UNIVERSITY OF MAIDUGURI CENTRE FOR DISTANCE LEARNING 32… · UNIVERSITY OF MAIDUGURI CENTRE FOR ... points in the study ... All examinations shall be conducted at the University

EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2

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UNIVERSITY OF MAIDUGURI

CENTRE FOR DISTANCE LEARNING

EDU 320:Educational Technology (2 Units)

Course Facilitator: Mal. Habib M. A


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STUDY GUIDE

Course Code/ Title: EDU 320: Educational Technology

Credit Units: 2

Timing: 26hrs

Total hours of Study per each course material should be twenty Six

hours (26hrs) at two hours per week within a given semester.

You should plan your time table for study on the basis of two hours per

course throughout the week. This will apply to all course materials you

have. This implies that each course material will be studied for two

hours in a week.

Similarly, each study session should be timed at one hour including all

the activities under it. Do not rush on your time, utilize them adequately.

All activities should be timed from five minutes (5minutes) to ten

minutes (10minutes). Observe the time you spent for each activity,

whether you may need to add or subtract more minutes for the activity.

You should also take note of your speed of completing an activity for the

purpose of adjustment.

Meanwhile, you should observe the one hour allocated to a study

session. Find out whether this time is adequate or not. You may need to

add or subtract some minutes depending on your speed.

You may also need to allocate separate time for your self-assessment

questions out of the remaining minutes from the one hour or the one

hour which was not used out of the two hours that can be utilized for


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your SAQ. You must be careful in utilizing your time. Your success

depends on good utilization of the time given; because time is money, do

not waste it.

Reading:

When you start reading the study session, you must not read it like a

novel. You should start by having a pen and paper for writing the main

points in the study session. You must also have dictionary for checking

terms and concepts that are not properly explained in the glossary.

Before writing the main points you must use pencil to underline those

main points in the text. Make the underlining neat and clear so that the

book is not spoiled for further usage.

Similarly, you should underline any term that you do not understand its

meaning and check for their meaning in the glossary. If those meanings

in the glossary are not enough for you, you can use your dictionary for

further explanations.

When you reach the box for activity, read the question(s) twice so that

you are sure of what the question ask you to do then you go back to the

in-text to locate the answers to the question. You must be brief in

answering those activities except when the question requires you to be

detailed.

In the same way you read the in-text question and in-text answer

carefully, making sure you understand them and locate them in the main

text. Furthermore before you attempt answering the (SAQ) be sure of


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what the question wants you to do, then locate the answers in your in-

text carefully before you provide the answer.

Generally, the reading required you to be very careful, paying attention

to what you are reading, noting the major points and terms and concepts.

But when you are tired, worried and weak do not go into reading, wait

until you are relaxed and strong enough before you engage in reading

activities.

Bold Terms:

These are terms that are very important towards

comprehending/understanding the in-text read by you. The terms are

bolded or made darker in the sentence for you to identify them. When

you come across such terms check for the meaning at the back of your

book; under the heading glossary. If the meaning is not clear to you, you

can use your dictionary to get more clarifications about the

term/concept. Do not neglect any of the bold term in your reading

because they are essential tools for your understanding of the in-text.

Practice Exercises

a. Activity: Activity is provided in all the study sessions. Each

activity is to remind you of the immediate facts, points and major

informations you read in the in-text. In every study session there is

one or more activities provided for you to answer them. You must

be very careful in answering these activities because they provide

you with major facts of the text. You can have a separate note book


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for the activities which can serve as summary of the texts. Do not

forget to timed yourself for each activity you answered.

b. In-text Questions and Answers: In-text questions and answers

are provided for you to remind you of major points or facts. To

every question, there is answer. So please note all the questions

and their answers, they will help you towards remembering the

major points in your reading.

c. Self Assessment Question: This part is one of the most essential

components of your study. It is meant to test your understanding of

what you studied so you must give adequate attention in answering

them. The remaining time from the two hours allocated for this

study session can be used in answering the self- assessment

question.

Before you start writing answers to any questions under SAQ, you

are expected to write down the major points related to the

particular question to be answered. Check those points you have

written in the in-text to ascertain that they are correct, after that

you can start explaining each point as your answer to the question.

When you have completed the explanation of each question, you

can now check at the back of your book, compare your answer to

the solutions provided by your course writer. Then try to grade

your effort sincerely and honestly to see your level of performance.


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This procedure should be applied to all SAQ activities. Make sure

you are not in a hurry to finish but careful to do the right thing.

e-Tutors: The eTutors are dedicated online teachers that provide

services to students in all their programme of studies. They are expected

to be twenty- four hours online to receive and attend to students

Academic and Administrative questions which are vital to student’s

processes of their studies. For each programme, there will be two or

more e-tutors for effective attention to student’s enquiries.

Therefore, you are expected as a student to always contact your e-tutors

through their email addresses or phone numbers which are there in your

student hand book. Do not hesitate or waste time in contacting your e-

tutors when in doubt about your learning.

You must learn how to operate email, because e-mailing will give you

opportunity for getting better explanation at no cost.

In addition to your e-tutors, you can also contact your course facilitators

through their phone numbers and e-mails which are also in your

handbook for use. Your course facilitators can also resolve your

academic problems. Please utilize them effectively for your studies.

Continuous assessment

The continuous assessment exercise is limited to 30% of the total marks.

The medium of conducting continuous assessment may be through

online testing, Tutor Marked test or assignment. You may be required to

submit your test or assignment through your email. The continuous


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assessment may be conducted more than once. You must make sure you

participate in all C.A processes for without doing your C.A you may not

pass your examination, so take note and be up to date.

Examination

All examinations shall be conducted at the University of Maiduguri

Centre for Distance Learning. Therefore all students must come to the

Centre for a period of one week for their examinations. Your preparation

for examination may require you to look for course mates so that you

form a group studies. The grouping or Networking studies will facilitate

your better understanding of what you studied.

Group studies can be formed in villages and township as long as you

have partners offering the same programme. Grouping and Social

Networking are better approaches to effective studies. Please find your

group.

You must prepare very well before the examination week. You must

engage in comprehensive studies. Revising your previous studies,

making brief summaries of all materials you read or from your first

summary on activities, in-text questions and answers, as well as on self

assessment questions that you provided solutions at first stage of studies.

When the examination week commences you can also go through your

brief summarizes each day for various the courses to remind you of main

points. When coming to examination hall, there are certain materials that

are prohibited for you to carry (i.e Bags, Cell phone, and any paper etc).


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You will be checked before you are allowed to enter the hall. You must

also be well behaved throughout your examination period.


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INTRODUCTION TO THE COURSE

In this course material, the reader would be introduced to the fundamentals of Educational

Technology. The sequential study sessions and headings will equip trainee-teachers with

necessary information on how to effectively implement teaching strategies through the

production of instructional media and developing appropriate learning experiences to the

learners. There are thirteen (13) study sessions in this manual that introduce trainee-teachers to

the foundation of Educational Technology. Educational technology covers every aspects of

teaching. These aspects start with the designing of teaching, which include determining of the

subject matter content, learners’ characteristics, statement of behavioural, instructional or

specific objectives and selection of appropriate instructional media. It end with the logical

implementation of the aspects topping with evaluation to ascertain the extent of coherent

implementation.

Educational Technology is a course that brings together all the educational course in a practical

manner. Through the exhibition of pedagogic principles; an aspect of Educational Technology,

teachers display proficiencies in lesson delivery, classroom management, effective

developmental evaluation in tandem with theories of learning. Presumably, the inclusion of the

study of Educational Technology on the curriculum of teacher training programmes is a well

thought out decision.

In its simplest Educational Technology is a discipline that facilitates the total process of teaching

and learning through the application and utilisation of theories of learning, human and non-

human resources and integration of other devices with a sole aim of achieving effective learning

and successful teaching.


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COURSE OBJECTIVES

By the end of this course, students should learn about:

a. Reflective thoughts on teaching

b. Essential tips on teaching

c. Introduction to the concept of Educational Technology

d. Historical overview of Educational Technology

e. Conflict in meaning of Educational Technology

f. Concept of classroom communication

g. Models of communication

h. Concept of system approach to instruction (SAI)

i. Models of SAI

j. Types and categories of educational media

k. Principles of media design

l. Computer in education

m. The Internet in education

n. Identify major educational media practically


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DEPARTMENT OF EDUCATION UNIVERSITY OF MAIDUGURI

EDU 320

By

Habib M. A


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TABLE OF CONTENTSCONTENTS

Cover page

Introduction to the Course

Course objectives

Table of content

Study Sessions: 1. Reflective Thoughts on Teaching

2. Essential Teaching Tips

3. Historical Overview of Educational Technology

4. Concept of Educational Technology and its evolution

5. Reasons for Educational Technology in teacher education

6. System Approach to Instruction (SAI)

7. Communication: models and implications for teaching-learning

8. Educational media: types, categories and characteristics

9. Media production and improvisation

10. Educational media design

11. Educational media selection, storage and maintenance

12. Computer Application Education

13. The Internet

14. Practicum


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Study Session 1: Reflective Thoughts on Teaching

Introduction

In this study session, you will learn some thoughts that present manners expected of a qualified,

highly skillful and trained teacher. It interrogate the traditional and foundational view of

teaching. The thoughts questioned the age old styles of teaching and careful analysis will reveal

the stark truth of the thoughts. As trainee teachers, you will benefit greatly if the thoughts are

internalised and practise in day to day management of learners.

Learning Outcomes

At the end of the study session, you should be able to:

1. Apply the reflective thoughts

2. Analyse the reflective thoughts

3. Compare the reflective with traditional thoughts about teaching and learning

1.2 Reflective Thoughts on Teaching


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Introduction






Learning Outcomes







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Introduction






Learning Outcomes







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1TQ

Explain the first reflective thought

ITA

If we teach in the same style as we were taught in our school days, our students will not benefit

from the teaching and consequently, the circle of mistakes continues in achieving effective

teaching. Hence, we need to adapt and develop modern teaching methods that are more learner

centred.

1.3 Activity: Reflective Thoughts on Teaching

Activity Timing:

Allow 4 minutes

Activity text:

Read carefully the reflective thoughts two times and analyse each of them.

1.3. Summary of Study Session 1

You have learnt in this study session:

1. traditional teaching styles are ineffective in modern times

2. teaching should be learner centred

3. learners should be prepared and be grounded in life long skills that will enable them to fit

into ever changing world.

