Topic Overview
Visual aids are so effective in teaching that children learn from them without having to be taught. Indeed, if a child is exposed to an environment without any instructions or cues to learn, signs of learning from that environment will still be visible on the child. Within the Second World War, audiovisuals were included in the crash programs of educating soldiers in what they ought to do (Rasul et al, 2011). Due to the exponential success of this program, audiovisual research intensified and was eventually extended to the teaching of children. Today, it has become an integral part of the education system. Further, an educational specialty known as multimedia-based education (MBE) which gives special focus on audiovisual instruction has been developed (Rasul et al, 2011). Audiovisual technology can be defined as instructional material that combines both sound and sight for the leaners and comes in different forms based on relevance and cost.
The Television
The television can be considered as one of the most commonly known forms of audiovisual technology. Indeed, almost everyone in the developed world today owes a part of what they know to the television. Television technology has advanced greatly since it began in the early 20 th century. From black and white, Television technology developed to full color. In the 21 st century, television has advanced to include plasma screens, then LED screens and most recently curved screens (Skinner, 2016). Modern television can be used to show external programming or local content either when connected to a computerized device or external memory. Television can also be used to stream audiovisual content from the internet.
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Benefits and Challenges
Televisions are among the most abundant electronic devices in the world with most contemporary homes having more than one. They are, therefore, very common making all learners conversant with them and how they work. Further, modern television will have all the necessary audiovisual technology in one package as opposed to most audiovisual devices which require a separate screen and speakers (Skinner, 2016). Finally, most televisions have screens large enough to be seen from afar thus only one would be sufficient for an entire class. Familiarity is, however, a major challenge for television when used in teaching more so amongst younger children. Children might treat television at school with the same contempt that they do at home which would hamper learning.
The Computer
The computer has suddenly risen to take a central position in modern life with computerized devices that have screens almost taking more attention than the television. Computers are capable of streaming multimedia content which includes sound and visual (Skinner, 2016). It combines the capabilities of most of the traditional audiovisual devices such as the slide projector and the film projector as it can show both static and moving content. Further, almost all computerized devices come with an internal memory as well as a means to connect to an external device from which it can stream content. Computerized devices come in a wide array of types and includes the desktop computer, the laptop, the tablet and even the smartphone. A large screened computer can be used by several learners together or small screened but interconnected computers used by the students (Skinner, 2016).
Benefits and Challenges
A major benefit of computerized devices is connectivity. A large group of learners, as large as hundreds can use computerized devices to study in harmony as long as the devices they are using are harmonized and interconnected. The modern advancement of cloud connectivity has exponentially eased this capability . Further, computers are multifunctional and when procured can be used for many other activities over and above learning, such as communication (Skinner, 2016). This benefit, however, also applies as a major challenge. This is because it is hard to limit learners from using the multi-functionalities of the computer to interrupt learning. Another major challenge is the cost of purchase and maintenance in software and hardware.
The Overhead/Slide Projector
The projector is the most commonly used form of audiovisual technology in academia. The projector comes in many variants including the overhead projector and the slide projector. It involves a device that streams information into a designated screen which might be any single colored surface, preferably white in color. The projector will also have a miniature speaker or a means to be connected to an audio device. Different forms of projectors have different forms of ways to load the data to be projected (Rasul et al, 2011).
Benefits and Challenges
The slide and overhead projector mainly project static picture and cannot handle motion pictures. This come as a major challenge more so in this day and age where multimedia content also includes video content (Rasul et al, 2011). These projectors are, therefore, not able to handle some modern study material. However, these projectors have the benefit of being relatively cheaper than most other audiovisual technology as well as exponentially easier to use (Skinner, 2016). Further, an ordinary projector can stream a far much larger image than televisions and computers, hence making ease of use by a larger group much easier.
The Film Projector
The film projector can be considered as a combination of an overhead projector, a computer, and a television. Like an overhead projector, the film projector streams content to a screen such as a wall and can screen content much larger than a computer or a television. Yet, just as a computer, it has the ability to handle the multimedia content of any kind including video and audio content (Skinner, 2016). This content can be stored within the film projector or connected to it from an external source. Finally, like a television, the film projector lacks the ability for editing of content or inputting inference into the content being filmed.
Challenges and Benefits
The film projector is much more expensive than the other kinds of projectors both in acquisition and maintenance. It is also more complicated to use. However, unlike the other projectors as aforesaid, it is capable of showcasing multimedia content. The other benefits and challenges of the film projector are congruent to those of the slide and overhead projector (Skinner, 2016).
References
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at university level. Procedia-Social and Behavioral Sciences , 28 , 78-81
Skinner, B. F. (2016). The technology of teaching . Cambridge, MA: BF Skinner Foundation
