3. CHALKBOARD
DISPLAY BOARD
The oldest and the
most traditional piece
of equipment found
in the classroom.
Used for displaying
student projects
and
progress,displaying
current items of
interest related to a
lesson or
unit,posting
announcements
,memos, and routine
4. FILmSTRIp
is a series of pictures in a
fixed sequence on a strip of
35 mm film for still
projection.
FILmSTRIpS
are compact, easy to
store,relatively inexpensive to
buy,easy to project, and somewhat
flexible in use because pictures
thought to be unnecessary can be
skipped over.
5.
6. Filmslides are individual pieces of film
for projection ,mounted on thin
cardboard or plastic frames, usually 2-
inch squares. They are more flexible to
use than filmstrips, since unnecessary
slides can be omitted. Slide sets are
sometimes accompanied by audiotape
narrations. Slides may be changed
manually or automatically with a
device that advances the slides at
present time intervals.
7. projects images of
transparencies on a screen,
wall, or chalkboard.
-is convenient to use
- it has become standard
equipment in many
classrooms and has replaced
the chalkboard and opaque
projector in many of their
functions.
-New overhead projectors –
OvERHEAd
pROjECTOR
OvERHEAd
pROjECTOR
8. TELEvISION- has become “ a second
school system.
Rather than viewing television as a second
school system, Neil Postman views it and
other mass media as the “1st
curriculum”
because it appear to be affecting the way
children develop learning skills and acquire
knowledge and understanding.
9. WE are in the midst of an “ information explosion”,.
People can participate in this explosion at 3 or 4
levels of computer knowledge:
• Computer Literacy
• Computer Competency
• Computer Expertise
• Computer Hacker
Computer Technology- for
school purposes has been
available since the 1950s, but it
is in the last few years that
computers have begun to have
a major impact on classrooms
and schools.
10. COmpUTER pROGRAmmING
-is an active mental
endeavor,and it fosters critical
thinking , rational thinking, and
problem-solving skills
- promises more than it has
delivered” and that there are
“no intellectual benefits” or
measurable thinking skills
produced by teaching how to
program.
11. COMPUTER SOFTWARE
In selecting ,evaluating ,or
purchasing software, teachers
need to considering general how
well the program sustains student
interest and most important, how
well students receive and process
information.
In selecting ,evaluating ,or
purchasing software, teachers
need to considering general how
well the program sustains student
interest and most important, how
well students receive and process
information.
12. 1.) A company that produces ,distributes or
sells computers or computers materials
should be willing to provide a number
services;
a.) installation assistance
b.) user training
c.) toll – free or local number to call for
answers to questions and solutions to
problem.
d.) updates to the software for little or no
extra charge.
13. 2. The use of the computer in the
classroom should correspond with the
school’s goals.
3. If only 1 computer is available for class
use, you will have to devise large-group
instruction or divide the class into
smaller group .
4. A group of teachers or curriculum
specialists should preview software
before it is purchased by the school.
Individual teachers should preview
material before using it in class.
14. 5. Decide on what you want to do with
the computer.
6. Establish criteria for use based on the
objectives of your subject and the
abilities and needs of your students.
7. The software should be suitable for
your instructional grouping
8. The software should be easy to use.
The screen format should be clear. The
instructions should be easy to follow.
The software should have a complete
menu for quick reference.
15. 9. The software should be sound
in terms of instructional learning
theory.
10. The software should be capable of
being integrated with other software and
with traditional materials into a
comprehensive curriculum and
instructional package.
11. You should know your supporting
materials are available that can interface
with your computer hardware and
software.
16. 12. You should know how to use
both floppy and hard disks.
13. Software should provide user
feedback on the display about what part
of the process is taking place and
whether it is proceeding normally .
The user should be able to correct
simple problems.
14. Periodically, review and evaluate the
software for quality and variety on a
team basis. Be prepared to recommend
supplementary course materials.
