CHAPTER 5

ACQUISITION, PRODUCTION AND UTILIZATION OF MEDIA

PROCEDURES TO BE FOLLOWED IN ACQUISITION OF AN APPROPRIATE MEDIA

 Choose the media format

 Obtaining specific materials

 Survey the sources

 Modify available materials

 Design new Materials

1. Choose the media format (ref chapter 4-selection)

2. Obtaining Specific Materials

◆ Is to find out specific materials to convey the lesson that the learners can be in a position to

learn effectively. Obtaining specific and appropriate materials involves Selecting from

available materials.

◆ If materials are already available that will allow your students to meet objectives then the

materials should be used to save both on time and money.

3. Survey the sources

Majority of the materials used today in schools are ready-made, available in most schools or Teachers

Advisory Centers (TAC). It is therefore the duty of the teacher to source out these learning resources

and make sure that they are easily available in the institutions ready for use.

4. Modifying the Available and Existing Materials

◆ When the media and the available material do not meet the requirements of your audience

and the lesson objectives, then modify them per reference guides to suit your objectives and

needs of the learners for the current lesson.

◆ Ways of acquiring teaching materials can be through the established school’s procedures

Improvisation of materials that cannot be bought due to costs or in availability-the use of

models or real objects can be utilized.

tea sugar cane or soil samples. Making charts and sketch maps and diagrams for use.

5. Designing New Materials

It's applicable if there are no materials that match the instructional objectives. What to consider

when designing materials for teaching and learning;

i. Objectives- what do you want your students to learn?

ii. Audience-what are the characteristics of your audience? Do they have the pre- requisite

knowledge and skills to use or learn from the materials

iii. Cost sufficient- money available to meet the cost of supplies (films, audio tapes video

cassettes and TV sets if not then you may need to prepare the materials yourself.

iv. Technical expertise -do you have the necessary to design produce the kind of material you

wish to produce if not will the necessary technical assistance be available to you ?try to keep

your design within the range of your own capabilities ,Do not waste time ,money trying to

produce expensive materials

v. Equipment -do you have available the necessary equipment to produce or use the materials

you intend to design.

vi. Time- can you afford to spend whatever time that may be necessary to design and produce

the kind of materials you have in mind.

PRODUCTION

Educationists should be able to produce materials for teaching and learning either to supplement the

purchased materials or to enhance innovation among the students. Professionals in the areas of audio,

graphic design, photography, and television produce materials in ways that aid instruction. Production

capabilities include;

 Audio tape masters and duplicates

 Computer graphics for publications and projection

 Original art - including charts, graphs, and illustrations

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 Overhead transparencies

 Slides - original photography, duplication from other slides, copies from illustrations

 Synchronized slide tape programs

 Teleconferencing

 Television - on site multi-cam, remote single camera and studio productions

 Video-disk production

ACCESSING TEACHING AND LEARNING MATERIALS

◆ It is important that children and students receive guidance on freedom of their choice in

selecting materials. That is:

a) Ensuring that children and students do not access materials, intentionally or otherwise,

which are inappropriate for their age and maturity.

b) Supporting the curriculum needs of senior students by ensuring their access to a broad range

of texts.

c) Providing opportunities to extend the reading and viewing preferences of children and

students.

◆ The following techniques may be useful components of a process to guide the borrowing of

and access to materials:

i. the establishment of a restricted collection of resources in a visible and/or separate place

ii. visual identification on the spine of resources belonging to the restricted collection

iii. electronic tagging, through the library system, which restricts borrowing from parts of the

collection by certain groups of learners

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UTILIZING OF MEDIA

Involves the following procedures:

 Preview of the materials

 Practice the presentations

 Prepare the learning environment

 Prepare the learners

 Present the materials

1. Preview of the Materials

Before going to class you should have mastery of the materials to be used in class so that to:

i) Detect objectionable parts that may distract the class participation

ii) Omit sensitive sections if need be

2. Practice Presentation

◆ It is advisable that the teacher to go through the presentation at least once well in advance

and then to review your notes just before the presentation.

◆ During practice it is important to get some feedback from a friend or media e.g audio tape,

video tape or video recorder which can give accurate replay.

