EDUCATIONAL TECHNOLOGY: CHOOSING INSTRUCTIONAL MEDIA: PRINCIPLES AND FACTORS TO BE NOTED

1. ChoosingInstructionalMedia:
PrinciplesandFactorstobenoted
Blessie Justine G. Arellano
BSED-Earning Units
Ed Tech

2. Learning
Objectives
(1) Identifytheprinciples+key
factorswhenselecting
instructionalmedia
(2)Recognizethevalueofmaking
theappropriatechoicesinmedia
selection

3. QUESTION:
WHATISTHEBEST
INSTRUCTIONALMEDIUM?

4. ANSWER:
THEREISNOSINGLEBEST
INSTRUCTIONALMEDIUM
Someinstructionalmediaarejustmoreeffectivethanothers.

5. PRESENTATION OF
LESSON THROUGH
MEDIA
Learning Tasks &
Condition
Learners
Context
Media Attributes
Cost/Viability
Accessibility
Effectiveness
Socio-economic-political
Appropriateness
Motivation of
Learners

6. CHICKERING AND
EHRDMANN (1996)
SMITH AND RAGAN
(1999)
BROCK (2013)
CORPUZ & LUCIDO
(2015)
DIFFERENT AUTHORS OF VARIOUS SETS OF
FACTORS/PRINCIPLES IN CHOOSING
INSTRUCTIONAL MEDIA
4 Factors in Selecting Instructional Media
8 Evaluation Points for Web-Based
Ed Tech Tools
12 Standards to Consider in Selection of
Instructional Materials
7 Principles in Choosing Instructional
Media
BALLADO (2012) 5 Principles in Choosing Instructional
Media

7. INSTRUCTIONAL
MEDIA
ANALOGUE ORGANIC
DIGITAL
• PRINTED MATERIALS
• WHITE/CHALKBOARD
• PAPER/PENS
• FIELD TRIPS
• INSTRUCTOR’S LECTURE
• LEARNER-LEARNER/-
INSTRUCTOR INTERACTION
• LEARNER’S REPORTING
• COMPUTER
• PROJECTOR/TVs
• OTHER GADGETS

8. 7 PRINCIPLES IN CHOOSING
INSTRUCTIONAL MEDIA
CHICKERING AND EHRDMANN (1996)

9. INSTRUCTIONAL MEDIA IMPACTS
THE TEACHING + LEARNING
PROCESS IN VARIOUS WAYS:
Vital channel
teachers <-> students
Motivates cooperation
among stakeholders
There is allocated time
to accomplish tasks
Teachers provide early,
timely, responsive remarks
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

10. 7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
INTERACTION BETWEEN STUDENTS
AND TEACHER
Chickering and Ehrdmann (1996)
1.
 Interactivity = assigning more tasks to
the students with the teacher
monitoring them.
 If through online: Interconnectivity could be
accomplished through the web services or
internet-based-communication.
👨

11. STUDENT TO STUDENT INTERACTION
2.
 Peer-to-peer relationship is
established and students can perform
better.
 Teachers can accomplish this by
assigning group projects.
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

12. ACTIVE LEARNING
3.
 Also known as:
• experiential learning
• trial and error
• learning by doing
 Students learn how to explore by
themselves or by learning together.
✋
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

13. RICH, RAPID FEEDBACK
4.
 Teacher gives comments/remarks in
case students ‘need a boost’.
 In this context, the student feels
secure and feels s/he can work on the
task better.
 If online: student is monitored through
internet services, message boards, etc.
👨
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

14. TIME ON TASK
5.
 This principle is about the suitability of
a material for students who have other
responsibilities and different
schedules
 Example: students who enroll in online
education
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

15. HIGH EXPECTATIONS OF STUDENT’S
ABILITY TO LEARN
6.
 However, despite the flexibility of online
education, that is:
 flexibility when to submit requirements
 vast resource of knowledge that students can just cite
and be dependent on
 Excellence and learning is still expected from
students
 Instructors in online education generate a
lot of innovative lessons that the students
can readily avail of.
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

