Roles of Technology in Delivering Curriculum
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Technology plays a crucial role in delivering curriculum and instruction in several ways. At the planning stage, instructors must identify the appropriate instructional media to utilize. Technology offers a variety of tools for learning, including non-projected media like models and printed materials as well as projected media like videos and projectors. When selecting technology, instructors should consider factors like practicality, appropriateness for learners, whether it facilitates the intended activity, and if it helps achieve the learning objectives.
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The Role of Technology in Delivering a Curriculum
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
Curriculum Concepts, Nature and Purposes
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
Instructional materials
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Factors for Technology Selection
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
Instructional Materials & Technology Used in Teaching
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
Guiding Principles in the Selection and Use of Instructional Materials
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
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The Role of Technology in Delivering a Curriculum
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
Curriculum Concepts, Nature and Purposes
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The Roles of Educational Technology in Learning
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
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The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Factors for Technology Selection
In selecting appropriate technology for instruction, educators should consider practicality such as availability and cost of equipment, appropriateness for the learners' comprehension level, whether the medium actively engages learners in the instructional activity, and whether it helps achieve the learning objectives. Key factors include the practical considerations, suitability for different learners, potential for interaction, and alignment with the intended goals.
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This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
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Ramon Magsaysay Technological University
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Role of teacher in curriculum implementation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
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2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
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The document discusses the role of technology in curriculum delivery and implementing instructional media. It outlines a systematic planning process for identifying instructional goals and objectives, choosing appropriate instructional activities and assessing learning. Both non-projected media like models and printed materials as well as projected media like videos and computer presentations are described. Key factors for selecting appropriate instructional technology include practicality, appropriateness for learners, suitability for the activity, and matching objectives. The role of technology is to upgrade teaching and learning quality, increase a teacher's ability to teach effectively and a student's ability to master lessons, and broaden education delivery through non-traditional approaches.
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The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.
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This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
CURRICULUM DEVELOPMENT: Curriculum Planning
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
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2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
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- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
6 features of a curriculum
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Implementing the Curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
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The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Affective Learning Competencies
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Curriculum Evaluation & Curriculum Improvement
This document provides an overview of curriculum evaluation, including reasons for evaluation, types of evaluation, and models of evaluation. It also discusses levels and approaches to curriculum improvement. Specifically, it outlines that curriculum evaluation establishes strengths and weaknesses, provides feedback for improvement, and informs strategic decisions. The two main types of evaluation are formative, which provides ongoing feedback, and summative, which measures outcomes. Several models of curriculum evaluation are also presented, including Tyler's objective-centered model, Stufflebeam's CIPP model, Taba's antecedents-transactions-outcomes model, Stake's responsive model, and Kirkpatrick's reaction-learning-behavior-results model.
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Activity 2
The document discusses different types of curricula at Laguna State Polytechnic University including vocational, agricultural, basic education, and agricultural science curricula. It also discusses how curricula can be recommended, taught, supported, assessed, and learned. The curriculum is important for building a great school and without it students would not learn. A school's belief or philosophy can influence the curriculum by establishing rules and building a good education. As future teachers, having a curriculum is very important to guide teaching. Changing curricula often can be difficult for teachers to adapt to.
Approaches to Curriculum Design
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Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
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Chapter 3 Curriculum Design
This document defines curriculum design and describes four common types: subject-centered, learner-centered, problem-centered, and core learning designs. It provides examples of specific designs within each type, such as subject design, integrated design, activity/experience design, and core design. The document also discusses macro and micro levels of organizing curriculum content and considerations for horizontal and vertical organization in curriculum design.
Assessing the curriculum
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
Systematic Approach to Teaching
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CURRICULUM DEVELOPMENT: Curriculum Planning
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
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1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
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This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Curriculum Development Lesson 3
This document discusses the planning, implementation, and evaluation cycle of curriculum development. It explains that planning involves determining needs, setting intended outcomes, and identifying methods and materials. Implementation is executing the written curriculum plan using instructional materials and the teacher's guidance. Evaluation assesses whether the intended learning outcomes were achieved and allows improvements to be made, using various evaluation models and tools while not solely relying on test results. The purpose of evaluation is to improve the curriculum, not just prove its effectiveness.
