Intructional Media and Technology for Learning Chapter 4

MEDIA AND MATERIALS

1.     MANIPULATIVE

2.     FIELD TRIP

3.     PRINTED MATERIAL

4.     FREE AND INEXPENSIVE MATERIALS

5.     DISPLAY SURFACES

The focus in this chapter is on media and materials; the discussion includes real objects, models, printed materials, free and inexpensive materials, field trips, and the devices used to display visuals (chalk boards, multipurpose boards, copy boards, flip charts, and more).

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1.     MANIPULATIVES

Real objects- such as coins, tools, artifacts, plants, and e some of the most accessible, in and involving materials in educational use. They are known manipulative because students may handle and inspect them. The gerbils that draw a crowd in the kindergarten, the terrarium that introduces middle scholars to the concept of ecology, the collection of Colonial-era coins, the frogs dissected in the college biology laboratory, the real baby being bathed in the parenting class-these are just a few examples of the potential of real objects to elucidate the obscure and stimulate the imagination.

Real objects may be used as is, or you may modify them to enhance instruction. Examples of modification include the following:

• Cutaways: Devices such as machines with one side. Cut away to allow close observation of the inner workings
• Specimens: Actual plants, animals, or parts there of preserved for convenient inspection
• Exhibits: Collections of artifacts, often of a scientific or historical nature, brought together with printed information to illustrate a point

Models are three-dimensional representations of real objects. A model may be larger, smaller, or the same size as the object it represents. It may be complete in detail or simplified for instructional purposes.

• Computer Programs and Manipulatives.

The recent addition of manipulatives and student hands on materials included in computer software packages is an exciting science CD-ROM series that combines the power of technology with the effectiveness of hands-on manipulatives is available in an all-in-one easy-to-use kit. Science Court Explorations, designed for grades 2-4, is an extension of Tom Snyder Production’s award-winning Science Court series.

Science Court Explorations comes with a hybrid Mac/Win CD- ROM, a class set of manipulatives (enough for six cooperative learning teams), and a comprehensive teachers guide with reproducible worksheets and take-home activities.

1.     FIELD TRIPS

The field trip, an excursion outside the classroom to study real processes, people, and objects,  often grows out of students’ need for firsthand experiences. It makes it possible for students to encounter phenomena that cannot be brought into the classroom for observation and study.

Examples of field trips include a trip of a few minutes into the schoolyard to observe a tree, a trek across the street to se construction work, or a longer trip of several days to tour historical locations.  Popular field trip sites include zoos, museums, public buildings, and parks. Dale’s Cone of Experience places field trips toward the middle of the cone because, although the experience is “real,” students typically are only seeing and hearing the phenomena, not directly manipulating them. Virtual field trips are an extension of actual field trips. Often the expense or the time to travel to a particular interesting location is not possible.

1.     PRINTED MATERIALS

Printed materials include textbooks, fiction and non-fiction books, booklets, pamphlets, study guides, manuals, and worksheets, as well as word processed documents prepared by students and teachers. Text books have long been the foundation of classroom instruction. The other forms of media discussed in this book are frequently used in conjunction with and as supplements to printed materials.

1.     Advantages

• Availability
• Flexibility
• Portability
• User friendly
• Economical

1.     Limitations

• Reading level
• Prior knowledge
• Memorization
• Vocabulary
• One-way presentation
• Curriculum determination
• Cursory appraisal

1.     Integration

The most common application of printed materials is presenting content information. Students are given reading assignments and are held accountable for the material during class discussions and on tests. Teacher made handouts can also complement a teacher’s presentation, or students may use them as they study independently.

1.     Utilization

When using printed materials for instruction, one of the main roles of the teacher is to get learners actively involved with the material. One technique is to have students use the “SQ3R” method: survey, question, read, recite, and review. Survey requires students to skim through the printed material and to read the overview and or summary. In the question step they write a list of questions to answer while reading. In the read stage students are encouraged to look for the organization of the material, put brackets around the main ideas, underline supporting details, and answer the questions written in the previous step. Recite requires them to test themselves while reading and to put the content into their own words. Review suggests that the students look over the material immediately after reading it, the next day, a week later, and so on (Robinson, 1946).

