INTRODUCTION

Man’s eternal thirst for knowing about new thing has enabled him to accumulate, through
ages, a vast sea of knowledge. Knowledge seeking is basically a pleasurable phenomenon for
him. If it is not there, there must be something wrong with the knowledge imparting process or
the milieu in which he is put to learn. Hence, it is for the teacher to impart knowledge in such a
way that it becomes a pleasure-giving phenomenon rather than a burden. In the case of adult
learners this question attains greater significance. Adult learner is a mature student who is
acquiring new knowledge and skills, developing new attitudes after having reached mature
intellectual, physical and social development .

Adult learners shoulder many difficulties unlike the younger student learners. Being part
of the learning can be actually challenging for them. Under these circumstances, teaching-
learning should be carried out in an effortless manner. The teaching learning environment has to
be lively and cuts out the use of monotonous techniques and instructional devices.

At the end of every teaching- learning process there are certain learning objectives that
have to be achieved. To accomplish this well the teacher or the facilitator uses different types of
teaching techniques and methods, materials, devices and strategies. If the teacher uses only
verbalism as in lecture method, it will not lead to effective learning. Moreover research done by
Cobun (1968) shows that while learning, we remember 10 % of what we read, 20 % of what we
hear, 30 % of what we see, 50 % of what we hear and see, 70 % of what we say, 90 % of what
we say and do.

Therefore it is essential that for effective teaching learning the learning experiences have
to filter in through multiple sensory avenues or sensory gateways viz. through – eyes (see), ears
(hear), nose (smell), tongue (taste), skin (touch). Messages coming in through multiple sensory
channels are understood and retained better. Teaching Aids are the tools available to the teachers
to provide multiple sensory experiences and to carry out teaching- learning process effectively
and efficiently. Carmona and Fransisco (2006) confirm that it is necessary to integrate teaching
aids in order to facilitate the teaching process.
 There are a large number of teaching aids available to the teacher/facilitator. This module
will focus on what is the need and importance Teaching Aids and closely examine various types
of Non-conventional and Modern Teaching Aids.

OBJECTIVES OF THE SEMINAR

1. The student will be able to explain the concept and need of Teaching Aids in the
teaching- learning process.
2. The student will be able to categorize different various types of Teaching Aids especially
the Non-conventional and Modern.
3. The student will be able to examine the characteristic and utility of each of the Non-
conventional and Modern Teaching Aids.

What are teaching aids

A Teaching Aid is an instructional aid (book, chalk board, picture), an object (such as a
globe, or map or a specimen) or device (such as a DVD or computer) used by a teacher to
enhance or enliven classroom instruction. Teaching Aids are instructional materials and devices
that help the teacher in carrying out teaching- learning process.

According to The Random House Dictionary (2017) ‘Teaching Aid is the Making the
learning process effortless as well as pleasurable is a difficult task. A lot depends on the creative
and innovative abilities of the teacher /facilitator. Use of teaching aids with adult learners can
facilitate the learning process by making it interesting and less time consuming (Kapur, 2015).

For instance, if on a particular day, the importance of clean water has to be taken up in
the class then instead of just giving a lecture on the topic, the whole issue can be discussed using
a picture book or a cartoon book or even by showing a film. This method is likely to be more
effective and evoke lively responses from the learners. If the learners are further asked to
illustrate or draw out the sources of clean drinking water, or even demonstrate ways of keeping
water clean and safe, or the health hazards that can arise by the use of unclean water – this would
further go on to reinforce the concept. The use of teaching aids enables learners to not only use
their hearing or seeing abilities but to actively perform something as well while learning. This
leads to the reinforcement of learning.

