Chapter 6 COMMUNICATION AND STRATEGIES USING TOOLS OF

TECHNOLOGY

RATIONALE:
The 21st century is the time when we need to develop multimodal literacy knowledge
and skills. Today, an effective communicator must be knowledgeable and skillful in
designing and communicating meaning through such rich and potentially complex
texts. This chapter will enable the students to learn how to make careful choices and
effective designs in executing different communication aids.

LEARNING OBJECTIVES:
At the end of this chapter, you must be able to:
1. learn the major types of communication aids;
2. understand the functions of communication aids; and
3. know how to prepare quality communication aids

PRETEST:
Complete the tables on pages 231-232.

CONTENT:

Putting communication at the front of your mind and becoming more aware of how
you communicate in a given context can be informative and have many positive
effects. Whenever you work with groups, you are able to apply what you have learned
about group communication to improve your performance and overall experience.
You also notice that there is a need to adapt to certain requirements that foster timely
presentations or communication with your audiences.

Multimodal texts require a new set of skills to enable a communicator to make

informed choices within and across the available communication modes to construct
meaning effectively. Creating, developing, and producing spoken, written, or
multimodal texts in print or digital forms is an embedded literacy expectation across
all disciplines.

Multimodal is defined in the Australian Curriculum as the strategic use of two or more
communication modes to make meaning (e.g., image, gesture, music, spoken
language, and written language). Creating a PowerPoint presentation, for example,
is complex requiring a combination of modes such as, written language, image,
movement, sound effect, and spatial design. Presenting it in public would necessitate
the presenter to demonstrate spoken language and gestures. The process of
constructing such texts is indeed cross-disciplinary because it activates different
digital information technologies as well as the Arts (i.e., media, visual arts, design,
music, and drama).

MAJOR TYPES OF COMMUNICATION AIDS

Public presentations suggest the appropriate selection of communication aids. Your
strategy to present your speech or lecture will absolutely affect your audience and
speech context. Presented below are the major types of communication aids that can
be used for presentations: computer-based media, audiovisual media, low-tech
media.

1. Computer-based Media

Today, computer-based communication aids are the norm. In most careers,

speakers are expected to be skillful and comfortable in using PowerPoint or
web-based alternatives to create and display communication aids. You have
probably had the opportunity the significance and usefulness of the computer
in different public presentations.

Using computer-based aids in a speech will physically isolate you from the
audience with whom you are trying to establish rapport. You may feel really
comfortable when you stand behind presentation equipment; however, this
limits your nonverbal interaction with your audience.

The use of computer may not be comfortable for some, especially if this
equipment is not available to them—one may not have a personal computer
or it may not be available in the workplace. In either case, check with your
classmates, teachers, or colleagues about the preparations that will be
needed. It is important to reserve one in advance. It is important if you can
gain access to a computer ahead of time to practice and familiarize yourself
with the necessary commands to make your slides run properly. It is also wise
to be prepared for technical problems, which can happen even to the very
skillful computer user. On the day of your presentation, be sure to arrive early
for you to test out the equipment before the event begins.

Software packages were first introduced to computer presentations in the 70s,

but these products were expensive and needed highly trained technicians to
operate the programs. Today, there are a number of presentation software
programs that are free and relatively less costly and that can be learned
quickly by nonexperts.

2. Audiovisual Media

Audiovisual is a communication aid that has both a sound and a visual

component (i.e., slide tape presentations, films, videoclips, podcasts, online
videos, documentaries, television programs, and live theater productions).
Audiovisual media frequently use web streaming, video conferencing, and live
broadcast services. In education, computer-based audiovisual equipment is
often used in schools installing projection equipment and using interactive
whiteboard technology. An interactive whiteboard is a large whiteboard, a
standalone touchscreen computer, or a connectable apparatus used as a
touchpad to control computers from a projector.

In all levels of education, audiovisual media are used as an instructional mode

where particular attention is paid to the audio and visual presentations of the
material, with the goal of improving comprehension and retention. It breaks
 down the traditional barriers of written communication to ensure that the
students comprehend the message easily, resulting in better discussion and
collaboration in education, business, and personal applications.

