to be more creative, interactive,
engaging, and authentic.
7.
Effective communication can help students better understand the subject matter,
encourage participation, and foster a positive learning environment.
8.
Effective communication: makes instruction clear, cohesive, complete, concise,
and concrete.
Principles
of communication
It is an indisputable fact that communication
makes a society what it is, the kind of communication available could make or
mar the society. Good communication empowers a society in numerous ways. It
makes and builds relationships and frames our responses and actions.
However,
there can be a huge gap between the intention behind words and the response
they receive. There are also occasions when things are best left unsaid, or
when poorly worded or bad timing could lead to confusion, concern and
misconceptions. Ability to abide by the principles of communication is an
excellent illustration of the way to prevail over the complexities of
communication.
The
mode of communication could lead to peace or war, so it is always important to
think before uttering any statement.
In
a school system, communication is like the organised network of a school.
Communicating decently requires a diverse range of skills to make those words impactful.
School systems need good internal communication to bring about unity and
effectiveness, whether one is speaking informally to a colleague or formally
addressing a conference, reporting to a meeting, or writing a newsletter
article.
The
following are the essential principles for effective communication.
1.
Dependability: The process of communication should portray some level of
trust in the information provided. To initiate trust, you must manifest a level
of behaviour that runs through all aspects of good communication with students.
Pick out the classes of students who you need to talk to, decide the content
and mode of presentation, Come up with meaningful and relevant objectives of
communication. Realise that the purpose of your communication should be related
to your content which could be either to warn, educate, inform, influence,
motivate, persuade or a combination of all these. Study your students
vigilantly, to guarantee your communications show skill and warmth, which would
make students depend on you.
2.
Possess good listening skills: Good listening skills give you the chance
to know the messages required and how relevant and appropriate the information
is; this should be based on audience interest and concern. in the school
system, it will be based on the required concept. You need to be curious by
reading body language, assessing behaviours and using open-ended questions and
prompts to gather comprehensive insights. Your presence and good rapport would
go a long way to assist your students.
3.
Clarity and Effective Speaking Skills: Presentation of content to
students could mar or make you, you could have enormous knowledge and
understanding, but the inability to express well with accurate facts is a bad
attitude in communication. Oral communication should therefore be a process of lifelong
learning, especially as you need to alter what you say according to differing
intents, audiences and issues. No matter what your role, there will be times
when you need to speak with confidence, clarity and intent. Use the first
principles outlined above, as a platform.
4.
Good Writing Skills: Writing skills also involve considering your
students, intent and the best way to achieve the outcome you want. Plan
everything you write, before you start. The kind of words you choose goes a
long way to carry your audience along with you in verbal communication and it
should be realised that such words might not be appropriate in written
communication.
In
essence, written communication should be formal, highly structured and
comprehensive. Good writing skills – like good verbal communication –
come from being succinct and using language that your audience can connect to.
Both
require that you assess students’ level of understanding – and the necessity of
technical terms – if the subject matter is complex or requires context. It is
expected that you adopt a style for reports, there is a need to understand the
peculiarity in the format of writing. In a nutshell evaluate the students and
intent, the words most likely to achieve your outcome, and the format that
matches the situation.
5.
Good Reading Skills: Possessing the knack for integrating the content of
the message from available materials is highly instrumental in the
communication process. Quick, efficient and ‘open-minded’ reading is on par
with active listening. It grows your ability to understand not just facts, but
also the intent of the information you receive and any ‘between the lines’
issues or concerns.
6.
No Assumptions: Bear in mind that the character, nature and desires of
your students is not the same, so don’t make assumptions about them in a way
that distorts or skews your communications inappropriately. You must
communicate without patronising or overwhelming students, so knowing your students
should be a reality, not a presumption.
7.
Non-Judgemental: As a teacher, you are expected to possess the skill and
face the reality about the level of your students belong, so being lenient can
be problematic. So in your communications, you need to be empathetic, clear and
engaging, without appearing to devalue or deride students.
8.
Value Difference: It is highly germane to have the understanding that
these students come from different backgrounds, so as you address them as a
group, you are at the same time addressing individuals with diverse levels of
understanding and ability, and differing natures and attitudes. Give room to
the fact that students assimilate information at their own pace. It could
require written materials to back up verbal presentations.
