Educational

Technology 1
CHAPTERS 4-5

By: Mr. Ederlino F. Parrilla, MSTCS

 THE
PICTORIAL
MEDIA
 Pictorial:  Media: In the arts,
pertaining to or media (plural of
consisting of medium) are the
pictures; "pictorial materials and
perspective"; techniques used
"pictorial records" by an artist to
produce a work.
 FLAT PICTURES
 Flat Pictures (Still
Pictures) are
presentations of
objects or things
on a flat surface.
They are the
cheapest and the
most readily
available of all
learning materials.
Guides to Teaching with Pictures:
 Pictures must be clearly seen by everyone.
 Students/pupils must be given a chance to
point out what they think are the important
aspect of the picture.
 The teacher must supplement pupils’
comments to make sure that nothing has been
omitted.
 The Picture used in class stirs the pupils to
attempts at illustrating their own, it is good
evidence that a sound use has been made of
them.
 Pictures ought to promote supplementary
reading.
 READING PICTURES
 We read pictures in the same way that we read a
page of words.
1. Enumerative Level - merely calls for the giving of
what one sees in the pictures. Ex. Flower, balls,
dog, etc.
2. Descriptive Level – giving a sentence on what is
seen or how one sees in the picture looks like e.g.
I see a big flower.
3. Interpretative level – giving more meaningful
sentences which are of the inference type. e.g.
The yellow flower is my friend’s favorite.
4. Integrative Level – this is relating what ones sees
in the picture to life. e.g.The boy is playing.
 Photographs
 Are also still
pictures, which can
be mounted or
unmounted,
photographic
reproductions taken
from a magazine,
newspaper or
books.
 Illustration
 Are non-
photographic
reconstruction or
representation of
reality, etched or
drawn by an
illustrator, the
teacher or the
students
themselves.
 Purpose for which flat pictures,
photographs & illustration can be used
1. To concretize words and
symbols.
2. To lend meaning to what one
reads.
3. To introduce or motivate.
4. To correct misconceptions.
5. To Summarize a Unit
6. To arouse Emotions.
 To Concretize Words &
Symbols
 When teachers talks about a haunted house
pupils will not be able to imagine what kind
of house is it, how does it looks like, but if a
picture is being shown, the learners will have
a specific visualization of the kind of haunted
house the teacher is talking about. Pupils will
then have uniform information about the
topics discussed.
To lend meaning to what one
reads.
 In a Science class students read about
single-celled organisms like the amoeba or
the paramecium. An enlarge picture of both
when seen by the pupils will enrich what
they read. Like wise if reading about atoms
and molecules. Seeing an illustration about
them will enrich their understanding of what
they are
To Introduce or Motivate

 In a Literature class, where students are

required to read the Ilocano epic, Biag ni
Lam –ang, pictures of some episodes from
the epic may arouse curiosity and interest to
read it. The pictorial background can serve
to orient the class to the kind of literary
piece they are going to read.
 To correct misconceptions

 Pictures and photographs can make

meanings more vivid and clearer, because
they can capture scenes, emotions and
details which words are not able to describe.
Concepts are non-pictorial, but they can help
in developing and presenting them. Liberty is
a concept, which is non-pictorial, but pictures
showing the effects and the signs of liberty
can help one to better understand it.
To summarize a unit.

 To give a fuller grasp of the unit, pictures,

photographs and illustrations should
supplement and complement what pupils
read in references and what they heard
from the lectures of teachers. Pictures
should become an integral part of the
learning.
 To arouse emotions.

 Pictures arouse emotions; hence they compel

one’s attention. A violent picture may
stimulate one to dislike the act; a beautiful
landscape may evoke appreciation while a
colorful dish arranged with garnishing may
stimulate appetite. This arousal focuses one’s
attention and sustains his drives about it. This
condition facilities teaching and learning.
 Flashcards
 Are valuable materials for
drill activities particularly
in the teaching of
Mathematics, English and
Filipino. Drills are very
important means of fixing
the skills and automatizing
the responses of students.
Considerations in using Flashcards:

1. Flashcards must be bold and big to be

seen by everybody.
2. Flash the cards in a fast or snappy manner
to develop fast thinking or response.
3. Flash the cards from back to front. Write
the answer at the back of each flashcard
so that you can see the answer.
4. Hold the flashcards firmly at your chest
level.
 VISUAL SYMBOLS

 Visual Symbols
are
representations
of direct reality,
which comes in
the form of signs
and symbols.
Rules of Thumbs in using Visuals

1. Visuals must be directly relevant to the

audio content.
2. Redundancy between visuals and audio must
be avoided. If words are displayed, viewers
must be given time to read it.
3. Visual displays should be big enough to be
seen by the farthest pupil.
4. Visual display must be attractive.
5. Visual display must be aesthetically
presented to maintain good taste.
 Kinds of Visual Symbols
 Cartoons
 Posters
 Drawings and Sketches
 Diagrams
 Chart
 Graphs
 Strips Drawing or Comic Strips
 Maps
 Cartoons

 Cartoons-
representation
of a person,
idea, situation
or issue that is
designed to
influence public
opinion.
Suggestions for the use of cartoons

