Institute of Education‚ Chandigarh Educational Technology Lecture Series February 27‚ 2009 USE OF ICT IN TEACHING – LEARNING & EVALUATION By Prof. D N Sansanwal Ex Director‚ School of Education Devi Ahilya Vishwavidyalaya‚ Indore USE OF ICT IN TEACHING – LEARNING & EVALUATION D.N. SANSANWAL dnsansanwal@email.com INTRODUCTION Gurukul System of Education was in vogue in India. The main characteristics of
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The Dominant Paradigm Behavior change models have been the dominant paradigm in the field of development communication. Different theories and strategies shared the premise that problems of development were basically rooted in lack of knowledge and that‚ consequently‚ interventions needed to provide people with information to change behavior. The early generation of development communication studies was dominated by modernization theory. This theory suggested that cultural and information deficits
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Technological paradigmsTechnological paradigms Technological paradigmsTechnological paradigms Technological paradigms Technological paradigms Technological paradigms Technological paradigmsTechnological paradigmsTechnological paradigmsTechnological paradigmsTechnological paradigmsTechnological paradigmsTechnological paradigms The The Hard Hard Hard Drive Industry DDrive Industry D Drive Industry DDrive Industry D Drive Industry DDrive Industry D Drive Industry DDrive Industry D evelopmentevelopmentevelopment
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The paper “Luxury brand marketing —the experience is everything!” by Glyn Atwal and Alistair Williams talks about A NEW LUXURY PARADIGM It is generally acknowledged that western consumption of luxury in the 1980s and 1990s was motivated primarily by status-seeking and appearance. This means that social status associated with a brand is an important factor in conspicuous consumption. The baby boom generation luxury consumer has a passion for self-indulgence while maintaining an iconoclastic
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Reconciling internalization theory and the eclectic paradigm ! ∀ # ∃ % &∋∋( ))%∗∃∗+ ∀ ‚−− .−/ − & ∀ # . 0 1 ∀ 0 0 ‚! & 0& ! ∋ 2 3 ∀ 4 3 & #
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The Qualitative Paradigm The design of a research study begins with the selection of a topic and a paradigm. A paradigm is essentially a worldview‚ a whole framework of beliefs‚ values and methods within which research takes place. It is this world view within which researchers work. According to Cresswell (1994) "A qualitative study is defined as an inquiry process of understanding a social or human problem‚ based on building a complex‚ holistic picture‚ formed with words‚ reporting detailed
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PARADIGMS The design of a research study begins with the selection of a topic and a paradigm. A paradigm is essentially a worldview‚ a whole framework of beliefs‚ values and methods within which research takes place. It provides a conceptual framework for seeing and making sense of the social world; to be located in a particular paradigm is to view the world in a particular way. A paradigm stands for the entire constellation of beliefs‚ values and techniques‚ shared by the members of a community
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Narrative Paradigm Thomas McGarity College America/Eng223 We all had that friend that always had a story to tell. Years later I find out that story telling is a big part of communication. Walter fish wrote that all meaning full communication comes from storytelling‚ which is referred to as narrative paradigm. We use narrative paradigm every day to help us remember people‚ places‚ and things. We also use narrative paradigm to help us make decisions in life. Not all narrative paradigms are useful
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nature of its output. This essay moves on to identify under which conditions we see firms operating within a domestic industry shift production overseas regardless of the tradability of output. To explain this‚ we now move on to Dunning’s eclectic paradigm. This theory offers a framework through which it is possible to identify and evaluate the significance of factors influencing both the initial act of overseas operations by firms and the growth of such operations. Dunning discusses that in order
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student learning environment consists of all the conditions and forces within an educational setting that impact learning. Shuell2 visualized the student learning environment as a rich psychological soup comprised of cognitive‚ social‚ cultural‚ affective‚ emotional‚ motivational and curricular factors‚ in which teachers and students work together toward learning. Without the correct environmental ingredients‚ it is very difficult to achieve a satisfactory learning product. Student learning at the
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