Therefore,
there are times when you must vary your communications in terms of the language
used, technical sophistication or intent, to cater to differing needs. Valuing
differences also compels you to be aware of special sensitivities, such as
racial, religious, gender or socio-economic factors.
9.
Authenticity: To have authentic information to pass across to your
students you need to do a thorough study and read widely to plan and write out
the content of your information
10.
Develop Interest and Curiosity: Good communication should generate
interest and curiosity about the topic under study. To achieve the right level
of interest and curiosity, build opportunities for your students to ask
questions or request additional information. Communication between teacher and
students should be two-way as this can foster improvements, innovations, and
upward learning in an instructional system.
Therefore,
in keeping the principles of communication, you are required to:
1.
Know your audience.
2.
Know your purpose.
3.
Know your topic.
4.
Anticipate objections.
5. Present a rounded picture.
6.
Achieve credibility with your audience.
7.
Follow through on what you say.
8.
Communicate a little at a time.
9.
Present information in several ways and use multiple communication techniques.
10.
Develop a practical, useful way to get feedback. Assignment Give a summary of
the origin of Educational Technology in just two sentences.
References
El Zorkany, M., Yasser, A., & Galal, A. I.
(2020). Vehicle to vehicle “V2V” communication: scope, importance, challenges,
research directions and future. The Open Transportation Journal, 14(1).
Kilper,
D., Thompson, J., Zhang, Y., & Huang, K. (2020). IEEE Transactions on Green
Communications and Computing: New Research Scope. IEEE Transactions on Green
Communications and Networking, 4(4), 939-943.
Rigotti,
E., & Rocci, A. (2006). Towards a definition of communication context.
Studies in communication sciences, 6(2), 155-180.
Verčič,
A. T., Verčič, D., & Sriramesh, K. (2012). Internal communication:
Definition, parameters, and the future. Public relations review, 38(2),
223-230.
https://www.researchgate.net/publication/346031905_Definitions_of_Communication#fullTextFileContent
A well prepared lectures
ReplyDeleteAncient Times Educational technology has its background in ancient Greece when the Elder Sophist used the term “techne” to refer to the process of applying knowledge systematically to the practical art of instruction.
DeleteThe roots of Educational technology could be traced to the early humans using oral traditions, storytelling, and visual aids such as cave paintings, artifacts, and symbols to transmit knowledge and skills to future generations.
Interesting.
ReplyDeleteInsightful
ReplyDeleteThank you ma
ReplyDeleteThis is exceptional
ReplyDeleteThank you ma
ReplyDeleteEducational technology in a way could be traced back to the emergence of very early tools, e.g., paintings on cave walls. its history starts with educational film or Sidney Pressey's mechanical teaching machines in the 1920s.
ReplyDeleteEducational technology (commonly abbreviated as edutech, or edtech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning.The history of Educational Technology can be traced back to four ages, the Stone and Rock age, the Book print and Chalkboard age, the Mass Communication age and Information Communication age
ReplyDeleteThe origin of Educational Technology dates back to the early 20th century, when audiovisual aids like films, radio, and television were first used to support teaching and learning, laying the groundwork for the field's development. The term "Educational Technology" emerged in the 1960s, as educators began to explore the potential of new media and technologies, such as computers and programming,
ReplyDeleteThe origin of educational technology started from stone and rock age era which used nature for counting and recording of events, then it moved to print and chalkboard era which brought forth printing of the Bible and other books. Next is the mass media era which was an era for magic lantern, newspaper etc and now we have the information communication era, the era for smart devices, apps etc
ReplyDelete1. The origin of educational technology dates back to the early 20th century, when audiovisual aids like films, radios, and televisions were first used in classrooms to support teaching and learning.
ReplyDelete2.The field evolved rapidly in the latter half of the century with the advent of computers, the internet, and digital media, leading to the development of modern educational technologies like learning management systems, online courses, and multimedia resources.
100611016
ReplyDeleteEducational technology originated with early tools like the abacus and slate, evolving significantly with the invention of the printing press, which revolutionized access to educational materials. In the 20th century, the advent of computers and the internet further transformed education by introducing digital tools and online resources.
The communication process involves stages tö exchanging information between parties.
ReplyDeleteIt comprises of sender, message, channel, receiver and feedback.