Needs Of Teaching Aids For The Learners

1. Teaching aids elicit the learners’ attention, create an urge to learn and sustain their
interest in learning.
2. Teaching aids elicit the learners’ attention, create an urge to learn and sustain their
interest in learning.
3. Its use facilitates learning.
4. Use of Teaching Aids brings affectivity in learning.
5. Their use enriches the teaching learning process by bringing variety, diversity and
newness in it.
6. Teaching aids keeps the learners driven and motivated to learn.
7. Teaching aids concretize learning experiences for the learners. They enable them to
understand the most difficult and abstract concepts.
8. They provide direct purposeful experiences to the learners.
9. Learners have a tendency to forget. If used properly teaching aids can help retain
concepts permanently.
10. Teaching aids can reinforce learning.
11. Teaching Aids can reach the learners irrespective of their level of literacy and language.
12. The teaching aids when used in groups, helps promote increased group interaction.

Needs of Teaching Aids to the Teacher/Facilitator

1. Use of Teaching Aids helps teachers/facilitators create a lively and interesting teaching-
learning environment.
2. By their use teachers can break the monotony in teaching caused by the rampant use of
verbalism (Lecture method).
3. Their use leads to an interactive learning environment and hence brings affectivity in
teaching.
 4. Helps teacher use innovative materials and methods to clarify concepts and hence
become more effective and efficient teachers.
5. It enables the facilitators to determine learners pace of learning.
6. Their use helps in monitoring the progress of the learners.
7. They help minimize the efforts of teachers and facilitators too in the process of teaching
8. Save time and energy expended both by the teachers in transacting concepts and learners
in understanding them.
9. By use of Teaching Aids the teachers can cater to the needs of diverse groups of learners,
diverse learning styles by use of variety of materials, aids and devices intertwined in the
teaching- learning process.
10. Help the facilitators in the skilful achievement of teaching objectives and goals.
11. Can help the teachers/facilitators in spread of awareness and education on a mass scale.

Types Of Teaching Aids

After having grasped the concepts and need of Teaching Aids, we will now examine their
various types. Teaching Aids can be broadly classified as follows:

1. On the Basis of Time-period of use of Teaching Aids

a. Conventional or Traditional Teaching Aids
b. Non-conventional and Modern Teaching Aids

Traditionally when technology had not yet appeared in the form as it is available today
there was no electricity, no computers or internet and even telephones. The teacher made use of
chalk and blackboard as a standard teaching aid. Another popular teaching aid was the ‘dust and
mud sketching’ used rampantly by the teacher. Even the elements of nature, actual objects and
specimens presented themselves as teaching aids. Everything was written.

Books formed the traditional or conventional resource available to both the teachers and
learners. With the gradual technological progress, modern and non-conventional teaching aids
and resources became available to both the teachers and students like Computers, Personal
computers, Laptops, Interactive Whiteboard, LCD projector, Television, Tablets, Android
phones, accessories like U.S.B cable, etc. The modern teaching aids present themselves in a
variety of forms and utility.

A world of opportunities like teaching aids, games, activities and media are available to
the students today. They have made the teachers/facilitators task both enjoyable as well as
challenging. The use of Nonconventional or modern teaching aids plays an important role in the
teaching learning process today.

2. On the Basis of the Sense Organs Involved

Teaching Aids re also called as Audio- Visual Aid. Traditionally used teaching aids
stimulated only one sense organ that is either the eyes or ears. However the contemporary
teaching aids provide stimulation to ears and eyes together. The emerging teaching aids involve
other sense organs too.

a. Audio aids
b. Visual aids
c. Audio visual aids
d. Emergent aids
3. Projected and Non-Projected Aids
 Projected:

Projected Aids include Power point presentations, slides, film-strips, filmstrip projector,
films, transparencies, overhead projector, TV/VCR as they can be projected on screen or even
against white-washed wall to give an enlarged image of the material. They can be used suitably
for both large groups as well as small groups. The large, bright and colourful larger than life
images make them more effective than a non projected aid.

 Non-projected:

Those aids which do not require projector electricity or projection screen. Such materials
can be simple shown, can be hung or touched e.g.: Chalkboard, Whiteboard, Flannel board,
Magnet board, Charts, Posters, Pictorial Materials, and Models etc. They can hence be used with
good results. They provide first hand experiences and also make the learners actively participate.
They add an interest and involvement of the learner and ensure better results and longer
retention.

