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Technology for Teaching and

Learning 1
ProfEd 08HE

Ronel Chester N. Condeza

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THE POWER OF FILM, VIDEO AND TV IN THE CLASSROOM

Module 12

OVERVIEW
The appeal of visual media continues to make film, video and television as educational tools with high
potential impact. They are now more accessible and less cumbersome to use.”

LEARNING OUTCOMES

 Discover how powerful the film, video and tv in the classroom

 Comprehend the educational benefits of the use of films, video and tv in the classroom
 Identify the disadvantages or limitations of the use of tv
 Know the procedures ought to be followed for effective use of tv as a form of lesson enrichment
 Identify the instructional materials fall under this category
 Categorize examples of each visual symbols
 Construct visual symbols where they can be integrated in the instructional process
 Modify guidelines that must be followed when reading charts, graphs, and maps

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ACTIVITY
Note: Write your answer in Self-Assessment Activity Sheet (SAA)

Read the following comments then reflect on your answers to the questions given below:
1. “The video cassette recorder (VCR) gave us flexibility. We could watch the first exciting twenty minutes, stop the
tape and discuss elements of introduction, mood suspense and characterization and view it again.
2. A survey was conducted to find out which news version are people more inclined to believe if they got conflicting
or different reports of the same news story from radio, TV, the magazines and newspapers. Most respondents
answered “the news on television”.

ANALYSIS
Note: Write your answer in Self-Assessment Activity Sheet (SAA)

1. What do the two items in the activity phase reveal about the capacity of the film, video and tv?
2. Passive spectator! That’s what we become when we view tv. . How is this overcome with the coming of the VCR?(go
back to item #1)
3. Can you think of some limitations of the film video and TV?

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ABSTRACTION

The film, the video and the tv are indeed very powerful. Dale (1969) says, they can:
Transmit a wide range of audio – visual materials, including still pictures, films, objects, specimens and dramas.

Bring model of excellence to the viewer – we can see and hear the excellent scientist like John Glenn, the
excellent speakers and Master teacher s who lecture and demonstrate a teaching method for professional
development of teachers.

Bring the world of reality to the home and through the classroom through a “live” broadcast or as mediated
through film or videotape. – Not all of us have the opportunity to see life underneath the sea. But with tv, we are
able to see life at the bottom of the sea right there in our sala or bedroom through discovery Channel, for
example.
Make us see and hear for ourselves world events as they happen. With a sense of helplessness, we witnessed the
fire that engulfed homes in San Diego, California in October 2007 as it happened through tv. When the strong
earthquake shook Baguio, Agoo, Dagupan and Nueva Ecija, Philippines on July 16, 1990, the aftermath of the
earthquake was shown live in tv.

Be the most believable news source

Make some programs understandable and appealing to a wide variety of age and educational levels. Literate and
illiterate, young and old – all benefit from the common experiences that the tv transmits.

Become a greater equalizer of educational opportunity because programs can be presented over national and
regional networks.
Provide us with sounds and sights not easily available even to the viewer of a real event through long shots, close
ups, zooms shots, magnification and spilt screen made possible by the t camera – afraid of the mammoth crowd
every time Baguio celebrates the panagbenga (Flower festival), I prefer to stay home and watch it in tv. With the
versatile camera, I can have more close up view than those watching it from session Road.
Can give opportunity to teachers to view themselves while they teach for purposes of self – improvement -
teachers can’t view themselves while they teach but with video cam and tv they can view themselves while they
teach after.
Can be both instructive and enjoyable – with sights and sounds and motion, tv is much more enjoyable.
While the film, video and tv can do so much, they have their own limitation, too.
Television and film are one way communication device. Consequently, they encourage passivity. Today, however
we talk about and work on interactive classrooms for effective learning. We are convinced that learning is an
active process and so the learner must be actively engaged.
The small screen size puts television at a disadvantage when compared with the possible size of projected motion
picture, for example. With new technology, how is this remedied?
Excessive tv viewing works against the development of the child’s ability to visualize and to be creative and
imaginative, skills that are needed in problem solving. (http://www. Publicschoolreview.com/articles/21)
There is much violence in tv . this is the irrefutable conclusion. “viewing violence increases violence”. (American
Psychological Association Youth Commission)

