Magnetic boards

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Information about Magnetic boards

Published on March 12, 2014

Author: Gnalkgnalk22


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

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

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

Samples of Magnetic Boards

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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

What are the impact to the learner or learning process?

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

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

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

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

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

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