Unit 4 Planning For Teaching Aids Multimedia Programmes: Structure
Unit 4 Planning For Teaching Aids Multimedia Programmes: Structure
Unit 4 Planning For Teaching Aids Multimedia Programmes: Structure
4.1 INTRODUCTION
Among the most significant forces for change in recent years is the technological
sophistication we now possess, for this sophistication not only affects our lives in
profound ways but also seems to hold tantalizing promise for increasing our efficiency
in education (Kinder, 1973). The last 80 years have seen the development of steam-
driven, high-speed rotary presses, advanced optics, films, wire and tape sound
recordings, simple and complex duplicating and copying machines, radio, television,
computers and communicatioil lasers.
Today, most countries around the world use some form of technological media for
educational purposes. In a few countries, the use is fairly widespread. Most
tecl~~iological
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devices and programmes, however, have een structured around the
needs of the teacher and are employed as teaching aids in the1 classroom. In other
words. most educators have been using technology to an question: how can
Planning for Teaching Aids &
Multimedia Programmes
technology help the teacher? Now the trend is, however, towards a focus on
the needs of the student. Now the educators ask the can technology
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help the learner?
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4.2 OBJECTIVES
After reading this Unit, you wil I be able to:
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explain the nature and importance of teaching aids a d me ia programmes;
future.
Planning and Organizing Audio-visual aids are those sensory objects or images that initiate or stimulate
Curriculum
and reinforce learning.
Audio-visual aids are those aids that help in completing the triangular process of
learning, i.e., motivation, classification and stimulation.
Audio-visual aids are those devices that help communication of ideas between
persons and gro~lpsin various teaching and training situations. These are also
termed as multi-sensory materials.
Audio-visual aids are things with whose help the learning process may be
encouraged or carried on through the sense of hearing or the sense of sight.
Audio-visual aids are supplementary devices by which the teacher, through the
utilization ofmore than one sensory channel, is able to clarifl, establish and correlate
concepts, interpretations and appreciations.
Brief history of the use of Audio-Visual Aids. Now let us trace briefly the history
of the use of audio-visual aids and media. A Dutch humanist, theologian and writer
Desiderius Erasmus (1466-1 536) discouraged memorization as a technique of learning
and advocated that children should learn through the aid of pictures or other visuals.
John Amos Comenius ( 1592-1670) prepared a book known as Orbis Sensulium Pictus.
(The world of Sense Objects) which contained about 150 pictures on aspects of
everyday life. The book is considered to be the first illustrated textbook for childhood
education. This book gained wide publicity and was used in childhood education centres
all over the world. Jean Jacques Rousseau (1712-1 778) and other educators stressed
the need of pictures and other play materials. Rousseau condemned the use of words
by teachers and he stressed 'things'. He pleaded that the teaching process must be
directed to the learner's natural curiosity. Pestalozzi (1756-1 827) put Rousseau's theory
into action in his 'object method'. He based instruction on sense perception.
During the first quarter of the 20th century, Nelson I. Greene used the term 'Visual.
Education' as early as in 1926.Eric Ashby (1967) identified four revolutions in education:
iv) the fourth revolution in the use of electronic media, i.e., radio, television, tape
recorder and computer in education.
1. Give two terms that have become synonymous with Teaching Aids.
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Planning for Teaching Aids &
2. Which definition of Audio-visual aids given in 4.3.1 dppeals to you most? Multimedia Programmes
Why? I
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4.3.2 The Psychology of Using Teaching Aid /Au io-Visual Aids
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In the words of Edgar Dale, "Because audio-visual materials supply concrete basis
for conceptual thinking, they give rise to meaningful concepts enriched by meaningful
association, hence they offer the best antidote for the disease of verbalism."
Now let us look at some advantages of the use of audio-visual aids that make them
important in the teaching-learning process.
Good Motivators: Teaching aids are good motivators. They help to make the
students work with more interest and zeal as well as to become more attentive.
Clear Images: Clear images are formed when we see, hear, touch, taste and
smell, as our experiences are direct, concrete and more or less permanent. Learning
throug6 the senses becomes tlie most natural and consequently tlie easiest.
