Module information

Instructional Media and Technology

Module Code: PGDT 412
Credit hours: 2
On successful completion of this module, students will be able to:

Design, produce, and use different media resources for student learning purposes.

Use computer technology broadcast media including plasma in delivering lessons

and student learning purposes

Acquire the knowledge of communication theory and the history and impact of

technology.


Demonstrate the ability to utilize an online resource to present and

respond to reviews of credible articles on topics relevant to the class.

 Demonstrate an understanding of the differences between hardware

and software technologies and the proper application of each.

Unit 1: MEDIA IN THE INSTRUCTIONAL PROCESS (25-30 Hours)

Unit Introduction

In this unit, we have four sections entitled:

• Definitions of Terms in the Instructional Media and Technology

• Theories of Communication and the instructional process

• Models of human communication in the instructional process

• Types of Human Communication

Unit Learning Outcomes:

On successful completion of this unit, students will be able to:

Communicate the basic concepts in media and Technology in the teaching-
learning process
Illustrate the procedure of systems approach as used by instructional
technologists
Design the instructional process as communication interaction in classroom

Apply the steps of systematic planning for the effective use of media
Section 1: Definition of Basic Terms in Instructional Technology

Instruction

How would you explain what instruction is to someone who does not

know what it is?

 Instruction

According to Heinrich and others (1996), instruction is the arrangement of

information and environment to facilitate learning.

By environment they mean not only classroom or laboratory but also the methods,

media and equipment needed to convey information and guide the learner’s study.
Instructions: Knowledge acquired or transferred for specific measurable
purpose through planned efforts.

Instructional method is any teaching maneuver/movement that can be used

to facilitate student learning and satisfaction.

Instructional Design: The science and art of creating detailed specifications

for the development, evaluation, and maintenance of situations which
facilitate the learning of both large and small units of subject matter.
Instruction refers to the arrangement of the environment (media-

presented information) to maximize the probability that learners

interacting with this environment will learn what the instruction intends.

• At the very least effective instruction includes the following basic

components:
 Table 1.1. Basic Components of Instruction
Dick (1996) Sullivan & Gagne (1988) Hunter (1982)
Higgins (1983)
Pre-instructional Introduce Activity Gain Attention,
 Motivation  Motivation inform learners of State objectives
 Objective  Objectives objectives, and Anticipatory set
 Entry behavior  Address stimulate recall of
prerequisite prior learning

Information Information/ Present stimulus Input and

presentation activity Provide learning modeling
presentation guidance
 Checking for
Student Practice/feedback Elicit performance understanding &
participation provide feedback guided
 Practice Independent
 Feedback practice
Testing Assess performance
Review
Follow-through  Summarize key Enhance retention Review, closure
 Remediation ideas and transfer
 Enrichment  Restate
objectives
 New context
• Instructional planning can help to answer the following questions:

• Why to teach: - The teacher should always keep in mind that the aim

of education is to develop harmonious personalities which are culturally

refined, emotionally stable, ethically sound, mentally aired, morally

upright, physically strong, socially efficient and spiritually enlightened.

• What to teach: - it refers to knowing the details of the contents and

analyzes their parts in order to attain the desired educational objectives.

• That means the teacher must have mastery over the subject he/She teaches.

• How to teach: - this focuses on thinking over the methods, techniques

and strategies to be used to achieve intended objectives.

• It is important to use new teaching learning technology to make teaching

effective and inspirational

When to teach: - refers to knowing the actual teaching days.

With what to teach: - refers to considering appropriate teaching

materials or aids.

Where to teach: this refers to identifying the convenient

working environment vis-à-vis the methods of instructions.
 Constructivist instruction

• Constructivist learning theory: This theory is based on the central

notion that as learners we construct our own understanding of the world

around us based on experience as we live and grow.

• We select and transform information from past and current knowledge

and experience into new personal knowledge and understanding.

• Educational Technology can be conceived as a science of techniques

and methods by which educational goals could be realized

• Educational technology is the study and ethical practice of facilitating

learning and improving performance by creating, using, and managing

appropriate technological processes and resources.

• BEHAVIORIST PERSPECTIVE

• B.F. Skinner, a proponent of Behaviorism, was interested in voluntary behavior

change rather than the reflective behavior change demonstrated by Pavlov’s

salivating dog.

• Skinner demonstrated that the behavior of an organism could be shaped by

reinforcing, rewarding, and the desired response to the environment.

 Skinner’s reinforcement theory gave rise to what is known as

programmed instruction, where structured subject content is presented

piece by piece and successful completion of a piece serves as a reward to

go to the next.
• The Concrete-Abstract Continuum

• Human Experience is made up of our contact with real world and the immediate
mental abstraction that we keep in our mind.

• In the process of gaining experience, the combination, the physical contact with
the real world and the mental engagement in abstraction varies.

• When you gain experience by doing, the concretion (the physical involvement) is
greater than the abstraction (the mental involvement).

• When you gain experience through reading and listening the concretion goes to
the minimum while abstraction goes to the maximum.
What do you understand by experience?