1.     FREE AND INEXPENSIVE MATERIALS

With the ever-increasing costs of instructional materials, teachers and trainers should be aware of the variety of materials they may obtain for classroom use at little or no cost. These free and inexpensive materials can supplement instruction in many subjects; they can be the main source of instruction on certain topics. for example, videotapes are available for loan without a rental fee; the only expense is the return postage. By definition, any material that you can borrow or acquire permanently for instructional purposes without a significant cost, usually less than a couple of dollars can be referred to as free or inexpensive.

The types of free and inexpensive materials are almost endless. The more commonly available items include posters, games, pamphlets, brochures, reports, charts, maps, books, audiotapes, videotapes, multimedia kits, and real objects.

1.     Advantages

• Up to date
• In-depth treatment
• Variety of uses
• Student manipulation

1.     Limitations

• Bias or advertising
• Special interest
• Limited quantities

GPO Access provides a number of useful, free tools, called:

1.     Find and order products available for sale through the Super intendant of documents

2.     Explore links to free, official federal information available electronically

3.     Search more than 1,350 official U.S. federal agency and military internet sites using keywords.

1.     Obtaining Materials

 When you have determined what you can use and where you can obtain it, write to the supplier; some agencies will not supply free and inexpensive materials unless you write on school or company letterhead. For classroom quantities (when they are available), send just one letter. Do not have each student write individually. If a single student is requesting one copy of something for a class project, the student can write the letter, but you should also sign it. We recommend that you request a preview copy of the material before requesting multiple copies.

1.     Appraising Materials

As with any other types of material, appraise the educational value of free and inexpensive materials critically. Some are very slick (technically well presented) but not educationally sound. Use the appropriate “Appraisals Checklist” for the type of media (printed material, videotape, etc.) you appraising. All the “Appraisal Checklist” forms in this book have the rating criterion “Free from objectionable bias or advertising.” Use it judiciously when reviewing free and inexpensive materials.

1.     DISPLAY SURFACES

Classroom surfaces commonly used for display or visuals include chalkboards, multipurpose boards, copy boards, pegboards, bulletin boards, cloth boards, and magnetic boards.

1.     Chalkboards

The chalkboard once called blackboards’, they now come in a variety of colors, as does not chalk. A chalkboard is such a common classroom item that instructors often neglect to give it the attention and respect it deserves as in instructional device. Using a chalkboard effectively requires conscious effort.

1.     Multipurpose Boards

Some classrooms are equipped with multipurpose boards instead of chalkboards. These are also called whiteboards or marker boards. As the name implies, you can use them for more than one purpose. Their smooth, white plastic surface requires a special erasable marker rather than chalk. Do not use permanent felt-tip markers. These markers may permanently damage the surface. The white surface is also suitable for projection of video, slides, and overhead transparencies.

In addition to their variety of uses, these multipurpose boards have the advantage of being able to display bright, colorful lines. At least eight different colors of markers are currently available. They are dustless, so there is no chalk to get in your clothes. These boards are preferred for use around computers because chalk dust can harm computers and disks.

1.     Copy Boards

The copy boards, or electronic whiteboard. This device make reduced-size paper copies of what is written on the board. It looks like a smaller multipurpose board but many contain multiple screens or frames than can be scrolled forward and backward. The special feature of the copy board is that the frames can be copied in about 10 seconds. The copy board is especially valuable for brainstorming sessions and for summarizing group discussions.

1.     Pegboards

The pegboards it is particularly useful for displaying heavy objects, three dimensional materials, and visuals.

Pegboards are made of tempered Masonite with 1/8-inch holes drilled 1 inch apart. Pegboard material is usually 1/2-inch thick and comes in 4-by-8-foot sheets, which can be cut any size. You can insert special metal hooks and holders unto the pegboard to hold books, papers, and other objects. Various types of special hooks are available in most hardware stores.

