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.
— 844
aid in geography is never just a " picture show ". When used as an introduction to a country or section of a country, certain objectives should be set up for the children to look for in viewing the film. In the film Alaska with which we introduced the study of that country we set up these objectives :
1) What are 4 industries of Alaska?
2) What are 3 of the farm products ?
3) What kind of people are the natives ?
4) Why have white people gone to Alaska ?
The picture answers these questions as you will see. (Show film, Alaska).
You have seen in this picture that the industries of Alaska are farming, mining, lumbering and fishing ; that the crops raised are gram, cabbages, and potatoes ; that the natives are Eskimos ; and that the white people are teachers, farmers, fishermen, lumbermen, and miners. Pupils prove their statements by describing the part of the picture that gave the information. Types of checks that may follow the showing of a picture are the oral discussion, written test, oral or written paragraph. A peep-show formed a check on the films of Washington's Life and Times in a third grade class, while a sixth grade made a " shadow play " after seeing the same films.
It is through careful preparation for the seeing of the educational film and the check that follows, that this form of visual aid is raised from the plane of mere entertainment.
Realizing the important place that visual aids have m modern education, the Department of Education of Pennsylvania has made the subject of Methods of Visual Educat on a requirement in all State Teachers' Colleges. Correct technique in this b ranch is but a part of the technique of the other subjects in the curriculum. For this reason courses of study should list the visual material available in the school system just as text books are listed, and teachers should be taught how to use it scientifically. When these two, ample visual aids and correct use of them supplement our work in the classroom, we shall be assured of interest, economy, and efficiency in both teaching and learning.