ROLES AND FUNCTIONS OF EDUCATIONAL MEDIA CENTER

LB#18

         An educational media center is a facility designed for the housing and utilization of all educational media within the school. It is a basic requirement for school to render quality service.It is not independent of the school. Rather, like any part of the human body, it is the unit in the school that cooperates with other unit of departments that help the school fulfill its mission and realize its vision by living up to the school's philosophy and aims.It serves a myriad roles and functions  and services  such as:

• Orientation-All teacher are given an orientation on the Educational Media Center.The students are also given an orientation on their first Media Instructional Program class.
• Selection of print and non-print materials-The librarians continually select and acquire print and non-print material that suits the needs, interest, and special abilities of the students and teachers.
• Organization of print and non-print materials- A technical librarian organizes all the purchased print and non-print materials for easy retrieval.
• Circulation of print and non-print materials-The Educational Media Center lends out various types of materials to students and teachers.
• Reference-The EMC attends to request such a bibliographic information from the card catalog,serch throug books, periodivcals, pamphlets, documents and non-print materialsd.
• Bibliographic Service-Threre are listings of materials and periodical articels to publicize the new materilas and periodical aricles in in the EMC.
• Media Instruction Prprogram-The MIP aims to teach students to be skillfull and discriminating uesrs of print and non-print media.
• Class Supervised Resarch-IT is a schedule program of activity particularly in Science and Sicial Studies.
• Grade level newspaper- Each grade level is given a subsripytion to anewspaper of their choice..
• Photocopying Services- A self- service photocopying machine is available foe the faculty to Zerox material needed.
• Video and Sound Production-Simple production for class instruction, program and school wide presentations are put together in the audio-Visual area.
• Multi-media Services- Different non-print  media- materials are acquired.

Educational Media Center functions as a visual instrument as well as a basic requirement for quality education by enriching all parts of the school's educational process. It reflects and supports the philosophy of the school.It involve in the teaching and learning process.It is a source center .It is a learning laboratory.It is a teaching agency. It is a service agency.It is a coordinating agency.It is a center of recreational, viewing, and listening and it is a stepping stone to other community resource centers.

ASSESSMENT IN A CONSRTUCTIVIST,TECHNOLOGY- SUPPORTED LEARNING

LB#17

         

           I have learned that being a student, I should go beyond memorizing for test and should not study only for score and a passing grade.The teacher should conduct assessment practice  that will be congruent with the constructivist's thinking,which is a higher level form that will require the display of the basic skills of writing and speaking skills,computing and the more complex skills of applying concepts learned, analyzing, integrating and creating, critiquing and evaluating and the social skills of working with others. Such higher form of assessment will call for altercate form of assessment.

          Authentic assessment is the most appropriate for the constructivist classroom.It measures collective abilities,written and oral expression skills,analytical skills,manipulative skills,integration, creativity, and ability to work collaboratively.With the kind of assessment, students perform real world tasks. It is an assessment of the process or a product.The performance is the reliable measure of skills learned and the product is the proof of the acquisition of skills. In doing authentic assessment, the teacher should make use of of the scoring rubric in order to objectively observe and evaluate student's performance.With scoring rubric, the standards are clearly set at the beginning the teacher and the students. With rubric,the student can assess her or his progress.In this case the much fear foe the test gets dispelled.Assessment is the natural and normal part of the learning process. There are no more secrets on how students will be tested,what kind of question will be asked.The students themselves know how their progress gets assessed.

           Aside from authentic assessment, there is also the need of performance-based assessment or product assessment.It is a direct assessment.With this assessment, the teacher measures the student's computer skills directly in an authentic or real-life setting.

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

Using the Project-based Multimadia as a Teaching- Learning Strategy

LB# 16

           I have learned that in project-based multimedia learning, there are steps to follow.The teacher should:

• Go over the subject competencies to determine objectives and content that the multimedia project will address effectively.
• Estimate how much time sh pr he need to spend compare d to how much time is available
• Make clear and explicit parameters and procedures that must be be observed in decision making 
• Set collaborative working arrangements to enable students to share their knowledge and skills and to build on anther's strengths.
• Determine what resources you will need and what are available.
• Plan on how you will measure what the students learn.

