UNIT 4 PLANNING FOR TEACHING AIDS

& MULTIMEDIA PROGRAMMES

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Structure
4.1 Introduction
4.2 Objectives
4.3 Teaching Aids & Multimedia Packages - Technological Media in Education
4.3.1 Nature of Teaching Aids and Media Programmes
4.3.2 The Psychology of Using Teaching Aids 1 Audio-Visual Aids
4.3.3 Need and Importance ofAudio-Visual Aids
4.3.4 Effective Teaching Aids
4.3.5 Problems in the Use of Teaching Aids
4.3.6 Classification of Teaching Aids
4.4 Mass Media in Education (Radio, TV, Films and Press)
4.4.1 Radio
4.4.2 Educational Television (ETV) or InstructionalTelevision (1TV)
4.4.3 Films
4.4.4 Educational Films
4.4.5 Press as Medium of Education
4.5 Role of S c h ~ oHead
l in Planning and Management of Teaching Aids

4.6 Let Us Sum Up

4.7 Unit-end Exercises

4.8 Suggested Readings

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.

This technological escalation has bestowed upon education, proliferation of

equipment and materials that can assist in the reorganization and redefinition of
educational experiences. In the past, most teaching depended almost entirely on
verbal communicatio~~ between teacher and student, or written communication to
the student from printed materials. Although, these communication channels continue
to play important roles in the learning process, today's students are learning facts,
skills and attitudes from pictures, television, recorded words, programmed lessons,
and other media. Once technology enters the school building, dramatic innovations
usuall;begin. With the technological touch, a simple school turns into a systematized
learning centre.

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?

Where the student is the centre of attention, technology

I ~ for educational
change. Its absence would make a significant difference
because technology can become integral to the
part of a well-thought out system, not merely a

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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;

understand the psychology of using audio-visual aids1

elaborate the problems faced in preparation

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explain the importance, need and use of
learning process; and

appreciate the role of school head in procurement pl and management of

teaching aids.

4.3 TEACHINGAIDS AND MULTIME IA

PACKAGES - TECHNOLOGI AL EDIA IN
EDUCATION
Several terms are used in educational literature fbr
", aids -Audio-

Learning Resources and Instructional or

media refers to films, filmstrips,

Technology or Instructional
programmed learning,
revolution in the field

future.

4.3.1 Nature of Teaching Aids and Media ~ r o b r a r n ~ e s

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A look at some definitions will give us an insight into their lature.1
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Media is the means (usually audio-visual or electronic)
messages. Media includes such things as prints,
coinmunication,television, simulating games and
of two or more of these media can be called
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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:

i) education from home to school,

ii) written word as tool of education,

iii) invention of printing and use of books and

iv) the fourth revolution in the use of electronic media, i.e., radio, television, tape
recorder and computer in education.

Check Your Progress 1

Note: Write your answers in the space given below.

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

3. What are the four revolutions in education acc

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4.3.2 The Psychology of Using Teaching Aid /Au io-Visual Aids
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when instructional media began their ascendance. It has

vario~issenses condition the reception of messages in the ations act. Research

I0 per cent of what they READ.

20 per cent of what they HEAR.
30 per cent of what they SEE.
50 per cent of what they HEAR AND SEE.
70 per cent of what they SAY.
90 per cent of what they SAY as they do a thing.

"I hear. 1 forget.

I see, 1 remember.
 Planning and Organizing 4.3.3 Need and Importance of Audio-visual Aids
Curriculum
Audio-visual aids or technological media are additional devices that help the teacher
to clarify, establish, co-relate and co-ordinate accurate concepts, interpretations and
appreciations and enable himlher to make learning more concrete, effective, interesting,
inspirational, meaningful and vivid. They help in completing the triangular process of
learning viz., motivation-clarification-stimulation. The aim ofteaching with technological
media is 'clearing the chan~ielbetween the learner and the things that are worth
learning'. The basic assumption underlying Audio-Visual Aids is that learning (clear
understanding) stems from sense experience. The teacher must 'show' as well as
'tell'. Audio-visual aids provide significant gains in informational learning, retention
and recall, thinking and reasoning, activity, interest, imagination, better assimilation
and personal growth and development. The aids are the stimuli for learning 'why',
'how', 'when' and 'where'. The 'hard to understand principles' are usually made
clear by the intelligent use of ski IIfuIly designed instructional aids. Therefore, the need
and importance of teaching aids can never be overstated.

