Modern communication media:

Information is the power in the modern era. Besides betterment and functioning of old
technologies such as printing press, telephone, radio etc., electronic media has revolutionized
the communication methods. New media and materials like satellite communication, teletext,
videotext, computers- mainframe, mini, micro and super computers, interactive video
teleconferencing, etc, have its full impact on audience. To apply these media for upliftment of
poor people is a challenge today. The concluding decade of the 21st has shown revolutionary
developments in the mass media, telecommunications and information technologies.
Communication satellites, optical fibres and wireless technologies and computers have
altered the very nature of mass media and telecommunications. During 1770s and 1980s
computer was a standalone desktop technology interactive, but discrete. The modem brought
together the media, the computer and telecommunication technologies.

VIDEO CASSETTES
Though comparatively new and yet to become popular in the teaching learning process, the
video cassette is considered a more effective medium than the television broadcast. There are
reasons for this. Video cassettes have certain advantages over the television. They are more
flexible and convenient in their use because the students have full control over their pace of
learning in terms of their time and place of using the video cassettes. Additionally, the replay
facility has made it more suitable to individualised learning. Video programmes are equally
useful for the distance as well as face-to-face classroom teaching. The main differences
between the cassette and the television broadcast are given in Table below:
Video Cassette Television Broadcast
Available as and when needed Fixed viewing time
Repetition/search/mastery learning Repetition, search, mastery learning not
possible, cannot be reviewed
lndividualised pace of learning Fixed speed for all students
Integration with other media easy Integration difficult
More flexible and decentralised systems of More rigid and centralised systems of delivery
delivery
Allows the students control over the Students have little control over the
learning process learning process
Distribution is difficult (through mail) Distribution is easy (through transmission)
Strengths and weaknesses of video cassettes
From above table, we can infer that the video cassette technology has its own advantages for
the distance learners as compared to television broadcasts. Now let us discuss, in brief, the
practical advantages of the video cassettes, and also some of their weaknesses.
i) Minimum time: The video cassette provides planned learning and saves a lot of study time.
This characteristic of the video cassette make the programmes more useful for educational
purposes. The required knowledge can be imparted within a short time. Repeat facility also
enables us to receive the desired knowledge/information as many times as we need it.
Learning through the video cassette thus saves time, money and resources.
ii) Multiple mode communication: The video programmes can be presented in several
modes. To hold the student's attention, and thus to motivate them, the content can be
presented in interesting formats, which can help the students retain and recall information
presented through the programmes. Also unlike the television, video cassettes can be viewed
in various ways, which are independent of the fixed viewing timings.
iii) Standard content: The video cassettes are prepared by experts in the area. All the
students receive the same quality content in the same style of delivery. This is not otherwise
possible in face-to-face teaching in which only a few students get an opportunity to have high
quality education as not all the teachers everywhere are equally effective.
iv) Flexibility: The cassette technology provides individualised learning. The students have
control over the medium and hence over their pace of learning. A cassette can be stopped and
replayed as many times as required.
v) Case study: A case study can be recorded on the location. Each step of the process of the
case can be demonstrated though the video. Learning through case studies has proved quite
effective for distance students and this can be done effectively with the help of cassettes.
Besides, the video cassette has all the educational advantages that the television broadcast
has.
The video cassette has some weakness too, particularly in the Indian context. The use of the
video cassette depends on the availability of the video cassette replay (VCR) equipment, and
we cannot ensure each distance student access to the replay equipment. It is therefore, not
advisable to exclusively depend upon the video cassette technology. The cost of a cassette
replay equipment and lack of its availability in most students’ homes are serious handicaps
for its wide use. To overcome this problem, the emphasis has been shifted from the home-
based learning to the study centre-based learning. In other words, we have to depend on the
group use of video programmes.
OPTICAL DISCS

