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EDU3105 - EDUCATION TECHNOLOGY IN TEACHING AND LEARNING
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PROGRAM PENSISWAZAHAN GURU (PPG) INSTITUT PENDIDIKAN GURU MALAYSIA KEMENTERIAN PELAJARAN MALAYSIA
MODULE
EDU3105
EDUCATION TECHNOLOGY IN TEACHING AND LEARNING
INSTITUT PENDIDIKAN GURU
MALAYSIA Berkuat kuasa pada Januari 2013
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1. Preface ii
2. Student Guide iii-iv
3.0 Contents
3.1 T1- Education Technology T1-1-16
3.2 T2-Instructional Design T2-1-14
3.3 T3-Instructional Media T3-1-15
3.4 T4- Planning, Selecting, Production and Evaluation
of Teaching Media : Model ASSURE
T4-1-14
3.5 T5- Basic Graphics T5-1-14
3.6 T6- Application of 2 Dimension and 3 Dimension Media
T6-1-19
3.7 T7-Basic Photography T7-1-21
3.8 T8 - Over Head Projector (OHP) and Transparencies T8-1-14
3.9 T9-Audio Media T9-1-13
3.10 T10-Education Video Production
T10-1-18
3.11 T11- Integration of Information and Communication
Technology (ICT) In Teaching and Learning
T11-1-43
3.12 T12-Issues and The Latest Trends in Technology Education
T12-1-7
4.0 Author Panel Module
CONTENTS PAGE
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TOPIC 1 EDUCATIONAL TECHNOLOGY
SYNOPSIS
This topic discusses the concept of technology, the concept of teaching, the
concept of educational technology, the role of learning theory, identify
instructional technology domain and explain the function of the domain. Also
discussed are the principles, the role and importance of educational technology
in teaching and learning.
LEARNING OUTCOME
By implementing learning activities in this topic, teacher will be able to:
i. Explain the concept of educational technology
ii. Explain educational technology domain
iii. Explain the principles of educational technology
iv. Describe the role and importance of educational technology in teaching and
learning
TOPIC FRAMEWORK
1.1 Concepts of Educational Technology
1.2 Domain-Domain Instructional Technology
1.3 Principles of Educational Technology
1.4 Role and Importance of Educational Technology in Teaching and Learning
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1.1 Concepts of Educational Technology
Think
What do you understand by the term technology?
What is educational technology?
What is the importance of educational technology in teaching and learning?
How is technology used for learning?
The word technology comes from the Greek word, "techne" meaning skill in using
knowledge systematically until achieving the usual practice of performing a task.
Technology is not simply a tool and machine. It encompasses process and ideas.
Strength lies primarily in the technology and ideas, and the success in achieving
a purpose or objective lies in the tool. Based on the original meaning of the
Greek word, it is only appropriate if Galbraith (1967) defines technology as:
...the systematic application of scientific knowledge and other
organized knowledge to practical tasks.
Instructional technology is a systematic way to develop, implement and evaluate
the whole process of teaching and learning in terms of specific objectives based
on research, education and human communication and use of human resources
and non-human to produce more effective teaching.
The term technology is often associated with the tools of modern technology,
especially electronic devices such as televisions, video cassette recorders, laser
disc game, game disc, cassette tape recorders, LCD projectors and other visual
projectors. Sometimes technology means the development and modernization of
an organization thriving and developing because of the use of technological
tools.
Technology is not simply a tool and machine. It encompasses the process and
ideas. Its strength lies mainly on the processes and ideas, while the success in
achieving a purpose or objective lies in the tool. This means that, in the planning
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of the lesson, pre-planning involving the use of the same idea in the form of
theories, approaches, method and so forth is the most important process. Tool is
a "catalyst" to achieve success.
There is another interpretation of the technology by Evans and Nation (2000)
who reject the concept of a technological tool. It is said as follows:
Technology is not a tool it is an art or science of how to use a
tool for a purpose.
Evans dan Nation (2000)
Technology is how we use the tool to meet a need. Use is not seen solely in
terms of science, but also art. So, if a chalkboard or whiteboard in the classroom
obsolete apparently beautified and used to raise the understanding of learning,
then that technology. But if the board is idle and never find a way to optimize
utilization, and dwelt as obsolete tool.
Educational Technology is defined as the study and ethical
practice of facilitating learning and improving performance by
creating, using, and managing, appropriate technological
processes and resources (AECT, 2004).
Educational technology is very broad in education to the extent that the concept
of educational technology encompasses an educational organization itself. The
concept and meaning can be discussed from various angles.
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1.2 Educational Technology domain
Reflection
What is the domain of educational technology?
What is the role of instructional technology domain?
What is the relationship between instructional technology domains?
This topic will discuss the two domains of instructional technology, that is
Instructional Technology Domain 1977 and 1994.
1.2.1 Instructional Technology domain 1977
Based on the definition of instructional technology issued by the AECT
(Association for Educational Communication and Technology (1977):
Instructional technology is a complex and integrated process involving people,
procedures, ideas, devices and organization for analyzing problems and
designing, evaluating and managing the solution to the problems in situations
where the learning process is focused and controlled.
Instructional technology domain is divided into three functions, namely:
i. teaching management functions;
ii. development function of teaching, and
iii. function of learning resources.
Each domain has their role, moving in a systematic and integrated approach
towards their students, as the target group that will receive the result of the entire
process takes place. From this context, the effect is to make a positive impact
that students do better in their studies.
Technology domain is initiated by development functions of teaching, followed by
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function of learning resources. Teaching management function acts as the
primary management of both these functions.
1.2.1.1 Teaching Development Function
The function of this domain is to analyse learning and design problems,
implement and evaluate solutions to these problems. It involves a process that
consists of several stages.
The first stage is conceptualising theoretical model for solving the problems.
Thus, the research is conducted to obtain scientific information on students,
teaching and learning, learning resources and so on. Here the theories and
models are developed and tested.
Having identified a suitable theoretical model, the next task is to design lessons
in line with the theory. Strictly speaking, the theory is now changed into a
specification that will be the basis for instructional construction of teaching. It
begins with an analysis of the students, writing objectives, selecting instructional
strategies, selecting teaching media and also determine the specifications of the
media.
From this specification, we implement media publications, written scripts,
graphics, and images. In addition, computer-based teaching program and
handling tools were also included. In the area of reproduction or publication, all
kinds of teaching media can be produced as long as there is specificity. Media
that have been produced cannot continue to be used. It should be evaluated first
in order to really give the desired effect.
The most emphasised aspect of this evaluation is its ability to meet the
requirements of objectives. In addition, an assessment of the technical quality is
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also performed. After evaluation, recommendation will be presented to determine
whether or not it is accepted, rejected or accepted with correction.
Once confirmed its effectiveness, then the media is ready for use. At the
application level, the students are assisted to select learning resources (media
teaching part thereof) in accordance with their learning and help them use the
selected source. Students' progress is monitored during their learning activities.
To ensure that learning resources are always available, logistics and space for
collection must be provided. This is where the learning resources are cataloged,
maintained and distributed. Finally, to ensure the development of educational
technology can be followed, the dissemination of information on instructional
technology collected and disseminated. This is done through the provision of
advisory services, training and reporting.
1.2.1.2 Function of Learning Resources
In instructional technology, solutions to these problems fall into function of
learning resources. This problem consists of message, manpower, materials,
equipment, techniques and places or situations (settings). Each of these
component can be used separately or together to facilitate the teaching and
learning process. At the application level and logistics, learning resources are
selected, used and disseminated. Therefore, this domain is the result of
processes that occur in the domain of educational development or function.