• Experience is the result of the interaction of the learner and the learning
environment.

• We perceive the world by our senses; hence, experience is the interaction of our
senses and the learning environment which is the medium.

• The following box clarifies the type of experience and the media and senses
involved to create that experience.
 Listening=verbal symbols + hearing

Reading=visual symbols + association

Watching=pictures, images + seeing +hearing

Doing= reality + all senses

• The Medium

• What do you think is a medium or media in its plural form?

• Medium is anything that carries the message that includes real objects,

models, pictures, and drawings, verbal and visual symbols.

• Instructional Media

• Instructional media is a name given to all media materials,

methods and techniques used to facilitate the teaching and

learning process.

• All media used in the instructional process to present information

is what is known as instructional media.

• Effective learning is learning that allows students to interact with the real world

• Students learn effectively when they are both mentally and physically active.

• For this to happen students have to see- then they need things to be seen; they have to do- then they
need things to be done; they have to hear, smell, taste- then they need things to hear, smell, and taste.

• In other words they need instructional materials or resources. Also called:

 Teaching aids

 Learning aids

 Teaching and learning aids

 Instructional media?
Instructional materials play a great role in facilitating instructional process making learning simplified at every grade
level and type of subject.

More specifically instructional materials do have the following roles:

 Facilitate active learning

 Encourage creative thinking
 Help in student skill development
 Overcome the limitations of space and time
 simplify abstract concepts
 can replace accessible real objects
 Teach and entertain
 Relate theory with practice
 Technology…
The word technology derived form Greek words;
• Techno (technique/how) and
• Logy (knowledge/study)

Technology = technical know-how or technical knowledge

“Technology” is “Science of study of an art or skill.”

 Technology

• Technology is the usage and knowledge of tools, crafts,

techniques, systems, or methods of organizations.

• It is both a product and a process.

• Instructional materials are products of the application of

technological processes.
Technology is not about machines, so, employing technology in teaching would
introduce better efficiency in the instructional system as applied:

 Expands the possible modalities of learning.

 Adds some measure of reality to learning (concreteness)

 Increases the perceptual scope of the linear (immediacy).

 Motivates the learner by making learning easier more interesting, and

challenging.
 Provides teachers with more reflective time for improving instruction.

 Makes record keeping and evaluation easier.

• Technology encompasses two concepts, that is, technique which
means tools and materials, and logic which covers the different
approaches to solving a problem.

• The term technology as applied to the process of education

includes ways of organizing events and activities to achieve
educational objectives as well as the materials and equipment
involved in the process.
• A technology for learning is defined as specific teaching-learning patterns that
serve reliably as templates for achieving demonstrably effective learning.

• For example,

 For individual instruction: programmed instruction programmed tutoring.

 For a small group instruction: cooperative learning, games, simulations

 For large group instruction: mastery learning, programmed teaching

• The goal of Technology education is to develop in students:

 skills of analysis and problem-solving;

 skills in information processing and computing;

 an understanding of the role of science and technology in society with

 scientific and technological skills;

 an appreciation and understanding of, and concern for, balanced development and
global environment; and

 a capacity to exercise judgment in matters of morality, ethics

The concept of instructional technology
• Meaning of Education
• The word “Education” is derived from the Latin word
“Educatum”, which means “To bring out”.
• In the sense, the meaning of Education is to bring out the better
qualities of the individual.
• According to Ross, the word “Education‟ is derived from the
Latin word “Educare‟ which means “to bring up‟ or “to raise‟.
• It means that education is that process which brings up or rears
the individual in the right way.
Education as a broad discipline that is responsible for changing

behavior of individual with the help of suitable

• method, strategies and techniques of teaching and learning.

Learning is the development of new knowledge, skills, attitudes as an

individual interacts with information and the environment.

The learning environment includes physical facilities, the psychology

atmosphere, instructional technology, media and methods.

Learning takes place all the time.

 Thus learning involves the
We learn things by
selection, arrangement,
• walking down the street,
and delivery of
• watching TV,
information in an
• conversing with others,
appropriate environment
and
and the way learners
• just by observing what
interact with that
goes around us.
information.
• The concept of instructional technology

• Instructional technology is a growing field of study which uses technology as a

means to solve educational challenges, both in the classroom and in distance
learning environments.

• There are three types of learner interaction (learner-content, learner-instructor,

and learner-learner interactions).
• Are educational technology and instructional technology the same?

• No, educational technology is bigger/wider than instructional technology.

Educational technology is the study and ethical practice of facilitating learning
and improving performance by creating, using, and managing appropriate
technological processes and resources.

• While instructional technology covers the processes and systems of learning and
instruction.

• Instructional Design + Instructional Development = Instructional

Technology
• Educational technology includes other systems used in the process of developing
human capability.

• In the education industry, the term instructional technology is frequently used

interchangeably with educational technology.

• But educational technology is wider than instructional technology-it is at macro-

level process, but IT is at micro level attempt to solve a problem of specific
instructional situation.
• Meaning of Educational Technology

There are three views regarding the meaning of educational technology.

