Edtech

Lesson 1
HISTORY OF EDUCATIONAL TECHNOLOGY

______________________________________________________
Putting your Mind into Action
History brought about a process of trial and error, imitation, individual creativity
and persuasion leading to what we know today as educational technology. To trace its
history, we can identify the following developments:
A. In ancient Greece, the Elder Sophists used the term “techne” to refer to the
process of applying knowledge systematically to the practical art of
instruction. They formulated cognitive rules, systematically analyzed subject
matter designed instrucional technologies and devised effective instructional
materials.
B. During the Middle Age Advent of Scholastic Philosophy, Pierre Abelard

introduced a technology of instruction which was really a new method of
structuring and presenting materials that helped set the style of scholastic
education.
C. Comenius, Pestalozzi, Froebel, Herbart, and Montessori contributed their

own concepts on educational technology improving on the educative process.
D. Johann Amos Comenius was recognized as the pioneer of modern

instructional technology by reason of his book Orbis Pictus (The World in
Picture) which was an illustrated textbook for children studying Latin and the
sciences.
E. Edward Thorndike and John Dewey formulated the scientific theory of

learning and the scientific method, respectively. Thorndike gave emphasis to
the use of empirical investigation as a basis for an organized process of
learning. On his part, Dewey introduced a method of instruction in terms of
scientific method in broad terms.
F. The 19th century paved in the advent of effective technological development,

including the production of textbooks, use of blackboards, and improvements
in writing implements like pen and ink. Photography was invented, giving
way to a movement called “visual instruction”. By 1920, visual media
became widely accepted. Then came the publication of audio-visual media
texts. In 1926, educational films were used as instructional media. In 1927,
Pressey wrote on programmed learning through a machine which tested and
confirmed a learning task.
G. In 1932, the first instructional Television program was aired at the State
University of Iowa. About the same time, the 16mm sound motion picture was
developed and this served as the educational workhorse during the audio-
visual movement of the time.
H. During World War II, the U.S. government encouraged the implementation of
technology of instruction for military training programs. This gave impetus to
a systems approach to instruction to include: micro-teaching, individualized
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instruction, language laboratories, behavioral objectives, computer-assisted
instruction, among others.
Putting Your Ideas to Work
Complete the pyramid by writing the events that took place in the history of
educational technology.
Ancient Greeks
_______
Middle Age
______________
Time of Comenius, Pestalozzi and others

____________________
Time of Johann Amos Comenius

___________________________
Time of Edward Thorndike and John Dewey

_________________________________
19th Century
________________________________________
1932
_______________________________________________
World War II
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Enrichment Activities
1. Create a graphic organizer showing the historical development of educational

technology.
2. Dicuss educational programs on television: how effective are these in

enriching the educational process in Philippine schools? What are their flaws
and limitations.
Lesson 2
QUALITY OF EDUCATION THROUGH EDUCATIONAL
TECHNOLOGY
As educators become more keenly aware of their responsibility to deliver the best
quality education to students, they have began to recognize the need to be aware of
educational technology. There is the perception, however, that the term educational
technology has become an unfortunate one. It appears that to many people it has served to
inhibit the introduction of better educational technology and its use in delivering higher
quality learning outcomes.
Thirty years ago, undergraduate students have either had to borrow a large pile of
books from the library and struggle home with them on public transport or literally spend
hours in the drab athmosphere of a university library summarizing the relevant points in
each article. With a photocopier, now students can have a copy of relevant sections of
books and articles and take them home for study. This is one sample of the way in which
educational technology can improve the efficiency of the study and research process.
However, it is clear that much has still to be done to explore the full potential of
technology in the delivery of educational services.
The Evolving Concept of Educational Technology
There is no doubt that the concept of educational technology is a very complex one.
But while we think that educational technology is a phenomenon of the latter part of the
20th century, we find that one of the earliest forms of educational technology was the
letter as a means of communication. The sending of apostolic letters by the Apostle Paul
to Christian communities in the Roman Empire in the third century now has its
contemporary e-mail, computer based tutorials and telefconferencing.
It will therefore help to clarify the meaning of educational technology and we can
begin by considering two different perceptions of it, namely the idea of TECHNOLOGY
IN EDUCATION and a TECHNOLOGY OF EDUCATION.
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TECHNOLOGY IN EDUCATION is the popular impression of audiovisual aids. In
the early phase of development of technology in education, the important side was the
hardware side. later, as there was limited availability of suitable software, the second
phase of technology in education was a subsequent software phase in which suitable
learning materials were developed.
Then the meaning of educational technology evolved further ito what can be called
TECHNOLOGY OF EDUCATION. Initially, educational technology had a distinctive
engineering connotation since its main thrust was with the development of items of
optical and electronic equipment for educational purposes. In entering the software phase,
it became more associated with psychology and learning theory as the main thrust. Then
it changed with the development of suitable software for use with this equipment. The
need to identify a sound educational basis for the development of suitable software led to
a change in thinking in that educational technology involved all aspects of the design of
teaching and learning situations. This led to a broader interpretation of educational
technology, as the entire TECHNOLOGY OF EDUCATION rather than the use of
TECHNOLOGY IN EDUCATION.
The Roles of Educational Technology
Essentially, educational technology helps to improve the overall efficiency of the

teaching-learning process. This is done through the following ways:
 Increasing the quality of learning or the degree of mastery
 Decreasing the time taken for learners to obtain desired learning

objectives
 Increasing the efficiency of teachers in terms of numbers of learning

taught without reducing the quality of learning
 Reducing educational cost without affecting educational quality
Along this vein of thought, educational technology becomes part of the total
educational process. Hence we refer to it appropriately as technology of education.
In developing a technology of education, ideas and practices will be drawn from

different fields, such as: psychology, sociology, business management and system
analysis combined with developments in more technical fields such as optics,
reprographics, acoustics and micro-elecronics in order to produce the optimum teaching-
learning system.
The aim of educational technology is to enhance the teaching and learning

process for both the teacher and the learner. Most of us know that the transfer of
knowledge between teacher and learner is not unilateral. Good education sees teaching
and learning as interdependent activities. While the teacher instructs, the learner
communicates back what he/she has learned and the teacher, in turn, learns from the
experiences of learners.
It is important to consider the equality of teaching and learning if we are to maintain a

sense of involvement in technologically-based activities. Otherwise high technology
media will become merely a means of facilitating the speed and volume of
communication, not as a means of human interaction discourage and self realization.
Needless to say, our sense of involvement in technology must contribute to its
humanization and eduational usefulness.
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Definitions from the 2 aspects of educational technology
From the two aspects of educational technology, a number of definitions have been
produced by different bodies and organizations. These are:
1. Educational Technology is the development, application and evaluation of

systems, techniques and aids to improve the process of human learning.
(Council for Educational Technology for the United Kingdom.)
2. Educational Technology is the application of scientific knowledge about

learning and the conditions of learning to improve the effectiveness and
efficiency of teaching and training. In the absence of scientifically
established principles, educational technology implements techniques of
empirical testing to improve learning situations. (National Centre for
Programmed learning, UK)
3. Educational Technology is a systematic way of designing, implementing
and evaluating the total process of learning and teaching in terms of
specific objectives, based on research in human learning and
communication and employing a combination of human and non-human
resources to bring about more effective instruction. (Commission on
Instructional Technology, USA)
We note: (A) All three definitions stress the primary function of educational
technology as improving the efficiency of the process of learning.
(B) Each of the definitions implies a technology of education interpretation of the role
of educational technology.
(C) Successful educational technology has to be flexible enough to react to new