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The delivery of video or visual information has changed dramatically over the years since the
development of high density storage media. With the emergence of optical laser disc
technology, the typical videotape is redundant and obsolete in these years. The optical discs,
besides providing high storage capacity can also be used as an interaction with which the
learner can interact and learn. It has also the capacity of being a full multimedia technology
having text, sound, pictures and full motion video. The optical discs are basically of two
categories, viz. The Compact Disc Read Only Memory (CD-ROM), the Digital Video Disc
(DVD). Currently the CD-ROMs are in common to deliver educational materials. A CD-
ROM can store 680 MB of data which is equivalent to approximately 475 high density floppy
diskettes. In other words it can store 275,000 A4 size pages of text or about 70 minutes of
audio or about 23 minutes of video. Whereas, DVD can store about 300 minutes of video,
which is equivalent to about 8 GB of information. Typically a DVD can store between 3.95
GB of information on each side, and as it supports two sided media (in contrast to CD which
support one side only) a total of 7.9 GB can be stored in a single DVD (Parsons, 1998). The
enormous storage capacity of CD-ROM and DVD makes them more popular. A typical
CDROM/DVD is 12 cm in diameter and 1.2 mm thick with a 15 mm hole is the centre. The
CD-ROMs physical composition comprises a polycarbonate substrate (to give the disc its
rigidity), a very thin layer of reflective aluminium (to store the data), and a lacquer protective
coating (to prevent damage to the reflective data surface). A DVD can be said to be two
CDROMs joined together by an adhesive layer. However, they differ in terms of their storage
capacity. Now let us discuss in details the educational applications of video discs, which will
subsume in it the application of CDROMs.
Characteristics of video disc
Here are some of the major characteristics of the video disc technology, and their educational
implications.
i) Automatic frame stop: The disc can freeze a single frame that begins a formal instructional
sequence to which the student may be asked to respond. This capacity is made possible by a
tiny micro-processor unit within the video disc player.
ii) Frame number: Because each frame (picture) has its own electronic number, the students
can search specific information without any loss of time. Since the audio-video information
stored on the video disc is read by an optical device, individual frames can be singled out and
presented for any length of time as desired.
iii) Dual audio tracks: The "video disc” can have two different language tracks. This
capacity allows a student to listen to any one or two languages for any given pictorial

3
sequence or in an elementary or advanced version of his native tongue. This characteristic
should be very useful for a multilingual country like India.
iv) Adjustable forward and reverse timing: The students can follow any sequence in slow
motion so that they may comprehend it better and learn at their own pace. The video disc can
be stopped to pose questions, moved backward to repeat display of information, or stepped
forward to a desired bit of the information. The students have the option to fast forward, to
skim part of the material they do not want to view just as they do while reading the printed
material.
v) Still frame: The video disc can focus on still frames, enabling the students to give more
attention to detailed information. Also, with still frames, more time can be given for
comment& and complicated learning activities, including diagrams, tables, graphs, etc.
vi) Chapter stop: The 'fast forward and reverse functions can be used to go to pre-designated
locations, which can be thought of as chapters. This will encourage the students to use
glossaries, items in dictionaries and reference materials.
vii) Interaction: The video disc coupled with the microcomputer allows students to interact
with the material at their own pace and at their own choice. The major educational advantage
of this technology is in terms of student control. This characteristic has made it more suited to
education and training.
Limitations of video disc
There are some problems in using the video disc in distance education. The weaknesses of the
video disc technology appear to be few but they are very significant.
i) Probably the greatest problem is the non-availability of the courseware.
Without adequate courseware the video disc is of little use in education.
ii) It requires highly sophisticated equipment. The cost of equipment and courseware is very
high, which the Indian students cannot afford. Because of the non-availability of courseware
in the market, and also the high cost, the video disc has limited practical utility.
iii) Lastly, unlike the video cassette, it is not possible to re-record programmes on a pre-
recorded video disc. Therefore, video disc is best suited to the recording and storing of
programmes of more or less permanent nature on subjects like History, Language and
Literature.
Advantages of video disc
Use of video is inexpensive, when the discs are mass-produced. Besides, the discs require
little storage room. These two factors make it possible to gather extensive library of courses
on small discs. The discs also provide easy accessibility and retrieval of the material of our

4
choice. The random access feature permits rapid frame search. The video disc can be used to
increase learner productivity through:
more information in attractive presentation modes,
immediate access (forward and reverse) to different parts of the disc,
facility for repetition to achieve mastery.

