EDUC 213 Media: refers to the mediating or intervening means through

which learning as a process is enhanced.

TECHNOLOGY FOR TEACHING AND LEARNING (TTL1)
Audiovisual media: stresses the use of media for effective
INTRODUCTION TO TECHNOLOGY FOR TEACHING AND
communication/instruction.
LEARNING
Audiovisual technology: refers to the use of learning tools in
MODULE 1
the design, implementation, and evaluation of instructional
LESSON 1: BASIC CONCEPTS activities and materials.

Technology: may mean to be either a process , or a Audiovisual aids: the educational tools that help in carrying
combination of process and product; by process, it refers to out instructional purposes.
the systematic application of scientific or other organized
Instruction: refers to the arrangement of information and
body of knowledge to practical tasks; by product, it refers to
environment not only where learning takes place but also the
physical equipment, facilities, (hardware) and the programs or
methods, media, and equipment needed to convey knowledge
modular materials that result from the application of
and skills.
technological process.
Instructional aids:
Technology in Education: popularly referred to as audiovisual
aids, the development of which involves the hardware phase  used primarily to enhance learning
and the software phase.  considered to be an integral part of the learning
process as they help motivate and maintain student
Technology of Education: is commonly considered to be
interest to learn; enhance their understanding;
synonymous to educational technology, whose thrust is tied
reinforce learning; allow for different interests;
with the learning process, and whose important aspect is the
encourage participation; and may enhance student
software part of technology, that is, the design of teaching and
attitude and feelings
learning situation, that enhance, and facilitate learning in
general. Educational Technology:
Instructional Technology: refers to the aspects of educational  Also known as technology of education; refers to the
technology that are primarily concerned with instruction as development, application, and evaluation of systems,
contrasted to design and operation of educational institutions.
 techniques, and aids to improve learning (and These included dancing, wrestling, horseback riding,
instruction). swimming and gymnastics. They were taught by the
 Is commonly associated with the terms “audiovisual paidonomus., a military commander in the public barracks.
media”, “interactive media”, “self – instructional The girls on the other hand stayed by their mothers who
programs”, “integrated learning systems”, as all these taught them the rudiments of housekeeping and motherhood.
aim to facilitate instruction by making it individualized,
In Athens, recognition is given for its being the first to
accessible, and economical.
recognize the right of the individual to develop to the fullest.
They believed that the mind and the body has a strong
relationship, thus activities to develop both were the prime
LESSON 2: HISTORY OF EDUCATIONAL TECHNOLOGY
concerns in the music schools, the grammar schools and the
1. Education during American Times public gymnasiums or palaestra.

Educational technology is a complex concept and seems to be With the help of the Sophist, cognitive rules, systematically
the phenomenon of the 21st century. But history tells us that arranged subject matter instructional technologies and
this started during ancient civilization when man started to effective instructional materials were designed and
use pointed sticks to in script signs and symbols on the leaves implemented.
of tress and knives for the bark of trees. At about 3100 B.C.
2. Education during the Medieval Era
the Egyptians devised a system of picture writing called
hieroglyphics. Although they may represent the objects for During the medieval era, the establishment of the Medieval
which they stand for hieroglyphics symbols usually represent University was an important milestone in educational
the sound or a group of sounds. This development gave rise of development. Emperor Frederick I of Bologna in 1158
the class known as scribes, a group of men trained in the art of chartered the first university. Degree offered ware expanded
writing. The scribes came to be the country’s chronicler of which required students to engage in more in depth studies
events (DUka,1999). and to write their theses, defend them in public before the
deans, facultas and rectors. This created the spark in writing
In ancient Greece, the Spartan education emphasized the
textbooks, which was a felt problem at the time.
development of the physical body coupled with discipline. The
boys underwent exercises and activities that promoted bodily The Saracens or the Arabs among the Moors of Spain gave a
strength, endurance and vitality. significant contribution in determining the direction of what
educational technology is today. The aim of their education
was search for knowledge and the application of scientific Notable figure during this age was Jean Jacques Rousseau. His
facts to their daily lives. Their curriculum was the most educational views were contained in a book titled Emile,
organized and complete in the elementary, secondary and which he authored. The aim of education was the preservation
collegiate levels. Their universities and libraries were the of the natural goodness of the individual and the formation of
models in the entire Europe because they invented the society based upon the recognition of natural individual rights
printing press. They also originated the scientific method of (Lacuesta et.al.
teaching.
