Module: Non-Digital or Conventional Technology Tools for Teaching and Learning
Learning Objectives
• Describe the procedures for developing conventional instructional materials;
• Develop instructional materials based on a given topic and strategy.
Lesson Overview
In an age dominated by digital technology, it remains essential for teachers to master the
use of non-digital or conventional tools in instruction. These traditional materials continue
to play a crucial role in classroom learning, particularly in environments where technology
access is limited. This unit explores different conventional instructional tools, their
purposes, advantages, and applications in classroom settings.
Lesson Content
Non-digital or conventional instructional materials refer to physical, tangible teaching tools
that do not rely on electronic or digital technology. They enhance learning by providing
concrete, visual, and interactive experiences. As discussed by Dale (1969) in his ‘Cone of
Experience,’ these tools promote active learning by engaging multiple senses and fostering
deeper understanding.
1. Writing Board (Chalkboard/Whiteboard)
A writing board is one of the most common and versatile instructional tools. It allows
teachers to present information visually while engaging students through real-time
interaction. It can be a chalkboard, whiteboard, or magnetic board.
Procedures for Use: Ensure cleanliness before class, organize the layout for headings and
examples, and write legibly using contrasting colors.
Advantages: Low-cost, reusable, interactive, and encourages spontaneous discussion.
Sample Classroom Use: Teachers write key terms during a science discussion, summarize
main points, or demonstrate math solutions step-by-step.
2. Diorama
A diorama is a three-dimensional model that depicts a scene, process, or concept. It
combines artistic and scientific representation, helping learners visualize ideas.
Procedures for Development: Identify the topic, design a miniature scene using cardboard,
clay, or recycled materials, and label the parts clearly.
Advantages: Encourages creativity, provides a hands-on learning experience, and makes
abstract topics concrete.
Sample Classroom Use: Students create a diorama of a rainforest ecosystem showing plant
and animal interactions.
3. Nature Table
A nature table serves as a small classroom exhibit displaying objects from the environment
such as rocks, leaves, shells, or soil samples. It develops curiosity and observational skills in
learners.
Procedures for Development: Collect natural specimens, label them properly, and organize
them attractively on a table or shelf.
Advantages: Promotes experiential learning, environmental awareness, and sensory
exploration.
Sample Classroom Use: A teacher sets up a nature table for a lesson on biodiversity or the
water cycle.
4. Flip Chart
A flip chart consists of large sheets of paper bound at the top and mounted on an easel. It is
useful for group presentations and brainstorming.
Procedures for Development: Prepare each page with clear visuals or text, use markers for
emphasis, and flip pages smoothly while presenting.
Advantages: Portable, easy to use, and allows for sequential presentation of information.
Sample Classroom Use: Teachers use a flip chart to summarize students’ ideas during
collaborative discussions or workshops.
5. Zigzag Board (Accordion Board)
A zigzag board, also known as an accordion board, consists of several panels that fold like
an accordion. It provides a compact yet extended display surface for information.
Procedures for Development: Create connected panels from sturdy cardboard, design each
section with organized visuals, and decorate for visibility.
Advantages: Space-saving, portable, and allows for sequential display of lesson content.
Sample Classroom Use: A teacher displays key stages of a story or process in science using
an accordion-style board.
6. Board Display / Wall Display
A board or wall display is a fixed visual presentation on a classroom wall or bulletin board.
It may include posters, charts, or students’ work.
Procedures for Development: Choose a theme, design a layout, and use visual balance
(color, space, labels) to maintain clarity. Update regularly to sustain interest.
Advantages: Provides continuous exposure to concepts, motivates learners, and showcases
achievements.
Sample Classroom Use: A wall display showing parts of speech or stages of the scientific
method.
7. Rope and Pole Display Board
This tool uses ropes and poles to hang charts, pictures, or student outputs. It is portable and
can be easily assembled both indoors and outdoors.
Procedures for Development: Stretch ropes between two poles or walls, clip materials using
clothespins or fasteners, and arrange visuals logically.
Advantages: Economical, movable, and flexible for various instructional themes.
Sample Classroom Use: Display of group outputs or artwork during open-class
presentations.
Procedures for Developing Conventional Instructional Materials
1. Identify the instructional objective and topic of the lesson.
2. Analyze the learners’ characteristics and classroom setting.
3. Select the most suitable material type (e.g., diorama, chart, or display).
4. Design and plan the layout or structure of the material.
5. Prepare materials and construct the tool creatively using available resources.
6. Test its functionality and clarity before classroom use.
7. Revise and improve the material based on feedback.
Learning Activities
• • Activity 1: Identify It! – Observe different classroom tools and classify them as digital
or non-digital.
• • Activity 2: Create It! – In groups, design and present a conventional teaching material
(e.g., diorama, flip chart, or wall display) based on a chosen topic.
• • Activity 3: Reflection – Write a short reflection on the relevance of non-digital tools in
the modern classroom.
Assessment
Formative Assessment: Evaluation of group projects and classroom participation in
developing materials.
Summative Assessment: Written exam or performance task demonstrating procedures in
instructional material development.
References
Dale, E. (1969). Audio-Visual Methods in Teaching. Holt, Rinehart & Winston.
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional Media and
Technologies for Learning. Prentice Hall.
Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and
Technology. Pearson.
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2015). Instructional Technology and Media
for Learning. Pearson Education.