LESSON 18: ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

                A source Center,learning laboratory, teaching agency, a service agency and a coordinating agency. These are just few words that can describe and summarize what educational media centers.  Educational media Center is also known as EMC is a facility designed for the housing and utilization of all educational media within the school. It is a basic requirement for a school to render quality service.

                The following are the EMC Services: 1) Orientation,2) Selection of print and non-print materials, 3) organization of print and non-print materials, 4) Circulation of print and non-print materials, 5) reference, 6) bibliographic service, 7) media instruction program, 8) class supervised research, 9) grade level newspaper, 10) mags-on-wheels, 11) photocopying service, 12) video and sound production and 130 multi-media services. These are made possible by the EMC that is adequately equipped not only with material resources but most important for all by manpower resources, the media specialists and the assistants. So, schools must provide or activate this EMC for quality education so that students have the opportunity to show their potentials and excel in the academic performance.;

LESSON 17: ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

               In a technology-supported classroom, the students learn from and with technology. Technology is seen as a source of information that the students learn from in the same way the teacher, is also a source of information. The students master facts and concepts from technology and with the aid of technology. In a constructivist classroom, learning transcends memorization of facts. It also says that we or the students must go beyond memorization for tests and students should not study just for getting a higher grade or passing the exam. Through this, we can internalize the in depth meaning of a certain word in which we might use it in the future. We can also see the relevance of the facts and concepts to daily life to what we value and treasure in life. So then, this is what learning is from the eyes of the constructivist, then definitely, the pure memorization (sometimes without understanding) done for a mere recall test does not jibe with such belief.

               The assessment that would perfectly match to the constructivist’s thinking is the authentic assessment. Why authentic? It’s just because authentic assessment measures collective abilities – written and oral expression skills, analytical skills, and manipulative skills, creativity and ability to work collaboratively. 

LESSON 16: USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-LEARNING STRATEGY

               When we are going to plan, it is necessary to clarify our goals and objectives. And after which, we have to determine how much time is needed and extent of students’ involvement in decision making. To effectively use the project-based multimedia, we also have to set up forms of collaboration. Identifying and determining what resources are needed. And lastly, deciding on the mode to measure what students’ learn.

               The various phases of the project include: 1) before the project starts, 2) introduction of the project, 3) learning the technology, 4) preliminary research and planning, 5) concept design and storyboarding, 6) first draft production, 7) assessing, testing, and finalizing presentations and 7) concluding activities. 

               There are two kinds of testing to think about: functional testing and user testing. Functional testing means trying all the possible paths through the presentation, checking for errors, missing images, and the like. While user testing, this means showing the presentation to members of the target audience.

LESSON 15: PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

               Project-based multimedia learning is most of all anchored on the core curriculum. This means that project-based multimedia learning addresses the basic knowledge and skills all student are expected to acquire. A class that effectively employs project-based multimedia learning is highly animated and actively engaged. In this type of learning, it does not focus only on the use of multimedia. The students end up with a multimedia product to show what they learned. So, they are not only learners of academic content, they are at the same time authors of multimedia product at the end of the learning process.
               There are dimensions of project-based multimedia learning. And these dimensions are: 1) core curriculum, 2) real-world connection, 3) extended time frame, 4) student decision making, 5) collaboration, 6) assessment and 7) multimedia. In using the project-based multimedia learning strategy, there are also limitations. The major limitation of which is the tendency to lose track of the lesson objectives because the technology aspect has gotten the limelight. So then, in using the project based multimedia learning, we have to consider the limitations so that we can effectively use its’ benefits. Project-based multimedia learning is a “value added” to teaching. It is indeed a powerful motivation.

LESSON 14: MAXIMIZING THE USE OF OVERHEAD PROJECTOR AND THE CHALKBOARD

               It can’t be denied that nowadays we are highly provided by various high-technology gadgets. We are actually living in comfort and yet, we are very much lucky enough that we already taking its’ benefits. Even in the use of instructional materials, new technologies are now widely used in the teaching-learning process. A few schools are bountifully blessed with computers and computer-literate teachers. But, the reality is, most schools are not that blessed. Some institutions don’t have any access about technology. And worst is, there are schools who are not connected yet to the electricity.

               Well, we can say that the most available source of instructional tool is the chalkboard. Whatever school is that, chalkboard is always present. But then, there are also points to remember when using the chalkboard. To name a few, here are some examples: 1) write clearly and legibly, 2) don’t crowd your notes on the board, 3) don’t turn your back when you’re writing on the board; write sideward, 4) stand with your elbow high, 5) use dots as aiming points and 6) make all writing 2 to 4 inches high.

               Another familiar means of instructional material is the Overhead Projector or commonly known as OHP. We can use OHP with the use of prepared transparencies. Through OHP, we can still present a visual presentation if ever the LCD fails to function. Even if we are provided with advance gadgets, we should still look for the use of these resources.

LESSON 13: TEACHING WITH VISUAL SYMBOLS

               With visual symbols alone, the teachers have an array of teaching materials to choose from. If teacher decides and commit herself/himself to use visual symbols in every lesson, the teacher can assure that the lesson that he/she teaches will remain fresh to the minds of the students. So what then are the components of visual symbols?

             

               The components of visual symbols are as follows: drawings, cartoons, strip drawings, diagrams, charts, graphs, maps and globes. Let’s start defining each component. Drawings – these may not be the real things but better to have a concrete visual aid than no visual aid at all. It is also advisable that drawings are really near to the reality or shall we say that it really represent the real object, to avoid confusion. Cartoons – the main function of cartoons are to tell a story in a metaphorically manner. The less the artist depends on caption, the more effective the symbolism. Strip drawings – these are commonly known as comic strip but according to Dale, it is more accurate to use the word strip drawings than comic strip. Diagrams – any line drawing that shows arrangement and relations as parts of a whole. There are three types of diagram namely: affinity, tree, and fishbone. Chart – is a diagrammatic representation of relationships among individuals in an organization. Examples of chart are: 1) time chart, 2) tree chart, 3) flow chart, 4) organizational chart, 5) comparison and contrast chart,6) pareto chart, 7) run chart.

               There are several types of graphs: 1) pie graph, 2) bar graph, 3) pictorial graph and 4) line graph. Map – a representation of the surface of the earth or some part of it. Kinds of map: 1) physical map, 2) relief map, 3) economic map and 4) political map. The collection of these visual symbols greatly depends on the preparation and creativity of the teacher.

               

LESSON 12: THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

              Just imagine when we are trying to knew about  how Bagyong Ondoy ruin the life and occupation of our fellow Filipinos. Would you like to knew it only in the radio? or in the newspaper?Of course you would probably refer to watch the news aired in the television. This is because, television is a package deal. Aside that it is audio, it is also a visual means of communication.

              In the classroom setting, we can observe that the most used and tortured visual aids are in the means of using cartolina, manila paper and the like. It seems that this visuals are very common inside the classroom. So since we are talking to how effective and powerful the film, video and TV are, why not use these in the class discussion?

              Students, especially graders will surely give much interest in the discussion if it is in a way of motion pictures, colored presentation with matching sound effects.It keeps the attention of the students and retention is better with audio-visual tools.Let's set an example that a class is going to have a film viewing. Before viewing, give your students a set of objectives and expectations in watching the film. Link the film with your lesson. Set house rules to prevent interruptions during the viewing process. Give out guide questions for them to answer after viewing.

               But then, we must take into consideration that too much exposure may encourage passivity which is not advisable to the students. For the reason that learning is an active process not a passive process. So we must know our limitations in using the benefits of TV, film and video in the teaching-learning process.