UNIT 1: THE CONCEPT
OF EDUCATIONAL TECHNOLOGY
1. Educational Technology
- Sentence from text: "When you first heard the term Educational
Technology, what first came to your mind?"
- Explanation: Many people think educational technology only means
tools, gadgets, or machines, but it is more than that.
- Q & A:
Q: What do people usually think of when they hear the term Educational Technology?
A: They usually think of equipment, gadgets, and tools used in teaching and learning.
2. Problem of Definition
- Sentence from text: "The problem of having a common definition for
educational technology has not been solved."
- Explanation: Scholars and experts have different views, so there is
no single accepted definition.
- Q & A:
Q: Why is there a problem of definition in educational technology?
A: Because different scholars give different meanings, and there is no common agreement.
3. Objectives
- Sentence from text: "At the end of this unit, you should be able
to…"
- Explanation: The objectives show what learners should achieve, such
as explaining reasons for difficulty in definition, meanings, approaches,
and differences.
- Q & A:
Q: Mention two objectives of studying Unit 1.
A: (i) To explain why educational technology is difficult to define.
(ii) To distinguish between educational technology and instructional technology.
4. Education and Technology
- Sentence from text: "The terms education and technology… are subject
to many interpretations."
- Explanation: Education may mean teaching and learning, or a wider
purpose, while technology may mean gadgets, processes, or both.
- Q & A:
Q: Why do the terms “education” and “technology” make it hard to define educational technology?
A: Because both terms have many interpretations and different meanings to different people.
5. Technology as Process
- Sentence from text: "As a process, it involves the systematic
application of knowledge to the solution of problems."
- Explanation: Technology as process means using knowledge step by
step to solve educational challenges.
- Q & A:
Q: What does technology as a process involve?
A: The systematic application of knowledge to solve problems.
6. Technology as Product
- Sentence from text: "As a product, it can refer to gadgets, tools,
equipment and instruments…"
- Explanation: Technology as product refers to physical devices like
radios, projectors, or computers used in schools.
- Q & A:
Q: Give two examples of technology as a product.
A: Projectors and radios.
7. Scope of Educational Technology
- Sentence from text: "The problem of definition comes from lack of
consensus on the scope of the subject."
- Explanation: Some people see educational technology as covering the
whole education system, while others limit it to teaching materials.
- Q & A:
Q: What is one reason for the problem of definition in educational technology?
A: Lack of agreement on its scope.
8. Diverse Fields
- Sentence from text: "Educational technology spans diverse fields such
as education, psychology, telecommunications, information systems,
management science and engineering."
- Explanation: Since it touches many disciplines, each specialist
defines it differently.
- Q & A:
Q: How do diverse fields contribute to the problem of definition?
A: Each field defines educational technology from its own perspective.
9. Misconceptions
- Sentence from text: "Educational technology is often wrongly used
interchangeably… with instructional technology, ICT, etc."
- Explanation: People confuse educational technology with related
terms, but it is broader and different.
- Q & A:
Q: Mention one misconception of educational technology.
A: It is wrongly taken to mean the same as instructional technology.
10. Common Vision
- Sentence from text: "It is essential that we have a common vision of
what educational technology is."
- Explanation: Despite differences, most agree that educational
technology applies knowledge, processes, and tools to solve educational
problems.
- Q & A:
Q: What is the common agreement about educational technology?
A: That it applies knowledge, processes, and products to solve educational problems.
UNIT 1: THE CONCEPT
OF EDUCATIONAL TECHNOLOGY (CONTINUED)
11. Educational Technology as Hardware
- Sentence from text: "It sees educational technology as the devices,
equipment, machines, gadgets, tools and instruments used to promote
teaching and learning."
- Explanation: This approach views educational technology mainly as
physical objects such as projectors, radios, televisions, and computers
that help teaching.
- Q & A:
Q: What is the hardware approach to educational technology?
A: It is the use of devices, equipment, and tools to promote teaching and learning.
12. Tools Technology
- Sentence from text: "This is also known as the tools technology
approach."
- Explanation: The hardware view is sometimes called tools technology
because it focuses only on instruments for instruction.
- Q & A:
Q: Why is hardware approach called tools technology?
A: Because it focuses on instructional tools like machines, gadgets, and equipment.
13. Failure of Hardware Approach
- Sentence from text: "This tools technology in education failed
because it concentrated on the production of tools for learning without
considering the other important components of instruction."
- Explanation: The approach failed since tools alone cannot solve
learning problems without considering learners, teachers, and curriculum.
- Q & A:
Q: Why did the hardware approach fail?
A: Because it focused only on tools and ignored other instructional components like learners’ needs and curriculum.
14. Educational Technology as Software
- Sentence from text: "The software approach to educational technology
emphasizes careful design of the teaching-learning process using
principles of behavioural sciences."
- Explanation: This approach focuses on designing lessons, learning
strategies, and behaviour change rather than just using gadgets.
- Q & A:
Q: What does the software approach emphasize?
A: Careful design of the teaching-learning process using behavioural science principles.
15. Educational Technology as Systems
Approach
- Sentence from text: "It sees educational technology as the systematic
application of ideas, resources, people, materials and equipment to the
solution of educational problems."
- Explanation: The systems approach views education as a whole system
where people, resources, and tools work together systematically to solve
problems.
- Q & A:
Q: What is the systems approach to educational technology?
A: It is the systematic application of people, ideas, resources, and equipment to solve educational problems.
16. Systemic Thinking
- Sentence from text: "Systemic thinking implies that in solving an
educational problem, we are to look at how our planned solution will
affect the other components."
- Explanation: This means education must be viewed holistically,
considering how each part (teachers, learners, curriculum, policies)
affects the whole.
- Q & A:
Q: What does systemic thinking mean in educational technology?
A: It means looking at the whole educational system and its parts when solving a problem.
17. Domains of Educational Technology
- Sentence from text: "The domains of educational technology… shows the
various aspects and elements of educational technology and their
relationship."
- Explanation: These domains include functions like research, design,
production, evaluation, logistics, and utilization across people,
materials, and devices.
- Q & A:
Q: Mention two domains of educational technology.
A: Research and evaluation.
18. Phases of Educational Technology
- Sentence from text: "Rowntree, Derek (1974:12) has identified four
phases of educational technology…"
- Explanation: These four phases are objectives, design of learning,
evaluation, and improvement, showing how educational technology develops.
- Q & A:
Q: List the four phases of educational technology by Rowntree.
A: Objectives, design of learning, evaluation, and improvement.
19. Educational Technology vs Instructional
Technology
- Sentence from text: "Educational technology is a wider concept and
subsumes instructional technology."
- Explanation: Educational technology covers all aspects of
education, while instructional technology is limited to teaching and
learning.
- Q & A:
Q: How is educational technology different from instructional technology?
A: Educational technology is broader, covering all education, while instructional technology focuses only on teaching and learning.
20. Systems Approach to Instruction
- Sentence from text: "The systems approach to instruction therefore
implies careful planning, design, implementation and evaluation…"
- Explanation: Instruction must be arranged step by step with
objectives, methods, evaluation, and feedback to achieve learning
outcomes.
- Q & A:
Q: What are the three fundamental steps in the systems approach to instruction?
A: Identifying outcomes, developing instruction, and evaluating effectiveness.
