PRODUCTION OF SOCIAL STUDIES INSTRUCTIONAL MATERIALS

Instructional materials include textbooks, modules and workbooks. Likewise, audio-visual devices are instructional
materials used in the classroom to stimulate the learners and to develop their knowledge, skills and values through
actual experience or the vicarious experience They are used to concretize abstract concepts objectively and vividly. They
hold the learnersattention better and vitalize classroom activities for they stimulate and strengthen the imagination of
the learners. The major functions of audio-visual devices are for (1) motivation: (2) stimulation (3) clarification; (d)
retention and (5) habituation of the students' learning process. Thus, devices must be used to challenge the initiative, to
stimulate thinking, and to facilitate the educative process of the students.

The chalkboard is the oldest, most common piece of teaching equipment It is also the quickest and the easiest means of
illustrating an important point Flat pictures are often used in the absence of real objects, Graphic materials such as
drawings, words and pictures clearly communicate facts and ideas. Three dimensional teaching materials include real
objects, models, specimens, mock-ups, and dioramas. Globes and maps give definitions to geographical names and
terms. Study display consist of bulletin boards, tack boards and magnetic boards. They are integral parts of the
instructional program. Motion picture films are those documentary sponsored and entertainment films which are
utilized to present remote places and times to the students in a detailed, life-like, dramatic and realistic way. Still
projections include filmstrips, slides opaque projectors, and micro-projectors. They project a picture of anything Radio
and recordings can be used to enrich learning opportunities in the classrooms, Community studies bring into the
classroom the members of the community, or take out a class into the community. Television programs can relive with
vividness some historical events or demonstrate a process of doing things. Field trips, demonstrations, laboratory
experiments, dramatizations and mental devices such as outlines, paradigms. diagrams, projects and lesson plans also
challenge the initiative of the students. Moreover a school museum which contains items of permanent value such as
work of arts, antiques, historical relics, specimens of different kinds, and others when labeled, identified, classified and
arranged according to motif become meaningful to the students.

Thus, the teaching-learning process can be enhanced through the proper use of instructional materials and devices. The
teacher needs to prepare himself to use any of the above-mentioned instructional devices. This means knowing how to
select the materials, preparing the class for it and providing follow-up of the experience after their use. The problem on
the availability of the instructional materials/devices needed can be solved through his/her initiative and ingenuity.

Meaning of Instructional Materials and Resources

The term instructional materials are used in the context to mean all the resources within the

reach of the teacher and the learner, which are employed to facilitate teaching and learning. It

therefore follows that such resources may be human and non-human provided they facilitate

the acquisition and evaluation of knowledge, skills, attitudes, moral and value (Inyang-Abia,

2004).
Instructional materials are indispensable factors in a teaching – learning process. This is

because ordinary words or verbalization has been found to be inadequate for effective teaching.

Instructional materials serve as channels through which message, information, ideas and

knowledge are disseminated. They can therefore be manipulated, seen, hear, felt or talked

about. They facilitate activities. They are anything or anybody the learner turns to for help in

his learning process (Esu, Enukoha & Umoren; 1998).

Instructional materials are all the objects, things, people and places used to promote the

teaching and learning of social studies. The organized combination and utilization of materials,

facilities, equipment and people ease the presentation of content for the realization of stated

objectives. Jacob (1999) stated that instructional materials are anything and anybody that can

be used by the teacher and learners before, during and after the lesson to facilitate the

achievement of objectives. In other words, instructional materials are devices that facilitate the

transmission, understanding and appreciation of concepts, skills, values and attitudes.

Categories of Instructional Materials and Resources

The following categories of instructional material and resources by Ofoegbu (2009) are:

1. Resources/Materials, which offer content: for example, charts, graphs, audiorecordings, tools and implements, print
materials of all kinds, globes, maps, painting,

and resources in the community.