The origin of educational technology can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron.
ReplyDeleteEducational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age
ReplyDeleteI have really learn a lot from your course ma, thank you very much.
ReplyDeleteThe origin of Educational Technology dates back to the early 20th century, when audiovisual aids like films, radio, and television were first used to support teaching and learning, marking the beginning of a new era in education. The field evolved rapidly with the advent of computers, the internet, and digital technologies, transforming the way we learn, teach, and access information, and giving rise to the modern discipline of Educational Technology.
ReplyDeleteThe origin of Educational Technology dates back to the 19th century with the introduction of audio-visual aids like lantern slides and films, which evolved into modern technologies like computers, internet, and digital platforms. The term "Educational Technology" was first used in the 1960s, marking a shift from traditional teaching methods to technology-enhanced learning experiences, with significant advancements in the 21st century.
ReplyDeleteOrigin of educational technology can be traced back to four ages:stone and rock age; block print and chalk age;,the mass media age and information communication age.
ReplyDeleteEducational technology originated in the early 20th century with the advent of audio-visual devices like film projectors and radio, which were initially used for military training and subsequently adopted in schools. The development of computers and the internet in the late 20th century significantly transformed educational technology, enabling interactive learning and access to vast information resources.
ReplyDeleteEducational technology originated from the use of audiovisual devices in the early 20th century, evolving from simple teaching aids like films and projectors to more sophisticated tools with the rise of computers and digital media in the 1960s and beyond.
ReplyDeleteIts development has been driven by the need to enhance instructional methods and improve learning outcomes through the integration of technology in education.
Well detailed lecture
ReplyDeleteThe history of Educational Technology can be traced back to four ages, the Stone and Rock age, the Book print and Chalkboard age, the Mass Communication age and Information Communication age.
ReplyDeleteEducational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the four-age system periodization of human prehistory; namely the Stone and Rock age, Book print and Chalk board age, Mass media age and Information Communication age.
ReplyDeleteIn the Stone and Rock age, stones and rocks were used for communication. In the book print and Chalk board age books and chalkboard were being used to communicate and the first known printed book was by a Chinesein AD 868 also woods were being used to communicate. In the Mass communication age channels and linkages began to be used eg radio, television, newspapers and social media.
THE ORIGIN OF EDUCATIONAL TECHNOLOGY
ReplyDeleteThis innovation cannot be credited to a single individual rather it was a gradual process of the use of visual materials of several individual and organization. The use of these visual materials dated back to the stone age period / ancient times whose visual aids of stones, Pebbles sticks and cowrie-shells enhanced effective communication and learning. However, Egyptian Hieroglyphics and Persian and Assyrian Cuneiform along the Mesopotamia sea served as mediums for humans expression and communications.
The sophists of Athens who leaved in about the half of the 5th C.B.C were probably the 1st educational technologists, because their lectures were carefully prepared and delivered in a systematic manner also they were believed to be the 1st people to develop techniques of analysis in teaching. Other educationists were Socrates (497-399 BC) Plato (428-349 BC even St Thomas Aquinas also made their marks in education technology. They dealt with issues relating to right methods of instruction and sequences to follow and the type of evaluation to be adopted hence, the Socratic method of teaching and learning still stand (persist).
It was John Gutenberg of Germany who invented a printing press that revolutionized the communication process in the year 1450 AD. This gave birth to age of books publications that brought about the printing and publication of the Holy Bible that put a stop to the Monks Monopoly of bible teaching and religious knowledge. Others in this category of the early developers of education technology were Protagoras, Propikos and Hippas all Greeks who competed with one another and evolved new techniques of teaching and encouraged the use of apparatus in the teaching and learning process.
Later years educators were Joseph Lancaster Pestalozzi (1746 – 1872 AD) he discovered the use of bold letters in writing and the use of different colours on charts (visuals) he also recommended that learning should commence from concrete or known to the abstract or complex in the unknown.
Others were Fredrick Froebel (1782 – 1852) Rabelis (1483 – 1553) they a
dvocated for the use of real objects to clarify words, Cornelius Amos (1592-1670AD) also made his marks, he advocated for the use of many text books with illustrations and pictured his 1st Visual Aid Textbooks for children in Latin and he called it Orbis pictures i.e the wall in pictures.