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Basic Procedures in the Use of TV as a Supplementary Enrichment

For enrichment of the lesson with the use of tv, we have to do the following:

Prepare the classroom. ( If your school has a permanent viewing room, the classroom preparatory work will be
less for you)
- Darken the room. Remember that complete darkness is not advisable for tv viewing. Your students may need to
take down notes while viewing.
- The students should not be seated too near nor too far from the tv. No student should be farther from the seat than
the number of feet that the picture represents in inches. A 24 – inch set means no student farther than 24 feet from the set.
(Dale, 1969).

Pre – viewing activities

- Set goals and expectations. Why are you viewing the tv? What is expected of you students? State clearly.
- Link the tv lesson with past lesson and / or with your students’ experiences for integration and relevance.
- Set the rules while viewing. Will you allow them to take down notes? Or are you providing them with notes
afterwards?
- Put the film in context. Give a brief background, if necessary.
- Point out the key points they need to focus on. it helps if you give them guide questions which become the foci or
post – viewing discussions. Omit this, if you are using an interactive video and the resource speaker himself/herself gives
the questions for interactive discussion in the process of viewing.

Viewing
- Don’t interrupt viewing by inserting cautions and announcements you forgot to give during the previewing stage.
It disrupts and dampens interest.
- Just make sure sights and sounds are clear. You were suppose to have checked on these when you did your pre –
viewing.

Post – viewing
- To make them feel at ease begin by asking the following questions:

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TEACHING WITH VISUAL SYMBOLS

Your experience of the words and the graphs convinces you that a graph is easier to understand than the words of a
paragraph. A graph is “worth a thousand words.” a graph and any visual symbol for that matter such as drawings,
cartoons, strip drawings, diagrams and maps are worth a thousand words. They are more clearly understood than mere
words. Let us learn more about each of them and find out where they can be used in our lessons.

A. Drawings

A drawing may not be real thing but better to have a concrete visual aids than nothing. To avoid confusion, it is good
that our drawing correctly represents the real thing. One essential skills that a teacher ought to possess at order to be
understood is drawing. It helps you a lot if you are capable of doing simple freehand sketching. You will find out that as
you lecture, you need to illustrate on the chalkboard. So, better start learning how to draw. The only way to learn it is to
do the sketching yourself and devote some time to it. There is nothing so difficult that is not made easy when we spend at
least forty hours learning and mastering it.

B. Cartoons

Another useful visual symbols that can bring novelty to our teaching is the cartoon. A first-rate cartoon tells its
story metaphorically. The perfect cartoon needs no caption. The less the artist depends on words, the more effective the
symbolism. The symbolism conveys the message.
Sources of cartoons
You can easily collect cartoons for instruction. They appear often in newspapers and magazines. In class, you can give it
to individual students for individual study or project it by an opaque projector. Depending on themes for the week of the
month, you can display these cartoons on the bulletin board. One creative teacher arranged for a “ cartoon of the month”
and displayed and changed her display every end of the month.

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Where to use cartoons in instruction

You can also use this as a springboard for a lesson or a concluding activity. It depends on your purpose.
K to 12 curriculum standards and competencies
Go back to the K to 12 curriculum guide. Which can be taught with the use of a cartoon? Come up with a cartoon for
a particular lesson.

C. Strip drawing

These are commonly called comics or comic strip. Dale (1969) asserts that a more accurate term is strip drawings.
Make use of strip that are educational and entertaining at the same time.
Where to use strip drawing in instruction these can serve as motivation and a starter of your lesson. It can also be
given as an activity for students to express insights gained at the conclusion of a lesson.
Source of strip drawing
You can obtain strip drawings from newspapers, magazines and books

K to 12 curriculum standards and competencies

Identify a competency where a strip drawing is appropriate. Look for an appropriate strip drawing or make one.