2. Resources/Materials for presenting content such as audio and video recorders, bulletin

boards, flannel board, slide projectors, computers, television. Another grouping of

instructional materials by Ofoegbu (2009) includes:

a. Human resources: which consist of individuals who provide various services in the

teaching and learning process. They include: professionals and non-professionals.

b. Non-human resources: which include physical facilities and instructional materials,

which serve as tools and devices through which stimuli can be passed or obtained.

3. Projected and electronic media sub-divided into software and hardware. This group of

materials requires the use of electronic devices.

4. Software materials consist of audiotapes, video tapes, transparencies, slides, filmstrips.

Hardware materials are: audio tape recorders, video tape recorders, Slide projector, film

projector, overhead projector etc.

Classification of Instructional Materials

* Print materials *Non-Print Materials*Community resources- Textbooks- Teachers guidesSupplementary readers

Electrically Operated Non-Electrically Human, NonHuman- Magazines

- Computer Operated - Professionals- Place of - Newspapers - Slide - Charts - Non -interestsDictionary - Radio - Models
Professionals- Physical- Encyclopedia - Television – Posters

features- Poems - Overhead Projector - Graphics- Maps - Films - Games- Short stories - Film

projector - Pictures- Pamphlets - Tape recorder - Globe- Bulletin - video tapes – Printings. Film

strips - Flannel board- Real Objects (Ololobou, 2010).

Utilization of some common instructional materials

According to Ololobou, (2010) social studies teachers need to exhibit skill and understanding

in the use of some instructional materials for maximum results. The practical use of a few

would be described below:

Print Materials:-

These are also referred to as reading materials. Individuals go through them to gather

information about people, places, processes and events. In the class, they can be used to

provoke general class discussions or raise issues for in depth class analysis. The class textbook

is a basic material for the social studies class. However, the nature of social studies require

broad and current knowledge. Therefore, the teacher need to expose the learners to other print

materials such as encyclopedia, new magazines, pamphlets, poems, supplementary readers. In

using them, teacher should not turn the class into a reading session even though developing

reading skills is important. These materials should be used to:

i. Provide organized subject matter for learners to study.

ii. Develop the skill of identifying needed information on a variety of issues person

and processes.

iii. Solve identified group problems to suggest rational solutions.

iv. Stimulate thinking and interest

6. Instructional Materials and Importance Instructional materials are the content or information conveyed within a course.
These include the lectures, readings, textbooks, multimedia components, and other resources in a course. These
materials can be used in both face-to-face and online classrooms; however, some must be modified or redesigned to be
effective for the online environment. The best instructional materials are aligned with all other elements in the course,
including the learning objectives, assessments, and activities.

Instructional materials provide the core information that students will experience, learn, and apply during a course. They
hold the power to either engage or demotivate students. This is especially true for online courses, which rely on a
thoughtful and complete collection of instructional materials that students will access, explore, absorb, and reference as
they proceed in a course.

Therefore, such materials must be carefully planned, selected, organized, refined, and used in a course for the maximum
effect. The planning and selection of instructional materials should take into consideration both the breadth and depth of
content so that student learning is optimized.

Instructors and/or instructional designers should cast a wide net and aim for a variety of materials to include in their
course. At the same time, they should be deliberate with these choices so that the course has the appropriate
combination of instructional materials. Below are just a few categories of instructional content to include in an online
course. Source: https://designteachengage.wisc.edu/instructional-materials/

7.Teaching aids and Instructional materials- tools for teachers and students Psychologists, designers, educationalists, and
many professors around the world work on improving the quality of education because a lot depends on the education of
a whole generation. The resources a teacher uses while teaching play a role in how students learn. Motivation,
stimulation, retention, interest, actionable learning, etc. can vary based on how the act of teaching occurs.

Teaching aids (TAs): Teaching aids are objects (such as a book, picture, or map) or devices (such as a DVD or computer)
used by a teacher to enhance or enliven classroom instruction (Merriam-Webster). They could be audiovisual teaching
aids such as videos and guest lectures or tactile like 3D models.

