INTRODUCTION TO AV AIDS

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 AUDIO VISUAL AIDS:

Audio aids are the hearing aids; visual aids are also instructional devices in which messages can
be seen. By the use of audio visual aids the messages can be seen as well as heard. These are the
most important senses which contribute to maximum hearing with regard to the retention of
information learned through different senses.

AV aids are used to support the presentation. They are not substitute for what one
has to say, but guide the audience through the material, help to keep the presenters place and
highlight significant points. They are not the message. Just as stretches, dioramas or photographs
may illustrate a written document, so the chosen aids illustrate and illuminate the idea that is to
be presented.

DEFINITIONS:

1. According to Kinder S. James: Audio visual aids are any devices which can be used to
make the learning experience more concrete, more realistic and more dynamic.
2. According to Burton: Audio visual aids are those sensory objects are images which
initiate or stimulate and reinforce learning.
3. According to Carter. V. Good: Audio visual aids are those aids which help in
completing the triangular process of learning that is motivation, classification and
stimulation.
4. According to good’s dictionary of education: Audio visual aids are anything by means
of which learning process may be encouraged or carried on through the sense of hearing
or sense of sight.
5. According to McKean and Roberts: Audio visual aids are supplementary devices by
which the teacher, through the utilization of more than one sensory channel is able to
clarify, establish and correlate concepts, interpretations and appreciations.
6. According to KP. Née raja: An audio visual aid is an instructional device in which the
message can be heard as well as seen.

BRIEF HISTORY OF AV AIDS:

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Keeping in view the dearth of trained and considering the quality of textbooks, it seems all very
necessary that we should resort to the modern method of teaching history. The advantages are the
following:

 The modern visual and auditory aids make the methodology easy and more meaningful.
 History being a record of the dead past, the reviving of which could only be enacted only
by appealing through visual and auditory aids.
 The students feel attracted to the lesson and thus not only learn better but also remember
the lessons better.
 The use of such aids creates activity and fun, which is psychologically conductive to the
process of learning and biologically experiences and save the lengthy talks and round
about methods.
 These aids provide a chance to be the active participants of the lesson in hand and cut at
the very root of passivity.

The different kinds of Audio-Visual aids in this connection, which may be named here as
follows:

1. Historical monuments, building, bridges and pillars.

2. Coins and postage stamps.
3. Statues, models, sculptures.
4. Exhibits, charts, pictures, diagrams, sketches and posters.
5. Old historical dresses, costumes and parchments.
6. Films, gramophones records and slides and tape recorded lessons.
7. Dramatization and historical pageants.
8. Field trips, excursions to historical places
9. Time lines, time-charts, graphs with dates and decades.

Audiovisual education has developed rapidly since the 1920’s by drawing on new
technologies of communication, most recently the computer. History has shown that pictures,
specimens, demonstrations and other audiovisual means are effective teaching tools. JOHN

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AMOS COMENIUS (1592 – 1670), a Bohemian educator was one of the first to propose a
systematic method of audiovisual education.

IMPORTANCE OF AUDIO-VISUAL AIDS:

 Improve and make teaching effective

 Enable the audience to look, listen and learn.
 Make listening interesting and profitable.
 Quicken the phase of learning.
 Economize teacher’s efforts.
 Foster/develop the knowledge.
 Add variety and newness to the lesson, provide vicarious experience.
 Overcome possible hurdles during act of teaching.
 Being expected behavioral change among the learners.
 Stimulate curiosity.
 Provide concrete experience or direct contact with reality or serves as a source of
information and life likeness in the teaching-learning situation.
 Provide a basis for more effective perceptual and conceptual learning.
 The student acquires clear, accurate and vivid image during the process of learning.
 Increase and sustain attention and concentration.
 Make personal involvement of the student in active learning and meet individual needs of
the learner.
 Increase the meaningfulness of abstracts concepts by stimulating correct thinking.
 Provide an opportunity for situational type of learning e g: field trips.
 They direct, dramatize the experiences.
 Add zest, interest and vitality to any training situation.
 Spread of education as a mass scale-it will provide opportunity for promoting adult
education.
 Promote scientific phenomenon.

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  Positive transfer of learning and teaching and positive environment for creative
discipline.
 Audio-visual aids educate children for life promotes international understanding.
 Stimulate thinking and motivate action.
 Save time and energy.
 Change attitude or point of view of learners.
 Stimulate self-activity on the part of the learner by which it offers reality of experience.

PREPARATION AND PRESENTATION OF AV.AIDS:

Principles of selection of teaching aids proves effectively only when they suit the teaching
objectives and unique characteristics of the special group of learners following points mat be
kept in view in this regard:

1. They should suit the age level, grade level and other characteristics of the learner.
2. They should have specific educational value besides being interesting and motivating.
3. They should be true representatives of the real things.
4. They should help in the realization of desired learning objectives.

Principle of Preparation: This principle requires the following points should be attended to:

I. As far as possible, locally available material should be used in the preparation of aid.
II. The teacher should receive same training in the preparation of aids.
III. The students should themselves prepare some of the aids.

Principle of physical control: this principle relates to the arrangement of keeping aids safely
and also to facilitate their lending to the teachers for use.

Principle of proper presentation: This principle implies the following points,

I. Teachers should carefully visualize the use of teaching aids before their actual
presentation.
II. They should fully acquaint themselves with the use and manipulation of the aids to be
shown in the classroom.

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 III. Adequate care should be taken to handle an aid in such a way as no damage is done to it.
IV. The aid should be displayed properly so that all the students are able to see it, observe it
and derive maximum benefit out of it.
V. As far as possible, distraction of all kinds should be eliminated so that full attention may
be paid to the aid.

DRAWBACKS IN USING AUDIOVISUAL AIDS:

 These are not essential for all instructional programs.

 These are helpful for teaching, that they will not substitute teachers and books.
 Possible risks of spectators instead of attitude of thoughtful enquiry.
 It requires more time for planning and preparing.
 Tempts the teachers to narrow down the subject.
 Audiovisual aids are not ends, fat means.

PROBLEMS IN USING TEACHING AIDS:

 Apathy of the teachers: Teaching with words alone is very tedious, wasteful and
ineffective.
 Ineffectiveness of the aids: Preparation, Presentation, Application and discussion are
necessary whenever teacher is using aids for teaching but ….
 Absence of proper planning.
 Lethargy of the teacher.
 Without proper preparation.
 Correct presentation and appropriate application and discussion.
 No proper follow up work etc.
 The aids do not prove their full usefulness.
 Financial hurdles.
 Absence of electricity, if it is needed.
 Lack of facilities for training.
 Language difficulty.

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  Not catering to local needs, improper selection of aids.

PRINCIPLES TO BE FOLLOWED FOR EFFECTIVE USE OF AUDIO VISUAL AIDS:

o Audio Visual material should function as an integral part of educational program.

o Audiovisual Visual aids should be centralized under specialized direction and leadership
in educational program.
o An advisory committee should be appointed to assist in the selection and co-ordination of
audio-visual material.
o Audio-visual aids educational program should be flexible.
o Instructions have to help the students how to use audio-visual aids.
o Budget appropriations should be made regularly for the audio-visual educational
program.
o Legal aspects should be considered in the production and utilization of educational
communication media.
o Principle of selection.
o Principle of preparation.
o Principle of physical control.
o Principle of response.
o Principle of evaluation.

Problems in using teaching aids:

 Apathy of the teachers: Teaching with words alone is very tedious wasteful and
ineffective.
 Ineffective of aids: Presentation, Application and Discussion are necessary whenever
teaching is using aids for teaching but….
 Absence of proper learning.
 Lethargy of the teacher.
 Without proper preparation.
 Correct preparation and appropriate application and discussion.

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  No proper follow up work etc.

The aids do not prove their full usefulness:

Financial hurdles.
Absence of electricity, if it is needed.
Lack of facilities for training.
Language difficulty.

CLASSIFICATION OF AUDIO-VISUAL AIDS

CLASSIFICATION OF TEACHING AIDS: Teaching aids can be classified into four ways….

Classification no 1: Projected and Non-projected aids.

Classification no 2: Audio materials, visual materials and audiovisual materials.

Classification no 3: Big media and little media. Big media o=includes computers, VCR and TV.
Little media includes radio, filmstrips, graphics, audio cassettes and various visuals.

Classification no 4: Three dimensional aids.. 1. Nodes, 2. Mock - up, 3. Specimens.

PROJECTED AND NON-PROJECTED AIDS:

1. PROJECTED AIDS:
 Films
 Film strips
 Opaque projector
 Overhead projector
 Slides
2. NON-PROJECTED AIDS:
a. Graphic Aids:
 Cartoons
 Charts
 Comics

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  Diagrams
 Flash cards
 Graphs
 Maps
 Photograph
 Pictures, posters.
b. Display Board:
 Black board
 Bulletin
 Flannel board
 Magnetic board
 Peg board
c. 3 Dimensional Aids:
 Diagrams
 Models
 Mockups
 Objects
 Puppets
 Specimens
d. Audio Aids:
 Radio
 Recordings
 Television
e. Activity Aids:
 Demonstration
 Dramatics
 Experimentation
 Field trips
 Programmed instruction
 Teaching machines

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AUDIO-VISUAL AND AUDIO-VISUAL MATERIALS:

1. Audio Materials:
 Language laboratory
 Radios
 Sound distribution system sets
 Tape and disco recordings.
2. Visual Materials:
 Bulletin board
 Chalk board
 Charts
 Drawings
 Exhibits
 File strips
 Flash cards
 Flannel boards
 Flip books
 Illustrated
 Magnetic boards
 Maps
 Models
 Pictures
 Posters
 Photographs
 Self Instructional
 Silent Films
 Slides
3. Audio-visual Materials:
 Demonstrations
 Films
 Printed materials with recorded sound

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 Sound film strips
 Study trips
 Television
 Videotapes.

AUDIO AIDS

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 RADIO

The most common form of public education and entertainment is radio receives. It can be
seen in the remotest villages even. The radio transmission serves as a vital agency of mass
education if used effectively. These days transistorized radio receivers are cheaply available,
which can be seen with day cell batteries and these are easily portable.

ADVANTAGES

There are quite a few advantages of radio lessons, which are enumerated as follows.

 Radio programs are effective for distance education.

 Radio programs are good for mass education.

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  Radio programs with dramatic effects can arouse positive emotions and reinforce positive
attitudes.
 Through the radio programs, the effective and expert teachers can be made to reach out to
a large majority of students.
 A radio program can be used for introducing a lesson as well as for reverencing a
previous lesson.
 A good radio lesson can be recorded for use at as appropriate time.
EDUCATIONAL RECORDINGS

Educational recordings are used to record sounds on magnetic tape which can be
reproduced at will as any times as required. Educational recording are no early damaged and can
be replayed many more times. If any scratches or damages, repair can be made on the spot.

It enables one to listen and hear recording previously made.

Provides for the pupil to hear their own voice and events which occur in their own school.

Language learning is facilitated by the use of tapes.

The class can tape their oun singing or discussion programmes and listen into then in order to
improve them later on

USES OF EDUCATIONAL RECORDINGS

 It can be used to record educational broad casts and for replay at suitable and convenient
times.
 Tape recorder can be used to record music and other sound effects for use during staging
of drones in schools and cultural performance.
 It can be used to record the talk of important visitor to the institution and this can be
effectively used later.
 Tape recorders are very largely used in language laboratories for giving speech training
and for correction of proncenciation defects.
 It can be used for appreciation of and for teaching music.

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  It will provide the necessary feedback or discussions to improve the lesson.

TAPE RECORDING

Tape recordings are not easily damaged and can be replayed many more times. If any scarches or
dmages, repair can be made on the spot. It enables one to listen and here recordings previously
made.