1.     Bulletin Boards

The team bulletin board implies a surface on which bulletins-brief news announcements of urgent interest are posted for public notice. A bulletin board is a surface of variable size and shape made of a material that holds pins, thumbtacks, and other sharp fasteners without damage to the board. In practice, bulletin board displays tend to serve three board purpose: decorative, motivational, or instructional.

The decorative bulletin board is probably the most common, certainly in schools. Its function is to lead visual stimulation to the environment.

Displaying student worked exemplifies the motivational use of bulletin boards. It fosters pride in achievement, reinforcing students’ efforts to do a good job. It is also relatively easy for you to create a display or student work. The third broad purpose of bulletin boards is instructional, complementing the educational or training objectives of the formal curriculum.

Criteria for evaluating your bulletin boards.

• Emphatic
• Attractive
• Balanced
• Unified
• Interactive
• Legible
• Lettered properly
• Relative
• Durable
• Neat

1.     Cloth boards

Cloth boards are constructed of cloth stretched over a sturdy backing material such as plywood, Masonite, or heavy cardboard. The cloth used for the board may be of various types, including flannel, felt, or hook-and-loop material. The most expensive cloth board is made from book-and-loop material (such as Velcro). The book-and-loop board has a fine but fuzzy surface composed of tiny, strong nylon loops.

1.     Magnetic Boards

Magnetic boards serve much the same purpose as cloth boards. Visuals are backed with magnets and then placed on the metal surface of the board. Magnetic boards, magnets, and flexible strips of magnetic materials for use in backing are available commercially.  Plastic lettering with magnetic backing is available from teacher supply stores and can be used for captioning visuals.

The major advantage of magnetic boards is that maneuvering visuals is caster and quicker than with cloth boards. For example, physical education instructors often use them to demonstrate rapid changes in player positions. Magnetic boards also have greater adhesive quality. Visuals displayed on a magnetic board are not likely to slip or fall. They move only when you move them.  Flip Charts a flip chart is a pad of large paper fastened together at the top and mounted to an easel. The individual sheets each hold a limited verbal/visual message and usually are arranged for sequential presentation to a small group.

The most common use of flip charts, though, is for the extemporaneous drawing of key illustrations and key words to supplement a standup presentation. The lip chart is an extremely versatile, convenient, and inexpensive media format. It requires no electrical power, has no moving parts to wear out, can be used in a range of lighting conditions, is portable, and requires only a marking pen as peripheral equipment.

Flip chart-size Post-It TM case pads are available room 3M. These 25-by-30-inch self-sticking easel sheets come in white or with a blue grid on white. The easel pads have a built-in handle,  a sturdy backing, and a cover flap to protect the sheets from damage or flapping while in transit.  The universal slots on the backing attach to most easel stands. Each sheet peels off for quick posting or can be flipped over the top of the pad.

1.     Exhibits

Exhibits are collections of various objects and visuals designed to form an integrated whole for instructional purposes. Any of the visuals discussed in this chapter, as well as models and real objects can be included in an exhibit, and any of the display surfaces discussed can contribute to an exhibit.  Exhibits can generally be used for the same instructional purposes and in the same ways as their individual components are used.

There are two types of exhibits-displays and dioramas. A display is a collection of materials, whereas a diorama shows a three-dimensional scene. 

• Displays.

 A display is an array of objects, visuals,  and printed materials. Most displays include descriptive information about the objects or visuals shown. Instructional displays are used in the classroom, in museums, and in many other settings.

• Dioramas. 

Dioramas are static displays consisting of a three-dimensional foreground and a flat background to create a realistic scene. The foreground is usually a landscape of some sort with models of people, animals, vehicles, equipment, or buildings. The naturalistic background may be a photograph, drawing, or painting. The diorama is usually contained within a box, with the sides of the box providing a backdrop. The rear corners or the entire back may be rounded to provide an illusion of depth, and lights can be added for a special effect.

Dioramas are usually designed to reproduce past or present scenes and events or to depict future ones. Examples in museums are often life size, whereas those used in classrooms are usually on a smaller scale. In industry, dioramas often are constructed to show company products in use.