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Manipulative and Multimedia Dimensions of Information and Media

The document discusses different types of manipulatives that can be used for educational purposes, including traditional and digital manipulatives. Traditional manipulatives do not require any digital components, while digital manipulatives are computationally enhanced versions that allow new concepts. Digital manipulatives can also be concrete, allowing actual manipulation, or virtual through interactive online representations.

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Ylizia Auburn
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2K views17 pages

Manipulative and Multimedia Dimensions of Information and Media

The document discusses different types of manipulatives that can be used for educational purposes, including traditional and digital manipulatives. Traditional manipulatives do not require any digital components, while digital manipulatives are computationally enhanced versions that allow new concepts. Digital manipulatives can also be concrete, allowing actual manipulation, or virtual through interactive online representations.

Uploaded by

Ylizia Auburn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MANIPULATIVE

AND MULTIMEDIA
DIMENSIONS OF
INFORMATION AND
MEDIA
MANIPULATIVE MEDIA
Manipulative media are tools or
devices used for hands-on
developmental, educational,
information, leisure,
therapeutic, and other
purpose that require
kinesthetic sense.
Ancient civilizations used
manipulatives as aid in
concretizing abstract ideas,
such as in mathematical
computations.

QUIPU is a device with numerous colored and knotted strings,


in order to keep records and communicate information about
dates, statistics, accounts, and even folklore during the time
when an alphabetic writing system was not yet used.
Manipulatives can be used for Educational Purposes dates
back to the 18th Century
Johann Heinrich Pestalozzi - asserted that learning takes place through
the use of sense and physical contact.
Friedrich Froebel - the creator of the world’s first kindergarten in 1837,
supported Pestalozzi’s idea and made sure that his school are filled with
play objects for his pupils.
Maria Montessori - developed this concept and came up with materials
to help children develop their sensory abilities, put them in control of the
learning process, enable them to learn through personal investigation
and exploration.
Jean Piaget - theorized that children must first construct knowledge
through concrete operations before moving to formal operations.
CLASSIFICATION OF
MANIPULATIVES

TRADITIONAL and DIGITAL


TRADITIONAL MANIPULATIVES

- does not require any


digital component to
function.
DIGITAL MANIPULATIVES
Resnick (1998) termed these as the “new manipulatives”
Computationally-enhanced versions of traditional
manipulatives.
Designed to enable children new sets of concepts that were
considered before as too advanced.
Digital Manipulatives may also be
classified into two:

CONCRETE AND VIRTUAL


ACCORDING TO MOYER ET AL, 2002 ON HUNT, 2008

CONCRETE MANIPULATIVES - allow actual hands-on


manipulation.

VIRTUAL MANIPULATIVES - are “interactive, web-based,


visual representation of a dynamic object that
provides opportunities for constructing mathematical
knowledge.
CONCRETE AND VIRTUAL MANIPULATIVES:
A COMPARISON
Hunt, Nipper and Nash (2011) probed the
advantages and disadvantages of concrete and
visual manipulatives in education.
CONCRETE MEDIA
ADVANTAGES
Simpler, more moveable
Tactile (concrete) experience adds a dimension of learning
Fosters creativity
Process is traceable
Allows trial and error
Units are easier to distinguish, making the whole easier to see
Easier to relate to real-world applications
Less expensive than digital technology
Requires more thinking
Self-paced
Multi-sensory approach increases memory retention
Clarifies misconceptions and builds connections concepts and
representations, encouraging more precise and richer understandings
CONCRETE MEDIA
DISADVANTAGES

Limited
Not very challenging
VIRTUAL MEDIA
ADVANTAGES
Feedback is immediate
Easier to maneuver and keep together
Offers a larger variety of experiences
Allow more complex operations to be learned
Catches the attention of the “technology generation”
More accessible at home
Gives step-by-step instruction
Often provides explicit connections between visual and
symbolic representations
VIRTUAL MEDIA
DISADVANTAGES
Cannot be actually touched
Sometimes forces one to think abstractly
More suitable for use after a student has already mastered the concept
Some make it too easy
Computers do the work for the students so they are able to guess the
correct answer
May limit the teacher’s ability to follow the students’ thought processes
Takes away the notion that the hands and mind must work together
Might feel like “do” vs. “learn/explore”
Doesn’t really make one find the answer on his/her own
MULTIMEDIA
Christenson (2006) defines as “the
integration of multiple forms of
media.”
Multimedia generally include text,
graphics, audio and video set in
digital format that enables virtual
manipulation.
It must be noted that at the center
of all these dimensions is the top
agent of media and information:
people
Understanding multimedia will be
incomplete without considering that at the
very center of all these are the people
through which and for which media exists.
THANK YOU FOR
PLAYING WITH US!

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