4. On the Basis of the Experience Provided by an Aid

Some teaching aids are concrete in nature. While there are other teaching aids which are
more abstract. Prof. Edgar Dale (1959) has given the Cone of Experience wherein the type of
experience provided by various teaching aids has been arranged in a pictorial form.

In the following section we now will elaborate Non-conventional and Modern Teaching
Aids

Non-conventional and Modern Teaching Aids

I. Interactive Whiteboard (IWB):

The Interactive Whiteboard has replaced the chalkboard that enables the teachers to save
their notes as a page on the board instead of wiping it out completely due to paucity of space.
Using a digital projector this also allows computer images to be displayed onto a board. The
instructor can even manipulate the elements on the board by using her/his finger as a mouse or
even a stylus pen, directly on to the screen. Items can be dragged, clicked and copied and
teacher’s handwritten notes can be transformed into text and saved.

The Interactive Whiteboard allows for printing, recording, editing, cut/copying, pasting
etc from the board. It comes with a software and teaching resources that aids the teacher and
effectively enhance learning and increase understanding among student. It is a powerful tool in
the classroom, leading to interactivity and collaborative learning. It allows for group work
amongst students replacing paper/poster presentations.

It integrates a variety of media content into the lecture. IWB is an extremely flexible tool
which is now commonplace in Private schools in Metros. However the Indian Universities have
been relatively slower in adopting this technology.

II. Computer And Internet:

 Computers and the internet form a very important electronic resource that plays a central
role in teaching-learning process. Whether one is a teacher or a learner, young or old everyone is
completely immersed in the digital revolution. Computers and the Internet are a great teaching as
well as learning resource for both the classroom teachers and the learners! Teachers can find
suggestions, lesson plans, practical support, information, and materials through the Internet
(Brinkley, et al, 1999).

In fact, using a computer can make a teacher's life easier and more efficient. The learners
simply Google out what they want to find. Computer in conjunction with internet is a useful non-
conventional and modern teaching aid as:

a. Books, materials, resources, researches are available online for both teachers and
learners. This saves time in locating books in bookshops, libraries, etc. and money spent
on purchasing books.
b. Useful Websites can be integrated in the lessons, presentations.
c. Learners can even continue project discussions outside their class too.
d. Provide opportunities for Online discussion forums. Subject Experts, specialists can join
discussions online.
e. Electronic mails or emails can keep learners informed and updated.
f. Webinars or web seminars and web conferences can make the entire teaching process
lively.
g. Especially designed online course materials can be accessed on UGC ePathshala or
MOOCs.

Use of computers requires a lot of skill. Even the creation of computer based teaching
learning materials for class requires a lot of time on part of the teachers. If the teacher/facilitator
is hosting online websites then maintaining it is a time consuming.

Computer is a good resource but over reliance can compromise effectiveness of teaching.

III. Live -Stream Multimedia:

 Live-Stream refers to online streaming media that is simultaneously recording and
broadcasting in real time to the viewer. It is also called streaming. This is a multimedia and
which enables a person the live broadcast of events on the internet as it happens. Lectures,
presentations and programs can be broadcast live as they take place. Students and parents can
also connect to any program that is going on at any given time.

It’s a boon for the Distance learning students who can easily hook up with lecture online
irrespective of their location. The services include hosting both social media sites to video
games. Apps such as Facebook Live, Periscope and 17 include the streaming between users,
streaming of scheduled celebrity events and promotions. For the past sometime, Twitch Plays
Pokémon (TPP) video game live streaming has taken the world by surprise. The Pokémon Go a
free-to-play, location-based augmented reality game was developed for iOS and Android devices
by Niantic.

The game uses the player's mobile device's GPS ability to locate, capture, battle, and train
virtual creatures, called Pokémon, which appear on the screen as if they were present at the same
realworld location as the player. Sites such as Twtich.tv are popular for playing/watching video
games, such as eSports, speed running. Let’s Play-style gaming.

