Media are any extension of man which allow him to affect other
people who are not in face to face contact with him.
Marshal mcluhan
Categories of media
Media into two print media and electronic
FUNCTIONS OF MASS MEDIA
The four functions of mass media are
Influencing
Informing
Entertainment
Providing market for goods
and services
RADIO AS AN EDUCATIONAL MEANS
Broadcast of educational radio can be viewed in five steps
Ø School broadcasts
Ø Adult education and community development projects
Ø Farm and home broadcasts
Ø University broadcast
Ø Language learning projects
CHARACTERISTICS OF EDUCATIONAL RADIO
Easy accessibility
Wide coverage
Low capital investment and
operating costs
Easy learner reception
Easy production
Feasible mode of learner
enrichment
Effective means of thought
promotion
Effective recreation and
transmission of reality
Cheap mode of direct
instruction
Supporter of motivation for
learner
EDUCATIONAL IMPLICATIONS OF RADIO
q Extends area of acquaintance
q Bring people of rare contributions to the learners
q Places events of current nature at the hands of the listener
q Helps in inculcating values
q Helps slow learners and pupils having poor sight
q Medium to teach all subjects particularly language and music
q Refreshes knowledge of teachers
q Wide coverage
q Cheap medium
q Easy repair and maintance
LIMITS
- Not
flexible
- Feed
back is time consuming
- Cannot
useful for all subjects
- Requires
expertise
- Only
auditory
Interactive White board
An interactive whiteboard (IWB) device is connected to a computer
via USB or
a serial port cable, or else wirelessly
via Bluetooth or a 2.4 GHz wireless.
A projector projects the computer's desktop on the board's
surface where users control the computer using a pen, finger or stylus or other
device. The board is typically mounted to a wall or floor stand. They are used
in classrooms, in corporate board rooms, work groups, in training
sports, in broadcasting studios and others.
Resistive — Resistive touchscreens are composed of two flexible sheets
coated with a resistive material and separated by a microthin air gap. When
contact is made to the surface of the touchscreen, the two sheets are pressed
together, registering the precise location of the touch. This technology allows
one to use a finger, a stylus,
or any other pointing device on the surface of the board.
Active Electromagnetic Board
These interactive whiteboards feature an array of wires embedded behind
the board surface interacts with a coil in the stylus tip
to determine the (X,Y) coordinate of the stylus. Styli are either active
(require a battery or wire back to the whiteboard) or passive (alter electrical
signals produced by the board, but contain no batteries or other power source).
In other words, there are magnetic sensors in the board that react and send a
message back to the computer when they are activated by a magnetic pen.
Passive Electromagnetic Board
In contrast to an active electromagnetic board this one does not contain
the sensing technology in the board itself, but in the pen. Tiny magnetic
fibers are embedded in the whiteboard and form a pattern that an electromagnetic
coil in the pen is able to sense. Therefore, the pen is able to calculate its
location on the whiteboard and sends this information to a computer.
Just like the electromagnetic type, the capacitive type works with an
array of wires behind the board. In this case however the wires interact with
fingers touching the screen. The interaction between the different wires
(laminated in a patented X- and Y-axis manner) and the tip of the finger is
measured and calculated to a (x, y) coordinate.
Infrared light curtain
When pressed to the whiteboard surface, the finger or marker sees the
infrared light. Software then manipulates the information to triangulate the
location of the marker or stylus. This technology allows whiteboards to be made
of any material; with this system no dry-erase marker or stylus is needed.
Laser light
curtain
An infrared laser is
located in each upper corner of the whiteboard. The laser beam sweeps across
the whiteboard surface—much like a lighthouse sweeps
light across the ocean—by using a rotating mirror. Reflectors on the stylus or
marker reflect the laser beam back to the source and the (X,Y) position can be
triangulated.
This technology may be combined with a
hard (usually ceramic on steel) surface, which has long life and erases
cleanly. Markers and styli are passive, but must have reflective tape to work.
Infrared light bounces within a flexible and transparent surface. When
the surface is deformed through a finger press the internal reflection is
disrupted and the light escapes the surface where it is then sensed by cameras.
Image processing software turns the light spots observed by the cameras into
mouse or pointer movements.
• Camera Pen and Dot Pattern
These interactive
whiteboards have a microscopic dot pattern embedded in the writing surface. A
wireless digital pen contains an infrared camera that reads the dot pattern to
determine the exact location on the board.
The digital pen uses
this pattern to store the handwriting and upload it to a computer. The accuracy
is high since the coordinates are usually fixed at about 600 dots per inch.
With the electronics in the pen, the whiteboard is passive (containing no
electronics or wiring). This is licensed as Anototechnology.
A Wii Remote is connected to a computer through its Bluetooth connection
capabilities. Using open-source software and an IR-Pen
(a pen made with a momentary switch, power source and an Infrared
Led) any surface (desk/floor/wall/whiteboard/LCD)
can be turned into an Interactive Whiteboard. The Wii Remote has a very
accurate Infrared Light tracking camera. Once calibrated, the Wii Remote
detects a mouse click at the screen location of the IR-Pen. The Wii remote was
first adapted for use as an interactive whiteboard by Johnny Chung Lee
• Ultrasonic:
Ultrasonic only — These
devices have two ultrasonic transmitters in two corners and two receivers in
the other two corners. The ultrasonic waves are transmitted by the whiteboard
surface. Some little marks in the whiteboard borders create reflecting waves
for each ultrasonic transmitter at different and recognizable distances.
