Chapter 3: Why We Need Flexible Intructional Media

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Chapter 3 Sections

· Introduction

· Traditional Instructional Media

· How We Process Sound

· Qualities of Speech

· How We Process Light

· The Qualities of Text

· The Qualities of Images

· Overcoming the Limitations of Traditional Media

· The Power of Digital Media

· Implications for Educators

Chapter 3: Why We Need Flexible Instructional Media

In this chapter, you will learn how the qualities of various instructional media (text, speech, images, and digital media) affect their accessibility to students and see why flexibility in media is the key to providing instruction that reaches more students, more effectively.

Concept Map:

Click image to enlarge

Key Ideas:

Learners’ capacities are not inherent; capacities are defined by the interplay between learners’ abilities and the tools they use.
Traditional classroom materials and media, like books and speech, come in “one size” for all, but they do not fit everyone. Inflexible media actually create barriers to learning.
New classroom media, like digital text, sound, images, and the World Wide Web, can be adjusted for different individuals and can open doors to learning.

Chapter 3 Links:


	Example: Hear, see, and read Dr. King's "I Have A Dream" in audio, video, text, and still pictures.

	Background Knowledge: Learn about the research-proven Reciprocal Teaching Method developed by Annemarie Palincsar.

	Example: Experience the power of sound in video.

Chapter 3 Sections:

e-mail: TES@cast.org