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.
FARM, Kreitlow 101 the showing, the only comment is, "Coffee and cake will be served in a few minutes." Used as an instructor, the 16mm film gets an academic show- ing. The public elementary and high schools in rural America make more use of the film as an instructor than does any other rural edu- cation agency. This is largely because more films are produced to educate this particular audience, but also because public school teachers are the rural educators most likely to have had training, in college or in-service programs, that deals with effective film utiliza- tion. The agents of the Agricultural Extension Service are using the film for specific program objectives to a much greater extent than formerly but are so dependent upon local leadership that addi- tional training in film use for the local leaders and the agents them- selves may be necessary. As the scope of the Agricultural Extension program has broadened to consider such objectives as community development, international understanding, and improving family relationships, it has made possible a greater and more effective use of films for instruction. The film as a fill-in is more a last resort in education than a planned job. Here the film comes in varying package sizes, the package measure being running time. A farm organization plans its educational program for the year and has a 45-minute blank spot for its April meeting. To fill it in they ask the County Agent to recommend a good 45-minute film for the meeting. The fill-in film is one in which the educational group, teacher, or leader is more concerned with meeting time objectives than meeting educational objectives. The use of the 16mm educational film as a part of well- planned instruction is the goal of film producers and educational leaders alike. However, its use in less intensive educational situations should not necessarily be condemned. There is a place for significant research in the purposes for and means of film use in rural education. We know little as to the educational effectiveness of various types of films used in the three ways outlined. With the advance of television we should be more concerned than ever with the ways in which educational films are used. A model rural school today without an available 16mm film projector is as out-of-step as a nineteenth century school without a slate. Lack of density in the rural population and the obvious lack