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benefits and costs. The writer shall start by defining key terms; projected media. Secondly he
shall discuss the benefits and costs of projected media. Thirdly, he shall give a brief summary
Serva et al. (2004) defined projected media as the varying ranges of filmstrip projectors,
overhead projectors, slides, films, television, DVDs, computers, video cassette recorders (VCR)
or slide projectors. Projected media when properly utilized can significantly improve the
Teachers can use a combination of different projected media in order to ensure that the intended
educational message reaches learners in the most appropriate and effective manner. Learning can
at times be boring to a student who is not sufficiently motivated, (Server at al., 2004). Projected
media can provide high level of enjoyment in learning. However projective media requires
special equipment such as a laptop computer, projector screen and power supply to project slides.
Such equipment are not readily accessible to schools in rural schools in developing countries
such as Zimbabwe. Some of these schools may be struggling with ensuring that learners get
access to basic textbooks. Projected media is projected on the wall or a screen and requires
electricity in order to function. The use of electricity by projected media is one of its major
shortcomings. Reliable electricity is vital in order for projected media to operate uninterrupted.
This is a problem in Zimbabwe were electricity power cuts are common and this directly affects
Projected media such as overhead projectors (OHP) tends to stimulates more rapid learning. This
is because projected media captivates the attention of learners. However OHP may be abused by
a teacher or presenter who may want to use projected media such as an overhead projector as a
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time filler for an ill-prepared lesson. For instance a biology teacher may use electronic slides in a
lesson to teach a topic in biodiversity. The mere scrolling down of slides will not suffice but the
teacher should already have prepared for the lesson. Therefore projected media is no substitute
for ill-preparedness by the teacher but is meant to be complement other teaching methods for
effective results.
Bloom et al. (1956) suggested that projectile media such as filmstrip projectors provide a striking
visual impact of material being presented. Students may at times get easily bored by a
monotonous repetition of being subjected to the same teaching methods every day. A teacher or
presenter using filmstrip projectors can design and present visuals with a blend of colours. This
blend of colours is vital especially when a teacher is making presentations in scientific areas such
as biology, geography, physics designs and chemistry molecular designs. Projected media such
as film projectors produces visuals which can be applied in diverse subjects. For example in the
teaching and presentation of sciences, business, arts and craft. However there are teachers who
may have access to projected media but tend to dislike to use them. This discomfort to the use of
projective media may be due to a resistance to change. Teachers like all human beings may not
The use of projected media utilizing music videos, songs and quality pictures tend to enormously
increase larger percentages and longer retention. Research suggests that people learn abstract,
new and novel concepts more easily when they are presented in both visual and verbal form
(Salomon, 1979). Therefore projected media can help students in recalling of abstract concepts
which are difficult to comprehend. In the use of projected media, presenters more often than not
tend to step in front of the beam of light and not only temporarily blind themselves, but ruin the
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picture. Therefore the presenter needs to practice how to use projector media otherwise if it is
Many projected media sources incorporating feature films, music videos, visualizations and new
stories have very high production quality capable of showcasing complex ideas in short period of
time. Bransford, Browning, and Cocking (1999) also note the crucial role that technology plays
for creating learning environments that extend the possibilities of one-way communication
media, such as movies, documentaries, television shows and music into new areas that require
interactive learning like visualization and student-created content. This therefore can shorten
lengthy lesson presentations. Other empirical research shows that visual media make concepts
more accessible to a person than text media and help with later recall (Salomon, 1979). However
projected media presentations which incorporate humor, drama, terror and language may distract
some students from the theories and concepts the scenes portray. This can divert the attention of
learners if the teacher is not cautious enough. At the same time some students who may be very
sensitive may become offended by media with objectionable content. It is therefore the duty of
the teacher or presenter to carefully select the nature and content of material he/she intends to use
Projected media can be used in almost any discipline to enhance learning. This can be both in
class, and also for out-of-class assignments. Short film and television clips, written articles, and
blog postings can be viewed to reinforce concepts and spark discussion. Short films and other
projected media outputs can be presented in high definition. This improved the quality of the
output. Songs and music videos, especially when the lyrics are made available, can be used to the
same effect. However projected media more often than not requires at least partial darkness for
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projections. This can therefore limit the usefulness and visibility of projected media in an out-of-
class setting.
