Abstract:
Rapid progress in scientific pursue of things has revolutionized all our
efforts including in the matter of research and development related to pedagogic
intervention. Under the current phase of development pedagogy is no more confined
to the traditional practices of verbal sharing of knowledge within the four walls of the
classroom.
The ever expanding horizon of knowledge today is so much diversified that it
how demands our consistent effort to evolve scientific teaching methods with
objectivity as their foci. Considering from this view point it is held that all forms of
pedagogic interventions to cater school curricula must invariably involve the
simultaneous use of scientific equipments called as multimedia programmes.
Teaching method in order to become scientific have to be supplemented with
scientifically innovated material aids (progresses) utilized in scientific manner to
ensure objectivity in pedagogy. Thus any type of teaching practice not programmed
by teaching programmatically is far away from becoming scientific because such
methods utterly held to serve objectivity which is the need the need of the day.
Use of Multimedia Programme during teaching learning process largely
depends upon the teacher, upon how he internalizes the subject matter to be taught
upon how he wants to help his pupils for mental imaging or thinking of facts and
upon how he wishes to convince his students. Therefore scientific selection of
Multimedia Programmes also as vital as using them scientifically.
Multimedia Programme are the most effective variety of aids. The evolution
of Television and Computer has further diversified the utilities of Multimedia
Programmes far and wide without being deviated from the primary focus of
1
RIE Library Bhopal
objectivity. Today the utilization of Multimedia Programmes in disseminating
knowledge either inside the classroom or beyond that is so much wide-spread and
versatile that the other form of indoor teaching aids are slowly moving towards their
virtual extinction.
