TEACHING-LEARNING

PROCESS:
Instructional Media &
Technology

Margarita B. Enerio
MAED-ENG

Instructional Media
Considered as a feature of instructional
technology
Instructional media encompasses all the
materials and physical means an instructor
might use to implement instruction and
facilitate students achievement of
instructional objectives

Instructional Technology

Instructional Technology is the art and study

of building a learning system and also
building a feedback mechanism into the
learning system in such a way that the
system is sensitive to the dynamics of each
individuals learning experience as well as
the whole of everyones experience and is
built in such a way that the system is ever
improving in its effectiveness and delivery
of the subject matter.

Why do teachers have to use instructional

media or materials in teaching?

can aid in attaining the instructional

objectives set at the beginning of the
course, and help in facilitating the students
learning.
these can facilitate the effective learning
acquisition of the students.

enhance their comprehension of the subject

matter when, of course, chosen and utilized
appropriately.
instructional media directs to an important
discussion on the proper selection and
utilization. Availability of the resources,
learning outcomes, and environmental
factors are just among the few to be
considered when choosing the most feasible
and applicable instructional media for
effective teaching-learning process

Relevance of Instructional Media and Materials to

the Teaching-Learning Process

improve the quality of teaching and learning.

help facilitate an effective teaching based on
the learning objectives
* teachers also have to take into consideration
the students learning styles and preferences.
Their learning characteristics will also help
determine what and how to use them
effectively in instruction.

DALES CONE OF EXPERIENCE:Interpretation, Implication to the

Teaching-Learning Process , and Application to Actual Teaching

teachers need to consider exposure and engagement in real-life

situations. Hands-on experience should follow after introducing the
concepts, theories, and significant details. This way, students could
be able to build a connection between the abstract and concrete
experiences. Perhaps its notable to say: teachers have to consider
concepts/theories vis--vis experiential learning.

As to the actual teaching, varieties of

activities have to be in place for careful
selection depending on the students
learning interests and characteristics.
These activities, when carefully chosen, will
enhance the students learning. With Dales
theory, teachers can incorporate various
learning experiences through creating a
structure of the lesson. Thus, this is to
maximize the students learning potential.

References:
http:/unmgrc.unm.edu/resourcehub/document
Chenloyola.word press-com