Principles of Effective Media Utilization

Chapter 6
Principles of Effective Media Utilization
We are continually learning from multiple sources of media that
provide us with information and challenge our thinking. As users
of these sources, we need Media Literacy skills to know how to
access them, hoe to understand and analyse the content, and
how to create new media messages. (Stanbury 2009)
Text, television, video, and a host of the other media sources that
will be covered the textbook that we are using are valid and vital
sources of information.
Your role is to guide your students to use these media as sources
for their learning in ways that are wise, safe, and productive.

Principles of Effective Text Utilization
Text is everywhere in students’ learning experiences.
Text materials include textbooks, fiction and nonfiction
books, newspapers, booklets, computer screens,
magazines, study guides, manuals, and worksheets, as
well as word processed documents prepared by
students and teachers.
The two aspects to becoming literate in the use of text
as part of the learning process are Reading and Writing.

Advantages:
 Availability: Text-based materials are readily available on a variety of topics and
in many different formats.
 Flexibility: Text is adaptable to many purposes and may be used in any well-lit
environment.
 Portability: Texts are easily carried from place to place and do not require any
equipment or power supply.
 User friendly: Properly designed text materials are easy to use, requiring no
special effort to “navigate” through them.

 Limitations:
Reading Level-The major limitation of text material is the reading level needed for comprehension.
Some students are nonreaders.
Memorization- Some teachers require students to memorize many facts and definitions, which
diminishes text materials to mere memorization aids.
Vocabulary- Some textbooks introduce a large number of vocabulary terms and concepts in a short
amount of space, placing a heavy cognitive burden on students which may be overwhelming for some.
OneWay Presentation- Because most text materials are not interactive, they tend to be used in a
passive way, often without comprehension.
Curriculum determination- Sometimes textbooks dictate the curriculum rather than supporting it.
Cursory Appraisal- Selection committees might not examine textbooks carefully. Sometimes
textbooks are chosen by “five-minute thumb test”
whatever catches the reviewer’s eye.

Integration:
The most common application of
text materials is presenting
information. Students are given
reading assignments and 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 to study independently.
Teachers need to understand the
best ways to use text to facilitate
learning. Designing good text-based
materials involves a few basic
elements:
Font choice.
Background and patterns
Arrangement
Check and Revise

6
Using Text Materials
Get learners actively involved with the materials. One technique is
to have students use the SQ3R method: Survey, Question, Read,
Recite, and Review.
 Survey stage requires students to skim through the text material and read
the overview and/or summary
 Question stage requires students to write a list of questions to answer while
reading.
 Read stage, students are led to look for the organization of the material, put
brackets around the main ideas, underline supporting details, and answer
the questions written in the prev. 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).

7
TECHNOLOGY UTILIZATION
Principles of Effective Instruction
As a classroom teacher, your role is to establish learning environments that foster the defined
outcomes for your learners. At times, those outcomes may be based on local or national
learning standards; at other times they may be based on negotiated outcomes with your
individual learners.
As educators continually seeking ways to improve our practice, it is important to
consider how to engage learners in their learning. Because one common feature across all
classroom settings is the variety of learning levels and needs among students, it is also critical
to determine the best ways to meet the needs of all our learners.
The following principles of effective instruction have evolved from a variety of sources.
1. Assess prior knowledge. Before you can properly provide instruction, you should gather
relevant information about each student’s knowledge and skill level.
2. Consider individual differences. Learners vary in terms of personality, general aptitude,
knowledge of a subject, and many other factors. Be aware of the multiple learning needs of
your students.
3. State objectives. For you and your students to know where instruction as going and what is
to be accomplished, the goals must be specified.

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4. Develop metacognitive skills. The skills of selective monitoring, evaluating, and adjusting
their approaches enhance students’ learning and help to make them lifelong learners.
5. Provide social interaction. Teachers and peers serving as tutors or group members can
provide a number of pedagogical as well social supports.
6. Incorporate realistic contexts. Learners are most likely to remember and to apply authentic
knowledge presented in a real-world context. Rote learning leads to “inert knowledge”; that is,
learners know something but cannot apply it to real life, students benefit from understanding
how their knowledge and skills fit into the world around them.
7. Engage students in relevant practice. The most effective learning experiences are those
requiring learners to practice skills that build toward the desired outcome. Learning
participation increases the probability of learning.
8. Offer frequent, timely, and constructive feedback. Student learning requires accurate
information on misconceptions, misunderstandings, and weaknesses.

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Title Title Title Title Title

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sed pulvinar ultricies, purus lectus malesuada libero, sit amet
LOREM IPSUM DOLOR SIT AMET,
CONSECTETUER ADIPISCING ELIT.
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