TELETEXT AND VIDEOTEXT

One of the main objectives of an open learning institution is make education more accessible
to a large section of society. The provision of teletext and videotext facilities at domestic,
community and study centres can make distance communication more accessible and lively.
The learners can have immediate access to information to be provided by the institution.
1 Teletext
The inclusion of teletext as a medium of instruction may surprise you because it is not being
used for educational purposes in our country. But teletext is one of the advanced
communication technologies with a tremendous potential for education at a distance. Teletext
is the generic term for transmission of pages of information as digitised signals through the
televised medium. It makes the common television receiver function like a computer terminal
for retrieval of textual information and graphics from a remote database. Please remember
teletext is not television. It however uses the hardware of the television but presents only text
messages and graphics to its clientele. With the help of a suitable device, the user can select
any information of the text being transmitted, and can see on the TV screen in place of
normal television programmes. In short, teletext is one of the new telecommunication media
for widespread dissemination of textual and graphic information through an electronic device
to display on suitably equipped television receivers under the control of the user.
The principles of teletext are simple. A number of pages of text or graphics are stored in a
distance database, just like the pages of a textbook. Each page is numbered and indexed to
indicate the information that it contains. The texts are digitised and are inserted into the
unused portions of the analog television signal. The digitised text messages or pages of
information are continuously broadcast in a cycle. A viewer can see all the messages in a
cycle, or using a control pad, typically a remote control unit, switch back and forth between
the teletext service and the normal programming on a given channel. Even, the user can select
specific pages of information using the control pad. Suppose a viewer is looking at page 6
and then presses 25 on the control pad, it will not appear until it comes in the broadcast cycle.

5
Similarly if the viewer is in page 26 and presses 25, the viewer has to wait until the next
cycle.
Advantages of teletext
Teletext is a computerised textual transmission service. It has many advantages for distance
teaching.
It uses the television already available at homes or community centres.
Thus it provides much wider access to information.
Changing and updating the teletext script is easy, as easy as typing a letter. Data can be
changed within no time.
Concise and effective content of the teletext makes the learning more appealing and less
burdensome.
Information about courses, careers, job opportunities, etc. can be transmitted easily .with the
help of this technology.
It is useful for transmitting information about agricultural farm management, libraries,
industries, etc. It can make these agencies more efficient and cost effective.
Teletext application in India
The teletext service in India was formally inaugurated by the Doordarshan Delhi on
November 14, 1985. It is known as 'INTEXT' (meaning Indian teletext). Teletext uses the
medium of television for transmitting information. The data are organised into pages, which
contain text and graphic symbols. Six colours can be used in creating these graphics. The
information is pooled and transmitted on a few predetermined lines in vertical 'blanking'
interval of television signals. The information is in the form of magazines, each of which
contains about 100 pages. The details of contents of the magazine are given on the first page.
News items, sports events, financial trends, timings of arrival and departure of important
trains, weather forecast, city engagements, AIR and TV programmes to be telecast, etc. are
given through teletext service. The information is collected through four hotlines connecting
teletext information-room to:
i) the meteorological department,
ii) the northern railway central enquiry,
iii) the Indian Airlines enquiry (for domestic departure), and
iv) the Air Traffic Control (for international arrivals).
Thus using the existing television broadcast, additional information can be transmitted in the
form of teletext service.