ADVANTAGES OF TAPE RECORDING

 Provide people to hear their own voice and events which occur in their own school.
 Language learning is facilitated by the use of tapes.
 The class can tape their own singing or discussion progarmmes and listen in to them in
order improve them in later.
 The teacher and pupil should operate and record on the tape recorder with facility.

WHAT TO RECORD:

 Radio programmes for class room use.

 Pupils, discussions, debates, round table talks.
 Speeches at celebrations, ceremonies, political rallies.

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 Interviews with workers, businessmen, community leaders.
 Student participation in assemblies.
 Corrective work in speech.
 Plays classroom demonstration, puppet shows.

MICROPHONE
A microphone is an a acoustic to electric transducer or sensor that converts sound
into as electrical signal. In 1876, anile Berliner invented the first Microphone used as a
telephone voice transmitter. Microphones are used in many applications such as
telephones, tape recorders, hearing aids, motion picture production, live and recorded
audio engineering, FRS radios, megaphones in radio and television broad casting and in
computers for recording vice, speech recognition, and for non acoustic purposes such as
ultrasonic checking or knock sensors.

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 MEGAPHONE

A megaphone, speaking trumpet, full horn, flow horn, or loud hailer is a portable, usually
handheld, cone shaped horn used to amplify a persons voice towards a targeted direction. The
natural human voice tads to spread easily in all directions where as when it is sent through a
megaphone, the sound is concentrated in a given direction and the campling of its energy to the
air optimized. It is a device that can be used literally anywhere and everywhere. It can be used
outdoors and indoors just as effectively for a good number of the newly made models. It can be
used by a teacher to line up her use at the schools.

GRAMOPHONE:

To inculcate a love of good music, to teach songs famous speech, languages and good
pronunciation.

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USES:

 To mend speech defects in one’s own language.

 To teach good pronunciation in a foreign language.
 For co curricular activities in the school , E.g song, dancing, background music.

VISUAL AIDS

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 Non- projected

BULLETIN BOARD
A bulletin board is a display board that shows the visual learning material on a specific
subject. It is a soft board that holds pin or tags. It is a simple device placed either indoors or
outdoors. Items like photographs, publications, posters, newspaper cut-outs are generally
displayed.

A bulletin board also known as a pin board or notice board or a notice board is a place where
people can leave public messages, for example, to advertise things, to buy or sell, announce
events or provide information. Dormitory corridors, well trafficked hallways, lobbies and
freestanding kiosks often have cork boards attached to facilitate the posting of notices. At some
universities, lamp posts, bollards, trees and walls often become impromptu posting sites in areas
where official boards are spare in number.

The items that can be displayed on the bulletin boards are photographs, CD covers, book
jackets, news stories, sketches, newspaper and magazine clippings, drawing, cartoons,
specimens, real objects, posters, poems, greeting cards, thoughts and even jokes.

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Basic Characteristics Of Bulletin Boards:

1. They can be framed soft boards or straw boards or cork boards.

2. Their size depends on the purpose.
3. Dark blaze cloth works as a back drop.
4. The height should be one meter above the ground.

Purposes Of Bulletin Boards:

1. Communication of ideas
2. Giving correct initial impression
3. Broaden the sensory experience
4. Intensify impressions.
5. Vitalize instruction.
6. Add variety to classroom activity.
7. Provide information.
8. Supplement and correlate instructions.
9. Save time.
10. Help students learn how to communication ideas visually.
11. Facilitate class study of single copy material.
12. Encourage participation.
13. Provide a review.

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Types Of Bulletin Boards:

1. Felt boards

2. Magnetic Board

3. Fixed Board

4. Movable Type

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 5. Folded

Guidelines For Preparing And Using Bulletin Board:

Thumbnail sketches: Make several and then select one

● Procurement of material on a given subject

● Sorting out relevant material

Decide on a theme: Words should catch attention of viewers

● Use of attention directing devices

● Should be displayed in a aesthetic manner and the area should be well lighted
● Should be kept a little above eye level
● Place the bulletin board should be organized around a central theme.

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● Title of the topic must be fixed at the top and the material placed should be appropriately
dated and revised from time to time.
● The material should be organized properly by dividing the board, overcrowding of
content must be avoided.
● The board must have a neat, ordered and attractive appearance
● Give due thoughts to eye catching leads.
● Make special references during course of study
● Students can be asked to collect display material
● To content on the board should be changed regularly
● There should be a separate board for posting routine notices of the institution
● A bulletin board committee is responsible for editing the board from time to time.
● Do not leave the board for long after the teaching purpose is over
● Take down displays from the board return the borrowed items and file useful material

Advantages Of Bulletin Boards

● Displayed can be effectively used as a follow-up of chalkboard work.

● Adds colour and liveliness in communicating the message to the audience
● Good supplement for other teaching aids
● Introduces a new topic to a large number of people
● Explains important events, reports and special activities

Limitations Of Bulletin Boards:

1. Not effective for illiterate groups

2. Takes a lot of time for preplanning and preparation
3. Cannot be used for an all inclusive teaching
4. Has to be used as a supplementary aid to other teaching aids
5. Collection of relevant materials for certain topics may sometimes be difficult.

CHALK BOARD:

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The chalk board is one of the oldest and most widely used tools for instruction. A class can
function without chair, desks or even rooms to sit in but not without the aid of chalk board. In the
new educational policy tremendous emphasise has been given to the necessary and the use of the
blackboard as an instructional Aid by the name ‘’ operational black board’’. The chalkboard
until the development of the overhead projector during the 1940’s and its subsequent spread in to
virtually every classroom and lecture theatre, the chalkboard was probably the most important of
all instructional Aid. Even today, such boards are still a standard fixture in teaching and training
environments. Its versatility and effectiveness provide several advantages for most types of
instruction. First the material presented can be erased. Allowing the surface to be used again; and
again and second, the board serve as an excellent medium for just for joint student-instruction
activity in the classroom.

PREPARATION OF CHALK BOARD

Blackboard can be prepare with the piece of play wood about 30inchesX40 inches square or
rectangular shape. Paint the play wood with black colour. To carry from one place to another
place

IMPORTANCE OF CHALKBOARD

No one can neglect the important of chalk board in teaching. Its use and importance in the
process of teaching can be summarized as follow:

 Motivation

Chalkboard can be used as a source of motivation for arousing interest of the student while
learning a lesson. A teacher cam write some questions or put up some sketches and diagrams for
arousing curiosity of the student at the introductory stage of lesson.

 Simplicity and immediate availability:

Chalkboard is always simple and immediate available to use. No need of electricity And other set
–up make it convenient for the user.

 Effective presentation:

Chalkboard help teacher to give effective presentation of lesson in the form of verbal explanation
accompanied with simple sketches, line drawing, figure and diagram, things or ideas , graphs and
tabulation of different data.

 Advantage of modifying teaching according to need:

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Chalkboard has unique advantage of allowing teacher and students to write sketch and draw any
thing at their will according to the needs and requirement of teaching and learning. One can
write, draw and erase at his own convenience on the chalk board.

 Presentation , summarization, recapitulation of lesson:

Not only the introductory and presentation stage, but also at the practice, recapitulation and
evaluative stage of lesson, the use of blackboard is indispensable and irreplaceable.

 Enforce learning and understanding:

The other special advantage of the blackboard lies in the fact that most of the things written or
drawn on the chalkboard are done by the teacher during the course of the instruction to students.
It provides valuable opportunity to students not only to comprehend and understand the subject
matter. But it is also helping them in learning how to draw sketches, diagrams, graphs And maps.

 Reduce mistake and rectify immediately:

Chalkboard writing provides the opportunity for the teacher and students to reduce spelling
mistakes to the minimum and also to write, read and understand many things, ideas, symbols,
concepts and process as correctly as possible.

Practices To Be Followed While Using Chalkboard:

The following practices are fundamental in the use of the chalkboard:

 Keep the chalkboard or marker board clean

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 Erase all irrelevant material
 Keep chalk, markers, erasers, cleaning cloth, rulers and related items readily available to
avoid interruption of the presentation.
 Organize and practice the chalk or marker board presentation in advance.

While using:

 Write or draw large enough for everyone in the group to see.

 Do not write on the lower part of the board-most students sitting at their desks will not be
able to see what you have written.
 Live the margin around the material and sufficient space between lines of copy so the board
is not over crowded.
 Present material simply and briefly
 Do not hold the chalklike pen or pencil this is a wrong way to hold the chalk. The chalk
beholds between the fingers and thumb, with the non-writing end pointing in towards the
palm of the hand, and should be presented to the board at a fairly low angle.
 Rotate the chalk slightly as you make each stroke, and change to a new facet of the chalk
face for each new stroke or word this helps to keep the lines of uniform and thickness. Press
down the chalk as you write so that it is legible.
 Blue, green, orange chalks will be difficult to read on a green chalk board. The best colour is
white. colours on a white board can be read more easily ;
 Leave generous space between words- this greatly increases legible.
 Always try to achieve a neat, systematic layout, with level, uniformly-spaced lines of
writing.
 Do not try to explain as your writing on the board with your back to the class. The students
will not be able to hear you clearly and it gives them an opportunity to misbehave,
 Write or draw quickly. The longer you take the more valuable teaching time you are wasting.
You will also encourage the student misbehave.
 Erase whatever writing is no longer needed before you add new writing.

After using

 Leave the board clean for the next teacher.

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 Use proper techniques of cleaning board. Use gentle up and down stroke, in vertical
direction, it will avoid inhalation and spreading dust on your clothes.
 Replace chalk, markers, eraser, cleaning clothes their appropriate place it will build good
impression of you.

LIMITATIONS WHILE USING CHALK BOARD:

 No illustrate moving parts.

 It won’t convey the sound.
 Limited for small group of audience.
 Prone for chalk dust allergy.

TYPES OF CHALK BOARD :

1. The ordinary chalk board Held by an easel

A portable and adjustable black board put on a wooden easel can be taken out of the class room
while taking the class in open, use full for teaching of art subjects in a small group.

2. The Roller Type Chalk Board:

With a mat surface, made of thick canvas wrapped on a roller.

3. The Magnetic Board:

Teachers can make the three-dimensional demonstration with objects on a vertical surface. Small
magnets are used to hold suitable objects fixed wherever they are put on this vertical surface.

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Board can made up of steel on which magnets can be fixed. Creative impulse is aroused among
the students while they used it as an exercise.

4. Black Ceramic Unbreakable Board:

It will be framed with aluminium or teak wood frame as per the requirement. Useful for chalk
piece writing.

5. Lobby Stand Board:

It is use full in lobby alphabets and figures are changeable. It will be light weight and easy to
carry stand height should be 6 fetes.

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6. Exhibition Board:

It can be folded and expended easily. Both sides usable. It will come with two panels, three
panels and four panels. Papers and pamphlets can be fixed with push pin.

7. Reception Board:

Gold colour powder coated aluminum frame golden letters can be fixed on this board.

8. Paging Board:

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One side with marker pen writing and one side letters interchangeable. It is useful at public
places to receive the VIPS.

9. Tariff Board:

Useful for price list, reception, welcome to delegates and wedding.

10. Information Notice Board (Open Type):

It is framed with aluminium frame notices can be fixed with push pins, available in blue, green
and maroon colour.

11. Marker Boards:

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These boards, which are also known as white boards, are common in training rooms and are
sometimes now fitted in teaching rooms instead of or additional to conventional chalk board.
They consist of large sheets of white or light-colored plastic material with a surface texture
suitable for writing or drawing on using appropriate felt pens, markers or crayons, and can be
used much the same way as chalkboard.