Variety: 'Mere chalk and talk' do not help. Audio-visual aids give variety and
provide different tools in the hands of tlie teacher.
Freedom: When audio-visual aids are employed, there is great scope for children
to move about, talk, laugh and give their comments. Under such an atmosphere
I the students work because they like to work and not because the teacher wants
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them to work.
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Helpful in Attracting Attention: Attention s ess ntial in any process of
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teaching and learning. Audio-visual aids help th teacl er in providing a proper
environment for capturing as well as sustaining he att ntion and interest of the
students in the classroom work.
Helpful in Fixing up New Learning: gained in terms o f
learning needs to be fixed up in the minds of udio-visual aids help in
achieving this ob-iectiveby providing several and stimuli to
the learners.
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Saving of Energy and Time: A good deal o ener y and time of both the
teachers and students can be saved on account o the u e of audio-visual aids as
most of the concepts and phenomena may be e sily larified, understood and
assinlilated through their use.
Realistic: The use ofaudio-visual aids provides of reality to the learning
situation. By seeing a film show exhibiting the he people of the Tundra
region, students learn it more effectively in about than by spending weeks
in reading.
Reaching Remote Areas: Audio-visual aids Ilke radio and television help in
They should be large enough to be properly seen by the students for whom they
are meant.
Principle of Selection: Teaching aids prove effective only when they suit the
teaching objectives and unique characteristics of the learners. The following
points may be kept in view in this regard.
(i) They s h d d suit the age-level, grade-level and other characteristics of the
learners.
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(ii) They should have specific educational value being interesting and Planning for Teaching Aids &
motivating. Multimedia Programmes
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(iii) They should be true representatives of real th/ngs.
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(iv) They should help in the realization of desired 1 arnin objectives.
i) Teachers should carefully visualize the use o i teacqing aids before their
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actual presentation. i I
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ii) They should fully acquaint themselves with the use an manipulation ofthe
Aids to be shown in the classroom. 1 d
iii) Adequate care should be taken to handle an
damage is done to it.
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Planning and Organizing
Curriculum 2. Explain the principles of proper presentation of teaching aids.
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used without a definite purpose but simply for a show, they lose their significance
and importance.
Ineffectiveness of the Aids: Due to the absence of proper planning and the
lethargy of the teacher and without proper preparation, correct presentation,
appropriate application and discussion and the essential follow-up work, the aids
do not prove their full usefulness. A film like a good lesson has various steps -
preparation, presentation, application and discussion.
Financial Hurdles: Governments in some countries, like India, have set up Bodies
for Audio-Visual Education and have chalked out interesting programmes'for the
popularization of teaching aids but.the lack of finances, and suitable planned
programmes, is not enabling them to do their best.
Irregular Power Supply: Most of the Projectors, Radio and TV cannot work.
without power. I11 developing countries particularly, there is an irregular supply of
power and that affects the use of teaching aids.
Need for Training: Teacher education institutions/collegesor specialized agencies
should make special provision for pre-service and in-service training ofteachers
and workers in the use of these aids.
Language Difficulty: Most of the available educational films are in English.
This can create a problem in some countries where English is not the main language
in use. These films should be dubbed in the local languagels and production of
films originally in local languagels should be encouraged and promoted.
Not Catering to Local Needs: Little attention is paid in the production of audio-
visual aids suitable to the local sociological,psychological and pedagogical factors.
Improper Selection ofAids or Media: Teaching aids or media are not selected
according t o the classroom needs.
Today, the problem is not whether visual aids should have a place in education. Their
place was recognized long ago. The problem, now, is that of extending the benefits of
these aids to all teachers and all children. The future can be bright if there is proper
planning on the part of the Government and co-ordination between producers, teachers
2nd students. Useful and effective aids can be produced after getting the reaction of
the clientele and doing research work in the field. A great deal is being done already
but a lot more still remains to be done.