Instructional materials (IMs): Instructional materials are defined as resources that organize and support instruction, such
as textbooks, tasks, and supplementary resources (adapted from Remillard & Heck, 2014). It refers to the human and
non-human materials and facilities that can be used to ease, encourage, improve and promote teaching and learning
activities. They are whatever materials used in the process of instruction (IGI global). The great Soviet encyclopedia
defines IMs as educational resources used to improve students’ knowledge, abilities, and skills, to monitor their
assimilation of information, and to contribute to their overall development and upbringing.

a. Teaching Aids
Broadly speaking, any device that helps teach can be called a teaching aid. These devices can be traditional
items such as blackboards and flannel boards as well as modern devices such as tablets and projectors. Scientific
tools such as telescopes and microscopes could also be used as teaching aids in a given context. Two
overarching common factors between most teaching aids: mediums that promote sensory engagement and
stimulation.

Examples based on classification systems:

Classification 1: Non-electronic – Chalkboards, flip boards, slates, photos, telescopes, Electronic – Powerpoint
slideshows, videos, Augmented reality/Virtual reality goggles, AV-room equipment

Classification 2: Auditory: radios, tape recorders, CD players Visual: Slides, projectors, digital screens Audiovisual–
Youtube content, Vines (yes, they are helpful), Ted Talks, Live streams, documentaries Audiovisual and tactile – 3D
models, plants, rocks, field visits
b. Instructional Materials Instructional materials are those items that assist the information aspect of teaching. Not
teaching holistically. These could take the form of textbooks, worksheets, 3D models, charts, infographics, etc.

Instructional materials also include assessment and testing methods. Basically, any material, any information
containing resources which that the teacher uses while I instructing. Now testing materials don’t necessarily contain
information, but they help the retention and learning of information, thus, they are instructional materials.

Sometimes, they are a means to an end, the end being the assimilation of information.

Traditional resources: lectures, talks, writings, project rubrics, guidelines, textbook primers, reference books, extra-
readings, teacher and student-created summaries, workbooks, supplementary material such as flashcards and charts

Digital media: Videos, photos, presentations Open resources: Expert blogs, open-source journals, public databases,
open courseware, forums Testing resources: Standardized tests, classroom assignments, online submissions,
quizzes, essays, collaborative project

c. Key differences between Teaching aids and Instructional materials. TAs and IMs work together to reach teaching
goals. However, the traditional separation of TAs and IMs is superficial and needs revision. It breaks down based
on who uses a specific tool and how it is used. Dictionaries don’t define Instructional materials clearly. This term
(IM) is largely restricted to the literature on specific pedagogies. In fact, the term ‘Instructional materials’ is used in
the context of reaching course-based learning goals. IMs are specifically designed to be aligned with learning
objectives and outcomes. Whereas teaching aids are not always designed to meet course-based goals. You
might have guessed, the same object can be a TA or an IM.

Example 1: A teacher is using a book in the class, each student has a copy. If a book is used as a course
prescribed resource, it is an instructional Material If the book is a student engagement activity (reading and
discussing a story to build vocabulary) and isn’t a part of the syllabus, it would function as a teaching

Example 2: if you are studying algae under a microscope. A microscope would be an instructional material if a
course-based learning goal is ‘using a microscope to study microscopic entities. However, a microscope would be
a teaching aid for a theory class on algae. A teacher could use one to show students what it looks like in order to
engage the class in learning about algae.

Traditionally speaking, teaching aids have been thought of as devices that caused – white and blackboards,
computers, calculators, projectors, slideshows, tape recordings, television, etc. They are tools that help the
delivery of information. A TA isn’t information, or to put it in a different way, information is not directly embedded in
a TA. But IMs, they often have information embedded in them. Resource books, worksheets, graphs, etc. are all
IMs because of this embedding. However, tools such as microscopes are IMs if they are precisely aligned with a
teaching objective

Sometimes, graphic media can be used as both – infographics could be a teaching aid if they are consequential
yet not a core teaching resource or they can be embedded within a book or used as a way to summarize a larger
concept directly. Digital media is often considered as an Instructional material because information is embedded
in it and it needs planning. This planning eventually is integrated into the coursework.

