Imagine trying to teach your students without any instructional aids. No books to pull research from, no whiteboard to draw on, no screen to project slideshows or movies, no colorful graphics to illustrate your concepts ' just you, speaking in front of the class for hours on end.
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That sounds quite difficult, right? You can probably imagine how much of a challenge it would be for your class, too.
As a teacher, you understand the power of using excellent instructional materials ' and you also understand the limitations of having suboptimal resources. Depending on their quality, teaching aids can either engage or demotivate students.
When you invest in first-rate resources that inspire your students, you increase their capacity to learn and retain information, laying the groundwork for their successful educational journey for years to come. By equipping yourself and your classroom with a wide range of top-quality instructional materials, you can develop curriculum foundations with ease.
Are you ready to learn about how instructional materials benefit you and your classroom? Let's dive in!
Is there a difference between teaching aids and instructional materials? Yes and no.
Traditionally, teaching aids and instructional materials have been viewed as separate entities:
Today, it's fair to say the separation has blurred. With advances in educational technologies and the ever-growing interactivity of resources, conventional teaching aid and instructional material designations overlap significantly. With an incredible amount of student learning taking place online, now more than ever, teachers rely on multiuse, highly adaptable tools to reach students in a classroom setting and virtually. Digital media, computers and other resources offer both "delivery of" and "interaction with" information for students.
Examples of instructional materials include:
Let's explore how you can utilize various instructional materials to boost your teaching strategies.
The right materials save you time creating lesson plans and assessments so you can focus on what you love most ' teaching! Check out these core instructional material types with resource examples, and learn how these resources will support your instruction.
Whether it's a textbook, handout, pamphlet, manual, study guide, assignment file, syllabus or rubric, print materials are ' you guessed it ' any resource a teacher uses that is printed on paper.
Educational texts have been used for centuries. Considered the foundational backbone of instruction, books continue to steer and supplement course foundations and lesson plans.
While digital texts have their benefits, studies show that reading print materials offer significant learning advantages over their digital counterparts. Students who read print books score better reading comprehension and retention scores than those who read the same material digitally. And print resources improve reading attention and cognitive focus.
Incorporate these valuable print materials into your teaching experience:
Digital and instructional devices support teachers and learners, diversify student engagement and encourage learning outside of the classroom. Quite the step up from notebooks and chalkboards, electronic teaching tools have changed the game significantly. Today, you can link to professional resources, digital data, software and systems in seconds with the click of a mouse or swipe of a finger. And you can share course materials with your students just as quickly.
Computers, smart devices and research equipment empower teachers to incorporate multimedia during instruction and monitor students' progress easily. Teachers can easily transport laptops from home to school with ease, making lesson planning, grading and feedback easily accessible.
In the lab, in the classroom or at home, the right tools help teachers find unique approaches and make learning fun. Embrace a spirit of connected, immersive teaching with these classroom staples:
It's no secret that images capture students' attention ' and quickly! The brain can process images seen with the eye and attach meaning to them in mere fractions of a second. Because visual representations of information associate concepts with symbols, they naturally play to the strengths of human biology to help your students better absorb and recall new information.
The majority of your students are visual learners ' approximately 65% of learners need to see graphs or pictures to grasp a concept. And research shows that teaching with visual aids stimulates thinking, improves the learning environment and helps students develop a deeper personal understanding of the topic.
Tap into the processing power of visualization tools to help students connect more deeply with your content:
Game-based learning improves problem-solving skills and makes it possible for students to learn through experiences. Ignite your children's imaginations and boost that brainpower by teaching with interactive game resources:
With countless instructional materials available, how do you determine which ones are best? Follow these tips to evaluate your options to make sure you select the most effective, high-quality resources:
Are you looking for top-quality, innovative instructional materials your students will love? Kurtz Bros. can help! Whether you teach one subject or all, we've got you covered. From workbooks to graphic organizers, playsets to placemats, we have a massive selection of over 15,000 instructional resources, including closeout, hard-to-find products.