Educational Technology 1 (ET 1)

• The first view which may call Educational Technology 1 (ET 1) refers to the application

of physical sciences and engineering technology to provide mechanical instruments

or “hardware” which can be used for instructional purposes.

• This is the view of James O. Finn and others (1960).

E.g. Radio, tape-recorders, television, teaching machines and computer- based teaching.
Educational Technology 2 (ET 2)

• The second view which we may call Educational Technology 2 (ET 2) refers to the

application of scientific principles or “software approach‟ to instruction.

• This is the view of Skinner, Gagne and others.

Educational Technology 3 (ET 3)

• The third and the modern view of Educational Technology 3 (ET 3) as

described by Davis and Hartley (1972), incorporates both ET 1 and ET 2 through the
 Definitions of Educational Technology

• “Educational technology is an application of scientific knowledge

about learning to practical situation.”

• J. Bloomer
 Educational technology plays various roles.

• Form the traditional point of view, it serves as

• presenter of knowledge just like teachers.
• It also serves as productivity tool.

With the internet, technology has facilitated communication among people.

• From the constructivist’s perspective,

educational technology is a meaningful learning tools by serving as a learning

partner.
Constructivist learning theory: This
We select and transform information
theory is based on the central notion that
from past and current knowledge and
as learners we construct our own
experience into new personal
understanding of the world around us
knowledge and understanding.
based on experience as we live and grow.
Educational Technology can be conceived as a science of techniques

and methods by which educational goals could be realized

Educational technology is the study and ethical practice of facilitating

learning and improving performance by creating, using, and managing

appropriate technological processes and resources.

• Educational technology is not a simple combination of these two words.

• its is usually thought of even more than the sum of the following two

interpretation;

1. Technology in education

2. Technology of education
 • Technology of education

• Technology of education developments recognize the concept of technology of

education, i.e., techniques and methodologies of the teaching learning

process.

• This is indeed the software aspect of educational technology.

• It refers to the methodology (pedagogy/andragogy) of teaching in classroom

setting.
• Technology of education

• It involves also the designing and evaluation system of teaching learning

or psychology of learning and communication theories that involve;

• Identification of objective and content (what do students learn?)

• Designing appropriate learning experience (how well the teacher is well going

to teach and students going to learn?)

• Effective evaluation in practice (how well will the students learn?)

 Educational technology deals with

(i) analysis of instructional tasks/challenges and setting the educational objectives

(ii) selection and construction of suitable machine, tools, instrument

(iii) selection and use of appropriate techniques to run the machine/devices to

achieve the educational objective

(iv)Integration of scientific and technological skills/ techniques with appropriate

behavioral outcome
• Educational technology refers to the use of both physical hardware and

educational theoretic.

It encompasses several domains, including

• learning theory,

• computer-based training,

• online learning, and,

• where mobile technologies are used, m-learning.

 Significance of Educational Technology
• Access to variety of learning resources: In the era of technology.

• it aids plenty of resources to enhance the teaching skills and learning ability.

• Immediacy to information: ET has provided immediacy to education.

• With the help of ET one can be educated anywhere at any time.

Any time learning: one can study whenever he wills irrespective of whether it is

day or night and irrespective of being in Canada, China or in UK because of the

boom in ET.
• Collaborative learning: with online we can be unite together to do the desired task.

• Authentic and up to date information: The information and data which are

available on the net is purely correct and up to date.

• Online library: Internets support thousands of different kinds of operational and

experimental services one of which is online library.

• We can get plenty of data on this online library.

• Distance learning: Distance Learning, method of learning at a distance rather than in a

classroom. (the teacher and students lives apart)

• The integration of information technology in teaching is a central
matter in ensuring quality in the educational system.

• There are two equally important reasons for integrating

information technology in teaching.
• Students must become familiar with the use of information
technology, since all jobs in the society of the future will be
dependent on it, and
• information technology must be used in teaching in order to improve
its quality and make it more effective.
Principles of Educational Technology

While using educational technology in classroom teacher should consider the following
principles.

1) Principle of Purposiveness: there shall be a definite purpose in using technological methods

and devices in classrooms. Use of it should not be considered as a substitute for teaching.

2) Principle of Economy: While suggesting a machine or method, the affordability must be

considered.

3) Principle of ease in the use of an aid: When a teacher selects one aid from among a possible
set, s/he should have the competency to handle it. It is better to avoid complicated
gadgets/tools.
4) Principle of Availability: Availability must also be considered while selecting a

hardware or software.

5) Principle of Simplicity: Easy to use or simple methods are recommended than the

complicated ones. It should not confuse the minds of student.

6) Principle of Stimulation: The technology used in the classroom should be

inspirational. They are meant to supplement oral and written presentation.

7) Principle of Self-preparation: It is preferred to use self- prepared learning

• Systems Approach

• A system is defined as a collection of related components that interact to perform

a task to accomplish a goal. A system may not work very well, but it is

nevertheless a system.

• Computer based information system consists of hardware, software, people,

procedures, and data, as well as communication setups. These work together to

provide people with information for running the organization better.

