Module Edu 3105

EDU3105 - EDUCATION TECHNOLOGY IN TEACHING AND LEARNING

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PROGRAM PENSISWAZAHAN GURU (PPG) INSTITUT PENDIDIKAN GURU MALAYSIA KEMENTERIAN PELAJARAN MALAYSIA

MODULE

EDU3105

EDUCATION TECHNOLOGY IN TEACHING AND LEARNING

INSTITUT PENDIDIKAN GURU

MALAYSIA Berkuat kuasa pada Januari 2013


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1. Preface ii

2. Student Guide iii-iv

3.0 Contents

3.1 T1- Education Technology T1-1-16

3.2 T2-Instructional Design T2-1-14

3.3 T3-Instructional Media T3-1-15

3.4 T4- Planning, Selecting, Production and Evaluation

of Teaching Media : Model ASSURE

T4-1-14

3.5 T5- Basic Graphics T5-1-14

3.6 T6- Application of 2 Dimension and 3 Dimension Media

T6-1-19

3.7 T7-Basic Photography T7-1-21

3.8 T8 - Over Head Projector (OHP) and Transparencies T8-1-14

3.9 T9-Audio Media T9-1-13

3.10 T10-Education Video Production

T10-1-18

3.11 T11- Integration of Information and Communication

Technology (ICT) In Teaching and Learning

T11-1-43

3.12 T12-Issues and The Latest Trends in Technology Education

T12-1-7

4.0 Author Panel Module

CONTENTS PAGE


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TOPIC 1 EDUCATIONAL TECHNOLOGY

SYNOPSIS

This topic discusses the concept of technology, the concept of teaching, the

concept of educational technology, the role of learning theory, identify

instructional technology domain and explain the function of the domain. Also

discussed are the principles, the role and importance of educational technology

in teaching and learning.

LEARNING OUTCOME

By implementing learning activities in this topic, teacher will be able to:

i. Explain the concept of educational technology

ii. Explain educational technology domain

iii. Explain the principles of educational technology

iv. Describe the role and importance of educational technology in teaching and

learning

TOPIC FRAMEWORK

1.1 Concepts of Educational Technology

1.2 Domain-Domain Instructional Technology

1.3 Principles of Educational Technology

1.4 Role and Importance of Educational Technology in Teaching and Learning


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1.1 Concepts of Educational Technology

Think

What do you understand by the term technology?

What is educational technology?

What is the importance of educational technology in teaching and learning?

How is technology used for learning?

The word technology comes from the Greek word, "techne" meaning skill in using

knowledge systematically until achieving the usual practice of performing a task.

Technology is not simply a tool and machine. It encompasses process and ideas.

Strength lies primarily in the technology and ideas, and the success in achieving

a purpose or objective lies in the tool. Based on the original meaning of the

Greek word, it is only appropriate if Galbraith (1967) defines technology as:

...the systematic application of scientific knowledge and other

organized knowledge to practical tasks.

Instructional technology is a systematic way to develop, implement and evaluate

the whole process of teaching and learning in terms of specific objectives based

on research, education and human communication and use of human resources

and non-human to produce more effective teaching.

The term technology is often associated with the tools of modern technology,

especially electronic devices such as televisions, video cassette recorders, laser

disc game, game disc, cassette tape recorders, LCD projectors and other visual

projectors. Sometimes technology means the development and modernization of

an organization thriving and developing because of the use of technological

tools.

Technology is not simply a tool and machine. It encompasses the process and

ideas. Its strength lies mainly on the processes and ideas, while the success in

achieving a purpose or objective lies in the tool. This means that, in the planning


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of the lesson, pre-planning involving the use of the same idea in the form of

theories, approaches, method and so forth is the most important process. Tool is

a "catalyst" to achieve success.

There is another interpretation of the technology by Evans and Nation (2000)

who reject the concept of a technological tool. It is said as follows:

Technology is not a tool it is an art or science of how to use a

tool for a purpose.

Evans dan Nation (2000)

Technology is how we use the tool to meet a need. Use is not seen solely in

terms of science, but also art. So, if a chalkboard or whiteboard in the classroom

obsolete apparently beautified and used to raise the understanding of learning,

then that technology. But if the board is idle and never find a way to optimize

utilization, and dwelt as obsolete tool.

Educational Technology is defined as the study and ethical

practice of facilitating learning and improving performance by

creating, using, and managing, appropriate technological

processes and resources (AECT, 2004).

Educational technology is very broad in education to the extent that the concept

of educational technology encompasses an educational organization itself. The

concept and meaning can be discussed from various angles.


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1.2 Educational Technology domain

Reflection

What is the domain of educational technology?

What is the role of instructional technology domain?

What is the relationship between instructional technology domains?

This topic will discuss the two domains of instructional technology, that is

Instructional Technology Domain 1977 and 1994.

1.2.1 Instructional Technology domain 1977

Based on the definition of instructional technology issued by the AECT

(Association for Educational Communication and Technology (1977):

Instructional technology is a complex and integrated process involving people,

procedures, ideas, devices and organization for analyzing problems and

designing, evaluating and managing the solution to the problems in situations

where the learning process is focused and controlled.

Instructional technology domain is divided into three functions, namely:

i. teaching management functions;

ii. development function of teaching, and

iii. function of learning resources.

Each domain has their role, moving in a systematic and integrated approach

towards their students, as the target group that will receive the result of the entire

process takes place. From this context, the effect is to make a positive impact

that students do better in their studies.

Technology domain is initiated by development functions of teaching, followed by


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function of learning resources. Teaching management function acts as the

primary management of both these functions.

1.2.1.1 Teaching Development Function

The function of this domain is to analyse learning and design problems,

implement and evaluate solutions to these problems. It involves a process that

consists of several stages.

The first stage is conceptualising theoretical model for solving the problems.

Thus, the research is conducted to obtain scientific information on students,

teaching and learning, learning resources and so on. Here the theories and

models are developed and tested.

Having identified a suitable theoretical model, the next task is to design lessons

in line with the theory. Strictly speaking, the theory is now changed into a

specification that will be the basis for instructional construction of teaching. It

begins with an analysis of the students, writing objectives, selecting instructional

strategies, selecting teaching media and also determine the specifications of the

media.

From this specification, we implement media publications, written scripts,

graphics, and images. In addition, computer-based teaching program and

handling tools were also included. In the area of reproduction or publication, all

kinds of teaching media can be produced as long as there is specificity. Media

that have been produced cannot continue to be used. It should be evaluated first

in order to really give the desired effect.

The most emphasised aspect of this evaluation is its ability to meet the

requirements of objectives. In addition, an assessment of the technical quality is


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also performed. After evaluation, recommendation will be presented to determine

whether or not it is accepted, rejected or accepted with correction.

Once confirmed its effectiveness, then the media is ready for use. At the

application level, the students are assisted to select learning resources (media

teaching part thereof) in accordance with their learning and help them use the

selected source. Students' progress is monitored during their learning activities.

To ensure that learning resources are always available, logistics and space for

collection must be provided. This is where the learning resources are cataloged,

maintained and distributed. Finally, to ensure the development of educational

technology can be followed, the dissemination of information on instructional

technology collected and disseminated. This is done through the provision of

advisory services, training and reporting.

