TYPES OF MEDIA

Printed
Visual

Media

Media
Audio Media
Video Media

PRINTED MEDIA

 Print

media is one of the oldest

forms of instructional media that is
being used in the classroom. Though
it may seem that it is not being used
anymore in schools and in the
classroom, still it is the most widely
used format to spread information to
the students

 Printed

media are materials used to

inform, instruct and motivate
learners. Some materials may be
used as learning aids used in the
classroom, training materials used
in workshops, seminars or trainings
or as information materials to
announce upcoming events or
products.
(Kemp
and
Dayton
(1985:159))

a learning aid, printed

materials are used to enhance the
learning of the students. Examples
are worksheets, activity sheets,
and textbooks.

As

training materials, printed

materials are used as reference after
training or to be used to work
through on their own. Examples are
manuals and handouts.

As

information materials, printed

materials are used to disseminate
information regarding school events
or the likes. Examples are
brochures, newspapers,
newsletters, journals, and
magazines.

As

ADVANTAGES AND DISADVANTAGES

OF PRINTED MEDIA
The
1.

2.

advantages of printed media are:

Printed media can easily be transported
and can be brought and placed anywhere
you go.
Printed media can be produced through
the use of computers or handwritten.
Nowadays, printed materials can be
updated and edited easily because of the
availability of different productivity
software.

 3.

Printed media is not expensive to

generate especially if it is not done in
color.

4.

Printed media is the most

commonly used media most students
are familiar with. It was first
introduced to kids in the form of
coloring books and worksheets.

 The

disadvantages of printed media are:

1. Since printed media is the most common,
sometimes students fail to see the importance
of these media because of its lack of sounds
and animations.
2. Printed media can only convey verbal
language and therefore it does not necessarily
elicit response from the reader.
3. Printed media needs time to prepare and to
update. It is not very easy to update a book
because
it
needs
preparation
and
development before t can reproduce another
copy.

 Despite

the increase of electronic media,

printed media has maintained its good
stance in the classrooms and schools.
Here are some printed media that are
still being used to give information and
to provide learning to students.
Books or Textbooks
Newspapers
Newsletters
Magazines
Handouts

BOOKS OR TEXTBOOKS
Books

are the oldest form and the most

common form of print media used by
students. It is the best source of
knowledge and information. Books
comprise varied topics that include
literature, history, fiction stories,
dictionaries, encyclopedias, and many
more. (Buzzle)

FUNCTIONS OF A BOOK
1.

The students gain the legacy of knowledge

earned by those who came before (Beckert,
1992). Without books and textbooks, no
education could have been possible.
2. It is used as a teaching aid. Teachers and
students use this for their lessons as a
primary source of information.
It provides entertainment. People of every
age, group, or profession find information,
pleasure, relaxation and inspiration while
reading books. Literary, fiction, scientific or
other books bring such kind of entertainment.

GUIDING PRINCIPLES FOR

QUALITY TEXTBOOKS
1.

Content
2. Learning and Teaching
3. Structure and Organization
4. Language
5. Textbook Layout (for printed
textbooks only)

NEWSPAPERS
Newspapers

are popular form of

print media. It is published daily or
weekly and it covers a variety of
topics from local and international
news.
Newspapers
serve
the
community by providing information
as well as entertainment.

NEWSPAPERS FUNCTION IN
MANY WAYS
1.

As information provider
A newspaper provides information to
students about various national and
local international events and issues.

2.

As opinion builder
Through its editorials and column
sections, students are helped to
express their own opinions as well.

 3.

As entertainment provider
Newspapers do not only provide
current events and issues but also
provide readers special features
about lifestyle, sports, etc.

4. As advertising vehicle

A newspaper is a vehicle in
promoting goods and services.

NEWSLETTERS
Newsletters

are
used
to
provide
information to selected readers, like the
students body, group of students of a
particular organization or parents. A
newsletter keeps the readers informed of
what is happening or what has happened
in the school.
Newsletter are a great way to strengthen
parent and teacher communication.
Newsletter can be for a classroom or for a
school.

NEWSLETTERS FUNCTIONS IN
MANY WAYS:
1. As information provider
Newsletters can be used to provide
news about the school and the
students
information
and
achievements. Thus, creating pride.
2. As community builder
Newsletters delivers information
about the students, the school and
the community at large.

MAGAZINES
Magazines

are printed materials that

provide information in various fields.
Usually a magazine comes periodically,
either weekly, monthly, quarterly or
annually.
Magazines have a rich source of materials
that can be very motivating and that can
inspire a wide range of activities. Since
magazines cover a variety of subject,
teachers can use the magazines to class to
stimulate interest or to introduce a certain
topic.

MAGAZINE FUNCTIONS IN MANY WAYS

1. Provides information
Magazines provide supplementary information
to what is being given by books and other
printed materials. Some magazines specialize in
a particular subject area to cover topics in
Health, Sports, etc.
2. Provides entertainment
Some magazines provide entertaining content
where students can solve puzzles or answer
riddles. Sometimes jokes are included to give a
little twist to the readers.
3. Facilitates Advertising.

