Audio visual media in education

Audio Visual Media in Education

1. Name : K.SATHISH KUMAR
Reg.no : 2017741002
Class : m.ed 2nd year
Topic : SYSTEM APPROACH
DEPARTMENT OF EDUCATION

Submitted to;
n.sasi kumar,

2. alagappa university,
karaikudi.

Audio-Visual (AV) media in education

Introduction
Audiovisual education or multimedia-based education (MBE) is instruction where particular
attention is paid to the audio and visual presentation of the material with the goal of improving
comprehension and retention. After the use of training films and other visual aids during World
War II, audiovisual technology gradually developed in sophistication and its use became more
widespread in educational establishments such as schools, colleges, universities, museums and
galleries, as well as at tourist destinations.This is to provide a basis for schools to understand the
important roles in encouraging and supporting the use of audiovisual resource. In addition,
studies have shown that there is significant difference between the use and non-use of
audiovisual material in teaching and learning.
Meaning of Audio-Visual Aids
Audio- visual aids are instructional devices which are used to communicate messages more
effectively through sound and visuals.
Audio-visual aids help in stimulating the sensory organs like ears and eyes and facilitate quick
comprehension of the message by the audience. These may be used for literate as well as for
illiterate people.Audio-visual means the things which we hear as well see.
The importance of audio visual (AV) technology in education
The importance of audio visual (AV) technology in education should not be underestimated.
There are two reasons for this; one, learning via AV creates a stimulating and interactive
environment which is more conducive to learning; two, we live in an audio-visual age which
means that having the skills to use AV equipment is integral to future employment prospects.
Therefore exposure to AV technology in education is imperative.
AV Technolog

3. The AV technology used in education currently is mainly the interactive whiteboard. More than
two million interactive whiteboards are now installed worldwide, and this product continues to
show strong growth. It is predicted that one out of every five classrooms worldwide will have an
interactive whiteboard by the end of 2013.
Children are exposed from a young age to a range of other AV technologies, which previous
generations were not. This includes the television, DVDs, iPods, Nintendo Wiis, computer
games and the Internet. Statistics which show the link between children and AV technology
include:
• Mobile market trends report that between 2010 and 2012, over 7 million mobile subscribers are
aged between 0 and 10
• A further 2 million are aged 11 to 14 years old (BECTA, 2008).
• A report by Mintel in 2011 found that “half of all children aged 7 to 12 visit social networking
websites’
• An estimated 0.97 million children, go on Facebook everyday.” (Mintel, 2011)
Therefore it is clear that children of primary school age have the interest and capacity to learn
and navigate AV technologies.
The importance of AV technology in education for future career prospects
AV skills are essential in the world of business today. In the current economic climate the
government needs to make long term plans to ensure that the skills set of the UK match the
evolution of AV. A research report conducted by ‘Prospects’ (a United Kingdom graduate
careers company) identified that:
“there are strong signs that the IT industry will continue to grow across a range of industries and
IT is the essential component which ensures businesses can run effectively and efficiently.”
“There will be an increasing need for employees to possess higher level IT skills to cope with the
demand for producing more innovative IT products. These skills need to be continually refined if
the UK is to remain a significant player in the IT sector in the future.”
This highlights the absolute necessity of the role of the national curriculum to educate children
with the AV skills that are necessary to perform the jobs of the future.
AV technology in schools
AV technology has been used in schools for decades, but only in the form of a TV and video
player to show short educational films. Now it is the computer that shows these educational films
and homework is also being done increasingly on PCs.

4. Children learn differently and audio visual equipment gives teachers the chance to stimulate each
child’s learning process with a combination of pictures, sounds and attention grabbing media.
We are surrounded by audio visual equipment and children are keen to understand technology
and keep up to date with applied science. Having this opportunity in the classroom helps to
facilitate learning.
More and more schools are taking advantage of AV technology to teach their students. This
equipment can be used to present information to students but also the fact that they are
interacting with AV technology on a daily basis also makes them proficient in using technology.
Not exposing children to different forms of technology is depriving them of vital learning
opportunities that could benefit them in later life for example through increased career
opportunities. AV lessons should not just consist of children working in pairs on a PowerPoint
presentation or rewriting a piece of work using Word, ICT should be challenging, exciting and
fun.
Barriers to AV technology
Schools are sometimes reticent to recognize the benefits that technology offers to children who
are in contact with them every day. Also, a child’s technological ability often outweighs that of
the teacher (Burns, 2012). This creates a clear barrier to using AV in education effectively.
A report written by Becta in 2004 on ‘a review of the research literature on barriers to the uptake
of AV by teachers’ evidences many factors to illustrate this gap. For example:
“Resistance to change is a factor which prevents full integration of ICT in the classroom.”
Also:
‘A very significant determinant of teachers’ levels of engagement in ICT is their level of
confidence in using the technology. Teachers who have little or no confidence in using
computers in their work will try to avoid them altogether.’
Therefore in order to use AV technology successfully in education, these bariers need to be
overcome.
Interactive Whiteboards
According to the report ‘Interactive Whiteboards in Education,’ they help in improving learning
in education in the following ways:
• They make it easy for teachers to enhance presentation content by easily integrating a wide
range of material into a lesson e.g. a picture from the internet, and teacher annotations on these
objects.

