TEACHERS AND STUDENTS’ PERCEIVED USE OF AUDIO VISUAL AIDS IN TEACHING AND LEARNING GENERAL WOOD WORK
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TEACHERS AND STUDENTS’
PERCEIVED USE OF AUDIO VISUAL AIDS IN TEACHING AND LEARNING GENERAL WOOD WORK
ABSTRACT
In Teaching and
learning communication skills, we have a lot to choose from the world of
technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic
Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or
VCD’s. The last two decades have witnessed a revolution due to onset of
technology, and has changed the dynamics of educational institutes, and has
also influenced the educational system and the way people interact and work in
the society. This rapid rising and development of information technology has
offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication
skill has its unique advantages. As a result technology plays a very important
role in teaching communication skill. This paper tries to analyze the necessity
of audio visual technology to
communication skill teaching and also brings out the problems faced by using
these technologies. It also aims to make Computer science teachers aware of the
strategies to use it in an effective manner.
CHAPTER ONE
1.1
Background of the study
The use of
audio visual in industries has been
extensive, as it has been effective inincreasing productivity and retention
rates, where research has shown that peopleremember 20% of what they see, 40%
of what they see and hear, but about 75%of what they see and hear and do
simultaneously (Lindstrom, 1994). Audio
visual is now permeating the educational system as a tool for effective
teaching and
learning. With
audio visual, the communication of
information can be done in a more effective manner and it can be an effective
instructional medium for delivering information. Audio visual access to knowledge is one of the
possibilities of information and communication technology that has tremendous
impact on learning. The instructional media have emerged in a variety of
resources, and equipment, which can be used to supplement or complement the
teachers efforts in ensuring effective learning by students. It is recognized
that conventional media technologies can no longer meet the needs of our
teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a
learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of
various digital media types such as text, images, sound and video, into an
integrated multi-sensory interactive application or presentation to convey a
message or information to an audio ence. In other words, audio visual means “an individual or a small group
using a computer to interact with information that is represented in several
media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and
Meyer, 1996).
Reisman (1994)
described audio visual as a ray of
“computer-driven interactivecommunication system, which create, store, transmit
and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination
of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software
in which the possibility for aninteractive approach is offered (Smeets, 1996;
Jager and Lokman, 1996).
Fetterman (1997)
also viewed audio visual as those
resources used for instructionthat include one or more media such as graphics,
video, animation, image andsound in addition to textual information. He
identified four important characteristics of audio visual as:
·
Audio visual systems
are integrated
·
The information content must be represented digitally
·
The interface to the final presentation of media.
The power of
audio visual lies in the fact that it is
multi-sensory, stimulating themany senses of the audio ence. It is also
interactive, enabling the end users of theapplication to control the content
and flow of information. This has introducedimportant changes in the
educational system and impact the way we communicateinformation to the learners
(Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to
learning experiences because concepts were easier to present andcomprehend when
the words are complemented with images and animations.
Stating further
that it has been established that learners retain more when a varietyof senses
are engaged in impacting knowledge; and the intensity of the experienceaids
retention and recall by engaging social, emotional and intellectual senses.
The evolution of
audio visual has made it very possible
for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project
requirements. This would make them active participant in their own learning
process, instead of just being passive learners of the educational content.
Reinsman (1994)
expressed that audio visual involves
processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include
text files, pictures, video, audio o, databases, archives, library catalogs,
course notes, relevant links to various websites and easy access to search
engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu
(2006) supports the view that audio
visual resources facilitateaccess to all human knowledge, anytime, and
anywhere in a friendly, multi-modal, efficient and effective way, by overcoming
barriers of distance, language and culture, and by using multiple Internet-connect
devices.
It is important
to say that the use of audio visual
technology has great significancein colleges, universities and research
institutions in the Western countries. In thesecountries, the technology is
being seen as a key player to development in allramifications and essential
component of education.
However,
Babajide (2003) identified different types of audio visual communication, some of which include computer
science hardware, computer science software, public address systems, slides,
overhead projectors, opaque projectors, videos, cassettes, audio tapes,
cassette recorders, flip, time sequence, stream charts, Diorama still motion
pictures among others.
Audio visual in Education
Audio visual in
Education has been extremely effective in teaching individuals a wide range of
subjects. Audio visual is changing the
way we communicate with each other. The way we send and receive messages is
more effectively done and better comprehended.
While a lecture
can be extremely informative, a lecture that integrates pictures or video
images can help an individual learn and retain information much more
effectively. Using interactive CD-ROMs can be extremely effective in teaching
students a wide variety of disciplines, most notably languages and music.
A multi-sensory
experience can be created for the audio ence, which in turn, elicits positive
attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the
highest rate of information retention and result in shorter learning time (Ng
and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and
multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights
into the learning process of the designer and forces him or her to represent
information and knowledge in a new and innovative way (Agnew et al, 1996).
