Principles in the Selection of transfer and application in the

Instructional Materials materials.

1. APPROPRIATENESS OTHER GUIDELINES IN THE

SELECTION OF INSTRUCTIONAL
Instructional Materials must be MATERIALS
appropriate to the intended level
-Vocabulary Level 1. Size
-Difficulty of Concepts Is the material (text of picture) big
-Methods of Development enough to be seen by the farthest
pupil? Is relativity of size of pictures
2. AUTHENTICITY observed when it is viewed with other
materials of pictures?
Materials should be accurate, up-to-
date and dependable information 2. Color
Is the material colorful? Pupils are
attracted by bright and dark colors.
3. COST
And if so, is the choice of colors
life0like and harmonious. Does the
Not all materials should be expensive- color facilitate understanding?
substance over form.
3. Durability
4. INTEREST Can the material worth its cost? Or
can a cheaper material in terms of
Learning materials should attract the time spent in preparing it and in terms
interest of the learners. They should of the cash value be used?
stimulate curiosity or satisfy the
learner’s need to know. IM’s must 4. Economy
have the power to motivate, Is the material worth its cost? Or can a
encourage creativity, and imaginative cheaper material in terms of time
response among users. It is principle spent in preparing it and in terms of
concerning the over-all appeal of the cash value be used?
material.
5. Easy to handle
5. ORGANIZATION AND BALANCE Is the material light and easy to
manipulate? Is it easy to put up and
Learning materials must be well then store for future use?
organized and balanced in terms of
content presentation. The purpose of
the materials should be clearly 6. Relevance
perceived and manifests vividly. There Is the material up to date? Is it related
should be logical organization, clarity to the lesson in particular and to the
and accordance with the principles of specific needs, problems and
learning such as reinforcement, experiences of the target clientele?
 (e.g. I see a big yellow flower.
7. Novelty
(e.g. The ball is red.)
Does the material possess an element
of newness? Can it arouse the 3. Interpretative Level
curiosity and a sense of discovery in
the learners? Giving more meaningful sentences
which are the inference type.
Technology in Instruction; Focus on (e.g. The yellow flower is the girl’s
Conventional Materials favorite.)
A. FLAT PICTURES (Still Pictures) (e.g. Father gives the red ball to his
son.)
Flat pictures are representation of
objects or things on a flat surface. 4. Integrative Level
They are the cheapest and the most
This is relating to one sees in the picture
readily available of all learning
materials. Many of them are free. to life.
Teachers and students can gather Because of the flower, which is evident
pictures from magazines, newspapers, in the picture, the viewer can relate to
advertisements, pamphlet, posters, what he/she
circulars and other things. But like all
other learning materials, their values actually experienced/experiencing.
vary and their selection and use
(e.g. Mother bought plastic sunflower
should be given careful
from the supermarket)
considerations.
(e.g. I play basketball with my friends on
A.1. Reading Pictures Sundays.)
We read pictures in the same way that B. PHOTOGRAPHS
we read a page of words. We derive the Photographs are also still pictures,
message from the which can be mounted or unmounted;
medium by attaching meaning to it. photographic reproductions taken from
the magazine, newspaper or books.
A picture can be read in four levels as They appear in black and white or in
follows: full color. They can be filed by
subjects or displayed in the bulletin
1. Enumerative Level board. In the choice of photographs,
This level merely calls for the giving of teachers should choose those that
what one sees in the picture suggest motion or the candid shots, as
they are more interesting and life-like.
(e.g. flower, ball, dog, etc.) Shotgun pictures do not pose so much
challenge and interest; hence
2. Descriptive Level discussion about them is limited.
Giving a sentence on what is seen or C. ILLUSTRATIONS
how one sees in the picture looks like.
Illustrations are non-photographic them will enrich their understanding of
reconstruction or representation of what they are.
reality, etched or drawn by an
illustrator, the teacher or the 3. To introduce or motivate
students/learners themselves. In a Literature class, where students
Illustrations show the direction at are required to read the Ilocano epic,
which movement must take its course Biag ni Lam –ang, pictures of some
or instruction on how to go about episodes from the epic may arouse
assembling a toll in science or a curiosity and interest to read it. The
material or equipment. This can be pictorial background can serve to
used for specific situations. orient the class to the kind of literary
Illustrations can be in black and white piece they are going to read.
or in full color. They can be prepared 4. To correct misconceptions
ahead of time or the teacher can draw Pictures and photographs can make
them on the chalkboard while the meanings more vivid and clearer,
class is going on. Like the because they can capture scenes,
photographs they can be used by emotions and details which words are
individual students/pupil or for a group not able to describe. Concepts are
of learners. non-pictorial, but they can help in
developing and presenting them.
Purposes for which flat picture, Liberty is a concept, which is non-
photographs and illustrations can be pictorial, but pictures showing the
used for teaching effects and the signs of liberty can
1. To concertize words and help one to better understand it.
symbols. 5. To summarize a unit
When teachers talks about a haunted To give a fuller grasp of the unit,
house pupils will not be able to pictures, photographs and illustrations
imagine what kind of house is it, how should supplement and complement
does it looks like, but if a picture is what pupils read in references and
being shown, the learners will have a what they heard from the lectures of
specific visualization of the kind of teachers. Pictures should become an
haunted house the teacher is talking integral part of the learning.
about. Pupils will then have uniform 6. To arouse emotions.
information about the topics Pictures arouse emotions; hence they
discussed. compel one’s attention. A violent
picture may stimulate one to dislike
2. To lend meaning to what one the act; a beautiful landscape may
reads. evoke appreciation while a colorful
In a Science class student read about dish arranged with garnishing may
single-celled organisms like the stimulate appetite. This arousal
amoeba or the paramecium. An focuses one’s attention and sustains
enlarge picture of both when seen by his drives about it. This condition
the pupils will enrich what they read. facilities teaching and learning.
Likewise, if reading about atoms and D. FLASHCARDS
molecules. Seeing an illustration about
 Flashcards are valuable materials for *First ever popular fictional cartoon-
drill activities particularly in the Dr. Syntax (The Three Tours of
teaching of Mathematics, English, and Doctor Syntax by William Combe)
Filipino. Drills are very important
means of fixing the skills and Suggestions for the use of Cartoons:
automatizing the responses of a. Appropriateness to experience
pupils/students. Flashcards serve the level
purpose when used very well. The age and the experience of
Flashcards come in the for of word maturity of the target learners must be
cards, phrase cards, sentence cards, taken into consideration
mathematical combination cards and b. Simplicity
picture cards. Contains only the essential features.
LESSON 2: VISUAL SYMBOLS The cartoon must not contain so many
KINDS OF VISUAL SYMBOLS details.
c. Brevity of captions if ever but
they may not be given any, short and
I. Cartoons
direct captions are used only when
necessary.
Cartoons tell stories metaphorically
d. Use of clear symbols
through pictures, which no captions.
Use symbols that are conventional,
Symbolism conveys messages, less
like; the dove to mean peace, the owl
words more symbolism the better. The
to mean wisdom or education; the
cartoon presents a certain issue or
coffin to mean death; the turtle to
concern which would be either for or
mean slow or sluggishness and
against it.
others.
e. Adequateness of size
It is a pictorial representation or
The cartoon should be big enough to
caricature of a person, idea, situation
be seen and appreciated.
II. Posters