Learning resource is anything that store and transmits information to students.
One of them is message. Message contains information received by the
students. For example, lesson, instruction, and others.
Humans are receivers, sender or disseminator of messages. Humans in the
school context are teachers, students, principals and parents. Materials also
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store messages that will be transmitted in the form of notes, books, tapes,
videos, learning modules (as module) and compact discs. Messages are
transmitted through equipments such as projectors, audio recorders, video disc
players and so on. Technique is about how materials, equipments and people
used to send information such as discussions, excursion, electronic mail and
other.
Finally, place or situation is the overall environment in which the message is
transmitted such as classrooms, resource rooms, science laboratories and
others. Relation to the learning resources, it should be noted that not all
specifically designed for learning. However, it still can be used as a learning
resource, such as TV advertising, consumer catalogs, the story of a movie or TV,
museums, zoos, internet and more. In this case, the resources available are as
important as the resources produced. Therefore, students and teachers need to
know how to use these resources.
1.2.1.3 Functions of Teaching Management
The main function of management is to supervise and control the development of
learning resources so as instructional technology can function effectively. Its
functions include managing the organization and employees. The focus of the
organization was to administer project management by identifying organizational
needs, determine goals and objectives. Next, in the question of expense
management, purchasing and related matters and also the administrative
procedures relationship purposes within and outside the organization.
Personnel management is responsible in issues related to the recruitment,
supervision and evaluation of employees. The main purpose of personnel
management is to create a good relationship as well as to improve
communication between employees.
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Based on the above explanation, cannot be denied that instructional technology
is integrated in any human endeavour, procedures and ideas to achieve a
specific objective. In order to solve problems, all functions have to move in a
systematic and integrated manner.
1.2.2 Educational Technology Domain 1994
Based on the definition of instructional technology issued by the AECT
(Association for Educational Communication and Technology (1994), domain of
educational technology in 1994 was a continuation of the domain in 1977. There
are five domains in instructional technology now compared three previously. But
that does not mean that there were many differences between the domains
because domain development domain, usage domain and evaluation domain of
are already included in the teaching expansion functions. Each domain has its
own theory and practice, and it can function independently or interact with other
domains. This interaction was not necessarily in a linear form.
Interpretation of instructional technology issued by AECT in 1994: states that
instructional technology is the theory and practice of designing, developing,
using, managing and evaluating the processes and resources for learning.
(AECT 1994)
Clearly, the definition states that the theory and practice form the basis of any
actions taken. Logically, a person involved with a job should have the knowledge
that can support their practices.
Theory means concepts, constructs, principles and proposals that contribute to
the body of knowledge. While, Practice means the application of knowledge to
solve problems. For example, some theories say the intent and motive for
learning is closely related to the quality of learning.
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The five domains within the definition of instructional technology covers the
theory and practice of design, development, utilization, management and
evaluation of processes and resources for learning:
i. Design domain
ii. Development domain
iii. Use domain
iv. Management domain
v. Evaluation domain
Diagram 1.1: Educational Technology Domain 1994
1.2.2.1 Design domain
Design is the process to determine the instructional system components,
characteristics and needs for learning. This domain covers four main areas:
i. Instructional systems design
ii. Message design
iii. Instructional strategies
iv. Pupil characteristics
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Instructional system design is an organized or systematic procedures for
analyzing, designing, building, implementing and evaluating instructional
materials, an educational unit, a course or a curriculum that would help or
improve the students learning, and teachers teaching.
The second area involves the design of message planning to determine the
manner and media format the most effective in delivering messages to the
students.
The third area is instructional strategy involving the process of selecting and
organizing learning activities in lesson units, content, learning domains, methods
and media best suited to reinforce the learning process.
The last area in the domain of design is analysis of pupil characteristics such as
determining the skills, knowledge, and attitudes that affect the learning process.
1.2.2.2 Development domain
The second domain in the instructional technology is the development or
construction. This domain involves the process of translating the design
specifications. Instructional materials consist of printed materials, audio-visual
materials, computer-based materials and multimedia materials.
1.2.2.3 Use domain
The third domain in the instructional technology is the use. Use is the act of using
methods and instructional models, materials and media tools and environment to
enhance the learning process.
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1.2.2.4 Management domain
The fourth domain is management This domain involves control of the
instructional technology through planning, organization, coordination and
supervision of the resource center or technology education to enable organized
and effective.teaching and learning.
1.2.2.5 Evaluation domain
Evaluation is the process to determine the suitability and effectiveness of
teaching and learning or educational programs such as student achievement
assessment, evaluation of the use of media, evaluation of the design and
construction of teaching material and evaluation of programs or educational
media project.
There are four categories of evaluation. Those are the problem analysis,
evaluation criteria, formative assessment and summative assessment.
Instructional technology is a complex process in analyzing education needs
through systematic, scientific and rational mean. For simplicity purpose, the term
instructional technology is used synonymous with educational technology.
1.3 Principles of Educational Technology
Ministry of Education have drawn out a guideline on the principles of educational
technology in teaching and learning process (Ministry of Education, 2012). The
principles are:
The use of technology in teaching and learning is only a supporting material for
teachers to teach and not a substitute for teaching. The using of educational
technology is to help teachers teach and help students learn a subject content
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more effectively. It is used for teaching and learning and not for entertainment or
to show the ability of teachers to use technology, also not to waste time while
waiting for the learning of pupils over.
Educational resources selected based on their appropriateness in terms of topics
and learning objectives, student background, class size and physical condition of
the classroom.
Educational resources should be used to achieve the objectives and the
development of teaching and learning, either for
i. introduction of the topic,
ii. educational development which includes explanation of concept, or
iii. closing or conclusion
iv. assessment on the understanding of the topic.
Educational resources are used according to the appropriate time to optimize the
teaching and learning
The use of educational resources must be planned in three stages, namely:
i. Before use - planning time and manner relate to the topic being taught
ii. During use - planning reviews and emphasising the important aspects that will
accelerate the process of learning
iii. After use - planning further activities / enrichment and reinforcement
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1.4 Role and Importance of Educational Technology in Teaching and
Learning
Reflection:
What is the role of educational technology in teaching and learning?
How does the impact of educational technology in teaching and
learning process?
Technology education is a media application, system, and technical approach
towards teaching and learning environment. One of the main role and
approaches of educational technology are to promote positive learning
environment, changes in the decision-making level, changes in the system or
changes in the approach to teaching and changes in learning experience.
1.4.1 Changes in Decision Making Level
Accordingly, Malaysia school syllabus or curriculum are established by the
Ministry of Education. The syllabus has been drafted based on student skill levels
in different age groups. During the planning of this syllabus or curriculum, this
curriculum planners will collaborate with instructional designers to determine the
use of educational technology in the school curriculum.
In the past, the use of media is planned during the implementation of curriculum.
As a result, numerous problems have arisen, such as lack of teacher preparation
in teaching and learning and difficulty in obtaining appropriate media materials to
help teachers implement teaching and learning. The presence of educational
technology somehow has contributed changes in the habits implemented in the
past. Now the education system is more efficient and capable of producing
effective learning to pupils in a shorter time.