HANDOUTS
Teachers

create handouts so that

lessons can be remembered by
students after the discussions and
presentations. Edgar Dales Cone of
Experience, shows that people
generally forgot 80% of what people
hear. Handout will help your
students remember and at the same
time apply information they receive.

A GOOD HANDOUT:
Ensures

that the audience can get the key ideas

as intended.
Serves as an addition to what the audience has
heard and seen. Sometimes handout can
present more information than what is covered
in the presentation.
Serves as a reference material when the
audience needs it at a later date. It can also be
used as guide to be used to perform specific
tasks.
Summarizes the information presented.
Keeps the audience focused only on a particular
topic or subject.

VISUALS AND
VISUAL MEDIA

 Visuals

are anything like pictures

that is used to make something more
appealing or easier to understand.

Visual

media refers to images,

pictures, and graphic organizers that
are being used in the classroom.

VISUAL LITERACY
Printed

materials
like
textbooks,
magazines and newspapers are often filled
with images or pictures, in order for the
students to learn these visual images,
they need visual literacy skills.
Visual literacy is the ability to interpret
images. Students today need to be
equipped to create, interpret and
interrogate images. Roblyer and Bennet
(2001), insist that it is essential that
visual literacy skills be added to a growing
list of new capabilities.

 Christopherson

(1997:173) proposes that a

visually literate student would have the
following:
Interpreting skills, understanding and
appreciating the meaning of visual
messages;
Communicating
more
effectively
through applying the basic principles
and concepts of visual design;
Producing
visual messages using
computer and other technology;
Using visual thinking to conceptualize
solutions to problems.

PURPOSES OF VISUALS
Smaldino

(2012) enumerated seven

purposes why we use visuals in the
classrooms.
1. Provide a concrete referent for
ideas
Ideas can be remembered or easily
identified with the use of visuals. For
example, the teacher uses visuals in order
for the students to remember the content
being taught.

2. Make abstract ideas concrete

It is easier to illustrate abstract ideas if the
students see something concrete. For
example, using series of styrofoam balls to
introduce the Solar System.
3. Motivate learners
Visuals motivate students to be engaged in
the lesson.
4. Direct attention to important points
A visual pointer draws the learners
attention to what is being shown in the
visual. Visual pointers may be color, arrows,
icons, shading or animation.

5. Repeat information
If visuals are presented to the students
together with spoken words, the
information presented can be easily
understood.
6. Recall prior teaching
Visuals can be used to remember
previous learning. This will serve as a
stepping-stone for new lessons.
7. Reduce learning effort
Visuals
can
simplify
complex
information.

CATEGORIES OF VISUALS
The following are the categories of visuals
based n function (Clark, 2004).
1. Realistic Visuals

Realistic or representational visuals are

visuals that show the actual object or subject
under study. These visuals are used to
represent the actual appearance of an object.
Representational graphics include things
like the screenshot of software application
screens, equipment, apparatus, and others.

2. Mnemonic Visuals
These are patterns of letters, ideas, or
associations that help you remember
something. It aids in memory.

MNEMONIC

3. Analogical Visuals
These visuals convey a concept or topic
by showing something else and implying a
similarity.

. ANALOGICAL VISUALS

4. Organizational Visuals
These
visuals
show
qualitative
relationships among the main points or
concepts in textual material. This type of
visual helps communicate the organization
of the content. Organizational visuals
include
flowcharts,
graphs,
maps,
schematic and classification charts.

5. Relational Visuals
These
visuals
communicate
quantitative relationship. Examples
of these are charts and graphs.

6. Transformational Visuals
These visuals illustrate movement or
change over time. Examples of these are
those that show a process or a step or
procedure like the water cycle.

7. Interpretative Visuals
These visuals illustrate theoretical or
abstract
relationships.
Examples
are
illustrating a theory, principle or cause and
effect relationships.

8. Decorative Visuals

These visuals are the things added to spice

up the message but serve no useful
instructional purposes. However, teachers to
be careful in adding elements not part of the
intended message because it may interfere or
distract the attention of the learners.

Basic Elements in Designing Visuals

1. Lines
Lines connect two points and can be
used to help define shapes, make
divisions and create textures. All lines, if
theyre straight, have a length, width,
and direction (Wilson, 2014)
It is a one dimensional structural
device that attracts attention by moving
the eye around or to a specific area. Line
suggest action, direction, and movement.

2. Shapes

Shapes are self-contained areas. The use of

lines, differences in value, color, and/or
texture defines an area.
Shapes are two-dimensional and can
form the outline of objects. Shapes can
work together to create a meaningful
whole.
Some shapes communicate from their
silhouette without any internal detail.
Other shapes can be classified as
geometric or amorphous.

3. Color
Choices and combination of colors are
used to create emphasis on important
details, differentiate items from the
rest, create depth and help organize
information.
Appropriate color choices can not
only enhance and enrich your visual
designs but also suggests moods and
indicate movement. color commands
attention and adds visual impact.

