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

56 16mm films to teach W orld Geography United Nations Foreign Trade Anthropology Sociology Curri(ulum inlegrated with geography and social icience texts for high school ond college. Filmed in the lond under iludy and narroted by an English speck- ing native of that country. Eoch film 20 minutes, B&W, sound, S100.00. Highly recommended by educational leaders as the finest series of instructional films ever produced. 8-page Teacher's Guides Prepared for each title in this Series. Contains summary of the film, teacher's outline, educational art and mops, topics to discuss, research shorts, physicol con- ditions of the region, integrated curri- culum areas, vocobulary, other reloted odivlties. lOf each—12 for $1.00—$8.00 per 100 (/> ^MffVl 1445 PARK AVENUE NEW YORK 29, N. Y. □ Send ,. ..seta of 36 Teacher's Guides @ $3.00 per set n Bill on Purchase Order f Q Payment enclosed O Send me further information on THE EARTH AND ITS PEOPLES Series of 36 geography films including a free Teacher's Guide. [3 Send me your new Instructional Films catalog listing all your educational films and filmstrips. Name Title _^ Address City Zone State SIGHT AND SOUND Letters Pro and Con Debate Prol)lein of Educational TV OOME long-needed open debate on ^ the many problems of educational television has been stirred up by re- cent See & Hear editorials on this subject. Here arc the first of many letters to the editor: TV IS NO SUBSTITUTE . . . To the Editor: Your interesting editorial on edu- cational-TV seems to be predicated upoji certain assumptions about busi- ness, finance, and education which are open to some debate. The general trend of your argument is that we are getting wav ahead of ourselves bv going into TV when we have not vet developed the connnon classroom aids beyond a primitive stage of utiliza- tion. Moreover, the great expendi- tures that must be laid on the line for TV are bound to cut deeplv into ordi- nary audio-visual allocations. This is not an idea that some of the rest of us have not thought about. In fact, a great many teachers fear that TV expenditures will cut into their salaries just as they fear that movies will replace them in the classroom and render their jobs unnecessarv. 1 see no reason why educational TV will not result in the greatest stinmlation for use of all tvpes of audio-visual materials in the schools and outside the schools. A little re- flection will reveal that TV is no sub- stitute for any present type of class- room teaching aid except radio and never will be. TV programs must be of a general nature, by necessity, whether used in the schools or for home viewing. 1 see no conflict here with classroom aids. The matter of competition lor the scarce tax dollar is much more seri- ous. The plan in Illinois seems to be pointing toward tapping no existing educational fund of any kind for TV, but asking for a new fund to support a state TV network to be administered bv a Radio-TV Council appointed b\ and financed by the Legislature. Mv thinking along this line is TV beamed toward adult education of a work-a- dav tvpe. because the average educa- tional level in this country is onlv 9.3 grades, and even if it were 19.3 grades, no person can learn enough general information in his youth to last him all the rest of his life. WOI- TV has demonstrated the unlimited scope of educational programs once the public catches on to the poten- tialities inherent in the medium. With our national income doubling once everv 30 years. I don't see how anyone can subscribe to an economy of scarcity and the idea that there is just so much money to go around. One reason why there aren't more audio-visual materials in schools is the amateurish and uncoordinated condition of the industry. Television, as voung as it is, is more mature. Take for example the lack of stand- ardization in 16nim projector exciter lamps. Note the high cost of mer- chandising audio-visual equipment, and the lack of local servicing. If the audio-visual industry will give some of us educators full support and encouragement, we can do a tre- mendous amount toward the job of getting audio-visual materials ac- cepted in the schols at the point where the budget is designed. We must have a combined educator-NAVA policy committee, however, just as soon as possible. This should be a committee of long tenure, made up of people who really belong to the major league and who are seasoned planners. Murrav Lincoln Miller. Ph.D. Illinois State Normal L niv. Director of Audio-Visual Education ED.: \^01-T\ devotes only a small per- centage of air time to truly educational programs; Iowa State's TV station is to our viewpoint a classic example of what pdiicati(m oueht not to be doinjr in T\. EDUCATIONAL TV • "It is difficult to find anyone who is not enthusiastic about the prospects of using television in education, or is it that the opponents of such a program ' are afraid to speak up? The editor of See and Hear Maga- zine has chosen to raise his voice in the negative. Not that he is opposed to educational TV but in his editorial in the Octo- ber issue he calls attention to the effect of the current cam- paign for educational TV on the audio-visual program." AVCO News Letter Ofllcial Organ of the Audio- Visual Coordinators of Okla- homa See and Hear