Outcomes-Based Education (OBE)
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-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
The role of technology in delivering the curriculm report
This document discusses the role of technology in curriculum development and delivery. It outlines how technology plays a crucial role in instruction delivery to learners while keeping faculty at the center. It also describes different types of projected and non-projected media that can be used as instructional tools. Several factors for selecting the appropriate technology are presented, including practicality, appropriateness for learners, activity suitability, and matching learning objectives. In conclusion, the role of technology is to upgrade teaching quality, increase teacher and student capabilities, and broaden education delivery both inside and outside the traditional classroom.
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This document outlines 5 different kinds of learning targets:
1. Knowledge targets focus on facts and concepts for students to learn.
2. Reasoning targets require students to use their knowledge to solve problems and think critically.
3. Skills targets involve demonstrating behaviors where students apply their knowledge and reasoning skillfully.
4. Products targets have students create a final product by applying their knowledge, reasoning, and skills.
5. Dispositions targets relate to students' attitudes about school and learning.
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- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
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This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.
Implementing the Curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
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The role of technology in delivering curriculim
The role of technology in curriculum delivery is to:
1. Upgrade the quality of teaching and learning by increasing the teacher's ability to effectively teach lessons and the student's ability to master courses.
2. Broaden access to education outside of schools through open and distance learning for adult learners.
3. Current trends include shifting from teacher-centered to student-centered learning, recognizing education cultivates more than just facts, and increasing use of information and communication technology.
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The document defines key terms related to educational technology and evaluation. It discusses the impacts of technology on learning, including affecting how people live and learn, challenging traditional teaching methods, and providing easier access to information. It provides examples of using educational technology in the classroom to engage students, concretize concepts, and promote independent learning. The document outlines criteria for evaluating educational technology, such as size, relevance, color, economy, durability, and ease of use.
The roles of technology in delivering the curriculum presentation transcript
Technology plays an important role in delivering curriculum by upgrading teaching and learning quality, increasing a teacher's ability to effectively teach students, and broadening education delivery. When selecting technology, educators should consider practicality, appropriateness for learners, how well the medium fits instructional objectives, and whether it will actively engage students. Examples of instructional media include real objects, printed materials, projected images, videos, and computer presentations. The role of technology is to revolutionize education through student-centered learning and paradigm shifts in curriculum delivery.
The roles of technology in delivering the curriculum presentation transcript
Technology plays an important role in delivering curriculum by upgrading teaching and learning quality, increasing a teacher's ability to effectively teach students, and broadening education delivery. When selecting technology, educators should consider practicality, appropriateness for learners, how well the medium fits instructional objectives, and whether it will actively engage students. Examples of instructional media include real objects, printed materials, projected images, videos, and computer presentations. The role of technology is to revolutionize education through student-centered learning and paradigm shifts in curriculum delivery.
Implementing the Curriculum
The role of technology in curriculum implementation is to aid instructional planning and delivery. In planning lessons, teachers must identify goals, analyze learners, set objectives, plan activities, and choose appropriate instructional media/technology. Technology offers various tools for learning, from non-projected media like real objects and printed materials, to projected media like videos and computer presentations. Teachers must decide which technology to use to best achieve their instructional objectives for each lesson.
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This document discusses the role of technology in curriculum delivery. It identifies several key points:
1) Technology can upgrade teaching and learning quality, increase a teacher's ability to teach effectively, and help students master lessons.
2) Technology allows education to be delivered outside of schools through open universities and lifelong learning.
3) Effective technology integration is guided by the TPACK framework, considering technological, pedagogical, and content knowledge.
4) Various media like models, printed materials, and computer presentations can be used depending on practicality, appropriateness for learners, activity suitability, and matching learning objectives.
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This document discusses the integration of technology and media in education. It begins by outlining questions educators should ask themselves before integrating technology, such as how it will enhance learning beyond textbooks. Next, it describes frameworks for 21st century learning that emphasize using technology for creativity, communication, research, and problem solving. The document then covers benefits of technology including digital storage, differentiated instruction, and extending learning beyond the classroom. It defines instructional technology, media, and the ASSURE model for lesson planning. Finally, it discusses teacher and student uses of technology through concepts like digital teachers, interactive presentations, and expanding learning environments.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGY
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
Edtech 2D
Educational technology is the application of technology to improve teaching and learning. It involves using tools and techniques to facilitate learning and enhance teaching practices. Educational technology aims to improve the teaching and learning process through analyzing these processes, developing curriculum and teaching materials, training teachers, and identifying needs to help attain educational goals. It allows for constant access to information, social interaction, and easy sharing of digital content to meet student needs.
