NORTHERN ZAMBALES COLLEGE INC.
 Relevance of the media to lesson
Masinloc, Zambales
1st Semester, A.Y. 2019-2020
EDUCATIONAL TECHNOLOGY (ED TECH 1)
02:00Pm – 05:00pm, FRIDAY, ROOM A103
LESSON 8: SELECTING, USING AND
EVALUATING INSTRUCTIONAL MEDIA
I. INTRODUCTION
The reason for using instructional media directs
to an important discussion on the proper selection
and utilization. Availability of the resources,
learning outcomes, and environmental factors are
just among the few to be considered when
choosing the most feasible and applicable
instructional media for effective teaching-learning
process. Appropriate selection of instructional
media can improve the quality of teaching and
learning. It can help facilitate an effective teaching
based on the learning objectives
II. BODY
a) PRINCIPLES IN SELECTING
INSTRUCTIONAL MEDIA
1. Principle of Appropriateness
IM must be either basic or supplementary to
the curriculum
2. Principle of Authenticity
IM must present accurate, up-to-date and
dependable information
3. Principle of Cost
Substitutes must be considered first
4. Principle of Interest
Must stimulate curiosity or satisfy the learner’s
need to know. It must have the power to
motivate, encourage creativity, and
imaginative response among users.
5. Principle of Organization and Balance
IM must be well organized and well balanced
in content. Purpose of the material must be
clearly stated or perceived.
b. Factors to be considered in
selecting instructional Media
“all instructional materials are aids to
instruction. They do not replace teacher”
objective – the medium should be able to
convey in the clearest possible way the
highlight of the lesson.
 Suitability to student’s age learning
abilities and styles and reading level –
pictures could be effective for grade 1
pupils not for high school students.
 Accuracy and novelty of media – the
media should be up to date, reflecting
current thought, original or revised.
 Provision of the learner participation -
dioramas and exhibits could entail more
participation of learners than pictures or
graphs.
 Provision of feedback – recordings and
television do not offer feedback or
interaction like the way multimedia do.
 Appeal – Pictures, especially colorful ones,
could be more aesthetically pleasing than
other media. Motion media could be more
attention grabbing than still pictures.
 Availability – the medium should be
obtainable when needed. The school
media center could have consulted for
media collection. Aside from the media
center, our homes could be potential
sources of media.
 Adaptability – Some media, like
transparencies or recordings, can be easily
updated or modified unlike textbook.
 Ease in the use or operation of the media
– Some media like maps and graphs can be
easily used while other media like
computers and projectors need technical
expertise.
 Learning outcomes – Projected media may
work better for big classes, demonstration,
role plating and simulation could be done
if classroom are big.
 Cost – If a certain medium is very
expensive, another medium which could
be deliver the same content can be used to
replace it the medium could be expensive,
not only in cost but also in the time
consumed in preparing the medium.
 Objective – There should be no room for
bias, propaganda and controversy in the
material.
  Maintenance – some media, especially the
technical ones, entail more cost in
maintaining the operation than other non-
technical media.
 Technical quality – some media are
simple but workable. Audio recordings
and videos are susceptible to damages
which affect the quality of the media.
c. THE PROPER USE OF MATERIALS
The use of instructional material can be
effective if it is properly selected depending on the
topic and if it is properly used. It should be
appropriate and satisfactory for the ultimate goal
of facilitating learning. There are guidelines to be
followed and the first is the selection of
instructional materials. The usage of instructional
materials. After you have properly selected the
material, you should as well effectively utilize it.
According to Thomas Nagel, to ensure effective
utilization of the instructional material, he advised
us to abide by the acronym PPPF.
Prepare yourself. It simply means that you should
know your lesson objective and your expectation
from the class after the session. There should be a
planning ahead on how you're going to proceed
the discussion and evaluate after.
Prepare your students. It implies setting class
expectation and learning goals. This comes by
throwing them guide questions and motivating
them as a way of keeping them interested and
engaged.
Present the material. It means you should rehearse
first the materials you are going to use before
presenting them to the class. This is important
especially if the materials you are using are
mechanical in nature, for example, power-points
and other multimedia presentations. This is to
avoid what they call as R.O.G. Syndrome of
Running Out of Gas. This syndrome usually occurs
due to lack of planning.
Follow Up. The main function of using
instructional material is to achieve an objective and
that is ultimately the learning of the students.
Using this is not an end in itself but a means to an
end so there is a need for follow up to know if you
have attained your objective.
III. Conclusion
Selecting Instructional Media or IM’s is not
that easy. A proper planning, or should I say a
systematic planning is needed to achieve an
effective teaching and learning process. The timing
has never been better for using technology to
enable and improve learning at all levels, in all
places, and for people of all backgrounds. From
the modernization of E-rate to the proliferation
and adoption of openly licensed educational
resources, the key pieces necessary to realize best
the transformations made possible by technology
in education are in place.
Educators, policymakers, administrators, and
teacher preparation and professional development
programs now should embed these tools and
resources into their practices. Working in
collaboration with families, researchers, cultural
institutions, and all other stakeholders, these
groups can eliminate inefficiencies, reach beyond
the walls of traditional classrooms, and form
strong partnerships to support everywhere, all-the-
time learning.
REF:
http://analieamora.blogspot.com/2013/01/lesson
-6-using-and-evaluating.html?m=1
http://www.nzdl.org/gsdlmod?e=d-00000-00---
off-0cdl--00-0----0-10-0---0---0direct-10---4-------0-1l-
-11-en-50---20-about---00-0-1-00-0--4----0-0-11-10-
0utfZz-8-
00&cl=CL1.221&d=HASH01bacd4b975a0db4bc878
ddf.9.3&gt=1
https://prezi.com/wfcrhfef-jnf/principles-in-
selecting-instructional-media/