D. Diagrams

What is a diagram? It is “ any line drawing that shows arrangement and relations as of parts to the whole, relative values,
origins and development, chronological fluctuations, distribution etc.” (Dale, 1969)
If you can draw stick figures, you can easily draw the diagrams that you need as you go along. To emphasize the key
points in your diagram, make use of color whether you use the chalkboard of the OHP and transparencies.

Types of a diagram

Find out what these other diagrams are. You may need them as you teach and as you go about you other teaching-related
tasks.

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Affinity diagram- used to cluster complex apparently unrelated data into natural and meaningful groups.

Tree diagram- used to chart out, in increasing detail, the various tasks that must be accomplished to complete a
project or achieve a specific objective.

Fishbone diagram- it is also called cause and effect diagram.it is a structured form of brainstorming that
graphically shows the relationship of possible cause and sub -causes directly related to an identified effect /
problem. It is most commonly used to analyze work-related problems.

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E. Chart
A chart is a diagrammatical representation of relationships among individuals within an organization.
Examples of chart
Time chart- is a tabular time chart that presents data in ordinal sequence.

Tree or stream chart- depects development, growth and change by beginning with a single course (the trunk)
which spreads out into many branches; or by beginning with the many tributaries which then converge into a
single channel.

Flow chart- is a visual way of charting or showing a process from beginning to end. It is a means of analyzing a
process. By outlining every step in a process, you can begin to find inefficiencies or problems. (Latta, 1994)

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Organizational chart- shows how one part of the organizational relates to other parts of the organization.

Comparison and contrasts- used to show similarities and differences between two things (people, places,
events, ideas, etc.)·

Pareto chart- is a type of bar chart, prioritized in descending order of magnitude or importance from left to right.
It shows at a glance which factors are occurring most.

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Gannt chart- is an activity time chart.

K to 12 standards and competencies

Find out which of these charts are appropriate for any lesson in the K to 12 curriculum guide or for any teaching related
tasks.

F. Graphs
These are several types of graphs.

Pie or circle graph- recommended for showing parts of whole.

Bar graph- used in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts
of a whole.

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Pictorial graph- makes use of picture symbols.

Graphic organizers- you met several graphic organizers in your subject, principles of teaching.

K to 12 standards and competencies

In which lessons can you use each of these graphs?

G. Maps
A maps is a “representation of the surface of the earth or some part of it...” (Dale 1969)

Kinds of map

Physical map- combines in a single projection data like altitude, temperature, rainfalll, precipitation, vegetation,
and soil.
Relief map- has three dimensional representations and shows contours of the physical data of the earth or part of
the earth.
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Commercial or economic map- also called product or industrial map since they show land areas in relation to
the economy.
Political map- gives detailed information about country, provinces, cities and towns and roads ang highways.
Oceans, rivers and lake are the main features of most political maps.

Map language

Scale- shows how much of the actual earth's surface is presented by a given measurement on a map. The scale musr be
shown so that the map reader can use the distances and areas shown on the map in measuring or figuring out the real
distance and areas on the earth's surface. On some maps, scale is shown graphically. In others the scale is expressed in
words and figure.e.g. 1 inch – 15 statute miles. 3
Symbols- usually a map has a legend that explains what each symbols means. Some symbols represent highways,
railroads, mountains, lake and plains.
Color- the different colors of the map are parts of the map language.
Geographic grids- the entire system of these grid lines. These grid lines are called meridians and parallels. A meridians is
a north to south pole line. Parallels are lines drawn around a globe with all points along each line with an equal distance
from the pole. Longitude is the distance in degree of any place east or west of the prime meridians. Latitude is the distance
in degrees of any place north and south of the equator.

Map reading test

Here is a map reading test. Test your self. Don't you worry, if you don't perform well at first. After further reading about
maps, take the test again. Do it until you get a perfect score. If you work hard at it, you will not be hard up presenting or
teaching your students about maps later.