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For example, in the implementation of PPSMI Teaching and Learning of Science
and Mathematics in English, the curriculum has been outlined and media sources
produced in tandem. This can help teachers in choosing media sources that suits
to be used in the classroom. Apart from saving teachers time, it also makes
learning more effective and systematic.
With the advent of technology education, the implementation of the teaching
curriculum is set to become more effective, convenient, state of the art and
provide a positive impact on pupils' learning.
1.4.2 Changing the System or Teaching Approaches
Apart from changing the decision-making level, educational technology also
serves to change the system or approach. Educational technology reform could
affect the system or the process of teaching and learning approach. Educational
technology can also change the system or the conventional approach, receive
distance learning system, open class system or independent school system.
For example, the products of educational technology is now able to produce a
more systematic and organized system that can benefit teachers and students
and facilitate teaching and learning. Creation of software to provide teachers
timetable (System Windjaws), and most recently teaching system based on the
'IES' (Interaction Education System) ease the implementation of teaching and
learning. In IES teachers use computer software during the implementation of the
teaching and the students respond using the 'remote control' to provide
feedback. Through this system, teachers can track faster learning outcomes of
teaching at all times. Teachers are also able to identify the level of understanding
of individual pupils more easily.
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Educational Technology has also changed system of teaching, for example
distance learning that uses information technology as a mediator of knowledge.
The study and creation of cutting-edge technology of intellectual scholars have
made possible changes to the system diversity and a more productive approach
to create a generation of scholars who are more eminent.
1.4.3 Changing the Learning Experience
Use of educational technology can also change the learning experience.
Learning experience is very important to make effective learning, and can
change student behavior. Thus, the learning experience is an important aspect in
the implementation of the curriculum.
For the success of the curriculum, careful planning and rigorous shall be
arranged so that it can help students get the learning experience based on the
objective set by the teacher based on the curriculum that was enacted. Plans
such as the use of appropriate media either using computer applications,
simulations, demonstrations or any other materials to help students understand
the learning should be determined so that the critical and creative thinking can be
generated in the classroom so that pupils are able to apply the learning in their
daily lives.
Technology has also changed the education system with various methods of
teaching and learning techniques such as learning in groups or alone, with
human resources (teachers) and non-technological (computer software),
cooperative learning and actively engage students and encourage students to
think more critically and creatively. These changes are important to provide a
meaningful learning experience to the students to master a lesson.
1.4.4 Promoting a Positive Learning Environment
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Use of effective technology in teaching can stimulate positive learning
environment (effectively) and attract students. Use the latest technology such as
the use of laptops, slide to boost student attention optimally if carried out
systematically. There are a variety of learning approaches that can be
implemented in the classroom using educational technology in order to generate
an effective learning environment. Among the approaches that can be practiced
to promote a positive learning environment are cooperative, collaborative
learning, team approach and an individual approach.
1.4.5 Promoting Cooperative Approach
Cooperative approach is involves students working together and be responsible
for each member of the group. In this approach, all members must work together
in groups to solve a given problem. In this approach the teacher is responsible
for ensuring that each student in the group work together well. Social skills are
critical among members of the group to help the group achieve its objectives and
maintain positive relationships. In implementing this approach the teacher must
motivate the students by giving recognition and appreciation for a given task
accomplish.
For example, in science, teachers give assignments to students to find any
information related to the Solar System. Pupils are given time to collect
information in the library and computer labs. The findings are presented in class
using media applications produced by pupils. These activities can produce
students who have high self-confidence, ICT literate and able to communicate
effectively.
1.4.6 Promoting Collaborative Approach
Collaborative learning requires the involvement of all team members. It requires
challenging ideas, support and improve an idea to consensus group. In this
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approach, students will gather ideas or data, share experiences, discuss among
themselves, and solve problems together. In this approach, each team member
are committed to perform a given task and ready to help each other to improve
their academic performance.
For example, in the teaching and learning of science, the teacher asked students
to find a solution to a problem such as factors affecting corrosion. Pupils are
asked to evaluate the factors affecting corrosion and perform an experiment to
support their opinions. Here, teachers can encourage students to use a variety of
resources to assist their teaching media, such as movies slide show, the
observation and the acquisition of information from internet. Besides encouraging
students to communicate, teachers can also give emphasis on the use of
educational technology such as searching for material on the internet.
Reflection
What other role of educational technology?
Why technology is needed in education today?
SUMMARY In this topic we have discussed the concept of technology, the concept of teaching, the concept of educational technology, the role of learning theory, instructional technology domain, identify and explain the function of the domain. Also discussed are the principles, the role and importance of educational technology in teaching and learning. REFERENCES
AECT . Association for Educational Communications and Technology (1977).
The definition of educational technology. Washington DC: AECT.
AECT, Association for Educational Communication and Technology (1994). The
definition of educational technology. Washington: AECT.
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AECT, Association for Educational Communication and Technology (2004).
Definition and Terminology Committee document MM4.0. The meanings of
educational technology. Washington DC: AECT.
Kementerian Pelajaran Malaysia (2012). Akses pada November 12, 2012
daripada
[http://bibliografi.moe.edu.my/sumberpendidikan/images/psp/Huraian_Sukatan_
Modul_Bab_1.pdf]
Evans T. & Nation D. (Eds) (2000), Changing university teaching: Reflections on
creating educational technologies. London: Kogan Page.
Galbraith, J.K. (1967). The new industrial state. Boston: Houghton Mifflin.
Hedges, William D. Hopkins, L. Thomas. The encyclopedia of education. Vol. 4.
New York, NY: Crowell-Collier Educational Corporation, 1971.
Yusup Hashim. (1998). Teknologi pengajaran. Shah Alam: Siri Pendidikan Fajar
Bakti.
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TOPIC 2 Instructional Design
SYNOPSIS
This topic discusses the concept of instructional design and the importance of
instructional design. This topic also explains the ADDIE and ASSURE model and its
applications in teaching and learning and message design.
LEARNING OUTCOMES
By implementing learning activities in this topic, hopefully the teacher will be able to:
i. Identify the features and various types of instructional design.
ii. Two forms of major instructional design.
iii. Identify and describe the design of message.
TOPIC FRAMEWORK
Instructional Design
Concept of Instructional Design
Meaning
Role and Importance
Instructional Design Model
ASSURE
ADDIE
Message Design In Teaching And Learning Process
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2.1 Concept of Instructional Design
2.1.1 Meaning
Delivery or teaching process is an important activity that must be implemented in
education and training. Each teaching process should have a clear goal and it is
achievable. This goal will be achieved if it has comprehensive and systematic planning
and measurable outcomes. Thus, instructional design is a complete record indicates that
teaching and learning can take place in a planned and orderly manner.
In particular, instructional design determines what shall be taught or measured and
tested, and how the learning process takes place until the objectives are achieved.
According to Dick & Reiser (Wah Wan Ali et al. 2008), instructional design is a
systematic process to design, develop, implement and evaluate teaching.
There are also other models of instructional design, such as:
ASSURE
ADDIE
9S Gagne Events
Dick & Carey
Water Fall
ARCS Model of Motivational Design (Keller)
Kemp Design Model
Organizational Elements Model
Think
What is the purpose of instructional design? To what extent design is important in
teaching and learning? What is the process involved in designing teaching?
2.1.2 Role and Importance
The instructional design is a systematic process that encompass three important stages,
namely the determination of objectives, lesson planning and evaluation and reflection of
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teaching and learning. It translates the general principles of teaching and learning to
design the planning and delivery of learning materials. In other words, it is a process that
provides guidance for planning and conducting lessons that require the use of
instructional media.