Advantages of Audiovisual Media

a. Clarity. Using both audio and visual components provide clarity in

communication. In a print-based text like a letter, its tone and mood,
which may come across differently to the reader, may give different
perceptions. Audiovisual input enables the designer and the audience
to observe facial expressions, hear tones and inflections, and clarify
each other’s meanings and positions.

b. Speed. Today’s communication is immediate, with the use of

audiovisual media such as, videos, phones, webcams, and face-to-face
meetings. It defeats the written mode of communication which may take
several weeks and months before it reaches its destination.

c. Retention. There seems an increase of message retention when audio

and visual cues are combined. According to the United States
Department of Labor (In Ireland, 2018), a mere 10 percent of
information is retained when presented only orally and only 35 percent
of information is retained when presented only visually. But when audio
and visual tools are combined to present a message or idea, 65 percent
of that information is retained. Presentation software and video
conferencing can be effective tools in meetings and lectures because
your audience receives and processes the information more effectively
than it would with more traditional approaches.

d. Media. Videos, visual aids, and sound clips create a multimedia

experience when they are added to your presentation. Using a variety
of media (i.e., from mp3s to video footage to still-image slideshows and
online social media) in communication helps you become more
engaging to your audience.

3. Low-Tech Media

Sometimes, computer technology is not available in some speaking

situations. In some instances, computer-based presentation aids are
unnecessary or even counterproductive even if you have ready access to
technology. Still, in some cases, computer-based or audiovisual media may
be accompanied by low-tech media to achieve a more effective
communication. One of the advantages of low tech-media is that they are very
predictable. You can project or anticipate their use with little interference.
They are also inexpensive and are easy to use. However, they are prone to
physical damage and are difficult to keep. You need to be careful in handling
them.

Examples of Low-tech Media

a. Chalk or Dry-Erase Board. Most speakers use this medium when they
were not able to prepare their communication aids. Failure to prepare a
presentation aid during a talk gives the audience a negative impression
toward you, mostly negative. However, you may use the board for
interactive components of your speech; hence, it becomes effective. You
may write on the board your audience’s responses at various points in your
speech. It is very useful when you want to show visually the information
that you are receiving from your audience.

b. Flipchart. For briefing small groups, flip charts are very useful. They
are easily prepared and inexpensive. The tip markers and graphic
materials are readily available, and with the modest ability of the presenter,
it can compose the desired material. Flipcharts help the speaker proceed
through the material by providing the audience with something to look in
addition to the speaker. It can be prepared before or during the
presentation, can be used to record audience’s questions and comments,
and can be converted to slides. However, flipcharts may require the use of
graphics talent. They are not suitable for use in a large audience setting
and may be difficult to transport.

c. Foam Board or Poster Board. Foam board consists of a thin sheet of

Styrofoam with heavy paper bonded to both surfaces. Although it is a
lightweight, inexpensive foundation for information, it can stand on its own
when placed in an easel without curling under at the bottom edge.
Conversely, a poster board is cheaper than foam board. It is flimsier, more
vulnerable to damage, and cannot stand on its own.

In public speaking, most speakers create professional posters using a full-

color poster printer. Typically, posters are sketched out and then designed
on a computer using a program like Microsoft PowerPoint or Publisher.
These programs have the option of selecting the size of the printed area.

d. Handouts. As with any presentation aid, handouts are not a substitute

for a wellprepared speech. They are only appropriate for delivering
information that audience members can take away. Using handouts
requires a great deal of management if they are to contribute to your
credibility as a speaker.

When you plan to use handouts, bring enough copies for each audience
member to get one. Looking on with one’s neighbor’s handouts does not
contribute to a professional image. If the number of handouts is not enough
for all members of the audience, you will have no control over the speed
at which it circulates, or the direction it goes. It may not even reach
everybody by the end of your speech, or listeners could still be passing
your handouts around during the next speaker’s speech. If one listener
only holds a handout for two or four more listeners while you are making a
point, it absolutely decreases attention and restricts comprehension as
listeners are wanting to see the handout but have a limited access to it. By
the time they were able to see your point on the handout, they will have
forgotten why they need to see it.

