UNIT.

3
CHAPTER #1 NON-PROJECTED AIDS
1. Five Technical Definitions of Non-Projected Aids
2. List of Non-Projected Aids
3. Definition of Field Trip
4. Aims or Purposes of Field Trip
5. Arrangement and Organize Field Trip in Different Educational Institutions
6. Five Technical Definitions of Exhibition
7. Aims and Purposes of Exhibition
8. Arrangement and Organize Exhibition
9. Educational Impacts of Field Trips and Exhibition
10. Field Reports
WORKSHEET-NO-1: FIVE TECHNICAL DEFINITIONS OF NON-PROJECTED AIDS
1. “Non-projected aids are instructional materials that do not require electricity or projection
equipment and include items such as whiteboards, posters, flashcards, and manipulatives.”
Book Name: “Teaching Today: An Introduction to Education”
Writer Name: David G. Armstrong et al. (p. 90).
Publisher: Pearson, 2013.
3-“Non-projected aids refer to a variety of static and manipulative visual aids, such as posters,
flip charts, maps, globes, and interactive whiteboards, that teachers use to present information
and encourage student participation.”
Book Name: “Teaching and Learning with Technology”
Writer Name :Judy Lever-Duffy and Jean B. McDonald (p. 92). Publisher:Pearson, 2016.
4-“Non-projected aids are instructional materials that teachers use to enhance their presentation
and help students understand the content using visual, tactile, and auditory elements such as
diagrams, models, specimens, and audio recordings.”
Book Name: “Teaching Science Through Inquiry-Based Instruction”
Writer Name: Terry L. Contant and Joel L. Bass (p. 71).
SAGE Publications, 2013.
5- “Non-projected aids are instructional materials that teachers use to convey information and
stimulate student interest, varying from printed materials and real objects to graphic organizers,
diagrams, and charts.”
Book Name: “Teaching and Learning with Digital Tools and Resources in the Secondary
Classroom”
Writer Name:Krissy Wilson and Karee Dunn (p. 81).
Publisher:IGI Global, 2018.
 WORKSHEET-NO-2: LIST OF NON PROJECTED AIDS
Non-projected aids can
be classified (1Graphic aids (2)Display boards (3)Three dimensional aids,(4)Audio aids
1. GRAPHIC AIDS:
Graphic aids are visual aids such as graphs ,diagrams, charts, etc…,and are represented on
plane surface .Graphic aids help to present data systematic ally in an abridged form.
Graphics could truly beconsidered as the shorthand language
of the idea conveyed by the data concerned. They secure the attention of the pupils by
systematic presentation, attractive formal and simple layout. They can convey the messag
e by a combination of written and pictorial visuals that could be made meaningful by su
itable caption. The principal categories of graphic aids are described below.
 GRAPHS: The nature of the relation of two dependent variables could be very easily presented by
graphical representation. Graphs could be interpreted and inferences drawn easily. Line graph,
bar graph, pie graph, etc are different types of graphs.
 DIAGRAMS: Diagrams could be used to easily explain many facts at the same time, by
using a variety of symbols and labels. Diagrams can explain fact more vividly than charts.
 Posters: Posters are bold and attractive representations of an idea concept and are usually given in
color. Poster captures the eye and conveys the desired message.
 Maps: A map is a acute representation of the boundaries and other details of the continents,
countries, etc. on a plane surface, in the form of a diagram drawn to scale. A variety of
geographical details like location of mountains and rivers, altitudes of places, contours of the
earth surface, important cities and other places etc can be represented accurately with reference
to a convenient scale & following a suitable color scheme.
 Cartoons: A cartoon is a metaphorical, humorous & exaggerated caricature of a person or a
situation, in the form of a picture or a sketch. By the humorous or satirical presentation, it attracts
the attention of viewers.
 Comics: A comic strip is a form of cartoon depicting a story in sequence. The events are arranged
in the proper order in an attractive pictorial form that is normally appealing to lower age groups.
 Flash cards: Flash card is an aid liberally used in language lessons, especially in the lower
classes. This facilitates immediate feedback of comprehension and skill in silent reading; hence,
the name flash card.
 Pictures & photographs: Pictures & photographs play a significant role in making ideas clear &
comprehensive.
 Charts: A chart may be defined as a combination of graphic & pictorial media designed for the
orderly & logically visualizing of relationship between key facts & ideas. The most used charts