An incredible amount of learning takes place online. That’s why teachers have redesigned & repurposed their
content for online delivery.

d. Teaching aids, Instructional material, and resources for the digital learning Sphere Many decades ago, TAs and
IMs were focused on classroom activities. However, the very definition of the classroom has changed. The world
has moved online and online classes are now a valid alternate method of conducting educational activities.
Lectures are presented via ZOOM, Skype, and Microsoft Meetings. All notes are provided digitally. A typical class
appears on a screen as a collection of students and teachers. What materials and aids work in such a situation?
What are the unique problems of such classes that TA & IMs can solve?
 • Most students are very familiar with searching for supplemental material on the Internet. Most prominently,
students use Wikipedia, professional YouTube channels like In a nutshell, Sci-show, Veritasium, Numberphile and
CGP gray, Reddit (asking questions, finding sources, discussing), and additional independent content offered by
courses on Coursera, Udemy, and Khan Academy. Many students even run their blogs to show what they learn
and jot down notes. Some make creative videos and run podcasts. These are all self-motivated alternatives to the
use of TAs and IMs. These work because millennial and gen Y students prefer autonomy and control in how they
learn. They are intrinsically motivated because they have the choice to choose how they learn. Teachers can
facilitate this and tap into this autonomy. Teachers can also curate these resources for students based on their
preferences and learning goals.

• The search for content online taps into our “transactional memory.” A novel problem of internet-based learning is
the potential to forget what you learn because humans remember where to find information better than what the
information is (The Google Effect). Many students can now take the time to look for information because they are
good at it. Knowing this, many don’t feel the value in remembering it. However, remembering information is a
necessary condition to make it “intuitive.”

• There are a number tools which can be used to present information via audio and video. Most notably, online
tools like graph generators, graphic designing, coding platforms, podcast notes, etc. are alternative digital TAs.
Online content sources (audio & video), discussion threads, e-books, and curated lists are alternatives to
Instructional materials. The largest advantage of this is an increase in the diversity of thoughts and informational
sources – a clear predictor of quality learning.

• Depending on what students have to learn and what teachers are willing to teach, any aspect of browsing the
internet can be a potential TA or IM. For example, browsing Amazon for learning about user experience and e-
commerce works as a TA and IM. Most pages on the internet are densely connected to other pages and because
of intimate familiarity with the internet, it is possible to explore and learn.

e. The need for teaching aids and instructional materials

1. Conceptual knowledge requires examples, familiarity with the concept’s features, contexts, and
engagement/experience. These tools directly help.

2. Some academic subjects like biology or electronics can benefit students in more useful ways if they know
what the real-world counterparts to a theory are – circuits, tissue under a microscope, plants, etc. Such
information sticks longer because the memory encoding for these concepts involves strong sensory and
experiential components. The brain acquires the concept with multiple representations in a network- right from
what the concept looks on paper to how it feels to the senses.

3. Using YouTube videos and discussing Ted talks puts dense information in a familiar context. Youtube is a
part of human culture, so are memes, putting information in the context of the internet culture can motivate or
change the perception of the so-called ‘boring’ topics.

4. IMs and TAs also motivate students at the level of the classroom. This goes hand in hand with confidence
(security that one can learn) as having materials is proof of accessing information. Having access can, at the
very least, prime students to learn.

5. Relying on general information on the internet can overwhelm students due to an inherent lack of direction
and potential misinformation. This problem can be solved by designing IMs to accommodate snowballing
around a topic, using authority references, summarizing content or priming content like video overviews and
infographics.
 6. The cost of implementing TAs and IMs is not trivial. However, improved teaching efficacy and learning
efficacy can significantly lower the burden of learning course content. Teachers may save time, students may
require lesser effort to achieve learning goals, and primary organizational resources would be better managed
(man-hours to pay for, classroom upkeep, scheduling). And even if it does cost the organization a little more,
better learning would probably always be worth it.

