CE 201 EDUCATIONAL MEDIA AND TECHNOLOGY

1. Francis, office No. 221 Admin Block, CoED CE 201EDUCATIONAL MEDIA AND TECHNOLOGY MODULE 3 TECHNOLOGIES IN EDUCATION

2. TRADITIONAL VISUAL MEDIA IN EDUCATION INTRODUCTION • Teaching in some years ago; - No media -depended on speech • Teaching in the contempory society -facilitated by media -learning activities are easier and more fun Francis, office No. 221 Admin Block, CoED

3. Ineffective teaching • Presentation of content • A few students are engaged in thinking, comparing, analysising and projecting during the lecture. Francis, office No. 221 Admin Block, CoED

4. Effective teaching • Create effective learning environments • Engage students with tasks and materials • Allow students to do more to explore applications. Reminder: Most people learn better by seeing. This implies that you as a teacher/tutor, you are compelled to use visual aids as often as it is possible for meaningful and effective teaching. Francis, office No. 221 Admin Block, CoED

5. Do you need to become an effective teacher? Do the following: • Design instructional media based on the learning objectives and assessments • Design the methodology based on information presented on the media • prioritizing the media (Don’t try to prepare too much in a single course) Francis, office No. 221 Admin Block, CoED

6. Use the media to support the lesson objectives by using appropriate teaching roles • progressively refine your lesson based on reflection and feedback. • Make sure students understand the content of the media • Make the media interesting Francis, office No. 221 Admin Block, CoED

7. Are you aware of the commonly traditional media that are used to support teaching and learning in schools? Francis, office No. 221 Admin Block, CoED

8. Speech • Print • Other Visual Media Francis, office No. 221 Admin Block, CoED

9. Speech • Face-to-face medium • -Its effectiveness depends very much on the presenter’s ability to present. • It is restricted to a limited number of people in comparison to other media such as radio, TV, • It is the traditional medial mostly used by traditional teachers • It can be effective if used correctly supported by other media Francis, office No. 221 Admin Block, CoED

10. Print • Never replace speech, supplement each other • Has made teachers’ notes available to students • Has made possible to spread knowledge, skills, information, events, attitudes, and experiences • Notes • Books • Journals • Papers Francis, office No. 221 Admin Block, CoED

11. Other Visual Media • Still form, and • Motion form Francis, office No. 221 Admin Block, CoED

12. Still media • Chalkboards, • flannel boards (A soft light woolen fabric; used for clothing) • felt (white) boards (A fabric made of compressed matted animal fibers) • hook and loop boards, (A bent or curved piece of metal or other material) • magnetic boards, • charts hand-outs posters, • flip charts (several sheets hinged at the top; sheets can be flipped over to present information sequentially) • Models (Representation of something) • real objects, and • slides (Move sideways) Francis, office No. 221 Admin Block, CoED

13. The Chalkboard • A traditional and one of the most frequently aid . Effective Use • Introducing a lesson • Presenting a skeleton plan for the lesson • Writing down key works/concepts • Drawing diagrams or tables • Holding pictures or diagrams down on papers • Writing down exercises or tests Francis, office No. 221 Admin Block, CoED

14. Things to consider • Divide the blackboard it to similar shapes. • Underline headings, essential terms and statements • Leave space around diagrams • Put summaries in bold or coloured frames • Writing must be clear • Must have a good layout • Use of different colours to emphasize main points • Avoid overcrowding the board to avoid confusion. Francis, office No. 221 Admin Block, CoED

15. Posters • A symbolic design or picture meant to tell a story or convey information attractively to people or learners. • Posters can be used to highlight subject matters or to stimulate interest Effectiveness of posters • Must be placed at a strategic point • Dramatic and simple • Should carry as few words as possible • Attractive in view of colour, design, and letters used • Must be fairly large and clear • Must aim at one main purpose Francis, office No. 221 Admin Block, CoED

