This document discusses guidelines for selecting and using instructional materials effectively. It provides examples of criteria for selecting materials, such as whether they accurately portray concepts, contribute meaningful content, and are appropriate for learners. When using materials, teachers should prepare themselves, students, and the materials. This is described by the acronym PPPF: Prepare yourself, Prepare students, Prepare materials, and Follow up. The goal is to achieve learning objectives, not just expose students to the materials. Selection and use of materials should enhance critical thinking and be worth the time and resources required.

1. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 1
Using and Evaluating Instructional Materials
Module 2 aims to accomplish the following targets:
1. Provided examples of the various instructional materials appropriate for given
instructional contexts;
2. Discussed issues affecting decisions made related to instructional processes.
Using and Evaluating Instructional Materials
“You should have a good idea of your destination, both in the over-all purposes of
education and in the everyday work of your teaching. If you do not know where
you are going, you cannot properly choose away to get there.”
QUESTION PROMPT
What guidelines should be considered in the selection and use of
instructional materials?
OBJECTIVES
Note: Most of the items inthis module are lifted
from our mainreference to facilitate the
directions of those whomaynot yet have
acquired the textbook:Corpus, Lucido (2012)
Educational technology 1, Lorimar Publishing, Inc.
Please secure a copyof the maintext.

2. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 2
INTRODUCTION
After being acquainted with different instructional materials through
Edgar Dale’s Cone of Experience, let us, learn how to select and use these
materials in order to achieve our desired learning objectives.
ACTIVITY
Read and study the comic strip below.
ANALYSIS
Guide Questions for Discussion
1. What do the conversations between Charlie Brown and Linus imply about
field trips?
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2. From the conversation, Linus said: “It was real field, and we saw it…we
saw that field. What senses were at work in the field trip?
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We had a
good time at
school today
Our Teacher took us on a
fieldtrip. We went out and we
saw this great big field
It was a real field, and we
saw it! We stood right there
and wesaw that field!
Do you think you’ll
be going on any
more field trips?
I doubt it. When
you’veseen one
field you’ve
seen them all.

3. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 3
3. Did the field trip accomplish something specific for Linus? Why do you
say so?
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ABSTRACTION
One of the instructional materials used to attain instructional objectives
is field trip.
It is not enough to bring the class out for a field trip and make them
observe anything or use other instructional materials for no preparation and
clear reason at all. Perhaps this is what happened to the field trip joined in by
Linus, that’s why he seems not able to cite something specific that he learned
from the field trip.
For an effective use of instructional materials such as field trip, there are
guidelines that ought to be observed, first of all, in their selection and second, in
their use.
Selections of Materials
The following guide express standards to consider in the selection of
instructional materials:
 Do the materials give a true picture of the ideas they present? To avoid
misconceptions, it is always good to ask when the material was
produced.
 Do the materials contribute meaningful content to the topic under study?
Does the material help you achieve the instructional objective?
 Is the material appropriate for the age, intelligence, and experience of
the learners?
 Is the physical condition of the material satisfactory? An example, is a
photograph properly mounted?
 Is there a teacher’s guide to provide a briefing for effective use? The
chance that the instructional material will be used to the maximum and
to the optimum is increased with a teacher’s guide.

4. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 4
 Can the materials in question help to make students better thinkers and
develop their critical faculties? With exposure to mass media, it is highly
important that we maintain and strengthen our rational powers.
 Is the material worth the time, expense and effort involved? A field trip,
for instance, requires much time, effort and money. Is it more effective
than any other less expensive and less demanding instructional material
that can take its place? Or is there a better substitute?
The Proper Use of Materials
You may have selected your instructional material well. This is no
guarantee that the instructional material will be effectively utilized. It is one
thing to select a good instructional material. It is another thing to use it well.
To ensure effective use of instructional material, Hayden Smith and
Thomas Nagel, (1972) book authors on Instructional Media, advise us by the
acronym PPPF.
Prepare yourself. You know your lesson objective and what you expect
from the class after the session and why you have selected such particular
instructional material. You have a plan on how you will proceed. What
questions to ask, how you will evaluate learning and how you will tie loose
ends before the bell rings.
Prepare your students. Set class expectations and learning goals. It is
sound practice to give them guide questions for them to be able to answer
during the discussion. Motivate them and keep them interested and
engaged.
Prepare the material under the best possible conditions. Many teachers
are guilty of the R.O.G. Syndrome. This is means “running out of gas” which
usually results from poor planning. (Smith, 1972) Using media and materials,
especially if they are mechanical in nature, often requires rehearsal and a
carefully planned performance. Wise are you if you try the materials ahead
of your class use to avoid a fiasco.
Follow up. Remember that you use instructional material to achieve an
objective, not to kill time nor to give yourself a break, neither to merely
entertain the class. You use the instructional for the attainment of a lesson

5. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 5
objective. Your use of the instructional material is not the end in itself. It is a
means to an end, the attainment of a learning objective. So, if there is need
to follow up to find out if objective was attained or not.
APPLICATION
1. Observe an instructor/professor as he teaches the class.
 Find out which guidelines in the selection of instructional
materials did he observe? Not observe?
 In his use of instructional material, write down evidence of:
preparation of self
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preparation of students
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preparation of material
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follow up

6. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 6
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2. Accomplish this Learning log
What I learned? (Deposit) How I apply what I learned (Dividend)
SUMMING UP

7. EDUC 210: Educational Technology
Module2: Using and Evaluating InstructionalMaterials 7
To ensure that instructional materials serve their purpose in instruction, we need
to observe some guidelines in their selection and use. The materials that we
select must:
 give a true picture of the ideas they present
 contribute to the attainment of the learning objective
 be appropriate to the age, intelligence and experience of the
learners
 be in good and satisfactory condition
 provide for a teacher’s guide
 help develop the critical and creative thinking powers of students
 be worth the time, expense and effort involved
For optimum use of the instructional material, it is necessary that the
teacher prepares:
 herself
 her students
 the instructional material and does follow up
MAKING THE CONNECTION
You learned Robert Gagne’s nine (9) instructional events in the subject
Facilitating Learning. These are:
1. gain attention
2. inform learner of objectives
3. stimulate recall of prior learning
4. present stimulus material
5. provide learner guidance
6. elicit performance
7. provide feedback
8. assess performance ;and
9. enhance retention transfer
Connect Gagne’s nine instructional events to the PPPF acronym in this Lesson in
relation to use of instructional materials. Are Smith and Gagne saying similar
things?

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Module2: Using and Evaluating InstructionalMaterials 8
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PS
PS Postscript – There is no such thing as best instructional material
Any instructional material can be the best provided it helps the teacher
accomplish her intended learning objectives.
No instructional materials may be perceived to be labor-saving devices for the
teacher. On the contrary, the teacher even works harder when she makes good
use of instructional materials.