1986). Herbart also came up with five formal steps to teaching
now known as the Herbatian Method of Teaching with
following steps: preparation, presentation, comparison and
3. Education during the Renaissance Period
abstraction, generalization and application.
Authorities agree that modern times began with the
Peztallozi believed that teaching is more effective if it
movement known as age of Renaissance or Reawakening. The
proceeds from concrete to abstract, hence the use of actual
period had three main lines of concern. Along the intellectual
and real objects that involve most of the senses. Frobel, who
development, movements like Humanism, Reformation,
was known as the father of Kindergarten emphasized the use
Realism, Disciplinism and Rationalism contributed to the
of actual objects, which could be manipulated by the learners.
development of educational technology especially along
He, too, recommended the use of play and songs. This
theories and practices. Bacon, Rabelais, Vives and Milton
encouraged the writing of songs and discovery of games
advanced their own ideas about education; while John Locke
suited for the grades.
came out with his idea about the nature of the child’s mind at
birth in Tabula Rasa. Johann Amos Comenius was recognized 5. Educational Movements in the 19th Century
for developing the first picture book known as Orbis Pictus
Famous are the works of John Dewey and Edward Lee
(The World in Pictures). He was considered as the pioneer in
Thorndike. Dewey, and American Pragmatist, formulated the
instructional technology of development. Maria Montessori
scientific theory of learning while Thorndike, a Connectionist,
contributed her own ideas about teaching, which is still use in
advanced the three primary law of learning.
Montessori school of today.
This era paved the way to the development of effective
educational technology, including the production of books, the
4. Education during Age of Naturalism use of blackboards, and the improvement of writing
implements like pen and ink. Photography was invented giving
way to a movement called visual instruction. By 1920, visual applications. In fact private elementary schools which are
media texts. In 1926, educational films were used as well-financed and well-equipped offer computer lessons as
instructional media in 1932, the first instructional television early as in the elementary grades.
program was aired at the State.
School administrators saw the need of retooling teachers so
University of Iowa. About the same time, the 16mm sound that they can lead fellow teachers and students to make use
motion picture was developed. (Lucido, 1997) of the various software’s and other computer assisted
instructions (CAI) like CD-RO, and so that they can create
During the Second World War, the experiences of the
multimedia presentations to make teaching and learning more
American soldiers showed the importance of educational
interesting and effective.
devices such as movies, filmstrips, radio and other pictorial
devices. They used devices in military trainings. After the ware Educational organizations like the INTEL and the UP NISMED
more developments in educational technology were seen like build linkages with Teacher Education Institutions (TEIs) in the
the use of programmed instruction by Skinner, the taxonomy training of key teachers in the integration of INTEL. Teach to
of educational objectives by Bloom; the use of modularized the Future Curriculum Review for Pre service Education. The
instruction. training provides the teachers the first hand experiences in
applying computer skills in the preparation of brochures or
6. Education in Contemporary
newsletters using publisher, creating a web page, exploring
The 2nd millennium saw the pervasiveness of educational the internet and the preparation of other teacher and student
technology in all aspects of educational organization and support materials on a specific content.
management. Most of schools have already adopted the
The internet and the E-mail have become tools for what is
computerization of records, entrance procedures and all other
known as fast-paced interactive learning, communication and
aspects of administration and supervision. In the classrooms
search for information. This era saw the proliferation of
of the better financed schools multi-media resources and
computer schools, internet cafes and computer centers to
computers are common fixtures while in the lesser financed
serve the escalating need of computer organizations (NGOs)
ones, they maintain an educational media center where a few
sponsor computer literacy training to in-school youths, (ISYs),
computer units are being installed to be shared by the whole
out of school youths (OSYs), and to the employed and
studentry. Schools in the secondary, collegiate and even in the
unemployed adults under the auspices of the Non-formal
graduate level have radically revised and enriched their
Education Program.
curricular offerings to include courses in computer
With the advent of computer peripherals, computers became
more user-friendly so people began procuring sets for
personal as well as for office and instructional use. With the
mouse even a new computer user could direct the progress of
a blinking indicator (called a cursor). The user could now
transport instructions and information, start and stop program
operations, find stored data, and perform other important
tasks quickly and easily (David King, 2002).