1. Appropriateness to experience level.

2. Simplicity
3. Brevity of captions if ever but they may not
be given any.
4. Use of clear symbols
5. Adequateness of size.
 POSTERS
 Posters – is a
combination of
bold designs
and color
primarily
intended to
catch attention
on a significant
facts, idea or
messages.
 Characteristics of a Good Poster
1. It must be bold and simple but dramatizes features.
2. It must be appropriate to the grade level and to the
subject and purpose.
3. It must have only limited text.
4. It must be attractive, pleasing to the eyes.
5. Design and color must be given consideration. It requires
a center of interest. Color provides meaning and
expressions as well as beauty.
6. It must have elements of dynamism and shock.
Poster are best for motivation and for creative
experience as depicting ideas and
generalizations to summarize a celebration or a
unit.
 DRAWINGS & SKETCHES
 Drawings and
Sketches – are
crude and simple
lines, which are
effective in
showing what
needs to be shown
with sufficient
clarity, to make
the meaning vivid
to learners or
students.
 DIAGRAMS

 Diagrams –are
simplified
drawings
designed to show
interrelationship
primarily by
means of lines &
symbols.
 CHART
 Chart – are graphic
or pictorial
representations of
a large mass of
information or
show progression
thru time & and
space of people of
events, ideas, &
objects.
Kinds of Charts

1. Data Chart – contains items of information of all sorts

especially quantitative data.
2. Pictorial Chart – use relevant pictures to present data
or information on quantifiable data over a specific period
or condition.
3. Schematic Chart – show principle or a law as applied
like that of refrigeration.
4. Diagrammatic Chart – verb chart is a popular example.
5. Multiple leaf chart – internal working parts of a
machine.
6. Phantom view chart – shows hidden parts of a
machine without obliterating the outer parts.
Kinds of Charts

7. Development or progress chart – profile of a place or

a person.
8. Table Chart – Bus Trips
9. Time and Tabular Chart – presidents and their term of
office.
10. Stream or tree chart – family tree.
11. Flow or organizational chart – school personnel chart,
life cycle of a frog or the water cycle.
Data Chart
Pictorial Chart
Schematic Chart
Diagrammatic Chart
Multiple Leaf Chart
Phantom View Chart
Development or Progress Chart
Table Chart
Time & Tabular Chart
Stream or Tree Chart
Flow or Organizational Chart
 GRAPHS
 Graphs – present quantitative data for
easier analysis and interpretation.
Kinds of Graphs
1. Line Graph – is most accurate of all the graphs
used in plotting trends of relationships between
two series of data.
2. Bar Graphs – simplest of all graphs to read.
3. Pie Graph – the sections of which are used to
represent components parts of a whole.
4. Area or solid graphs – use for the simplest
quantitative comparison thru the use of
geometric shapes.
5. Pictorial Statistics or pictograph – it makes
use of related pictures in showing quantitative
data.
Principles of Pictographing

1. Simplicity – pictures used must be simple.

2. Comparison of relationship must be
strikingly seen.
3. Approximates rather than precise amounts
are represented.
4. Pictorial symbols used must be self
explanatory.
5. Quantities are usually shown by the number
of symbols rather that by the size.
 STRIPS DRAWING OR COMIC STRIPS

Strips Drawing or
Comic Strips- Strips
Drawing are
recommended for their
story value in
adaptation of the
classics. Comics is a
form of cartooning in
which the same cast of
characters form a story
in sequence of closely
related drawings.
Values derived from the strips drawings

1. Increase interest in the subject

2. Individualizes and personalizes instruction
for certain types of pupils.
3. Serves as a valuable practice in reading
4. Widens reading interest.
 MAPS
 Maps – are
usually shown
on flat surface
and are used to
represent the
surface of the
earth.
Maps according to content

 Physical Map – also called relief maps,

they are the best because of their three
dimensional representation; which
includes geographical outline of land and
water. Commercial maps – also known
as product or industrial map since they
show land area in relation to the
economy.
 Political Map – show national boundaries
down to the smallest division.
Maps according to form

 Chalkboard outline Map

 Student outline Maps
 Projected Maps
 Wall Maps (decorative maps)
 Atlas – collection of Maps
 Sand Table Map
 Pictorial Maps
CHALKBOARD OUTLINE MAP
STUDENT OUTLINE MAP
PROJECTED MAP
WALLMAP MAP (DECORATIVE MAP)
ATLAS COLLECTION OF MAP
PICTORIAL MAP
SAND TABLE MAP
Standards of judging Maps

1. Visibility – details are clearly seen and read.

2. Details – less detailed maps are better.
3. Scale- marks are clear and easily interpreted.
4. Symbols – not too many to be remembered.
5. Color – should be used as an aid to reading it.
6. Accuracy – in terms of its specific purposes.
7. Grade level relevance.
8. Print – is legible or readable.
9. Durability – can stand several use.
Purpose for which Maps are being used
1. To enable students to understand both relative and
exact position of political units, land masses and
political areas.
2. To furnish information concerning areas,
distances, directions, shapes, sizes and
relationships.
3. To provide orientation and means of visualizing
large and remote areas.
4. To clarify materials.
5. To provide a visual basis for comparison and
contrast.
6. To provide means of regional synthesis.
 Purpose for which Maps are being used
7. To provide interest and stimulation to learn more
about people, geographical influences and places.
8. To enable students to trace movements, migration
and distribution of people, vegetation, animal life
and culture.
9. To serve as one method of study for recording
purposes.
10. To provide an object test means for certain types
of measurements.
11. To furnish means of self-expression in unit and
project study.
 Points to remember in utilizing maps for
teaching.
1. Make sure that the pupils or
students comprehend the purpose
of the map.
2. Promote or develop positive
emotional attitude.
3. Allow ample time for pupils’ first
look.
4. Make sure they understand map
symbolism.
 THE END
Thank you for your cooperation!