·
Perfect
👍. Let’s begin Unit 2: Educational
Technology in Nigeria using the same method we used for Unit 1 — take
the exact sentence/phrase → explain → immediate question & answer.
·
We’ll
start step by step from the Introduction and continue.
UNIT
2: EDUCATIONAL TECHNOLOGY IN NIGERIA
·
1. "Every fresh student of a course would be eager
to know how the field came into existence."
·
Explanation: Before studying a field, it is important to
know its origin so that the present and future can be better understood.
Q & A:
Q: Why should students know how a field came into existence?
A: To understand its present situation and predict its future.
·
2. "We need to know about the past so as to be able
to understand the present and from that understanding predict the future."
·
Explanation: The history of educational technology helps
us see how it developed, its current status, and future trends.
Q & A:
Q: Why do we study the past of educational technology?
A: To understand its present and predict its future.
·
3. "This unit will trace the history of educational
technology, the evolution of educational technology in Nigeria, its present
status, problems facing it, and the future trends."
·
Explanation: Unit 2 covers history, Nigerian development,
current status, challenges, and future of educational technology.
Q & A:
Q: What five things will this unit cover?
A: History, Nigerian development, present status, problems, and future trends.
·
4. "The history of educational technology is as old
as the history of education."
·
Explanation: As long as education has existed, people
have looked for ways to make learning better and more effective.
Q & A:
Q: How old is educational technology compared to education?
A: It is as old as education itself.
·
5. "The use of visual materials dates back to the
Stone Age period when visual aids such as stones, pebbles, sticks and cowries
were used to enhance effective communication and learning."
·
Explanation: In the Stone Age, people used objects like
stones and cowries as teaching aids to help explain ideas.
Q & A:
Q: Mention two visual aids used in the Stone Age.
A: Stones and cowries.
·
6. "The Sophists who lived in Athens in about the
last half of the 5th Century BC were probably the first educational
technologists."
·
Explanation: The Sophists were early teachers who
carefully planned and delivered lectures systematically.
Q & A:
Q: Who are considered the first educational technologists?
A: The Sophists in Athens.
·
·
7. "Philosophers like Socrates, Plato, St. Thomas
Aquinas and Aristotle dealt with issues relating to the right methods of
instruction, the sequence to be followed and the evaluation to be
adopted."
·
Explanation: These philosophers developed ideas on
teaching methods, lesson sequence, and evaluation processes.
Q & A:
Q: Mention two philosophers who contributed to educational technology.
A: Socrates and Aristotle.
·
·
8. "A significant turning point in the history of
educational technology came in the year 1450 AD when a German, John Guttenberg,
invented a printing press."
·
Explanation: The printing press made books available,
improved communication, and spread knowledge widely.
Q & A:
Q: What invention marked a turning point in educational technology?
A: The printing press by John Guttenberg in 1450 AD.
·
9. "Several other inventions have contributed to the
evolution of educational technology."
·
Explanation: Many inventions like telephone, radio,
television, and computer advanced teaching and learning.
Q & A:
Q: Mention two 20th-century inventions that influenced educational technology.
A: Television (1927) and computer (1946).
·
10. "Visual Instruction movement emphasized the use
of visual materials to make more concrete the abstract ideas being
taught."
·
Explanation: Visual materials like pictures and diagrams
helped students understand abstract concepts better.
Q & A:
Q: What was the main aim of the visual instruction movement?
A: To make abstract ideas more concrete with visuals.
·
11. "From Audio Visual Instruction to Communications
– emphasis began to shift from devices (equipment) and materials to the process
of communicating information."
·
Explanation: Focus moved from only using gadgets to
improving how teachers and learners communicate.
Q & A:
Q: What was the focus of the communication phase?
A: On the process of communication between teacher and learner.
·
12. "The behavioural science concept of educational
technology… drew its ideas from anthropology, sociology and psychology."
·
Explanation: Behavioural sciences contributed theories of
human learning, reinforcement, and systems thinking.
Q & A:
Q: Name two sciences that contributed to the behavioural science concept of
educational technology.
A: Psychology and sociology.
Sure! Here’s a concise explanation of the key points from Unit 3 along with questions and answers immediately after each section for
easy understanding:
UNIT 3:
OBJECTIVES AS CORNERSTONE OF EDUCATIONAL TECHNOLOGY
Key Points & Q&A
1. Introduction
Key Points:
·
Educational
technology is objectives-oriented; everything starts and ends with objectives.
·
Broad
aims (like promotion, gaining knowledge/skills) guide enrollment in programs.
·
Objectives
specify what learners should achieve after instruction.
Q: Why is educational technology said to
be objectives-oriented?
A: Because all teaching and learning
activities start with clear objectives and aim to achieve them.
2. Aims, Goals, and Objectives
Key Points:
·
Aims:
Broad, abstract, general intentions (e.g., promote intellectual development).
·
Goals:
More specific than aims; often at programme level.
·
Objectives:
Precise, measurable outcomes that learners should achieve.
Q: What is the difference between aims and
objectives?
A: Aims are broad and general, while
objectives are specific, measurable, and observable outcomes.
Q: Give an example of an aim and a
corresponding objective.
A:
·
Aim:
Produce efficient classroom teachers.
·
Objective:
By the end of this unit, learners will distinguish between cognitive,
affective, and psychomotor objectives.
3. Types/Domains of Objectives
Key Points:
1.
Cognitive Domain – Mental skills (thinking, remembering, analyzing, evaluating).
o Bloom’s levels: Knowledge →
Comprehension → Application → Analysis → Synthesis → Evaluation.
2.
Affective Domain – Attitudes, values, feelings.
o Krathwohl’s levels: Receiving →
Responding → Valuing → Organization → Characterization.
3.
Psychomotor Domain – Physical/muscular skills.
o Simpson’s levels: Perception → Set →
Guided response → Mechanism → Complex overt response → Adapt/Originate.
Q: What are the three domains of
educational objectives?
A: Cognitive, Affective, and
Psychomotor.
Q: Which domain focuses on physical
skills?
A: Psychomotor domain.
4. Benefits of Objectives
Key Points:
1.
Communicate
expected learning outcomes.
2.
Help
learners learn faster and more efficiently.
3.
Provide
basis for assessment and evaluation.
4.
Guide
content selection and structuring.
5.
Help
select appropriate learning activities and media.
6.
Translate
broad aims into specific learning outcomes.
7.
Focus
on learners’ needs.
8.
Provide
focus for curriculum planners and teachers.
Q: Name three benefits of clearly stated
objectives.
A:
·
Help
learners learn better.
·
Guide
content selection.
·
Provide
a basis for assessment.
Q: What is a challenge of writing
precise objectives?
A: It requires more mental effort,
research, and may not accommodate creativity easily.
5. Writing Objectives (ABCD
Format)
Key Points:
·
A – Audience: Who will perform the task (learner, student).
·
B – Behaviour: Observable action (use action verbs).
·
C – Condition: Circumstances or tools provided.
·
D – Degree:
Level or standard of performance.
Example:
"During a ten-minute
microteaching session, the trainee-teacher will demonstrate at least four
identified teaching skills."
·
A:
Trainee-teacher
·
B:
Demonstrate
·
C:
During a 10-minute microteaching session
·
D:
At least four teaching skills
Q: What does the “B” in ABCD stand for?
A: Behaviour – the observable action the
learner will perform.
Q: Give an example of an action verb for
cognitive domain.
