Sub ubjject Name Topic Lect Le ctur urer erss
: Lang Langu uage age Teachin ching g an and Le Learni arnin ng Ev Evalua aluattion ion : Retno Indri Yustika : Media : ro! ro!"" So!e So!end ndi# i# M"$ M"$"# "# h" h"%" %" & Son Sonii Miri Miri'o 'on# n# M"$ M"$"# "# Ed" Ed"% %
TE$()IN*+LE$RNIN* TE$()IN*+LE$RNIN* ME%I$ $" %E,INI %E,INITI TI-N -N -, -, ME%I ME%I$ $ Media can be seen as a medium, broadly conceived, any person, material, or event that establishes establishes conditions conditions which enable the learner to acquire acquire knowledge, knowledge, skills and attitudes (Jacobs et al., 2002, p.240. !eiser " #agne ($%&', p. de)ine education media edia as* as* +... +..... .... ...t .the he phy physica sicall means eans by whic which h an inst instru ruct ctio iona nall mess messag agee is communicated.+ #enerally, media are selected on their ability to present the events o) instruction (!eiser " #agne, $%&' and to )acilitate the achievement o) stated obectives (#erlach " -ly, $%&0, p.240. Media re)ers to the presentation o) material using both words and pictures. e )urther states that learners can better understand an e/planation when it is presented in words and pictures than when presented in words alone. ccording to several researchers media can be de)ined as all the methods and material that can be used used to suppor supportt the learni learning ng process process.. ther therson son (200' (200' quotes quotes Marshal Marshalll Mc1uha Mc1uhans ns )amous words that +the medium is the message+. 3n teaching the medium is certainly a message. he use o) any adunct to the voice sends a message to the learners, which will be received and understood at least out o) consciousness and perhaps e/plicitly. Media can be seen as any medium or methods that are used to present a message. ." %E,INITI %E,INITI-N -N -, TE$()IN TE$()IN*+LE *+LE$RNIN $RNIN* * ME%I$ ME%I$ he he term termss teac teachi hing ng and and lear learni ning ng are are asso associa ciate ted d with with the the intro introdu ducti ction on (e/plaining, elucidating, etc. and learning o) knowledge. his trans)er o) in)ormation is accomplished by using certain symbols. 5hen we speak, read or observe things we use symbols, which represent speci)ic in)ormation to give meaning to those things we are observing. eaching6learning media can be seen as many di))erent kinds o) media used to introd introduce uce (e/pla (e/plain, in, elucida elucidate, te, etc. etc. the learni learning ng conten contentt to the learner learners, s, so that that the learning that takes place by the learners can be e))ective (7reken, $%%&, p.0. teaching6learning medium can be de)ined as an obect the teacher uses, or which is given to the learners to use, to achieve speci)ic teaching and learning outcomes. 3t is not only apparatus or pictures, but include many other types o) learning e/perience (Jacobs et al., 2002, p.240.eaching6learning media can there)ore be de)ined as any medium a teacher uses to present a lesson e))ectively. here is so many di))erent media that can be used, that the classi)ication o) media by di))erent specialists will be looked into.
