KARATINA

UNIVERISTY : CIM 211

EDUCATION MEDIA
Dr Mugo David (PhD)

email: davidgm200@yahoo.com Cell: 0721 290 330

Education media
 Lecture 1
______________________________
DATE : TUESDAY
VENUE : MAIN CAMPUS/ONLINE
HALL : RCH O08
TIME : 7-10AM
Introduction
• The teaching and learning process should emphasis the creative use
of both human and non human resources if meaningful learning is to
occur.
• The use of equipment and resources during all pedagogical practices
has been argued to bring about more effective learning
• A teaching - learning process mediated by multi-channel learning
approach, where the available media are used creatively, bring
about learning outcomes which are more meaningful
• Thus a student teachers, and practicing teachers must gain
professional competency in planning, designing, selecting,
producing and utilizing audio visual instructional material that
skillfully attend to the 5 senses of the learners
Definition of terms
Media
 They are the means, (usually audio visual electronics) used for transmitting
or delivering messages
 They are communication resources such as radio, TV, newspapers, and
magazines that reach and influence people widely (Online dictionary)
 Media include the Print (such as newspapers, magazines, periodicals as well
as all forms of electronic devices such as radio, TV and computers that
facilitate communication between people
 Today ICT technologies are taking up media Computers, fax machines,
televisions, video players, CD/CDROM players, PDAs, Mobile phones, and
other programmable devices computers are chiefly being used for
communication
Definition of terms
Material
Any physical substances, such as possessions, resources, wealth or goods
used by people for a particular purpose. (Macmillan English Dictionary for
Advance learners) (New Edition)
Types of media

a) General media

 Is any type of media that is not necessarily for teaching and learning.

 May include , print – newspapers, magazines, journals, etc

 Electronic – such as radio, TV, computer, mobile phones etc

 General media can be used for

• entertainment (e.g. music, movies, comedies, drama and sport)

• information (pass current events, market analysis, documentaries,

• advertisements)
b) Instructional media

 Instructional media is anything that we use to enhance teaching and learning

 They may include the most crude teaching resources such as bottle tops,
stones and sticks, Written material – books, magazines, Films, slides, overhead
projectors, as well as current (ICT resources)

 Instructional media may also include KIE radio programs, wall charts, text
material, course book and class readers

 Can also be defined as hardware or programs, designed intentionally for

classroom instruction
The concept of instructional media
• The concept of IM stress the use and application of IM in the teaching and
learning process
• The concept relates how media and technology interact with human learning
with respect to the following areas
• Planning, Selection
• Designing Utilization and
• evaluation of al media that result to human learning
• The concept of media material describes how the media can be used to bring
about meaningful learning to the human organism, while also describing the
inherent capabilities of each IM.
• Thus anyone facilitating a teaching learning process must have skills of
planning, selection, utilization and evaluation of any IM
• By using IM, the teacher styles up his/her teaching that is not entirely
dependent on the chalkboard and the teachers’ voice.

• This course is about the active engagement of instructional media for

teaching & learning
The place of visual Literacy in education media

• VL refer to the ability to read words and write visual messages such as
pictures in books, newspapers, or adverts, both in print and electronic
media

• VL is used to set directions for set up of electronics, tools and machinery

• There is a world wide trend towards the use of visuals or pictorial

communication.

• This is because, visuals are more universally understood and more

interesting than spoken and written communication
The place of visual Literacy in education media

• In the classroom, Instructional media e.g. graphics, film, slides e.t.c. have
a visual component.

• So they contribute overwhelmingly to learning more than any other sense.

Teachers must therefore engage students effectively using visuals
 Instructional media are useful in the teaching learning process, but they
cannot replace the teacher.

 Indeed the teacher plays an important role in planning, preparation,

selection and use of Instructional media .

 An effective teacher should keep experimenting with existing media and

updating himself with the emerging instructional media

 The teacher should endeavor to select and use the IM carefully and
appropriately
Instructional situations that require utilization of instructional media

i. When you have a large audience – use a projector

ii. If the content to be delivered is too abstract – use a film

iii. If you have limited time – use handouts or wall charts

iv. Learner characteristics – e.g. children who mentally are better

reached by means of pictures, while the blind are better reached with
audio media
Advantage of using Instructional Media in teaching and learning

1. Enhance student understanding – because they offer stimulus variation,

so they sustain students attention through out the lesson

2. Increase student participation in class – some media, e.g. film can

challenge learners to be actively involved after its use.

