THE UNIVERSITY OF ZAMBIA

In association with

THE TECHNICAL AND VOCATIONAL TEACHERS' COLLEGE

Department of Research and Consultancy

COMMERCIAL SECONDARY SCHOOL TEACHERS'S DIPLOMA

BY DISTANCE LEARNING

MODULE: TWO (2)

SUBJECT: EDUCATIONAL TECHNOLOGY

Revised by Nsofwa P 2011

Technical and Vocational Teachers' College, Luanshya

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INTRODUCTION

Every teacher is a manager of students' learning. As a teacher, you influence the students you
teach in many ways. Because of you, many of them will learn things they will remember for the
rest of their lives. This can be achieved by employing the use of teaching and learning aids in
your teaching and the students' learning situations.

In line with the aim of the course, this module sets to equip you further in competencies for
selecting, constructing, and using educational lids effectively and in the most professional
manner.

This module is divided into six units, starting with unit three (3), right through to unit eight (8).
Each unit deals with a particular category of educational aids. You are therefore encouraged to
study this module carefully. After studying this module you will be expected to be able to use the
aids that are discussed, in your teaching ski1Ifully for the benefit of your students.

TABLE OF CONTENTS
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UNIT 3: PROJECTED AIDS
Principle of Projected Aids
Types of Projectors
Common elements of Projectors and Their Functions
Categories of Screens
Front Projection System
Types of Front Projection Screen
Rear Projection
The Overhead Projector-(OHP)
How to use the OHP
Advantages of the OHP
Overhead Presentation Techniques
What is the Keystone Image?
Correction of Keystone Image
Effective presentation
Transparencies
Types of Transparencies
Making Transparencies
Design principles of OHP Transparencies
Slide projector
Types of slide projectors
The opaque projector
The liquid crystal display (LC0) projector

UNIT 4: USE OF COMPUTERS IN EDUCATION

 What is a computer?
 Advantages of using computers
 limitation of computers
 The computer system
 The computer hardware
 The computer software
 The human ware
 Educational values of the computer
 Classes of computer applications

UNIT 5: MOTION PICTURES

 Special values of motion pictures
 Video
 Hints on using motion pictures in the classroom

UNIT 6: USE OF TELEVISION IN EDUCATION

 Importance of television in education

 Limitation of television in the classroom
 Television systems
 The broadcasting system
 The closed circuit television system

UNIT 7: AURAL TEACHIN& AIDS

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  Audio materials
 Characteristics of audio media
 Radio
 Audio cassettes
 Compact discs (CD)

UNIT 8: OTHER COMBINATIONS

 Field Trips
 Important points to note
 Pedagogical purposes of a field trip
 Criteria for field trips
 Checklist for a field trip

UNIT 3
3.0. PROJECTED AIDS

This unit focuses on use of projected aids in teaching and learning situations. It is important to
know that 'the major difference between projected and non- projected aids is that for non
projected aids, learners' attention is not mechanically focused on the visual materials while for
projected aids, brilliantly illuminated pictures in a dark room commands attention

What are projected aids then?

3. 1. DEFINITION.

Projected aids are aids whereby pictures and images are enlarged to enable people to see
using projectors

The next question that you may wish to ask is as follows:

Why should projected aids be used in teaching and learning?

Answer: projected aids are used to enable a large group to see at the some time.

3.2. PRINCIPLE OF PROJECTED AIDS

You will notice that for most projectors, light is transmitted through a transparent, material and
the image is projected onto the screen, except for the opaque projector which works on
reflected light from the material to be projected.

3.4. TYPES OF PROJECTORS

There are a number of projectors that are used with regards to the use of projected aids.

The most common projectors are as follows..

 Overhead projector

 Slide projector

 Film projector

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  Opaque projector

 Liquid Crystal display projector(LCD)

One important thing to notice is that projectors have some common elements which have
various significant functions.