knowledge about the process of human learning and also to new developments in
teaching and learning approaches and methods.
Write the roles of educational technology in the evolving paradigm.
The Roles
of
Educational
Technology
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1. Describe how primitive people taught their young about life and the human
skills needed to survive in what then a difficult world.
2. Describe how people developed the educational system, such as in Greece and
Rome; and in the European medieval period; and in schools and universities
after the advent of the primitive machine.
3. Describe how young native learners may been taught during the early period
of American colonization in the Philippines.
4. Describe how modern students could be taught considering the advent of

audio-video machines and the computer.
Lesson 3
THE ROLE OF EDUCATIONAL TECHNOLOGY IN THE
21st CENTURY
While it is difficult to make precise predictions, it is quite likely that the

technology we are totally unaware today may be developed in the years following the
turn of the century. It may also be technology that totally changes the way we think about
the world and the opportunities for the delivery of effective and efficient education.
As for now, it is possible to identify three current trends that may point the way to the
nature of teaching and learning in the future. The first trend is a gradual shift towards a
more student-centered approach to learning. The second is an ever widening realization
that there is more to education than teaching basic facts and principles that a serious
attempt should be made to cultivate the various non-cognitive skills and attitudes that are
so important for success in later life. The third and probably the most important in the
longer term is an almost explosive increase in the use of new information technology in
practically all aspects of education and training.
Student-Centered learning
The shift to more student-centered approach to learning will accelerate in the coming
years. The real problem facing the educator is to ensure that the implementation of new
educational technology is carefully thought through, so to enrich the learning process.
The move towards more student-centered techniques of learning will still not replace
completely the teacher institution-centered approach but there will be a slow and steady
increase in the use of student-centered learning within the traditional system. However, it
is outside the traditional educational system that the main developments in the student
centered learning are taking place. Over the last decade education has increasing become
a lifetime experience and many people are finding that they have to continue studying
after full time schooling in order to gain the extra qualifications and expertise that they
need to survive in what is becoming an increasingly technical and computer-based
society.
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New forms of education delivery a such as the Open University in Great Britain and
the Open Learning System in Australia are emerging to cater to this growing demand. In
the richer and developed countries, more people are continuing to study because they
want to, enrolling in increasing numbers with institutions such as the Open University
which provide flexible student centered courses that fit into their lives.
Teaching Higher Cognitive and Non-cognitive Skills
In tertiary education, there has been and increasing emphasis on group learning
techniques. This move to group learning has been given further impetus by the
development of science and technology-based games, simulation and case studies. These
techniques of instruction are ideally suited for the use in teaching the various higher
cognitive and non-cognitive skills. For example, decision making, communication and
interpretation skills are now regarded as esssential part of a properly rounded education.
Owing to the need for courses (such as Geology) where is a decline in student
numbers, the institutions have responded to this problem by coming together in
consortium to offer courses across the whole spectrum in the four institutions. Education
technology will play a key role in the further development of these courses and
particularly through the medium of teleconferencing provide a more effective and
efficient delivery of the program.
The Spread of New Information Technology
Information technology in all its various forms and manifestations is making an

increasing impact on education as the years go by and it is expected that the current trend
will speed-up rapidly. Aiding this spread of the use of, for example, the computer, is the
availability of cheap desktop micro-computers. Micro-computers will become
progressively cheaper and the consequences an be compared with those which resulted
from the universal use of the old information technology of the printing press.
Using the plot diagram, list down the three current trends in educational technology.

Third Trend

Second Trend

First Trend
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Cite examples on how high school teaching would have been enriched through
educational technology.
Reflecting on your high school days, how far has educational technology (use of
computers and audiovisual equipment) influenced high school education in the country?
How far has

educational
technology
influenced high
school education in
the country?
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Lesson 4
TECHNOLOGY AND DEHUMANIZATION
Can technology dehumanize society, including our homes and schools?

Individualized regard for others can be humanizing. On the other hand, mass media
technology can lead to dangers of dehumanization. It is possible for communicators,
namely writers, teachers, advertisers treating the public, their students and the consumers
as machines. They may fail to perceive the receiver of their messages as humans with
rights privileges, and motivations of their own.
Human mechanization is described by some as the process by which people are

treated mechanically, that is without giving thought to what is going on inside them. A
communication specialist Phil Lange named six ways that human beings, in this case
student-learners in schools, are treated mechanically:
1. We turn them on and off whenever it suits our fancy.
2. No explanation is offered on why and what they do.
3. Their plans and future are unheard.
4. All work and no play.
5. Their human worth is judged only by the quality of their products.
6. Human empathy is absent (There is no feeling sorry for failures and

limitations).
Meanwhile, the teacher-communicator can introduce humanistic by:
1. Interraction between communicators/teacher and listener/student.
2. Self evaluation or affection by listener/student
3. Dialogue or interchange between communicator and listener. (In the

classroom situation, active participation by students is part of humane
teaching; in journalistic work, feedback through letters to the editor is humane
interaction)
4. Regular meeting and consultations.
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War and Poverty Sexploitation

Violence against
women and
children
Dehumanizing
Effects
1. Bring clippings, for presentation/ discussion:
(A) Significant letters to the editor, columns,or feature articles that openly and
genuinely project socio-political needs.
(B) Similar clippings that hide vested interest and serve to undermine public
opinion or consumption of commercial goods (e.g. misleading
advertisment, sensationalized news, government propaganda).
2. Prepare a positive theme, for example “Peace Begins at Home” and support
these with cut-outs of pictures to be pasted on a cartolina.
Lesson 5
THE CONFINES OF EDUCATIONAL TECHNOLOGY
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Educational technology confines technology to the educational field. It will

therefore encompass:
(1) Educational hardware or devices: slide projector, audio sets, cameras, film
projectors, television players and monitors, and the like machines.
(2) The applications of scientific knowledge to the teaching and learning process
by way of providing conceptual basis and methods for designing, developing
and evaluating instructional systems.
From the above definitions, we find the following elements:
 Both educational hardware ansd software.

