Rifqi Khoirul Insan

Many of the media and materials discussed in this chapter are so common that instructors are inclined to underestimate their instructional value, Materials don't have to be digital or expensive to be useful. Small can indeed be beautiful, and inexpensive can be effective! In fact, in some situations-for instance, isolated, rural areas; teaching loca tions that lack electricity, programs or schools with a low budget these simpler materials may be the only media that make sense to use (Figure 4.1). In addition, many computer software packages include manipulatives and workbooks for students to use as part of their learning experience. The focus in this chapter is on media and materials; the discussion includes real objects, models, printed materials, free and inexpensive materials, field trips, and the devices used to display visuals (chalkboards, multipurpose boards, copy boards, flip charts, and more). MANIPULATIVES Real objects such as coins, tools, artifacts, plants, and animals ...

THE ASSURE MODEL All effective instruction requires careful planning. Teaching with instructional media and technology is certainly no exception. This chapter examines how to plan systematically for the effective use of instructional media and technology, We have constructed a proce dural model to which we have given the acronym ASSURE it is intended to anure effective instruction. You can think of the teaching-learning process as progressing through several stages. Gagné (1985) refers to these stages as "events of instruction." Gagné's re search revealed that well-designed lessons begin with the arousal of students' interest and then move on to present new material, involve students in practice with feedback, assess their understanding, and go on to follow up activities. The ASSURE model incorporates these events of instruction. The ASSURE model-a procedural guide for planning and conducting instruction that incorporates media and technology assumes that training or ...

WHAT ARE TECHNOLOGIES FOR LEARNING? The concept of technologies for learning was introduced in Chapter 1. Let's explore it together in more de tail now. You may want to reread the descriptions of learning and technology in that chapter. We define technologies for learning as specific teaching-learning patterns that serve reliably as templates for achieving demonstrably effective learning. As mentioned in Chapter 1, successful instruction, regardless of the psychological perspective-behaviorist, cognitivist, constructivist, or social-psychologist includes a number of common features: Active participation and interaction Practice Individualized instruction Reinforcement or feedback Realistic context Cooperative groups COOPERATIVE LEARNING Cooperative learning involves small heterogeneous groups of students working together to achieve a common academic goal or task while working together to learn col laboration and social skills. Group members are intende pendent that is, each is depe...

Learning Learning is the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment. The learning environment in cludes the physical facilities, the psychological atmos phere, instructional methods, media, and technology Learning takes place all the time. We learn things by walking down the street, watching TV, surfing the Net, conversing with other people, or just by observing what goes on around us. This type of incidental learning is not our major interest as education professionals. Rather, we are concerned primarily with the learning that takes place in response to our instructional efforts. How we design and arrange instruction has a great deal to do not only with what is learned but also with how learners use what they learn. Next we introduce the vari ous types of media, which we will explore in later chap- ters. The concrete-abstract continuum is explained. We describe various roles of media in learning and present differ...