Report in Educational Technology

1. VISUAL SYMBOLS
Dawey, Febelyn A.
Manzano, Arreojn Lloyd G.
Olito, Analiza F.
Pugal, Maurice Philip A.

2. LEARNING OBJECTIVES
• Define Visual Symbol
• Identify different kinds of visual symbols
• Create sample visual symbols (Module 3, page 12)

3. VISUAL SYMBOL
• Representations of direct reality, which comes in the form of signs and symbols

4. KINDS OF VISUAL SYMBOLS

5. KINDS OF VISUAL SYMBOLS
• Cartoons
• Poster
• Drawing and Sketches
• Diagrams
• Charts
• Graphs
• Strip Drawing or Comics Strip
• Maps

6. CARTOONS
• Tells stories metaphorically through pictures, which need no captions.
• a pictorial representation or caricature of person, idea, situation or issue that is
designed to influence public opinion.
• Used as motivation for follow-up activity for evaluation purposes

7. CARTOONS(CONT’D)

8. GUIDELINES IN USING CARTOONS
1. Appropriateness to experience level
- Age and experience or maturity must taken into consideration
2. Simplicity
- contains the essential features only
3. Brevity of captions
- short and direct captions are used when necessary only
4. Use of clear symbols
- dove means peace, owl means wisdom or education, turtle means slow
5. Adequateness of size.
- big enough to be seen and appreciated

9. POSTER
• a combination of bold designs and color primarily intended to catch attention on significant
fact, idea or message

10. POSTER(CONT’D)

11. CHARACTERISTICS OF A GOOD
POSTER
1. It must be hold an simple but dramatizes features.
2. It must be appropriate to the grade level and to subject and purpose/s.
3. It must have only limited text; few words are generally used and key words are made to
standout by means of type size or position.
4. It must be attractive, pleasing to the eyes.
5. Design and color must be given consideration.
6. It must have elements of dynamism and shock.

12. DRAWING AND SKETCHES
• Concrete visual or a representation of a real thing. It helps illustrating our lecture through
freehand sketching in a chalkboard.
• Crude and simple lines, which are effective in
showing what needs to be shown with
sufficient clarity, to make the meaning vivid
to learners.

13. DRAWING AND SKETCHES(CONT’D)
Stick drawing with no elusion of depth but
a smart teacher can use them in a very
effective way in explaining and showing
ideas and concepts.

14. DRAWING AND SKETCHES(CONT’D)

15. DIAGRAMS
• Any line drawing that shows arrangement and relations as of parts to the whole,
relative values, origins and development, chronological fluctuations, distributions. –
Edgar Dale
• are simplified drawings designed to show interrelationship primarily by means of
lines and symbols.
• used to condense visual summaries of facts; the ideas rely heavily on symbolic
means.
• Graphic organizers

16. DIAGRAMS (CONT’D)

17. CHARTS
• graphic or pictorial representations of a large mass of information or showing
progression thru time and space of people or events, ideas and object.
• diagrammatic representation of relationships within an organizations.

18. KIND OF CHARTS AND EXAMPLES
• Data Chart
• Pictorial Chart
• Schematic Chart
• Diagrammatic Chart
• Multiple leaf Chart
• Phantom view chart
• Development or progress chart
• Table chart
• Time and tabular chart
• Stream or tree chart
• Flow or organizational chart

19. DATA CHART
• contains items of information of all sorts especially quantitative data.

20. PICTORIAL CHART
• use relevant pictures to present data or information
on quantifiable data over a specific period or
condition.

21. SCHEMATIC CHART
• shows principle or a law as applied like that of refrigeration.

22. DIAGRAMMATIC CHART
• verb chart is a popular example.

23. MULTIPLE LEAF CHART
• internal working parts of a
machine.

24. PHANTOM VIEW CHART
• shows hidden parts of a machine without obliterating the outer parts.

25. DEVELOPMENT OR PROGRESS CHART
• profile of a place or person

26. TABLE CHART
• Bus trips

27. TIME AND TABULAR CHART
• presidents and their term of office.

28. STREAM OR TREE CHART
• Family tree

29. FLOW OR ORGANIZATIONAL CHART
• school personnel chart, life
cycle of a frog or the
water cycle.

30. GRAPHS
• presents quantitative data for easier analysis and interpretation.
• shows comparative relationship of data involve in size, trends and growth.
• pictures that help us understand amounts. These amounts are called data.

31. KINDS OF GRAPHS
• Line graph
• Bar graph
• Circle or pie graph
• Area and solid graphs
• Pictorial statistics or pictograph

32. LINE GRAPH
• the most accurate of all graphs used in plotting trends of relationships between two series of
data, also used when
there is considerable number
of data to be plotted and if
these data are continues.

