PRODUCTION OF INSTRUCTIONAL MATERIALS IN

ENGLISH
PRODUCTION OF
OF
INSTRUCTIONAL
MATERIALS IN
ENGLISH
• The course covers the principles,
philosophy, and techniques of
instructional materials production;
then will be focused on the practices
and real-world application of practical
strategies thereby benefit
student achievement to improve school
quality. The importance of
understanding the theories underneath
will also be emphasized.
• This course works toward a
transformational learning experience
that provides theoretical underpinnings
formativepractice and summative
application with heavy amount of
research and reflection to develop a
student’s portfolio and provide
feedback within professional context.
Production of
of Instructional
Materials in English

This course is also designed to

define and describe the role,
design and use of instructional
materials.
It purports to explore the extent to
which these teaching materials can be
utilized for life-long learning.
COMPETENCIES:

• Define and discuss the role, design,

and use of instructional materials;
• Distinguish between and among
types of instructional materials;
• Underscore the importance of
using instructional materials in
the delivery of lessons.
INTRODUCTION

I. ARE MATERIALS DEVELOPING?

• What is materials
development?
Field of study
UNDERTAKING
What are materials?

•Anything which can

be used to facilitate
learning
»TOMLINSON
2001
MATERIALS CAN BE:
MATERIALS CAN BE
PRESENTED IN

• LIVE PERFORMANCE OR DISPLAY

MATERIALS CAN:
What are the issues
in materials
development?
Others issues
Other issues

• Should materials be driven by

theory or practice?
issue

•Should materials
cater for learner
expectations or try
to change them?
ISSUE

Should materials aim

for language
development only or
should aim for
personal and
educational
•Should materials aim
to
contribute to
developme teacher as
language
nt well as
learning?
What are the
current trends in
materials
development?
POSITIVE TRENDS

•There are some

materials requiring
invest by the
learners in order for
them to make
discoveries for
POSITIVE TRENDS

• There are some more

materials making use of
corpus data reflecting actual
language use.
• There are more extensive
reader series being produced
with fewer linguistic
constraints and more
POSITIVE TRENDS

• There has been a very

noticeable and welcome
increase in attempts to
personalize the learning
process...

•There is an increase in
attempts to gain the
POSITIVE TRENDS

• There is an increasing use of

the internet as a source
of current, relevant and
appealing texts.
• There is evidence of a
movement away from
spoken practice of
written grammar and
POSITIVE TRENDS

•There is
considerate increase in
the number of
ministries and
institutions which
have decided to
NEGATIVE TRENDS

• There is an even more

pronounced
return the ‘central place
to
gramm of in the
ar
curriculum’ .... language
• There is still far greater
prominence given in
coursebooks to listening
and speaking than to reading
NEGATIVE TRENDS

• There is an assumption
that learners have
most
attention short
spans,
cope with verycan short
reading and writingonlytexts
and will only engage in
activities for a short time.
NEGATIVE TRENDS

• There seems to be
an
assumption that learners do
not and
would not gain from
intellectually
demanding
activities while engage
NEGATIVE TRENDS

• There is a neglect of
coursebook
literature in despite its
potential
s, as source
a
stimulating and engaging
of
texts and despite that many
claims of methodologies for
the potential value and
appeal of literature
NEGATIVE TRENDS

• There is a
predominan continuing
ce
activiti and of
es whic analytical
woul catea
activiti h
for neglect
d r of
es
learners with othe
preferredlearning
styles. r
• There is an ‘absence
controversial of issues
still to
stimulate thought, to provide
opportunities for exchanges of
views and to make topic
content meaningful’ and
there is a resultant
trivialization of content.
•There is a tendency
to
underestima learner
te s
and
linguistically intellectua
emotionally.
, lly
• Despite the increase in
publications
reflecting the use
of international Englishas
predominant
a lingua
franca most course books still
focus on English as used
buy native speakers and
prepare the learners for
interaction with them
What is the future of
materials
development?
.....the hope is that

•A decrease in
customer satisfaction and
an increase in local
materials development
projects will help some
of the following to
develop:
• Even greater personalization
and localization of materials;
• Greater flexibility of materials
and creativity in their use;
• More respect for the
learners’ intelligence,
experience, and
communicative competence;
• More effectively engaging
content;

•A greater emphasis on
multicultural perspective and
awareness;

•
• More attempts made to
learner thethe
engage learnin
in language as g
experience
process
intelligent an d,
and interesting
individual;
• More to use
attempts approaches
multidimensional to
language
Instructional
Materials
• Instructional Materials
in its simplest term
are those materials
that help the
teachers to teach
with ease and the
• Instructional materials
are print and non-print
items that are designed
to impart information
to the learner in the
teaching/learning process.
Instructional Materials

It means all materials that

are designed for use by pupils
and their teachers as a
learning resource and help
pupils acquire facts, skills, or
opinions or develop
cognitive processes.
Instructional
Materials
• Instructional
materials may be printed
or
may non-printed,
include textbook
and
technology- s,
based other material
educational and s,
tests. material
Instructional
Materials
• IM’s may be operationally
defined as especially
designed classroom tools
which contain instructions to
learners and teachers, and
which specify each increment
of learning:
Instructional
Materials
• The content to be learned;
• The techniques of presentation;
• Practice and use of that content;
• And the modes of teaching
associated with those techniques
Instructional Materials
• IM’s generally serve as the
basis for much of the
language input learners receive
and the language practice that
occurs in the classroom.
(curriculum
Richards) and are often the most
• IM’s areand
tangible an important
aspec element
of it. (
visible the
within t
Nunan)
Instructional
Materials
• They can provide a
detailed specification of
content, even in the
absence of the syllabus.
( Richard and Rodgers)
• They can define the goals of
the syllabus, the roles of
the teachers and the
Roles of Instructional
Materials
(Cunningsworth)
• A resource for presentation materials
• A source of activities for
learner practice and
communicative interaction
• A reference source for learners on
grammar, vocabulary, pronunciation,
and so on
•A source of stimulation and
ideas for classroom activities
• A support for less experienced
Proper Use of
Instructional Materials

P - Prepare yourself
P - Prepare your student
P - Present the material
F - Follow up
Prepare yourself

You know your lesson objective and

what you expect from the class after the
session and why you have selected such
particular instructional material. You have
a plan on how you will proceed, what
question to ask, how you will evaluate
learning and how you will tie loose ends
before the bell rings.
Prepare your students

Set class expectations and learning

goals. It is sound practice to give
them guide questions for them to
be able to answer during discussion.
Motivate them and keep them
interested and engaged.
Present the materials