4. Texture
Refers to how a surface feels or is
perceived to feel. By repeating an
element, a texture will be created and
a pattern formed. Depending on how a
texture is applied, it may be used
strategically to attract or deter
attention.
Texture can be used to give
emphasis, provide separation or
enhance unity. For example, cotton can
be used to represents the clouds.

5. Typography

Typography refers to which fonts are

chosen, the size to be used, alignment of
elements, color, and spacing.

6. Form

This mainly applies to all objects in

three dimensions. It also describes their
mass and volume.
To create a form, simply combine two
or more shapes. It can be enhanced by
different textures, colors, and tones
(Wilson, 2014).

NON-PROJECTED VISUALS
Non-projected visuals are visuals that
do not require the use of equipment for
projection. These are the most widely
used media in many isolated and rural
areas around the world (Heinich, 1993).
They allow instruction to move from
abstract ideas to concrete experiences.
Non-projected materials are the realia
or real objects, model, mobile, still
pictures, field trip, and display
materials.

ADVANTAGES OF NON-PROJECTED
VISUALS
Can

be easily acquired or obtained

Can be used without electricity
Appropriate for those with low budget
Can be used without much artistic
ability
Can be used in different levels of
instruction and discipline
Can be used to stimulate creative
expression such as telling stories

DISADVANTAGES OF NONPROJECTED VISUALS

Can

be damaged easily with regular

use
Hard to store
May be too small for group viewing

NON-PROJECTED VISUALS
I.

Real Objects or Realia

Real objects such as coins, plants and
animals are some of the most accessible
materials for educational use. These concrete
objects are the instructional aids most closely
associated with the experiences at the Dales
Cone of Experience.
Real objects are ideal media for introducing
learners to a new subject. Since these are
real, students can touch them, smell, hear,
view, open, disassemble, and reassemble
them using any or all the senses of their
bodies.

NON-PROJECTED VISUALS
II. Model
It is a three-dimensional representation
of a person or thing. A model may be
larger, smaller or the same size as the
object it represents. It may be
completed with details or simplified for
instructional purposes. Models can be
commercially bought or can be teachermade. A model is used to demonstrate
something, explain a process or make a
topic interesting.

MODEL

MODEL

NON-PROJECTED VISUALS
III. Mobile
A mobile is a three-dimensional
materials
that
are
hung
independently from the roof using
fine threads.

MOBILE

NON-PROJECTED VISUALS
IV. Still Pictures and Graphics
These are photographic or photograph-like
representations of people, places and things.
Advantages
It can translate abstract ideas into a more
realistic format.
It is readily available in books, magazines,
newspapers, catalogs, etc.
It is easy to use because it does not require
any equipment.

Limitations
Some photographs are simply too
small for use before a group.
Still pictures are two-dimensional

Types of Still Graphics

Graphics are non-photographic, twodimensional materials designed specifically
to communicate a message to the viewer.
They often include verbal as well as
symbolic visual cues.
1. Drawings Including Sketches and
Diagrams
Drawings, sketches and diagrams are
graphic arrangement of lines that
represent persons, places, things and
concepts.

 Drawings

are more complete and

realistic. Drawings are readily found
in textbooks and other classroom
materials.

Diagrams

are usually intended to

show parts of an object, help explain
processes or how something works or
how it is constructed.

2. Charts
Charts are a visual symbol summarizing,
comparing or contrasting or performing other
helpful services in explaining subject matter
(Dale, 1969)
Charts are graphic representations of abstract
relationships such as chronologies, quantities,
and hierarchies.
A chart should have a clear, well-defined
instructional purpose. In general, it should
express only one major concept or configuration
of concepts.
Charts are designed to be shown to a class or
group in the course of a lesson.

TYPES OF CHARTS
a. Organizational Charts
These show the structure or
chain
of
command
in
an
organization such as a school,
company, corporation, civic group,
or government department. Usually
they deal with the interrelationship
of personnel or departments.

ORGANIZATIONAL CHART

b. Classification Charts
These
are
similar
to
organizational charts but are used
chiefly to classify or categorize
objects, events or species. A common
type of classification chart is one
showing the taxonomy animals and
plants
according
to
natural
characteristics.

CLASSIFICATION CHART

c. Time Lines
These
illustrate
chronological
relationships between events. They
are most often used to show
historical events in sequence or the
relationship of famous people and
these events. Time lines are very
helpful for summarizing a series of
events.

TIME LINE

d. Flowcharts
These are also called process
charts, which shows a sequence, a
procedure, or a flow of a process.
Flowcharts show procedures or
activities that are usually drawn
horizontally.

FLOW CHART

e. Tabular Charts
These are considered as tables
that contain numerical information,
or data. The data are presented in
columns.

TABULAR CHART

3. Graphs
Graphs are visual representation of
numerical data. They also illustrate
relationships among units of the data and
trends in the data. Graphs are more visually
interesting and data can be interpreted more
quickly than in tabular form.
Some of the uses of the graphs are:
Graphs are used to present statistical
results
Graphs can give a birds eye view of the
complete information.
Graphs are an effective tool to compare and
contrast complicated facts.