3.4.1 COMMON ELEMENTS OF PROJECTORS AND THEIR FUNCTIONS

 Bulb - is a source of light

 Ref lector - directs light in one direction
 Condenser - makes the light into a uniform beam
 Objective lens - it inverts the image
 Heat filter - reduces infra-red rays
 Fan - for cooling the system

Notice that when projectors are used, they work along with screens. It is important to, know that
effectiveness of projected media depend on the quality of the image. When you use projected
aids for teaching you need to consider carefully the kind of screen to be used.
3.5.0. CATEGORIES OF SCREENS

There are two categories of screens in use. These are

1. Front projection screen

2. Rear projection screen

3.5. 1. FRONT PROJECTION SYSTEM

In this system, the screen is in front of both projector and the audience

FRONT
SCREEN
PROJECTOR
AUDIENCE
 Images are projected on the screen
 Audience is behind the projector

3.5.2. TYPES OF FRONT PROJECTION SCREEN

There are three types, these are:

• Wall mounted - permanently fixed to the wall

• Portable stand
• Painted wall areas

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3.5.3. REAR PROJECTION

There are two forms of rear projection screens:

I. Direct rear projection - here, the image is projected direct to the screen from the
projector

II. Indirect rear projection -in this system, images are projected onto the screen via a
mirror

Now take time to study each of the projectors we have identified above.

3.6.0. THE OVERHEAD PROJECTOR-(0HP)

 This is a remarkably flexible piece of teaching equipment which can be used as it was a
chalkboard, white board or using pre-pared transparencies as a display board.

 This equipment keeps the trainer/operator in the picture, controlling the class progress,
emphasising points and teaching the subject in the way he/she wants it presented

BASIC STRUCTURE OF THE OHP

The major Parts include the following:

On-of f switch - located at the front or top of the box

Focusing device - this moves the lens unit

Mirror - reflecting light

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Fan - for cooling the system

Lamp- source of light, which sends light into the fresnel lens

Label the part of the overhead projector shown below

3.6. 1. HOW TO USE THE OHP

 The overhead is placed at the front of the class with the teacher facing the class,

 Materials( transparencies) are placed on the stage of the projector and projected on to
the screen which is usually behind the teacher

 Note that the OHP is so called because it throws the image over the heed of the
operator

CARE OF THE OHP.

 Do not move it when hot – this will damage the bulb

 Do not handle the bulb directly – grease on fingers will cause hot spots on the glass from
intense heat produced.
 When changing the bulb switch off the unit
 Be careful of the cable. Ensure it does not triple anyone

3.6.2. ADVANTAGES OF THE OHP

Notice that the OHP has the following advantages over boards used for writing on, such as the
chalkboard, white board etc.

 Elimination of chalk dust

 No chalkboard/white board writing skill required

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  Transparencies can be prepared/made at home or workroom

 There is complete control over visuals/materials and learners

 It con be used for mass communication

 A photocopier can be used to copy information that is to be projected on to the screen

 Eliminates chances of some one erasing the prepared work

• Particularly suited for complex diagrams, charts and illustrations.

• Can build up information point-by-point through the use of overlays.

• Don’t have to turn your back on the audience.

Disadvantages

• A blown bulb or power failure can spoil all your hard work.

• Image quality can also be a problem (Keystone)

• Can be disorienting to manipulate transparencies on projector plate.

3.6.3. OVERHEAD PRESENTATION TECHNIQUES

You will see that one of the problems in most instruction situations using the

OHP is a "Keystone" image.

3.6.3. 1. WHAT IS THE KEYSTONE IMAGE?

 This is the projected image, which is notably wider on one of the two parallel sides.

 This occurs when any one factor in the whole projection set-up prevents parallel
relationships between the material being projected and the screen.

 Keystone image is undesirable because of the he distortion in the shape and also
because some part of a badly keystone image is usually out of focus and unreadable.

 You will notice that, with the OHP, the top of the projected image is usually wider then
the bottom of the projected image.

