Defnition and Examples o Instructional Media Education According to Experts Derived due to latin media happens to frmly be the plural o medium that literally suggests that intermediary or introduction is an intermediary or introductory message onto the recipient what it s all about supply. supply. simultaneously o teaching and learning within the whole classroom, media suggests that that unctions currently being a suggests that o channeling nowledge rom teacher to students. learning model application !uency bit additional determined too by learning media used. a ew specialists supply a defnition o instructional media. the u se o instructional media in "uantitative and "ualitative research is additionally a very important live simultaneously o proving the hypothesis. schramm # $%&& ' urged that learning media happens to frmly be the messenger o technology which will be applied or learning purposes.
Meanwhile, briggs # $%&& ' argues that learning may be a suggests that o physical media to o(er content ) learning materials inclusive o boos, movies, videos thus on*+and so orth. meanwhile, the national education associaton # $%% ' revealed that learning may be a suggests that o communication media in print and purpose o view heard, as well as technology hardware. on your - on high o opinion concluded that the instructional media is something that might well be channeled messages, will stimulate the mind, eelings, and also the willingness o students so to encourage the creation o learning method in sellearners.
/rown # $%&- ' revealed that instructional media are utili0ed in learning activities will a(ect the e(ectiveness o learning. initially, the media merely serves currently being a learning tool to teach teachers used was visual aids. around midcentury, to 12 or utili0ation o visual eatures along with the use o audio e"uipment, thus was born the audiovisual aids. in line with the event o science and technology # science and technology ', notably within the whole felds o education, current use o assistive devices or media become increasingly widespread widespread learning and interactive, inclusive o the laptop and internet. media has many unctions, as well as 3
4earning media will overcome the restrictions o experience possessed via the learners. experience o each and every learner di(ers, betting on the actors that confrm the childs wealth o experience, inclusive o the availability o boos, melancong opportunities, thus on*+and so orth. learning media will overcome these di(erences. i learners might not be brought onto the immediate ob5ect being studied, then obyenyalah brought to learners. ob5ects noted within the whole ind
o a real, miniature, models, and type an image an image that might well be presented in audio visual and audial. 4earning media will transcend the limits on your classroom. a surprisingly large number o things might not be experienced directly within within the whole classroom via the students on an ob5ect, which is certainly caused, as a result o 3 # a ' the ob5ect is 5ust too massive, # b ' the ob5ect is 5ust too small, # c ' the sub5ect is moving too slowly 6 # d ' ob5ects are moving too ast 6 # e ' the ob5ect is 5ust too complicated 6 # ' that scan too delicate ob5ects 6 # ' ob5ects containing dangerous and high ris. across the use o appropriate media, then all ob5ects that might well be presented to students. instructional media allows or direct interaction connecting learner and his environment. media produces uniormity observations media will instill the basic concepts correct, concrete, and realistic. media arouse new desires and interests. media awaen and stimulate the childs motivation to learn. the media provides the integral experience ) thorough on your concrete onto the abstract
7here may be numerous numerous di(erent inds o learning learning media, as well well as 3
8isual media 3 graphs, diagrams, charts, charts, posters, cartoons, comics Audial media 3 radio, tape recorders, language labs, and also the lie 9ro5ected still media 3 slides 6 over head pro5ector # ohp ', lcd pro5ectors and also the lie 9ro5ected motion motion media 3 movies, tv, video # vcd, dvd, vtr ', computers and also the lie. :tudy tour media 3 learning directly onto the ob5ect or study places lie museums, temples, etc..