TYPES OF GRAPHS
a. Bar Graphs
These graphs are used for
comparing similar items in different
categories or groups. Bar graphs are
easy to read and can be used with
elementary age students.

b. Pictorial Graphs
These are represented by a drawing
instead of using numerical data.
c. Pie Graphs
These graphs represent a whole
where each part represents a
percentage of the whole. Pie graphs
help you see clearly the percentage
value of each part to a whole.

d. Line Graphs
These graphs are used in plotting
tends that show increase or decrease
in data over time.

4. Posters
Posters

are visual combination of images,

lines, color and words. They are intended
to catch the attention of the viewers to
communicate a brief message.
Posters can be used to stimulate interest
to an avert or a new topic and can also
be used to motivate students on some
new topics.

Posters convey specific message,

teach a particular lesson, or give a
general idea.

POSTER

Characteristics of Posters
Words

are minimal. Usually 4 or 5

only
Layout of the elements are simple and
arranged well.
Colors and texts are efficient.
Illustrations are bold and lettering
styles are simple.
Posters are attractive.

Uses of posters
It

motivates the students

Single idea or a subject are presented.
It can publicize important school and
community projects and events.
It
can add atmosphere to the
classroom.
It captures attention and conveys the
message quickly.
It gives a strong lasting impression.

5. Cartoons
It is the most common and
popular visual to learners. These are
rough caricatures of real people,
animals and events. Cartoons appeal
very well to learners of all ages.

CARTOONS

6. Maps
It is an accurate representation of
plane surface in the form of a diagram
drawn to scale, the details of
boundaries of whole or earths surface,
continents, countries, etc. Some maps
may include geographical details such
as the location of the mountains, rivers,
altitude of the place and important
locations. Maps depict the climatic
conditions, natural conditions, locations
of certain countries and continents.

Uses of Maps
To

show the geographical features of

the earths surface
To show relationships between
places

Types of maps
1.Road map this is the most commonly used map
that is used for navigation.
2. Physical map it shows the landscapes and
features of a particular area such as lakes, rivers,
and the seas.
3. Topographic map this is almost the same as
physical map. However, it uses lines to show
changes in elevation.
4. Thematic map this type of map shows a
theme or topic in a particular area. It usually
shows the average number of cloudy days,
temperature ranges, and average rain or snowfall.

5. Political map this shows the names

and locations of important cities. There are
no landscape features that are shown in
this type of map. This is the kind of map
used for wheather reports.
6. Climate map this type of map shows
information such as average number of
cloudy days, temperature ranges, and
average rain or snowfall. This is the type of
map used for wheather reports.
7. Resource map this type of map shows
the economic activities or resources that
can be found in the particular area.

NON-PROJECTED VISUALS

VI. Field Trip

A field trip is an excursion outside the

classroom. Usually a field trip is to go out
of the classroom or go out to another
building or place to study how things are
made or processed, to see well-known
people or to see real objects. The objectives
of a field trip is for students to have a firsthand experience and to encounter
phenomena that cannot be brought into
the classroom for observation and study.

NON-PROJECTED DISPLAY MATERIALS

Non-projected visuals also has display

materials that are often seen in the
classrooms which can be used for a
wide range of teaching and learning.
1. Blackboard
Blackboard is the most common
display surface in the classroom. It can
be used as a surface to draw visuals to
support verbal communication.

Techniques in using the blackboard

It may seem very simple to use the
blackboard, but there are ways on how to
effectively use it (Heinich, 1993).
Check

the visibility of the board from

several positions around the room to be sure
that there isnt any glare on the surface.
Plan the things you are going to write.
Use drawing aids such as rulers and
templates to save time to improve the
quality of your drawings.

 Print

neatly rather than using script. For 32

foot long classrooms, the letters should be 3
to 3.5 inches high, and the lines forming the
letters should be a quarter-inch thich.
Hold the chalk or marker at an angle so it
wont make scratching or squeaking noises.
Use color for emphasis. Two or three different
colors are fine.
Put guidelines to help you write in straight
line. A water soluble felt tip marking pen will
do. Dont talk to the board. Face the class
when youre talking. Move around so you
dont block what youve written on the board.

 The

board should be completely erased after

each use. Dont let the marks remain on
board overnight. Old marks can be erased
by tracing over them with a black erasable
marker and then erasing immediately.
For general cleaning, simply wipe the board
clean with a soft, damp cloth.
The erasable markers should be kept tightly
capped and stored in a horizontal position
to prevent them from drying out.
Vary your presentation techniques. Do not
overuse or rely entirely on the board.

2. Multipurpose Boards
It is board that is used for several purposes
such as for announcements of special
events or occasions, reminders, things to
do, etc. It is also called panel board.
3. Bulletin Boards
It is a surface used for decorative,
motivational and instructional purposes. It
can hold pins, thumbtacks, and other
sharp fasteners without damage to the
board.

