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Year: 2021


pp xxviii+586

ISBN: 9789391978006(HB)

Price: $144

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ISBN: 9789391978013(PB)

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About the Book

This book is authored during 2020 Pandemic-Lockdown when schools and colleges were closed, but education was open. Technology took charge and reached education to the doorsteps of students. Educational technology proved its point.

The book is presented in a unique way of looking at educational technology to help teachers integrate technology based on the scientific principles of learning. Focusing on millions of teachers already in service who didn’t have a course on educational technology and the young teachers in preservice teacher education programmes, the volume is constructed into four tiers. 

The first tier comprises foundational learning—the Inheritance of Pedagogy; Introduction to Educational Technology; Understanding Self as A Teacher, The Science of Human Learning; Taxonomies of Educational Objectives; Communication Theories, Models and Practices, Instructional Design, etc. The second tier provides a profound learning experience on different pedagogical strategies, like Direct Instruction, Teaching Models, Programmed Instruction, Individualised Instruction, Differentiated Instruction, and Team Teaching. The third tier addresses technology integration in education with   Flipped-Blended Learning Design, Online Education, Open and Distance Education, ICT Skills for Teachers, ICT Tools and New Technologies, and Models of Technology Integration in Education. The fourth tier deals with larger issues and implications, namely, What Research Says to Teachers, Comparative Policies and Strategy Frameworks for Educational Technology and Environment Building for Technology-Integrated Education.

The leading scholars have commended the book as ‘an unprecedented contribution to the education community’, ‘a handbook of educational technology’.

About Author

Prof Marmar Mukhopadhyay, former Professor, NIEPA, and Chairman of NOS, New Delhi, is Chairman of Educational Technology and Management Academy (ETMA) in India. Starting his career as a teacher in his village, Udang High School, he served as a faculty member and in leadership positions in College, University and India’s prestigious Regional and National Institutions including, TTTI, NCERT, NIEPA, NOS. He was also Vice-President (Asia) of the ICDE (Oslo).

He has been involved in educational policymaking and planning as a member of various committees of the Ministry of Human Resource Development and the Planning Commission and ex-officio member of the CABE. He chaired the CABE Sub-Committee on the Universalization of Secondary Education. 

Prof Mukhopadhyay continued to engage himself deeply with heads and teachers of rural and leading urban schools as a mentor for more than four decades.

He had several consulting assignments with ISRO, UNESCO, UNICEF, COL, British Council, USAID, and IT giants like IBM, Intel, Microsoft, Xerox, NIIT, etc.

While he practised technology integration in teaching, research, and consultancy assignments, he had the rare opportunity to view educational technology from the broad end of policymaking, human resources development, and the small end of a practitioner. His experience and learning are unique.


Contents Foreword, Preface, Acknowledgements, List of Tables, List of Figures, List of Boxes,

1 Inheritance of Pedagogy: Wisdom through the Ages

Introduction; Learning Outcomes; Concept Map; Evolution of Educational Technology ; Education and Pedagogy in Ancient Civilisations; Educational Principles; Preparing to Learn; Pedagogy; The Parting Commandments; Key Takeaways

2 Introduction to Educational Technology

Introduction; Learning Outcomes; Concept Map; The Concept and Definition of Educational Technology; Educational Technology: The Construct; Educational; Technology: Contributing Disciplines and the Professions; Objectives; Approaches to Educational Technology; Scope of Educational Technology; Types or Forms of Educational Technology; Contents of Educational Technology; Contemporary Developments in Educational Technology; Teacher and Educational Technology; Key Takeaways

3 Teacher: Understanding Self

Introduction; Learning Outcomes; Concept Map; A Difficult Job: Multiple Job Roles; The Occupation-Vocation[1]Profession-Passion Continuum; Employability Skills; Personal Presence; Introvert-Extrovert-Ambivert; Achievement Motivation; Interests; Locus of Control; Study Habits; Intelligence-Emotional Intelligence-Passion; Attitude towards Teaching, Subjects & Students; Language and Communication; Value Systems; Academic; Credibility; Will-do-Can-do; Innovation Proneness; Teacher: Integrating Technology; Key Takeaways

