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

A School Operators* ClubWhy and How by E. W. Moy JL HERE were over 100 applicants for the ten openings in our student AudioVisual Operators' Club. This situation was not an accident. Here is the story behind it: In the Ithaca, New York, public schools, it is believed that a student AudioVisual Operators' Club is a vital part of the junior high school program. Its advantages are two-fold: it provides a much needed service for the school and, of equal importance, it offers the students who participate an outstanding educational opportunity. The objectives of the AudioVisual Operators' Club are: 1. To develop avocational skills. 2. To explore vocational opportunities. 3. To render service to school and community. 4. To leam to work with other students. 5. To leam to work with adults. 6. To develop an awareness of the many types of audiovisual media used in everyday life. 7. To help develop the quahties of leadership. 8. To develop the ability to recognize good dedesign and quality in audiovisual tools and materials. 9. To develop a safe attitude in the handhng of electrical and electronic equipment. 10. To develop skill in the operation of all common types of audiovisual equipment. If we are to believe that the extensive use of audiovisual materials is essential to a good educational program, we should also believe in a strong, active AV Operators' Club. First we will discuss the service aspect. Teachers are busy people. They do not have the time to pick up, set up, operate and return the many types of equipment and materials that are available. While it is believed that all teachers should know how to set up and operate AV equipment, especially for emergency situations, it is also believed that they should be free to take care of their classes. Someone may ask, why should not the teacher be the sole operator of the equipment? There a two reasons: Teachers, as previously stated, should be fr to give their full attention to the students ti major portion of the time, and through expe. ence it has been proved that the student operat : causes less damage both to materials and equi ment. This is not a slur against teachers; the re ' sons are very understandable. Teachers are bu ; people. The student operators are willing atl able to spend a major part of their free time aij effort in learning how to operate and take cai of AV equipment. In fact, in many instances, tl students would spend all of their spare time the AV center if left to themselves. Secondly, there are many outstanding educ tional opportunities for those who are membe of such a group. The student operator lear many skills which are useful avocationally ar in some cases vocationally. He learns to work an cooperate with his peers. He leanis to work an cooperate with adults, and this is beheved to 1 important. In many instances when a studel leaves school he goes to work with older adul rather than with people his own age. The stude operator has learned responsibility, also has n spect for equipment and materials. The 40 or so student operators trained ea» year in the junior high school are given a vbj strenuous program. There is much more to than just learning to operate a sound projectc Students must first go through an eight-we< probationary period during which time they mu complete certain requirements such as learnii to operate eight different kinds of equipme plus delivering and picking up equipment. Aft completing these requirements within the allc ted time they are then given full status and pri\ leges and move into the second training stag Student operator training is a continuous proce for club members and does not actually stc until the student leaves the school at the er of the nintii grade. In March 1954 the Ithaca public schools syste conducted a general workshop for the enti 278 Educational Screen and Audiovisual Guide — ^June, 19<'