1.2.1.2 Function of Learning Resources

In instructional technology, solutions to these problems fall into function of

learning resources. This problem consists of message, manpower, materials,

equipment, techniques and places or situations (settings). Each of these

component can be used separately or together to facilitate the teaching and

learning process. At the application level and logistics, learning resources are

selected, used and disseminated. Therefore, this domain is the result of

processes that occur in the domain of educational development or function.

Learning resource is anything that store and transmits information to students.

One of them is message. Message contains information received by the

students. For example, lesson, instruction, and others.

Humans are receivers, sender or disseminator of messages. Humans in the

school context are teachers, students, principals and parents. Materials also


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store messages that will be transmitted in the form of notes, books, tapes,

videos, learning modules (as module) and compact discs. Messages are

transmitted through equipments such as projectors, audio recorders, video disc

players and so on. Technique is about how materials, equipments and people

used to send information such as discussions, excursion, electronic mail and

other.

Finally, place or situation is the overall environment in which the message is

transmitted such as classrooms, resource rooms, science laboratories and

others. Relation to the learning resources, it should be noted that not all

specifically designed for learning. However, it still can be used as a learning

resource, such as TV advertising, consumer catalogs, the story of a movie or TV,

museums, zoos, internet and more. In this case, the resources available are as

important as the resources produced. Therefore, students and teachers need to

know how to use these resources.

1.2.1.3 Functions of Teaching Management

The main function of management is to supervise and control the development of

learning resources so as instructional technology can function effectively. Its

functions include managing the organization and employees. The focus of the

organization was to administer project management by identifying organizational

needs, determine goals and objectives. Next, in the question of expense

management, purchasing and related matters and also the administrative

procedures relationship purposes within and outside the organization.

Personnel management is responsible in issues related to the recruitment,

supervision and evaluation of employees. The main purpose of personnel

management is to create a good relationship as well as to improve

communication between employees.


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Based on the above explanation, cannot be denied that instructional technology

is integrated in any human endeavour, procedures and ideas to achieve a

specific objective. In order to solve problems, all functions have to move in a

systematic and integrated manner.

1.2.2 Educational Technology Domain 1994

Based on the definition of instructional technology issued by the AECT

(Association for Educational Communication and Technology (1994), domain of

educational technology in 1994 was a continuation of the domain in 1977. There

are five domains in instructional technology now compared three previously. But

that does not mean that there were many differences between the domains

because domain development domain, usage domain and evaluation domain of

are already included in the teaching expansion functions. Each domain has its

own theory and practice, and it can function independently or interact with other

domains. This interaction was not necessarily in a linear form.

Interpretation of instructional technology issued by AECT in 1994: states that

instructional technology is the theory and practice of designing, developing,

using, managing and evaluating the processes and resources for learning.

(AECT 1994)

Clearly, the definition states that the theory and practice form the basis of any

actions taken. Logically, a person involved with a job should have the knowledge

that can support their practices.

Theory means concepts, constructs, principles and proposals that contribute to

the body of knowledge. While, Practice means the application of knowledge to

solve problems. For example, some theories say the intent and motive for

learning is closely related to the quality of learning.


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The five domains within the definition of instructional technology covers the

theory and practice of design, development, utilization, management and

evaluation of processes and resources for learning:

i. Design domain

ii. Development domain

iii. Use domain

iv. Management domain

v. Evaluation domain

Diagram 1.1: Educational Technology Domain 1994

1.2.2.1 Design domain

Design is the process to determine the instructional system components,

characteristics and needs for learning. This domain covers four main areas:

i. Instructional systems design

ii. Message design

iii. Instructional strategies

iv. Pupil characteristics


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Instructional system design is an organized or systematic procedures for

analyzing, designing, building, implementing and evaluating instructional

materials, an educational unit, a course or a curriculum that would help or

improve the students learning, and teachers teaching.

The second area involves the design of message planning to determine the

manner and media format the most effective in delivering messages to the

students.

The third area is instructional strategy involving the process of selecting and

organizing learning activities in lesson units, content, learning domains, methods

and media best suited to reinforce the learning process.

The last area in the domain of design is analysis of pupil characteristics such as

determining the skills, knowledge, and attitudes that affect the learning process.

1.2.2.2 Development domain

The second domain in the instructional technology is the development or

construction. This domain involves the process of translating the design

specifications. Instructional materials consist of printed materials, audio-visual

materials, computer-based materials and multimedia materials.

1.2.2.3 Use domain

The third domain in the instructional technology is the use. Use is the act of using

methods and instructional models, materials and media tools and environment to

enhance the learning process.


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1.2.2.4 Management domain

The fourth domain is management This domain involves control of the

instructional technology through planning, organization, coordination and

supervision of the resource center or technology education to enable organized

and effective.teaching and learning.

1.2.2.5 Evaluation domain

Evaluation is the process to determine the suitability and effectiveness of

teaching and learning or educational programs such as student achievement

assessment, evaluation of the use of media, evaluation of the design and

construction of teaching material and evaluation of programs or educational

media project.

There are four categories of evaluation. Those are the problem analysis,

evaluation criteria, formative assessment and summative assessment.

Instructional technology is a complex process in analyzing education needs

through systematic, scientific and rational mean. For simplicity purpose, the term

instructional technology is used synonymous with educational technology.

1.3 Principles of Educational Technology

Ministry of Education have drawn out a guideline on the principles of educational

technology in teaching and learning process (Ministry of Education, 2012). The

principles are:

The use of technology in teaching and learning is only a supporting material for

teachers to teach and not a substitute for teaching. The using of educational

technology is to help teachers teach and help students learn a subject content


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more effectively. It is used for teaching and learning and not for entertainment or

to show the ability of teachers to use technology, also not to waste time while

waiting for the learning of pupils over.

Educational resources selected based on their appropriateness in terms of topics

and learning objectives, student background, class size and physical condition of

the classroom.

Educational resources should be used to achieve the objectives and the

development of teaching and learning, either for

i. introduction of the topic,

ii. educational development which includes explanation of concept, or

iii. closing or conclusion

iv. assessment on the understanding of the topic.

Educational resources are used according to the appropriate time to optimize the

teaching and learning

The use of educational resources must be planned in three stages, namely:

i. Before use - planning time and manner relate to the topic being taught

ii. During use - planning reviews and emphasising the important aspects that will

accelerate the process of learning

iii. After use - planning further activities / enrichment and reinforcement


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1.4 Role and Importance of Educational Technology in Teaching and

Learning

Reflection:

What is the role of educational technology in teaching and learning?

How does the impact of educational technology in teaching and

learning process?

Technology education is a media application, system, and technical approach

towards teaching and learning environment. One of the main role and

approaches of educational technology are to promote positive learning

environment, changes in the decision-making level, changes in the system or

changes in the approach to teaching and changes in learning experience.

1.4.1 Changes in Decision Making Level

Accordingly, Malaysia school syllabus or curriculum are established by the

Ministry of Education. The syllabus has been drafted based on student skill levels

in different age groups. During the planning of this syllabus or curriculum, this

curriculum planners will collaborate with instructional designers to determine the

use of educational technology in the school curriculum.

In the past, the use of media is planned during the implementation of curriculum.

As a result, numerous problems have arisen, such as lack of teacher preparation

in teaching and learning and difficulty in obtaining appropriate media materials to

help teachers implement teaching and learning. The presence of educational

technology somehow has contributed changes in the habits implemented in the

past. Now the education system is more efficient and capable of producing

effective learning to pupils in a shorter time.