3. Prepare the Learning Environment

Consider the following;

i. Sitting plan of the class

ii. Adequate ventilation

iii. Suitable lighting

iv. A good Conducive classroom climate

v. Darkened room or adequate power supply to suit the media in use

vi. Always ensure that the equipment is in working condition

vii. Arrange the equipment in such way that the learners can see and hear properly

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4. Prepare the Learners

How a lesson is received by learners depends on how well the learners are prepared

i. Begin lesson by giving abroad overview of the content and its rationale

ii. Tell the learners how the content is related to the topic being studied

iii. Give motivating statements related to the lesson will capture the learners attention

and interest, this is referred to as a warm up section.

5. Present the Material

It is the climax of the preparation therefore that shows learners that you know the content very well.

Control the attention of students during presentation. Show that you are in charge; the success of the

lesson depends on how you conduct yourself throughout the lesson and how you present the materials

at hand.

ASSURE MODEL

◆ The assure Model is a well- constructed procedural model designed to ensure effective use of

media instruction, I.e procedural guide for planning and conducting instruction that

incorporates media.

◆ The model assumes that training or instruction is required where students are to use a new

media. Therefore it focuses on planning surrounding the actual classroom use of media.

◆ Through careful planning will help teacher to focus on how to handle situations well in

advance before the lesson begins, I.e on what materials to use, how to use them, where to get

them and decide on the cost effectiveness of the materials and their availability.

◆ ASSURE model is meant for use by individual teachers in planning everyday classroom use

of media. The model was the brain child of Molenda, M: Russell. J. D and Heinich R.R. (1989;

1993) with six steps given in form of Acronym ASSURE which means:

1. A-Analyze the Learners

2. S-State the Objectives

3. S-Select media

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 4. U-Utilize media and materials

5. R-Require the learners participation

6. E-Evaluate and Revise

Step I Analyze the Learner

◆ As a teacher you must have comprehensive knowledge of your learners for you to be able to

select the best media for use and the lesson objectives. the effective use of media involves a

match between learners characteristics, content of the lesson and its presentation

◆ Hence it is important to determine their entry behaviour, their learning styles, information

processing habits, motivational factors psychological factors, psychological factors sex

differences, health and environmental factors.

◆ You can use both formal and informal entry assessment tests to determine whether or not the

student possess the necessary pre-requites (entry-skills) in order to benefit from the

instruction. That is:

a) General characteristics –age factor, grade level, job positions cultural background and socio

economic status of the learners.

b) Specification of the entry competencies:-

i. Knowledge and skills that the learners have or lack, I.e pre-requisite skills needed by the

learner to start instruction

ii. Mastery- have they mastered some of the skills you are planning to teach

iv. Attitude- are their biases or misconceptions about the subject or the teacher?

Step II State the Objectives

Objectives must be stated for each activity as specifically as possible, derived from a course, a

syllabus, stated in a text book, taken from a curriculum guide or developed by the teacher.

Step III Selecting Media and Material

Involves choosing, modifying, and designing specific materials.

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Step iv. Utilizing the Media (ref above)

Step V. Require Learner Response

Provide opportunities for learners to practice the capability of being taught, because active

participation in the learning process enhances learning, e.g include short quizzes class

discussions and application exercises.

Step vi. Evaluate and Revise

◆ While in the classroom, the teacher's duty is to facilitate meaningful learning,

evaluating and revising instruction. Therefore have to:

i. get total picture of the entire instructional process very clearly

ii. Ask himself, did the learners meet the objectives

iii. Did the media assist the learners reaching the objectives and

iv. Did all the learners use the materials properly?

◆ This checklist will help one identify some discrepancies between the intended and

what was actually attained for revision.

◆ To evaluate the learners the following aspects should be looked into:

i) Students achievement

ii) Media utilized

iii) Methods used during instruction, and evaluation of the entire instructional process

◆ The teacher should ascertain whether the learners leant what they and set out to learn

by displaying the capabilities specified in the original statements of objectives in

behavioural actions.

◆ Evaluation and revision are therefore essential elements that determine whether or

not the lesson is a success.

By Dr. Mweni Tsofa Nickson 0727376244