Instructional Technology Resources
5.1 Projected Aids:
A) Films or Motion Pictures
Formerly motion pictures were thought to be meaning for recreation and amusement only. Today they are increasingly used as a device of teaching. They are an indispensable means of education and instruction. A motion picture can not be more than a visual aid. It may be used in any subject such as social study where action is an important factor in giving a clear idea of the subject. In a film, the child can travel alone distances and move through centuries of time.
B) Film Strips or Film Slides
A film strip or film slide may be used as effectively as a motion picture. It consists of a series of still pictures, printed on strips of motion picture film, each of which is known as frame. Film strips come in either the single frame or the double frame. The vary in length from about a foot to three or four feet. Unlike the motion pictures, they can be stopped and held with a single picture on a screen as long as needed. They are also more useful than motion pictures in terms of cost, availability and use. Photographs, drawings, diagrams, paintings, written and printed matter are used as material for making a film strip. Colored frames may be included at a small additional cost.
C) Opaque Projector or Epidiascope
It is used to show opaque objects on the screen. That why it is also called as magic lantern. Any chart, picture, map, photograph and any printed matter can be projected without being detached from the book; there is no need of making slide of it. When opaque objects are projected, it is called episcope and when slide is projected, it is called diascope. This is the only mean to project both transparent and opaque objects.
There must be proper darkness in the room while the epidiascope is in operation so that the picture on the screen could be clearly visible. Notes and explanations by the teacher are also necessary together with projection. This equipment can easily be used for teaching any subject from any fields.
D) Overhead Projector
Among the projector aids, the over head projector is a very helpful aid for teachers. It can be used in full day light (no need to darken the room) as the projection is by means of transmitted light and not reflected light. The teacher can face the class, operate the projector by writing on the special material provided or used prepared transparencies and projected material falls behind and above him on the wall or screen for full view of the students. It is comparatively a light weight equipment which is also portable. The teacher can plan what he can present visual materials step by step with the help of overlays or prepare transparencies earlier and use them at the proper time. When a roll of transparency is used it can be continuously used by writing on it and rolling it to move and then get fresh side of the transparency to write again. The written material on the role can be erased for further use of the same transparency roll.
E) Slides Projector
A) Films or Motion Pictures
Formerly motion pictures were thought to be meaning for recreation and amusement only. Today they are increasingly used as a device of teaching. They are an indispensable means of education and instruction. A motion picture can not be more than a visual aid. It may be used in any subject such as social study where action is an important factor in giving a clear idea of the subject. In a film, the child can travel alone distances and move through centuries of time.
B) Film Strips or Film Slides
A film strip or film slide may be used as effectively as a motion picture. It consists of a series of still pictures, printed on strips of motion picture film, each of which is known as frame. Film strips come in either the single frame or the double frame. The vary in length from about a foot to three or four feet. Unlike the motion pictures, they can be stopped and held with a single picture on a screen as long as needed. They are also more useful than motion pictures in terms of cost, availability and use. Photographs, drawings, diagrams, paintings, written and printed matter are used as material for making a film strip. Colored frames may be included at a small additional cost.
C) Opaque Projector or Epidiascope
It is used to show opaque objects on the screen. That why it is also called as magic lantern. Any chart, picture, map, photograph and any printed matter can be projected without being detached from the book; there is no need of making slide of it. When opaque objects are projected, it is called episcope and when slide is projected, it is called diascope. This is the only mean to project both transparent and opaque objects.
There must be proper darkness in the room while the epidiascope is in operation so that the picture on the screen could be clearly visible. Notes and explanations by the teacher are also necessary together with projection. This equipment can easily be used for teaching any subject from any fields.
D) Overhead Projector
Among the projector aids, the over head projector is a very helpful aid for teachers. It can be used in full day light (no need to darken the room) as the projection is by means of transmitted light and not reflected light. The teacher can face the class, operate the projector by writing on the special material provided or used prepared transparencies and projected material falls behind and above him on the wall or screen for full view of the students. It is comparatively a light weight equipment which is also portable. The teacher can plan what he can present visual materials step by step with the help of overlays or prepare transparencies earlier and use them at the proper time. When a roll of transparency is used it can be continuously used by writing on it and rolling it to move and then get fresh side of the transparency to write again. The written material on the role can be erased for further use of the same transparency roll.