are flip charts, flow charts, display charts, tabular charts, tree charts & time chart.
2. DISPLAY BOARD:
The stereotyped atmosphere of the traditional classroom, libraries & corridors of schools is
recently giving way to attractive & educative surrounding with a wealth of display materials.
 Display may be categorized into three main types according to functions they perform, namely,
motivational, developmental & summarizing.
TYPES OF DISPLAY BOARD
 Blackboard: It is one of the simplest & oldest of visual aids. It is like a magnifying glass in the
hands of teacher. Blackboard planning is precious skill to be developed by any teacher.
 Roll –up chalk board: These are usually made of thick rexin cloth. The charts & pictures can be
drawn on it well in advance and presented as & when required.
 Pegboard: Peg board can be used for compiling flat and even three dimensional materials, the
latter being supported by specially made hooks and clips .displays can also be positioned at
desired points by pegs.peg board are made of tempered amazonite having about ½cm holes
punched in regular pattern of 2.5cms apart over the entire surface.
 Hook and loop board: These are intended to suspend heavy three-dimensional objects or flat
materials. The surface of the board is made up of a special nylon fabric that consists of thousands
of tiny but strong loops. An adhesive black patch is affixed to the object to be displayed.
 Flannel board: Flannel boards have a fiber surface to which similar materials will adhere. This can
be prepared by stretching a suitable size of flannel cloth on a heavy cardboard. Only flat, light
weight teaching materials can be used on flannel boards.
 Magnetic board: A magnetic display will be useful to show the relative movement of elements of
a visual. A sheet of iron together with a piece of magnet can be used for the magnetic board.
 Plastigraph board: Any smooth polished surface like a glass plate or rigid plastic sheet may serve
as a plastigraph board.
 Bulletin board: As the name as indicates, it is aboard for exhibiting bulletins, new items,
announcements, and multifarious items of visual displays to be communicated to the students. It
is an information-giving device.
 Marker board: this is a large sheet of white plastic board with a surface texture suitable for writing
or drawing with felt- tip pens, marker or crayons. This can be used in a same way as chalk
borders.
3. THREE – DIMENSIONAL AIDS:
 Models: Models are concrete representations of objects, their size being adjusted to make it handy
& conveniently observable. These are mostly three dimensional or sectional & can clearly
exhibit the structure of functions of the original. Most often models prove to be more effective
than the real ones.
 Objects: Objects may be defined as the real things collected from their natural settings.
 Specimen: A specimen may be defined as a typical object or a part of an object, which has been
removed for convenient observation. It may a representative of class or group of similar objects.
 Mock-ups: When direct firsthand experience is either impractical or impossible, mock-ups can be
used. A mock-up is an operating model usually of a process, designed to be worked out directly
the learner foe specific training or analyses. Mock –up is an imitation of the real process.
 Diorama: A diorama is a three dimensional scene in depth, incorporating a group of model objects
& figures in a natural settings. Diorama scene is set up on a small stage with a group of modeled
objects that are kept on the foreground and blended into a painted realistic background. Diorama
is very effective in the teaching of all subjects’ especially social & biological science.
 Puppets: Four thousands of year’s puppets have been used to stimulate reality, to entertain and to
pass on knowledge. The most commonly used puppets are hand puppets, glove and finger
puppets, rod puppets, and string & shadow puppets.
 Audio aids: Radio & tape recorder are the most important teaching aids used for teaching &
learning.
 Radio: Radio adds variety experiences. It is a powerful medium for mass communication. It also
plays a major role in imparting instructions to school children’s through educational broadcast
provided on specific days at specific school hours. Talks and classes based on prescribed syllabi
of the various objects are given.
 Tape recorder: A tape recorder is used to record sound on magnetic tape which can be reproduced
at will as many times as required. It is a very effective aid for classroom instruction. The
recorded tapes consisting of lessons handled by eminent teachers on any subjects can be played
in class.