Many teachers are guilty of the

R.O.G. syndrome. It means “running out of
gas” which usually results from poor
planning. Using media and materials,
especially if they are mechanical in nature,
often requires rehearsal and a carefully
planed performance. Wise are you if you
try the materials ahead of your class
use to avoid a fiasco.
Follow up

Remember that you use instructional

material to achieve an objective, not to kill
time nor to give yourself a break, neither
to merely entertain the class. You use the
instructional materials for the attainment
of a lesson objective. Your use the
instructional material is not the end in
itself. It is means to an end, the
attainment of a learning objective. So,
there is need to follow up to find out if the
objective was attained or not.
Reasons for Use of
Instructional Aids

Clearly, a major goal of all instruction is

for the student to be able to retain as much
knowledge of the subject as possible,
especially the key points. Numerous studies
have attempted to determine how well
instructional aids serve this purpose.
Indications from the studies vary
greatly-from modest results, which show a
10 to 15 percent increase in retention, to
more optimistic results in which retention
is increased by as much as 80 percent.
Selecting Instructional
Materials

1.Select specific instructional

objective.
2.Identify the character of the learner.
3.The message to be carried by the
visual.
4.The medium to be used by the
producer.
5.The cost of production.
6.Remember the golden rules of
production
a. size of the material/visual
d. clarity
e. legibility
f. simplicity
g. accuracy
h. durability
i. portability
j. novelty
(new)
k. manageabili
ty
Guidelines for a Variety
of Instructional Media
• Visual aids should augment the
presentation; they are not meant to
be the entire presentation.
• It is important to be able to teach
without them. Instructional aids may
arrive late, or not arrive at all. Also,
something may go wrong or break down.
Even careful planning cannot cover every
possibility.
• It is imperative that all instructional
media are previewed before they are
used in class or online. This will
Guidelines for a
Variety of Instructional
Media
structure, as well as ensuring that no
unfortunate (and sometimes
embarrassing) mix-ups have occurred.
• Visuals are best kept simple, with
minimal wording. They should always be
readable from a distance (when
reproducing from texts and
enlarging graphics). You can practice
using the visual aids in the actual
classroom before the lecture begins.
• The audience’s line of vision should
not be obstructed.
Guidelines for a
Variety of Instructional
Media
• Visual materials should be displayed only
when the instructor is ready to use
them, and they should be kept
visible until the students have
finished taking notes. You should
remove the materials when you are
ready to talk about something else,
signalling that it is time for
discussion or noting a subject change.
• Effective instructors talk to the students,
not the visual aids.
Types of
Instructional
Materials
Printed Materials

The print media are some of the oldest

media in education, this category of media
are useful for informational or motivational
purposes. They are used to convey verbal
information through print. They form the
most widely used media in education.
In selecting printed
materials be alert to:

• Appropriateness of the material in both

content and in the reading level.
• Articles in newspapers, magazines and
periodical related to the content that
your students will be studying or to
the skills they will be learning.
• Assorted workbooks available from
publishers that emphasize thinking
and problem solving rather than
memorization.
In selecting printed
materials be alert to:

• Pamphlets, brochures, and other

duplicated materials that students
can read for specific information and
viewpoints about particular topics.
• Inexpensive paperback books that would
provide multiple book reading for your
class and that make it possible for
students to read primary sources.
Textbooks
 Textbooks

• Textbooks are those books that are

designated as the primary source of
instruction for students in a course, or
unit of instruction within a course.
• Textbooks are used in different ways in
language programs.
• A writing textbook might provide
model compositions and a list of topics
for students to write about.
• A grammar textbook might serve as a
reference book and provide examples as
well as exercise to develop grammatical
Textbooks

• A speaking text might provide

passage for students to read and
discuss.
•A listening text together
with audiocassettes or CDs might
serve as the primary listening
input in a listening course.
Advantages

• Provide structure and a syllabus for a

program
• Help standardize instruction
• Maintain quality
• Provide a variety of learning resources
• Provide effective language models and
input
• Train teachers
• Visually appealing
Negative effects of
textbooks

• May contain inauthentic language

• May distort content
• May not reflect students’ needs
• Can deskill teachers
• Can be expensive
• Reliance on only one resource.
• Progressing from the front cover to the
back.
Negative effects of
textbooks

• Textbooks may not address state or

district needs.
• Reading level may not be appropriate
for all students in that grade.
• Traditional printed books are outdatedby
the time they reach the
classroom.
Criteria for textbook
evaluation

They should:
• Correspond to learners’ needs.
• Match the aims and objectives of the
language learning program.
• Reflect the present or future uses
• Take account of students’ needs
• Have a clear role as a support for learning
Journals

• It is a daily record of events or

business; a private journal is usually
referred to as a diary, a periodical
dedicated to a particular subject.
• It is ledger in which transactions
have been recorded as they occurred
• It is a daily written record of
experiences and observations.
Advantages

• Journal writing assignments can benefit

students by enhancing reflection,
facilitating critical thought, expressing
feelings, and writing focused arguments.
• Journal writing can be adapted into a
student's clinical course to assist with
bridging the gap between classroom and
clinical knowledge.
• Journals can assist athletic training
students with exploring different options
for handling daily experiences.
Journal
s
Magazines

• a periodical that usually contains a

miscellaneous collection of articles, stories,
poems, and pictures and is directed at the
general reading public
• usually weekly or monthly
• popularized science, social, political &
cultural affairs, etc. opinion & criticism
(social, political, literary, artistic,
aesthetic, religious, etc.) published
for a general or mass market to
promote those groups' services or products
Magazines
Newspaper

• A newspaper is a publication that is

issued daily or weekly and includes
local and international
• News stories, advertisements,
announcements, opinions, cartoons,
sports news and television listings.
Newspaper
s
Advantages

Credibility
Newspapers have been around for
years, and because of that consumers view
them as credible sources for information,
compared to online media where people
publish practically anything, sources aren't
always well-documented, and scams are
frequent.
Advantages

Tangible and Portable

Print media, unlike web, radio or
television mediums, is tangible. Readers are
engaged as they turn page after page to
read articles, look at images and view
advertisements in their favorite magazines
or newspapers.
 Visual
Materials
Visual Materials

