09/09/2024

Lecturer: Mr Mkanjo

Educational media and technology

 Chaicane ( 2003 , p. 1666 )defines educational media as materials that accompany any teacior
learning program so that the teaching or learning becomes easier, quicker , more enjoyable and
better understood
 Gwarinda ( 1997 , p.4 ) , defines educational media as additional materials used when using a
particular method to make learning easy .
 Mkhandla (1996 , p.52 ), says teaching media are the teaching material tools that are available
to a teacher for planning and caring out the actual job of teaching or theses materials mayb
available to learners or practice and caring out research and investigation
 Kasambira ( 1997 , p.56 ) , defines educational media as any kind of material whether audio or
visual used by the class teacher to improve the quality of teaching and learning

Types of teaching or learning media

 Print media -eg books , magazines , journals

 Photographic media - eg still pictures, motion pictures, projector slides and television
 Graphic media - eg wall charts, maps , globes ,
 Audio media - these appeal to the ear such as radio
 Models - these are representations or visible representationsbof concepts
 Stimulation and Games -
 Realia - are live objects ( used depending on what you are teaching )
 Non projected media - these are forms of media that can not be cast off the screen. They are
kind of teaching media that give their own direct impact on the viewer , unlike projected media
the size of non projected media does not change

Characteristics of non projected media

 Most of them do not require electric power or light source

 They have an infinity variety of size , shape, color and appeal
 They are far more easily procured by the teacher
 Amendments and alterations of non projected material presents fewer difficulties that projected
media
 Many non projected media are easily adapted to the requirement of any subject
 Non projected media often afford the opportunity for the participation of their creation , by
groups or individuals n
Categories of non projected media

 Non projected media can be grouped into display surfaces or both , pictorial media, adhesives ,
mobiles , printed material and 3D dimensional media ,

Chalk board

 Is not its own an item of visual material. This is because on it's own as any empty board it
doesn't convey any visual message
 It only remains a piece of material which can be made to convey a visual message only when in
the hands of a user
 Under the hands of a teacher, with his or her instructions and for the information and
illustrations deep
 The user puts his or her own impression on it and hence it's message depends on the user
 The chalk board is not something on which the teacher just scribbles , it is important to write
neat statements or points so that learners also learn to write neatly
 The chalk board can be used for summarizing points or making diagrams and villustrations
 Write or print legibly large enough to be seen by all learners in class
 **Refrain from talking when you are facing the chalkboard ,

Advantages ot the chalkboard

1. the chalk board is always available

2. The chalkboard requires no special talent or equipment
3. All alterations and amendments are easily made
4. It is versatile, being adaptable to the requirements of all subjects
5. The chalk board is less expensive, it enables learners to percieve the intended information
with easy .

Disadvantages of a chalkboard

1. Chalk board illustrations are often not to scale eg sketch maps give a wrong impression of the
actual map
2. The teacher may write wrongly the word on the chalk board and if not corrected learners are
likely to learn it the wrong way
3. The teacher keeps turning his head on the learners thereby breaking eye contact and appearing
talking to the chalk board leading to poor classroom management.
4. Chalkboard works soon erase , therefore vital information can not be stored for long some
teachers who are unskilled end up smearing their clothes with chalk dust
Principles of the chalkboard

 All the work should be neat and tidy

 It mus not be clattered up with a wide variety of symbols fighting for space and attention
 Unwanted material must be erased .
 The chalk board sets an example tothe class and it's quality is reflected in the work of the
learners
 When not in use the chalk board should be clean
 Nothing looks worse than a chalkboard with a writing which climbs towards one corner
 Keep your writing horizontal
 Always use the proper script ( nelson script)
 Your writing should be uniform in size and style
 Scattered chalkboard gives an impression of an acciden rather than design .
 The chalk board must be in good light to enable all work to be seen without strain
 It must have a neat surface and free from glare
 The chalk board must be easily visible from all positions occupied by learners
 The teacher must not stand inline between chalkboard work and learner
 Letters must also be large enough to be seen even from the back of the classroom
 Diagrams must always be large enough for clarity
 Coloured chalk can brighten up the chalkboard but it should be used intelligently

Multi purpose boards / white boards

 They can be used in place of a chalkboard but they are generally very expensive
 They are generally adaptable to different situations thereby turning to be more favored, they
are sometimes called marker boards because markers are used to write on them
 They can be used for purposes such as projection of films , slides or over head transparencies