In line with the event o science and also the use o media, whether or not it*s visual, audial, pro5ected pro5ected still and motion media media might well be
carried out 5ointly and simultaneously through one device nown as multi media. example 3 nowadays happens to frmly be the use o computers is pro5ected motion merely the*+not only in the media, other then will draw on many di(erent inds o media who may be interactive. http3))educasimediaor.blogspot.com)12$ http3))educasimediaor .blogspot.com)12$-)2)defnitionandexampl -)2)defnitionandexampleso.html eso.html
& by the teacher. teacher. 7his is an aspect o the teacher*s duty where special sills in educationaltechnology and psychology o learning will come to his assistance.A0iiwe #122&3%;' identifes at least six guidelines or selecting resource materials which theEnglish teacher must not lose sight o when planning his )her lessons. An important criterion orselection and use o resource materials is availability o the needed materials. In other words,beore the teacher decides on materials to use, s)he must mu st be certain that they are available aswell as accessible to him)her and the learners. More oten than not, the best materials to beused are not available due to the lac o und. urthermore, >urthermore, materialsmight re"uire other special acilities such as recorder, socet, adaptor and electricity beorethey could be used. 7he teacher should, thereore, ascertain that everything needed or the useo u seo materials is available and within easy reach to him and the learners beore it is selected. 7he"uestion orm or this criterion is Are the needed instructional materials available andaccessible to teachers and learners?7he instructional media to be selected must be relevant to the ob5ectives as well as to thetarget population #i.e. learners' or whom the materials are to be used. 7his is importantbecause the ob5ectives that the materials are designed to achieve should be similar to thosethat the teacher and the learners are trying to achieve. /eing relevant to the learner meansthat the characteristics o the learner such as the age, level o attainment or maturation, ability,aptitude and capability, should all be borne in mind to enable the teacher to select relevantmaterials or their needs, interest and aspirations. @hen resources are
relevant to the learnersthey mae or easy and meaningul teaching and learning activities. 7his criterion could be putin a "uestion orm thus3 @hat are the educational and instructional ob5ectives set out to beachieved using the materials.In view o the cultural di(erences between communities, though the curriculum might be the
; same, resource materials that have been ound e(ective in one cultural context may not besuitable and e(ective in another.7he another.7he teacher, thereore, should endeavour to select appropriate materials rom the communityor teaching its learners instead o using materials because they have been used and ounde(ective in other areas. 7his is especially important or teaching and learning language, andsome other sub5ects. Any resources selected or use must be appropriate to the ob5ectives aswell as to the learners.7he "uestion orm o the criterion is3 urthermore, >urthermore, it will be more economical to invite resource persons tothe schools rather than tae the learners to the person. /ut when the use o resource materialis inevitable and the attainment o curriculum ob5ective is 5eopardi0ed without it, such aresource material should be purchased at all cost and properly stored. ther considerationsunder this criterion are the cost in terms o time and energy to be expended by the users. 7he"uestion to be ased thereore is3
% 7he ollowing are are some o the indispensable indispensable values o instructional materials materials in the teaching o English as a second language, as identifed by @illiams #$%%2' and A0iiwe #122&'3$. 7hey increase the retention rate o learners6 the use o picture or flm or instance willestablish an image more frmly than 5ust listening to the teacher or reading about it. 7heythereore mae learning more permanent.1. 7hey increase the ease with which teacher teaches and children learn. >or >or instance a teacher,teaching listening sills could employ the use o recorded speeches played on cassette player.7his player.7his is a very useul aid and it can even be used in rural areas where there is no electricity withthe aid o drycell batteries. 7he aim o this is to expose the students to variety o voices otherthan that o their teacher. 7he level o their listening ability could now be tested by asing"uestions on the various conversations they have listened to.-. 7hey assist teacher to communicate clearly, accurately and e(ectively as they serve as goodreerence goodreerence points. 7hey supply the experiences which are not easily obtained in the classroom and contribute tothe eciency, depth and variety o learning. >or instance pictures o aircrat, aircrat, ships, boats,lorries, bicycles, motor cycles, doneys, camels, horses, trains etc could be used in directteaching o vocabulary related to transportation.F. 7hey relieve the teacher o the problem o presenting repetitive drill materials. >or instance,the use o !ash cards could be employed in teaching vowels and consonants through the use o minimal pairs.7he words are written on the cards with contrasting sounds underlined and these arepresented to students or practice, e.g. http3))www.academia.edu)$%2F)IC:7=BG7ICA4HMEDIA http3))www.academia.edu)$%2 F)IC:7=BG7ICA4HMEDIAH>=HE>>EG7I8EH7EA H>=HE>>EG7I8EH7EAG
@hat I understand,
Instructional media includes all the materials and substantial resouces that an educator might use to implement instruction and acilitate students* achievement o instructional ob5ectives.
7his may include traditional traditional materials such as chalboards, chalboards, 9rinted material material #handouts, boos, worsheets', display boards, charts, slides, overheads, real
ob5ects, and videotape or flm, as well newer materials and methods such as computers, real ob5ects or models, D8Ds, GD=Ms, interactive whiteboard, the Internet, and interactive video conerencing etc. It acilitates learning or increase understanding o material and enhances comprehension o the learners.
7he common ob5ectives o o Instruction Media can be grasping grasping attention, sprouting sprouting interest, support learning with living examples and visual elaboration, maing a learning environment in class, and it also helps in turning tu rning learning an en5oying experience.
As I read somewhere and want to "uote here h ere J7ell J7ell me and I orget6 :how me and I remember6 4et me do and I understandJ. ma5or reerence pedagogy3 pedagogy3 Instructional media
In general, instructional media are seen by educators as aids rather than substitutions or the teacher. teacher. A teacher spends a disproportionate amount o his time in routine choresKin collecting and assigning boos and materials and in maringKthat could be partly obviated i aids could be so constructed as to ree him to concentrate on the central 5ob o promoting understanding,... http3))www.britannica.com)topic)i http3))www.britannica.com)topic)instructionalmedia nstructionalmedia
