Excellent teachers well aware with the importance of technology and audio visual aids in the learning process. Audiovisual aids are teaching tools that educators use to facilitate their academic lessons and cover large topic in small amount of time. Some examples of audiovisual aids are videos, music clips, flip charts, PowerPoint slides, presentations and overhead transparencies. Audiovisual aids should not be used as the only teaching method, but should be merged periodically throughout lecture to provide graphical demonstration and extra information for students. Students catch on quickly when their teacher understands the importance of charts in the teaching and learning process.
1.1 Importance of Audio Visual Aids
When it comes to teaching a novel or abstract idea that may be challenging to visualise or comprehend, the value of audio visual aids becomes clear. Teachers can show concepts to students using audiovisual aids when they might not be able to do it otherwise. When lecturing to pupils on a novel subject, such as the mating behaviors of ring tail lemurs, you are constrained to verbal descriptions. However, kids learn more knowledge through the audiovisual experience when you can show something through sight and sound. Students can gain academic experience from a video on ring tail lemurs’ mating patterns, for example, that they cannot get from a lecture or a book..
1.2 Reaching Specific Learners
Students use a variety of learning strategies. Visual-spatial, bodily-kin esthetic, musical, interpersonal, interpersonal, linguistic, and logical are the seven learning styles that Harvard University’s Howard Gardner, a proponent of the multiple intelligence theory, identified. Others may learn more efficiently through musical or visual responses, while some students may learn better through hands-on experiences. When audiovisual aides in the classroom enable musical learners to study material in a way that promotes their preferred learning method, the value of AV aids is clear. The value of charts in the teaching and learning process is also evident when topics are introduced to visual learners and students who prefer numeric over verbal learning styles.
Tips for Using Visual Aids
Put yourself next to the visual help. If at all possible, keep the visual assistance clear. The visual assistance is typically placed to the left of the speaker.
Keep your eyes in contact. Many speakers will be tempted to use the visual aid, but they should still keep the audience in mind. Speakers frequently end up facing the audience with their backs to them when they break eye contact. NEVER TURN A SPEAKER’S BACK TO THE AUDIENCE.
Introduce a visual aid before discussing the content it contains. The audience has more resources to understand the speech’s content when the source of the information used for the visual aid is explained.
Utilise a visual assistance to practice. The speaker should be able to engage with the visual assistance efficiently and effectively to reduce interruptions because it helps the audience focus even more. Experience with one kind of visual aid, such as a PowerPoint presentation, does not always equip one with the skills needed to deal with another, such as teaching someone how to tie their shoes.
Make sure the visual assistance reinforces the point being made. A speaker’s credibility depends on whether what is said and what is seen are consistent.
The visual aid should support the discourse, not replace it. Don’t let the visual assistance take center stage throughout your speech. Visual aids are lampposts to illuminate, not crutches to lean on.
Make sure the environment is suitable to the visual aid. There are few things worse for an audience than having to wait while a speaker fiddles with their equipment, so make sure that everyone can see the visual aid, that any electronic equipment required for the visual aid is functioning (and that the speaker knows how to operate it), and that the visual aid is set up before the speech.
Highlight important components in the visual assistance, particularly if it is complex. A visual aid’s area that the speaker is referring to might need to be pointed out to the audience because pictures, charts, graphs, and some objects are frequently so complicated and have so much “going on.”
Don’t hand out materials prior to the speech. If there are any aids to the audience, they ought to be distributed before or after the speech. Failure to do so will cause the speech to be delayed, cause superfluous paper to rustle, and be a distraction. Impose restrictions on lists. Avoid overwhelming the audience with a slide or page full of lists if the visual aid uses lists to convey the main points of the speech. A visual aid should generally only have five items on each slide or page. Always keep in mind that minimalism is a smart design rule. Avoid overcrowding a visual aid with extraneous details, colour changes, font variations, or needless graphics.
1.3 Spicing Up the Curriculum
Teachers with experience can attest to the value of AV aids in maintaining students’ attention throughout lessons. The use of audiovisual resources in the classroom broadens a teacher’s instructional approach. When you use audiovisual resources in your lessons, you can hold students’ attention, whether you’re instructing a class of preschoolers or college students. Contrarily, using one mode of instruction exclusively—lecture or discussion—can become monotonous and cause pupils to lose interest in the subject. Using audiovisual aids to supplement or present information often results in higher information retention. A lively learning environment will result from keeping in mind the value of charts in the teaching and learning process.
1.4 Promoting Clear Communication
Teachers can teach their pupils how to communicate through a variety of media by utilizing audiovisual resources in the classroom. Students learn about innovative information delivery, which will help them later in life when they have to give presentations in class or for work. Children who are exposed to audiovisual materials in the classroom learn how to communicate using sight and sound as well as how to connect what they see and hear to comprehend a crucial message.
- Its helps to make learning process more effective and conceptual.
- Its helps to grab the attention of students
- It builds interest and motivation teaching students learning process
- It boost the energy level of both teachers and students
- It is even better for over burden classrooms
- It provides students a new dimension to think out of box.
- Its help student to adopt new approach and experience
- Technical Issues
- Students Distractions
- Expensive in budget
- Time consuming
- Mostly Depend on Electricity
- Need extra Space