ADVANTAGES:

 First advantage over blackboard is that dustless.

 second, a much wider range of colours and tone strength can be used, and the resulting
display is invariably sharper, better-defined and clearer than is possible using chalk
 Can double up as a projection screen if require.

DISADVANTAGE:

Difficulty may arise in cleaning surface properly for that you can use markers pens or crayons
that are recommended by manufacturer.

FLANNEL BOARD OR FELT BOARD

The use of flannel graph as education media is unlimited. It has been used continuously at
school level, business, industrial, military organizations for teaching as well as possible public
relation programs. It is a valuable aid in many learning situations.

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MEANING OF FLANNEL GRAPH

The use of a piece of picture items or cutouts with sandpaper or sticking materials
adhering to a flannel board is called a flannel graph.

On a board covered with a flannel cloth, picture cut outs are kept. It arouses interest in
the students or group as pictures may be removed or added. The pictures can be easily taken off
without causing damage to the flannel board.

ADVANTAGES OF FLANNEL GRAPH

 It is easy to make and use.

 It may be used repeatedly.

 Can be prepared from locally available material.

 Can be adopted for group participation.

 Speeds up visualization when time is united

 It is stimulating for the teachers and audience.

 Colorful and attract attention.

 It is portable.

 It is low cost and easily available.

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DISADVANTAGES OF FLANNEL GRAPH

 Can be used for small group only.

 Skillful handling is necessary.

MATERIALS REQUIRED MAKING FLANNEL BOARD

 The flannel board can be made from any kind of flat cardboard or

wooden board even thermocole may be used.

 Any color flannel cloth may be used.

 Sandpaper or cotton to adhere to cutouts.

 Nails, hammer, thumb pins to prepare the flannel board.

 Cutouts.

 Gum, ink, pen, brushes, glue, rubber, scale, pencil, scissors, etc.

SIZE OF THE FLANNEL BOARD

 The average size of the flannel board is 36” X 27”.

 For a large group it is 4ft X 3ft.
 For a small group 6” X 8” or 12” X 9” may be used.

PLANNING FOR FLANNEL GROUPS PRESENTATION

 Write script
 Choose the cut outs and plan it.
 One or more than one cutouts can be used.
 Draw or prepare cut outs or collect newspaper cutting.
 Paste the cotton or sandpaper on back of the cut outs.

RULES TO USE A FLANNEL BOARD

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 1. Locate the board in a suitable and common place and well lightened for effective
visualization.
2. Students (small group) are arranged in a semi circle in front of the board.
3. Place the board at the eye level of the students.
4. Tilt the board slightly backward to prevent falling of cut outs
5. Press (downwards) each time while placing the cut outs on the flannel board.
6. Do not use too many cut outs.
7. Should not block the view.
8. Direct student’s attention on each cut out as you display and talk to the audience
simultaneously.
9. Arrange and display in sequence.
10. Lettering should be big enough to be seen.
11. Number to be given in each cut out to maintain sequence.
12. Taking out the cut outs from the last piece during termination.

PRESERVATION

 Put the numbered cut outs in envelope.

 Label the envelope mentioning the topic and the number of cut outs that can be used for
years.

FLASH CARDS
DEFINITION

Flash cards are a set of compact paper cards which are flashed before the class or a
group in logical sequence and turned over at short intervals.

PURPOSE

 Useful for health education of small group.

 To teach students in the class room
 Used in group discussion
 Useful to children to narrate stories

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PREPARATION

 Small compact cards, which are flashed before the class to bring any idea.
 10” x 12” or 22” x 28” in size.
 Used for small groups not over 30 people.
 Provides variety and activity in the class.
 The messages can be brief, it may be simple line drawing or photographs or cartoons, and
the content will be written in few lines at the back of each flashcard.
 Adapted to local condition, use plenty of colors.
 10-12 cards for one talk can be used.
 Prepare a picture for each idea, which will give visual impact to the idea.
 It needs drill or preview.
 It can be used either individually or in combination with other charts.

Size Of The Group Measurement

Up to 10 members 5”x7”
10-15 members 10”x12”
20-25 members 15”x20”
25-30 members 25”x30”

Number Of Flash Cards : the numbers of flash cards vary from three to twenty
cards.

To teach well with flashcards, the teacher should follow certain points:

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 1) A series or set of cards can be prepared on a single topic, put in sequential order, before
starting the explanation.
2) The story on each card must be familiar.
3) Must use simple words and local terminology.
4) Hold the cards at chest level where people can see clearly, hold against body and not in
air, face different parts of the group, to show cards to all.
5) Glance down at card, as you are ready to explain and make sure to give correct
information.
6) Use pointer. Don’t cover the matter with hand.
7) Be enthusiastic and enjoy explaining the matter.
8) Important point should be written back side, if the trainer forgets, any relevant matter, by
seeing it, easily he will catch the point.

CHARTS

Charts are visual displays arranged on thick sheets, poster paper, newsprint or cardboard.
Visual display could be a pictorial, graphic, numerical or written material. Charts may be
arranged as single sheet charts or as a series of sheets. In either case, one chart is designed to
convey one idea. A single sheet chart can be displayed or removed at will; shown single or
together with other charts placed along side it and other teaching aids. For example, two single
sheet charts can be shown in parallel to differentiate between two types of joints, two concepts or
two interpretations of the same thing.

PURPOSES OF CHARTS:

 Charts serve the following purposes:

 For presenting material symbolically
 For summarizing information
 For showing continuity in process
 For presenting abstract ideas in visual form
 For showing development of structure
 For stimulating critical thinking

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  For encouraging the utilization of other media of communication
 For motivating the students.

TYPE OF CHARTS:

The following is a list of basic types of charts in terms of arrangements and the kinds of ideas
which they may express.

1. The Narrative Charts:

An extended left to right arrangement of facts and ideas for expressing.

(a) The events in a process such as water purification.

(b) The events in the development of a significant issue to its point of
resolution or to present status for example, development of day health care system.
(c) Technological improvement over a period of years such as innovations
in cardiac monitoring.

2. The Tabulation Chart:-

Table charts are very valuable aid in the teaching situation where breakdown of a fact or
a statement is to be listed. Also it is a useful aid contrasts between two more things. While
preparing such charts various straight columns are made for listing various or facts along the
rows to compare and contrast the things. Also while writing numerical data or description
observation in a sequential way. A left to right expressing:

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 (a) Numerical data for making comparisons
(b) List of antennal mothers, under fives or other specific groups in a selected area.

3. The Cause And Effect Chart:

Usually a limited left to right arrangement of facts and ideas for expressing:

 Relationship between life style and predisposing factors of various diseases.

 Relationship between pathology and clinical features and the like.

4. The Chain Chart:

A circular or semi-circular arrangement of facts and ideas for expressing:

 Transitions such as transition from raw materials to finished products.

 Cycles such as citric acid cycle.

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5. The Evolution Chart:

A left to right arrangement of facts and ideas for expressing changes in specific items from
beginning to date, perhaps with projections into the future. For example, origin of Mental Health
Nursing and its subsequent development and present trends, etc.

5. Flow Chart:

A flow chart shows by lines, rectangles, circles or graphic representation which are connected
by lines showing the directional flow.

Eg: Organizational charts used to show administrative relationships.

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 6. Tree Chart:
A chart made in the form of several branches from the trunk of a tree such that the
trunk represents the main idea while the branches represents various developments,
relationships or sub parts of the main idea. A tree chart can be effectively used in history to
depict the family trees of great men, rulers, Kings and dynasties. Many times, instead of
showing various subdivisions by the branches coming out a tree-trunk it is equally possible to
show the same by various roots starting from the bottom of the trunk.

7. Stream Charts:
A stream chart is the graphic aid showing the main thought, idea, and concept in the form
of a main river and its subparts in the form of tributaries coming out of it. A stream chart is
quite akin the tree chart.

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 A stream chart gives a pictorial representation to an abstract idea and can be frequently
used for a variety of teaching subjects at the school level. They are easy to make with free hand
drawings. Even a teacher who does possess good drawing skills can frequently draws the stream
charts for freaking up a major idea or concept into smaller ones.

9.Suspense Chart:

Certain message or words are hidden by using strip of paper pined on them and exposed when
message or word is given.

10.Pull Chart:

In consists to written message is shown of the views, one after another by pulling out the
concealing strips.

11.Ovealay Chart:
It consists of illustrated sheets such as petals in a flower. These can be placed one over
other conveniently and in succession. The illustration on each sheet forms a part of whole
picture.

PREPERATION OF CHARTS:

Usual materials required to prepare charts are sheets of thick white or light colored
papers, fiber tipped round point and chisel point colour markers, graphic materials, scissors,
drawing aids and adhesives. Before making a chart, one should plan the content in terms of the

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objectives and decide the layout. The layout should be “balanced” and should use the space
effectively. One should draft the plan on a small shut of paper with the aspect ratio that is
required for the chart. Having done so, one may start directly on the chart fixed on a drawing
table by looking at the draft. The following points may be observed while preparing a chart.

1. The size of the chart, the size of the letters and the contrast of the display material should be
such that it is readable by the farthest viewer, standard chart paper in sizes 90x60 cm and
70x55cm is suitable for most purposes. The size of letters for the captions, labels and keywords
written of a chart should be between 2 and 3 cm for a classroom of depth 6cm. The thickness of
the lines should be between 2 and 3mm. The display material should be contrasted with the
background so that it stands out. Light colored chart papers, eg, yellow, light green and white are
better suited for dark colored papers, e.g., black, blue, red and orange. Flat pictures and other
material from books should be enlarged sufficiently before placing on charts.

2. Simple hand- drawn charts with non decorative lettering are more effective than elaborately
drawn or machine made charts.

3. One chart should convey just one idea or one Principle. Charts crowded with information are
less effective.

4. Charts can be arranged to create one or more of the following visual effects.

(a) Revelation: The whole chart can be covered with three or more paper strips from top to
bottom. During display, the strip may be removed one by one in the desired sequence,
alternatively, one may mask off some information when it is no more required. Such techniques
catch the attention of the students and maintain their interest.

(b) Overlay effect: A part of the chart may be overlaid by another chart or by a cellophane paper
chart. The former is useful for filling in details and the latter for shading the desired area of a
diagram or diagram or for labeling the components.

(c) Flow effect: Single charts can be displayed one by one and so arranged on the board as to
make a pattern, a flow diagram on the sequence of steps. For this, the charts are shown in quick
session.

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(d) Magical effects: A teacher may prepare the outlines of a complicated diagram in advance by
casing monochromatic harmony. He can then trace diagram quickly with bright colors during the
class.

5. Numerical data should be presented in the form of tables. Relationships between two or more
variables are better demonstrated by drawing graphs.

6. Classifications, organizations and process are better represented by means of flow diagrams.

7 Colors should be used meaningfully, that is to stimulate real colors, to highlight some items,
etc.

EFFECTIVE USE OF CHARTS:

Single sheet charts must be shown when necessary. It should not be displayed before it is needed
for teaching. It has an impact on presentation if it is shown while explaining about its content.

Single sheet charts can be displayed one by one and so on arranged on the board to make a
pattern, a flow diagram or the sequence of steps. For this, the charts should be shown in quick
succession.

Sometimes A teacher may prepare the outlines of a complicated diagram in advance by using
monochromatic harmony. He can then trace the diagram quickly with bright colors during the
class. It is very effective to show some movement on a chart.

Sometimes a part of the chart may be overlaid by another chart or by a cellophane paper chart.
The former is useful for filling in details and the latter for shading the desired area of a diagram
or for labeling the components. When a chart is to be used in the classroom, for hanging the chart
at or vantage point. Teacher should use a pointer to point out specific facts in the chart. Charts
should be carefully stored and preserved for use in future.

