4

LEARNING ACTIVITY SHEET

JOURNALISM 4
Third Quarter
Writers:
Arnel T. Ariola
Jenny D. Cornejo
Estrella P. Fajardo
Melissa Joy M. Agbayani
Sheila Micah T. Yao

Content Editors:

ASHER V. JIMENEZ
JOVELYN G. ACOB

Consultant:

GEMMA B. BALA
EPS I-English
 TABLE OF CONTENTS
Learning Competency
• List potential sources of news (SPJ4DTG-IIIa-1)
• Gather information from potential sources of news (SPJ4DTG-IIIa-2)……. 3

Learning Competency
• Identify the different print media platforms in journalism (SPJ4PMP-IIIf-14)
• Cite examples of print media (SPJ4PMP-IIIf-15)
• Explain significant contributions of print media (SPJPMP-IIIf-16)………….. 10

Learning Competency
• Describe Radio and Television as Media Platform (SPJ4 RDP-lllg-18)……18

Learning Competency
• Differentiate Radio News Broadcast from Television
Broadcast (SPJ4RDP-IIIG-19)…….………………………………………..…. 24

Learning Competency
• Give the important contributions of radio and television to the community
(SPJ4 lllg-20)
• Cite ways to be a responsible radio listener and TV viewer (SPJ4 lllg-21)...33

Learning Competency
• Define online media platform (SPJ4OMP-II 22)
• Identify the different sources of online sources (SPJOMP-II 23)………..…. 48

Learning Competency
• Cite practical tips on responsible use of the internet and
social media such as Facebook. (SPJ4OMP-II26)………………………….. 55

2
 Journalism 4
Name of Learner: _____________________ Grade Level: ___________
Section: _____________________________ Date: ____________

LEARNING ACTIVITY SHEET

Potential Sources of News

Background Information for Learners:

Potential Sources of news:

1. Reporters and Journalists – one of the best sources of information and news for
journalists are their fellow journalists. This source of news is considered one of the
most reliable sources of news for a journalist.
2. Primary sources – this is another great source of information for reporters. A
primary source is someone or a group of people who are or were at the center of an
event that the reporter wants to report about. The primary source knows about the
event or issues more than anybody else in the world because they are or were at the
center of it.
3. Written sources/General knowledge – this is also another major source of news for
reporters. When we talk of the written sources of news and information for
journalists, we are talking about things such as the encyclopedias and the internet.
The latter is today one of the major sources of news and information for reporters
and journalists all over the world.
4. Secondary sources – the secondary sources can be said to be the opposite of the
above-mentioned primary sources. These are people who are not directly involved in
the news but who spread it or talk about it because they have been privy to
information about the event.
5. Leaked documents – these are considered a great source of news stories for
journalists and reporters the world over. Leaked documents can be defined as secret

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 or confidential documents that are deliberately given to a journalist or media
organization.
6. Tip-offs – these are another major source of news for journalists. A tip-off can be
defined simply as secret information about something important given by someone
who refuses to identify himself.
7. Press conferences – a press conference can also be called a news conference, media
conference or media calls. It is a meeting that has been organized by an important
person or group who has something important to say in which reporters and
journalists are invited so that they can hear what has to be said and ask questions.
8. Vox-pops –is called the voice of the people. It is one brilliant source of news for
journalists. Vox-pop refers to the process in which journalists or reporters go onto
the streets to ask random people or rather have a short interview with them on their
views and opinions of issues of public concern.

Information you can gather from:

1. Reporters and Journalists- Reporters normally fall on their colleagues to supply them
with reliable information. More often than not news or information received this way
is quite reliable since it is coming from a person who is equally well trained, maybe
experienced and of course got the news in an objective way.
2. Primary sources- knows about the event or issues more than anybody else in the world
because they are or were at the center of it. For instance let us take a look at an
example of a pilot who miraculously manages to safely land a plane whose engines
developed a major fault while in the air. The pilot bravely and expertly lands the plane
in a field and saves his life and that of hundreds
3. Written sources/General knowledge- is literally loaded with all sorts of valuable
information. It is like a mighty ocean of information. All a journalist needs to do is get
a bucket and fetch from this mighty ocean. But while doing this it is highly imperative
for journalists to remember that in as much as the internet is the largest place for news
and information, not all the information on their can be reliable or trusted.
4. Secondary sources- are not as reliable as a source of news like primary sources. Many
journalists will tell you of how often they get inaccurate information from secondary
sources
5. Leaked documents- Journalists simply love leaked documents because they contain
information that are highly newsworthy. Imagine a leaked document containing
evidence of serious corruption within a government. Can you imagine how much stir
this will create if released?
6. Tip-offs- This source of information is quite a tricky one in the sense that if not
handled properly by a journalist it can result in serious ramifications. Although the
anonymous tip-off can provide you with very good information for a news story or
article, it can backfire since you have no clue the person it is coming from.

4
 7. Press conferences- have so far proven to be another source of news for journalists. For
instance a politician can hold a press conference and invite a host of reporters to talk
about a new policy or anything of importance. The police can also hold a press
conference to give the public information about a particular crime.
8. Vox-pops- are conducted in order to poll public opinion. They can be edited into short
comments which are great news sources.

Learning Competency with code

List potential sources of news SPJ4DTG-IIIa-1
Gather information from potential sources of news SPJ4DTG-IIIa-2

Exercise 1:

Fix Me:

1. OPOSP-XV ______________________________
2. SPERS NCRNEEOCFES ______________________________
3. ETITNRW UORESCS ______________________________
4. TSLONAUSRJI ______________________________
5. MRPARIY CESSORU ______________________________
6. GNRAELE WOELENDKG ______________________________
7. OTPERSRRE ______________________________
8. FOFISTP ______________________________
9. ADELEK OTEUMDNC ______________________________
10.ARYNDOECS CRSUEOS ______________________________

Exercise 2: True or False

Instruction: If the sentence is a correct, write True. If not, write False.

_____1. Tip-offs are sources of information quite a tricky one in the sense that if not
handled properly by a journalist it can result in serious ramifications.
_____2. Press conferences have been proven to be a false source of news for
journalists.
_____3. . Many journalists will tell you of how often they get accurate information
from secondary sources
_____4. Journalist is one of the worst sources of information and news for journalists
are their fellow journalists.
_____5. Vox-pops- are conducted in order to poll public opinion.
_____6. Primary sources knows about the event or issues more than anybody else
_____7. Journalists simply love leaked documents because they contain information
that are highly newsworthy
_____8. Secondary sources are as reliable as a source of news like primary sources
_____9. Primary sources are another great sources of information for reporters.

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____10. Written Sources/General Knowledge is today one of the major sources of
news and information for reporters and journalists all over the world.

Exercise 3: Identification
Instruction: Identify what is being asked.
_______________1. Refers to the process in which journalists or reporters go onto
the streets to ask random people
_______________2. These are people who are not directly involved in the news
_______________3. It is a meeting that has been organized by an important person or
group who has something important to say in which reporters and journalists are
invited
_______________4. Someone or a group of people who are or were at the center of
an event that the reporter wants to report about.
_______________5. One of the best sources of information and news for journalists
are their fellow journalists.
_______________6. These are another major source of news for journalists.
_______________7. Journalists simply love leaked documents because they contain
information that are highly newsworthy.
_______________8. Journalists or reporters go onto the streets to ask random people
or rather have a short interview with them
_______________9. It can backfire since you have no clue the person it is coming
from.
_______________10. It is like a mighty ocean of information. All a journalist needs
to do is get a bucket and fetch from this mighty ocean.

Exercise 4: Primary or Secondary?

Instruction: Determine if the examples below are Primary or Secondary Sources. If it

is a Primary source, write Primary. If it is a Secondary Source, write Secondary.

________1. Novel
________2. Music recordings
________3. Photographs of a historical event
________4. Documentary about the historical event
________5. Blog post interpreting the results of the poll
________6. Results of an opinion poll
________7. Newspaper article about the new policy
________8. Painting
________9. Article analyzing the novel
_________10. Exhibition catalog explaining the painting

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 Exercise 5: Multiple choice

Instruction: Read and understand each sentence from the given choices pick the letter of the
best answer and write it on the sheet of paper.