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.

Suppleinent and Complement Verbal Instruction: Teaching aids help in

reducing verbalism. They help in giving clear concepts and thus help to bring
accuracy in learning. As observed by Raymond Wyinaii (1957) "We (teachers)
tell students, and we provide them with written materials so much of the time.
Words are wonderful. They are easily produced, reproduced, stored and
transported. But the overuse or excessive use of words can result in serious
problems, chiefly, the problem of verbalism (using or adopting words or phrases
without considering what they mean) and forgetting."

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.

Vicarious Experience: It is beyond doubt that the first-hand experience is the

best type of educative experience. But it is neither practicable nor desirable to
provide such experience to pupils all the time and for everything. Substituted
experiences may be provided under such conditions. There are many inaccessibIe
objects and phenomena. For example, it is not possible for the pupils living in
Africa to see the Eskimo. Similarly, it is not possible for the average person to
climb tlie Mount Everest. There are innumerable such things to which it is not
possible to have direct access. So, in all such cases, teaching aids help us.

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.

Opportunities to Handle and Manipulate: Many visual aids offer opportunities

to students to handle and manipulate things.
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Retention: Audio-visual aids contribute to incre as they stimulate Planning for Teaching Aids &
Multimedia Programmes
response of the whole organism to the situation
Based on Maxims or Principles of se of audio-visual aids
enables the teacher to follow the 'concrete to abstract',
'known to unknown' and 'learning by doing'.

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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.

Vividness: Audio-visual aids give vividness to situation. A film on

Jesus Christ or Prophet Muhammad or Gautam Nanak provides
a vivid picture of their life and teachings.

Catering to Individual Differences: There individual differences

among learners. Some are ear-oriented; helped through visual
demonstrations, while others learn better of a variety of audio-
visual aids helps in meeting the needs of
Encouragement to Healthy Classroom Intera udio-visual aids, through
their wide variety of stimuli, provision of active ofthe students, and
vicarious experiences encourage healthy classr for the effective
realization of teaching-learn~ngobjectives.

Reaching Remote Areas: Audio-visual aids Ilke radio and television help in

Promotion of Scientilic Temper: In place of

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providing opportunities for education to people iving remote areas.

to facts, students observe

demonstrations and phenomena and thus scientific temper.
Development of Higher Faculties: memorization. Use
of audio-visual aids stirs the reasoning power
of the students, and calls as other higher
mental activities on the
faculties among the students.
Reinforcement: Audio-visual aids prove effect by increasing the
probability of re-occurrence of the responses them and thus
render valuable help in the teaching-learning pr
Positive Transfer of Learning and Training: aids helps in
the learning of concepts, principles and solving t
possible the appropriate positive transfer of
classroom.
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Planning and Organizing Positive Environment for Creative Discipline: A balanced, rational and
Curriclllum
scientific use of audio-visual aids develops motivation, attracts the attention
and interests of the students and provides a variety of creative outlets for the
utilization of their tremendous energy and thus keeps them busy in classroom
work. In this way, the overall classroom environment becomes conducive to
creative discipline.
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Check Your Progress 2 "

Note: Write your answers in the space given below.

1. Write a note on the psychological benefits of using teaching aids.

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2. Write a note on the advantages of the use of teaching aids in the classroom.
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4.3.4 Effective Teaching Aids

Some attributes of effective teaching aids are:

They should be meaningful and purposeful.

They should be accurate in every respect.

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They should be simple.

They should be inexpensive.

They should be large enough to be properly seen by the students for whom they
are meant.

They should be uptodate.

They should be easily portable.

They should be appropriate to the mental level of the students.

They should motivate the learners.

The following principles make the use of Teaching Aids effective:

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.