1.4 SAQ

1. Why do you think the traditional teaching method is ineffective


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2. Are today’s students more prepared compared to students of a decade ago in terms of

been equipped with lifelong skills?

Reference

1. Engberg, M.E. (2007). Educating the workforce for the 21st Century: A cross-

disciplinary analysis of the impact of the undergraduate experience on students’

development of a pluralistic orientation. Research in Higher Education, 48(3), 283-317.

2. https://www.csusm.edu/fc/.../CI_call_final.pdf

3. https://www.goodreads.com/author/quotes/219075.Franklin_D_Roosevelt

4. Hurtado, S., Alarez, C.L., Guillermo-Wann, C, Cuellar, M., & Arellano, L. (2012). A

model for diverse learning environments: The scholarship on creating and assessing

conditions for student success. In J.C. Smart, & M.B. Paulsen (Eds.) Higher Education:

Handbook of Theory and Research, 27. New York: Springer.

5. Kensal, A., & Eckel, P. (2002). The effect of institutional culture on change strategies in

higher education: Universal principles or culturally responsive concepts? The Journal of

Higher Education, 73(4), 435-460.

6. Sue, D.W. (2010). Microagressions in Everyday Life. Hoboken, New Jersey: John Wiley

and Sons.


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Study Session 2: Essential Teaching Tips

Introduction

In this study session, you will learn about essential teaching tips. These tips are expected to form

major part of a qualified teacher’s repertoire of skills. Careful application of these tips will not

only make one an effective teacher but a teacher most respected and honoured by learners. As

trainee teachers, you will be an effective teacher if these tips are internaliseand use in teaching

and managing students.

2.1. Learning Outcomes

At the end of the study session, you are expected to:

1. Critically analyse the three essential teaching tips

2. Apply in practice these tips

3. Synchronise the tips with traditional teaching modes

2.2 Essential Teaching Tips

The box below presents the three essential teaching tips


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Introduction














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Introduction














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1TQ

1. Are styles of teaching in your school days and today the same

2. Is modelling important in education

3. Does environment affects teaching and learning

ITA

1. They are very similar as teachers resist innovation

2. Modelling is part and parcel of teaching. The adage ‘do as I say and don’t do as I do’ is

an obsolete idea

3. Teaching and learning environment is an essential part of education. It affects learners

either positively or negatively.

___________________________________________________________________________

2.3 Activity: Essential Teaching tips

Activity Text:

Read the essential teaching tips again and compare to your view on current practices in our

schools

2.4 Summary of Study Session 2


1. Conventional teaching modes will not meet yearnings of 21st century learners

2. Modelling is essential part of teaching

3. Environment affects teaching and learning either positively or negatively

2.5 SAQ (LO 1& 2)


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1. Compare the conventional and modern views of teaching

2. In what way modelling is important

Reference

1. http://www.quotationspage.com/quote/34520.html

2. https://ongoingquest.wordpress.com/2010/05/27/technology-issuesconcernsobjections/

3. http://blog.gaiam.com/quotes/authors/abraham-maslow

4. https://www.certiport.com/Portal/Common/.../IEAB_Whitepaper040808.pdf


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Study Session 3: Historical Overview of Educational Technology

Introduction

In this study session, you will be introduced to the history of Educational Technology. Its advent,

spread and key developments in terms of objects and gadgets. The trends of its application in the

schools systems will be presented. Forerunners in its infusion to pedagogy will be reviewed

analytically. The major hallmarks will be considered and brief summary of the history will

conclude the session.



1. Trace the history of Educational Technology

2. Identify key objects and gadgets as reflecting educational technologies

3. List key hallmarks of Educational Technology

4. Compare the history of communication to that of Educational Technology

5. Trace the history of coming of educational technology to Nigeria

3.2 Historical Overview

The history of Educational Technology is a long and complex one. Its beginning cannot be

dated precisely. However, it can be stated with certain degree of confidence that Educational

Technology is as old as man himself. Its history is linked to the history of the development of

human communication, which started millions of years ago. Taken from this angle, human

being, since his creation, has been grappling with the development of best forms of passing

and receiving information, to and from neighbours. Educational Technology on the other

emphasises enhancement of teaching and learning interaction processes.


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Man utilised all powers of his physical being to send and receive messages in the best mode

possible. He employed gestures to tell the story of his tribes; used folklores to tell and pass

on his culture to the young generations. He used to set trap to catch preys. Smoke was used to

inform others of the impending dangers. All these were means considered as objects and

gadgets representing educational technologies and were employed to achieve effective

communications

There exist remains of the early man’s efforts in developing good methods of

communication. There are cave paintings to exhibit man’s efforts in documentation of his

activities in terms of controlling the environment and things therein it. There are paintings

and engraved motifs on cave walls in Lascaux, Southern France and Altimira, Northern

Spain displaying activities of the early man in documenting successes in hunting expeditions

and capabilities to manipulate and control the environment. Vivid scenes of hunting and

capture of animals were painted on these two cave walls. These could be considered as the

first use of symbols for communication beside; language is constituted as use of signs and

symbols based on agreed upon meanings. The first people to use objects in systematised

teaching was the elder Sophists who lived in Athens around six (6) CE. Some of the most

notable materials considered to be the forerunners or hallmarks of the present day

educational technology include:

The British Press: developed in the mid nineteenth (19th) century

Paper: its development by the Chinese brought about quick spread of information

The wax, slate and flat smooth wooden board painted black, which has since

metamorphosed into what is known today as chalkboard. There was no mention of slate

use by individual learner until 1815 CE.


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The blackboard: It has passed through different stages of changes and called as

chalkboard at the moment. The change in name was as a result of researches that suggest

use of black in the class retard learning. Consequently, different colours surfaced in the

classroom displacing black and thus prefixing of colour in the naming considered

inappropriate hence the many different names including whiteboard, interactive board,

whiteboard, etc. Blackboard was first mentioned by the Philosopher Brinkley in the year

1612 CE. Comenius also used blackboard in 1658 CE. There was no record of blackboard

in schools until the year 1800 CE.

One of the great modern philosopher John Amos Kimosky advocated the use picture

books in instruction for children as a need for restoring the balance and providing the

necessary visual associations. This revolts against the mere book learning was centred on

the teaching of educational philosophers like Froebel, Montessori, pestallozzi, etc,

Robert Owen introduced the use of painted examples from natural history that was

framed, put on rollers for display in front of his students during instruction. It was until in

1880 CE that pictures were included as integral part of texts considered cheap and

accessible to all.

The use of jigsaw puzzle as device for teaching of geography started in 1850 CE

Thomas E. Edison developed the motion pictures in 1894 CE. After the development, he

predicted that motion pictures was destined to revolutionise the educational systems. He

was quoted as saying ‘the education of the future as he saw will be conducted through the

medium of the motion pictures, which is a visualised education’.

As in the global perspective, the history of the coming of educational technology into Nigerian

educational scene appears blurred. What is clear about the advent of educational technology in


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Nigeria is that the missionaries who came to Nigeria in 1804, with their emphasis on teaching the

natives the English Language to aid in their church activities; later turned into use in

administration as colonialist was the beginning of educational technology in Nigeria. Drawings

depicting biblical and other short stories were presented in Sunday schools for children. No

governmental interest was shown on the application of educational technology until the late

1960s. Prior that period individual regionalgovernments applied educational technology in their

school systems.

Radical application of sophisticated educational technology was started in the Western region

with the establishment of first rediffusion television in 1958 at Ibadan. This was a style of

television broadcast whereby transmission signals were picked from London and redistributed to

specified areas. Although, the interest of the then regional government was to inform and

entertain the citizens of Western region, educational technologist saw it as an application of

advanced mode of educational technology. Almost ten years later the Eastern region

headquartered in Enugu followed the footsteps of the West and established a television with

similar aims. And consequently, the North followed suite after few years. All this while the

central government of Nigeria did not show any serious interest to enshrine the application of

educational technology in the education system.

In early 1970, the federal government instituted the application of educational technology at all

levels of Nigerian education. This led to the inclusion of schools broadcast on the television

houses programming. With the creation of more states, the federal government harmonised and

centralised the application of educational technology and in 1977 established the National


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Educational Technology Centre (NETC) with its headquarters in Kaduna.The Centre was

mandated to coordinate the deployment of educational technology at all levels of education

through workshops, conferences and design, production, procurement and management of

instructional technologies.

The Nigerian federal government finally institutionalised the application of educational

technology by including it as a core subject or course in all teacher training colleges, institutes of

education and faculties of education in Nigerian universities. Further, it mandated all state

governments to establish a unit concerned with educational technology in the ministry of

education. The states implemented the mandate and established a directorate, section or unit

various named as education resources centre (ERC) curriculum materials development unit

(CMDU), etc.

Presently, educational technology has been deeply grounded in all aspects of education. It has

changed into many different groups with each dealing on certain aspects of its original

stature.Educational technology is now embedded fully in education and almost all educational

programmes deploy educational technology. Some programmes such as open and distance

learning, online learning and even the old sandwich and part time are impracticable without

using educational technology. Its metamorphosis will be considered in study session two.

ITQ

1. Why is the history of educational complex?

2. Who are the originators of educational technology and why


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IQA

1. It is complex because of lack of precise dating

2. Elder Sophists were considered the originators of educational technology and this is

because of their systematisation of instruction.

Activity 3.3: History of Educational Technology

Read through the history again and reflect on the evolution of educational technology.

3.4. Summary of the Study Session 3

In this study session you have learnt:

1. the history of the advent of Educational Technology.

2. the history was a complex one.

3. the beginning of educational technology cannot be dated precisely.

4. the first people to use semblance of educational technology was the elder Sophists

5. notable objects and gadgets as reflecting educational technologies have been identified.

6. hallmarks of Educational Technology developments were listed

7. sharp contrast between the history of communication and educational technology have

been highlighted.

8. The coming of educational technology and its development in Nigerian education system

has been overviewed.

3.5 SAQ (LO 4)

1. Clearly state the coming of educational technology to Nigeria


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2. History of educational technology is complex, why?

3. In one sentence compare the history of communication and educational technology

Reference

1. A. Abimbade (1999) principles & Practice of Edu Tech

2. Agun, A & Imogie A (1998) Fundamentals of educational technology

3. https://sites.google.com/site/adms647summer12/weekly-sessions/module-1/2-week-two-

week-of-september-5/history-of-educational-technology

4. Kumar, K.L. (2008) Educational Technology-A Practical Textbook for Students,

Teachers, Professionals and Trainers. New Delhi: New Age International Publishers


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Study Session 4: Concept of Educational Technology and its evolution

Introduction

In this study session, you will be introduced to the various meanings of Educational Technology.