_____1. It is one of the best sources of information and news for journalists are their fellow
journalists. This source of news is considered one of the most reliable sources of news for a
journalist.
a. Reporters and Journalist
b. General knowledge
c. Press conferences
_____2. It is literally loaded with all sorts of valuable information. It is like a mighty ocean
of information.
a. Primary sources b. Secondary sources c. Written sources
_____3. These are another major source of news for journalists. It can be defined simply as
secret information about something important given by someone who refuses to identify
himself.
a. Tip-offs b. Leaked documents c. Vox-pops
_____4. It is called the voice of the people. It is one brilliant source of news for journalists.
a. Tip-offs b. Leaked documents c. Vox-pops
_____5. This is another great source of information for reporters. It is someone or a group of
people who are or were at the center of an event that the reporter wants to report about.
a. Primary sources b. Secondary sources c. Written sources
_____6. It can also be called a news conference, media conference or media calls. It is a
meeting that has been organized by an important person or group who has something
important to say in which reporters and journalists are invited so that they can hear what has
to be said and ask question.
a. General knowledge
b. Press conferences
c. Reporters and Journalist
_____7. This source can be said to be the opposite of the above-mentioned primary sources.
These are people who are not directly involved in the news but who spread it or talk about it
because they have been privy to information about the event.
a. Primary sources b. Secondary sources c. Written sources

Prepared by: ARNEL T. ARIOLA

Writer

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Answer Key:

Activity 1:

1. Vox-pops
2. Press conferences
3. Written sources
4. Journalists
5. Primary sources
6. General knowledge
7. Reporters
8. Tip-off
9. Leaked documents
10.Secondary Sources

Activity 2
1. True
2. False
3. False
4. False
5. True
6. True
7. True
8. False
9. False
10. True

Activity 3:
1. Leaked documents
2. Secondary Sources
3. Press conferences
4. Primary sources
5. Reporters/ Journalists
6. Tip-off
7. Leaked Documents
8. Vox-pops
9. Tip-off
10. Written sources/ General Knowledge

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 Activity 4:

1. Primary
2. Primary
3. Primary
4. Secondary
5. Secondary
6. Primary
7. Secondary
8. Primary
9. Secondary
10. Secondary

Activity 5:

1. A
2. C
3. A
4. C
5. A
6. B
7. B

Reference: https://hosbeg.com/best-sources-of-news-for-a-journalist/

9
 JOURNALISM 4

Name of Learner: _________________________ Grade Level: _____________

Section: _________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

Print Media

Background information for Learners:

PRINT MEDIA

This type of journalism exists in traditional magazines and newspapers. The medium
can still hold the same information as another medium. Thus, a journalist can write for both
print and other media at the same time. However, print media specifically seem to be falling
out of style. Higher costs of physical materials, lower reader numbers, and the rise of so
many other media on the internet have led to this change.

Simply stated, print media is the printed version of telling the news, primarily through
newspapers and magazines. Before the invention and widespread use of printing presses,
printed materials had to be written by hand. It was a painstaking process that made mass
distribution impossible.

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Different Types of Print Media:

Newspaper

Newspapers are the most popular form of print media. They are generally delivered at
home, or are available at newsstands, and it is the most inexpensive way to reach a huge mass
of people quickly.

Newsletter

Is a publication that mostly covers one main topic. Newsletters are also used in many
schools as a communication tool for parents, which give them information about what is new
in the school.

Magazines

Provide detailed articles on various topics, like food, fashion, sports, finance, lifestyle,
and so on.

Billboards

Have fixed locations and are huge in size so that it can be seen and read from a long
distance. Billboard advertisements are the costliest in the print media category.

Books

The oldest form of print media that are used as a way of communication and
information piece. They give an opportunity to writers to spread their knowledge about a
particular subject to the whole world.

Flyer

Is also a part of print media. Some of the big companies may not use this type for
advertising of targeting the market, but for small organizations, it can be very useful and can
help in generating business.

Brochure

Also known as pamphlet, is a kind of booklet that contains the details of the company,
or organization. Generally, brochures are for takeaway, so as to keep the brand in the mind of
the audience.

Banners

At many places are made of cloth, or paper and are used to show slogans, logos, or
some messages. It is also used for advertising brands in exhibitions, giving out the names of
products, or services that are being provided.

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Significant Contribution of Print Media

• Print media is portable

• Available at any time, even when there is no service or power.
• Professionalism allows for print media to achieve a credibility that is difficult to
achieve in digital media
• Print media can be informative
• Print media also helps a company build its image, because lasting photographs of the
product or service the business offer
• It allows companies that want to push a sale onto potential customers to do so in a
variety of printed forms.

Learning Competency with Code:

• Identify the different print media platforms in journalism (SPJ4PMP-IIIf-14)

• Cite examples of print media (SPJ4PMP-IIIf-15)
• Explain significant contributions of print media (SPJPMP-IIIf-16)

Exercise 1:

Instruction: Write ‘True’ if the statement is correct and ‘False’ if not.

______1. Print media is the printed version of telling the new.

______2.Journalist can’t write for both print and other media at the same
time.

______3. The higher costs of physical materials, the higher reader numbers.

______4. It was a painstaking process that made mass distribution possible.

______5. Print media seems to be falling out of style.

______6. This type of journalism exists on websites.

______7. Printed materials had to be written by hand.

______8. The medium can still hold the same information as another medium.

______9. Print media also called Print journalism.

______10. Print Media cannot give readers right information about a various subject.

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Exercise 2:

Instruction: To familiarize the forms of print media, re-arranged the words below.

1. RNEEPAWSP ___________
2. GZEMIAAN ___________
3. RTEWNESLTE ___________
4. RNBANE ___________
5. EFLRY ___________
6. KOBOS ___________
7. URMSJNAOIL ___________
8. LBLBRADOI ___________
9. PNTIR MDAIE ___________
10. CREUHOBR ___________

Exercise 3:

Instruction: Identify the described print media and write the answer on the space provided .

___________1. Publication that mostly covers one main topic.

___________2. What is the most popular form of print media?

___________3. The oldest form of print media, they give opportunity to spread knowledge
about a particular subject.

___________4. Provide detailed articles on various topics.

__________ 5. Made of cloth, or paper and are used to show slogans, logos.

__________6. Used in many schools as a communication tool for parents, which give them
information about what is new in the school.

___________7. Used in small organizations, and can help in generating business.

___________8. Are the costliest in the print media category.

___________9. Also known as pamphlet, it contains the details of the company, or

organization.

___________10. The activity or profession of writing for newspapers, magazines, or news

websites or preparing news to be broadcast.

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Exercise 4:

Instruction: Enumerate five (5) contributions of Print Media and discuss how they are used
in journalism. (2 points each)

1.___________________________________________________________________
_______________________________________________________

2.___________________________________________________________________
_______________________________________________________

3.___________________________________________________________________
_______________________________________________________

4.___________________________________________________________________
_______________________________________________________

5.
_____________________________________________________________________
_______________________________________________________

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Exercise 5:

Essay

1. Is Print Media still important to people nowadays? If yes, give its significance? (5
pts)
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

2. As a journalist, what contributions do you think the print media can help you? Why?
(5 pts)
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

ESSAY RUBRICS

4 3 2 1

EXPERT ACCOMPLISHED CAPABLE BEGIINER

Quality of Very Somewhat Gives some Gives no new

Writing informative and informative and new information and
well organized organized information but very poorly
poorly organized
organized

Grammar, Virtually no Few spelling and A number of So many

Usage and spelling, punctuations spelling, spelling,
Mechanics punctuation or errors, minor punctuation or punctuation and
grammatical grammatical errors grammatical grammatical
errors. errors. errors that
interferes with
the meaning.

REFLECTION:

As a journalist I learned in this activity about……

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

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ANSWER KEY

Exercise 1

1. TRUE
2. FALSE
3. FALSE
4. FALSE
5. TRUE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. FALSE

Exercise 2

1. NEWSPAPER
2. MAGAZINE
3. NEWSLETTER
4. BANNER
5. FLYER
6. BOOKS
7. JOURNALISM
8. BILLBOARD
9. PRINT MEDIA
10. BROCHURE

Exercise 3

1. NEWSLETTER 6. NEWSLETTER
2. NEWSPAPER 7. FLYER
3. BOOKS 8. BILLBOARD
4. MAGAZINE 9. BROCHURE
5. BANNER 10. JOURNALISM

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Exercise 4:

Answer varies

Exercise 5:

Answer varies (result should be based on the rubrics)

References:

https://ibuzzle.com/types-of-print-media

https://bizfluent.com/facts-6852659-introduction-print-media.html

https://www.reference.com/world-view/importance-print-media-a3999d47d71946f5

https://www.google.com

Prepared by:

JENNY D. CORNEJO
Writer

Note: Practice Personal Hygiene Protocols at all times.

17
 JOURNALISM 4
Name_________________________________________ Grade Level___________
Date__________________________________________ Score________________

LEARNING ACTIVITY SHEET

Describe Radio and Television as Media Platform

Background information for Learners:

Broadcasting is the distribution of audio or video content to a

dispersed audience via any electronic mass communications medium, but
typically one using the electromagnetic spectrum (radio waves), in a one-to-
many model.