E) Slides Projector
Simplest form of visual aid is a slide projector. It is also known as strip projector .It is a machine which projects slides on a screen. Film strip projector is a most popular device used for projecting film strips and 2x2” slides. It is essentially a simple mechanism and it consists of a lamp of 300 Watt or 500 Watt bulb, a reflector to conserve light, and condensing lenses to concentrate all the light in to a beamed and smooth channel for threading the film. On the base of the channel is a knob which is turned y hand to pull the film strip through the projector. The knob turns the sprocket wheel whose teeth fit in to this sprocket holes on the film strips.
Every school must have one or two such projectors, and large schools must have many more. It is simple to use a slide on a small piece of film or other transparent material on which a single pictorial image or scene has been photograph. The slides should be in sequence, as per the topic discussed.
F) Multi Media
Multimedia is media that utilizes a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which only utilize traditional forms of printed or hand-produced text and still graphics. In general, multimedia includes a combination of text, audio, still images, animation, video, and interactivity content forms.
Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia content. Multimedia is similar to traditional mixed media in fine art, but with a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application.
Multimedia presentations may be viewed in person on stage, projected, transmitted, or played locally with a media player. A broadcast may be a live or recorded multimedia presentation. Broadcasts and recordings can be either analog or digital electronic media technology. Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.
Multimedia games and simulations may be used in a physical environment with special effects, with multiple users in an online network, or locally with an offline computer, game system, or simulator.
The various formats of technological or digital multimedia may be intended to enhance the users experience, for example to make it easier and faster to convey information. Or in entertainment or art, to transcend everyday experience.
Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time. Examples of these range from multiple forms of content on web sites like photo galleries with both images (pictures) and title (text) user-updated, to simulations whose co-efficients, events, illustrations, animations or videos are modifiable, allowing the multimedia "experience" to be altered without reprogramming. In addition to seeing and hearing, Haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.
In Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats. Edutainment is an informal term used to describe combining education with entertainment, especially multimedia entertainment.
Every school must have one or two such projectors, and large schools must have many more. It is simple to use a slide on a small piece of film or other transparent material on which a single pictorial image or scene has been photograph. The slides should be in sequence, as per the topic discussed.
F) Multi Media
Multimedia is media that utilizes a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which only utilize traditional forms of printed or hand-produced text and still graphics. In general, multimedia includes a combination of text, audio, still images, animation, video, and interactivity content forms.
Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia content. Multimedia is similar to traditional mixed media in fine art, but with a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application.
Multimedia presentations may be viewed in person on stage, projected, transmitted, or played locally with a media player. A broadcast may be a live or recorded multimedia presentation. Broadcasts and recordings can be either analog or digital electronic media technology. Digital online multimedia may be downloaded or streamed. Streaming multimedia may be live or on-demand.
Multimedia games and simulations may be used in a physical environment with special effects, with multiple users in an online network, or locally with an offline computer, game system, or simulator.
The various formats of technological or digital multimedia may be intended to enhance the users experience, for example to make it easier and faster to convey information. Or in entertainment or art, to transcend everyday experience.
Enhanced levels of interactivity are made possible by combining multiple forms of media content. Online multimedia is increasingly becoming object-oriented and data-driven, enabling applications with collaborative end-user innovation and personalization on multiple forms of content over time. Examples of these range from multiple forms of content on web sites like photo galleries with both images (pictures) and title (text) user-updated, to simulations whose co-efficients, events, illustrations, animations or videos are modifiable, allowing the multimedia "experience" to be altered without reprogramming. In addition to seeing and hearing, Haptic technology enables virtual objects to be felt. Emerging technology involving illusions of taste and smell may also enhance the multimedia experience.
In Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats. Edutainment is an informal term used to describe combining education with entertainment, especially multimedia entertainment.
5.2Graphic-aids:
A) Cartoons
A cartoon is any of several forms of illustrations with varied meanings. The term has evolved from its original meaning from the fine art of the late Middle Ages and Renaissance, to the more modern meaning of humorous illustrations in magazines and newspapers, to the contemporary meaning referring to animated programs.
B) Charts
Charts are very useful in the teaching of all subjects and can be prepared or purchased in the market. The pictures drawn on big chart should be clear and of appropriate size.
C) Maps
Maps are generally used in teaching of history and geography. These are easily available in the market. But the teachers makes the map in the class room, it is more effective. Necessary signs and scales should be mentioned on the map and lines neatly drawn.
