Educational screen & audio-visual guide (c1956-1971])

"T ALREADY know more about L audiovisual aids than I use," comments a teacher. Most teachers do know more about audiovisual resources and procedures than thev utilize in their daily work. Is this the usual gap between theory and practice, or are there other improvable conditions that intervene? Four major obstacles and suggestions for their elimination are ^iven. Obstacle No. I: Teacher Attitudes. A. A teacher's philosophy or oncept of method may result in a brand of teaching which does not :all for audiovisual procedures. A uperficial concept of how students learn may preclude the utilization li sensory experiences. Audiovisual procedures may be tacked on or used to satisfy an instructional heck list instead of being an integral part of a modern teaching method. The problem for the teacher is not "Why don't I use more audiovisual procedures?" but 'Why don't I want or need to use ludiovisual procedures?" B. A negative attitude toward long-range planning results in opportunistic teaching which makes it impossible for the teacher to plan and develop a semester audiovisual schedule. C. A reluctance to evaluate the effectiveness of audiovisual procedures may result in the repetition Df ineffective lessons or the dropping of sound but unproven pro edures. D. A failure to understand the importance of timing in utilizing audiovisual resources may negate their effectiveness. An effective resource is a sharp, specific, and timely instrument which depends on the teachable moment. Effectiveness may depend as much on the psychological impact as on the logical and sequential presentation. Judgment and insight plus sacrifice in effort and planning are nec ssary to achieve perfect timing. Often the teacher himself is the only person who realizes this and he may find himself at loggerheads with co-workers, clerks, custodians, administrators, and audiovisual service personnel. E. A feeling tiiat audiovisual resources are all right for another grade level or subject, but not for me, is responsible for the omission of these procedures in certain grades or subject areas. v. .An imwillingness to engage in cooperative planning and development of audiovisual resources with other teachers on the same grade level or in the same subject Facing OBST^LES in the use of audiovisuals by Edwin J. Swineford Santa Barbara College, Goleta, California area prevent.s their systematic acquisition and development. G. A tendency of teachers to hold back or short-cut the sensory experiences of students interferes with the effectiveness of audiovisual procedures. Even after a teacher has planned and secured them there is a tendency for him to cut back on their utilization, justifying this appalling act of harikari on the grounds that "there wasn't enough time," or "the class got restless." H. A failure to refine and sharpen audiovisual tools may blunt their effectiveness. Smart framing, clever captions, copious color, neat lettering, challenging previews, clever packaging, and sparkling dialogues will vitalize an otherwise drab or out-of-date resource, and insure its more effective utilization. Consumers expect this in our TV age. Yes, this is teaching. I. A tendency to use one audiovisual resource (a slide film) by itself instead of combining several (a slide film and a magnetic recording) limits the effectiveness. J. An "upside down" approach to audiovisual instruction reduces the effectiveness of many teachers. Instead of starting with the objectives and developing the audiovisual resources needed, the followers of the "upside down" approach start with their own narrow supply of resources and, in true Procrustean form, bend the course around them. Obstacle No. II: The Quality and Variety of Experiences Provided in the Teacher's Audiovisual Course. The quality and variety of experiences in audiovisual resources experienced by the teacher in professional courses are another factor which affects the utilization of audiovisual procedures in teaching. Whether achieved as a separate course or integrated with other teaching procedures, the teacher needs to have a personal and direct first-hand experience in manipulating and operating the equipment. Obstacle No. Ill: Administrative Provisions for Audiovisual Resources. The utilization of audiovisual resources may be bottle-necked because of slag in the administrative channels. Increases in demand because of staff expansions or a variety of resources has placed a heavy burden on the administrative organization. Previewing of materials by teachers is in many places only an ideal. A notice that it is too early to book certain materials may be followed in a few days with the comment "previously booked." Little or no provision for housing or storing materials is a constant irritation, particularly when a teacher must use several rooms. Coordination is needed to prevent teachers from ordering the same materials at the same time. Obstacle No. IV: Emotional Reactions of Teachers to Audiovisual Equipment. Many teachers have developed an emotional reaction to audiovisual equipment as a result of traumatic experiences suffered while using the equipment before large and unruly classes. Teachers are told that audiovisual is not as complicated as a sewing machine. However, they do not sew on a different machine each time, nor do they do it while attempting a dozen other things at the same time. With some exceptions, few teachers have the opportunity to become familiar with the equipment before they actually use it. It is a monster which may turn on them at any minute, usually when it hurts most. Four major obstacles faced by teachers in utilizing audiovisual resources have been presented. All may be overcome and eliminated through the combined efforts of classroom teachers, college instructors, and school administrators. EdScreen & AV Guide — January, 1959 19