 Educational systems to identify, develop, organize, use and manage learning
resources.
 Methods of teaching and learning.
 Curriculum objectives and design.
 The entire process of setting goals, renewing the curriculum, trying our
alternatives strategies and materials in order to reset goals and systems.
As a working definition therefore, we may state:
Educational technology is the field of study which is concerned with the practice of
using educational methods and resources for the ultimate goal to facilitate the learning
process.
The Four phases of Educational Technology
Four phases of educational technology have been identified. These are: (1)
identification of objectives, (2) design of learning experiences, (3) evaluation of how
effective learning experiences are in achieving the objectives, and (4) improvement of the
learning experiences so as to better achieve the objectives.
1. Identification of objectives. This is a logical approach to human activities. In

learning, setting of goals and objectives can serve as a guide to the type and
nature of learning activities as well as methodologies to be used. But prior to
identification of objectives, it would be beneficial to first look into the source
of objectives. In the case of education, the educational goals in the philippines
are embodied in the Constitution. There is also the need to look into ways of
formulating objectives, such as differentiating between general and specific
objectives, as well as indicating cognitive, affective and specific objectives.
Subject content may be then selected. Finally, criterion tests or evaluative
devices should be devised. Throughout these steps, there must be care in
ensuring that selected objectives are relevant to the learner’s needs.
2. Design of learning experiences. It is important that the teacher individualizes

his objectives and sequence his learning activities. Therefore, in designing
learning experiences, the teacher must consider: (a) sequences and strategies
and (b) modes and media. The teachers may ask the following questions as he
chooses teaching strategies:
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 Should I use the discovery or expository approach?
 Which would be more effective: individualized or group learning activity?
 How can time be spent in presenting each learning activity?
 How can students’ accomplishments be assessed at the end of the lesson?
 What teaching style would be best suited for the subject matter and
objectives?
Simultaneous with the selection of teaching strategies for a subject matter is the
design of media and materials to be used. Media and material must be appropriate for the
learning experiences and m ethods, keeping in mind the limitations of budget, personnel,
facilities, equipment, and time constraint.
The following questions may be asked: Should I use graphics? Written symbols?
Recorded sounds? Multimedia?
3. Evaluation of the effectiveness of the learning experiences: The evaluating

process should bear in mind the need for effective construction and use of
evaluating devices. The following evaluative devices are suggested: (a)
observation devices: checklists, rating scales, anecdotal records, and the
behavioral journal; (b) self-report instruments, inventories, questionnaires and
rankingdevices; and (c) test items: essay and objective types.
4. Improvement of the learning experiences so as to better achieve the objecties.

Applying evaluative devices can show partial or complete non-attainment of
objectives, thus invoking the need to modify the whole system or certain
elements of it. Revision may be done, such as may also be assessed to
determinge whether they are compatible with the needs, goals or interests of
the learner.
Educational technology recycling may call for reformation of their objectives, design
of another set of learning experiences, and evaluation of students’ performance.
Complete the following visual orgainizers
(a) Definition of Educational Technology
(b) Four Elements of Educational Technology
(c) Four Phases of Educational Technology

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3
1. Recall, discuss and evaluate your learning experiences during your elementary
or high school grades, such as in learning Arithmentic< History, Social
Studies, etc.
 Did you enjoy or dislike the subject matter?
 What contributed to your liking/disliking the subjects?
 Did the subject really contribute to your growth or to making you a more
mature, educated person?
 What elements were lacking in Philippine education in general?
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Lesson 6
EDUCATIONAL TECHNOLOGY AND EDUCATIONAL
MEDIA
To fully understand educational technology, teachers must stop thinking that this
simply means video tape recorders, film projectors or computers. Teachers must also
learn to distinguish educational technology from other concepts such as “educational
media”, audio-visual technology” or audio-visual aids. To correct misconceptions, the
following definitions must be learned and understood:
Instructional Teechnology—are those aspects of educational technology that are

concerned primarily with instruction as contrasted to design and operation of educational
institutions. Instructional technology therefore give stress to instruction or to the
teaching-learning process. It is a systematic way of designing, carrying out, and
evaluating the total process of learning and teaching in terms of specific objectives, based
on research in human learning and communication. It employs human and non-human
resources so combined to make instruction more effective.
Educational media—are the means of communication available for educational

purposes other than the teacher himself. They consist of instructional machines and
materials used to promote learning. By definition, “media” are meditating or intervening
means through which learning impressions are provoked on the part of the learner.
Example is the chalkboard-and-chalk media. Media is part of the term “instructional
technology” also inclusive of the even broader term “educational technology.”
Audio-visual-media/technology aids. These terms emphasize the use of the senses—

hearing (audial) and seeing (visual)—either singly or in combination. Audio-visual
“media” stress the use of media as means of communication. Audio-visual “aids” stress
the assistance of educational tools in carrying out instructions. Audio-visual “technology”
capitalizes the use of these learning tools in the design, implementation and evaluation of
instructional activities.
Basic definitions
1. Media (Plural for medium) Means for communicating “messages” from a

source to a receiver for such purposes as information, education, entertainment, or
business. (Newspapers, photographs, recordings, movies, radio, television,
advertising and the like are media of communication.)
2. Format The physical form/ manner in which a medium is displayed or shown.

(For example a Variety show may use the song-dance-games format; Magazines
use the verbal format; Radio uses the audial format.)
3. Technology may mean:
A Process—The systematic application of scientific or other organized knowledge to

practical tasks.
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A Product—The Physical equipment/facilities (hardware) and the programs/modular
materials (software) that result from the application of technological processes. (A TV
camera is a piece of hardware; Sesame Street is a TV program software)
A Process and Product mix—The statement “Technology is constantly expanding our

information delivery” refers to technology in a mixed sense.
4. Educational Technology—The scientific and organized teaching-learning process

and/or product.
Using the Venn Diagram, list down the similarities and differences of the following:
Instructional Educational
Technology Media
Audio Visual
Media Technology
1. Role Playing: Philippine Independence Day at Kawit, Cavite year 1898. Using an
audio tape recorder, play roles of a broadcast host covering the event; President
Emilio Aguinaldo; members of his cabinet; Filipino soldiers; ordinary citizens.
2. Slide or video communication technology.
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Lesson 7
THE PERVASIVENESS OF THE TECHNOLOGICAL
MEDIA
Modern communication technology
We live today in a world in which instantanous communication is commonplace.

Centuries ago, such a phenomenon would have seemed impossible, may be the stuff of
dreams and poetry.
TV camera can cover and transmit live any significant event around the globe: an
international beauty pageant, the Olympic events, or the inauguration of a U.S. President.
Undoubtedly, modern communication technology has immensely increased modern
man’s ability to witness events as they happen, thus greatly increasing our exposure to
“messages” that can inform, educate, entertain, reform or created monetary and other
benefits to man.
For educators this communication phenomenon has vast implications. For example,
many TV programs are today utilized for commercial entertainment. However, there is
the critical need for broadcast programming to improve so that the various radio and
television programs can contain educational, social, cultural and human values.
While media communicators play and educative role for the society that they serve,
educators need to understand that the media communication technology can vastly
increase their ability to transmit educative messages within the educational setting.
Communication must therefore be well understood in order to utilize the process

effectively for the general purpose of human development. Not only are there many
concepts to learn and understand, skills too must be honed so that the use of
communication tools may truly serve as man’s instruments for attaining a higher quality
of life, not only within our society, but also within the context of societies around the
world which has, through modern technologies, shrunken into a global village.
How did the ancient man communicate?
How did middle age man communicate?
Share your personal experience about how you
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benefit from modern communication today:
__________________________________________________________
__________________________________________________________
__________________________________________________________
Enrichment Acivities
Share ideas/interpret the following thoughts:
1. It was the funeral of President Kennedy that most strongly proved the power
of television to infest an occasion with the character of corporate participation.
It involved an entire population in a ritual process. (Marshal McLuhan)
2. In an electric information environment, minority groups can no longer be

contained – ignored. Too many people know too much about each other. Our
new environment compels commitment and participation. We have become
irrevocably involved with, and responsible, for each other. (Marshal
McLuhan)
3. It turns out that TV is a powerful educational medium even when it isn’t

