To know about instructional media, what are types uses and benefits etc.

1. IN-SERVICE EDUCATION
ON
‘‘INSTRUCTIONAL MEDIA’’
PRESENTED BY
MR. PRAVEEN KUMAR GHANCHI
RPNI VADNAGAR

2. from chalkboard to video

3. INTRODUCTION
 Means all devices and materials used in the
teaching and learning processes which
includes not only electronic communications
media, but also such devices as slides,
photographs, teacher-made diagrams, charts,
real objects and handouts that we use in the
process of planned instruction.

4. DEFINITIONS OF MEDIA
Gagne (1970) defines that media are
various components in learners’
environment which support the
learners learn.
Briggs (1970) defines media are
physical means which are used to
send
messages to the students and stimulate
them to learn.

5. WHAT IS INSTRUCTIONAL MEDIA?
 Instructional media incorporates all the resources and
physical means an instructor may use to deliver
instruction and facilitate students' achievement of
instructional objectives.
 This may include traditional materials such as
chalkboards, handouts, charts, slides, overheads, real
objects, and videotape or film, as well newer materials
and methods such as computers, DVDs, CD-ROMs, the
Internet, and interactive video conferencing.

6. PRINCIPLES IN SELECTING
INSTRUCTIONAL MEDIA
1. Principle of Appropriateness
2. Principle of Authenticity
3. Principle of Interest
4. Principle of Organization and
Balance
5. Principle of Cost

7. Characteristic of instructional
media
Develop perception of learner
Clean clear, interesting and good in condition
Suitable
Adequate
Relevant to the topic
Not to ne overcrowded with detail
Increase the attention of learner
Related to pupil experience
Aids in positive transfer of learning and training
Facilitates in understanding and comprehension
Reinforcement to the learner.

8. DALE'S CONE OF EXPERIENCE
Verbal
symbols
Visual
symbols
Recording, Radio, Still
Pictures
Motion Pictures
Educational Television
Exhibits
Study Trips
Demonstrations
Dramatized Experiences
Contrived Experiences
Direct, Purpose Experiences

10. Types of Instructional Media
 Projected Media
 Non-Projected Media
 Audio Media
 Motion Media
 Hyper Media
 Gaming Media

11. Projected Media
• Instructional materials that require projection
and electricity in their using process.
• Slides, filmstrips, and overheads
– Use to:
• Allow all students to view the same material at the
same time
• Offer the students other perspectives on the
material

12. Non-Projected Media
• Instructional materials that do not require the
process of projection before its operation can take
place.
• Photographs, diagrams, and displays
– Use to:
• Illustrate concepts
• Enhance direct instruction
• Encourage students to look at data in diverse ways

13. Audio Media
• Cassettes and compact discs
– Use to:
• Allow students to hear other
languages/dialects
• Allow auditory learners to review the lessons
• Encourage creativity through music

14. Motion Media
• Videos, computer mediated instruction,
and television
– Use to:
• Offer supplemental instruction
• Experience concepts in a manner that is not
available in “real life” – i.e. Magic School Bus

15. Hyper Media
• Computer networks, software, and the
Internet
– Use to:
• Offer resources beyond the library
• Develop computer and word processing skills
• Offer interactive learning

16. Gaming Media
• Computer games
– Use to:
• Provide a playful environment for learning
• Structure learning through rules
• Motivating for tedious or repetitive content
• Uses problem solving skills

17. Types of Instructional Media
• Real objects and models
• Printed text (books, handouts,
worksheets)
• Printed visuals (pictures, photos,
drawings, charts, graphs)
• Display boards (chalk, bulletin,
multipurpose)
• Interactive whiteboards

18. • Overhead transparencies
• Slides and filmstrips
• Audio (tape, disc, voice)
• Video and film (tape, disc)
• Television (live)
• Computer software
• The Web

19. REAL OBJECTS AND
MODELS

20. REAL OBJECTS

21. CHART
 These visual symbols use for
summarizing, comparing,
contrasting or performing other
services in explaining subject
matter. Diagnostic representation
of the facts and idea. A chart is
combination of the pictorial,
graphic, numerical or vertical
material, which presents a clear
visual summary. Teacher has to
prepare charts by incorporating his
own ideas and lines of approach of

22. HAND OUTS
 Handouts is a paperless
student/teacher platform
for tablet-centered
classrooms.
 It addresses the creation,
distribution, collection, and
grading of worksheets,
printables, homework,
quizzes and assignments.

23. FLASH CARDS
 Flash Cards are small
cards of generally 25 cms x
30 cms size which are
shown for few moments
before the class to send
across a message or impart
an idea.
 The idea on the flash cards
should be brief. They
should along with other
graphic aids to make the
lesson effective.

