Educational Technology 1: Lesson 6: Using and Evaluating Instructional Materials

One of the instructional materials used to attain instructional objectives is field trip.
For an effective use of instructional materials such as field trip, there are guidelines that ought to be observed, first of all, in their selection and second, in their use.

Does the material give a true picture of the ideas they present? To avoid misconceptions, it is always good to ask when the material was produced.
Does the material contribute meaningful content to the topic under study? Does the material help you achieve the instructional objective?
Is the material aligned to the curriculum standards and competencies?
Is the material culture – and grades – sensitive?
Does the material have culture bias?
Is the material appropriate for the age, Intelligence, and experience of the learner?
Is the physical condition of the material satisfactory? An example, is a photograph properly mounted?
Is there a teacher’s guide to provide a briefing for effective use? The chance that the instructional material will be use to the maximum and to the optimum is increased with a teacher’s guide
Can the material in question help to make a student better thinkers and develop their critical faculties? With exposure to the mass media, it is highly important that we maintain and and strengthen our rational powers.
Does the use of material make learners collaborate with one another?
Does the material promote self – study?
Is the material worth the time, expense and effort involved? A field trip, for instance, requires much time, effort and money. It is more effective than any other less expensive and less demanding instructional material that can take its place? Or is there a better substitute?

To ensure effective use of instructional material, Hayden Smith and Thomas Nigel, (1972) book authors on Instructional Media, advise us to abide by the acronym PPPF.

You know your lesson objective and what you expect from the class after the session and why you have selected such particular r instructional materials. You have a plan on how you will proceed, what question to ask, how you will evaluate learning and how you will tie loose ends before the bell rings.

Set reasonably high class expectations and learning goals. It is sound practice to give them guide questions for them to be able to answer during the discussion. Motivate them and keep them interested and engaged.

Under the best possible conditions. Many teachers are guilty of the R.O.G syndrome. This is means “running out if gas” which usually refers from poor planning. (Smith, 1972) using media and materials, especially if they are mechanical in nature, often requires rehearsal and a carefully planned performance. Wise are you if you try the materials ahead of your class use to avoid a fiasco.

Remember that you use instructional materials to achieve an objective, not to kill time nor to give yourself a break, neither to merely entertain the class. You use the instructional for the attainment of a lesson objective. Your use the instructional material is not the end in itself. It is a means to an end, the attainment of a learning objective. So, there is need to follow up to find out if objective was attained to use.

Any instructional material can be the best provided it helps the teacher accomplish his/her intended learning.
No instructional material, no matter how superior, can take the place of an effective teacher.
Instructional materials may be perceived to the labor saving device for the teachers. On the contrary, the teacher even works harder when she makes good use of instructional material.
“You should have a good idea of your destination, both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where you are going, you cannot properly choose a way to get there.”

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Educational Technology 1