1. Sheets of ferromagnetic
material with specially-painted
light surfaces on which
material can be written or
drawn using suitable markers
or pens.

2. Two main forms of Magnetic
Boards
1. Magnetic chalkboards
-Surface made of ferromagnetic material covered
with a thin layer of dark-coloured vitreous particles.
2. Magnetic marker boards

3. Uses:
 Both types of boards enable display items made
of (or backed with) magnetic material to be stuck
to and moved about on their surfaces;
 Both enable this movable display to be
supplemented by writing or drawing on the
board;
 Magnetic boards can be used to produce highly
sophisticated displays that enable movement and
change in systems to be clearly demonstrated to
a class or small group.

4. Samples of Magnetic Boards

5. Making your own Magnetic Board
Things you will use:
1. Galvanized metal (not the roofing
material-can be found in the plumbing
section);
2. Cardboard;
3. Glue;
4. Paint
5. Fabric/cloth;
6. frame

6. Instruction:
1.Cut the galvanized metal
according to the desired
size;
2.Glue the metal piece to
the cardboard;

7. 1. When desired to cover it with a
cloth or fabric, put the metal side of
the cardboard down on the back of the
fabric;
2. Glue the edges of the fabric to the
back of the cardboard;
3. Prepare the frame and put the fabric
covered cardboard inside, and
finished.

8. How to make a
magnetic chalkboard well
Instructions:
1. buy magnetic paint and chalkboard paint, in quarts
or gallons depending on the magnetic chalkboard
area you wish you create. Look for magnetic and
chalkboard paints at a home store, paint store or
online.
2. Mask off a section of wall or decide to paint an
entire wall. Lay drop cloths or plastic around the area
to protect it from paint spilling or dripping.

9. 3. Paint 2 to 3 coats of magnetic paint on the desired
wall or space, making sure to mix the paint
thoroughly to avoid particles settling together.
Allow paint to dry completely between coats and
after you’ve finished the last coat.
4. Test magnetic strength by placing a few magnets
of various sizes onto the painted surface. If the
strength isn’t what you want, add another coat and
repeat the test once the paint is dry.
5. Paint 1 to 2 coats of chalkboard paint, following
the manufacturer’s specific instructions for best
results. Allow paint to dry between coats and after
you’ve finished painting the last coat.

10. 6. Pull masking tape away from the wall
and test the chalkboard. If you want,
build a chalk tray from scrap wood or
hang mesh bags to hold colored chalk
and paper.
7. Adhere magnetic sheet strips to
posters and photographs and add small
magnets for a creative work or play
space. Use alphabet and number
magnets, colored chalk and photos for a
movable collage and idea board.

11.  To produce a magnetic chalkboard, the
surface should be painted with a suitable dark-
coloured matt paint, while to produce a magnetic
marker board, a suitable light coloured silk or
gloss paint should be used.
 Two main ways of producing such materials:
1. make them out of special “magnetic rubber”
which is available in sheet and strip form 2. make
them out of a non-magnetic material such as stiff
card and then to stick strips of magnetic rubber or
small magnets to their backs, so that they will
adhere to the board.

12. NON-PROJECTED
PICTURES or PICTURE
DISPLAY

13. Are those which require no projection material or
any electric power.
Are mostly composed of study prints, charts, posters,
maps, flash cards, photographs, textbook
illustrations, and illustrations found in magazines
and newspapers.
They are all much the same except that study prints
are mounted and curriculum oriented.

14. USES:
Educators, scholars and students may use
or display non-projected images in
connection with lectures or presentations
in their fields.
Motivate the students
Presents matter symbolically
Presents abstract in visual form
Creates problem and stimulates thinking

15. RELEVANCE
The direct relevance of an image to
what is being read or heard is vital.
Because sight is the most receptive sense
for most people, an obscure or irrelevant
image will distract from other messages
being given. Further, to be useful and
add to the learning context, an image
used in teaching must relate to both the
substance of the lecture and the needs of
the students.