A poster is a combination of bold

designs and color primarily intended to Cartoons could be used for motivation,
catch attention on a significant fact, for follow-up activity and for evaluation
idea or message. Simply stated, a purposes.
poster is a picture with appropriate
action. or issue that is designed to II. Posters
influence public opinion. Therefore,
cartoons must be presented in a A poster is a combination of bold
challenging manner. For better designs and color primarily intended to
understanding they should be drawn catch attention on a significant fact,
around a single idea. idea or message. Simply stated, a
poster is a picture with appropriate
Trivia: action.
*Father of American Cartoon- Thomas
Nast
a. It must be bold and simple but rather than to represent. It is a
dramatizes features. drawing that shows arrangement and
b. It must be appropriate to the relationships, as parts to a whole,
grade level and to the subject and relative values, origins and
purpose/s developments, chronological flow,
c. It must have only limited text, few fluctuations and distributions.
words are generally used, and key
words are made to standout by means The diagram is used to condense
of type size or position. visual summaries of facts; the ideas
d. It must be attractive, pleasing to rely heavily on symbolic means.
the eyes. However, it must be remembered that
e. Design and color must be given it is more effective if it has a strong
consideration. foundation because it works better for
Composition, color and technique are summarizing rather than introducing a
principal elements in effective poster lesson. It can be used singly but it is
preparation. It requires a center of better if it is used simultaneously with
interest. Color provides meaning and other materials.
expression as well as beauty.
It must have elements of dynamism Categories:
and shock. a. System Topology
Posters are best used for motivation b. Sequence and Flow
and for creative experience as c. Hierarchy and Classification
depicting ideas, concepts, and d. Association-Connection
generalizations to summarize a e. Cause and Effect
celebration or a unit. f. Logical Reasoning
III. Drawing and Sketches V. Charts

These are crude and simple lines, Charts are graphic or pictorial
which are effective in showing what representations of a large mass of
needs to be shown with sufficient information or show progression thru
clarity, to make the meaning vivid to time and space of people or events,
learners or students. ideas, and objects.

They are stick drawings with no Kinds of Charts and Examples:

illusion of depth but a smart teacher
can use them in a very effective way a. Data Chart
in explaining and showing ideas and Contain items of information of all
concepts. sorts especially quantitative data

IV. Diagrams b. Pictorial Chart

Use relevant picture to present data or
Diagrams are simplified drawings information on quantifiable data over a
designed to show interrelationship specific period or condition
primarily by means of lines and
symbols. They are used to explain
c. Schematic Chart when there is a considerable amount
Shows a principle or a law as applied of data to be plotted and if these data
like that of refrigeration are continuous.