(" (L$SSI,I($TI-N -, ME%I$ .Y /$RI-0S ME%I$ SE(I$LISTS Media can be classi)ied into di))erent types, such as visual, audio, computer based, etc. Media specialists have classi)ied it in di))erent classes and there)ore make it easier to recogni8e and select the right one )or the teaching6learning situation. he classi)ications o) -llington, Marais, !omis8owski, #erlach, 9chramm and :oger will be discussed in order to indicate the progress o) how media have been classi)ied earlier and how it is classi)ied now. 1" Ellington he contribution o) learning theories to media selection motivated -llington to base his media selection guidelines on teaching learning systems (-llington, $%&, p.$2. -llington classi)ied teaching6learning systems into three broad groups* $. Mass instruction 2. 3ndividuali8ed instruction '. #roup instruction ccording to him mass instruction place the teacher in a traditional e/pository role as controller o) the teaching6learning process and as a source o) in)ormation. 1earners are generally passive and work at a rate determined by the teacher. 3ndividuali8ed instruction tends to be more learner6centred. learner work at his;her own pace and the role o) the teacher is more supportive, either as a tutor or guide. #roup learning is concerned with communication, interpersonal skills and group dynamics. 3n these instances, the role o) the teacher is as a )acilitator or organi8er o) group activities. -llington does not make a clear classi)ication o) how media can be used. e only makes a classi)ication o) how a teacher can instruct learners, either by mass, group or individual instruction. Mass instruction will not be a good choice, )or the learners are passive in this instruction and they all have to work at the same rate. he teacher is the only source o) in)ormation and the learners do not develop their skills o) communication or investigation. 2" Marais ccording to Marais ($%%0, p.' a proposed teaching obective not only gives direction, it is also indicative o) the appropriate teaching method and media best suited to achieve the proposed obectives. Marais classi)ication o) teaching6learning media is as )ollows* 3ntrinsic teaching6learning media. his type o) media entails lectures, dramati8ing, demonstrations, discussions and assignments. nd e/trinsic teaching6 learning media< it encloses realia, pictures, sound, programs and simulations. 3" Romis'o4ski !omis8owski ($%=4, p.>06>' supports the +sensory channel+ classi)ication o) teaching6learning media. e classi)ies media into the )ollowing categories* udio, udio6visual, 7isual, and actile ; ?inesthetic. e recommends that media be considered according to both essential media characteristics, which control the clarity o)
the message and optional media characteristics, which improve the quality o) a presentation. 5" *erlach " El6 #erlach is more speci)ic with his classi)ication o) media. 3n his classi)ication the teacher can use more media to assist with the presentation o) in)ormation. ccording to #erlach and -ly ($%&0, p.24= media are classi)ied into si/ categories* 9till pictures, Motion pictures, elevision, udio recordings, !eal things;simulations;models, @rogrammed and computer6assisted instructions. 7" Schramm 9chramm divides media into +big media+ and +little media+. Ander big media+ he classi)ies the television and computers, the more e/pensive material. Ander +little media+ he classi)ies transparencies, te/tbooks and videos, the less e/pensive media material. ccording to 9chramm ($%==, p.2$622 a teacher should be)ore choosing a medium consider the e))ectiveness o) a medium against other media. he )inancial resources should he measured against the resources available and the competing needs. 8" (oger :ogers classi)ication o) media is still one o) the best. e distinguishes )irstly between concrete and abstract in)ormation, and then classi)ies media into si/ classes. he basis )or the presentation o) a lesson should include sensory in)ormation concerning physical characteristics, relationships, conditions and changes in ones environment. ccording to these media specialists, media can be classi)ied into the )ollowing* $. 7isual media, such as the chalkboard, te/tbook, transparencies, maps and drawings. 2. udio media, such as the radio, cd6player and cassette player. '. udio6visual, media, such as the television, slides, videos and computers. 4. he real obects, such as live biota, e/cursions, models and preserved animals. . @rinted te/t media, such as handout, worksheet. %" .ENE,IT -, 0SIN* ME%I$ IN T)E (L$SS Media can be used to support one or more o) the )ollowing instructional activities*
$. *aining attention" picture on the screen, a question on the board, or music playing as students enter the room all serve to get the studentBs attention. 2. Recalling prere9uisites" Ase media to help students recall what they learned in the last class, so that new material can be attached to and built upon it. '. resenting objectives to the learners" and out or proect the dayBs learning obectives. 4. resenting ne4 content" Cot only can media help make new content more memorable, media can also help deliver new content (a te/t, movie, or video. . Supporting learning through eamples and visual elaboration" Dne o) the biggest advantages o) media is to bring the world into the classroom when it is not possible to take the student into the world.