4 Science of Human Learning

Introduction; Learning Outcomes; Concept Map; What’s Learning?; Factors Affecting Learning Outcomes; Learning Sets; Learner Types: VARK Model; Types of Learning; Evidence of Learning: Learning Outcomes; Learning Theories: How We learn; Behaviourism; Cognitivism; Constructivism; Constructionism; Connectivism; Brain-based Learning; Other Learning; Theories; Key Takeaways

5 Taxonomies of Educational Objectives

Introduction; Learning Outcomes; Concept Map; Gagne’s Eight Conditions of Learning Hierarchy; David Merrill’s Component Display Theory (CDT); Biggs and Collis’ SOLO Taxonomy; Bloom’s Taxonomy; Bloom’s Taxonomy (Revised); Action Verbs; Revisiting Taxonomies; Eclectic Model of Taxonomy of Educational Objectives; Key Takeaways

6 Lesson Plan to Instructional Design

Introduction; Learning Outcomes; Concept Map; Lesson Plan; Herbart’s Six Stage Lesson Plan; Wiggins’ Understanding by Design (UbD) Model; A H T Glover’s Model; John Dewey’s Inquiry-based Lesson Plan; Rodger Bybee’s 5E Instructional Model; Instructional Design; Design; Instruction; Instructional Design; History of Instructional Designs; Instructional Design Models; ADDIE Model; Gagne’s Nine Events of Instruction; Dick and Carey Model; Merrill’s First Principles of Instruction; ASSURE Model; ARCS Model; Key Takeaways

7 Communication: Theories and Models

Introduction; Learning Outcomes; Concept Map; Theories of Communication; Models of Communication; Laswell’s Linear Model; Shannon[1]Weaver Model; Osgood and Schramm Model; Wesley and Maclean’s Model; Dance’s Helix Model; Gerbner’s General Model; Theodore Newcomb’s ABX Model; Other Models of Communication; Communication Model of the Digital Era; Key Takeaways

8 Communication Skills for Teachers

Introduction; Learning Outcomes; Concept Map From Communication Theories and Models; Verbal and Non-verbal Communication; Verbal Communication; Hierarchy of Communication; Presentational Communication; Conversational Communication; Non-verbal Communication; Classroom Communication; Written Communication; Barriers to Communication; Communication Training; Mass Communication in Education; Key Takeaways

9 Models of Teaching-Learning

Introduction; Learning Outcomes; Concept Map Models of Teaching; Joyce and Weil’s Models; Bruner’s Discovery Learning: Concept Attainment Model; Effects and Utility; Ausubel’s Meaningful Verbal Learning Theory: Advance Organizer Model; Group Investigation for Learning; McIlrath and Huitt (1995): Models of Teaching; Conceptual Systems Theory: Adapting to Individual Differences; Key Takeaways

10 Direct Instruction

Introduction; Learning Outcomes; Concept Map; Levels and Phases of Teaching; Standards of Effective Pedagogy; Direct Instruction; Fourteen Principles of Direct Instruction; Research; Key Takeaways

11 Interactive instruction

Introduction; Learning Outcomes; Concept Map; Interactive Instruction Defined; Taxonomy of Classroom Interaction; Interactive Instructional Techniques; Advantages and Challenges; Key Takeaways

12 Programmed Instruction

Introduction; Learning Outcomes; Concept Map; The Backdrop; Behaviourism; Classical Conditioning; Thorndike’s Laws of Learning; Operant Conditioning; Machines in Learning; Programmed Instruction; Linear Programming; Branching Programming; Post Programmed Instruction Movement: The Aftermath; Educational Video; Structured Lecture/ Presentation; Programmed Tutoring; Individualised Instruction; Key Takeaways