5. • They allow teachers to create easily and rapidly customised learning objects from a range of
existing content and to adapt it to the needs of the class in real time.
• They allow learners to absorb information more easily.
• They allow learners to participate in group discussions by freeing them from note-taking.
• They allow learners to work collaboratively around a shared task or work area.
• When fully integrated into a VLE (virtual learning environment) and learning object repository
there is potential for widespread sharing of resources.
• When used for interactive testing of understanding for the entire class, they can rapidly provide
learner feedback.
DVDs
The British Film Institute (BFI) has been working with local authorities to provide schools with
packs of seven DVDs containing 55 short films, and has trained primary and secondary teachers
to think about film in terms of narrative, structure, editing and sound. They have found, he says,
that film can often spark a response in children who otherwise appear uninterested in literacy.
Many teachers who have used the films have found that children who previously said very little,
or had poor writing skills, demonstrate a much more sophisticated vocabulary and writing ability
than they had previously shown,
A research report by Jackie Marsh of the University of Sheffield and Eve Bearne of the United
Kingdom Literacy Association, entitled ‘Moving Literacy On’, says that the BFI project resulted
in a measurable improvement in children’s literacy to the extent of improving SAT scores in
some local authorities.
iPod Touches
Learning consultant Professor Stephen Heppell ran a project in which he gave 13 and 14 year-old
students iPod Touches (MP3 players with screens that allow you to browse the internet) and
asked them to complete certain tasks. To his surprise, he found that their search engine of choice
was not Google, but YouTube, because it provided them with a clear, visual set of results rather
than a series of short paragraphs.
YouTube
YouTube and other similar sites such as TeacherTube and Teachers TV are powerful tools that
are freely available to anyone and, offer vast potential for the use of audio-visual materials in
education. YouTube has a wealth of educational content – from science experiments (there are

6. 47,000 in all) through to PowerPoint presentations and simple demonstrations of how to play a
musical instrument.
Mobile Phones
A recent Becta report by Elizabeth Hartnell-Young, ‘How Mobile Phones Help Learning in
Secondary Schools’, showed how mobile phones could be used in a variety of imaginative ways,
from taking photographs of designs or experiments in Design Technology or science lessons to
making a recording of the teacher reading a poem that the student could listen to later.
Some primary schools have successfully used Create-A-Scape, a free learning resource from
Futurelab that uses the GPS and camera functions of a handheld device such as a PDA, enabling
learners to create learning journeys that are enhanced by audio-visual materials: collections of
sounds and images are triggered when the user moves into a particular geographical area.
The Internet
The internet doesn’t just give students access to a vast range of information, it also enables them
to share their work with others. For example an Essex school created podcasts by students which
now have 1,000 subscribers. Dan Sutch, a Senior Researcher at Futurelab says:
“Podcasts are a great example of where a fantastic resource, of an expert, such as a teacher,
explaining something, can be accessed when the student needs it. It might be in revision, on a
reflection of the lesson, or it might be a lesson the child hasn’t physically attended but as it’s
been podcast they potentially have access to it.”
In other words, it puts the choice of how to learn in the hands of the learner, by enabling them to
learn in their own time, at their own pace and in their chosen way
The future of AV technology in schools
Audio-visual technologies will play a huge role in the future of schools thanks to the
development of technology and the increasing body of evidence which proves its ability to
improve learning and future employment prospects. The National Curriculum describes AV as
something that:
“Prepares pupils to participate in a rapidly changing world in which work and other activities are
increasingly transformed by access to a varied and developing technology.”
A wide selection of AV tools make teaching and learning a rich and enjoyable experience,
inspire learners with creative and innovative multimedia activities and will also save time in
lesson preparation. The ability to share this information will eventually create a ‘global
curriculum’
Audio/ Radio Script Writing