6
Efforts are being made to provide the teletext service on a large scale. In addition, it can also
create pages with characters from different Indian languages. No effort has so far been made
to use teletext service for educational purposes. In advanced countries also the educational
application of teletext has been largely on an experimental basis so far.
2. Videotext
Videotext is a two-way interactive communication, wherein students and other users can
transmit the requests to a central database; a large master computer fulfils the needs of the
users simultaneously. On the other hand, teletext is a one way system with signals flowing
from a source to a user who can read the desired information on a television signals. Both the
cost and the scope of videotext are far greater than teletext. Teletext usually emphasises the
information with broadcast appeals (e.g., weather, sports, news headlines) while videotext
offers more specialised information (e.g., educational features, -financial data, classified
advertisements).
Videotext allows the students to put questions to or ask for information from database or a
sources in order to obtain specific information, whereas with teletext a single set of electronic
text is sent simultaneously to all users, and by using a special fixture attached to the receiver
a student can select the needed pages of the text from the continuous cyc1ic pages of data
appearing on the screen.
Videotext is also referred to as 'videotex' and the terms are used interchangeably. Therefore,
one should not get confused over their usage.
Technology of videotext
Videotext is a system for providing an interactive information retrieval service. .This
particular technological development is one further step in the 'information revolution' which
many industrialised countries are now experiencing.
Videotext allows the home television to function like a computer terminal that retrieves text
information and graphics from a remote database. Thus, these technologies bring in 'power
into home at a reasonable cost' (Antoni, 1982).
The basic videotext system consists of a keypad or keyboard, a TV display unit, a decoder, a
telecommunication link (modem) and a central computer containing a database. Videotext
uses television and telephone in order to provide access to the computerised information. The
keypad, a small frame with number-buttons on it, is used to request pages of required
information from a remote computer.

7
The television is connected to the computer by telephone and it is adapted by means of a
decoder to display the recordings on a videotext when it is played. Thus the home television
set is turned into a terminal.
As a television set is already present in most of the homes, of developed countries, this device
promises a wide range of social and educational utility.
The decoder can be wired directly into the television set during the manufacturing process or
can be fitted on externally at a later stage. The decoder allows a TV set to display text and
graphics from digital signals transmitted down the telephone line and to transmit back the
information entered through a keypad. A modem (modulator-demodulator) enables the
computer and the decoder to communicate in digital form over telephone lines designed for
the speech.
Applications of videotext
Most videotext application are currently at their initial phases. A number of applications for
videotext have been tested such as word games, teaching a second language, instruction to
deaf, etc. In distance education videotext can be used for the transmission and two-way
interaction on general or specific information.
A videotext system is very useful in disseminating general information about courses and
programmes available in raising the level of awareness of potential learners about educational
opportunities available.
The system with a substantial database can be very helpful to learners in remote areas as they
could have access to the kind and the volume of information currently available to learners in
areas with large libraries.
Videotext offers advantage over other time-bound communication media like radio,
television or telephone because it is free from a time schedule. If a keyboard could be added
to the user terminal, a videotext can offer computer-assisted instruction also. Two-way
interaction between the teacher and the taught is also possible with alphanumeric keyboard
(i.e. a keyboard with number-buttons). It is definitely faster than the post and has an
advantage over telephone because this kind of interaction does not have to wait for a
mutually convenient time for discussion. In the long run it may also prove to be quite cost-
effective.
Limitation of videotext
However, while the videotext system provides graphic capabilities, there is no provision for
including audio. So, videotext would work better if it is used as a part of multi-media system

8
in providing instructional material. As it is still at an experimental stage, its cost-effectiveness
cannot be determined.
Thus videotext systems provide means for delivering instructional material to those
individuals who have chosen to learn at a distance. However, there are at present few
instructional programmes, which are being delivered by this method. To date, most
educational applications of videotext and teletext systems have as their information base a
catalogue listing the courses available or the services provided by the institution.
Some developed countries such as UK, France, Japan, Canada and USA use videotext for
various purposes. Some universities in the UK and Canada utilize videotext to help their
students who receive a wider variety of materials for study and research. The success of this
technology in the developing countries is still very much in doubt. Unless the necessary
infrastructure is created at both the institutions and the students' ends, the use of videotext
and teletext will remain limited.