Media Platforms= are technologies and standards that allow writers or other
media “producer and readers and other consumers to interface more efficiently.

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 Five types of Media Platforms

1. Broadcasting= the main sources of broadcast are television and radio.

A. Television = all types of events which are happening on earth. Usually
people are interested to watch the news regarding the spiritual, politics, sports and
so on.
B. Radio= is also the source of broadcasting we can hear all kinds of news
on it and also enjoy the music on it through changing the channels.
2. Print Media this also one and importance of broadcasting where the information
can be obtained in newspapers or magazines and books etc., we can update with the
latest news via that print media platforms.
3. Movies= it is one of the oldest platforms of media and people went to the theater
to watch it but know people watch movies at home via safelight and cable in HD
resolution.
4. Internet= the internet is one of the newest sources of media. Majority of the
users prefer the internet to watch news quickly. It is more fast and capable in
compare to any other source of media. The internet gives you the chance to express
your ideas over the globe.
5. Games= It is only grown in youth with high dimensions and more graphics.
Games are the form of electronic media devices. Now games are also available on
mobile phones and people are easily accessible to them.

Let’s focus on television and radio broadcasting

Television broadcasting = is a form of broadcasting in which a television signal is transmitted

by radio waves from a terrestrial (Earth Based) transmitter of a television station to TV
receivers having an antenna.

Three-part invention needed for television broadcasting

TV Camera= that turns a picture and sound into a signal

TV transmitter = that sends the signal through the air
TV receiver= captures the signal and turns it back into picture and sound.

Radio Broadcasting= is transmission of audio (sometimes with related metadata) by radio

waves

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Exercise 1: FIX ME

Direction: Arrange the following jumbled words to show the types of media platform.
1.leetionsvti = __________________________
2.aidor = __________________________
3.itetrne = __________________________
4.amesg = __________________________
5.vioems = __________________________

Exercise 2: Solve Me

Direction: Encircle the following words inside the box.

1. Platforms 6. socialmedia
2. Television 7.broadcasting
3. Radio 8.camera
4. Radiowaves 9.internet
5. Transmitter 10.receiver

a e t t e l e v i s i o n g y
a a v o i o e m r o y o g o a
e r a d i o w a v e s n i p w
a i o q r e d a c a i g u l r
s o e a k e t n g t a e u a a
c a m e r a g o s b e u i t d
d w g v m u h a i g i e h f i
f e d b r e c e i v e r b o o
e v t m e d n b y h a u m r y
s c t r a n s m i t t e r m f
x e r o e er o i l u i p l b g
c d r a q w i n t e r n e t h
r b g f m e t u y t e o o v f
u i s o c i a l m e d i a u d
v w e f r r e w a s d e r o f

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Exercise 3 : ANALYZE, APPLY AND SHARE

Direction: Write if the statement is true and ________ if the statement is false.

____________ 1. Radio is the technology of signalling and communicating using radio

waves.
____________ 2. Radio and Television broadcasting is a traditional and it is no longer
necessary.
____________ 3. Television broadcasting is transmitted by television waves and radio
broadcasting is transmitted by radio waves.
____________4. Television and radio are the main source of broadcasting.
____________5. Broadcasting is a media platform.

Exercise 4: Put Me In

Direction: Find the meaning of the words in column A with column B.

Write your answer on the blank provided for in column A

Column A Column B

______Broadcasting a. transmissionof radio and television program

from a radio to home receivers by radio wave

______ Terestial broadcasting b. this is a type electromagnetic radiation with

wavelengths in the electromagnetic
______ Radio waves spectrum longer than infrared light

_______ Receivers c. This is the distribution of audio or video

content to dispersed audience via any electronic
mass Communication

_______Medium d. Also known as receiver, a wireless or simply

a radio

_______ radio broadcasting e. Transmission of audio sound,

sometimes related to metadata.

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Exercise 5. Power Tool ( WRITING A PARAGRAPH)

Why it is that broadcasting is considered the best way to promote, obtain and disseminate
information? Write your answer in a clean paper.
___________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Answer Key

Exercise 1
1. Television
2. Radio
3. internet
4. games
5. movies

Exercise 2

a e t t e l e v i s i o n g y
a a v o i o e m r o y o g o a
e r a d i o w a v e s n i p w
a i o q r e d a c a i g u l r
s o e a k e t n g t a e u a a
c a m e r a g o s b e u i t d
d w g v m u h a i g i e h f i
f e d b r e c e i v e r b o o
e v t m e d n b y h a u m r y
s c t r a n s m i t t e r m f
x e r o e r o i l u i p l b g
c d r a q w i n t e r n e t h
r b g f m e t u y t e o o v f
u i s o c i a l m e d i a u d
v w e f r r e w a s d e r o f

22
Exercise 3

1. 3. 5.

2. 4.

Exercise 4

1. c
2. a
3. b
4. d
5. e

Exercise 5

Answer varies (result should be based on the rubrics)

23
 JOURNALISM 4
Name: ___________________________ Grade Level_____
Date _____________________________ Score ________

LEARNING ACTIVITY SHEET

Differentiate Radio News Broadcast from Television Broadcast

Background Information for Learners:

Radio and television have become commonplace devices in modern life. Both provide
entertainment and critical information when emergency arises. Yet, there are differences
between radio broadcasting and television broadcasting.

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Radio Broadcasting

Radio broadcasting is a one- way wireless transmission over radio waves intended to reach a
wide audience.

Radio Signal types – is a technique used for the recording of analog signals which among
many possibilities include audio frequency, analog audio and analog video information for
later playback.

Digital audio refers to technology that records, stores, and reproduces sound by encoding an
audio signal in digital form instead of analog form. Sound is passed through an analog-to-
digital converter (ADC), and pulse-code modulation is typically used to encode it as a digital
signal.

Types of Radio Broadcasting

1. AM • Amplitude Modulation • AM broadcasting is the process of radio broadcasting

using amplitude modulation. AM was the first method of impressing sound on a radio
signal and is still widely used today.

2. FM • Frequency Modulation • FM broadcasting is a broadcasting technology

pioneered by Edwin Howard Armstrong which uses frequency modulation (FM) to
provide high- fidelity sound over broadcast radio. The term "FM band" describes the
"frequency band in which FM is used for broadcasting".

Subtypes of Radio Broadcasting

1. Commercial Broadcasting • Commercial broadcasting (also called private

broadcasting) is the broadcasting of television programs and radio programming by
privately owned corporate media, as opposed to state sponsorship.

2. Non-Commercial Broadcasting • The term non- commercial educational (NCE)

applies to a radio station or TV station that does not accept on air advertisements.

3. Public Broadcasting • Public broadcasting includes radio, television an d other

electronic media outlets whose primary mission is public service.

4. Non-Profit Varieties • Community radio is a radio service offering a third model of

radio broadcasting in addition to commercial and public broadcasting.

5. Campus radio (also known as college radio, university radio or student radio) is a
type of radio station that is run by the students of a college, university or other
educational institution.

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 6. Pirate Radio • Pirate radio is illegal or non- regulated radio transmission. It is most
commonly used to describe illegal broadcasting for entertainment or political
purposes.
7. Satellite Radio • Satellite radio is a radio service broadcast from satellites primarily to
cars, with the signal broadcast nationwide, across a much wider geographical area
than terrestrial radio stations, while transmitting higher quality sound.

8. Radio Call Sign • A call sign (also known as a call name or call letters—and
historically as a call signal.

TV Broadcasting

TV broadcasting is a form of broadcasting in which a television signal is transmitted by radio

waves from a terrestrial ( Earth Base) transmitter of a television station to TV receivers
having an antenna.

26
 TYPES OF TELEVISION BROADCASTING

1. TERRESTIAL TELEVISION = is a mode of television broadcasting which does not

involve satellite transmission or cable.

2. SATELLITE TELEVISION = is a television programming delivered by the means of

communication satellite received by an outdoor antenna usually a parabolic mirror generally
referred to as a satellite dish.

3. CABLE TELEVISION = is a system of providing television program s to consumers via

radio frequency(RF) signals transmitted to televisions through coaxial cables or digital light
pulses through fixed optical fibers located on the subscribers property.

4. DTH TELEVISION= Direct Broadcast Satellite (DBS) also known as Direct-To-Home

can either refer to the communication satellites themselves that deliver DBS service or the
actual television service.

The basic difference of radio and television broadcasting , radio broadcasting only transmits
audio, while television broadcasting whether analog or digital, transmits both and video,
nevertheless the following are considered as difference of television and radio broadcasting.