A: Define, describe, analyze, evaluate.
6. Key Takeaways
·
Objectives
are the cornerstone of educational technology.
·
They
guide teaching, learning, assessment, and curriculum design.
·
ABCD
format ensures clarity and measurable outcomes.
Q: Why are objectives important in
educational technology?
A: They provide clear, measurable
targets for teaching, learning, and assessment.
Here’s a concise breakdown of Unit 1 with key points and immediate Q&A for easier understanding:
UNIT 1: MEDIA
IN EDUCATION
1. Introduction
Key Points:
·
All
teaching involves communication between teacher and learner.
·
Educational media are channels through which messages or instructional content are
conveyed.
·
Media
help learners receive, understand, and respond to information.
Q: What is educational media?
A: Channels or tools used to carry
messages or information for teaching and learning.
Q: Why is communication important in
education?
A: Because learning depends on the
exchange of information between teacher and learner.
2. Teaching Aids vs Educational
Media
Key Points:
·
Teaching aids are tools that assist teachers; teacher-centered.
·
Educational media can instruct on their own; learner-centered.
·
Media
can be self-supporting and provide complete information even without a teacher
present.
Q: What is the main difference between
teaching aids and educational media?
A: Teaching aids assist the teacher,
while educational media can independently facilitate learning.
3. Why Use Instructional Media
Key Points / Values:
1.
Provide concrete experiences: Help learners connect prior knowledge with new learning.
2.
Support teacher instruction: Highlight points, generate attention, act as advance
organizers.
3.
Facilitate drill and practice: Useful for repetitive skills (e.g., spelling, math).
4.
Promote inquiry and discovery: Stimulate creativity through videos, simulations, etc.
5.
Save teacher time: Automate routine tasks, allowing more focus on facilitation.
6.
Individualized instruction: Materials can be adapted for learner needs.
7.
Special education: Helps adjust instruction for exceptional learners.
8.
Focus attention: Direct learners’ time and effort on tasks.
9.
Distance / non-formal learning: Breaks barriers of location, culture, and access.
Q: List five reasons for using
instructional media.
A:
·
Provide
concrete experiences.
·
Support
teacher instruction.
·
Facilitate
drill and practice.
·
Promote
inquiry-based learning.
·
Enable
individualized instruction.
4. Dale's Cone of Experience
Key Points:
·
Developed
by Edgar Dale (1946).
·
Illustrates
levels of learning experiences: from direct, concrete experiences to abstract symbols.
·
Concrete
experiences improve learning retention and usability of abstract concepts.
·
Media
help learners move from simple experiences to complex symbolic understanding.
Q: What is Dale's Cone of Experience?
A: A model showing levels of learning
experiences from concrete to abstract, facilitated by instructional media.
Q: Why is Dale's Cone important for
teaching?
A: It shows that using concrete experiences
first helps learners understand and retain abstract concepts better.
5. Hardware vs Software in
Instructional Media
Key Points:
·
Software:
Instructional content (films, slides, CDs, audio tapes).
·
Hardware:
Devices used to present content (projectors, tape recorders, computers).
·
Example:
A 16mm film (software) is shown with a 16mm projector (hardware).
Q: Give an example of instructional
media software and its corresponding hardware.
A: Video tape (software) → Video
recorder (hardware).
6. Summary
·
Educational
media facilitate communication and achieve instructional objectives.
·
Media
support learning through concrete experiences and abstract concepts.
·
Dale’s
Cone emphasizes moving learners from direct experiences to symbolic
understanding.
·
Instructional
media can be hardware (equipment) or software (content).
Q: How do instructional media improve
teaching and learning?
A: By providing experiences, supporting
instruction, enabling practice, and facilitating individualized learning.
Here’s a concise breakdown of Unit 2 with key points and immediate Q&A for quick understanding:
UNIT 2:
SYSTEMATIC PLANNING FOR THE USE OF MEDIA
1. Introduction
Key Points:
·
Effective
use of media requires careful
planning.
·
The
ASSURE
model (Heinich,
Molenda & Russel, 1985) guides systematic media planning.
·
Planning
ensures media are effective and suitable for learners and objectives.
Q: Why is planning important before
using instructional media?
A: To ensure media are effective, match
learner characteristics, and achieve instructional objectives.
2. Assumptions of the ASSURE
Model
Key Points:
1.
A
specific audience has been identified.
2.
Instruction/training
is required to solve the problem.
3.
Content
has been competently analyzed for scope, sequence, and accuracy.
Q: What are the three assumptions of the
ASSURE model?
A: Audience known, instruction needed,
content analyzed.
3. Steps in the ASSURE Model
ASSURE =
A – Analyze Learner Characteristics
S – State Objectives
S – Select, Modify or Design Materials
U – Utilize Materials
R – Require Learner Response
E – Evaluate
Step 1:
Analyze Learner Characteristics
·
Know
general
traits: age,
gender, class, intellect, culture, socio-economic factors.
·
Know
specific
entry competencies:
prior knowledge, skills, attitudes.
·
Methods:
informal questioning, records, pre-tests, standardized tests.
Q: Give examples of general and specific
learner characteristics.
A: General: age, culture; Specific:
prerequisite skills, prior knowledge.
Step 2: State
Objectives
·
Objectives
should be specific using the ABCD format: Audience, Behaviour, Condition,
Degree.
·
Clear
objectives guide media
selection and
learning activities.
Q: Why are clear objectives important?
A: They help select appropriate media
and ensure instructional goals are achieved.
Step 3:
Select, Modify or Design Materials
·
Select:
Use available materials if suitable.
·
Modify:
Adapt materials to suit learners or local context.
·
Design:
Create new materials if none are suitable.
Factors to consider when
designing:
·
Objectives,
learner characteristics, cost, technical expertise, equipment, facilities,
time.
Q: When should you design your own
materials?
A: When available or modified materials
don’t match objectives or learner needs.
Step 4:
Utilize Materials
·
Procedures:
1.
Preview –
ensure material meets objectives.
2.
Practice
– rehearse presentation (microteaching).
3.
Prepare environment – seating, lighting, ventilation.
4.
Prepare audience – advance organizers, introduce vocabulary, overview.
5.
Present –
maintain interest, be natural.
6.
Follow up
– discussions, group activities, projects.
Q: What is the purpose of previewing and
practicing materials?
A: To ensure they are suitable,
highlight key points, and deliver effectively.
Step 5:
Require Learner Response
·
Participation
improves learning and retention.
·
Use
multiple
senses: seeing,
hearing, touching, writing, speaking.
·
Provide
immediate
feedback to
reinforce learning.
·
Computers
can enhance response and reinforcement.
Q: Why is learner response necessary?
A: It engages learners, reinforces
learning, and allows feedback.
Q: What effect does feedback have on
learner response?
A: Confirms correct responses, corrects
errors, and strengthens learning.
Step 6:
Evaluate
·
Evaluate
before,
during, and after instruction.
·
Methods:
tests, oral questioning, observation, projects, performance checklists.
·
Evaluation
helps determine learner
achievement, effectiveness of media, and teaching methods.
·
Evaluation
results start the next
cycle of the
ASSURE model.
Q: What is the role of evaluation in the
ASSURE model?
A: To assess effectiveness and provide
feedback for the next instruction cycle.
Summary
·
Systematic
planning is essential for effective media use.
