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4 The Audio-Visual Handbook
majority of our teachers, and teach the children in two or three hours each day with carefully selected motion pictures, did not live to see this change take place. He did see the motion picture become one of the most valuable aids to the teacher and to the text, but found both the teacher and the text to be even more necessary than before. On the other hand, his prediction may have caused useless worry on the part of teachers, and perhaps some antagonism toward this revolutionary tool which they thought might replace them in the classrooms. If there are teachers, still, who are disturbed by fears that these valuable teaching aids will replace them, such fears should be discharged immediately. The appropriate use of visual-sensory aids to learning will increase pupil interest, participation, and independent action, thus increasing the importance and functions of the teacher.
Very few, if any, of the commonly used visual-sensory aids are instructional in themselves. If used with groups which have not received earlier preparation and guidance by the teacher, much of the possible educative power will be lost. On the other hand, these same materials, properly used by trained teachers, make it possible to teach the child more in a given time, and teach him more thoroughly, so he will remember the information or instruction much longer. The advantage gained by this procedure, easily measured, has been found to range from a small percentage to 40 per cent or more, depending largely upon the favorable and unfavorable factors involved. The percentage gain, in carefully controlled classroom situations, has been great enough and consistent enough to cause most educators to look with favor upon the proper application of visual-sensory aids to instruction.
This discussion which follows does not intentionally recommend one type of visual-sensory aid over another, except in certain specific situations where one would seem to be more effective than another. The majority of the statements are made on the premise that each of the many different types of aids will have certain values, if properly applied; that some types are better for some situations; and that selections should be made in accordance with the problems at hand. The chief purpose of the book is to serve as a guide to those who desire assistance in selecting and securing visual-sensory aids which will contribute to the teaching of this or that specific subject or lesson.
The General Use of Audio-Visual Aids
It is hardly necessary to go outside the realm of daily experience to bring to mind the importance of the visual representation in form