CHOOSING INSTRUCTIONAL MATERIALS

Nurse educators must consider many important variables when selecting instructional materials.
The role of the nurse educator goes beyond the dispensing of information only; it also involves
skill in designing and planning for instruction. Learning can be made more enjoyable for both
the learner and the teacher if the educator knows which instructional materials are available, as
well as how to choose and use them so as to best enhance the teaching-learning experience.
Knowledge of the diversity of instructional tools and their appropriate use enables the teacher
to make education more interesting, challenging, and effective for all types of learners. With
current trends in healthcare reform, educational strategies to teach clients, in particular, need
to include instructional materials for health promotion and illness prevention, as well as
instructional materials for health maintenance and restoration.

Making appropriate choices of instructional materials depends on a broad understanding of

three major variables: (1) characteristics of the learner, (2) characteristics of the
media, and (3) characteristics of the task to be achieved (Frantz, 1980). A useful
mnemonic for remembering these variables is LMAT—standing for “learner, media, and task.”

1. Characteristics of the learner. Many variables are known to influence learning. Educators,
therefore, must know their audience so that they can choose those media that will best suit the
needs and abilities of various learners. They must consider sensorimotor abilities, physical
attributes, reading skills, motivational levels (locus of control), developmental stages, learning
styles, gender, socioeconomic characteristics, and cultural backgrounds.
2. Characteristics of the media. A wide variety of media—printed, demonstration, and
audiovisual—are available to enhance methods of instruction for the achievement of objectives.
Print materials are the most common form through which such information is communicated,
but nonprint media include an expansive range of audio and visual possibilities. Because no
single medium is more effective than all other options, the educator should be flexible in
considering a multimedia approach to complement methods of instruction.
3. Characteristics of the task. Identifying the learning domain (cognitive, affective, and/or
psychomotor) as well as the complexity of those behaviors that are required, which are based
on the predetermined behavioral objectives, defines the task(s) to be accomplished.

THE THREE MAJOR COMPONENTS OF INSTRUCTIONAL MATERIALS

Depending on the instructional methods chosen to communicate information, educators must
decide which media are potentially best suited to assist with the process of teaching and
learning. The delivery system (Weston & Cranston, 1986), content, and presentation (Frantz,
1980) are the three major components of media that educators should keep in mind when
selecting print and nonprint materials for instruction.
Delivery System
The delivery system includes both the software (the physical form of the materials) and the
hardware used in presenting information. For instance, the educator giving a lecture might
choose to embellish the information being presented by using a delivery system, such as the
combination of PowerPoint slides (software) and a computer (hardware). The content on DVDs
(software), in conjunction with DVD players (hardware), and CD-ROM programs (software), in
conjunction with computers (hardware), are other examples of delivery systems.
The choice of the delivery system is influenced by the size of the intended audience, the pacing
and flexibility needed for delivery, and the sensory aspects most suitable to the audience. More
recently, the geographical distribution of the audience has emerged as a significant influence on
choice of delivery systems, given the popularity of distance education modalities.
Content
The content (intended message) is independent of the delivery system and is the actual
information being communicated to the learner, which might focus on any topic relevant to the
teachinglearning experience. When selecting media, the nurse educator must consider several
factors:
 The accuracy of the information being conveyed. Is it up-to-date, reliable, and
authentic?
 The appropriateness of the medium to convey particular information. Brochures or
pamphlets and podcasts, for example, can be very useful tools for sharing information
to change behavior in the cognitive or affective domain but are not ideal for skill
development in the psychomotor domain. Videos, as well as real equipment with
which to perform demonstrations and return demonstrations, are much more effective
tools for conveying information relative to learning psychomotor behaviors.
 The appropriateness of the readability level of materials for the intended audience. Is
the content written at a literacy level suitable for the learner’s reading and
comprehension abilities? The more complex the task, the more important it is to write
clear, simple, succinct instructions enhanced with illustrations so that the learner can
understand the content.
Presentation
According to Weston and Cranston (1986), the form of the message—in other words, how
information is presented—is the most important component for selecting or developing
instructional materials. However, a consideration of this aspect of the media is frequently
ignored. Weston and Cranston describe the form of the message as occurring along a
continuum from concrete (real objects) to abstract (symbols).

