Teaching Aids

1. Audio aids
• Aids which make use of auditory senses
• Like:
 Tape recorder
 Radio
 Lingua phone
 Phonograph

2. Radio
• Radio is recognized as an education medium
that reaches millions of interested listeners.
• Educational songs, dramas, discussions,
debates and dialogues are broad cast for
benefits of students at different levels
• According to George Watson-
 Radio is not an addition to education. Radio is
not something to be placed on the top of
education rather radio is education. It is an
education by desire.

3. • Radio has made possible some of the exciting
experiments in learning and teaching and as
our resources grow, we will make this aid
available to teachers at all levels
Syed Ali Zaheer
The first school broadcast in India were
commissioned in 1937, and regular
broadcasts began in 1938 from All India Radio
(AIR) in Bombay, Calcutta, Delhi and Madras.

4. • The School Broadcast Project was commissioned in 1937 to focus on
elementary school students.
• Adult education and community development project (Radio Forum:
1956), served residents of 144 villages in the vicinity of Poona,
Maharastra state, which were the main beneficiaries.
• Farm and Home Broadcast Project, which commenced operation in
1966, targeted farmers and those living in rural towns and villages.
• University broadcast project, launched in 1965, targeted university
students.
• Language Learning Programme, launched in 1979-80, provided
instruction in Hindi as a first language to school aged children.
• IGNOU-AIR (All India Radio) was launched in January 1992 in
collaboration with IGNOU, AIR stations of Mumbai, Hyderabad and
Shillong.
• Gyan-Vani, India’s first exclusive educational FM radio network, was
launched in 2001 to serve a target audience of university students
enrolled in both conventional and open programmes of study.

5. • Gyan Vani’s central office assumes responsibility for policy
planning, monitoring, budget, and administrative support,
representing the following educational and social sectors:
• Serva Shikha Abhiyan
• Primary and Secondary Education
• Adult education
• Technical and vocational education
• Higher education
• Distance education
• Extension education
• Indian ministries such as Agriculture, Environment, Health,
Women and Child Welfare, Science and Technology, etc.
• NGOs
• United Nation agencies
• Each partner receives between one to two hours of broadcast
time daily.

6. • ‘We Learn English’- a bilingual radio
programme for teaching Spoken English in
 Pune district : 2000-ongoing
 Mumbai - 2002-05
 Delhi - 2002-04
 Jharkhand - 2004-06 (several districts)
 Rajasthan - 2005-06 (2 districts)
 Uttarakhand - 2004-06 (2 districts)
• - ‘Let’s Read and Write English’ – a bilingual
radio programme with accompanying reader
cum-activity book for students, in Pune district :
2005-2008.

7. • In the structure of IRI lessons, the radio or distant teacher
is the main teacher who directs the learning activities
during timed pauses in each lesson.
• At the same time, facilitating each of these actual
interactions is the role of the teacher present in the
classroom.
• She/he provides individual attention during the lesson,
and follow-up support after each lesson, which could
include periods of further teaching according to the
interactive methods modelled through the radio.
• Consequently, the distant teacher and classroom teacher
are partners in the teaching process.

8. Importance of Radio
• Motivating to the process of education
• It brings outside the Genius of the world into the
classroom
• A useful device for recreation
• Radio programs add to our knowledge
• Extremely economical
• Radio broadcast satisfies various interests
• Helpful in learning foreign language
• Helpful for teacher

9. • Latest information
• Immediate contacts
• Dramatic experience
• Students get opportunity to listen to views of
specialists
• Helpful in group teaching
• Adds variety to classroom instruction
• Develops critical thinking
• Improves language and pronunciation
• Medium for leisure time activities

10. Limitations
• One way communication
• Do not match with class schedule
• Inconvenient
• No preview
• Financial problem
• Unpsychological uniformity of treatment

11. Precautions
• Teacher should be aware of school programs
• School broadcast should be given importance in school
time table
• Topics should be introduced to students before hand
• Students should be motivated to listen to radio program
• Proper seating arrangement should be made for attentive
listening
• After program teacher should give his comments and add
matter
• The doubts of students should be removed

12. Television
• Television was introduced in India as an
experimental T V service and was launched in
Delhi on 15th August 1972
• It is said to be electronic black board of the
future
• It has been regarded as the queen of audio
visual aids

13. Kinds of broadcast
• TV program can be broadcast in three ways:
 Open circuit television: usual type of telecast
by commercial and non commercial stations
 Closed circuit television: selective telecast
which can be tuned in only by specially equipped
receivers
 Recordings circuit television: representation of
an original televised presentation

14. • Educational content is also available nowadays
on televisions which is relayed to home by
Direct to Home (DTS) services like the Dish TV,
Big TV, Tata Sky, Airtel, Sun TV and there are
many others throughout the country.
• The programme called "Topper" is becoming
quite popular among the students.

15. Educational values of Television
• Live telecast
• Model for teacher
• Reduces teacher load
• Various types of aids can
be used
• Creates interest in
education
• Provides knowledge of
processes of different
industries
• Gives information about
progress
• Wider range
• Time saving and
economical device
• Focussing attention
• Provides equal
opportunities
• Professional growth of
teacher
• Recreational value
• Watching the lesson at
home

16. Limitations of TV
• Costly
• No direct contact
between teacher
and student
• Passivity
• Ill effects on eyes
• One way
communication
• Unpsychological
• Programs are not
presented in
interesting
manner
• Difficulty in
evaluation
• The program
cannot be
repeated
immediately