3-6-3-2. CORRECTION OF KEYSTONE IMAGE

 To correct the keystone image, the projection should be at 90 degrees to the position of
the screen by either adjusting projector position or the screen position.

3.6.3.3. EFFECTIVE PRESENTATION

For effective presentation of transparencies on the, OHP, the following points are important:
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(a) Attention control ---`

 Simply turn off the projector when you want your audience's attention

 Turn it on again when you wish to direct their attention to the visual

 Face the class look at the visual on the projector -stage rather then on the Screen.

 Develop the habit of turning off the projector when changing visuals - this will eliminate
attention distraction.

 Be sure everyone can see the screen.

(b) Overlays

 This is information that lends itself to a step by step presentation, broken into its
components

3.7.0. TRANSPARENCIES

 Transparency is the term used for any picture or material designed to be viewed by
placing light behind it.

There are several types of transparencies. They vary in specifications; hence their use. The
following are the most common transparencies that can be used for OHP presentation;

 HAND WRITTEN (WRITE -ON)-TRANSPARENCIES:- These can be made by using

water or oil based pens

 ORDINARY DRY PHOTOCOPY TYPE; - These can be used with ordinary photocopying
machines and con be made on computer printers.

You need the following materials to make transparencies:

 Clear acetate - can be in rolls or sheets

 Felt - tip pens and markers of assorted colours - con be soluble or permanent.
 Adhesive colour film
 Dry transfer lettering

 Transparency mounting - this makes it easier to handle or store transparencies.

Preparing Transparencies

• By hand, or
• Computer application (eg. MS PowerPoint, MS Word, HTML documents)
• Printing - colour or B/W
• Printer (laser or inkjet) or
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 • Photocopier

3.7.3. DESIGN PRINCIPLES OF OHP TRANSPARENCIES

When making transparencies to be used for instructional purposes the following principles must
be observed.

 Lettering must be clear, large and consistent

 Limit the amount of information - use a maximum of eight(8) lines and only about
seven(7) words in each line

 Present only one idea per slide

 Break information into clear, thought by thought units that build into a large story.

 Use colour for variety and emphasis - colour should be distinctive.

 Use of colour should be for a purpose -a limited number of colours should be used.

 Pointers should have different colours.

3.8.0. . SLIDE PROJECTOR

A slide projector is an opto-mechanical device that displays images captured onto film. A slide is a
positive piece of film that looks exactly like what it was taken of, not a reversal of the image as is the
case with a film negative.

The projector has a number of moving parts, all of which must work in concert to insure that the
image is not only seen, but kept from being damaged in the process

You will notice that.

 All slide projectors have the same basic structures

 Light from the lamp passes through the condensers that make the light uniform, and
reaches the slide.

 The transmuted light out of the slide is magnified by the lens and projected onto the
screen.

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TYPES OF SLIDE PROJECTORS

Slide projectors can be grouped into two types.

(a) Single slide feeding and

(b) Magazine types-

TYPE OF SLIDE PROJECTORS

(a) Single slide feeding system

 Slides are fed one by -one by a controller or manually

(b) Magazine (tray or carousel) system

 Slides are set in a case called magazine, tray, or carousel and are fed in sequence. The
smallest magazine accommodates 36 slides and the biggest about 140 slides.

Number your slides so that if a projectionist is loading them or the carousel is dropped
they can be quickly reordered

Warning

The bulb used in a slide projector is very sensitive to shock and can be easily damaged. Avoid
knocking the table or surface the slide projector is on when the bulb is lit.

Make sure to let the fan run for a while with the bulb turned off in order to cool it down---
otherwise hours of use of the bulb can be lost.

3.9.0. THE OPAQUE PROJECTOR

 This projector does not need pictures in transparencies for projection.

 It can project non-transparent materials such as illustrations from books, photographs,

and other printed materials on to the screen without processing necessary for the
transparencies of the film strip or slide projectors.

