PHOEBE MENGULLO BSED-4(SOCIAL STUDIES)
INTRODUCTION TO INSTRUCTIONAL MEDIA/
TECHNOLOGY
Learning – a process that builds on or modifies
understanding, capacities, abilities, attitudes, and
propensities in the individual.
A process of having one’s behaviour modified , more or
less permanently by what happens in the world around
him, by what he does.
Instruction – is a teaching provided through classroom
activities and is often associated with pre-service
education programmes.
Technology – a branch of knowledge based on the
development and implementation of computers,
software, and other technical tools and the assessment
and evaluation of students’ educational outcomes
resulting from their use of technology tools.
Educational Technology – emphasis on its hardware
aspect – that is – machines and the equipment
themselves- while others stress its software side- the
programs, printouts or instructional materials that go
with those machines.
Technology (Goodman, 1972) – complex human
activities concerned with using the findings of science to
solve the problems of human society.
A social activity, involving people and ideas, methods
and machines, dynamic structures, communications,
values and tools, but always people.
To achieve an efficient and rational divisions of labor,
subject to human control, between people and the
support systems they evolve to amplify human
creativity not to replace it.
Seattler (1978) cites two differing viewpoints in
educators:
1. PHYSICAL SCIENCE VIEW – defines educational
technology in terms of hardware or devices;
slide projector, television, radio, film, camera,
computer and the like.
- Materials (audio-visual) or software and
machines (projectors, computers and others)
are assigned non-verbal roles while some of the
traditional media (lectures, books) are assigned
verbal roles.
- Non-verbal Media – are assumed to be more
concrete and effective and that perennial villain
in the teaching-learning process is “verbalism”
2. BEHAVIORAL SCIENCE VIEW – concerned with
the application of scientific knowledge which
provides a conceptual basis and methodology
for the design, development and evaluation of
instructional systems.
- Emphasizes the application or use the scientific
knowledge rather than the mere availability of
the hardware.
Common Elements of Educational Technology:
1. Filed area of study or the practice of using
methods and technologies.
2. Systematized methods and resources.
3. Facilitation of the learning process as the
ultimate goal.
Four Phases of Educational Technology:
1. Identification of Objectives
 Logical approach to any type of activity
 Goals, purpose or objectives to be
accomplished serve as guide to the type
and nature of learning activities as well
as the methodologies to be used.
 There is a need to ensure that the
objectives chosen are relevant to the
individuals’ needs in a rapidly changing
society.
2. Design of Learning Experiences
1. Sequence and strategies
2. Modes and media
 Simultaneous with the selection of
teaching strategies for a particular
subject matter is the design of the
media and materials to be used with
these strategies.
 The teacher selects and prepares media
that are appropriate for the learning
PHOEBE MENGULLO BSED-4(SOCIAL STUDIES)
experiences and methods keeping in
mind the requirements and limitations
of budget, personnel, facilities,
equipment and schedules.
3. Evaluation of how effective learning
experiences are in achieving the objectives
 Accurate and evaluation of how
effective the learning experiences have
been depends on the construction and
use of evaluative devices that fit the
stated objectives.
 Evaluative methods:
 Observation devices, checklists,
rating scales, anecdotal records
and the behaviour journal
 Self-report instruments:
inventories, questionnaires and
ranking devices
 Test items: essay and objective
types
4. Improvement of the learning experiences in
achieving the objectives
 Presupposes partial or complete non-
attainment of objectives designed to be
accomplished with a set of learning
experiences.
 There is a need to modify the whole
system to only certain elements of it.
 Some learning experiences may
need to be revised themselves
through the sequencing or
strategies used or through the
media or materials employed.
 Determine if the objectives are
compatible with the need, goals
or interests of the learner.
Educational Technology VS Instructional Technology
Educational Media and Audio-visual Aids
Instructional Technology
Brickson (1969) – aspects of educational technology
that are concerned primarily with instruction as
contrasted to design and operation institutions
 An area within educational technology which
stresses the teaching-learning process or
instruction.
Tickton (1970) – has two ways of defining instructional
technology:
 A media born of the communication revolution;
can be used for instructional purposes
 Systematic way of designing, carrying out and
evaluating the total process of learning and
teaching in terms of specific objectives, based
on research in human learning and
communication.
- employs human and non-human
resources so combined to make
instruction more effective
Instructional Technology
- The means of communication available for
educational purposes other than the live
teacher or other human resources in a face-to-
face situation. Consists primarily of instructional
materials advertently developed to promote
learning and includes hardware such as
television and teaching machines and software
such as programmed texts and films.
Educational Media
- Puts special emphasis on the material medium
or means of communication other than the
human teacher.
Media
- represents an intervening or mediating
substance through which impressions are
conveyed to the senses
- Chalkboard-and chalk-combination – an
educational medium between the teacher and
students, or between the sender of information
and its receiver
Audio-visual Media
- Emphasis on the use of two sense modalities:
hearing (audio) and seeing (visual), either singly
or in combination.
PHOEBE MENGULLO BSED-4(SOCIAL STUDIES)

Audio-media-radio and recordings 3. Improved performance and productivity

- Still and moving pictures sound as visual aid and 4. Focus on the learner
television, films, slide tape presentations and all
The Teacher’s Role
others which use both modalities
- Emphasize the use of above materials as a – Teacher may act as facilitator, catalyst, director
means of communication or manager of the teaching-learning process

– Require a vast understanding of subject matter,

Verbal Symbols learning process and nature of the learner
Visual symbols – Provide for individual differences guided by
educational accountability, the teacher needs to
Recording Radio Still Pictures
undertake systematic planning, control and
Motion Pictures evaluation to ensure effective instruction

Educational Television Principles and guidelines for teachers and

administrators, potential of educational technology
Exhibits
– Be open to innovation
Study Tips
– Use media effectively
Demonstrations
– Cultivate a commitment to continuous
Dramatized Experiences
assessment
Contrived Experiences
– Promote the humanizing aspects of educational
Direct Purposeful Experiences technology

Student’s Role

Classification of Media – With educational technology comes shift in the

responsibility of learning from that of the
1. Audio Materials teacher to the student
2. Visual Materials – A greater part of educational activity may be
3. Audio-visual Materials done by the student himself especially in cases
where individualized instruction is practiced
4. Materials projected on screen
– The student assumes the task of teaching
5. Non-projected materials himself and even evaluating his own progress
Media Dimensions – He takes personal responsibility for his own
– Literacy learning

– Audio and visual – Self-feedback provides him with the motivation

or reinforcement to do better
– Solo versus group use
– Learning proceeds at one’s own rate, the
– Cost and spread students therefore tend to perform different
activities at the same time
Factors affecting educational technology:

1. Trend toward a science of education

2. Shift from what to teach and how to teach