As your classroom partner, we pride ourselves in supporting teachers by offering a one-stop-shop experience, providing a large selection of teaching supplies from a diverse array of manufacturers. With our focus on making education an accessible, hands-on experience for all age groups, your young learners will benefit from our selection of easy-to-use STEM tools designed for small hands, like our children's telescopes and microscopes.
Before placing an order, we should determine some issues.
In addition to agents, buyers of technical training equipment purchase directly from the education department or school staff. Agents need to figure out whether the equipment they buy will be sold to schools or some technicians in the future.
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If it is sold to schools for teaching, then you need to consider the differences in the depth of courses taken at different grades. Teaching equipment for lower grades needs to be able to practice some basic skills at entry-level. In contrast, teaching equipment for upper grades needs to be able to perform some difficult training items, such as setting machine parameters, debugging equipment, troubleshooting machine failures, operating combined computer simulation technology, etc.
Suppose it is used by technicians for daily experiments. It is necessary to consider whether each part of this equipment can be flexibly loaded, unloaded, and updated according to needs.
It can be seen that the purchase of technical training equipment should take into account the target customers of the equipment.
Suppose government personnel comes to purchase technical training equipment. In that case, they must conduct research in advance to determine the teaching needs of teachers and then buy them. In addition, buyers need to consider Whether the schools that use these devices have enough space to accommodate these devices and whether there are supporting laboratories or training bases available. If there are no labs or training bases available at the school, are there any plans to build them? Once these questions are resolved, the purchaser will ask the supplier if they can help develop the laboratory, etc.
If it is used for teaching, it is necessary to consider the majors for which these devices are suitable.
Generally speaking, electromechanical technology, electrical technology or electrical automation, industrial robotics, electronic technology, automatic control, and machinery manufacturing will use technical training equipment.
These specialties are highly specialized and focus on cultivating practical operation ability. In addition to practical classes, the school also arranges for students to go to factories and workshops for internships, combining knowledge from books with practical operations.
There are many types of vocational education training equipment. There are more than 10 training categories in the major of machinery manufacturing, including training equipment for different purposes. The space is limited, so I only selected 4 types of technical training equipment to briefly introduce the massive lineup of technical training equipment.
Industrial robots are widely used in automobile manufacturing, food processing, logistics, and other industries. In addition to industrial applications, it has also entered our daily life. Some scenic spots, restaurants, and farms also have robots. In scenic spots, you can see robot guide; in restaurants, robots will be responsible for ordering and serving dishes; on farms, robots pick fruits. How do robots help humans? The reason is that the technicians program the program on the computer to set the specified route and action-angle for the robot. After setting a series of parameters, the determining operation of the robot is realized.
The electrical and electronic training series equipment can be used for a professional assessment of more than 20 majors, such as electronic technology. Vocational schools use training equipment to practice basic electrician operations, fault detection and elimination of electrical control equipment, installing and commissioning motor control circuits, and installing and commissioning PLC control circuits.
Such equipment can be used in more than a dozen majors, such as mechanical design and manufacturing, mechanical manufacturing and automation, and numerical control technology. This equipment is used for daily teaching and assessment, training students in assembly and debugging transmission modules, CNC machine processing, motor control and common circuit installation, hydraulic and pneumatic training, etc. The experimental equipment used in some mechanical manufacturing majors can also be used in teaching electrical automation, such as hydraulic training equipment and pneumatic training equipment.
Students of building intelligent engineering technology study: installation and maintenance of common power drag control lines and integrated wiring systems, fire safety power consumption, typical analog circuit assembly and debugging, motor fault maintenance, transformer winding and maintenance, common electricians, tools, And electrical instrument use, fitter operation, video surveillance, and security system operation and maintenance, air conditioning installation and maintenance, common elevator fault handling, automation control principles, computer control. Vocational schools with building intelligence-related majors use building management system training equipment to teach the above content. This training equipment is closely related to electrical automation training equipment, mechatronics, and industrial automation control.