d. Diagrammatic Chart b. Bar Graphs

Verb chart is a popular example Simplest of all graphs to read. They
are represented either by vertical or
e. Multiple Leaf Chart horizontal bars. The length of the bars
Internal working parts of a machine represents an amount or percentage
data. It is best when number of values
f. Phantom View Chart to be compared is small.
Shows hidden parts of a machine
without obliterating the outer parts. c. Circle or Pie Graph
g. Development or Progress Chart The sections of which are used to
Profile of a place or a person present component parts of a whole.
They always present total amounts
h. Table Chart their parts or segments are calculated
Bus trips in percentage or fractional parts of a
whole.
i. Time and Tabular Chart
Presidents and their term of Office d. Area or Solid Graphs
Use for the simplest quantitative
j. Stream and Tree Chart comparison thru the use of
Family Tree geometrical shapes. It is used to
compare two or three related totals.
k. Flow or Organizational Chart
School personnel chart, life cycle of a e. Pictorial Statistics or
frog or the water cycle. Pictograph
It makes use of related pictures in
VI. Graphs showing quantitative data. Pictures
give realism and interest so it is widely
used specially in the elementary
Graphs present quantitative data for
grades.
easier analysis and interpretation. It
Principle in pictographing
shows comparative relationship of
data involved in size, trends, and
growth. Graphs are best used in 1. Simplicity- pictures used must be
developing and in summarizing a unit. simple
2. Comparison of relationship must
KINDS OF GRAPHS be strikingly seen
3.. Approximates rather than precise
a. Line graph amounts are represented
Is the most accurate of all graphs used 4. Pictorial symbols used must be
in plotting trends of relationships self-explanatory
between two series of data. It is used
5. Quantities are usually shown by 2. It builds vocabulary
the number of symbols rather than by 3. It satisfies the collectors’ interest
the size. in acquiring copies
4. It provides excitement
5. It is inexpensive
6. It satisfies the children’s idea of
VII. Strip Drawing or Comics Strip art

Strip drawings are recommended for VIII. Maps

their story value in adaptation of the
classics. They are effective in Maps are usually shown on flat
instruction not only because they are surface and are used to represent the
simple, clear and easy to read but surface of the earth or some parts of
because they deal with materials that it, showing the relative size and
has been made personal. position according to scale or
projection and position presented.
Comics is a form of cartooning in
which the same cast of characters
form a story in sequence of closely Maps according to content:
related drawings designed to entertain
the readers. They are usually enjoyed a. Physical Map
by the elementary pupils as well as Also called as relief maps, they are the
secondary students because of their best because of their three-
simplicity, attractiveness, color and dimensional representation; which
relevant plot. The uses of super includes geographical outline of land
heroes or fantasy themes add interest and water.
to the learners. Thus, the use of the
comics strip in facilitating instruction b. Commercial/Economic Maps
must be used to the maximum. Also known as product or industrial
map since they show land area in
Values derived from the Strip relation to the economy.
Drawings
c. Political Map
1. Increases interest in the subject Shows national boundaries down to
2. Individualizes and personalizes the smallest division
instruction for certain types of pupils
3. Serves as a valuable practice in
reading Maps according to form:
4. Widens reading interest
a. Chalkboard Outline Map-
typically done on felt or construction
Reasons for using Comic Strips paper with chalk.
b. Student Outline Maps- a map of
1. It is easy to read so it the world without political boundaries
encourages reading
c. Projected Maps- are a LESSON 3: AUDIO MEDIA
mathematical expression that is used Audio Media are materials or sounds
to represent round three-dimensional that are transmitter, produced or
surface of the earth on a flat 2-D map. received thru high fidelity waves which
d. Wall Maps (decorative maps)- are heard thru certain equipment. The
designed to be hung on the wall of a audio media are inexpensive
room and to be read while in position materials; easy to use but can present
e. Atlas- collection of Maps stimulation verbal messages more
f. Sand table Map- have been dramatically than the print media.
used by military planners since—well, (Lucido, 1997). The materials are light
pretty much as long as there has been and usually portable and easily
both sand and military planners. They duplicated or replaced.
provide a cheap and simple way to
model terrain and display enemy KINDS OF AUDIO MEDIA
deployments, a proposed course of
action, or whatever else needs to be a. Radio broadcast which can be
depicted. live or taped (canned) program
g. Pictorial Maps- depicts a given
territory with more artistic rather than It is an inexpensive means of reaching
technical style. a mass audience or a great number of
learners. Usually it is taped to
Standards in judging maps eliminate problems of scheduling,
timing, and accuracy in the unfolding
1. Visibility- details are clearly seen of activities. It is valued for its
and read immediacy, realism, and emotional
2. Detail- less detailed maps are impact. It provides the learners an
better identical listening experience. One
3. Scale- marks are clear, important strength of radio broadcast,
dependable and easily interpreted is its attention compelling nature which
4. Symbols- not too many to be facilitates focusing and ultimately
remembered effective learning.
5. Color- should be used as an aid
to reading to it However, it has some weaknesses like
6. Accuracy- in terms of its specific it is a one-way communication device.
purposes It moves at a constant speed and it
7. Grade level relevance cannot conduct drill.
8. Print- is legible or readable
9. Durability- can stand regardless
of continuous usage b. Recordings