Instructional design has been around for four decades and now there are many kinds of
models of instructional design. However, there are six basic things in the teaching
process, namely:
i. determine the needs of pupils
ii. determine goals and objectives
iii. building assessment procedures
iv. design and choose the delivery strategy
v. try out the teaching system
vi. evaluate the overall system
There are large and small scale instructional design. Gustafon (Wah Wan Ali et al. 2008)
has divided the model into three focus:
i. school-oriented model
ii. product-oriented model
iii. system-oriented model
The main aim of the design is to produce an effective teaching and learning. According
to Dick and Reiser (Wah Wan Ali et al.2008), effective teaching enables pupils to acquire
knowledge and skills, apart from the expected behavior change. A successful teaching
can bring respect to teachers. Indirectly, it helps to produce competent, dedicated and
innovative teachers.
Discussion
What are the basics of a teaching process?
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2.2 Instructional Design Model
2.2.1 Model ASSURE
ASSURE model is a classroom-based design model. This model is pioneered by Heinich
et. Al (Wah Wan Ali et al.2008). It gets its name from the initial letter acronym
A.S.S.U.R.E.
It contains six steps that is analysis of student characteristics, state teaching and
learning objectives, select strategy, technology and appropriate media, use of
technology, materials and the media of teaching and learning, engage students in the
learning process, and value as well as review the effectiveness of teaching and learning.
A Analyse
S State
S Select
U Utilise
R Require
E Evaluate
2.2.1.1 Analyse learner
Before embarking on a teaching and learning, teachers need to know the general
characteristics of the students such as age, degree / level, student background, socio-
economic level and others. Teachers can obtain the complete information about pupil
through student records and direct interaction with students. Through these methods,
teachers will able to use appropriate technology and provide teaching materials and
media based on past experience of students.
In countries such as the United States, teachers are expected to know the needs of each
pupil such as age, past knowledge so that they can plan appropriate instructional design
according to the level and various learning styles of students. In other word the teacher
needs to know the extent to which previous knowledge was acquired by students.
Teachers also could conduct pretest on previous knowledge of students.
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Each student has their own learning style. Some students prefer to learn on their own,
some like to discuss with friends or in groups, some like to learn in a quiet and calm
place, some like to learn in the bright room, some like to learn while listening to music,
some like to learn by observation and research and so forth.
Learning style refers to the psychological traits of students in processing, interpreting,
collect information on knowledge and skills and in turn reacts with its environment. It
refers to the most effective way of learning. According to Dunn & Dunns model (Wah
Wan Ali et al., 2008), learning style refers to how a student processes information and
retain new information through the five stimulus such as environment, emotional, social,
physiological and psychological. According to model Honey & Mumford (Wah Wan Ali et
al. 2008), Learning style is a description of the attitudes and behaviors that are practiced
by a student to learn in their own way. Knowledge about students learning styles allows
teachers to conduct classes with more effective way and successful in teaching and
learning.
2.2.1.2 State objectives (teaching and learning)
Learning makes a difference in terms of mastery of the knowledge, skills and behavior.
In addition, what is learned should have clear objectives and concrete learning
objectives that can be measured at the end of the teaching and learning stage. For
example, at the end of teaching and learning, students can list five examples of
vertebrates.'
Statement of learning objectives should be written in explicit and clear manner. It can
help teachers to evaluate to what extent the learning objectives or skills that have been
defined can be mastered by students. Modifications to the methods or strategies can be
done if the objectives are not achieved.
Statement of objectives helps teachers to measure changes in behavior of pupils and
students should know what the expectations of their teachers are. Among the right
words are: to label, compare and contrast, lists, quotes, categorize, summarize, solving
the problem.
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Statement of objectives help teachers in the selection of methods, materials and
instructional media and technology that can be used in teaching and learning. What is the
minimum level of performance that can be used to measure changes in students
behavior?
Minimum achievement level refers to the degree of accuracy, the quantity and quality as
well as the time frame. Writing achievement levels can be done in the form of
quantitative and qualitative. Writing quantitative form can be explained by the use of
figures, percentages and raw scores. For example, at the end of teaching and learning,
students can 'answer eight out of ten multiple choice questions. Writing in qualitative
form is difficult to measure, because the criteria is difficult to specify.
Objectives of teaching and learning can be categorized into three main domains:
cognitive domain (ability to think)
effective domain (attitudes and feelings)
psychomotor (physical skills) and interpersonal domains
ACTIVITY
Try to analyze teaching and learning objectives. Identify more explicit words that can be
used to measure changes in student behavior after learning process is implemented.
2.2.1.3 Select technology, Strategies, media and materials
There are four steps in this process:
determine the appropriate type of technology to use
select appropriate methods for teaching and learning
select appropriate media format on the method chosen
select, modify and design of selected media
2.2.1.3.1 Determining the appropriate type of technology
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The selection of technology should be based on students characteristics and their
learning styles. At the same time, teachers need to think about the accessibility of the
material / resources to be used. Criteria to consider technology flexibility based on the
activity to be undertaken. Computer technology is appropriate in project activity,
presentation, simulation and so on.
2.2.1.3.2 Selecting method
There is no one single method used in the process of teaching and learning. There are
more than one method used in the learning process. For example, simulation, role-
playing can be used during set induction. Brainstorming method can be used during
question and answer session. Each answer will be accepted by teachers. Drills method
can be used to strengthen new skill that was presented by the teacher. Selection of
teaching method is be based on objectives, style of teaching, students' prior knowledge,
student characteristics and learning styles of students.
2.2.1.3.3 Selecting the media format and material resources
Media format refers to how forms of information displayed. Examples of media formats
are such as photographs, slides, maps, drawings, transparency, three-dimensional
materials such as puppet, shadow puppets, marionettes, aquarium, video clips, audio,
multimedia presentation packages and others. Selection of media format shall be based
on objectives, student groups, student experience, and the form of feedback which will
be produced. Teaching and learning resources refers to the subject contents which
becomes the focus of learning. This resource can be in the form of quotes, text, articles
and so on.
There are three types of resource selection criteria. They are
making use of available resources
modify an existing source material
designing new resources
2.2.1.3.4 Selecting, modifying and designing the selected media
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If you are facing a shortage of materials or unsuitable media for the process of teaching
and learning, you can then redesign the media or produce new media.
There are seven factors that should be taken into account, namely:
objectives
target groups of pupils
time
the cost
facility
skills / technical expertise
equipment required
Selection of available resources should follow some criteria such as.
Suits curriculum
Accurate, reliable and timely information
Language is clear and easy to understand
Attract and motivates pupils
Attract student participation
Have quality
There is evidence of the effectiveness of the usage
Free from bias
Availability of user guide or manual
DISCUSSION
List the places or agencies that provides reference on the available resource materials.
2.2.1.4 Utilize technology, media and materials (use of technology, materials
and the teaching and learning media)
Use of resource material has to be accurate, timely and at the right place.The following
steps have to be checked before using the the resource materials;
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check the resource material before using in the classroom.
prepare materials for use in the classroom
provide environment for optimal use
prepare students emotionally and physically for maximum benefit
provide learning experiences for students
2.2.1.5 Require learner participation
Teachers can plan teaching and learning sessions involving students through student-
centered methods. One example on student-centered activity is the project work. This
will motivate students and enable teachers to measure changes in student behavior.