Four types of vocational education training equipment are listed above. But in actual teaching, the teaching equipment used by each major far exceeds the above categories. Therefore, it is fortunate to find a complete equipment supplier.
Dolang has 20 kinds of technical training equipment, from PLC control and new energy training to Industry 4.0 training, all types of equipment, providing customers with various choices.
If it is used for competition, you need to choose professional training equipment that can be used for competition. There are two key points to choosing which equipment:
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As an agent, it is even more necessary to investigate the actual development of vocational education in the country. In addition to education, it is also particularly sensitive to education policies, economic policies, and global economic development trends. Some countries will vigorously support the development of a specific industry, promoting the rapid development of related majors in schools. For example, some regions advocate purchasing new energy equipment for energy shortages or environmental protection. And give some tax incentives to buyers of new energy technical training equipment, so some will prioritize new energy products.
First, it depends on whether their equipment has relevant testing certificates and meets the industry's international standards. In addition to looking at some certificates, you can also see whether the manufacturer is a member of some authoritative industry associations. Suppose the manufacturer has a test certificate and is an authoritative industry association member. In that case, the manufacturer's equipment is guaranteed quality.
Agents also need to investigate whether the selected technical training equipment supplier has experience sponsoring equipment for vocational skills competitions. Suppose this supplier has sponsored vocational training kits for large-scale vocational skills competitions. In that case, this supplier has rich experience in vocational skills training and technical support. Manufacturers who have provided equipment for vocational skills competitions are more familiar with the competition items and can give competition training.
Before placing an order, ask if the equipment is in stock or needs to be stocked? Ask if it can be delivered on time and if it cannot be delivered on time, is there any compensation plan and solution. How long is the lead time?
Technical training equipment is high-value and bulky, so manufacturers typically only keep a little stock in stock but produce them on order. Therefore, it is vital to ask about the preparation time and the solution to the failure to deliver on time.
Safe, convenient, and diverse payment methods are a link that is of great concern to international traders. With the rapid development of cross-border trade, various payment methods have emerged. Common payment methods are PayPal, L/C, etc. As for which payment method to use, the trading parties can discuss this in detail when signing the contract. I won't go into details here.
Ask if there are any extra charges other than those that appear in the contract.
Ask about the warranty period.
Usually, well-known technical training equipment manufacturers are also very mature after-sales services. For example, Dolang's equipment has a one-year warranty with free replacement parts. Warranty period, technical support is indeed forever. Dolang provides permanent technical support for customers. If there is any problem during use, you can contact Dolang. Dolang will arrange for technical personnel to solve the problem after receiving it.
At this point, all the tips have been finished. Finally, let's make a summary. The trick to buying the right technical training equipment is to figure out:
If you figure out these points, you will definitely be able to buy the right training equipment.
Contact us to discuss your requirements of Didactic Training Equipment. Our experienced sales team can help you identify the options that best suit your needs.
Did you know that digital competence still doesn’t appear in English dictionaries? We at Genially think this is a sorry state of affairs and that is why we’ve decided to define it in our own way.
However, as teachers, the goal is that this digital competence reaches the students. To do this, we must go through other levels of competence: A) digital competence itself and B) digital competence in teaching.
It’s highly likely that, like 99.99% of teachers, you are interested in knowing how to develop your digital teaching skills. And not only that, but knowing how to empower your students to develop their own and to participate actively and responsibly in this world that, yes we’ve all heard it a million times, is increasingly digital.
Well, you’re in the right place. Juanjo Mena, director of the Department of Teaching, Organization, and Research Methods at the University of Salamanca, has paid the Genially blog a visit to shed some light through a series of tips and guidelines that will help you effectively introduce technology in the classroom in order to improve teaching practice and student learning. Be sure to read on!