Purposes for which maps are being These may come in the form of
used ordinary cartridge, open reel tapes,
compact discs (CDs) and the digital
video disc (DVD). The audio tapes are
economical and easy to use tapes
which can be used for recording is effective for story telling especially if
purposes. They open reel tapes are pictures accompany them. It also
suited for professional recordings but motivates the pupils to develop their
they are not so easy to handle and singing and speaking potentials
use. It needs professional skill to be
able to use them. The CDs and the LESSON 4: Chalkboard
DVDs are more expensive to use. The and Other Display
equipment in producing them and in Materials
playing them is available but they
entail a big amount of money.
The chalkboard is the most versatile
Recordings have advantages over the medium for instruction; it is always
radio. First, it is a two-way there and is always available. It is
communication device. One cay ‘play’ especially useful in presenting a
it back if ideas or information are not variety of instructional materials like
clear. It also eliminates the scheduling charts, graphs, pictures. It is also
problem of radio. One can be flexible considered as an important medium
in planning the time of listening which for demonstration.
can be adjusted to the most
convenient time and place. Teachers Uses of the chalkboard
can pre-hear the materials so they can
evaluate its quality, content and a. To illustrate facts and processes,
expected impact. In addition to, often with the help of drawings
recording can be done in school while and sketches, maps and others
the radio broadcast must be done in
b. To present important facts and
the radio station where facilities can
principles such as new words,
be available. The recording can be
terms, rules, definitions, and
used in the future if properly stored.
classifications.
c. To provide a good medium for
students’ demonstration.
Uses of the audio-media in
d. To display a wide variety of
instruction
materials ranging from the
motivational development to
The audio media can be used for
evaluate activities.
individualized instruction where the
students can move at their own rates e. To enhance maximum pupil
so as to develop mastery. They can participation
play back the material until they fully f. To provide for individual
understand and learn the lessons. The differences
materials can also be used to
document speeches for analysis, to
record interviews of resource persons Characteristics of a good
or political personalities or to report Chalkboard
findings of researches and other
documentaries. In the lower grades, it
 a. It should be within reach of
the pupils.
The height for grades I-II is 28 Advantages of the chalkboard
inches
The height for grades III-IV is a. Mistakes can be erased
32 inches right away
The height for grades V-VI is 36 b. Teachers’ demonstration
Inches can be paced to suit the level of
the pupils.
b. It should be easily erased c. Maximum pupil
and cleaned participation is insured as
c. It should not be glaring pupils go to the board.
d. It should not be abrasive d. Can be used for
demonstration purposes
e. Principles of correct
Suggestions in using the spelling and various processes
chalkboard can be illustrated
f. It is always available as it
a. Keep the chalkboard clean. is permanent classroom fixture.
Erase the board after using. When
erasing, start from top to bottom so that
the chalk dust are led to the chalk OTHER DISPLAY MATERIALS
ledge rather than having them fly to the
faces of the pupils.
b. Make your letters and drawings 1. The Bulletin Board Display
large enough to be seen by everybody.
c. Avoid hiding the materials on the The Bulletin board is a medium
board by standing directly in front of it. for displaying materials which
Position yourself at the side such that must be cooperatively planned
most of the pupils can see the material. and put up by the teacher and
d. Always write or prepare our her pupils or students. It is one
materials ahead of teaching time. of the permanent fixtures found
Simply, write your board work ahead of in the classroom. It is being put
time but take care not to over expose it up to satisfy the following
so that it does not lost its novelty. purposes:
Teachers use curtain to cover their
board works. a. To approach a
e. It is best to line the blackboard unit. The displays are used
especially in the elementary grades so as a spring board to a new
that pupils will learn to write legibly. unit. It is motivational in
nature. It develops in the
f. Avoid overcrowding materials to
pupils or students the
be displayed on the board at one time
curiosity and
unless your purpose requires so.
inquisitiveness. For the
 higher levels, this type of a. It should be with
display facilitates the finished edge.
statements of problems. b. It must be fixed on
the wall to prevent accidents
b. To develop a unit. c.It must be colorful and
This type of display provides attractive. Border designs
the pupils or students some and mounted pictures can
materials for research promote this;
purposes. In here the d. Have at least a
gathering of data phase is unified theme for clarity
being facilitated. This is also e. Avoid overcrowded
called the work type bulletin display
board display. f. Inputting it up, be guided
by the principles of balance,
c.To summarize a unit. unity, harmony, proportion
This type of display and contrast.
showcases the projects or LESSON 5: Three-dimensional
requirements of the whole Instructional Materials
class. It is being put up as a
culminating activity not only These materials come in the form of
to gauge the cognitive and contrived experiences, which are
psychomotor skills gained edited version of what is real. They
