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Organizing the Audio-Visual Service
RECENT surveys of audio-visual aids in use among schools have produced interesting information. It has been the common practice among schools and school systems to centralize the visual instruction service, that is, to make some person or committee responsible for procuring and planning the use of appropriate visual aids to instruction. These individuals and groups are asked to co-ordinate the requirements of various teachers, departments, and schools, and are often asked to include in their plans some provision for the training of teachers in the use of visual aids.
After several years of experimentation schools and school systems have come to realize that visual instruction plans, to be effective, must take into consideration the curricula of the schools concerned, and the specific plans and needs of individual teachers. Using visual aids without this consideration will result in a waste of time, money, and teaching effort. Most schools using visual instruction aids, therefore, are giving time and attention to visual instruction planning.
This advance in the administration of the visual instruction program among schools has laid a good foundation for the intelligent use and administration of sound and audio-visual aids to learning. Schools are purchasing equipment and supplies to meet the requirements of a planned instructional program. Also, it seems a general practice to utilize the organized visual-instruction department or program — an experienced person or group — for the co-ordination of the general audio-visual program. Perhaps the natural link between sound and silent educational films has brought this about, but many visualinstruction departments among schools have been extended to include direction of the use of radio programs, sound amplifying equipment, sound-recording equipment, phonograph records, and the equipment for reproducing and distributing sound. Here again, the principal advantage is that of co-ordinating plans to avoid waste of time, money, and teaching effort.
General Problems of the School Unit
The problems of organizing and utilizing the audio-visual program are many, but each may be solved if given appropriate consideration. Many schools find it difficult to secure adequate funds with which to
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