Serva et al. (2004) suggested that projected media offers both cognitive affective experiences.
Projected media presentations merge the distant past and present together and provokes
discussion, an assessment of ones values, and an assessment of self if the scenes have a strong
emotional content. Such emotional content may be aroused by a history teacher showing his
history students a documentary on Hitlers world war 11 plot. Seeing how Jews were treated by
Hitler in gas chambers can arouse emotions and spark constructive discussions in the history
class. However teachers must keep their materials and examples up-to-date and relevant to the
Popular projective media content such as media films, music, YouTube are a familiar medium to
students that helps gain attention and maintain student interest in the theories and concepts under
discussion. Students can see the theories and concepts in action. This ensures that students can
improve their analytical skills by analyzing media using the theories and concepts they are
studying. However projective media usually does not have good sound quality or need an
external sound unit such as a dolby processor for really solid presentations.
Ellis, (1974) suggested that projected media techniques such as film projectors are a suitable
method for large audiences. For example presenting a physics seminar to over 150 students in a
lecture theater. The presenter can enlarges or reduce the actual size of objects as deemed
necessary. The film presentation or slides can therefore be rearranged to suit the needs and
requirements of the teacher. However for education and learning using projective media to be a
success the teacher must have access to computer and software to generate slides, (Siddiqui,
2005). Not all teachers and schools are fortunate to have access to such computer and software.
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To a greater extent rural schools in Zimbabwe that are underprivileged find it difficult to access
such equipment.
With the advancement of technology, projected media that utilizes video and television
technologies has become portable. This is obviously more convenient as compared to carrying
large quantities of textbooks. Advancements in technology have also resulted in in the easy
storage of information which will be presented, (Champoux et.al, 1999). For example compact
disks, flash discs and memory sticks have become easily accessible and relatively cheap.
However using digital media oftentimes requires additional work such as prepositioning an
overhead projector or a computer at the start of a scene before class, digitalizing media for
playback on a computer and making sure that the audio-visual equipment is functioning properly
beforehand. This requires basic operating training for the teacher or presenter. At times projected
media experiences computer or software failures, (Chauhan, 1979). This can result in
Since projected media utilizes storage devices such as computers, compact discs, memory sticks
and DVDs, presented information can therefore be easily stored for future use. For instance if
Tafara high school fails to attend an A-Level history seminar presentation in which an overhead
projector was being used, they can get access to the presented slide and benefit. However
utilizing projective media takes time away from other class activities, (Ellington, 1993).
Therefore teachers need to decide whether the media makes its point efficiently and with enough
Conclusively, projected media improve the effectiveness of learning and education. However,
projected media should not be used in isolation by must be used as a complimentary aid to other
teaching and learning methods. Therefore proper planning and excellent administration are
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required in order to properly and effectively integrate projected media with effective learning
and education.
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References
Bloom, B., Englehart, M. Furst, E., Hill, W., and Krathwohl, D. (1956). Taxanomy of
Bransford, J., Brown, A., and Cocking, R. (1999) How People Learn- Brain, Mind, Experience,
and School
symbolic forms cultivate mental skills and affect knowledge acquisition. San Francisco: Jossey-
Bass
Education
Serva, M.A, and Fuller, M.A. (2004) Aligning what we do and what we measure in business
schools: Incorporating active learning and effective media use in the assessment of instruction.
House Pvt.Ltd.
Ellis, A.B, (1974). The Use and Misuses of Computer In Education New York: McGraw-Hill
Book Company
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Siddiqui, M.H. (2005) techniques of Classroom teaching, volume 1, APH Publishing
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