2.2.1.6 Evaluate and revise
Evaluation during and after the teaching and learning enable teachers to make
improvements and corrections, and conduct appropriate follow-up action through the
practice of reflection.
Through reflection, teachers need to look at the effectiveness of planning, teaching,
objectives and behavioral change of students. Through this process, Teachers could
plan a more effective and quality teaching lesson in the future.
Internet Resources
1. http://www.instructionaldesign.org/
2. http://www.instructionaldesign.org/models/index.html
3. http://www.instructionaldesign.org/models/assure.html
2.4.1 ADDIE Model
This model is the basis for most of the design model. Benefit of this model is that
continuous improvements can be made based on the information collected. It also saves
time because the problem can be solved as soon as identified. It gets its name from the
initial letter acronym ADDIE.
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A Analysis
D Design
D Development
I Implementation
E Evaluation
2.4.1.1 Analysis Phase
In this first phase, teachers need to identify target groups of pupils, the characteristics of
students learning, teaching objectives, the time frame, selected instructional strategies
and students' previous experience.
2.4.1.2 Design phase
In this phase emphasis is given to the design of teaching and learning, determination of
learning objectives, content delivery, assessment tool to be used, the selection of the
appropriate media type and the enhancement and enrichment training will be given to
the students according to their level of skills acquired.
2.4.1.3 Stage Development
This stage involves the selection of the content and use of technology.
2.4.1.4 Level Implementation
It involves the entire learning process, from understanding of the curriculum, the
determination of outcomes, selection of teaching strategies, instructional media
selection, use of appropriate assessment tools and types of tests.
2.4.1.5 Level Assessment
It Includes two parts, formative and summative assessment. Formative assessment is
carried out throughout the process of teaching and learning and summative evaluation is
conducted at the end of the school term in the form of tests for cognitive domain and
also aims at getting feedback from students.
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Internet Resources
1. http://www.instructionaldesign.org/models/addie_weaknesses.html
2. http://www.instructionaldesign.org/models/dick_carey_model.html
3. http://www.umich.edu/~ed626/Dick_Carey/dc.html
Discussion
Discuss with your learning partner the advantages of using ASSURE and Dick & Careys
instructional design.
2.3 Design Message design in teaching and learning
Instructional media plays a very important role in instructional design. Media is act as
mediator between the presenter and recipient of the message. According to Educational
Communication and Technology ((AECT) 2004) (Wah Wan Ali et al.2008), media are all
forms or channel used to communicate a message. Media in teaching and learning
context focus on delivery of teaching and learning.
As such, all media in the form of audio, video, graphics, sound and language
presentation by teachers are classified as instructional media.
According to (Wah Wan Ali et al. 2008) The media can be divided into three
components:
Messages
Form of message
Message channel
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Figure 4: Torkelson Concept on Media (1972)
i. Message
Message is the content to be delivered by the presenter. Messages can be in the form of
information, motivation, reminder, sign language and others.
ii. Form of messages
Referring to the question of how the message is delivered. It can be in the form of
pictures, tables, charts, symbols, announcements, and so on.
iv. Message channel
Refers to the physical devices used to convey message. Messages can be delivered in
the form of electrical, mechanical, digital, and other signal. Some of the tools used as
message channel are radio, television, Overhead Projector, LCD Projectors, digital
camera and video camera.
In the teaching and learning process, the message design plays an important role
because it ensures the message delivered by teacher is understood by the receiver or
pupil. Media used in teaching has to be based on students past experience in order to
accelerate the delivery of message.
According to Edgar Dale (Wah Wan Ali et al., 2008), students learn a new skill through
concrete experience. By having direct experience where students themselves involved in
Messages
Form of message
Message channel
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the process of the act for example observing, students will eventually interpret abstract
information into concrete form.
On the other hand if pupils learn a new skill through verbal language only, then the
student will have less experience. In short, the media can be used in teaching and
learning ranging from direct experience to the verbal description. (Refer to Figure 5)
Figure 3: Edgar Dales Cone of Experience (Wah Wan Ali et al. 2008)
Discussion
Assessment is one of the steps in the ADDIE model. Based on your experience as a
teacher, discuss with your partner about the form of assessment that can be performed
and describe the characteristics of each form of assessment with example.
Summary
verbal symbols
Visual symbols
See a still picture
See moving pictures
Watching educational television
Exhibition
Do action research
Demonstration
Enact
Designing real experience simulation
Get direct experience / actual
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Teachers need to plan instructional design so that teaching will become more organized
and systematic. Selection of a teaching design is very important because it will ensure
the achievement of the lesson objective ultimately enable student to master the skills
and change in their behavior.
BIBLIOGRAPHY
Mok Soon Sang (2006). Nota pengurusan pengajaran-pembelajaran. Multimedia-ES
Resources Sdn. Bhd.
Newby, T.J., Stepich, D.A., Lehman, J.D., Russell, J.D. (2006). Educational technology
for teaching and learning. Merrill Prentice-Hall.
Noriati A.Rashid, et. al. (2009). Teknologi dalam pengajaran dan pembelajaran. Shah
Alam: Oxford Fajar.
Wah Wan Ali et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala Lumpur:
OUM.
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TOPIC 3 INSTRUCTIONAL MEDIA
SYNOPSIS
This topic contains the media and the media to explain the concept of teaching n
educational technology. This topic also describes the classification, advantages and
functions to determine the selection, construction and use of instructional media as a
communication channel.
LEARNING OUTCOMES
By the end of this topic, the teacher will be able to:
i. explain the concept of media and instructional media.
ii. summarize the functions of instructional media.
iii. state classification of educational media.
iv. state and describes the preparation of instructional media.
TOPIC FRAMEWORK
3.1 The concept of Instructional Media
3.2 Functions of Instructional Media
3.3 Classification of Types and Media
3.4 Preparation of Instructional Media
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3.1 The concept of Instructional Media
Instructional technology emerged from the audio-visual movement that became known
as the media of instruction. Therefore, it may be said to be the founder of educational
media to the establishment in the field of educational technology.
Media or medium means communication channels. This term comes from the Latin
meaning mediator. It refers to anything that carries information from the presenter to the
receiver. Examples of media including film, television, radio, audio recordings,
photographs, printed materials, computer and instructors. Media teaching is all that can
be used to transmit messages from the sender to the receiver so that it can stimulate the
mind, mood, attention, interest and attention of students, thus occurrence of the learning
process.
Think
What are the advantages of using media in teaching?
What type of media will you use to teach the following topics?
(a) Science - Atom;
(b) Mathematics - sets, subsets, and the stack
3.2 Functions of Instructional Media
The effect of using media of various types varies from one to the other. Some are
suitable in the abstract element of iconic and enactive. This can be seen in Cone
Learning Experience presented by Edgar Dale (Wah Wan Ali et al.2008):
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Various types of media can be used in teaching and learning. Among them are:
a) Media resources can help teachers in the teaching and learning process: follows:
Playing the role of a blackboard.
Being a device that can control the students' discipline in teaching and
learning.
Can reduce boredom where students use a variety of multimedia in teaching
and learning.
b) Media can help teachers build self-confident and reduce nervousness (Fright
podium) during the delivery of instruction.