3. Clarify information – complex concepts and processes can be well

explained using appropriate media

4. They can be used to present new or abstract ideas – evolution of

human, mitosis, radioactivity

5. Stimulate discussion – positive class discussion can follow after

facilitating a lesson using IM

6. Challenge independent thinking

7) Summaries what has been learnt e.g. a wall chart can be used to
summarize the variety of living things, blood composition etc.

8) Provide experiences that encourage transfer of knowledge

9) IM can simulate concepts which cannot be demonstrated in the real

world, e.g. atoms, radio activity & evolution

10)To the teacher, IM permit creativity in their selection, preparation

and use
Problems in the application and use of IM
• Sometimes, teachers deliberately try to adopt general media for meeting their
instructional objectives. However some confusions may arise during this
Endeavour.
• The method of creating general media programs e.g. entertainment may be quite
different with systems design for educational programs
• It can be very difficult contending a commercial programs with strict
instructional programs
• Most teaching and learning occur in settings where learners and trainees, are
exposed to distractions or by learners that are not highly motivated to learn.
• Boring programs are used
• Entertainment in some programs may interfere with learning, hence presenting
unnecessary increase in instructional time and expenses
Sources of information useful for selection and acquisition of IM
1. Book shops
2. The immediate school environment
3. The internet
4. Suppliers price lists, catalogues and quotations
5. Workshops and seminars organized by suppliers
6. Teachers’ guide
7. The syllabus
8. Teachers guide book
 Classification of instructional media

INSTRUCTIONAL
MEDIA

COMMUNITY
PROJECTED NON PROJECTED RESOURCES
MEDIA MEDIA People, places
Events, material

SOUND&VISUAL
PRINT MEDIA
MEDIA
MOTION FILM STILL FILMS BOARDS GRAPHIC MATERIAL Text books,
REALIA (ELECTRONIC
8mm film Slides, film strips, Multiple boards Charts, diagrams picture books,
Specimen MEDIA)
16mm film Opaque & overhead Bulletin Boards Cartoons, posters, Periodicals,
Models Radio, Television
35mm film projector Chalk board Maps, graphs etc microprints
Recorded tapes,
Computers
 Books, magazines,
Print newspapers,
Braille, microfilms,
handouts, brochures,
manuals etc

Media
Graphics,
Photographic media,
Audio,

Non Print Television,

computers e.t.c.
Classification of Instructional Media (Farrat 1980)
1. Writing Boards
2. Printed media (Books and periodicals – text books, ref books, fictional
books, non fictional books)
3. Wall sheets – pictures, posters & diagrams
4. Maps, atlas and globes
5. Community resources (Traditional media)
6. Realia and simulated media
i. Specimen – living or dead parts of living things
ii.Artifacts – man made tools
iii.Models – articles representing real things
iv.Dioramas – 3 dimension facilities
7. Educational Technology (Electronic Media) – Audio (Radio & Tape
recorder), Projected media (overhead projector, film, slide), TV,
Computer
Writing boards

 They are re-usable writing surfaces used to write and illustrate

 Include the following

• White boards

• chalk boards,

• Multi-boards

• Flannel Boards

• interactive white boards,

• Notice board (Bulletin boards)

1. Types of Writing boards

a) Chalk boards and white boards

• It is a re-usable writing surface on which text and graphics are made.

• It could be a piece of board, a wall or a slate

• It is used with sticks of chalk (calcium sulphate).