Teleconferencing:
Teleconferencing is the system through which conversation between geographically
dispersed people is possible. This new integrated digital communication system adds new
dimensions of control, timing and flexibility to communication. According to Kumar and
Harnsra, there are mainly three types of teleconferencing:
a. Audio teleconferencing:
This easiest form uses amplified speaker phones to join groups of people at each end of a
telephone conference.
b. Computer conferencing:
It is a variation of electronic mail which enables multiple users, geographically involved to
carry out dialogue. Information is transmitted through a computer with an elaborate store and
forward message handling system.
c. Video conferencing:
Video-conferencing can be described as a method of conferencing between two or more
where both sounds and vision are conveyed electronically so as to enable simultaneous
interactive communication. It can also open up new method of communication, e.g. linking
many international sites simultaneously. Today, this is the new development tool in the hands
of extension personnel. Video-conferencing uses telecommunications of audio and video to
bring people at different sites together for a meeting. This can be as simple as conversation
between two people in private offices (point to point) or involve several sites (multi-point)

9
with more than one person in large room at different sites. Besides the audio and visual
transmission of people, video-conferencing can be used to share the documents, computer
displayed information and white boards.
Video Conferencing systems
In a networked environment, the video conferencing can be point to point or point to
multipoint operation. However the point to multi point operation is more interactive than the
former. In a two way configuration different parties can hear and see each other, while in one
way videoconference the audio visual information is transmitted from one location to a
number of geographically scattered areas. Here the possibility of feedback is limited. The
videoconferencing can also be either motion in nature , where the visual clarity of the
participant’s movement are conveyed, or non-motion /freeze-frame conference where the
individual and still pictures produced by a video camera are relayed and subsequently
received one at a time in the receiving end.
Among these systems, the two way video conference is more popular and widely
used. This is helpful in training and distance education programmes involving audio-visual
presentations where detailed charts, illustrations and complex diagrams can be transmitted
along with narration. The recent advancement in digital video compression permit the
transmission of full motion video through standard telephone lines at lower cost. Moreover,
the video –conferencing systems are also available in portable and desktop configurations
such as picture phones, portable video-phones and video-PCs that occupy less space and can
be used for personal video-conferencing.
WHY VIDEO CONFERENCING?
Sometimes it is just not possible or practical to have face to face interactions with two or
more people due to constraints of time, resources and distance. In this situation, a telephone
conversation or conference call may serve the purpose. Video-conferencing adds other
possible and viable alternatives when:
• A live conversation is needed.
• Visual information is an important component of conversation
• The parties of conversation can’t physically come to the same location
• The expense or time of travel is a consideration
• Focussed group discussion is needed
• International communication network is strengthened and technologies
available in different countries can be exchanged for the benefit of the poor
people

10
CLIENT DEVICES OF VIDEO CONFERENCING
We should pick the right client device, figure out Local Area Network (LAN) bandwidth
requirements, nail down Wide Area Network (WAN) links, and then start conferencing.
Currently there are three distinct categories of clients defined primarily by usage:
Desktop: Desktop video-conferencing clients are assigned to a single user. The connectivity
is over IP.
Small group: Small-group video-conferencing systems are relatively easy to configure and
use. They run over ISDN or IP connection.
Large group: Provide the highest quality video, but also come with the highest price tag.
They also run over ISDN or IP.
Approximately 80% of group video-conferencing units installed today interface directly with
the ISDN. Consistent quality may be obtained with the ISDN connection. ISDN is
recommended when:
• Planning is done to connect with the people in locations outside the organisations.
• ISDN is easily available in the locations.
• If, IP network capacity is lacking and it is not expected to place outbound calls more
than two or three hours per month.
APPLICATION OF VIDEO-CONFERENCING IN TRANSFER OF TECHNOLOGY
Video-conferencing is being used for various applications in agricultural extension. Some of
them are described below:
Imparting training:
Regular and systematic training for extension personnel and farmers is the important
component of Indian extension system. However, in the past few years it was hampered by
inadequacy of qualified trainers and increasing cost of training. On the other hand, the
alarming increase in the number of untrained farmers and staff has created a lag in transfer of
technology. In this context video-conferencing can offer a solution to the problem. By linking
the trainer with the large number of trainees located in different localities, it greatly reduces
the trainer to trainees ratio. Consequently, it reduces unproductive travel time, money and
energy. Moreover, it provides an interactive and comprehensive learning as in any
interpersonal communication.
Providing distance education:
Video-conferencing can be advantageous for the students attending classes at distant
locations. They can also take classes that will accommodate busy schedules. It provides
quality learning to wider audience over distance via tele-lecture, tele-tutorial and tele-