Get direct experience / actual
Designing real experience
simulation
Enact
Demonstration
Trip
Exhibition
Moving pictures
actual
Watching
audio/video
Visual symbols
Actual symbol
Figure 1: Edgar Dale Cone Experience (Wah Wan Ali et al. 2008)
Concrete
Abstract
Symbol
(Abstract)
Observation
(Ikonic)
Involvement
(Enactive)
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b) Media can help teachers convey the message, provide accurate and clear
information, motivation in student learning and entertainment.
d) Through the media thousand words can be explained with a picture. In addition the
media also be able to:
reduce the information.
students can learn more.
students can maintain comprehension.
convince students the skills and performance in the subjects studied.
e) The use of the media makes it easy to create a concrete experience. According to a
study, the students remember differently if they work as follows: If,
read they earn 10% of what they read
hear they earn 20% of what is heard
hear and see get 30% of what is heard and seen
say they see earn 70% of what is heard, seen and mentioned
make and say they earn 90% of what is heard, seen and mentioned
3.3 Types and Classification of Media
Media teaching is divided into two:
i. print media
ii. Non-print media
3.3.1 Print Media
Print media is information material printed on paper. It comes in the form of textbooks,
workbooks, reference books, magazines, brochures, newspapers, notes, proceedings of
seminars, newsletters, annual reports and so on. The purpose of these printed materials
is to:
i. Provide guidance.
ii. Convey information.
iii. Improve concentration or focus on areas that are printed.
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3.3.1.1. Types of Print Media
Print media generally can be classified into four functions:
a. Teaching aids
b. Materials for training
c. Material for information
d. Materials to enhance knowledge
Figure 2: Example of Print Media
Media as Teaching Aids
Print materials that serve as a learning aid materials have instructional or learning
resource guide. Usually there are instructions in the teaching aids developed step by
step to facilitate the students to use and to understand lessons. It is in the form of 'guide
sheet', 'jobs aids' or as a series of pictures.
The information in the "guide sheet" would show the words or overall direction while
"jobs aids" apart from the words or commands above there are also some illustrations or
photos together last command, while "picture series" is the information presented in a
series of pictures.
Media As Material For Training
Surat khabar
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The material serves for training usually in the form of learning resource guide. Here the
reader will be provided with a variety of information or guidance related to the subjects
taught. Materials for this exercise is in the form of "manual", "handouts" and Learning
Guide (study guides).
Manual
Manual is a practical indicator for something to be done. Usually trainers will use this
manual to perform a task or project on the measures that have been planned and
documented in the manual distributed.
Figure 3: Example handouts
Note or notes made by teachers or instructors that are distributed to the students.
Typically the entry is related to the lesson content. Information contained in the
distribution of materials among others are scheduled lesson, lesson synopsis and
objectives to be achieved, tasks to be completed and sources of materials for reference.
Learning Guide (Study Guides)
Roughly "study guides" has features analogous to the "handouts" from the aspect of its
use. Both of these substances intended for participants and students for exercise
purposes. The real difference between "handouts" and "study guides" is the explanation
in terms of teaching content for a particular topic. On "handouts" we can see is a brief on
the topic while in "study guides" information is described in detail.
Media As Material For Training
Handout
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Print materials that serve as a learning aid materials have learned resource guide.
Normally learning resource guide available in the teaching aids developed step by step
to facilitate the students to use and easy to understand lessons. It shaped 'guide sheet',
'jobs aids' and as a series of pictures.
Print media in the form on book can serve as a tool that can enhance one's knowledge.
Type of material and non-book-shaped book can be classified in reference, fiction and
non-fiction Dewey classified into ten codes beginning with the code 000 to the 999 code
while the Library Congress uses mixed notation as follows:
Dewey Decimal System (DDC), a summary of the first code:
000 General works
100 Philosophy
200 Religion
300 Social Science
400 Languages
500 Pure Science
600 Technology / Applied Science
700 Arts
800 Literature
900 Geography, Biography and History
Code Library Congress was using the following classification codes to classify
educational materials educational center, especially at tertiary institutions in Malaysia.
The symbols in Congress Library code is:
A, AS, AG, Ae, AY Public Works
B, BH, BJ BF Philosophy
Bl, BX, BP, BZ Religion
H, HA, HJ HM, HX Social Sciences
L, LH, LA, LC, LD, LG, LJ,LB Education
P, PE, PN, PR, PZ Language
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Q, Qa, QB, QC, QD, QE,QH Pure Science
TA, TE, TG, TH, TK, TP,TT,TE, TX Technology
K Laws
G,C, F General Geography & Biography
3.3.1.2. Benefits of Printed Media
i. Print form is easy to carry and simple to use.
ii. The print media is found to be more economical, easy to spread, easily transferred
from one user to another.
iii. Readers can take a long time to digest the contents of the information contained
herein and can be repeated according to user requirements.
iv.The print media is capable of storing information consistently and accurately and can
produce meaning similarity information for today and also for the next decade.
v.Print materials are used so widely because there are some positive features as
follows:
a. So widely used.
b. Easily prepared and published.
c. Used as a key teaching tool.
d. Do not use other tools during use.
e. Easy to update.
f. Pupils are able to control the time, place and duration of their studies.
g.Printed materials have at the end of the training module, have already
planned lessons with his explanation complete with photos, charts, tables and
pictures of cartoons.
3.3.1.3 Disadvantages of Print Media
Print media when compared with other media such as audio, video, has some
disadvantages:
i. Print media can not display moving pictures and voice can give students
experience is concrete.
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ii.The effectiveness of print media rely heavily on the ability of the individual to master
reading. If poor reading ability then the reader will have a problem to understand
the information.
iii.Feedback can not be served immediately, unless using telephones or internet.
3.3.2 Non-Printed Media
Non-printed materials that can be classified on the type of hardware, types of software,
low-cost materials and display boards.
3.3.2.1 (A) Material Type Hardware
35mm film camera
video camera
Audio Recorder
Radio
Television
Projector film
OHP Projector
Slide Projector
LCD Projector
Opaque Projector
Figure 4: Slide Projector
3.3.2.1.(B) Material Type Software
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Film
Transparency
Audio Cassettes
Slide
Computer software
Micro-film
Figure 5: Micro-film
All media in the form of hardware and software in general can be classified also
according to functions as follows:
3.3.2.2 Media Live
Materials that require the projector to display images, photos, facts and text for
viewing. Projectors for the following materials differ from one another. Some require
OHP, ptojektor film, LCD, slide projectors and micro film.
Slide
Film
Transparency
Multimedia
Video
Computer Products
Micro-film
Micro-film
Projektor slaid
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Figure 6: Multimedia
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3.3.2.3 Low Cost Materials
Low cost materials can be categorized into two dimensional (2D) and three dimensional
materials (3D).
2D material consists of materials such as charts, printed materials, graphs, drawings,
photographs, posters, cartoons, brochures and newspapers that teachers can use in
teaching and learning process.
3D material is real material (realia) or man-made materials that resemble real substance.
3D materials can be categorized into the following categories:
i. Model
ii. Realia
iii. Diorama
iv. Animation and Simulation panel
v. Gloves Puppet, stick puppets, Shadow Play puppet and String puppets.
vi. Mobile Materials
Activity1
Answer the following questions:
1. What is the medium of instruction?
2. How the media can improve the effectiveness of teaching and learning?
3. How media can be classified?
4. What is the function of teaching media?
5. What are the factors to consider in selecting teaching media?
6. What steps are necessary in providing instructional media materials?
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Activity 2
Give as many examples for each of the following media types:
Item Media Clasification Example
1 Media playback stiff
2 Media playback moves
3 Graphics
4 Still picture
5 Substance two dimensions
6 Material three dimensions
7 Display boards
8 Audio media
9 Print media
3.4 Selection of Instructional Media
Media can be used in various ways and forms in order to help someone in the process of
teaching and learning. Through past experience in the use of media in teaching and
learning, process should be done in a prudent manner for the selection of media
compatibility with teaching.