Advantages

1. They have no chalk dust which maybe affective to other people

2. White boards last for a very long time without requiring servicing for as long as they are
handling them well
3. Write and colourful lines and diagrams can be drawn be drawn on them

Pictorial media

 These are basically graphical materials including cartoons charts, drawing , graphs , pictures ,and
posters
  Pictorial material can be regarded as the main focal point of visual material to the teacher

Advantages

 An enormous variety is available

 Every subject is easily covered
 No special machinery or equipment is required for their display
 Pictures are universal or international means of communication
 They are adaptable to any teaching situation aNB when one is using pictorial media it is
necessary to judge a good picture from a bad picture
 Good pictorial media must be 1) big enough to be seen from the far end , it must have clarity the
layout and printing technique must have clear message
 It must be attractive enough , to capture and hold the learners attention
 It must be simple enough to contain only the necessary details
 A good pictorial media must consider proper usage of color
 Good pictorial media must be accurate and authentic in it's presentation

10/09/24

Cartoons

 A cartoon is a pictorial representation of a person, an idea or a situation, designed to influence

public opinion (Ngaroka 2002)
 Cartoons can be a very popular and familiar graphic product
 They have become a common sight in many print media such as textbooks
 They have an advantage of being read easier and quickly by both adults and children
 It is important to assertain that the cartoon to be used is within an experience and intellect
range of the learners
 The manner of interpretation and appreciation depends on the viewer or the learner

Posters

 A poster is a visual combination of bold colorful design with a message intended to catch and
hold attention of a passerby long enough to reinforce or enforce an important message to his or
her mind ( Ngaroka , 2009 ) .
 Posters employ many many images lines , color and words
 Usually, they are meant to carry persuasive information
 They should not be left on display for a long time because they will lose meaning
 Posters stimulate interest in a new topic and hence create motivation
Realia ( 3 Dimensional Media)

 3D media is media which has got length and height

 They are 3 D
 They are real objects such as plants tools , animals , artifacts etc
 Some typical examples of realia can be dissected frogs in the laboratory or a collection of stones
tools .
 A real object can be used as it is or can be modified to project the image of a real thing.

How to use realia and or models

 Familiarize yourself with the model before using it in the classroom

 Practice your presentation
 Be certain that your audience does not doesn't get the wrong impression of the shape, color of a
real object.
 Encourage your learners to handle and manipulate the model whenever fisible

Advantages of using realia

 Real things are motivating

 Realia provides learners with direct experience that can not be obtained through other media
 Realia allows learners to apply various senses therefore making learning effective
 The application of various senses is called vakto
 V is for visual
 A -auditory
 K -kinastetic
 C catering
 O onfactory
 They are available in large quantities and they are cheap to obtain

Disadvantages of using realia

1. Some live animals easily scare learners and may cause a problem of classroom management
2. Some real things for example an aeroplane , a river are too big to bring to the classroom
3. Some real things are alive should be handled with care or be allowed to remain in their natural
habitant without disturbances
4. Some real things are too small to be seen with a negative eye eg when you talk of bacteria in
science, some are dangerous or harmful to handle eg snakes , spiders

The use of models for classroom instruction

 More often than not realia are not always readily available hence the need to use models to
provide a feeling of reality
  Models are generally 3D so that they can be viewed from all sides

Teaching with models

 A model can either be carried into the classroom or kept in a laboratory depending on it's size or
appropriateness
 An object kept on view for too long a time often goes unnoticed and looses it's educational
value hence should be stored away until needed.
 When using models the teacher may employ the question and answer method, group discussion
 Teaching with models may be supplemented by other audio visual media inorder to enhance
learning

Models and realia

 A model is a recognizable 3 D representation of a real thing

 A model can be complete in every detail or may be considerably more simplified eg a globe
 Some real objects can not be used in a classroom instruction due to :
1) too small to be obsessed
2) too conceived to be observed
3) to large to be available
4) too fast to be observed
 It therefore follows that a model or simulation of something has to be prepared to overcome
the above shortcomings of real objects
 The very purpose of a model is to incorporate observability to aid perception

Types of models

 Commercial model
 These are commercial produced using sophisticated machines eg gloves used in geography
 They are very accurate but expensive so some of them are not readily available.
 These models are usually made of plastic and can be the same size as real objects they represent
eg human skeleton in a science laboratory.

mock-up models

 This is a model which doesn't have excess details but are relevant to the objectives of a
lesson .eg a mock-up of a flower include those parts which will be studied during a biology
lesson