D) Graph
The use of graph is more frequently done in teaching of geography, history, mathematics and science. It is more useful is comparative study. For example, the wheat production of the last few years can be effectively shown with the help of graph.
E) Globes
The globe occupies an important place in teaching equipment, because it is a true representation of the earth. It can impart comprehensive and effective knowledge about the different parts of the earth, the solar and lunar eclipses the relationship between earth and the sun, the area of earth planetary movement, day night, air and hemisphere.
F) Comics
Comics are a graphic art form using words and images in order to convey a narrative. Comics can contain few or no words, and consist of one or more images, which may either illustrate or counterpoint the text to effect greater depth.
G) Diagrams
Diagrams are figures express two lines to depict the complete shape and idea about a specific thing. The teacher uses graph and diagrams to impart knowledge of science, geography etc. And it does not involve much expanses and time. The following main pints should be taken in to consideration regarding diagrams.
1. Graphs and diagram should be drawn in a manner to leave an effective impression on children.
2. In order to explain flowers and plants and different parts of the human body, diagrams are very useful.
3. It will be more effective, if along with diagrams, the real object or its pictures and films strips are shown.
4. Graphs and diagram should be simple and clear so as to be understood. There size must be reasonable, so that it is visible to all the students. Diagram should be in accordance with the subject. The teacher may use different colors to express the meaning in a better way and make the diagram attractive.
H) Flash Cards
A flashcard or flash card is a card that is used as a learning aid. One writes a question on a card and an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject matter that can be learned via a question and answer format. Flashcards are widely used as a learning drill to aide memorization by way of spaced repetition.
I) Photographs
A photograph (often shortened to photo) is an image created by light falling on a light-sensitive surface, usually photographic film or an electronic imager such as a CCD or a CMOS chip. Most photographs are created using a camera, which uses a lens to focus the scene's visible wavelengths of light into a reproduction of what the human eye would see. The process of creating photographs is called photography.
Types of photographs:
Non-digital photographs are produced with a two-step chemical process. In the two-step process the light-sensitive film captures a negative image (colors and lights/darks are inverted). To produce a positive image, the negative is most commonly transferred ('printed') onto photographic paper. Printing the negative onto transparent film stock is used to manufacture motion picture films.
Alternatively, the film is processed to invert the negative image, yielding positive transparencies. Such positive images are usually mounted in frames, called slides. Before recent advances in digital photography, transparencies were widely used by professionals due to their sharpness and accuracy of color rendition. Most photographs published in magazines were taken on color transparency film.
Originally all photographs were monochromatic, or hand-painted in color. Although methods for developing color photos were available as early as 1861, they did not become widely available until the 1940s or 50s, and even so, until the 1960s most photographs were taken in black and white. Since then, color photography has dominated popular photography, although black and white is still used, being easier to develop than color.
J) Pictures
When real objects or model are not available, pictures can be used as visual aids. All types of knowledge can not be imparted through pictures and their importance as a form of effective visual aids can not be denied. Pictures should be clear, lucid, and of appropriate size. Colored pictures attract more attention especially of younger children. A picture should be so presented that it is visible to all pupils of the class and should of course be suitable to the subject matter.
K) Posters
Posters have an important place among the equipment used in the education process. Posters are the pictures of individuals, places, events and things but their expressions are not direct and very clear. They have there own special indirect and symbolic value. While ordinary pictures furnish much information about a subject matter, posters are forceful expression of ideas. They are centered round a particular idea which is used to communicate particular feelings. A poster is also used as a means to appeal to students in its own unique way. It leans an impression on the reader. That is why it is widely used as means of advertisement and publicity. Posters create a suitable atmosphere for change or to build up certain thinking, ideology and to inspire for doing a certain job. It can modify the behavior of not only an individual, but also an entire group. It can be helpful in advancing plans for a movement and to divert and entire group towards a desired direction.
Poster can leave a permanent impression on students regarding personal hygiene, cleaning of teeth, hairs, eyes and clothe dangers of eating dirty eatables, importance of cleanliness and other good habits. Posters can be prepared with the help pf magazines, cuttings, and pictures. Posters can be prepared on paper, wood, cloth and plywood in different colures and sizes.
5.3 Display Boards:
Display board is a generic term for a board-shaped material that is rigid and strong enough to stand on its own, and generally used for displaying paper or other materials affixed to it.