18. TELECOMMUNICATIONS –
refers to information exchange between 2 or more
locations connected by electronic media, including
television, radio, and telephone. Several hundred
educational organizations lease or own their own
telecommunication system. About 50 percent% own
their own system, 45 %percent lease and 5 %
percent operate a combined leased-owned system.
Owned systems operate through television or radio
broadcast systems, leased or leased- owned
systems and operate through telephone wires.
19. refers to information exchange between 2 or more
locations connected by electronic media,
including television, radio, and telephone.
Several hundred educational organizations lease
or own their own telecommunication system.
About 50 percent% own their own system, 45
%percent lease and 5 % percent operate a
combined leased-owned system. Owned
systems operate through television or radio
broadcast systems, leased or leased- owned
systems and operate through telephone wires.
TELECOMMUNICATION
S
20. Schools now can select television programs
specifically developed for educational purposes and
have the programs beamed into the classroom by
satellite. Schools can subscribe to various program
series. The major producer of television programs
for classroom use via satellite is the Agency for
Instructional Television ,a non-profit American –
Canadian organization. Regularly scheduled
commercial satellite service can include educational
programs for the home ,but this will happen only if
educators call for it and use it when available.
21. It is possible for people in different locations, even
across state and national boundaries ,to communicate
and interact through television connections. Such
conferences are widely used in business, government ,and
to a lesser extent, universities. Teleconferencing is just
appearing in a few school systems, as an experiment ,on
the secondary level.
22. TELETEXT
SYSTEMOne-way systems in which
information is sent to receivers
through television broadcast.
Receivers view what is sent,
but there is no interaction and
no sound transmission.
Educators will need to design teletext systems that
can be used to advantage by students. Ex. Large
information –based industries ,such as publishing
and newspaper companies or libraries and
universities, might compile current information from
various sources
(books,reports,journals,newspapers) in electronic
23. TELEWRITING
- operates through telephone.
The visual is sent over a
telephone line, and the audio is
sent in conjunction through
another telephone line.
The telewriting device is sometimes called an
electronic chalkboard, although an overhead
projector is used to enlarge the visual images for
viewers. The fact that an oral presentation can
accompany and explain the visual presentation
makes the system more appealing for teachers. As
with teletext,however there is no two-way
communication between sender and receiver, the
24. -is an offshot of the telewriting systems.
It allows a person to send images from one monitor to
another over the telephone lines. By focusing a camera
on a person or document and pressing a button, the
sender can transmit a picture to another unit in 8 to
30 seconds.
For purpose of learning, older students (at least at the
middle or junior high school level) can use this two-
way audio and one-way video phone as a supplement
to the typical classroom instructions both in school
and at home.
25. A few large universities are beginning to produce
telecourse materials for local and national use. For
an investment, an institution can put into
operation a studio with sufficient
equipment ,subject experts and
telecommunication personnel to produce
and market materials that can be used in the
home as long as the user has a VCR and a
television set. To recover costs, the
university must produce several telecourses,
use them for several years,and /or market
26. 1. Decide just what you want the system to
do.
2. Consider use of the system in relation to the
abilities,needs, and interests of your students.
3. Find out what systems are available and
how they work.
4.If programs are already available, preview
them.
27. 5. Be sure that the system is easy to use
and that the instructions are easy to
follow forstudents and foryou.
6. Be sure the system is manageable-
that is, that not only will you know how to
use it, but also you will be able to
supervise students at the same time
they use it.
7. Find out what services and support the
supplierwill provide.
8. Consider both the cost and the reputation
of the company who will install and repair
28. Teachers must plan how to integrate the
new video technology into the curriculum.
They also need to “train children to become
critical video consumers who are literate in
“reading “ images.
29. Have many applications for instructions.
They can demonstrate, explain,record and
replay data.They can be used in classroom
,libraries, resource centers,and homes.