Touching with a pen or even the finger in the whiteboard causes these point
waves to be suppressed, and the receivers communicate the fact to the controller.
Hybrid Ultrasound and Infrared
When pressed to the whiteboard surface, the marker or stylus sends out
both an ultrasonic sound and an infrared light. Twoultrasonic microphones
receive the sound and measure the difference in the sound's arrival time,
and triangulate the location of the marker or
stylus. This technology allows whiteboards to be made of any material, but
requires a suitably adapted active dry-erase marker or stylus.
Potential issues
- Permanent markers and use of regular dry erase
markers can create problems on some interactive whiteboard surfaces,
because interactive whiteboard surfaces are most often melamine, which is
a porous, painted surface that can absorb marker ink. Punctures, dents and
other damage to surfaces are also a risk.
- Some educators have found that use of
interactive whiteboards reinforces an age-old teaching method—teacher
speaks, students listen.
- Uses for
interactive whiteboards
- Running software
such as a web browsers or other software that is loaded to the
connected PC which can be used in the classroom.
- Capturing
and saving notes written on a whiteboard to the connected PC.
- Capturing
notes written on a graphics tablet connected to the whiteboard.
- Controlling
the PC from the white board using click and drag, mark up which annotates
a programme or presentation.
- Using
optical character recognition software to translate cursive
writing on a graphics tablet into text.
- Using
an Audience Response System to the whiteboard enables the presenters to
poll a classroom audience or conduct quizzes, capturing feedback onto the
whiteboard
- A
devise driver is usually installed on the attached computer so that
the interactive whiteboard can act as a Human Input Device (HID), like a
mouse.
- The
computer's video output is connected to a digital projector so that
images may be projected on the interactive whiteboard surface.
- The
user then calibrates the whiteboard image using a pointer as necessary.
After this, the pointer can be used to activate programs, buttons and
menus from the whiteboard itself, just as one would ordinarily do with a
mouse. If text input is required, user can invoke an on-screen keyboard
or, if the whiteboard provides for this, utilize hand writing
recognition. This makes it unnecessary to go to the computer keyboard to
enter text.
- Thus,
an IWB emulates both a mouse and a keyboard. The user can conduct a
presentation or a class almost exclusively from the whiteboard.
- In
addition, most IWBs are supplied with software that
provides tools and features specifically designed to maximize interaction
opportunities. These generally include the ability to create virtual
versions of paper flipcharts, pen and highlighter options, and possibly
even virtual rulers, protractors, and compasses—instruments that would be
used in traditional classroom teaching.
- Advantages
-easy to setup and use
-It won’t break down (unless your whiteboard marker runs out)
-easy to improvise (e.g. draw simple diagrams to emphasize a point if needed)
-forces teacher to concentrate on important points (see first disadvantage below) - Disadvantages:
-have to keep notes simple and to the point
-students have to copy down notes
-students may copy notes incorrectly
-whiteboard markers run out easily
-have to wait for students to finish writing notes
-time taken up writing (for the student and teacher)
-student concentrates on writing instead of the lesson
-sometimes run out of whiteboard space
-difficult to draw complicated diagrams
-laborious for lessons that involves a sequence of instructions (e.g. cooking instructions)
MULTIMEDIA
Multimedia can mean any kind of file or document, either a text or
spreadsheet, that have audio/video effects or “an interactive information cafe”
NATURE OF MULTI MEDIA
Ø Multi means many
Ø Media means techniques or methods.
Ø It uses a number of media devices, techniques in the teaching
learning process.
Ø Multi media approach has come out of researches and experiments in
educational technology that have been undertaken in order to improve the
process of teaching-learning.
Ø Provides meaningful learning experiments.
Ø Choice of media has to be done carefully so that one does not
hamper or reduce the effect of the other, ie: each media complement the other.
Ø The media have to used sequentially and judiciously. Only
necessary ones are to be used. Then it would be possible to make optimum use of
them in a most economical manner.
Ø Several media and techniques are used as powerful means of
communication.
CLASSIFICATION OF MEDIA USED IN MULTI MEDIA APPROACH
- This
uses a combination of media or strategies.
- Based
on the methods, categories, mode of instruction or mode of mix the media
are classified in the following manner.