Its evolution and the changes the concept has undergone through. The confusions in the meaning

of educational technology will be discussed.

4.1Learning Outcomes


1. Define Educational Technology

2. Analyse the various meanings of educational technologies

3. Identify the confusion in terminology

4. Define the component of educational technology

4.2. Meanings of educational technology

Before defining what educational technology is, it is necessary to dissect the constituent parts of

the phrase comprising of technology and education on one hand and on the other few important

words making up the whole of educational technology. Technologyrefers to the application of

scientific and industrial arts theories and principles to solve problems inherent in human

societies. In its simplest, educationmeans all the experiences human being accumulates in the

course of living. These can be negative or positive’

Instruction is an exchange of information, ideas, beliefs, attitudes and skills between teacher

and learners. Curriculum is all the activities and experiences organised by institutions of

learning to modify and or change learners’ behaviour with a view to making them effectiveand

useful members of the society.Informationconsists of data (picture, text, figure, words, sign,


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symbols, sound and objects), which has been processed and converted into a meaningful whole.

In education, information is the content of subject matter and courses.Communicationin

education refers to passing of information, concepts, beliefs and skills between a teacher and

learners (pupils and students) and pedagogyis the arts and science of teaching.

Let us explore the meanings of educational technology.There have been many different attempts

in trying to define Educational Technology. Any definition that does not take into cognisance

two main perspective of its history is incomplete. These are the physical and behavioural

sciences perspectives. The physical sciences perspective considers the use of objects and

equipment in teaching and learning process. Objects and equipment such as books, realia (real

objects), specimens, overhead/slide/filmstrip/opaque, motion picture, projectors, computers,

video tape/cassette player/recorder, etc are use in classrooms to simplify difficult concepts, ideas

and skills. And the behavioural science considers the application of theories of learning and

communication, systems approach to instruction and curriculum process in teaching and

learning.

Therefore, Educational Technology can be viewed as the application of objects of information

carrying capacity and theories of learning and communication in teaching and learning. This

meaning tends not to portray the concept in a more comprehensive way, thus leaves important

issues untouched. Perhaps, the need to look towards authorities in the field to fill the missing

gaps.

The detailed; all-embracing, clear and explicit definition is the one developed by the Association

for Educational Communications and Technology (AECT) in 1977, it goes ‘educational

technology is a complex integrated process involving people, procedures, ideas, devices and

organisation for analysing problems and devising, implementing, evaluating and managing


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solutions to those problems involved in all aspects of human learning’. This definition

captures the five ‘5M’ of educational technology. Media, men machines, materials and

methods.

One very important phrase mostly used interchangeably with educational technology is

instructional technology. This is not same thing as educational technology. It is a subset of

educational technology and Association of Educational Communication and Technology

(AECT) defined it as “a systematic way of designing, carrying-out and evaluating a total process

of teaching and learning in terms of specific objectives based upon research in human learning

and communications and employing a combination of human and non-human resources to

bring about effective instruction in a given society (AECT, 1979)”

Over the years, educational technology had gone through many changes. From the beginning, it

was known as apparatus. This was changed as a result of research, which revealed that

‘apparatus’ represents tools and instruments used in laboratories. Apparatus was replaced with

audio-visual materials, which was also changed to teaching aids. The newest name is ICT in

education (Information & Communications technology in Education)

4.2.1 Conflict in meaning

Educational technology has been exposed to many different interpretations and as a result

exposed to conflicting meanings. Many practising teachers are confusing educational or

instructional technology with technical education. Educational technology is used

interchangeably with technology in Education; technology of Education and instructional media

technology and technical education is also known as technological education ortechnology

education. The following table presents their major differences:


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4.2.2 Main branches of educational technology

The following illustrate the main branches of educational technology trainee teachers need to develop

skills in implementing them


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Fig 4.2

ITQ: you have read through 2.2, now compare the definitions in the text.

ITA: the two definitions are different. It is presented as instructional technology as subset of

educational technology.

Activity 4.3: Definitions of Educational Technology

Activity text:

Critically analyse and compare the two definitions.

4.3. Summary of Study Session 4:

In this study session you have learnt:

1. Definition of educational technology

2. definition of instructional technology presented

3. analysis of the definitions presented.

4. branches of educational technology discussed.

4.5. SAQ (LO 1)

1. Define educational technology

2. has educational technology been incorporated in teaching and learning in Nigerian schools


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References

1. A. Abimbade (1999) principles & Practice of Edu Tech

2. Agun, A & Imogie A (1998) Fundamentals of educational technology

3. Kumar, K.L. (2008) Educational Technology-A Practical Textbook for Students,

Teachers, Professionals and Trainers. New Delhi: New Age International Publishers

4. http://blogs.edweek.org/edweek/education_futures/2015/03/education_technologies_

and_concepts_that_every_teacher_should_know_part_i.html

5. http://blogs.edweek.org/edweek/education_futures/2015/03/education_technologies_

and_concepts_that_every_teacher_should_know_part_i.html

6. https://en.wikipedia.org/wiki/Educational_technology

7. http://www.oerafrica.org/oer-resource-collection/educational-technology?page=1


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Study Session 5: Reasons for Educational Technology in teacher

education

Introduction

In this study session, you will study about the reasons for including Educational Technology in

teacher training programmes. Educational technology as defined in study session 2 is a broad

subject area covering almost all the other educational studies subjects, thus need to study it is

crucial in developing practical skills in lesson delivery, presentation and classroom management

5.1Learning Outcomes


a. Identify the reasons for studying educational technology as a course in your programme

b. Mention the main reasons for inclusion in teacher training programme.

c. Discuss on the reasons

5.2 Reasons for Educational Technology in Teacher Education

There are many reasons why trainee teachers are required to study educational technology as part

of their professional skills development mechanism. These can be grouped into two main

categories specific and general. The specific include; Motivates learners; increases learners’

comprehension; makes teaching and learning real and worthwhile experience; brings into the

classroom objects and events, which ordinarily impracticable; simulate reality; develops

collaboration among learners and teachers alike; engages learners actively; and makes teaching-

learning interesting, etc, while the following are some of the general ones:

Population Explosion


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Stagnation of facilities/infrastructure

Knowledge expansion

Innovation in Education

Outmoded teacher production styles

Traditional Teaching Practice

Shortage of expertise

5.2.1 Population Explosion

The population of qualified applicants into all levels of Nigerian education and globally has been

growing exponentially. And the available spaces in schools, colleges and universities are

insufficient to cater for the growing number of prospective candidates. Under such circumstances

educational technology comes in handy to remedy the situation. This is achieved through the

provision of online and elearning avenues, which are the peak of technological deployment in

education.

At its simplest level, educational technology provides an opportunity to cater for large number of

learners at the same time. For example, public address system empowers a teacher to reach large

number of learners without much straining to the voice. In addition, learners can have access to

rich resources through elibrary or the internet which hitherto untenable. Individualised study is

enhanced with educational technology and access to sources of information by many learners is

made possible


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5.2.2 Stagnation of Facilities/infrastructure

The dearth of modern educational facilities and infrastructure has made educational technology

an essential tool of bridging the gap.Learner population is growing without commensurate

growth in facilities and infrastructure. The existing facilities and infrastructure are getting out of

fashion and inappropriate to meet current needs because they are insufficient and not spacious

enough to accommodate the explosion of learner population. The facilities do not allow

implementation of educational innovations thus serves only the traditional modes of instruction.

With educational technology such drudgery is eliminated.

5.2.3 Knowledge Expansion

Access to information is opennow, unlike some decades ago. Teachers were considered

encyclopaedia of knowledge and surge on stage as store house of information. However, with the

advent and application of educational technology, the roles of teachers have dramatically change

to that of organisers of learning experiences and guides to the learners.

Hence, teachers are no more store house of knowledge. It has made teachers as partners with

learners in the construction of knowledge. This suggests that ideas of yester-years are obsolete

and with the compartmentalisation of disciplines, acquisition of knowledge is now open and a

global rights of all individuals

5.2.4 Innovation in Education

There are a lot of new ideas in education, which the traditional education styles cannot meet up

in their implementation. Innovations such as micro-teaching, open and distance education, online

and elearning, meta-cognition, collaborative teaching-learning and individualised learning to

mention a few are difficult to implement under the conventional infrastructural setup.It means,

new approaches are required in education. Educational technology empowers both trainee and


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practising teachers to develop, enhance and improve skills necessary for implementing new

innovations in education.

5.2.5 Outmoded teacher production styles

Traditional teacher production system does not work well. Under it, trainee teachers are taught

basic methods of teaching theoretically and a very littleof improperly designed practical. They

are not modelled well on classroom management, psychology of learning and child development,

lesson planning and presentations, skills in designing and producing curriculum and instructional

materials and so forth.

In like manner, prospective teachers are sent on teaching practice without equipping them

sufficiently with necessary skills in teaching. And the traditional subject areas do not fit in with

modern day societal needs. Properly implemented study of educational technology solves most

of the inadequacies mentioned above.

Recordings of a professional teacher presenting and delivering well planned lesson give an

opportunity for improper study and internalisation of skills required of becoming an effective

teacher. Micro teaching accord flexible access to developing vital lesson presentation and

classroom management strategies. Therefore, educational technology is a discipline at the heart

of producing highly skill-full and trained teachers.

5.2.6 Traditional Teaching Practice

The traditional style of sending student-teachers on two six weeks of teaching practice without

grooming them well on teaching skillsportent a serious challenge in producing qualitative

teachers. To worsen the situation, certain traditional practice (child study) that adds some degree

of quality in the process has been removed in the teacher production programme, which further


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reduce the quality scale very low. With educational technology trainee teachers can study and

learn on individual basis the prerequisite skills before they go on teaching practice. From a

professional standpoint, the current style of teaching practice is not sustainable and will

ultimately be improved, both in scope, timing and mode.

5.2.7 Shortage of expertise

The dearth of highly skilled, qualified and motivated teachers required the need for applying

educational technology. As mentioned earlier, the learner population is difficult to match with

quality teachers. Perhaps, the way around is to invest on educational technology, so that a skilled

teacher will be accessible to many learners. It means, an expert can be utilised by many learners

dispersed in different location.The contrive condition in the conventional system is eliminated.

Educational technology removes differences in tribe, ethnicity and race. Different learners’

capabilities are taken care of through allowing individualised self-study using technologies

1TQ

1. Why study of educational technology is important in education

2. Does the use of technology cater for learners’ population explosion

ITA

1. Study of educational technology is important because it enables trainee teachers to

develop basic teaching and lesson presentation skills.

