The educational screen (c1922-c1956])

Page 130 The Educational Screen What Shall I Do ? PROBABLY every instructor who has been invited or "drafted" to offer a course in Audio-Visual In- struction has asked himself many times, "What Shall I Do?" The reason for this inquiry is quite ob- vious because few, it any, of the instructors now offer- ing such courses have had any formal training in this field. One might ask, "Why this lack of formal train- ing?" Again the answer is quite obvious, for while edu- cators have been interested in the movement of visual education for the past twenty years or more, the in- terest was not sufficient to demand formal training. Then too, there existed then as now two divergent views in regard to giving this training. There were those in one group who favored offering training in the use of audio-visual aids as a part of the regular methods courses; while in the second group there were those who felt that the problems concerning the proper use of audio-visual aids and the administra- tion of an audio-visual program are too numerous and varied to be included in a method course and. therefore, should be given in a separate one. While probably the basic arguments used to support each of the opposing views were more or less sound, each group failed to recognize or at least do anything about the training of teachers in order that they would be qualified to meet the situation whether in a methods course or a seperate class. Then as a result of the rapidly growing interest in the use of the motion picture as an aid in teach- ing, and the glaring abuse of the film which in all too many cases was used simply as entertainment, or worse yet just to fill in a period, the teacher training institutions were asked to offer courses in audio-visual instruction. The rapidity with which such courses have been introduced, especially dur- ing the summer sessions, shows how great the de- mand for training of this type. When invited four years ago to give a course at Western Illinois State Teachers College, Macomb, my only qualification was several years of experi- ence in the use of visual aids; namely, the pro- jected still picture, the field tour, and the motion picture (both silent and sound). In addition, I had read much of the literature in the field. How- ever, I found it very difficult to formulate my read- ing and experiences into an outline of a course suitable for college students. After spending some time in trying to round out a course I hit upon the novel idea of contacting other instructors of Audio- Visual Courses for suggestions. I mailed fifty-five letters; I received twenty-two replies. Two sent me a bibliography; three suggested books I might find helpful as basic texts; the other seventeen gave me some consolation, but they were unable to send me any helpful material, since they, too, were offering the course for the first time. After further study of my plans and careful con- sideration of the few suggestions I received from those A very practical discussion of selection, organization and presentation of materials for a teachers course in visual instruction. ALVIN B. ROBERTS Principal, Haw Creek Township High School, Gilson, Illinois in the field I decided to find out what the students in my class wanted and to organize the course on that basis. In my first class of thirty-one students there were teachers of primary, intermediate, and upper grades; teachers of almost every department in high school; administrators of both elementary and high school level; and several all grade or rural teachers. To my question, "Why did you elect this course?" I had many interesting replies, nearly all of which I could group under one of the following: 1. To learn how to use audio-visual materials 2. To learn how to set up and administer an audio- visual program 3. To learn to operate projectors 4. To become acquainted with the content of several films 5. To find from what sources audio-visual materials may be secured. Students in all of my other classes have also had an opportunity to state what they hoped to get out of the course. Consequently, I have found it necessary to reorganize my procedure every year in order to more adequately meet the needs of the students. To attempt to meet the numerous and varied needs of the members of the class, the work of the course has been divided roughly into five major divisions which cover the five objectives listed above. They are: 1. Reading assignments, 2. Class discussion, 3. Demonstrations, 4. Laboratory work, and 5. Problem assignments. In planning the work in each division it is necessary to know more about the school in which each member of the class is teaching. This information includes the type of equipment available; method or methods of financing audio-visual program; attitude of the super- visor, principal, superintendent, board members, and people of the community toward the use of these aids; and other information that will be of value in planning the work with the student. Hence, by studying the need of each student one can plan the work of the course so it will more nearly meet the need of each member. On this basis the Reading Assignment is divided into two parts: A. Text and reference material which will give all members of the class the basic understanding of the place of audio-visual aids in our educational program of today. B. Special assignments in the field of major interest of each student. From the vast amount of material now available it is possible to find additional reading on almost every problem. This may range from the problem of the administrator in financing an audio- visual program to that of the teacher in making a school movie. The nature of the Class Discussion will also be determined by the interests of the students. However,