This discussion shall examine the effectiveness of projected media in terms of their associated

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

and his position.

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

learners experience and the teachers job a whole lot simpler.

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

schools that plan to use or currently use projected media.

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

want to adopt to new technologies because of a fear of the unknown.

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

improperly used may defy the intended purpose.

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

in their projective media.

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

subject area he is presenting.

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

inconvenience and disruption of lessons.

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

effect to warrant the use of class time

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

educational objectives: The classification of educational goals. Handbook 1: Cognitive domain.

New York, Toronto: Longmans, Green

Bransford, J., Brown, A., and Cocking, R. (1999) How People Learn- Brain, Mind, Experience,

and School

Salomon, G. (1979) Interaction of media, cognition, and learning: An exploration of how

symbolic forms cultivate mental skills and affect knowledge acquisition. San Francisco: Jossey-

Bass

Champoux, Joseph E. (1999) Film as a Teaching Resource. Journal of Management Inquiry

Champoux, joseph E. (2001)Animated Films as a Teaching Resource. Journal of Management

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.

Journal of Management Education

Chauhan, S. (1979). Innovations In Teaching-Learning Process New Delhi: Vikas Publishing

House Pvt.Ltd.

Ellington, H. (1993). Handbook of Educational Technology London: Kagan page 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

corpotation, offset printers, New Delhi.

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