WORKSHEET-NO-3: DEFINITON OF FIELD TRIP

Education.com defines a field trip as "an excursion away from the regular school setting,
designed to achieve educational objectives in a practical way."

National Education Association (NEA):

The NEA describes a field trip as "a journey by a group of people to a place away from their
usual place of study for the purpose of firsthand observation."

WORKSHEET-NO-4: AIMS OR PURPOSES OF FIELD TRIP

The main objective of a field trip is to provide a practical learning experience outside of the
traditional classroom environment. Field trips are typically organized by educational institutions,
such as schools or universities, and they aim to enhance students' understanding and knowledge
by exposing them to real-world examples and applications of the subjects they are studying.

The specific objectives of a field trip can vary depending on the educational level, subject area,
and goals of the trip. However, some common objectives include:

1. Experiential learning: Field trips offer students the opportunity to engage in hands-on,
interactive learning experiences that go beyond reading textbooks or listening to lectures. By
observing and participating in real-world situations, students can deepen their understanding of
various concepts and topics.

2. Application of knowledge: Field trips allow students to see how the theories and concepts they
learn in the classroom are applied in practical settings. This helps bridge the gap between
theoretical knowledge and its real-world application, making the learning more meaningful and
relevant.

3. Observation and exploration: Field trips provide students with the chance to observe and
explore different environments, such as museums, historical sites, nature reserves, or scientific
laboratories. This firsthand exposure helps stimulate curiosity, critical thinking, and observation
skills.

4. Cultural and social enrichment: Field trips often involve visits to cultural or historical sites,
fostering an appreciation for different cultures, traditions, and heritage. They also provide
opportunities for students to interact with peers and professionals in various fields, promoting
social skills and networking.

5. Personal development: Field trips can contribute to the personal development of students by
encouraging independence, self-confidence, and adaptability. They offer opportunities for
students to step out of their comfort zones, overcome challenges, and develop problem-solving
and decision-making skills.

Overall, the main objective of a field trip is to enhance learning by providing a dynamic and
immersive educational experience outside of the classroom, fostering a deeper understanding of
the subject matter and promoting personal growth.

WORKSHEET-NO-5: ARRANGEMENT AND ORGANIZATION OF FIELD TRIP IN

DIFFERENT EDUCATIONAL INSTIUTIONS
To arrange and organize a field trip in different educational institutions, follow these steps:
Define the Purpose: Determine the educational objectives and learning outcomes of the field trip.
What do you want students to gain from this experience?
Select a Destination: Choose a location that aligns with the educational goals. Consider
museums, historical sites, science centers, or businesses related to the curriculum.
Plan Logistics: Arrange transportation, such as buses or vans, and obtain any necessary permits
or permissions for the trip.
Set a Date and Time: Coordinate with teachers, students, and the chosen destination to pick a
suitable date and time for the field trip.
Budgeting: Estimate costs for transportation, entry fees, meals, and any other expenses. Create a
budget and determine the funding source, whether it's school funds, student contributions, or
grants.
Safety Precautions: Ensure student safety by organizing chaperones, first aid kits, emergency
contact information, and any required medical accommodations.
Educational Materials: Prepare educational materials, such as worksheets, discussion topics, or
assignments related to the field trip.
Communicate with Parents: Inform parents about the trip, including its purpose, date, cost, and
any required permissions or waivers.
Collect Payments and Permissions: If necessary, collect payments from students or parents and
ensure all participants have signed permission forms.
Plan the Itinerary: Create a detailed schedule for the day, including departure and return times,
lunch breaks, and activity timelines.
Chaperone Guidelines: Provide guidelines to chaperones regarding their responsibilities and the
expected behavior of students during the trip.
Follow-Up Activities: Plan post-trip activities or discussions to reinforce what students have
learned during the excursion.
Evaluation: After the trip, assess its success by gathering feedback from students, teachers, and
chaperones. Use this feedback to improve future field trips.
Documentation: Keep records of all expenses, permissions, and evaluations for future reference
and reporting.
WORKSHEET-NO-6: FIVE TECHNICAL DEFINITIONS OF EXHIBITION
1-“An exhibition is a display of objects, artifacts, or works of art, especially in a museum or art
gallery, presented as a public event”
Book Name:”Exhibition Design”
Writer : Philip Hughes, page 3.
Publisher: Laurence King Publishing.
Year: 2010.
2-“Exhibition is the visible and material expression of an idea or set of ideas, presented in a way
that communicates its subject matter to a particular audience”
Book Name: “Exhibitions: Concept, Planning and Design”
Writer Name: Raul A. Barreneche, page 2,
Publisher: W.W. Norton & Company.
Year: 2005.
3-“An exhibition is any deliberate presentation of visual or sensory experience intended for an
audience”
Book Name: “The Routledge Handbook of Museum Ethnography” edited by HaidyGeismar and
Joshua A. Bell, page 25.
Publisher: Routledge,
Year:2019.
4-“Exhibition is an occasion or an event in which objects, works of art, or other items are
displayed in public for people to come and look at”
Book Name: “The Museum Experience Revisited” edited by John H. Falk and Lynn D.
Dierking, page 81.
Publisher: AltaMira Press.
Year: 2013.
5-“Exhibition refers to a designed and constructed environment that is intended to be used for the
presentation and interpretation of materials on a subject or subjects”
Book Name:”Permanent Exhibitions: Planning, Design, and Development”
Writer: Clara Rodriguez, page 1.
Publisher: Bloomsbury Visual Arts.
Year:2020

