ROLES OF

EDUCATIONAL
TECHNOLOGY
 FUNCTIONS OF EDUCATIONAL
TECHNOLOGY

 Increase in the students’ quality of

learning
 Decrease in the time spent in learning
 Increase in the efficiency of teachers in
the classroom
 Decrease in educational costs without
sacrificing educational quality.
BENEFITS OF INSTRUCTIONAL
MEDIA

Standardization of the delivery

of instruction.
More attention-grabbing
instruction.
More retention in learning.
More interactive learning.
Reduced length of time required
for instruction.
Provision of instruction whenever
and wherever necessary.
Shift of role of teachers
Individualization of learning.
More multi-sensory learning.
ROLES OF INSTRUCTIONAL MEDIA IN
THE TEACHING-LEARNING PROCESS

Properly designed instructional

media can enhance and
promote learning and support
teacher-based instruction.
Media can be used effectively in
formal education situations
where a teacher is not available
or is working with other
students.
Media play an important role in
the education of students with
exceptionalities and disabilities.
 PROPERTIES OF
INSTRUCTIONAL MEDIA

Fixative property
Manipulative property
Distributive property
CONE OF EXPERIENCE
The cone suggests the most
appropriate medium a teacher
can use to use to teach an
abstract concept. For example, a
social studies class studying the
culture of a certain ethnic group
has choice of one of the
following media:
 1. Verbal Symbols

Includes textbooks and other

printed materials and plain
lecture about the group.
 2. Visual Sysmbols

Contains graphs, cartoons,

comic strips, and other visual
symbols.
3. Recording, Radio, Still
pictures
Involves recording of folk songs
or conversations in the native
dialect and/ or still pictures
showing costumes or any
significant activities of the group.
 4. Motion Pictures

It is about movies or films on a

certain group.
5. Educational television

Televise lecture or show about

the group is an excellent tool to
raise awareness and shared
understanding.
 6. Exhibits

Exhibits of artifacts, tools,

costumes and other material
aspects of the cuture is a good
type of educational media.
 7. Study trips

Conducting a field trip to a local

community is a tool towards
experential learning.
 8. Demonstration

Demonstration by an authority or
a resource person about a certain
activities or rituals of the group is
a form of actual learning.
9. Dramatized Experiences

Dramatization by some members

of the class who may have done
some research about the cultural
group is a result of participatory
learning.
10. Contrived Experiences

Simulating certain activities or

physical aspects of the local culture
so that the experiences become
more real is a valuable way to learn
and express one’s learning.
11. Direct , Purposeful Experiences

Directly involving the class in a

certain activities of the group
such as planting, harvesting,
praying, and the like is both
experimental and participatory.
THREE-FOLD ANALYSIS
OF EXPERIENCES
Jerome Bruner, a psychologist,
devised another classification of
media parallel to Dale’s , in what
he called Three-fold Analysis of
Experience. Bruner, however,
emphasized more on the nature
of mental operations of the
learner and not the stimuli.
Symbolic
Iconic
Enactive
The Enactive part forms the bases of
all other learning experiences. This
refer to the direct or actual
experiences. The iconic part refers to
abstract experiences in the form of
the pictures while the symbolic part
represents the forming of a mental
image in the absence of a concrete
object.
OTHER CLASSIFICATION OF INS
TRUCTIONAL MEDIA
1. According to the sense of modality

Media could be audio , visual or

audience.
a. Audio Materials – include radio, recordings,
language laborations.
b. Visual Materials – include pictures,
photographs, flashcards, flipbooks, charts,
maps, slides, posters, exhibits, bulletin boards,
dioramas, models, mock-ups, filmstrips,
transparencies, chalkboards, cartoons.
c. Audio visual materials – includes television,
films, videotapes, demonstrations, study strips,
printed materials with the recorded sounds.
2. According to the projection

Could be projected on screen or

non-projected
a. Projected Media – transparencies,
slides, films or filmstrips, opaque
projection materials

b. Non – projected – photographs, still

pictures, objects and the like.
3. According to literacy requirement

Some forms of media like books,

chalkboards, teaching machines, or
computer required the user’s ability to
manipulate and understand symbols while
others can be understood and appreciated
even by an untrained user, like television,
motion, pictures, filmstrips or cartoons.
4. According to Dimensions

Media can be two-dimensional or

three-dimensional.
a. Two – dimensional
- flat pictures, posters, flashcards, charts,
maps, transparencies.

b. Three – dimensional
- real objects, models, mock-ups, diaoramas,
exhibits.
 5. According to pacing of media
content

Media could be static, which does

not flow spontaneously or
dynamic, which portrays
continuous sequence of events.
a. Static – filmstrips, books,
chalkboards, slide.

b. Dynamic – television, motion

pictures, audio recordings.
6. According to accesibility

Media could be for solo use as in the

case of books or computers-aided
instruction materials or for group use
as in the case of projected media,
radio, recordings, television, and the
like.
 7. According to cost

Media could be low cost like

newspaper or high cost like
computers.