educational technology 1

1. 3D
Instruction
al
Materials

2. What is a Three-Dimensional (3D)
Instructional Media?
 It displays an additional quality that
appeals to the sense of touch – that
is, a tactual quality.
 Their most important characteristic
is their idea that they are to be
handled by students to further assist
them in formulating more
legitimate concepts about things.

3. • Three-dimensional materials are very
useful in the event that real-life
materials are impossible to be brought
in the classroom to provide students
with certain amount of direct,
purposeful, rich, and meaningful
learning experience in accordance with
Dale’s “Cone of Experience”.

4. CONTRIVED
EXPERIENCE

5. Contrived Experience
are “edited” copies of reality and are
used as substitutes for real things when it
is not practical or not possible to bring
or do the real thing in the classroom.
designed to simulate to real-life
situations.

6.  Specimens and Objects
 Models and Mock ups
 Diorama
 Puppets
 Games and Simulation

7. SPECIMENS
• a part or aspect of some item that is
typical sample of the character of others
in its same class or group. Specimens
enable us to learn many things that
would otherwise be unobtainable.

11. OBJECTS
• are concrete materials such as plants,
animals, tools, used in providing direct
experience.
• may also include artifacts displayed in a
museum or objects displayed in exhibits.

13. Advantages
– These are less abstract and more concrete.
– It attracts students’ attention.
– Students become more familiar with objects.
Limitations
– They need bigger storage.
– They are prone to possible damage.
– Some objects have limitation in availability and
may not be easy to find.

14. Points to Consider in Using Specimen
and Objects for Teaching:
• Develop a purpose for using them.
• Provide opportunities to pupils to work or
to manipulate the specimens so that they
can consider concepts, process and principles
by themselves.

15. • Present just enough specimens or objects
at a time so as not to overwhelm the
students/pupils.
• Present the materials in a dramatic way
so as to arouse and sustain the interest of
the student/pupils.

16. MODELS
• A “reproduction of a real thing in a small
scale, large scale or exact size but made of
synthetic materials. It is a substitute for a
real thing which may or may not be
operational.” (Brown, et al 1969)

17. • are excellent for teaching concepts about
things that are three-dimensional and
concrete in nature.
• They can be made to show interior views of
objects, and they can be simplified to any
extent desired in order that the basic
concept represented may be
communicated most adequately.

18. Varied Purposes of Models
• When real objects are too small or too
large to bring into the classroom.
• To present subject matter involving the
past and the future.
• Physical inaccessibility.
• Abstract constructions.
• To explain processes.

19. Types of Models

20. Solid Models
- They are used mainly for
recognizing external
features

21. Cross-section Model/
Cut-away Models
- They show the internal
structures.

22. Construction Models
- models which can be
assembled and
disassembled to show
relationship of parts to a
whole

23. Working Models
- indicate how the things being
represented operate

24. MOCK UP
• A mock-up is an arrangement of a real
device or associated devices, displayed in a
such way that representation of reality is
created.
• The mock-up may be simplified in order to
emphasize certain features.

25. • It may be an economical reproduction of a
complicated or costly device, to be observed
for learning purposes. Usually, it is a prepared
substitute for a real thing; sometimes it is a
giant enlargement. (Brown, 1969)
• It is also considered as a special model where
the parts of a model are singled out,
heightened and magnified in order to focus
on the part or process under study.

27. Advantages
• Allow learner to examine model or mock-up
which may not be easy in the real object.
• Functioning model/mock-up allows learner to
handle and operate.
• Create high interest and permit close up
observation of how it works.

28. • Can provide learning experiences that
real objects cannot provide.
• Working models can illustrate basic
operations of a real device and provide
important details.
• Allow learner to independently study the
item at their own convenience.
• Make classroom discussion more effective.

29. Limitations
• They require tedious work.
• They are expensive.
• They might distort some real concepts.
• Some models which are too heavy or too big
may be difficult for actual lecture.

30. DIORAMA
• The term Diorama is of Greek origin
which means “to see through”. Diorama is
a three-dimensional representation of
events, ideas or concepts against a scenic
background.
• It is also known as a meaningful exhibit in
boxes or cases, which are portable.

31. • It is a miniature scene in three-dimensional
treatment that is meant to replicate reality
and cause students to think creatively and
aesthetically.

33. Advantages
• They have intrinsic value.
• They allow us to compare past and
present conditions.
• They help us make connections to the real
world.
• It develops students’ creativity.

34. • It can be viewed, handled, and examined
by students.
• It adds interest and meaning to the lesson.
Limitations
• It demands a bigger space in the
classroom in terms of use and storage.
• It is generally expensive.
• It is easily damaged.

35. PUPPETS
• Puppets are artificial figures whose movements
are controlled by a person.
• Puppets are moved by hand or by strings, wires,
or rods. Puppet figures are made to represent a
person, animal, plant, or an object.
• A puppet can become the medium
through which the children express
themselves, often in role playing fashion.
Puppets can assist the child in assuming the
role of the character that he is portraying

37. Advantages
• They boost active participation among
students.
• Stirring and attention getting.
• Fascination of the inanimate objects.
• Enjoyable and spontaneous learning
experiences.
• Students become more creative.

38. Limitations
• It is time-consuming.
• It is expensive
• It demands extra effort.
• It can compete with the teacher.

39. SIMULATIONS
• A representation of a manageable real
event in which the learner is an active
participant engaged in learning a behavior
or in applying previously acquired skills or
knowledge.
examples:
school election process, fire and
earthquake drills

40. GAMES
• played to win.
(We use simulations and games to make our
classes interactive and to develop the
decision-making skills and knowledge
construction skills of the students.)

41. 10 General Purposes of
Simulation and Games
1) to develop changes in attitude.
2) to change specific behavior.
3) to prepare participants for assuming new
roles in the future.
4) to help individuals understand their
current roles.

42. 5) to increase the students’ ability to
apply principles.
6) to reduce complex problems or situations
to manageable elements.
7) to illustrate roles that may affect one’s
life but that one may never assume.
8) to motivate learners.
9) to develop analytical processes.
10) to sensitize individuals to another
person’s life role.

43. “We teach through a rearrangement of raw reality: a
specimen, a manageable sample of a whole….
When the direct experience cannot be used properly
in its natural setting.”
- unknown
THANK YOU… 