This document discusses key concepts in selecting and using instructional media in education. It defines instructional media as information carriers designed to fulfill teaching and learning objectives. Several factors should be considered when selecting media, including learning objectives, group size and characteristics, available resources, and technical support. There are also various principles for selecting media, such as being learner-centered, motivating interest, and achieving educational value. Different types of media are also classified, such as projected, non-projected, audio, and visual aids. Research studies on selecting instructional media focus on determining the influencing factors.

1. KEY CONCEPTS IN
SELECTION AND USE OF
MEDIA IN EDUCATION
PRESENTER
MATHEW VARGHESE V
MSN FHNP CCEPC CSTPN

2. INSTRUCTIONAL MEDIA
INTRODUCTION
 There is a famous Chinese proverb which says “What I hear
I forget, what I see I remember, what I do
I understand “.
 Different types of instructional media enhances clarity in communication.
 It increases forcefulness of subject being learned or taught. Instructional
technology involves integration of men, machines materials and ideas

3. INSTRUCTIONAL MEDIA
Definitions
 Media are generally defined as the means by which information is
conveyed from one place to another.
 It refers to all the aids or vehicles by which information is communicated.
 Instructional media are information carriers designed specifically to fulfill
objectives in a teaching-learning situation.

4. Definitions….
 According to Azikiwe (2007), Instructional media cover
whatever the teacher uses to involve all the five senses of
sight, hearing, touch, smell and taste while presenting
his/her lessons.
 Adegun (1997) says instructional media are things which
are intended to help the teacher to teach more effectively
and enable the students to learn more readily.

5. DEFINITION OF A V AIDS
 According to Burton, Audiovisual aids are
those sensory objects or images which
initiate or stimulate and reinforce learning.

6. PURPOSES
 To provide basis for more effective perceptual and conceptual
learning.
 To increase the meaningfulness of abstract content.
 To stimulate thinking and motivate action.
 To initiate and sustain attention.
 To provide concreteness, realism in teaching experience
 To gain practical skill.
 To bring remote event in the class

7. AV Aids Formula

8. Concepts for selection and use
 It should be systematically well planned so that ,suitable
media for a particular group of students as per learning
objectives can be selected and used
 Teacher should think judiciously while planning their lesson
about the use of media

9. CONCEPTS FOR
SELECTION OF
INSTRUCTIONAL MEDIA
LEARNING OBJECTIVE
SIZE AND NATURE OF THE
GROUP
AVAILABILITY OF RESOURCES
TECHNICAL SUPPORT
KNOW YOUR EXPERTISE IN
PREPARATION OF MEDIA

10. CONCEPTS FOR
SELECTION OF
INSTRUCTIONAL MEDIA
MEDIA CHARACTERISTICS
AVAILABILITY OF ELECTRICITY
LEGAL CONSIDERATIONS
LEARNER`S RESPONSE
OTHER CONCEPTS

11. Learning objectives
 Key area which determine suitability and applicability of a particular A
V aid
 Select A V aid from all the available options that can be helpful to
deliver lesson to achieve desired objectives.
 e.g. Use of power point to depict research finding will serve objective
rather than chalk board

12. SIZE AND NATURE OF THE
GROUP
 For small size class of 10-30,charts but for large group of 50-
100,power point with sound amplifier can be used
 Age, sex, sociocultural background,
 Motivation ,physical abilities and disabilities
 Know the size of group in advance

13. Availability of resources
 Teacher has to explore the available resources in the college
 In resource limited settings you could not plan for costly media
 .It is better to use economical media

14. TECHNICAL SUPPORT
 If teacher is using technically sophisticated media, then
make sure that technical support is available whenever
required .It is better to avoid technically sophisticated media
like film strip projector if teacher is not well acquainted with
technology of that particular media or where the technical
support is not readily available

15. KNOW YOUR EXPERTISE
IN PREPARATION OF
MEDIA
 Choose the media on which teacher & students
can prepare content more skillfully& creatively. In
some situations teacher may need to consider
commercially available AV aids.