11
seminar. Moreover, it offers the institutions, learners, and researchers access to global
educational, cultural information and knowledge in a networked environment with limited
resources. Recently the universities and educational institutes have started their distance
educational programmes. IGNOU, New Delhi has started diploma programme on value
added products from fruits and vegetables. Instead of lectures at study centres, special
lectures/practices are delivered through video-conferencing.
Helps in agricultural communication:
Collection of accurate and relevant information and its timely dissemination to the needy
farmers to influence the adoption behaviour of the farmers is the major function of the
extension. As a communication medium, this can help in many ways:
1. Experts and extension workers reaching a large numbers of farmers with same or less
efforts,
2. Quicker dissemination of information,
3. Information provided to the users in a manner more convenient to them,
4. Reduction of travel related costs,
5. Reduction in money and labour involved in organising demonstrations, producing
video films as well as publishing and distributing farm literature and other
communication materials.
Efficient in extension management:
The increasing concerns over the efficiency and effectiveness of extension services, coupled
with reducing funding and inadequate staff has created pressure on extension managers. As a
result, an alternative method and technique of managing the people and services is needed. In
this context, video-conferencing can help to improve the quality of management. It links
together the persons isolated by space and time and provide an interactive and face to face
environments to conduct electronic meetings, tele-seminar, tele-training, and tele-conference
and distance education.
BENEFITS OF VIDEO-CONFERENCING
Regardless of forms and other factors, video-conferencing has many advantages.
Video-conferencing increases productivity:
Video-conferencing, if used effectively, has dramatic effects on the business/activities and
the productivity. Today video-conferencing transcend the simple “talking heads” in a screen.
The ability to share any type of information has added another dimension to video
communications, often previously not even possible in local meetings. As a result, decisions

12
are made faster, bringing products and services to market quicker, and enabling to stay ahead
of the competitors.
Video-conferencing saves money:
An additional tangible effect of using video is that we start saving substantial money due to
reduced distance and time. In today’s environment, where many employee are concerned
with safety and time related issues with travelling, video-conferencing will be beneficial in
many ways.
Video-conferencing saves time:
VC can be used to achieve significant benefits beyond increased productivity and reduced
costs. Notable example are reduction of “downtime” and increased “quality of life” for
travelling personnel and shortening hiring cycles for key employees. Video-conferencing
should also be viewed as a telephone and travel enhancement-a way to strengthen bonds with
remote colleagues and customers between personal visits and telephone calls.
LIMITATIONS OF VIDEO-CONFERENCE
Video-conferencing does have some limitations also. The main limitations are as follows:
• High establishment cost and deficiency of technical and operational expertise to
maintain the equipment.
• Lack of participants’ familiarity with the equipment, the medium itself and meeting
skills.
• Impersonal in nature, i.e. informal one to one communication is not possible.
• Greater participants’ preparation and time consuming.
• The absence of quality of service provided virtually does not guarantee of a satisfying
and successful experience.
Though the technology is improving, a successful videoconference is dependent on the
connections and technologies at all of the participating sites, and network infrastructure. Most
important perhaps, teleconferencing is still a poor substitute for meeting with other persons
face to face. Despite these limitations increased use of teleconferencing is likely in the future.
Computer Aided Design, Instruction and learning
The role of computers in engineering education cannot be overemphasised and needs no
special elucidation. The computer assisted instruction involves the use of computers to
perform instructional functions.