Principle of Preparation: All teachers should be Able toprepare some of their

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own TeachingAids. The following points should be kept in dind in thisconnection:

a) As far as possible, locally available material should be bsed in the preparation

of an aid. 1
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b) The teachers should receive some training in the pre

c) The teachers themselves should prepare some of th$ aids.

d) Students may be associated in the preparation of aid

Principle of Physical Control: There has to be a of keeping

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aids safely and also to facilitate their access to

Principle of Proper Presentation: Proper prese Teaching Aids is

very necessary.

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.

iv) The Aid should be displayed properly so that a1

A id in such a way that no

dents are able to see

it, observe it and derive maximum benefit out o/fit.

v) As far as possible, distraction of all kinds iminated so that full

attention may be paid to the Aid.

Principle of Response: Teaching Aids will be moreeffect/ve if teachers guide

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the students to respond actively to the audio-visual that they derive the
maxilnum benefit in learning.

Principle of Evaluation: There should be continu us evaluation of both the

audio-visual material and accompanying techniques iy the li$t of the realization
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of the desired objectives.
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Check Your Progress 3 I i

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Note: Write your answers in the space given below.

1. List some attributes of effective teaching.aids. 1

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Planning and Organizing
Curriculum 2. Explain the principles of proper presentation of teaching aids.

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. 4.3.5 Problems in the Use of Teaching Aids

While teaching aids are becoming more and more popular day by day, there are still
some problems to be faced and solved. Some of these are:
Apathy of the Teachers: Teachers in general are yet to be convinced that
teaching with words is not enough. It alone is very tedious, wasteful and ineffective.
Indifference of Students: The judicious use of aids arouses interest but when 1

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.

4.3.6 Classification of Teaching Aids

Teaching aids can be classified in many different ways. Let us look into some of these
64 classifications.
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Classification number I: Projected and ~ o n - ~ d o ~ e cAids
teq Planning for Teaching Aids &
I I Multimedia Programmes
Projected Aids on-~rdected bids
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Graphic Display 3-Dimensional ~ b d i o Activity
Aids Boards Aids dids Aids
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I . Films 1 Cartoons 1 Blackboard 1. Models 1 ~adio 1. Computer

I Assisted
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i Instruction

2 Film-strips 2 Chans 2. Bulletin ' 2. Mockups 2 . Recohings 2. Demons-

trations
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3. Opaque 3. Comics 3. Flannel 3. Objects 3 . ~~elev/sion 3. Dramatics
Pro-jector Board 1 1
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4. Overhead 4. Diagrams 4. Magnetic 4. Puppets 4. Experimen-
Pro-lector Board tation
5. Slides 5. Flash 5. PegBoard 5. Specimens
Cards Trips
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1 6. Graphs 6. Programmed
I Instruction

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

Audio Materials Visual Materials Audio visual Materials

1. Language 1. Bulletin Boards 1. Demcnstrations
Laboratories
2 Radio 2. Chalk boards 4. ~ilm/
3. Sound distribution 3. Charts 4. ~rindedmaterials
System sets 1 with recorded sound
4. Tape and Disco - 4. Drawings etc. 4. soulid filmstrips
Recordings
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5. Exhibits 9. stuqYtrips
6 . Filmstrips 4. ~elebision
7. Flash cards '/. ~idjota~6s
8. Flannel boards 1
9. Flip books
10. Illustrated books
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1 1. Magnetic boards
12. Maps
13. Models
14. Pictures
15. Posters
16. Photographs
17. Silent Films
18. Slides
Planning and Organizing Classification number 3: Hardware and Software in Teaching Aids
Curriculum
Educational technology can be classified into two categories, i.e., the hardware
approach and software approach.
a Hardware Approach: It is based on the application of engineering principles for
developing electro-mechanical equipinents for instructional purposes. This
approach is the result of the impact of scientific and technological development
during the 20th century. Hardware approach mechanizes the process of teaching
so that teachers would be able to deal with more students with less expenditure
in educating them. Hardware

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 ,

'Cone of Experience', presented as a diagram in his book Audio-Visuals Methods in