16. MEDIA CHARECTERISTICS
 Preference to be given to media that can be stored
&retrieved providing that given media is not
compromising the learning objectives and the students
attention .
 Another media characteristic of significance is the
physical quality of the media ,which includes the
attributes ,authenticity and significance of content.

17. AVAILABILITY OF ELECTRICITY
 Availability of electricity becomes an important consideration
before selecting a media that uses electricity (transparency
,LCD projector).
 Teacher has to ensure there is uninterrupted supply of
electricity in the class room or else have an alternate media
ready to use in case of electricity failure

18. LEARNERS RESPONSE
Your text Media utilization should
focus on learner`s response
through discussion, dramatization
& so on.

19. LEGAL CONSIDERATIONS
 Legal aspects should be considered in the production
and the utilization of educational communications
media and this is particularly important where AV
materials are prepared by the author It is advisable to
get the permission in writing to avoid possible legal
involvement

20. OTHER CONCEPTS
 Stimulus variation, feedback ,reinforcement, learner participation
are some other concepts that should be considered.

21. ROMISZOWSKI ‘S CONCEPT
FOR SELECTION AND USE
OF MEDIA
TASK
FACTO
RS
LEARNE
R AND
LECTUR
ER
FACTOR
S
COURSE
OBJECTI
VES AND
CONTEN
T
FACTOR
S
MATERIA
L
FACTOR
S

22. Factors affecting the selection of
instruction media
(Sources: Adapted from Romiszowski, 1981,
and Laver, 1990).

23. SECTIONS MODEL –A FRAME
WORK FOR SELECTION AND USE
OF MEDIA IN EDUCATION
 The SECTIONS model was described by AW Tony Bates in 2005
gives a frame work for selection and use of media

25. PRINICIPLES OF
INSTRUCTIONAL MEDIA

26. PRINCIPLE OF
SELECTION
1. Principle of learner centeredness
2. Principle of interest & motivation
3. Principle of educational value
4. Principle of realization of
objectives
5. Principle of simplicity

27. PRINCIPLE OF
SELECTION
6. Principle of relevancy
&suitability
7. Principle of accuracy
8. Principe of size
9. Principle of availability
10. Principle of means to an end

28. PRINCIPLES OF
UTILIZATION
1. Principle of preparation
2. Principle of physical
control
3. Principle of proper
presentation
4. Principle of response
5. Principle of evaluation

29. USES OF MEDIA

30. Reasons for media use General examples
To form a clear idea of something Real object, model
To stress the essential and leave the non-essential in
the background
Model, scheme
To give visual access to something which may be
inaccessible
Model, picture, photo, poster, film
To clarify abstract information which may be difficult to
communicate verbally
Diagrams, columns of figures
To condense large quantities of information Diagrams, handouts
To promote mental activities of students Handouts, textbooks, films, pictures
To give feedback to the teacher about student
progress/achievement
Tests, study guides with assignments,
handouts with questions
To encourage emotional response Films, photos, poems
To support the work of the teacher Sound recordings, any medium
To give tests Any medium

31. CLASSIFICATION OF
INSTRUCTIONAL MEDIA
PROJECTED
NON-
PROJECTED

32. 2nd approach to classify
• Audio
• Tape recorder
AUDIOAIDS
• Models, video
• maps
VISUAL
AIDS

33. CLASSIFICATION OF NON-
PROJECTED MEDIA

34. CLASSIFICATION OF
PROJECTED MEDIA
OPAQUE
PROJECTOR
OVER HEAD
PROJECTOR
SLIDE
PROJECTOR
FILM
PROJECTOR

35. NON PROJECTED MEDIAS
 Non projected media means the pictures that are not projected and
which are for the use of a small group of people
Principles of Non projected media
 It should be self –explanatory
 It should contain one idea at a time.
 It should be simple to understand
 It should be done with attractive colours
 It should be easy to handle
 It should be placed in an area ,which can be visualized by all