APPLICATION
1. Picture, slides, handouts, videos, mock ups, models computer projections and computer presentation visual but are
they visual symbols? Explain your answer.

2. Summarize this lesson by means of a diagram.

Note: Write your answer in Self-Assessment Activity Sheet (SAA)

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SELF-ASSESSMENT ACTIVITIES (SAA) SHEET

ACTIVITY
1.

2.

ANALYSIS

1.

2.

3.

APPLICATION
1.

2.

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KEY POINTS
 Drawing -The only way to learn it is to do the sketching yourself and devote some time to it. There is nothing
so difficult that is not made easy when we spend at least forty hours learning and mastering it.
 Diagram -It is “ any line drawing that shows arrangement and relations as of parts to the whole, relative values,
origins and development, chronological fluctuations, distribution etc.” (Dale, 1969)
 Chart -A chart is a diagrammatical representation of relationships among individuals within an organization

END OF MODULE ASSESSMENT

Now that you have finished the review of the various concepts outlined above, it is now time for an
assessment to see how far you have improved. On every module’s “End of Module Assessment” (this part),
write your answers on the sheet/s provided. (See End of Module Assessment Answer Sheets for the
questions.)

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If
you have not reached your desired level of competence, just keep going! Remember that an expert was once a
beginner.
Technology for teaching and Learning 2

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SELF AND MODULE EVALUATION

Discover how powerful the film, video and tv in the classroom

learning process
Categorize examples of each visual symbols
 Use examples of contrived experiences

REFERENCES
Paz I. LUCIDO, Ph.D., Brenda B. Corpuz, Ph.D., Educational Technology 1
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END OF MODULE ASSESSMENT (Answer Sheet)

(Please do not forget to provide information on this part)

Name: _____________________________________________ Course& Year:_____________

Module Number and Title: ______________________________________________________
Contact number & email (if any):_______________________________
Date accomplished: ________________________

Now that you have finished the review of the various concepts outlined above, it is now time for an assessment to see how
far you have improved. Write your answers on the blank space provided for each question.

Note: Answer the following questions but you don’t need to submit a photo of your answer to me (it will serve as a
reviewer for our EMA). The end of module assessment (EMA) will be delivered using Google Forms please visit our
Facebook Group for the link.

I. Multiple Choice

1. These are commonly called comics or comic strip?

A. Cartoon
B. Drawing
C. Strip Drawing

2. It is “any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and
development, chronological fluctuations, distribution etc.”?
A. Chart
B. Diagram
C. Maps

3. Is a “representation of the surface of the earth or some part of it...”

A. Chart
B. Diagram
C. Map

4. Is a diagrammatical representation of relationships among individuals within an organization.

A. Chart
B. Diagram
C. Map

5. Used to cluster complex apparently unrelated data into natural and meaningful groups.
A. Tree Diagram
B. Affinity Diagram
C. Fishbone Diagram

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6. It is also called cause and effect diagram.it is a structured form of brainstorming that graphically shows the
relationship of possible cause and sub -causes directly related to an identified effect / problem.
A. Tree Diagram
B. Affinity Diagram
C. Fishbone Diagram

7. Used to chart out, in increasing detail, the various tasks that must be accomplished to complete a project or achieve
a specific objective.
A. Tree Diagram
B. Affinity Diagram
C. Fishbone Diagram

8. Is a visual way of charting or showing a process from beginning to end. It is a means of analyzing a process. By
outlining every step in a process, you can begin to find inefficiencies or problems.
A. Organizational Chart
B. Time Chart
C. Flow Chart
D. Gannt Chart

9. Is an acivity time chart.

A. Organizational Chart
B. Time Chart
C. Flow Chart
D. Gannt Chart

10. Is a tabular time chart that presents data in ordinal sequence.

A. Organizational Chart
B. Time Chart
C. Flow Chart
D. Gannt Chart

II. IDENTIFICATION

1-5. Examples of Visual Symbols

6-8. Kinds of Map
9-12. Types of graphs
13-15. Basic Procedures in the Use of TV as a Supplementary Enrichment

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