1. TV is traditionally the most expensive medium in terms of absolute cost than the radio
where it is generally affordable option for a company.
2. TV provides one of the broadest sensory appeal and creative opportunities while radio has
no visual components, and message effectiveness is based on creative copy mixed with
effective sounds and narrative.
3. Television has wide reach, but audience inattentiveness and control is limited, while radio
offers a local reach, but no visual element.

Source: itstillworks.com.hardware

Exercise 1: FIX ME: Arrange the following jumble letters to form the word.

____________1. VELTIOSENI

____________2. AIDRO

____________3. TNANENA

____________4.CTIBNODRAGAS

____________5. TMASNRITS

27
Exercise 2:SOLVE ME

1
2.

3
4
8.
5.

6. 7.

9.

Across
2. does not involve satellite transmission
3. providing television programs to consumers via radio
4. also known as direct broadcast satellite
5. delivered by means of communication satellite received by an outdoor
antenna
6. also called private broadcasting
9. illegal or non-regulated radio transmission

Down

1.Does not accept on air advertisement

6.also known as university, college or student radio
8.primary mission is public service
7.also known as call name or call letter

28
Exercise 3:ANALYZE, APPLY AND SHARE
Directions: Multiple Choice Choose the correct answer, write the letter on
the blank provided.

_______ 1. It is a one- way wireless transmission over radio waves intended to reach a wide
audience.
a. television broadcasting b. radio broadcasting c. cable broadcasting

________ 2.It is a television programming delivered by the means of communication satellite

received by an outdoor antenna usually a parabolic mirror generally referred to as a satellite
dish.

a. DTH b. Satellite c. terrestial

________ 3. It is a type of radio station that is run by the students of a college, university or
other educational institution.

a. cable b. call sign c. campus

________4. It is a process of radio broadcasting and the first method of impressing sound on
a radio signal and is still widely used today.

a. amplitude modulation b. frequency modulation c. both a & b

_______ 5. It is a broadcasting technology pioneered by Edwin Howard Armstrong

a. Amplitude modulation b. frequency modulation c. both a & b

Exercise 4: PUT ME IN
Directions: Write the difference of radio broadcasting and television
broadcasting. Write your answer in the corresponding box.

Television Broadcasting Radio Broadcasting

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

29
Exercise 5: POWER TOOL

Mr. Juan Dela Cruz opened a new business. He wants to establish his business and
makes his business known in the community, he thinks that advertising is the best choice
but he didnt know which is best choice whether the advertisement be it done through
TV broadcasting or radio broadcasting.

Can you help Mr. Juan Dela Cruz to make his decision ? Narrate your answer in a
paragrpah form.

Rubric
Features 5 4 3 2 1

Expert Accomplished Capable Beginner Beginner

Quality of Short Short paragraph Short Short paragraph Short and
Writing paragraph written in an paragraph written in a very incomplete
written in a interesting style written in simple style paragraph
very simple style
interesting
style

Very Gives some

informative Somewhat new Gives one new Has an idea but
and well- informative and information information and can’t organize into
organized organized but poorly very poorly writing
organized organized

Grammar, With correct Few spelling A number of So many Erroneous

Usage & spelling, and punctuation erroneous spelling, spelling,
Mechanics punctuation, errors, minor spelling, punctuation and punctuation and
indention grammatical punctuation grammatical grammar
and/or free errors grammatical errors
from
grammatical
errors

30
 Answer Key

Exercise 1: FIX ME
1. Television
2. Radio
3. Antenna
4. Broadcasting
5. transmits

Exercise 2 : SOLVE ME

1.n
o 2.t e r r e s t i a l
n
3.c a b l e
o 4.d t h
m 8.p
m 5.s a t e l l i t e u
e b
r 6.c o m m r 7.c i a l
c a a i
i m l c
a p l
l u s
s 7.p i r a t e
g
n

Exercise 3: ANALYZE, APPLY AND SHARE

1. a
2. b
3. c
4. a
5. b

Exercise 5

Answer varies (result should be based on the rubrics)

31
References:

.itstillworks.com.hardware

En.m wikipedia.org.

BB.Co wk HELP receiving TV and radio

The color Revolution,television in the sixties TVO

Retrieved 2017-09-04

Submitted By:

ESTRELLA P. FAJARDO
Writer

32
 JOURNALISM 4
Name: ____________________________________ Grade Level: _____________

Section: ____________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

The Influence of Radio and Television on Culture, Literacy and Education

Background Information for Learners:

Technology has the power to affect not only education but also culture, religion and
personal thoughts and beliefs. While the world population is continually growing, our global
world seems to be getting smaller as we are able to connect to people in a way that was never
imagined. Radio and television were among the early contributors to this new form of mass
media and played a role in affecting world political views and religious beliefs as well as
changing how we view literacy in an educational setting. While these technologies started off
as a form of entertainment, people quickly began to see the advancements and benefits that
these technologies could bring to an educational setting. As with any new technology, the use
of radio and television in the classroom faced resistance and limitations that set a pattern for
inclusion of advancements even in today’s educational world.

Silent Films

The earliest known media available to teachers were termed “visual education” or
“visual instruction” because they did not yet combine the advancement of sound. For
example, silent films were used in the classroom along with photographs, well before films
with sound and audio recordings gained popularity (Cortez, 2009). In fact, silent films
showed so much promise in the educational world that Thomas A. Edison predicted “Books
will soon be obsolete in schools. Our school system will be completely changed in the next
ten years” (Saettler 1968, p.). However, it was found that especially in the beginning of film
use, teachers were only using it occasionally in their classrooms. Some reasons that were
recorded were “teachers’ lack of skill in using equipment and film; the cost of films,
equipment, and upkeep; inaccessibility of equipment when it was needed; and the time
involved in finding the right film for each class” (Mehlinger, n.d). What is not surprising is
that these specific roadblocks are often the same reasons given by teachers today when
discussing their use of 21st century technology. School museum were a popular venue for the
first visual instructional materials and allowed for distribution of portable exhibits including
slides, films and study prints to schools (Saettler, 1968). In order to gain respect form
teachers, it was very important that these materials were viewed as supplementary curriculum
materials that would enhance lessons rather than replace the teacher entirely. Even today
teachers continue to fight for their standing as the primary source of instruction while
maintaining autonomy in their use of media. This very idea has brought forth professionals in
the field to argue that:

33
“(a) teachers should be viewed on an equal footing with instructional media-as just one of
many possible means of presenting instruction, and (b) teachers should not be given sole
authority for deciding what instructional media will be employed in classrooms” (Reiser,
2001, p.55). considering this has been an issue in education for the past 90 years, there does
not appear to be a definitive answer that will come anytime soon.

Radio

“Radio broadcasting is one of the greatest educational tools which has ever been
placed at the disposal of civilized man. It is an instantaneous, universal means of
communication. It is not a new art, but is a means of multiplying the efficiency of oral
communication just as the printing press multiplied the effectiveness of the written word. In
addition to that, it has certain decided advantages over the printed page which it in part
supplants and in part supplements” (Tyler, 1935. P. 115). While, the invention of radio dates
all the way back to the 1820’s when Hans Christian Orsted discovered the relationship
between electricity and magnetism, it wasn’t until between 1916 and 1920 that the first
known radio news program was broadcast (Wikipedia, 2012). As time went on the world of
radio grew in both scope and popularity, and many broadcasts began to hit the radio waves.
Radio became a new form of communication and entertainment. Between the 1920’s and
1950’s many radio shows were broadcast, gathering around the radio in the evening was a
common form of entertainment. People, regardless of where they were located and what class
they belonged to, could tune in to listen to news, sports broadcasts, comedy shows, dramas,
live music and political addresses. Radio was a way for people to escape the care of their
everyday lives. The world began to become a much smaller place in the minds of many
people as they began to see that we were all, in a way, interconnected. Radios grew even
more in popularity during the late 1920’s and early 1930’s due to the Great Depression.
While most other forms of entertainment were expensive, the radio provided entertainment
free of charge right in your own home. Radio became a vital link to information and had the
power to influence people’s opinions in a way that had never been seen before. People could
find out what was happening in the world quickly after it happened and it was much faster
than waiting for the newspapers to print a story. The invention of the radio also had an effect
on religion as religious broadcasting was born. Benjamin Armstrong, former president of the
National Religious Broadcasters, described radio and other electronic media as the “new
Pentecost that communicates religious belief direct to the homes and hearts of individual
listeners and viewers” (Armstrong, 1979, p.7). While radios became commonplace in most
homes in the United States during the 1920’s and 1930’s radio also began to gain popularity
in the area of education. Many felt that radio had the power to bring the world to the
classroom, and that radio programs could be presented as if they were textbooks were the
most common place to gain understanding and information at this time, it quickly became
clear that other mediums could be beneficial if used properly. Usually the radio programs that
were created were in line with the general classroom curriculum. However, studies have
major contrasts between the content of schoolbooks and the content that was on the radio
(Lindgren, 2004). Radio programs opened up the arena to discussing contemporary
progressive ideas and political motions. These progressive ways of thinking were not readily

34
available to students in a classroom. Children who listened to educational radio encountered
views of society that were much different than the views that were shown in their school
books (Lindgren, 2004). Beginning in 1920, the Canadian National Railway, a non-
educational agency, invested in radio infrastructure and saw the need for educational radio.
The CNR used radios as a form of entertainment for their passengers; however, the president
of the CNR Sir Henry Thornton saw both the social and commercial value in providing
educational programming as a public service (Buck, 2006). Beginning in 1925, educational
programs were broadcast in Canada. Success of the CNR’s educational broadcasts
encouraged Thornton and the CNR to expand educational offerings, and they began to use
this technology to reach the learning disabled. In 1926 broadcasts from the CNR were created
for reception at the Point Grey School for Deaf and Blind in Vancouver (Buck, 2006). People
believed that broadcasts of music and storytelling could help stimulate the brains of these
students. This signified the first use of radio in Canada in the field of special education.