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For example, in the implementation of PPSMI Teaching and Learning of Science

and Mathematics in English, the curriculum has been outlined and media sources

produced in tandem. This can help teachers in choosing media sources that suits

to be used in the classroom. Apart from saving teachers time, it also makes

learning more effective and systematic.

With the advent of technology education, the implementation of the teaching

curriculum is set to become more effective, convenient, state of the art and

provide a positive impact on pupils' learning.

1.4.2 Changing the System or Teaching Approaches

Apart from changing the decision-making level, educational technology also

serves to change the system or approach. Educational technology reform could

affect the system or the process of teaching and learning approach. Educational

technology can also change the system or the conventional approach, receive

distance learning system, open class system or independent school system.

For example, the products of educational technology is now able to produce a

more systematic and organized system that can benefit teachers and students

and facilitate teaching and learning. Creation of software to provide teachers

timetable (System Windjaws), and most recently teaching system based on the

'IES' (Interaction Education System) ease the implementation of teaching and

learning. In IES teachers use computer software during the implementation of the

teaching and the students respond using the 'remote control' to provide

feedback. Through this system, teachers can track faster learning outcomes of

teaching at all times. Teachers are also able to identify the level of understanding

of individual pupils more easily.


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Educational Technology has also changed system of teaching, for example

distance learning that uses information technology as a mediator of knowledge.

The study and creation of cutting-edge technology of intellectual scholars have

made possible changes to the system diversity and a more productive approach

to create a generation of scholars who are more eminent.

1.4.3 Changing the Learning Experience

Use of educational technology can also change the learning experience.

Learning experience is very important to make effective learning, and can

change student behavior. Thus, the learning experience is an important aspect in

the implementation of the curriculum.

For the success of the curriculum, careful planning and rigorous shall be

arranged so that it can help students get the learning experience based on the

objective set by the teacher based on the curriculum that was enacted. Plans

such as the use of appropriate media either using computer applications,

simulations, demonstrations or any other materials to help students understand

the learning should be determined so that the critical and creative thinking can be

generated in the classroom so that pupils are able to apply the learning in their

daily lives.

Technology has also changed the education system with various methods of

teaching and learning techniques such as learning in groups or alone, with

human resources (teachers) and non-technological (computer software),

cooperative learning and actively engage students and encourage students to

think more critically and creatively. These changes are important to provide a

meaningful learning experience to the students to master a lesson.

1.4.4 Promoting a Positive Learning Environment


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Use of effective technology in teaching can stimulate positive learning

environment (effectively) and attract students. Use the latest technology such as

the use of laptops, slide to boost student attention optimally if carried out

systematically. There are a variety of learning approaches that can be

implemented in the classroom using educational technology in order to generate

an effective learning environment. Among the approaches that can be practiced

to promote a positive learning environment are cooperative, collaborative

learning, team approach and an individual approach.

1.4.5 Promoting Cooperative Approach

Cooperative approach is involves students working together and be responsible

for each member of the group. In this approach, all members must work together

in groups to solve a given problem. In this approach the teacher is responsible

for ensuring that each student in the group work together well. Social skills are

critical among members of the group to help the group achieve its objectives and

maintain positive relationships. In implementing this approach the teacher must

motivate the students by giving recognition and appreciation for a given task

accomplish.

For example, in science, teachers give assignments to students to find any

information related to the Solar System. Pupils are given time to collect

information in the library and computer labs. The findings are presented in class

using media applications produced by pupils. These activities can produce

students who have high self-confidence, ICT literate and able to communicate

effectively.

1.4.6 Promoting Collaborative Approach

Collaborative learning requires the involvement of all team members. It requires

challenging ideas, support and improve an idea to consensus group. In this


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approach, students will gather ideas or data, share experiences, discuss among

themselves, and solve problems together. In this approach, each team member

are committed to perform a given task and ready to help each other to improve

their academic performance.

For example, in the teaching and learning of science, the teacher asked students

to find a solution to a problem such as factors affecting corrosion. Pupils are

asked to evaluate the factors affecting corrosion and perform an experiment to

support their opinions. Here, teachers can encourage students to use a variety of

resources to assist their teaching media, such as movies slide show, the

observation and the acquisition of information from internet. Besides encouraging

students to communicate, teachers can also give emphasis on the use of

educational technology such as searching for material on the internet.

Reflection

What other role of educational technology?

Why technology is needed in education today?

SUMMARY In this topic we have discussed the concept of technology, the concept of teaching, the concept of educational technology, the role of learning theory, instructional technology domain, identify and explain the function of the domain. Also discussed are the principles, the role and importance of educational technology in teaching and learning. REFERENCES

AECT . Association for Educational Communications and Technology (1977).

The definition of educational technology. Washington DC: AECT.

AECT, Association for Educational Communication and Technology (1994). The

definition of educational technology. Washington: AECT.


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AECT, Association for Educational Communication and Technology (2004).

Definition and Terminology Committee document MM4.0. The meanings of

educational technology. Washington DC: AECT.

Kementerian Pelajaran Malaysia (2012). Akses pada November 12, 2012

daripada

[http://bibliografi.moe.edu.my/sumberpendidikan/images/psp/Huraian_Sukatan_

Modul_Bab_1.pdf]

Evans T. & Nation D. (Eds) (2000), Changing university teaching: Reflections on

creating educational technologies. London: Kogan Page.

Galbraith, J.K. (1967). The new industrial state. Boston: Houghton Mifflin.

Hedges, William D. Hopkins, L. Thomas. The encyclopedia of education. Vol. 4.

New York, NY: Crowell-Collier Educational Corporation, 1971.

Yusup Hashim. (1998). Teknologi pengajaran. Shah Alam: Siri Pendidikan Fajar

Bakti.


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TOPIC 2 Instructional Design

SYNOPSIS

This topic discusses the concept of instructional design and the importance of

instructional design. This topic also explains the ADDIE and ASSURE model and its

applications in teaching and learning and message design.

LEARNING OUTCOMES

By implementing learning activities in this topic, hopefully the teacher will be able to:

i. Identify the features and various types of instructional design.

ii. Two forms of major instructional design.

iii. Identify and describe the design of message.

TOPIC FRAMEWORK

Instructional Design

Concept of Instructional Design

Meaning

Role and Importance

Instructional Design Model

ASSURE

ADDIE

Message Design In Teaching And Learning Process


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2.1 Concept of Instructional Design

2.1.1 Meaning

Delivery or teaching process is an important activity that must be implemented in

education and training. Each teaching process should have a clear goal and it is

achievable. This goal will be achieved if it has comprehensive and systematic planning

and measurable outcomes. Thus, instructional design is a complete record indicates that

teaching and learning can take place in a planned and orderly manner.

In particular, instructional design determines what shall be taught or measured and

tested, and how the learning process takes place until the objectives are achieved.

According to Dick & Reiser (Wah Wan Ali et al. 2008), instructional design is a

systematic process to design, develop, implement and evaluate teaching.

There are also other models of instructional design, such as:

ASSURE

ADDIE

9S Gagne Events

Dick & Carey

Water Fall

ARCS Model of Motivational Design (Keller)

Kemp Design Model

Organizational Elements Model

Think

What is the purpose of instructional design? To what extent design is important in

teaching and learning? What is the process involved in designing teaching?

2.1.2 Role and Importance

The instructional design is a systematic process that encompass three important stages,

namely the determination of objectives, lesson planning and evaluation and reflection of


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teaching and learning. It translates the general principles of teaching and learning to

design the planning and delivery of learning materials. In other words, it is a process that

provides guidance for planning and conducting lessons that require the use of

instructional media.