Visual cover the whole

materials non- range of non-auditory
materials.
verbal
encompass a wide range They
of forms:
and
photographs, cinema and video films,
videotapes, paintings, drawings, prints,
designs, three-dimensional art such as
sculpture and architecture. They may or may
not be representational, and some may include
writing or printing. Originality may or may
not be important, and the content may or
may not be the primary focus. Some such
materials are unique documents, while others
 To make visuals
Avoid using them
effective, use them
to:
to:
o focus the o impress your audience
audience’s with overly detailed
attention text, charts, or
o reinforce the key animations – avoid
components of your information overload
verbal message o limit interaction with
o stimulate and your audience
maintain interest o present simple ideas that
o illustrate complex are easily stated
concepts that are verbally
difficult to visualize o serve as your cue cards
o aid the
Charts

A chart is a combination of pictorial,

graphic, numerical or vertical material
which presents a clear visual summary.
Edgar Dale defines charts as, “a visual
symbol summarizing or comparing or
contrasting or performing other helpful
services in explaining subject-matter”. The
main function of the chart is always to
show relationships such as comparisons,
relative amounts, developments,
processes, classification and organization.
Chart
Flipcharts
These carry pre-prepared textual
and/or graphical and/or pictorial information.
Such charts can either be used to display
information during the course of a lesson, or
can be pinned to the wall of a classroom in
order to be studied by the students in their
own time.
Wall charts, in particular, can be
extremely useful for providing
supplementary material, or acting as a
permanent aide- mémoire or reference
system for learners (eg the periodic tables
Flipcharts

These are large sheets of paper that

are generally hung from an easel of some
sort so that they can be flipped forwards or
backwards in order to reveal the information
on a particular sheet, or to produce a
fresh blank sheet on which impromptu
information can be written or drawn. The
most recent flipcharts no longer require
easels, working instead on the same 'lift
and stick' principle as post-its and thus
having greater portability.
Flipchar
ts
Guidelines in Using
Flipcharts
1. It is used in much the same way
as a blackboard but you can use
marker pens or crayons
2. You can present a little information
at a time and move onto a new page.
3. You can refer back to what has been
said. If you want to refer back often to
one page you can put a marker on it
like a piece of sticky paper which you
can use as a handle.
4. You can make notes in light pencil on the
Guidelines in Using
Flipcharts
are right next to what you will be
writing. The audience will not see them
and it does not matter if they do.
5.You can prepare drawings or
information in advance but remember
that it will have to be fixed on the chart
in the vertical position (called portrait)
and that your desk in your office is
nearly horizontal (called landscape). Be
sure that you get the paper fixed
carefully in position before you start to
train and make sure that it will flip over
Guidelines in Using
Flipcharts

6. If you move on to a new point in

your development and you no longer
need the flip chart page that you are
using, turn it over and get rid of it.
Otherwise it will be very distracting.
7. Anticipate when you are going to run
out of paper before you actually do.
Advantages

Easy to transport.
Has a memory. You can prepare lots of
things in advance and refer to them when
you want to.
Help the speaker proceed through the
material Convey information
Provide the audience with something to
look at in addition to the speaker
Advantages

Demonstrate that the speaker has given

thought to his or her remarks
Can be used to record audience
questions and comments
Can be converted to slides
Can be prepared prior to, as well as
during, the presentation
Disadvantages

Can run out of paper.

All the problems with eye contact that
you get with a blackboard if you don’t
prepare in advance Paper and markers might
be too costly.
• May require the use of graphics talent
• Are not suitable for use in a large audience
setting
• May be difficult to transport
Uses of Charts

1. Motivates the students

2. Shows continuity in the process
3.Shows relationships by
means of facts, figures and
statistics
4. Presents matter symbolically
5. Presents abstract ideas in visual form
6. Summarizes information
7. Shows the development of structures
8.Creates problems and stimulates thinking
9.Encourages utilization of other media
Graphs

Graph is defined as a visual

representation of numerical data.
Graph is fundamentally a tool for
expressing number relationships, which is
much easier to visualize than can be done
if the statement were made only in words
and figures.
It offers a judicious technique for
analyzing, comparing and prophesying of
facts which are vital to an intelligent study of
a problem.
Graphs
Uses of Graphs

1. Awareness: The teacher should be

well aware of the method of drawing of
graph in a neat and accurate manner.
2. Neatness: The graph should be neat,
clean and artistic. It should be of good
quality.
3. Accuracy: The scales and the
measurement of the graph should be
accurate and intelligible to the students.
Uses of Graphs

4. Drawing and paper: The graph

should be properly drawn. The graph
paper should be good. The pencil that
is used should also be good.
5. Hints: The hints should be properly
explained. The marks on the graph should
be such that the students may know them
by themselves.
6. Blackboard: The teacher may draw a
graph on the black board.
Posters

“A poster is a pictorial device designed to

attract attention and communicate a story, a
fact, an idea, or an image rapidly and
clearly.” - S.L.Ahulwalia
A poster is a “placard, usually
pictorial or decorative, utilizing an
emotional appeal to convey a message
aimed at reinforcing an attitude or urging
a course of action”. - Good’s Dictionary of
Education
Posters

The poster can be defined as a

graphic representation of some strong
emotional appeal that is carried through a
combination of graphic aids like pictures,
cartoons lettering and other visual arts on
a placard.
It aims for conveying the specific
message, teaching a particular thing,
giving a general idea etc. Posters exert
a great influence on the observer.
Posters are also useful graphic media
Advantages

• easy and inexpensive to make and

update
• left in view of the audience
• good for interaction with the
audience
Limitations

• Posters tend to contain too much detail.

• Transporting them can be difficult.
• The more elaborate posters
require extensive preparation
and can be quite costly.
Preparing posters

o Each poster should contain one

message or theme.
o Words, charts, diagrams, and other
symbols must be penned in a large
enough size to be seen by everyone in the
room.
o Use all capital letters, and do not slant or
italicize letters.
o Use and vary the color. Also, check
from a distance to make sure the color
works well and is not distracting.
Poster
Pictures

Enlarged made from photograph

prints incorporat ic into
negatives may
materials, be
wallcharts, edetc, and, in textual
linked
sequences
with suitable can form
captions, instructional a useful their
medium
sequences are in own
particularly right. for use
suitable
in programmes designedSuch for individual study.
Cartoon

A cartoon is a simple picture of an

amusing situation; sometimes it is a satirical
comment on a serious or topical issue.
A strip cartoon is a sequence of
framed drawings, which tell a story. Both
types are to be found in newspapers,
magazines and leaflets.
In development situations a cartoon
is a method of conveying a specific
message.
Cartoons are line drawings that can be
Cartoon

Cartoon pictures can enable people to

discuss sensitive issues and so are useful
for teaching and training. Listening skills in
the language class can be extended and
developed using cartoon strips.
Cartoon
Maps and Globes

A map is a flat drawing or representation

of an area, such as a village, which shows
the location of natural and man-made
features and resources. A map is drawn or
made to be smaller than real life, and is not
always to scale.
A globe is a three
-dimensional scale model of Earth or other
spheroid celestial body such as a planet,
star, or moon. The word "globe" comes from
the Latin word globus, meaning round mass
or sphere.
Ma Glob
Flashcards

Flashcards are small cards with a

picture or symbol on them used both in
teaching and in development work. In the
classroom, flashcards are commonly used
to teach reading.