IV. PowerPoint/ Slide Presentation:

PowerPoint Presentations are very popular instructional material comprising of a series of

slides using software as PowerPoint. They have replaced the transparencies and the Over Head
Transparency Projectors- the Episcopes today. The PowerPoint presentations have even replaced
the use of videos in classrooms.

PowerPoint Presentations comprise of slide-based presentations. They have become an

integral part of many teaching learning situations used with ease and comfort by teachers and
students alike. The PowerPoint Presentations can be projected using the LCD Projectors. When
the PowerPoint presentation includes audio-commentary it is possible for the teacher/facilitator
to deliver the entire lecture electronically. In such situations Teachers have to be cautious and
keep their students interested and engaged. Discussions should flow freely and feedback taken
continuously.
 These Presentations are of an immense use when information has to be passed on,
concepts transacted and skills developed. PowerPoint presentations help in focussing student’s
attention & the visual impact of the slides enrich curriculum and also increase interactivity.

V. Multimedia:

Multimedia is defined as any combination of text, graphic, sound, video and animation.
Multimedia can be delivered to user via electronic or digital manipulated means. The
development of multimedia has enabled learners to learn from any location. The elements of text,
graphic, video, sound and animation in Multimedia can lead to interactive learning.

Multimedia is both an evolution and a convergence of technology. The use of live-action

video, feedback, questions and answers keep the learners attentive, interested and motivated,
helping them enhance their skills.

VI. Multimedia Projector:

People learn in a variety of ways. The teaching learning process today incorporates a way
variety of media as still and moving pictures, sounds, audio-video clips, and even live streaming
in their presentations.

In such presentations Multimedia projectors are utilized in educational institutes,

classrooms, within Board rooms, at offices, home. The teacher prepares the lecture or
presentation on a storage device a computer Disc or even a flash drive and then connects the
projector to a PC and projects it on the screen or white board using the Multimedia projectors.
Projects, pictures, images, Power point presentations, graphics can all be used for presentations.

This modern teaching aid facilitates teaching and enhances learning.

VII. WhatsApp:

WhatsApp is meant for communication. Education too is communication. WhatsApp

allows free unlimited messaging. Realizing the speed and instantaneous seamless transfer of
 messages between the sender and user, the Teachers and Facilitators are forming WhatsApp
groups as an alternate tool for teaching and learning.

WhatsApp uses a technology students are most familiar with: their mobile phones
WhatsApp is being used by teachers:

a. To stay connected with learners outside the classroom

b. Use the Group Chats feature to create learning and study groups
c. Send assignment submission, presentation and test reminders
d. Answer questions and queries as when posed by learners
e. Assign problems and allocate assignments to learners when they are not in class
f. Share relevant video and audio links, videos and audios with students
g. Its very cost effective

VIII. Radio:

Radio waves to carry information from the source to the receiver/audience in radio
transmission. Amongst all the available means of communication radio has the maximum reach
in India covering 97 per cent of India’s population can access radio stations. Radio is the most
sought after medium of entertainment and education.

The educational use of radio in schools, universities and farmers led to the development
of Interactive Radio Instruction (IRI), Radio Rural Forums (RRF) and community radios. In
1990 Project in Radio Education for Adult Literacy (PREAL) was launched in 1990 by NLM
and the All India Radio (AIR) primarily for the women beneficiaries in 17 technology
demonstration districts of four low literacy States of Bihar, Madhya Pradesh, Rajasthan and Uttar
Pradesh (Kapur, 2016). Gyan Vani was launched in March 2000. The radio station operating
on 105.6 FM frequency. Gyan Vani operates in several cities of India.

