Technical Report · January 007 citations reads 319,609 author: Some of the authors of this publication are also working on these related projects

3.6. Didactic resources and materials 
 
 
Refers to the different tools used to develop contents and to accomplish the 
planned didactic goals in the most appropriate way. It also eases the work of all the participants 
in the teaching/learning process. Choosing and using several educational resources have a certain 
set of values and attitudes that must be analyzed, questioned and a consensus reached when 
creating the school educational Project in order to avoid contradictions.
The resources must be adapted regarding the current students’ necessities and 
characteristics. Consideration must be given that the variety of activities and materials enlarge 
the student learning field and repetition of the same reinforces the learning. Thus, the 
possibilities of matching diversity issues are greater and more likely to be successful making use 
of a broader diversification of materials.
There are different classifications regarding resources and teaching materials. 
Blázquez (1994:508) proposes the following one: 
-
Direct experience resources: 
plants, animals, urban installations, agricultural 
installations, service installations, etc.
 
-
Structural school resources: 
library, laboratory, gym, language classroom, 
etc.
 
-
Symbolic resources: 
texts, books, maps, computer science, mass media, 
audiovisual means, etc.
 
Zabala (1995:174) classifies curricular materials according to the 
intervention 
degree
, 
functionality or intentionality
, 
contents
to be developed and the 
medium
used.
-
The different 
degrees of intervention
refer to the general aspects related to 
the whole education system. Others have an effect on the school frame 
(educational and curricular projects) and some others are restricted to the 
classroom atmosphere. 

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