 MODULE 2  Learners decode information in variety of forms
(written, statistical and graphic).
INTEGRATION OF ICT IN TEACHING & LEARNING
 Learners critically evaluate information of different
fields of knowledge.
 Learners can use computer based services to write,
1. What is ICT?
analyze, present and communicate information.
ICT is a generic term referring to technologies, which are being  Learners can use information technologies to create
used for collecting, storing, editing and passing on information networks of co- learners and to share, collaborate and
in various forms (SER, 1997) construct knowledge.
2. INFORMATION AND COMMUNICATION TECHNOLOGY
5. ICT Characteristics
 INFORMATION TECHNOLOGY (IT)
 EFFICIENCY
Is defined as the study of electronic equipment,
 Faster
especially computers for storing, analysing and sending
 Cheaper
out information.
 COMMUNICATION TECHNOLOGY (CT)  Fewer Steps
Is the process of sending, receiving and exchanging  Less people
information.  Less paper works
 INNOVATION
 New Products
3. ICT Literacy  New Technologies
 EFFECTIVENESS
ICT literacy basically involves using digital technology,  Most Interactive
communication tools and/or access, manage, integrate,  Fewer errors
evaluate and create information in order to function in a  Customized
knowledge society.  Personalized
4. How to use Information technology effectively?  Achievable
 Learners use computer-based services to search and  Transparent
find relevant information.  Searchable
 Learners retrieve relevant information. 6. Importance of ICT
  As a source of Knowledge 9. ICT Tools
 As a medium to transit Knowledge  Multimedia PC, Laptop, Notebook.
 As a means of interaction / dialogue  CDs& DVDs, digital video, still camera.
 Internet and its tools- e-mail , browsers, website,
7. Attributes of Computer Based Technology search engines, chat etc.
 Multi-sensory delivery: Text, graphics, animation,  Computer aided instruction& computer mediated
sound and video. video/audio conferencing.
 Active learning: enhanced learner interest.  Digital libraries, e-books& electronic publications.
 Co-operative learning: positive group/social  Microsoft publishing -newsletter, poster,
interaction. brochure.
 Communication Skills: one-to-one, one-to- many, 10. Digital Techniques
many-to-many.  Word processing - documents, notes, projects,
 Multicultural education: link students from across the assignments
country/around the world.  Spread sheet programming -records, exam scores
 Motivation: greater learner engagement (time).  Data bases -information storage
 Graphing software -to prepare teaching- learning
8. Learning resources resources
 TRADITIONAL MEDIUM  Developing Multimedia kits -to make process
 Lectures interesting
 Books  Using internet and e-mail facilities -to gain
 ICT MEDIUM knowledge
 Computers  Games and simulations -to improve quality of
 Multimedia learning
 Internet
 Lectures
 Books
11. Advantages of ICT  PPT presentations can be incorporated with a variety
 Sharing digital resources, of different kinds of multi-media aspects: images,
 wide variety of services, video,
 Flexibility,  audio and animations
 Reliability,  PPT is neat and clean and it allows for portability of
 faster speed, materials.
 cheaper cost.  PPT is easy for professors to update, saving them time
12. Influence of ICT in Student Learning and energy.
 ICT helps to provide interactive learning experiences. 16. Computers : multimedia applications
 ICT stimulates and motivates students to learn.  Scanning media.
 ICT provides comfortable learning.  Talking to experts.
 ICT aids in the understanding of difficult concepts and  Recording information.
processes.  Writing/ producing compositions.
 ICT caters to different learning styles.  Engaging research.
 ICT helps students to gain valuable computer skills. 17. Hyper media tools
 ICT aids in collaboration and group work.  It consists of a database of information structured as
13. Unique features of ICT nodes or frames.
 ICT facilitate collaboration and communication.  The links between the nodes allow rapid movement
 ICT aid in the visualization of difficult concepts. through the information and a user interface.