trying to be, even when it’s only trying to entertain. There must be millions of
people who have learned, simply by watching crime dramas in the past few
years, that they have the right to remain silent when arrested. (Herb
Scholosser)
4. The book is one of the firsts, and very possibly the most important, mass
produced product, and its impact demonstrates the falsity of the common
notion that mass production per se brings about the massification of men.
(David Riesman)
5. Just as the printing press democratized learning, so the television set has
democratized experience.
6. Television is the first mass-produced, organically composed symbolic

environment into which our children are born and in which they live from
cradle to grave….Television is a total cultural system (as was tribal religion)
with its own art, science, statecraft, legendry, geography, demography,
character typess and action structure. (George Gerbner)
7. Today we immerse ourselves in sound. We’ve all become acoustic skin

divers. Music is no longer for listening, but for merging in. (Edmund
Carpenter)
8. Do you in fact think that television stops anybody from reading? Yes. I
believe that middle-class children are less well-read than they were informed
about, although probably far better informed about public affairs. (Kenneth
Clark)
9. Electronic media have made all the arts environmental. Everyone can avail
himself of cultural riches beyond what any millionaire has ever known.
(Edmund Carpenter)
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Lesson 8
UNDERSTANDING EDUCATIONAL MEDIA
Initially, it would help clarify that the focus of this chapter is educational media not
mass media. The discussion will therefore not focus on the means or channels of
communication to the general public, such as newspapers, magazines, radio, television
and advertising. While mass media may have educational value, nonetheless their main
purpose is not strictly for learning but rather for entertainment, information, cultural
influence, and business. Educational media on the other hand cater to learners, either in
school or out-of–school as in the case of non-formal or non-traditional education.
Functions of Educational Media
Media in general comprise avenues to communication. Considering that teaching is

essentially a process of communication, the value of media for teaching becomes
apparent.
Educational media in their many forms can provide the learner with “experience”
about his “environment.” The bulk of the learner’s experience in school tends to be a
vicarious nature, except in some laboratory situations. Much of learning is presented as
representations of real life, wether because real life is inaccessible or because of the
nature of the content, for example events which occurred in the past.
It has now become clear that teachers need to know a great deal about each learner’s
capabilities and levels of competence. The hypothesis has been suggested that lack
readiness on the part of the learner might actually be due to the lack of prior relevant
learning experience arising from the absence of necessary prerequisite competencies or
maturation. The use of media or the various avenues of instruction may therefore help to
accelerate learning compared with the use of tradition traditional symbolic means,
namely the use of language symbols.
Characteristics of Media
Used as communicative avenues to learning, there are traits which characterize

media.
Initially, however, we wish to limit the term media to the content to be learned only,
excluding the consideration of equipment. This is because our concern is how learners
react to the form of the content coveyed rather than to the equipment.
In discussing media form, it is useful to distinguish among three terms: MESSAGE,

MEDIUM AND CHANNEL.
MESSAGE is the content to be taught. The word “content” here is taken in the broad
sense., meaning knowledge, understanding, skills and attitudes. In other words ‘message”
is the substance of anything that the teacher hopes will be acquired by the learners, in
whatever form.. Message might be information to be learned, skills to be performed,
relationship to be understood, feelings to be acquired, or any of a variety of behaviors to
be pantomine.
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The MEDIUM is the shape of the message, examples of which are words, pictures,
objects, two-dimensional projected images, symbols, and non-verbal signs such as
pantomine.
CHANNEL is the vehicle (mechanical or physical) or the structure through which the
medium presented to the learner. Examples are a television system, a projector, the
human voice box, or a recording and playback device. A field trip may be classified as a
channel, since it is merely the structure or administrative vehichle for getting the learner
to the place where the media for learningg are to be observed.
The differentiation among the words message, medium and channel serve to
underline the need for precision in focusing upon the avenues through which the learner
must perceive the world about him. The teacher must recognize the learner’s capabilities
and experiences, since these will directly affect his ability to interpret the medium. For
example, pictures may be easily understood by the learner because of their realistic
nature. Abstract words and symbols, however, may be completely beyond comprehension
and experience levels.
Retardates, for example, learn materials best in story form while normal adults can
learn materials at more abtract levels. The more experienced and intelligent learner can
be expected to interpret media more fully than the less experienced ans less intelligent.
It appears that one cannot generalize as to whether the medium should be a picture,
spoken or printed word, or sounds. This shows that the actual determination of which
medium to choose is not easy. The teacher must face questions about the learners’
intelligence, reading ability, age; also the content difficulty of the material.
Still, a crucial question to ask is the purpose for which a medium used. On an
arbitrary scale or continuum, a photograph may be more concrete compared to a line
drawing of the same object. However, if the intention is to observe the internal
relationship of parts, a photograph of the external surfaces of an object will be less
effective than a drawing of that object showing internal views. Again, visuals may
improve the learning of manual skills and help facilitate the associative function.
However, given another objective of learning, the visuals may only serve to distract and
interfere.
Thus where color is not significant to the message, it is not really crucial to learning.
Where motion is not required, there may be no need to use a motion picture medium.
More subtle areas of concern are the influeences of things in media as:
 redundancy of information
 the effectiveness of labels and the cucing devices
 the arrangement of items in a graphic
 precision phrasing in the film commentary
 types of introductions andsummaries
 details of size and shape or objects, and
 the interrelationships of objects within frames of filmstrips.
Thus far, there is actually little evidence that any given media contribute more to
better learning other media under all circumstances. There are just too many variables
which are uncontrollable and contributed biases and errors to neutralize the effeccts of
variables. For the teacher, this suggests that the more profitable approach to analyzing the
effectiveness of media is less on making general comparisons on media and more on the
learner reactions to a given medium. The analysis by learners on ambiguities in the verbal
and visual content has contributed a lot in improving filmstrips and motion pictures.
19
Differentiate the terms message, medium and channel using the venn diagram
Message Medium
Channel
1. Show a selection of pictures and determine whether any ambiquities prevent the
communication of message intended by the photographer
2. Show a difficult motion picture and discuss the movie with an aim to see how well
viewers understood content message of the move as well as internal motivations
that prompt the characters to act as they did.
20
Lesson 9
DOMAINS OF HUMAN LEARNING
For communicators, especially teachers, it is important to have knowledge of the

domains of human learning as guide to determine whether your communication/teaching
objectives cover an appropriate range of skills and to decide the sequeence of skills you
wish to impart.
The 3 main levels of skills inclusive of the kinds of simple or complex human actions
are:
1. Cognitive level
Knowledge to remember, define,recognize, recall/recite by memory

Comprehension: to translate, interpret, paraphrase, summarize, extrapolate (expound or
describe)
Application to relate ideas and information to other situations (e.g. How Rizal’s
wishing colonial reforms would apply to the present-day Filipino nationalists who do not
want neo-colonialism)
Creation to break down into other ideas/concepts, to device similar idea construct (e.g.
adapt a short story into a radio play)
2. Affective level
Receiving to be aware, to lend attention (e.g. listen and feel the emotions of a poet as his
poem is read)
Responding to react actively
Valuing to display an attitude
Characterizing to show a consistent value system, to develop a characteristic lifestyle.
3. Motor skills level
Imitation: To repeat action (e.g. act for backhand tennis drive)