An organization may feel the need for a system due to a variety of reasons. Some
examples are:

a. single individual who believes that something badly needs changing is all it takes to
get the project rolling.

b. An employee may influence a supervisor.

c. A customer or supplier may get the attention of someone in higher management.

d. Top management may decide independently to take a look at a system that looks
inefficient.

e. A steering committee may be formed to decide which of many possible projects should
Systems analysis and design is a six-phase problem procedure for examining an
information system and improving it.

• The six phases makeup what is known as the system approach life cycle.

• The systems development life cycle is a step-by-step process that many

organizations follow during systems analysis and design.
• The six phases in systems analysis and design are shown below.
Systems often overlap, and a new one may start before the old one is finished.
After the first phase, management must decide whether to proceed to the next phase.
User input and review is a critical part of each phase.
The Systems Development Life Cycle: Identifying System Problem

• 1. Preliminary Investigation

A. Conduct the Preliminary Analysis.

B. Propose Alternative Solutions.

C. Describe the Costs and Benefits

D. Submit a Preliminary Plan.

2. System Analysis

a. Gather data

b. Analyze the data.

c. write a report.

After completion of the analysis, you need to document this phase. This management report should

have three parts:

• It should explain how the existing system works.

• It should explain the problems with the existing system.

• It should describe the requirements for the new system and make recommendations on what to
• Section 2: Instruction as Human Communication Interaction

Communication

The term communications is becoming very popular in our daily lives today.

1. What is Communication to you?

2. List down elements of Communication

3. Discuss the different Models of Communication

4. What are the major forms of communication?

1.1 Defining Communication

Communication is the process of generating shared meaning through exchanging

verbal and nonverbal messages.

1.2. Elements of Communication

Although individual definitions of communication vary, those definitions often

include some of the same essential elements.

Seven important components of the communication process include participants,

symbols, encoding, decoding, channels, feedback, and noise.
 Channel Message Channel
Encoding
Noise Noise

Receiver
Sender
ChannelNoise Noise ChannelDecoding
Feedback
Participants: the senders and/or receivers of messages.

Symbols: verbal or non-verbal signifiers that represent ideas and serve as the
building blocks of communication.

Encoding: is the sender’s process of turning thoughts into messages.

Decoding: is the receiver’s process of taking and interpreting a message.

Channels: a medium through which communication occurs.

Feedback: any response from the receiver to the sender of a message.

Noise: is anything that interferes with a message being sent between participants
in a communication encounter
Models of Communication

The Linear Model of Communication

The linear model of communication describes communication as a one-way

process in which a sender intentionally transmits a message to a receiver (Ellis &
McClintock, 1990).
2. The Interactive Model of Communication

The interactive model of communication describes communication as a process in

which participants alternate positions as sender and receiver and generate
meaning by sending messages and receiving feedback (Schramm, 1997).
3. The Transactional Model of Communication

• The transactional model of communication describes communication as a process

in which communicators generate social realities within social, relational, and
cultural contexts. In this model, we don’t just communicate to exchange
messages; we communicate to create relationships, form intercultural alliances,
shape our self-concepts, and engage with others in dialogue to create
communities. In short, we don’t communicate about our realities;
communication helps to construct our realities.
Forms of Communication

• Four forms of human communication are commonly identified (Gordon in Birara Gebru,
2006). The four forms fall in a continuum rather than in a separate partition. The
development of one leads to the inception of the other.

• Hence, the next can never occur in the absence of the previous one.

The four forms are indicated below.

 Intra-personal Communication

 Interpersonal Communication

 Intergroup (Mediated)
Intra-Personal Communication- Is Communication transaction that takes place
within one individual. It is talking to oneself.

Interpersonal communication is a type of communication where there is one-to-

one interaction or interaction among a small group. This is the most commonly
used form of communication.
Interpersonal communication has the following characteristics:

o The interaction takes place in a face-to-face situation;

o Separate individual act as source (producer/sender) and receiver of information;

o Both source and receiver share the same social and physical environment;

o There is a possibility of getting immediate response or feedback;

o There is a possibility of using all senses to collect information;

o Source and receiver share not only words but also feelings, and emotion;

o It gives the sense of togetherness and is considered as humane because it gives

warmth and belongingness to participants.
Mediated communication also called media communication is communication at a

distance using some means that create the connection between the source and

the receiver.

Historically, the communication that started using signal or reflections at a

distance became substituted with technical and electronic devices after the

Industrial Revolution.
Mass communication is the process of creating shared meaning between the mass

media and their audiences.

Mass communication is a type of communication where a large body (millions of

people) of people is addressed.

Characteristics of mass communication.
Mass communication is the process of creating shared meaning between the mass media and
their audiences;
It uses technical devices and means to disseminate information;

The same information may be distributed directly or in stored form to receivers;

The receivers are anonymous or unknown public to the sender. One may tell who the general
receivers are in terms of the language used or content discussed like English speakers, but not
the specific individual as you do In interpersonal and group communication;
The source of mass communication is institution, where there are people, machinery, rules
and regulations governing action,
 • Section 4: Models of Communication in the Instructional Process

• Though there are different varieties of models of communication from different

perspectives, in the context of the teaching and learning process we do have three

major models of communication namely:

i) The teacher-centered model of communication

ii)The medium-centered model of communication

iii)The learner-centered model of communication

• i) The teacher-centered model of communication

• This model assumes the teacher as both the source and medium of

communication.