 ICT promote creativity. 18. Interactive video
 ICT enable multiplier effect of documents. The interactive video refers broadly to software that responds
 ICT provide flexibility and variety in learning. to certain choices and commands by the user.
 ICT provide a multimedia effect.
14. Computers A typical system consists of a combination of a compact disk,
 Computers are cognitive tools; computer and video technology.
 Computers are performance support systems (PSSs).
 Computers offer multi-media ways for obtaining large
amounts of information from web sites.
15. Power Point Presentation
19. Video Conferencing 23. Web based learning
This is a method of performing interactive video The learner searches website, collects information and learns
communications over a regular high speed internet the lesson. Web is a viable tool to help students gain
connection. Since it was introduced, communication education without being on campus. It allows greater
technologies have improved exponentially. autonomy of learning.
20. Computer simulation 24. The World Wide Web
A computer simulation attempts to reproduce real-life The World Wide Web potentially provides great flexibility in
situations Simulations feature a combination of text and the distribution of learning resources in interesting fashion.
graphics, using dialogue and inquiry to guide the student Resources such as lecture notes, readings, tutorials and
through a situation. Simulations also can bring about higher- assignments can be received by students both on and off
order synthesis and analysis skills. campus.
25. Internet and education
21. Computer-assisted tutorials. The Internet consists of a large number computers linked by
national and international tele-communication networks. Each
Tutorials are one of the most common types of computer-
Internet site contains information (text, images, audio, video,
assisted instruction. Tutorials are “page-turners” similar to
links etc.) which are accessible to the individual working from
textbooks. The one-to-one tutoring and feedback provided by
their home computer.
a tutorial can make it an excellent tool for improving student
knowledge 26. Digital library
22. Drill-and-practice programs. A digital library is a collection of textual, numeric, graphic,
audio and video data stored in digital form, indexed and
Drill-and-practice programs work well in increasing student
logically linked for ease of retrieval.
knowledge through repetition, usually through cues. Students
can repeat sections, helping individualized instruction. Drill- 27. Components of digital library
and-practice programs provide automatic feedback to  Textual data
learners.  Numeric data
 Graphics data
  Photographs  Students should be able to use computers for modeling
 Audio data and simulation.
 Video data  Students should be able to use a simple statistical
28. Unique features of digital library package.
 Safe storage and multiple access of material  Students should be able to use suitable graphics tools.
 Ability to store variety of data  Students should be able to create and play music using
 Access information from anywhere in the world hardware and software.
 Ease of search and retrieval
29. Different e-learning experiences
 On - line students group: allowing students to interact
with each other
 On - line lecturing: allowing faculty to interact with
students
 On - line counseling: helps students in decision- making
 On - line libraries and resource center: providing text,
documents, articles for reference.
30. Points for review (courtesy : UNESCO)
 Students should be familiar with basic concepts of ICT.
 Students should feel confident about using computers.
 Students should be able to use graphics appropriately.
 Students should be familiar with using computers to
communicate.
 Students should be aware of how ICT changes job.
 Students can build and use robots to perform
experiments.
 Students should be able to use computers in art.
 Students should be able to use computers in dance and
music.
 MODULE 3 3. The Cone is a visual analogy and like all analogies, it does
THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF not bear an exact and detailed relationship to the     complex
TECHNOLOGY- elements it represents.
DRIVEN LEARNING LESSON
4. The elements of the Cone of Experience are the 2 M’s of
instruction namely the media and the material. It guides the
teachers in choosing the kind of instructional materials in
Lesson 1: DALE’S CONE OF EXPERIENCE
teaching.
1. What is Dale’s cone of experience?
The Cone was originally developed by Edgar Dale in
1946 in his book Audio-Visual Methods in Teaching and was
intended as a way to describe various learning experiences. 5. CONCRETE LEARNING vs. ABSTRACT LEARNING 
Designed to “show the progression of learning experiences”
 CONCRETE LEARNING
from the concrete to the abstract. 
 First-hand experiences
2. Who is Edgar Dale?  Learner has some control over the outcome
Edgar Dale (1900-1985) served on The Ohio  Incorporates the use of all five senses.
