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

THE AV DIRECTOR'S RESPONSIBILITY Most audiovisual directors will find that directors of guidance are willing to learn more about the use of AV materials. This study indicates that one of the important problems facing guidance directors is "lack of time." The audiovisual director can render a real service to the guidance program by offering his services when the director of guidance plans his activities. He may be able, for example, to identify areas in which audiovisual materials can make significant contributions to the guidance program. rials provide an excellent way of showing workg conditions within the various occupations in community. eld Trips Guidance directors should be encouraged to epare students for the field trip and excursion >portunities available to them within their cornunities. Teachers should be encouraged to )int out vocational implications of any field ips taken in connection with their courses, irough the cooperation of school oflBcials and immunity agencies it is possible to compile a indbook of field trip opportunities such as the cellent handbook prepared for the schools of earborn, Michigan. A handbook of this kind lables counselors and teachers to plan more Fectively for field trips. It could include, for exnple: a. The name and brief description of the business, factory, or office to be visited. b. The location of the place to be visited with specific directions for finding it. c.The age and number of students permitted at one visit. d. The most desirable hours for visit. e. The name, address, and phone number of the person to contact for reservations. ape Recorder The tape recorder can be used by counselor in iproving his interview techniques. Recordings case conferences can be filed for future refer3ce, and sample interviews and other guidance 2tivities can be recorded. Interviews of former udents in on-the-job situations can also be used 1 occupations classes. Recorded sociodramas can be catalogued by )pics and used in individual counseling and roup guidance situations. By omitting solutions, lese can also be employed as projective devices, s a part of an in-service training program for ounselors, tape recorded counseling interviews an be exchanged so that various techniques can e reviewed by several counselors in large school ystems. Tape recordings can be made of music and/or arration to accompany slides, filmstrips or moion pictures. Commercial radio or television )rograms with guidance significance can be reorded for later use with individuals or groups, "ield trip interviews can be recorded and used o introduce such field trips when they are re>eated. The Opaque Projector The opaque projector was used in a limited fashion by me participants in this survey. It can be helpful in presenting occupational literature to groups when limited copies prevent group distribution of the available material. In school board and community meetings, the opaque projector may be used in presenting data on guidance services. It can also be used to facilitate the interpretation of test profiles to teachers, parents, and students, and projection of cumulative records will enable group evaluation of available data. The opaque can be used in presenting course descriptions, schedules, and samples of students' work on parents' night. In presenting materials designed tor instructing teachers and counselors in the administration and scoring of tests in inservice training situations, the opaque projector is time saving and helps to give common understanding. It can be used, too, in presenting summarized data on occupational surveys and followup studies. The Overhead Transparency Projector The overhead projector was the least used by participants of any of the audiovisual materials listed in the survey. In order to enable guidance directors to utilize the overhead projector more fully the following uses are suggested: a. The overhead can be used to present guidance information in school board meetings in a dramatic way. b. It can be used in presenting summarized data on occupations or follow-up studies in occupations classes. c. It will help to facilitate the administration of group tests by using prepared overlays. d. Projecting prepared overlays can help in the registration and orientation process. In comments volunteered by the participants, several individuals indicated that their immediate concern was not the use of additional materials but more effective utilization of those audiovisual materials currently available to them. When asked how they would rate audiovisual materials in their programs, many qualified their answers with such statements as "in certain situations," "if properly used," or "it depends." These qualifications indicate that guidance directors do realize that the value of such materials depends to a large extent upon their proper utilization. iD^JCATIO^AL Screen and Audiovisual Guide — Mat, 1960 223