We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.
Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.
no THE EDUCATIONAL TALKING PICTURE used as an introduction tends to recall to the student's mind any related experiences he may have had. It certainly arouses interest through the vividness of its presentation, and orients the study of the whole topic. It is probably desirable that the teacher preface the initial showing of the picture with a brief introduction, particularly in the case of elementary students. So many new visual and auditory stimuli crowd upon the observer's attention in the first showing that the young child who is not prepared may lose the theme of the picture. Any unfamiliar production techniques used in the film, such as time-lapse photography, may cause a confuson of ideas unless they have been previously explained. However, some teachers, especially in the higher grades, may prefer to present the talking picture without explanation, using the questions which arise as an incentive to further learning. The matter of introduc- ing the picture is one which the individual teacher will decide after considering the age-level of the students, the nature of the picture, and its relation to the unit. Needless to say, the teacher ought to know thoroughly the con- tent of the picture before it is shown to the class. If the film is new to him, he should project it several times, noting points of possible difficulty, studying the details of important developments, famil- iarizing himself with the sound, and making lists of the major con- cepts to which he will later call the student's attention. This does not mean that he will answer all the questions that pupils will raise; some will be answered by subsequent showings and some may be assigned as problems for solution. For example, if the picture The Frog* is used, the teacher should be able to explain the sections where time lapse, slow motion, and micro-photography have been utilized; he should be familiar with all details in the pictured growth of the frog from the egg to adult. Any supplementary materials accompanying the picture merit the teacher's advance attention. Particularly is this true of the study guides or manuals which certain producers of educational 8 An educational talking picture for elementary school science (Erpi Picture Con- sultants, Inc.).