16. Display Boards • Pictures, sketches, charts can be hung or pinned. • They are commonly used in schools, colleges, on which announcements • it is used to minimize time that would otherwise spend on inquiry or consulting host resource persons. • The boards can be made from plywood, hardwood or cardboard. Francis, office No. 221 Admin Block, CoED

17. Assignment 1 • Decribebriefly the following media as used in the teaching and learning process: • Display Beams and Hooks • Flip Chart and Flip Chart Boards • Flannel/Cloth Board Francis, office No. 221 Admin Block, CoED

18. Photographs or Pictures • Photographs and pictures can be very effective in communicating ideas to students. • They can be easily obtained from photographers; or cut from magazines, newspapers or from advertisement posters or captions. • Can provide the basis for students/learners to learn something new to them. • Take for instance, a teacher teaching a topic on sources of power and paints out that the sun is one of the courses of power (solar power); without a real object or a photograph which shows a solar power, it is not easy for students especially from rural/remote areas to comprehend. • This encourages the schools/colleges to have special units to handle matters like these. Francis, office No. 221 Admin Block, CoED

19. Realia and Models • Realia refer to real things. -These include all variety of real objects that the teacher or presenter can use in a teaching – learning situation to bring into reality what he or she is presenting. Examples: cheques or bank statements (financial management lesson), variety of soil texture (geog, agr, chem, hist) • Models are three dimensional representations of objects. • They are samples of actual things taken form their natural setting to be studied in a learning situation. • There are variety of materials that can be used to make models of different types and sizes for teaching. Francis, office No. 221 Admin Block, CoED

20. Examples of real things Francis, office No. 221 Admin Block, CoED

21. Examples of models Francis, office No. 221 Admin Block, CoED

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26. Motion media • Vidéos • Animations • simulations Stratégies of using them • Control speed • Focus the objectives of the lesson • Short and brief Francis, office No. 221 Admin Block, CoED

27. Examples of moving media (Animation) Francis, office No. 221 Admin Block, CoED

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29. Minds-on activity Visual, auditory and Kinaesthetic/tactile learning are some of the strategie used by the student during the learning process. All the three strategies can happen to students within the lesson. Question: Suggest the media you can use to promote the mentioned stategies during the the lesson. Francis, office No. 221 Admin Block, CoED

30. Projected Visuals • Introduction • Projected visuals: still images are enlarged and displayed on a screen. • Image is magnified through a series of lenses, and casting this image onto a reflective surface. Francis, office No. 221 Admin Block, CoED

31. OVERHEAD PROJECTOR (OHP) • Introduction • Common in many classrooms. • It is a machine used to project an image from the transparency to the screen for classroom view. Francis, office No. 221 Admin Block, CoED

32. A box with a large aperture (controls the amount of ligh) or “stage” at the top. • Light from a powerful lamp inside the box is condensed by a Fresnel lens, and passes through a transparency placed on the stage. • A lens and mirror system mounted on a bracket above the box turns the light beam 90o and projects the image back over the shoulder of the presenter. • It is soundless and non-motion picture machine. Francis, office No. 221 Admin Block, CoED

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34. Parts of OTP • OHP Comprises of Three Main Parts: • The Head-contains the Mirror, the Lens and Elevation Adjustment • The Arm-holds the Head and the Focus Knob • The Body-contains the Glass Plate, Fresnel lens, the Lamp, the Lamp switch, the Fan and the Acetate Roll. Francis, office No. 221 Admin Block, CoED

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37. LCD PROJECTOR Francis, office No. 221 Admin Block, CoED

38. Functions of each Part of the OHP • The Mirror:- reflects the beam of light from the light source to the screen • The Lens:- to enlarge the picture so that it can be large enough for classroom view • The Elevation Adjustment: to adjust the position of the picture on the screen. • The Arm:- holds the head and the focusing knob • The Focus Knob: focus the image sharply on the screen Francis, office No. 221 Admin Block, CoED

