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

THE ARCil'MEX r has been going on for ihe last decadt—what does a limctioning, going program ot audio-visual education cost? W'hat does such a piograin cost when it is supersised bv an able audiovisual jierson. a |)erson qualilieil in seeing the relationship of ini])roved, classroom learning ex- periences with the new tools of learning: sound iUnis. (ilmstrips. cliarts. slides, graphs, maps, posters, models, and related giaphic teaching materials? In order to (ind such an answer we can go to two |jlaces. We can go to all school systems throughout the United States b\ popidaiion areas, or we can attempt to locate those oiustanding examples of audio-xisual practice which exist and analyze those practices in terms of accomplishments and costs. Looking, then, at the second possibility, we pre- sent for yoin anahsis anil thoughtful ct>nsitteration rejjorts Irom six superintendeius throughout the United .States. Their statements attest to their firm belief in the utility of audio-visual materials. Their budget ex])erience proves their interest and the soundness ol these programs of audio-visual instruc- tion. Startling indeed is the upward swing in ex- penditures. The trend certainly is in the direction which Mr. Tabler in his splendid accoinit of future budget possibilities prophesies. We Are Today Spending.. MASON CITY REPORTS . . . IT HAS NOT BEEN SO MUCH a ques- tion of SHALL, but WHEN can we use the tools of audio-visual education that many teachers and administrators have been ask- ing lor a number of years. The problem had been how to secure a budget which woidd make it possible for the teachers to supplement good classroom learning environment with sound films, hlmstrips, good bulletin boards, radios, transcription players, maps, globes, charts, models, slides, and other tools of instruction which assist in bringing the reali- ties of our environment before voung learners. It takes monev to secure these visual tools, and most school budgets did not consider them as essentials. In most cases it had been difficult enough to get the necessary money to pay the meager teachers' salaries and basic textbooks for a miniminii program ot educa- tion. There was little money made available for tools of audio-visual education, as school boards and the public thought of them as non-essential. "Today, in manv schools, the question is not IVHEX biu HOW can we best make use of these tools which are becoming an essential part ol the budget. This change of attitude has been brought aboiu by the publicity and results that the armed services got using audio-visual tools. In that cost was not a factor, the armed services were able to demonstrate that audio- visual aids did contribute to effective, permanent, and economical learning. However, it is now up to the schools to set iqj an evaluative criteria in audio-visual education that will suggest possible standards in rela- tion to innnediate objectives and idtimate goals in public education. "The road is now open for securing the necessary tools in audio-visual education, and it is up to the teachers and administration to see that it stays open. Each school shoidd have its own plan. .New tools call for new imderstandings and techniijues, which all add up to new learnings. It is the responsibility of each superintendent to see that the faculty knows how to make use effectively of these new tools, or they may prove more of a curse instead of a blessing. "Therefore, the first step a school should take is to appoint a committee or a director of .\udio-Visual Education to make a study of the introduction and use of these tools in the local school that the conmiunity is willing to furnish. Second, to see that the teachers have specific training in the use of these tools either through summer school or in-service training. I prefer the latter. Third, to make a study of which of the tools of audiovisual education are most effective in leaching the particular skill, understanding, or concept to be mastered. These are to be keyed to a particular unit of work. For example, a filmstrip would l)e listed for the various units in the coiuse of study, and the particular concepts or understandings that can be understood bv the students studving that unit at that level. Fourth, to develop methodologies for utilizing audio-visual materials in relation to educational sub- jects. Fifth, set up an evaluative criteria in audio-visual education that will be a practical yardstick in measur- ing the growth in this field." LaM'rence H. Shepoiser, Superintendent of City Schools, Mason City, Iowa