Define instructional technology and compare different kinds of projected and non-projected aids. 

If you want to view other related topics. Click Here.

Instructional technology is a specific technology field that deals with creating resources for learning. The nature of instructional technology is traced back to academics like B.B. Seels and R.C. Ritchie, who defined it as "the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning." From this definition, it is clear that instructional technology does involve things like Web-based training and other learning resources. It is more of a comprehensive term for all of those designs that accommodate successful learning technologies. Different kinds of projected and non-projected aids: Using non-projected visuals Teachers can use these for learners of all ages. They can involve groups to work collaboratively to prepare a presentation, with drawings and charts. There are many types of different charts: Organization charts, Classification charts, Time lines, Tabular charts, and Flowcharts. There are many types of graphs: Bar graphs, Pictorial graphs, Circle graphs, Line graphs. Posters Posters are easy to produce .They are used to catch and hold the viewer’s attention at least long enough to communicate a brief message quickly for a new topic or a special event. Cartoons Cartoons are very popular and familiar visual design. Cartoons are also easily and quickly read and appeal to learners of all ages. You can use cartoons to reinforce a point of instruction. 

**Limitation 
-Durability: It is easy to damage with regular learner use it. There is a problem to keep non-projected visuals- Storage. -May be too small for group viewing: non-projected visuals are not suitable for use for group because they are small. 

**Using non projected visuals in the classroom 

1. Use visuals whenever possible to demonstrate ideas. 

2. Present a single idea in each visual. Break down complex visuals into simpler ones or build them up step-by-step. 

3. Minimize text on each visual; maximum of six words per line and six lines per visual. 

4. Cover irrelevant material with plain paper. 

5. Use just one visual at time. 

6. Teach your learners to understand visuals 

7. Provide written cues to highlighted important information contained in the visuals. 

Advantages 

* Readily available 

* Inexpensive 

* No equipment required 

* Easy to use 

* Available for all levels of instruction 

* Available for all disciplines 

* Simplification of complex ideas.

Non-projected media can make your instruction more realistic and engaging Posters, cartoons, charts, pictures and graphs and what students produced by themselves can provide powerful visual support for learning abstract ideas. The non-projected media can be presented in the classroom or used as part of classroom activity. No need to use equipment for observation so non-projected visual are easy to use. Projected visual are detained as media design in which still images are enlarged and displayed on a screen .The types of projected visuals that we can use in the classroom are software, digital visuals and document cameras. 

** Some general guidelines for using projected visuals 

* Use visual variety. * Rehearse your narration. 

* Keep it moving and limit your discussion. 

* Pause for discussion. 

* Avoid irrelevant images. 

* Test it visually. The advantages for using projected visuals ·

Easy to create and use · Not projected for you and your students: It helps you on track · Supports inclusion of multimedia · 

Supports interactivity: it easy to go to any slide in the presentation Or link one to included multimedia files · 

Fields multiple formats: Using the mouse to create handouts, Notes pages, and outlines. 

** Limitation 

* Just words: Many students are visual learners, so they may not learn if there are not any visuals. 

* Too much on one slide: Limit the number of words on each slide up to 36 words. 

* Too many “bells and whistles”: Irrelevant sounds can be distracting.

Educational technology is often considered, erroneously, as synonymous with instructional innovation. Technology, by definition, applies current knowledge for some useful purpose. Therefore, technology uses evolving knowledge (whether about a kitchen or a classroom) to adapt and improve the system to which the knowledge applies (such as a kitchen’s microwave oven or educational computing). In contrast, innovations represent only change for change sake. Given this distinction, it is easy to argue that educators are correct to resist mere innovation, but they should welcome educational technology. Unfortunately, the history of educational technology does not support this hypothesis. Finally, non-projected media and materials is this time is very useful into the rural area which is not been reach into the advancement of our technology and it is very important indeed only seldom uses the projected media and materials. On the other hand, projected media and material very often uses by rich and advance in technology countries its important to them. These two materials both are useful for both learners and teachers indeed.