State University faculty from 1929 until 1970.  ABSTRACT LEARNING
He was an internationally renowned pioneer  Difficulty when not enough previous experience
in the utilization of audio-visual materials in or exposure to a concept
instruction. He also made major research  Every level of the Cone uses abstract thinkingin
contributions in the teaching of vocabulary come way
and testing readability of texts.
6. First introduced in Dale’s 1946 book, Audio-Visual Methods
Jeanne S. Chall, an OSU Ph.D. graduate who went on to in Teaching. Designed to “show the progression of learning
become a leading innovator in reading research. Perhaps experiences” from the concrete to the abstract
Professor Dale's most famous concept was called the "cone of
experience," a graphic depiction of the relationship between 7. Influences on the Cone of Experience
how information is presented in instruction and the outcomes  Hoban, Hoban & Zisman’s Visual Media Graph 
for learners.
Value of educational technology is based on their
degree of realism 
  Jerome Bruner’s Theory of Instruction   Contrived Experiences
Three levels in the learning process   Direct, Purposeful Experiences
 Enactive – direct experience 
 Iconic – representation of experience  10. Direct Purposeful Experiences 
 Symbolic – words or visual symbols 
 “First hand Experiences” 
The process of learning must begin in concrete  Have direct participation in the outcome 
experiences and move toward the abstract if mastery  Use of all our senses 
is to be obtained.  Examples: Working in a homeless shelter, Tutoring
younger children 
8. Misconceptions of the Cone    At the very bottom of the Cone we find the most
 All teaching/learning must move from the bottom to concrete uses of experience.
the top of the Cone. 11. Contrived Experiences 
 One kind of experience on the Cone is more useful
than another   Here, we make use of a representative models and
 More emphasis should be put on the bottom levels of mock-ups of reality. 
the Cone   “Edited copies of reality” 
 The upper level of the Cone is for older students while  Necessary when real experience cannot be used or are
the lower levels are for younger students  too complicated. 
 It overemphasizes the use of instructional media  Examples: Conducting election of class and school officers 
Mock up of a clock
9. Levels of the Cone of Experience   Games 
 Verbal symbols  Objects 
 Specimens 
 Visual symbols
 Mock Ups 
 Recordings, radio, still pictures
 Models 
 Motion pictures
 Simulations
 Educational television
 Exhibits 12. Dramatized Experiences 
 Study trips
 Demonstrations  “Reconstructed Experiences” 
 Dramatized Experiences  Can be used to simplify an event or idea to its most
important parts. 
  Divided into two categories 15. Exhibits
  Acting (Role Playing)– actual participation
 These are displays to be seen by spectators. 
(more concrete) 
 May consist of working models, charts and posters. 
 Observing – watching a dramatization take
 Sometimes are “for your eyes only”. More on visual. 
place (more abstract) 
 Two types :
 Other forms: 1. Plays   2. Puppets   3. Pageant    
 Ready made
4. Pantomime    5. Tableau
 Museum
 Career fair 
13. Demonstrations 
 Home-made
 A visualized explanation of an important fact, idea or
 Classroom project
process by the use of: 
 National History Day competition
1. Photographs 
16. Iconic Experiences on the Cone
2. Drawings 
3. Films   Progressively moving toward greater use of
4. Displays  imagination 
5. Guided motions   Successful use in a classroom depends on how much
 Showing how things are done. – How to make a peanut imaginative involvement the method can illicit from
butter and jelly sandwich – How to play the piano – students 
How to lift a fingerprint   Involves:
 Visualized explanation of an important fact, idea, or  Demonstrations
process   Study trips
 Demonstrations are a great mixture of concrete hands-  Exhibits
on application and more abstract verbal explanation.  Motion pictures 
 Educational television
14. Study Trips   
 Radio, recordings, and still pictures
 Watch people do things in real situations  17. Educational Television and Motion Pictures
 Observe an event that is unavailable in the classroom 
 Bring immediate interaction with events from around
 These are excursions, educational trips, and visits
the world 
conducted o observe an event that is unavailable
 Edit an event to create clearer understanding than if
within the classroom. Example: Field Study
experienced actual event first hand
 Example: 
 TV coverage of 9/11   Examples:
 Can omit unnecessary or unimportant material 
 Used to slow down a fast process   Chalkboard
 Flat maps
 Viewing, seeing and hearing experience 
 Diagrams
 Can re-create events with simplistic drama that even
 charts
slower students can grasp
Verbal Symbols 
18. Recordings, Radio Still Pictures   They are not like the objects or ideas for which they
 Can often be understood by those who cannot read.  stand. 