by the pupils but also the are as follows:
affective skills. Therefore,
the bulletin board can also 1. Specimen and Objects
be an evaluative tool.
2. The Multi-purpose Board Are good substitutes for realia. We
must admit that direct experiences
This type of bulletin board cannot be made available all the time
serves many purposes: like to like exploring the ocean floor or the
announce important events or Polar Regions. So we get specimens
occasions; to inform the public and samples from these places and
about programs and offerings; we study them in another setting. This
to congratulate winners or high enables students to learn many things
performers and the like. For that would otherwise be
whatever purpose or purposes uncontainable. However, studying
the bulletin board serves, it these fragments of the original
should meet the following becomes limited because they are
characteristics. taken out of context. So to counteract
this limitation, students are
Characteristics of a good encouraged to supplement learning
bulletin board or multi-purpose thru the use of photographs, films, and
board animations.
Examples of specimens and objects material so that pupils will become
that we usually collect are the different more interested.
kinds or rocks, shells, fish, butterflies,
mineral deposits and the like. We too,
collect objects like furniture, clothes, 2. Model and Mock-ups
tools, toys, coins, relics stamps and
pieces of literature of all times. Models and mock-ups are
Through these objects, students will recognizable imitation of the real thing
be able to infer, hypothesize, except size which may be scaled
experiment and form conclusions and down or scaled up to provide the
generalizations on process and needed experiences. Models show the
phenomena which may be impossible totality of a thing or a process.
if we rely on direct experiences. Examples are the model of the atom,
molecules, amoeba, or paramecium,
Points to consider in using specimen and the different systems of the
and objects for teaching human body. Mock-ups are special
types of models which are focused on
a. Develop a purpose for using a specific part of whole object and
them. Avoid presenting them as these are workable. Example is
merely an aggregate or isolated showing just the joint of the legs and
material. They must be linked with the the top of the tables not the whole
total learning situation so that there is table or just the engine of the
meaning to the concepts derived from refrigerator which can be tinkered by
them. the students. Models and mock-ups
b. Provide opportunities to pupils facilitate study of objects and
and students to work with or to processes which cannot be seen in
manipulate the specimens so that they the objects themselves.
can discover concepts, process and
principles by themselves. Learning is When to use models and mock-ups?
more impressive if pupils discover
processes and phenomena. 1. When reality is too small, like
c. Present just enough specimens atoms, molecules, amoeba; or too big
or objects at a time so as not to like the universe, the earth.
overwhelm the students/pupils. This 2. When reality is inaccessible like
will avoid confusion too. And past and futuristic events; and when
remember, presenting too little is just distance is impossible to bridge.
inappropriate. Effective learning may 3. When reality is too dangerous
not take place with inadequate like viewing and erupting volcano or
materials. going to the forest for wild animals and
d. Present the materials in a insects.
dramatic way so as to arouse and 4. When reality is unreliable like the
sustain the interest of the weather and the various climatic
students/pupils. Provide a tint of conditions, and the tides.
suspense by not abruptly exposing the
5. When reality is too abstract- like 2. Terrarium- is a representation of
space relationship, mathematics, and plant and animal life on land
other concepts. 3. Aviary- is a collection of live birds
4. Herbarium- is a collection of dried
herbs
Cautions in the use of Models and 5. Herbary- is a collection of live
Mock-ups herbs
6. Vivarium- is a representation of
1. Alteration of size, space and time plant and animal life putting together
2. Misconceptions may arise those of the same habitat
between the real and the contrived. 7. Planetarium- is a representation
of the planets and their relative sizes
3. Globe and distances from each other.
8. Solarium- a representation of the
The most widely used model is the solar system (the sun and the earth
globe, which is a reduced version of and the moon)
the earth. Students can learn more 9. Diorama- a three-dimensional
about the earth from the globe rather representation of events, ideas, or
than from the flat map. concepts against a scenic
background. It is also known as a
Thru the globe, the students can meaningful exhibit in boxes or cases,
understand the tilting of the earth, its which are portable. This type of exhibit
rotation on its axis and the equator can cause children to think creatively
cutting the earth into the northern and and aesthetically.
southern hemispheres. It tells us vast 10. Simulation- is an imitation of
information about land and water, reality, modifying some elements
concepts, seasons, eclipses, latitude, which may prove dangerous or
longitude and the changes in the impractical so as to provide the
length of day and night. But these are students with the experience
possible only if the students are taught whenever necessary.
to work with the globe intelligently in
11. Orchidarium- a collection of
combination with other educational
orchids
technology. (Using the Microsoft
Encarta Encyclopedia 2002 will
facilitate the better understanding of
the globe vis a vis the earth) UNDERSTANDING DISTANCE
EDUCATION

