(i) Best Motivators
They are the best motivators. Students work with more interest and zeal. They are more attentive.
(ii) Fundamental to Verbal Instructions
They help to reduce verbalism which is a major weakness of our schools. They convey the same meaning as words mean. They give clear concepts and thus help to bring accuracy in learning.
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(iii) Clear Images
Clear images are formed when we see, hear, touch, taste and smell as our experiences are direct, concrete and more or less permanent. Learning through the senses becomes the most natural and consequently the easiest.
(iv) Vicarious Experience
Everyone agrees to the fact that the first hand experience is the best type of educative experience but such an experience cannot always be provided to the pupils an so in some situations certain substitutes have to be provided. For this we find a large number of inaccessible objects and phenomenon. For example all the students in India cannot possibly be shown Taj Mahal etc. In all such cases audio-visual aids provide us the best substitutes.
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(v) Variety
Audio-Visual aids provide variety and provide different tool s in the hands of the teacher.
(vi) Freedom
The use of audio-visual aids provide various occasions for the pupil to move about, talk, laugh and comment upon. Under such an atmosphere the students work because they want to work and not because the teacher wants them to work.
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(vii) Opportunities to Handle and Manipulate
The use of audio-visual aids provides immense opportunities to the pupils to see, handle and manipulate things.
Problems in the Use of Teaching Aids
Inside of the increasing popularity that the audio-visual aids have gained in the educational system, there are certain problems to be faced and solved. These are:
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(i) Apathy of the Teacher
It has not yet been possible to convince the teacher that teaching with words alone is quite tedious, wasteful and ineffective.
(ii) Indifference of Students
The judicious use of teaching aids arouses interest but when used without a definite purpose they lose their significance and purpose.
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(iii) Ineffectiveness of the Aids
Because of lack of proper planning and lethargy of teacher as also without proper preparation, correct presentation, appropriate application and essential follow up work, the aids have not proved their usefulness. A film like a good lesson has various steps-preparation, presentation, application and discussion.
(iv) Financial Hurdles
The Boards of audio-visual aids have been set up by central and state governments for chalking out interesting programmes for the popularisation of teaching aids but the lack of finances is not enabling them to do their best.
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(v) Absence of Electricity
Most of the projectors cannot work without electric current and so the non-availability of electricity is creating a hurdle in the proper use of audio-visual aids.
(vi) Lack of Facilities for Training
More and more training colleges or specialised agencies should be opened to train teachers and workers in the use of audio-visual aids.
(vii) Lack of Coordination between Center and States
Good film libraries, museums of audio-visual education, fixed and mobile exhibitions and educational ‘melas’ should be organised both by center and states.
(viii) Language Problems
Most of the education films available are in English and we need such films in Hindi and other Indian Languages.
(ix) Not catering to the Local Needs
Most of the audio-visual aids being produced do not cater to the local needs and not in accordance with the social, psychological and pedagogical factors.
(x) Improper Selection of Films
Films are not selected in accordance with the class-room needs.
Inspite of all these problems the future of such aids can be bright if there is proper planning on the part of the government and coordination between producers, teachers and students. Useful and effective aids can be produced after getting the reaction of the audience and doing research work in the field.