REALIA
Realia refers to the most concrete form of stimuli that can be used to deliver information. For
instance, an actual woman demonstrating breast self-examination is the most concrete example
of realia. Because this form of presentation might be less acceptable for a wide range of
teaching situations, the next best choice would be a manikin. Such a model, which is analogous
to a human figure, has many characteristics that simulate reality, including size and three-
dimensionality (width, breadth, and depth), but without being the true figure that may very well
cause embarrassment for the learner. The message is less concrete, yet using an imitation of a
person as an instructional medium allows for an accurate presentation of information with near-
maximal stimulation of the learners’ perceptual abilities. Further along the continuum of realia is
a video presentation of a woman performing breast self-examination. The learner could still
learn accurate breast self-examination by viewing such a video, but the aspect of three
dimensionality is absent. In turn, the message becomes less concrete and more abstract.

ILLUSIONARY REPRESENTATIONS
The term illusionary representations applies to a less concrete, more abstract form of
stimuli through which to deliver a message, such as moving or still photographs, audiotapes
projecting true sounds, and real-life drawings. Although many realistic cues, including
dimensionality, are missing from this category of instructional materials, illusionary media have
the advantage of offering learners a variety of real-life visual and auditory experiences to which
they might otherwise not have access or exposure because of such factors as location or
expense. For example, pictures that show how to stage decubitus ulcers and audiotapes that
help learners discriminate between normal and abnormal lung sounds, although more abstract
in form, do to some degree resemble or simulate realia.

SYMBOLIC REPRESENTATIONS
The term symbolic representations applies to the most abstract types of messages, though
they are the most common form of stimuli used for instruction. These types of representations
include numbers and letters of the alphabet, symbols that are written and spoken as words that
are employed to convey ideas or represent objects. Audiotapes of someone speaking, live oral
presentations, graphs, written texts, handouts, posters, flipcharts, and whiteboards on which to
display words and images are vehicles to deliver messages in symbolic form. The chief
disadvantage of symbolic representations stems from their lack of concreteness. The more
abstract and sophisticated the message, the more difficult it is to decipher and comprehend.
Consequently, symbolic representations may be inappropriate as instructional materials for very
young children, learners from different cultures, learners with significant literacy problems, and
individuals with cognitive and sensory impairments.
When making decisions about which tools to select to best accomplish teaching and learning
objectives, the nurse educator should carefully consider these three media components. When
choosing from a wide range of print and audiovisual options, key issues to be taken into
account include the various delivery systems available, the content or message to be conveyed,
and the form in which information will be presented. Educators must remember that no single
medium is suitable for all audiences in promoting acquisition and retention of information. Most
important, the function of instructional materials must be understood—that is, to supplement,
complement, and support the educator’s teaching efforts for the successful achievement of
learner outcomes.

Advantages:
Accessibility: Digital instructional materials can be accessed anywhere and anytime, making them more
accessible to students who may not be able to attend traditional classes.
Personalization: Digital instructional materials can be personalized to meet the needs of individual
students.
Interactivity: Digital instructional materials can be more interactive than traditional materials, which can
help students learn more effectively.
Engagement: Digital instructional materials can be more engaging than traditional materials, which can
help keep students' attention.
Cost-effectiveness: Digital instructional materials can be more cost-effective than traditional materials,
especially when they are used in a blended learning environment.
Disadvantages:
Technological requirements: Digital instructional materials require access to technology, which may not
be available to all students.
Cost: Digital instructional materials can be expensive, especially if they are not covered by a school's
budget.
Piracy: Digital instructional materials can be pirated, which can lead to copyright infringement.
Distractions: Digital instructional materials can be distracting, which can make it difficult for students to
focus.
Lack of human interaction: Digital instructional materials can lack the human interaction that is often
found in traditional classrooms, which can be important for some students.
Ultimately, the decision of whether or not to use digital instructional materials in education is a complex
one that should be made on a case-by-case basis. There are many factors to consider, such as the needs
of the students, the resources available, and the goals of the educational program.