Other Types of Contrived It is every parent’s wish to send their

Experiences children to school to attend classes
and have education that will help them
land a fine job in the future. However,
1. Aquarium- is a representation of
parents are having difficulty in sending
plant and animal life in water their children to school due to distance
and financial concerns.
 1. The quasi-permanent separation of
Have you watched some teacher and learner throughout the
documentaries showing how students length of the learning process: This
distinguishes it from conventional
in rural areas go to another place just
face-to face-instruction.
to attend classes in a faraway school?
2. The influence of an educational
Can you share to the class about their
organization both in planning and
stories? How do you feel about the preparation of learning materials and
teachers and the students? As future in the provision of student support
teachers, how do you wish to help with services. This distinguishes it from
their education? How will you bring private study and teach-yourself
education to these students who programs.
dream of being knowledgeable and 3. The use of technical media, print,
skillful as other students? audio, video, or computer, to unite
teacher and learner and carry the
content of the course.
There are students who wish to be
4. The provision of two-way
educated without confining
communication so that many will
themselves in the four corners of the benefit from or even initiate
room. They want to learn where they dialogue. This distinguishes it from
will not be required to report physically other uses of technology in
in class during school days. Learning education.
anytime and anywhere is possible 5. The quasi-permanent separation of
through Distance Education using the learning group so that people are
variety of Alternative Delivery usually taught as individuals and not
Systems. Thus, to give you some in groups, with the possibility of
occasional meetings for both
important concepts and principles
didactic and socialization purposes.
about Distance Education, stated
below an article written by Padolina Verduin and Clark revised the first
(2007) retrieved from University of the criterion listed by Keegan into the
Philippines’ Open University. “separation of teacher and learner
during at least a majority of the instructional
process.” The amount of time that teacher
Elements of Distance Education and learner are physically present in a
Padolina (2007) specific place varies in different practices of
distance education. Advances in
One of the leading authorities in technology have vastly improved
distance education is Desmond Keegan communication between two physically
and his description of distance education distant individuals so that the physical
which lists its defining elements is one of presence in the same place of teacher and
the most cited definitions in the literature. learner is becoming de-emphasized in new
His book, The Foundations of Distance distance education programs.
Education, first published in 1986 and
translated to Italian and Chinese is widely The second criterion about the
regarded as a basic reference. The defining presence of an organization responsible for
criteria which he proposed in 1986, a planning, organizing, supporting and
revision of one he made in 1980, are: carrying out the program of instruction and
the evaluation of students is considered as
an indispensable part of distance
education. The learning and teaching One of the leading authorities in
activities in distance education are distance education is Desmond
purposeful, planned and deliberate. The Keegan and his description of
educational organization finds and
distance education which lists its
organizes resources, and determines
strategies to enable students to achieve defining elements is one of the most
learning goals. It also organizes the cited definitions in the literature. His
process of assessing and reporting the book, The Foundations of Distance
extent to which students achieve these Education, first published in 1986 and
goals. translated to Italian and Chinese is
widely regarded as a basic reference.
As in any educational process, the The defining criteria which he
learner and the teacher must be brought proposed in 1986, a revision of one he
together, as does the learning programs
and the teaching programs. In distance
made in 1980, are:
education, various media may be employed
depending on what is appropriate and/or 1. The quasi-permanent separation
what may be available or accessible. of teacher and learner throughout the
Developments in information and length of the learning process: This
communication technology have broadened distinguishes it from conventional
the choice of means by which the face-to face-instruction.
interaction between learning and teaching
is carried out. It is possible to bring together 2. The influence of an educational
several groups of learners located in organization both in planning and
different places, both synchronously so that preparation of learning materials and
they see and hear each other in real time, in the provision of student support
or asynchronously where the interaction or services. This distinguishes it from
communication between teacher and private study and teach-yourself
learners or among learners are done at programs.
their choice of time. In some cases,
however, the choice of technology is limited 3. The use of technical media, print,
by the cost of using the more modern audio, video, or computer, to unite
means of communication and information teacher and learner and carry the
exchange. content of the course.
4. The provision of two-way
Verduin and Clark omitted the fifth communication so that many will
criterion in Keegan’s 1986 list in their benefit from or even initiate dialogue.
own version thinking that there This distinguishes it from other uses of
should technology in education.
not be any restriction for group study in 5. The quasi-permanent separation
distance education programs. With modern
of the learning group so that people
means of communication, there are, in fact,
many ways that learners can form learning are usually taught as individuals and
groups, carry out group activities and even not in groups, with the possibility of
accomplish group tasks. occasional meetings for both didactic
and socialization purposes.
Elements of Distance Education
Padolina (2007) Verduin and Clark revised the first
criterion listed by Keegan into the
“separation of teacher and learner
during at least a majority of the bring together several groups of
instructional process.” The amount of learners located in different places,
time that teacher and learner are both synchronously so that they see
physically present in a specific place and hear each other in real time, or
varies in different practices of distance asynchronously where the interaction
education. Advances in technology or communication between teacher
have vastly improved communication and learners or among learners are
between two physically distant done at their choice of time. In some
individuals so that the physical cases, however, the choice of
presence in the same place of teacher technology is limited by the cost of
and learner is becoming de- using the more modern means of
emphasized in new distance communication and information
education programs. exchange.

