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Leonardo, Crisanta

BSEd- Filipino

Educational Technology
S / 1-4 PM

Printed Materials
Consists of all written material, excluding non-print resources, which
convey planned course information. Examples of print resources
include, but are not limited to: textbooks, workbooks, reference books,
newspapers, journals and magazines.
A. Types and Descriptions
1. Textbooks
Is a manual of instruction in any branch of study. Textbooks are
produced according to the demands of educational institutions.
2. . Supplemental Materials
a. Workbooks
Is a student's book containing instruction and exercises
relating to a particular subject
b. Teacher Prepared Study Guides
Study guides can be presented in video format, which are
referred to as "video study guides".
c. Reference Books
Is a book or serial publication to which one can refer for
confirmed facts. The information is intended to be found
quickly when needed. Reference works are usually referred to
for particular pieces of information, rather than read beginning
to end.
d. Pamphlets
Is an unbound booklet (that is, without a hard
cover or binding). It may consist of a single sheet of paper that
is printed on both sides and folded in half, in thirds, or in
fourths (called a leaflet).
e. Magazine Articles
Are publications, usually periodical publications, that
are printed or published electronically.
f. Newspaper
Is a periodical publication containing news, other
informative articles and usually advertising. A newspaper is
usually printed on relatively inexpensive, low-grade paper such
as newsprint.
g. Charts
is a graphical representation of data, in which "the data is
represented by symbols, such as bars in a bar chart, lines in
a line chart, or slices in a pie chart"
h. Transparencies
Are also known in industrial settings as a "viewfoil" or "foil", is
a thin sheet of transparent flexible material, typically cellulose
acetate, onto which figures can be drawn. These are then
placed on an overhead projector for display to an audience.
Many companies and small organizations use a system of

projectors and transparencies in meetings and other groupings

of people, though this system is being largely replaced
by video projectors and interactive whiteboards.

may refer to a written medium, for instance:

an academic journal

a diary

a literary magazine, a periodical devoted to literature

a daily newspaper

a scientific journal

a bound paper book with blank lined pages into which

accounting transactions were written by pen and ink
j. Syllabus
is an outline and summary of topics to be covered in
an education or training course. It is descriptive (unlike the
prescriptive or specific curriculum). A syllabus is often either
set out by an exam board, or prepared by the professor who
supervises or controls the course quality. It may be provided in
paper form or online.

B. Advantages
Advantages of using types of printed materials in teaching and
learning mathematics
Cheap, permanent, illustrates from concrete to abstract, easy
to refer, can be multiplied easily; availability, variety.
Students take responsibility for managing and directing their
own learning.
They are relatively low cost: some materials are easy to
produce and transports: concrete message; activity is
enjoyable and creative and gives opportunity for a broader
experience of collective effort.
C. Limitations
Printed materials do not reach young people with a low level
literacy, which may include children and adolescents in
isolated rural areas and homeless street children in cities.
Some people find it easier to understand and relate to the
spoken words than to printed word or pictures
READING LEVEL. The major limitation of printed materials is
that they are written at a certain reading level.

MEMORIZATION. Some teachers require students to

memorize many facts and definitions.
VOCABULARY. Some texts introduce a large number of
vocabulary terms and concepts in a short amount of space
ONE-WAY PRESENTATION. Since most printed materials are
not interactive, they tend to be used in a passive way, often
without comprehension.
dictate the curriculum rather than being used to support the
CURSORY APPRAISAL. Selection committees might not
examine textbooks carefully.
D. Utilization Guidelines
Reading printed information for which they will be held
Supplementing teacher-presented material
Using handouts that guide them through learning activities
Implementing an SQ3R method
The facilitator or teacher initiates a discussion on an identifies
issue or the proposes an issue through discussion.
Educators may incorporate portions of lawfully acquired
copyrighted works when producing their own educational
multimedia programs for their own teaching tools in support of
curriculum-based instructional activities at educational
The information should be written in a way that young people
can understand. The materials should be tested with a target
The written text should be clear and concise. Long paragraphs
and pages full of text should be avoided.
Allow the material to be used by the participants or students to
communicate the message to friends.
Educators could display the charts. Allow them to take down
notes for a reference materials.

Pictorial Media
They are materials used for any topics under discussion which
are illustrated by photographs, paintings, and drawings. These
visual materials can create an atmosphere or provide more
information on a topic. They can be used to stimulate class
activities such as discussions of social problems.
They are available from many resources like newspapers,
magazines, books and so on. Reproductions of art
masterpieces which are pertinent to the teachers subject
matter area can be purchased at shops in art museums.

A. Types and Descriptions

1. Flat Pictures (Still Pictures)
Flat pictures are representations of objects or things on a flat
surface. They are the cheapest and the most readily available of all
learning materials. Many of them are free. Teachers and students
can gather pictures from magazines, newspapers, advertisements,
pamphlet, posters, circulars and other things. But like all other
learning, materials, their values vary and their selection and use
should be given careful considerations.
2. Reading Pictures
We read pictures in the same way that we read a page of words. We
derive the message from the medium by attaching meaning to it.
3. Photographs
Photographs are also still pictures, which can be mounted or
photographic reproductions taken from a magazine, newspaper or
books. They appear in black and white or in full color. They can be
filed by subjects or displayed in the bulletin board.
4. Illustration
Illustrations are non-photographic reconstruction or representation
of reality, etched or drawn by an illustrator, the teacher or the
students/learners themselves. Illustrations show the direction at
which movement must take its course or instruction on how to go
about assembling a toll in science or a material or equipment.
5. Flashcards
Flashcards are valuable materials for drill activities particularly in
the teaching of Mathematics, English, and Filipino.. Flashcards serve
the purpose when used very well. Flashcards come in the for word
cards, phrase cards, sentence cards, mathematical combination
cards and picture cards.
B. Advantages
It concretizes words and symbols. To give an idea of what
is to be discussed in the class.
It gives appropriate illustrations. True picture of what is to
be discussed should be represented with appropriate pictures.
It provides meaning to what one reads. Seeing an actual
illustration about the topic will enrich understanding of what
they are.
It establishes a scene or inspire ones feeling. Posting
pictures of some scenes in the story may motivate the
students while reading. These may orient them to the kind of
literary piece they are going to read.

It corrects false impression. Misconceptions may be

corrected when showing pictures. They can help in developing
and presenting concepts easier to understand.
It summarizes a unit. Pictures may serve to generalize a
certain topic. They serve as integral part of the learning
It arouses learners interest. Pictures attract and focus
attention of the students to the topic being discussed in the
C. Utilization Guidelines
a. Pictures must be clearly seen by everyone
b. Students must be given a chance to point out they think are the
important aspects of the picture
c. The teacher must supplement the students comments to make
sure that nothing has been omitted. Teacher and students
should discuss together what they fine in the picture.