SPECIMENS

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 Collections of real things for instructional use refer to objects. On the other hand, specimen
is any typical object representing a class or a group of things. Objects and specimen are the real
things and their use for classroom teaching imparts a direct learning experience to students. The
real objects and specimen in the class can be interest arousing for students. It is a common fact
that a live pet cat in the class can be more exciting than its picture, and aneroid barometer than its
diagram

 Using objects and specimen: While using the specimen and objects as teaching aids, a
teacher must keep the following points in his mind.
 Plan your teaching with certain simple and direct observations of the object or specimen
being referred to.
 Ask questions from the students to elicit more details of the features of the object or
specimen under observation.
 Clarify and emphasize important structural details of the object or specimen under
observation.
 Provide review and practice to make leaning permanent.

Sources Of Objects And Specimen:

Local market can be a good source buying low-cost objects and some of the objects can be
borrowed for teaching purpose from the manufactures and factories. Discarded materials from
houses, stores, etc. Can be very good sources for collecting objects.

ADVANTAGES OF OBJECTS AND SPECIMENS:

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  Collection of objects an specimen by students requires interaction with others leading to
development of social skills and values.
 Students when collect and display objects and specimen derive satisfaction of
contributing to the school and teacher something worthwhile.
 Student’s power of observation and first hand experiences is enhanced by collection of
objects and specimen.
 Student’s personal collection of objects and specimen can be good source of ding
investigatory projects.
 Collection of objects and specimen can become an interesting educational pursuit of the
teacher and students alike.

Also, as teaching aids in the classroom, objects and specimen have some advantages to
the teacher. Some of these are as follows:

 Objects and specimen arouse student’s interest in learning.

 Objects and specimen involve all the five senses in the process of learning.
 Objects and specimen, being real’s, and three-dimensional things, heighten reality in the
classroom.
 Objects and specimen develop the observational skills of the students.
 Objects and specimen make classroom teaching lively.
 Mounting and displaying of specimen and objects:

Small objects and specimen can be mounted by pasting them with adhesive, wired, nails, cello
tape, etc. on cardboard. The collection of grains and seeds can be kept in small sized bottles or
small polythene adhesive.

MODELS

A model is a recognizable representation of a real thing three dimensionally, that is height,

width and depth are felt as a reality. This makes the understanding of the thing easy and better. It
is true that models provide the knowledge of the internal and external parts of a thing properly
which is not possible with two dimensional diagrams and charts. Also, big models of small

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things can make its structure and working easily small models of big things can bring reality
within the walls of a classroom.

Examples of the models often used by teachers are clay model of heart, eye, tooth, etc, globe and
planetarium, crystal structures, miniature buildings, motor, generator, etc. The use of models
becomes necessary because of the following reasons:

 Models simplify readily.

 The real things may not be available in that season or may be for away from the school.
 The real things may be too big to be brought to the school.
 The real things may be too dangerous to be felt or handled by students.
 The real thing may be too expensive.
 The real thing may be too small to be seen at all or properly.

TYPES OF MODELS:

There are three main types of model. These are:

1. Solid Model:-

A solid model is the replica of an original thing made with some suitable material like clay,
plaster of Paris, wood, iron, etc. To show the external parts and features of the thing,

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Eg:- Globe, clay model of human and animal, a vegetable, dolls, toys, etc.

2. Cut-Away And X-Ray Models:

Cut-away and x-ray models are the replica of the original things to show internal parts of a thing.
It may be either in the form of a cross sectional model showing internal parts of a thing or may
be composed of detachable parts. Cross sectional models are difficult to make in the system.
Institutions as they require expertise to construct them.

Eg:- Cross-sectional model of human body, petrol engine, automatic traffic control.

3. Working Models:-

These models are either actual working things or their miniature replicas. For illustrating an
operation, working models are of great educational value.

Eg:- A motor, a generator, a cycle pump, etc

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4. Sand Models:-

These are the graphic lay-out using sand, clay, saw dust, and other objects to show tree,
buildings, rivers, etc. sand models are made using colored sand in a tray of convenient size or on
a table. Generally a green field is shown by covering area with green saw dust, wates with blue
cellophane, cardboard cut-outs for showing forests.

Eg:- A tribal village, a city area, marketing complex, a forest area.

ADVANTAGES OF MODELS:

For classroom teaching, models should be used wherever possible as these can explain intricacies
of internal structures and operations of real things. Some of the advantages of models as
instructional aid are as follows:

Models heighten reality of things and make learning direct and meaningful as they are three-
dimensional.

 Models illustrate the application side of certain principles and laws.

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  Models explain the complex and intricate operations in a simplified way and thus make
comprehension easier.
 Models are lasting and ultimately work out to be cheaper teaching aids.
 Still models are easy to make with the help of discarded materials like empty boxes, pins,
chips, nails, rags and clay.
 Models are to reasonable size and convenient to handle.
 Models involve the use of all the five senses and thus make learning effective.

DELIMITATIONS OF MODELS:

Not all the models can be made in the educational institutions as they require expertise to make
them properly. Also, models at time can give a wrong impression and conception of the size of
the real things.

MAPS

DEFINITION:

 A map is a graphic aid representing the proportionately as a diagram, the surface of the earth,
world or parts thereof. It conveys the message by lines, symbols, words and colors.

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TYPES OF MAPS:

1.  Political Maps : these maps show political divisions of the world, a continent, a
nation.

2.Physical Maps: shows the physical contour of a place, area, and region.

3.Relief Maps: It shows the actual elevations and depressions in a place, area, and
region.

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4.Weather Maps: shows the amount of rains, temperature extremes, humidity in an
area, region country.

4.Population Maps : shows the distribution of population in various parts of region,

country.

5.Picture Or Tourist Maps: shows historical spots monumental sites.etc..

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6.Road Maps: shows the roads of a region connecting various parts and points together.

7. Railway Maps: shows the railway links between various points

8.Air Maps: shows the air routes between various points.

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 9.Sea Route Maps:  shows the sea routes between various sea ports

GRAPH
Graphs are the visual representation of numerical data. They are flat pictures which
employ dots, lines or pictures to visualize numerical and statistical data to show relationships.

Graphs are effective aids in covering complicated facts and showing comparisons and
contrasts colorful graphs are more attractive.

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DEFINITION

Graphs may be defined as “two dimensional clear representation of a quantitative data”.

Graph reveals important relationship from data such as trends. They also show variations from
normal.

PURPOSE

 The major purpose of graph is to show relationship between variables.

 Helps to make comparisons.
 Helps to know the trends.
 To present comparative, quantitative information quickly and at a glance.

TYPES OF GRAPHS

Line Graph

This graph is made by joining the lines at specific points on graph.

Ex: students progress in a subject from June to March.

Bar graph

It presents a set of number by the length of a bar. It is used primarily for making
simple comparison. All the bars should be of same width. Height of the bar over a
period represents the corresponding time of the variable.

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 Bars can be horizontal or vertical in length.

Histogram

It is pictorial representation block. Area of block is proportionate to the

frequency.
Ex: frequency distribution of students per year or per college of nursing.

Pie Graph/Circle Graph

It is made by drawing a circle dividing the circle into segments that represent
different parts of a whole. Ex: showing qualification of nurses in a given hospital
with the help of pie graph. To draw a pie diagram the total area of a circle i.e. 360

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 degrees is equated to the total frequencies. Angle is calculated for each variable
and sectors are drawn in the circle.

Pictograph

Here pictorial symbols are used for expression of ideas. Symbols should be
simple and easy to understand. Pictorial graphs have visual appeal. Picture creates
rapid association with graphic message.

ADVANTAGES OF GRAPH

 Larger quantity can be represented.

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  Graph creates long lasting impression.
 They highlight important points.
 They are self explanatory.
 Large data can be understood in a small time, thus it is time saving.

DISADVANTAGES OF GRAPH

 If not accurate, can mislead the person.

 It is useful for the educated people only.
 Preparation needs time.
 Sometimes many variables cannot be shown at a time

POINTS TO BE KEPT IN MIND WHILE PREPARING GRAPHS

 Data should be relevant and adequate.

 Size of the graph should be appropriate.
 Scale should be given at the bottom of the graph.
 Figures on the graph should not be squeezed.
 Have simplicity in design.
 Graphs can be made attractive by using color contrast.
 There should be scope for continuity.
 Avoid visual or optical illusions by making it properly and giving proper key.

FLIP CHART
These consist of a number of large sheets of paper, fixed to a support bar, easel or display
board by clamming or pinning them along their top edges so that they can be flipped back word
or forwarded as required. This is highly effective method of displaying information to class or
small group.

ADVANTAGES OF USING FLIP CHARTS:

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  Simple to use
 Inexpensive
 Portable
 Need no electricity
 Effective- they help to focus your learner’s attention
 Useful for background information
 Can record ideas from discuss and keep for further reference.
 Can reveal successive bits of story.

USE:

Flip chart can be used in two different ways:

1. First they can be used to display a succession of pre-prepared sheets. In this information
shown to group by already prepared flip sheets.
2. Can be used to list replies from class members to questions or ideas generated by buzz
groups. An instantly-renewable series of blank surfaces on which material can be jotted
down on an unprepared basis in the course of a lesson, group discussion or other activity.
3. To build up sequence and to retained them for future further reference. Teacher can
prepare before the presentation and ready for discussion. A great memory jogger, as it is
easy for the teacher to steer the class back to the topic after the interpretation.
For example: when the teacher has to present a topic or teach about a disease in medical
and surgical nursing a series of charts,
Flip chart can be used, she can prepare like,
 Title
 Definition
 Prevalence and incidence
 Causes and risk factors
 Clinical manifestations
 Diagnostic features
 Management
 Rehabilitation
 Prevention

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PREPARATION AND USE OF FLIP CHART:

For preparation of flipchart pads, there are usually two holes punched near the top of the
chart that are then placed over protruding built in to flip chart easel. A bar is then screwed on, to
retain the flip chart pad securely .however, when you intend to past up flip chart sheets round the
room. it is use full to remove the bar ,so that you can tear off sheets neatly at the very top of each
sheet, leaving the holes intact .this means that if you later wish to bring back a particular chart
for detailed discussion, you can replace it over the bolt son the easel.

PUPPETRY

Puppetry is an education cum entertaining aid in which puppets manipulated by the

performer is a which puppets person termed as characters in a story to be depicted. A puppet is a
manipulative doll dressed a character and the performer is a person termed as puppeteer. A good
puppeteer has to blend his art with dramatization produce the desired effect. A puppet show

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 combines all the performing and fine arts. Thus, it can be used as an effective teaching aid for
languages and social sciences.

There are different kinds of puppets and these can easily with little cost.

1.String Or Marionettes:

Marionettes consist of puppets with hinged body parts which are controlled by nine strings
produces required movements in the puppet. These puppets are mainly manipulated by
professional puppeteers. For a teacher to manipulate marionette would require special training.

2.Stick Puppets:
Stick puppets are the painted cardboard cut-outs attached by sticks. The actions of these puppets
are manipulated by the teacher and students by hiding behind a screen so that only puppets are
visible to the audience or the class.

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3.Shadow Puppets:

Shadow puppets are silhouettes of cardboard which produce shadows on a white screen. The
motion of these silhouettes is manipulated by the teacher and students.

4.Finger Or Hand Puppets:

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 Hand puppets are round balls painted as heads with overflowing colorful costumes. These are
worn on fingers which operate their movements. These are operated from below the stage.

