The Summary of Chapter 4 of Teaching Media Course

CHAPTER 4

MEDIA AND MATERIALS

    outline

1.      Manipulatives

2.      Field Trips

3.      Printed Materials

4.      Free and inexpensive Materials

5.      Display Surfaces

 

1.      MANIPULATIVES

Real objects--such as coins, tools, artifacts, plants, and animals are some of the most accessible, intriguing, and involving materials in educational use. They are known as manipulatives because students may handle and inspect them.

Real objects may be used as is, or you may modify them to enhance instruction. Examples of modification include the following:

Ø  Cutaways: Devices such as machines with one side cut away to allow close observation of the inner workings

Ø  Specimens: Actual plants, animals, or parts thereof preserved for convenient inspection

Ø  Exhibits: Collections of artifacts, often of a scientific or historical nature, brought together with printed information to illustrate a point.

2.      FIELD TRIPS

The field trip, an excursion outside the classroom to study real processes, people, and objects, often grows out of students' need for firsthand experiences. It makes it possible for students to encounter phenomena that cannot be brought into the classroom for observation and study. Examples of field trips include a trip of a few minutes into the schoolyard to observe a tree, a trek across the street to see construction work, or a longer trip of several days to tour historical locations. Virtual field trips are an extension of actual field trips.

3.      PRINTED MATERIALS

Printed materials include textbooks, fiction and non-fiction books, booklets, pamphlets, study guides, manuals, and worksheets, as well as word processed documents prepared by students and teachers.

a.           Advantages

Ø  Availability

Ø  Flexibility

Ø  Portability

Ø  User friendly

Ø  Economical

b.      Limitations

Ø  Reading level

Ø  Prior knowledge

Ø  Memorization

Ø  Vocabulary

Ø  One-way presentation

Ø  Curriculum determination

Ø  Cursory appraisal

c.       Integration

The most common application of printed materials is presenting content information. Printed materials are used in all subject areas and with students of all ages once they learn to read.

d.      Utilization

When using printed materials for instruction, one of the main roles of the teacher is to get learners actively involved with the material. One technique is to have students the "SQ3R" method: Survey, Question, Read, Recite, and Review.

4.      FREE AND INEXPENSIVE MATERIALS

With the ever-increasing costs of instructional materials, teachers and trainers should be aware of the variety of materials, they may obtain for classroom use at little or no cost. These free and inexpensive materials can supplement instruction in many subjects.

a.       Advantages

Ø  Up to date

Ø  In-depth treatment

Ø  Variety of uses

Ø  Student manipulation

b.      Limitations

Ø  Bias or advertising

Ø  Special interests

Ø  Limited quantities

c.       Sources

There are local, state, national, and international sources of free and inexpensive materials, and many of these are now available as websites. Many local government agencies, community groups, and private businesses provide informational materials on free loans.

d.      Obtaining materials

When you have determined what you can use and where you can obtain it, write to the supplier; some agencies will not supply free and inexpensive materials unless you write on school or company letterhead.

e.       Appraising materials

As with any other types of material, appraise the educational value of free and inexpensive materials critically. Some are very slick (technically well presented) but not educationally sound.

5.      DISPLAY SURFACES

Visuals may be displayed in the classroom in a variety of ways, ranging from simply holding up a single visual in your hand to constructing elaborate exhibits for permanent display. Classroom surfaces commonly used for display of visuals include :

a.       Chalkboard/Blackboard

A chalkboard is such a common classroom item that instructors often neglect to give it the attention and respect it deserves as an instructional device.

b.      Multipurpose Boards/Whiteboards or marker boards

Their smooth, white plastic surface requires a special erasable marker rather than chalk. Do not use permanent felt-tip markers. These markers may permanently damage the surface.

c.       Copy Boards/ Electronic whiteboard

his device makes reduced-size paper copies of what is written on the board. It looks like a smaller multipurpose board but may contain multiple screens or frames that can be scrolled forward and backward.

d.      Pegboards

It is particularly useful for displaying heavy objects, three-dimensional materials, and visuals.

e.       Bulletin Boards

A bulletin board is a surface of variable size and shape made of a material that holds pins, thumbtacks, and other sharp fasteners without damage to the board.

f.        Cloth Boards

Cloth boards are constructed of cloth stretched over a sturdy backing material such as plywood, Masonite, or heavy cardboard. The cloth used for the board may be of various types, including flannel, felt, or hook-and-loop material.

g.      Magnetic Boards

Magnetic boards serve much the same purpose as cloth boards. Visuals are backed with magnets and then placed on the metal surface of the board.

h.      Flip Charts

A flip chart is a pad of large paper fastened together at the top and mounted to an easel.

i.        Exhibits

Exhibits are collections of various objects and visuals designed to form an integrated whole for instructional purposes. There are two types of exhibits :

Ø  Displays

A display is an array of objects, visuals, and printed materials.

Ø  Dioramas

Dioramas are static displays consisting of a three-dimensional foreground and a flat background to create a realistic scene.

 

 

 

 

Reference

Molenda, M., Russell, J. D., Heinich, R. (1993). Instructional Media and the New Technologies of Instruction. Britania Raya: Macmillan Publishing Company.