It is a card or other opaque material

printed with words, numerals, or pictures
and designed for rapid display.
Flashcard
s
Supplementa
ry Visual
Materials
Diorama

These are static displays that

combine a three-dimensional foreground
(eg a model landscape of some sort)
with a two-dimensional background, thus
creating an aura of solidity and realism.
Dioram
a
Specimen

A specimen is a portion/quantity
of material for use in testing,
examination, or study.
Specime
n
Models

Models are 2 or 3-Dimensional

representation of objects or figures,
which portrays absolute resemblance of
the intended real object or figure
(Olumorin, 2000).
These models can be produced from
several materials such as clay, plastic,
polyester, Plaster of Paris, cement, wood,
and iron, among other.
These materials are manipulated by
using different kinds of tools, techniques
Models

Models are representations of real

things that are infinitely large, like earth or
solar system, or real things that are
small, whether animate or inanimate.
They may be complete in every detail or
more simplified than the original.
Some models can be disassembled for
learners' close observation.
Models

• Models are especially adaptable to small

group discussions in which students
are encouraged to ask questions.
• A model is even more effective if it works
like the original, and if it can be
taken apart and reassembled.
• With the display of an operating
model, the students can observe how
each part works in relation to the other
parts.
Models

• When the instructor points to each part

of the model while explaining these
relationships, the students can better
understand the mechanical principles
involved.
• As instructional aids, models are usually
more practical than originals
because they are lightweight and
easy to manipulate.
Model
Realia

These are real items (e.g

geological or biological specimens) as
opposed to models or representations
thereof. They are extremely useful if such
materials are readily available, are easily
displayed or are an integral part of
the development and marketing process.
Realia

It is a reproduction of a real thing in

a small scale, or large scale, or exact
size- but made of synthetic materials. It
is a substitute for a real thing which
may or may not be operational.
Realia
Mock-up

Mock-up is an arrangement of a real

device or associated devices, displayed in
such a way that representation of reality is
created.

Mock-ups are differentiated from

models by their usually larger size and by
their moving and operating parts. Models
and mock-ups have wide application in
such subjects like physics, geography,
biology, chemistry, and so on.
Mock up

The mock-up may be simplified in

order to emphasize certain features.
It may be an economical reproduction
of a complicated or costly device, to be
observed for learning purposes.
Usually, it is prepared substitute for a real
thing; sometimes it is a giant enlargement.
It is a special model where the parts
of a model are single out, heightened and
magnified in order to focus on that part or
process under study.
Mock-
up
Advantages

• real-world/authentic
• three dimensional
• sometimes inexpensive and readily
available
• experience may be tactile/auditory as
well as visual
Disadvantages

• sometimes difficult or impossible to

acquire
• often difficult to handle or distribute
• require storage space
• usually out of natural environment
Displa
y
Board
s
Chalkboard

These are dark-coloured surfaces on

which material can be written, printed or
drawn using chalk.
They are still one of the most widely used
of all visual aids, despite the fact that
practically everything that can be done
using a chalkboard can be done more
easily, less messily, and more effectively
using an overhead projector or data
projector.
Chalkboard

They are probably most useful for

displaying impromptu 'signposts' and
'links', notes and diagrams during a
taught lesson and for working through
calculations and similar exercises in front of
a class.
They can be used to present
instructional content as immediate
sketchbook, and they are essentially
temporary, for delineating ideas. When
integrated with other media, they can
Chalk board
Guidelines in Using
Chalkboard
1. Plan in your notes what is going to be
written down.
2. Compile a running picture of the total
coverage of the board.
3. Do not draw a good drawing and then
doodle over it.
4. Resist temptation to fill up every
bit of space-one idea at a time.
5. It often takes a lot of good audience time
if you have to write a lot of things
out ‘before their very eyes’.
Guidelines in Using
Chalkboard

6. Check your lettering by standing at the

back of the room before the group arrives.
7. Check coloured chalk too. Purple is
inevitably invisible. Orange is not much
better.
8. The correct place for a board if you
are right handed is on your left hand side.
9. The correct place stand is to the side
of the board so that when you write on
it you can swing your hips. This
minimizes the problem about losing eye
Guidelines in Using
Chalkboard

10. Do not talk while you are writing on

the board if you can help it.
11. Neatness of the chalkboard must be
ensured through the use of
guidelines, templates, compasses and
straight-edged rulers.
12. Chalkboard should be divided into
sections.
13. Lettering should follow the occidental
form of lettering, that is from the left
sector of the chalkboard to the right,
Guidelines in Using
Chalkboard

14. Chalks to be used for teaching

must ,be in form of wedges and cones, so
as to give uniform thickness of line.
15. Coloured chalks may be used when it
is appropriate to show distinction among
parts of drawings and for emphasis of
teaching points.
Advantages

• Cheap
• Easily found
• Transportable (some)
• Can be prepared in advance
• Noiseless
• No power dependence
• Can be used in broad daylight
• Can be used at your pace, allows
notetaking
• Student can be called to write on it
• Mistakes can be corrected instantly
Disadvantages

• Often neglected and in poor condition.

• No memory-once you have rubbed
something out its gone.
• Dusty, and the trainerneeds to turn away
from audience to write.
Whiteboar
d

A whiteboard has a smooth shiny white

surface, which can be written on with
special pens and wiped clean with a dry
cloth.
White
board
Remember When
Using Whiteboard:

• Include a whiteboard plan in your lesson

outline that determines which aspects
of the lesson will be illustrated on the
board — list of concepts to be learned,
timelines, outline for the day’s
presentation.
• Bring your own markers to class and carry
plenty of spares.
• Use different colored markers to
highlight important aspects of the lesson.
Remember When
Using Whiteboard:
• Write neatly and making
horizontally,
your handwriting is large certain
enough for
students to read. Board work should be
organized so that students will be able
to interpret their notes later.
• Write on the board in several places
(top, bottom, right side, left side). Go
to the back of the room to see if you can
read what you have written from
any location. Be sensitive to
obstructions, including the heads of
students, overhead projectors, etc., that
Remember When
Using Whiteboard:

• Give students time to what has

copy written. been
• Avoid modifying the board while
students are copying information.
• Talk to the students, not the board. With a
little practice, you will find that you can
write while you are partially facing the
class.
Feltboards

These are sheets of felt (or boards

covered with felt) on which moveable
displays can be produced by sticking
shapes cut out of or backed with felt onto
them.
They constitute a comparatively cheap,
highly portable and extremely useful
display technique, especially in situations
that require the movement or re-
arrangement of pieces (demonstrating
table settings, carrying out sports coaching,
Felt
board
Magnetic Board

These are ferromagnetic display

boards on which moveable displays can
be produced using materials that are
made of (or backed with) magnetic
materials, or are fitted with small
magnets. They can be used in much the
same way as feltboards and hook-and-loop
boards.
Magnetic
Board
Hook and Loop Board

These are similar to feltboards, except

that the backing material on the display
items has large numbers of tiny hooks
that engage loops on the surface of the
display board. They are suitable for
displaying heavier items.
Hook and Loop Board

• The material used to cover the board is a

nylon loop material.
• The material used to cover the back of the
objects to stick to the board is a nylon
hook material.
• Objects used on a hook and loop board
may be larger, heavier, or have
dimension to them because of the
strength in the grip of the hook and loop
material.
• This board is used for displays,
Hook and Loop
Board
Flannel Board

□ a flannel-covered surface to which other

flannel pieces, as letters of the alphabet,
numbers, etc., adhere merely by contact,
used mainly in schools
Flannel Board
Audio-Visual
Audio-visual Aids

• sensory objects or images that

initiate or stimulate
• help in completing the triangular
process of learning, i.e., motivation,
classification and stimulation
• devices that help communication of
ideas between persons and groups
various teaching and training situations
• multi-sensory materials
Audio-visual Aids

• things with whose help the learning

process may be encouraged or carried
on through the sense of hearing or
the sense of sight.
• supplementary devices by which the
teacher, through the utilization of
more than one sensory channel, is
able to clarify, establish and correlate
concepts, interpretations and
appreciations.
Audio-visual
Aids

"Because audio-visual materials supply

concrete basis for conceptual thinking,
they give rise to meaningful concepts
enriched by meaningful association,
hence they offer the best antidote for the
disease of verbalism.“

- Edgar Dale
Guidelines for
Designing Audiovisuals
•Use simplified drawings
•Visual should be made to scale
•Use colours and dramatic pictures with
humour
•Information given should match the pace of
learning
•Use titles and questions liberally
•Make selective use of audio effects
•Text on computer screen should be legible
from a distance of a two meters
•Use bold face type letters
To employ the audiovisual
aids,user should be aware
of :

•different audio, visual and audio-visual

teaching aids
•criteria of selection of the aids
•methods of preparing aids
•using suitable aid at appropriate time.
Films

Such films (mainly in 16mm format) were

once the main way of showing moving
images in a class. They have now been
almost entirely replaced by the use of video,
however.
A film, also called a movie or motion
picture, is a series of still or moving
images. It is produced by recording
photographic images with cameras, or by
creating images using animation
techniques or visual effects.
Educational
Film
Advantages

• ƒ Films are a comfortable, familiar

medium to contemporary students
that can keep student interest in the
theories and concepts under
discussion.
• ƒ Films available on videotape
and DVD have high
production quality.
• ƒ Films also are an economical
substitute for field trips and other real
world visits.
Advantages

• ƒ Students can hone their analytical

skills by analyzing film scenes using
the theories and concepts they are
studying.
•ƒ Films offer both cognitive and
affective experiences. They can provoke
good discussion, assessment of one’s
values, and assessment of self if the
scenes have strong emotional content.
Filmstrip

A filmstrip is a spooled roll of 35 mm

positive film with approximately thirty to
fifty images arranged in sequential order.
Like 16 mm film, a filmstrip was inserted
vertically down in front of the projector
aperture, rather than horizontally as in a
slide projector. Therefore, the frame size is
smaller than normal 35 mm film. Two
image frames of a filmstrip take up the
same amount of space as a single 35mm
frame, including its guard band, so that a
25 exposure 35mm film can contain fifty
Slides

A slide is a single page of a

presentation created with software such as
PowerPoint or Open Office Impress.
Slides
Guidelines in Using
LCD Slides

• The opening slide might be the title or

main theme of the day.
• Subseque slides be key
nt might terms, and
discussion questions, important
concepts.
• Use the slides to tell a story. Talk to
the students, not at them.
• Involve the studentsin discussion
of the visuals.
Guidelines in Using LCD
Slides
• If you use slides regularly, the final or
ending slide will become a signal to
the students that class is over, with
accompanying lack of interest and
closure. Instead, use the last slide as
a discussion device to allow students
to synthesize information and bring
closure to the topic.
• While using a standard series of slides,
vary the layout and color for each
lecture. All presentation software
allows the choice of different
Guidelines in Using LCD
Slides

• Use sound clips, animations, and clip

art with discretion.
• Avoid using too many slides. A good
rule of thumb is to spend two or
three minutes per slide.
• Be careful about infringing on another
author’s copyrights. If there is any
doubt, get permission and inform
students that you have permission.
Television

• an electronic system of transmitting

transient images of fixed or moving
objects together with sound over a wire or
through space by apparatus that converts
light and sound into electrical waves and
reconverts them into visible light rays
and audible sound
• educational television broadcasts
constitute an extremely useful free
resource for teachers and trainers.
Television
Merits of Educational
Television
It permits the use of the best available
teacher to teach a subject for a large
number of student viewers. It preserves the
expert teaching skills of such teachers on
videotape or film for later use.
It provides a common experience
to all students when all of them see the
same basic ideas or techniques on
television.
It provides the teacher an
opportunity to observe the instructional
methods and ideas of their experts and
Merits of Educational
Television

It provides technical advantages not

readily available in normal classroom for
illustration or demonstration.
(a)It makes possible close-up
magnification of small objects, components,
intricate mechanisms, diagrams, etc., giving
students a "front-row seat."
(b)It allows instantaneous
change of perspective by switching from a
wide camera angle to a close-up or by
"zooming" in.
Merits of Educational
Television
It makes quick and lasting visual as
well as aural impressions that can often
reduce the time necessary to teach an idea
or technique.
It makes it possible to bring large,
scarce, new or confined equipment "into
the classroom“ electronically.
It incorporates useful film sequences,
slides, graphic art, etc., and makes
available teaching aids within a television
presentation, tailored to meet the needs of
a particular course or subject.
Merits of Educational
Television
It brings instructional films into
classrooms as needed with no special
classroom preparation, no darkening of
rooms or use of special ventilation in the
room.
It provides more "immediacy" than
instructional films.
It brings live demonstrations, videotape
or film presentations to the classroom
instantaneously or immediately after they
occur.
It permits inclusion of up-to-date
Merits of Educational
Television

