ECT 300 EDUCATIONAL TECHNOLOGY: What is the role of programmed Teaching and Learning materials in the teaching process?

CHAPTER 4

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4b iii). Discuss the role of programmed Teaching and Learning materials in the teaching process.

4.3.4.5 Programmed Teaching and Learning Materials.

This is a kind of instructional format where information is presented in steps, the presentation stimulus demands an active response by the learner, and the learner is either told whether his/her response is correct or s/he compares them with the ones given in the program. The most important advantage of this format is that each learner can learn at his/her own pace. These programmed teaching/learning materials can be used when the teacher intends to:

        • Teach new knowledge and skills independently of to her materials of presentation.
        • Enrich and complement the teaching program.
        • Review the teaching/learning materials.
        • Assist poor pupils or those who have been absent to catch up with the regular classroom work.

Programmed materials have the following advantages:

Advantages

        • They allow educators to organize their tending materials into logical step by step presentation.
        • Offer flexible teaching/learning possibilities that can be used by groups or individual learners in the classroom, in learning resource centers or at home.
        • They give teachers a concrete and immediate feedback on a learner’s progress.
        • They incite learners to become active.
        • They reduce learner error by being more efficient in realizing specific goals than are other forms of teaching and learning.
        • They are normally protested and revised to ensure validity and reliability.

However, programmed materials have limitations some of which are:

Disadvantages

  • They lack intrinsic motivation as the learners work in isolation.
  • There is little provision in the program for the learner to develop or to express himself as creatively as an individual
  • They compartmentalize knowledge in a manner that makes cross-disciplinary approaches to subject content difficult
  • Major principles and concepts are at times lost in programmed teaching /learning because knowledge is so broken down in small steps that the broad aspects of subject maybe lost.
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