2. Educational technology makes it possible for large number of learners to access

information; it means the large learner population is catered for through the application of

technologies of teaching and learning

5.3 Activity: Reasons for Studying Educational Technology in Education


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Activity Text

Discuss why educational technology is important in teacher education.



1. Educational technology allow access to information by large number of learners

2. It helps in developing teaching and classroom management skills

3. It improves quality of teacher production and teaching practice

4. New innovations are easily implemented

5.4 SAQ

1. Compare the traditional teacher production style with technology supported teacher

production system.

Reference

1. Stošić, L (2015 ) The importance of educational technology in teaching: (IJCRSEE)

International Journal of Cognitive Research in Science, Engineering and Education:Vol.

3, No.1

2. http://www.slideshare.net/mustgo20/why-integrate-technology-in-teaching-5279029

3. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008040

4. http://technology.tki.org.nz/Teacher-education/Pre-service-technology-education-

framework/Element-2-Rationale


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Study Session 6: System Approach to Instruction (SAI)

Introduction

In this study session, you will be introduced to the concept of system approach to instruction

(SAI). The various models of SAI will be discussed. Practically applicable models will be

identified. Diagrams of the models will be presented.

6.1 Learning Outcomes


1. Define System Approach Instruction (SAI)

2. Identify the various parts of SAI

3. List the models of SAI

4. Enumerate the similarities of the models

5. Apply SAI in lesson development

6. Illustrate a model of SAI

6.2.System Approach to Instruction (SAI)

SA is defined as independent parts working together to reach specific goals or targets. SAI

conceived instruction as a process consisting of events, objects, concepts, teacher, learners,

environment etc interacting collaboratively to achieve objectives of a lesson. SAI removes all

redundancies in teaching and makes T-L process more scientific.

6.2.1 Models of SAI

Model is defined as a pictorial representation of an idea, concept, belief, skills. There exist many

different models of SAI, but their components are similar. For the purpose of this course, few


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models will be considered. You are enjoined to explore further by following the references at the

end of this study session. The models to consider are:

1. Brown, Lewis & Harcleroad, (1987, 1997)

2. ASSURE model by Heinich, Molenda, Russell, Smaldino, (1999, 2009).

3. ADDIE, van Merriënboer, (1997)

The explanations of the models follow:

In Brown et’ al model four questions were asked:

1-what should schools accomplished? (goals)

2-what learning activities should learners undertake to reach the goals? (conditions)

3-under what situation & materials should the activities be undertaken? (resources)

4- what evidence should be gathered to ascertain goals are reached? (outcomes)

To these four (4) questions, seven answers have been provided and are presented below

diagrammatically:


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diagrammatically:


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diagrammatically:


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The goals are general educational intent. Goals are broken into objectives. Objectives are

specific intentions to be achieved after exposing learners to sets of information. Broadly, there

are three types of objectives: specific, behavioural and instructional. If specific objective is

intended, the target is the coverage of a given content area. There is no concern as to whether

learners achieve or not. It is a teacher centred objective.

Behavioural is a learner centred objective and is more representative of the meaning of learning.

Learning in a simple definition is a change or modification of behaviour. Here, learners are

expected to exhibit certain traits of change usually by action either verbally or non-verbally.

Instructional objective desires tomeet external or internal examination needs only. According to

Bloom (1956) Objective is divided into three domains cognitive, affective and psychomotor,

with technology in teaching and learning a fourth domain is added, that is information and

communication technology. The following boxes explain the levels in Bloom’s taxonomy of

objectives:


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objectives:


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objectives:


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The content should be comprehensive, detailed and simplified.

The following box illustrate the condition. The question has two answers: learning experience

and teaching-learning modes denoted as T-L. Learning is by doing, thus learners are to engage in

activities that lead to learning where they will act, do or participate in the process of learning.

That is the reason for statement of objectives must be in active verb form ‘only’. These include


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and not restricted to define, identify, mention, construct, compare, determine, contrast, draw,

illustrate, enumerate, debate, design, etc. Words such as understand, know, appreciate and

similar phrases and concepts should be avoided in stating objectives.

The box below presents trajectory of learning modes and learning domains. The ABC-XYZ is

showing how the domains are used in teaching and learning situations.

The following box showing the resources.


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The outcomes, which is same thing as evaluation is illustrated below:

In education and in some courses within it, evaluation is perceived differently from educational

technology perspective. In educational technology and similar teaching strategies, evaluation has

three levels as presented on the above box. The diagnosis is to find out or identify the starting

level of the learners in terms of amount of information in their store of experience. In a typical

lesson presentation, it means finding out to ascertain how much do the learners have idea or


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information on a given topic and base on the findings that teacher builds upon it. It is used at the

beginning of the lesson through asking questions.

The developmental evaluation is implemented during lesson presentation proper. The purpose is

to find out whether the learners are following the lesson or not. Scholars in the art and science of

teaching advise strongly against the use of immeasurable and unquantifiable ways of evaluating

teaching and learning. Concepts such as ‘understanding’ ‘know’ ‘appreciate’ should be avoided

during lesson presentations. Instead allow learners to ask questions or the teacher ask questions

to confirm the state of comprehending the lesson.

The summative evaluation is to find out the extent of achieving the objectives of the lesson

presented. If positive, that is the expectations; otherwise the teacher needs to analyse and reflect

on the reasons for failure of the lesson. Many questions have to be raised and answers provided.

These might include was it the teacher’s fault? Was instructional media effectively used? Was

the method appropriate? Were the learners ready? Was the mode of communication above or

below the learners’ level? etc. The answers will provide the teacher an avenue for improvement.

At the centre of all these component is the learner. They are central to any SAI. Their

countenance, emotion, temperament, intelligence, readiness and socio-economic backgrounds are

essential in the proper implementation of the model. Teachers are expected to analyse the

learners’ characteristics with a view to selecting appropriate learning experiences and activities.

The ADDIE model is presented on page 33:


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The first ‘A’ means ‘assure’. This covers determination of entry characteristic of

learners.Identifying the general characteristics including specific entry competencies, identifying

learning styles and provision of other vital information about the learners. The blue ‘S’

represents State desired learning outcomes, knowledge of objectives will compel teachers to

create an enabling learning environment. The purple ‘S’ means Provides guidelines for choosing

appropriate materials and media. Selecting available materials/media.Modifying available

materials and designing new materials.

‘U’ means utilise the selected or designed material. In the process of usage previewing the

materials is necessary to identify salient areas of interest. Prepare the environment for using the

material. Sufficiently lit room with normal cross ventilation is a must. Then, prepare the


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audiencefor viewing. A brief explanation is needed to direct their attention to particular aspects

of the material. Present the material after cross-checking to be sure that all the necessary

considerations have been met. The ‘R’require learners’ response. It is important to keep learners

actively involved in teaching and learning processes; learning being activity oriented.

It is the learners’ participation in teaching and learning process that will tell the extent of

achievement of stated objectives. And the last of Heinich, et’al model is ‘E’reflecting Evaluate

and review. This is to assure both learners’ achievement of the objectivesand the achievability of

the instruction. The revise part is to check on discrepancies between intended and

actualoutcomes and noted deficiencies of media, methods and materials utilised improved upon.

The acronym ADDIEas in ASSUREmodel stand for assess learner characteristics and state

objective; develop materials; design the materials; implement (use) the material and evaluate

the whole process to improve on it. Choose the model you are comfortable with for application.

1TQ

1. Define SAI

2. State the main parts of SAI

ITA

1. System approach to instruction is a scientific way of designing lesson. System refers to

independent parts working together collaboratively to achieve stated goals.

2. A system may have five, six or seven parts. A standard SAI must have way of stating

objectives, show how to accomplish the objective, indicate activities to go with

materials, suggest use of instructional media and determine style of discovering

achievement of stated objectives


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_______________________________________

6.3 Activity: System Appraoach to Instruction

Activity Timing

Allow 6 minutes

Activity Text

Carefully read the study session again and reflect on the similarity of your notion about

instruction and the SAI styles.



1. Meaning of system approach to instruction (SAI)

2. Models of SAI

3. Main components of SAI

4. Importance of applying SAI in instruction

6.3 SAQ

1. Discuss how you will use one of the models of SAI to plan lesson

Reference

1. Lewis,J. W., Harcleroad., R B &Brown,F. F.(1969) AV instruction: media and

methods.McGraw-Hill

2. http://edutech202.blogspot.com.ng/2012/12/the-concept-of-system-approach-to.html

3. https://en.wikibooks.org/wiki/Systems_Theory/Systems_Approach_to_Instruction

4. Hoogveld, A., Paas, F., Jochems, W., &Van Merrienboer, J. (2002). Exploring teachers'

instructional design practices from a systems design perspective.


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5. Heinich, R.,Molenda, J., Russell, D., and Smaldino, S. E.(1999)Instructional Media and

Technologies for Learning.Pearson Merill Printice hall

6. http://www.nwlink.com/~donclark/hrd/learning/development.html

7. McGriff, S. (2000). Instructional Systems, College of Education, Pennsylvania State

University. Retrieved from http://www.seas.gwu.edu/~sbraxton/ISD/general_phases.html


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Study Session 7: Communication: models and implications for teaching-learning

Introduction

In this study session, you will be introduced to classroom communication. As a distinct form of

interaction different from the usual types of communication, it constitute all the actions teachers

exhibit during lesson presentations. These would be verbal and non-verbal. Two main models of

communication will be presented. The implications of communication in teaching and learning

processes will be discussed. Hindrances to effective classroom communication and aids to

achieving effective classroom will be illustrated.



a. Define classroom communication

b. Identify the type of communication

c. Illustrate the models of communication applicable in classroom context

d. State factors hindering effective classroom communication

e. State factors that aid effective classroom communication

7.2 Communication: models and implications for teaching-learning

Communication is a hydra-headed word. It is a chameleon of a word. It’s meaning change as the

speaker changes. Generally speaking communication is the passage of message or information

from one place or point to another. This is too restricted definition, which has little or no

importance in education or other discipline outside mass communication; because business of

education is much more than just passage of message or information.


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Perhaps, survey of the conceptualisation of the word in other disciplines might shade some light

as to its position in education. What does communication means in your community of practice?

The military and paramilitary view communication as adherence to the chains of command,

constituted by ‘respect the last order’ syndrome, thus, ‘good morning’ is the only accepted

greeting culture in the military organisations. But note that the military personnel are highly

literate, disciplined and exceptionally command the language of communication. However, due

to disciplinary and professional nomenclature, they tend to appear abnormal.

