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SCANNING THE
NATION'S VISUAL
EDUCATIONAL PROGRAMS
Alvin B. Roberts Principal, Gilson, Illinois High School
Mr. Roberts has very ably completeci one of the most ambitious siineys of some 4,000 scliools or school systems throughout the United States. While his returns represent a sampling, the trends they show must be (onsidcrcd valid because they so accurately represent the cross section of thinking that exists today. Mr. Roberts has prepared the following digest of thumb-nail chart descriptions.
The Editors
THE publicity given to the military training program has created trcnicndous interest in the use of audio-visual materials as a part of our educational program. As a result of this wave of interest, many are predicting a rapid expansion in the use of these materials in our schools in the postwar period. However, while interest is paramount in the development of this program, it is by no means the only factor. Consctjucntly, one may ask if the cir
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cumstances which have always had a tendency to check the further use of audio-visual materials have been altered by the military training program?
Here are the basic factors that, in the past, have had a tendency to retard the audio-visual program in oiu schools.
1. Teacher training. The ultimate success of the audio-visual program must be measured in terms of the contribution of these aids to the educational objectives. This in turn depends upon the teacher's knowledge of the function of these aids.
2. The attitude of the administrator. In all too many cases the principal or superintendent fails to see the audio-visual program in its true relationship to the curriculiun.
3. Distribution of materials. These materials must be in the school at the time needed by the teacher. Consequently, materials must be booked at considerable time in advance of the date need
October— SEE and HEAI