39. The Glass Plate: Acts as a base where you place your transparency. • The Fresnel Lens:- is used to collect the light from the bulb (source) to the centre and then throw it to the head through the glass plate • The Fan: is used to cool down the bulb in order to prolong its life span. • The Lamp:- produces light for projection. • The Lamp Switch:- switches ON and OFF the projector power Francis, office No. 221 Admin Block, CoED

40. Setting Up • To avoid incoming reflection of the light, the screen should be placed at the corner near the window in-front of the classroom. • In a special dark room, the screen can be placed at any position in front of the classroom. • The projection screen should be tilted at an angle of about 12 degree forward. Francis, office No. 221 Admin Block, CoED

41. The idea of tilting the screen is to avoid KEYSTONE effect. • Keystone effect occurs when the top of the projected image is wider than the bottom part. • Align thoroughly the OHT to the screen and focus sharply by using focus knob to get sharp image. • Setting up the OHP must be done before the presentation time. Francis, office No. 221 Admin Block, CoED

42. Preparation of OHP materials • Preparation of OHP transparencies can be produced in two main methods. • They can be produced easily, cheaply and quickly by hand or by photocopy machine. • Hand Method • In this method, special pens called Felt Pens designed for OHP are used. • These pens are of different colours and can be found in permanent or non-permanent group or water soluble. Francis, office No. 221 Admin Block, CoED

43. It is advised that when preparing a transparency using hand method, avoid any direct contact with the transparency. • This means that you will have to cover part of the transparency and leave just the part which you are using at that particular moment. • Use the OHP stage as the base where you are going to place your transparency when you are preparing it. Francis, office No. 221 Admin Block, CoED

44. RESOURCE CENTERS • Resource means assets, a new or reserve supply that can be drawn upon when needed • Center means an area that is a building, approximately central within some larger region, dedicated to a particular activity • Resource center (RC) is compound with several buildings, a building or just a room identified for the purpose of saving as a resource centre. Francis, office No. 221 Admin Block, CoED

45. TWO MAIN TYPES OF RESOURCE CENTRES • For general needs of people in different disciplines • For specific disciplines (music, arts, science, etc) • Both centres are meant to provide people with update information, knowledge, data, research findings, reports, and new technologies. Francis, office No. 221 Admin Block, CoED

46. Expert (technicians, coordinators) are available • Media like computers, TV, video sets, projectors, texts (books, journals, papers, reports etc) telephones, internet facilities, facsimile photocopiers etc. as sources of information or channels of communication are available Francis, office No. 221 Admin Block, CoED

47. Examples of professional centers • Teachers-centres • Such centres are equipped with media and technologies to facilitate the T/L. • Thus, Henderson (1972) defines a RC as a place with trained people adequately equipped with educational facilities located in an attractive place to encourage and help students and teachers communicate, investigate and learn together as a team Francis, office No. 221 Admin Block, CoED

48. Basic Functions of Resource Centres • To make available to people (especially scholars) valuable information, knowledge and technologies. • To procure and store educational materials relevant to different users in different disciplines. • To collect information, data, and research reports and any other useful documents from various resource and make them available for people (as a group or individual) to use. Francis, office No. 221 Admin Block, CoED

49. To provide adequate facilities and guidance for production and application of learning materials. • The centre’s experts advise the users of the centre for easy access as individuals or organizations. • To coordinate the activities of different institutions not only as a way of making collective efforts to enrich and maintain the centre, but to ensure the maximum use of the available resource. Francis, office No. 221 Admin Block, CoED

50. A resource centre may have all sorts of useful information or data but if the resources are not classified in a manner that it easy for users to retrieve, the centre may not attract may people as anticipated by those who established it. • So the centre should be well managed and have materials classified for normal readers, students, educators, researchers, etc, to access them conveniently. Francis, office No. 221 Admin Block, CoED