A) Black Board/Chalk Board
Chalk board is used for the following:
For presenting summary
For making any name of work clear and to accord its importance,
For writing the sketch of a certain plan.
For presenting graphs, diagrams and examples.
For clarifying sequence of any operation or thing
For giving certain instructions
For writing rules and definitions
For writing information, knowledge of data and tables.
It is one of the ancient means of imparting education. Teachers have started using chalk board in place of black boards in different method of teaching. These boards can be green, yellow or any other color instead of being black. Social study and science teachers have now started feeling that chalk boards are very useful for them. They can be used in different directions and for different purposed. They can be use to draw format of subject matter, accounting for the work in progress, common drawing figures, developing programs and writing summaries .The black board is place near the teacher and it can also play better roll if properly used by him. It needs to be mentioned here that this quality is re2quired in most of the teachers, weather he or she has been teaching social studies, language, mathematics, science or any other subject.
B) White Boards
A whiteboard (also known as a dry-erase, dry-wipe board or a pen-board) is a name for any glossy surface, most commonly coloured white, where non-permanent markings can be made. Whiteboards operate analogously to chalkboards in that they allow markings to temporarily adhere to the surface of the board. The popularity of whiteboards increased rapidly in the mid-1990s and they have become a fixture in many offices, meeting rooms, school classrooms, and other work environments
Advantages: Whiteboard ink markings are less susceptible to external factors, such as water or accidental erasure, because the ink adheres slightly better than chalk does to chalkboards. Using markers does not generate the dust that comes from using and erasing chalk, allowing their use in areas containing dust-sensitive equipment. Some who are allergic to chalk or are asthmatic use whiteboards as an alternative.
A whiteboard can be used as the projecting medium for an overhead or video projector. This allows the person giving the presentation to fill in blanks, edit, underline and make comments by writing directly onto the whiteboard, which in turn shows through the projected image.
Disadvantages: Whiteboards are slightly more expensive than blackboards. In addition, only special whiteboard markers are suitable for use on whiteboards. Using other markers that resemble whiteboard markers but contain the wrong kind of ink creates markings that are hard or impossible to remove. However, some techniques have been developed, which include filling over them using a marker with the right type of removable ink and then erasing the ink; wiping the marks with acetone or alcohol; or by using board cleaning sprays or prepackaged wipes commercially available from the whiteboard manufacturers.
The white background can cause contrast problems for people with vision impairment. Some people are sensitive or allergic to the strong odour of most whiteboard markers. Reduced-odour markers are available. Whiteboard markers may create a more persistent mess than chalk, as the ink is difficult to remove from anything other than the surface of the board; dry-erase ink causes stains in clothing.Whiteboard markers use much more petroleum in their creation than chalk, which is formed from a naturally occurring mineral.
C) Bulletin Board or Tack board or Display area
Bulletin boards are used for displaying the statements of learned persons, charts, graphs and other necessary pieces of information, so that the students may be inspired and motivated for learning. The matter displayed on the bulletin board should be arranged in sequence and should be in accordance with the age and mental ability of the viewers. Board should be placed at a place where it can be easily seen and read by the students. The boards should be well maintained and attractive. Students should also be provided the opportunity to display matters on them.
The matters displayed on the bulletin board must be attractive, meaningful interesting and appropriate to this situation. They may include pictures, cartoon, advertisement, graphs, maps, charts, figures, news and writings from magazines and periodicals. The matters to be displayed must be selected by the committee.
D) Flannel Boards or Feltboards or flockboard
Flannel board should be sufficiently used in the teaching of social studies and social sciences. These boards are to a great extent similar to black boards. They have a specific opportunity to change colors and speed and adjust to changes. This is why flannel boards are interesting.
Colored lime series relating to particular period or movement can be prepared and displayed in sequence in a useful way.
While teaching a particular units or regional extension, a big map may be cut in to useful pieces and shown on the flannel board after adding the extended regions.
Pictures, photos, charts and graphs may be cut from news papers and magazines and displayed on the flannel board, while teaching the economic social and political aspects of any country.
Charts of cities, provinces or governments may be prepared and displayed on the flannel boards and the constituents of these government may be explain
The use of flannel board may proof to be useful for all types of students. It is especially useful for slow learners because its major familiarizes them with ideas, places, persons, and new descriptions.
E) Magnetic Board
These boards are used magnetic white boards for scheduling, planning, project control, calendars and applications with respect to teaching and learning situations.