USING PUPPETS AS INSTRUCTIONAL AIDS:

 While using puppet, the performer must keep the following points in his mind
 Puppet actions should be accompanied by short dialogues which are easily
comprehensible.
 A puppet show should not have many characters. At the most four characters are
recommended.
 Put in short duration songs and dances to arouse emotions.
 The main problem or question should be introduced in the beginning of the puppet show
and answer came out at the end of it to keep up interest and suspense.
 Keep the plays short, puppet must be skillfully manipulated.
 Adapt the puppet show in all respect to your audience. The age, background and tasks of
the puppets must be related to the types of puppet used and to the play itself.
 Do not hesitate to adapt the puppet day. There is no value in sticking to the text. If by
departing from it you can add interest and points to the play.

PREPERATION OF A HAND PUPPET MATERIAL: A used post cards, old newspapers

glue, two pieces of string, Indian ink, color box pins, brushes, serapes of glowed cloth, a pand
and scissors needle and threads.

PROCEDURE:

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  Roll the piece of used post cards around your finger flue it into a firm tube which fits the
finger.
 Crumple a piece of paper into a ballet the size of your finger and give at the sharp of a
head.
 Tie a piece of plain paper and use Indian ink to put on eyes. Hair, nose, lips and etc. Put
red and black colors are needed to size it an attractive appearance.
 Take a piece of bright colored cloth and sent it into a long tube and tie the cloth on the
neck and then turn it.
 Some puppets may be prepared to play roles of female, some of males or children they
may have moustaches, turbans, salwars, kurtas etc, depicting the life and characters you
want to show to audience.
 The stages further show of puppets can be prepared by using a wooded frame two chairs,
one cot and two pillars of verandah.
 The puppets should not see with the hands or body of the puppeteers. Song or speech
from the back or recorded talk is used usually to puppeteers are behind the stage and so
only 21 characters can be on the sage at a time. The actual varies of man, women,
children can be imitated.
 Before the show, a brief description of the dialogue is given. There should not be silent
pauses. The dialogue should be quick and speeches and scenes should be short. There
should be lot of actions with and rumor.
 Everyday people and familiar situation should be used which have relationship village
problems.

ADVANTAGES OF PUPPETS:

 Puppetry has all the advantages of dramatization along with providing amusement and
entertainment.
 Puppet show can heighten the human emotions and capture rapt attention.
 The craft of puppetry is an effective aid to learning.
 It develops co-operation among children.
 Children develop their imagination by providing the puppets with speech.
 Children increase their manual dexterity through manipulation.
 Puppet playing helps timed children express themselves more freely because they are
separated from the audiences by a screen.

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  In nursing puppetry used in health education programs.

DISADVANTAGES:

 It needs special training for manipulation of puppets and marionettes to convey ideas.
 Ideas conveys through puppets show can be misinterpreted by the audiences.
 It requires to keep on mind the age, background and tasks of the student.
 Puppets plays with too much action take away the attention of the audience.

PRINTED MATERIAL:

Printed material which include leaflets, news papers, posters, books, magazines, and such it
means as novelties, trinkets, and gifts with message printed on them, is major means of
conveying propaganda. A propaganda message printed on substantial material is a relatively
permanent document. Once printed and delivered, it can be retained and readily passed from
person to person without distortion. A properly developed and designed message can have a deep
and lasting effect on the target audience.

ADVANTAGES:

 The printed words have high degree of acceptance, credibility, and prestige.
 Printed matter is unique in that it can be passed from person to person without distortion.
 It allows for the reinforcing use of photographs and graphic illustrations which can be
understood by illiterates.

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  It can be reread for reinforcement.
 Complex and lengthy material can be explained in detail.
 It can be hidden and read in private.
 Messages can be printed almost any surface, including useful items.

DISADVANTAGES:

 A high illiteracy rate reduces the effectiveness and usefulness of the printed message.
 Printing operations require special, extensive, continuing logistical support.
 Dissemination is time consuming and costly, requiring the use of special facilities and
complex coordination.
 It is less timely than other means of communication.
 It can be collected and destroyed by the enemy.
 It can be altered by over printing.

CARTOONS
A cartoon is a humorous caricature which gives a subtle message. In a cartoon, the
features of objects and people are exaggerated along with their general symbols. In short, a
cartoon is a figurative and subtle graphic aid. It is a metaphoric representation of reality and
makes learning, more interesting and effective as it creates a strong appeal to the emotions. A
cartoon is an interpretative illustration which uses symbols to portray an opinion, a scene or a
situation.
Cartoons are a novel way of using pictures or symbols for presenting a message or a
point of view concerning a personality, news, situation or an event. They are more attention
drawing and providing a lot of imagination, particularly on current happenings, in a small
space. They are blended with humor and satire.

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BASIC CHARACTERISTICS OF CARTOONS:

1. Cartoons should be appropriate size so that everyone can see them and understand the
message appropriately
2. Cartoons must be drawn according to the age and educational level of the learners to
ensure their appropriately for the target group
3. The symbols used in cartoons must be clear and understandable
4. Use of text must be minimal and should be meaningful
5. Cartoons should be self-explanatory and instructive
6. Cartoons should be funny, interesting and humorous

PURPOSES OF CARTOONS:

The main purposes of cartoons in the teaching-learning process are as follows:

● They are primary designed for capturing the attention of the targeted group.
● They are successful tools for student motivation and the promotion of learning.
● They create humor and fantasy among the learners so educational stress can be
minimized.
● A single cartoon can easily present multiple ideas and concepts.
● They trigger innovative thinking in the learners.
● They can present educational content in an interesting manner.

ADVANTAGES OF CARTOONS:

1. Cartoons are humorous caricatures so they capture the attention of the learners and
prevent boredom among them.
2. They are quite successful in motivating the learning and messages can be easily
understood by the learners
3. They can easily present multiple ideas and concepts to the learners

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 LIMITATIONS OF CARTOONS:

1. A skilled specialist is required to prepare educational cartoons.

2. Many educational topics can be presented only through cartoons.
3. Cartoons as educational aids may sometimes distract the students from the main
learning purpose and objectives.

COMICS STRIPS
DEFINITION:

A comic strip is the graphic depiction in a series of pictures or sketches of some character
and events full of action. This medium of communication is found very interesting and exciting
by children.

USES:

● Comic strips fire the imagination of children.

● It boosts the courage of children and builds up the spirit of adventure.
● It communication detailed and vivid.
● It stimulates reality and involvement.

LIMITATIONS:

● Comic strips misguide children by depicting characters with supernatural powers

divorced from the hard realities of life.
● Comic strips hamper the development of language of children.

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 ● Classics brought out in the form of comics develop the tendency in children to ignore or
by pass the original work.
● Comics can soon become an obsession with young children and they tend to avoid
serious studies.

PHOTOGRAPHS
 Exact visual recordings of things which will occur in real life situations.
 It may be white and black or colored or mounted or unmounted photographic prints.
 It may be used-
a) Tell a story.
b) Illustrate only one point , give accurate results.
c) Have plain and simple background
d) Shows the main subject prominently
e) Shows action, emotion and useful for easy understanding

PICTURES
Pictures are a vital asset to the nurse educator, there are many sources from which highly
useful pictures may be obtained. Every teacher should be alert to enrich instruction with these
materials.

EFFECTIVE USE OF PICTURES-

 The picture can be flashed in front of the class and related questioned asked to initiate the
sections.
 A series of a pictures related to the lesson can be displayed in the classroom to arouse the
curiosity and interest before the lesson begins.

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 The picture should be large enough for the whole class to see it properly.
 The picture must have clear details for arresting attention and interest.
 The picture should be related to lesson and meaningful to students.
 The picture should be authentic and identifiable.
 The picture should be able to build up proper learning environment.
 The picture must lead the class to some purpose feel activity.
Pictures provides an environment of “reality” learner’s point of view is the main criterion in
the selection of pictures. It should be relevant to the topic and it should be colored , accurate
and suitable size, watched by all students easily too many pictures should not be displayed in
one lesson, after showing the picture, it should be removed from the view of students,
sufficient time should be allowed.
ADVANTAGES

 Stimulating reading and writing.

 Dramatizing a point.
 Providing an atmosphere for learning.
 Inviting participation.
 Creating centers of interest.
 Introducing a topic of study.
 Reviewing and summarizing the lesson.
 Testing and learning.
 Developing critical judgment.
 Broadening of knowledge.
 To speed up understanding.
 To create enthusiasm and enjoyment
 Helps the learners to comprehend the subject, situations, conditions, and happening in
outside real life experience.

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Suggestions to ensure that you have “good” pictures available when you need to use them-

- Build a collection of pictures in varied colors.

- Organize your collection by storing and labeling them appropriately. Large pictures
should be stored separately from small pictures.
- Mount pictures that you are going to use regularly or if the mounting helps them to be
shown more effectively.
- Make copies, enlarge or minimize the pictures as needed with the help of Photostat
Machine.

Factors to be considered when selecting a picture for a particular lesson-

- Appeal- the picture should capture the interest and imagination of all students in the
group.
- Relevance- the picture should be appropriate for the purpose of the lesson- it must
contribute directly to the aim of the lesson. Do not us a picture just because it is attractive
or that students find it fascinating.
- Recognition- the significant features of the pictures should be within student’s knowledge
and cultural understanding.
- Size- if a picture is shown to the whole class, it must be large enough to e seen clearly by
all. For pair and group work, the picture can of course e smaller.

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 - Clarity- avoid crowded pictures-they can confuse and distract the students. The relevant
details must e clearly seen. Choose pictures with strong outlines and contrast in tone and
color to avoid ambiguity.

POSTERS
It is good substitute for firsthand experience. It varies from a simple printed card to a
complicated or artistic design. It should be always a part of campaign. It will serve first to inspire
the people and lastly it will serve as a reminder to the group.

RULES TO PREPARE POSTER:

 To do a special job.
 To promote one print.
 To support local demonstrations and local exhibits.
 Planned for the specified people.
 It should stop the people and make them to look.
 Tell the message in single glance.
 Use bold letters (20” * 30”)
 Use simple, few words which conveys one idea.
 Use pleasing colors.
 Must be timely.
 It contains…
 First division – announces of project.
 Second division – set out conditions.
 Third division – recommend action.
 It should be placed, where people pass or gather together.
 Posters can be developed with the help of an artist.

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 USES:

 To maintain an instant appeal.

 To convey single idea or few ideas.
 To understand at a glance.
 Comprehensive at a distance and sufficiently clear.
 Suitable for patient education, presenting scientific data, showing safety measures and
many other relating to health.
 Can serve as useful illustrations to aid in the explanation of concepts and principles.

DIAGRAMS/DRAWING
It is simplified drawing design to show inter relationship primarily by means of lines and
symbols, eg. Stick figures, science figures, geometric diagrams, facial expressions. Drawings can
be drawn by hand to convey a variety of ideas, concepts and situations. It can be better used for
summary and review.

STANDARDS OF GOOD DIAGRAM:

o Technically correct.
o Well labeled and explained.
o Neatly drawn in proper proportions.
o It can be moved and seen from all angles.

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ADVANTAGES: Any activity can be placed on small cards, laid out on a flat surface and
easily manipulated until a logical sequence is achieved.

 It is also easy to show the interrelationship and forward progress of the activities.
 Diagrams are potential for communicating across language, education and status barriers.
 Diagrams can go beyond language groups and beyond literacy.

DISADVANTAGES:

 Students who are uneasy with abstract, technical representation could put off by the style
of depiction. They may be more at ease initially with more realistic picture of object.
 Some aspects of the object depicted are less to identify than if a realistic depiction had
been used because of the extensive transformation they have undergone.
 Reducing the representation from to two dimensions in the name of simplification
inevitably throws away spatial information which may be crucial to proper understanding
of the objects structure.