Manipulation: to perform independently (e.g prepare a picture book)
Precision: to perform with accuracy
Articulation: to perform unconsciously with increased skills
Interpersonal skills
As we interrelate with other people communicators wish to identify certain “Types of

interpersonal skills”.
1. Seeking or giving information

- to offer facts, opinions, clarification
2. Proposing
- to make a suggestion
3. Building and supporting

- to add to a concept
21
4. Shutting
- to exclude members/a group from involvement
5. Disagreeing
- to declare difference of opinion, to criticize
6. Summarizing
- to restate in a compact form.
List down the activities for each domain
Domains of Human Growth/Learning
Cognitive Affective Motor
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
___________________ ___________________ ___________________
1. Prepare a short essay on a chosen subject for class presentation. Before the essay
specify which domains of learning or interpersonal skills (example, an essay for
sheer information, for human interest, for persuasion, for acquiring skills, etc.) you
would like to achieve.
2. Film/video showing. Share your learnings.
22
Lesson 10
THE CONE OF EXPERIENCE
In one of the first textbooks written about the use of audio-visual materials, authors
Hoban and Zissman noted the needs to understand the degree of realism which audio-
visual materials have. In explaining this idea, they arranged various communication and
teaching methods in a hierarchy of greater abstraction, beginning with what is referred to
as “the total situation” and culminating with “words” at the top of the hierarchy.
Words
Diagrams
Maps
Flat pictures
Slides
Films Concreteness
Models
Objects
In 1946, Edgar Dale adopted the same construct and improved on it by proposing the
“Cone of Experience.”
In the Cone of Experience, the participant-receiver of the communication process is

an observer in the actual experience. Then he moves up the cone as observer of an
mediated event (an event presented through some medium), and finally as observing
symbols that represent an event.
Dale said the participant-receiver could make profitable use of more abstract
communication activities to the extent that they had built up a stock of more
concreteexperiences to give meaning to the more abstract representations of reality.
Audio-visual media help to provide the necessary concrete experiences, while helping
the participant-receiver to integrate their prior experiences. For example, a film may
show how highways are being constructed. The viewer integrates this film to what he
may actually have seen by way of the asphalting of streets in the city.
Illustration for the Cone of Experience
We can select instructional methods more appropriately by thinking of our options in

terms of concreteness and our audience/learner’s readiness to profit from more and less
concrete experiences. At the bottom of the scale are direct, participative experiences. At
the middle are audio-visual materials, substituting visual images for the real thing,
leading to iconic learning. Printed materials, with their verbal symbols, are most abstract.
The Cone of Experience
23
Verbal symbols ABSTRACT
Visual symbols
Recordings, radio ICONIC

Still pictures
Television ENACTIVE
Exhibits
Field trips
Demonstrations
Dramatized experiences
Contrived experiences
Direct, purposeful experiences
Children today, because of television and movies, acquire many mediated experiences
at a much earlier age than children of previous generations. The communicator must
weigh carefully whether these mediated experiences are helpful to them or harmful by
way of the irrelevance, mediocrity and distorted views of life that they may portray.
Using the Cone of Experience adopted by Dale, write some examples for each
category, A visit to your schools’ Instructional Media Center will help you fill this chart
Abstract Iconic Enactive

______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
______________________ ______________________ ______________________
1. Select images/visuals for abstract concepts, such as love, brotherhood, patriotism,

justice, human rights etc. Use drawings or cut-outs to show these concepts.
2. Prepare a storyline and dialogue by groups to show abstract values, such as love
for parents, fidelity to friendship, sacrifice for success. Read these out in a
dramatic form just like radio play.
24
Lesson 11
PLANNING THE USE OF INSTRUCTIONAL MEDIA OR
AUDIO VISUAL MATERIALS
Instructional media or audio-visual materials are not a substitute for effective

instruction. They are complementary materials which assist the teacher in the teaching-
learning process, while there is no one way to use these materials, there are guidelines
which should be considered in order to derive the greatest amount of good teaching and
learning from them.
When media or AV’s are used
There is no specific time for the use of instructional materials in the teaching-
learning situation. Much will depend upon the teacher, the subject matter, the students
and the learning situation. There are, however, many uses for materials in making
meanings clear. For example, they can be used for:
1. Introducing of a unit
2. Developing a unit
3. Interpreting a unit
4. Following-up or summarizing a unit
5. Correlating bits of information
6. Identifying self with a situation
7. Transferring to real life situations
8. Motivating and arousing of interest
9. Providing individual and group therapy
How media or AV’s are used
The wise teacher recognizes that variety of presentation adds much to the art of
teaching. While there is no part formula for giving vitality to a presentation, there are
suggested procedures that can be employed to improve the teaching-learning process.
The following are a basic plan of effective teaching:
1. Prepare yourself
Consider the value and purpose of the material being covered.
Consider the needs and interests of the students.
Consider how the medium can best be utilized.
Preview or audit the material to be used.
2. Prepare the classroom

See that all the necessary materials are on hand and arranged for their best use.
Be sure that the light can be controlled if needed.
Check ventilation and seating.
3. Prepare the class

Explain why the particular medium is being used.
Discuss what the medium includes.
Explain what you expect them to get out of it.
25
Introduce new words or terminology.
Describe any follow-up activities including test.
4. Present the materials

Make the presentation forceful.
Watch the time.
Observe student reactions.
5. Summarize
Discuss the presentation in detail.
Ask summary questions.
Clarify misconceptions.
Test, if necessary.
6. Follow-up
Allow students to utilize their new knowledge.
Develop or assign follow-up activities.
System Approach to Teaching
As in all the arts, the arts of teaching requires skills that must be developed through
practice, drill and hard work.. Basic to all good teaching is thorough planning. And
although some educators frown upon rigid, inflexible lesson plans, an organized,
systematic outline of proposed classroom activities will be of great help to the teacher in
making the most effective use of instructional materials.
The effective use of instructional materials requires that teachers use a systematic
approach to the development of learning sequences. The total system must encompass:
(a) the learners