Handmade models

 These are created by the teacher and or the learners and they vary according to the purpose
they are meant to serve
 Handmade models include displays and figures which resemble the real objects
Types of handmade model

1. Diorama this is a 3 D scene incorporating objects, figures and background in perspective eg a

traditional African homestead . It is a 3D design to suggest a real scene of an object
2. It can be life size as in museum
3. Ediorama is a scene in haux a model of a temple or a model of a traditional kitchen
4. Sand table it can be made from a shallow box partially filled with sand or dry soil and various
figures and objects can be included to dipict the required scenes
5. Animals or people can be made of clay or cut out from cardboard boxes
6. A demonstration similar to a sand table maybe arranged out door on the ground using bricks to
demarcate the area this can be used to demonstrate many processes in different subject area

Mobiles

 A mobile is wall charts in which the individual components can move about so that what you
would have been seen as a still picture comes alive .
 Mobile can be real objects, models, pictures , symbols of objects suspended on a screen
showing development of a process or a concept
 The symbols are hung separately to enable them to move around eg in mathematics we have
mobiles of solid shapes, and in music you can have mobiles of traditional instruments

Working model

 These models are usually mockups as they demonstrate the essential operation of a real device
 Working models can also be made to actually show a process through functioning on a meditate
scale eg in science we have dry cells on a beam balance

Factors to consider when preparing unprojected media

 Legibility/ boldness/ clarity

 Any media should be easily read by all learners including those with eye sight problems
 Size - pictures should be big enough to be seen by the furthest learner in the classroom
 They should be big to show all the details of the picture
 Script -use the correct script for the learners level
 Also consider neatness when you are writing on the chart
 Attractiveness -all media as far as possible should be made attractive so as to motivate the
learners.
 Attention should be given color combination in effort to create harmony in all learning situations
 Color attracts learners attention and brings reality into the picture
 Safety - media within the classroom has to be safe for learners so that they can be able to freely
interact with the media
 More attention should be given to the use of live plants and animals as they can be dangerous to
the learners
Cost

 As much as possible media has to be locally sourced so as to avoid unnecessary expenses on the
part of the teacher and the learner

Relevance or level

1. Any media within the classroom has to be relevant to the age , level , content taught and
learning environment of the learners
2. Shape - appropriate shape of charts , letters , figures and maps must be adhered too
3. Neatness- ensure neatness of charts and arrangements of lesson as weyas order in the
classroom

12/09/2024

Charts

 Gwarinda 1993 says a chart is one of the teaching media.

 These are additional materials used when using a particular method to make learning easier.He
continues to say These media are very important as they help a teacher to transmit the intended
message to the learners and it makes teaching more effective.
 Dale 2002 maintains that a chart is a visual symbol for summarizing ,comparing , contrasting or
performing under helpful instructions in exploring subject matter
 In short a chart is diagrammatic presentation of an object
 We may draw a chart to clarify the relationship among individuals within an organization, the
ingredients in a product or in a process, or the sequence of events in historical periods.
Purpose of a chart
1. Charts as visual materials can help make ideas and concepts clear
2. Charts as visual instructional media can also make learning interesting and vivid .
3. A Chinese proverb tells us that one picture is worth a 1000 words ie good audio materials have
eye and ear material.
4. They capture the learners attention and make learning more effective
5. They promote motivation and retention of ideas
6. The chats like most visual materials are used to bring variety in lesson presentations and are
used to remove boredom in learners
7. Chats can range from herbalism to true
8. Pictures or charts can be used as spring boards of class discussions or for further studying or
research
9. Usually an entire lesson can be built around a single chart
10. According to Farak 1987 charts and pictures have to illustrate and bring a sense of reality to
what is taught, where as the chart contains the lesson material itself
11. Pictures are of use on stimulating interest, create imperfections and bringing lessons to life
 12. Charts are more useful as a means of presenting material that is to be learned in a memorable
form and as such often play a central part in a lesson as a way of concluding a lesson
13. The purpose of any chart is to visualize some idea or concept which maybe more difficult to
understand if treated only in words
14. Charts save to highlight important points and provide an outline of materials covered in a
presentation
15. Good Charts often used intermixture of drawings , pictures, cartoons and graphs
16. Such visuals reduce the amount of verbal explanations necessary to understanding inter-
relationship of data and specific information presented
Functions or Uses of a chart
1. To provide information on a topic in the form of a visual description
2. To stimulate conversation in language teaching
3. To illustrate key stages in the performance of a skill
4. To organize information in such a way that understanding is deepened
5. To summarize knowledge on a topic
6. To show the relationship between different aspects of a subject, process or concept
7. To encourage skills of analysis
8. To present alternative solutions to a problem so as to encourage judgment
9. To modify behavior and attitude
10. To arouse interest
11. To stimulate discussion and further studies

