Developing Instructional Aids For the Classroom

Teaching Textbooks - Developing Instructional Aids For the Classroom

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If you are a K-12 teacher, you know how prominent having the right instructional materials is. Straight through the 1960's, the main instructional reserved supply for teachers was the classical textbook.

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Teaching Textbooks

But in 1957 the world changed; the Russians launched Sputnik, the first synthetic satellite to orbit the Earth. The United States took notice. Caught off guard, the U.S. Government pumped millions of dollars into projects to create new curriculum materials, in an endeavor to revitalize schools. Extra emphasis was settled on mathematics and science curricula.

The U.S. Did catch up. And--for decades we took the lead in the space race. But by the late 1970's the world began other metamorphosis--a revolution in information--how we produce and share it. From the rise of personal computers in the late 1970's, to the amelioration of the world wide web in the mid 1990's--the transference of information by the printed word was being challenged--massive amounts of information could now be transmitted digitally and instantaneously.

By the time 2000 got here, many teachers had realized that the dominance of the former textbook was also being challenged. It had come to be not only feasible, but literally quite easy to produce their own instructional materials by electronic means.

User amiable page layout programs, presentation software, desktop video creation and editing was turning personel teachers into publishers of instructional materials which were laser targeted to the specific needs of their own students.

No longer were teachers dependent on "one-size-fits-all" curriculum texts as their former instructional delivery system. And, with the advent of YouTube and similar video hosting/sharing networks, teachers from nearby the globe could share their own teaching methods with thousands of their peers with a click on a keypad.

Teachers can now transfer lesson plans, presentations, lectures and activities with their peers instantaneously. Not only can educators give their great ideas wing with which to fly--they can now fly high and far.

The power of this lies in the fact that instructional aids industrialized by teachers can be targeted to specific outcomes personel districts have identified as vital to students within that district.

And--in an age where federal funding is tied to trainee outcomes--the capability of teachers to target these outcomes has come to be exceedingly important. The classical textbook isn't dead, but it no longer reigns supreme as the former instructional reserved supply in many classrooms.

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