LEAFLETS
It is a type of visual aid (printed). Leaflets were initially used in military setting to
communicate a message rapidly among soldiers. A single leaflet is a written or pictorial message
on a single sheet of paper that is printed on both sides and folded in half, in thirds or in fourths,
however it has no standard size, shape or format.

While selecting the size, shape and weight of the paper, the primary consideration is
that the paper accommodates the message and be easy to distribute. The most commonly

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recommended size of leaflet is 6” * 3”. A properly developed and designed message on a leaflet
can have a deep and lasting effect on the learner and hence it is commonly used as an effective
AV aid in a teaching and learning situation.

GUIDE LINE FOR MAKING EFFECIVE LEAFLETS:

 The heading of the leaflet must be brief, summarizing the theme by using short and
effective words.
 To gain the interest of the target audience with in the first few words, the first sentence
of the text should contain the essence of the message.
 While using pictures in leaflets the picture and text must complement each other.

ADVANTAGES:

 A leaflet can be passed from student to student without distorting the information on it.
 It allows for the use of photo graphs and graphic illustrations which can be easily
understood by all level of students.
 It is permanent and can be stored and retrieved whenever necessary.
 It can be useful to communicate messages for a very large as well as small group.
 It reinforces learning by providing chances of rereading, when required by the students.
DISADVANTAGES:
 Dissemination of the leaflet is time consuming and costly.
 It is less timely than other means of communication.
 It can be altered by over printing. Development and design of effective printed material
requires trained and knowledgeable personnel.

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 VISUAL AIDS

PROJECTED

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 EPIDIASCOPE /OPAQUE PROJECTOR
It can project images or printed matter or small opaque objects on a screen or it can project
image of a 4x4 inches slide .Any diagram or picture can be projected on the screen without
tearing it off from the book .

Through epidiascope we can project slides or objects .it works on the principle of horizontal
straight line projection with a lamp ,plane mirror placed at 45 degree angle over the projects or
reflects the light so that it passes through the projection lens forming a magnified image on the
screen .

It is very useful means for using reflected light to pick up the image or for projection of flat
pictures, diagrams, maps to a screen in enlarged form so that the entire group can see them .The
opaque projector will project and simultaneously enlarge, directly from the originals, printed
matter, all kinds of written or pictorial matter in any sequence derived by the teacher.

It requires a dark room, as projector is large and not readily movable therefore their usefulness is
limited, on large screen for normal instruction, an approach to reading.

ADVANTAGES

 Stimulate attention
 Arouse interest

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  Clarify information
 Help students to retain knowledge for a longer period of time.
 To introduce subject or topics
 Present specific information
 Test knowledge and ability
 Review instructional problems
 Facilitate cooperation students –teachers participation in problem solving.

OVER HEAD PROJECTOR

Over head projector is a device for projecting a matter, which is written or drawn on
transparent sheet of acetate on to a screen .it is the cheapest projecting aid currently available. It
projects transparencies with screen images suitable for use in a lighted room .The teacher faces
the class as he uses OHP and the class views the projections The OHP is the most used in all av
aids .it projects from the brilliant screen images suitable for room .The teacher can write or draw
diagrams on the transparency while he teaches ,these are projected simultaneously on the screen
by the OHP ,thus it is used aid and tool in teaching –learning situation .The use of transparencies
require the support of an OHP and a projector screen .

PURPOSES

 To develop concepts and sequences in a subject matter area .

 To make marginal notes on the transparencies for the use of the teacher that can carry
without exposing them to the class.
 To test students performances, while other classmates observe.
 To show relationship by means of transparent overlays in contrasting color.
 To give the illusion of motion in the transparency.

MECHANISM

An overhead projector typically consists of a large box containing a very bright lamp and a fan to
cool it. On top of the box is a large Fresnel lens that collimates the light .

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Above the box, typically on a long arm is a mirror and lens that focuses and redirect the light
forward instead of up.

Transparencies are placed on top of the lens for display the light from the lamp travels through
the transparency and into the mirror where it is shone forward onto a screen for display .The
height of the mirror can be adjusted to both focus the image and to make the image large or small
depending on how close the projector is to the screen.

FOCAL LENGTH ADJUSTEMENT

Better quality overhead projectors offer an adjustment wheel or screw on the body of the
projector, to move the lamp towards or away from the Fresnel lens. When the mirror above the
lens is moved too high or too low, it moves out of the best focal distance for an evenly white
image ,resulting in a projected image with either blue or brown color fringing around the outside
edge of the screen .Turning the adjustment wheel moves the lamp to correct the focal distance
and restores the all –white projected image .

ADVANTAGES

 It is vivid and interest –catching –gives a bright image on the screen.

 No need to blackout the room –image is clear even in a bright room.
 Teacher can prepare transparencies a head of time or write on them during presentation.
 Teacher can face students while discussing information on the transparency.

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 The OHP is mobile –it can be moved from room to room or from one part of the room to
another part.
 Image can be projected to high up to enable all to see the image clearly .
 Relatively easy to use, very supportive for the beginning teacher to present the topic to
the class.
 Since the teacher prepares transparency in advance ,during the class ,he or she can focus
much time for explanation of topic ,saves time .
 Complete diagrams can be taken photocopy on transparency ,so even if the teacher does
not have drawing skills ,it does not bother much .
 The transparencies are easily carried around and stored.
 Can be used in different ways to convey information teach skills or affect attitudes
 Useful for instructing large group .
 Projector located in front of room and near speaker for easy access.
 Can be used to focus audience attention
 Less expensive
 Sequence of material can be modified during presentation.
 Short time for preparation of transparencies, different colors used for writing the topic .
 It permits the teacher to stand in front of class while using the projector, thus enabling her
or him to point out features appearing on the screen by pointing to the materials at the
projector itself and at the same time observe the student reactions to discussion.
 It is flexible tool for teaching because a wide variety of materials can be used for many
different teaching purposes.
 Materials projected can be changed easily and quickly, shapes can be presented and
compared, colors may be included and exposure can be controlled.
 To test students performances ,while other classmates observes
 To show relationship by means of transparent overlays in contrasting color.
 To give illusion of motion in the transparency.
 As a recording device for presenting minutes of a group discussion visually.

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DISADVANTAGES

 Bulky, difficult to carry and shift or transport .

 Use on and off switch to focus attention –on to focus attention on visual ,off to focus
attention to speaker .
 Totally dependent on electricity.
 Accessories like screen, a stand or table to place OHP ,an extension board ,sockets etc are
required.
 Can serve as a distraction.

PREPARATION OF OHP TRANSPARENCIES

 Use a standard size of acetate sheet measuring 18cmx22.5 cm.

 OHP markers are available in two types; temporary and permanent .Temporary markers
have soluble ink and written matters can be wiped off. Permanent markers are oil, spirit
or wax based and their writing is preserved for long time .If you want to reuse the
transparency sheet later for another purpose ,be sure to use a marker with soluble ink.
 Transparency must be clearly written with atleast 8mm size letter either free hand or
transfer letters or templates etc. A transparency which can be clearly read from a distance
of 2m should project well for classroom 6m deep.
 Transparency should be patiently prepared with bright harmonizing or contrasting
,legibly and systematically.
 There should be no more than six words in each line and no more than 8 lines in each
transparency .The best colors to use to write on transparencies are black, blue and green.
 Whether you are drawing the image on the transparencies or copying it from a printed
page, keep the amount of information on the sheet to a minimum and make large enough
so that students in the back of the room will be able to see it.
 Avoid coping information from a printed book or journal page or a type written sheet
.such pages present too much information for the students to take in and the print is
usually too small for them to see easily.

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  Transparencies can be very creative, especially if you have artistic help.

PRESENTATION TECHNIQUE

 Concentration on message being covered.

 High light the heading by using different color marker pens.
 Use codes and explain them in legend .
 Direct attention on the point being covered ,avoid distraction .
 While preparing transparencies –Avoid over crowding ,only 6-7 lines,6 to seven words
per line, six mm smallest letter size, for titles five words per line,3cm margin from each
side.
 Never use faded pens or markers as they affect clarity of text.
 Write only key points and the ideas, don’t overcrowd the transparency.
 Remember teacher is the focal point of the presentation use the aid is only to support the
talk, not to deliver it.

EFFECTIVE USE OF TRANSPARENCIES.

 The overhead projector and the screen should be positioned in such a way that every
student in the class can see every part of the projected image with ease.
 OHP should be on ,with the transparency in positions as and when required. The fan
switch if provided ,should not be switched off until the light source cools down .The
main plug and switched off until source cools down .The main plug and switch should
not be turned off soon after using the projector .one should not transport an overhead
projector while the lamp is still hot.
 Transparent color Perspex arrow heads or pointed objects such as pencils placed on the
transparency at the platform are recommended for pointing .Pointer should not roll down
Never hold pointer in hand to avoid silhouetting effect.
 Human silhouettes are irritating, so one should not interrupt the beam of light by
movement and gesticulation.

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  It is best not to project the entire transparency at the very beginning .optimal progressive
disclosure of information achieves the same objective as the sequential presentation of
information the blackboard, a paper or cardboard may be used as mask.
 Never leave a visual on the screen after a point has been discussed .Turn off the projector
by keeping the fan on when you are not actually projecting the transparency.
 Many radiographs can be projected successfully with the overhead projector .For this
purpose, the classroom must be darkened.
 Keep the OHP clean especially the glass surface and the lens.
 Don’t jerk the OHP and move it when the lamp is on or when it is still hot.
 Face the audience ,not the screen when using OHP.
 Avoid blocking the students view of the screen .
 Get your transparencies are place right way up and all text clear and visible on screen .
 Get your transparencies in the right order putting paper in between them helps.
 Leave the transparency long enough on the OHP for your students to jot down important
points or review the information thoroughly .
 Transparencies can be used similarly to a chalkboard for writing down spontaneous ideas,
outline class content or doing math problems.

FILM PROJECTOR
This is also known as movie projector. This projector uses a series of still pictures and runs
these pictures with such a speed that the views feels that these are not still pictures but are moving
objects commercial movies 100m to 600m projection with a motion picture projector provides a
combination of sound, colors and motion. These films are available almost on all the subjects at
various levels. NCERT is a good source from where such filmy can be obtained.

STEPS IN SHOWING A FILM IN THE CLASS:

 Choosing the appropriate films suiting to topic, duration, objectives, scope

etc.
 Setting up projector and screen so that everybody can see it.
 Ensuring proper lighting system ventilation.

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  Testing of power, projector and the film.
 Explaining the purpose of showing the film and what is expected from
after the film is shown.
 Showing the film.
 Evaluating of learning.
 Review lesion, feed back, supplementary material.

How to operate a Projector:

- Read the instructions carefully before operating the projector.

- Place projector on a table at an appropriate distance from the screen.
- Use threading chart to put the film in the projector.
- Connect speakers.
- Switch on the power, projector bulb and motor.
- Focus the image on screen by adjusting the lens.
- Adjust the film is complete switch of all the connections.

ADVANTAGES OF MOTION PICTURES IN TEACHING :-

 It is almost near the reality as it involves motion and second.

 Seen events have better retention.
 It is an interesting method to teach and get the attention of the students.

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  In case a discussion is needed in between even, a pause can be made in the projection.
 Animated films show many operations that are difficult to experience otherwise.
 Pictures can be shown to a large number students a time.
 Students can make their own films. It resources are available. This would be activity
centered learning.
 Films can be shown again and again.
 Students can operate on their own.

LIMITATIONS :-

 Films cannot always be a substitute for normal teaching.

 All children may not learn through films.
 Power supply is a pre-revisit.
 School should have adequate resources and availability of appropriate films.