Chart Making

 Dale 2002, p.327 argues that the surface on which a chart is prepared can be selected from a
wide assortment of paper, cloth and or other materials available in the school or from a
stationery shop
 Gloss surfaces sometimes produce clear pictures
 Paper with too soft texture can cause
 A reliable stationary enable teacher to
 Once you have chosen your right sheet of paper, board , plan the overall arrangement of your
chart.
 Scratch lightly using pencil in all your work
 Is the chart easy to read, is it simple to understand, Are the elements crowded , revise the first
arrangements of these question
 After the final plan reached, proceed with the work
 A chart should not include many words
Production points of a chart

 You must consider the size of the chart

 A chart should not be less than A2 size so that learners can see what is written on the chart
 The chart can be constructed in either landscape or potreid format
 Relevance - information should be relevant for the use
 Simplicity - a chart should contain simple information which is easy to interpret
 Title - it should be broad , clear and not many words
 Clarify - everything on the chart should be visible to all learners seated to any position in class
 Visibility - the color of the chart should mark the impact
 Emphasis - the focus point should be clear identification

Points to consider when making a chart

 What material should be presented

 Degist the material if it familiar to the major point and their implication
 In most cases only major points can be shown on charts
 If the chart is for use as an overview in a unit, it can show several different points briefly.
 If the chart is a summary the information on it should be quite specific
 If more than one chart is to made to cover the topic to be visualised , select a good squence
and prepare the necessary separate charts
 Kasambira 1993 pg 92 , advices the teacher to put the following in consideration to put in
the chart :
 Does it fits the purpose
 Is it relevant and important to the lesson
 Is it accurate
 Can it's points be easily understand
 Is the size , color, quality clear such that it is visible
 Simplicity, clarity and dramatic impacts of a chart are its in stones
 When making a chart , avoid long and crowded writing
 Write legibly, large enough to be seen by all people
 Keep the lines of writing reasonable straight
 Write information on the chart before the lesson begins
 Jameson 1978 in Kasambira 1993 pg 8 advised that to be sure that the aid , chart is effective
and appropriate
 It is important to try it out before using it .

Electronic Media

 Refers to any type of device that stores and allow distribution or use of electronic information
  This includes television, internet, radio,fax , computers and any other media that requires digital
recording information

The use of interactive video for classroom purpose

 The term video refer to all visual aspects of television signals

 As video projector or DVD player can be used to project images to allow all people to see.
 A DVD player is separate gadget which is connected to a TV monitor, the images from the DVD
player can be seen to a TV screen

The importance and effective use of videos

 They have the ability to capture events , some of which are impossible to bring it to the
classroom in their natural form
 Almost every activities can be captured in it's color, form and sound
 The DVD player has the facility for playing back and number of times and ensuring maximum
learning than any word description can do
 Is possible to slow down or to increase speed
 The size of the visuals can be increased or reduced on the same video
 Visuals once captured can be stored and used for many years

Educational Television

 Educational television has an aid above other projected media because of easy access and
operation
 When a television used for educational purposes, it is called educational television
 Educational television is an important source that is used in many countries to telecast distance
learners
 Once educational television becomes an integral party on teaching, the physical facilities will
taken in consideration
 No matter how reach and valid, they can not reach the audience accept optimum

The physical facilities, space and sitting arrangements

 Suitable space must be ear marked for a telision to be viewed by everyone

 Consider light and ventilation
 Space for demonstration
 Television set should be in operational conditions so that it could be switched off at a very short
notice
  Power source and plugs must be available

13/09/2024

Lecturer: Mr Mnkantjo

Use of video in micro- teaching

 Micro teaching is a technique of teaching in which one learns the skills of teaching through a
scaled down process of teaching and learning according to (Kurmar 1996)
 Micro teaching cycle

1. A teaching skill is identified for execution

2. Planning for teaching
3. Teaching session
4. The recorded micro teaching is played back and studied by the teacher and the group of
learners
5. Analysis of the skill
6. The teacher re-plans the lesson as in step 1 with the improvements considered necessary
7. The teaching session is repeated as in step 3 with improved teaching
8. The recorded micro- teaching is replayed for observation and further criticism