7. Maps i i 7. Teaching ‘
Machines
8. Photographs
9. Pictures
10. Posters I I
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Classification number 2: Audio Materials, Visual Materials and Audio-Visual Materials
1. Computer
2. Epidiascope
3. Magic lantern
4. Motion pictures
5. Overhead projector
6. Radio
7. Slide and Film projector
8. Tape recorders
9. Teaching machines
10. Television
a Software Approach: This uses the principles of psychology for building in the
learner a c;rnplex repertoire of knowledge modifying hidher behaviour. It has
originated from the pioneering work of Skinner and other behaviourists. The
programmes that such a technology produces are often called 'Software7.
Software approach is characterized by task analysis, writing precise objectives,
selection of appropriate learning strategies, immediate reinforcement of responses
and constant evaluation. Newspapers, books, magazines, educational games, flash
cards may also form part of software.
Classification Number 4: Big Media and Little Media
Big media i~icludecomputer, VCR and TV.
Little media include radio, films strips, graphic, audiocassettes and various visuals.
Classification No. 5: Dale's Hierarchical Cone of Experience
Edgar Dale, the chiefexponent of audio-visual aids in teaching is the originator ofthe ,
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Relativc Effectiveness of Teaching Ai s
Activity
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Ask your teachers t o prepare at least 10 teaching aids
subject. You can discuss and guide individually to
aids. Then ask them to demonstrate the use o f
actual classroo~nteaching. Supervise these
it a co~npetitionand evaluate the aids that
awards for the best ones. This can be an
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1. They can be made part of the environment into which learning activities are
designed as seen in distance teaching institutions.
2. They can be brought into the environment as indirect partners or as tools in the
hands of the teachers, by supplementing additional or supportive information that
is educationally important and useful.
Mass media are means of impersonal communication via some medium, provided
through mediated situations. Mass media are.means or instruments of communication
that reach large numbers of people or pupils with a common message. The matter
may be printed like newspapers or it may take the forni of radio, television and cinema.
Carlton W.H. Erickson observes, "In recent years technology has swept through society
from research laboratories into manufacturing communications, the space age, and
filially now, into education."
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In early times. the teacher was the only medium of cornmunic$tion for children. He1 Planning for Teaching Aids &
Multimedia Program~nes
she taught hislher students orally. In
led to tllc psil~tingof books. Then came
mass media like radio and T.V. are increasingly used They reach large
members and also help in improving the quality of
Schools and colleges for long have been the sole rnparting information
and acq~lisitionof knowledge. But with nts and fast expanding
knowledge. new avenues of e media disse~ninate
information beyond the used to advantage by
schools by being integrated into the teaching-learning ptpcess.1
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Mass media serve some important functios. large number
of people. They help in the spread
their use is being made more
malting instruction more effective and meaningful.
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4.4.1 Radio B
There is hardly any doubt regarding the potential of the an instructional aid.
Frederic Wittis has rightly remarked: "I like to think of by radio as a timely,
vital and dramatic thing; a system of learning or a means
of widening one's horizon or enriching one's life
inspiration and not perspifation; an education
of swiftly changing pictures, events with keen
a moving panorama of the world in which
- not a dreary drill of textbooks and
most helpful contributions to
its listeners is the pop~~larizing
of education itself."
R.G. Reynolds writes: "Radio
sense that has been
classroom teaching
not confined to the
Phone-in Programmes: The latest trend in radio programmes is phone-in. This makes
it interactive and so more participatory and interesting. This enables the listeners to
ask questions and get the answers. Phone-in can be used independently as well as in
combination with other modes discussed above. Phone-in has rendered radio a very
powerful device of learning, as it has made *interactive.
Developingcritical thinking.
The educational value of radio broadcasting depends merely on the use of the
sense of hearing.
In several cases, broadcasting time does not suit all educational institutions.
The number of receiving sets is not adequate in the case of radio broadcasts.
A continuing listening on the part of the students may make them inattentive and
uninterested in the task of gaining learning experiences.