16. RESPECT FOR DIFFERENT TALENTS
AND WAYS OF LEARNING
7.
Diversity is always present among
learners.
In online education, teachers have the capacity to
conceptualize + produce virtual lessons and materials
to meet the varying needs of the students.
7Ps IN CHOOSING
INSTRUCTIONAL MEDIA
Chickering and Ehrdmann (1996)

17. 4 FACTORS IN SELECTING
INSTRUCTIONAL MEDIA
SMITH AND RAGAN (1999)

18. 4 FACTORS IN SELECTING
INSTRUCTIONAL MEDIA
Learning Tasks
and Condition
Learners
Context
Media Attributes
1
2
3
4
Smith and Ragan (1999)

19. 1. LEARNING TASKS AND CONDITION
 What do the students need to accomplish
using the instructional media?
 What are the learning objectives and
the type of learning activities?
SMITH AND
RAGAN (1999)

20. 2. LEARNERS
 What are the characteristics of
learners (needs, capabilities?)
 Are the learners motivated +
inspired to learn?
SMITH AND
RAGAN (1999)

21. 3. CONTEXT
 How can the learning environment
be conducive for learners so they
can complete their tasks?
 What are the instructional
conditions that facilitate learning?
SMITH AND
RAGAN (1999)

22. 4. MEDIA ATTRIBUTES
 What are the attributes of
instructional media you will be using?
 The other factors given, how is the
chosen medium affected?
SMITH AND
RAGAN (1999)

23. 5 PRINCIPLES IN SELECTING
INSTRUCTIONAL MEDIA
BALLADO (2012)

24. APPROPRIATENESS
AUTHENTICITY
USE
ORGANIZATION
&
BALANCE
INTEREST
5 PRINCIPLES IN
SELECTING
INSTRUCTIONAL
MEDIA
Ballado (2012)
1
2
3
4
5
👏

25. Ballado (2012)
PRINCIPLE OF USE
1
There should be alternative instructional
materials that could be used in case the ones
that are first created fail/be lost/corrupted
on the screen or websites.

26. PRINCIPLE OF AUTHENTICITY
The instructional materials should be:
 factual
 well-defined
 reliable
 up-to-date
2
Ballado (2012)

27. Ballado (2012)
 Instructional materials should clearly state the
aims of the lessons.
 Instructional materials are applicable to the
grade level.
o The vocabulary, concepts, and methods should be
suitable to the class level.
PRINCIPLE OF APPROPRIATENESS
2
3

28. Ballado (2012)
 Instructional material should spur the enthusiasm of
the learners to go on with their tasks or work
 Material should ‘fire up’ their imagination and boost
their desire to learn and explore more avenues of
learning
PRINCIPLE OF INTEREST
2
4

29. Ballado (2012)
 The instructional materials and their contents should
be aligned with the curriculum.
 Topics should be arranged in a sequential manner
 Objectives should be S.M.A.R.T.
PRINCIPLE OF ORGANIZATION AND BALANCE
2
4
5
o (Specific, Measurable, Achievable, Realistic, Time-bound)

30. 8 EVALUATION POINTS FOR WEB-BASED
EDUCATIONAL TECHNOLOGY TOOLS
BROCK (2013)

31. Brock (2013)
8 EVALUATION POINTS FOR WEB-BASED
EDUCATIONAL TECHNOLOGY TOOLS
Accessibility
Learning Curve
Cost
Authentication

32. Brock (2013)
Accessibility
End Product
Sharing Options
Learning Curve
8 EVALUATION POINTS FOR WEB-BASED
EDUCATIONAL TECHNOLOGY TOOLS
Cost
Authentication Intellectual Property
Privacy

