Activity 4-6

Elwood Latoga Prias

MAIN TENETS OF THE THEORY IMPLICATIONS ON EDUCATIONAL IMPLICATIONS ON EDUCATIONAL USE

USE OF AUDIO OF VIDEO

1. BANDURA’S SOCIAL LEARNING THEORY

Social learning theory focuses on the learning that
occurs within a social context. It considers that
people learn from one another, including such
concepts as observational learning, imitation, and
modeling.
http://teachnet.edb.utexas.edu/~Lynda_abbot/Social.html
Audio may help increase learner’s
attention.
Both children and adult acquire attitudes,
emotional responses and complex pattern
of behavior through exposure to pictorially
present models thus, TV is an effective
tutor.

2. GARDNER’S MULTIPLE INTELLIGENCES

Howard Gardner’s research in the area of multiple
intelligences suggests that all students learn things in Students with verbal/linguistic Students with visual/spatial intelligence will
different ways. He listed nine intelligences: linguistic, intelligence will benefit much from benefit much from videos.
logical–mathematical, spatial, musical, bodily– audio.
kinesthetic, interpersonal, intrapersonal, existentialist
or Spiritual. The list of multiple intelligences, Musical learners also learn through
suggested by Gardner is: auditory means. Musical learners would
benefit from interactive books, video
Logical-mathematical, which deals with numbers and logic. and audio recordings, and audio
Verbal/Linguistic, which deals mainly with words.
notations. These learners adapt well to
Bodily-kinesthetic, which deals with body movements and the handling
cross-curricular projects that can
of objects
incorporate music.
Musical, which deals with rhythms and melodies.
Visual/Spatial, which deals with pictures and images.
Interpersonal, which deals with understanding other people and
working with them.
Intrapersonal, which deals with the inner self and one's feelings.
Naturalist, which deals with classification and understanding
phenomena of nature.
Existentialist or Spiritual, which deals with the big questions of life and
harmonizing.
http://hubpages.com/hub/MultipleIntelligenceTheoryandTechnology
3. DISPLACEMENT THEORY (in the context of
television viewing)
This hypothesis states that "television influences both
learning and social behavior by displacing such
activities as reading, family interaction, and social
play with peers" (Huston et al., 1992, p. 82).
http://www.aect.org/edtech/ed1/11/11-04.html
4. SHORT-TERM GRATIFICATION THEORY (in the
context of television programming)
Short-term gratification theory deals primarily with
affective and motivational components of the
learner’s enthusiasm, perseverance, and
concentration. Proponents of this theory, many of
whom are teachers, believe that television's ability to
entertain a passive viewer has "fundamentally
changed children's expectations toward learning,
creating a generation of apathetic spectators who are
unable to pursue long-term goals" (Neuman, 1991, p.
105).
http://www.aect.org/edtech/ed1/11/11-04.html
5. NEUMAN’S INTEREST STIMULATION THEORY
This hypothesis suggests that television can
Television may hinder the development in
reading skills for children at certain ages
(Beentjes & Van der Voort, 1988).
Correlational studies have been shown to
be conflicting, finding negative, positive, or
no significant relationship between
television viewing and reading achievement
(Bossing & Burgess, 1984; Quisenberry &
Klasek, 1976; Zuckerman et al., 1980)
Achievement rises with light television
watching (I to 2 hours per day), but falling
progressively with heavier viewing
(Anderson et al., 1986; Feder, 1984; Searls
et al., 1985).
Theorists argue that students have come to
believe that activities should be as
effortless as watching television and that
students' attention spans are shorter due to
such fast-paced programming as Sesame
Street (Singer & Singer, 1983).
Morgan (1980) found that children who
watch more television when they are
potentially spark a student's interest in or imagination
about a topic, fostering learning and creativity.
http://www.aect.org/edtech/ed1/11/11-04.html
6. ACTIVE THEORY
The viewer cognitively interacts with the information
presented as well as with the viewing environment.
This is in opposition to the reactive theory where the
viewer is percieved to be passive and simply a
receptor of information or stimuli (Seels, et al., 2004)
younger are likely to read more when they
are older.
A primary driving force of attention to
television is the child’s motivation to
understand what he or she is viewing.
Children develop a sophisticated strategy
which allows them to effectively divide their
visual attention between television and
other activities such as toy play. If the
attribute signals informative content, the
child pays full attention to the TV and
actively attempts to understand the
program. If the attritube signals
incomprehensible or perhaps redundant
content, the child does not visually attent to
the TV.
http://www.eric.ed.gov/PDFS/ED176848.pdf