·
ASSURE model ensures media match learners, objectives, and instructional needs:
A – Analyze learners, S – State objectives, S – Select/modify/design, U – Utilize, R –
Require response, E – Evaluate.
·
Evaluation
closes the current cycle and starts the next.
Here’s a structured summary of Unit 3: Instructional
Media (Non-Projected/Non-Electronic) with key points, examples, and tips for easier learning
and revision:
UNIT 3:
INSTRUCTIONAL MEDIA (Non-Projected / Non-Electronic)
1. Introduction
·
Focus:
Media
that do not require projection or electricity.
·
Common
examples: printed
materials, pictures, diagrams, charts, posters, models, realia, chalkboard,
display boards.
·
Teachers
must know strengths,
limitations, and best use for instruction.
Objective: Understand attributes, uses,
advantages, limitations, and display techniques for non-projected visuals.
2. Print Media
Examples:
·
Textbooks,
reference books, workbooks, handbooks, tutor guides, journals, magazines,
newspapers, letters, booklets, posters, bulletins, handouts.
Advantages:
1.
Familiar
and easy to design attractively.
2.
Low
cost and durable.
3.
Easy
to use; learners can study anytime.
4.
Effective
for most subjects; supports words, numbers, diagrams, illustrations.
5.
Can
be used for classroom instruction, independent study, or reference.
Limitations:
1.
Requires
literacy; not suitable for illiterate learners.
2.
Cannot
teach some skills effectively (e.g., listening, music, dance, physical
education).
3.
One-way
communication; limited interaction.
4.
Can
be tedious and impersonal.
5.
May
become outdated if not revised regularly.
Solution to limitations: Combine print with electronic media (audio, video, radio, TV, CDs, Internet).
Activity Qs:
·
List
10 printed materials.
·
Describe
5 advantages and 5 limitations.
·
Suggest
ways to overcome limitations.
3. Non-Projected Visuals
Definition: Visuals that do not require projection. Common in classrooms, especially
where electricity or funding is limited.
Three main classes:
1.
Still Pictures
2.
Graphics
3.
Models and Realia
3a. Still
Pictures
Examples: Photographs, illustrations, drawings,
paintings.
Advantages:
·
Readily
available; easy to use.
·
Cheap,
some free.
·
Used
at all instructional levels.
·
Help
concretize abstract ideas.
·
Easy
to produce (drawing, photocopying, mounting).
Limitations:
·
Small
size may require enlargement (expensive).
·
Two-dimensional;
cannot show depth.
·
Cannot
convey motion.
Uses:
1.
Illustrate
lessons.
2.
Record
information (field trips, events).
3.
Understand
text in books or newspapers.
4.
Test
or evaluate learning.
5.
Stimulate
creativity (stories, poems, oral work).
Tips for teachers:
·
Use
large
pictures for
groups.
·
Limit
number of pictures; display one at a time.
·
Ask
direct
questions from
the picture.
·
Write
important info as captions.
·
Draw
attention to key points.
3b. Graphic
Materials
Definition: Non-photographic, 2D materials using words, symbols, drawings to communicate ideas.
Types:
1.
Drawings
(sketches, diagrams)
2.
Charts
3.
Graphs
4.
Posters
5.
Cartoons
6.
Comics
Details:
·
Drawings:
Represent persons, places, things, processes. Less detailed than photos; easier
to understand.
·
Charts:
Combination of pictorial, graphic, numerical, verbal info. Show concepts, processes, or relationships.
Types of Charts:
1.
Organization charts (Organograms): Show structure, hierarchy, or chain
of command.
2.
Flow charts: Show sequence, procedure, or process; use rectangles, circles, arrows.
3.
Tabular charts: Present numerical info or schedules (e.g., timetables).
4.
Time/sequence charts: Show development or event stages chronologically.
5.
Strip charts & Flip charts: Reveal info part by part; reduce distraction.
6.
Tree & Stream charts: Show branching relationships or convergence of sub-elements (e.g., family trees,
subject subdivisions).
Tips for teachers:
·
Keep
charts simple
and focused.
·
Use
multiple simple charts instead of one complex chart.
·
Display
materials sequentially to maintain attention.
1. Circle
(Pie) and Line Graphs
Circle (Pie) Graphs
·
Structure:
Circle divided into segments, each representing a proportion of the whole (adds
to 100%).
·
Use:
Budget allocations, student scores, etc.
·
Advantages:
Easy to interpret.
·
Limitations: Hard to judge small segments accurately.
Line Graphs
·
Structure:
Two axes (horizontal for variables, vertical for values).
·
Use: Plot
trends/relationships over time (e.g., rainfall, temperature, blood flow, cost
of living).
·
Advantages:
Precise; simplifies complex data.
2. Posters
·
Definition:
Visuals using lines, color, and words to attract attention.
·
Purpose:
Announce events, convey brief messages, stimulate interest, motivate, promote
positive habits.
·
Uses in Instruction:
1.
Stimulate
interest in new topics or events.
2.
Motivate
and promote positive behavior (e.g., reading, safety).
3.
Promote
visual literacy students interpret or design posters.
·
Sources:
Newspapers, magazines, catalogs, shops, institutions, or student-made.
3. Cartoons
and Comics
·
Cartoons:
Pictorial representation or caricature to entertain, ridicule, or influence
opinion.
o Features: Humor, exaggeration,
symbolism.
o Uses: Promote good behavior, stimulate
class participation, communicate messages clearly.
·
Comics:
Story told through a sequence of drawings; stimulate reading habits in young
learners.
4. Models and
Realia
Definitions
·
Models:
3D representations of real objects, scenes, or situations (length, breadth,
height).
·
Realia:
Real objects like coins, tools, plants, artifacts; provide direct learning
experiences.
Uses
·
Simplify
complex objects.
·
Concretize
verbal lessons.
·
Provide
sensory and purposeful learning experiences.
·
Promote
creativity, inquiry, discovery (especially student-built models).
Advantages
1.
Simplify
complex objects; may provide interior views.
2.
Appeal
to senses; provide direct learning.
3.
Enhance
retention compared to verbal explanations.
4.
Enable
learning experiences impossible with real objects.
5.
Encourage
class involvement and creativity.
Limitations
1.
Time-consuming
to produce.
2.
Materials
or commercial models can be expensive.
3.
Student-
or teacher-made models may be inaccurate.
5. Display
Formats
Purpose: Make visuals visible and effective
for learners.
Formats include:
·
Chalkboards
·
Multipurpose
boards
·
Bulletin
boards
·
Cloth
boards
·
Magnetic
boards
·
Flip
charts
·
Exhibitions
6. Chalkboards
·
Types:
Movable/portable, wall/fixed, magnetic, various colors.
·
Uses:
Build explanations point by point, present diagrams, graphics, symbols, charts,
and integrate with other materials.
Tips for Effective Use:
1.
Prepare
extensive drawings/writings before class.
2.
Cover
material until ready to display.
3.
Face
the class while talking.
4.
Write/draw
boldly for visibility.
5.
Use
tools (rulers, dividers, templates).
6.
Move
to assess visibility for all students.
7.
Write
uniformly and horizontally.
Activity Questions (for
practice)
1.
Define
non-projected visuals.
2.
What
are still pictures? Give 5 advantages and 3 limitations.
3.
How
are still pictures used, and what precautions should be taken?
4.
Define
graphic materials and give 5 examples.