Recent advances have made video recording
and playback equipment light-weight,
portable and relatively inexpensive. The
teacher and students can record various
events and play back the recording in class
through a VCR SYSTEM attached to a
television. Interviews,community
30. VIDEO
CASSETTES
-are easier than tapes to
collect ,store and reuse as
needed because they are
extremely lightweight and small.
In theory, one might argue that now there is
little reason for students to come to class to
listen to a teacher. All they have to do is to ask
the school or college to send them a
videocassette, orcheckthe library shelves orgo
to the media store. The points is, however ,that
these products should not be marketed as
teacher substitutes, but as electronic tools to
31. VIDEODISKS
- are coming to classrooms ,
despite the cost.
Among the most interesting ones
are:
1.Knowledge Disc
2.Bioscience
3.History Dizquiz
Interactive videodisks, to be used in
conjunction with a computer, are being made.
Realistic situations, simulations and action –
reaction situations can be presented as part of
32. The video printer attaches to the
television and produces a postcard-size
color print of almost anything you can
see on the screen almost instantly. This
includes not only regular broadcast
television, but also
teletext,videotape,videodisk,or anything
transmitted through television .Pictures
can be made at the rate of one a minute
of such things as maps, weather forecast
data for detailed study, or snapshots
33. VIDEO GAMES
are interactive , a microcomputer is
programmed to respond to a player’s move
with a move of its own.
Educational material in video game format
could be a pedagogical device- livening up
practice and drill, teaching reading, writing ,
and other learning skills, and solving math
and science problems.
34. GUIDELINES FOR USING
VIDEOSYSTEMS
1. Be sure the use of videosystems is compatible
with and leads to attainment of course objectives
2. Preview the most promising systems and
programs. Evaluate the video, just as you analyze
textbook content.
3. Find out what services and support the
supplier of equipment and materials will provide.
35. 4.Find out what supporting equipment and
materials will provide.
5. Monitor student responses in
interactive programs for purposes of
diagnosis and evaluation.
6. Observe the students and try to notice emotional
response and development of decision-making
ability.
7. Be clear on the place for learning –
classroom,library ,resource center,home
etc. Be sure the video accomplishes your
36. ThEORY INTO
pRAcTIcE
1. Familiarize yourself with the special materials
and equipment available in the classroom or
center you are assigned to.
2. Find out what special materials and equipment
are available elsewhere in the school and what
check-out procedures apply to their use.
3. Learn how to operate the equipment you plan
to use.
37. 4. Preview special materials and evaluate their
suitability for the lesson you have in mind.
5. Order the special materials, allowing enough time
for delivery by the scheduled date.
6. Review the materials again, if you have time before
using it.
7. Prepare a standby set of plans in case the
equipment breaks down or something else goes wrong.
8. Set up the equipment before class begins.
9. Avoid using too many different types of materials
in one class period
10. Return the equipment to the proper storage place
when you are finished with it. Report all defective
equipment and materials
38. Leonard H. Clarkand Irving S. Starr, Secondary and Middle School
Teaching Methods,5th
ed.(New YorkMacmillan,1986) p. 403
Hart Wagner,Teaching with Film(Bloomington,Ind,:Phi Delta Kappa
Foundation ,1977)
David F. Naylorand Richard Diem, Elementary and Middle School
Social Studies(New York: RandomHouse ,1987:
Schuller,” Using Instructional Resources and Technology.”
Kenneth Henson, Teaching Methods forSecondary and Middle
Schools( New York:Longman, 1987), Naylorand Diem, Elepmentary
and Middle School Studies.
AimeeDorr, Television and Children (Newbury Park,Calif.: Sage ,
1986) John I. Goodlad,A Place Called School( New York:McGraw –
Hill,1984).
Gary L. Donhardt,” Microcomputers in Education:Elements of a
Computer-Based Curriculum,: Educational Technology,April 1984, pp.
30-32
Kirkand Gustafson ,Instructional Technology
John W.McCutcheon and James Swartz, “Planning forCablecast