Traditional Resources
Traditional resources
include any textbooks and workbooks used in the classroom. For example, language arts
classrooms almost always have literature textbooks, writing textbooks, and even vocabulary and
spelling workbooks. In addition to these, traditional resources also include any supplemental
reading material, like novels or poems outside of the textbook. These materials can really
help to introduce new concepts to your students. For example, when learning the concept of
theme, a literature textbook can provide numerous reading materials all displaying theme in
different types of literature. In the same way, workbooks can give some useful basic practice
activities for a new vocabulary words or even writing activities that might be difficult for students.
Then, when mastery is shown on a basic level, a teacher can introduce more challenging
material related to that concept. To evaluate these traditional resources, the most important
aspect is to make sure you choose material within the resource that appropriately relates to your
learning objective. Most textbooks and workbooks have already been designed to align with
certain educational standards and are therefore very reliable in regards to addressing classroom
goals. Still, it is important to be sure to choose material within the textbooks that matches your
specific learning objective.

The usual traditional teaching aids are blackboards, textbooks, charts, pictures, posters, maps, atlases,
globes, flash cards, flip cards, worksheets, science lab apparatus and materials, models, crossword
puzzles, quizzes, story telling, dramatization, one act plays, dictionaries, encyclopaedias, reference books,
learning toys and abacus. Let us learn about these teaching aids one by one.

What is the Tableau used for?

It helps users create different charts, graphs, maps, dashboards, and stories for
visualizing and analyzing data, to help in making business decisions. Tableau has a lot
of unique, exciting features that make it one of the most popular tools in business
intelligence (BI).

Innovative learning materials are learning materials that are more flexible in accordance with the needs
of students. Flexibility considers and takes into account various aspects that include student
characteristics including intellectual, emotional and spiritual abilities as well as obstacles in learning [10].
Innovative learning materials should provide instruction and practice and feedback, so it is interactive,
which allows students to learn the material presented. To develop innovative learning materials, the
lecturers must understand how far the interests and talents of students, so that students are motivated
to learn independently so as to be able to control the competencies that have been determined.

THE RISE OF INNOVATIVE

INSTRUCTIONAL MATERIALS
EducationOnline Coursese-LearningIlliteracySocietySouth Africa News