Teaching (1964).
Edgar Dale shows all the learning experie~icesthat can be utiliz d for classroom
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teaching in a pictorial device-'pinnacle form7-that he called the 'Cone of Experience'.
If we go up the pinnacle from its base, we find that every aid has been arranged in the
order of increasing abstractness or decreasing directness. In simple language, it may
be stated that the 'Cone' classifies the audio-visual aids according to their effectiveness
in communication - aid at the base ofthe Cone as 'most effective' and the effectiveness
gradually decreases as we go up the Cone, with the pinntcle ofthe Cone showing the
least effective aids.
At the base of the 'Cone', the direct, purposeful experiences are represented. At the
pinnacle of the 'Cone', the verbal symbols are represented.
 Cone of Experience Planning for Teaching Aids &
A Multimedia Programmes

Epidiascope Projected Teacl

Slide Projection
Black and white
Coloured Slides
Filmstrip Projection- More
Colour Non-1
Overhead Projector
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Motion Picture - Silent
Black and White
Motion Picture - Sound Colour
Loop (Cassette) Colour Film
C.C.T.V. Demonstrations T.V.
Experiments
Individual doing Experiments
Proiects. Excursions
Pirect \
E perience

P I
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

Check Your Progress 4

Note: Write your answers in the space given below.
1.
o h
What are the problems associated with the use f teac ing aids?
 Planning and Organizing
Curriculum
2. Give 4 examples each of Projective and Non-projective teaching aids.
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3. Differentiate between Hardware approach and Software approach.
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FILMS AND PRESS)

Nelson Henry has very rightly observed in Media and Symbols, "Educational institutions,
left to themselves, may not be successful in achieving the educational objectives of
the developing societies without the support of the new media."New media, implying
mass media, as channels ofeducation gain relevance from their capacity to disseminate
information to a large number of people (masses) and make the present educational
programmes more effective and meaningful.
Dr. Marshall McLuhan's books - The Gutenberg and UnderstandingMass Media
- throw a lot of light on the subject of mass media. According to him, "it is the medium
which is the message". This means that the medium by which a piece of information
or knowledge is communicated to us exerts a profound influence on us. The
effectiveness ofa piece of information depends upon the medium through which it is
imparted. Dr. McL:ilian thinks that electronic media affect the sensibilities greatly
because they tend to massage the senses. Thus the medium is not only the message
but also the massage because it massages the sensory organs and stimulates them to
respond actively. Therefore, it is important that the mass media be utilized in classroom
teaching so that the students may obtain sensory stimulation as a part of the process
of instruction.
As observed by Wilbur Schramm in his book 'Big Media-Little Media', mass media
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can be made use of i i i education "as support models in two basic but overlapping

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ways."
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

EducationalISchool Broadcasts can be used to great as an aid to teaching-

learning. The most commonly used modes in broadcast are talks by
individual speakers, panel discussions, umentaries and phone-
in programmes.
Talks: Enlinent individuals in different fields can be
~ ~ educative radio
talks on a given subjecthheme. Talks can be very
learning in the classroom. For instance, a
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t on various topics in science to mahe
a talk on atoms and nuclear
I sciences radio talks can be
Africa and how it was abolished.
Panel Discussion: Panel discussions can be used to pro points of view
on a partic~~lartheme. For instance, what steps can be
condiiions of the people of a country can be a theme
problzms like environmental degradation, gender
Interviews: Eminent persons in various fields can be in for motivating the
pupils to emulate them, their values, their work, their example, eminent
authors, states persons, scientists, etc. can be invited.
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Planning and Organizing Radio Drama: Radio drama can be useful for inculcatingvalues as well as for creating
Curriculum
interest in literature. Historical plays can help the pupils to understand historical events
and characters better. Th&ughradio plays have the limitation ofthe absence of action,
in a way it may be advantageous as it enables the listeners to concentrate on the
content and substance without being carried away by the action.

Radio Documentaries: Documentary is a creative of presenting a real story, event

or issue. There is no place for fiction in it. Truth and reality are the essence-of a
documentary. Radio Documentary can be a powerful medium to aid learning of facts.
Topics in science, history, geography, etc., can be picked up for making radio
documentaries.

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.

Merits of School Broadcasting: School broadcasting helps in:

Bringing the school into contact with the world around.

Enrichment of school programme.

Furnishing up-to-date material.

Developingcritical thinking.

Developing leisure time interest and appreciation.

