PHASE I: PROBLEM IDENTIFICATION
Most mentors from different schools―elementary, secondary, colleges and universities―not only in the Philippines but globally, utilize varieties of instructional media in teaching their students. These include (1) real objects and models, (2) printed text (books, handouts, work sheets), (3) printed visuals (photos, drawings, charts, graphs), (4) display boards (chalk, bulletin, multipurpose), (5) interactive whiteboards, (6) overhead transparencies, (7) slides and filmstrips, (8) audio (tape, disc, voice), (9) video and film (tape and disc), (10) television (live), (11) computer software, and (12) the Web. It is well known among educators that the educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences. The instructional media add elements of reality by providing such concrete examples. In general, these are seen by educators as aids rather than substitutions for the teacher. A teacher spends an uneven amount of his time in routine chores—in collecting and assigning books and materials and in marking—that could be partly prevented if aids could be so constructed as to free him to concentrate on the central job of promoting understanding. The study focuses mainly on determining the advantages and gains of instructional media as it is used in teaching secondary students of Calbayog City National High School during the school year 2010-2011. Utilization of instructional media in secondary schools has been researched but still, there are some queries which are still remain unanswered. Relevant ideas are still needed to complete the various studies in relation to this. Most educators are asking if this media would make a difference in the performance of the class. At the same time, teachers are asking if there exists the best mean to support the course delivery. The learning environment of a classroom assisted by instructional media, specifically the technology, is different from one without technology and the question remains regarding the benefits of technology in the classroom. To achieve the desired outcomes with the utilization of technology, must focus not only on making teachers proficient at using such technology, but at the same time, promote strategies that permit the integration of technology that develops teaching and learning. Active learning in class involves providing the opportunities for students to participate evocatively by talking and listening, writing, reading and reflecting on the content, ideas, issues, and concerns of the academic subject. Sad thing is, many classrooms continue to be ruled by a single medium and this is usually the printed textbooks. This dominance prevents teachers from reaching all students; instead, it forces them to cater to those who find the texts accessible and this creates barriers for those who do not. There are further corollaries and consequences. Even though students are able to access the text, there are certain learning elements that are missing. There are media readily available that are more appropriate for communicating particular kinds of learning materials. Students' preferences and proclivities for certain media and tools can play a significant function in deepening their engagement and commitment to better understanding, and upgrading their learning experiences. Collecting and maintaining a sufficiently varied assortment of traditional media that would allow us to create the most advantageous instructional environment for every student in a unit of curriculum would be incredibly pricey, consume too much space and create nearly insurmountable logistical problems. More media is not a reasonable alternative. Teachers do not necessarily need more media but what they need more importantly is better media. There is a need for research on the use and effectiveness of technology in classrooms that would enhance education and better the scholastic...
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