 5 May 2017
Though teachers are long been hailed as the best instructional materials (IMs) ever, the needs of
21st-century learners continue to challenge teachers’ creativity and resourcefulness.
IMs do not only aid instruction, they help learners to be motivated and ready for learning as well.
Hence, they are known by various names such as learning aids, teaching aids, learning resources,
instructional tools, etc. One thing is certain, IMs set forth and spearhead instruction. Through
these, learning becomes motivating, interesting and inviting on the part of the learners.
In this 21st century that recognized individual differences and multiple intelligence, teachers are
mandated to provide differentiated instruction empowered by the use of a variety of IMs suited
to the nature and abilities of learners. This pose challenge for teachers to devise and/ or impro-
vise IMs matching the needs of the learners, not to mention the time, effort, and money accom-
panied by its production. But, in here, the creativeness and resourcefulness of teachers may come
into play. One of the mandates of the teachers is to innovate IMs that improve learners’perfor-
mance and address instructional issues. This is a testament that teachers are able to address learn-
ers’ needs to quality instruction through remedial and intervention materials given to them.
In this 21st century that recognized individual differences and multiple intelligence, teachers are
mandated to provide differentiated instruction empowered by the use of a variety of IMs suited
to the nature and abilities of learners. This pose challenge for teachers to devise and/ or impro-
vise IMs matching the needs of the learners, not to mention the time, effort, and money accom-
panied by its production. But, in here, the creativeness and resourcefulness of teachers may come
into play. One of the mandates of the teachers is to innovate IMs that improve learners’perfor-
mance and address instructional issues. This is a testament that teachers are able to address learn-
ers’ needs to quality instruction through remedial and intervention materials given to them.
To this end, innovative IMs could be described as those that are products of teachers’creative-
ness and resourcefulness, with the aim of helping learners to perform well. They are innovative
in the sense that they are novel and well-orchestrated based on the needs of the learners and the
present time as well. Innovative IMs do not only serve as the medium for learning, they make
learning itself meaningful and worthy endeavor to make. Being innovative in the classroom
makes teachers inventive and discover more essential ways to deliver instruction.
To this end, innovative IMs could be described as those that are products of teachers’creative-
ness and resourcefulness, with the aim of helping learners to perform well. They are innovative
in the sense that they are novel and well-orchestrated based on the needs of the learners and the
present time as well. Innovative IMs do not only serve as the medium for learning, they make
learning itself meaningful and worthy endeavor to make. Being innovative in the classroom
makes teachers inventive and discover more essential ways to deliver instruction.
The innate desires of teachers to make learners experience a variety of learning experiences serve
as the basis for innovation and discoveries that may revolutionize the way how teaching-learning
process is being done. Gone are the days where teachers do all the acts of instruction. Learners
are the actors of instruction and IMs reinforced them to do such. Learners may get bored if their
teachers keep on using the same IM over and over again. The fact the learners have various
learning styles and multiple intelligence calls for teachers to innovate IMs fitted for their individ-
ual needs and the different learning activities needed to be done in the classroom.
The innate desires of teachers to make learners experience a variety of learning experiences serve
as the basis for innovation and discoveries that may revolutionize the way how teaching-learning
process is being done. Gone are the days where teachers do all the acts of instruction. Learners
are the actors of instruction and IMs reinforced them to do such. Learners may get bored if their
teachers keep on using the same IM over and over again. The fact the learners have various
learning styles and multiple intelligence calls for teachers to innovate IMs fitted for their individ-
ual needs and the different learning activities needed to be done in the classroom.
Indeed, there are many challenges facing education today, but these should not hinder teachers to
be at their best in delivering quality education to the people. Teachers are forever learners and in-
novating IMs is one way of assuring the public that they are doing their part and that they contin-
uously learn and grow from the profession to aid learners in their pursuit of higher learning. In-
novating should not be viewed by teachers as taxing and burden to do. If the intention is genuine
and really for the improvement of education and securing the educational welfare of the learners,
doing IMs could be a labor of love.
Indeed, there are many challenges facing education today, but these should not hinder teachers to
be at their best in delivering quality education to the people. Teachers are forever learners and in-
novating IMs is one way of assuring the public that they are doing their part and that they contin-
uously learn and grow from the profession to aid learners in their pursuit of higher learning. In-
novating should not be viewed by teachers as taxing and burden to do. If the intention is genuine
and really for the improvement of education and securing the educational welfare of the learners,
doing IMs could be a labor of love.
As learners clamor for more meaningful learning experiences, teachers could be of great help if
they could innovate and introduce IMs relevant and useful for learners. To this end, their purpose
as aids to instruction could really be realized.
— oOo— The author is Teacher III at San Juan Elementary School, Guagua West District,

Leads to Tech Disparity

Tech disparity refers to how much access students have to the necessary
devices. The differences in access can be seen between school districts,
with more affluent districts having greater resources, but it can also refer
to differences among students in the same school, where students from
wealthier families having greater access. A recent survey indicates that while
84 percent of American teens have a smartphone, the other 16 percent
don’t. Reaching out to that 16 percent is the goal.

Tech disparity also refers to school policymaking and tech management.

For example, the above survey also points out that while three-quarters of
teachers working in wealthier districts felt that their schools provided
adequate training, only half of the teachers in low-income areas agreed.
Around 40 percent of teachers in economically disadvantaged areas saw
their schools as behind the curve in technology advancement.

Teachers and administrators can take practical steps toward bridging the
tech divide. Assuming unequal access to devices, schools can focus on
technology that can be shared among classes, for example, shared tablet
computers and school computer labs, not to mention school-based Wi-Fi.

Then, there is tech that can be used within the classroom, such as
interactive whiteboards and projectors, as well as a digital curriculum that
all students can access.

Bridging the tech divide is not easy, but for a fairer society with equal
opportunity, it needs to be the focus of all efforts. (But a good start to
fighting tech disparity is a computer lab in school.)
 Consumption of false information. Much of the information available on the
internet is false or incomplete. This fact has a direct influence on the media literacy
of students, especially in the ESO educational stage, since half of them do not know
how to detect false news, according to a study by the Carlos III University of
Madrid.

