SELECTING APPROPRIATE TEACHING AIDS & CAI

            The teaching aids are also known as the audio – visual aid.  The ‘audio – visual’ means all those sources, which make the audio and visual sense organs of the pupils, activated and they understand minute and difficult ideas of the lesson very conveniently.  These include all those sources, which make the pupils interested in the lesson, and the learning objectives are achieved very easily.  It is termed as the Hardware Technology.

1.      Kinds of learning objective:

The first criterion for selecting the audio – visual aids is objectives of learning.  The teacher should select those audio – visual aids according to those learning objectives, which he determines and defines during the planning phase.  Various learning objectives are attained as follows:

·        Cognitive objectives are achieved successfully by using every type or audio – visual aids.

·        Affective objectives are achieved by using gramophone, radio, tape recorder, television, pictures, cinema, laboratory and excursions etc.

·        Psychomotor objectives are achieved by using language, tape recorder, gramophone, laboratory and models etc.

2.      Types of Learning Structures:

Audio – visual aids should be selected for various learning structures as follows:

·        Signal Learning Structure:

These can be presented successfully with the help of gramophone, tape recorder, pictures, sketches, language, laboratory and models.

·        Chain Learning Structure:

These can be presented by using gramophone, tape recorder, pictures, cinema, language, laboratory and models.

·        Multiple Discrimination Learning Structures:

These can be presented with the help of language, laboratory, sketches, gramophone and tape recorder.

·        Concept Learning Structures:

Pictures, sketches, cinema and television can present these.

·        Principle Learning Structure:

These can be presented by a picture, sketch, cinema etc.

            Thus, audio – visual aids are closely related to learning objectives and learning structures.  Hence, the teachers and pupil teachers should select the audio – visual aids considering both the criteria as basis.

COMPUTER ASSISTED INSTRUCTION (CAI)

            The most striking innovation in the field of educational technology is the use of computers in the instructional process.  Computer Assisted Instruction is a natural outgrowth of the application of the principles of programmed instruction. The main objective of CAI is to provide the needed flexibility for individualizing the educational process.  It is almost impossible to do so in face – to – face student – teacher relationship.  It can process the information suiting to the needs of the individual learner.

Definition of CAI:

            According to International Directory of Education, “Use of a computer to assist in the presentation of instructional materials to in accordance with the needs of individual learners”.

            According to the Concise Dictionary of Education, “Instruction in which a computer is used to present substantial amount of learning material to the student; it often represents an auto instructional technique enabling students to progress at their own individual rates”.

Modes of CAI:

Steps in Developing CAI:

            The steps in developing CAI are more or less the same as those of PLM and are listed below:

·        Planning:

Planning a lesson for CAI involves making decisions about the following aspects:

v Nature of the target group for whom the instruction is planned;

Ø  Their age

Ø  Previous level of achievement

Ø  Medium of instruction

v Nature of the topic

Ø  Potential for paced, sequenced learning

Ø  Scope for using illustrations

v Length of the topic: Neither too long nor too short

Ø  Nature of the program

Ø  User friendly

Ø  Opportunities for interactive learning

Ø  Visual / graphical presentation

Ø  Programming language

·        Preparation:

Preparation of the lesson for CAI involves the steps listed below:

v Stating the objectives

v Structuring and organizing the lesson pedagogically

v Writing the programme

v Editing

·        Testing:

The programme is to be tried out and its effectiveness assessed with respect to the following:

v Program contents

v Contents presentation and arrangement of structure

v Learner’s motivation

v Graphic presentation

v Essential elements of educational software.

Learning sequence of CAI:

            Kemp and Smellie (1989) have listed the following as the learning sequence of CAI:

·        Orientation information:

Teacher outlines the topic and presents the objectives verbally.

·        Directions and procedure:

The directions embedded in the software are read and understood by the student.

·        Learning procedure:

The students familiarize themselves with the learning procedure.

·        Answering questions:

The students actively participate by answering questions and evaluate the realization of the objectives.

·        Feedback:

The student’s responses are confirmed and immediate feedback is given.

·        Remedial instructions:

Remedial instruction is provided whenever it is necessary with supplementary materials and references.

·        Choosing the next learning sequence:

Students choose the direction for the next step to be taken, i.e., to go to the next unit, or go back to the original unit or exit from the programme.

Benefits of CAI:

·        CAI enhances quality of education and saves instructional time.

·        It is interactive and involves the student actively in the learning process.

·        Learning is student – based and self – paced.

·        Learning is more private and the reinforcement and refinement are immediate.

·        CAI is instructor – independent and hence it is consistent, well structured and thorough.

·        The system can simulate complex problems and permit students to explore and investigate.

·        CAI is best suited for remedial teaching.

·        CAI saves time for teachers and they can devote more time for creative work.

·        CAI is particularly helpful for slow learners.

·        The graphics facility is a powerful aid in enhancing intuition, especially in giving insight into mathematical formulae.

·        CAI is useful for distance learning and continuing education programs.

Disadvantages of CAI:

·        There is lack of personal touch if the entire course is taught through CAI.

·        It is difficult to get suitable software for our Indian requirements.

·        Cost may be an important factor of consideration for the Indian schools as computers can be an expensive proposition.

·        Long hours of CAI could result in fatigue.

USE OF MASS MEDIA IN TEACHING MATHEMATICS

            The use of Mass media in teaching of mathematics may be supported on the following grounds:

     i.            Clarity of the subject:

Media help in clarifying the various abstract concepts of mathematics instead of struggling hard only with the theoretical talk, if the teacher takes the help of some media he can make the subject more clear and meaningful to his students.

For example, the simple facts of addition like 7 + 5 = 12 can only be taught effectively if the children are given opportunity to count seven and five concrete objects first separately and then in combination.

  ii.            To make the subject interesting:

Media help in creating and maintaining interest in the learning of Mathematics.  The subject no longer remains as boring, dull and unreal one.

iii.            Based on maxims of teaching:

The use of media facilitate to the teacher to follow the important maxims of teaching like, ‘simple to complex’, ‘concrete to abstract’, ‘known to unknown’ and ‘learning by doing’ etc.

iv.            Psychological value:

Use of media has some psychological advantage also.  Children always like to manipulate or observe the new things.  Once they are attracted towards an object or activity, their attention can be easily captured and desired interest in the learning can be safely maintained.  The satisfaction of various interests and innate tendencies through media thus help much in task of learning.

   v.            Fixing up the knowledge:

The knowledge gained needs to be fixed in the minds of the students.  It needs a lasting impression in their minds, which can be easily engraved through media.

vi.            Saving of time and energy:

Much of time and energy of both the teacher and the taught may be saved on account of the use of media is be helped through visual demonstration while others learn better through doing.  The use of various types of media helps in meeting the requirements of different types of pupils.

vii.            Use of maximum senses:

Senses are said to be gateway of knowledge.  Media help in the maximum utilization of sense organs and thereby facilitate the gaining of knowledge by the students.

viii.            Meeting the individual differences requirements:

There are wide individual differences among children.  Some are ear minded; some can be helped through visual demonstration while others learn better through doing.  The use of various types of media helps in meeting the requirements of different types of pupils.

ix.            Encouraging activity:

Teaching learning process becomes quite stimulating and active through media.  Here passive listening does not help in realization of the objectives of teaching mathematics.  Use of media helps in converting the passive environment of the classroom into living one.

   x.            Development of scientific attitude:

Use of media helps in cultivating scientific attitude among students.  Instead facts, they resort to observe or use them practically with the help of media and ultimately adopt the habit of generalizations through actual observations and experiments.