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  This projector needs to work in a completely darkened room.

3.102. THE LIQUID CRYSTAL DISPLAY (LCD) PROJECTOR

 This projector is used with computers for power point presentation.

 Slides are pre-prepared on the computer using a program called PowerPoint and the
information or images are projected onto the screen through the LCD projector.

 The projector and computer are linked by cable.

UNIT 4
4.0. USE OF COMPUTERS IN EDUCATION

It is important to note that computers play a very important role in education. Computers can be
used for many purposes where education is concerned. It is then significant for teachers to
realize the full potential of computers and use them effectively to enhance their learners'
learning.

Before we discuss the roles computers play in education, it is important that we know
what a computer is.

4. 1. WHAT IS A COMPUTER?

It is an electronic, contrivance which solves problems and does complicated calculations by

processing data according to prescribed, programmed instructions and then produces and/or
returns the outcomes of these processes.

4.2. ADVANTAGES OF USING COMPUTERS

Computers have the following merits/advantages:

4.2. 1. VERSATILITY

The Computer can be used in varied ways. It can be used as:

 A typewriter

 A calculator

 A display unit

4.2.2. ACCURACY

 Computer follows instructions given to it

 Computer does not make mistakes on its own

 There is 100% accuracy - GIGO

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4.2.4. SPEED

 Computers can process data at great speed

 Speed is measured in Million Instructions Per Second (MIPS)

4.2.5. LARGE STORAGE

 A lot of data can be stored in a small region of the computer.

4.2.6. REDUCTION OF COSTS

 Due to their accuracy and speed computers reduce costs

You need to know that though computers have numerous advantages, they also have
limitations. The following are considered to be the main limitations of computers.

4.3. LIMITATITION OF COMPUTERS

 Computers are programmed and as a result:-

 They cannot be used for anything which is not part of the program

 Computers cannot reason on their own.

4.4. THE COMPUTER SYSTEM

The computer system has three basic elements as follows:-

 The Computer hardware

 The Computer software

 The Computer human ware

Let us now describe the elements outlined above:

4.4.1. THE COMPUTER HARDWARE

These are physical equipment and components.

 The input

 The processor

 The output

4.4.2. THE COMPUTER SOFTWARE

 These are set of instructions which tell the computer what to do. They consist of various
programs involving coding and decoding.
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4.4.3. THE HUMAN WARE

This refers to personnel involved in operations and maintenance of

both the hardware and the software.

This includes the following.

 Software Engineers

 Hardware engineers

 System Engineers

 Programmers

 Technicians

 Operators

4.4. EDUCATIONAL VALUES OF THE COMPUTER

The following are considered to be the educational values in computers;

4.4. 1. WORD PROCESSING

 This includes editing texts, checking grammar and checking spellings.

4.4.2. PROCESSING STATISTICAL DATA

 The computer can be used to.

 Calculate sums using formulae

 Display charts and graphs

4.4.3. FOR DRAWING, TECHNICAL DRAWIN&S USING VECTORS

4.4.4. BROWSING, THE INTERNET FOR EDUCATIONAL MATERIALS

4.4.5. FOR VISUAL DISPLAY

4.5. CLASSES OF COMPUTER APPLICATIONS

There are seven broad categories of computer applications in education which are described as
follows.

4.5. 1. COMPUTER AS AN OBJECT OF INSTRUCTION

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  Students can learn about computers

 Students learn to use computers on the job for date processing and analysis purposes
etc.

4.5.2. COMPUTER AS A TOOL

 Computer can be used by students to solve complex calculations

4.5.3. COMPUTER ASSISTED INSTRUCTION

 Computer con be used by students for programmed lessons.

4.5.4 COMPUTER MANAGED INSTRUCTION

This involves:

 Managing information about learners performance

 Learning resource options to prescribe and control individualised learning.