The second criterion about the Verduin and Clark omitted the fifth
presence of an organization criterion in Keegan’s 1986 list in their
responsible for planning, organizing, own version thinking that there should
supporting and carrying out the not be any restriction for group study
program of instruction and the in distance education programs. With
evaluation of students is considered modern means of communication,
as an indispensable part of distance there are, in fact, many ways that
education. The learning and teaching learners can form learning groups,
activities in distance education are carry out group activities and even
purposeful, planned and deliberate. accomplish group tasks.
The educational organization finds Concepts Related to Distance
and organizes resources, and Education
determines strategies to enable
students to achieve learning goals. It There are many concepts that are
also organizes the process of related to distance education. We
assessing and reporting the extent to shall briefly discuss these terms and
which students achieve these goals. differentiate them from distance
education.
As in any educational process, the
learner and the teacher must be
brought together, as does the learning • Correspondence education. This
programs and the teaching programs. may be considered as an old form of
In distance education, various media distance education when the
may be employed depending on what communication between the education
is appropriate and/or what may be provider and the learner was through
available or accessible. Developments the postal system. The student
in information and communication received learning materials through
technology have broadened the postal mail and sent back
choice of means by which the assignments and other course
interaction between learning and requirements through the same
teaching is carried out. It is possible to system. The term acquired a
reputation of questionable quality in initiative of an individual who would
some cases. Developments in other determine what and how to study.
systems of communication led to a • Open learning. Distance
change in terminology to “distance education may be considered as a
education.” In 1982, the International way of delivering education. Open
Council for Correspondence learning, on the other hand, is
Education changed its name to the considered by some as a view or
International Council for Distance perspective about learning where the
Education. student is given wide latitude in what,
how and when to learn. The student is
• Home study. The term was most given a large degree of control of the
likely coined to refer to forms of study learning process. The openness refers
where a major portion of the learning to entry criteria, time (including the
process takes place at the home of pace) of learning, the place where
the student. The present use of the learning takes place, the learning
term refers to systems where the materials used and the learning
students are children and the learning process itself.
process is assisted by a parent or a • Flexible learning. There are some
personal tutor. who use flexible learning
• External studies. This usually interchangeably with open learning.
refers to education or training One may consider flexible learning to
conducted by an educational be more limited, where the choices
institution at a place outside of its available to the student are wider than
campus. Some refer to this as usual but not totally open. For
extension classes. An example would example, a student may be allowed to
be the extension classes on drought- choose when to be tested but is
tolerant crops conducted by U.P. Los limited to taking the test in a testing
Banos for farmers in the Ilocos region. center or through a deputized
Instruction in external studies may be individual.
through the traditional face-to-face • Distributed learning. The word
classroom instruction and may not distributed in this term comes from
involve distance education at all. The “distributed resources” which refers to
distance education programs in some learning resources that are not located
institutions, however, may have in a centralized place such as in the
started with its extension or external case of traditional learning in a
programs as they found ways to cope university where the experts, books
with the distant location of learners and other information resources, and
without having to send staff. peers are all located on campus.
• Independent study. The learning Distributed learning may take place in
process in a distance education a traditional class where the teacher
program takes place with the students provides opportunities for students to
working largely on their own, guided learn from individuals and resources
only by instructions contained in a not found on campus. Distributed
study guide. But independent study learning may also be implemented in a
may also refer to one that is solely the distance education environment.
Some consider distance education as
a subset of distributed learning.
• Online learning. In online CHARACTERISTICS OF DISTANCE
learning, learning resources are EDUCATION
accessed by the student through the (Buendia & Vindollo, 2015)
Internet. Communication between the
educational institution, teacher and
students is also through the Internet. 1. Provides learners with physical
eLearning. The prefix “e” originally disabilities, work, and other personal
stood for “electronic” but eventually reasons a chance to learn and be
this was applied to anything that made educated without attending formal
use of computers and more recently to schooling.
one that involves the use of computer
networks — a local area network 2. It aims to achieve independent
(LAN), a wide area network (WAN) or learning.
the Internet. 3. Provides learners with learning
• m-Learning. The prefix “m” refers packages which are prepared by
to mobile so m-learning refers to the qualified instructional designers and
use of mobile or portable technology, are supported by various
such as mobile phones, hand-held technologies. 4. It provides
computers or PDAs (Personal Digital accessibility to learners
Assistants) in the learning process. 5. It provides convenience and
Like open learning, mobile learning is flexibility to the learners
considered by some as learning that 6. It is cost-effective
addresses the mobility of individuals in 7. It provides greater access to new
our present world. technology
• Blended learning. A combination 8. It supports student-centered
of multiple approaches to learning approach
constitutes blended learning. Learning
in a classroom situation may be
blended with learning from Internet TECHNOLOGIES THAT SUPPORT
resources. Numerous combinations DISTANCE EDUCATION (Alternative
are possible. Delivery System)