7. Testing and assessment not only helps to confirm the learning of content but also helps improve the learning.
Research has shown that being tested (the testing effect) can promote memory and conceptual
understanding. Attempting worksheet exercises, quizzes, essays, etc. reinforce learning as well as create a
hub for further self-motivated learning. Check out the 1st link in the articles listed below for referenced
research insights.

8. At the superficial level and the definition level, who wouldn’t want a lively class and learning experience?

TAs and IMs would work even better if they are aligned with brain-based learning concepts. These concepts
are a framework to design a way the brain processes information. If TAs and IMs hijack these processes or
even reinforce them, the growth in learning would be dramatic.

f. Other articles you might find useful: 1. Study habits for teachers to teach and students to use 2. Inquiry-based
learning: viability, research, and methods 3. Why one should learn even though it is not needed 4. Deliberate
creative thinking using construal levels

By fully utilizing these resources, you, as a teacher or a learning facilitator, can make your lessons rich and fun for
your students! Source: https://cognitiontoday.com/2018/05/teaching-aids-and-instructional-materials-tools-for-
teachers-and-students/ Cognition Today. Aditya Shukla | August 25, 2020May 12, 2018

8. Modern Instructional Materials

8.1. Effective Web Teaching and Learning Course designers need to remember that younger students are more
likely to be familiar with using the internet than older learners, who may feel less comfortable with a web-based
course. To get the best out of their learning experience, learners need basic computer skills, support, and
guidance.

Teachers must design their courses to encourage effective web-based learning rather than aimless “surfing.”
Program design should therefore filter out poor information as well as signpost key information sources.

Many clinicians are beginning to use electronic patient records. This change means that doctors are becoming
more adept at using computers and online resources to support their daily work and continuing professional
development. Electronic media can facilitate access to evidence-based resources such as the Cochrane Library.
These web-based clinical support sites are excellent resources for postgraduate “on the job” learning.

For and against web-based learning

When designing web-based programs (as with any learning program), the learners' needs and experience must
be taken into account. Appropriate technology and reasonable computer skills are needed to get the best out of
web based or online learning. Programs and web pages can be designed to accommodate different technical
specifications and versions of software. It is frustrating for learners, however, if they are trying to work on the
internet with slow access or cannot download images and videos they need. On the other hand, web-based
programs may, for example, encourage more independent and active learning and are often an efficient means of
delivering course materials.

8.1.1. Advantages and disadvantages of web-based learning

Advantages
• Ability to link resources in many different formats
 • Can be an efficient way of delivering course materials
• Resources can be made available from any location and at any time
• Potential for widening access—for example, to part time, mature, or work- based students
• Can encourage more independent and active learning
• Can provide a useful source of supplementary materials to conventional programs

Disadvantages
• Access to appropriate computer equipment can be a problem for students
• Learners find it frustrating if they cannot access graphics, images, and video clips because of poor
equipment
• The necessary infrastructure must be available and affordable
• Information can vary in quality and accuracy, so guidance and signposting is needed
• Students can feel isolated

8.2. Web-based Learning

Many of us use the internet or the “web” (world wide web) as a source of information. In medical education,
the web is increasingly used both as a learning tool to support formal programs and as a means of
delivering online learning programs. What can educators do to ensure that the potential of the web is used
effectively to support both their own learning and that of their students?

8.2.1. The Technology Much of the literature on web-based learning shows that one of the main barriers to the
effective use of teaching materials is the technology (for example, poor access, slow downloading) rather
than the design of the learning materials themselves. Some of these issues are discussed later in the
article, but it is vital that teachers take on expert help with technical issues in the planning, design, and
delivery of web-based learning programs. Through programming and the use of “plug-ins” (programs that
can be downloaded from the internet), designers can produce interactive course materials containing
online activities (such as self-assessments), animations, and simulations. These can improve learning
and are often more enjoyable and meaningful for learners.