(b) the objectives and content of the lesson(s)
(c) the methods to be used in instruction
(d) the instructional materials to be used, including consideration of unique strenghts
and weakness
(e) the facilities or environment
(f) the supporting equipment, and
(g) the student and teacher evauation of the results, in changed behavior and attitudes.
Five Phases in a Total System of Instruction
Identified to be the five phases which can assure that instructional outcomes will be
as rewarding as possible. These are: (1) introduction, (2) development, (3) organization,
(4) summarizing, and (5) evaluation.
1. Introduction
This is the motivational and exploratory phase. During this phase, students are shown
that the course of study will be interesting and challenging to them. The use of AV”s can
help to motivate and challenge students.
Whenever instructional materials are used, the teacher must consider the following
preparations:
Self preparation. Preview and evaluate the materials with an aim to effectively integrating
them in the unit of study, either as an introdutory or as follow-up material.
Preparation of the Presentation. Deterrmine how the media will be most effectively
prersented to projected and/or audio material, consider the following possibilities: (a)
26
showing materials all the weasy through (b) showing only excerpts/segments/frasmes (c)
showing material with recorded narration (d)showing material without recorded narration
(e) pausing at specific points for verbal comment/information on projected material (f)
repeating segments (g) combining two or more media.
Preparing students. Inform students on what they are to see, why they are going to see it,
and what they expected to learn from the presentation..
Preparing follow-up activities. Plan in advance what could be activities after the
presentation. A review of content? An evaluation? Projects? Further studies?
2. Development phase
This involves the location and learning of the required information by the students. A
problem under study may be suggested to facilitate the use of all available alternative
options of methodology, such as: study by individuals, groups, or the entire class.
3. Organization phase
This is the time for “pulling-together” the results of the research and study activities
of the students. This phase phase the production capabilities of the school media center.
Among the most usefull materials which students may use are: mounted pictures, slide or
still-picture materials, charts, posters, graphs, maps, models, mock-ups, duplicated
materials, audio and video recording, etc. Dramatizations, debates, reports, panel
discussions, role-playing situations, use of resource speakers, etc. are typical of activities
that may be planned and developed. Students may also plan and execute display centers,
bulletin boards, or exhibits.
4. Summarizing Phase
This entails a major presentation for the whole class either by individual members,
small groups or by the teacher. Students may make summary presentaions; present and
discuss the content of displays; or hand in written reports, papers, scrapbooks, etc. The
teacher may reshow a film, film strip, set of slides, overhead transparencies, etc. the were
used in the introductory phase in order to provide a review and to “cement” together all
facets of the study. Any “loose-ends”, are tied together, and the class is ready for the final
or fifth phase, that of evaluation.
5. Evaluation phase
This involves two areas of evaluation—student and teacher. It is important that there
be an evaluation process. Students need to be aware that they are to be held accountable
for lesson content and ultimately for changes in behavior—changes that prepare them to
live and function as contributing citizens in society. Among the evaluation techniques
used in evaluation are:
(a) written tests using true-false, multiple choice, fill-in-the-blank,

matching type, short-answer, essay or take-home exams;
(b) oral discussions, dramatizations, role- playing, sociodramas and

demonstrations;
(c) audiotaped or videotaped responses or experiences
(d) written reports, term papers or research papers,
27
(e) student-produced instructional materials, such as mounted pictures,
maps, graphs, photographic slides, bulletin board displays, exhibits,
etc.
In a critical evaluation of the students’ performance, the teacher may do the following:
(a) suggest revisions or refinement of parts of the presentation/report;
(b) show evidence of faults in the presentation plan, content, procedures or

instructional materials used;
(c) identify problems arising from unclear/inadequate objectives,

evaluation procedures or methods;
(d) indicate lack of student readiness;
(e) show evidence of the need for review or remedial presentation;
(f) show evidence of too slow/fast pace.
Complete the paradigm to indicate the five phases in a total system of instruction.
1 2 3 4 5
28
Lesson 12
GRAPHIC MATERIALS
Types of Graphic Materials
Graphics are non-photographic, two dimensional materials designed

specifically to communicate a message to the viewer. They often include verbal as well a
symbolic visual cues.
It is admitted that symbolic visuals leave much room for viewers to misinterpret
the intended meaning.
Let us explore the types of graphics commonly found in an instructional setting.
1. Drawings
Drawings include sketches and diagram that employ graphic arrangement of
lines to represent persons, places, thing and concepts.
They can be advantageous their being less detailed can add to the instructional
point and to easy understanding, especially for young learners.
2. Charts
Charts are graphic representations of abstract relationships such as
chronologies; quantities, and hierarchies. They may appear as tables and flowcharts,
priodic tablets, time lines, etc.
Charts should be clear, well-defined in purpose, with the minimum of visual

information. Cluttered and confusing charts do not help. The rule for graphics is:
“Keep it simple.”
3. Graphs
Graphs provide a visual representation of numerical data. They also show
relationships between units of the datea and trends in the data. They are visually
interesting.
The 4 major types of graphs are: bar,pictorial, circle and line.
4. Posters
Posters incorporate visual combianation of lines, color and words and are
intended to catch and hold attention at least long enough to communicate a brief
messages, usually a persuasive one.
Effective posters are colorful and dynamic. Commercial billboards are

example of posters on a very large scale.
29
Draw some samples of the 4 charts listed below.
1. bar graph
2. pictorial graph
3. pie graph
4. line graph
Enrichment Activity
1. Prepare an organizational chart of a company (engaged in education,

broadcasting, engineering, etc.). Explain to the class the roles and relationships of
the staff and line units of the organization.
30
Lesson 13
DISPLAY FORMATS
______________________________________________________
Ways to display Visuals
Non-projected materials such as charts, graphs., or posters have to be displayed.

This can be done in several ways ranging from simply holding a single visual in your
hand to using exhibiting props for more display.
Useful in classes and lectures are non-projected materials to include chalkboards,

bulletin boards, cloth boards, and magnetic boards. Exhibits may include models and
relia. To display, consider your audience, the nature of your visuals, the
communication/instructional setting, your lesson/communication objectives, and the
availability of the various display formats.
Description of Terms
1. Chalkboards—once called blackboards, they now come in variety of colors. On

them can be drawn units or adjuncts to your message.
2. Multipurpose boards—these are boards which can be useful for many purposes.
They are also called “visual aid panels” and may have steel backing for magnetic
display of visuals. Nonglare surfaces can also be used to project films, slides
overhead transparencies.
3. Pegboards—useful for displaying heavy objects, such as 3-dimensional materials
and visuals. Metal hooks can be inserted into the pegboard to hold books, papers,
and other objects.
4. Bulletin board displays—boards for posting bulletins or brief news
announcements of urgent interest. The decorative bulletin board can lend visual
stimulation.
5. Cloth board—flannel, felt or hook-and-loof materials can be stretched over a
study backing, such as plywood.
6. Magnetic boards—visuals, such as plastic lettering, are backed with magnets and
placed on the metal surface of the board.
7. Flip charts—a pad of large-sized paper is fastened and mounted on a wooden or
metal easel.
8. Exhibits—displays of nonprojected visuals for integrated communication/
instructional purposes. Exhibits can be set up on a table, shelf, or disk.
Audiovisual Showmanship
1. Tips for effective use of chalkboards are:

 Face class/audience when talking. Do not talk to the board; nor turn your
back to the class any more than absolutely necessary.
 Print, rather than use script. Size of letters should be legible to students at
the back of the class.
 Hold chalk so that it does not make scratching noises.
 Use use colored chalk for emphasis.
 Do not stand in front of what you wrote.
 Put extensive writing/drawing before class/session.
31
2. Tips for Bulletin Board displays:
 Generate a theme and adopt it as a headliune.
 Wording should be simple and according to viewer’s language.
 Gather or produce materials such as photos.
 Select a background material (cloth, aluminum foil, colored paper)
 Lines can be made from ribbon, yarn , string wire, or paper strips.
 Letters can be freehand drawn from lettering guide, cut from construction
paper.
 Appraise display from a technical standpoint.
Write the different ways to display visuals.
1
2
7 8
1. Microteaching exercise on the use of the chalkboard.
2. Select a theme relevant to the month, e.g. peace, justice, love. Prepare bulletin
board display on a cartolina. Judge the best bulletin board display
32
Lesson 14
THE OVERHEAD PROJECTOR
______________________________________________________
The overhead projector is a most widely used audiovisual device in classrooms,

business and other corporate firms. The said projector is a very simple device: a box with
a large “stage” at the top; light from a lamp inside the box condensed by a special lens,
known as a fresnel lense.
An 8 by 10 inch transparency is placed on top of the stage. A lens and mirror