• This is a one-way communication that makes students passive receivers of

knowledge from their teachers.

• This model has its root from the Aristotelian source-centered model of

communication.
• Why do you think is the reason that learning becomes short-lived by the
teacher centered mode of communication?

• Let us see the following old Chinese saying to understand the teacher centered
model of communication and its effect on students learning.

•If I hear it, I forget it

•If I see it, I remember it

•If I hear, see, and do it, I know and understand it.

II) The medium-centered model of communication

• Sometimes the medium is more important in bringing the desired change in

behavior. The medium is the method that carries the message.

• Let us assume you are assigned to teach your surrounding community about the

harmful effects of female genital mutilation.

• Which of the following methods do you think can best help in improving the

practice of the community?

 Oral lecture, Discussion, Video-assisted learning, Brochures , Charts, Roleplay

III) The learner-centered model of communication

This type of communication values the role of students' needs, background experience

and aspirations in the process of teaching-learning which is a process of

communication.

Learner-centered communication is against the one-way communication that makes

students passive receivers of knowledge from their teachers.

In this model of communication, it is assumed that effective learning is the result of

Activity

1. Is there any relationship between instruction and communication?

2. Do you think students can successfully receive whatever knowledge you transmit

to them? Why? Or why not?

• The process of teaching and learning is a process of communication.
 Unit Two: Information Communication Technologies

In this unit, we have the following sections.

 Information Communication Technologies (ICT) in Education

 Distance Education

 Plasma in secondary school

 Media literacy
 • Unit Learning Outcomes

• On successful completion of this unit, students will be able to:

 Apply electronic communication techniques in the teaching and learning process

 Demonstrate how effective distance education is using modern technologies

 Apply TV education in teaching and learning process

 Design strategies for analyzing and discussing media messages

• Section 1: Electronic Communication Technologies
• Instructional Radio
• Audio Cassettes

• Television as a teaching/learning medium

• Closed Circuit Television (CCTV)

• Video for teaching

• Computers

• Communication Satellites:

• Digital Communication

• Multimedia:
• According to the Macmillan School Dictionary (2000), the word “instruction”
means a statement of something that must be done or an explanation of how to
do or use something.

• The same dictionary defines an instructor as “someone whose job is to teach a

skill or a sport”.

• It is obvious from these two definitions that it behooves on whoever is instructing

to resort to teaching.

• Therefore, instruction means the efforts of somebody who is superior in

knowledge, skills, and attitude to plan, design, implement and evaluate the
teaching-learning process for the benefit of the recipients (learners).
If Instruction is not skillfully done, would kill learners’ initiatives and thereby
encourages dogmatism.

• The systematic actions which induce learning is known as instruction. (or)

• Instruction means communication of information by means other than a teacher.

• For example various types of audio-visual aids can guide the students.

• The Correspondence Course and Open University students accomplish the task of
instructions through press and television (online communication)
• In short instruction technology means the development of instruction with media
for an effective teaching-learning process.

• Further, Instructional technology is concerned with determining and providing

appropriate stimuli to the learner to produce certain types of responses for
making learning more effective.
Is technology effective for teaching?

• This is a question that often weighs on a teacher’s mind.

• The debate on the effectiveness of technology or media on learning has been

waged by many scholars over the years (Lajoie, 1993; Smaldino, Lowther,
Russell, Mims, 2014).

From this debate one point is clear:

• Technology is not a fix for poorly designed instruction.

• The effectiveness of technology depends on how teachers can integrate it into

their instruction.
Technology in the classroom can:
Increase student motivation and engagement

Improve reading and writing skills

Expand classroom reading materials

Expand response and collaboration opportunities

Expand experiences and content knowledge

Promote imagination, critical thinking, and problem-solving

Promote multicultural understanding

Increase understanding and use of the new literacy

• Characteristics of Instructional Technology

• The following are the main features of instructional technology

• Objectives of cognitive domain can be achieved by the use of this technology.

• Right responses of students can be reinforced regularly which will lead to further right
responses to occur.

• By the use of this technology, students can learn according to their need and speed (rate).

• It provides the deep insight into the content structure and sequence of its elements.

• The instructional theory may be developed by using this technology in learning process.

• It helps in development of “Learner-Centered” education.

Instructional Technology
Domains
• Instructional Technology Domains
Section 2: Media Literacy

• Media literacy is the ability to access, analyze, evaluate, and

communicate messages (1998, p.3).

• From media scholar Paul Messaris: Media literacy is knowledge about

how media function in society (1998, p.3).

 • Elements of media literacy

• What elements or characteristics do you think have media literacy? Discuss

elements of media literacy in groups and present them to the class.