An Introduction to Computer Based Instruction

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There are a variety of terms used to describe the educational use of computer and each has a
slightly different meaning. Computer Assisted Learning (CAL) is an all encompassing term
to describe any educational use of computers. Such uses can be divided into three main
groups: (1) when the computer is used as a tool (word processor, data base, spread sheet,
and graphics application); (2) when the student 'teaches' the computer, for example, by
issuing a set of instructions to the computer through a programming language such as Logo,
and (3) when the computer delivers some instructional material (Taylor 1980). This latter
situation is termed Computer Based Instruction (CBI) or Computer Assisted Instruction
(CAL) which is an older term than CBI. This paper will only deal with the third aspect of
the use of computers in education, computer based instruction.

Computer Based Instruction has traditionally been composed of four main components,
Drill and Practice, Tutorials, Games and simulations and Modelling. Modern technologies
have added to these Hypertext, Hypermedia and Multimedia.

Drill and Practice was probably the most extensively used CBI application in the early days
of the educational use of computers.and Simulation and Modelling..A drill and practice
program typically deals with material that has already been taught. The student is presented
with a task, often selected randomly, and feedback is offered immediately it is completed. A
well constructed program of this type should be able to keep pace with the student by
offering remedial or advanced level if and when they become necessary (Hannafin and Peck
1988). There is a place for drill and practice mainly for the beginning learner or for students
who are experiencing learning problems. Their use, however, should be kept to situations
where the teacher is certain that they are the most appropriate form of instruction.

Tutorials attempt to teach new materials. Typically they present information and then
question the user to ascertain the level of learning achieved. The program should be able to
monitor the student's progress and to present remedial or advanced levels if and when
required.

From a practical point of view, the computer tutorial is very limited in its ability to assess
the level of understanding of the student. In the classroom situation, when teachers ask
questions, they can assess the level of understanding of the topic, the degree of comfort with
the material, etc., by not only listening to the answer given, but also by observing the speed
with which it is given, the degree of hesitation, the body language of the student, and so on.
The computer, however, is only capable of responding to the answer given, usually by

14
typing characters on a keyboard. A teacher can accept a slightly wrong answer and probe
deeper to get the correct one. The computer can normally only respond to a small number of
possible answers and often cannot cope with a slightly incorrect answer; for example, if the
expected answer is apples and the student enters apple, the computer will frequently reject it
which can result in a considerable degree of frustration on the part of the student. There is
also a problem from the designer's point of view; after a screen of information has been
presented, it is difficult to determine which question will demonstrate an understanding of
all the information that has been given. Research is being conducted in the production of
Intelligent Tutoring Systems which should overcome this problem, but these will depend
upon artificial intelligence (AI), however, some people state that the true meaning of AI is
always impossible.

Educational games are normally placed in a group of their own, but in practice it is often
difficult to differentiate between games, drill and practice programs or simulations. It is
possible to have a game and a drill and practice program that contain the same content, but
which have a different end result For example, the game Maths Invaders has the same
content as a drill and practice program in that users are asked to complete a number of sums,
but the outcome is different as when a question is answered correctly, as in the game the
student gets to shoot down an alien. A game can also have the format of a simulation but the
major difference between the two is that a simulation normally models a real life situation
whereas a game can model an imaginary one. Games also have a place to play in the
classroom especially as a way of increasing the motivational levels of students. However,
they should be used with care. Many students, especially boys, spend a lot of time playing
computerised games and it is important that the classroom computer is not seen solely as
another games machine.

Simulation programs normally model some real life situation and they enable students to
manipulate and experiment with it. The normal justification for using them is in situations
where the real thing is too expensive, too dangerous or too time consuming. For example,
students would not normally be able to observe the evolution of a species as it would take
too long but the whole process could be observed in a very short period of time on a
computer simulation. While simulations have a potential to be useful in the classroom, they
do have some draw backs.