33. BAR GRAPH
• simplest of all graphs to read represented either by vertical or horizontal bars.

34. CIRCLE OR PIE GRAPH
• used to present components parts of a whole.
• parts or segments are calculated in percentage
or fractional parts of a whole.

35. AREA OR SOLID GRAPH
• use for simplest quantitative comparison of components parts of a whole

36. PICTORIAL STATISTICS OR PICTOGRAPH
• make use of related pictures in showing quantitative data
• most widely used in elementary grades.

37. PRINCIPLES IN PICTOGRAPHING
• Simplicity – pictures used must be simple
• Comparison of relationship must be strikingly seen.
• Approximates rather than precise amounts are represented.
• Pictorial symbols used must be self explanatory.
• Quantities are usually shown by the number of symbols rather than by size.

38. STRIP DRAWING OR COMIC STRIP
• recommended for their story value in adaptation of the classic.
• effective instruction not only because they are simple, clear and easy to read but because
they deal with materials that made personal.
• form of cartooning in which the same cast of characters form a story in sequence of closely
related drawings designed to entertain the readers.

39. STRIP DRAWING OR COMIC STRIP (CONT’D)

40. VALUES DERIVED FROM THE STRIP
DRAWINGS
1. Increases interest in the subject
2. individualizes and personalizes instruction for certain types of pupils.
3. Serves as a valuable practice in reading
4. Widens reading interest.
5. To summarize a unit.
6. To arouse emotions.

41. REASONS FOR USING COMICS STRIP
• It is easy to read so it encourages reading
• It builds vocabulary
• It satisfies the collector’s interest in acquiring copies
• It provides excitement
• It is inexpensive
• It satisfies the children’s idea of art

42. MAPS
• Usually shown on flat surface and are used to represent the surface of the earth or
some parts of it, showing the relative size and position according to projection and
position represented.
• is a visual representation of an area — a symbolic depiction highlighting
relationships between elements of that space such as objects, regions, and themes.

43. MAPS ACCORDING TO CONTENT
Physical Map
- also called as relief maps
- shows the three dimensional representation includes geographical
and outline of land and water
- shows land area in relation to the economy of the place.
Political Map
- shows national boundaries down to the smaller divisions.

44. MAPS ACCORDING TO FORM
• Chalkboard outline map
• Student outline maps
• Projected maps
• Wall maps
• Atlas-collection of maps
• Sand table map
• Pictorial maps

45. STANDARDS IN JUDGING MAPS
• Visibility – details are clearly seen and read
• Detail – less detailed maps are better
• Scale – marks are clear, dependable and easily interpreted
• Symbols – not too many to be remembered
• Color – should be used as an aid to reading
• Accuracy – in terms of its specific purposes
• Grade level relevance
• Print – is legible or readable
• Durability – can stand several use

46. PURPOSE FOR WHICH MAPS ARE
BEING USED.
1. To enable students to understand both relative and exact position of political
units, land masses and political areas.
2. To furnish information concerning areas, distances, directions, shapes, sizes and
relationships.
3. To provide orientation and means of visualizing large and remote areas.
4. To clarify materials
5. To provide a visual basis for comparison and contrast
6. To provide means of regional synthesis
7. To provide interest and stimulation to learn more about people, geographical
influences and places.

47. PURPOSE FOR WHICH MAPS ARE
BEING USED. (CONT’D)
8. To enable students to trace movements, migration and distribution of people,
vegetation, animal life and culture.
9. To serve as one method of study for recording purposes.
10. To provide an ‘object test’ means for certain types of measurements.
11. To furnish means of self-expression in unit and project study.

48. POINTS TO REMEMBER IN UTILIZING
MAPS FOR TEACHING
1. Make sure that the pupils or students comprehend the purpose of the map
2. Promote or develop positive emotional attitude
3. Allow ample time for pupils’ first look
4. Make sure they understand map symbolism.

50. ANY QUESTIONS?

51. ASSESSMENT
Identify what visual symbol presented on the screen.

52. 0
0.5
1
1.5
2
2.5
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3.5
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0 0.5 1 1.5 2 2.5 3 3.5
Y-Values

58. Yey! I’m excited
learning
mathematics
today.

60. REFERENCES
• Educational Technology Module III, Lesson 2 Visual Symbol page 7-12
• https://www.slideshare.net/aympatrickjordan/lesson-13-teaching-with-visual-
symbols
• https://www.slideshare.net/mrespeto/visual-symbols-15384774

61. VISUAL SYMBOLS
Dawey, Febelyn A.
Manzano, Arreojn Lloyd G.
Olito, Analiza F.
Pugal, Maurice Philip A.