TYPES OF MEDIA (mentioned in MEDIA as an example of IM) DISCUSS THE

DIFFERENT TYPES OF MEDIA (illustration, photographs are the example
pictures )
EXAMPLE OF 3D MATERIALS (Models, Artifacts, and exhibits are included in the example pictures)

VIDEOS

Educational videos are one of the most straightforward and accessible ways to incorporate media
technology in support of classroom instruction. They function across multiple platforms and are
easily accessible for almost any level of student. They lend themselves to a wide variety of
academic applications limited only by the creativity of the instructor. They can be cross-
curricular, bi-modal, horizontally aligned, or state standards specific. Also, some of them have
music and cute cartoon characters.
Educational videos have been repeatedly shown to be astonishingly effective in supporting
student engagement and retention. Students self-report greater interest and enjoyment; teachers
report better classroom results and richer understanding of essential content. They even help
improve standardized test scores, for those concerned with such things.

What is Prezi?
Prezi is a web-based tool for creating presentations (called prezis for short). It's similar to
other presentation software like Microsoft PowerPoint, but it offers some unique features that
make it a good alternative. In recent years, it has become popular in schools and businesses.
If you're looking to create a presentation that's a bit more eye-catching and engaging, Prezi
may be for you.

PANTOMIME

1. students can use pantomime to interpret character traits,

motivations, and actions (English Language Arts).
2. Students can use pantomime to convey the actions of
historical figures and community helpers (Social Studies).
3. Students can use pantomime to explore health problems
and solutions (Health).
4. Students can use pantomime to represent story problems
(Math).

A pantomime is a funny musical play for children. Pantomimes are usually based
on fairy stories and are performed at Christmas.

While pantomime might be a type of creative art, it actually has many similarities with
teaching. A pantomime will often have a simple storyline, audience interaction and props, and
space in the front for the performance in front of the audience. Doesn’t that sound rather like
the average class lesson? While we aren’t suggesting that teachers dress up in eccentric panto
attire to deliver lessons, it shows that pantomime and the “art” of teaching already have much
in common.
When encouraged in schools, pantomime can be useful in helping develop students’
concentration and nonverbal communication and enable them to put action and thought
together effectively. Pantomime enables students to use their imaginations and understand that
any idea they have can be a unique and creative idea. It’s a great way to encourage students to
express their ideas while also appreciating the creativity of their classmates. It can also be a
great icebreaker and confidence booster when performing in front of their peers.
TABLEAU

Schools have a lot if insight hidden in their data —but they don’t have time or resources to use arcane
analytics to try and find it. Data needs to be accessible, and easy for everyone. Tableau makes it simple
for educators and administrators to ask sophisticated questions, get actionable answers, and share their
findings easily online. It’s also a powerful learning tool in the classroom—easy for educators and students
to use yet directly applicable in the world of work. Best of all, Tableau is free for active students and
instructors.

Role playing is a learning structure that allows students to immediately apply content as they
are put in the role of a decision maker who must make a decision regarding a policy, resource
allocation, or some other outcome. This technique is an excellent tool for engaging students
and allowing them to interact with their peers as they try to complete the task assigned to them
in their specific role. This work can be done in cooperative groups and/or students can
maintain the persona of their role throughout the class period. Students are more engaged as
they try to respond to the material from the perspective of their character.

Advantages of role playing

 Students immediately apply content in a relevant, real world context.

 Students take on a decision making persona that might let them diverge from the
confines of their normal self-imposed limitations or boundaries.

 Students can transcend and think beyond the confines of the classroom setting.

 Students see the relevance of the content for handling real world situations.

 The instructor and students receive immediate feedback with regard to student
understanding of the content.

 Students engage in higher order thinking and learn content in a deeper way.

 Instructors can create useful scenarios when setting the parameters of the role
play when real scenarios or contexts might not be readily available.

 Typically students claim to remember their role in these scenarios and the
ensuing discussion long after the semester ends.