Instructional design has been around for four decades and now there are many kinds of

models of instructional design. However, there are six basic things in the teaching

process, namely:

i. determine the needs of pupils

ii. determine goals and objectives

iii. building assessment procedures

iv. design and choose the delivery strategy

v. try out the teaching system

vi. evaluate the overall system

There are large and small scale instructional design. Gustafon (Wah Wan Ali et al. 2008)

has divided the model into three focus:

i. school-oriented model

ii. product-oriented model

iii. system-oriented model

The main aim of the design is to produce an effective teaching and learning. According

to Dick and Reiser (Wah Wan Ali et al.2008), effective teaching enables pupils to acquire

knowledge and skills, apart from the expected behavior change. A successful teaching

can bring respect to teachers. Indirectly, it helps to produce competent, dedicated and

innovative teachers.

Discussion

What are the basics of a teaching process?


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2.2 Instructional Design Model

2.2.1 Model ASSURE

ASSURE model is a classroom-based design model. This model is pioneered by Heinich

et. Al (Wah Wan Ali et al.2008). It gets its name from the initial letter acronym

A.S.S.U.R.E.

It contains six steps that is analysis of student characteristics, state teaching and

learning objectives, select strategy, technology and appropriate media, use of

technology, materials and the media of teaching and learning, engage students in the

learning process, and value as well as review the effectiveness of teaching and learning.

A Analyse

S State

S Select

U Utilise

R Require

E Evaluate

2.2.1.1 Analyse learner

Before embarking on a teaching and learning, teachers need to know the general

characteristics of the students such as age, degree / level, student background, socio-

economic level and others. Teachers can obtain the complete information about pupil

through student records and direct interaction with students. Through these methods,

teachers will able to use appropriate technology and provide teaching materials and

media based on past experience of students.

In countries such as the United States, teachers are expected to know the needs of each

pupil such as age, past knowledge so that they can plan appropriate instructional design

according to the level and various learning styles of students. In other word the teacher

needs to know the extent to which previous knowledge was acquired by students.

Teachers also could conduct pretest on previous knowledge of students.


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Each student has their own learning style. Some students prefer to learn on their own,

some like to discuss with friends or in groups, some like to learn in a quiet and calm

place, some like to learn in the bright room, some like to learn while listening to music,

some like to learn by observation and research and so forth.

Learning style refers to the psychological traits of students in processing, interpreting,

collect information on knowledge and skills and in turn reacts with its environment. It

refers to the most effective way of learning. According to Dunn & Dunns model (Wah

Wan Ali et al., 2008), learning style refers to how a student processes information and

retain new information through the five stimulus such as environment, emotional, social,

physiological and psychological. According to model Honey & Mumford (Wah Wan Ali et

al. 2008), Learning style is a description of the attitudes and behaviors that are practiced

by a student to learn in their own way. Knowledge about students learning styles allows

teachers to conduct classes with more effective way and successful in teaching and

learning.

2.2.1.2 State objectives (teaching and learning)

Learning makes a difference in terms of mastery of the knowledge, skills and behavior.

In addition, what is learned should have clear objectives and concrete learning

objectives that can be measured at the end of the teaching and learning stage. For

example, at the end of teaching and learning, students can list five examples of

vertebrates.'

Statement of learning objectives should be written in explicit and clear manner. It can

help teachers to evaluate to what extent the learning objectives or skills that have been

defined can be mastered by students. Modifications to the methods or strategies can be

done if the objectives are not achieved.

Statement of objectives helps teachers to measure changes in behavior of pupils and

students should know what the expectations of their teachers are. Among the right

words are: to label, compare and contrast, lists, quotes, categorize, summarize, solving

the problem.


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Statement of objectives help teachers in the selection of methods, materials and

instructional media and technology that can be used in teaching and learning. What is the

minimum level of performance that can be used to measure changes in students

behavior?

Minimum achievement level refers to the degree of accuracy, the quantity and quality as

well as the time frame. Writing achievement levels can be done in the form of

quantitative and qualitative. Writing quantitative form can be explained by the use of

figures, percentages and raw scores. For example, at the end of teaching and learning,

students can 'answer eight out of ten multiple choice questions. Writing in qualitative

form is difficult to measure, because the criteria is difficult to specify.

Objectives of teaching and learning can be categorized into three main domains:

cognitive domain (ability to think)

effective domain (attitudes and feelings)

psychomotor (physical skills) and interpersonal domains

ACTIVITY

Try to analyze teaching and learning objectives. Identify more explicit words that can be

used to measure changes in student behavior after learning process is implemented.

2.2.1.3 Select technology, Strategies, media and materials

There are four steps in this process:

determine the appropriate type of technology to use

select appropriate methods for teaching and learning

select appropriate media format on the method chosen

select, modify and design of selected media

2.2.1.3.1 Determining the appropriate type of technology


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The selection of technology should be based on students characteristics and their

learning styles. At the same time, teachers need to think about the accessibility of the

material / resources to be used. Criteria to consider technology flexibility based on the

activity to be undertaken. Computer technology is appropriate in project activity,

presentation, simulation and so on.

2.2.1.3.2 Selecting method

There is no one single method used in the process of teaching and learning. There are

more than one method used in the learning process. For example, simulation, role-

playing can be used during set induction. Brainstorming method can be used during

question and answer session. Each answer will be accepted by teachers. Drills method

can be used to strengthen new skill that was presented by the teacher. Selection of

teaching method is be based on objectives, style of teaching, students' prior knowledge,

student characteristics and learning styles of students.

2.2.1.3.3 Selecting the media format and material resources

Media format refers to how forms of information displayed. Examples of media formats

are such as photographs, slides, maps, drawings, transparency, three-dimensional

materials such as puppet, shadow puppets, marionettes, aquarium, video clips, audio,

multimedia presentation packages and others. Selection of media format shall be based

on objectives, student groups, student experience, and the form of feedback which will

be produced. Teaching and learning resources refers to the subject contents which

becomes the focus of learning. This resource can be in the form of quotes, text, articles

and so on.

There are three types of resource selection criteria. They are

making use of available resources

modify an existing source material

designing new resources

2.2.1.3.4 Selecting, modifying and designing the selected media


28

If you are facing a shortage of materials or unsuitable media for the process of teaching

and learning, you can then redesign the media or produce new media.

There are seven factors that should be taken into account, namely:

objectives

target groups of pupils

time

the cost

facility

skills / technical expertise

equipment required

Selection of available resources should follow some criteria such as.

Suits curriculum

Accurate, reliable and timely information

Language is clear and easy to understand

Attract and motivates pupils

Attract student participation

Have quality

There is evidence of the effectiveness of the usage

Free from bias

Availability of user guide or manual

DISCUSSION

List the places or agencies that provides reference on the available resource materials.

2.2.1.4 Utilize technology, media and materials (use of technology, materials

and the teaching and learning media)

Use of resource material has to be accurate, timely and at the right place.The following

steps have to be checked before using the the resource materials;


29

check the resource material before using in the classroom.

prepare materials for use in the classroom

provide environment for optimal use

prepare students emotionally and physically for maximum benefit

provide learning experiences for students

2.2.1.5 Require learner participation

Teachers can plan teaching and learning sessions involving students through student-

centered methods. One example on student-centered activity is the project work. This

will motivate students and enable teachers to measure changes in student behavior.