WORKSHEET-NO-7: AIMS AND PURPOSES OF EXHIBITION

Exhibitions serve various aims and purposes, including:
Education: Exhibitions provide opportunities for people to learn about a specific topic, theme, or
subject matter.
Promotion: They can promote products, services, or ideas to a targeted audience.
Entertainment: Exhibitions can be a source of entertainment and leisure for attendees.
Networking: They facilitate networking and collaboration among professionals and individuals
with shared interests.
Cultural Exchange: Exhibitions can showcase cultural diversity and promote cross-cultural
understanding.
Fundraising: Some exhibitions are organized to raise funds for charitable causes or
organizations.
Research and Innovation: They can be a platform to display cutting-edge research and
innovations in various fields.
Historical Preservation: Exhibitions can preserve and display historical artifacts and knowledge.
Community Engagement: They engage local communities and foster a sense of belonging.
Artistic Expression: Art exhibitions, in particular, serve the purpose of showcasing artistic
expression and creativity.
These aims and purposes can vary depending on the type and nature of the exhibition.
WORKSHEET-NO-8: ARRENGEMENT AND ORGANIZATION EXHIBITION
Organizing an exhibition involves several steps. Here's a high-level overview:
Conceptualize Your Exhibition:
Determine the theme, purpose, and goals of your exhibition.
Decide what type of art, artifacts, or items you want to display.
Create a Budget:
Estimate the costs for venue rental, marketing, materials, and staffing.
Secure a Venue:
Find a suitable location for your exhibition. Consider factors like size, accessibility, and
ambiance.
Plan the Timeline:
Set a date and duration for your exhibition. Create a detailed timeline with deadlines for each
task.
Curate the Content:
Select the items to be exhibited. arrange them in a way that tells a cohesive story or conveys your
theme.
Design the Layout:
Create a floor plan for your exhibition space. Consider lighting, signage, and any interactive
elements.
Promote the Exhibition:
Develop a marketing plan to reach your target audience. use social media, email marketing, and
traditional advertising.
Logistics and Operations:
Arrange transportation for the items to be exhibited. Hire staff or volunteers for setup, security,
and visitor assistance.
Opening Event:
Plan an opening night event to attract visitors and generate buzz.
Visitor Experience:
Ensure a smooth flow for visitors within the exhibition space. Provide informative labels or
guides.
Sales and Transactions:
If applicable, set up a system for selling exhibited items.
Gather Feedback:
Collect feedback from visitors to improve future exhibitions.
Closing and Dismantling:
Wrap up the exhibition as planned. Handle reinstallation and return items to their owners or
storage.
Post-Exhibition Activities:
Thank sponsors, partners, and volunteers. Evaluate the success of the exhibition against your
goals.
Remember that attention to detail is key, and successful exhibitions often require a team effort.
Tailor these steps to your specific exhibition type and size, and adapt as needed throughout the
planning process.
WORKSHEET-NO-9: EDUCATIONAL IMPACTS OF FIELD TRIPS AND
EXHIBITION
Field trips and exhibitions can have significant educational impacts on students. Here are some
of the key benefits:
Hands-On Learning: Field trips and exhibitions provide students with the opportunity to engage
in hands-on learning experiences. This tactile interaction with the subject matter can enhance
comprehension and retention of information.
Real-World Application: They allow students to see how classroom knowledge is applied in the
real world. This practical exposure can make theoretical concepts more relatable and meaningful.
Multisensory Learning: Field trips and exhibitions engage multiple senses, including sight,
hearing, and touch. This multisensory approach can cater to different learning styles, making it
more inclusive.
Cultural and Historical Understanding: Visiting museums, historical sites, or cultural exhibitions
can deepen students' understanding of history, art, and different cultures. It promotes cultural
sensitivity and awareness.
Critical Thinking: These experiences encourage critical thinking and inquiry. Students often have
to ask questions, analyze information, and draw conclusions during their visit.
Social Skills: Field trips promote social interaction and teamwork among students. They learn to
cooperate, communicate, and share experiences with their peers.
Enhanced Memory: The memorable nature of field trips can lead to long-lasting memories.
Students are more likely to remember what they learn during these experiences.
Inspiration and Motivation: Exposure to new ideas, places, and experiences can inspire students
and ignite their curiosity. It can motivate them to pursue further studies or careers related to the
field they explored.
Practical Application of Curriculum: Teachers can use field trips and exhibitions to supplement
the curriculum, making learning more relevant and practical.
Increased Engagement: Students often find field trips and exhibitions more exciting and
engaging than traditional classroom lessons, which can increase their overall interest in learning.
However, it's essential to plan and structure field trips and exhibitions carefully to ensure their
educational effectiveness. This includes pre-visit preparation, post-visit reflection, and alignment
with learning objectives. Additionally, accessibility and inclusivity should be considered to
ensure that all students can benefit from these experiences.

