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

Ineffective "E" LINE "Effective Total Contribution" to Educative Process inaccessible "A" LINE Accessible 4 The 'A' Line and the E L/lIie by Owen R. Bliven X HE harassing problem of how to make instructional media readily available to teachers when the needs arise has been an occupational plague of audiovisual personnel and has been aptly illustrated by Dr. Forsdale's presentation of the "A" line ( "The Dream About 8mm Sound Film," EdScreen & AVGuide, February, 1962). A question realistically facing educators (which include audiovisual personnel) is how to communicate educational concepts and understandings to pupils more effectively and efficiently in the light of an expanding curriculum. Making tools and materials accessible in order to provide an answer to this question appears to be only a partial consideration. If teaching materials are readily accessible but are poorly designed (ineffective), the total contribution to the educative process is inhibited. Conversely, materials extremely effective but practically inaccessible fail to accomplish the educational communication task. The area of concern is to insure fulfillment of the educative process by making the teaching tools both accessible and effective. Hence the predicated formulae advanced to the reader is that accessibility plus effectiveness equal the total conirihution to the educative process. This can be illustrated by adding to the "A" line a parallel continuum designated as an "E" line symbolizing effectiveness. The combination of these two lines equal the total contribution to the educative process. If we are concerned about the total contribution to the educative process, it is requisite that we understand the educative process and work toward that understanding. The learner must be provided with a purposeful environment which includes a variety of stimuli causing interaction with the learner. This requires readily accessible teaching tools which are effective learning aids. To be readily accessible does not necessarily mean that all the teacher has to do is flick a switch or reach into the magic hat. A self-contained classroom should be equipped with an array of equipment and materials commonK required by the teacher. Special purjiose tools can be housed centrally in the building. More specialized equipment and materials can be supplied from a regional or system-owned curriculum aids center. To be eftective, teaching aids have to be used at the right moment; and how often this moment occurs dictates how accessible they must be. Much of the material supplied in this manner is available for teacher use and can be scheduled to conform to the advance planning that should go into classroom preparation. It is recognized that there is still a need for constant attention to making aids more readily available through better cataloging techniques, and better systems organization to facilitate scheduling and distribution; they must be made more effective by proper evaluation and selection, by in-service education, and by constantly up-dating materials and equipment. Conversely, a particular film, because of seasonal usage, may draw a departmental group into assemblage to plan for a large-group presentation with sufficient preparation and follow-up classroom instruction. Effectiveness can be accomplished in many ways. Specific suggestions include: 1. Curriculum aids should be properly constructed in accordance to the educational needs for which Owen Bliven is curriculum aids consultant far the Kenmore Public Schools, Kenmore, N. Y. In previous posts he has been president of the cooperative film library at Oneonta State Teachers College (N. Y.) and has also served as president of the Western New York Audiovisual Council. 256 EDUCATION.4L ScREE.\ AND AUDIOVISUAL GuiDE — May', 1962