4. Feltboards
These are sheets or felt ( or boards
covered with felt) on which moveable
displays can be produced by sticking shapes
cut out of or backed with felt onto them.
5. Magneticboards
These are ferromagnetic display boards on
which moveable displays can be produced
using materials that are made of (backed
with) magnetic materials, or are fitted with
small magnets. They can be used in much
the same way as feltboards and hook-andloop boards.

6. Flipcharts
A flip chart refers to large sheets of
paper fastened together at the top and
mounted to a easel. The sheets of paper
can also be fixed to a support bar, or a
display board by pinning them along their
top edges so that they can be flipped
backwards or forwards as required in
order to reveal the information on a
particular sheet, or to produce a fresh
blank sheet on which impromptu
information can be written or draws.

7. Exhibits
Exhibits are displays of various
objects and visuals designed to form
an integrated whole for instructional
purposes. It can be set up on a table
or shelf.
8. Dioramas
Dioramas are static displays
consisting of a three-dimensional
foreground and a flat background to
create a realistic scene.

PROJECTED VISUALS
Projected visuals are pictures shown
on a screen using a projected device
such as overhead projector, slide
projector, opaque projector, LCD
projector, plasma projector, document
camera and LED TV.
Projected devices are the most
common sight you can find in the
classrooms. These devices benefit the
teachers and the students most so that
lectures will be easier.

1. Overhead Projector
It is a projection device tool used to
display images onto a screen or wall.
Types of Overhead Projector
a. Reflective Projector

In reflective projector, the light source

located in the head of the projector. The
light shines down onto the reflective stage
and then reflects back into the head of the
projector and onto the screen.
most widely used projector that can be
found in many schools.

b. Transmissive Projector
Transmissive projectors are the
most widely used projector that can be
found in many schools. It is the bulky,
largest and heaviest type of projector.
In transmissive overhead projectors,
a text passes through sequence of
lenses and mirrors that came from the
base of the machine which in turn
displays the result on a screen or a
wall.

2. Slide Projector
It is a projection device designed to be
used with slides. Slides are small
transparencies mounted in sturdy
frames which are ideally suited to
magnification and projection. This device
is slowly becoming obsolete in most
schools because of the presentation
software that are more easy to use and
does not entail cost to prepare for slides.

3. Opaque Projector
It is the first projector used as a
presentation device before the OHP. It
is used to project non-transparent
materials
or
printed
materials
without having to convert them to
another medium. Only few schools are
using this device because it is bulky
and materials cannot be projected as
clearly as the new projection devices.

4. Liquid crystal Display (LCD) Projector

It is the modern equivalent of a slide
projector and OHP. It is a type of video
projector for displaying video, images or
computer data on a screen or other flat
surface. LCD projector is considered a
transmissive projector because light passes
through the LCD panels rather than bouncing
it away. When a projector uses mirrors to
direct the light in an image, then it is
reflective projector; and that is the technology
behind a Digital Light Processing (DLP)
projector. The Light-Emitting Diode (LED)
projector is named for its light source.

5. Document Cameras
These are projected device that can
project objects that are readily
available in the classroom. A real
object or realia can be easily projected
to enlarge the visual so that everyone
can see.

AUDIO MEDIA

Today, there is widespread popularity of

audio
because
you
can
access
it
anytime/anyplace using our mobile phones.
Producing audio is easier now due to
recording devices that are affordable and
are readily available.
In the classroom setting, we still can find
that the dominant mode of instruction is
still audio. Teachers voice is still the best
audio media that students hear and listen
to. Audio is used particularly for learners
with reading and/ or other learning
difficulty and those who are visually
impaired.

LISTENING AND HEARING

Listening
and
hearing
though
synonymous, are complete different
things. You can listen to someone without
actually hearing anything. If you are
daydreaming in class, you are hearing the
noise inside the classroom and not
listening to what the teacher is saying.
Hearing is one of the five senses of a
person and it is the ability to perceive
sound by detecting vibrations through an
organ such as the ear.

According
to
Merriam-Webster,
hearing is the process, function, or
power of perceiving sound; especially: the
special sense by which noises and tones
are received as stimuli. In hearing,
vibrations are detected by the ear and
then converted into nerve impulses and
sent to the brain. A person who is unable
to hear has a condition known as
deafness. Hearing occurs even in sleep,
where the ear processes the sounds and
passes them on the brain, but the brain
does not always react to the sound.

Listening, also known as active

listening is a step further than
hearing, where after the brain
receives the nerve impulses, it
interprets it, then it then sends
feedback. Listening is a key to good
communication, therefore it requires
concentration so that it can lead to
better academic performance.

The following are techniques on how

to develop listening skills.
1. Directed Listening.
Give the students some objective or
questions to guide their listening before
presenting the audio material to the
class.
2. Following directions.
Give
the
students
directions
individually or as a group and ask them
to follow instructions.

3. Listening for main ideas, details

or inferences.
Give students a guide on what to
listen to like the main ideas, details or
specific information.
4. Using context in listening.
Let your students distinguish
meanings in an auditory context by
listening to sentences with words
missing and then supplying the
appropriate words.

