ADVANTAGES, LIMITATIONS

& UTILIZATIONS OF
CONVENTIONAL
EDUCATIONAL
TECHNOLOGY
Norhuda T. Haji Burhan
(books, periodicals, modules)


Books
Periodical
Module (web)

ADVANTAGES:

READILY AVAILABLE. Printed
materials are readily available in
range of topics and formats.

ECONOMICAL. Text can be used
again and again by many
students.



FLEXIBLE. Printed materials may
be used in any lighted environment.
They are portable.

LIMITATIONS:

PASSIVE. Others contend that text
promotes solitary learning rather than
cooperative group processes.




READING LEVEL OF LEARNERS.
Many students are non readers or
proof readers.

MEMORIZATION. Some critics say
textbooks promote memorization
rather than higher level of thinking
skills.


UTILIZATION:

Direct student reading with
objectives and/or question.

Check the teacher guide for
additional materials and activities.

Supplement text with other media.



(Pictures & graphics)

Picture
Graphics

REALISTICS FORMAT.
Visuals provide a
representation of verbal
information.
READILY AVAILABLE AND
EXPENSIVE. Visuals are
readily available in books,
magazines, newspaper,
catalogs, and calendars.


SIZE. Some visuals are simply
too small to use enlarging can be
expensive.

TWO DIMENSIONAL. Visuals
lack the three- dimensionality of
the real object or scene.
LACK OF MOTOIN. Visuals are
static and cannot show motion.





Use simple materials that
everyone can see.
Provide written or verbal cues to
highlight important aspects of
visuals.
Use one visuals at a time expect
for comparison.
Hold visuals steady.



Chalkboard
Bulletin Board
Wall Reminder
ADVANTAGES:

MULTIPURPOSE. Both students
and teacher can use display boards
for a variety of purposes.
COLORFUL. Display boards
provide color and add interest to
classrooms or hallways.
PARTICIPATION. Students can
benefit from designing and using
display boards.


COMMONPLACE. Instructors
often neglect to give display
boards the attention and
respect they deserve as
instructional devices.
NOT PORTABLE. Most
display boards are not
movable.



Check the visibility of the board
from several positions around the
room.
Decide in advance how you plan
to use the board.
Print using upper and lowercase,
not all caps in script.
Face your audience; do not talk
to the board with your back to the
class.

(Overhead projector/overhead
transparencies LCD/DLP, Opaque
projector)
Transparencies
DLP
Opaque

INSTRUCTOR CONTROL. The
presenter can manipulate
projected materials on the OHP
by applying different
techniques pointing to
important items, covering part
of the message and revealing
information progressively.

VERSATILITY. OHP can be
used in normal room lighting.

Opaque projector allows
instantaneous projection of 2
or 3 dimensional objects.


PREPARATION REQUIRED.
Printed materials and other non
transparent items, such as
magazines, illustrations, cannot
be projected immediately but
must first be made into
transparencies.

INSTRUCTOR DEPENDENT.
OHP cannot be programmed to
display information by itself.
The overhead system does not
lend itself independent study.
The projection system is
designed for large-group
presentation.


Focus on the image so it fills
the screen.
Turn off lights over the
screen if possible.
Stand facing your class.


Use appropriate pacing.

Direct students attention
to the important parts of the
OHT.

Summarize frequently.



Real Objects
Models

MORE CONCRETE. Real
objects and models provide
hands on learning
experiences and emphasize
real-world applications.

READILLY AVAILABLE.
Materials are readily available
in the environment, around
school, and in the home.

ATTRACT STUDENTS
ATTENTION. Students respond
passively to both real objects
and their models.


STORAGE. Large objects can
pose special problems. Caring
for living materials such as
plants and animals can take a
lot of time.
POSSIBLE DAMAGE.
Materials are often complex and
fragile. Parts maybe lost or
brokenly.


Familiarize yourself with
the objects and models.

Make sure objects are
large enough to be seen.



AUDIO CASSETTE
TAPES/RECORDERS/PLAYER
S

Novak LP-to-MP3
Recorder,



VERBAL MESSAGE. Students
who cannot read can learn from
audio media.
STIMULATING. Audio media
can provide a stimulating
alternative to reading and
listening to the teacher.


STUDENTS and TEACHERS
PREPARATION. Students and
teachers can record their own
tapes easily and economically;
they erase and reuse them when
materials becomes outdated or
no longer useful.
FAMILIARITY. Most students
and teachers have been using
audiocassette recorders.


PACING. Presenting
information at the appropriate
pace can be difficult for
students with a range of skills
and background experiences.

FIXED SEQUENCE. Even
though it is possible to rewind
or advance the tape to a desired
portion.
LACK OF ATTENTION. They
may hear the message but not
listen to or comprehend it.
ACCIDENTAL ERASURE.
They can be accidentally erased
when they should be saved.


Cue the audio material before
you and your students use it.
Make sure that all students
involved can hear and that other
students arent distracted.
Use a handout or worksheet to
maximize learning from audio
media.
Use a follow-up activity after
each audio lesson.




LOCATING SELECTIONS.
Students and teachers can
quickly located selection of CDs
and can program machine to
play any desired sequence.

RESISTANCE DAMAGE.


LIMITED RECORDING
CAPABILITY. Students and
teachers cannot produce
their own CDs as cheaply
and easily as they can in
cassette.




Motion Pitures
Educational
T.V
Educational Films


MOTION. Moving image can
effectively represents procedures
in which motions is essentials.
REAL-LIFE. Video allows learners
to observe phenomena that might
be dangerous to view directly.
REPETITION. Video allows
repeated viewing of a performance
for emulation.



FIXED PACE. Videotape
programs run at a fixed pace.
SCHEDULING. Teachers normally
must be order videos well in
advance of their intended use.
MISINTERPRETATION.
Documentaries and dramatizations
often present complex or
sophisticated treatment of an issue.



CHECK LIGHTING.
Seating and volume control.
List on the chalkboard the
main points to be covered in
the presentation.

Support the presentation with
meaningful follow-up activities.
Get involved in the program
yourself.
Get students mentally
prepared by briefly reviewing
previous related study and
evoking questions about
todays topic.