The Engineers perceived communication as the mode of linking people by roads, rail

air/seaways. As long as there are good roads, safe air/sea ways, and rails, the process of

communication is complete. In business and administration, communication is concerned with

passing of unambiguous directives by senior management team members to the subordinates. It

stipulates that, there must be a proper interchange of information amongst workers; otherwise,

there will be what communication theories described ‘in a society where there is no proper

channel of communication, gossip is the only viable communication channel’

In education, communication is conceived as the process of exchange of concepts, skills,

attitudes, behaviours, beliefs between highly trained, experienced, sophisticatedly educated

persons (teachers and able peers) and less trained less educated and less experienced person

(learners). There is a distinction between specialised and general types of communication. The

specialised form of communication, which a classroom communication, is one, has pool of

already-agreed-upon meanings, terms and concepts that are only decoded by persons with certain

relationship or affinities with such areas.


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The classroom communication is a closed form of communication whereas the general

communication is open. These are constituted as the use of specific words and terms in the

process of interacting with group members. In the ‘open’ style of communication, there are not

any special terms and phrases.

The communication in education is considered as having bi-polar position. Firstly, its application

in the management of educational enterprise and secondly, its use in the T-L processes. In the

case of the latter, communication is recruited as interactional styles. Although, three kinds of

classroom interactions or communications have been identified, the main thrush of any T-L

process is to recruit new members to a community of practice of which the teacher is a member

and a representative of the larger knowledge community.

The three interactional nature of classroom communication are:

1. teacher to learner

2. teacher to learners

3. learner to learner (s).

In ‘a’ teacher presents a question to the whole class and ask a learner to respond. In ‘b’ teacher

presents a question, and require the whole class to respond in unison, such is also known as

‘echo’ question-answer style and in ‘c’ teacher ask a question, receive an answer from a student

and ask another student (s) to confirm the answer. This is mostly use by teachers trickishly in a

situation whereby the teacher could not confidently respond to students’ questions.

It should be noted that the purpose of classroom interaction is to communicate to the learners’

concepts, skills, attitudes, and beliefs of members of a community of practice. The teacher tries

to interpret terms and language of the community of practice s/he belongs in a highly reduced,


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simplified and sometimes applicable form. The struggle is to invite more people to such

knowledge communities as biologist, physicist, geographers, linguists etc.

Furthermore, process of communication in education is discussed along the consideration of

models of communication. Mainly, two models of communication are popular in education:

engineering and psychological models. The engineering model is derived from the physical

science perspectives of educational technology typified by the use of hardware and software

applying electronic languages of in/out put. The model is represented by the mathematical theory

of communication by Shannon and Weaver (1949). The following diagram illustrates the model.

Message Signal Received Message

Signal

Deploying the above model to classroom interaction could reveal thus: Information represents

concepts, skills, attitudes, beliefs, etc; TX (Transmitter)suggests the mode: teacher with any

instructional media; noise could be any interference from inside or outside the classroom. In the

classroom, ambiguous statements and utterances could mean noise. RX (Receiver) learners’

instructional media; destination learners, and the feedbackis the dyadic (2-way) nature of T-L

process.

In practise, this model tends to be extremely difficult to implement, but the other way around is

the reality. In fact, the most discussed topic in education today is ICT, which is a typical of

Information TXNoise

RX Destination

Feedback


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engineering model of communication. Can teachers in this century and above do without ICT?

The answer is obvious, no!

One can discern that engineering model is hierarchical in nature; it does not consider human and

humane natures. Skipping one step renders the whole process almost useless. Conversely, the

psychological model of communication is more humane and considers human nature. It is

cyclical in attribute and the process could start at any point and terminate at any level. It was

presented by Harold Lasswell. Its diagram is presented below.

Says What

Who

With What Purpose

With What Effect To Whom

By What Means In what Situation

Fig 5.2. Lasswell (1992)

Who represents the teacher; says what is concern with the content; what purpose suggest the

objective; whom represents the learners; situation deals with the environment in which T-L

activities are taking place; means constitute instructional media use during T-L processes; what

effect is concern with evaluative procedures to ascertain the level of success or failure of T-L,


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methods/techniques used and instructional media deployed to achieve the statement of

objectives.

Teachers should strive to deploy mixture of the models for positive impact. Having discussed the

concept communication in education, and as members of various knowledge communities basing

on your classroom practices prior coming to the college, reminisce over those things you

consider would enhance and hinder effective classroom communications.

7.2.1 Hindrance to effective classroom communication

Bad communication styles in the classroom make learners’ loose interest in learning. Poorly

prepared teachers present bad lessons that do not actively engage the learners. Following are

major hindrances to achieving effective classroom communication.

1. Speech and Language Difficulties: Due to speech difficulties some teachers and learners

alike often struggle to communicate in classroom settings in an ineffective manner. This

leads to difficulty in comprehending lessons and organising thoughts. When people rely

on gestures rather than words, there is speech difficulty and it affects effective lesson

delivery.

2. Boring Classroom Lessons:Classroom communication breaks down when students are

bored, unmotivated or disinterested in their schoolwork due to poor communication style

by the teacher. Outdated, routine assignments and busywork create communication

barriers and students do not want to interact with their teachers and just want class to be

over.


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3. Personality Differences: Communication problems occur from personality differences

between students and teachers, especially when the teacher over or under gauge the

learners capacity. Hence, teachers must identify these differences and balance it.

4. Peer Pressure: Peer pressure creates communication problems in the classroom when

students respond to teachers by acting funny, cool or disengaged

7.2.2 Aids to effective classroom communication

1. Speak clearly & succinctly

2. Encourage students to speak

3. Don’t monopolise by talking for long

4. Listen well; paraphrase if you discover that the learners are not following

5. Stick to topic/task

6. Be humorous and player-full

7. Know the learners by their names

8. Express ideas clearly & explicitly

9. Gain & keep attention

10. Be well organised & prepared

11. Use visual aids effectively.

12. Avoid speech mannerisms

7.2.2Communication in teaching and learning

Instruction is inseparable from communication. Effective communication is heart of successful

teachings. Command of the language of instruction is a pre-requisite for becoming an effective

teacher. Versatility in the use of the language of instruction makes teaching successful and

learning interesting.Teaching is affected by bad communication patterns and any sound, action,


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sign and symbol that does not form part of the content of a given subject matter will be

considered as noise. And noise negatively affects decoding of information by the learners. The

following are some of the roles of communication in teaching and learning.

a. Ease comprehension

b. Simplifies concepts and skills

c. Creates smooth and effective interactions between teacher and learners

d. Eliminates speech mannerisms and removes unnecessary noise

1TQ

1. Give simplest definition of classroom communication

2. Identify the two models of communication

3. Classroom communication is a specialised form of communication, why?

ITA

1. classroom communication is a sharing of ideas, concepts, beliefs, attitude and skills

between a teacher ad learners

2. Engineering and psychological models

3. Classroom communication is a specialised because it is in a special environment with its

own culture and rules centring on development of concepts, attitudes and skills, which is

quite different from the ordinary outside the classroom communicatiion

_____________________________________________

7.3 Activity: communication in teaching and learning

Activity Timing


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Allow: 4 minutes

Activity Text

Distinguish the difference between classroom and general forms of communication



1. Meanings of communication

2. Definition of classroom communication

3. Models of communication

4. Hindrance to effective classroom communication

5. How to enhance effective classroom communication

7.5 SAQ

1. Effective classroom communication is important to achieve effective lesson presentation

2. Identify the features of the models of communication discussed in this study session and

relate it to your personal notion of what constitute classroom communication

Reference

1. Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication.

Urbana, Illinois: University of Illinois Press

2. http://educationgy.org/web/index.php/teachers/tips-for-teaching/item/1570-importance-

of-communicating-in-the-classroom

3. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0ahUKE

wju1qLFzLHOAhVHWxQKHatoC_MQFgg1MAI&url=http%3A%2F%2Fwww.cccbsi.o


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rg%2FWebsites%2Fbasicskills%2FImages%2FCommunication_in_Classroom.ppt&usg=

AFQjCNEO8p2KTzdy0D085DZirxdAjom9gw&sig2=siUGbMvKL08RNOQoRSR54Q

Study Session 8: Educational media: types, categories and characteristics

Introduction

In this study session, you will study about educational media. Various definitions will be

overviewed. Types and categories of media will be discussed. The features of the various media

in groups presented.



a. Define Educational media

b. Identify types of media

c. Identify categories of media

8.2 Educational media: types, categories and characteristics

Media is the plural of medium meaning between. Media in its general usage constitute radio, TV

and newspaper/magazine. Thus, educational media refers to any object of information carrying

capacity that comes between the works of course designers and the learners. The course designer

is constituted as individuals, groups or agencies entrusted to design and monitor curriculum and


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its implementation of a given level of education. Hence, (National Universities Commission) for

universities produces the NCE programmes and monitor its implementations. Apparently, the

media comes between the product of the Commission, which is the ‘minimum standard and the

teacher.Educational media is any type of media used to educate someone on a topic.

Educational media has been divided into categories. Different scholars presented various

categories of media deriving from their training experience and exposure. Thus there exist no

single universally accepted categorizations of media. Whichever one adopts to use, the base is

audio, visual or audio-visual as presented by Cable (1964). The aural comprises of all items that

elicit the sense of hearing (ear) such as the teachers’ voice, radio programmes, audio

cassette/tapes players, CD amongst others. The visuals elicits the sense of sight (eye) examples

are OHP, slide/film strips, silent motion pictures, pictures, planetarium, drawings paintings,

boards (chalk, cloth, magnetic, plastic, bulletin, easel), computer, etc, whilst, the audio-visual

(A-V) uses the combination of hearing and sight. These are the audio sychronised (sync) with the

visuals. Others are TV, CCTV (closed circuit TV), video machines, computer etc.

There exist many other different types of categorization. Choose the ones you are comfortable

with and use.Perhaps, there are no best or worst styles, all are good if properly argued and bad if

discussed disjointedly (discussion in class)

8.2.1 Types of Educational Media

There are different types of media. Wilbur Schramm grouped media based on size. He

collectively placed media into two broad types: Big or little media. To Brown et’al (1987) media

is divided into projected and non-projected. Other types are operated and non-operated. The

traditional classification is aural, visual and audio-visual. Effective use of media is key to


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successful lesson presentations. The value of media is capture clearly by the following statement

All the types of media are subsumed in the aural, visual and audio-visual divisions as shown in

the following boxes:


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8.2.2 Categories of Educational Media






cassette/tapes players, CD amongst others.