F) Electronic Board
Electric devices for purposes of drill are easily made by teachers or students, these devices are usually powered by dry cell. Batteries are also constructed that when an electric circuit is completed by properly matching ends of wires, a signal is activated; it may be a buzzer or a small electric bulb. The commonest usage of electric drill devices has been in geography, arithmetic fundamentals, grammar, and rules of conduct. These boards are used for
-Change or add adjectives
-Circle elements to check authenticity of a website
-Explore editing and proofreading marks
-Highlight words in sentences and paragraphs - use e-books!
-Identify the fact or opinion in an article
-Match words
-Use highlighter tool to highlight parts of speech (i.e., nouns, verbs, adjectives)
-Practice words. Move the icon to see the answer.
-Use a story starter, write a class story, chain story, or peer story
-Put key words in middle and write two points of view
-Scramble words and make sentences
-Share autobiographies
-Write a daily journal, news article, or newsletter with key information from news websites
-Write sentences based on photographs
-On e-grid paper, plot the relationship between two characters (i.e., calm/stressed, happy/sad) through the book
-Use photo of a person (i.e., character from book, person from history). Ask students to write in “bubble” about their thoughts.
G) Peg Board.
Peg boards are a comparatively new and ingenious device for displaying many things, especially objects and specimens. The peg board is a piece of soft composition board punched with small holes about an inch apart. Pegs (wood, metal or plastic) inserted in the holes serves as supports for books, pamphlets and small objects. The combination is endless. Peg board can be painted and attached to walls.5.4 3-Dimensional Aids: A) Diagrams
A diagram is a drawing which makes use of lines and conventionalized geometrical symbols, but uses no pictorial elements, a diagram portrayers the structure of its subject, which may be an idea, a society, a sentence, and so on. Because diagrams are highly condensed, they are usually quite abstract or symbolical. For example, a cross section of a leaf, showing the various layers of tissues and cells, is obviously difficult to understand unless the reader already posses a background for the interpretation.
Diagrams may be constructed by the teacher or gathered from such sources as news papers, magazines, and books. Teacher constructed diagrams and sketches may be prepared in advance on chart, cloth or large sheets of paper, or they may be constructed during class periods on the chalk boards.
B) Models
A model is a pattern, plan, representation (especially in miniature), or description designed to show the main object or workings of an object, system, or concept. Model may also refer to as “representations of objects”
· Model (physical), a physical representation of an object
· Solid modeling, study of unambiguous representations of the solid parts of an object
· Scale model, a replica or prototype of an object
· Model building, a hobby centered around construction of material replicas
· 3D model, a 3D polygonal representation of an object, usually displayed with a computer
C) Mockups
A mockup is an extensive demo of a recording project built using samplers to stand in for acoustic instruments.These extensive demos are frequently used in projects requiring large budgets to record, such as film scores. A mockup allows the director, or executive producer, to hear the compositions in a setting that approximates their final version, and thus to approve or alter the project before the budget has been committed to record the actual instruments.
Mockups first came into wide use in the 1980s, when synthesizer and sampler technology developed to the point where it could create approximate replicas of acoustic instruments. Large film-scoring studios would build systems with dozens of sound modules, all linked to a single sequencer that would play back the version of the score. With the development of faster computers, and better software environments for sampling and editing, most mockups today are done with software synthesizers.
D) Real Objects
All teachers sometimes or another make use of objects and specimens in the classrooms. Objects are, of course, such things as flowers, animals, transmitters, stones and garments. Students often bring to class curious or souvenirs that their fathers or brothers have acquired in military service, teachers sometimes use such relics as old newspapers, tools, maps, or weapons to illustrate history lessons, and these curious, souvenirs, and relics, of course, objects. The distinction between object and specimen is slight and not particularly important.
E) Puppets
A puppet is a representational figure manipulated by a puppeteer. It is usually but not always a depiction of a human character and is used in a play or a presentation. The puppet undergoes a process of transformation through being animated, and is normally manipulated by one, or sometimes more than one, puppeteer. Some puppets can be moved electronically.
Puppets are made of a wide range of materials, depending on the effect required and the amount of usage intended, and can be extremely complex or very simple in their construction. There are many different varieties of puppets
Puppeteer Anita Sinclair states, "Through puppetry we accept the outrageous, the absurd or even the impossible, and will permit puppets to say and do things no human could. We allow a puppet to talk to us when no one else can get us to speak. We allow a puppet to smile at us even when we have not been introduced. We also allow a puppet to touch us when a person would lose an arm for the same offence."