13 Self-Learning, Self-Regulated Learning and Differentiated Instruction Introduction;

Learning Outcomes; Concept Map; Self-Learning; Udang Experiments; Sugata Mitra’s SLIG; 5R Model of Self-Learning; Motivation and Self[1]Regulated Learning; Personalized System of Instruction; Differentiated Instruction; Differentiated Instruction Framework; Learning Outcomes; Content; Learning Material; Learning Process; Evidence of Learning; Learning Environment; Key Takeaways

14 Team Teaching

Introduction; Learning Outcomes; Concept Map; Team Teaching Defined; Team and Teaching; Teams: Nature and Composition; Team Teaching Models; Types/Approaches for Team Teaching; Technology-Enabled (Online) Team Teaching; Fourteen Step Planning and Implementing Team Teaching; Benefits and Challenges for Faculty; Benefits and Challenges for Students; Issue of Feasibility; Key Takeaways

15 Flipped Blended Learning Design

Introduction; Learning Outcomes; Concept Map; Flipped Blended Learning; Flipped Learning; Flipped Blended Learning Design Model; Creating Flipped Blended Learning Design; Key Takeaways

16 Models of Technology Integration in Classrooms

Introduction; Learning Outcomes; Concept Map; What is Technology Integration?; Why Technology Integration?; Benefits for Students; Models of Technology Integration; TPACK Model; SAMR (Substitution-Augmentation-Modification-Redefinition) Model; Florida’s Technology Integration Model (TIM); H A C K Model; TIEMM (Technology Integrated Education Model of Mukhopadhyay); Learning Tactics for Levels of Cognition; ICT Tools for Levels of Cognition; ICT Tools for Learning Tactics; Choice of ICT Tools for Technology Integration; ICT Tools-Learning Tactics-Levels of Cognition; Constructive Alignment; Advantages of TIEMM; Benefits for Teachers - why should teachers adopt TIL; Implementing Technology Integrated Education in Schools; Policy Vision; Professional Development of Teachers; Pedagogy; ICT Infrastructure; School Organisation; Key Takeaways

17 Online Education

Introduction; Learning Outcomes; Concept Map; Online Education and e-Learning; Why Online Education?; Types of Online Courses; Evolution of Online Education; Current Scenario; Future Prospects; Pedagogy of Online Education; Learner’s Experience: A Case Study; Research on Online Education; Indian Initiatives and Experiences; Sixteen Principles of Pedagogy for Online Education; Key Takeaways

18 Classroom Observation

Introduction; Learning Outcomes; Concept Map; Why Classroom Observation?; What does Research Say?; Classroom Observation Tools and Schedules; The Classroom Assessment Scoring System (CLASS); Framework for Teaching (FfT); The International Comparative Analysis of Learning and Teaching (ICALT); The International System for Teacher Observation and Feedback (ISTOF); Generic Dimensions of Teaching Quality (GDTQ); Mathematical Quality of Instruction (MQI); Parameters of Classroom Observation; Physical Environment; Mukhopadhyay’s Classroom Teaching Competence Scale (MCTCS); Key Takeaways

19 Classroom Interaction Analysis

Introduction; Learning Outcomes; Concept Map; Flanders’ Interaction Analysis Category System (FIACS); Reciprocal Category System (RCS); Equivalent Talk Category System (ETCS); Verbal Interaction Category System (VICS); Mukhopadhyay’s Classroom Observation Framework (MCOF); Key Takeaways

20 Technology Enabled Learning Assessment

Introduction; Learning Outcomes; Concept Map; Assessment Framework; Formative Assessments; Summative Assessment; Assessment of Metacognition; Domains of Learning; Constructive Alignment; Learning Outcomes; Unit/Chapter Outcomes; Course Outcomes; Programme Outcomes; Graduate Attributes; Associated Concepts; Learning Curve; Planning for Assessment: Blueprints; Tools and Techniques of Evaluation; Formative Assessment Tools; Technology[1]Enabled Learning Assessment; Key Takeaways