Goals and objectives are always the starting points of planning.When she or he is planning for a multimedia learning project as a teaching strategy, the teacher begin by clarifying his or her objectives and goals. Since this strategy requires much time, teacher should be realistic the amount of time she or he has to spend as seen against time available or run the risk of the failure disappointment afterwards.

           To trim down devoted to a a multimedia project, the teacher must use technology which the students  had already know. He pr she must use time outside pf the class wherever possible.Assign practice as homework.Use special classes like art,or music as extra time. Let students compose text and select and prepare graphics and sound as they plan

           Before the project starts, the teacher should:

• Create project description and milestone.
• Work with real-world connections.
• Prepare resources.
• Prepare software and peripherals such as microphones.
• Organize computer files.
• Prepare the classroom.

Project-based Learning and Multimedia: What is it?

LB#15

          I have learned that project -based multimedia learning is teaching method  in which  students " acquire new knowledge and skills in the course of designing, planning and producing multimedia products."This project-based multimedia learning is most of all anchored on the core curriculum.This means that project- based multimedia learning addresses the basic knowledge and skill and students are expected to acquire as laid down in the minimum competencies of basic education curriculum.

          A class that effectively employs project-based multimedia learning is highly animated and active engaged.Together with other students, every student is absorbed i a task in line with the goals and objectives made clear at the start.Time has wings. It flies so fast that students don't feel the passing of time.The teacher monitors the students as they work. With his or her guidance, he or she allows the to make decisions for themselves.He or she has more time to these students in need of greater help and attention.By going around, he or she can sense if students are on the right track and if the goals and expectations set at the start are not set aside but remain to be the governing factor behind every activity.The student's intellectual powers are very challenged as they read, research for basic information and as they analyze and organize these bits of information.

           Project-based multimedia learning does no only involve use of multimedia for learning. The students end up with multimedia product to show what they learned. So, they are not only learners of academic con- tent, they are at the same time author of  multimedia product at the end of learning process.

            

I have also leaned that there are dimennsions pf project-based multimedia learning they are: 

• Core curriculum
• Real-world connection
• Extended time frame
• Student decision making
• Collaboration

Limitations of the use of project-based multimedia learning strategy:

• the need for an extended time
• require technical skills on the the part of the teacher as well as the students
• the need to be devoted to learning the technology 
• tendency to lose track of the goals and objectives of the lesson  because technology aspect has gotten the limelight.

MAXIMIZING THE USE OF THE OVERHEAD RPOJECTOR AND THE CHALKBOARD

LB#14

          I have learned that among instructional equipment, the chalk board is the most available.In fact, a school may have no computer, radio or TV but it will always have a chalk board.

          Most teacher today are not using chalk.They use marker maybe because it is easier and faster to erase.

Marker is suitable for white board which most classrooms are using today.But there are still classrooms utilizing green board which only good for chalk used.

           Aside from chalkboard, the overhead projector is another versatile equipment that is quite common today.By using this, the teacher can save time when presenting lecture on transparencies instead of writing these notes or drawing naively on the chalkboard. With photocopier, it is easy for the teacher to prepare notes on the transparencies.He or she just photocopy the hard copy using the transparency.Overhead projector is sometimes reliable than LCD.Using overhead projector is very advantageous because it is simple to operate.It is used in front of the classroom.Instructor can easily observe student reactions,control its attention and regulate the flow of information in the presentation.It is especially easy for teachers and students to create materials.The projected image behind the instruction can be as large as necessary for all in the students to see.Since the transparency, as it is placed on the projector,is seen by the instructor exactly as students see it.