24. PAMPHLET
 A pamphlet is an
unbound booklet (that is,
without a hard
cover or binding). It may
consist of a single sheet
of paper that is printed on both
sides and folded in half, in
thirds, or in fourths, called
a leaflet, or it may consist of a
few pages that are folded in
half and saddle stapled at the
crease to make a simple book.

25. THE CHALKBOARD OR WHITEBOARD
The whiteboard is one of the most basic forms of
instructional media and is best used for
emphasizing essential information and developing
ideas as the class progresses.
• Put assignments due, the next assignment and due
date, and the day’s lesson objectives on the board
before starting the class.

26. THE CHALKBOARD OR WHITEBOARD
The whiteboard is one of the
most basic forms of
instructional media and is
best used for emphasizing
essential information and
developing ideas as the
class progresses.
• Put assignments due, the
next assignment and due
date, and the day’s lesson
objectives on the board
before starting the class.

27. BULLETIN BOARD
 A bulletin board (pin
board, pin board, notice
board, or notice board in
British English) is a surface
intended for the posting of
public messages, for
example, to advertise
items wanted or for sale,
announce events, or
provide information.

28. OVERHEAD
TRANSPARENCIES
 A transparency, also known variously as a viewfoil, foil,
or viewgraph, is a thin sheet of transparent flexible
material, typically cellulose acetate, onto which figures
can be drawn. These are then placed on an overhead
projector for display to an audience.
 Many companies and small organizations use a system of
projectors and transparencies in meetings and other
groupings of people, though this system is being largely
replaced by video projectors and interactive whiteboards.

29. Overhead transparencies

30. Document Cameras
 Document cameras are located
in many of the general purpose
and technology enhanced
classrooms on campus. With a
document camera, you can
display documents, books,
graphics (e.g., pictures, charts,
and maps), and three-
dimensional objects and project
them so even students in the
back of the class can see.

31. LCD Projectors
(liquid-crystal display)
 The University has invested heavily in modernizing classrooms
and lecture halls to take advantage of instructional technology,
including LCD projectors.
 LCD’s used with a computer project an image onto a screen or
blank wall - and provide more instructional flexibility in the types
of content that can be used in a classroom. Classroom Support
will train instructors on how to use the LCD Projectors as well as
other classroom technology.

32. Video or Film
• Using video or film in classroom instruction has the
advantage of presenting abstract ideas in a
realistic context, which helps students grasp the
abstract ideas more easily and to retain the
material longer.

33. PUPPETS
 One of the old and popular arts in Indian villages is
puppetry. Puppetry is an education cum entertaining
aid in which puppets manipulated by the performer is
a person termed as a characters in a story to be
depicted.
 A puppet is an object, often resembling a human,
animal or mythical figure, that is animated or
manipulated by a person called a puppeteer. The
puppeteer uses movements of their hands, arms, or
control devices such as rods or strings to move the

34. PUPPETS

35. Instructional Media
( Selecting Instructional Media )

36. FACTORS TO BE CONSIDERED IN
SELECTING INSTRUCTIONAL MEDIA
1) Relevance of the media to the lesson objectives.
2) Suitability to students’ age, learning abilities and styles, and reading.
3) Accuracy and novelty of media.
4) Provision of learner participation.
5) Provision of feedback.
6) Appeal.
7) Availability.
8) Adaptability.
9) Ease in the use or operation of the media.
10) Learning environment.
11) Cost.
12) Objectivity.
13) Maintenance.
14) Technical quality.

38. Why Use Media in Instruction?
 As a rule, educational experiences that involve
the learner physically and that give concrete
examples are retained longer than abstract
experiences such as listening to a lecture.
Instructional media help add elements of reality
- for instance, including pictures or highly
involved computer simulations in a lecture.

40. Use media to help learners recall what they
learned in the last class, so that new material
can be attached to and built upon it

41. Hand out or project the day’s learning
objectives or outcomes

43. One of the biggest advantages of media is to
bring the world into classroom when it is not
possible to take the student into the world

45. Media can be used to provide feedback relating
to a test or class exercise

46. Instructional media helps students visualize a
lesson and transform abstract concepts into
concrete, easier to remember concepts

47. Media is an excellent way to pose assessment
questions for the class to answer or give
students task to complete

48. The benefits of using
Instructional
Media:

49. Gain and hold the attention of the learner;
Recall prerequisites
Present objectives to the learners
Support learning through examples and visual
elaboration.
focus attention or highlight key points;
create impact;
facilitate the understanding of concepts.

50. Role of Instructional Media
in Teaching-Learning
Process:

51. 1. For helping learners to articulate and represent
what they know
2. For reflecting on what they have learned and
how they come to know it
3. For supporting learners internal negotiations and
meaning making
4. For constructing personal representations of
meaning for supporting mindful thinking

52. A good aid is like a window, it should not
call attention to itself, it should just let in
the light.