2.2.1.6 Evaluate and revise

Evaluation during and after the teaching and learning enable teachers to make

improvements and corrections, and conduct appropriate follow-up action through the

practice of reflection.

Through reflection, teachers need to look at the effectiveness of planning, teaching,

objectives and behavioral change of students. Through this process, Teachers could

plan a more effective and quality teaching lesson in the future.

Internet Resources

1. http://www.instructionaldesign.org/

2. http://www.instructionaldesign.org/models/index.html

3. http://www.instructionaldesign.org/models/assure.html

2.4.1 ADDIE Model

This model is the basis for most of the design model. Benefit of this model is that

continuous improvements can be made based on the information collected. It also saves

time because the problem can be solved as soon as identified. It gets its name from the

initial letter acronym ADDIE.


30

A Analysis

D Design

D Development

I Implementation

E Evaluation

2.4.1.1 Analysis Phase

In this first phase, teachers need to identify target groups of pupils, the characteristics of

students learning, teaching objectives, the time frame, selected instructional strategies

and students' previous experience.

2.4.1.2 Design phase

In this phase emphasis is given to the design of teaching and learning, determination of

learning objectives, content delivery, assessment tool to be used, the selection of the

appropriate media type and the enhancement and enrichment training will be given to

the students according to their level of skills acquired.

2.4.1.3 Stage Development

This stage involves the selection of the content and use of technology.

2.4.1.4 Level Implementation

It involves the entire learning process, from understanding of the curriculum, the

determination of outcomes, selection of teaching strategies, instructional media

selection, use of appropriate assessment tools and types of tests.

2.4.1.5 Level Assessment

It Includes two parts, formative and summative assessment. Formative assessment is

carried out throughout the process of teaching and learning and summative evaluation is

conducted at the end of the school term in the form of tests for cognitive domain and

also aims at getting feedback from students.


31

Internet Resources

1. http://www.instructionaldesign.org/models/addie_weaknesses.html

2. http://www.instructionaldesign.org/models/dick_carey_model.html

3. http://www.umich.edu/~ed626/Dick_Carey/dc.html

Discussion

Discuss with your learning partner the advantages of using ASSURE and Dick & Careys

instructional design.

2.3 Design Message design in teaching and learning

Instructional media plays a very important role in instructional design. Media is act as

mediator between the presenter and recipient of the message. According to Educational

Communication and Technology ((AECT) 2004) (Wah Wan Ali et al.2008), media are all

forms or channel used to communicate a message. Media in teaching and learning

context focus on delivery of teaching and learning.

As such, all media in the form of audio, video, graphics, sound and language

presentation by teachers are classified as instructional media.

According to (Wah Wan Ali et al. 2008) The media can be divided into three

components:

Messages

Form of message

Message channel


32

Figure 4: Torkelson Concept on Media (1972)

i. Message

Message is the content to be delivered by the presenter. Messages can be in the form of

information, motivation, reminder, sign language and others.

ii. Form of messages

Referring to the question of how the message is delivered. It can be in the form of

pictures, tables, charts, symbols, announcements, and so on.

iv. Message channel

Refers to the physical devices used to convey message. Messages can be delivered in

the form of electrical, mechanical, digital, and other signal. Some of the tools used as

message channel are radio, television, Overhead Projector, LCD Projectors, digital

camera and video camera.

In the teaching and learning process, the message design plays an important role

because it ensures the message delivered by teacher is understood by the receiver or

pupil. Media used in teaching has to be based on students past experience in order to

accelerate the delivery of message.

According to Edgar Dale (Wah Wan Ali et al., 2008), students learn a new skill through

concrete experience. By having direct experience where students themselves involved in

Messages

Form of message

Message channel


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the process of the act for example observing, students will eventually interpret abstract

information into concrete form.

On the other hand if pupils learn a new skill through verbal language only, then the

student will have less experience. In short, the media can be used in teaching and

learning ranging from direct experience to the verbal description. (Refer to Figure 5)

Figure 3: Edgar Dales Cone of Experience (Wah Wan Ali et al. 2008)

Discussion

Assessment is one of the steps in the ADDIE model. Based on your experience as a

teacher, discuss with your partner about the form of assessment that can be performed

and describe the characteristics of each form of assessment with example.

Summary

verbal symbols

Visual symbols

See a still picture

See moving pictures

Watching educational television

Exhibition

Do action research

Demonstration

Enact

Designing real experience simulation

Get direct experience / actual


34

Teachers need to plan instructional design so that teaching will become more organized

and systematic. Selection of a teaching design is very important because it will ensure

the achievement of the lesson objective ultimately enable student to master the skills

and change in their behavior.

BIBLIOGRAPHY

Mok Soon Sang (2006). Nota pengurusan pengajaran-pembelajaran. Multimedia-ES

Resources Sdn. Bhd.

Newby, T.J., Stepich, D.A., Lehman, J.D., Russell, J.D. (2006). Educational technology

for teaching and learning. Merrill Prentice-Hall.

Noriati A.Rashid, et. al. (2009). Teknologi dalam pengajaran dan pembelajaran. Shah

Alam: Oxford Fajar.

Wah Wan Ali et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala Lumpur:

OUM.


35

TOPIC 3 INSTRUCTIONAL MEDIA

SYNOPSIS

This topic contains the media and the media to explain the concept of teaching n

educational technology. This topic also describes the classification, advantages and

functions to determine the selection, construction and use of instructional media as a

communication channel.

LEARNING OUTCOMES

By the end of this topic, the teacher will be able to:

i. explain the concept of media and instructional media.

ii. summarize the functions of instructional media.

iii. state classification of educational media.

iv. state and describes the preparation of instructional media.

TOPIC FRAMEWORK

3.1 The concept of Instructional Media

3.2 Functions of Instructional Media

3.3 Classification of Types and Media

3.4 Preparation of Instructional Media


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3.1 The concept of Instructional Media

Instructional technology emerged from the audio-visual movement that became known

as the media of instruction. Therefore, it may be said to be the founder of educational

media to the establishment in the field of educational technology.

Media or medium means communication channels. This term comes from the Latin

meaning mediator. It refers to anything that carries information from the presenter to the

receiver. Examples of media including film, television, radio, audio recordings,

photographs, printed materials, computer and instructors. Media teaching is all that can

be used to transmit messages from the sender to the receiver so that it can stimulate the

mind, mood, attention, interest and attention of students, thus occurrence of the learning

process.

Think

What are the advantages of using media in teaching?

What type of media will you use to teach the following topics?

(a) Science - Atom;

(b) Mathematics - sets, subsets, and the stack

3.2 Functions of Instructional Media

The effect of using media of various types varies from one to the other. Some are

suitable in the abstract element of iconic and enactive. This can be seen in Cone

Learning Experience presented by Edgar Dale (Wah Wan Ali et al.2008):


37

Various types of media can be used in teaching and learning. Among them are:

a) Media resources can help teachers in the teaching and learning process: follows:

Playing the role of a blackboard.

Being a device that can control the students' discipline in teaching and

learning.

Can reduce boredom where students use a variety of multimedia in teaching

and learning.

b) Media can help teachers build self-confident and reduce nervousness (Fright

podium) during the delivery of instruction.