By the end of 1926 there were broadcasts on a regular basis that were intended for
schools. Lectures, recitations and music were popular but other broadcasts, which included
activity sessions, were also gaining popularity. These broadcasts gave students instructions
on how to create projects and the students could then follow along. Due to the successful
example of the CNR educational broadcasts, several provincial educational broadcasts began
in the late 1920’s. The University of Alberta’s CKUA began broadcasting in 1927 and Nova
Scotia’s broadcasts at CMHS station in 1928. Although some of the broadcasts from these
stations were specific to the province from which they were created, the national broadcaster,
the CBC, carried some of the programs that were developed. They also broadcast some more
generic programs that could be used in all provinces and continued to offer educational
broadcasts for adult learners. An example of an adult educational broadcast was “Enquiry
into Co-operation” where current affairs were discussed. The longest-lived adult educational
program was “The National Farm Forum” which ran from 1941-1964. The CBC still provides
educational materials today. They have a large digital archive with many radio and video
clips that have been used to create a variety of lessons and projects for students. As well as
these archives, they continue to broadcast radio programs on topics ranging from music
appreciation to current events.

Audiovisual

“The audiovisual era reinforced a principle that developed during the preceding visual
instruction movement: Visual aids can teach more people more things in less time” (Cortez,
2009, p.4). Radio paved the way to bring mass media into the educational setting, but many
people saw the limitations of only using hearing as a teaching tool. The idea that videos and
television could reach the same number of people and incorporate sight, started the rise in
educational television and audiovisual education. In the 1920’s sound began to be combined
with film therefore coining the terms ‘audiovisual education’, audiovisual instruction’, and
audiovisual devices’. However, the transition was not a smooth one as many resistant
teachers had just began to buy into the advantages of silent film. Furthermore, educators were
concerned that their silent film equipment would become obsolete; a pattern that has repeated
itself over the decades as more and more technology is introduced. However, the actual

35
introduction of audiovisual materials would have to wait until the Great Depression was over
before it really saw its rise throughout the education system (Treat, 2006). WW2 provided a
desperate need to educate many people in a short amount of time. This was the kind of
movement audiovisual education required to gain the momentum needed in order to
necessitate the funding to create videos for training military personnel. Not only did they
need to educate a large number of military recruits, there was also a need to educate new
industrial workers to replace them while they went off to war. A quick solution to train
people quickly resulted in the opportunity to test out the new forms of media during the war.
After the war there was a transition to use these types of materials in schools (Treat, 2006).

Educational Benefits

“No teacher in our schools can teach with full effectiveness unless he has a keen
understanding of the role of the mass media in the life of his students” (Dale, 1954, p.8).
Radio allowed information to be distributed to a much larger audience. Radio as an
educational tool became popular and many studies proved its effectiveness, especially in the
area of distance education. It was the hope that “competent and imaginative teachers in any
community can and do use teaching aids such as school broadcasts to stimulate and vivify the
classroom experiences of youngster” (Reid, p.146). Using radios in education allowed
students to see a broader spectrum of the world around them. They were introduced to more
worldly views and had access to much more information. While educational broadcasts began
at first as mere listening activities, they later became an interactive experience where students
worked with the information that was presented to them in a variety of ways. During WW2
many people believed that America’s victory was attributed to their ability to understand and
use audiovisual equipment with great success (Reiser, 1987). It is no surprise then that many
of the first studies done on the benefits of audiovisual materials were done using military
instruction techniques. Studies done in the 1950’s surrounding military instruction looked at
the effectiveness of TV, kinescope recordings and regular classroom instruction. It found TV
and TV recordings to be superior to regular classroom instruction (Rock, n.d.). In a separate
study by Rock et al. (1959) it was found that TV instruction was at least as effective as
regular instruction and more effective for learning challenged groups. However, Reiser
(2002) did a review of many of the different studies involving a comparison of learning using
different mediums for instruction delivery. He found that regardless of the method of
instruction all participants learned similarly (Reiser, 2002). The discrepancy among these
research findings may have come about for several different reasons. With the instruction of
audiovisual materials, teachers began to feel threatened in their role as educators. Some
believed that videos would take over as the main means of instruction therefore rendering
many teachers obsolete. Furthermore, many of the first studies involving audiovisual
education were funded by government agencies in specialized situations. The requirements of
educating military personal are different from educating students in a regular classroom. It
was obvious that during the time of Tv instruction, advocates wanted the research to prove
that their work in bringing audiovisual materials to the classroom was warranted. Finally, the
actual ability to deliver the lesson by any of the mediums could impact the ability to learn.
Just as a poorly created computer program may not benefit instruction, so might an ill

36
prepared or unenthusiastic teacher. Therefore, in these studies, there are many variables that
can impact the findings, resulting in no definite answer as to the exact educational benefits of
audiovisual materials, especially in its infancy. However, in terms of teacher satisfaction, one
study did a comprehensive survey of teachers in elementary and secondary schools using in-
school TV lessons in Science, Music, French, and Spanish. It found that 89% of teachers
found it valuable enough to continue (Hansen, 1953). While the resistance towards obtaining
devices and materials needed to incorporate audiovisual in education was present, it is clear
that there was some movement towards integration of audiovisual into lessons from both
learning and teaching perspectives.

Criticism and Limitations

There were some limitations to the use of educational radio in Canada. In rural areas
sufficient power could often become an issue and week signals were still expensive, and not
all schools had the funds to invest in the technology needed to participate in radio broadcasts.
Because there were no recording abilities at this time, students and teachers had to be
available at the time of the broadcast or else they would miss out. Some people also worried
about the advertisements that came with educational programming. There were limitations to
simply broadcasting information to a passive audience so shows began to become more
interactive. Audiences began to become more involved in broadcasts which resulted in a
higher number of listeners with sustained listener attention. Audience participation was
encouraged in most programs and this resulted in a larger variety of content and presenters.
Just like radio, the introduction of audiovisual education came with its fair share of issues.
During the 1920’s there were two emerging sides to the audiovisual educational debate.
While some educators embraced the need for instructional films to keep up with increased
school enrollments, others shield away with the misperception that they were too
complicated, that teachers would become robotic, or that commercialization would take over
(Cortez, 2009). Furthermore, television and other technological advancements have brought
about many critiques form researchers including one by Neil Postman in his book, “Amusing
Ourselves to Death”. He put forth the idea that television has turned our society into an
audience that is dependent on the need for constant entertainment. In fact, he suggests that
“television is altering the meaning of ‘being informed’ by creating a species of information
that might properly be called disinformation. Disinformation does not mean false
information. It means misleading information-misplaced, irrelevant, fragmented or superficial
information-information that creates the illusion of knowing something, but which in fact
leads one way from knowing” (Postman, 2006, p. 106) Furthermore, he uses Sesame Street as
an example to demonstrate how parents used it to excuse themselves from the guilt of having
their children watch TV arguing that it was actually benefiting them by teaching their
children to read. However, he argues that “we now know that “Sesame Street” encourages
children to love school only if school is like “Sesame Street”. Which is to say, we now know
that “Sesame Street” undermines what the traditional idea of schooling represents” (Postman,
2006, p.143).