16. The most valuable image will complement what
is being said. For example, an image may be used
to:
 Explain a technical term (or simply to spell it),
 Trigger the description of an example or short
anecdote so that the lecturer may elaborate on a
new idea.
 Obtain a response from the students (multiple-
choice questions may be used, or a problem posed
by a projected image), or
 Link one argument with a text.

17. Clarity
Visual clarity assists interpretation. It is
essential to the image and the message it
represents. There are a number of ways to promote
visual clarity:
 Carefully select the image with its background.
A white (or clear) background for a black image is
not the most successful for projection because the
bright light is tiring on the eyes. Either a yellow
background for a black image or a dark blue
background for a white or yellow image is
preferable.

18.  Consider the shape, size and spacing of
letters. A bold, simple and lower case
lettering style is most legible.
 Omit distracting detail and include
selective emphasis. Attention to these
elements of clarity will make visual
information more accessible. The corollary of
this is that when they are drawn clearly, the
gradual revelation of details will facilitate an
explanation and allow for a greater amount of
visual information to be presented.

19.  Simplicity of lay-out: It refers to the arrangement of the elements
of the image.
 Efficient use of colors: (i) Use bold illustrations, (ii) Avoid fancy
lettering style, (iii) proper use of color
 Neatness: The graph should be neat, clean and artistic. It should
be of good quality.
 Accuracy: the scales and the measurements of the graph should
be accurate and intelligible to the students.
 Drawing and paper: the image should be properly drawn. The
paper should be good. The pencil that is used should be good.
 Hints: The hints should be properly explained. The marks on the
image should be such that the students may know them by
themselves.

20. Advantages of non-projected
pictures
 Do not need a power source and apparatus to make
them seen either on the wall or screen.
 They can be viewed straight as they are
 They are flexible
 They have visual appeal and are easy to move
 They can be carefully stored and preserved for use in
the future
 They display specific information

21. Advantages of non-projected
pictures
 They can be used at all levels of learning
 Pictures can also maintain high level of interest in the
lesson
 Numerous
 Readily accessible to the teacher
 They have an educational value
 Easy to carry

22. Disadvantage of non projected
pictures
 It may become outdated
 They cannot present motion materials effectively as a
result, their ability to engage all of our senses for a total
learning experience is quite limited.
 Copies may wear out when overused. Picture quality may
diminish overtime.
 They are difficult to revise and update if produces in a
hard bound format
 Easy to damage
 Not interactive

23. Disadvantage of non-projected
pictures:
 Not visible to all students in the class
 Misinterpretation
 Takes up the time of the teacher if she has to prepare the
materials
 Images lose their charm, if it contains too much matter
on it
 Poor use of color combination, improper spacing and
margins creates confusion in the minds of the students
 If used for a prolonged period it becomes boring for the
students
 If the picture is not drawn neatly, it looses its purpose

24. What are the impact to the
learner or learning process?

25.  Students learn in a variety of different ways, some
students need visual aids, some need to creatively
stimulated, others need to be constantly entertained in
order to keep them from falling asleep or disrupting the
class
 Visuals or just one way out of many to meet the
needs of all students.
 Design developmentally appropriate learning
opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of
learners.

26.  Reasoning can be developed through the
use of images. Students might be asked to
explain the sequence, patterns or logic in a
series of images that relate to a particular
process.
 Skills of analysis and synthesis can be
taught and developed using images.
Students can be involved in the dissection
information or assembling a series of
seemingly unrelated images into meaningful
information.

27.  Cause-and-effect relationship can be
seen more clearly when the information is
presented visually.
 Identification of sequence in process or
procedures and the recognition of errors
can be taught with the assistance of well-
drawn images.
 Students can be asked to make
judgements based on a series of given
criteria when part of the information is
presented visually.

28. How to prepare the materials?
 Decide the theme.
 Decide the most suitable words to provide a title or
slogan.
 Sketch some layouts and decide on the best.
 Gather all needed material to prepare the picture.
 Prepare the lettering.
 Add desired objects.
 Give the finishing touches and erase the smudge
marks.

29. THANK YOU!
 Educational Technology
 Jennifer E. Colina
 CCT Student