Moreover, a handout should include only the necessary information to

support your points, and that information should be organized in such a
 way that listeners will be able to understand it. If your handout is designed
for your audience to follow along, you should tell them so. Tell them to refer
to specific information during your speech. You may also want them to
read some of the information and then go on to explain them.

FUNCTIONS OF COMMUNICATION AIDS

Rehearsing your speech prior to its delivery has been the norm and is suggested by
many experts in the field. Even without technology assistance, you can stand out as
an effective speaker if you delivered your speech enough to stand on its own.
However, it is also important to recognize that a good speech can often be made
even better by the strategic use of communication aids.

Technically speaking, communication aids are presentation aids that can fulfill
several functions in order to create an impressive presentation. No matter how
impressive your communication aids are, they cannot secure a good speech. Thus,
such aids to communication should complement with good speech delivery.

Following are the functions of communication aids:

1. To clarify or emphasize a point.
2. To enhance retention and recall of your message.
3. To clarify or emphasize a point.
4. To enhance retention and recall of your message.
5. To add variety and interest to your speech.
6. To enhance your credibility as a speaker.

PREPARING COMMUNICATION AIDS

Communication aids such as those discussed earlier: computer-based, audiovisual,

or lowtech media are impressive presentation aids but cannot replace a well-
prepared speech. These communication tools should stand on their own in delivering
information, but do not count on them to do so. This may frustrate you when technical
problems arise. Instead, work toward a goal of delivering your speech. Explain your
presentation aids so that your audience will know why you are using them.

Putting too much information on an aid is one mistake you should avoid. Match your
speech with your presentation aids by narrowing the topic and content of your
speech. Your presentation aids should not represent every idea in your speech. It
should only fulfill certain functions described earlier.

GUIDELINES IN PREPARING QUALITY COMMUNICATION AIDS

a. They must be easily seen or heard by your audience.
b. They should be easily handled.
c. They should be aesthetically pleasing.
d. Text type must only be used when needed.
e. Control the size and lines of graphic images.
f. Computer presentations should be used purposively.
g. Always have a backup plan.
ACTIVITY:
Answer the activity on page 233.

GENERALIZATION:

• Texts offer the means for communicating and form an important part of study in
any given course.
• Evaluating messages and images of different types of texts requires the evaluator
to comprehend the initial textual data that lie on text features. It involves the active
construction of meaning through the interaction of the evaluator who is engaged
on critically reading print-based or multimodal texts.
• Print-based refers to those texts that are prepared in prints while multimodal texts
refer to those types of texts that use a combination of two or more communication
modes, for instance, print, image, and spoken text as in film or computer
presentations.
• Semiotics is the study of meaning-making. Two or more of the following semiotic
systems are needed in evaluating a multimodal text: linguistic, visual, audio,
gestural, and spatial.
• Multimodal texts necessitate readers and listeners to practice critical reading and
listening. Critical reading is the process of reading that goes beyond
comprehension of a text. Critical Listening, on the other hand, requires active
thinking because it goes far beyond just hearing a speaker’s message. It involves
analyzing the information of a speech and making important decisions about truth,
authenticity, and relevance.
• Whenever you evaluate multimodal texts, communication allows you to see more
of what is going on around you, which allows you to participate actively and
competently in various communication in a multicultural setting. Multimodal texts
are constructed means such that they can also be deconstructed or separated into
its various parts—source, message, medium, audience, and context.

EVALUATION:
Answer the questions on pages 233-234.

ASSIGNMENT:
Complete the assignment on page 234.

REFERENCES:
Manzano, B.M. et al (2018). Communication and Strategies Using Tools of
Technology. In B. Mazano, M.V. Arador, and M.A. Ladia. (Eds.). Purposive
Communication for College Freshmen (pp. 161-172). Plaridel, Bulacan: St.
Andrew Publishing House