37
Media Literacy

This new idea that teachers needed to be aware of how and where students might be
able to obtain information, called for a change in the definition of what was once clearly
defined as literacy. Audiovisual materials did not alter the concept of literacy; they in fact
forced experts to create a new form of literacy. This new term ‘media literacy’ is defined as
the ability to access, analyze, evaluate, and communicate messages in a wide variety of forms
(Aufderheide 1993). In earlier times students had limited information available to them. They
were able to obtain information from their textbooks or from oral conversations with others.
However, new technologies such as the radio and various visual materials, such as films and
television, provided new ways of thinking about the world around them. Students were no
longer at the mercy of their teacher to be the bearer of all things educational. They could
learn on their own through these new types of mass media. Students needed to learn how to
understand and use the mass media that was being introduced in many classrooms and in
their homes. Students needed to become critical thinkers as the media began to shape students
understanding of their environment in a way that was never accessible before.

Conclusion

While educational technology began as silent films in museums, it quickly

transitioned to include radio broadcasts and audiovisual materials. As technology advanced,
the ability to deliver mass media changed the way information was delivered and began the
shift away from the teacher being the bearer of all information. While many saw the benefits
of being able to educate more people in a shorter amount of time, there was also a lot of
criticism and limitations that hindered its progress. However, the benefits far outweighed the
drawbacks and eventually technology prevailed forcing educators to adapt to a new form of
literacy in the classroom. Once again history demonstrated its ability to repeat itself, as many
of the issues that were raised with the introduction of radio and audiovisual are parallel to
those issues teachers currently face with internet and other technologies of the 21st century.

Learning Competency and Code

• Give the important contributions of radio and television to the community (SPJ4 lllg-
20)
• Cite ways to be a responsible radio listener and TV viewer (SPJ4 lllg-21)

38
Exercise 1:

Directions: Read and analyze the questions and choose the best answer. Write your answer on
the space provided before the number.

_________1. It is one of the greatest educational tools which has ever been placed at the
disposal of civilized man.

a. Radio broadcasting c. Media

b. Television d. Audiovisual
_________2. Which of the following is the earliest known media available to teachers?
a. Television c. Radio
b. Visual education d. Media
_________3. Which of the following can teach more people more things in less time?
a. Visual aids c. Television
b. Radio broadcasting d. Radio
_________4. Which of the following are the early contributors to this new form of mass
media and played a role in affecting world political views and religious beliefs as well as
changing how we view literacy in an educational setting?
a. Audiovisual and Television c. Radio and Television
b. Media and Radio d. Audiovisual and Media
_________5. Which of the following is defined as the ability to access, analyze, evaluate, and
communicate messages in a wide variety of forms?
a. Radio c. Audiovisual
b. Media literacy d. Television
_________6. Which of the following is NOT belong to the technology has the power to
affect?
a. Education c. Attitude
b. Beliefs d. Religion
_________7. Which of the following statement is NOT belong to Radio?
a. Radio became a new form of communication and entertainment.
b. Radio is the ability to access, analyze, evaluate, and communicate messages in a
wide variety of forms.
c. Radio broadcasting is one of the greatest educational tools which has ever been
placed at the disposal of civilized man.
d. Radio was a way for people to escape the care of their everyday lives.
_________8. What educational benefits did Reid said?
a. It was the hope that “competent and imaginative teachers in any community can
and do use teaching aids such as school broadcasts to stimulate and vivify the classroom
experiences of youngster.
b. While some educators embraced the need for instructional films to keep up with
increased school enrollments, others shield away with the misperception that they were too
complicated, that teachers would become robotic, or that commercialization would take over.
c. No teacher in our schools can teach with full effectiveness unless he has a keen
understanding of the role of the mass media in the life of his students.

39
 d. Children who listened to educational radio encountered views of society that were
much different than the views that were shown in their school books.
_________9. Which of the following statements that talks about the criticism and limitations
of radio and television?
a. Radio and television were among the early contributors to this new form of mass
media and played a role in affecting world political views and religious beliefs as well as
changing how we view literacy in an educational setting.
b. Students needed to learn how to understand and use the mass media that was being
introduced in many classrooms and in their homes.
c. While educational broadcasts began at first as mere listening activities, they later
became an interactive experience where students worked with the information that was
presented to them in a variety of ways.
d. Audience participation was encouraged in most programs and this resulted in a
larger variety of content and presenters.

_________10. Which of the following statement is TRUE about Silent Films?

a. In fact, silent films showed so much promise in the educational world that Thomas
A. Edison predicted “Books will soon be obsolete in schools.
b. They could learn on their own through these new types of mass media.
c. However, he argues that “we now know that “Sesame Street” encourages children
to love school only if school is like “Sesame Street”.
d. People could find out what was happening in the world quickly after it happened
and it was much faster than waiting for the newspapers to print a story.

Exercise 2:

Directions: Write True if the statement is correct and write False if the statement is incorrect.
Write your answer on the space provided before the number.

_________1. By the end of 2018 there were broadcasts on a regular basis that were intended
for schools.

_________2. The earliest known media available to teachers were termed “visual education”
or “visual instruction” because they did not yet combine the advancement of sound.

_________3. Television has the power to affect not only education but also culture, religion
and personal thoughts and beliefs.

_________4. As technology advanced, the ability to deliver mass media changed the way
information was delivered and began the shift away from the teacher being the bearer of all
information.

_________5. “No teacher in our schools can teach with full effectiveness unless he has a
keen understanding of the role of the mass media in the life of his students” (Dale, 1954, p.8).

40
_________6. Media is one of the greatest educational tools which has ever been placed at the
disposal of civilized man.

_________7. This new term ‘media literacy’ is defined as the ability to access, analyze,
evaluate, and communicate messages in a wide variety of forms (Aufderheide 1993).

_________8. Radios grew even more in popularity during the late 1920’s and early 1930’s
due to the Great Depression.

_________9. As with any new technology, the use of radio and television in the classroom
faced resistance and limitations that set a pattern for inclusion of advancements even in
today’s educational world.

_________10. “The audiovisual era reinforced a principle that developed during the
preceding visual instruction movement: Visual aids can teach more people more things in less
time” (Cortez, 2009, p.4).

Exercise 3:

Directions: Match the writers and year in Column A to the statements in Column B. Write
your answer on the space provided before the number.

Column A Column B
_______1. Cortez, 2009 a. Our school system will be completely
changed in the next ten years.
_______2. Dale, 1954 b. This new term ‘media literacy’ is defined
as the ability to access, analyze, evaluate, and
communicate messages in a wide variety of
forms.
_______3. Treat, 2006 c. No teacher in our schools can teach with
full effectiveness unless he has a keen
understanding of the role of the mass media
in the life of his students.
_______4. Postman, 2006 d. Children who listened to educational radio
encountered views of society that were much
different than the views that were shown in
their school books.
_______5. Reiser, 2002 e. After the war there was a transition to use
these types of materials in schools.
_______6. Lindgren, 2004 f. It means misleading information-
misplaced, irrelevant, fragmented or
superficial information-information that
creates the illusion of knowing something,
but which in fact leads one way from
knowing.
_______7. Aufderheide 1993 g. In addition to that, it has certain decided
advantages over the printed page which it in
part supplants and in part supplements.

41
_______8. Armstrong, 1979 h. He found that regardless of the method of
instruction all participants learned similarly.
_______9. Tyler, 1935 i. Benjamin Armstrong, former president of
the National Religious Broadcasters,
described radio and other electronic media as
the “new Pentecost that communicates
religious belief direct to the homes and hearts
of individual listeners and viewers.
_______10. Saettler, 1968 j. While some educators embraced the need
for instructional films to keep up with
increased school enrollments, others shield
away with the misperception that they were
too complicated, that teachers would become
robotic, or that commercialization would take
over.

42
Exercise 4:

Directions: Discuss the following topic that you have learned. Write your answer on the box
provided.

1. What are the important information’s you have learned about Radio?

2. What are the Educational benefits that influence the Radio and Television in the Culture,
Literacy and Education?

43
 Rubrics 1 2 3 4
Introduction I didn’t include I attempted an I included a I included a
an introduction. introduction. basic hook.
introduction.
Details I didn’t include I included I included I included
details. relevant details. descriptive details that
details. create an image.
Transition I didn’t include I included basic I included I included
Words transition transition transition variety of
words. words. words. transition
words.
Conclusion I didn’t include I attempted a I included a I included a
a conclusion. conclusion. basic well-developed
conclusion. conclusion.

Exercise 5:

Directions: Answer the following questions in brief and concise.

1. What are your ways to become a responsible journalist’s in your daily life experiences?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________

Features Expert Accomplished Capable Beginner

4 3 2 1
Quality of -Piece was written -Piece was written -Piece had little -Piece had no style
Writing in an extraordinary in an interesting style or voice. or voice.
style and voice. style and voice. -Give some new -Gives no new
-Very informative -Somewhat information but information and
and well organized. informative and poorly organized. very poorly
organized. organized.
Grammar, -Virtually no -Few spelling and -A number of -So many spelling,
Usage and spelling, punctuation errors, spelling, punctuation and
Mechanics punctuation or minor grammatical punctuation or grammatical errors
grammatical errors. errors. grammatical that it interferes
errors. with the meaning.