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The visuals elicits the sense of sight (eye) examples are OHP, slide/film strips, silent motion

pictures, pictures, planetarium, drawings paintings, boards (chalk, cloth, magnetic, plastic,

bulletin, easel), computer, etc, whilst, the audio-visual (A-V) uses the combination of hearing

and sight. These are the audio sychronised (sync) with the visuals. Others are TV, CCTV (closed

circuit TV), video machines, computer etc.

Abimbade (1999) presented the following categories of media:

EducationalMedia

Non-print media Print media Electronic media

Projected Audio visual AudiofilmsNon-projectedBooks,

journals, handouts,magazines,etc TV,video, vcdetcohp,computer etcteachers’s voice, radio, tapes,etc

Beside this one, there exist many other different types of categorisation. For example Anderson

(1976) classified media into 10 as follows:

No Media Categories Examples in Learning

I Audio Audio tapes, radio, CD, telephone

II PrintTextbooks, modules, brochures,

leaflets, pictures

III Audio-printAudio tapes that include written

materials

IVProyeksi visual

silent

Overhead transparency (OHT),

Film frames (slides)


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VAudio visual

projection silentFilm frames (slides) voiced

VI Visual Motion silent film

VIIAudio Visual

motion,

silent motion film, video / VCD,

TV

VIII Physical Obects Real objects, models, specimens

IXHumans and the

environmentTeacher, librarian, laboratory

X Computer

CAI (Computer Assisted

Instructional = computer-assisted

learning), CMI (Computer

Managed Instructional)

Choose the ones you are comfortable with and use.Perhaps, there are no best or worst styles, all

are good if properly used and bad when wrongly deployed.


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8.2.3.Characteristics of Educational Media

1TQ

1. Media is important in teaching and learning process. Why?

ITA

1. Media is important because it simplifies difficult concepts, ideas and skills. Learners are

motivated and their interest heightened. Teachers’ tasks are eased by illustrations, videos,

pictures, cartoons, etc.

8.3 Activity: Educational media

Activity Timing

Allow: 6 minutes

Activity Text:


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1TQ


ITA





Activity Timing

Allow: 6 minutes

Activity Text:


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1TQ


ITA





Activity Timing

Allow: 6 minutes

Activity Text:


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Select some topics in your area of study and identify media that will match them. Make sure to

identify more than one media


a. Meaning of Educational media

b. Types of media

c. Categories of media

8.5 SAQ

1. Out of the many categories of media, which one is easily adaptable in Nigerian context?

2. Creative invention is the highest level of media production. Why?

Reference

1. http://educasi-mediafor.blogspot.com.ng/2013/06/the-types-of-educational-

media.html

2. http://resources.mhs.vic.edu.au/media/Production%20Skills.html


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Study Session 9: Media production and improvisation

Introduction

In this study session, you will be introduced to the various media production styles. The process

of improvising educational media to meet requirements of appropriate medium of lesson

presentation will be discussed



1. Define educational media

2. Develop skills in media production

3. Develop improvisation skills.

9.2Media production

This deals with issue relating to construction of educational media suitable to the teachers’

needs, what instructional technologist referred to as teacher-made-media. Media production is

a process of designing and making instructional media for teaching and learning purposes. Three

kinds of media production strategies are in practice: imitative, adaptive and creative invention.

Imitative is concerned with copying other peoples’ work directly without addition or subtraction.

Technically, it is copying of other peoples’ rules, conventions and other principles of media

design in media production. It is the lowest level of media production principle because no

creativity or initiative is highly necessary. In adaptive media production, producer can copy other

peoples’ rules and convention. Thus media modification (addition/subtraction) is the backbone of

adaptive media production strategy. This could comprise of creative zeal and initiative-ness.


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The highest level of media production is creative-invention. It is where teachers engage in

constructing media without falling back on other peoples’ work. Starting from scratch is a

hallmark of creative-invention media production. As the name suggests, creativity, initiation,

inventiveness is vital ingredients of this kind of media production. Teachers are advice to adopt

the combination of production styles to produce suitable media that will be effective for

achieving behavioural objectives of lessons.Teachers need media production skills and should

form part of their repertoire of experiences.

9.2.1 Media Improvisation

This is a process of making use of whatever is available in place of the ‘original’ or ‘custom-

made’ instructional media. Original or custom-made media is a media designed and produced

commercially by big companies. The custom-made media is manufacturers centred. Their

interest is to make profit and little consideration is given to the requirement of the curriculum.

Hence, teachers collect discarded items such as milk tins, cartons, match sticks, newspapers, etc

to make objects that will enhance teaching and learning effectively. Learners are actively

involved in the process of improvisation. Visit https://en.wikipedia.org/wiki/Improvisation

1TQ

1. List the type of media production styles

2. Is media production skills necessary for teachers

ITA

1. Imitative, Adaptive and creative-invention

2. Media production skills should be part of teachers’ repertoire of experiences

9.3 Activity: Educational Media production and Improvisation


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Activity Timing:

Allow: 5 minutes

Activity Text:

Identify a most difficult topic in your area of specialisation and design a media to teach the topic

to junior secondary school students class two (2)


In this study session, you have learnt:

1. Definition of educational media production

2. Produce instructional media

3. Skills in media production

4. Meaning of improvisation

9.5 SAQ

1. In the absence of actual educational media, what will you do as a teacher?

Reference

1. ADU F.O; Adu E .I (2014) Improvisation as Atool for Improving the Teachers

Knowledge In Basic Technology. IOSR Journal of Research & Method in Education

(IOSR-JRME) Volume 4, Issue 1 Ver. I, PP 14-18

2. http://www.secondcity.com/network/10-reasons-teachers-use-improv-classroom/

3. http://wiki.ubc.ca/Improvisation_(Teaching_and_Learning)


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Study Session 10: Educational media design

Introduction

In this study session, you will be introduced to design of layout in educational media production.

The different lay out format will be studied and sample media layout produced.



1. Identify design layouts

2. Identify formatting of I S T Z design patterns

3. Illustrate a functional design layout patterns

10.2 Educational media design

Educational media design is a process of arranging and organising patterns, lines, symbols,

pictures, sounds, figures to develop and produce visuals or audio to simplify content of given

subject area. Before embarking on media design, the following major design principles must be

studied carefully:

Balance

Emphasis

Harmony

Shape

Colour

Balance deals with placing figures, illustration, diagrams, pictures etc, equally on the design

surface. There are two type of balance: symmetrical and asymmetrical. The former is also known


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as formal balance, whilst the latter is call informal balance. Sometimes, placing figures etc,

arbitrarily anyhow appeals better than fixed formalised pattern. Emphasis is constituted as level

of importance being attached to some part of a design as against uniform treatment of all parts. In

drawings and paintings emphasis is mostly in the form of cartoon and caricature.

Harmony; It is organising the various items on the design surface to rhyme with one another.

Hence, harmony has do with bringing together the various units in a coordinated fashion with a

view to exhibiting aesthetically acceptable feeling by onlookers. Shape; It is the appearance of

an instructional media. Four major types of shape are in common use: ISTZ. They represent the

way a design looks. This extends from the fact every patterned shape in the environment take

one or more of the listed shapes. For instance, landscape, seaside, mountains etc tend to appear S

or Z shapes.

Colour; simply put, this is decomposition of white light through a spectrum. Conceptualisation

of colour differs from one discipline to another. Broadly, there exist two main groups: scientists

and artists. Scientist discussed colour in terms of light and its associated luminosities, whilst

artists looked at it as pigmentation. Although they differ substantially, both groups accepted that

without light there is no colour.

Artists grouped colours into primary (red, blue, yellow); secondary [violet (purple), green,

orange]; and tertiary colours (red-violet, red-orange, blue-violet, blue-green, yellow-green,

yellow-orange). According to them primary colour is natural colours that are not obtained

through mixing any other colours, but when two primary colours are mixed in equal proportion,

a secondary hue (colour) is obtained; e.g; red+ blue=violet; red+ yellow=orange; blue+

yellow=green. It follows that mixing a primary hue and a secondary hue whilst adhering to

principle of colour arrangement will produce tertiary colour: red+ violet=red-violet, red+


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orange=red-orange etc. The benefit of grasping these permutations is to assist teachers in

blending the colours appropriately. Black and white are neutrals and therefore not viewed as

colours.

Scientists do talked about colours as combination of lights to produce effect of sensation in the

eye of the onlooker. They divided colour into primary addictive and subtractive. The primary

addictive colours are red, blue and green. When red is subtracted from the group the result is

magenta; blue from the group will give cyan and green from the group will present yellow.

When all the lights are blended the result is white and absence of all will produce black. The

scientists’ notation will help in producing slides and transparencies. Extend your frontier on this

issue through www.google.com

Lastly, these design issues will assist in producing qualitative instructional media. Note also that

these apply to two dimensional media. This is recruited as a design surface having length and

breadth, as against three dimensional media i.e having length, breadth and height.

1TQ

1. What is media design?

2. How many media design patterns are there?

ITA

1. Educational media design is a process of arranging and organising patterns, lines,

symbols, pictures, sounds, figures to develop and produce visuals or audio to simplify

content of given subject area.


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2. There four basic design patterns (ISTZ)

10.3 Activity: Educational Media Design

Activity Timing

Allow: 6 minutes

Activity Text:

Scribble as many shapes, sizes, symbols etc and identify the four design patterns and reflect on

how you will design appropriate Educational media.



1. Types of design layouts

2. Design patterns

3. Functional design layout patterns

4. Definition of media design

10.5 SAQ

How will you identify a design which is well balanced.

References

1. Agun I and Imogie, I (1998) Fundamentals of Educational technology


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Study Session 11: Educational media selection, storage and maintenance

Introduction

In this study session, you will study educational media selection. The basic criteria of media

selection, mode of media storage and maintenance will be presented. It will highlight how to

choose appropriate media to meet requirement of a given content of a subject area.



