Listening and hearing are different. Listening entails comprehension, hearing is just merely our physiological action on the stimuli present in our surroundings. (Smaldino et. al., 2004)

You know guys, listening, for me, is our present generation’s main problem. They have been distracted of the so much technologies present in their early lives. Social media, perhaps, have been the focus of their lives. Listening to the teacher’s instruction has become a major struggle of each individual. For instance, instead of listening to the everyday lecture, students would just merely talk to his/her seatmate or just sit down and focus on his/her Facebook. This is for me one of the many problems we need to address.

This module presented me a lot of possible ways how we could use audio resources on our instruction and how we could develop effective listening skills. This is crucial for future educators like me since we are going to, as much as we can, catch the ever-changing attention span of our students. We must make sure that they are actively participating to our everyday instructions.

Learning to listen could be practice by various activities that would trigger the students to imagine and focus on every details the audio is giving at. This module somehow gives me the reason why we could use audio resources in our instruction. And that is to practice our students’ imagination and require them to focus on learning not on the social media.

At first, I find the resources irrelevant since we do already have technologies that we could easily use for teaching. Perhaps, the videos could even make our instruction much interesting than merely listening on a radio or audio resource. Then I realized that audio material is also essential for learning. In fact, developing our imagination could really help us a lot in our daily lives. Einstein says that imagination is more important than knowledge. Hence, developing our imagination through radio dramas, audio activities would really develop our intelligence.

So for educators like me in the near future, to address the problem stated in the first paragraph, let us recalibrate our learners into focusing on the development of their imagination through different activities regarding audio resources. Let us make our audio resources more personal, active not passive, participative and interesting. Add colors to the audio by using music, sound effects, and dynamics on our voices. If the students are more likely distracted by their surroundings, the teacher should make their instruction more attractive. These problems could, in fact, help us (educators) in developing our imagination to innovate our instruction.



Smaldino, S. E., Russell, J.D., Heinich, R., and Molenda, M. (2004). Audio (Chap 11). In Instructional technology and media for learning (8th ed) (264-280). New Jersey: Prentice-Hall. Available at