The audio-visual handbook (1942)

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14 The Audio-Visual Handbook possessions reported in the replies to our questionnaires, 12,411 16 mm. projectors and 2426 35 mm. projectors are in colleges and high schools located in continental United States. Of the 12,411 16 mm. projectors, 6037 are silent and 6374 are sound. The 2426 35 mm. projectors consist of 1612 silent and 814 sound machines. "The present survey shows that 4182 silent 35 mm. filmstrip projectors and 143 35 mm. sound filmstrip projectors are in use in the colleges and high schools of continental United States and 22 silent and 6 sound projectors in its territories and possessions. "According to the data presented, 9690 high schools and colleges failed to reply to the questionnaire. It is reasonable to assume that many of these have motion-picture projectors. It may be reasonable to estimate that from 15 to 20 per cent of these failing to reply have at least one 16 mm. projector." Similar data have been secured from a high percentage of the elementary schools of the United States and its possessions and are now being tabulated. It is expected that the completed report covering the elementary schools will be available early in 1942. It should be remembered that no such survey can be more complete than the replies received from those who have been asked to supply data. Furthermore, the necessary interval between the collection of data and their tabulation into a printed report also reduces its completeness. Manufacturers of motion picture and slide film equipment have indicated that more projectors have been sold to schools during the past six months than in any similar period in the past. During the same period, there has been a marked increase in the sale of projection equipment to industrial users of motion pictures and slide films. Many of these equipments are also available for occasional use in schools. The movement, therefore, has long passed the initial stages. It has become a potent factor throughout the educational world. A brief review of early experimental evidence may serve to establish some of the substantial reasons for the rising prominence of the educational tools generally classified under the term "visual-sensory aids to instruction." The extent to which these valuable aids are used and the degree of effectiveness with which they will be employed in any teaching situation will depend almost entirely upon the amount and quality of the training the teacher has received. The greatest factor retarding the more extensive and more intelligent use of visual-sensory aids is the inadequate training of teachers to make use of the materials available.