WORKSHEET-NO-10: FIELD REPORTS

Certainly! Field reports are documents or summaries that provide detailed information about
observations, activities, or events that occur in a specific location or during a particular project or
task. They are commonly used in various fields, including science, business, law enforcement,
and environmental research.
Key components of a field report typically include:
Objective: A clear statement of the purpose or goals of the report. What is the report aiming to
achieve or document?
Date and Location: The date and specific location where the observations or activities took place.
Description: A detailed description of what was observed or done during the fieldwork. This can
include data, measurements, and any relevant information.
Methods: Explanation of the methods and tools used during the fieldwork. This helps ensure the
report's credibility and replicability.
Findings: Presentation of the findings or results from the fieldwork. This can include data
analysis, trends, or insights.
Discussion: Interpretation of the findings and their significance. How do the observations or data
relate to the overall project or research?
Recommendations: If applicable, any suggestions or recommendations based on the fieldwork,
such as changes in procedures or future research directions.
Conclusion: A summary of the key points and a concise conclusion of the field report.
Appendices: Additional materials, such as photographs, maps, or raw data, that support the
report.
Field reports are essential for documenting and communicating the progress and outcomes of
various activities and are often used to inform decision-making, research, or future planning. The
format and content of a field report can vary widely depending on the specific purpose and
requirements of the organization or project.
 CHAPTER #2
1. Different Technical Definitions of Radio, Charts, Posters, TV, Internet, Computers
and Mobile
2. Purposes or Aims, Preparation and Educational Importance of Models, Charts and
Posters
3. Practical Display of Models, Charts and Posters
WORKSHEET-NO-1: Different Technical Definitions of Radio, Charts, Posters, TV,
Internet, Computers and Mobile
Radio:
Radio is an electronic communication medium that uses electromagnetic waves to
transmit and receive audio signals. It operates within designated frequency bands and
allows for the broadcasting of sound, music, news, and other forms of content to a wide
audience.

Reference: Federal Communications Commission (FCC). (n.d.). Radio.

Charts (Visual):
Charts, in the context of data visualization, refer to graphical representations of data or
information. They include various types such as bar charts, line charts, pie charts, and
scatter plots, used to present data in a visually understandable format.

Reference: Few, S. (2009). Now You See It: Simple Visualization Techniques for
Quantitative Analysis. Analytics Press.

Posters:
Posters are visual communication tools typically consisting of text, images, and graphics
designed to convey information or promote a message. They are often used for
advertising, educational purposes, and public awareness campaigns.

Reference: Lupton, E., & Phillips, J. C. (2008). Graphic Design: The New Basics.
Princeton Architectural Press.

Television (TV):
Television is an electronic medium of transmitting moving images and sound over a
distance. It involves the use of broadcast signals or cable/satellite networks to deliver
visual and auditory content to viewers' television sets.

