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

benefit from each breakthrough in the appHcation of science to the teaching art. Of course, the question has been raised as to the necessity of even having a teacher assigned to such a modern educational laboratory. Several educational consultants had pointed out that there was really very little for a teacher to do. The consensus of the Board of Education, however, was that some deference should be made to tradition, at least during the transitory phase. As a result, a compromise was effected, and the decision was made to utilize the capabilities of Mr. Matton for the time being. And there were tasks that Mr. Matton could do very well, indeed. While the computer hummed an accompaniment in the background, Mr. Matton's fingers moved with precision, deftly threading a video tape through a playback head. As one playback was readied and he turned to another, Mr. Matton also hummed softly to himself. It is necessary to be philosophical about one's life work. Teaching techniques have changed; so too the qualifications of a teacher must needs change. Mr. Matton was anything but an obstructionist, a complainer. He did the job which was assigned to him and did it well. At last everything was prepared. And just in time. Down the corridor came the clatter of approaching footsteps, the murmur of voices. In a moment the students would be entering the door and taking their seats. Then, with a sputter and flash, a fuse exploded in the main power fuse box. The hum of the computer ceased, its myriad of blinking lights darkened. Television screens on the students' desks went to black. And the servomechanism inside Mr. Matton's arm came to a stop. As the students entered the classroom, they became aware of the wisp of smoke rising from within the body of Mr. O. Tom Matton, the world's first electronic teacher. The morning sunlight reflected harshly from his metallic face. At the very moment of his triumph, he was struck down by a short circuit. Today, Mr. Matton would require a substitute teacher from the human race. Verle Johnson, owner of R. Verle Johnson Associates, Peekskill, N. Y., works mostly as a writer or as a consultant on motion picture films and TV productions for the Army and for such firms as Sun Oil Co. and Minneapolis-Honeywell. He is currently producing for school u.ie a film illustrating the .social and economic freedoms of the United States. The 'A Line and the T Line (Continued from page 257) It is not to be construed that exploration and research is education's wasteland. It is necessary to consider ways of meeting increased curriculum demands with new and different media which may be equally or more effective and readily available to teachers and students. Answers are provided resulting from major breakthroughs in the communication field such as: Equipment design— portability, simplicity of operation, improvement of light source, etc., are factors which make equipment both more accessible and effective. New methods and techniques— Fast and effective preparation of overhead transparency slides require little time and preparation. Revolutions in equipment provide increased ways of utilization. The "add-atrack" feature in tape recording makes this a more versatile piece of equipment in many curriculum areas. New foo/s— Direct-wire TV opens ways in assisting in large group instruction and in presentations where residuals are unimportant. 8mm sound film will provide avenues for local pnxluction, decentralization of materials and meet needs not being met in other ways. Effectiveness must be kept in mind. Neiv ideas— Programmed instruction opens new frontiers in education which will aid in self-instruction of students and provide effective teaching of rote information thus freeing the teacher for performance of other important teaching tasks. The educative process can be defined in this approach to improving instruction depending on the degree of preparation, curriculum needs, and utilization (the total again equalling effectiveness ) . The bandwagon processions pushed and pulled by audiovisualists currently comprise an array of language laboratories, educational television machinery, teaching machines, and a miscellany of wheezing, grinding contraptions. They are paraded through the portals of education with banners heralding their arrival. The barker role promotes the gimmicks which claim to be "the answer," describes needs to be met ( which may not be of primary importance ) , and casts a shadow on the old, tried and true (the stars of the show ) . Then, in confused wonderment, everyone looks at another and asks why and where the audience gradually disappeared. If the ultimate of the A's and E's is attained, there is still no panacea. It is a combination of other tools, perhaps less effective, used in a unique manner to provide interest and a variety of experiences to enhance the educative process. Each tool has a place in the educational pattern, as has been illustrated by Edgar Dale's well-known "Cone of Experience." It is our job to interpret more precisely where this place is and attempt to make it most effective and accessible for the greatest number. Ei)i cATioNAi. Screen and Aldiovisual Guide — May, 1962 259