Providing opportunitiesfor student participation.

Popularizing science with a view to developing scientific outlook.

Promoting national as well as international integration,as it has no boundaries.

Limitations and Shortcomings

Radio broadcast is one-way communication. Students cannot put questions to

the broadcaster. But it can be and is being done now with the help of two-way
telephoning.

The educational value of radio broadcasting depends merely on the use of the
sense of hearing.

The students have little opportunity to participate in the instructional activity.

They are passive listeners for most of the time.

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.

It becomes very difficult to integrate school programmes with radio broadcasts.

A continuing listening on the part of the students may make them inattentive and
uninterested in the task of gaining learning experiences.

Usually there is paucity ofadequate pre-information, manual or guides regarding

radio broadcasts with the result that the students and teachers both face difficulties
70 in making necessary preparation for the utilization of these programmes.
 I Planning for Teaching Aids &
Check Your Progress 5 Multimedia Programmes
I
1 I Note: Write your answers in the space given below.
i I I
I I 1. Give three examples of mass media.
I i I
2. Mention 4 merits and 4 limitations of Radio 5
aid.

4.4.2 Educational Television (ETV) or tional Television

Vv)
The electronic age has come very fast and has gone TV has become the
child's third parent and has virtually replaced the first teacher. The
history of television shows that it is a very socializing and
mobilizing force. Most of the countries of the
their difficulties and problems relating to
four decades back in progressive
started regular programmes on air
with television transmission. By
television waves across the
service of coloured
For the first time, television for instructional purposes &as in the USA. A large
number of experiments in instructional television we ed there. In 1958, a
project entitled continental classrooln started instructi ion for the whole of
the USA. It telecast the programme "Physics of the At r science teachers.
About 40,000 teachers received instruction through t . Later on, several
programmes such as modern chemistry, contemp
were also telecast by this project. In 1961, a pr d-west Airborne
Instructional Television" started instructional television. schools received
the programlnes benefiting about five million stude illion dollars or
at an expenditure of 1.5 dollars per student.
instructional television programmes being telecast in t

I Significance of Educational Television: Television

potential in educating the masses and thereby
between the developing and developed
that all can share stimulating and
with the most

scientists, educationists, artists

understanding of social,
Merits of Educational Television
It permits the use of the best available teacher
I I a subject for a large
number of student viewers. It preserves the expert skills of such teachers
on videotape or film for later use.
It provides a common experience to all students when all of them see the same
basic ideas or techniques on television.
71

Planning and Organizing
Curriculum
Limitations and Shortcomings of ETV
Kinds of Educational TV Programmes
1
It provides the teacher an opportunity to observe the instructional methods and
ideas of their experts and to increase hislher own knowledge of teaching methods
and stimulate new ideas.
It provides technical advantages not readily available in normal classroom for
illustration or demonstration.
(a) It makes possible close-up magnification of small objects, components,
intricate mechanisms, diagrams, etc., giving students a "front-row seat."
(b) It allows instantaneous change of perspective by switching from a wide
camera angle to a close-up or by "zooming" in.
It directs the attention of the student to the exact detail of the object that he/she
should see by eliminating distracting surroundings.
It makes quick and lasting visual as well as aural impressions that can often
II
reduce the time necessary to teach an idea or technique.
*
It makes it possible to bring large, scarce, new or confined equipment "into the
classroom" electronically.
It incorporates useful film sequences, slides, graphic art, etc., and makes available
teaching aids within a television presentation, tailored to meet the needs of a
particular course or subject.
It saves time, effort and cost of setting up classroom projection equipment.
It brings instructional films into classrooms as needed with no special classroom
preparation, no darkening of rooms or use of special ventilation in the room.
It provides more "iminediacy" than instructional films.
It brings live demonstrations, videotape or film presentations to the classroom
instanta~~eously or immediately after they occur.
lt permits inclusion of up-to-date information, modifications, new equipment or
techniques into the classroom instruction.
It allows the teacher time to observe individual students or to assist them during
the television presentation, or to determine what needs further application after
the presentation.
The medium is limited to one-way communication from teacher to students.
Students cannot get their doubts clarified.
The total cost of teaching by television is more than normal classroom instruction,
unless television is used to reach a large number of students at one time or
sequentially over aperiod of time.
Television has special and unique techniques and requires occasional re- .
arrangement of subject sequence.
Individual differences of the students are not attended to in a TV lesson.
TV lessons inay not suit school timings.
1'V lessons are not flexible.
Total TV teaching.
TV as a complementary basic resource.
TV as a supplementary environment.
 '
Kinds of Education TV ~i
I
Planning for Teaching Aids &
Multimedia Programmes
e Open Circuit Television: It is the usual type of telebast b or non-
co~ii~iiercial
stations.
e Closed Circuit Television (CCTV): It is the that can be used
only by specially equipped receivers. Its the length of the
cable. CCTV can be used to great institutions. Its
capabilities are as under:

