Globally, there has been extensive use of technology in improving the service sector. In education, technology is used to support teaching and learning not only in a classroom set up but also in other related courses. Depending on the needs of a particular group, educational technologies can be infused with the instructional learning objectives. Effective teaching and learning are attributed to critically analyzing the specifications of the chosen group before identifying a suitable instructional learning technology. There are a variety of materials such as televisions, overhead projectors and digital cameras. For instance, in this case, the course to be addressed is the community public health education program, and the selected group is the youth. The best suitable material to be used to enhance this is a television.
Community public health education program ensures the well-being of the members of the society. The programs play a significant role in preventing disease and injury, improving health and promoting the quality of life. Since such programs are designed to reach many people of traditional health care settings, television will be the most appropriate instructional technology. Before applying the TV in educating the youth on prevailing health programs, one should properly design, develop, utilize, manage and evaluate the media. The following guidelines are essential (Alias & Siraj, 2012). First, the instructor should try and connect the TV programs on health to be aired and the concept of the youth. The group should see familiar teaching and learning outcomes as they are in their natural environment.
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Additionally, the instructional technology can be made more dynamic by bringing it closer to the youth during presentations of specific health matters. It creates an active link of the content broadcasted and the underlying issue (Venkatesh et al., 2014). Lastly, one should broadcast the programs with an audio-visual combination aspect. It actively engages the targeted group. The instructor finds it easy to elaborate on the specific goals and objectives to the learners.
Arguably, television is an effective instructional technology in educating the youth on community health programs. First, it covers a large geographical area. Meanwhile, a similar forum can be broadcasted all over the country at the same time. The message reaches the youth wherever they are as long as they access a TV station. It saves time and resources. Apart from that, the television’s ability to combine audio and visual texts is unrivalled (Ghimire & Rao, 2013). There is consistency in gestures, facial expressions alongside the sound. It will make teaching and learning exciting. Finally, a variety of colours can be used to explain a phenomenon. The inter-changing colours create picturesque and beautiful scenery. The youth will be attracted and interested in the pictures, thus boosting their motivation in learning to the desired level.
The application of television in education enhances critical thinking. For early learners, it helps children to learn how to read. It is possible through sound recognition and letter identification. At a later stage, children can exploit literacy concepts like rhymes or synonyms while at an adult stage, the television provides more updated content on various matters ( Bardovi‐Harlig, 2018). In real-life situations, TV is one of the primary sources of information. The bond between the way of lives of the present generation and media is inseparable.
In general, various instructional technologies are selected in different circumstances depending on the audience. The media should be well designed, developed, utilized, managed and evaluated. The appropriateness of instructional technology is a three-dimensional process. It should meet all the required standards and needs of the intended group to reinforce their desired behaviour. Failure to do so may make it difficult to achieve the set goals and objectives of the teaching nag learning outcomes.
References
Alias, N., & Siraj, S. (2012). Design and Development of Physics Module Based on Learning Style and Appropriate Technology by Employing Isman Instructional Design Model. Turkish Online Journal of Educational Technology-TOJET , 11 (4), 84-93.
Bardovi‐Harlig, K. (2018). Teaching of Pragmatics. The TESOL Encyclopedia of English Language Teaching , 1-7.
Cheung, K. S., Lam, J., Lau, N., & Shim, C. (2010, December). Instructional design practices for blended learning. In 2010 International Conference on Computational Intelligence and Software Engineering (pp. 1-4). IEEE.
Ghimire, N., & Rao, A. (2013). Comparative evaluation of the influence of television advertisements on children and caries prevalence. Global health action , 6 (1), 20066.
Venkatesh, V., Croteau, A. M., & Rabah, J. (2014, January). Perceptions of effectiveness of instructional uses of technology in higher education in an era of Web 2.0. In 2014 47th Hawaii international conference on system sciences (pp. 110-119). IEEE.