system above the box turns the light beam 90 degrees and projects the image on the
screen.
Transparencies are photographic film, clear acetate or any transparent material

capable of being imprinted an image. Transparencies may contain images to explain
topics in sequence.
Advantages
Unique features of the overhead projection system give it wide versality. Among
these are:
a) It allows direct eye contact by a presenter with his audience;

b) The equipment is usually lightweight, portable and easyto operate;
c) A variety of materials can be projected consisting of notes, diagrams, overlays
(transparencies laid on to show steps in a process.) Part of messages can be
covered to reveal information progressively.
A study showed that overhead transparencies lead to positive attitudinal effects in

business meetings. Presenters are perceived to be better prepared more professional,
persuasive, credible and interesting. Their recommendations meet consensus and are
acted upon.
Limitations
Overhead projection presentations rely mainly on the presenter and it is mainly

designed for large group presentation. The system does not lend itself to independent
study.
Printed materials and non-transparent items, such as magazine illustrations cannot

be directly projected unless these are copied into acetate by an acetate copying process.
AV Showmanship
Among effective ways to use overhead projection are:
 Avoid using projector as a doodle pad for random notes or verbal cues. Use
chalkboard instead.
 Shift audience attention to you as presenter by switching off the projector as
during topical changes in presentation.
33
 Use a two projectors to cover secondary issues, Dual presentations may be helpful
in multilingual presentation.
 Use a pointer (laid a transparency) to direct attention to parts of your
transparency. Don’t point at the screen.
 Reveal information by making (covering) part of your material with a sheet of
paper or cardboard.
Complete the T-chart to list down the advantages and limitations of overhead
projector.
1. Prepare transparencies. Present these using the overhead projector. Evaluate

presentations.
2. Use OV projection for story presentation on legendary stories using black paper
figure cut-outs and stick holders moved on the OV projector screen. Use music,
sound effects and dialogue.
34
Lesson 15
PHOTOGRAPHY
______________________________________________________
Photographic skills can make you capable of producing your own photos for
specific communication purposes, such as information, education and promotion.
The 35-mm (millimeter) still camera has long been used for professional
photography. Recent advances have improved on the 35-mm camera by such
improvements as electronic focusing, exposure, timed exposure and automatic spool
control.
Photography can be a lifetime endeavor in the same way that it can become a
professional work. One advances his photographical skills along with acquaintance with
his tools consisting of the camera equipment and its accessories such as flash, the light
meter, filter and the various detachable lenses.
Several features should be studied by one who wishes to get beyond mere amateur
photography. Among these are:
1. Film loading and the film ASA.

2. The Single Lens Reflex (SLR) viewfinder and composition
3. Lens opening (f/stop) and exposure
4. Shutter speed and timed exposure
5. Natural and artificial lighting
6. Lenses, including macro and micro lenses
7. Filters
Composition
Visual communicators should always be concerned about how people look at

pictorial and graphic materials.
(A) What does the viewer learn and infer from the visual materials?
 Behaviorist give importance to recall as one sees the picture.

 Psychologists, however, say that perception must be efficient and effective
for better communication.
 Perception can be improved by overcoming perceptual obstacles.
What pattern of eye movement does the visual suggest?
 Viewers told to look first t he upper left-hand portion of a picture moving
towards the right (the same way Westerners read from left to right)
With the above in mind, here are some hints for composing photographic pictures
1. Give prominence to the main subject over other elements.

2. Eliminate distracting backgrounds.
3. While seeking dramatic angling, avoid unnecessary distortion of images.
35
4. Use the rule of thirds; “Divide a picture area in thirds both vertically and
horizontally. The center of intersect should be near one of the intersections of the
lines.”
5. Avoid splitting a picture exactly in half as by a horizontal line of the horizon.
6. Elements in the foreground (a leaf, branch, tree trunk) improve picture
perspective and interest.
7. Depth of field relates to the distance between subject and scenery. This is
controlled by varying the distance between you and your subject, the kind of lens
and the f/stop selected.
 Shallow depth makes the subject more dramatic.
 Narrow depth can make scenery more striking.
Complete the graphic organizer to list down the features photography.
Enrichment Activity
1. Photo Session Exercises

2. Submit at least 5 pictures showing different framing. 3R or
4R size mounted on illustration board.
36
Lesson 16
PHOTOGRAPHIC SLIDES
Producing Slides
Slides are small photographic transparency individually mounted for one-at-a-

time projection.
Maps, charts, tables and other detailed subjects can be presented more effectively
through slides and their enlarged images on a screen.
Slides presentation allow flexibility since they can be sequenced in trays called
carousels and rearranged according to text changes. They are best used as a large group
medium.
Some tips in designing slides
 The horizontal, not vertical format best covers the projected viewing area.
 Visuals should be simple, uncluttered following a single concept.
 Minimum verbage of not more than six words per line and six or fewer
lines in a transparency.
 Keywords may be used as “headlines” on visuals.
 Legibility is important. Used letters at least 3/16 inch high.
AV showmanship for slides presentation
1. Use a remote control device. Stand at the side of the room and maintain
eye contact with the audience, while keeping an eye on the slides.
2. Ensure sequential order of your slides.
3. Plan and rehearse narration accompanying slides.
4. Avoid being “talky”. Use gray or black slide in a talky section rather than
an irrelevant slide on screen.
5. Consider adding music to live or recorded narration.
6. Begin and end with a black slide.
37
Write an AV showmanship for slide presentation in the visual display of text
AV Showmanship
for Visual Display
of Text
Enrichment Activity
Prepare slides with narrative and music on selected topics; a community, personalities,
institutions, etc.
38
Lesson 17
STORYBOARDING
Storyboarding is an important step in the development of audiovisual

presentations, such as preparing slides with narration and, possibly, supporting music.
Storyboarding refers to the preparation of a sketch or some simple representation

of the visual you plan to use. A cartolina may be used for simple boxed sketches and
short descriptions of the desired visuals.
Some prefer to use individual cards placed on a storyboard holder which allows
the cards to be sequenced and rearranged if needed.
Narration parallel to the visuals can be written on the storyboard cards. It is a

good idea to triple space the typing of final script for easy reading and last-minute
changes.
A multi-image presentation
For a two-screen or multiple-screen slide presentations, a “development chart” is

helpful. Use the chart for notes on the images which are to appear on each screen and for
your narration.
Left Right Narration Left Middle Right Narration

Screen Screen Screen Screen Screen
Other multi-image productions can include film clips, overhead transparencies or

even a slide series to simulate movement. A dissolve unit can provide a smooth visual
presentation as images gradually overlap for smooth transition of visuals in a
presentation.
Write the advantages of storyboarding in the caterpillar below.
Advantages
Of
Storyboarding
39
Enrichment Activity
Construct a simple sketch or a simple representation of the visual you plan to use
for a certain lesson.
Lesson 18
INTERACTIVE VIDEO
Interactive video creates a multi-media learning environment that tape the

features of instructional television and computer-assisted instruction. Under video
control, the user can see and hear video material, and make active responses as spaced
and sequenced by the presentation.
The video feature of interactive video is provided through a video or videodisc.