(i) It~increasesthe range of instruction to one o locations beyond the

classrooni.
- (ii) It enables institutions to present televised in n in accordance with
their specific needs and schedules.
(iii) It provides opportunities for the exchange of tjacherr and courses between
one institution and another linked to acircuit. 1

~ ~
-

Check Your Progress 6

Note: Write your answers in the space given below.
1. Briefly trace the genesis of Educational TV.
1 ,
................................................................................................................
. .

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

Some Advantages of Motion Pictures

Increased Reading Interests of the
in tlie U.S.A. show that films arouse increased
stimulated to get inore information about facts
show.
Real Learning Situations: The film
to be quite real and actual. The child
is direct. Therefore, helshe is deeply impressed.
Planning and Organizing Selected Learning Situations: A child learns from hislher actual life experience
Curriculum
more than helshe learns from the lessons that helshe gets passively in the school. In
an educational film, all the learning situations are carefully selected and so have a
great educational value.
Quickness of Movement: The events in a film show run very swiftly with continuity
and essence of development. Therefore,-the effects are also received swiftly in a
concentrated form.
Vividness: The learning situation is quite vivid. Everything is happening in a way as if
it is more than living and actual. All the activities are quite clear.
Motivation: The film motivates teaching. The interest of .the child is aroused and
maintained. For instance, a long study of many weeks may not be able to bring home
to a child all the facts of tl;e French Revolution but helshe will at once understand and
learn everything about the movement if helshe is shown a film of the events.
Recreation: A film show is recreational also. For the child it is play and not work.
Thus helshe learns through play way. ~elshe'feelslight and happy after the show.
Development of Study Habits: Educational films develop study habits as children
like to know more about the facts they have learnt in the show. After the show, they
may sit down to study more.
Illustration of All the Learning Situations: We cannot give an adequate idea of an
ocean to a child who has never seen even a lake. A child cannot understand what a
mountain is like if helshe has never come across a hill ever in hislher life. But it is not
possible for us to take every child to the ocean and mountains, to the deserts and
valleys, to the Tundras and the Tropics. The film serves us liere wonderfully. It brings
the ocean, the mountains, the deserts, the valleys, the Tundras and the Tropics, all in
their real form and with all their grandeur into the school hall.
Charles F. Hoban and E.B. Oinar summarisesthe educational advantages of films as:
means of imparting information,development of skills, development of attitudes, enlarging
interests and development of the will to solve problems.
4.4.4 Educational Films
Educational films should be seen as different from ordinary films as their purposes are
different. Ordinary films are meant for entertainment, while educational films, as the
name itself suggests, have to be instructive. First of all, the objectives ofthe film have
to be determined -whether it is for instruction in a particular subject or it is meant ibr
general life enrichment or say value development. Once the objectives have been
determined, the appropriate format according to the theme has to be developed. The
theme has to be tackled in such a manner that the intended learning takes place. Also,
it should be done keeping in mind the target group -their age group, their ability level,
their socio-cultural background, etc. Since educational films are not merely for
entertainment, care should be taken that they impart desirable values and do not leave
a negative impact on the young learners' mind. Educational films can be relayed over
the television also. Some countries have channels dedicated to education. For instance,
India has launched a satelite devoted to education alone. The project is called EDUSAT.
Limitations: Some limitations of educational films are
Educational films sometimes include an element of fiction in historical events.
Recapitulaticju is not possible on the spot. Sometimes the teacher likes and the
pupils too wish to dwell longer on a particular shot in the show. But the film does
not wait. It goes on. But if needed, it can be rewound and played back.
Really good educational films may not be available.
The whole process is very costly. All schools cannot afford to have good halls,
the projectors and other equipment for the purpose. However, an active teacher
can improvise.
It may have some bad effect on eyesight.
74
 Generally teachers are not trained to handle the proj d organize the show. Planning for Teaching Aids &
Multimedia Programmes
It needs electricity. Many village schools have no electric
I
rY
Suggestions for making the optimum use of Edufatio al Films: The most
important point to be taken into consideration is that t h ~ must b; relevant and
I purposeful. Wh& a film show is going to be arranged, thk should see that it is
really needed in connection with the studies that are must discuss
tlie background of the learning situations to be