4.5.5. COMPUTER SCHEDULING, INVENTORY AND BUDGETING

 This involves scheduling of students, rooms and instructional equipment and also for
timetabling

4.5.6. COMPUTER BASED INSTRUCTIONAL DESIGN

 Computer can be used to assist in designing instructional materials training programs

etc.

4.5.7. COMPUTER GENERATED MATERIALS

 Computer can be used to, generate materials such as; hand-outs, diagrams, worksheets
etc.

NOTE.

As a teacher in today's world, you need to acquaint your self with the computer and know how
to use it effectively.

UNIT 5

5.0. MOTION PICTURES

In module one, we introduced and discussed the use of still pictures in teaching and learning. In
this unit of module two, we shall take a look the use of motion pictures.

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It is worthwhile to note that:

 Motion pictures are a rich resource on almost any topic that you as a teacher would wish
to present.

 Motion pictures can be with or without sound

 Motion pictures are available in black and white or in colour.

 They are available and con be made on videos and films.

Also note that both videos and films present to viewers:-

 Images of living things or of

 Artwork, animated (lively) or static, graphic or photographic.

1. SPECIAL VALUES OF MOTION PICTURES

The chief and most cited values (advantages) of motion pictures are as follows:

5.1.1. They help to bypass some of the intellectual barriers to learning.

i.e. they communicate effectively and directly without requiring much word or reading
skills.

5.1.2. They may often be, useful in evaluating knowledge and ability to analyze.

 Motion pictures can be stopped at any appropriate time.

 Learners can be given time to answer questions or ask them.

5.1.3. They can compensate for differences in background among members of the

same group i.e.

 Presenting a common experience.

 Can be a basis for discussion

 Ideas con be exchanged leading to improved understanding of points of view

It is important to understand that in motion pictures the, illusion of motion is caused by an optical
phenomenon known as the "Persistence of vision."

This is described as follows:

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  The eye and the brain retain an image cast upon the eye for a fraction of a second after
the image is removed from view.

 If the second image, presented before trace of the previous image fades, the images
blend together creating an illusion of continuous motion

5.2 VIDE0

Videos are being used more and more in teaching. Unfortunately, this media is often used as a
time filler to keep learners quiet for a time. Teachers need to know that videos should be used
with care and planning.

5.3. HINTS ON USING MOTION PICTURES IN THE CLASSROOM

The following are hints on making the most of using television in the classroom:

 Preview the pictures to see whether and how they will work with your

lesson objectives

 Practice with your equipment and make sure you have rewound the

tape. Fumbling with equipment is no way to spark student interest.

 Use board or OHP to write a few questions relating to the video. Go

over the question before running the tape so students will know what

to look for.

 Do not turn off the lights. Keeping the lights on will remind students

that this is not a passive viewing experience.

 Stop the picture to check student comprehension. This will also

provide opportunity for students to ask questions.

 Consider a second viewing. This gives students a chance to think more

clearly about the program.

 Allow students to discuss in small groups what they have seen. You may also suggest
that they may summarize, illustrate, and write down their thoughts,

UNIT 6
USE OF TELEVISION IN EDUCATION

Television is one of the instructional aids that can be used in the classroom.

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6.1. IMPORTANCE OF TELEVISION IN EDUCATION

Take note that Television has the following merits when used an instructional media..

 Television brings outside experiences into the classroom.

 Popular programs watched by students at home may provide experiential background.

 A creative teacher builds learning experiences upon this background.

 Television can bring about improved teaching efficiency.

 Television can lead to increased education effectiveness.

6.2. LIMITATION OF TELEVISION IN THE CLASSROOM

Despite widely acknowledged impact of television on education, there are a number of

questions on its impact on the learners’ cognitive development. In particular, some critics site
the negative impact of television on the reading and language abilities of learners:

 Potentially, television can displace reading if learners are over exposed to the medium.

 It inhibits language development in learners because of the passivity of the medium.

 Teaches could be tempted to use television as the only activity of the lesson or as a
substitute teacher.