It allows the teacher time to observe

individual students or to assist them
during the television presentation, or to
determine what needs further application
after the presentation.
It directs the attention of the student
to the exact detail of the object that
he/she should see by eliminating distracting
surroundings.
It saves time, effort and cost of
setting up classroom projection equipment.
Radio

Educational radio broadcasts

constitute an extremely useful resource for
teachers and trainers. Although they are
often difficult to incorporate into the
timetable if listened to at the time they
are actually transmitted, this problem can
easily be overcome by recording them for
later playback.
Radio

Radio drama can be useful for

inculcating values as well as for creating
interest in literature. Historical plays can
help the pupils to understand historical
events and characters better. Though
radio plays have the limitation of the
absence of action, in a way it may be
advantageous as it enables the listeners to
concentrate on the content and substance
without being carried away by the action.
Radio

Radio Documentaries: Documentary

is a creative of presenting a real story,
event or issue. There is no place for fiction
in it. Truth and reality are the essence-of
a documentary. Radio Documentary
can be a powerful medium to aid learning
of facts. Topics in science, history,
geography, etc., can be picked up for
making radio documentaries.
Radio
Limitations and
Shortcomings of Radio

• Radio broadcast is one-way communication.

• Students cannot put questions to the
broadcaster. But it can be and is being
done now with the help of two-way
telephoning.
• The educational value of radio
broadcasting depends merely on the use of
the sense of hearing.
• The students have little opportunity to
participate in the instructional activity.
They are passive listeners for most of the
Limitations and
Shortcomings of Radio

• In several cases, broadcasting time does

not suit all educational institutions.
• The number of receiving sets is not
adequate in the case of radio
broadcasts.
• It becomes very difficult to integrate
school programmes with radio
broadcasts.
• A continuing listening on the part of the
students may make them inattentive and
uninterested in the task of gaining
Limitations and
Shortcomings of Radio

• Usually there is paucity of

adequate pre-information, manual or
guides regarding radio broadcasts with
the result that the students and teachers
both face difficulties 70 in making
necessary preparation for the utilization of
these programmes.
Video

• The term video (meaning "I see", from the

Latin verb "videre") commonly refers
to transmission and storage formats
for moving pictures.
• Refers to recording, manipulating, and
displaying moving images, especially
in a format that can be presented on
a television.
• Refers to displaying images and text
on a computer monitor.
• A recording produced with a video
recorder (camcorder) or some other
When Using Video in
the Classroom

• Do not show the entire tape/DVD if there

is no need to do so. Think about why you
are using the video and show only the
applicable portions.
• Relate the video to what is being
discussed in class and discuss relevance
to every day issues or problems.
• Prepare a set of questions taken from the
video that students might discuss or
answer.
 When Using Video in
the Classroom

• Prepare students by providing an outline

of the video’s main points on the
document camera, whiteboard, or
handout so that students know what to
look for as they watch.
• Since video only presents a one-way
flow of information, compensate for this
lack of involvement by encouraging
dialogues in other areas of the class
such as group discussion.
When Using Video
Online
• Online video can be used for screen
capture and recording, simulations,
demonstration of processes and
other visual illustrations.
• Keep the length of the video short, no
more than
3 – 5 minutes and follow up with a
set of questions or an activity to be
completed to hold students’ attention and
keep them on task.
• If the video is long, break it up into 3 – 5
minute modules for easier viewing
Videotapes

• Videotape electronically carries both a

picture and a sound track.
• Television sequences or tailored
programmes recorded on videocassette
now contribute one of the most useful
and powerful instructional media at the
disposal of teachers and trainers, and can
be used in a wide range of
teaching/learning situations.
Videotapes
Advantages

• Its features of sound, movement,

vivid image, color, and variety
hold an audience's attention the
way film does.
• Videotape can be used to program an
entire presentation, or to support
a speaker's remarks by
highlighting certain topics.
Limitations:

• Videotape productions can be expensive to

create and require experienced
production teams.
• In large meetings, the audience may not
be able to see the monitor. (If
resources permit, video projectors are
available.)
Videodisc recordings

Television sequences or tailored

programmes can also be recorded on
videodiscs, although this is much more
expensive than recording on
videocassette. Such videodiscs are now
mainly used in interactive video
presentations
Video disc
Audio Disks

Recordings of music, plays, etc. on

compact discs or (if you can still
obtain
constitute them!)
a vinyl discs
relatively an
readily- inexpensive d
available instructional certai
subject
They areas. resource
are suitable in for playing n to a
both
class or group and for private listening
by individuals. Increasing amounts of
material are available on CD-ROM (see
section on 'Computer-Mediated Materials'),
enabling sound to be used interactively by
individual students.
Audiotapes

Audio material recorded on open-reel

tape or tape cassette constitutes one of
the most useful resources at the disposal of
the modern teacher or trainer, and can be
used in a wide range of instructional
situations, either on its own or in
conjunction with visual materials of some
sort.
Audio tapes
Public Address System

• an electronic amplification system

used as a communication system in
public areas

• A public address system allows you to

broadcast information to a large group
of people, whether you are giving a
speech or playing live or recorded music.
However, it takes more than a
microphone and a speaker to design a good
public address system. There are other
aspects to be considered, such as
Public Address System
Overhead Projector

Using the overhead projector,

transparent materials are projected so that
a group can see. It is simple to operate, and
it is a versatile media for teachers to use
Overhead transparencies are useful
for audience settings of 20 to 50 people
and can be produced quickly, easily, and
inexpensively. Any camera-ready artwork,
whether word charts, illustrations, or
diagrams can be made into
transparencies using standard office paper
Overhead
Projectors
Advantages of
Overhead Projector

• Can be used in normalday light. No

need to darken the room.
• Can keep eye-contact with the
audience either sitting or standing.
• Can be used to project transparent
copies of real documents in original
detail.
• Transparencies- Can be prepared or
drawn in advance, are small and easily
transported
• Good with colours
Disadvantages of
Overhead Projector

• Relatively expensive.
• Bulky.
• Bulbs blow at inconvenient times.
• Tends to gather dirt and dust.
• Requires a minimum projection distance
onto a screen or else blurring occurs.
• Not appropriate in areas without
electricity or irregular electricity.
How to Use Overhead
Projector