F) Specimens
A specimen may be a part of an object-the head or shaft of an arrow, the beater of an electric mixer, the wing of a butterfly, for example. And a specimen may also be one of a group or class taken to represent the whole group. In other words, a typical example.
5.5 Audio Visual Aids:
A)Radio
Radio is the transmission of signals, by modulation of electromagnetic waves with frequencies below those of visible light. Electromagnetic radiation travels by means of oscillating electromagnetic fields that pass through the air and the vacuum of space. Early speculation that this required a medium of transport, called luminiferous aether, were found to be false. Information is carried by systematically changing (modulating) some property of the radiated waves, such as their amplitude or their frequency. When radio waves pass an electrical conductor, the oscillating fields induce an alternating current in the conductor. This can be detected and transformed into sound or other signals that carry information.
Today, radio takes many forms, including wireless networks and mobile communications of all types, as well as radio broadcasting. Before the advent of television, commercial radio broadcasts included not only news and music, but dramas, comedies, variety shows, and many other forms of entertainment. Radio was unique among methods of dramatic presentation in that it used only sound. For more, see radio programming.
B) Recording
If some piece or selection is not needed after a particular time, it may be erased and the tape may be used for recording some other speech or sound. Tape recorder proves especially effective in developing worth while standards of correct speech by providing opportunities to the pupils who listen to their own speeches and compare them to the speeches of respective and well-known personalities.
There are four main types of recording devices.
Record disc player, which is a sort of talking machine which produces sound records on a disc in the form of songs, fairy tales, stories, lessons etc.
A tape recorder is an instrument to record speeches, sounds or music, which may be played back at any time and any number of times.
Video tape recorder (VTR)
Computer mediated video which uses video optical disc as recording disc
C) Television
In some foreign countries like U.S.A and England the use of television has made rapid strides on the path of progress. Its spare of influence has extended to the field of education. In India, however, it has not yet come in the educational field. However, a beginning in this direction has been, made in new Delhi with great potentialities.
One research study in U.S.A showed that school pupils, who had television sets in their homes, spent more than twenty three hours every week on television viewing equivalent to visiting pictures every evening. This shows the value of T.V as a medium of mass communication and mass education.
Instructional Television (ITV)
It is an effective distance education delivery system that can be integrated in to the curriculum at three basic levels,
Single Lesson: Programmed address, one specific topic or concept, providing a; lesson introduction, overview, or summary.
Selected unit: A series of programs providing the content foundation for a learning unit in the course curriculum,
Full course: Programs from one or more ITV series may be integrated in to a full semester course typically in conjunction with instructional print materials.
5.6 Activity Aids:A) Demonstrations
Demonstration may refer to:
1.Demonstration (proof), conclusive mathematical proof
2.Scientific demonstration, a scientific experiment carried out for the purposes of illustrating principles, rather than for hypothesis testing or knowledge gathering
3.Demonstration (teaching), a method of teaching by example rather than simple explanation
4.Technology demo, a prototype version of a technology product, to showcase its forthcoming ideas, performance, method or features; more commonly called a demo
5.Demoware, software that users can test in a limited fashion before buying for example: Game demo, more narrowly; a freely-distributed "try-out" version of a video game, usually fully playable but incomplete
Radio is the transmission of signals, by modulation of electromagnetic waves with frequencies below those of visible light. Electromagnetic radiation travels by means of oscillating electromagnetic fields that pass through the air and the vacuum of space. Early speculation that this required a medium of transport, called luminiferous aether, were found to be false. Information is carried by systematically changing (modulating) some property of the radiated waves, such as their amplitude or their frequency. When radio waves pass an electrical conductor, the oscillating fields induce an alternating current in the conductor. This can be detected and transformed into sound or other signals that carry information.
Today, radio takes many forms, including wireless networks and mobile communications of all types, as well as radio broadcasting. Before the advent of television, commercial radio broadcasts included not only news and music, but dramas, comedies, variety shows, and many other forms of entertainment. Radio was unique among methods of dramatic presentation in that it used only sound. For more, see radio programming.