Reference: Sterling, C. H., & Kittross, J. M. (2002). Stay Tuned: A History of American
Broadcasting. Lawrence Erlbaum Associates.

Internet:
The internet is a global network of interconnected computer networks that use
standardized communication protocols to enable the exchange of data and information. It
encompasses websites, email, online services, and more.

Reference: Comer, D. E. (2017). The Internet Book: Everything You Need to Know
About Computer Networking and How the Internet Works (5th ed.). Pearson.
 Computers:
Computers are electronic devices that process and store data using digital technology.
They consist of hardware components, including a central processing unit (CPU),
memory, storage devices, and input/output peripherals, and can run software applications.

Reference: Tanenbaum, A. S., & Bos, H. (2014). Modern Operating Systems (4th ed.).
Pearson.

Mobile Devices:
Mobile devices are portable computing devices designed for on-the-go use. They include
smartphones, tablets, and wearable technology, and are characterized by their small form
factor, wireless connectivity, and touch-screen interfaces.

Reference: Saylor Academy. (n.d.). Mobile Devices.

WORKSHEET-NO-2: Purposes or Aims, Preparation and Educational Importance

of Models, Charts and Posters
Models, charts, and posters are valuable educational tools with various purposes, preparation
methods, and educational importance:
Purposes/Aims:
Visualization: They help learners visualize complex concepts, making abstract ideas more
concrete and understandable.
Demonstration: Models can demonstrate real-world phenomena, making it easier for students to
grasp scientific principles or historical events.
Illustration: Charts and posters illustrate key points, data, or timelines, enhancing
comprehension.
Engagement: They engage students by providing a visual element to the learning process,
catering to different learning styles.
Preparation:
Research: Creators must conduct thorough research to ensure accuracy and relevance of content.
Design: Attention to design elements such as colors, fonts, and layout is crucial for clarity and
aesthetics.
Materials: Choosing appropriate materials like paper, cardboard, or 3D printing for models is
essential.
Content Selection: Decide what information or concepts to include and how to present them
effectively.
Testing: Models and prototypes may require testing and refinement to ensure functionality.
Educational Importance:
Enhanced Learning: Models, charts, and posters foster active learning, enhancing understanding
and retention of information.
Accessibility: They cater to different learning styles, helping visual and tactile learners grasp
concepts more effectively.
Real-World Application: These tools bridge the gap between theory and real-world application,
preparing students for practical scenarios.
Engagement: Visual aids capture students' attention and make learning more enjoyable, leading
to higher engagement levels.
Resource for Teachers: Educators can use them as teaching aids to clarify complex topics and
facilitate classroom discussions.
In summary, models, charts, and posters serve multiple educational purposes, require careful
preparation, and play a significant role in enhancing learning by making information more
accessible and engaging for students.

WORKSHEET-NO-3: Practical Display of Models, Charts and Posters

Displaying models, charts, and posters in a practical and effective way depends on the context
and purpose. Whether you're presenting in a professional setting, at an academic conference, or
for educational purposes, here are some general tips:

Clarity and Simplicity: Keep your displays clear and simple. Avoid clutter, excessive text, or too
many elements that could overwhelm your audience. Use a clean and easy-to-read font.
Consistency: Maintain a consistent design theme across all your displays. This includes using the
same color scheme, fonts, and formatting.
Content Relevance: Ensure that the content you're displaying is directly related to your message
or presentation topic. Irrelevant information can confuse your audience.
Visual Hierarchy: Arrange your content with a clear visual hierarchy. Important information
should be more prominent, while supporting details should be less emphasized.
Use of Visuals: Incorporate visuals like charts, graphs, and images to convey information. These
can be more engaging and easier to understand than text alone.
White Space: Allow for adequate white space around your content. It helps with readability and
prevents overcrowding.
Size and Scale: Ensure that the size of your displays is appropriate for the viewing distance.
Large fonts and graphics are necessary for a large audience, while smaller details can be used for
close-up viewing.
Test in Advance: If possible, test your displays in the actual presentation space to make sure
everything is visible and legible from various angles.
Interactive Elements: Consider using interactive elements like touchscreens or QR codes that can
provide additional information or engage the audience.
Labeling: Clearly label each display with a title or description, so viewers know what they are
looking at.
Storytelling: Use your displays to tell a coherent story or convey a message. Arrange them in a
logical sequence if they are part of a larger narrative.
Digital vs. Physical: Decide whether digital displays (e.g., projectors, screens) or physical
posters/models are more suitable for your audience and venue.
Accessibility: Ensure that your displays are accessible to all, including individuals with
disabilities. Use alt text for images, provide transcripts for audio elements, and consider color
contrast for readability.
Engagement: If possible, be present to explain and discuss your displays with your audience.
This can enhance the understanding and impact of your content.
Backup Plan: Have a backup plan in case of technical issues with digital displays. Printouts of
key visuals or handouts can save the day if technology fails.
Remember that the effectiveness of your displays depends on your audience and your specific
goals, so tailor your approach accordingly.
Unit- 4
CHAPTER #1 COMPUTERS
1. Five technical Definitions of Computer
2. Historical Background of Computer
3. Types of Computers
4. Uses of Computer
5. Importance of Computer in Different Fields of Life
 Worksheet 1 Five technical Definitions of Computer
1- "A computer is an electronic device that stores and processes data according to
instructions given to it in a variable program."