5. Analyzing the structure of a

presentation.
After listening to a material, the
students can be asked to outline what
they have listened to.
6. Distinguishing between relevant
and irrelevant information.
After listening to the given audio
material, the student can be asked to
identify the main idea and other related
ideas.

AUDIO FORMATS
Audio format is a file format for storing sounds
or music. It can either be analog or digital.

1. Digital Audio

Digital files are kept on a digital storage such as

a CD, computer hard drive, a flash drive or a
digital recorder. Computers are digital devices.
This method of computing is referred to as the
binary system, meaning they perform all
calculations using ones and zeros. Devices such as
hard drives, CD recorders, and Mini DV
camcorders are digital devices, and therefore
record data digitally, as ones and zeros. Digital
files are saved in MP3 or WAV format.

1.1 Audio file types

wav

standard audio file format used mainly in

Windows PCs. WAV files are considered as a first
generation format because the digital copy of a
file is uncompressed, which means that WAV files
have not gone through any audio editing.

mp3

- the MPEG Layer-3 format is used for

compressing audio file into a very small file that
is used for digital storage and transmission. This
is the most popular format for downloading and
storing music.
Wma the Widows Media Audio is a Microsoft
audio format which is used also for compressing
audio files.

1.2 Digital Storage Devices

Optical

Disc
An optical disc is a storage medium
from which data is read and to which it is
written by lasers. Optical discs are
common for storing digital data like music
and other types of data. Audio CD were
available since 1982 as a physical storage
medium for audio. However, because of
the digital downloads, commercial audio
CDs have been decreasing in sales.

Type 1. Read Only Memory (ROM) disc. These

are used for distribution of standard program
and data files. CD-ROMs come with data
already encoded onto them. The data in the
CD-ROM cannot be modified because it is
permanent but can be read a number of times.
Type 2. Write-once read-may (WORM) disc.
These disc can be written to only once. After
that, it behaves like a ROM disc. The
information stored on the disk cannot be
changed or erased.
Type 3. Re-writeable, write-many read-many
(WMRM) disc. These discs allow information
to be recorded and erased many times.

2. Analog Audio

Analog audio is a representation of a sound

that is analogous to the air pressure waves of the
sound. That may sound complicated, but it is
actually very easy to understand. Sound is waves
of air molecules. Analog audio is a representation
of the intensities of those waves in a different
form, such as voltages on a wire or magnetized
particles on a cassette tape (Mack). Analog
devices read the media, such as tapes or records,
by scanning the physical data off the media.
Audio tape players, VCRs, and record players are
examples of analog devices. To record analog
audio of a sound today, we use a microphone.

Assessing Audio

1. Streaming audio

Streaming audio is a method of delivering audio signal to

your computer using the Internet. Unlike in
downloading .mp3 or .wav files, streaming audio will let
you hear the sound as it arrives to your computer, so you
do not need to wait to complete the download before you
can hear the sound. As the data arrives, it is buffered for
a few seconds and then playback begins.
The most popular and well-known websites that offer
audio streaming are:
Spotfy (www.spotfy.com),
Pandora
Last.fm

(www.Pandora.com)

(www.last.fm),

Rhapsody

(www.rhapsody.com) and

Grooveshark

(www.grooveshark.com).

2. Podcasting
Podcasting (from the words Ipod and
broadcasting) refers to recorded audio files in
MP3 format that are distributed over the
internet. These audio files be sent
automatically to subscribers and stored in
their computers for listening at their
convenience. These files need to be completely
downloaded before you can listen to them. With
podcasting software, students and teachers can
create their own newscasts or documentaries
and allow subscribers to download and listen to
them on their computers or portable audio
players. (Giron, 2013).

3. Internet Radio
Internet or wi-fi radios can give you
access to thousands of internet radio
stations. All you need to do is to have an
Internet access to be able to access them.
Radio stations on the internet can offer a
variety of programs that includes local and
international news, music, science and
sports. With this live programming,
students can enjoy listening using their
computers to help them be updated with
current events. Most of the radio stations
nowadays offer internet radio.

4. Digital Players
Digital players or mobile digital
media players are portable electronic
gadgets used to store and play digital
media such as audio. Some commonly
used digital media players are iPod
Touch and MP3 players.

Application of Audio in the

Classroom

Music can be a great way to use audio in

the classroom. Some of applications of audio
in classrooms are:
1. Students can hear the voices of experts by
listening to their ideas and opinions.
2. By using audiotape or audio recordings, it
can help the learner perform a task, such as
an experiment, when written notes are not
available.
3. Students can generate their own recording
which can be part of their learning activity.

3. Students can generate their own

recording which can be part of their
learning activity.
4. It can provide study after a lecture.
5. Learn from public lectures.
6. Learn a new language.
7. Can be used as a motivation to start
a class ( Ex. Singing a song, listening to
a music)

To start using your audio in the classroom, the

following are some guidelines that will help you in
using audio.