5.
Distinguish:
still pictures, graphic materials, charts, drawings, posters, cartoons/comics.
6.
Explain
how to use a model or realia to achieve a learning objective.
Here’s a well-organized summary of Unit 1: Projected and Audio Media, broken down for clarity and easy
revision:
UNIT 1: PROJECTED AND AUDIO
MEDIA
Introduction
·
Projected
and audio media require electricity or battery power.
·
They
are electronic
media used to enhance teaching and learning.
·
Examples:
o Projected visuals: Overhead transparencies, slides,
filmstrips, opaque projection.
o Audio media: Audio tapes/cassettes and radio.
Objectives
By the end of this unit,
learners should be able to:
1.
Define
projected visuals.
2.
Distinguish
overhead projection, slide projection, filmstrip projection, and opaque
projection.
3.
Describe
slides’ attributes, advantages, and limitations.
4.
Describe
characteristics, advantages, and limitations of audio media.
5.
Explain
types of audio media and their pros/cons.
6.
Explain
how audio cassettes complement radio.
7.
Describe
uses of audio media in instruction.
1. Projected
Visuals
Definition
·
Visuals
that require
a projector and electricity.
·
Also
called projected
still pictures
because they show one
picture at a time.
Examples
1.
Opaque projector – projects non-transparent
materials (books,
photos, maps).
2.
Overhead projector – projects transparencies.
3.
Slide projector – projects framed
photographic slides.
4.
Filmstrip projector – projects sequential
frames on filmstrips.
Principle
·
Light
passes through transparent film (or reflects off opaque objects), is magnified through lenses, and cast on a screen.
A. Overhead Projection
Definition: Uses transparencies made of acetate,
cellophane, or polythene sheets.
Advantages:
1.
Can
substitute chalkboard; write directly on transparencies.
2.
Light
intensity ensures visibility in normal room lighting.
3.
Allows
teacher-student interaction.
4.
Transparencies
can be reused.
5.
Presenter
can manipulate information progressively.
6.
Portable
and simple to operate.
Limitations:
1.
Requires
presenter to operate.
2.
Not
self-instructional.
3.
Non-transparent
materials need to be made into transparencies.
4.
Needs
electricity.
Applications:
·
Large-group
teaching, step-by-step lessons, gradual diagram building.
B. Slides
Definition: Frames of photographic transparencies
in card mounts, projected with a slide projector.
Advantages:
1.
Arranged/rearranged
as needed.
2.
Present
information in sequence.
3.
Ideal
for few images.
4.
Protects
slides from damage.
5.
Easy
to build collections.
Limitations:
1.
Can
become disorganized.
2.
Prone
to dust/fingerprints.
3.
More
expensive than filmstrips.
4.
Shows
still images only.
5.
Requires
electricity.
Applications:
·
Fine
arts, geography, sciences; commercially or locally produced.
C. Filmstrips
Definition: Transparent films (16mm or 35mm) with
sequential frames.
Advantages:
1.
Compact,
easy to handle, teacher-made.
2.
Sequential
presentation; less risk of disorder.
3.
Teacher
controls pacing.
4.
Suitable
for independent study.
5.
Can
be viewed in lighted rooms.
Limitations:
1.
Fixed
sequence cannot be altered.
2.
Requires
electricity.
3.
Shows
only still images.
4.
Sprocket
holes can be damaged.
Applications:
·
Small/large
class teaching; self-study; frame-by-frame explanation.
D. Opaque Projection
Definition: Projects non-transparent objects (books, coins, maps) by reflecting
light.
Advantages:
1.
Project
readily available classroom materials.
2.
Enables
group viewing and discussion.
3.
Magnifies
flat 3D objects.
4.
Saves
teacher drawing time.
5.
Teacher
can trace/adapt projected images.
Limitations:
1.
Needs
dark room.
2.
Bulky
and heavy.
3.
High-wattage
lamp may damage materials.
Applications:
·
Small
groups; classroom demonstrations; all levels and subjects.
Activity 1
1.
Define
projected visuals.
2.
Distinguish
between overhead, slide, filmstrip, and opaque projection.
3.
Distinguish
still projection from motion pictures.
4.
Discuss
attributes of each type of projected visual.
2. Audio Media
Definition: Materials relying on hearing.
Equipment: Tape recorders, radios, phonographs.
Characteristics
1.
Inexpensive
to produce and use.
2.
Widely
available.
3.
Appropriate
for many purposes.
4.
Simple
to operate and portable.
5.
Persuasive
and direct.
6.
Effective
when combined with print/other activities.
7.
Adaptable
to vocabulary level.
8.
Can
be used individually or in groups.
9.
Literacy
not required.
Limitations
1.
Fixed
sequence; some control possible.
2.
Students
may hear without understanding.
3.
Playback
equipment cost.
4.
Time-consuming
to develop.
5.
Storage/retrieval
issues.
A. Audio Cassettes
Advantages:
1.
Easy
to record/erase.
2.
Durable,
easy to store.
3.
High
user control (play, pause, rewind, fast-forward).
4.
Cheap
to produce and distribute.
5.
Integrates
with other media (reading, practice).
6.
Literacy
not required.
7.
Useful
for language teaching.
Limitations:
1.
Background
noise may affect quality.
2.
Tapes
can tangle.
3.
Hard
to edit/find segments.
4.
Can
be accidentally erased.
5.
Quality
may deteriorate over time.
6.
Only
auditory.
7.
Requires
power source.
8.
Needs
integration with print/visuals.
B. Radio
Advantages:
1.
Reaches
large numbers at low cost.
2.
Literacy
not required.
3.
Portable
and low-cost.
4.
Motivates
and mobilizes learners.
5.
Disseminates
news and information.
6.
Provides
tutorial support.
7.
Offers
unique auditory experiences.
8.
Can
substitute print/face-to-face teaching.
9.
Source
of entertainment.
Limitations:
1.
Broadcast
times may be inconvenient.
2.
Reception
may be poor.
3.
Battery
cost may be prohibitive.
4.
No
control over pace.
5.
Requires
visual aids for clarity sometimes.
6.
One-way
communication limits feedback.
Cassettes can record radio programmes to overcome timing, pace, or
repetition issues.
Uses of Audio Media
1.
Listening skills: Songs, stories, fairy tales, rhymes.
2.
Language teaching: Oral expression, poetry, dramatics, vocabulary.
3.
Support visuals: Enhance slides, filmstrips, print materials.
4.
Direct instruction: Self-paced learning, mastery learning, field trip recordings.
5.
Evaluation:
Record oral exams, micro-teaching.
6.
Distance education: Radio and tapes for tutorial support, motivation, information, direct
teaching.
UNIT 2:
MULTIMEDIA SYSTEMS
INTRODUCTION
·
Instructional
media can be combined to maximize learning effectiveness.
·
Multimedia
= Use of two or more media in instruction to complement one another.
·
Multimedia
systems are useful for:
o Individualized instruction
o Active learner participation
o Multi-sensory learning experiences
Focus of the Unit:
·
Sound-slide
combination
·
8-mm
film-audio cassette system
·
Multimedia
(learning) kits
·
Motion
pictures (film, television, video)
OBJECTIVES
At the end of this unit, you
should be able to:
1.
Explain
multimedia.
2.
Describe
sound-slide combinations and give three advantages.
3.
Describe
8-mm film-audio cassette, sound-slide, and sound-filmstrip combinations.