37. DIORAMAS

38. GUIDELINES FOR SELECTION AND USE
MEDIA CRITERIA FOR SELECTION AND USE
GRAPHICS
Photographs
Drawings
Graphs or
Charts
3D images
Icons or Logos
keep images close to related content
as not to confuse students.
Keep decorative graphics to a
minimum (keep it simple)
When choosing visuals, choose only
relevant and essential elements to
keep students focused
Make sure to reinforce key concepts
that were taught

39. MEDIA CRITERIA
 Interactive
Tutorials
 Animations
 Calculators
 Scenarios
 Games
 Simulations
 Make sure to keep learning goals
as the focus
 Allow for learners to work at their
own pace.
 Eliminate any information that is
not relevant to the task
 Clean design for easy learner use
and focus
 make sure to provide learner with
support tools, feedback, and
textual and visual cues.

40. AUDIO AIDS
EXAMPLES
 Podcast
 Lectures
 Interviews or speakers
 Audio conferencing
 Music or sound effect
CRITERIA
 Always prepare scripts or notes prior to
recording audio (rehearse)
 Keep the content relevant
 Pay attention to pacing and the duration
of the presentation
 Split the audio content up into
meaningful sections
 Give the learner access to playback the
content if needed

41. VIDEO AIDS
EXAMPLES
 Vodcast
 Student presentations
 Interviews or Speakers
 Stock Video
 Movies or TV programs
 Recorded webcasts
 Desktop recordings and
 Screen captures
CRITERIA
 Makes sure to get copyright information
and permissions before using
 Keep the content relevant to the lesson and
avoid distracting footage
 Keep visual affects to a minimum in order
to not distract from the important concepts
 Make sure to create a script and practice
before using

42. RESEARCH STUDIES REGARDING
SELECTION AND USE OF MEDIA
Factors Influencing Selection and Use
of Media for Christian Religious
Education Teaching and Learning
Henry H et al at University of Science
and Technology, Kenya

43.  Abstract
 Christian Religious Education (CRE) is an important subject for
moral and spiritual development. For it to be effectively
implemented, teachers have to consider various factors
influencing selection and use of media for teaching and learning
the subject..
 The purpose of this study was to determine factors influencing
selection and use of media for CRE teaching and learning in
Secondary Schools.
 The study was based on Descriptive Survey Design.
 The study population consisted of 112 Head teachers, 160
teachers of CRE and 4000 form two students.
 Random Sampling Technique was used to select 25 Head
Teachers.
 Simple Random Sampling was used to select 53 teachers of
CRE and 1333 students.

44. Data was collected using Questionnaires,
Teachers’ Interview Schedule, Lesson
Observation Schedule and Document
Analysis Guide.
The study found out that; learner related
factors, teacher related factors, available
time, availability of media, cost of media and
other practical constraints were among
factors influencing selection and use of media
for Christian religious education teaching and
learning.

45. Learners’ abilities were ranked highly as a factor
that influenced selection and use of media for CRE
teaching and learning as compared to learners’
preferences which were lowly ranked.
Teachers’ knowledge and skills on the other hand
were also highly ranked as compared to teacher
preferences.
The study recommended that; school
administrators should be inducted on the importance
of selection and use of instructional media resources
so as to be supportive of their teachers in the effort of
availing such resources to schools.

46. CONCLUSION
 Instructional media in education has been extremely
effective in teaching individuals a wide range
of subjects .
 It is changing the way we communicate with each
other.
 The variables influencing media selection include the
educational purpose, the type of contents, the features
of the target population and the constraints imposed
by the contexts of production and use.
 Face-to-face lessons can be greatly enhanced by the
effective use of images, text and audio/video
reproduction, especially if the adopted approach
doesn’t entail passive fruition by the students.

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