• Media scholars Art Silverblatt (1995) and Stanley&Baran (2002) identified the
following fundamental characteristics of media literacy.
 An awareness of the impact of media

 An understanding of the process of mass communication

 Strategies for analyzing and discussing media messages

 An understanding of media content as a text that provides insight into our culture
 Media literacy skills

• Consuming media content is simple. Push a button and you have television pictures or music on a radio.
Come up with enough cash and you can see a movie or buy a magazine. Media literate consumption,
however, requires a number of specific skills:

1. The ability and willingness to make an effort to understand content

2. An understanding of and respect for the power of media messages

3. The ability to distinguish emotional from reasoned reactions when responding to content and to act
accordingly.

4. Development of heightened expectations of media content

5. A knowledge of genre conventions and the ability to recognize when they are being mixed

6. The ability to think critically about media messages, no matter how credible their sources.

7. Knowledge of the internal language of various media and the ability to understand its effects, no matter how
 The Media Literate Person

Developing solid media literacy skills should lead to several important outcomes. Silverblatt (1995)
provides a scheme for the kinds of critical awareness we should develop. The media literate person:
 Is well-informed about media coverage issues.

 Is aware of his or her daily contact with the media and their influence on lifestyles, attitudes, and
values.
 Effectively interprets media messages to derive insight into their meaning

 Develop sensitivity to media content trends as a means of learning about his or her culture.

 Remains abreast of ownership, financial, and regulatory issues that have an impact on media
industries.
 Considers the role of the media in his or her individual decision making.
Section 3: Distance Education

• What is Distance Education?

• distance education takes place when a teacher and students are separated by

physical distance, and technology (i.e. voice, video, data, and print), often in

concert with face-to-face communication, is used to bridge the instructional gap.

• Is Distance Education Effective?

• Many educators ask if distant students learn as much as students receiving

traditional face-to-face instruction.

• Research comparing distance education to traditional face-to-face instruction

indicates that teaching and studying at a distance can be as effective as
traditional instruction when the method and technologies used are appropriate to
the instructional tasks, there is student-to-student interaction, and there is timely
teacher-to-student feedback.
 • We may see a wide range of technological options available to the distance
educator.

• For the sake of this module we divide into four major categories.

• 1) Voice-instructional audio tools include the interactive technologies of

telephone, audio conferencing, and short-wave radio. Passive (i.e., one-way) audio
tools include tapes and radio.
• 2) Video- instructional video tools include still images such as slides, pre-
produced moving images (i.e., film, videotape), and real-time moving images
combined with audio conferencing (one-way or two-way video with two-way
audio).

• 3) Data computers send and receive information electronically. For this reason,
the term data is used to describe this broad category of instructional tools.
Computer applications for distance education are varied and include:
 Computer-assisted instruction (CAI)-uses the computer as a self-contained
teaching machine to present individual lessons.
 Computer-managed instruction (CMI)- uses the computer to organize instruction
and track student records and progress.
 The instruction itself need not be delivered via a computer, although CAI is often
combined with CMI.
Computer-mediated education (CME)- describes computer application
that facilitate the delivery of instruction.

 Examples include electronic mail, fax, real-time computer

conferencing, and the World-Wide Web (WWW) application.

• Print- is a foundational element of distance education programs and the

basis from which all other delivery systems have evolved.
• Strategies for Learning at a Distance

• In a distance education setting, the process of student learning is more complex for several
reasons (Schumer, 1993).

 Many distance-education students are older, have jobs, and families.

 They must coordinate the different areas of their lives which influence each other-their
families, jobs, spare time, and studies.

 Distant students have a variety of reasons for taking courses.

 Some students are interested in obtaining a degree to qualify for a better job.

 Many take courses to broaden their education and are not really interested in completing a
degree.
 In distance education, the learner is usually isolated.

 The motivational factors arising from the contact or competition with other
students is absent.
 The student also lacks the immediate support of a teacher who is present and able
to motivate and, if necessary, give attention to actual needs and difficulties that
crop up during study.
 In distance education setting, technology is typically the conduit through which
information and communication flow.

 Until the teacher and students become comfortable with the technical delivery
Unit 3: Instructional Media and Their Use for Learning

Unit learning outcomes

Upon completion of this unit, learners will be able to:

Classify media resources on concrete-abstract continuum

Discuss other forms of media classifications

Explain the strengths and limitations of instructional media resources

Discuss utilization procedure of each media category

Appreciate application of different media in the class discussion

 Section 1- Types of Instructional Media

Instructional materials can be broadly classified as three dimensional that includes

real objects and their model;

two dimensional including diagrams, pictures, charts, graphs and maps;

audio media that includes educational radio broadcast and TV; and display boards

including chalk board and cloth board.

Real objects

• What examples can you give that are real objects and what is their
difference from other objects that are not real?
• Real objects are real things which have been removed from
their natural settings and brought to school settings or to be
accessed while in their natural settings for instructional
purposes.

• Locally manufactured products, coins, plants or their parts,

insects, different body parts of dead animals are some of the
examples of real objects which can be used effectively in
teaching various subjects.
Field trips
A field trip means an out of class lesson.