Educational Technology
This document discusses several lessons related to educational technology:
Lesson 1 provides an overview of the Educational Technology 1 course and its focus on introducing students to educational technology tools and the application of technology to instruction.
Lesson 2 discusses Educational Technology 2 and its goal of integrating technology into teaching and learning by providing knowledge and skills on technology integration.
Lesson 7 examines how information technology can be used to develop higher-level thinking skills and creativity in students, such as through technology-enhanced project methods.
Sweetzel Mae Frias
Educational technology aims to improve the learning process through the development, application, and evaluation of systems and techniques. It involves optimizing instruction through the arrangement and systemization of scientific methods and new equipment. The roles of educational technology include providing 24/7 access to information, facilitating social interaction and digital content sharing, serving as a teaching aid, and making lessons easier and faster. Its important functions are to improve teaching and learning, analyze the teaching-learning process, enhance educational goals, train teachers, develop curriculum and teaching materials, support teaching strategies, develop audio-visual aids, help address problems, and identify community needs. Educational technology should be used comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust
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This document outlines Anjanette Mendoza's portfolio in educational technology. It discusses her experience taking the Educational Technology 1 and 2 courses, which introduced her to how educational technology can be used as a teaching tool. These courses taught her about topics like integrating technology into instruction, developing digital skills in students, and using tools like PowerPoint. Through these courses, Mendoza learned how educational technology can empower both teachers and students and promote active, engaged learning. She now understands the importance of technology for preparing 21st century students and teaching them effectively.
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Technology in current education has become a pillar for continuity and excellence in the holistic training of different generations. Its importance became more visible as a result of the COVID 19 pandemic and today many are already noticing its benefits. This time we will tell you more about the role that technology plays in the educational framework and its main benefits. The role of technology in education today and in the future. Technology in current education has become a facilitator of changes, especially those promoted by the health situation. With your contribution, we can not only develop distance learning, but we are competently preparing new generations to take on the challenges of the present and the future.
Roles and Functions of Educational Technology in the 21st Century Education
The document discusses the roles and functions of educational technology in 21st century education. It states that educational technology is needed to prepare students for a competitive world by developing 21st century skills through innovative teaching supported by technology. It outlines key considerations for 21st century instruction, including making learning student-centered, collaborative, and contextual. Additionally, it identifies important functions of educational technology such as improving teaching and learning, developing curriculum and materials, and identifying community needs. Educational technology can help transform education standards, assessments, and support systems to enhance learning in the digital age.
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Roles of Technology in Delivering Curriculum
- 1. ROLES OF TECHNOLOGY IN DELIVERING THE CURRICULUM By: Josie T. Sadiasa
- 2. In delivering curriculum the role of technology is very important. Right at the planning phase of any instruction, aside from formulating the objectives and among other considerations, there is a need to identify what instructional media are to be utilized in the implementation. ROLES OF TECHNOLOGY IN DELIVERING THE CURRICULUM
- 3. Instructional media may also be referred to as media technology or learning technology, or simply technology.Technology plays a crucial role in delivering instruction to learners. Technology offers various tools of learning and these range from non-projected media from which the teacher can choose, depending on what he sees fit with the intended instructional setting.
- 4. TYPES OF INSTRUCTIONAL MEDIA Non Projected • models, charts, field trips, real objects, printed materials, visuals, boards Projected • projectors, filmstrips, videos
- 5. It can easily be observed that technological innovation in the multifarious fields of commerce, science and education, is fast developing such that it is difficult to foresee the technological revolution in the millennium, inclusive of educational changes.
- 6. •Upgrading the quality of teaching-and-learning in schools •Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses ROLES OF TECHNOLOGY IN DELIVERING THE CURRICULUM
- 7. •Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning, such as Open Universities and lifelong learning to adult learners •Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning.
- 8. Factors forTechnology Selection 1. Practicality • Is the equipment (hardware) or already prepared lesson material (software) available? If not, what would be the cost in acquiring the equipment or producing the lesson in audial or visual form?
- 9. 2. Appropriateness in relation to the learners •Is the medium suitable to the learners’ ability to comprehend?Will the medium be a source of plain amusement or entertainment, but not learning?
- 10. 3. Activity/ suitability •Will the chosen media fit the set instructional event, resulting in either information, motivation, or psychomotor display? 4. Objective – matching •Overall, does the medium help in achieving the learning objectives?