21 Educational Technology: What Research Says to Teachers

Introduction; Learning Outcomes; Concept Map Direct Instruction; Team Teaching or Co-teaching; Models of Teaching; Programmed Learning; Technology Integration in Classrooms; Self-Learning; PowerPoint Presentation; Smartboard; Audience Response System or Clickers; Video Aided Learning; Computer and Video Gaming; Mobile Phone; Blended Learning; Key Takeaways

22 Digital Skills for Teachers

Introduction; Learning Outcomes; Concept Map; ICT Skills for Teachers; ECDL List of Skills; Microsoft List of Skills; COL’s C-DELTA; Web Resources: Bloggers’ Lists; ICT Skills of Teachers: User Case Studies; Digital Skills of Teachers for e-Learning; ICT Skills of Education Providers; Digital Skills of Technology Integrators; Digital Skills for Technology Integrated Education; Key Takeaways

23 ICT Tools and New Technologies in Education

Introduction; Learning Outcomes; Concept Map; ICT Tools for Teachers; The Revolutionary Trio; Online Education; MOOCs: Massive Open Online Courses; Open Educational Resources (OER); Indian Digital Initiatives; Digital Initiatives in School Education; New Technologies in Education; Machine Learning (ML) and Artificial Intelligence (AI); Augmented Reality (AR) and Virtual Reality (VR); Blockchain Technology; Internet of Things or IoT; Cloud Computing; Handheld Computing Devices and Mobile Apps; Bite-Size Learning and Micro-Credentials and Badges; Adaptive Computer Testing; Game-based Learning; Learning Analytics; Key Takeaways

24 Pedagogy of Open and Distance Education

Introduction; Learning Outcomes; Concept Map; Concept of Open and Distance Education; Evolution of Open and Distance Education; Open and Distance Education: Global Trends; Indian Open and Distance Education; Generations of Open and Distance Education; Pedagogy of Open and Distance Education; Key Takeaways

25 Educational Technology and ICT in Education Policies

Introduction; Learning Outcomes; Concept Map; Educational Technology Policy Frameworks; Knowledge Ladder Model; UNESCO; United Nations Children’s Fund (UNICEF); Organisation for Economic Cooperation and Development (OECD); World Bank; Country Policies; Educational Technology in India’s NEP 2020; ICT in Education: Strategic Perspectives; Key Takeaways

26 Environment Building for Technology Integrated Education

Introduction; Learning Outcomes; Concept Map; Dynamics of Adoption of Technology Integrated Education; Environment Building for Technology Integration; Policy Vision; IT Infrastructure; Ensuring Technology Utilization; Collective Teacher Efficacy; Professional Development and Professional Learning; Digital Identity: Online Presence; Digital Leadership; Community of Learners; Strategic Plan; Expert Leadership; Gung Ho Spirit; Key Takeaways

Appendix, References, Index

Additional Info.

Experts Speak

Professor Marmar Mukhopadhyay’s book makes an unprecedented contribution to the education community. It is unique and pathbreaking. It succeeds in bringing together in one and the same scholarly writing the historical evolution with the contemporary “state of affairs¨ in the scientific disciplines of pedagogy and didactics using both theoretical and pragmatic perspectives.  It is neither coincidence nor luck for the educational community to have the privilege to appreciate this easy-reading and comprehensive book under the prevailing hardship situation of COVID-19 and its impact on education worldwide. Professor Marmar Mukhopadhyay has for years been known and appreciated by the education community worldwide, and India in particular, for his pioneering efforts, his tireless commitment, his scholarly pursuit, and his leadership for a more accessible and better quality of learning and teaching opportunities.

Professor Vinayagum Chinapah,

Stockholm University, Sweden


Dr Marmar Mukhopadhyay has synthesized a wealth of experience and knowledge in Educational Technology for Teachers: Technology Enabled Learning. Building from Dr Mukhopadhyay's longstanding expertise in equity and quality outcomes, this is an accessible and advanced text for educating and inspiring "technology integrating teachers." The book is an excellent addition for new and practising teachers committed to lifelong and self-directed learning through educational technology.

Professors Stephen Petrina and Matiul Alam

The University of British Columbia, Canada

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