Get direct experience / actual

Designing real experience

simulation

Enact

Demonstration

Trip

Exhibition

Moving pictures

actual

Watching

audio/video

Visual symbols

Actual symbol

Figure 1: Edgar Dale Cone Experience (Wah Wan Ali et al. 2008)

Concrete

Abstract

Symbol

(Abstract)

Observation

(Ikonic)

Involvement

(Enactive)


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b) Media can help teachers convey the message, provide accurate and clear

information, motivation in student learning and entertainment.

d) Through the media thousand words can be explained with a picture. In addition the

media also be able to:

reduce the information.

students can learn more.

students can maintain comprehension.

convince students the skills and performance in the subjects studied.

e) The use of the media makes it easy to create a concrete experience. According to a

study, the students remember differently if they work as follows: If,

read they earn 10% of what they read

hear they earn 20% of what is heard

hear and see get 30% of what is heard and seen

say they see earn 70% of what is heard, seen and mentioned

make and say they earn 90% of what is heard, seen and mentioned

3.3 Types and Classification of Media

Media teaching is divided into two:

i. print media

ii. Non-print media

3.3.1 Print Media

Print media is information material printed on paper. It comes in the form of textbooks,

workbooks, reference books, magazines, brochures, newspapers, notes, proceedings of

seminars, newsletters, annual reports and so on. The purpose of these printed materials

is to:

i. Provide guidance.

ii. Convey information.

iii. Improve concentration or focus on areas that are printed.


39

3.3.1.1. Types of Print Media

Print media generally can be classified into four functions:

a. Teaching aids

b. Materials for training

c. Material for information

d. Materials to enhance knowledge

Figure 2: Example of Print Media

Media as Teaching Aids

Print materials that serve as a learning aid materials have instructional or learning

resource guide. Usually there are instructions in the teaching aids developed step by

step to facilitate the students to use and to understand lessons. It is in the form of 'guide

sheet', 'jobs aids' or as a series of pictures.

The information in the "guide sheet" would show the words or overall direction while

"jobs aids" apart from the words or commands above there are also some illustrations or

photos together last command, while "picture series" is the information presented in a

series of pictures.

Media As Material For Training

Surat khabar


40

The material serves for training usually in the form of learning resource guide. Here the

reader will be provided with a variety of information or guidance related to the subjects

taught. Materials for this exercise is in the form of "manual", "handouts" and Learning

Guide (study guides).

Manual

Manual is a practical indicator for something to be done. Usually trainers will use this

manual to perform a task or project on the measures that have been planned and

documented in the manual distributed.

Figure 3: Example handouts

Note or notes made by teachers or instructors that are distributed to the students.

Typically the entry is related to the lesson content. Information contained in the

distribution of materials among others are scheduled lesson, lesson synopsis and

objectives to be achieved, tasks to be completed and sources of materials for reference.

Learning Guide (Study Guides)

Roughly "study guides" has features analogous to the "handouts" from the aspect of its

use. Both of these substances intended for participants and students for exercise

purposes. The real difference between "handouts" and "study guides" is the explanation

in terms of teaching content for a particular topic. On "handouts" we can see is a brief on

the topic while in "study guides" information is described in detail.

Media As Material For Training

Handout


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Print materials that serve as a learning aid materials have learned resource guide.

Normally learning resource guide available in the teaching aids developed step by step

to facilitate the students to use and easy to understand lessons. It shaped 'guide sheet',

'jobs aids' and as a series of pictures.

Print media in the form on book can serve as a tool that can enhance one's knowledge.

Type of material and non-book-shaped book can be classified in reference, fiction and

non-fiction Dewey classified into ten codes beginning with the code 000 to the 999 code

while the Library Congress uses mixed notation as follows:

Dewey Decimal System (DDC), a summary of the first code:

000 General works

100 Philosophy

200 Religion

300 Social Science

400 Languages

500 Pure Science

600 Technology / Applied Science

700 Arts

800 Literature

900 Geography, Biography and History

Code Library Congress was using the following classification codes to classify

educational materials educational center, especially at tertiary institutions in Malaysia.

The symbols in Congress Library code is:

A, AS, AG, Ae, AY Public Works

B, BH, BJ BF Philosophy

Bl, BX, BP, BZ Religion

H, HA, HJ HM, HX Social Sciences

L, LH, LA, LC, LD, LG, LJ,LB Education

P, PE, PN, PR, PZ Language


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Q, Qa, QB, QC, QD, QE,QH Pure Science

TA, TE, TG, TH, TK, TP,TT,TE, TX Technology

K Laws

G,C, F General Geography & Biography

3.3.1.2. Benefits of Printed Media

i. Print form is easy to carry and simple to use.

ii. The print media is found to be more economical, easy to spread, easily transferred

from one user to another.

iii. Readers can take a long time to digest the contents of the information contained

herein and can be repeated according to user requirements.

iv.The print media is capable of storing information consistently and accurately and can

produce meaning similarity information for today and also for the next decade.

v.Print materials are used so widely because there are some positive features as

follows:

a. So widely used.

b. Easily prepared and published.

c. Used as a key teaching tool.

d. Do not use other tools during use.

e. Easy to update.

f. Pupils are able to control the time, place and duration of their studies.

g.Printed materials have at the end of the training module, have already

planned lessons with his explanation complete with photos, charts, tables and

pictures of cartoons.

3.3.1.3 Disadvantages of Print Media

Print media when compared with other media such as audio, video, has some

disadvantages:

i. Print media can not display moving pictures and voice can give students

experience is concrete.


43

ii.The effectiveness of print media rely heavily on the ability of the individual to master

reading. If poor reading ability then the reader will have a problem to understand

the information.

iii.Feedback can not be served immediately, unless using telephones or internet.

3.3.2 Non-Printed Media

Non-printed materials that can be classified on the type of hardware, types of software,

low-cost materials and display boards.

3.3.2.1 (A) Material Type Hardware

35mm film camera

video camera

Audio Recorder

Radio

Television

Projector film

OHP Projector

Slide Projector

LCD Projector

Opaque Projector

Figure 4: Slide Projector

3.3.2.1.(B) Material Type Software


44

Film

Transparency

Audio Cassettes

Slide

Computer software

Micro-film

Figure 5: Micro-film

All media in the form of hardware and software in general can be classified also

according to functions as follows:

3.3.2.2 Media Live

Materials that require the projector to display images, photos, facts and text for

viewing. Projectors for the following materials differ from one another. Some require

OHP, ptojektor film, LCD, slide projectors and micro film.

Slide

Film

Transparency

Multimedia

Video

Computer Products

Micro-film

Micro-film

Projektor slaid


45

Figure 6: Multimedia


46

3.3.2.3 Low Cost Materials

Low cost materials can be categorized into two dimensional (2D) and three dimensional

materials (3D).

2D material consists of materials such as charts, printed materials, graphs, drawings,

photographs, posters, cartoons, brochures and newspapers that teachers can use in

teaching and learning process.

3D material is real material (realia) or man-made materials that resemble real substance.

3D materials can be categorized into the following categories:

i. Model

ii. Realia

iii. Diorama

iv. Animation and Simulation panel

v. Gloves Puppet, stick puppets, Shadow Play puppet and String puppets.

vi. Mobile Materials

Activity1

Answer the following questions:

1. What is the medium of instruction?

2. How the media can improve the effectiveness of teaching and learning?

3. How media can be classified?

4. What is the function of teaching media?

5. What are the factors to consider in selecting teaching media?

6. What steps are necessary in providing instructional media materials?


47

Activity 2

Give as many examples for each of the following media types:

Item Media Clasification Example

1 Media playback stiff

2 Media playback moves

3 Graphics

4 Still picture

5 Substance two dimensions

6 Material three dimensions

7 Display boards

8 Audio media

9 Print media

3.4 Selection of Instructional Media

Media can be used in various ways and forms in order to help someone in the process of

teaching and learning. Through past experience in the use of media in teaching and

learning, process should be done in a prudent manner for the selection of media

compatibility with teaching.