1. Make sure that you know where you want to start

playing.
2. Check the volume level in advance.
3. Check the environment. Make sure all the students
can hear.
4. If possible, minimize external noise that are not
part of the audio material.
5. Have an introduction of what the students would be
hearing. Guide questions can be provided.
6. A handout or worksheet can be used to supplement
audio media.
7. To create discussion or other activities, audio
presentation can be paused or stopped.

VIDEO MEDIA

 Video

as a teaching tool can help

engage learners in the learning process
and can effectively communicate
complex information.

Video

is a series of images that when

combined, can form moving visual
images.

Uses of video in the classroom

Video can be used in the classroom in several
ways (SPARKed in Education). When using a
video, a teacher can:
Provide a common experience for all students.
Generate interest and stimulate imagination.
Offer a different perspective on or another
approach to a topic.
Connect student to faraway places.
Demonstrate abstract ideas.
Stimulate the development of critical thinking
skills.

 Equalize

educational opportunities.
Enhance self-respect and break down
social stereotypes.
Promote critical viewing skills and
media awareness.

Different Types of Video Uses for Education

1. You Tube
Is a popular source of videos that were made not only
to entertain but also to enhance the learning of the
students.
2. Vodcasts
A vodcast is similar to podcast. However, audio clips,
which includes videos and pictures can be accessed
through it. Video podcasts can be created by teachers
with the use of the audio combined with pictures. Audio
can be recorded using an audio software and can be
uploaded. A special software is used to merge the audio
and the pictures together. Teachers can create podcasts
to be shared to the class for review or remedial lessons.

3. Video Conferencing
Video conferencing has now been
incorporated in the field of education.
This is used to give lectures, seminars to
students who cannot be present during
the lecture, can do virtual field trips, and
can be a venue for the students to work
collaboratively with each other. Skype is a
popular program that is used to
communicate with other people using
only their webcams.

Video Recording
To make a video recording for
classroom use, you need the following.
Video camera to record
A tripod to keep the camera steady
Microphone to capture the sound
coming from the speaker
Good lighting
Computer and Video editing software

VIDEO PRODUCTION
Producing a video is not an easy
endeavor and requires time to be able to
create one. It goes into three processes
namely, preproduction and post-production
to achieve your goal of a good video.
Preproduction Process
Preproduction includes everything that
you do before starting your video. Brain
storming, scriptwriting, storyboarding,
scheduling, props/wardrobe preparation,
location scouting are all under this process.

1. Brainstorming
The very first step to developing a video is
through developing a concept. The What,
Where, Who, How are the questions that
you need to answer.
Where will the videos be used? For
example, for classroom use, teacher
professional development program, or
information dissemination.
Who is the audience? If students, teachers,
or the school community. If it is for the
students, the grade level should be
considered.

 What

is the purpose of the videos? Is it to

provide additional information, motivate the
students, support to the curriculum or to
provide content knowledge for the teachers.
How long will the video be?
What is your budget in developing the video?
2. Scriptwriting
This is the part where you start writing what
the video is all about. What type of video are
you going to create? Is it informational,
documentary, or are you interviewing someone?
These are questions that will be answered
during scriptwriting.

The following needs to be prepared

during scriptwriting:
Storyboard

are used to visualize your

movie idea. Scenes, visuals, and audio will
be sketched out during storyboarding.
Site Survey based on the script, all the
elements that need to be prepared must
be set-up. This includes visiting the
location site, reserving the site, getting all
the equipment needed and lining up the
people involved in the video production.
Timeline is also part of the preparation.

Production Process
Production is the actual recording and
capturing of the video. Production will
start from the technical rehearsals and
any video taping or producing of
elements needed for the project.

Aspects of Production

The following are the different aspects of

production that are necessary to know during
the capturing of video. (KidsVid 2000-2009)

1. The Camera. Get to know the camera you are

going to use and how it works.
2. Shot Types. Below are the types of shots that
produce different effects which are determined by
the cameras proximity to the main subject.
a. Establishing shot A long shot used at the
beginning of a sequence to establish a setting or
scene.
b. Close up a shot taken very close to the
subject so that it fills most of the frame.

c. Big Close-Up A shot in which a

persons fills up most of the frame.
d. Medium Close-Up A shot framing
a person from the level of mid-chest.
e. Full Shot A shot in which a persons
complete body is included, usually
equal
to the height of the frame.
f. Long Shot A shot in which a persons
complete body is included but is at a
distance from the camera.
g. Extreme Long Shot A shot in which
a persons size is very small in
comparison to the screen.

3. Camera Movement. As you shoot

footage, you are able to move the camera.
Below are the different camera movements
and examples of the different ways you can
move the camera.
a. Zoom In The lens of the camera
moves in such a way as to bring the image
closer to the camera.
b. Zoom Out The lens of the camera
moves in such a way as to move the image
away from the camera.

c. Panorama (Pan) Shot The camera

rotates from one position on a horizontal
plane, (i.e. pan right, pan left).
Pan Right The camera swivels to the
right, causing the image to move from
right to left across the screen.
Pan Left The camera swivels to the
left, causing the image to move from left
to right across the screen.
Swish Pan The camera takes a very
fast panorama that blurs the action.
Tilt The camera rotates vertically
from a single position.

d. Traveling Shot The camera is

mounted to an apparatus, such as a car,
track, etc. that moves it while filming.