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AUDIO- VISUAL AIDS

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 LCD PROJECTOR:
An LCD projector is a type of video projector for displaying video, images or computer data
on a screen or other flat surfaces. The LCD projector was invented by the New York inventor,
Gene Dolgoff, in 1984. LCD projectors are increasingly being used in meetings, training
sessions, classroom education and visual entertainment. They appeal to all the sensory organs
and the impact is always greater than simple speech.

TYPES OF LCD PROJECTOR:

According to their size and portability, LCD projectors are classified in the following three
categories:

 Ultra Light Portable Projectors.

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 Conference Room Projectors.

 Fixed Installation Projectors.

GUIDELINES FOR USING LCD PROJECTORS:

The following guidelines must be followed while using the LCD projector for educational
purposes.

 Projection surface:

White projecting, the surface should be a neutral colour and best suited for natural colour
tones.

 Setting up the system:

The following steps must be followed to set up the LCD projection system:

- The LCD projector must be placed 5-15 feet away from the projection screen, either with
a permanently fixed ceiling or placed on a stable surface.

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- Computer/laptop cable should be connected at the back of LCD projector on a video pot
and computer/laptop and projector should be effectively connected.
- The power cable of the projector should be connected to the three-way electrical port
which is grounded.
- Then the lens cap of the projector should be removed.
- The projector should be switched on by pressing the power button on the top of projector
which will lead to a flash of light followed by the projection of image.
- The computer /laptop should then be started. Then the teacher should right click on the
desktop screen and proceed to the graphical properties and graphical output. There, the
teacher should click on the Notebook + Monitor option to have content display on the
projection screen and computer/laptop screen both or the same way be done through the
keyboard function key and F3 key.
- The content to be projected should be clearly projected on the projection screen. If
projection is not clear then the focus of projection should be fixed using the rings on the
lens.
- Further, projection may be adjusted by manipulating the foot of the projector on button at
front and back.

 Shutting down the LCD projector:

- To shut off the LCD projector, the power button should be pressed; a message may
appear to check if you actually want to turn off the projector, the power button should be
pressed again and finally projector will turn off.
- The teacher should wait for the projector fan to off before the projector is unplugged
from the electrical port. Also, it must be ensured that the flashing light is off before the
projector is unplugged.

 Warning lights:
- In addition to the power button light there are two additional warning light buttons, which
are lamp warning light and temperature warning light.

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 - The blinking of lamp warning light notifies the need of the lamp to be changed.
- The blinking of orange colour temperature status light notifies the need the change the air
filter, and the red colour temperature status light notifies the increased temperature at the
projector and the need to turn off the lamp and allow the running fan to cool the warm
lamp.
 Additional audio and video devices:
- The projector has several other additional ports to connect VCR, DVD and cameras this
can further improve the utility of the LCD projector in education.

GUIDELINES FOR POWER POINT PRESENTATION:

Power point presentations are the most popular audiovisual aid in the present educational
community because they are believed to be more interesting and visually attractive. A power
point presentation is preferred because of its flexibility in both preparation and presentation. The
following guide lines must be followed for the preparation and presentation of power point
presentations.

 Use the horizontal/landscape format for slides.

 Limit the information on each slide to a single topic or idea.
 Use action words and short phrases rather than sentences.
 Pictures, drawings and illustrations make the presentation interesting but as a general rule
keep the slides simple and clear.
 Keep the slide simple and clear without burdening the slides with special effects and
irrelevant pictures. Irrelevant images and effects may distract the audience.
 Maintain consistency in use of colour throughout the slides and avoid over use of
multiple colours and graphics.
 Use dark-coloured text on a light background and vice versa. For example, using white or
yellow text on a black background slide.
 Use of bullets instead of numbers is always considered good; only use the numbers to
show sequence or rank of presented content.

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  Do not overboard the slide with text; try to keep enough open space around the written
text on slide.
 Use the 6 x 6 rule that is 6 lines of text and 6 words per line.
 Ensure the text on the slide is reasonable. It is recommended to use a minimum of 36
points for the slide title and 24 points for the body text.
 Ensure the use of standard styles of written text such Arial fonts, which are easily
readable.
 Avoid using only uppercase text (CAPTIAL) rather; use upper and lower case text, which
is more legible.
 Use contrasting colours to present the high light specific points but avoid small red text,
which is generally not visible.
 Significant points in text may be presented using Bold, italic, and large size fonts to
ensure emphasis.
 To make the presentation more attractive, limit the written content and use simple
illustrations.
 Do not use multiple animations and transition effects on a single slide. Limit to one or
two animations or transitions effects per slide.
 Try developing visual aids that are visually pleasing as well as clear.
 It is generally considered good to limit the number of slides to the number of minutes the
presenter has in hand.

ADVANTAGES OF LCD PROJECTORS:

 It is a technologically advanced audiovisual aid that can be used for presentation of still
slides as well as videos. Slide show and video can be clubbed together and customized in
a single presentation.
 It is considered very interesting and visually attractive for the audience.
 Back and forth movement of presenting content can be easily carried out for reinforcing
or recapitalizing the whole presentation.

LIMITATIONS OF LCD PROJECTORS:

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  It is quite an expensive electronic gadget that Is not easy to afford.
 Teachers and faculty require technical skills of computer and power point presentation
while using LCD projector.
 In case of power failure or technological failure, it may cause a lot of problems, which
are very difficult to manage at the last minute

COMPUTERS
Technology plays an important role in enhancing learning system. The time of blackboards
with chalk and notice boards is going to change. The crucial factor in a teaching process is the
quality of the lessons given by the teachers. Teachers therefore should use modern teaching
aids .Modern teaching aids are used to make learning sessions interactive and motivating.
Nowadays, Classes are equipped with Modern teaching aids such as Interactive Whiteboards,
Visualiser, response system, projectors and educational software etc. Teaching with Modern
teaching aids is essential in the technological age. Many subject topics can be taught better and
in more depth with Modern teaching aids. Teachers must use various types of Modern teaching
aids to connect with students. Modern teaching aids incorporate audio-visual techniques that
influence the interest and memory of students. Utilizing Modern teaching aids successfully will
create the best platform for learning and teaching.

A computer is a device that can receive process and store data. They are used as tools in
every part of society together with the Internet. Computers nowadays are complex; there are a lot
of different components inside them, and they all serve different purposes. They all need to work
together for the computer to work; knowing how a computer works makes it easier to use a
computer by being able to understand how a computer will respond. Computer influence every
sphere of human activity and bring many changes in education, health care scientific research,
social sciences etc. usage of computers in health care system will save the time, economizes
energy and help the nurses to provide quality nursing care.

DEFINITION OF COMPUTER:

“Computer is an electronic device, which works under a set of instructions, automatically accepts
the supplied data, process and analyzes the data and produces the information”.

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Computer can be defined in terms of functions it can perform. A computer can:

I. Accept data,
II. Store data,
III. Process data as desired,
IV. Retrieve the stored data as and when required and,
V. Print the result in desired format.

The major characteristics of a computer are high speed, accuracy, diligence, versatility and
storage.

THE BLOCK DIAGRAM OF COMPUTER:

The computer performs basically five major operations of functions irrespective of their size and
make. These are 1) it accepts data or instruction by way of input, 2) it stores data, 3) it can
process data as required by the user, 4) it gives results in the form of output, and 5) it controls all
operations inside a computer.

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 1. Input: This is the process of entering data and programs into the computer system.
2. Control Unit (CU): The process of input, output, processing and storage is performed
under the supervision of a unit called 'Control Unit'. It decides when to start receiving
data, when to stop it, where to store data, etc. It takes care of step by-step processing of
all operations inside the computer.

3. Memory Unit: Computer is used to store data and instructions.

4. Arithmetic Logic Unit (ALU): The major operations performed by the ALU are
addition, subtraction, multiplication, division, logic and comparison.

5. Output: This is the process of producing results from the data for getting useful
information.

The ALU and the CU of a computer system are jointly known as the central processing unit
(CPU).

PERIPHERAL DEVICES:

Peripheral devices are connected to the computer externally. These devices are used for
performing some specific functions.

Peripheral devices are as follows:

1. Input Devices

2. Output Devices

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3. Other Peripherals

INPUT DEVICES:

Input devices accept data and instructions from the user. Following are the examples of various
input devices, which are connected to the computer for this purpose.

1. Keyboard

2. Mouse

3. Light Pen

4. Optical/magnetic Scanner

5. Touch Screen

6. Microphone for voice as input

7. Track Ball

OUTPUT DEVICES:

Output devices return processed data that is information, back to the user. Some of the
commonly used output devices are:

1. Monitor (Visual Display Unit)

2. Printers

3. Plotter

4. Speakers

HARDWARE:  

Equals the collection of physical elements that constitute a computer system. Computer

hardware refers to the physical parts or components of a computer such as monitor, keyboard,
Computer data storage, and hard drive disk, mouse, printers, CPU (graphic cards, sound cards,
memory, motherboard and chips), etc. all of which are physical objects that we can actually
touch. In contrast, software is untouchable. Software exists as ideas, application, concepts, and
symbols, but it has no substance. A combination of hardware and software forms a usable
computing system.

SOFTWARE:

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Computer cannot do anything on its own. It is the user who instructs computer; what to do, how
to do and when to do. In order to perform any task, we have to give a set of

Instructions in a particular sequence to the computer. These sets of instructions are called
Programs. Software refers to a set of programs that makes the hardware perform a particular set
of tasks in particular order.

Classification of Software:

1. System Software:

 Operating System

 Utilities

Application Software:

 Generalized Packages

 Customized Packages

System Software:

When we switch on the computer the programs stored in ROM are executed which activates
different units of your computer and makes it ready for you to work on it. This set of programs
can be called system software.

System software’s are sets of programs, responsible for running the computer, controlling
various operations of computer systems and management of computer resources. Operating
System (OS) falls under this category.

An operating system is system software that provides an interface for a user to communicate
with the computer, manages hardware devices (disk drives, keyboard, monitor, etc), manages
and maintains disk file systems and supports application

Programs. Some popular Operating systems are UNIX, Windows and Linux.

Although operating system provides all the features users need to use and maintain their systems,
inevitably, they still do not meet everyone’s expectations. This has led to another type of system
software called "Utilities". These are programs that bridge

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the gap between the functionality of an OS and the needs of users. Utility programs are a broad
category of software such as compress (zip)/uncompress (unzip) files software, antivirus
software, split and join files software, etc.

Application Software:

Application software is a set of programs, which are written to perform specific tasks, for
example: An application package for managing library known as library information, system is
used to manage information of library such as: keeping book details, account holder details, book
issue details, book return details etc. Another application package for managing student details is
called student’s information system, manages student’s roll no, name, parents name, address,
class, section, processing of examination results etc. Application software can be broadly
classified into two types:

(a) Generalized packages

(b) Customized packages

Generalized Packages:

These are user friendly softwares written to cater to user’s very general needs such as preparing
documents, drawing pictures, database to manage data/information, preparing presentations, play
games etc.

It is a group of programs that provide general purpose tools to solve specific problems. Some of
the generalized packages are listed below:

 Word Processing Software(for preparing documents): Word Perfect, MS-Word,

OpenOffice.org Writer
 Spreadsheets (Data Analysis): Lotus Smart suites, MSExcel, OpenOffice.org Calc,
Apple Numbers.
 Presentations: Presentation Graphics, MS-PowerPoint, OpenOffice.org Impress
 Database Management System: MS-Access, OpenOffice.org Base, MS-SQL Server,
ORACLE
 Graphics Tools: Paint shop pro, Adobe Photoshop

Customized Packages:

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These are the applications that are customized (or developed) to meet the specific requirements
of an organization/institution. For Example: Student information details, Payroll packages,
inventory control etc.

These packages are developed using high-level computer language.