Images can be in slow motion, fast motion, frame-by-frame, or single frame. Sound may
occupy two channels, allowing two different narrations with any motion sequence.
The computer and its powerful decision-making abilities allow interaction.

Interactive video is thus a powerful, practical method for individualizing and
personalizing instruction.
Advantages
From the point of view of a learner, interactive video is a simple system requiring
in most cases only the use of the keyboard. Other features identified are:
1. Learning also well adapts to the student’s ability and knowledge level.
2. Interactive video has branching (nonlinear) capability depending on the

learner’s response, the computer can branch to another section of the video
program to provide remedial instruction rather than simply repeating the
original information.
3. The system may also branch to a new section of the video to provide
enrichment material for the learner. After mastery of a subject matter or skill,
the program can be branched to a new topic or more advanced treatment of the
same topic. The student may also choose what to study from a “menu.”
4. There is convenience and variety of formats –text, audio, graphics, still pictures,
motion pictures and manipulation of objects –without requiring numerous
projectors, tape recorders and synchronized equipment.
5. The instructor can keep track of learner’s responses and his progress.
Limitations
Interactive video is expensive in that it requires one computer foe each student.
There is also the complexity and high cost for developing and mass producing videodiscs.
40
Complete the H-chart by writing the advantages and limitations of Interactive

Video.
Advantages Limitations
Interactive Video
Enrichment Activity
Video viewing showing the interactive multimedia system.
41
Lesson 19
THE ROLE OF COMPUTERS IN EDUCATION
The introduction of computers has been recognized as the third revolution in

education. The first was the invention of the printing press; the second the introduction of
libraries. The computers developed in the 1950s were wonders of human ingenuity.
While fabulously expensive, they were designed to carry out complicated mathematical
and logical operations.
In the beginning, experiments were conducted on programmed instruction. But

even the development of FORTRAN, an easy-to -learn computer language,
considerations of cost and hardware reliability were obstacles to wider use of the
computers in education.
The advent of the microcomputer in 1975 changed the picture dramatically. The
invention of the microprocessor, a tiny chip of silicon which can store information with
the ability of roomfuls of original computer circuitry, made the computer affordable to
small businesses, home and the schools.
The emergence of computer technology coincided with awareness among

educators of the importance of individualization in learning. Individualization posed a
problem when the teacher deals with twenty more students. It was the computer which
gave the promise of overcoming barriers to individualized instruction.
The student learning through computers communicate with them develop a new
kind of literacy, computer literacy which refers to the ability of the learner to understand
and to use computers. Analogous to reading, the computer puts out messages that require
the learner to do something, that is to respond to a question or to a computer command.
Analogous to writing, the user generates messages that tell the computer what to do—in
accordance with the computer language or program.
42
Advantages of the Computer
The computer enhances the various technologies of instruction through Computer

Assisted Instruction (CAI). The interactive nature of computer –based instruction
underlies its advantages. As active mode of instruction, specific advantages are:
(a) It allows students to learn at their own pace by control over the rate and
sequence of learning.
(b) Learning is reinforced by way of high speed personalized responses.
(c) There is a positive affective climate for learning, especially for slow learners.
(d) Color, music and animated graphics add realism and appeal to drill exercises,
laboratory activities, simulations, etc.
(e) Progress in learning is easily monitored with the record keeping ability of
computers.
(f) Massive information is put at the disposal of the teacher, information which he
can control as he keeps contact with the learner.
(g) Other benefits relating to: motivated work improved efficiency,

broader memory capacity, timesavings, etc. compared with
conventional modes of learning.
Limitations of the computer
Similar to other media and technological innovations, the educator must be aware
of the limitations of the computer.
(a) Computerized instruction is relatively expensive. Thus cost

and benefits must be assessed to ensure optimal gains in the
use of the computer for instruction.
(b) There is some lag in the production and design of
computers for instruction. High-quality direct-instruction
materials are also not readily available, and may require
compatibility due to exclusiveness of some educational
programs or software.
(c) Creativity may be stifled if creative or original responses
are ignored by the linear, lock-step control learning process
in the case of run-of-the-mill computer instruction
materials.
(d) The “novelty effect” associated with Computer-Assisted
Instruction may decrease as computers are made more
easily available at home and the workplace.
43
Yes No
1. Video showing on the computer technology

2. Computer CAD demo.
44

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Lesson 1

HISTORY OF EDUCATIONAL TECHNOLOGY

Putting your Mind into Action

B. During the Middle Age Advent of Scholastic Philosophy, Pierre Abelard

C. Comenius, Pestalozzi, Froebel, Herbart, and Montessori contributed their

D. Johann Amos Comenius was recognized as the pioneer of modern

E. Edward Thorndike and John Dewey formulated the scientific theory of

F. The 19th century paved in the advent of effective technological development,

Putting Your Ideas to Work

Time of Comenius, Pestalozzi and others

Time of Johann Amos Comenius

Time of Edward Thorndike and John Dewey

1. Create a graphic organizer showing the historical development of educational

2. Dicuss educational programs on television: how effective are these in

Putting your Mind into Action

The Evolving Concept of Educational Technology

Essentially, educational technology helps to improve the overall efficiency of the

 Increasing the quality of learning or the degree of mastery

 Decreasing the time taken for learners to obtain desired learning

 Increasing the efficiency of teachers in terms of numbers of learning

 Reducing educational cost without affecting educational quality

In developing a technology of education, ideas and practices will be drawn from

The aim of educational technology is to enhance the teaching and learning

It is important to consider the equality of teaching and learning if we are to maintain a

1. Educational Technology is the development, application and evaluation of

2. Educational Technology is the application of scientific knowledge about

(C) Successful educational technology has to be flexible enough to react to new

Putting Your Ideas to Work

Write the roles of educational technology in the evolving paradigm.

4. Describe how modern students could be taught considering the advent of

Putting your Mind into Action

While it is difficult to make precise predictions, it is quite likely that the

Teaching Higher Cognitive and Non-cognitive Skills

The Spread of New Information Technology

Information technology in all its various forms and manifestations is making an

Putting Your Ideas to Work

How far has

Putting your Mind into Action

Can technology dehumanize society, including our homes and schools?

Human mechanization is described by some as the process by which people are

1. We turn them on and off whenever it suits our fancy.

2. No explanation is offered on why and what they do.

3. Their plans and future are unheard.

4. All work and no play.

5. Their human worth is judged only by the quality of their products.

6. Human empathy is absent (There is no feeling sorry for failures and

Meanwhile, the teacher-communicator can introduce humanistic by:

1. Interraction between communicators/teacher and listener/student.

2. Self evaluation or affection by listener/student

3. Dialogue or interchange between communicator and listener. (In the

4. Regular meeting and consultations.

War and Poverty Sexploitation

1. Bring clippings, for presentation/ discussion:

Educational technology confines technology to the educational field. It will

From the above definitions, we find the following elements:

 Both educational hardware ansd software.

As a working definition therefore, we may state:

The Four phases of Educational Technology

1. Identification of objectives. This is a logical approach to human activities. In

2. Design of learning experiences. It is important that the teacher individualizes

 Which would be more effective: individualized or group learning activity?

 How can time be spent in presenting each learning activity?

 How can students’ accomplishments be assessed at the end of the lesson?

_________ _ ___________

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_________ _ ___________