Visual symbols come in many forms-drawing, cartoons, strip drawing(comic strip), diagram, map, chart, graph. For these visual symbols to be at your finger tips, you ought to be skilled at making them. The collection, preparation and use of these various visual symbols depend to a great extent on your own resourcefulness and creativity. They may be used in different ways and in different phases of the lesson depending on your purpose. If you use them skillfully, your classroom may turn into a beehive of busy students.

You may not realize it. But with visual symbols alone, you have an array of teaching materials to choose from. If you decide and commit yourself to using one visual symbol for every lesson, you will keep your teaching crispy and fresh. Only that this requires more preparation and more learning on your part.You must learn how to draw, sketch, make diagrams, graphs, the charts and some diagrams. you have to know what software to use and of course how to manipulate the computer.

Visual symbols come in many forms-drawing, cartoons; strip drawing (comic strip), diagram, map, chart, and graph.

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Drawing-may not be the real thing but better to have a concrete visual aid than nothing. To avoid confusion, it is good that our drawing is correctly represents the real thing.

                     

Cartoons-another useful visual symbol that can bring novelty to our teaching. 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. Cartoons easily collect for instruction, they appear often in newspapers and magazines.

                                     

Strip drawing-in instruction can serve as motivation and a starter of your lesson. It can also give as an activity for students to express insights gained at the conclusion of a lesson.

                             

Charts-is a diagrammatic representation of relationships among individuals within an organization.

Examples of Charts

-Time Chart

-Tree or Stream Chart

-Flow Chart

-Organizational Chart

-Pareto Chart

-Gannt Chart

             




            

Graphs

Types of Graphs

-Pie or Circle Graph

-Bar Graph

-Graphic Organizer


                               

Maps-is a “representation of surface of the earth or same parts of it” (Dale, 1696?)

Kinds of Maps

-Physical Map

-Relief Map

-Commercial Map

-Political Map


   



  

                                              

POSTER- A poster is any piece of printed paper designed to be attached to a wall or vertical surface.Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eye-catching and informative. Posters may be used for many purposes. They are a frequent tool of advertisers (particularly of events, musicians and films), and other groups trying to communicate a message. Posters are also used for reproductions of artwork, particularly famous works, and are generally low-cost compared to original artwork.

                       

LESSON 18: Roles and Functions of an Educational Media Center

What is educational media center?

 · Is a place where audio-visual materials and equipment for instructional support were housed.

· It provides a venue for multimedia learning for a more effective instructional process in school.

The Educational Media Center is a unit indispensable to the teacher-training programs of the College. It provides the following services to the faculty, staff and students of the College: audio and/or video media materials recording services, production services, basic repair services, and consultant service on effective media utilization. 

To do its job, the Center has a collection of audio-visual facilities including cassette tape recorders, slide/tape recorders and projectors, film and film strip projectors, overhead and opaque projectors, video camera and other production hardware and equipment. For the most part, the Center serves as a laboratory for undergraduate and graduate students enrolled in Educational Technology courses. 

The mission of the Educational Media Center (EMC) is to provide quality support for teaching and learning through the integration and use of technology

                        

Responsibility of Media Specialist in Education

· Plan instructional programs

·  Share information about resources and search strategies

· Help with the operation of a peace of Help with the operation of a peace of equipment

· Suggest specific resources for a particular unit particular unit

· Provide conducive learning environment

Basic Services of Educational Media Center

· Accessibility of Resources

· Collection

· Reference

· Instruction

· Production

· Consultation

}  An EMC is a facility designed for the housing and utilization of all educational media within the school.

}  It is a basic requirement for a school to render quality service.

                   

It serves a myriad of roles, among which are:

1. Center of resources- in it, different forms of communication and their accompanying technology organized and housed for easy accessibility and use.

2. Laboratory for learning- it provides materials which will enrich and implement the curriculum. 

3. Agent of teaching- it teaches students how to find information.

4. Service agency- all procedures are established as the basis of service to students and teachers.

5. Coordinating agency- it serves as central depository for various forms of media.

6. Recreational reading center- it provides a variety of recreational materials to fulfill the current needs of the range of interest and abilities for the students.

7. A stepping stone to other resources of the community- it introduces the students to the resources available in other community resource centers.

                        

What must an EMC have to be a functional EMC?

The evaluation questions for a functional EMC (Lucido&Borabo, 1997) give the following elements.

1. The institutional media service.

 Is the administration committed to a media program?

Is the program of media services administered by a media specialist through media center? 

 Is the center operating at the same level as other major institutional services of the school?

 Are there clearly defined policies, procedures and plans for short, medium and long term coverage?

 Is the center provided with appropriate facilities, finances(a regular budget) and staff(both technical and clerical)?  

Is the center capable of giving media and/or educational media technology advises/assistance to the faculty?

                                   

2. Media and instruction.

 Are the faculties encouraged to use media as an integral part of instruction?

Are classrooms equipped and/or adapted for the best possible use of educational media?

Is the media center accessible to all classroom and lecture/conference room?

Is there educational media technology information dissemination?

Is there a proper cooperation between faculty and the professional media staff in the planning, developing and using media for instructions?

In particular, are faculty members assisted by the media center staff in analyzing teaching needs and in designing, selecting and using educational media to meet these needs?

Is there an adequate storage, filling and retrieval/borrowing system for instructional hardware and software/materials?

 Is the center capable of technical operations relating to technical assistance, equipment repair and cleaning, continuous upgrading facilities?

Is there a capability for production of graphics, audio visual and other media materials for instruction?

3. Classroom facilities.

Are classrooms designed for and provided with essential facilities for effective use of educational media?

Specifically, are classrooms equipped for full light control, electrical outlets, appropriate ventilation and media operation spaces.

 Are classrooms equipped with a bulletin board, chalkboard, projection screen, map rails, etc. for instruction using media? 

4. Media program.

 Are there clear-cut administration policies on the media program?

 Is there an adequate source/system of funding?

Is there appropriate hiring of media center supervisions, creating and technical personnel, consultants and clerical staff?

                       

LESSON 17: Assessment in a constructivist, a technology-supported Learning

WHAT IS ASSESSMENT?

-It is the process of making some evaluation; the act of assessing.

WHAT IS CONSTRUCTIVIST THEORY?

                  

Constructivist theory  is a theory to explain on how knowledge is constructed in the human being when information comes into contact with existing knowledge that has been developed by experiences. Constructivism as a theory of learning has  existed for over one hundred years but has no been widely accepted or applied in public schools.this theory is just a posed of behavioral theory. 

WHAT IS TECHNOLOGY-SUPPORTED LEARNING?

                     

It is used to encourage students especially in facilitating student centered  learning activities. It is more than technology enhance instruction. It recognizes that learning is supported in many different ways, even if there is no formal teaching involve.

Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. therefore, the quickest way to change the way students learn is to change the way learning is assessed.

 In a technology-supported classroom, the student learns from and with the technology. Technology is seen as a source of information that the students learn from in the same way that the teacher are the source of information.. the students master facts from the concepts from technology and with the aid of technology.

Reflection: 

           It is said that traditional-paper-and pencil are not adequate to assess learning in a constructivist technology supported learning.  In assessing student learning we only not depend on the skills they have(process-oriented performance based) but also for the output which is the (product-oriented performance based) assessment. With the help of the scoring rubrics which contain the criteria and the levels of performance we  can smoothly assess their performance.