Action within the frame the

subject moves within the frame and the
camera DOES NOT move.
Follow the Action The subject is
moving, yet stays within the frame
because the camera is MOVING with
the subject.
Crane The camera is mounted to a
long boom made just for this purpose.

4. Lighting

Three-Point

Lighting. Lighting that is projected

from three different sources: a key light (a bright,
primary light source that casts shadows); a fill
light (light that eliminates or softens the shadows
made by the key light); and a backlight (lights
positioned behind the subjects or objects that
outline or highlight their contours).
High-Key Lighting. Bright even light with low
contrast and few visible shadows.
Low-key Lighting. Low level light with high
contrast areas of light, such as in Film Noir and
horror films.
Directional Lighting Use of all other sources,
such as overhead, under-lighting, backlighting, etc.

5. Audio
When a setting up an audio, you need to ask
whether this will be used for interviewing a
person, only as background music or just to
have an ambiance. If you will be interviewing
somebody, a microphone must be provided.
There

are different types of microphones

used for different purposes.
a. Lav mic Lav is short for a lavalier
microphone. This is also called a lapel
microphone. This is a tiny mic that hooks to the
persons shirt or collar. This mic is used for
interview.
b. Handheld mics are held in the hand and
are usually used for interviews.

c. Boom or shotgun mics these are

microphones used to pick up voices or noises
that are usually used for film shoots and
broadcast. They are usually on top of the
camera or are held by the audio person placed
on an extended pole during recording.
d. Wireless or Wired the different
microphones mentioned above can be wired or
wireless. Wired microphones use an audio a
VH or UVH signal to transmit the audio back
to the camera. They do not have the cable
connecting it to the sound system or camera.
Users
like
speakers,
entertainers
or
performers can move anywhere with the use of
wireless mics.

Post-Production Process
1. Editing
This is the process of putting all the elements
such as music, audio, narration, background,
etc. together. Todays editing is called digital
editing because the editors uses a computer to
manipulate the elements. To start editing,
You

need to import first the raw video or the shots

you have taken, the music that you will be
needing and the audio or narration to the
computer.

Arrange

the clips in an order based from the

script.
Include the music and the effects.

a.
b.

Music Music can enhance the video as it

sets the mood.
Effects Effects are used to help tell the
story. Some of the effects used are:

Fade-In

A shot that begins in darkness and

gradually brightens.
Fade-Out A shot that begins in brightness and
gradually fades to black.
Iris A shot beginning in darkness and gradually
getting lighter in a circle.
Dissolve Superimposition of the end of one shot
onto the beginning of another so that the two
images overlap for a period of time.
Wipe A vertical line seems to wipe across the
screen, wiping out one scene and wiping in the
next.

2. Saving

The following video file formats can be used to

save a video.
Video File Formats (EdtechTeacher, 2014)
m4v Created by Apple, most video files in
iTunes use this format, and most players can
open an m4v file.
mp4 iPods
and other digital audio playing
devices made the mp3 famous as a format for
streaming music. This is a universal file format
that works with all types of players and editors.
mov QuickTime video creates mov files. These
files works best if you are using iMovie for
editing. However, they are often slightly larger in
file size.

 Wmv

Windows Media Video, developed by

Microsoft, used to work only on a PC.
Flash This product from Adobe creates a
variety of formats (swf, f4v, and flv) that are
used frequently by video sharing sites such
as YouTube or Vimeo.

3. Distribution

Video is now ready for distribution. Today,

distribution is through uploading in the
internet or by video sharing.

Using the Video Effectively

Video can be a powerful tool for learning to be

engaging and meaningful. Preparation is needed to
effectively use video in the classroom.

Before Viewing
Preview

the video. Video may not be viewed

completely. The teacher can select only a
particular part of the video to show to the class,
unless the video itself is part of the lesson.
Prepare the classroom environment and
video equipment. Prepare the equipment to be
used to run the video. Test whether it is working
well. Check whether the video can be viewed
when there is bright light, low light or completely
dark.

 Prepare

the learning experience. Guided

questions can be provided to the students to
encourage active viewing of the content. Stimulate
students pre-existing knowledge to assess later on
whether they have learned something.

During Viewing

Students will now watch the video material

focusing either on the guided questions or a
particular segment.
Video can be paused for clarifications or questions.
New vocabulary can also be answered.
You should not present the leader ( the part of the
film with the number countdown on it). The first
image the students see should be the title or
opening scene of the film.

After Viewing
After watching the video, the students
might retell, discuss or do a post viewing
activity. Activities can deepen the
viewing experiences of the students.

-------Thank You--------

Nelma M. Muaa, Ph.D

EDUC 315 Professor