COMPUTER LANGUAGES:

Languages are a means of communication. Normally people interact with each other through a
language. On the same pattern, communication with computers is carried out through a language.
This language is understood both by user and the machine. Just as every language like English,
Hindi has its grammatical rules; every computer language is bound by rules known as SYNTAX
of that language. The user is bound by that syntax while communicating with the computer
system.

Computer languages are broadly classified as:

1. Low Level Language:

The term low level means closeness to the way in which machine understand. The low level
languages are:

a. Machine Language:

This is the language (in the form of 0’s and 1’s, called binary numbers) understood directly by
the computer. It is machine dependent. It is difficult to learn and even more difficult to write
programs.

b. Assembly Language:

This is the language where the machine codes comprising of 0’s and 1’s are substituted by
symbolic codes (called mnemonics) to improve their understanding. It is the first step to improve
programming structure.

Assembly language programming is simpler and less time consuming than machine level
programming, it is easier to locate and correct errors in assembly language than in machine
language programs. It is also machine dependent. Programmers must have knowledge of the
machine on which the program will run.

2. High Level Language:

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Low level language requires extensive knowledge of the hardware since it is machine dependent.
To overcome the limitation, high level language has been evolved which uses normal English
like, easy to understand statements to solve any problem. Higher level languages are computer
independent and programming becomes quite easy and simple.

Various high level languages are given below:

 BASIC (Beginners All Purpose Symbolic Instruction Code):

It is widely used, easy to learn general purpose language. Mainly used in microcomputers in
earlier days.

 COBOL (Common Business Oriented language): A standardized language used for

commercial applications
 FORTRAN (Formula Translation): Developed for solving mathematical and scientific
problems. One of the most popular languages among scientific community.
 C: Structured Programming Language used for all purpose such as scientific application,
commercial application, developing games etc.
 C++: Popular object oriented programming language, used for general purpose.

COMPUTER ASSISTED LEARNING:

Meaning

Computer assisted learning and teaching means to teach students using computers by which
students can learn easily.

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Definition:

Computer assisted instruction (also called computer based learning and computer base training)
uses computers to aid in the delivery of multimedia packages for learning and teaching.

MODES OF LEARNING:

A variety of modes are possible giving a teacher much flexibility in using CAL effectively

1) Drill and practice mode:

The learner can learn facts and memorize them by drill method or use an MCQ bank for drill and
practice. This mode is used in remedial education programme for slow learners.

2) Tutorial mode:

A well structure programmed learning unit (or CAL module) provides interactive learning. This
mode, if used well, could result in 90% retention of the content compared with 30% retention
after the best lecture. In the Tutorial mode, a module (lesson) consists of:

a) Presentation of content in a structured way.

b) Task- prescription to elicit the learners response, and
c) Instant feedback and reinforcement to the learner.

3) Laboratory mode:

Computer could be programmed to simulate a variety of biological processes to supplement or to

do away with laboratory experiments. The learner explores various options and learns by
inference.

4) Case-simulation mode:
A variety of diagnostic and therapeutic problems of the patient management type could be
effectively computerized.

5) Manager of educational process:

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 computer based management information system (MIS) could keep track of student performance
and offer suitable advice to make the educational process more effective.

TEN TIPS TO PREPARE A CAL UNIT:

1. Choose a relevant topic.

2. Decide the cognitive level aimed at. Viz. knowledge, understanding or problem solving.
3. Decide the CAL mode, viz. Drill and practice, Tutorial, Laboratory, Case simulation or
Knowledge based “expert” mode.
4. Develop CAL sequence in the form of “frames”
a) Each frame is an entity that is presented on the computer screen to the learner. It may
consist of text, sound, graphics, an animation sequence or a combination of these
elements.
b) I- frame or introductory frame gives directions to the learner.
c) L-frame or learning frame presents the matter to be learnt.
d) T-frame or test frame test the learner and gives appropriate feedback.
5. Write down each frame on a card and number them.
6. Decide the sequencing of I, L. and T frames. These may proceed in a linear or branched
manner. The progress should be written down on the frame-cards. Alternatively, flow
chart can be prepared.
7. Revalidate the CAL by sharing them with peers and students and getting feedback. “Too
easy, rigid, difficult, or boring” parts need to be revised.
8. Get the written CAL module converted to a computer programme.
9. Do post-validation of the CAL programme and make corrections if needed.
10. Release CAL unit for learners to use and learn.

ADVANTAGES:

1) There is an enormous increase in the student’s access to information.

2) Instructions are according to learner’s abilities, convenience and preference.
3) There is an increased content.
4) There will be immediate feedback on the student’s comprehension.

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 5) Learning can be at one’s own speed and in his own environment.
6) Arouses interests in the students.
7) Motivates students and develops a feeling of personal responsibility for their own
education.
DISADVANTAGES:

1) It is not very effective in topics which need abstract reasoning.

2) Poorly designed instructional software can reduce interest of the student.
3) It is a costly affair, to acquire a computer and maintain it.
4) Students require proper training in computer.
5) Working of computer depends on power supply.
6) Natural bonding between teacher and the student is lost. It is more mechanical.
7) Long working hours can cause health hazards.
8) Children may become addicted to computers.

VCR (VIDEO CASSETTE RECORDER)

The videocassette recorder (or VCR ,more commonly known in the UK and Ireland as the video
recorder or video machine), is a type of video tape recorder that uses removable videotape
cassettes containing magnetic tape to record audio and video from a television broadcast so it can
be played back later. Most VCRs have their own tuner (for direct TV reception ) and a
programmable timer 9for unattended recording of a certain channel at a particular time). These
began as simple mechanical counter-based features similar to those available on contemporary
audio equipment.

Visual of using the Video

The video recorder and tapes are now common teaching aids available in many schools.

USES OF VIDEO

 Generate interest and stimulate student’s imagination

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  Provide a common experience for all your students
 Offer a different approach to a topic
 Connect their students to far away places or to experiences unavailable in the classroom
 Demonstrate abstract ideas.
 Stimulate the development of critical thinking skills.
 Promote critical viewing skills and media awareness.
 Suggestions to ensure an effective lesion using the video and to encourage students to
become active viewers.

Before viewing

 Check the room’s lighting, seating, picture and sound quality to be sure that everyone can
see and hear the video when it is played.
 Preview the video to see if its content is appropriate for lesson’s objectives.
 Review related print material, especially the teacher’s guide that may accompany the
video.
 Decide whether you will need to use the entire tape or only relevant segments that
illustrate your lesson’s objectives.
 Remember that there is no rule that we must use the whole tape, in some cases, a few
minutes of video can be effective.


TIPS TO SELECTING A VIDEO PROGRAM

 Select programs that model language and provide settings and events that are familiar to
your student’s real-life experiences.

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  Select video that provides background images for student reading.
 Prepare the classroom environment and video equipment by

- Making sure that you are familiar with the features on television and video recorder,
especially the record and memory functions. teacher has to delegate the job of operating the
video recorder to responsible students.

- Using low light to increase the dramatic effect and brighter light to help eliminate
distractions in order to enhance the learning experience.

- The Teacher has to plan to position in such a way that it maximize ‘facilitator’ role. if
teacher stand close to the tv monitor , he/she find it easier to point to the screen and explain
unfamiliar information or he/she may prefer to move freely among students and control the
video image by using the remote control.

- Planning to have students sit together on the floor during viewing in order to elicit discussion
or personal response and to encourage group empathy.

- Carry out previewing activities with students by stimulating their pre-existing knowledge ,
e.g. brainstorm the class a list of words related to the video topic and what they think they know.
after viewing the video, let students revise their lists based on what they have learned.

- Divide Students into small group to summarize what they already know about the topic and
identify questions they may have about it. after viewing the video, these groups can answer
questions.

- Give students a focused viewing assignment. this makes viewing more meaningful as it
encourages active viewing and evaluation of content. for example; a task for viewing, something
they are responsible for gathering, such as, interesting facts or personal responses.

- Ask them to look for specific information or answer to a question.

During viewing

 Use video as the jumping-off point for active learning. Teacher can add a short segment of
video at the beginning, middle or end of a lesson in order to stimulate co-operative learning,
writing and hands-on activities.
 Use a short segment at a time and find segments that support your specific objectives.
 Control the pace and amount of information your students receive in any given viewing
 Classify, analyze and discuss each segment thoroughly.
 Increase your student’s observation and listening skills through repeated viewing or showing
similar in smaller increments, drawing your student’s attention to specific topics.

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 Show different videos to reinforce learning and experience various presentations of related
content. Evaluate the different information gained and presentation methods of each
 Use the “pause” button often:
- Let your students ask for a pause so you can give immediate feedback based on their
interests and comments.
- Stop to hypothesize and predict answers whenever a question is asked.
- Clarify new pints as it is used in context.
- Take time t identify and clarify what your students are watching.
- Encourage your students to be aware of production values and techniques
- Ask them to watch for elements of the production such as camera angles, shot choices
and music.
- Ask them to consider hat effects these techniques have on the delivery of the content,
how the director manipulates the viewer’s reactions.

Try viewing without the sound;

- Give your own video commentary and eliminate any narration that may be inappropriate
for your students.
- Ask your students to narrate I order to identify their prior knowledge or assess what they
have learned
- Encourage your students to share their own questions as they view without sound. Then,
view the video with sound to discover whether their questions have been answered.

Try ‘viewing’ without the picture;

- Turn down the brightness control and have your students concentrate on the sound. What
roles do the music, visuals and narration play/
- After listening to a video have your students create their own visual images and compare
them with the video images.

After viewing

1. Brainstorming;

Present a key vocabulary word or concept from the video and ask your students to form small
groups to generate related concepts.

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Select a group representative to record the ideas and present a summary of the responses to
the entire class. Allow your students to questions their classmates about particular ideas they
have generated.

After each group has reported summarize the ideas of the entire class and provide additional
information or clarification as needed.

2. Comparing and contrasting

Divide your students into groups to compare and contrast ideas by making
similarities/differences charts

Have the groups present their charts.

Supply additional information, if necessary.

3. To encourage “media literacy” among your students, pose the following questions for
discussion:

What is the message?

Who is the target audience?

How was the video made?

Why was it made in that way?

What is the content in which it was created?

How might this impact you,, your community, the bigger society?

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 FIELD TRIPS OR SCHOOL JOURNEYS

It brings the pupils into direct contact with a real life situation. It is the most concrete
and most real of visual technique. Objects and, material can thus be studied first hand in their
natural environment.

VALUE OF FIELD TRIPS:

 They furnish first-hand information to supplement and enrich classroom instruction.

 They correlate and blend school life with the outside world, providing direct touch with
persons and with community situations.
 They create situations which help to develop observation and keenness.
 They offer an opportunity to apply that which has been taught.
 To verify what has been learned.
 They provide actual material for study.
 Arouse interest and vitalize instruction , thereby providing motivation.
 Effective means of supplementing the subject of the curriculum.
 Necessitate planning, cooperation, security, of transportation and permission to take the
trips and other details of organization.
 They give training in shouldering and discharging responsibilities to both pupil and
teachers.

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 SUMMARY

Technology results in new designs and devices as also new ideas and process. Audio-
visual aids are a part of the subject of educational technology. Audio- visual resources consists of
hardware and software components. Audio- visual materials can be classified in different ways.
They must suit to the teaching objectives as well as to the unique characteristics of the learner
like intellectual maturity, extent of previous experience, etc. Teaching aids should be used as a
supplement to the classroom teaching and not as a substitute for teaching methods.

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 CONCLUSION

Teacher has to plan in advance so that she can incorporate audio-visucal material effectively in
the teaching- learning process. This will help to convert a usually teacher-centered classroom
into a more desirable student-centered one.

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