8.2.2. Terminologies used

E-conferencing—Use of online presentations and discussion forums (in real time or stored as
downloadable files on a website) to avoid the need for participants to travel

E-learning—Learning through electronic means, such as via the web (see world wide web), an intranet, or
other multimedia materials

HTML (hypertext markup language)—The language used to create web pages. HTML files can also
contain links to other types of files including word processed files, spreadsheets, presentation slides, and
other web pages

Hyperlinks—Links in web pages that enable the user to access another web page (either on the same or
a different site) with just one mouse click

Internet—A global network of computers divided into subsets (for example, the web or email systems).
Computers are linked to the internet via host computers, which link to other computers via dial up (for
example, via a modem) and network connections

Internet service provider (ISP)—Home users usually access the internet through an internet service
provider (such as AOL), which maintains a network of PCs permanently connected to the internet

Managed learning environment (MLE)—Usually has an integrated function, providing administrative tools,
such as student records, and linking with other management information systems (MIS)
 Search engines (such as Lycos, Google)—Can be used to help to find information

Video streaming—The process by which video images are able to be stored and downloaded on the web.
These might be in real time (such as a conference) or used asynchronously

Virtual learning environment (VLE)—A set of electronic teaching and learning tools. Principal components
include systems that can map a curriculum, track student activity, and provide online student support and
electronic communication

World wide web (web)—Use of the internet to present various types of information. Websites or home
pages may be accessed with the aid of a browser program (such as Netscape Communicator or Microsoft
Explorer). All such programs use HTML.

Web based learning is often called online learning or e-learning because it includes online course content.
Discussion forums via email, videoconferencing, and live lectures (video streaming) are all possible through the
web. Web based courses may also provide static pages such as printed course materials.

One of the values of using the web to access course materials is that web pages may contain hyperlinks to other
parts of the web, thus enabling access to a vast amount of web-based information.

A “virtual” learning environment (VLE) or managed learning environment (MLE) is an all in one teaching and
learning software package. A VLE typically combines functions such as discussion boards, chat rooms, online
assessment, tracking of students' use of the web, and course administration. VLEs act as any other learning
environment in that they distribute information to learners. VLEs can, for example, enable learners to collaborate
on projects and share information. However, the focus of web-based courses must always be on the learner—
technology is not the issue, nor necessarily the answer.

8.2.3. Models of web-based learning Several approaches can be used to develop and deliver web-based learning.
These can be viewed as a continuum. At one end is “pure” distance learning (in which course material,
assessment, and support is all delivered online, with no face to face contact between students and teachers). At
the other end is an organizational intranet, which replicates printed course materials online to support what is
essentially a traditional face to face course. However, websites that are just repositories of knowledge, without
links to learning, communication, and assessment activities, are not learner centered and cannot be considered
true web-based learning courses.

8.2.3. Features of typical web-based course

• Course information, notice board, timetable
• Curriculum map
• Teaching materials such as slides, handouts, articles
• Communication via email and discussion boards
• Formative and summative assessments
• Student management tools (records, statistics, student tracking)
• Links to useful internal and external websites—for example, library, online databases, and journals

8.3. Web-based training (e-learning) Web-based training (sometimes called e-learning) is anywhere, any-time
instruction delivered over the Internet or a corporate-intranet to browser-equipped learners. There are two
primary models of Web-based instruction: synchronous (instructor-facilitated) and asynchronous (self-
directed, self-paced). Instruction can be delivered by a combination of static methods (learning portals,
hyperlinked pages, screen cam tutorials, streaming audio/video, and live Web broadcasts) and interactive
methods (threaded discussions, chats, and desk-top video conferencing).
The ASTD (American Society for Training and Development) estimates that 75% of the U.S. workforce will need some
kind of retraining within the next five years in order to keep pace with industry needs and increasingly global competition.
Hewlett-Packard estimates the half-life of a bachelor's degree in engineering can be as short as 18 months.