There are so many. We are always trying to train teachers to acquire the various skills, knowledge, and attitudes necessary to promote student learning. Today we are immersed in an era of digital transformation in all areas of society.
That is why, at present, this teaching knowledge has to incorporate three fundamental aspects. As Mishra, Koehler and Henriksen () argue, these are:
Knowing the subject matter to be taught (content), knowing how to explain that content so that students process it (pedagogy), and knowing how to make use of technology as a preferred channel of communication.
To achieve this, especially in the case of this third pillar, it is essential to master digital competencies.
The European Framework for the Digital Competence of Educators (DigCompEdu) is one of the most robust international models for the development of digital competencies for teachers. It details 22 competencies within 6 areas:
It is not a matter of content per se, of discerning whether some content is more important than others, but of approach. What is essential, therefore, is to develop these competencies not as a series of technical skills and handling of technological resources, but to know how to apply them in the classroom to seek learning outcomes. A more didactic context.
It is always a challenge for teachers to achieve high levels of digital competence in all areas, according to DigCompEdu.
In an article we published on digital competencies in the journal ‘Computers in Human Behavior’ (Ramírez-Montoya, Mena & Rodríguez, ) we developed a predictive model to see to what extent 863 practicing teachers were able to produce open educational resources (OER) in digital formats for their classes.
The sample was divided into three levels: teachers with low, medium, and high levels of digital competence.
The analysis showed that it is difficult for teachers to reach an expert level in digital competence, even if they learn to create digital resources.
In my view, what is clear is that the transfer of digital competence to students can be achieved by increasing the digital competence of teachers. That way, the teachers themselves will promote the use of technological tools, following guidelines and aiming for certain objectives for the students.
They play a crucial role. Digital transformation affects all sectors and levels. Universities, for example, have long been immersed in a process of change for the inclusion of technological resources and active methodologies in the classroom.
In fact, many of them encourage the development of teaching innovation projects for this very purpose. This is really helping to change and update the way we teach.
Generally speaking, we can say that what it has left us is the fact that we have standardized the use of digital resources for teaching. It has taught us that digital is fundamental for teaching today.
It has also made us more critical and we now know that there are serious risks of exclusion for students who do not have the necessary technological devices and that a solution must be found so that this does not happen.
There is something we must not forget, especially in stages such as Pre-school and the first years of Primary School: we begin learning by handling physical objects.
For example, to teach a child addition (e.g. 3+2=5), before going on to solve the algorithm in an abstract way, teachers teach it in a figurative way (e.g. pictures of the units being added together, etc.).
But even before this, it is necessary to practice the concept of addition by handling objects (e.g. picking up three buttons and adding two more). This means that analog and digital resources must be complementary to foster interactive experiences with physical materials and both real and digital contexts.
What is clear is that the transfer of digital competence to students can be achieved by increasing the digital competence of teachers.
I would emphasize that time must be invested in training, that this time requires an extra effort on the part of the teacher, and that results are achieved gradually.
According to the research, and breaking it down into simple terms, there are usually three levels of innovation: application, implementation, and transformation.
For the first level, we need enthusiastic teachers who want to apply digital tools in a particular way in some of their class content. To implement this, we need to include these tools in the curriculum of the educational stage and the teachers need to be the ones who do it, by introducing the tools in the teaching programs to use them with the students.
To achieve the transformation, all teachers need to be digitally competent and able to change the ways of doing and being in school, according to the new social demands and those of their students.
Two fundamental points should be assessed. The first is that teachers need solid training – both technical and didactic – in the use of digital tools.
The second aspect is that it is very important to transmit enthusiasm for the use of these tools to students and to help them see the need for them as essential means for personal and social development in today’s world.
I believe that the European Digital Competence Framework for Educators (DigCompEdu) I mentioned before is one of the most complete models.
From my experience as a teacher in various educational stages and my own research and findings, I would close with three final points:
How about you, dear readers? How do you work to develop digital competencies in the classroom? Have you got any tips for other teachers? Share them in the comments!