B) Recording
If some piece or selection is not needed after a particular time, it may be erased and the tape may be used for recording some other speech or sound. Tape recorder proves especially effective in developing worth while standards of correct speech by providing opportunities to the pupils who listen to their own speeches and compare them to the speeches of respective and well-known personalities.
There are four main types of recording devices.
Record disc player, which is a sort of talking machine which produces sound records on a disc in the form of songs, fairy tales, stories, lessons etc.
A tape recorder is an instrument to record speeches, sounds or music, which may be played back at any time and any number of times.
Video tape recorder (VTR)
Computer mediated video which uses video optical disc as recording disc
C) Television
In some foreign countries like U.S.A and England the use of television has made rapid strides on the path of progress. Its spare of influence has extended to the field of education. In India, however, it has not yet come in the educational field. However, a beginning in this direction has been, made in new Delhi with great potentialities.
One research study in U.S.A showed that school pupils, who had television sets in their homes, spent more than twenty three hours every week on television viewing equivalent to visiting pictures every evening. This shows the value of T.V as a medium of mass communication and mass education.
Instructional Television (ITV)
It is an effective distance education delivery system that can be integrated in to the curriculum at three basic levels,
Single Lesson: Programmed address, one specific topic or concept, providing a; lesson introduction, overview, or summary.
Selected unit: A series of programs providing the content foundation for a learning unit in the course curriculum,
Full course: Programs from one or more ITV series may be integrated in to a full semester course typically in conjunction with instructional print materials.
5.6 Activity Aids:A) Demonstrations
Demonstration may refer to:
1.Demonstration (proof), conclusive mathematical proof
2.Scientific demonstration, a scientific experiment carried out for the purposes of illustrating principles, rather than for hypothesis testing or knowledge gathering
3.Demonstration (teaching), a method of teaching by example rather than simple explanation
4.Technology demo, a prototype version of a technology product, to showcase its forthcoming ideas, performance, method or features; more commonly called a demo
5.Demoware, software that users can test in a limited fashion before buying for example: Game demo, more narrowly; a freely-distributed "try-out" version of a video game, usually fully playable but incomplete
Demonstration is one way to define certain kinds of words. Demonstration is the simple act of pointing to an object, area, or place, like the sun, moon, or a large mountain top, and then naming and defining it. Basic definitions of words through demonstration, or pointing, allows humans to communicate, interact, plan, and co-ordinate in ways that help us to build cities, large buildings, technology, gain knowledge and to successfully communicate with computers. Basic propositions about time, space, and mathematics are first required to teach about true and probable statements or words that accurately describe universal qualities and quantities about nature, planets, species, and the world around us.
B) Experimentation
In the scientific method, an experiment is a set of observations performed in the context of solving a particular problem or question, to retain or falsify a hypothesis or research concerning phenomena. The experiment is a cornerstone in the empirical approach to acquiring deeper knowledge about the physical world.
The design of experiments attempts to balance the requirements and limitations of the field of science in which one works so that the experiment can provide the best conclusion about the hypothesis being tested. In some sciences, such as physics and chemistry, it is relatively easy to meet the requirements that all measurements be made objectively, and that all conditions can be kept controlled across experimental trials. On the other hand, in other cases such as biology, and medicine, it is often hard to ensure that the conditions of an experiment are performed consistently; and in the social sciences, it may even be difficult to determine a method for measuring the outcomes of an experiment in an objective manner.
For this reason, sciences such as physics and several other fields of natural science are sometimes informally referred to as "hard sciences", while social sciences are sometimes informally referred to as "soft sciences"; in an attempt to capture the idea that objective measurements are often far easier in the former, and far more difficult in the latter.
C) Field Trips
A field trip is a journey by a group of people to a place away from their normal environment.
The purpose of the trip is usually observation for education, non-experimental research or to provide students with experiences outside their everyday activities. The aim of this research is to observe the subject in its natural state and possibly collect samples. In western culture people first come across this method during school years when classes are taken on excursions to visit a geological or geographical feature of the landscape, for example. Much of the early research into the natural sciences was of this form. Charles Darwin is an important example of someone who has contributed to science through the use of field trips.
Field trips are extracurricular educational field studies a class makes. These are normally one day long, but they can be longer. Such excursions usually consist of visits to local landmarks and educational institutions, like zoos, parks, museums, and play facilities.
