Часть X issn 2072-0297

III. Impact of audio video tools on teaching technical 
courses in English
Today, we are using wide variety audio video aids in educa-
tion processing. Until now, the problem of the use of audio-
visual aids has been examined from an intellectual angle. It 
also includes important practical and technical aspects. To 
tell the truth, techniques cannot and should not be separated 
from pedagogy. We have seen that audio-visual aids cannot 
be separated from educational materials as a whole, this 
conclusion being thrust upon us by the attitude of the user 
when confronted by these materials. Now this same user — 
whether a teacher, a professor or an adult educator — does 
not act any differently when pedagogy and techniques are in-
volved. He can never be purely a pedagogue or purely a tech-
nician. It is clear, therefore, that the pedagogy of audio-visual 
aids cannot be separated arbitrarily from audio-visual tech-
niques.
No one can hope to achieve good results unless he is a 
sensitive pedagogue and a skilled technician. The problem 
must be solved globally. Today's technology offers many 
choices to the informed educator who wishes to capitalize 
on a new generation's appetite for multimedia presenta-
tions. Lesson plans that incorporate the use of audio-visual 
aids should be consistent with curriculum objectives and not 
segued improperly.
Media presentations can also enhance lessons by cap-
turing students' attention and providing visual or auditory 
examples of subjects discussed in class. Make sure that you 
preview any resources you
plan to use in class, and cue them to the appropriate spot 
before class begins. Providing a viewing guide or asking 
students to pay attention to certain issues will help focus 
their experience and prevent them from tuning out. Stop the 
video at least every five to 10 minutes for discussion, ques-
tions, and to reinforce important points. Try to place copies 
of video or audio used in class on reserve in the library for 
students who missed class or would like to review the ma-
terials.
Auditory learners focus more on the spoken word rather 
than the written one. Taped recordings of lectures or movies 
are helpful to auditory learners because they pick up on 
speech nuances such as tone and pitch. Computers with 
speech-recognition devices will also help auditory learners to 
process and retain information better than just reading from 
a textbook. Students with hearing disabilities will also benefit 
from teachers who use microphones while lecturing.
A device is an incentive introduced into the method of 
teaching for the purpose of stimulating the pupil and devel-
oping understanding through experiencing. The basis for all 
learning is experience, and usually the most effective type 
of learning is gained by concrete, direct, first-hand experi-
ence. Teachers are often unable to give pupils first-hand ex-
periences and resort to the written and oral use of words. The 
experienced teacher, however, realizes that the use of words 
alone cannot and will not, provide vivid learning experience. 
Good teachers are constantly on the alert for methods and 
devices that will make learning meaningful. With the wise se-
lection and use of a variety of instructional devices or audio-
visual materials, experiences can be provided that will de-
velop understanding.