>. Eliciting student response" @resent in)ormation to students and pose questions to them, getting them involved in answering the questions. =. roviding !eedback" Media can be used to provide )eedback relating to a test or class e/ercise. &. Enhancing retention and trans!er" @ictures enhance retention. 3nstructional media help students visuali8e a lesson and trans)er abstract concepts into concrete, easier to remember obects. %. $ssessing per!ormance" Media is an e/cellent way to pose assessment questions )or the class to answer, or students can submit mediated presentations as classroom proects. E" SELE(TIN* T)E ME%I$
t the same time, every teacher, instructor, and increasingly learner, needs to make decisions in this area, o)ten on a daily basis. model )or media selection and application is needed there)ore that has the )ollowing characteristics* •
it will work in a wide variety o) learning conte/ts<
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it allows decisions to be taken at both a strategic, institution6wide level, and at a tactical, instructional, level<
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it gives equal attention to educational and operational issues<
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it will identi)y critical di))erences between di))erent media and technologies, thus enabling an appropriate mi/ to be chosen )or any given conte/t<
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it is easily understood, pragmatic and cost6e))ective<
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it will accommodate new developments in technology.
Eor these reasons, then, 5illiam (20$> suggests to use the FatesB 9-:3DC9G!: model, with some modi)ications to take account o) recent developments in technology, research and theory. he 9-:3DC9G!: model is based on research, has stood the test o) time, and has been )ound to be practical. 9-:3DC9G!: stands )or* •
S tudents
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E ase o) use
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( ost
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T eaching )unctions, including pedagogical a))ordances o) media
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I nteraction
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- bectives
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N etworking (optional
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S ecurity and privacy
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;
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R elevance
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( urrency
," (-N(L0SI-N s so many di))erent media are available to a teacher, )rom the chalkboard to the computer, learners dont have to be bored in classrooms or not be able to understand certain aspects )rom a lesson. he teacher plays a very important role in the use o) the correct media, to communicate and e/plain terminology. Fe)ore choosing any medium the teacher has to consider )actors such as the costs, the availability o) teaching6learning media, etc (9ections6!: model* 9tudents, -ase to use, :ost;time, eaching way, 3nteraction, Dbectives, Cetworking, 9ecurity, !elevance, :urrency . he teacher should be able to know how the speci)ic medium operates which is going to be used. 5hen methods o) teaching are e/panded to include the 7, demonstrations, multi6 media, etc., more learners will be reached and their individual learning needs will be met than would have been the case i) the old traditional methods o) teaching, like the chalkboard. *" RE,EREN(ES
therson, J. 9. (200'. Learning and teaching media on line. http*llwww.dmu.as.5iamesaHteaching;media.htm. :oger, !. ($%=. Developing effective instructional systems. A.9.. * he :hristopher @ublishing ouse. -llington, . ($%&. Producing teaching materials: a handbook for teachers and trainers. 1ondon * ?ogan Jacobs, M., #awe, C. " 7akalisa, C.:.#.(2002. Teaching-learning dynamics: A participative approach for !" (2nd ed. Johannesburg * einemann. #erlach, 7.9. " -ly, I.@. ($%&0. Teaching and media: A systematic approach. -nglewood :li))s, C.J. * @rentice6all Marais, I., 1. ($%%0. Die bydrae van ondenvysmedia tot effektie#egedifferensieerde ondenvys. $ %inale navorsingsverslag aan die &'(). @otche)stroom * @A vir :D. !eiser, !.. " #agne, !.M. ($%&'. *electing media for instruction. -nglewood :li))s, C.J. * -ducational echnology !omis8owski, .J. ($%=4. The selection and use of instructional media: a system approach. 1ondon * ?ogan. 9chramm, 5. ($%==. !ig media, little media : tools and technologies for instruction. 1ondon * 9age 7reken, C.J.($%%&. An introduction to teaching-learning media: A manual for student teachers. @otche)stroom * @A 5illiams, (20$>. :hoosing and using media in education. ht t p: / / www. s ai de. or g. z a/
r esour ces/ SOE/ Usi ng%20Medi a%20i n%20t eachi ng. pdf
Presenting process: There is no +uestion and ans#er section since there is no +uestion from the audiences. Thank.s