• May assume different colours :- Black, Blue, Grey, or Green

• The written material is wiped off using erasers

NB

The use of chalkboard in universities and schools is gradually diminishing

and is being replaced with whiteboards and interactive boards
Different types of chalk boards include

• Fixed chalkboards

• Portable chalkboards

• Horizontal sliding multiple chalkboards

• Vertical sliding multiple chalkboards

A Fixed Chalk Board
Portable Chalk Board
Portable Chalk Board
Horizontal Sliding Chalkboard
Vertical Sliding Chalkboard
b) Multiple board

it is a board that can roll or slide into different segments

it include a screen which can be used to show film

it also has a segment for drawing graphs

has special lines for writing music notes

b) Multiple board
 Advantages of chalk boards

 are cheap to purchase

 economical to use and maintain

 Are versatile and adaptable to the requirements of almost all subjects

 does not require specialized skills to use

 can be of preferred colors and sizes

 Can be used alongside other instructional material

 White boards can double as surface for LCD projection

Disadvantages

 Incorrect information written on the CB may lead to erroneous learning

Information cannot be stored for along time on the CB

 Uses chalk which may lead to allergic reactions &respiratory problems

 Chalk dust may lead to respiratory diseases

 Inexperienced/and non professional teachers can produce dis-organised

work

 Too much information on the board can confuse the learner

  They may be messy to use

 They produce dust depending on the quality used

 The scratching of fingernails on chalkboards produces a sound that is

very irritating to most people

 Difficult for right handed people who write from right to left

 And left handed people who write from left to right

 The use of chalkboards in universities and colleges is diminishing, and

getting replaced by white boards
c) The Flannel Board
c) Interactive boards
The Interactive boards

 a large interactive display that connects to a computer and projector

via Blue tooth or USB port.

 A projector projects the computer's desktop onto the board's surface

where users control the computer using a pen, finger or stylus

 The board is typically mounted to a wall or floor stand.

Where interactive boards are used

• In Modern classrooms

• corporate board rooms

• in training rooms for professional sports coaching

• In broadcasting studios.

 A software is usually installed onto the attached computer where it

enables the interactive whiteboard to act as a Human Input Device
(HID), like a mouse.
Classroom uses

 are used in some schools as replacements for traditional white boards,

flip charts, video/media systems, DVD players and TV.

 Users can also connect to a school network digital video distribution

system using the interactive whiteboard.

 The software supplied with the interactive whiteboard can allow the
teacher to keep notes as an electronic file for later use or for
distribution through a electronic formats.

 Can be used to perform virtual simulations and experiments in chemistry,

biology physics and mathematics
Benefits of interactive boards

 some interactive whiteboards allow teachers to record their instruction as

digital video files and post the material for review by students at a later
time.

 Good for students who benefit from continous repetition, for students who
are absent from school, for struggling learners, and for review for
examinations.

 It appears modern and therefore a good stimulus for learners who always
wish to identify with modernity
 Appears to help transform learning and instruction.

 It allows teachers to project children's books onto the interactive

whiteboard to mimic books, so can be used for shared reading.

 It can be connected to a computer system through a USB port or

through a wireless connection, thus reduce the need for cables

 They can create virtual versions of paper, flipcharts, and highlighter

pens and in some cases virtual tools such as rulers, protractors and
compasses to emulate traditional classroom teaching tools
Disadvantages

 They are far more expensive than white boards and projectors

 They are easily marred or stained

 The offer opportunities for participants the ability to access the board
remotely. This empowers users to send disruptive and off topic
comments and information on the screen

 If several input devices send information simultaneously, the board can

jumble and provide distorted information
Guidelines for professional utilization of writing boards
Guidelines for using the writing boards

1) write subject and date at the top

2) as you develop the lesson, write the topic

3) Partition your CB to allow space for writing short notes, rough

work and difficult words

4) Avoid writing allover the CB. It may confuse students

5) Write short notes, don’t copy notes for students (at higher levels
of learning)

6) Use large, bold, legible and accurate letters

7) Regularly check the chalk board for the correctness of the words
written
8) Avoid facing the chalkboard for a long time

9) Maintain consistency of space between letters, words and lines

Confirm students have their written information before erasing off.
You may upset them if you erase before they copy

10) Practice good chalkboard hygiene by eliminating dust. Keep the

chalkboard clean

11) Use different colored chalk to draw attention. Use legible chalk

12) Avoid board glare by using chalk based paint

13) Use the chalkboard on a predictable and consistent basis during

teaching
 Summary

There are six components in the skill of writing board utilization

1. Legibility

2. Size of letters/images and their alignment

3. Highlighting the Main Points

4. Utilization of the Space

5. Correctness of content writing thereon

6. Position of the Teacher

The end