Role of the teacher in the television program

 Planning and preparation

 Production and presentation
 Utilization
 Evaluation

Merits

 It provides a common experience to all learners

 It permits the use of the best available teacher to teach a subject to a large number of learner
viewers
 It provides the teacher an opportunity to observe the instructional method and ideas of expects
 Directs the attention of the learner to the exact detail of the object by eliminating distraction of
the surrounding
  It makes it possible to bring large, scarcy new or confined equipment into the classroom
electronically
 It serves time , effort and cost of settings up classroom projection equipment
 It allows the teacher time to observe individual learners or to assist them during the television
presentation

Demerits

 The media is limited to one way communication the total cost of teaching by television is more
than a normal classroom instruction
 Television has special and unique techniques and requires occasionally rearrangement of
subject sequence
 Individual differences of the learners are not cartered for in a television lesson
 Television lessons are not flexible
 Instructions through television is not learner centered

Computers

 These are complex powerful tools

 They can assist teachers wonderfully but they are only tools
 They can not relief teacher ls of their responsibilities, the teacher must decide how to
incorporate the computer in their lessons

Merits

 Learners and teachers can access el earning material for effective teaching and learning
 Accessibility of online materials enhances research work for teachers and learners
 Ability to work and edit a document to the of the research progress
 Computer enhance the panel beating of research documents and also sending back to the
researcher
 Computers reduce the need to carry large volumes of books or reading material
 The use of computers is cost effective for institutions
 It also reduceslossbor damage to original materials ,
 Computers have wide accessibility
 Computers enable learners to learn away from the classroom
 The use of computers produce fun and variation
 They store numerous software programs to
 They promote cultural dinamism and promote interactive learning whereby learners share ideas
 They make learning more real , they bring reality into the subject
 Processes that are difficult to demonstrate reality
 The use of computers enable teaching learning scenario lively
 The use of computers motivate learners
 Holds the learners attention
 Have the ability to provide more engaging activities for learners
Demerits

 High costs of serving teachers for computer courses since some of the teachers are ilitarate
 Time is wasted teaching students how to use computers at the expense of syllabus coverage
 You need to teach pupils the processes of using a computer before they can apply the processes
in different subjects
 A lot of money needs to be secured to procure computers
 (Kasambira 2004 : 94) , even though computers are wonderful , they are expensive indeed .
 One other drawback is that they require electricity to work
 Computers are sensitive to some various, hence high maintenance costs insecuring anti virus
software
 Lost of data due to corruption
 Piracy
 Students can copy and paste without acknowledging
 Pupils sometimes do not pay attention to the teacher , they are kept qlued to the computer
screen
 They are some websites whose contents is not suitable for our learners consumption

The role / importance of educational media

 Learner motivation
 Media catch the learners interest
 It also gets learners respond positively
 Media arouse and maintain the learners interest
 Bringing reality into the classroom eg the use of real objects thereby learning effectively, lively
and captivating
 Concretisation of the learning experience eg use of realia thereby facilitating the understanding
of some concepts
 Simplification of concepts audio visual materials can make ideas clear and simple
 Concepts formation, audio visual media can assist raise learning from verbalism to true
understanding thereby aiding concept formation in teaching or learning process
 Aiding memory reminding learners of there learning media enhance grasping of concepts and
enable pupils to remember concepts .
 Media inform the learners eg a television
 Media enhances application of the multi sensory approach to teaching and learning process
(VAKTO)
 Media enhance variation in lesson presentation thereby avoiding boredom
 When using media the teacher may employ inquiry methods question and answer, group
discussion or demonstration

Disadvantages of using media

1. Some pupils may concentrate more on the appearance of the media eg , when using models
and forget about the conceptual framework of the lesson
2. Some teaching or learning media may not be accurate eg , models since they are artificial or
handmade
3. Some media eg models may lack quality due to poor and cheap materials used to make
them
4. They may not be durable for further use and study
5. Some models may give a wrong impression to people eg the real size of an elephant vs the
size of the model
6. The color of the model may mislead the learners in relation to color of the realia
7. The teachers usually prepare inadequate teaching media to use for a particular point or
lesson
8. The learners may compete to have a chance to manipulate the media
9. Some teaching or learning media may provide intertainmen for learners eg audio visual
media such that pupils who concentrate on the entertainment than the actual lesson
10. Some realia may frighten the pupils eg rubber snakes or model of coffins