AUDIO

1. AUDIO MEDIA
- various means of recording and transmitting the human voice and other
sounds for instructional purposes.

2. THE HEARING / LISTENING PROCESS

Hearing and listening are not the same thing, although they are , of course
interrelated. We might say that hearing is a physiological process, whereas
listening is a psychological process.

2.1.Physiologically – HEARING - a process in which sound waves entering the

outer ear are transmitted to the eardrum, converted into mechanical
vibrations, in the middle ear, and changed in the inner ear into nerve
impulses that traced to the brain.

2.2.Psychologically – LISTENING - begins with someone’s awareness of and

attention to sounds or speech patterns proceeds through identification and
recognition of specific auditory signals, and ends in comprehension.

3. DEVELOPING LISTENING SKILLS

Educators now a days recognize listening as a skill, that like all other, one
can improve with practice. Hearing is the foundation of listening. Therefore you
should first determine, whether all your students can hear normally. Most school
systems regularly use speech and hearing therapist to administer audiometric
hearing tests to provide the data you need.
Standardized test also measure students’ listening abilities. The test are
often administered at the guidance office.

3.1.Guide Listening – give students some objectives or question beforehand

. Start with short passages and one or two objectives. Then gradually
increase the length of the passage and the number and completely of the
objectives or questions.
3.2. Give Directions – give students directions individually or as a group on
audiotape. When giving directions orally, observe the “say it only once”,
rule so that the students place value on both your and their time and the
incentive to listen is reinforced.
3.3.Ask Students to Listen for Main Ideas, Details or Inferences – Keeping the
age level of the students to listen to the main idea and then write it down.
Similar techniques can be used with details of an inferences to be drawn
from the passage
3.4.Use Context in Listening – younger students can learn to distinguish meaning
in an auditory context by listening to sentences with words missing and
then
 3.5.Analyze the Structure of a Presentation – The students can be asked to outline
(analyze and organize) an oral presentation. The teacher can then
determine how will they were able to discern the main ideas and to
identify the subtopics
3.6.Distinguish Between Relevant and Irrelevant Information – after to an oral
presentation of information from the students can be asked to identify the
main idea and then rate the other ideas that are presented from most to the
least relevant.

4. AUDIO FORMATS

4.1. Phonograph records

4.2. Audio tapes
4.3. Compact Disc
4.4. Open-Reel Audio Tape
4.5. Micro Cassette
4.6. Audio Card
4.7. MP3 – is an audio compression format that makes large audio files
available by shrinking them into smaller files that can quickly be captured
on the Internet . This files are streamed audio, which means they can sent
out in packets to the user, giving the user an opportunity to listen to
portions of the file while waiting additional portion to download.

open-standard - which means it is available to anyone who has access to

the Internet

Ripping – a process of converting Audio CD to MP3

5. ADVANTAGES

5.1. Inexpensive – once the tape have been purchased, there is no additional
cost because the tape is erasable and reusable. Individual audio cassette
are inexpensive, incase of MP3 files, many are available for free.
5.2. Readily Available and Simple to Use – audio equipment is so easy use
5.3. Reproducible – you can easily duplicate audiotapes in whatever quantities
you need to use in the classroom, in the media center, and at home.
Remember to observe the copyright guidelines.
5.4. Provide Verbal Message for the Non-Readers – student who can not read
can learn from audio media, which provides basic language experiences.
Students can listen to audio and follow along with visual and text
materials.
5.5. Ideal for Teaching Foreign Languages – cassettes and cd’s are excellent
media for teaching foreign languages. They allow students to hear words
pronounced by native speakers. Students can play back chosen sequences
as often as necessary and with cd’s may use the format random access
 capacity to construct their own sequences. Students may use a cassette to
record their own pronunciation for comparison
5.6. Stimulation – audio media can provide a stimulating alternative to reading
and listening to the teacher. Audio can present verbal messages more
dramatically than text can. With a little imagination on your part, audio
can be very versatile
5.7. Repeatable – users can replay portion of the program as often as needed to
understand it
5.8. Portable – audio cassette recorders are portable and can be used “in the
field” with battery power. Cassette recorders are ideal for home study;
many students already have their own cassette
5.9. Ease for Lesson Preparation – the major advantage of audiotape over
compact disc is that instructors can record their own audiotaped lessons
easily and economically erasing and recording over material that has
become outdated or is no longer useful
5.10. Selection Easy to Locate – in the case of cd’s, teachers and students can
quickly locate selections on the compact discs and program the machine to
play any desired sequence
5.11. Resistance to Damage – cassette tape are enclosed in a damage resistant
plastic cassette. In case of cd’s there is no tape to tangle and break. Stamps
can be washed off and ordinary scratches do not affect playback. MP3
files can be stored on a computer hard drive, on cd’s, or on floppy.