 Lack auditory dimension.   They usually do not contain visual clues to their
 Helpful to students who cannot deal with the motion meaning.
or pace of a real event or television
 Written words fall under this category. It may be a
 These are visual or auditory devices which may be used
word for a concrete object (book), an idea (freedom of
by an individual or a group.
speech), a scientific principle (the principle of balance),
 Examples:
a formula (e=mc2)
 Time Life Magazine
 Listening to old radio broadcasts
20. What are the implications of the Cone of Experience in
 Listening to music the teaching-learning process?
19. Symbolic   We do not only use only one medium of
 Refers to the use of words or printed materials which communication in isolation. Rather we use many
no longer resemble the object under study.  instructional materials to help the learner
 Example the word whale. Upon reading or hearing the conceptualize his/her experience.
word whale, the learner can form a mental image  We avoid teaching directly at the symbolic level of
about it. thought without adequate foundation of the concrete. 
 When teaching, we don’t get stuck in the concrete. Let
 Visual Symbols  us strive to bring our students to the symbolic or
abstract level to develop their higher order thinking
 No longer involves reproducing real situations
skills.
 Chalkboard and overhead projector the most
widely used media 
 Help students see an idea, event, or process 
 Revise Bloom's Taxonomy
LESSON 2: There are six levels of cognitive learning according to the revised version of
Bloom's Taxonomy. Each level is conceptually different. The six levels are
The ADDIE model is the generic process traditionally used by instructional remembering, understanding, applying, analyzing, evaluating, and creating.
designers and training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation—represent a dynamic, Bloom's Taxonomy (Revised)
flexible guideline for building effective training and performance support Creating- Can the student create a new product or point of view?
tools. While perhaps the most common design model, there are a number of assemble, construct, create, design, develop, formulate, write
weaknesses to the ADDIE model which have led to a number of spin-offs or Evaluating- Can the student justify a stand or decision?
variations.
appraise, argue, defend, judge, select, support, value, evaluate
ASSURE is an instructional design model that has the goal of producing Analyzing- Can the student distinguish between different parts?
more effective teaching and learning. “ASSURE” is an acronym that stands appraise, compare, contrast, criticize, differentiate, discriminate,
for the various steps in the model. The following is a breakdown of each distinguish, examine, experiment, question, test
step. Applying- Can the student use information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret,
Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which
operate, schedule, sketch, solve, use, write
focuses on technological knowledge (TK), pedagogical knowledge (PK), and
Understanding- Can the student explain ideas or concepts?
content knowledge (CK), offers a productive approach to many of the
dilemmas that teachers face in implementing educational technology classify, describe, discuss, explain, identify, locate, recognize, report,
(edtech) in their classrooms. By differentiating among these three types of select, translate, paraphrase
knowledge, the TPACK framework outlines how content (what is being Remembering- Can the student recall or remember the
taught) and pedagogy (how the teacher imparts that content) must form the information?
foundation for any effective edtech integration. This order is important define, duplicate, list, memorize, recall, repeat, state
because the technology being implemented must communicate the
content and support the pedagogy in order to enhance students’ Backward Design is a model for designing instructional materials
learning experience. where the instructor or designer begins the design process with a
focus on the desired results (i.e., the outcome) of instruction.
Gagne’s Nine Event of Instruction
Gagne’s book, The Conditions of Learning, first published in 1965, identified The Backward Design Process
the mental conditions for learning. These were based on the information
processing model of the mental events that occur when adults are presented Identify desired What I want the students to
with various stimuli. Gagne created a nine-step process called the events of Understand and know and be
instruction, which correlate to and address the conditions of learning. Determine able to do?
Keeping these stages in mind as you plan for a class session or online assessment
module can give your lesson plans a strong foundation. evidence How do I check they have
learned?