1. Identify media selection procedures

2. Enumerate criteria for media selection

3. Recognise best practices in storage

4. Develop basic skills in educational media maintenance

11.2 Educational media selection, storage and maintenance

In any lesson planning, selection and or production: construction of appropriate media to

simplify the content is an essential component. To select media to deploy during lesson requires

consideration of guidelines, amongst which include:

Statement of behavioural objective

This determines the type(s) of media to be selected. If it reflect cognitive domain,

then, media to be selected should embody aspects that engages at least three main

gate ways of learning (sight, hearing, touch). This further depends on the

discipline concerned, hence, at times combination of the senses; in addition to the

above ones, smelling, taste and kinaesthetic are used. And when the BO reflects


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more of affective, media to be selected should contain items that will require

learners to contemplate (kinaesthetic, also known as the 6th sense) and when it

focuses more on psychomotor, media should contain things that will require

learners to react (touch). Note that, it is difficult to apply the domains in isolation.

Content:

It affects media selection in a variety of ways. The volume and expanse of

content, difficulty level, status ( technical, scientific, cultural, historical,

religious), mastery of the content by the teacher, teachers exposure are all basic

constituents information that need careful study before embarking on any media

selection activity.

Learners characteristics

This consists of issues relating to learners’ age, maturity, readiness, intelligence,

socio-economy backgrounds, temperament, so on and so forth.

Media characteristics

Characteristics to be considered are cost, balance size, colour, emphasis, harmony

etc.

1TQ

1. List the main criteria to consider when selecting media for use in teaching and learning

ITA

1. objectives of the lesson, learner characteristics, media characteristics and content are the major

criteria.


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11.3 Activity: Educational media selection, storage and maintenance

Activity Timing:

Allow: 5 minutes

Activity Text:

Read the study session again and add more selection criteria you consider valuable


After you studied this study session, the following information have been learnt:

1. procedures of media selection

2. media selection criteria

3. How to store and maintain educational media

11.5 SAQ

List three equipment in each categories of educational media

Reference

1. https://www.reference.com/education/educational-media-c0d8b39422120f19

2. http://mennta.hi.is/starfsfolk/solrunb/selmed.htm

3. https://neola.com/alachua-fl/search/policies/po2530.htm


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Study Session 12: Computer Application Education

Introduction

In this study session, you will be introduced to computer application in education and in

teaching-learning processes.Basic features of computer will be presented. Vital operational styles

will be highlighted.



1. Define computer

2. List the various parts of computer

3. Define hardware and software

4. Identify components of computer

5. Identify type of computer peripherals

6. Distinguish types of software

7. Identify basic operation and application software

12.2 Computer Application in teaching-learning process

Computer is defined as technological or electronic pieces of devices that perform any task given

to it, as long as the tasks are in clear, unambiguous and simple sets of instruction. More

technically, computer is a machine that can be programmed to manipulate symbols. Its

characteristics; capability to respond to a specific set of instructions, execute a prerecorded list of

instructions (a program), and quickly store and retrieve large amounts of data.


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The computer can do anything provided that the instructions given to it are straight forward and

simple. This is not a course on computer science; hence, its history and development are not

presented here. Therefore you are encouraged to fill this gap through visiting this link:

2.2.1 What make up a Computer?

However, basic background information is necessary. The computer is made up of three

interdependent units: Input, output and CPU (central processing unit). Input are devices used in

giving instruction to the computer. They are Keyboard, stylus, microphone etc. Output these are

used in producing result of activities of the input devices. It include: monitor (screen), printer,

speakers etc. The listings here are not exhaustive, but present the main and common ones in use

today.

CPU is where all activities and instructions to the various peripheral parts of the configuration

are dashed out. It comprises of ALU [arithmetic logic unit (+, -, x, and /) and memory. The ALU

executes all calculations and routing of instruction from the memory to other parts. The

computer memory functions similar to human brain. It retains information.

The memory comes in two forms: ROM (read only memory) and RAM (random access

memory). The RAM starts working as soon as the computer is switched on. It does not retain any

information; therefore, as soon as the computer is ‘off’ the information is lost. A way round it is

to store the information either in its long term memory unit known as HDD or in other storage

devices (FDD, CD, zip, flash, or mail-server etc). Presently, mail-server, HDD, CD, Zip and

flash are the best available options). In fact none of the storage devices can compete with mail-

server and flash disc.


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The constituent of computer discussed above are physical ones, known as hardware. They alone

cannot function. Imagine a human skeleton without nerves, blood, neurons etc. The instructions

that make computers perform extraordinary tasks are called software. Without software

computer configuration are just like any other pieces of equipment in our schools, offices and

homes. There are two main categories of software: operating system and applications. The

operating system popularly known as OS makes the peripherals discussed above to talk to each

other. As soon as a computer is switched on, it is the OS that starts working. It instructs all

components to be ready for the tasks ahead. This point is known as ‘booting’ and human

operator can do nothing at this point until it completes it and open the desk top, this is what

every computer operator sees on finishing booting.

There are different OS otherwise known as platforms. The major ones

include:windows,mackintosh (mac) Linux, android etc., Human beings talk with computers

through application software. They are interface between the computer and the operator. This

comes in different braches such as wordprocessing, authoring data base management (DBMS)

statistical, engineering, graphics, video/pictures, communication and networking (explorer) etc.

Today, there are thousands of application software in every discipline.

2.2.2. Types of computer

Classification of computer is done bearing in mind certain criteria including cost, speed and

functions. It is on this premise that the type of computer is discussed. It should be noted that this

discourse is academic and may appear different in practice.

There are different classifications of computer. This one is based on cost and capacity starting

with the highest Supercomputer/Mainframe, Minicomputer, Workstation, and Personal


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computer. A classification based on size collectively called as personal computer types

comprises of tower, desktop, notebook, subnotebook, handheld, palmtop and PDA

Illustration of personal computer, consisting of Central processing Unit (CPU), a monitor, a

keyboard and a mouse

2.2.3. Uses of computer in education

In education, computer performs the following tasks:

CMI (computer mediated instruction)

This deals with application of computer during teaching-learning processes. It is use in

drill/practice, experiments, simulations etc.

CSLA (computer supported learning aids)

CBE (computer based education)

CMC (computer mediated communication)

CAI (computer assisted instruction)

Check: http://wikieducator.org/Computers_in_Education for detailed discussion on uses of

computer in education. Also http://www.buzzle.com/articles/role-of-computers-in-

education.html


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education.html


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education.html


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And this youtube video https://www.youtube.com/watch?v=tK1g57Sn3Dg

1TQ

1. Can computer be likened to human brain?

2. Give two major classes of computer

3. What is the relationship between software and hardware

ITA

1. Yes, computer is a replica of human brain. Only that it has no capacity to think

2. Mainframe and micro

3. Neither can work without the other

12.3 Activity: Computer

Activity Timing:

Allow: 5 minutes

Activity Text:In addition to your reading of this study session, browse online and identify twelve

input and output devices.


This study session introduced you to:

1. Definition of computer

2. Various parts of Computer

3. Types of computer peripherals

4. Hardware and Software

5. Basic operations and application software


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12.5 SAQ

1. Teachers of nowadays are ineffective without using computer. How true is this statement?

And give reason (s)

Reference

1. https://www.google.com/search?q=images+of+computer+peripherals&ie=utf-8&oe=utf-

8&client=firefox-b-ab&gfe_rd=cr&ei=dBmvV5DWEJLY8gf5s4GYBw

2. https://www.cs.cmu.edu/~fgandon/lecture/uk1999/computers_types/

3. https://en.wikipedia.org/wiki/Desktop_computer

4. http://techin.oureverydaylife.com/importance-computer-education-students-1837.html


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Study Session 13: The Internet

Introduction

In this study session, you will study internet. The roles of internet in teaching and learning

processes highlighted. The constituent parts of internet will be analysed. And brief history of

internet will be reviewed.



1. Define Internet

2. Identify various components of Internet

3. Develop skills on how to use Internet

4. Identify browsers and their functions

5. Discover brief history of Internet

13.2 The Internet

Throughout discussion on this topic, based upon experience with different category of learners,

some fundamental assumptions are necessary. Most of you have no or very little experience on

using computer in education. An ‘internet’is an acronym of International Network. It is defined

as a group of two or more networks or computersinterconnectedvirtually or physically; capable

of communicating and sharing data between any machines in any of the networks; able to act


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together as a single network. It is a global network of millions of computers. Each Internet

computer, also known as a host, is independent.

Users have alternative choices of the Internet services to use andlocal services to make available

to the global Internet community. There are a variety of ways to access the Internet. Mainly

VSAT and telephony systems are the ones readily available in our environment. The use of

Internet are many, for instance; electronic mail (email) has practically replaced the postal

services. Other ways you communicate over the Internet include Internet Relay Chat (IRC),

Internet telephony, instant messaging, video chat or social media.

Many people are confusing Internet as same thing as WWW. Internet is quite different

fromWorld Wide Web. The Internet is a massive network of networks. It connects millions of

computers globally, forming a network in which any computer can communicate with any other

computer as long as they are both connected to the Internet. The World Wide Web, Web as many

call it, is a way of accessing information on the Internet. It is an information-sharing process

built on top of the Internet.

You should note that no one controls or owns the Internet. The Internet is abstract and cannot be

seen with naked eyes, it can only be discerned.What is physical about Internet is the presence of

computers that are interconnected and formed thenetworksof millions, if not billions of

computers.

By using the Web, you have access to billions of pages of information. Web browsing is done

with a Web browser, the most popular of which are Chrome, Firefox and Internet Explorer. The

appearance of a particular Web site may vary slightly depending on the browser you use. New


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versions of a particular browser are able to render more access to animation, virtual reality,

sound, and music files, than older versions.

The Internet works by using certain set of rules called protocols.These include

theTCP/IP(Transmission Control Protocol/Internet Protocol). Internet technology is also used in

connecting offices, classrooms and theatres. Intranet andextranetalso make use of the TCP/IP

rules.The screenshot below illustrate a typical internet process.

13.2.1Brief History of Internet

The Internet has revolutionised the computer and communications world like nothing before.

The invention of the telegraph, telephone, radio, and computer was the foundation for the

development of the Internet.The first recorded description of the social interactions that could be

enabled through networking was a series of memos written by J.C.R. Licklider of MIT in August

1962. He predicted a globally interconnected set of computers by which everyone could quickly

access data and programs from any site. Visit: http://www.internetsociety.org/internet/what-

internet/history-internet/brief-history-internet, for detailed history of the Internet.


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1TQ

1. What does Internet stand for and why?

2. Outline brief history of the Internet

ITA

1. Internet stands for International Network. This is because of the internationalisation of the

connection of millions of computers that work as a single network.