The term is most often used in an educational sense, classes are taken on a residential biology field trip or a geography field trip, most often where the experiences delivered by the field trip cannot be undertaken in the class room. However, the term is also sometimes used by non-educational entities to refer to off-site research studies and/or leisure activities.
Residential field trips are popular with some teachers because the experience of staying away from home provides an environment where children can grow in self confidence and awareness of the needs of others.
There is a controversy as to whether or not it is appropriate to do field trips. Some people believe they are unnecessary because the liability increases when students are taken off school property, requiring extra insurance.
To mitigate these risks and expenses, most school systems now have formalized field trip procedures that considers the entire trip from estimation, approval and scheduling through planning the actual trip and post-trip activities.
D) Programmed Instruction
Programmed instruction is a teaching technique that provides learners with “small, discrete increments of instruction plus immediate reinforcement for correct responses”.
It consists of self-teaching with the aid of a textbook or teaching machine that presents material structured in a logical sequence. Programmed instruction allows students to answer questions about a unit of study at their own rate, checking their own answers and advancing only after answering correctly. After each step, they are presented with a question to test their comprehension, then are immediately shown the correct answer or given additional information.
Associated terms :
Some professional educators recognize a distinction between programmed instruction and programmed learning, where programmed instruction is defined as instruction intended to modify behavior and programmed learning is defined as insturction intended for use in teaching facts and skills (Programmed instruction). However, most of the educational research reviewed for this posting did not make this distinction.
Today, programmed instructional curricula are generally created for (and taught with) personal computers. A single program may consist of thousands of small units of instuction (also known as frames of instruciton). However, a large variety of teaching machines have been invented to facilitate the process of programmed instruction. Programmed instruction has also been written for and presented in various hard text formats. However, the use of computer technology is generally preferred.
Types:
Programmed instruction can be designed to present information to learners in either a linear or a branched (also called intrinsic) fashion. Linear programs allow students to advance through the instructional process in a particular order as they provide correct answers. Students are provided with specific pieces of information in a series of frames and asked to recall or apply this information during frequent tests of comprehension. In linear programs all students complete the same sequence of frames. If a student provides a correct response they move to the next frame. Linear programs make no accommodation for errors by the student because it is assumed that a student will provide correct responses for nearly every question. Branched programs offer students a variety of paths through a curriculum. For example, if a student misses a multiple choice question they could be directed to previous frame or to whatever information is most appropriate based on their response to the question. What is most important in the execution of both linear and branched programming approaches is that they provide immediate feedback to learners based on their response. According to Leshin, programmed instruction is most effective when applied using the branching and interactive capabilities of computers.
Application in classrooms and similar settings:
Programmed instruction has many applications both in the classroom setting and in other settings where the efficient acquisition of behaviors, facts, and skills is a primary concern. For example, programmed instruction is often used to train personnel in industry and the armed services.
Teachers play a vital role in effective programmed instruction and should be active in every part of the programming process. Not only should the teacher monitor student progress on programmed materials, but also assess the effectiveness of all programs, provide individualized tutoring, and motivate students to participate in programmed activities.
According to Chen, programmed instruction is desirable in many instructional settings because it provides the following benefits:
Immediate knowledge of results: Students continuously answer questions and receive feedback to ensure comprehension.
Individualized learning: Students can complete programmed instructional activities at their own pace without feeling held back or pushed by other classmates.
Expert instruction: Students are required to complete a logical sequence of instruction that has been designed by experts.
Eshleman identified other positive characteristics of programmed instruction which include:
Emphasis on student behavior- Programmed instruction focuses educators attention on their students’ behavior and views instruction as a task of shaping student behavior.
Scientific basis for instruction- Programmed instruction is based on the scientific work of behaviorists. It can draw on science as a resource. Teachers can predict (to a certain degree) their students’ performance with appropriately applied programmed instructional materials.
Increased focus on design and development of instructional materials- Programmed instruction is based on an organized process of creating and implementing instructional materials in which learning objectives are set, instructional materials are responsibly prepared and modified, and student performance is easily monitored.
Stimulus Control- Programmed instruction prompts information from students under regular and appropriate circumstances.
PLATO and ALEKS are two examples of current instructional resources that are based (broadly) on the idea of programmed instruction. In both programs students complete a predetermined set of curricula. However, PLATO utilizes a linear instructional sequence and ALEKS utilizes a branched instructional sequence. Both programs have a long history of success and both have been proven to be (generally) effective strategies for improving student performance.
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