Computer Technology and its Implications:

The communication revolution can be effective for reforming a number of sectors such as

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agriculture, animal husbandry, health education, water conservation etc., to name few of
them. It can certainly go a long way in obtaining a number of developmental aspects in
women empowerment, proper utilization of funds by the government and implementation of
various schemes, maintaining swift communication between the research institutes and
village residents, for generation and conservation of energy resources, disaster management,
revenue collection, land record maintenance and encouraging entrepreneurship development
among the village artisans.

The computer technology can be very effective in the health sector as well. Information
about the various health care services can be effectively disseminated. Inaccessible and
remote areas can be connected to the hospitals at urban areas and information can be
provided to the people. Complications in health can be discussed by doctors with specialist
doctors at urban areas by the use of videoconferencing techniques. This can lead to effective
diagnosis and medication of the patients in rural areas. The concept of telemedicine can also
be possible by the use of ICT in the health sector.

The ICT will help to connect the rural part of India with the outside world and provide
information to the students and villagers’ access to current information. The students from
rural areas can get exposure regarding the happenings of the world through this networking
which can help them to increase their knowledge and get information about various
renowned educational institutes for higher education. It can also play a crucial role in
changing and improving the educational sector in rural areas.

Unemployment proves as major bane among the Indian youth, more so with that of the rural
youth. Such youth trained properly in computer and other CT related aspects can be
inculcated in the main stream and employed for performing specialized jobs. This will be
considerably helpful in using the talented human resources in national development.

The ICT sector can be a boon to the rural people by providing them information about the
availability of finance through various agencies, the purpose of availability, the changed
rates of interest and repayment periods. Proper networking of PACBs, DCCB and other
cooperatives and nationalizes banks with the rural areas can go a long way in this direction.
Proper monitoring of funds disbursed by the finance sources and prevention of
misutilization or diversion of funds for unproductive uses can be possible by utilising
advanced communication technology.

Information regarding the various schemes implemented by the government through the
Panchayat Raj Institution like the Zilla parishad, Panchayat Samiti and Gram Panchayat can

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be disseminated to the villagers. This can be possible by connecting every village with the
district headquarters through the internet. Prompt and proper information about the schemes
implemented by the government can be very useful particularly to the deprived sections of
the society.

In the present era of modern technology development can provide information to the village
artisans and encourage entrepreneurship among them will lead to considerable self-
employment. The information provided to artisans will be based on the needs of the modern
society and changes to be made in the old pattern of work. It will also help in making
provision of the market for their products. This will certainly lead to improvement in their
standards of living and thereby in upliftment of this lower stratum of society.ICT can also
be helpful to the farmers in the field of animal husbandry and dairy science. It can also be
helpful in proper marketing of dairy products as also for providing information for farmers
regarding the same.

Information and communication technologies have brought issues of communication and

rural access to information to the forefront of the development agenda. Widespread access
to ICTs in rural areas is still several years in the future, but wireless technologies may
eventually end the reliance of ICTs on costly telephone infrastructure and helping to
overcome rural isolation and enabling dispersed families stay in touch. ICTs have a lot to
offer, but the high initial costs but the cost of training and applying the technologies in day-
to-day work can be an insurmountable obstacle. The revolution of computer technology can
thus be of considerable use for the underdeveloped countries like India and more so for the
rural areas. The ushering of this technology can change the face of rural areas and possibly
bring about prosperity as envisioned by the forefathers of this great nation.

References:

Dubey, V. K., Indira Bishnoi, Extension Education and Communication, 2008, New Age
International (P) Ltd. Delhi
Patil, R.T., Agricultural Extension Review, July-Dec 2008, Directorate of Extension, Pusa
Rayudu, C.S., Communication, 2007, Himalaya Publishing House, Mumbai.

http://scs.une.edu.au
http://en.wikipedia.org/wiki/Teletext

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