The following are some of the advantages of field trips:

 Supplement and enrich curriculum experience.

 Provide firsthand experience

 Add spice to the teaching of various subjects.

 Offer varied types of experiences to the pupils.

 May help boys and girls to select their vocation

 Children learn that life is learned through living it.

• Plan a sample field trip as a method of teaching learning by clearly showing:

• -Why for

• -What to do

• -Where to do it

• -Teacher’s activities

• -Student’s activities
• Models

• There are times when we cannot bring or access the real object.

• In this case we may use the representation of the real object.

• This representative of the real object is called a model.

Pictures and charts

• Pictures and Charts are very useful instructional resources.

• Pictures most commonly used in instruction can be photographs, your

own drawings, and illustrations.

Maps

• Maps are reduced, simplified and plain representation of the Earth’s

surface.

• They are used to show the distribution of climate, population,

vegetation, land forms etc.

• Audio media

• Audio media offer wide range of opportunities for group or Individual

use.

• They can be used to deliver instruction involving verbal information

and to guide the learning of intellectual and motor skills.

• Tips for using different types of media and technology will be discussed

below.

• However, before moving on to specific methods, several principles

related to our use of media and technology should be kept in mind:

• Choose the media that best suits your instructional objectives.

• If possible, use a variety of tools, PowerPoint, mpeg/movie films, internet, and,

yes the chalkboard not only keeps students’ interest but also responds to the needs

of those who receive information in different ways.

• Check out the media or technology before class starts to be sure it is working

properly.
• Classification of Media Materials based on Degree of Realism

• Around the turn of the twentieth century Hoban, Hoban (Jr.), and

Zissman (1937) classified media materials based on their degree of

realism--how near or far the media represents reality.

• Words, diagrams, maps, flat pictures, and slides are abstract while stereographs,

films, models, objects, and total situations are concrete ones.

THE CONE OF EXPERIENCE
• It is believed that the more senses that are used, the greater our ability to learn
from and remember an event or experience.

• The major building blocks of useable human knowledge are made up of:

o Direct contact with reality or its direct representation (the concrete experience)
and

o the abstract experience

• Abstract + Concrete= the knowledge we use in our everyday life

 Source: Birrara Gebru (2006)

Jerome Bruner’s Three Major Ways of Gaining Experience

In his seminal research, Bruner established the three modes of knowledge

acquisition: enactive or action-based learning,

iconic or image-based learning, and

symbolic or language-based learning.

• Brief description of components of the cone of experience

• The brief discussion of the cone will help us get ideas for making the appropriate selection of
media resources to specific group of students.

• A. The enactive group- the first three bands of the cone of experience are under the enactive
way of gaining experience (learning by doing).
Unit 4: INSTRUCTIONAL MEDIA MATERIALS: THEIR NATURE AND USE

Unit Learning Outcomes:

Upon completion of this unit, learners will be able to:

 Make appropriate selection of media.

 Design appropriate media for the teaching learning process

 Classify media resources according to school use now and in the future

 Illustrate the skills and knowledge required for planning and effective utilization
of Pedagogical Centers.
• Section 1: Systematic Planning for Use of Technology

• In selecting learning experiences to meet instructional objectives, the

availability of either materials or equipment may influence ones
decisions.

• In any case, it seems wise to seek the simplest mode of communication

that will meet program requirement and fortunately, there are many
alternatives from which to choose.
• Students come into schools with diverse needs, abilities and styles of

learning, thus, teachers need to prepare, select and use different

instructional materials that accommodate the diversity.

• Hence, besides to the learning objectives and accompanying activities,

instructional materials must fit student capabilities and learning styles.

• Heinich, et al (1996), have devised a systematic procedure called ASSURE to
help to assure learning.

• The letters in the word ASSURE represents the steps that users are expected to
follow when they plan to use media resources.

• A Analyze Learner Characteristics U Utilization

•S State Objectives R Required Response

•S Select and/or design media E Evaluation

• Preparation or Modification of Teacher-made Instructional Visuals

• Graphics or preparation of visual materials takes the skill of

professionals who are trained and qualified/ all teachers may not have

the talent or the skill to present information in visualized way.

• However there are simple techniques that all teachers can use.

• Because educated people do have the skill of writing and reading

letters, they are not ignorant in graphics.

• As educated people we all have the basics of graphics.

• So, this basic skill can help teachers to sue the professional skill of

others for instruction and learning purposes.

• Tracing Techniques

• Tracing is transforming visual information from original source to

another surface by placing very light and semi-transparent material

(paper, plastic …) over the original visual.

• Enlarging Techniques

• One of the common problems that teachers face in visual presentation is the

size of the visuals.

• The one that is widely used in most Ethiopian schools is the Scaling or

Squaring method, also known as Grid method. Grid method is covering the

small diagram with small-scaled squares.

•
• Lettering technique

• Once you have done with the enlarging, the visual should be labeled.

Title and other parts need to be written in an easy to read way.

Lettering, as you know, is the way we write letters.