There are six guidelines that to make the selection of media for use in teaching and

learning environment:

i. Before making the selection, make sure the following items are known,

a. Characteristics of students who are using the media and methods that have been

experienced.

b. Enrollment and place or atmosphere that will use the media.

c. Goals and objectives of the lesson.


48

d. The title and content of the educational content to be delivered.

e. Make sure the form of activities that will be implemented.

f. Media control devices to be used.

g. Delivering the strategy (the way, which one will come first).

ii. Determine the type of media such as print materials, slides, OHP, video tapes, audio

tapes, microcomputers and virtual facilities to be used is available and can be used.

iii. Determine sources of support, particularly support staff, facilities related to the media,

the preparation of technical skills as well as teaching the use of media in teaching.

iv. Identify media and equipment that students can use. This must be known as some of

our students have already seen, experienced and use a number of tools at home and

our living environment. Of the students have these skills, teachers can collaborate and

engage students proficient in teaching.

v. Determine the service is to be used, either one-way or two-way communication in the

teaching and learning process later.

vi. Ensure that the physical environment selected and can give a good impression and to

achieve the objective.

SUMMARY

New media can be made from a variety of forms. Some are shaped in the form of

running and not. All materials and tools serves as a tool that can help teachers and

students understand the science of things in the process of teaching and learning.

Functions of each device and the material is different according to user requirements.

With this very desirable for every teacher must make a selection before using it in the

classroom.


49

Exercise 3

Answer the following questions:

1. The purpose of print media used is for

A. improve the ability of the reader

B. motivation and behavior observation level one

C. settle back to others about the information available

D. equating perception readers

2. Study Guides is one form of media to convey information, and used as

A. directive

B. guidance

C. training

D. practicable

3. Among the following print media, which acts as the dissemination of information

A. handouts

B. manual

C. study guides

D. brochure

4. Describe four advantages of using printed materials in teaching and learning.

5. List four examples of non-print materials.

6. What is the difference between print media and non-print media?

7. How the media is able to assist teachers in teaching and learning in the classroom?


50

BIBLIOGRAPHY

Mohd Jizat Abdol, Abdul Razak Idris & Jessnor Elmy (2006). Teknologi pengajaran dan

pembelajaran. UTM.

Ngui Kuan Sang.(1989).Teknologi pendidikan: penggunaannya dalam pengajaran

Geografi. Kuala Lumpur: Fajar Bakti.

Norasiah Abdullah, Nor Risah Jamilah Mat Lazim & Rosnah Ahmad Zain.(2009).

Teknologi dalam pengajaran dan pembelajaran. Kuala Lumpur: Penerbitan

Multimedia.

Noriati A.Rashid, et. al. (2009).Teknologi dalam pengajaran dan pembelajaran. Shah

Alam: Oxford Fajar.

Prcival, H.T., Ellington, H.I. dan Race,P., (1993). Handbook of Educational Technology.

edisi ke-3. London: Kogan Page.

Smaldino, S.E., Russell, J., Heinnich, R. & Molenda, M. (2005). Instructional technology

and media for learning. Edisi ke 8. New Jersey: Prentice Hall.

Wah Wan Ali et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala Lumpur:

OUM.


51

EDU3105 T4 - ASSURE MODEL

TOPIC 4 PLANNING, SELECTIION, PRODUCTION AND EVALUATION

OF TEACHING MEDIA : ASSURE MODEL

SYNOPSIS

This topic focuses on the use of the ASSURE model in planning lessons and classroom

learning.

LEARNING OUTCOMES

By going through the learning activities this topic, hopefully the teacher will be able to:

i. Describe the ASSURE Model

ii. Apply the ASSURE model in planning, selecting, producing and evaluating

instructional media

TOPIC SUMMARY

4.1 Introduction

4.2 The ASSURE Model

4.1 Introduction

Before starting a lesson, the teacher has to plan, select, develop and evaluate

instructional media. If teachers do not plan systematically and completely, the teaching

objectives might not be achieved. In this regard, it is very important to master the

knowledge of instructional design. The ASSURE Model is a classroom-oriented design

model which can be used by the teacher to plan, select, produce and evaluate

instructional media.


52

4.2 The ASSURE Model

The ASSURE model was designed by Heinich, Molenda, and Russell (1982). It aims to

provide guidance for teachers to plan and implement more effective teaching. Carefully

planned lessons, besides attracting students attention and making them intersted, can

forged positive thoughts in the students towards their teacher and increase their

confidence in the teachers credibility.

The model was reorganized in 2002. Further discussion in this module will refer to

the latest ASSURE model.

Figure 1: The ASSURE Model

A Analyse learner

S State the objective

S Select methods, media and materials

U Utilise media and materials

R Require Learner Participation

E Evaluate and Revise


53

A - Analyse learner

General Characteristics

Competency precondition

Learning styles

S - State the objective

ABCD concept

Classify Objectives

Individual objectives and differences

S - Select methods, media and materials

Determine the appropriate method for the

learning task

Choose the right media for the method

selected

Choose the specified media

Modify the media

Design the media

U - Utilise media and materials

Preview the material

Prepare the materials

Set up the environment

Prepare the students

Provide learning experiences

R - Require Learner Participation

(Encourage student participation)

Involve students in learning activities such as drills, discussions, quizzes, projects and so on.

Reinforcement is given after receiving responses from the students.


54

E - Evaluate and Revise

Aspects of student achievement

Learning outcomes

Evaluate media and methods

Media Quality

Teachers usage

Students usage

4.2.1 Analyse Learner

Media to be used in teaching and learning should be suitable for the students for it to be

efficient and effective. No doubt to identify the needs of each student is difficult,

however, students can be analysed based on several criteria such as:

4.2.1.1 General Characteristics

Knowing the general characteristics of students can help teachers to plan, select,

develop and evaluate media more effectively. The general characteristics include age,

year/ level, class, flow, gender, background socio-economic status, culture, interests and

attitudes etc. Teachers can find out the general characteristics through interaction with

students, observation or review of existing student records.

For example, if a teacher has identified that only a few students are interested in a

subject, action can be taken by the teacher to stimulate learning through kinesthetic

activities such as simulations, role playing and acting. Video presentation or electronic

presentation can also be used as a stimulus for group discussion activities.


55

4.2.1.2 Prerequisite Competency

Prerequisite competency is related to the sudents experience and knowledge. This is

very important because it will have a great impact on a student's learning process.

Teachers can identify existing knowledge or experience of students through pretest done

for a topic before the lesson begins, through question and answer sessions or by

interacting with the students.

After analyzing the students capability, the teacher can easily identify the appropriate

media and methods to be used so that students can receive messages more effectively

and clearly. For example, the teacher assumes students have understood the concept

added in math when there are students who have yet to understand the concept, they

would fail to capture the topic if teachers continue to teach without identifying students'

prior knowledge. Clearly, the teacher must be sensitive to the existing each student

competencies.