1.If you are sitting, the top of the

projector should be at the same level as
your table top and your right hand side (if
you are right handed.)
2.If you are standing the projector
should sit on the table. This makes the
top just about at writing height. Make sure
the projector bulk does not obscure
anyone’s’ sight.
3.Make sure you know how it switches
on and how to change the bulb before
How to Use Overhead
Projector
4.You buy transparent acetate either
cut in boxes or in rolls. You can use either
permanent pens or water washable.
Water washable are essential if you want
to use the acetates again but if your hand
is sweaty you will need it use the
permanent ones.
5.If you cannot get acetate you can
use glass, but you have to wash it each
time.
6.When you change a transparency
over switch the machine off and switch it
How to Use Overhead
Projector

7.Do not use an overhead projector if

you have a hangover or other reasons for
trembly hands.
8.If you want to point to something
point to the transparency not the screen
otherwise you block out the light.
9.People see illuminated visuals
better than unilluminated ones and
therefore will tend to remember them
better.
How to Use Overhead
Projector

10.When you write on a

transparency use capitals and as a
check try reading the transparency held
fully at arm - length away from you. If you
can read it easily - so will your
audience after it is projected.
11.You can frame your
transparency in a cardboard frame which is
made to fit the projector. You fix the acetate
in with masking tape. Then you can write
notes in the margin of the frame.
Transparencies

These are textual or graphical images on

large acetate sheets that can either be
displayed to a class or group using an
overhead projector or viewed by individuals
or small groups using a light box of some
sort
Guidelines in Preparing
Transparencies
VISIBILITY . Lettering should be neat and at
least a quarter inch high. You should be able
to read the original at a distance of seven
feet.
Computers make very effective, highly
visible transparencies. If a computer is not
available, use a typewriter equipped with a
special "Orator" typeface, or a special
lettering system designed for overhead
transparencies, or "rub-off' lettering to
provide readable lettering.
If you must hand-print, be sure that your
Guidelines in Preparing
Transparencies

CLARITY
Everything displayed on an overhead
transparency should be instantly recognized
by the target group.
Label all elements of your charts and
graphs. Use color or shading.
It emphasize and clarify key elements.
Be sure to title every transparency.
Guidelines in Preparing
Transparencies

SIMPLICITY
Try to limit each original to one
point or comparison.
Use a maximum of six or seven words
per line. No more than six lines should be
included in a single transparency.
Use a horizontal format whenever
possible so that the projected image will
fit the shape of most standard screens.
Opaque projector

• a projector for throwing images on a

screen by reflecting light from opaque
objects
• a device which displays opaque
materials by shining a bright lamp onto
the object from above. A system of
mirrors, prisms and/or imaging lenses
is used to focus an image of the material
onto a viewing screen.
Opaque
Projector
Guidelines in Using the
Opaque Projector
• Plugged in the projector, place the
material or object to be projected onto
the glass covered surface.
• Adjust the height of your stand, as well as
center the piece.
• Once you have everything in place,
turn on the projector and open the lens
cover.
• Use the focus handles to sharpen
the image, and enlarge or decrease
the image to the desired size.
LCD Projector

It is a type of video projector for

displaying video, images or computer data
on a screen or other flat surface. It is a
modern
the slide equivalent ofoverheadprojector. To
projector or
display images, LCD (liquid-crystal
display)
projectors typicallysend light from metal-
lamp
halide a prism series of
through or ligh dichroic
filters polysilicon
three that separat
panels – one t each to
for
es the red, green and
blue components of the video signal.
LCD
Projector
Advantages of LCD
Projector
• Since slides are stored in files on the
computer, they can be made
accessible to students or other
instructors.
• Presentations are easily made using
PowerPoint or other software
applications. PowerPoint can also be
used to prepare handouts and content
outlines.
• Some instructors post their PowerPoint
slides to their course sites so that
PowerPoint
Presentation
PowerPoint is best used when
students are expected to retain complex
graphics, animation, and figures.
PowerPoint is a presentation
program developed by Microsoft.
The presentations are comprised of
slides, which may contain text, images, and
other media, such as audio clips and
movies. Sound effects and animated
transitions can also be included to add
extra appeal to the presentation.
PowerPoint
Presentation
 PowerPoint pros: PowerPoint
cons:
potentially inexpensive complicated
equipment required

attractive designs hassle to set up

smooth special effects
transitions often distracting
between slides
possible to time-consuming
add/subtract material to prepare
(parts of charts, except for
graphs) from slides experienced
Tips in Using
PowerPoint

• 1. Plan your presentation before

creating visual aids
Know what you want the audience to
do as a result of hearing your
presentation. Then figure out what they
need to know to do what you want them
to do. Then create a simple outline that
logically and clearly develops your main
points. Finally, create visual aids to
support your message.
Tips in Using
PowerPoint
2 Use visual aids
. sparingly. They are aids to your
presentation – not its sum and substance.
Use them to highlight and support your key
3. points.
Make them visible to the entire
audience. Projecting an image people
can’t see is as senseless as speaking so
softly people can’t hear.
4. Talk to the audience, not to the
aid. Look at the audience at least 80%
of the time. Avoid turning your back to the
Tips in Using
PowerPoint

5. Avoid laser pointers. Your aid should

be so clear that your audience can easily
follow along. Use your hand, if necessary.
(If you absolutely have to use a pointer,
set it down after you are finished.
Holding on to it will only encourage
you to use it for every point on every
slide.)
Tips in Using
PowerPoint
6. Explain the content of the aid
when you first show it.
As soon as you show people an object,
they will look at it – even if you’re talking
about something else. Don’t make them
divide their attention.
7.When you finish with the aid,
remove it, cover it, or turn it off.
(Tap the B key and the screen will go to
black. Tap any other key and the screen
light up again.)
Tips in Using
PowerPoint

8. Limit the amount of material on any

one aid. Use each slide to convey a
single point. Bullet points – no more than
four or five per slide – explain, illustrate,
or substantiate that one point.
9.Avoid clip art from well-known
sources. It’s almost always boring and
amateurish. DO use images, graphs,
and charts, whenever possible and
appropriate.
Tips in Using
PowerPoint

10.Be prepared to give your

presentation without your visual
aids.
Murphy’s Law -- "if anything can go
wrong, it will"
-- applies in spades to anything involving
technology and an audience. Have a
backup plan in case something goes
wrong. Take a hard copy of your slides.
Computer

A device compute especially

that
programma s,
electronic a
machine
performshigh-speed
ble that
mathematical
operations or or assembles,logical
that
correlates, stores, or
informatio otherwise processes
n.
Computer
Advantages

