See and hear : the journal on audio-visual learning (1945)

From /Ki^T 10 iiuii will not amially insure cc|uipnieni. I)ul ihcv will act as intermediaries he lueen the school and llie company. As an example, a machine purchased in 1939 for $36") may iiave a depreciated value in 1946 of $200. An average pre mium for that particular projector uoidd he ahout three dollars, and should a loss otcur. ilic insurance torn pany. at its own distrclioii. will either reidace the machine <)f the same tvpe and model or allow .$200 toward the purcha.se of a new projector. Most schools carry hlanket coverage policies against loss through fire. Not manv schools liave protection against theft and l)rcakage. 1 his mav l)e worth wliilc for vou to iuNcstigale. Visual Education Programs Stagnated by Lack of Traiurd Personnel Three months ago I conducted a survey in tiic I ppcr Peninsula of Michigan. 1 wanted to know what ec|uipment was availai)le and what training the teachers had for conducting audio-visual work in (iu-ir classrooms. .Seventeen hundred and eighty six teachers in (iO school systems were cpies tioned. Fifty six of the schools or ahout 85 per cent owned a 1(3 nun. soinul pro jcclor. Ten schools did not use moving pictures. Onlv 27 schools or ahout 42 per cent used (ilmstrips, and only 24 schools or ahout 'Mi per cent owned a 2" X 2" slide luaciiiue. Not a single school emploved a director of visual education. F.leven schools reported that the principal assumed control of the projection of jiictures and iKMidicd the details of ordering fdms and other \isual aids for their system. Only onelialj of one per crnt of the teachers had any formal trninin<!, in the use of visual aids. However, 490 teachers or ahoui 2"> per cent were inter ested in ohtainiug more information .d)out the cm rent practices and prctce (lures used in \isual aids. Page 12 The greatest .single source of films w.j the University of Michigan Film Scrvicf Much Naluahle eciuipment is avai| ahle, hut too few teachers are Iraine in its use. What must he done to the teachers who desire information anl training in this relatively new field Here are the possihle procedures: \. Formal F.xtension Courses must 11 ctrgani/cd for teachers. The L'niversitl of Oklahoma, located at Norman, Oil lahoma, offers a fine course in exieif sion work in visual aids. 2 County hislilute Workshofys shou he conducted. Rather than listcni to world travelers and commentate: more time shoidd he devoted hringing teachers newest informatic) on auclio \isual methods of instru tion. 3. The State Department or the Sla, University should assinne leadershi in audio visual education. The; should direct visual aid research ])rol lems and studies, demonstrate mell ods. and present materials that ha^ pro\cn successful for each grade an subject. For teachers now in colleges and un \ersities, I hclieve the IVnnsvlvania pla is a sound plan. Here training in visu aids is a leciuired course for graduatioi I'ossihlv the solution lies in the tiai iug of more teachers and educators i the use of visual aids and the cle\elo| iug of a sound philosophv of visu ediuation. Our teacher training ccntc must take the initialixe and stud\ tl hest means of meeting the ))r<tl)lcin. — Donald ./. MaiDonald. Visu Aids Dej>artment, Central C.radr Srhool. \'riiaunt'e. .\li( liiiian ail I ittie mi W.i. oulii Mi Jflll Sold (or riiiiii! ,SFE and HF.VR advertisers olfer hool lets and catalogs that ate valuahle as source of dc pciulahle information o \isual aids. \c)u are invited to send fc the ones you desire. February— SEE and HEP