4.2.1.3 Learning Style

Dunn and Dunn (1992) has intorduced a standard instrument to measure learning styles

and preferred learning environmens of students. Learning style refers to the

psychological traits and style that explains how individuals perceive, interact, and react

emotionally to the learning environment. Individual learning styles influence the way

individuals process information, and form students perceptions and behavior.

Each student has his own learning style and are different from each other. Some

students prefer to learn on their own, some like to discuss with friends or in a group,

some like to learn in a quiet and calm, some like to learn in well lit light area, some like to

learn with the accompaniment of music, some like to learn by observation and research

and so forth.

Teachers plan lessons and examine learning styles with appropriate media to make the

learning process more effective and efficient. For example, auditory learning style is

more suitable for students prefer verbal commands or reading aloud.


56

4.2.2 State the objective

Once able to analyze the students, teachers can focus on the learning objectives. The

objective refers to the learning outcomes of what students have achieved after learning

a topic. Therefore, the objective should be stated clearly and specifically because the

statement of objectives helps teachers:

i. select media and delivery methods that are appropriate

ii. provide positive learning environment

iii. evaluate learning achievement

Good objective statements are clearly formulated takes into account the "ABCD"

concept :

i. Audience (target group - students)

ii. Behavior (behavior that can be seen as a result students)

iii. Conditions (Conditions to be fulfilled in order to achieve the desired behavior)

iv. Degree (standard minimum level of behavioral achievement)

4.2.2.1 Audience (target group - students)

Intended target group is students. The process of learning will occur when students

are actively involved in learning activities.

Example: At the end of the lesson, teaching and learning can be .....

4.2.2.2 Behavior (behavior can be seen as a result students)

Behavior described in the objective must be a visible and measurable

achievements. The list below is a term that indicates the behavior of the explicit

word selection:

measure draw name sketch

labeling match elaborate predict


57

explain read indicate compile

identify classify choose generate

assess estimate propose build

Example: mark and name after looking at the map given by the teacher

4.2.2.3 Conditions (Conditions to be fulfilled in order to achieve the desired behavior)

Conditions to be met could help teachers prepare appropriate media, the teaching and

learning steps and the learning environment.

Example: mark and name after looking at the map given by the teacher

4.2.2.4 Degree (Minimum level of behavioral achievement)

Minimum level of behavioral achievement refers to the quality or quantity of behavior or

the stipulated time period. The easurement of such level allows teachers to follow up

especially those students who have yet to achieve the learning objective. This means

that teachers can carry out remedial work for students who have not mastered the

learning objective and carry out enrichment activities and reinforcement for students

who have mastered learning objective.

Example: marked and named twelve of the fourteen states accurately and

correctly.

Examples of writing overall objectives by component ABCD:

At the end of teaching and learning, students can:

Label name on the tourist map of Malaysia for at least 12 of the

14 places with the right and proper.

Explain at least 3 of the 5 effects of air pollution after reading

the newspaper quotations given.


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Objectives should be focused on the skills or the ability to think, and the students

attitudes, feelings, and physical and interpersonal skills.

Discussion

Identify more explicit words that can be used to measure changes in

students' behavior after the teaching and learning process has been implemented.

4.2.3 Choosing the appropriate technology, methods, media, and resources

When teachers have identified the ability of the students and are clear about what they

should obtain from the learning process, the teacher should be ready to make a

selection. The steps in the selection of technology, methods, media and materials

appropriate resources are:

i. determine the appropriate type of technology to be used

ii. select appropriate methods for teaching and learning

iii. choose appropriate forms of media for the method chosen

iv. select, modify and design the selected media

4.2.3.1 Determining the appropriate type of technology to be used

The choice of technology should be based on student characteristics and learning styles

of students. At the same time, teachers need to think about the accessibility of the

material / of resources to be used. A criteria to be considered is flexible technology

based on the activity to be undertaken. It is fitting that for computer technology to be

applied to the project activity, presentation, and simulation.

4.3.2.2 Selecting appropriate methods for teaching and learning

If asked, what is the most appropriate method is used in process of teaching and

learning? The answer is more than one method. There is no specific method to be

adopted for each level of teaching. Teachers must think and plan teaching methods that


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they feel can be achieved and in accordance with the learning task. Such methods may

include simulation, play, field studies, plays, drills and so on. Determination of the

method should be based on the learning objectives to be achieved. For example, to

draw the focus of students at the beginning of the lesson can be done by the simulation

method, followed by demonstrations, practical exercises and drills to deliver information

to students who have not mastered a skill.

4.2.3.3 Choosing the right form of media for the method chosen

Forms of media refers to how forms of information are displayed. Accordingly media

selection should be appropriate teaching methods, objectives and student experience,

and feedback. Media selection focuses on the appropriateness to the existing

curriculum, language that is clear and accurate, timely and accurate information, spark

student curiosity, technical aspects of of good quality and a complete guide.

Such media include photographs, slides, maps, drawings, transparency, and three-

dimensional materials such as puppet, shadow puppets, marionettes, aquarium, video

clips, audio, multimedia presentation packages and others.

Teaching and learning resource materials refers to their subject matter that is the focus

of learning. The resource can be in the form of quotes, text, articles and so on.

Resource selection can be based on three criteria:

i. use of available resources

ii. modification of existing resources

iii. designing of new resources

4.2.3.4 Selecting, modifying and designing selected media

Selecting media refers to the selection of resources that can help achieve the required

objectives. Selection of available resources should follow severals criteria such as:

i. Fulfill the curriculum

ii. Information is accurate, reliable and timely

iii. Language is clear and easy to understand

iv. Interests and motivates students


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v. Encourage students involvement

vi. Having quality

vii. There is evidence of the effectivenes of use

viii. Free from bias

ix. Having a guidebook or user manual

If there is a shortage of materials or the selected media being not suitable for the

teaching and learning process, the teacher can modify or redesign the selected media.

To modify the media there are some things to think about include the objectives, student,

cost, technical expertise, equipment, facilities and time. Teachers can also create their

own form of materials. Media are not only made up of photographs, computer software,

videotapes, audio but also includes hardware such as computers, printers, scanners,

televisions and others.

Discussion

What are the places/agencies that can help you identify, select and

modify the material to be used in teaching and learning?

4.2.4 Using technology, media and teaching and learning materials

The process of using media and materials in teaching is most important because even if

the media and the material used is interesting, but does not achieve the of teaching and

learning objectives, then the teaching and learning process has failed. There are five

steps that need to be considered to ensure that the media is optimally used:

i. Preview material before being used in the classroom

ii. Provide equipment and make sure it works and know how to use it.

iii. Provide appropriate environment

iv. Prepare students

v. Provide learning experiences


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Before the teaching begins, make sure that the teaching materials are appropriate and

functions well.

4.2.5 Encourage student participation

Learning becomes fun when there is an active group of students. Therefore in

order to ensure that this process occurs, the teacher must engage students with a

variety of activities including drills, discussion, group work and so on. Teachers should

provide opportunities for students to participate in the planned activities. Reinforcement

activities should be given to the student immediately after the students give the correct

response.

4.2.6 Evaluate and review the effectiveness of teaching and learning

The final stage in the ASSURE model is to evaluate and review the plan,

emphasizing on the assessment of learning and teaching process. Evaluation involves

the following aspects:

i. evaluating student achievement based on student performance (set objectives

specified), the performance in terms of students skills and attitudes.

ii. learning produced

iii. evaluate media and methods

iv. media quality

v. usage by teachers and

vi. usage by students.

Eval

Documents

Module Edu 3105