33. FILE FORMATS
.xsl/.xslx
.doc/.docx .ppt/.pptx/
.ppsx
.pdf

34. ONLINE CLOUD STORAGE and/or
COMMUNICATION PLATFORMS
GMAIL
DROPBOX
MESSENGER
Group Chats/ platform
for sending files (max.
25MB)
GOOGLE
DRIVE
15GB storage free for
every GMail user
2GB storage limit max size for file
attachment is 25MB;
beyond becomes
accessible through
GDrive
TELEGRAM
• Group Chats
• 2GB Limit for
attachment
• Teacher can create a
‘Channel’ (one-to-many
tool) where only teacher
can post
drive.google.com

35. CONFERENCE TOOLS ONLINE CLASSROOM
PLATFORMS/TOOLS
GOOGLE
JAMBOARD
GMEET ZOOM
free users can host >60
mins. until 03/31/21
free users can host
only 40 mins.
virtual whiteboard during
Classroom Meeting
GFORMS SCHOOLOGY
used for exams
EDMODO
GCLASSROOM
has virtually same
features as Schoology
and GClassroom

36. RESOURCES (useful for both students and teachers!)
SCRIBD
YT
COURSE HERO
SLIDESHARE
SCI-HUB
unlocks otherwise
limited-access peer-
reviewed journals
Z-LIBRARY
needs premium
content components susceptible to
copyright policing
needs Premier membership
FREE BOOKS!!!
GSCHOLAR
source of legit peer-
reviewed journals
source for uploaded
presentations
WILEY ONLINE
LIBRARY
needs account

37. user:
libgen_scihub_bot
b-ok.org
b-ok.cc
b-ok.asia
sci-hub.do
sci-hub.st
sci-hub.se

38. 12 STANDARDS TO CONSIDER IN SELECTION
OF INSTRUCTIONAL MATERIALS
CORPUZ AND LUCIDO (2015)

39. CORPUZ &
LUCIDO’S 12
STANDARDS
(2015)
6
5
4
3
2
1 7
8
9
10
11
12
ACCURACY OF MATERIAL
MEANINGFULNESS TOWARDS
ATTAINING OBJECTIVES
CURRICULUM RELEVANCE
CULTURE- & GRADES-
SENSITIVE
CULTURAL BIAS
APPROPRIATENESS FOR
CAPABILITIES & AGE
PHYSICAL CONDITION
OF MATERIAL
PRESENCE OF TEACHER’S
GUIDE
MOTIVATION OF LEARNERS
POSSIBILITY OF COLLABORATION
MOTIVATION OF LEARNER TO
SELF-STUDY
GENERAL WORTH

40. You’ve selected your materials.
Now what?
Smith and Nagel (1972) advise
to abide by the acronym
PPPF.

41. P P P F
PREPARE
YOURSELF.
• Know your lesson
objective
• Plot how you will
proceed
• How you will evaluate
learning before the
bell rings
PREPARE
YOUR STUDENTS.
• Set reasonably high
expectations
• Give guide questions
• Motivate students to
keep them engaged
PRESENT THE
MATERIAL.
FOLLOW-UP.
• Poor planning
results to failure in
conveying the
lesson
• Using the material is
not the end in itself.
• Assess the students’
comprehension
whether the objective
was attained or not

42. FINAL THOUGHTS
• An instructional material that works for one class may
not be useful for another.
• No instructional material, no matter how ‘superior’,
can take the place of an effective teacher.

43. m
e
d
I
a
EMORABLE
NGAGING
IRECTIVE
CCESSIBLE
NTERACTIVE

44. THANKYOUFORLISTENING!
(i will now accept questions/additional inputs.)

46. pennyforyourthoughts?(1)
Do you believe that instructional media in the 21st
century have made teachers:
(a) less active in conveying their lessons, or
(b) work much harder in making use of these
instructional materials?
Why?

47. pennyforyourthoughts?(2)
Come up with your own
words for the acronym
M.E.D.I.A.