Lecturer: Ms Phiri

COURSE GDE 408: Educational media

and Technology

a. Discuss the factors to consider when

selecting media
2019/05/05
 INTRODUCTION
There are various factors or criteria that should be
considered for effective utilization of media in any teaching-
learning process. The selection and utilization of these media
should be based on certain criteria such as learners’
characteristics, instructional objectives, suitability, technicality,
practicability, and the teacher’s capability among others.
This presentation therefore seeks to discuss the criteria or
factors to consider when selecting media.
 Subject Matter and Instructional
Objectives:
The media to be selected should be in accordance with the
stated objectives in the topic or subject matter to be
taught.
Agun and Imogie (1988) say that the media should
facilitate the achievement rate of the objectives whether is
in the area of cognitive, affective or psychomotor
domains.
In a similar fashion Rwambiwa (2001,p35) says that ‘you
should know the levels of each instructional objective and
use it according to the age of your pupils and level of
your subject area’
 Learners’ Characteristics:
The learners’ number, or population, age, ability etc in the
classroom will determine the type of media to be selected
and utilized.
For instance, Avenant(1990) proposes that for small group of
about 30 learners, chart, models, realia or non-projected
media can be used, while in a large class of about 500
learners, projected media like overhead projector (OHP),
computer power point, etc should be more appropriate to be
used.
 Size of the Class:
If learners are large in number, bold visuals should be
used.
This would lead to consideration of the size/dimension of
the media to be selected.
It may also make a teacher to provide for more of the
media so selected.
This is because, in a situation whereby the class is large,
visibility factor has to be given consideration.
Thus, the question of quantity and quality set in.
 Media Availability:
The teacher or instructional designer should be sure if the
materials to be used for the media production are available
locally or are commercially produced.
A teacher equipped with added knowledge of software
approach can use the films, flash- cards, tapes etc., for
various purposes.
Or, if they are available in the school or they have to be
loaned from other school or learning resources centre within
the locality. Or sometimes the teacher can improvise them.
(Gwarinda 2002)
Content Accuracy:
 Sophistication Level:
This simple connotes the complication level of the media. That
is, the teacher should make sure that the messages being
carried by the media are within the learners’ ability,
comprehension, age, background, and knowledge among
others.
The vocabulary and visualization should be within the
learners’ level of understanding.
 Practicability:
The teacher should make sure that necessary facilities for
putting the media selected into practical use in the classroom
are available such as source of power e.g. electricity,
battery (dry or wet cells) or any other means of generating
power.
These are particularly essential for projected media. For
non-projected media such as realia, or real objects, they
should not be harmful or frightening to the students e.g. the
use of a live snake in the classroom is not practicable. It
should be more appropriate to use model of snake or
picture.
 Teacher’s Capability:
The teacher should be able to use the media selected
effectively in the classroom.
The teacher should properly understand the operation of
the media.
For example, if the teacher wants to use computer, s/he
should know how to operate it at the response of the
learners so as not to expose his/her ignorance.
 Suitability:
The media selected should be suitable to the content of
the topic to be taught by the teacher.
 Cost on Financial Implication:
The cost of producing the instructional materials by the
teacher should be considered.
The availability of fund should determine the media type to
be used.
The cost effectiveness of the media should also be
considered.
For instance Balogun (1995) suggests that using power point
computer projector for a class of 10 students may not be cost
effective, or cost-wise like for large group of 200 students or
more.
 Technical Quality:
The visual and audio aspects of the media should be of
good quality.
The lettering should be legible, bold, simple and attractive.
Appropriate colour should be used e.g. blue for water, green
for vegetation etc.
Avoid multiple focal messages.
Let your messages focus on simple information not on
complex so as not to distract attention.
 Operating Facilities
According to Olowu (2005). The facilities for operating
the equipment should be functional and available.
Moreover the teacher should be able to manipulate
effectively the material or equipment for teaching and
learning.
 CONCLUSION
The selection and utilization of these media should be
based on certain criteria such as learners’ characteristics,
instructional objectives, suitability, technicality,
practicability, and the teacher’s capability among others.
 REFERENCES
1) Agun, I. and Imogie, I. (1988). Fundamentals of
Educational Technology. Ibadan: Y-Books Publishers.
2) Avenant, P.J. (1990). Guidelines for successful teaching.
Durban: Professional Publishers.
3) Balogun, T.A. (1995). Instructional Material Resources:
Technology and Methods. Ibadan: Omolayo Press.
4) Olowu, F.A. (2005). Educational Technology, A
Conceptual Guide. Ijebu-Ode: Gondalom Books.
5) Rwambiwa, J,P. (2001) Instructional media and
technology. Harare: Zimbabwe Open University
THANK YOU: The end