Each station covers an entire city including the adjoining rural areas as it has a range of
about 60 km. It is functional as a media cooperative with programmes contributed by different
educational institutions, NGOs, government, semi-government organizations, UN agencies,
ministries of Agriculture, Environment, Health, Women and Child Welfare, Science &
Technology, etc. on a day-to-day basis.
 National level institutions such as NCERT, NIOS and state open universities also
contribute their programs to it. Jamia Community Radio run by Jamia Millia Islamia had its first
trial live transmission for 60 minutes on 15th March 2005. It was formally inaugurated on 6th
March 2006.

It serves to create an informed, educated and a confident community. The members of the
community, who frequently take part in the production of shows, fulfill the objective of
improving lives and thoughts of target audience and cater to their specific interests and demands.
Radio is a one time and one-way broadcast medium but with high degree of immediacy, realism
and emotional impact. Since it is a cheap medium it is ideal for information, education and
communication for the masses.

IX. Television:

Television means to see over a distance. Television is a powerful telecast medium and
has an advantage over radio as it provides both visual as well as auditory experiences. It can
hook up viewers and mesmerize them across the limits of time and space. Television entered
India on 15th September 1959 as a UNESCO sponsored pilot project with education as its sole
aim.

It was much later that entertainment was included in its mandate. Educational
experiments in Television in adult education include Khilti Kaliyan (Translation: Blooming
Buds). Khilti Kaliyan was a 24-episodes TV serial telecast on Delhi Doordarshan for a period of
24-weeks. Intended for women between the age group of 15-35 years, it was based on the
literacy primer Khilti Kaliyan and hence the name. The serial focussed on social, economic,
political issues related to oppression, deprivation and marginalization faced by women so that the
need for literacy could be kindled in them. Chauraha (Translation: The Cross Roads) was a 40-
episodes tele-serial of 15-minutes duration each was telecast on Doordarshan for adult literacy in
1992 for a period of 6months.

The Directorate of Adult Education (DAE) and the State resource Centre, Jamia Millia
Islamia, New Delhi conducted this UNICEF sponsored experiment. The idea was to teach
reading and writing of Devanagri (Hindi) to illiterate learners. The episode gad a narrative
storyline, high on emotions, incorporating awareness on development issues. Everyday images
were superimposed with the Hindi letters to be taught, in a way following learning by association
(Ghosh, 2006). Since its advent a large number of educational TV programs have been running
for schools, universities and farmers in India- SITE, UGC School Program, NIOS Educational
TV, IGNOU Country wide classroom.

Television not only diffuses requisite information, but can also change attitudes and
impart skills to the learners. Its mesmerizing qualities, visual impact and far & wide coverage
further enhance its mass appeal. But when Television is used by the Teachers they have to keep
in mind that program can only be beneficial if it makes connect with the concept that has been
transacted to the learners. While the developed countries are taking full advantage of television
in education there is a greater scope of its use in developing countries also.

Conclusion

There are a large number of teaching aids available to the teacher/facilitator. Teaching
Aid is the material used by a teacher to supplement classroom instruction and stimulate the
interest of learners. With technological progress and advancement, modern and non-
conventional teaching aids are available to both the teachers and students like the Computers,
Interactive Whiteboard, Projectors, Television, Radio, Tablets, Android phones etc.

The Interactive Whiteboard has replaced the chalkboard and is a powerful tool in the
classroom. Computers and the internet form a very important electronic resource. Books,
materials, resources, researches Websites, project discussions, Online discussion forums are all
possible through the computer.

The elements of text, graphic, video, sound and animation in Multimedia can lead to
interactive learning. Multimedia projectors are utilized to project them. The Teachers and
Facilitators are forming WhatsApp groups as an alternate tool for teaching and learning.
WhatsApp uses a technology students are most familiar with: their mobile phones. Radio is the
most sought after medium of entertainment and education. Being a cheap medium its ideal for
information, education and communication for the masses.

Television not only diffuses requisite information, but can also change attitudes and
impart skills to the learners. The Non-conventional and Modern Teaching Aids are the present
and future in the teaching learning process. They are an evolution and a convergence of
technology and of immense utility to both the teachers and learners.