44
Reflection:

1. What I have learned about this activity?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________

References:

Aufderheide, P. (1993). National Leadership Conference on Media Literacy. Conference

Report.Washington, DC: Aspen Institute.

Bagley, W.C. (1930). Radio in the Schools. The Elementary School Journal, 31(4), 256-258.doi:
10.2307/996158.

Buck, G.H. (2006). The First Wave: The Beginnings of Radio in Canadian Distance Education.
Journal of Distance Education, 21(1), 76.

Cook, D.C., & Nemzek, C.L. (1939). The Effectiveness of Teaching by Radio. The Journal of
Educational Research, 33(2), 105-109.

Cortez, J. (2009). Audiovisual Education, History of. In.E. Provenzo, & A. Provenzo (Eds.),
Encyclopedia of the Social and Cultural Foundations of Education. (pp.62-64). Thousand Oaks, CA:
SAGE Publications, Inc.

Dale, E. (1954). Introduction. In N.B. Henry (Ed.), Mass Media and Education. The Fifty Third
Yearbook of the National Society for the Study of Education Part II (pp.1-9). Chicago: National
Society for the Study of Education.

Hansen, C.F. (1953) Teaching by TV in the Washington, D.C., Public Schools Washington, D.C.:
Board of Education.

Kanner, J. H.; Runyon, R.P.; and Desiderato, O. (1954) Television in Army Training: Evaluation of
Television in Army Basic Training. Technical Report 14. Washington, D.C.: George Washington
University, Human Resources Research Office, p.76.

Lewis, T. (1992). “A Godlike presence”: The Impact of Radio on the 1920’s and 1930’s. Magazine of
History, 6(4), 26-33.doi: 10.2307/25154082.

45
Lindgren, A. (2004). “Radio” Encyclopedia of Children and Childhood in History and Society, (2),
707-709. Retrieved from http://www.faqs.org/childhood/Pa-Re/Radio.html.

Mehlinger, H. D., & Powers, S. M. (n.d). Technology in Education -School. Retrieved from
http://education.stateuniversity.com/pages/2495/Technology-in-education-SCHOOL.html.

Postman, N. (2006). Amusing Ourselves to Death: Public Discourse in the Age of Show Business.
New York, N.Y: Penguin Books.

Reid, S. (1942). Radio in the Schools of Ohio. Educational Research Bulletin, 21(5), 115-
148.doi:10.2307/1473784. Retrieved from
http://www.jstor.org.ezproxy.library.ubc.ca/stable/1473784.

Reiser, R. A. (2001). A History of Instructional Design and Technology: Part I: A History of

Instructional Media. Educational Technology Research and Development, 49(1), pp. 53-54.

Rock, R. T., Duva, J. S., Murray, J. E., & Fordham University Bronx Ny Department of Psychology.
(1959) The Comparative Effectiveness of Instruction by Television, Television Recordings, and
Conventional Classroom Procedures.

Saettler, P. (1968). A History of Instructional Technology. New York: McGraw Hill.

Treat, A., Wang Y., Chadha P., Dixon M.H.m (2006, September). Major Developments in
Instructional Technology: During the 20th century. Retrieved from
http://www.indiana.edu/~idt/shortpapers/documents/ITduring20.html.

Tyler, T.F. (1935). Radio and Education. The Phi Delta Kappan, 17(4), 115-117. Retrieved from
http://www.jstor.org/stable/20258384.

Wertheim, A.F. (1976). Relieving Social Tensions: Radio Comedy and the Great Depression The
Journal of Popular Culture, X:501-519.doi: 10.1111/j.0022-3840.1976.1003_501.x.

Wikipedia: The Free Encyclopedia. (2012), Oct.26). Radio Broadcasting. Retrieved from
http://en.wikipedia.org/wiki/Radio_broadcasting.

Prepared by:

MELISSA JOY M. AGBAYANI

Writer

46
 47
Answer varies (result should be based on the rubrics)
Exercise 5
Answer varies
Exercise 4:
Activity Activity 2 Activity
3 1
1. False
1. j 1. a
2. True
2. c 2. b
3. False
3. e 3. a
4. True
4. f 4. c
5. True
5. h 5. b
6. False
6. d 6. c
7. True
7. b 7. b
8. True
8. i 8. a
9. True
9. g 9. d
10. True
10. a 10. a
Answer Key
 JOURNALISM 4

Name of Learner: ___________________________ Grade Level: _____________

Section: ____________________________________ Date: ___________________

LEARNING ACTIVITY SHEET

Online Media Platforms

Background information for Learners:

ONLINE MEDIA
Also known as Digital media is any media that are encoded in machine-readable
formats. It can be created, viewed, distributed, modified and preserved on digital electronics
devices. Digital can be defined as any data represented with a series of digits, and Media
refers to a method of broadcasting or communicating information together.
Digital media refers to any information that is broadcast to us through a screen. This
includes text, audio, video, and graphics that is transmitted over the internet, for viewing on
the internet.
Online source
A material you find online. It can be an online newspaper, magazine or television
website such as NBC or CNN. Peer-reviewed journals, webpages, forums and blogs are also
online sources. Some other names for online sources are electronic sources, web sources and
Internet sources. Since so many sources are available online, it's important to know which
ones are reliable and how to cite them.

Different Online Media Platform:

1. Social Network/Website- These include Facebook, Instagram, Twitter, YouTube,
Tumblr, Linkedln, Snapchat, Quora, Reddit, Pinterest, etc. These Networks are called
as Relationship Networks.
2. Podcast- A series of audios on a particular. We can listen to Audio and the theme on
a computer or a mobile phone.

48
 3. Online Forum- (Reddit, Quora, Digg, etc.) an online place where we can share
knowledge, comment, message, or discuss a particular topic.
4. Photo Sharing- is the publishing or transfer of a user an administrator equate digital
photos online. This function is provided through both websites and application that
facilitate the upload and display of images. Examples are: Instagram, Imgur, and
Snapchat
5. Video-Sharing- An online video platform (OVP), provided by a video hosting
service, enables users to upload, convert, store and play back video content on the
internet, often via structured, large-scale system that may generate example YouTube
6. Blogging and Publishing Network- A blogging platform is a software or service that
allows you to create, manage, and publish the content on the internet in the form of a
blog. Blogging platforms usually publish content in backwards chronological order
with the author and date displayed. Some of the popular online blog-publishing
services are WordPress, Tumblr, Medium
7. Consumer Review Networks- is a review of a product or service made by a customer
who has purchased and used, or had experience with the product or service. Customer
reviews are a form of customer feedback on electronic commerce and online shopping
sites. Yelp, Zomato, TripAdvisor are examples of consumer review networks.
8. Social Shopping Netwoks- social shopping is a slang phrase used to describe
networked shopping. In electronic commerce it refers to consumers who use social
networking services and sites to share their latest purchases, deals, coupons, product
reviews, want lists, and other shopping finds. Some people may use affiliate links
when they write about shopping products on social spaces including facebook, twitter
and other social networking services. Examples are Polyvore, Esy, Fancy
9. Discussion Review- is a process that reviews contested closures of discussion to
determine if the closure was a reasonable interpretation of community consensus.
Before listing a discussion here, an attempt should be made to resolve the issue
through discussion with the closer. Examples are Facebook, Reddit, Quora
Learning Competency with Code:
• Define online media platform (SPJ4OMP-II 22)
• Identify the different sources of online sources (SPJOMP-II 23)

49
Exercise 1:
Instruction: Re-arranged the following words

1.NELONI DIMEA ________________

2.GTLDIIA EDAIM ________________
3.LINOEN CRSOUE ________________
4.NRETTENI ________________
5.GNRBITDOSCA ________________
6.ENCERS ________________
7.AGWEPEB ________________
8.FORUM ________________
9.BOLG ________________
10.PREE-VDEWEEIR NRAUOLJ ________________

Exercise 2:

Instruction: Give the definition of each word below, in your own understanding. (2 pts each)

1. Online Media-

2. Online sources-

3. Media-

4. Digital-

5. Internet-

50
Exercise 3:

Instruction: Enumerate what is being asked below.

1. Enumerate five (5) Online Sources (1 pt. each)

2. Enumerate five (5) Online Media Platforms (1 pt. each)

Exercise 4: Modified True or False

Instruction: If the statement is correct, write True. If not, underline the word that make
the statement wrong, and write the word on the space provided to make the statement
correct, (2 pts. Each)

_____________1. Digital media is any media that are encoded in machine-readable

formats.