• The overall learning process is

enhanced in several ways.
• Well-designed programs allow students
to feel like they are in control of what
they are learning and how fast they
learn it.
• They can explore areas that interest
them and discover more about a subject
on their own.
• Learning often seems more enjoyable
than learning from a regular classroom
Advantages

• less time spent on instruction

compared to traditional classroom
training, and higher levels of mastery
and retention.
Disadvantages

• The computers could become a

barrier in communication between
the teacher and the learner because
of the intervention of the
attention that is given by the student
to the computer machines.
• The risk of becoming anti-social is
also a disadvantage since some
experts believe that using computers
often makes an individual difficult
to form personal connection to others.
Disadvantages

• The gap between the rich and the poor

could also be affected since computer
machines are seldom accessible by the
poor students while advantage is
evident to those rich students who
usually studies in the leading schools
and universities which usually have
this computer and internet facilities.
Disadvantages

• The fundamental skills are sometime

neglected. An example of this is the
use of the spelling and grammar tolls in
word processing software which
make the students rely on computer
machines rather than doing the editing
with their own as a way of
enhancing their learning.
Internet

It is a global system of interconnected

computer networks that use the standard
internet protocol suite to serve billions of
users worldwide. It is a network of
networks that consists of millions of private,
public, academic, business, and
government networks, of local to global
scope, that are linked by a broad array of
electronic, wireless and optical networking
technologies.
 Internet Safety
Guidelines
• Be Courteous
Show respect for yourself and
others in public places, including on the
internet. Try not to use obscene or
confrontational language. Be careful
with your words and the jokes or
sarcasms you write. Avoid flame wars
by not responding repeatedly to an
angry person corresponding with you.
 Internet Safety
Guidelines
• Back-up Data
Back-up your personal files regularly just in
case your computer is stolen or crashes. Use
an external drive or removable media. Just as
you do not carry on your person everyday all
your credit cards, social security cards, or
safe deposit box keys, don't store any
personal or sensitive information on your
computer's hard drive. Store this information
on removable media or drive so it is
available when you need it. Remember to
store a back-up copy in a safe place.
Internet Safety
Guidelines

• Check Your Energy Consumption

Be environment friendly as we are
everyday through recycling and
reducing everyday consumption of
energy resources, each business and
individual can contribute using
resources available online.
Internet Safety
Guidelines

• Prevent Computer Infections

Be aware of infections circulating in
your community in your email, phone, text
messaging programs, chatrooms and on
the internet. Use preventive measures to
avoid infection by using anti-virus and anti-
spyware software. This will help maintain
your privacy and safety.
Internet Safety
Guidelines
• Anyone met online may not be who they
seem to be even if you have been
corresponding and interacting online for
quite a while. Consistently remind
teenagers never to get together with
anyone they meet online unless you are
present at both the arranging and the
meeting at a very public place like a mall or
amusement park. Teach children to be
aware of the (online) “friend” who uses logic to
try to convince your child to do something
Interne
t
Media support the
following activities:

• Gain attention. A picture the screen,

on
question on the board, a or music
playing as students enter the room all
serve to get the student’s attention.
• Recall prerequisites. Use media to help
students recall what they learned in the
last class, so that new material can be
attached to and built upon it.
• Present objectives to the learners. Hand
out or project the day’s learning objectives.
Media support the
following activities:
• Present new content. Not only can media
help make new content more memorable,
media can also help deliver new content
(a text, movie, or video).
• Support learning through examples and
visual elaboration. One of the biggest
advantages of media is to bring the
world into the classroom when it is not
possible to take the student into the
world.
• Elicit student response. Present
information to students and pose
Media support the
following activities:
• Provide feedback. Media can be used to
provide feedback relating to a test or class
exercise.
• Enhance retention and transfer. Pictures
enhance retention. Instructional media
help students visualize a lesson and
transfer abstract concepts into concrete,
easier to remember objects.
• Assess performance. Media is an excellent
way to pose assessment questions for
the class to answer, or students can
Effective Teaching Aids

• meaningful and purposeful

• accurate in every respect
• simple
• inexpensive
• large enough to be properly seen
by the students for whom they are
meant
• up to date
• easily portable
• appropriate to the mental level of
the students
General Criteria Used in
Selecting and Evaluating
Instructional Materials:
• appropriate for recommended levels;
• accurate in terms of content;
• representative of differing viewpoints;
• appropriate format for the subject matter;
• recent copyright date as appropriate
to the subject;
• acceptable literary style and
technical quality;
• cost effective in terms of use; and
• pertinent to the curriculum and the
objectives of the instructional program.
References

Corpuz, Brenda B, Paz I. Lucido. 2008.

Educational Technology 1. Lorimar Publishing
Inc.
http://collections.infocollections.org/ukedu/uk/
d/Jgtz
017e/6.13.1.html#Jgtz017e.6.13.1
http://cte.uwaterloo.ca/teaching_resources/tip
s/usin
g_visual_aids.html
http://devia86.blogspot.com/2009/08/kinds-of-
instructional-media-for.html
http://dictionary.reference.com/browse/flannel
References

http://en.wikipedia.org/wiki/Journal
http://expertscolumn.com/content/some-
disadvantages-use-computers-teaching-and-
learning-process
http://karolyeatts.com/Science%20Activities/S
electi
ng%20Instructional%20Tools%20PPT.pdf
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resou
rces/docs/Chptr9.pdf
http://presentationsoft.about.com/od/s/g/slide.
htm
References

http://www.brighthub.com/internet/security-
privacy/articles/8637.aspx
http://www.carrollk12.org/assets/File/Library
Media
/instructionalmaterials.pdf
http://www.cybercollege.com/filmvsvi.htm
http://www.dynamicflight.com/avcfiboock/in
st_aid
s/
http://www.egyankosh.ac.in/bitstream/1234
56789
/33114/1/Unit4.pdf
References

http://www.macmillandictionary.com/dictiona
ry/bri
tish/filmstrip
http://www.merriamwebster.com/dictionary/t
elevis
ion
http://www.nalanda.nitc.ac.in/misc/general/c
iced/
Ch12.html
http://www.osha.gov/doc/outreachtraining/ht
mlfile
s/traintec.html
References

http://www.scribd.com/doc/11631190/6-Effec
tive-
Use-of-Audio-Visual-Aids
http://www.thefreedictionary.com/public+ad
dress
+system
http://www.unilorin.edu.ng/publications/onas
anya/
SELECTION%20AND%20UTILIZATION
%20O F%20INSTRUCTIONAL
%20MEDIA.pdf
http://www.wittcom.com/tips_for_using_visua
l_aid
References

http://www2.honolulu.hawaii.edu/facdev/guid
ebk/t
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