2. Refer to…

13.3 Activity: The Internet

Activity Timing:

Allow: 5 minutes

Activity Text:

Close your eyes and visualise the process of Internet and try illustrating on a paper



1. Definition of Internet

2. various components of Internet

3. How to use the Internet

4. Browsers and their types

5. Brief history of Internet

13.5 SAQ


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1. SAQ (LO): Internet is used in accessing information. Discuss

2. SAQ (LO): What are browsers used for?

Reference

1. http://www.webopedia.com/TERM/I/Internet.html

2. http://searchwindevelopment.techtarget.com/definition/Internet

3. http://www.internetsociety.org/internet/what-internet/history-internet/brief-history-

internet


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Study Session 14: Practicum

Introduction

In this study session, you will be presented with pictures of the various available educational

media.The common operational schema of educational media will be discussed. You are

encouraged to visit anyInstructional Technology Centre or Education Resources Centre nearest

to you and see the equipment physically.



1. Assemble educational media

2. Develop skills on how to operate educational media

3. Identify commonalities of operational points of key educational media

4. Familiarise projection mechanism

5. Identify the various components of projection.

14.2 Practicum

Equipment operation

OHP

Slide/filmstrip projectors


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Multimedia projectors

Motion pictures,

Computer

14.2.1 Principles of Media Operation

The projected or operated media have some common operational principles. The box below

illustrates the main principles. The projected media have all of the components listed, while the

operated are not. Projected media is denoted here as those media that fall under the category of

audio-visual (motion picture projector, slide, filmstrip, micro fiche, TV, etc) and operated are

those media that appeal to the sense of hearing only. These include radio, teachers’ voice, MP3/4

players, etc.


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Motion pictures,

Computer







players, etc.


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Motion pictures,

Computer







players, etc.


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14.2.2 Source of power supply

The main sources of power supply for educational equipment are three as presented on the

following box.

14.2.2 Projection System

Projection in educational media operation refers to a system of throwing ray of lights on

screens using a mechanism. The rays of light are spread evenly on a screen and as a result pre-

designed images placed in front of the route of the rays appear visibly to onlookers. Projection

has six parts. Each part has vital role and failure of one affects all the others. That is why, it is

called projection system. There must be a specially tailored made lamp; the function of which is

to produce illumination or light.

The light is sent or thrown forward by a reflector, this is a silver coated conical shape instrument

designed with the equipment to be used in mind. The sent rays pass through condenser, its role

is to pull to a point all the rays emitted by the lamp and sent by the reflector. The sharpened rays

pierce through the image. The image can be film, slide microfiche, filmstrip, etc. It is placed in a


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following box.













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following box.













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mechanism made for it called image-holder. The projection system stipulates that images are

placed upside down. This is because of the lens, which processes the image and refine it so as to

appear on the screen as normal image. The screen can be any surface painted with a lightcolour.

The process is illustrated below:

14.2.3Principle of Projection

The following box illustrates principles of educational equipment projection.


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The following boxes show images of educational equipment


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14.2.4 Vitals

Use of media requires internalisation of skills. These skills are to be developed through

continuous usage and practice. Some skills are easily developed in a short period of time and

some others are difficulty to learn because of their complex nature. Of all the equipment OHP

(overhead projector) and computer are the most vital ones. They are vital due to their flexibility

and multi-modal nature. OHP can be used by anybody after receiving few minutes of training.

The computer can be converted into any of the media and that makes it having multimodal

capability.


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14.2.4 Vitals







capability.


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14.2.4 Vitals







capability.


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1TQ

1. There are common operational points of educational equipment

2. State the difference between projected and operated equipment

ITA

1. yes, there are both in general projection and operated points

2. The major difference is that operated do not required projection.

_____________________

14.3 Activity: Practicum

Activity timing

Allow: 5 minutes


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1TQ



ITA



_____________________


Activity timing

Allow: 5 minutes


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1TQ



ITA



_____________________


Activity timing

Allow: 5 minutes


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Activity Text:

Closely look at the pictures of all the equipment and identify any salient difference not stated in

the text.



1. Physical educational media

2. Operational points of educational media

3. Commonalities of operational points of key educational media

4. Various components of projection

5. Principle of projection

14.5 SAQ

1. Illustrate schema of projection(LO1 & 2)

2. What is the basic principle of projection (LO 4 & 5)

3. What are the common features of educational media

Reference

1. Lewis, J W., Harcleroad, R B &Brown, F F (1969) AV instruction: media and

methodsHardcover

2. https://www.google.com/search?q=computer&newwindow=1&client=firefox-b-ab&tbm=isch&imgil=FYR_KGoVuhi7oM%253A%253BraMSaKdrq6KyAM%253Bhttps%25253A%25252F%25252Fen.wikipedia.org%25252Fwiki%25252FDesktop_computer&source=iu&pf=m&fir=FYR_KGoVuhi7oM%253A%252CraMSaKdrq6KyAM%252C_&usg=__HJLg8L6TCWDexkrTFsrXD0Fa1pU%3D&biw=1366&bih=573&ved=0ahUKEwjw-ZvduL7OAhWGXBQKHdLzC4cQyjcIRg&ei=ShmvV_CsFoa5UdLnr7gI#imgrc=FYR_KGoVuhi7oM%3A


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SAQ Answers

1.5 SAQ Answers

1. SAQ (LO 1 &2) Why do you think the traditional teaching method is ineffective?

*The traditional method of teaching is ineffective because the learners are not considered

as vital part of teaching-learning processes.

2. SAQ (LO 3& 4) Are today’s students more prepared compared to students of a decade

ago in terms of been equipped with lifelong skills?

*The learners of today are more open to variety of opportunities compared to learners of

yesteryears. This condition places a burden on the teacher to diversify skills development

strategies of the learners.

2.5SAQ Answers

1. Compare the conventional and modern views of teaching

*Traditional or conventional teaching styles differ significant in many aspects. Key areas

of difference include authority of the teacher: in the conventional teacher is viewed as

purveyor or store house of knowledge, while in the modern the teacher is a facilitator and

organiser of learning.

2. In what way modelling is important?


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*Modelling is the heart of teaching as stated by Maslow that ‘if we don’t model what we

teach, we are teaching something else’

3.5 SAQ (LO 4)

1. Clearly state the coming of educational technology to Nigeria

The history of the coming of Educational Technology into Nigeria is as unclear as in the

global trends. What is clear is that formal use of formal Educational Technology in

Nigeria started with the coming of the missionaries, whose coming to Nigeria is

considered to be in 1804.

2. History of educational technology is complex, why?

The history of Educational Technology is complex because it is traced back to the history

of humanity, whose history is complex, long and not precisely dated.

3. In one sentence compare the history of communication and educational technology

* The history of communication is same thing as the history of Educational Technology

4.5 SAQ (LO 1)

1. Define educational technology

* A complex integrated process involving people, procedures, ideas, devices, and

organisation for analysing problems, and devising, implementing, evaluating and managing

solutions to those problems in all aspects of human learning

2. has educational technology been incorporated in teaching and learning in Nigerian schools

* Educational Technology has been incorporated partially into Nigerian school not as a

necessary component but as necessitated by exigencies of time.

5.5 SAQ


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Compare the traditional teacher production style with technology supported teacher

production system.

The traditional teacher training programme is premised on the belief that the teacher

knows all and depend hugely on sending trainee teachers on teaching practice, where the

supervision is unscientific and assessment on guess work. Whereas the technology

enhanced style depends large on practice using technology platforms, micro and mini

teachings before trainee teachers are actually exposed to real classroom environment; it is

more scientific and trainee teachers are assessed on a standardised scale

6.5 SAQ

Discuss how you will use one of the models of SAI to plan lesson

The discussions should centre on how one of the many models discussed is incorporated

in lesson planning. Emphasis should be on the main features such as consideration about

learners’ characteristics, objectives of the lesson, instructional media and evaluation.

7.5.SAQ

1. Effective classroom communication is important to achieve effective lesson presentation.

Discuss.

Discussions should include analysis of relationships between communication and

instruction. It should consider issue boarding on language is key to achieving effective

classroom communication, hence teachers must develop

2. Identify the features of the models of communication discussed in this study session and

relate it to your personal notion of what constitute classroom communication.


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The main features of the models of communication include the sender, receiver, message and

channel. The sender in the context of the classroom communication is the teacher; the receiver

represents the learners, message is the content and the channel stands for instructional media.

These features could be expanded and further discussions should relate individual’s personal

view and perception of what constitute classroom communication.

8.5 SAQ

1. Out of the many categories of media, which one is easily adaptable in Nigerian context?

This depends on personal experiences and assimilation of the content of the material

presented herein. Therefore, it is not jacket fit to suggest one category or the other

2. Creative invention is the highest level of media production. Why?

This is considered the highest level because it requires creativity, innovativeness and

initiative. In addition, one’s interest and engagement with the content of a given subject area

matters a lot.

9.5. SAQ

1. In the absence of actual educational media, what will you do as a teacher?

Improvisation is a concept used to describe production of instructional media in the

absence of the original or custom made type. Thus requires high level of

10.5 SAQ

How will you identify a design which is well balanced?

Discussion should feature presence of three to four design parameters: balance, emphasis,

shape, colour, aesthetic


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11.5 SAQ

List three equipment in each categories of educational media

Refer to the content above

12.5 SAQ

Teachers of nowadays are ineffective without using computer. How true is this statement? And

give reason (s)

Light speed developments in ICT has made learners nerds in technology use. Discussion

should centre on the changing roles of teachers. Traditionally, teachers were viewed as

encyclopaedia and custodian of knowledge, but technology has change such roles of the teachers

to that of organisers and guides. Perhaps, any teacher who cannot integrate technology in their

teaching will hardly achieve objectives of lessons designed.

13.5 SAQ

1. SAQ (LO): Internet is used in accessing information. Discuss

Discussion should feature meaning of internet and what it does.

2.SAQ (LO): What are browsers used for?

Browsers are used for accessing the WWW.

14.5 SAQ

1. Illustrate schema of projection(LO1 & 2)

The illustration must contain object to be projected, mechanism to hold in place the

object to be projected, projection lens, projection surface, condenser, reflector and a bulb


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3. What is the basic principle of projection (LO 4 & 5)

The basic principle is that the closer the projector to the screen the smaller the projected

image and the farther the projector the larger the object.

4. What are the common features of educational media

Big or little media; static or dynamic, projected or non-projected. These are the broad

features or characteristics. They can be expanded.

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UNIVERSITY OF MAIDUGURI CENTRE FOR DISTANCE LEARNING 32… · UNIVERSITY OF MAIDUGURI CENTRE FOR ... points in the study ... All examinations shall be conducted at the University