4.
Describe
multimedia kits: characteristics, advantages, and uses.
5.
Identify
types of motion pictures.
6.
Explain
film: attributes and instructional uses.
7.
Identify
five advantages and five limitations of television as an instructional medium.
8.
Discuss
television in formal and non-formal education.
9.
Distinguish
Educational Television (ETV) vs Instructional Television (ITV).
10.
Describe
instructional TV delivery systems: broadcasting, closed-circuit, cable,
microwave, portable video.
1. CONCEPT OF MULTIMEDIA
·
Definition:
Multimedia = combining two or more instructional media for a given purpose.
·
Benefits:
o Overcomes limitations of a single
medium
o Encourages active and meaningful
learning
o Multi-sensory engagement (visual,
audio, interactive)
Examples of Multimedia Systems:
·
Sound-slide
·
Sound-filmstrip
·
Multimedia
kits
2. SOUND-SLIDE COMBINATION
·
Combines
visuals (slides/filmstrips) with sound (audio tapes/records).
·
Formats:
o Integrated machine (automatic visuals
+ sound)
o Separate slide projector and tape
recorder (manual operation)
Advantages:
1.
Easy
to use
2.
Effective
for group or independent study
3.
Supports
almost any instructional setting
3. 8-MM FILM-AUDIO CASSETTE
SYSTEM
·
Similar
to sound-slide, but film is moving images (8-mm) and sound is on a separate
cassette.
·
Special Use: Integrates still visuals with moving pictures for instruction.
4. MULTIMEDIA (LEARNING) KITS
Definition: Collection of instructional materials
involving more than one medium, organized around a single topic.
·
May
include: filmstrips, slides, audio tapes, still pictures, transparencies,
charts, models, worksheets, etc.
Characteristics:
|
# |
Characteristic |
|
1 |
Collection
of materials, methods, and activities integrated to achieve objectives |
|
2 |
Uses more
than one medium |
|
3 |
Organized
around a topic/unit/module |
|
4 |
Usable with
or without a teacher |
|
5 |
Suitable
for class, group, or independent study |
|
6 |
Components
may be used together or sequentially |
|
7 |
Can be
teacher-made or commercially-made |
|
8 |
Objectives
clearly defined, with suggested teaching strategies |
|
9 |
Stimulates
active participation and multi-sensory learning |
Applications:
·
Encourages
active learning
·
Supports
individualized learning
·
Makes
lessons exciting and meaningful
5. MOTION PICTURES (FILM,
TELEVISION, VIDEO)
Definition: Media presenting moving images, appealing to visual and auditory
senses.
Types:
·
Film
(8-mm, 16-mm, 35-mm)
·
Television
·
Video
Attributes of Film:
1.
Provides
realistic experiences
2.
Shows
the inaccessible, remote, or historic events
3.
Combines
motion, sound, and image effectively
4.
Evokes
emotional responses
5.
Manipulates
time and space (slow motion, fast forward, close-ups, distant views)
6.
Creates
animation or illusion of movement
7.
Useful
for large classes, small groups, or individual instruction
Uses of Film:
1.
Teaches
motion/processes (manufacturing, experiments)
2.
Skill
repetition and mastery
3.
Affective
domain learning (emotional impact)
4.
Cultural
awareness and social studies
5.
Brings
real-world events safely into classroom
6.
Across
curriculum: science, math, language, literature
Limitations:
·
Expensive,
mostly foreign, may create language barriers
·
Requires
electricity and darkness to view
6. TELEVISION
·
Electronic
version of film, does not
require operator.
·
Increasingly
available via home video recorders.
Advantages:
1.
Combines
sound, motion, and models for better understanding
2.
Brings
real-world experiences to learners
3.
Stimulates
interest and motivation
4.
Can
be used in daylight or bright rooms
5.
Programs
can be recorded and replayed
6.
Portable
and easy to operate
7.
Wide
broadcast coverage
8.
Provides
immediacy and participation
9.
Useful
in micro-teaching
10.
Enables
multi-media instruction
Limitations:
1.
Technology
is complex, may have signal issues
2.
Expensive
equipment and production
3.
Large
audience may need bigger screens
4.
One-way
communication (no interaction)
5.
Requires
electricity
6.
Broadcast
timing may be inconvenient
Uses in Education:
·
Formal:
structured curriculum in schools
·
Non-formal:
adult literacy, skill training, health campaigns
·
Informal:
observational learning
7. EDUCATIONAL TV (ETV) vs
INSTRUCTIONAL TV (ITV)
|
Type |
Purpose |
Audience |
Exam/Syllabus Coverage |
|
ETV |
General
education |
Public |
Not
necessarily aligned with exams |
|
ITV |
Specific
instruction |
Students |
May follow
a syllabus and assessment |
Instructional TV Delivery
Systems:
1.
Broadcasting
2.
Closed-circuit
television
3.
Cable
TV
4.
Microwave
transmission
5.
Portable
video
ACTIVITIES
1.
Define
multimedia and list six characteristics.
2.
Describe
a multimedia approach for a topic of your choice.
3.
Produce
a multimedia kit and report its applications.
4.
Discuss
the effect of adding sound to slides/filmstrips.
5.
Differentiate
still pictures from projected still pictures.
6.
Discuss
motion pictures including television and video.
7.
List
five attributes and five uses of film.
8.
Convert
a slide presentation into an audiovisual presentation.
9.
Critique
a film from a resource centre or library.
UNIT 2:
MULTIMEDIA SYSTEMS
INTRODUCTION
·
Instructional
media can be combined to maximize learning effectiveness.
·
Multimedia
= Use of two or more media in instruction to complement one another.
·
Multimedia
systems are useful for:
o Individualized instruction
o Active learner participation
o Multi-sensory learning experiences
Focus of the Unit:
·
Sound-slide
combination
·
8-mm
film-audio cassette system
·
Multimedia
(learning) kits
·
Motion
pictures (film, television, video)
OBJECTIVES
At the end of this unit, you
should be able to:
1.
Explain
multimedia.
2.
Describe
sound-slide combinations and give three advantages.
3.
Describe
8-mm film-audio cassette, sound-slide, and sound-filmstrip combinations.
4.
Describe
multimedia kits: characteristics, advantages, and uses.
5.
Identify
types of motion pictures.
6.
Explain
film: attributes and instructional uses.
7.
Identify
five advantages and five limitations of television as an instructional medium.
8.
Discuss
television in formal and non-formal education.
9.
Distinguish
Educational Television (ETV) vs Instructional Television (ITV).
10.
Describe
instructional TV delivery systems: broadcasting, closed-circuit, cable,
microwave, portable video.
1. CONCEPT OF MULTIMEDIA
·
Definition:
Multimedia = combining two or more instructional media for a given purpose.
·
Benefits:
o Overcomes limitations of a single
medium
o Encourages active and meaningful
learning
o Multi-sensory engagement (visual,
audio, interactive)
Examples of Multimedia Systems:
·
Sound-slide
·
Sound-filmstrip
·
Multimedia
kits
2. SOUND-SLIDE COMBINATION
·
Combines
visuals (slides/filmstrips) with sound (audio tapes/records).
·
Formats:
o Integrated machine (automatic visuals
+ sound)
o Separate slide projector and tape
recorder (manual operation)
Advantages:
1.
Easy
to use
2.