However,
information technology application serves different purposes, such asknowledge
sharing-portal, search engines, public administration, social service and business
solution. Oshodi (1999) posits that awareness created towards the use of information
and communication technology over the years is increasing in the classroom
learning environment in the third world such that mere verbalization ofwords
alone in the classroom to communicate ideas, skills and attitude to
educatelearner is futile. Omagbemi (2004) supporting this view expressed that
access to audio visual information could
stimulate changes and creates conductive learning environment and make learning
more meaningful and responsive to the localized and specific needs of learners.
There is certainly no lack of vision within educational communities concerning
the central role and importance of ICT in the educational contexts of the
future (Wood, 1993). That vision is shared by many and is accompanied by an
acknowledgement that in order to realize this vision, three factors – access,
training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and
Hughes, 1999). However, Hoffman (2001) suggested that successful implementation
of ICTs need to address five interlocking frameworks for change namely the
infrastructure, attitude, staff development, support (technical and
administrative) and also sustainability and transferability.
The many kind of
ICTs implemented at teaching and learning can be used in education for
different purpose. For instance, some of them help students withtheir learning
by improving the communication between them and the instructors (Valasidou,
Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study
conducted by Simpson et al (1999) it was found that 64% of the teachereducator
used ICT in the production of traditional resources of overhead transparencies
and hand outs using standard word processing package; 27% indicated that they
made use of and had experience with more powerful communication and
presentation software; 32% incorporated the use of any ICT software into the
lectures and only 24% made use of CDi resource materials. The study also
revealed that in the tutors’ delivery of the courses, the students
seldomexperienced demonstrations of the use of ICT as a teaching tool, that is,
the tutorsseldom modelled its use through their own practices. However, these
tutors gave lack of time to practice skills and the limited accessibility of
some specialized facilities as constraint factors on their use of ICTs in
teaching.
Studies have
shown that, there are some factors that determine academics’ useand non-use of
new technologies for teaching and learning in the advanced countries and these
include, the needs of the learner, the characteristics and experiences of
academics, the technology available, the environment within whichacademics work
and how valuable they perceive the use of technology to be for teaching their
students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz –
Repiso and Tejedor, 2006) and the disciplinary context of which the academic is
part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and
Armstrong, 2002). However, research have demonstrated that thereare
disciplinary and subject differences in the way ICTs are being used and adopted
in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths,
2004 and Eynon, 2006).
In developing
countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor,
(undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use
(Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived
usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age,
Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009;
Training (Osunade, Philips and Ojo
(undated);
Opinions of “significant others” and or peers in the university community
(Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et
al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor,
2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and
Sanga, 2007); Use/knowledge of computer science(Anadarajan, Igbaria and Anakwe,
2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated)
amongst others.
1.2
Statement of the Problem
There is an
urgent need to improve the quality of education to bridge the gapbetween
developed and developing nations, and audio
visual instruction is considered as a necessary tool for this purpose.
However, the presence of audio visual
alone will not stimulate significant changes in a school. Teachers are important
ingredient in the implementation of audio
visual instruction in education.
Without the
involvement of teachers, most students may not take advantage of allthe
available potential benefits of audio
visual on their own. Teachers need to actively participate in the use of
audio visual facilities. They have to be
trained in the use of audio visual and
in its integration in the classroom activities to enhance thinking and
creativity among students. They must also learn to facilitate and
encourage
students by making them responsible for their own learning. Many ofthe current
graduates were found to be lacking in creativity, communications skills, analytical
and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts
are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the
Faculties of Arts and
Education,
University of Ibadan, Oyo State, Nigeria.
1.3
Objectives of the Study
Specifically,
the objectives of this study are to:
1. Determine the
availability of instructional audio
visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the
pattern and frequency of use of audio
visual by lecturers in these selected faculties for teaching and
learning
3. Investigate
the adequacy of audio visual facilities
for teaching and learning of computer science.
4. Identify
factors, if any, which limit the use of audio
visual by the teachers.
1.4
Research Questions
The study is
structured to provide answers to the following research questions:
1. How available
are the instructional audio visual for
teaching and learning in computer science?
2. What is the
pattern and frequency of use of the audio
visual for teaching andlearning by the lecturers of the facility?
3. How adequate
are the audio visual facilities for
teaching and learning of computer science?
4. What factors
limit the use of audio visual by teachers
of the subject?
1.5
Objective of the Study
1. To understand the meaning of audio
visuals
2. To understand the use of audiovisuals
in teaching computer science in junior technical schools
1.6
Research Hypothesis
H0: The application of
audiovisuals does not have a significant positive impact in teaching computer
science in junior technical schools in Oredo LGA, Edo state
H1: The application of
audiovisuals have a significant positive impact in teaching computer science in
junior technical schools in Oredo LGA, Edo state
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