INTRODUCTION TO EDUCATIONAL

TECHNOLOGY
EDC 121
Week 4 Unit 3 Lecture
(Instructional Media)

Lecturers:
Dr. Paul Kobina Effrim
Dr. Peter Eshun
Mr. Bernard Mensah Amoako
Dr. Philip Siaw Kusi https://www.youtube.com/watch?v=6pZT1WAVqJ4
Dr. Joseph Appianing
 Medium is derived from the Latin
word “medium” meaning
“between”, “in the middle”.

What is a A medium refers to anything that carries

Medium? information from a source to a receiver.

A medium is a means of effecting

or conveying something
What is a A medium is a channel of
communication.
Medium?
(cont.)
The plural form of medium is media.
 What is a Medium? (cont.)
Examples: the Internet, LMS, slides,
In education, media are the means,
videos, televisions, diagrams,
forms, or vehicles by which instruction
computers, printed materials, overhead
is delivered to the learner projectors, etc.

They are considered instructional media when they carry

messages for instructional purposes.

The basic characteristic of media is that they carry a

message to a receiver.
What is Instructional Media

Instructional media are

the broad range of The purpose of
resources which can be instructional media
used to facilitate is to facilitate
effective and efficient communication
communication in the between the teacher
teaching and learning and the student to
process. improve student
learning outcomes.
 Instructional Media

They are both human and non-human resources which can

be used in the classroom to teach in order to make
teaching and learning to be explicit, thought provoking,
interesting, efficient and effective.

Examples of non-human resources include audio, visuals,

audio-visual materials, physical means (e.g., overhead
projector), etc., which help in the achievement of specific
learning objectives.
 Technology Media (Cont.)

Instructional media should not be master to the teacher but a

good servant.

Instructional media are means to an end, but not an end in

themselves.
 What is Multimedia?
A system in which various media (e.g., text, graphics, video and
audio) are integrated into a single delivery system under the control
of a computer.

The use of a computer to combine various media (e.g., text,

graphics, audio, and video) and to create the links and tools that
allow the user to navigate, interact, create, and communicate.

A combination of different media types

 What is Multimedia? (Cont.)
Multimedia

Video Graphics
e.g., videotape, Audio
e.g., slides, e.g., audiotapes Text
videodisc &
DVD filmstrips and CD e.g., a book
 Characteristics of Media
■ They have the capability to diffuse information and knowledge
■ They have the capability to show some colour, motion,
symbolic representation, or simultaneous picture and sound.
■ Some are static e.g., pictures, photographs, maps
and some are dynamic (motion films and TV).
 Some are locally designed or produced by
classroom teacher while others are commercially
produced.

Characteristic Some are big and are usually very complex,

sophisticated and expensive. e.g. TV,
s of Media Computer,
(Cont.)

Some are small and are less complex and less

expensive. e.g. charts, slides, maps, etc.
 Helps in providing feedback to learners

Facilitates student learning (e.g., textbook)

It can be used to gain the attention of the learner

The Role Of
Instructional / It can be used to present learning objectives to learners
Educational Helps in the presentation of a new content to learners
Media
Support learning through examples and visual representations

Enhances retention and transfer of knowledge/contents

Facilitate the assessment of performance

 VClass Activity/Discussion Forum
■ Discuss the strengths and limitations of the various instructional
media listed on Slide 15.
■ For each medium, point out one strength and one limitation. (10
Marks)
 vClass Activity
Instructional Media Strengths Limitations
Video

Display boards

Text

Radio

Multimedia
 Classification Of Instructional Media

There are different ways to classify media. These may

include:
 Print media (e.g., textbook)
 Electronic media (e.g., microphone)
 Projected media (e.g., projectors/slides)
 Non-projected media (e.g., chalks)
 Audio media, visual media & audio-visual
 Hardware (e.g., computer) and software (e.g.,
computer operating system)
 Criteria for Selection of Instructional Media
 Objective(s) of the lesson to be taught.
 Learning style of the learners
 The type of learning which the learners are to be engaged in
 Practicability of the media
 Availability of the media
 Durability of the media
 Portability of the media
 Availability of technical know-how or expertise
Basic Steps In Using Instructional Media
 Appropriate selection of the media
 Preparation before use
 Use the media during the lesson presentation
 Do immediate follow-up after usage of the media
 Evaluate the media used for improvement in subsequent
usage
Types of Instructional Media Production Techniques
 Imitative production technique
 Adaptive production technique
 Creative invention
 Imitative Production Technique
 This involves the teacher producing instructional
media by adopting and using models and
techniques which other producers have used for
producing and testing of their own products.
 Adaptive Production Technique

■ It requires the creation of new forms of products from

already produced product.
■ The producer works out the objectives and uses his
initiative to change the already existing product to suit
his own new purpose and operations.
 Creative Invention

 The ability to define and solve problems in original ways without

too much dependence on the other people’s guidelines or
products.
 It is the use of creativity, initiative and originality to develop new
products with new functions, which no one else has ever
produced.
 Edgar Dale’s “Cone of Experiences”
■ Dale was a famous Educationist.
■ In the final edition of his work “Audio-visual Methods in
Teaching” Dale introduced the cone of experiences as a
pictorial device for showing the progression of learning
experiences from direct first hand participation to pictorial
representation and on to purely abstract, symbolic expression.
 Edgar Dale’s “Cone of Experiences” (Cont.)

Edgar Dale (1969) theorised that learners retain more

information by what they “do” as opposed to what they
“hear”, “read” or “observe”.
 Attributes of the cone
 It indicates the broad base that direct experiences
provide for learning and communication
 It classifies instructional material according to the
degree of experiential concreteness that each provides
 Its various levels may suggest the most appropriate
method for teaching an abstract concept given the
child’s needs and abilities at the time
 It suggests the interrelated and interdependent nature
of learning experiences and instructional materials.