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

district and regional level, the growing demand for specialized instruction in basic local production techniques and the smaller but equally insistent demand for re-training facilities for persons with special-area skills lacking the broad approach demanded in education, all are seen as significant indicators of the large importance this area will assume in years to come. The Moldstad-Faris-Frye study of local preparation (Title VII) reflects the kind of activities and equipment found in schools at present; but it seems to surveyees that there has been a definite movement forward since the early months of 1962. I sense a beginning break-through in the acceptance of individual local production as a tremendous tool when ideas of competent teachers are coupled with the creative production capabilities of the audiovisualist. When it is understood that these materials are designed solely for unique and localized needs, and when the production process itself is used as a learning and communications experience for the teacher, the results at all levels will be broad, indeed. Many other technical and technological developments should be included here; space allows only mention of a few: The self-threading I6mm projector from Bell and Howell, which may move manufacturers towards simplified, easier-to-use designs, contribute to easier use of basic film materials; the FCC study of TV channel assignments which can open up new frequency assignments for ETV; the development of "open" closed-circuit, broadcast programs to reach limited receivers on special frequencies; the further development of 8mm film toward small-group and individualized uses, add toward lower-cost local production; diverse but significant advances in the "learning laboratory" area, away from simple audio use toward the individualized student "quest-space" complete with receivers for a variety of learning experiences. (This is an area worth much exploration right now by AV planners). Many responses indicated evidence that the trend toward packaged and integrated sets of materials was gaining further momentum. Examples cited included reference to kits and sets developed in Los Angeles, in San Diego, and by major producers. In programed instmction, the beginning of what might become major trend has been noted: programing small units of materials, in a modular or building block concept, with each unit complete for its own smaller objective but in planned relation to other units. The attempt is toward further flexibility in apphcation, lower cost per student, (since the number of units needed will vary with varying groups of students working at different speeds, making interchange possible) toward a simpler and less overwhelming approach to the learner. The experience with programed materials is having a real effect, too, on other forms of media materials. Not only are film producers learning and adapting, but ETV is also toying with new concepts, using the receiver to present programed materials directly instead of teacher-using-materials. In television, despite the "start from Dullsville" mentioned earlier, we seem to be "finding a higher level of program quality . . . than in the past." Th. beginnings of a regional approach to regional program ing problems are apparent. It is hoped that New Eng land's lead in planning for regional needs will be fol lowed by programing through cooperative resources t< meet the problems identified. Movement toward state and region-wide networking is picking up the pace with the advent of Federal funds to provide local anc state facihties. One interesting trend is the growing involvement of State Department of Education person nel in programing for direct instruction, as well as ii coordination and technical broadcast functions. Mary land is considering a state-wide network; Virginia has appropriated $250,000 for a pilot program; Nortl Carolina has a state-wide operation underway, centered on WUNC at Chapel Hill and operating to extend its coverage by agreement with commercial stations from one end of the state to the other. In North Carolina four state-employed teachers are involved in direct instruction via TV and a fifth state employee coordinates efforts. South Carolina expects to extend closed-circuit into every county this year, and Florida has a statewide videotape network, six stations on the air and a seventh under construction. Similar activities are taking place in many other regions, notably in Washington, home of Sen. Warren Magnuson, co-sponsor of the recent Federal-funds legislation, and throughout the Midwest, served already by the noted Midwest Program of Airborne Television Instruction. Oregon is moving ahead with more public-school time on the two-station network which covers most of the school population. Another significant happening in the world of ETV is the establishment of the Great Plains, New England, and National ETV Libraries of program materials on tape, at (respectively) Lincoln, Nebraska; Boston, Massachusetts; and in the NETRC headquarters in New York City. In the process, much material has been identified as useful for local apphcation only, on the basis of content or quality. Thus a first-level screening of product has already been accomplished. A "sampler" library is now being established. Under NAEB contract with the U. S. Office of Education (Title VII) an inventory of ETV personnel and of background experience adaptable to ETV positions is underway, a new attempt to answer the growing need for personnel. "More stations, faster; more programs, better; and more good people, desperately" seems to sum up the ETV pictiu-e. Increased Federal interest is evident, not only through the new funds available but also through the recent establishment of an Education Branch in the FCC. Unity and Diversity It is among these diverse developments that some of those surveyed foresee a succession of reefs and sandbars across the sailing path of any unified development in the field. In tlie division of effort implied by the broadening list of audiovisual events, there is more room to ask how they can all be brought into sharp focus; who will be qualified to make the command decisions on priority, capital outlay, pre-and in-service training, expenditure of funds; and finally the most important question of all-how they will best be used 708 Educational Screen and Audiovisual Guide— December, 1962