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EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
Page 1 of 101
UNIVERSITY OF MAIDUGURI
CENTRE FOR DISTANCE LEARNING
EDU 320:Educational Technology (2 Units)
Course Facilitator: Mal. Habib M. A
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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.
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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).
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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.
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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.
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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DEPARTMENT OF EDUCATION UNIVERSITY OF MAIDUGURI
EDU 320
By
Habib M. A
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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.
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
You have learnt in this study session:
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)
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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.
3.1. Learning Outcomes
At the end of the study session, you should be able to:
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.
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
EDU 320: INTRODUCTION TO EDUCATIONAL TECHNOLOGY UNITS: 2
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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
At the end of the study session, you should be able to:
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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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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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
At the end of the study session, you should be able to:
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.
5.3. Summary of Study Session 5
You have learnt in this study session:
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
At the end of the study session, you should be able to:
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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.
6.2. Summary of Study Session 6
You have learnt in this study session:
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.
7.1 Learning Outcomes
At the end of the study session, you should be able to:
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
7.4 Summary of Study Session 7
You have learnt in this study session:
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.
8.1 Learning Outcomes
At the end of the study session, you should be able to:
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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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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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
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.
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8.2.2 Categories of Educational Media
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.
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8.2.2 Categories of Educational Media
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.
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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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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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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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Select some topics in your area of study and identify media that will match them. Make sure to
identify more than one media
8.4 Summary of Study Session 8
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
9.1 Learning Outcomes
At the end of the study session, you should be able to:
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)
9.4 Summary of Study Session 9
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.
10.1 Learning Outcomes
At the end of the study session, you should be able to:
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.
10.4 Summary of Study Session 10
You have learnt in this study session:
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.
11.1 Learning Outcomes
At the end of the study session, you should be able to:
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
11.4 Summary of Study Session 11
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.
12.1 Learning Outcomes
At the end of the study session, you should be able to:
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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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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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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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.
12.4 Summary of Study Session 12
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.
13.1 Learning Outcomes
At the end of the study session, you should be able to:
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
13.4 Summary of Study Session 13
You have learnt in this study session:
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.
14.1 Learning Outcomes
At the end of the study session, you should be able to:
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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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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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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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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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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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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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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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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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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The following boxes show images of educational equipment
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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
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
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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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
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
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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Activity Text:
Closely look at the pictures of all the equipment and identify any salient difference not stated in
the text.
14.4 Summary of Study Session 14
You have learnt in this study session:
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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