• Duplication technique

• Once you have the virtual ready with the representation of the concrete (the part

that imitates reality) and the representation of the abstract (the lettering) ready the

next you may think of will be reproduction or having several copies of the same

visual so that you can use it in several classrooms and have some on reserve.
• Mounting Techniques

• Mounting is the process of giving visual materials a durable backing. We either

prepare the visual on durable material or attach the visual to durable materials.

• It is when we attach easily damageable materials to durable on that we all it is

mounting. In mounting process there are three important components:

• the visual, the adhesive, and the durable backing.

• Lamination Techniques

• Lamination is a process of protecting the surface of visual from the effects of

moisture, small scratches, dust and wear and tear.

• Display Materials

• The way visuals are displayed is as important as the way they are prepared. If

visuals cannot be seen; if they do not attract and hold attention, if they can not

present visual content clearly then all the effort put into the preparation becomes

fruitless.
• Bulletin Board-is a visualizing device that you see in school compounds are

Bulletin Boards.

• Bulletin boards are visual information boards.

• Different kinds of visuals like photographs, student written works, diagrams,

charts, posters, different kinds of graphs and maps are displayed for presenting

visual information to viewers.

 • Chalkboard or Whiteboard

• Schools has been replaced the ubiquitous chalkboard with whiteboards in most
classrooms. The whiteboard is one of most basic forms of technological media
and is best used for emphasizing essential information and developing ideas as
the class progresses.
 Put assignments due, the next assignments and due date, and the day’s lesson
objectives in the board before starting the class.
 Use the board to present a problem the class should be thinking about during the
lecture.

• When Using the Whiteboard

 Include a whiteboard a whiteboard plan in your lesson outline that

determine which aspects of the lesson will be illustrated on the
board=list of concepts to be learned, timelines, outline for the day’s
presentation.
 Bring your own markets to class and carry plenty of spares.

 Use different colored markers to highlight importance aspects of the

lesson.
 Write neatly and horizontally, making certain your handwriting is large enough
for students to read. Board work should be organized so that students will be able
to interpret their notes later.
 Give students time to copy what has been written

 Avoid modifying the board while students are copying information

 Talk to the students, not the board. With a little practice, you will find that you
can write while you are partially facing the class.
• Document Cameras

• Document cameras are located in many of the general purpose and technology enhanced
classrooms on campus.

• With a document camera, you can display documents, books, graphs 9eg. Pictures, charts, and
maps) and three-dimensional objects and project them so even students in the back of the
classroom.

• In most cases, the same rules that apply to the use of the chalkboard also apply to overhead
projects.

• Overheads, however, have several advantages-transparencies can be prepared in advance of the

class, and it is easier to prepare graphics and pictures for the overhead than for the chalkboard.
• Tips for Using the Document Camera

• The camera is best turned off when you are not directly referring to information

on it.

• When preparing documents for display on the camera, use san-serif fonts such as

Arial, Helvetica, or Tahoma in a 24 pt. or larger font size. Margins should set at

1.5 inches to avoid information being cut off the sides.

• Avoid using white paper as it produces a glare when projected.

• SECTION 2:Media Resources in Schools

The technological media resource classification includes the following:

• Verbal symbols

• Visual symbols

• Instructional Radio and Recordings

• Photographic Representations

• Instructional computers

• Reality and actual situations.

• Section 3: Instructional Media Centers: THE Practice in Ethiopia

• According to Birara Gebru (2006) several reasons are listed for not using variety
of media resources in the teaching-learning process:

• Lack of initiative or conviction among teachers to use media resource.

• Lack of training of teachers to produce materials.

• Lack of resources for preparing instructional media materials.

• The extra demand of effort, time and money for producing or purchasing media
resource materials.
• School Pedagogical Centers

• As reported by the Ministry of Education the objectives of school Pedagogical Centers are:

• To promote the crisscross of ideas and materials.

• To foster the development of learning from one another

• To encourage those who have the ability and know-how to come forth and demonstrate
their skills and talents.

• To recognize and appreciate the efforts of those who try their level best to contribute to
the growth and development of their profession.

• To induce professionals to engage in creative, innovative and productive work and to give
them the necessary support that would facilitate their work.
• SPC Planning Organization and Management
• As a matter of fact, you may have to include the following helpful considerations:
• Relevance is one of the important items that should be considered first.
• Awareness of relevance by users is equally vital.
• Vision, mission, goals and objectives should be specified in terms of the specific
school need.
• Resource is also a major concern area. Material resources, information resource
and human resource need to be identified clearly be spelled out.
• Continuous assessment and taking appropriate measures on time is vital.
Flexibility to a certain degree can help amend unexpected miss-happenings.
• Program implementation procedure need to be clearly stated with appropriate
monitoring and evaluation mechanisms set. Distribution of duties and
responsibilities, accountability and decisions to be made should clearly be.
• Basic Materials for SPCs

• Ethiopian school situation, the viable and affordable materials for all schools to be kept in SPC
for learning purposes would be:

• o Production materials

• o Internet/computers

• o Audiovisual equipment

• o Real materials from the community

• o Models and mockups

• o Photographic materials

• o Different kinds of display boards

•Thank You