There are six guidelines that to make the selection of media for use in teaching and
learning environment:
i. Before making the selection, make sure the following items are known,
a. Characteristics of students who are using the media and methods that have been
experienced.
b. Enrollment and place or atmosphere that will use the media.
c. Goals and objectives of the lesson.
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d. The title and content of the educational content to be delivered.
e. Make sure the form of activities that will be implemented.
f. Media control devices to be used.
g. Delivering the strategy (the way, which one will come first).
ii. Determine the type of media such as print materials, slides, OHP, video tapes, audio
tapes, microcomputers and virtual facilities to be used is available and can be used.
iii. Determine sources of support, particularly support staff, facilities related to the media,
the preparation of technical skills as well as teaching the use of media in teaching.
iv. Identify media and equipment that students can use. This must be known as some of
our students have already seen, experienced and use a number of tools at home and
our living environment. Of the students have these skills, teachers can collaborate and
engage students proficient in teaching.
v. Determine the service is to be used, either one-way or two-way communication in the
teaching and learning process later.
vi. Ensure that the physical environment selected and can give a good impression and to
achieve the objective.
SUMMARY
New media can be made from a variety of forms. Some are shaped in the form of
running and not. All materials and tools serves as a tool that can help teachers and
students understand the science of things in the process of teaching and learning.
Functions of each device and the material is different according to user requirements.
With this very desirable for every teacher must make a selection before using it in the
classroom.
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Exercise 3
Answer the following questions:
1. The purpose of print media used is for
A. improve the ability of the reader
B. motivation and behavior observation level one
C. settle back to others about the information available
D. equating perception readers
2. Study Guides is one form of media to convey information, and used as
A. directive
B. guidance
C. training
D. practicable
3. Among the following print media, which acts as the dissemination of information
A. handouts
B. manual
C. study guides
D. brochure
4. Describe four advantages of using printed materials in teaching and learning.
5. List four examples of non-print materials.
6. What is the difference between print media and non-print media?
7. How the media is able to assist teachers in teaching and learning in the classroom?
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BIBLIOGRAPHY
Mohd Jizat Abdol, Abdul Razak Idris & Jessnor Elmy (2006). Teknologi pengajaran dan
pembelajaran. UTM.
Ngui Kuan Sang.(1989).Teknologi pendidikan: penggunaannya dalam pengajaran
Geografi. Kuala Lumpur: Fajar Bakti.
Norasiah Abdullah, Nor Risah Jamilah Mat Lazim & Rosnah Ahmad Zain.(2009).
Teknologi dalam pengajaran dan pembelajaran. Kuala Lumpur: Penerbitan
Multimedia.
Noriati A.Rashid, et. al. (2009).Teknologi dalam pengajaran dan pembelajaran. Shah
Alam: Oxford Fajar.
Prcival, H.T., Ellington, H.I. dan Race,P., (1993). Handbook of Educational Technology.
edisi ke-3. London: Kogan Page.
Smaldino, S.E., Russell, J., Heinnich, R. & Molenda, M. (2005). Instructional technology
and media for learning. Edisi ke 8. New Jersey: Prentice Hall.
Wah Wan Ali et al. (2008). HBEM3103. Prinsip teknologi pengajaran. Kuala Lumpur:
OUM.
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EDU3105 T4 - ASSURE MODEL
TOPIC 4 PLANNING, SELECTIION, PRODUCTION AND EVALUATION
OF TEACHING MEDIA : ASSURE MODEL
SYNOPSIS
This topic focuses on the use of the ASSURE model in planning lessons and classroom
learning.
LEARNING OUTCOMES
By going through the learning activities this topic, hopefully the teacher will be able to:
i. Describe the ASSURE Model
ii. Apply the ASSURE model in planning, selecting, producing and evaluating
instructional media
TOPIC SUMMARY
4.1 Introduction
4.2 The ASSURE Model
4.1 Introduction
Before starting a lesson, the teacher has to plan, select, develop and evaluate
instructional media. If teachers do not plan systematically and completely, the teaching
objectives might not be achieved. In this regard, it is very important to master the
knowledge of instructional design. The ASSURE Model is a classroom-oriented design
model which can be used by the teacher to plan, select, produce and evaluate
instructional media.
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4.2 The ASSURE Model
The ASSURE model was designed by Heinich, Molenda, and Russell (1982). It aims to
provide guidance for teachers to plan and implement more effective teaching. Carefully
planned lessons, besides attracting students attention and making them intersted, can
forged positive thoughts in the students towards their teacher and increase their
confidence in the teachers credibility.
The model was reorganized in 2002. Further discussion in this module will refer to
the latest ASSURE model.
Figure 1: The ASSURE Model
A Analyse learner
S State the objective
S Select methods, media and materials
U Utilise media and materials
R Require Learner Participation
E Evaluate and Revise
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A - Analyse learner
General Characteristics
Competency precondition
Learning styles
S - State the objective
ABCD concept
Classify Objectives
Individual objectives and differences
S - Select methods, media and materials
Determine the appropriate method for the
learning task
Choose the right media for the method
selected
Choose the specified media
Modify the media
Design the media
U - Utilise media and materials
Preview the material
Prepare the materials
Set up the environment
Prepare the students
Provide learning experiences
R - Require Learner Participation
(Encourage student participation)
Involve students in learning activities such as drills, discussions, quizzes, projects and so on.
Reinforcement is given after receiving responses from the students.
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E - Evaluate and Revise
Aspects of student achievement
Learning outcomes
Evaluate media and methods
Media Quality
Teachers usage
Students usage
4.2.1 Analyse Learner
Media to be used in teaching and learning should be suitable for the students for it to be
efficient and effective. No doubt to identify the needs of each student is difficult,
however, students can be analysed based on several criteria such as:
4.2.1.1 General Characteristics
Knowing the general characteristics of students can help teachers to plan, select,
develop and evaluate media more effectively. The general characteristics include age,
year/ level, class, flow, gender, background socio-economic status, culture, interests and
attitudes etc. Teachers can find out the general characteristics through interaction with
students, observation or review of existing student records.
For example, if a teacher has identified that only a few students are interested in a
subject, action can be taken by the teacher to stimulate learning through kinesthetic
activities such as simulations, role playing and acting. Video presentation or electronic
presentation can also be used as a stimulus for group discussion activities.
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4.2.1.2 Prerequisite Competency
Prerequisite competency is related to the sudents experience and knowledge. This is
very important because it will have a great impact on a student's learning process.
Teachers can identify existing knowledge or experience of students through pretest done
for a topic before the lesson begins, through question and answer sessions or by
interacting with the students.
After analyzing the students capability, the teacher can easily identify the appropriate
media and methods to be used so that students can receive messages more effectively
and clearly. For example, the teacher assumes students have understood the concept
added in math when there are students who have yet to understand the concept, they
would fail to capture the topic if teachers continue to teach without identifying students'
prior knowledge. Clearly, the teacher must be sensitive to the existing each student
competencies.
