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At right: the flannel board can be a strong motivating device
for students.
Onter: Teaching machines and programmed instruction give students an opportunity of progressing at their own pace.
Below : With the opaque projector, the teacher can improve instruction by providing visual as well as audio stimuli.
' The usefulness of teaching machines is limited only to the degree of resourcefulness of the teacher. The creative and imaginative teacher can experiment to find new and better ways to present materials than those suggested by the persons designing the equipment. But for the beginning teacher, it is recommended that he first familiarize himself with the equipment , and its potential.
After the user becomes familiar with the equipment, this author recommends that he try using it to help him present a portion of material which he otherwise has some difficulty presenting, some material which the students seem to have a difficult time in grasping. If the equipment is used properly there is every reason to believe that the teacher will be well pleased with the results obtained. By using the equipment to help cover "trouble spots" the teacher quickly develops an appreciation for the task it fulfills and leams how to implement the use of other aids in the explanation and interpretation of knowledge.
In an already crowded school day some teachers will find it difficult to arrange for time to prepare aids. There is no question that this is one reason why some equipment is used less frequently than what otherwise might be expected. A constructive suggestion would be to prepare only minute portions of a particular day's lesson and continue to expand upon this as the topic is developed. With multimedia aids as well as any other method of instruction, it is important to change the pace of presentation. Well planned and wel prepared aids can be used over and over again, sometimes for the purpose for which they were originally designed and other times for purposes which became evident as the user became more proficient.
Fundamentally, few teacher training institutions adequately prepare teachers to use multimedia aids. Many times they are explained in glowing and glittering generalities; however, the true picture cannot be gleaned until the observer becomes an operator. The observer becomes an operator in most cases through a well-planned in-service program, or probably more realistically, through a self-service program. Only by trying and experimenting can the benefits of individual reward be made.
The true goal of any professional teacher is to improve instruction. Without question, one means for helping to improve instruction is to try to evaluate carefully the usefulness of multimedia aids and to teach accordingly.
Mr. Olivero is assistant principal of Lakeview High School, Decatur, Illinois. He is associated with the audiovisual aids curriculum committee as advi.ior for the public .schools of Decatur.
Educational Screen and Audiovisual Guide — May, 1962
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