Enthusiasts feel that Web-based instruction is the perfect solution to meeting the needs of life-long learners because it is
available on demand, does not require travel, and is cost-efficient. Critics point out that Web-based training is a good
alternative for independent, self-motivated students but that technical issues and the need for human contact limit its
usefulness for students with other learning styles.

8.3.1. Advantages of Computer-Aided Instruction (CAI)

(1) Immediate feedback: The immediate feedback provided by interactive terminals keeps students interacting and eager
to keep trying.

(2) Active participation: Even weaker students are obliged to participate actively. They often remain passive in lectures.
(3) No annoyance: The computer will wait patiently for an answer and does not express annoyance with wrong response.
(4) Graphics facility: Interactive graphics make it possible to sample many more illustrations that could easily be shown in
a textbook.

(5) Mathematical calculations: Mathematical calculations can be done as readily for realistic examples as for artificially
simple class that can be solved analytically.

(6) Accurate data: Large volumes of data can be handled with accuracy and without drudgery.

(7) Enrichment of course: The novel technique provides enrichment of course through added variety.

8.4 Interactive Whiteboard

An interactive whiteboard is an instructional tool that allows computer images to be displayed onto a board using a digital
projector. The instructor can then manipulate the elements on the board by using his finger as a mouse, directly on the
screen. Items can be dragged, clicked and copied and the lecturer can handwrite notes, which can be transformed into
text and saved.

They are a powerful tool in the classroom adding interactivity and collaboration, allowing the integration of media content
into the lecture and supporting collaborative learning. Used innovatively they create a wide range of learning
opportunities. However, in many environments they are not being used to their full potential, and in many cases acting as
glorified blackboards.

This type of whiteboard is now commonplace in schools in the UK, but universities have been slower to adopt this
technology. They were originally developed for use in business to demonstrate concepts and record meetings. However,
they are an extremely flexible tool which can be used with both the youngest primary school children and university
graduates.

An interactive whiteboard can be a cost saver as this technology demonstrates how one computer can provide learning
stimuli for a whole classroom. This is more cost effective than equipping an entire IT room, or every student with a laptop.
Examples of the features available when using an interactive whiteboard:

• Add annotations

• Highlight text
• Add notes and drawings and then save them to be printed out and shared, or added to a virtual learning environment.

• Show pictures and educational videos to the whole lecture theatre. You can label parts or highlight elements of an
image.

• Demonstrate the content available on a website in a teacher-directed activity

8.4.1. Interactive Whiteboard as pedagogical tool This type of tool promotes creative teaching and motivates students into
absorbing information. Teaching with an interactive whiteboard allows lecturers to accommodate all different learning
styles:

• Tactile learners get to touch and move things around the board. They can also make notes and highlight elements.

• Visual learners benefit from a clear view of what is happening on the board.

• Audio learners can participate in a class discussion.

8.4.2. Interactive teaching and Group Interaction The teacher can call upon the students to interact with the whiteboard
themselves. The lecturer can sit at the computer, with the student at the whiteboard, and the class offering suggestions
and contributing ideas.

Group interaction

Interactive whiteboards promote group discussion and participation. They are an effective tool for brainstorming as notes
made on the screen can be turned into text and saved to be shared and distributed later. They are an ideal tool for small
group work and collaborative learning, as students can huddle around the board developing ideas, and then save the
work for sharing over a network or by email.

8.5 Teaching aids and its importance:

Teaching aids assist teachers to teach the lesson to effectively, but they do not substitute the place of teachers. Some
children do not understand the lessons in abstract manner. For them, a teacher has to be made a model or teaching
material to make understand the lessons. For example, if the student does not understand about letters in any language.
Teacher has to prepare a sheet on which those letters to be written in big size with different colors. Generally, science
lessons are not easily understood. For that, science teacher has to prepare a working model or experiment with which he
has to demonstrate the lesson.