_____________2. It is important to know which online sources are fun to use.,

_____________3. Online sources are materials you find at shops.

_____________4. . Digital Media can be created, viewed, collected, modified and

preserved on digital electronics devices.

_____________5. Some other names for online sources are electronic sources, web
sources

51
Activity 5: Essay

1. How can an Online Media benefit a journalist like yourself? (5 pts.)

___________________________________________________________________________
___________________________________________________________

2. Do you think that Online Media will help journalism? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

ESSAY RUBRIC

4 3 2 1

EXPERT ACCOMPLISHED CAPABLE BEGINNER

Quality of Very Somewhat Gives some Gives no new

Writing informative and informative and new information and
well organized organized information but very poorly
poorly organized
organized

Grammar, Virtually no Few spelling and A number of So many

Usage and spelling, punctuations errors, spelling, spelling,
Mechanics punctuation or minor grammatical punctuation or punctuation and
grammatical errors grammatical grammatical
errors. errors. errors that
interferes with
the meaning.

52
REFLECTION:

As a journalist I learned in this activity about……

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

ANSWER KEY

Exercise 1:
1. ONLINE MEDIA
2. DIGITAL MEDIA
3. ONLINE SOURCE
4. INTERNET
5. BROADCASING
6. SCREEN
7. WEBPAGE
8. FORUM
9. BLOG
10. PEER-REVIEWED JOURNAL

Exercise 2:

Answer Varies

Exercise 3:

1. online newspaper, magazine or television website, electronic sources, web sources

and Internet sources.
2. Podcast, Online Forum, Photo Sharing, Video-Sharing, Blogging and Publishing
Network, Consumer Review, Networks, Social Shopping Netwoks, Discussion
Review

53
Exercise 4:

1. True
2. Fun to use- Reliable
3. At shops- Online
4. Collected- Distributed
5. True

Exercise 5

Answer varies (result should be based on the rubrics)

References:
https://en.wikipedia.org/wiki/Digital_journalism#:~:text=Digital%20journalism%20also%20
known%20as%20online%20journalism%20is,What%20constitutes%20%27digital%20journa
lism%27%20is%20debated%20by%20scholars.
https://www.google.com
https://www.quora.com

Prepared by:

JENNY D. CORNEJO
Teacher

Note: Practice Personal Hygiene Protocols at all times.

54
 JOURNALISM 4
Name: _____________________________________ Grade Level: _________

Date: ______________________________________ Score: _______________

LEARNING ACTIVITY SHEET

Practical Tips on Responsible Use of the Internet and Social Media such as
Facebook

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It facilitates lesson
comprehension as it aims to introduce practical tips on responsible use of the internet and
social media such as Facebook.

Internet stands for Interconnected Network that is a network system that connects
millions of web servers .The internet was first invented by Robert E. Kahn and first started in
the year 1991 for the purpose of communications among military purposes then for
communications among scientists. In fact, the up rise need of communication through internet
system came to life around late 1960s with the prototype of internet web called ARPANET or
the Advanced Research Projects Agency Network, originally founded by the US Department
of Defense.
Social Media is a computer-based technology that facilitates sharing of ideas,
thoughts and information through building of a virtual network or communities.
Facebook is one of the largest social media site that is still booming up to date. It was
created by Mark Zukerberg in 2004 when he was still enrolled in Harvard University. This
social media platform that makes easy for users to connect with others through online and
share thoughts, ideas or information.
Social media and the internet nowadays played a vital role in the daily
communications and sharing of information. And Facebook is one port of this purpose. The
usage of these sites are now into adults and even with children. Some of these usage were
with inappropriate content and with fake news spread.
Here are some tips to be a responsible user of this platforms:

1. Own your image, personal information and how these are used. Pay close attention to
the terms of use on apps and on websites. Most people skim through them and accept
immediately, but it’s wise to take a closer look and read all the sections thoroughly. Don’t
just give information about yourself on social media.

2. Obtain permissions. When posting videos or images of others on networks, you should
always obtain permissions from them.
3. Scrub your accounts. Posting to social media leaves an imprint. Delete anything that’s
irrelevant, embarrassing or disrespectful. That includes inactive accounts. If you don’t want
the entire world to see you in a compromising position, delete it.

55
 4. Reflect seriously. Before posting anything on social media, reflect first and think about it
a hundred or thousand times. Words can be used against you specially when it was posted-
the world can see every postings you make.

5. Password diligence. Update passwords frequently. And don’t share your passwords with
strangers, your account can be used for scamming people or for fraud.

6. Spread love, not fake news nor hate. Share uplifting, positive and reliable ideas,
thoughts and information. The wide and immediate flow of information now can be found
online so be one of those who can spread the information and ideas that can be useful to
others.

Learning Competency: Cite practical tips on responsible use of the internet and social
media such as Facebook. SPJ4OMP-II26

Activity

Exercise 1: It’s Word Hunting, Let’s G!

Directions: Look for the following words inside the Word Puzzle and encircle them.

Facebook Social Media Internet Passwords Accounts

Information Communication Ideas News Sharing

56
 g k n c y u u k m s i x s w i
a q e o d n s l o d o t y n i
t r r m b r u x e o n c f b a
e z b m o x l a l u b o i f q
n k f u g v s g o z r e g a d
r v b n x q a c p m l d c p l
e a x i r h c a a y r c j a t
t w x c g a h t r g w s c m f
n a z a i z i h a z x f t p t
i u r t c o s d r o w s s a p
u j k i n m v s h a r i n g a
m u r o a e i s w e n z g r z
b y h n o d n j v v k v n u j
m w a i f i l l w g k m m p z
c q e k p a f q w c g c y t x

Exercise 2: #Across and Down

Directions: Solve the Crossword Puzzle through the clues given.

57
 Exercise 3: Posting…
Directions: Make a short slogan that promotes the responsible use of internet and social
media such as Facebook.

Here is the rubric for this activity.

Standards Score

Finished the task on time, have made a slogan that promotes the responsible
use of internet and social media such as Facebook in an artistic and creative 10
way.
Have made a slogan that promotes the responsible use of internet and social
media such as Facebook in an artistic and creative way but have not finished 7
on time.
Have made a slogan in an artistic and creative way but lacks explanation on
promoting the responsible use of internet and social media such as 4
Facebook.
Have made a slogan but lacks explanation on promoting the responsible use
2
of internet and social media such as Facebook and not in a very artistic way.
Didn’t accomplish anything. 0

Exercise 4: Let Me Have A Say!

Directions: Cite your own act on the responsible use of internet and social media such as
Facebook.

58
 • ____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

• ____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

Here is the rubric for this activity.

Standards Score

Finished the task on time, have cited 5 practical tips on how to be

responsible in using internet and social media such as Facebook. 10

Have cited only 4 practical tips on how to be responsible in using internet

and social media such as Facebook. 7

Have cited only 3 practical tips on how to be responsible in using internet

and social media such as Facebook. 4

Have cited only 2-1 practical tips on how to be responsible in using internet
2
and social media such as Facebook.
Didn’t accomplish anything. 0

Exercise 5: Think Deeper Thoughts!

59
Directions: Explain the slogan and make a 2-paragraph essay about your thoughts.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Here is the rubric for this activity.

Standards Score

Finished the task on time, have written a 2-paragraph essay explaining about
the slogan. 10

Have only written a 1-paragraph essay explaining about the slogan.

7

Have written a 2-1 paragraph essay but doesn’t explain much about the
slogan. 4

Didn’t accomplish anything. 0

60
Reflection:
1. What part of the activity do you find difficulty? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What parts of the activity do you easy? Why?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

61
References
https://www.adea.org/GoDental/Dental_Blogs/Advice_from_admissions_officers/Tips_for_R
esponsible_Social_Media_Use.aspx

Prepared by:

SHEILA MICAH T. YAO

Writer

Answer Key:

Exercise 1 Exercise 2

x t y c g c w q f a p k e q c
z p m m k g w l l i f i a w m
j u n v k v v j n d o n h y b
z r g z n e w s i e a o r u m
a g n i r a h s v m n i k j u
p a s s w o r d s o c t r u i
t p t f x z a h i z i a z a n
f m c s w g r t h a g c x w t
t a j c r y a a c h r i x a e
l p c d l m p c a q x n b v r
d a g e r z o g s v g u f k n
q f i o b u l a l x o m b z e
a b f c n o e x u r b m r r t
i n y t o d o l s n d o e q a
i w s x i s m k u u y c n k g

Exercise 3

Answer varies (result should be based on the rubrics)

Exercise 4

Answer varies (result should be based on the rubrics)

Exercise 5

Answer varies (result should be based on the rubrics)

62