4.2.1.3 Learning Style
Dunn and Dunn (1992) has intorduced a standard instrument to measure learning styles
and preferred learning environmens of students. Learning style refers to the
psychological traits and style that explains how individuals perceive, interact, and react
emotionally to the learning environment. Individual learning styles influence the way
individuals process information, and form students perceptions and behavior.
Each student has his own learning style and are different from each other. Some
students prefer to learn on their own, some like to discuss with friends or in a group,
some like to learn in a quiet and calm, some like to learn in well lit light area, some like to
learn with the accompaniment of music, some like to learn by observation and research
and so forth.
Teachers plan lessons and examine learning styles with appropriate media to make the
learning process more effective and efficient. For example, auditory learning style is
more suitable for students prefer verbal commands or reading aloud.
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4.2.2 State the objective
Once able to analyze the students, teachers can focus on the learning objectives. The
objective refers to the learning outcomes of what students have achieved after learning
a topic. Therefore, the objective should be stated clearly and specifically because the
statement of objectives helps teachers:
i. select media and delivery methods that are appropriate
ii. provide positive learning environment
iii. evaluate learning achievement
Good objective statements are clearly formulated takes into account the "ABCD"
concept :
i. Audience (target group - students)
ii. Behavior (behavior that can be seen as a result students)
iii. Conditions (Conditions to be fulfilled in order to achieve the desired behavior)
iv. Degree (standard minimum level of behavioral achievement)
4.2.2.1 Audience (target group - students)
Intended target group is students. The process of learning will occur when students
are actively involved in learning activities.
Example: At the end of the lesson, teaching and learning can be .....
4.2.2.2 Behavior (behavior can be seen as a result students)
Behavior described in the objective must be a visible and measurable
achievements. The list below is a term that indicates the behavior of the explicit
word selection:
measure draw name sketch
labeling match elaborate predict
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explain read indicate compile
identify classify choose generate
assess estimate propose build
Example: mark and name after looking at the map given by the teacher
4.2.2.3 Conditions (Conditions to be fulfilled in order to achieve the desired behavior)
Conditions to be met could help teachers prepare appropriate media, the teaching and
learning steps and the learning environment.
Example: mark and name after looking at the map given by the teacher
4.2.2.4 Degree (Minimum level of behavioral achievement)
Minimum level of behavioral achievement refers to the quality or quantity of behavior or
the stipulated time period. The easurement of such level allows teachers to follow up
especially those students who have yet to achieve the learning objective. This means
that teachers can carry out remedial work for students who have not mastered the
learning objective and carry out enrichment activities and reinforcement for students
who have mastered learning objective.
Example: marked and named twelve of the fourteen states accurately and
correctly.
Examples of writing overall objectives by component ABCD:
At the end of teaching and learning, students can:
Label name on the tourist map of Malaysia for at least 12 of the
14 places with the right and proper.
Explain at least 3 of the 5 effects of air pollution after reading
the newspaper quotations given.
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Objectives should be focused on the skills or the ability to think, and the students
attitudes, feelings, and physical and interpersonal skills.
Discussion
Identify more explicit words that can be used to measure changes in
students' behavior after the teaching and learning process has been implemented.
4.2.3 Choosing the appropriate technology, methods, media, and resources
When teachers have identified the ability of the students and are clear about what they
should obtain from the learning process, the teacher should be ready to make a
selection. The steps in the selection of technology, methods, media and materials
appropriate resources are:
i. determine the appropriate type of technology to be used
ii. select appropriate methods for teaching and learning
iii. choose appropriate forms of media for the method chosen
iv. select, modify and design the selected media
4.2.3.1 Determining the appropriate type of technology to be used
The choice of technology should be based on student characteristics and learning styles
of students. At the same time, teachers need to think about the accessibility of the
material / of resources to be used. A criteria to be considered is flexible technology
based on the activity to be undertaken. It is fitting that for computer technology to be
applied to the project activity, presentation, and simulation.
4.3.2.2 Selecting appropriate methods for teaching and learning
If asked, what is the most appropriate method is used in process of teaching and
learning? The answer is more than one method. There is no specific method to be
adopted for each level of teaching. Teachers must think and plan teaching methods that
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they feel can be achieved and in accordance with the learning task. Such methods may
include simulation, play, field studies, plays, drills and so on. Determination of the
method should be based on the learning objectives to be achieved. For example, to
draw the focus of students at the beginning of the lesson can be done by the simulation
method, followed by demonstrations, practical exercises and drills to deliver information
to students who have not mastered a skill.
4.2.3.3 Choosing the right form of media for the method chosen
Forms of media refers to how forms of information are displayed. Accordingly media
selection should be appropriate teaching methods, objectives and student experience,
and feedback. Media selection focuses on the appropriateness to the existing
curriculum, language that is clear and accurate, timely and accurate information, spark
student curiosity, technical aspects of of good quality and a complete guide.
Such media include photographs, slides, maps, drawings, transparency, and three-
dimensional materials such as puppet, shadow puppets, marionettes, aquarium, video
clips, audio, multimedia presentation packages and others.
Teaching and learning resource materials refers to their subject matter that is the focus
of learning. The resource can be in the form of quotes, text, articles and so on.
Resource selection can be based on three criteria:
i. use of available resources
ii. modification of existing resources
iii. designing of new resources
4.2.3.4 Selecting, modifying and designing selected media
Selecting media refers to the selection of resources that can help achieve the required
objectives. Selection of available resources should follow severals criteria such as:
i. Fulfill the curriculum
ii. Information is accurate, reliable and timely
iii. Language is clear and easy to understand
iv. Interests and motivates students
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v. Encourage students involvement
vi. Having quality
vii. There is evidence of the effectivenes of use
viii. Free from bias
ix. Having a guidebook or user manual
If there is a shortage of materials or the selected media being not suitable for the
teaching and learning process, the teacher can modify or redesign the selected media.
To modify the media there are some things to think about include the objectives, student,
cost, technical expertise, equipment, facilities and time. Teachers can also create their
own form of materials. Media are not only made up of photographs, computer software,
videotapes, audio but also includes hardware such as computers, printers, scanners,
televisions and others.
Discussion
What are the places/agencies that can help you identify, select and
modify the material to be used in teaching and learning?
4.2.4 Using technology, media and teaching and learning materials
The process of using media and materials in teaching is most important because even if
the media and the material used is interesting, but does not achieve the of teaching and
learning objectives, then the teaching and learning process has failed. There are five
steps that need to be considered to ensure that the media is optimally used:
i. Preview material before being used in the classroom
ii. Provide equipment and make sure it works and know how to use it.
iii. Provide appropriate environment
iv. Prepare students
v. Provide learning experiences
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Before the teaching begins, make sure that the teaching materials are appropriate and
functions well.
4.2.5 Encourage student participation
Learning becomes fun when there is an active group of students. Therefore in
order to ensure that this process occurs, the teacher must engage students with a
variety of activities including drills, discussion, group work and so on. Teachers should
provide opportunities for students to participate in the planned activities. Reinforcement
activities should be given to the student immediately after the students give the correct
response.
4.2.6 Evaluate and review the effectiveness of teaching and learning
The final stage in the ASSURE model is to evaluate and review the plan,
emphasizing on the assessment of learning and teaching process. Evaluation involves
the following aspects:
i. evaluating student achievement based on student performance (set objectives
specified), the performance in terms of students skills and attitudes.
ii. learning produced
iii. evaluate media and methods
iv. media quality
v. usage by teachers and
vi. usage by students.
Eval
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