2- Oxford English Dictionary: "A computer is an electronic device for storing and
processing data, typically in binary form, according to instructions given to it in a
variable program."

3- "A computer is a machine that can be programmed to carry out sequences of

arithmetic or logical operations automatically."

4- "A computer is a programmable device for processing information. It can execute a

programmed list of instructions and respond to new instructions that it is given."
5- "A computer is a programmable machine that receives input, processes it, stores it,
and produces output. It follows a set of instructions stored electronically to complete
tasks."
Worksheet 2 Historical Background of Computer
The history of computers dates back to ancient times when humans used tools like the abacus
for basic calculations.
 In the 19th century, Charles Babbage designed the "Analytical Engine," considered
the precursor to modern computers, although it was never built during his lifetime.
 The first electronic digital computer, the ENIAC (Electronic Numerical Integrator
and Computer), was developed during World War II.
 The 1950s and 1960s saw the emergence of mainframe computers, followed by
minicomputers and personal computers in the 1970s and 1980s.
 The invention of the microprocessor in the early 1970s revolutionized computing and
led to the development of smaller and more affordable computers.
Worksheet 3 Types of Computers
Supercomputers: These are extremely powerful machines designed for complex scientific and
engineering calculations.
Mainframe Computers: Typically used in large organizations for data processing and hosting
multiple users.
Minicomputers: Smaller than mainframes but larger than personal computers, used for mid-
range computing tasks.
Personal Computers (PCs): Designed for individual use and come in various forms, including
desktops and laptops.
Workstations: High-performance computers used for tasks like 3D modeling, scientific
simulations, and graphic design.
Embedded Computers: Found in everyday devices like smartphones, appliances, and cars,
performing specific functions.
Worksheet 4 Uses of Computer
Data Processing: Computers are used for data entry, storage, manipulation, and analysis in
various fields.
Communication: Email, social media, and video conferencing rely on computers and the
internet.
Entertainment: Computers are used for gaming, streaming, and multimedia content creation.
Business and Finance: Invoicing, accounting, and stock trading are heavily computer-
dependent.
Education: Computers support e-learning, research, and educational software.
Scientific Research: Complex simulations, data analysis, and modeling are performed using
supercomputers and workstations.
Worksheet 5 Importance of Computer in Different Fields of Life
Business: Computers streamline operations, improve decision-making, and enable online
commerce.
Medicine: Computers assist in diagnosis, medical imaging, drug discovery, and patient record
management.
Education: Computers enhance learning through digital resources and online courses.
Entertainment: Computers drive the gaming industry and provide access to a vast range
of media content.
Science: Computers enable simulations, data analysis, and modeling crucial for scientific
research.
Communication: Computers connect people globally, fostering collaboration and information
exchange.
Computers have become an integral part of modern life, impacting almost every aspect of
society.
 UNIT. 5
CHAPTER #1 INSTRUCTIONAL TECHNOLOGY
1. Meaning and Five Technical definition of Instructional Technology
2. Importance of Instructional Technology
3. Different Programs of Instructional technology
4. Current Examples of Instructional Technology in the Field of Education
Worksheet 1 Meaning and Five Technical definition of Instructional Technology
Meaning of instructional technology
Instructional Technology is a field of study and practice that focuses on the integration of
technology into education and training to enhance the teaching and learning process. It
encompasses the systematic design, development, implementation, and evaluation of
instructional materials, methods, and strategies that use technology to facilitate learning.
Here are five technical definitions of Instructional Technology with references:

Five definitions of instructional technology

1) Instructional Technology is defined by the AECT as "the theory and practice of

design, development, utilization, management, and evaluation of processes and
resources for learning." This definition emphasizes the holistic approach to
integrating technology into education and is often cited in the field.