Plan learning
experiences and
instruction
 Which leaming activities will lead developments, chronological fluctuations, distribution, etc”.
students to the desired results? (Dale, 1969)

MODULE 4    CONVENTIONAL LEARNING MATERIALS TO

ENHANCE TEACHING AND LEARNING
CONVENTIONAL LEARNING MATERIALS TO ENHANCE Types of Diagram
TEACHING AND LEARNING
 Affinity Diagram- used to cluster complex apparently
VISUAL YMBOLS  unrelated data into natural and meaningful groups.
 Tree Diagram- used to chart out, in increasing details, the
 Visual symbols are representations of direct reality, which comes
various tasks that must be accomplished to complete a
in the form of signs and symbols. project or achieve a specific objective.
 Include drawings, cartoons, strip drawings, diagrams, formulas,
 Fishbone Diagram- it is also called the cause-and-effect
charts, graphs, maps, globes. diagram. It is most commonly used to analyze work-related
problems.
KINDS OF VISUAL SYMBOLS  Venn Diagram- show areas of overlap between elements.
 Cycle Diagram- shows a process with continuous cycle
DRAWINGS   Radial Diagram- shows relationship of a core element.
 The art or act of making figure, plan, or sketch by means of  Target Diagram- shows steps toward a goal 
lines. (Webster,1976).  Pyramid Diagram- shows relationship of a core element
 One essential skill that the teacher should posses is drawing.
 To avoid confusion, it is good that our drawing correctly Charts 
represents the real thing.  It is diagrammatic representation of relationships among
CARTOONS individuals within an organization.
 Another useful visual symbol that can bring novelty to our Types of Charts 
teaching is the cartoon. A first-rate tells its story  Time Chart –is a tabular time chart that presents data in
metaphorically. The perfect cartoon needs no caption. The ordinal sequence.
less the artist depends on words, the more effective the  Tree or stream Chart- depicts development, growth and
symbolism. The symbolism conveys the message. change by beginning with a single course (the trunk) which
STRIP DRAWINGS  spread out into many branches; or by beginning with the
 These are commonly called comics or comic strip. Dale many tributaries which then converge into a single channel.
(1969) asserts that a more accurate term is strip drawing.  Flow Chart- is a visual way of charting or showing a process
DIAGRAMS  from beginning to end. It is a means of analysing a process.
 It is “any line drawing that shows arrangement and relations  Organizational Chart – shows how one part of the
as a part to the whole, relative values, origins and organization relates to other parts of the organization.
 Comparison and Contrasts Chart
  Pareto Chart- is a type of bar chart prioritized in descending  Political Map- gives detailed information about country,
order of magnitude or importance from left to right. It shows at provinces, cities and towns, roads and highways. Oceans,
a glance which factors are occurring most. rivers and lakes are the main features of most political maps.
 Grantt Chart – it is an activity time chart.
EVALUATING GRAPHIC MATERIALS (NEWBY,ET.AL.
GRAPHS  2000)
 These are instructional materials which represent numerical
data. They also illustrate relationship among units of data and  Relevance to objectives
trends in the data. Graphs could be produced from tabular  Authenticity/accuracy
charts, or could easily be made through computer spread  Likely to arouse and maintain student interest
sheet applications such as MS Excel.   Likely to be comprehended clearly
 Circle or Pie Graph-recommended for showing parts of the  Technical quality(durability)
whole.  Legibility for use
 Bar Graph- use in comparing the magnitude of similar items  Simplicity
at different ties or seeing relative sizes of the parts of a whole.  Appropriateness use of color
 Pictorial Graph- makes use of pictorial symbol.  Appropriateness of accompanying verbal information
 Others: line graph, function graph, histogram and scatter plot.  Timeliness
 Graphic Organizers- Visual representations of knowledge,
concepts, thoughts, or ideas. Graphic Organizers historically
have been organized bits of data in easy-to-understand DRAMATIZED EXPERIENCES
formats, such as charts, tables, and graphs.
MAPS
PLAYS - Depicts life, character, culture or combination of all three.
A map is a representation of the surface of the earth or some part of it. They offer excellent opportunities to portray vividly important ideas
about life.
PAGEANTS- Usually community dramas that are based on local
Kinds of Map history, presented by local actors.
