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fJekJh^1L ftfdne seBhe dk noE ns/ ;o{g
wjZstg{oD gfoGkPktK fBZu/ do;kJhnK ik ojhnK jB. fJj gfoGkPktK ftfdne seBheh d/ B'N
noE ns/ ;o{g B{z ;wMD ftZu ;jkfJsk gqdkB eodhnK jB^
(1) i?e'Nk pb{wo (Jacquetta Bloomer, 1973) ^ “ftfdne seBheh B{z fttjkfoe f;Zfynk
dhnK go;fEshnK ftZu ftfrnkBe ns/ seBheh frnkB dk ftfB:'r fejk iKdk j?.”
“Educational Technology is the application of scientific knowledge about learning
to practical learning situations.”
(2) fouwzv (Richmand, 1970) ^ “ftfdne seBheh f;ZyD dh T[jBK go;fEshnK dh g{oh
ftt;Ek d/ gq;s{s eoB Bkb ;zpzXs j? i' f;ybkJh ns/ gqhyD d/ fNZfunK B{z fXnkB ftZu
oZy e/ fBod/PB B{z f;ZyD dk T[Zsw ;kXB pDkT[Adh j?.”
“Educational Technology is concerned to provide appropriately designing
learning situations, holding in view the objectives of the teaching or training,
bring or bear the best means of instruction.”
(3) o'poN J/H e"e; (Robert A. Cox, 1970) ^ “wB[Zy dhnK f;ZyD dhnK gq;fEshnK ftZu
ftfrnkBe gqfefonk d/ gq:'r B{z ftfdne seBheh fejk iKdk j?.”
“Application of scientific process to man‟s learning conditions called Educational
Technology.”
(4) vh;he' (Dececco) ^ “f;ZyD d/ wB'ftfrnkB dk fttjkfoe ftfdne ;wZf;nktK s/ v[zxk
ftfB:'r ftfdne seBheh j?.”
“It is in the form of detailed application of the Psychology of learning to practical
teaching problems.”
(5) o'poN n?wH r/B/ (Robert M. Gagne) ^ “ftfdne seBheh s'A Gkt j? fe fttjkfoe
frnkB dh ;jkfJs Bkb :'iBkpZX gqftXhnK dk ftek; eoBk, fi; d[nkok ftfdnkfbnK dh
ftfdne gqDkbh d/ gqhyD ns/ f;Zfynk^ekoi dh ftt;Ek ehsh ik ;e/.”
“Educational Technology can be understood as a mean for the development of
a set of systematic techniques and accompanying practical knowledge for
designing testing and operating schools as educational systems.”
(6) n?;H n?;H e[beoBh (S. S. Kulkarni, 1966) ^ “seBheh ns/ ftfrnkB dhnK y'iK ns/
fB:wK dk f;Zfynk dh gqfefonk ftZu gq:'r B{z jh ftfdne seBheh fejk iKdk j?.”
“Educational Technology may be defined as the application of the laws as well
as recent discoveries of science and technology to the process of education.”
T[go'fes ;kohnK gfoGkPktK dh toDB eoB s/ ;gPN j[zdk j? fe fJj ;kohnK gfoGkPktK
fJeKrh jB. e'Jh gfoGkPk ftfdne seBheh d/ fe;h gfjb{ s/ gqekP gkT[Adh j? ns/ e'Jh
gfoGkPk fe;h d{i/ gfjb{ B{z T[ikro eodh j?. fJ; soQK fJBQK gfoGkPktK ftZu ftnkgesk
(Comprehensiveness) d/ r[D dh ewh j?.
1H3H2H ftfdne seBheh dhnK rqkjk gfoGkPktK
fJ; Pq/Dh ftZu bhE, ;kekwkN' ns/ fPt e/H fwZsok dhnK gfoGkPktK torheos ehshnK ik
;edhnK jB^
(1) ihH UH n?wH bhE (G. O. M. Leith) ^ “ftfdne seBheh f;ZyD ns/ f;ykT[D dhnK
fdPktK ftZu ftfrnkBe frnkB dk gq:'r j?, fi; d/ d[nko f;Zfynk ns/ f;ybkJh dh
gqfefonk dh gqGktg{oDsk ns/ ;woZEsk dk ftek; eoe/ T[; ftZu ;[Xko fbnkfJnk iKdk
j?.”
LOVELY PROFESSIONAL UNIVERSITY 3