Reference: Januszewski, A., & Molenda, M. (Eds.). (2008). Educational Technology: A

Definition with Commentary. Lawrence Erlbaum Associates.

2) Seels and Richey's model views Instructional Technology as a systematic process that
includes analysis, design, development, implementation, and evaluation (ADDIE).
This model is widely used in instructional design and technology to guide the creation
of effective learning experiences.
Reference: Seels, B. B., & Richey, R. C. (1994). Instructional Technology: The
Definition and Domains of the Field. Washington, DC: Association for Educational
Communications and Technology.

3) Instructional Technology, as defined in the Educational Technology Research and

Development Journal, is "the study and ethical practice of facilitating learning and
improving performance by creating, using, and managing appropriate technological
processes and resources."

Reference: Educational Technology Research and Development Journal. (2018). About

Educational Technology Research and Development. Springer.

4) AETC defines Instructional Technology as "the integrated use of educational

technology for teaching and learning." This definition underscores the importance of
technology as an integral part of the teaching and learning process.

Reference: Ely, D. P. (1990). Trends and Issues in Instructional Design and Technology.
Merrill.

5) ISTE defines Instructional Technology as "the study and ethical practice of

facilitating learning and improving performance by creating, using, and managing
 appropriate technological processes and resources." This definition aligns with the
broader goals of enhancing learning and performance through technology.

Reference: International Society for Technology in Education. (2000). National

Educational Technology Standards for Teachers: Preparing Teachers to Use Technology.
ISTE.

Worksheet 2 Importance of Instructional Technology

Instructional technology plays a crucial role in modern education for several reasons:

a. Enhanced Learning: It provides tools and resources that can enhance the learning
experience, making it more engaging and effective.

b. Accessibility: Instructional technology can make education more accessible to a wider

audience, including those with disabilities or those in remote areas.

c. Personalization: It allows for personalized learning experiences, catering to individual

student needs and learning styles.

d. Efficiency: Instructional technology can streamline administrative tasks for educators,

allowing them to focus more on teaching.

e. Data-Driven Decision-Making: It enables the collection and analysis of data on

student performance, helping educators make informed instructional decisions.
Worksheet 3 Different Programs of Instructional technology
Instructional technology encompasses various programs and approaches, including:

a. Online Learning: Programs that offer courses and educational content through online
platforms and Learning Management Systems (LMS).

b. Blended Learning: Combining traditional classroom instruction with online

components to create a more flexible and effective learning environment.

c. Educational Software Development: Creating software applications and tools

specifically designed for educational purposes.

d. Instructional Design: Developing systematic approaches to designing and delivering

effective instruction.

e. Digital Media Production: Creating multimedia content such as videos, animations,

and interactive simulations for educational use.
Worksheet 4 Current Examples of Instructional Technology in the Field of
Education

Current Examples of Instructional Technology in the Field of Education:

Instructional technology continues to evolve, and there are numerous current examples in
education:

a. Virtual Reality (VR) and Augmented Reality (AR): These technologies are used to
create immersive learning experiences, from virtual field trips to anatomy lessons.

b. Artificial Intelligence (AI): AI-driven tools help personalize learning experiences,

provide instant feedback, and analyze student data to inform instruction.

c. Learning Management Systems (LMS): Platforms like Moodle, Canvas, and

Blackboard facilitate online learning, course management, and student-teacher
interaction.

d. Flipped Classroom: In this approach, teachers use technology to deliver lectures or

content online, allowing in-class time for interactive activities and discussions.

e. Adaptive Learning Platforms: These systems adjust the difficulty and content of
lessons based on individual student progress.

f. Gamification: Game elements and mechanics are integrated into educational activities
to engage and motivate students.

g. Open Educational Resources (OER): Free digital resources, including textbooks and
courses, are readily available for educators and students.

These examples illustrate how instructional technology continues to transform the

education landscape, making learning more engaging and accessible.