Instructional materials include anything that is used within a lesson to influences student learning. That is a very broad category as it can include manipulatives, computer software, printed material, displays, and exhibits. Each of these categories can be broken down even further; displays, for example, can include chalkboards, whiteboards, electronic whiteboards, bulletin boards, cloth boards, magnetic boards, and flip charts. A benefit of instructional media is that there are many choices. Having a variety of options makes the lessons more realistic and engaging. However, at the same time the variety can present a challenge. The educator must be careful to select the appropriate material to help influence student learning. Not all material is created equal. The educator must also consider the environment. In an electronic environment, one cannot use a chalkboard. However, they can use an electronic version of a chalkboard – an electronic whiteboard.
The “digital divide” must be considered when using electronic instructional materials. If the student has a slow Internet connection, a dial-up modem for example, they may not be able to use an interactive simulation program or a streaming video. Older computers might not be able to run the appropriate version of software, such as QuickTime or a Java plug-in to access an online manipulative.
An educator needs to make sure they know their learners and the learning environment. If the students are going to be in one central location, are there sufficient computers for everyone? Are all the computers operational? From an administrative point of view, there should be a computer replacement plan in order. This is often a large budgetary consideration for school districts. For an educator of distance learners, is the computer the distance learner accessing operational? Does it have the minimal requirements for accessing the eLearning material?
Manipulatives are great for the kinesthetic learners; they also can hold a learner’s attention and interests. Physical manipulatives can become expensive in terms of purchasing and storage. Electronic manipulatives one might not have the storage expense, unless the electronic file must be saved on a computer or server with limited space. There are many electronic manipulatives that are free of charge such as the National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/vlibrary.html), while other manipulatives must be purchased from vendors. There might be licensing, copyright, and technology issues involved when distributing the manipulative within an eLearning environment.
An ILS (integrated learning system) can be very beneficial in an eLearning environment as it allows the learner to move through the material at their own pace. Assessments are incorporated periodically throughout the system thus allowing the learner to check for understanding but at the same time providing the educator the necessary checkpoints and assessment results. The nice thing about an ILS is that it is an integrated instructional package, including all the necessary learning objects to meet the stated standards. The drawback, however, is that it might include standards that are not applicable for that learner or not cover the material in deep enough depth. Having an ILS can save an educator hours since the curricula is already created. The educator must use caution since there might be technological problems connecting, it might be too challenging for the learner, or even worse, not challenging enough. Webb’s Depth of Knowledge (http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf) stresses that an educator needs to delve deeper into the materials and not just do everything at level 1 (recall) and level 2 (skill/concept); we need to get to level 3 (strategic thinking) and level 4 (extended thinking).
Having electronic instructional materials is great for the learner as they can experience current material – have real time learning opportunities. The learner can access events that are happening in the news today! The challenge however to keep the links current; it seems that links to web pages and Internet resources have to be constantly monitored and updated. Another challenge for the educator and learner is just because the information is on the Internet doesn’t mean it is true. One needs to make sure that there are credible and reliable sources. Some web sites might not be appropriate for students, educational institution firewalls might block sites, and advertisement might interfere with the opportunities for learning. Some people don’t like to do much reading on the computer and prefer instead to read a print out. Is there a printer-friendly site? The eLearning materials must keep the student motivated in their learning, but at the same time the student should be learning. A web page might be very flashy and interactive, but is there an opportunity for learning to take place?
Printed material can still be used in an eLearning environment. Printed material is economical, easy to access, and self-paced learning can occur as students read and interact with the text at their own pace. In an eLearning environment printed material may not be as portable as one hoped. A challenge with printed material is that the vocabulary and reading level might not be appropriate for the student. There may be interactivity with the material unless there are embedded hyperlinks in the electronic media. Copyright issues might also present a problem.
A virtual field trip is an excellent way for the eLearning learners to experience firsthand the sights and sounds of a distant location, such as the National Zoo. There is no expense to visit the virtual zoo; in the traditional classroom there would be an expense of transporting the students and all the paperwork involved. eLearning students can have a similar experience, and even sometimes better. eLearning students can visit the zoo at different times of the day thus allowing them to experience the animals at different times of the day. It is important to have follow-up to a virtual trip to assess the success of the trip.
There should be a variety of instructional materials. The learner might need to have some drill activities and games for review, or a tutorial for re-teaching, or learn new information. Having different types of media such as podcasts, videos, animations, and simulations, can help with student learning. Studies by Levie and Lentz have shown that test scores increased by 36 percent when visuals are utilized; Richard Mayer’s study has shown that test scores increased by 42 percent (Supporting Research). When sights, sounds, and text are combined the learner’s retention level can be up 80 percent (Supporting Research).
Any educator must always ask “does this learning object really work as I predicted it would?” If it doesn’t then don’t use it or make adjustments. If it does, do adjustments need to be made to make it even more effective? The learning experience does boils down to good teaching practices. Just because there is technology it doesn’t mean that good learning is happening.
Works Cited
Supporting Research from
Integrating Media into the Classroom:
Theory and Research [Video File].
Retrieved from http://digital.films.com/play/6ER6PE)
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