7. Writing for radio is different than writing for print. You’re writing for the ear, not
the eye. Listeners have to get it the first time around- they can’t go back and hear
it again (unlike re-reading a sentence in a magazine). And while a reader may
get up and come back to an article, a radio listener who gets up may not come
back. So you want to grab their attention and hold onto it for as long as possible.
Writing feature stories is also different than writing news copy. You can loosen up
a little. You can be more literary, more creative, more personal. This handout is a
quick guide to writing a script for a feature radio story.
Getting Started: Logging Audio
After you’ve finished your research & recording, it’s time to log your audio. This
means listening to everything you’ve recorded and writing it up. You should
transcribe quotes, note who’s saying what, and time how long individual pieces
are. Highlight or mark tracks you know you want to come back to. Obviously,
don’t log the audio you know you won’t use.
Choosing Your Acts
After you’ve logged your tape, you should select the tracks you want to use
(tracks are also called cuts, soundbites, or actualities). Cuts generally shouldn’t
be longer than 30 seconds- you only have a few minutes and besides, most radio
listeners have short attention spans. (If you have a great long cut, you can break
it up with your narration or edit it down). Don’t just choose cuts purely based on
what’s said- also consider how it’s said. Think about how your cuts will fit into
your story structure- do they describe something, tell a story, make you laugh,
make you scratch your head? Your actualities should advance the story and
make it interesting.
Starting to Write

8. As you start writing your script, you probably already have a good idea what your
story’s going to sound like. You’ve listened to all the clips and ambiance, maybe
selected some music. You may have talked about the story with a friend or
editor. Basically, you already have all the elements floating around in your head.
Start writing your script by laying out all your cuts in the order you think you’re
going to use them. Then start writing your narration around them.
Telling a Story
As you write your narration, try to tell a story with a beginning, middle, and end.
Draw listeners into the story by setting a scene, raising a question, playing a
weird noise, or introducing a character. Use narrative elements like
foreshadowing, suspense, and scene changes to move the story along.
Mix Things Up
Use tracks of varying length. A series of 20-second acts interspersed with 10-
second tracks will get pretty monotonous. And when you wrap up your story,
don’t end with an actuality or just a sign off. You should get the last word, even if
it’s just a short sentence.
A few aesthetic considerations to keep in mind as you write your script:
Be conversational. Your narration should sound as natural as possible, like
you’re telling a story to a friend. This is not the same as trying to imitate
spontaneous speech. Instead, this means writing in a style that sounds as
relaxed as possible. Use phrases and words you normally use. When you read
your narration aloud, do you sound like yourself?
Be visual. Give your listeners a chance to imagine the people, places and things
in your story. Create a sense of scene; describe people; include interesting
sounds. Avoid a story that’s just a series of talking heads or facts.

9. Be concise. Long sentences loaded with ten-cent words and relative clauses
usually don’t work too well in radio (but there are exceptions). Mix up your
sentence structure. It’s surprisingly easy to fill 3 or 4 minutes of airtime- so don’t
overwrite.
Be energetic. Use the active voice. Use punchy verbs and contractions. Mind
your tenses – don’t switch back and forth between past and present. Most radio
stories are done in present tense. Some exceptions include commentaries, and
news stories about past events.
Be experimental. For variety, stick in a tape-to-tape cut (one actuality leading
straight into another without narration in between). Mix acts and tracks. For
example, if someone is droning on and on, you can play them under your
narration- this will convey a sense of them rambling. Even the most
straightforward story can have an unusual or memorable element in it.
Be thoughtful. Try to go beyond just presenting the facts. Let your listeners
know why your story matters. Is there a lesson to be learned, something to be
taken away? You don’t have to get too heavy or cerebral- just take it a step or
two beyond pure description.
Writing for the Ear
The way you listen to speech is different than the way you read. A few tricks to
make sure your listeners stay tuned in:
Keep ideas intact. Don’t break up subjects and verbs. Compare these three
sentences:
- Nancy Smith, who is the founder and CEO of the Acme Corporation,
says the widget market is booming.
- Acme Corporation founder and CEO Nancy Smith says the widget

10. market is booming.
- Nancy Smith is the founder and CEO of the Acme Corporation. She says
the widget market is booming.
Acts and Tracks
Radio scripts generally follow a common format. Here are a few guidelines:
Label each actuality “ACT”. Note who’s talking and how long it is. Actualities are
usually distinguished from narration with boldface, italics, capitalization,
indentation, or some combination of these.
Label each track of your narration “TRX” or “TRK”. Note how long it takes for you
to read it. o Use parentheses or brackets to note when ambience (labeled “AMB”
or “AMBI”) or music is playing. The more specifics about how this sound will be
used, the better. This will help your editor and will remind you what to do when
you’re mixing the final version.
Conclusion
It is clear that audio visual aids are important tools for teaching learning process. It helps the
teacher to present the lesson effectively and students learn and retain the concepts better and for
longer duration. Use of audio visual aids improves students’ critical and analytical thinking. It
helps to remove abstract concepts through visual presentation. However, improper and
unplanned use of these aids can have negative effect on the learning outcome. Therefore,
teachers should be well trained through in-service training to maximize the benefits of using
these aids. The curriculum should be designed such that there are options to activity based
learning through audio-visual aids. In addition, government should fund resources to purchase
audio-visual aids in schools.