A. Broadcast Radio
Excerpted from Padolina, MCD. B. Audio Conferencing
(2007). Module 1 – What Is Distance C. Video Conferencing
Education and Module 2 – The
Development of Distance Education
and Related Concepts. In Padolina,
MCD; Saplala, PEL; and Westergaard,
A. BROADCAST RADIO
MLS. Foundations of Distance
Education: Experiences from the
Radio is an ADS which is considered
Philippines. Quezon City: UP Open
as a powerful tool when delivering a
University.
lesson or disseminating information to 4. It helps people in rural areas be
a large group of students. This ADS literate in the ABCs and 123s of life.
may not sound so popular, but in
actuality this is widely used in both
developed and developing countries. Disadvantages:
Radio is the most accessible ADS for 1. People in rural areas may
it can reach people even in the most experience difficulty in purchasing a
deprived areas at a relatively low cost. radio and having a repaired.
Instructions delivered via broadcast 2. Poor reception may bring poor
radio are also supported with other delivery of instruction
instructional materials like print 3. Broadcast schedules may bring
materials. inconvenience to students for pace
and time is beyond their control 4.
The use of radio started as early as Learning without visuals may be
1970’s to employ active learning challenging for visual learners
through “instructional conversation”. 5. Interaction among learners is
limited.
Delivering a lesson via radio saves
time, energy, and money. Teachers
are trained on the use of broadcast
radio to make them knowledgeable B. AUDIO CONFERENCE
and skillful with the use of this ADS to
make the delivery successful. The Audio conferencing is also known as
different formats of delivery in telephone/phone conferencing
broadcast radio can be: discussion, (teleconferencing). Teleconferencing
documentary, drama, docu-drama, is an alternative delivery system in
discussion and interview. High which instruction may happen through
frequency is required to meet the telecommunications system.
desired clarity of audio to enable the Exchange of ideas, information, and
students to comprehend what is being messages are articulated remotely
conveyed by the teacher. Question from the Teacher to students and vice
and answer between teacher and versa with the use of a telephone or
students can be applied which is computer.
similar with audio conferencing.
Audio conferencing is a teaching
The use of broadcast radio may be of technology that is flexible,
advantage and disadvantage to both economically reasonable, and
teachers and students: available. This kind of ADS can be
viewed as difficult when it comes to
Advantages: the use and delivery of instruction.
1. Most accessible medium in terms The educational effectiveness via
of geographical reach audio conferencing can be heightened
2. Cost of radio is relatively low when teaching approaches are
3. Radio can be used with other developed and interactive flow of
media or materials teaching and learning is enhanced.
 “interruption protocol” which is the
It is a synchronous technology that equivalent of “raising hands” of
transmits communication in real-time. students in a face-to-face instruction.
Students are required to be in the Name of student is requested to be
same place at the same time. The stated and to be recognized.
communication of these students is o Respond to answers positively. o
linked via the telephone as group Allow the students appropriate time to
rather than as individuals. Other think prior to given of answers to the
instructional Materials, such as questions or problems raised.
handouts, photos, videos, etc. can o Have small group discussions
support the students’ learning as they when solving complex problems. o
get instruction from the Teacher via Manage the participation of each
the telephone. It is highly student to avoid students dominating
recommended that speakerphones the teaching and learning process
are of good quality to achieve o Encourage the students to do
excellent audio output. more of the talking.
Prior to implementation of audio
conferencing, great deal of planning is
required. Have these questions as
guides to assess if audioconferencing C. VIDEO CONFERENCING
is essential in the instruction or not:
Video conferencing is used by the
1. What is my teaching outcome for teachers and students to transmit
the course? coursework at a distance. This is
2. How with the delivery of the another convenient delivery system
lesson be understandable for the that schools apply to have teaching
students? and learning continue even at a
3. What approach is effective for distance. Some educators would call it
this kind of delivery? as interactive video conferencing
4. Where are my students situated? where interaction may happen in a
5. How many students do I have? small or big group where participants
6. Will the audio conferencing be and the teacher converse and see
linked individually or by group? each other through a video.
7. How long will the instruction take
(hours and number of sessions)? Characteristics of Video Conferencing
8. Will there be any other 1. It allows learning at a distance
supplementary materials needed for 2. It allows learning through
the delivery of the lesson? demonstrations as seen in the video
3. It allows global learning by
Below are the following pointers to having speakers or guest lectures
make the instruction interactive: share their expertise virtually.
4. It allows continuous interactivity
o Acknowledge all contributions 5. It allows access to information
and inputs of the students. If students 6. It allows conduction of virtual field
wish to say something, apply the trips
7. It stimulates learning technology tools may be limited to single
environments types of tasks that involve a procedural
8. It is flexible understanding.
9. It is affordable ADAPTATION
10. It promotes global collaboration
At the Adaptation level, the teacher
incorporates technology tools as an
integral part of the lesson. While the
teacher makes most decisions about
Characteristics of Video Conferencing technology use, the teacher guides the
that Supports Learning Environment students in the independent use of
technology tools. Students have a
1. Teachers and students are greater familiarity with the use of
connected synchronously. technology tools and have a more
2. Students develop their probing conceptual understanding of the tools
than students at the Adoption level.
skills by points of questioning and
clarifying.
INFUSION
3. Students listening and
observation skills are increased. At the Infusion level, a range of
4. Interaction and collaboration different technology tools are
among peers are enhanced through integrated flexibly and seamlessly into
activities that give authentic learning. teaching and learning. Technology
THE FIVE LEVELS OF tools are available to meet the needs of
TECHNOLOGY INTEGRATION all students. Students are able to make
At the Entry level, typically the informed decisions about when and
how to use different tools. The
teacher uses technology to deliver
instructional focus is on student
curriculum content to students. Entry
learning and not on the technology
level activities may include listening to tools themselves. For this reason,
or watching content delivered through Infusion level work typically occurs
technology or working on activities after teachers and students have
designed to build fluency with basic experience with a particular technology
facts or skills, such as drill-and- tool. The teacher guides students to
practice exercises. In a lesson that make decisions about when and how
includes technology use at the Entry to use technology.
level, the students may not have direct
access to the technology. Decisions TRANSFORMATION
about how and when to use
technology tools, as well as which At the Transformation level, students
use technology tools flexibly to achieve
tools, to use are made by the teacher.
specific learning outcomes. The
ADOPTION
students have a conceptual
understanding of the tools coupled with
At the Adoption level, technology tools are
extensive practical knowledge about
used in conventional ways. The teacher
their use. Students apply that
makes decisions about which technology
understanding and knowledge, and
tool to use and when and how to use it.
students may extend the use of
Students’ exposure to individual
technology tools. They are encouraged
to use technology tools in
unconventional ways and are self-
directed in combining the use of
various tools. The teacher serves as a
guide, mentor, and model in the use of
technology. At this level, technology
tools are often used to facilitate higher-
order learning activities that may not be
possible, or would be difficult to
accomplish without the use of
technology.