 Physical Map- combines in a single projection data like PANTOMIME- Art of conveying a story through bodily movements
altitude, temperature, rainfall, precipitation, vegetation, and only. Its effects on the audience depends on the movement of the
soil. actors
 Relief Map- has three dimensional representations and show
contours the physical data of the earth or part of the earth. TABLEAU -(a French word which means picture). A picture like scene
 Commercial or Economic Map- it is called product or industrial composed of people against a background. Often used to celebrate
map since they show land areas in relation to the economy. Independence Day, Christmas, and United Nations Day.
PUPPET-Present idea with extreme simplicity- without elaborate CONCLUSIONS
scenery or costume- yet effectively. Dramatic experiences cater to students’ multiple intelligences. Plays,
pageants, pantomimes, tableaus, puppets and role playing are
obviously most fir for kinesthetically intelligent. When pantomimes,
TYPES OF PUPPET tableaus and puppets are accompanied by music, musical intelligence
SHADOW PUPPET - flat black silhouette made from lightweight is work
cardboard and shown behind a screen.
We learn certain things quickly through an intense dramatic
ROD PUPPET- flat cut out figures tacked to a stick, with one or experience. These dramatic experiences, most especially role-playing,
more movable parts, and operated from below the stage level by are most effective with lessons in the affective domain.
wire rods or slender
HAND PUPPET- flat cut out figures tacked to a stick, with one or
more movable parts, and operated from below the stage level by
CONTRIVED EXPERIENCES
wire rods or slender sticks.
 Is edited version of direct experiences 
GLOVE & FINGER PUPPET- make use of old gloves to which  Design to stimulate to real- life situation
small costumed figures are attached.  Examples are model, mock up, objects, specimens, games,
and stimulation
MARIONETTES- flexible, jointed puppets operated by strings or
wires attached to a cross bar and maneuvered from directly MODEL
above the stage.
ROLE PLAYING - is an unrehearsed, unprepared and spontaneous  is a reproduction of real thing in a small scale, or
dramatization of a “let’s pretend” situation where assigned large scale or exact size, but made up of
participants are absorbed by their own roles in the situation synthetic materials 
described by the teachers.
 substitute to a real thing which may  or may not
How is role-playing done? operational
 It can be done by describing a situation which would create MOCK UP
different viewpoints on an issue and then asking the  is an arrangement of a real device or associated devices,
students to play the roles of the individuals involved.  display in such a way that representation of reality is
 How did you, as actors, feel? Would you act/think that way in created
real life?  substitute to real thing; sometimes it is giant enlargement
 As observers, would you agree with agree with what the   example is planetarium
actors said or did.
 Any lessons learned? OBJECTS 
  May also include artifacts displayed in a museum or things Aviary- is a collection of live birds
displayed in an exhibit or preserved insect specimen in Herbarium- is a collection of dried herbs.
science Herbary- is a collection of live herbs.
Vivarium- is a representation of plant and animal life putting
together those of the same habitat.
SPECIMEN Planetarium- is a representation of the planets and their relative sizes
and distance from each other.
 is any individual or item considered typical of a group, class Solarium- is a representation of the solar system. (the sun the earth
or a whole and the moon)
Diorama- three dimensional representation of events, ideas or
STIMULATIONS
concepts against a scenic background.
 representation of a manageable real event in which the Orchidarium- a collection of orchids
learner is an active participant engaged in learning behavior
or in applying previously acquired skills or knowledge WHY DO WE MAKE USE OF CONTRIVED EXPERIENCES
 To overcome limitations of space and time
SIMULATIONS CAN BE CATEGORIZED INTO:  To “edit” reality for us to be able to focus on parts or
a process of a system that we intend to study
EXPERIENTIAL SIMULATION
places the learner in a particular scenario and assigns the users  To overcome difficulties
a role within that scenario.  To understand inaccessible

SYMBOLIC SIMULATION  Help the learner understand abstractions

depicts the characteristics of a particular population, system or
process through symbols (Cipolla 2010). 

GAMES
 forms of physical exercise taught to children at school 
 Plays
 Examples are relay, bees,
OTHER TYPES OF CONTRIVED EXPERIENCES
Aquarium- is a representation of plant and animal.
Terrarium – is a representation of plant and animal on land.