Methods
- Lecture
- Demonstration
- Discussion
- Lecture
demonstration
- Heuristic
- Project
- Problem
solving
- Inductive-deductive
- Laboratory
- Analytic
synthetic
- Question-answer
- Assignment
Strategies
Ø Team teaching
Ø Micro teaching
Ø Simulated teaching
Ø Workshops
Ø Group discussions
Ø Seminars
Ø Symposia
Ø Conferences
Ø Brainstorming
Ø Counselling
Ø Buzz groups
Ø Providing practical experiments
Classification of media in terms of type of instruction
CAI 
Media Mode of PSI
instruction
UTM
PLI
Classification based on means of mass communication
Radio 
means
of
Television
mass
communcation
Distance
Open
school & university
Internet
CLASSIFICATION OF MEDIA ON THE BASIS OF TEACHING AIDS
graphic
3D
Aids 
Media Projective devices
Mass
communication
Graphic
·
Charts
·
Flash cards
·
Posters
·
Graphs
·
Diagrams
·
Maps
·
pictures
3 D Aids
• Models
• Specimens
• Puppets
• Living and nonliving things
Projective Devices
·
Projectors, OHP, LCD,Slides
·
Film strips
·
Motion pictures
·
Slides
·
Transparencies
Classification of media basedon reading on teaching material
·
Supplementary reading
material
·
Teachers guides
·
Laboratory manuals
·
Activity books
·
Work books
·
Txt books
·
Journals and magazines
·
newspaper
Classification
ofmedia based on means of gaining experience
Field trips library
Excursions demonstrations
Role play method social service camps
Experimentation hobby
Exhibitions subject clubs
Media for communication(one/two)
Interactive multi media components
Multi media combines the five basic types into a multi media
production
• Text
• Animation
• Video
• Graphics
•
sound
Stage 1 Teacher initiates
teaching learning activities
Stage 2 teacher demonstrates a specific and specialized unit
Stage 3 Preparation and ground work for students to embark on
independent learning
Stage 4 Stage of students active participation
Stage 5 integration of theory and practical
Multi media and educational theories implementation
There are three main approaches in education
•
Behaviour approach
•
Information processing
approach
•
Cognitive approach
Behaviouristic approach
This contends that learning is a process of reinforcing the connection
between a stimulus and response.
A student learns the concept when he is connected with exemplars.
Multimedia strengthens this type of S-R connections using audio visual
effects, by rewarding correct responses with gestures, visual symbols etc and
indicating wrong answers. So the multi media provides opportunities for
fulfilling law of exercise and law of effect and creates situations for law of
readiness to be fulfilled.
Information processing theory
Learning is a series of information processing similar to
computers processing of digits.
Information received through sense organs is processed stages of
perception, memory and decision makeup and then output through effector organs
such as arms, vocal cords, hands and so on.
Learning occurs where students filter, interpret, organise and
eventually translate the relevant information into an appropriate course of
action.
The key to information processing approach is feedback. Multimedia
can be programmed to provide extrinsic feedback when ever necessary and also
provides experiences as information.
Cognitive approach
Learning occurs when students develop and modify a schema. Schemata is the means by which
students represent information.
Three different kinds of learning are identified: accretion,
occurs when new information is encoded in terms of existing schemata, tuning
involves the modification of existing schemata and restructuring refers to the
later stages of knowledge, development in which a schema is refined in its
application to specific situations.
Multimedia with its
interactive features can provide meaningful experiences which will helping
schemas being formed.
Educational implications of multi media
Helps to represent
information using different media.
Hyperlinks allows to
organise information in meaningful ways..\..\..\Documents\SN College,syllabus Rani.doc
Take into account different
learning styles
Allows self pacing and
discovery.
Develop higher order
thinking
Provides flexibility
Develops group and
interpersonal skills.
Bridge language barriers
since audio is not only the means of communication.
Helps to learn the content
in a given discipline.
Helps to think effectively,
practice problem solving and decision making.
TEACHING AIDS
Teaching aids
should be termed as learning aids since they are instructional materials and
devises through which teaching and learning are performed.
QUALITIES OF A TEACHING AID
Accuracy
Relevancy
Comprehensibility
Interesting
Cost effective
Availability
Transportability
Appropriateness
IMPORTANCE OF TEACHING AIDS
Provide freshness And variety
Appeal to students of various abilities
Encourage active participation
Heighten motivation
Give needed reinforcement
Widen the range of experiences
Assure order and continuity of thought
Improve the effectiveness of other materials
EDUCATIONAL SIGNIFICANCE OF TEACHING AIDS
Use of all the sense organs
Based on maxim of teaching
Helpful in drawing attention
A good motivating force
A good substitute for direct experience
Provide clarity in subject matter
Helps in fixing up new learning
Meet the individual difference
Facilitates quick comprehension and retention of concepts
Encourages healthy classroom
interaction
Helps in the development of higher order faculties
Helps in positive transfer of learning
Solve the problem of verbalism
Helps in solving problems of indiscipline based on disinterests etc.
Helps in development of right attitudes
ADVANTAGES OF TEACHING AIDS
Develops interest
Makes learning permanent
Concretise experience and reduce verbalism
Greater understanding of the lesson
Removes barriers
Aids stimulate self activity
Foster continuity of thought
Saves time and energy of teacher
Helps to overcome language barriers
Self explanatory
Provides variety of methods
Helps to reach message simultaneously
Stir up new knowledge
Problems of teaching aids
Apathy of teachers
Indifference of students
Financial problems
Absence of infrastructure
Language barriers
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