i1 presentation. It should serve the purpose of

arranged in the following steps:

1. Preliminary talk about the film. .

I 2. Presentation of the film.
3. Discussion and follow-upon the film. Active participitionof the pupils is important
and should be encouraged.
c 4. Recapitulation and recording of salient features.
4.4.5 Press as Medium of Education
k The press is an informal but very influential agency of n. The press includes
newspapers and magazines. They provide a varietybf They cover almost
all areas of knowledge. They keep us well They are very
useful in the teaching ofvarious subjects.
variety and an element of 'play-way'.

words and many new expressions. They learn how to

P
The newspapers are very useful for the study of languages. upils learn many new
hemselves and how to
follow the expression of others. As regards social learn a lot about the
society and how the society is developing day by much geographical
and scientitic information also in daily papers and
For understanding of international affairs, tlie study of nekspapers is essential.
Children come to know how the world is progrdssing, how we are woven
internationally, how the events occurring in one country t other countries of the
world and, for instance, how we shall have to suffer if the World War breaks out.
Major daily newspapers in India have started educatioq pro mmes in schools, like
the Newspaper in Education Programme of the Times and the HT Pace
Progra~nmeof the Hindustan Times.
Check Your Progress 7 I
Note: Write your answers in the space given below.
1. What are the advantages of film as a teaching aid?

2. Mention 4 limitations of the film as a teaching aid. ~

3. Write a note on the Press as a medium of educatioh.

Planning and Organizing
Curriculum . 4.5 ROLE OF SCHOOL HEAD IN PLANNING &
MANAGEMENT OF TEACHING AIDS
School Heads need to guide their teachers to enhance their teaching by selecting the
appropriate teaching aids. Educational films can be used to advantage for supplementing
and complementilig classroom teaching. A proper system of selection, procurement
arid use of educational films should be developed by the School Head as this is an
effective source of learning for the teachers as well as students.

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

aids, Educational Con~municationTechnology, Media, etc. 4

various terms thathave been used synonymously with teachin aids, e.g. Audio-visual
went on to discuss the
nccd and importance of teaching aids. Further, the psycholo& of using teaching aids

i
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
m
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.

4.7 UNIT-END EXERCISES

1

I 1.
h
Write a shol-t essay on the need and importance of teac ing aids.

I'
2.
3. Discuss in detail Edgar Dale's Cone of Experience.
a
Explain the principles involved in the effective use ofte ching aids.

. 4. What do you understand by Mass Media?

5. Which form of mass media do you think is most useful as a teaching aid? Give
reasons for your answer.
6.
I
Write a note on your role as School Head in planning and managing the use of
I
teaching aids in the scl~ool.
'
I I

I 4.8 SUGGESTED READINGS

Brouclier, B.G., Gottlieb, M . J., Morganlander, M.L. (1973): H~~ndbookmdCutalog
I ,jiw /tr.vtt*rrctioi~~~I
Cliffs, New .lersry.
P
Mediu ,Selection. Educational 'Technology ublication, Englewood

II l3rigys. L. J . ( 1970): Handbook of Procedures for the besign of Irrstruction.

American Institute for Research, Pittsburgh, Pennsylvania. 1
Dalc. 6. (1969): Audio-visual Methods in Teuching 3" edn., Dryden, New York.

I
I

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.