Perception of Pre-service Teacher’s on Using Media for Development of Teaching
Materials.
Minhee Kim
Sungshin Women’s University, Korea
edumin@sungshin.ac.krHeewon SuhSungshin Women’s University, Korea
shwlife@naver.com

Abstract: This study searches pre-service teacher’s perception about media utilization on simulated
instruction that designed by Gagné’s events of instruction. On this study, college of education’s 20 womenstudents designed instruction by Gagné’s events of instruction for analyzing their perception of media
utilization at developing instruction materials. Then, they developed PPT materials by each event and did
simulated instruction. The study analyzed peer assessment about media utilization and effectiveness byeach instructional event. The categories of media utilization are ‘image’, ‘movie’, ‘flash’, ‘text’, ‘theothers’, and ‘nothing used’ and confirmed used media by each instructional event. Also, it calculated
individual assessment that measuring peer assessment by each event and verified effectiveness by using
media types and quantity. As a result, mostly using media by Gagné’s instructional events are as follows:‘movie’ is the most used media in the ‘gaining attention’ and ‘enhancing retention and transfer’ events, and‘image’ is the most used media in the ‘stimulating recall of prerequisite learned capabilities’ event. Also,‘text’ is the most used media in the ‘informing the learner of the objective’, ‘presenting the stimulus
material’, ‘providing learning guidance’ and ‘assessing the performance’ events. Quantity and effectivenessof utilized media have correlation in several instructional events. ‘stimulating recall of prerequisite learnedcapabilities’, ‘presenting the stimulus material’, and ‘enhancing retention and transfer’ events aresynonymous relations between quantity and effectiveness of using media statistically. There are someimplications in the study. First, Pre-service teachers believe that particular media has more effectiveness
depending on instructional events, even though there are no difference between media and effectivenessactually. Pre-service teachers tend to choose media by easiness instead of effectiveness. Second, there is nodifference in effectiveness by media’s types in every event, but media’s quantity made difference
effectiveness in some instructional events. However, it is dangerous that generalize using much media
guarantee to effective instruction. Media’s education effect depend on not use of the media itself, but how
meaningful the using of media by teacher and students. Therefore, per-service teachers have to understandand much about media utilization for effective instruction in actual class.

Keywords: instructional media, using media, teaching material, Gagné’s events of instruction

Ⅰ. Introduction
Study about using instructional media and the effectiveness of class is traditional subject of educational
technology. Instructional media are tools for teaching that stimulated students’ interest, also they are functions as
helping effective learning. Teacher’s will and practice are the most important things for improving education quality
through education media (Jin Sunghee 2011). Effective instruction methods do not depend on a particular media’strait itself, but depend on design and using strategy (Kang, sookhee 1997). We have to think about media utilization
strategy on real education field. Pre-service teachers tend to use common media without careful consideration ofmedia and the effect. Experience in teacher education curriculum is important to professional development ofteachers. From this point of view, examine pre-service teacher’s perception about media utilization of simulated
instruction has meaning that forecast media utilization of their later teaching life. Therefore, this study searches
pre-service teacher’s perception about media utilization on simulated instruction that designed by Gagné’s events ofinstruction. Also, the study analyzed relationship between media utilization and the effectiveness by measure peerassessment.

Ⅱ. Research method
On this study, college of education’s 20 women students designed instruction by Gagné’s events ofinstruction for analyzing their perception of media utilization at developing instruction materials. Then, theydeveloped PPT materials by each event and did simulated instruction. The study analyzed peer assessment about
media utilization and effectiveness by each instructional event. For analyzing media utilization of simulatedinstruction, designed simulated instruction based on Gagné’s instructional events, but except two events that
‘eliciting performance’, ‘providing feedback about performance correctness’. The categories of media utilization are‘image’, ‘movie’, ‘flash’, ‘text’, ‘the others’, and ‘nothing used’ and confirmed used media by each instructional
event. Also, it calculated individual assessment (maximum 10points) that measuring peer assessment by each eventand verified effectiveness by using media types and quantity.

Ⅲ. Research outcome
1.

Utilization media

Mostly using media by Gagné’s instructional events are as follows; movie(59.60%), image(25.73%),
flash(9.17%) in the ‘gaining attention’, text(71.63%), image(13.72%), flash(13.02%) in the ‘informing the learnerof the objective’, image(41.68%), text(33.05%), movie(17.47%) in the ‘stimulating recall of prerequisite learned
capabilities, text(35.7%), movie(26.15%), image(29.70%) in the ‘presenting the stimulus material’, text(32.97%),
image(36.08%), movie(14.15%) in the ‘providing learning guidance’, text(62.03%), image(20.28%), movie(13.21%)in the ‘assessing the performance’ and movie(63.34%), image(12.47%), text(12.22%) in the ‘enhancing retention andtransfer.

2.

Quantity and effectiveness of utilized media

Results of analyzing the relationship between quantity and effectiveness of using media by each
instructional event, there are no synonymous relations statistically in ‘gaining attention’, ‘informing the learner of theobjective’, ‘providing learning guidance’, and ‘assessing the performance’ events, but ‘stimulating recall of
prerequisite learned capabilities’, ‘presenting the stimulus material’, and ‘enhancing retention and transfer’ events
are synonymous relations between quantity and effectiveness of using media statistically. Specifically, using media’squantity influenced effectiveness meaningfully in ‘stimulating recall of prerequisite learned capabilities’ event(B=1.146, t=2.597, p<.05), and in the ‘presenting the stimulus material’ event, using media’s quantity influencedeffectiveness meaningfully (B=.785, t=4.232, p<.05). Also, in the ‘enhancing retention and transfer’ event, increasing
using media’s quantity makes the more effectiveness. (B=2.064, t=2.173, p<.05)

Ⅳ. Conclusion
There are some implications in the study. First, each simulated instruction of pre-service teachers had
mainly using media. . In other words, ‘movie’ is the most used media in the ‘gaining attention’ and ‘enhancing
retention and transfer’ events, and ‘image’ is the most used media in the ‘stimulating recall of prerequisite
learned capabilities’ event. Also, ‘text’ is the most used media in the ‘informing the learner of the objective’,‘presenting the stimulus material’, ‘providing learning guidance’ and ‘assessing the performance’ events. The
study compared most used media and other media’s effectiveness in each event, but there is no significancedifference in every event statistically. It means pre-service teachers believe that particular media has more
effectiveness depending on instructional events, even though there are no difference between media and effectivenessactually. Pre-service teachers tend to choose media by easiness instead of effectiveness. Second, there is nodifference in effectiveness by media’s types in every event, but media’s quantity made difference effectiveness insome instructional events. In other words, only three events that ‘stimulating recall of prerequisite learned
capabilities’, ‘presenting the stimulus material’ and ‘enhancing retention and transfer’ had more effectiveness as
increasing media’s quantity. However, it is dangerous that generalize using much media guarantee to effectiveinstruction. Some instructional events have correlation between media’s quantity and effectiveness, so using muchmedia is more effective at only these instructional events.
The study could not in-depth analyze about pre-service teacher’s media utilization strategy for instruction.
Nevertheless, this is a meaningful study because it can foresee teacher’s utilization of media in actual class. Media’s
education effect depend on not use of the media itself, but how meaningful the using of media by teacher andstudents (Kang sookhee 1997). Therefore, per-service teachers have to understand and much about media utilizationfor effective instruction in actual class.

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