Effective
for group or independent study
3.
Supports
almost any instructional setting
3. 8-MM FILM-AUDIO CASSETTE
SYSTEM
·
Similar
to sound-slide, but film is moving images (8-mm) and sound is on a separate
cassette.
·
Special Use: Integrates still visuals with moving pictures for instruction.
4. MULTIMEDIA (LEARNING) KITS
Definition: Collection of instructional materials
involving more than one medium, organized around a single topic.
·
May
include: filmstrips, slides, audio tapes, still pictures, transparencies,
charts, models, worksheets, etc.
Characteristics:
|
# |
Characteristic |
|
1 |
Collection
of materials, methods, and activities integrated to achieve objectives |
|
2 |
Uses more
than one medium |
|
3 |
Organized
around a topic/unit/module |
|
4 |
Usable with
or without a teacher |
|
5 |
Suitable
for class, group, or independent study |
|
6 |
Components
may be used together or sequentially |
|
7 |
Can be
teacher-made or commercially-made |
|
8 |
Objectives
clearly defined, with suggested teaching strategies |
|
9 |
Stimulates
active participation and multi-sensory learning |
Applications:
·
Encourages
active learning
·
Supports
individualized learning
·
Makes
lessons exciting and meaningful
5. MOTION PICTURES (FILM,
TELEVISION, VIDEO)
Definition: Media presenting moving images, appealing to visual and auditory
senses.
Types:
·
Film
(8-mm, 16-mm, 35-mm)
·
Television
·
Video
Attributes of Film:
1.
Provides
realistic experiences
2.
Shows
the inaccessible, remote, or historic events
3.
Combines
motion, sound, and image effectively
4.
Evokes
emotional responses
5.
Manipulates
time and space (slow motion, fast forward, close-ups, distant views)
6.
Creates
animation or illusion of movement
7.
Useful
for large classes, small groups, or individual instruction
Uses of Film:
1.
Teaches
motion/processes (manufacturing, experiments)
2.
Skill
repetition and mastery
3.
Affective
domain learning (emotional impact)
4.
Cultural
awareness and social studies
5.
Brings
real-world events safely into classroom
6.
Across
curriculum: science, math, language, literature
Limitations:
·
Expensive,
mostly foreign, may create language barriers
·
Requires
electricity and darkness to view
6. TELEVISION
·
Electronic
version of film, does not
require operator.
·
Increasingly
available via home video recorders.
Advantages:
1.
Combines
sound, motion, and models for better understanding
2.
Brings
real-world experiences to learners
3.
Stimulates
interest and motivation
4.
Can
be used in daylight or bright rooms
5.
Programs
can be recorded and replayed
6.
Portable
and easy to operate
7.
Wide
broadcast coverage
8.
Provides
immediacy and participation
9.
Useful
in micro-teaching
10.
Enables
multi-media instruction
Limitations:
1.
Technology
is complex, may have signal issues
2.
Expensive
equipment and production
3.
Large
audience may need bigger screens
4.
One-way
communication (no interaction)
5.
Requires
electricity
6.
Broadcast
timing may be inconvenient
Uses in Education:
·
Formal:
structured curriculum in schools
·
Non-formal:
adult literacy, skill training, health campaigns
·
Informal:
observational learning
7. EDUCATIONAL TV (ETV) vs
INSTRUCTIONAL TV (ITV)
|
Type |
Purpose |
Audience |
Exam/Syllabus Coverage |
|
ETV |
General
education |
Public |
Not
necessarily aligned with exams |
|
ITV |
Specific instruction |
Students |
May follow
a syllabus and assessment |
Instructional TV Delivery
Systems:
1.
Broadcasting
2.
Closed-circuit
television
3.
Cable
TV
4.
Microwave
transmission
5.
Portable
video
ACTIVITIES
1.
Define
multimedia and list six characteristics.
2.
Describe
a multimedia approach for a topic of your choice.
3.
Produce
a multimedia kit and report its applications.
4.
Discuss
the effect of adding sound to slides/filmstrips.
5.
Differentiate
still pictures from projected still pictures.
6.
Discuss
motion pictures including television and video.
7.
List
five attributes and five uses of film.
8.
Convert
a slide presentation into an audiovisual presentation.
9.
Critique
a film from a resource centre or library.
UNIT 2
(Continued): INSTRUCTIONAL TELEVISION (ITV)
Definition
·
Instructional Television (ITV): Planned use of video programmes to achieve specific instructional goals, regardless of the source (including
commercial broadcasts) or setting (schools, workplace, industry).
·
ITV
is linked
directly to a formal course and targets specific learners:
o School and college students
o Distance learners
o Industry trainees
Key Feature: The programme covers a specific topic
of a course and may help learners pass examinations.
Delivery Systems of ITV
(Heinich, 1982:218)
|
# |
Delivery System |
Description |
|
1 |
Television
broadcasting |
Commercial
or non-commercial programmes sent to TV sets via terrestrial transmitters |
|
2 |
Closed-circuit
television (CCTV) |
Sender and
receiver physically linked by cables; classrooms, campuses, or districts can
be connected |
|
3 |
Cable
television |
Transmission
on multiple channels through cable networks |
|
4 |
Microwave
transmission |
TV signals
sent via microwave links |
|
5 |
Portable
video |
Video
cassettes allow flexible, repeatable learning; learners can pause, rewind, or
replay |
Example in Nigeria: Schools Broadcast Units and the
National Educational Technology Centre distribute ITV programmes.
Popular
Example: Sesame
Street – children’s educational programme broadcast in several countries.
Advantages of Television as an
Instructional Medium
1.
Combines
sound, motion, and models for better understanding
2.
Brings
real-world experiences to learners
3.
Stimulates
interest and motivation
4.
Usable
in daylight or bright rooms
5.
Programs
can be recorded and replayed
6.
Portable
and easy to operate
7.
Wide
broadcast coverage
8.
Provides
immediacy and participation
9.
Useful
for self-evaluation in micro-teaching
10.
Supports
multi-media instruction (charts, slides, models, specimens, etc.)
Limitations:
·
Complex
technology, may face technical difficulties
·
High
cost of equipment, maintenance, and production
·
Large
audience may need bigger screens
·
One-way
communication; no interaction with presenter
·
Electricity-dependent
·
Broadcast
timing may be inconvenient
ETV vs ITV
|
Feature |
Educational Television (ETV) |
Instructional Television (ITV) |
|
Purpose |
General
education |
Specific
instruction |
|
Target
Audience |
Public,
learners of all ages |
Students,
trainees, distance learners |
|
Relation to
Syllabus |
Not
necessarily linked |
Directly
linked to formal syllabus and exams |
|
Delivery |
Broad, for
awareness/learning |
Specific
topic/course focused |
Activity Suggestions
1.
List
six advantages and four limitations of TV in instruction.
2.
Discuss
TV use in formal vs non-formal education.
3.
Compare
ETV and ITV.
4.
Compare
TV broadcast vs video recording for instruction.
5.
Explain
different delivery systems: broadcast, CCTV, cable, microwave, portable video.
6.
Obtain
an ITV recording and report: target audience, instructional objectives,
classroom applications.
UNIT 3:
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Introduction
·
Globalization
requires fast transmission of information worldwide via telecommunications, computers, and
electronics.
·
ICT
replaces or enhances older technologies: typewriters → computers, landline →
mobile, post → email, libraries → virtual libraries.