Notice that without guidance throughout the programme, learners will simply be passive
receivers and not retain the knowledge imparted in the programme.

 If not integrated into the lesson, television can be a very passive medium,

 Without proper planning, a disjuncture could result between the theme of the lesson and
the television programme.

 Lack of detailed knowledge of programme scheduling renders live broadcasts not

suitable for learning and teaching.

6.3. TELEVISION SYSTEMS

There are two television systems that can be used in education.

1. The broadcasting system

2. The closed circuit television (CCTV) system,

THE BROADCASTING SYSTEM

 Is whereby programs are broadcast from a central place and pictures are received by
many people who have television receivers.
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  Broadcasting is made possible by microwave linkage.

6.3.2. THE CLOSED CIRCUIT TELEVISION SYSTEM

 This is a system by which television pictures are passed from a video camera to a
receiver or monitor by co- axial cable and not by broadcasting.

 The sender and receiver are physically linked by wire

 CCTV makes it possible for demonstrations which would normally be seen by a small
group to be seen by many.

 This system is confined to a specific area and only monitors (receivers) connected to the
camera by cable cad receive the pictures.

 CCTV allows several classes to be taught simultaneously.

6.3.3. The basic components of the CCTV comprise the following:

 A video camera and a monitor and the two are connected by a co-axial cable.

6.3.4. A more elaborate CCTV may comprise the following components.

 A VCR

 two (2) or more video cameras,

 a monitor for each camera,

 a video switcher and

 a master controller.

Exercise

Look at a Video and film. Compare the two and say which one would be best suited for the
modern classroom. Give reasons for your answer.

Unit 7 - AURAL TEACHING AIDS

7.1. AUDIO MATERIALS

These provide sound and we can learn by listening.

 Radio, tape players, television, and films may be used for instruction.
 Radios and recordings may be used in the
teaching/learning process if proper arrangements are made. The teacher tunes the radio
or plays the recording for the students to hear. They use their ears to get information.

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  Some radio programs require that children “interact” with the program by doing activities
as they listen: writing or drawing, moving their hands or bodies in certain ways, (e.g.
counting or showing sums with their fingers), answering questions aloud, etc.

7.1.1. CHARACTERISTICS OF AUDIO MEDIA

Audio media have many desirable attributes as follows.'

 They tend to be inexpensive forms of instruction. In case of audiotapes, once they are
bought there is no additional cost. The tape can be erased and new message recorded.

 Audio media can be adapted easily to any vocabulary level and can be used for group or
individual instruction.

 learners who cannot read can learn from audio media

 Audio media can present stimulating verbal messages more dramatically than can print.

7.2. RA DIO

The radio provides some excellent learning material. Radio has many advantages.

 Radios are relatively cheap and radio stations reach almost everywhere.
 The cost of sending a message to people with radios is much less than of sending the
same message by print. In a country where transportation is difficult and costly, it is
easier to communicate with radio.
 Learning is paced to ensure that a syllabus is covered in the required time.
All the schools in the country can receive instruction at the same time from one teacher.
In this way, the best possible teacher could be chosen to teach a given subject to all
children in the country.

Radio does have some disadvantages for instruction.

 Neither the classroom teacher nor learner can control the schedule or the pace. The
pace of presentation is fixed

 Slower learners may not be able to keep up and it is not possible to ask questions of the
radio teacher. There is no replay

 Fixed transmission time

However, if programs are tested the radio teacher can predict what questions will be asked and
cater for them on the program and will match the pacing to the average learners.

Tapes and recordings

The advantage of recordings (films, TV and audio cassettes) is that

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 The teacher and learners can control the pacing. They can replay lessons as often as
they like, go faster or slower through the course, and move at their own speed.
 However, tapes and other recordings and the playback apparatus are much more costly
than either print or broadcast radio and television messages and are difficult to
maintain.
 All aural aids require that the listeners are fluent in the language used, however, an
 Even illiterate listeners can understand the message IF it is their own language.

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