6. LIMITATIONS

6.1. Fixed Sequence – it is difficult to scan audio materials MP3 gives the user
an opportunity to customize the audio format, on which might lead to
copyright violations
6.2. Doesn’t Monitor Attention – some students have difficulty studying
independently, so when they listen to audiocassette their attention tends to
wander. They may the recorded message not listen attentively and
comprehend. Teachers can readily detect when students are drifting away
fro lecture, but a playback machine cannot do this
6.3. Difficulty in Spacing – determining the appropriate pace for presenting
information can be difficult if your students have a range of attention
spans and experiential backgrounds.
6.4. Difficulty in Locating Segment – counters on the counter assist retrieval,
but are not very accurate. CD’s gives much easier accessibility to specific
selections
6.5. Potential in Accidental Erasure – be sure to remove the record lockout tab
of any cassette you wish to safeguard. And because they are magnetic,
keep audiotapes away from magnets, which can cause erasure

7. INTEGRATION / CAPABILITIES of AUDIO

 We can use audio media all phases of instruction from introduction
of a topic to evaluation of student learning. Perhaps the must rapidly
growing general use of audio media today is the area of self-paced
instruction. The accelerated student can skip ahead or increase the pace of
instruction.

3 Categories / Group

7.1. Teacher Prepared Audiotapes

7.1.1. Direct Directions – in a PHEM class the students are instructed
on the procedure on how to cook a certain menu. To be efficient
and effective in their work, there students must have both hands
free and their eyes must be on their work, not on textbook or
manual, video tapes allow the students to move at their own
place, and the instructor is free to circulate around the laboratory
and discuss each students’ work individually

We can use media in all phase of instruction of a topic to

evaluation of student learning. Perhaps the most rapidly growing
general use of audio media today is the area of self-paced
instruction. The accelerated student can skip ahead or increase the
pace of instruction.
7.1.2. Shorthand Practice – the students practice taking dictation by
listening to audio tapes prepared by the teacher. The variety of
voices on the tapes allows the students to practice dealing with
different voices, different accents, and a variety of dictation
speeds.
7.1.3. Listening Skills – a teacher whose students with learning
difficulties but average intelligence provides instruction on how
to listen lectures, speeches, and other oral presentations. The
students practice their listening skills with tapes by recorded
stories, poetry and instruction. After the students have practiced
their listening skills under the teacher direction, they are
evaluated using a tape they have not heard before. The students
listen to the five-minute tape without taking notes and then
given a series of questions dealing with important content of the
passage.

7.2. Prerecorded- Audio Tapes

7.2.1. Vocabulary Practice - the teacher uses a set audio cards for
vocabulary building. They are used on an individual basis with
children video are having difficulty in understanding the
meaning of words because they cannot attached the appropriate
spoken words to the printed form of the word to the object it
represents. The audio cards provide simultaneous visual and
auditory stimuli designed to increase a child’s spoken
 vocabulary. The teacher shows the student how to use the
machine and the cards.
7.2.2. Sales Information – The sales representative of the
manufacturing company pop a cassette with the sound system of
the car, and a few second a popular tunes fills the air. The song
fades away and the voice of the marketing manager comes
in…the cassette makes the automobile a learning environment,
thereby making use by otherwise wasted time
7.2.3. Talking Books – for blind or visually impaired students

7.3. Student Prepared Audiotapes

7.3.1. Gathering Oral History – the students interview local senior
citizens regarding the history of their community. All the tapes
prepared during the interviews are kept in the school media
center. Excerpts are duplicated and edited into programs for use
with other social studies and broadcast by the local radio station.
This audio tape project serves the deal purpose of informing
students and local residents about local history. And collecting
and preserving information that might other use be lost.
7.3.2. Oral Book Report – students may record their book report
during study time in the media center or at home. The report are
evaluated by the teacher, and the best are kept on file in the
center. During the taping, they practice their speaking skills.
They are encourage to make the report as exciting as possible
inorder to get other students to read the book..
7.3.3. Self-Evaluation – Excellent way in witch to record students
appealing and reading aloud skills for a portfolio.

8. DUPLICATING AUDIO TAPE

3 Methods
8.1. Acoustic Method – does not required any especial equipment, just
two recorders. One of which plays the original tape, the sound is
transferred via microphone to blank tape on the other recorder.

Drawback to this method is that the fidelity is lessened the sound

travels through the air to the microphone, and the open microphone
may pickup unwanted noise from the environment
8.2. Electronic Method – the signal travels from the original tape to the
dubbing recorder via an expensive patch cord. The cord is
attached to the output of the first machine and the line or auxiliary
I input to the second. It picks up the signal of the original tape and
transfer them electronically to the duplicating tape
8.3. High Speed Duplicator – requires a especial machine
-Machine witch can record a copy of the original tape at sixteen
 times it normal speed

9. EDITING AUDIOTAPES

9.1. Electronic Editing – Set up two records as described for tape duplication
and then record just the position of the original tape that you want
on the second tape.
9.2. Mechanical Editing – Splicing – involves physically removing unwanted
portion of the tape or changing the sequence of materials by
recording sections of the tape