           In using overhead projector, these are the reminders to observe by the teacher;

• Stand off to one side on the overhead projector wile facing the students.
• Don't talk to the screen.
• Avoid large tables of figures.
• Don't read the text on the slide.
• Avoid too much text.
• Presentation must be readable from afar.
• Place the OHP on the table low enough so it does not block you or the screen.
• Simple use of color can add effective emphasis.

TEACHING WITH VISUAL SYMBOLS

LB#13

         I have learned that visual symbols are unrealistic reproduction of physical things.Teaching with visual symbols, the teacher makes use of abstract representation such as graphs,diagrams,comic strip,chart,and cartoons.These visual symbols worth a thousand words because they are easier to understand than words of a paragraph.

1. Graph is consist of diff. types:

• Pie graph- use for showing parts of the whole.
• Bar graph- use in comparing the magnitude of similar items at diff.ties.
• Pictorial graph-makes use of picture symbols.

    2. Cartoons-these symbols can bring novelty to teaching.They tell the story metamorhpically.

    3.Comic strip-this can be used by teacher for educational and entertaining.This can serves as motivation and starter of the lesson.

    4.Diagram-this is any line drawing that shows arrangements and relations as to part of the whole,relative values,origins and development,chronological fluctuation and distribution. It is compose of three types;

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

• Fish bone- it is also called cause-and-effect diagram.It is a structured form of brainstorming that gaphically shows  relationship of possible causes and subcauses directly related to an identified effect or problem.
• Tree diagram-depicts development, growth and change  by beginning with a single course which spreads out int many branches.

    5.Chart-this is a diagramamatic representation of relationship among individuals within an organization.

It is compose of diff. types:

• Flow chart-s visual way of showing a proces from the beginning to the end.
• Organizational chart-shows how are part of the organization relates to other parts of the organization 
• Pareto chart-type of bar chart prioritized in descending order of magnitude from left and right.
• Gannt chart-is an activity time chart.
• Time chart-a tabular time chart that presents data in ordinal sequence.

Visual symbols also include maps.These are physical maps,relief map,commercial or economic map,and political map.

    

THE POWER OF FILM,VIDEO AND TV IN THE CLASSROOM

LB#12

         I have learned that the appeal of media continues to make film,video and television as educational tools with high potential impact which they are now accessible and less cumbersome to use.They are indeed powerful in the sense that they can transmit a wide range of audio-visual materials including still pictures,film, object specimens,and drama.They bring models of excellence to the viewers.Like for instance, we can see and hear the excellent scientist, excellent speakers,and master teachers who lecture and demonstrate a teaching method for professional development of teachers.They can bring world of reality to the home and to the classroom through a "live" broadcast or as mediated through film or videotape.They can make us see and hear for ourselves world events as they happen.They can be the most believable news source.They can make some programs understandable and appealing to a wide variety of age and educational levels. They can provide us sounds and sights not easily available even to the viewer a real event through long shots, close ups, zoom shots,magnification and split screen made possible by the television camera.They can be both instructive and enjoyable.

However,though these visual media are indeed powerful , they are somehow have their limitations:

• They only encourage passivity because television and film are one-way communication device.
• The small screen  size puts television at a disadvantage compared with the possible size of projected motion pictures
• Excessive TV viewing works against the development of the child's ability to visualize and to be creative and imaginative.
• There are much violence in television

The film, video and television are powerful instructional tools.When they are used inappropriately and moderately, they can make the teaching- learning process more concrete. lively colorful, and interactive.

They contribute to a more lasting because of its visual audio and motion effects.These effects make learning fun.

I have also learned that there are basic procedures in the use of TV as a supplementary enrichment:

1. First and foremost, the classroom should be prepared.- the room should be darken but not completely because students might take down notes while viewing.
2. Previewing-  the teacher should set goals and expectations and point out the key points which are needed to focus.
3. Viewing- the teacher must not interrupt viewing by inserting cautions and announcements to give during the previewing stage.
4. Post viewing- the teacher would ask what the students have learned and let them summarize what was learned.