·
ICT
plays a crucial role in education.
Objectives
By the end of this unit, you
should be able to:
1.
Define
ICT
2.
Identify
characteristics of ICT
3.
Describe
the four categories of ICT
4.
Explain
the contributions of telecommunications, computers, and microelectronics
5.
Discuss
ten uses of ICT in education
6.
Define
computers and main components
7.
Identify
key computer resources (instructional software, software tools,
multimedia/hypermedia, internet resources)
Definitions of ICT
|
Source |
Definition |
|
Wali (2001) |
IT involves
computers connected via telephones for data sharing (texts, sounds, pictures) |
|
Laudon et
al (1994) |
IT includes
all tools/methods used historically to manage info, communicate, and conduct
business |
|
Liverpool
(2002) |
ICT =
technologies for collecting, storing, editing, and sharing information |
|
Butcher
(2003) |
ICT =
electronic technologies for collecting, processing, storing, and
communicating info (computers + telecoms) |
Core Functions of ICT:
1.
Collect
information
2.
Store
information
3.
Process
information
4.
Communicate
information
ICT Systems = Input → Process →
Output → Feedback
Categories of ICT Technologies
1.
Sensing Technologies – Gather info from environment
o Examples: sensors, scanners,
keyboards, mouse, touch screens, electronic pens
2.
Communication Technologies – Transmit info between devices
o Examples: fax, mobile phones,
landlines, TV, radio, video, computer networks
3.
Analyzing Technologies – Process information using computers
o Small: microcomputers, PCs, desktops, laptops, handhelds,
palmtops
o Medium: workstations, minicomputers
o Large: mainframes, supercomputers
4.
Display Technologies – Output processed info
o Examples: display screens, printers,
loudspeakers
5.
Storage Technologies – Store information for easy retrieval
o Examples: magnetic tapes/discs, floppy
disks, optical discs, CD-ROMs, VCDs, WORMs
Telecommunications, Computers,
and Microelectronics
·
Rapid
ICT advancements due to integration of:
o Telecommunications: global connectivity
o Computers: fast, powerful, compact, and cheaper
processing
o Microelectronics: enables miniaturization and enhanced
performance
·
Impact:
Transform learning, communication, administration, and research.
Uses of ICT in Education
1.
Supports
conventional classroom teaching
2.
Develops
learning materials from online resources
3.
Exchange
of electronic teaching materials (books, journals)
4.
Virtual
libraries for storing and accessing electronic information
5.
Research:
access to global resources
6.
Administration:
student records, personnel, procurement
7.
Independent
and individualized learning
8.
Makes
learning vivid and engaging
9.
Assists
in assessment and testing
10.
Facilitates
communication and collaboration among students and teachers
Activity Suggestions
1.
Define
ICT in your own words.
2.
List
characteristics of ICT.
3.
Describe
ICT technologies with examples.
4.
Explain
ICT functions.
5.
Discuss
the role of telecommunications, computers, and microelectronics in education.
6.
List
10 practical ways to use ICT in your classroom.
Here’s a clean, organized summary and table of your content on educational technology, ICT, and computers in
teaching. This
will make it easier to study, revise, or teach.
Educational Technology:
Mediums and Applications
|
Medium |
Technologies for Delivery |
Educational Application |
|
Face-to-Face Contact |
Overhead
projector (manual or electronic) |
Seminars,
tutorials, classes, workshops, lectures |
|
Specialist Technologies |
Drama-in-education,
practical demonstrations, one-to-one mentoring |
Learner
study groups, self-help groups, workplace mentoring, conferences |
|
Text (Printed Materials) |
Books,
pamphlets, study guides, workbooks, newspapers, journals, newsletters, maps,
charts, photographs, posters, written correspondence |
Self-study,
course support, reference, project guides, accreditation notes, self-tests |
|
Facsimile |
Written/printed
correspondence |
One-to-multi-point
distribution of instructional materials |
|
Computers |
E-mail,
electronic databases, WWW hypertext, FTP, CD-ROM |
Electronic
publishing, study guides, instructional material, learner support,
newspapers, journals, magazines |
|
Audio |
Audio
cassettes, compact discs, radio broadcasting, telephone |
Audio
programmes (music, talks, news, debates, drama), telephone tutoring,
info/enquiry services |
|
Video |
Television
broadcasting (terrestrial, satellite, cable), video cassettes, video discs,
video conferencing, computers/Internet |
Video
programmes, lectures, simulations, interactive video/audio classes, video
graphics |
|
Integrated Multimedia |
Stand-alone
computer workstations, CD-ROM/DVD, networked workstations (Internet, LAN,
WAN) |
Presentation
of information, simulations, interactive exercises, assignment submission,
conferencing (data, audio, video) |
Source: Butcher, Neil (2003)
Computers in
Education
Definition
·
A
computer is a machine for counting and calculations.
·
Roblyer (2003): "A set of devices designed to work together to accomplish input,
processing, and output functions to complete user tasks."
Key Principle: Input → Process → Output (garbage in
→ garbage out)
Computer Components
|
Component |
Function |
|
CPU
(Central Processing Unit) |
“Brain” of
the computer, executes instructions |
|
Memory |
Stores
data/programs; includes ROM (permanent) and RAM (temporary) |
|
Input
Devices |
Keyboard,
mouse, trackball, pen-based systems for entering data |
|
Output
Devices |
Monitor,
printer, speakers for displaying processed information |
|
Storage
Devices |
Magnetic
tapes/discs, floppy disks, optical discs, CD-ROMs, DVDs |
Computers in Teaching
1.
Computer-Assisted Instruction (CAI) – Drill, practice, tutorials, and
simulations; interactive with learners.
2.
Computer-Managed Instruction (CMI) – Testing, record-keeping, reporting.
3.
Other
terms: Computer-Based
Instruction (CBI),
Computer-Based
Learning (CBL), Computer-Assisted Learning (CAL).
Computer Resources
1.
Instructional Software
o Tutorial activities (self-contained
learning)
o Drill and practice exercises
o Simulations (real or virtual
scenarios)
o Instructional games (motivational and
interactive)
o Problem-solving software
2.
Software Tools
o Word processing, spreadsheet, database
software
o Materials generators, test/question
banks, planning tools, graphic tools, concept mapping tools
3.
Multimedia/Hypermedia Software
o Multimedia: combination of text,
images, audio, video, animation
o Hypermedia: multimedia linked via
hypertext for interactive navigation
4.
Internet Resources
o Web browsing and searching (browsers,
search engines, digital libraries)
o Communication tools: e-mail,
listservs, bulletin boards, chat rooms, instant messaging
Activity Suggestions
1.
Discuss
contributions of telecommunications, computers, and microelectronics to ICT
development.
2.
Explain
how older technologies are transformed into newer ones.
3.
List
six uses of ICT in education.
4.
Describe
a computer and four components.
5.
Differentiate
CAI and CMI.
6.
Identify
computer resources: instructional software, software tools,
multimedia/hypermedia, Internet resources.
Summary
·
ICT
= Information and Communication Technology, combining old and new technologies.
·
ICT Technologies: Sensing, communication, analyzing, display, storage.
·
Telecommunications,
computers, and microelectronics drive rapid ICT advancement.
·
ICT
supports education via multimedia, video, text, audio, computer tools, Internet, and
face-to-face methods.
?