10. HOW to RECORD AUDIO CASSETTES…

AUDIO TECHNIQUE

10.1. Physical environment – record in an area that is as free as possible from

noise and sound echoing. The recording set-up should be at least six feet
from the chalkboard, windows, and hard walls. You may have to make a
temporary improvement to increase quality put heavy blankets or sheets of
cardboard on the floor. Fabric covered movable screens and drawn
window shade may help.
10.2. Tape Recorder
10.3. Microphone
10.4. Tape Content

10.4.1. Introduce the subject of audiotape at the beginning of the

recording
Ex.
“This Introductory Geometry…Lesson 12, on…”. Identifying the
tape is particularly important if it is to be used for individual
instruction.

10.4.2. Explore the subject with the students; don’t just tell them about
it. A lecture on tape is deadly

10.4.3. Get your listener involved in meaningful learning activities.

Supply a study guide or worksheet for students to use with the
tape, include ample space for students to take notes while listening
to the tape. Instruct listeners to look at diagrams, specimen, table,
or photograph to use the equipment or to record data so they don’t
simply sit and listen. Simple and direct activities are more effective
than complex.

10.4.4. Keep the tape short even it is to used by adult learners. A length
 of 15 -25 minutes is a good guideline for adults. Make it even
shorter for younger students

10.4.5. Provide variety through the tape by using appropriate sounds,

music, short dialogues, and voices of experts in your field.
These provide variation and add realism to the study, but should
be used functionally.

10.4.5. Repetition by the tape narrator is usually unnecessary.

Repetition can be achieved by having students replay
appropriate tape segments

10.5. Presentation

10.5.1. Use informal notes rather than a complete script. Reading from a
script tends to induce boredom. If you feel you must work with a
more formal script, remember that preparing a good script
requires special writing and reading skills.
10.5.2. Use index cards for notes rather than handle large sheets of
paper near the microphone. If your students will be using a study
guide while listeni9ng to the tape, make your notes on the study
guide and use it while making the recording.
10.5.3. Use conversational tone. Talk as if you would normally talk to a
friend. Explore the subject with students – don’t lecture at them.
10.5.4. Vary your tone of voice frequently
10.5.5. Speak cheerfully and enthusiastically
10.5.6. Enunciate clearly
10.5.7. Minimize uhs and other distracting speech habits
10.5.8. Direct students attention to what you will discuss before sharing
it to them
10.5.9. Provide a brief musical interlude approximately 10 seconds as a
signal for listeners to turn of the tape recorder and perform any
activities or exercises.
10.5.10 . Include a tone or nonvocal signal to indicate when to
advance slides rather than continually repeating.

11. SELECTING AUDIO MATERIALS

In selecting audio materials to use in your instruction, first

determine what materials are available locally, consult the media specialist to
ascertain what is existing in your media center, catalog- print and electronic, and
appraisal checklist for audio materials

12. UTILIZING AUDIO MATERIALS

12.1. Preview the Materials

 Preview all the materials using the “Appraisal Checklist “, as part
of the process. While previewing them, decide how you are going
to use them. What excerpts do you plan to use? How are the
students going to be involved with the audio materials? What
follow up activities you will use?

12.2. Prepare the Materials

You should practice the equipment. Cueing the materials is

important to avoid delay and lost time. In addition cue each item to
its starting location when possible. Prepare your introduction and
follow. If you must manipulate other materials or objects during
the audio presentation., be sure to practice first.

12.3. Prepare the Environments

Set-up your classroom or learning environment so that students can

hear the audio.

12.4. Prepare the Learners

Before playing the audio materials, communicate to students how

the materials related to the what they have studied before, what
they should be doing or learning from the materials themselves,
and what follow-up activities will occur. If you going to present a
vocabulary words or technical terms, list them on a handout,
chalkboard, or overhead transparency

12.5. Provide the Learning Experience

Ask students to raise their hand if they cannot hear the audio
materials during the playback. Be particularly sensitive if you have
any hearing impaired learners. The classroom environment may
not be ideal for the academic achievement of hearing impaired
children. Classroom noise can cause problems for these children.
Potential solutions include relocating them to the front of the room
or adding noise damping devices such as draperies and carpeting.
Another strategy is to use a sound field amplification system.

13. REQUIRE LEARNER PARTICIPATION

Before you begin the lesson, determine how to get and keep
your students actively involved – one technique is to give students a set of
questions to answer during the listening. Foreign language tapes may include
pauses for learners to practice presentation. After listening to a story they may
draw scene from the audience description.
14. EVALUATE AND REVISE

Determine how effective the audio materials were. You can gather data by
making observations, evaluations, test results, or discussing the experience
with students. You may decide to revise how you use the materials or to
modify the materials themselves.

REFERENCES

Heinich, R. et al., 1989, Instructional Media and Technologies for Learning. 3rd
ed., Macmillan Pub.