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4.4.3 Films
Broadly speaking, a fi11n is a multiple . It presents facts in a
realistic way, dramatizes hu~iian transmits attitudes. It
may be used for the and experiences to
a large number of educational film
has been only through the
on the minds of
children and in shaping their personality. The main aim of tducational films is to
elevate and educate them according to the patterns and les set by society. For
example, there can be a good educational film to help to develop a sense
of citizenship. A film on national integration can be inculcate ideas of
oneness and i~nity.'Live and Let Live' can be oftopics
1scientific, historical, biographical and of
The School Head is the leader in the school. Helshe has the responsibility of guiding
and supervising the teachers, the educators to maintain the quality of the education
being provided in the school. We have seen that Teaching Aids and media are impol-tant-
in this context. What does planning for teaching aids involve? It involves first of all an
understanding of why, what and how of teaching aids. These have been amply discussed
in this unit. When tlie leader gets an insight into this aspect, into the theory ofteaching
aids, helshe is empowered to guide and supervise the teachers working with himlher.
After all academic supervision is the most important role ofthe School Head.
The School Head should encourage teachers to use teaching aids and help them to
acquire them by contacting the relevant agencies/institutions, where Aids are available
on loan, hire or purchase. All equipment should be kept in working order and the
required finances needed for repair or replacement of parts should be made available
to tlie teachers.
The School Head sliould be able to advise the teachers on what aids to choose and
how to use them effectively - whether projective or non-projective, simple, low-cost
teacher made ones or expensive ones based on latest technology. Of course, the
teacher made aids 3re the best and the school Head should encourage the teachers to
rely ~nostlyon them. It is desirable that tlie School Head organizes training or orientation
programmes for the teachers to learn this or update their knowledge and skills in this
regard.
The School Head should allocate separate funds for purchasing teaching aids.
Depending upon the financial situation of the school, latest technological aids should
be acquired and these will be assets for the school. Not only is there a need to acquire
these aids, but also the School Head should see to it that optimum utilization of these
aids is made. l'he teachers should be trained to use them and they sliould be allowed
to use them to enliance the quality of their teaching for effective learning on the part
of the learners.
The School Head should motivate the teachers to make regular use of teaching aids
so that their teaching becomes i~iterestiiigfor optimum learning ofthe pupils. This can
be done through regular staff ~iieeti~igs
and while supervising individual teachers in the
classroo~ns.As the academic leader in the school, the Scliool Head should be able to
help tlie teachers to use these aids effectively.
Thus, the School Head's role is supreme in planning and managing tlie best use ofaids
i11 the school.
Activity
Ask all the teachers working under you to make a list of the teaching aids that they
make use of. Colnpile all the lists and then call a meeting. Give the teachers a feedback
on tlie teaching aids they are using. Discuss and guide them how they can nike use of
teaching aids more as well as better.
Planning for Teaching Aids &
4.6 LET US SUM UP Multimedia Programmes
I In this Unit, we have learnt about Teaching Aids. We staqed with the changing
terminology in the context of teaching aids. In the process, ive learnt that there are
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u a s higliliglited. The various types of teaching aids wdre list d under different ways
of cl;issification. The Cone of Experience of Edgar Dale wqs elaborated upon. The
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nest hub-iunit was devoted to Mass Media, where four for s of mass media were
discussed - Radio, Television, Films and the Press. In the end the School Head's role
in planning and n~anagingteaching aids was reflect~dupon.
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Write a shol-t essay on the need and importance of teac ing aids.
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3. Discuss in detail Edgar Dale's Cone of Experience.
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Explain the principles involved in the effective use ofte ching aids.
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Groppcr, GL., Glasgow, Z . (1971): Criteriafor the Sclectibn and Use of Esuals in
111.vtt.uctiotz.
Educational Technology Publications, Englewo/od Cliffs, New Jersey.
I leidt, E . U . (2978): Inst~uctior~al Media and the Learner: A
C1~1.ssijic~~tion and Systenzs Appraisal. Kogan Page, Lon i
Reiser. R., Gagne, R.M. (1 983): Selecting Mediu .for struction. Educational
'Technology Publications, Englewood Cliffs, New Jersey.