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Educational Media Technician: a Suggested Two-Year Post High School Curriculum

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Educational Media Technician: a Suggested Two-Year Post High School Curriculum DOCUMENT NESUME ED 112 070 95 CM 004 833 TITLE Educational Media Technician: A Suggested Two-Year Post High School Curriculum. INSTITUTION State Univ. of New York, Alfred. Agricultural and Technical Coll. SPONS AGENCY Bureau of Adult, Vocational, and Technical Education (DHEW/OE), Washington, D.C. Div. of Vocational and Technical Education. PUB DATE 75 CONTRACT OEC-0-70-4507 GRANT OEG-0-72-4683 NOTE 1.38p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 EDRS PRICE MF-$0.76 HC-$6.97 Plus Postage DESCRIPTORS 'Audiovisual Communication; *Curriculum Guides; Design; Educational Technology; Graphic Arts; *Instructional Media; Instructional Technology; *Media Technology; Photography; Post Secondary Education; Reprography; Technical Education; Television ABSTRACT The first portion of the guidelines discusses the need to train educational technicians for the field of communications (including education, instructions, industrial organizaticns or agencies), in order to meet changing educational techniques and the increasing number of resources for learning. A detailed curriculum guide is presented for a two-year post high school program to train educational media technicians in educational technology dealing in visual and audio communication and to give them a knowledge of the uses of media and production equipment. Technical courses are presented first, followed by general education courses and auxiliary technical courses. Five areas of the. media are taught: graphics, design, photo/cinematography, television, reprography, and media equipment. A detailed description is presented of each course with the number of hours needed for each divided according to laboratory hours, class hours, and outside study. Texts and references and related media are suggested for each course. Equipment and facilities needed to supply this type of program are described, including estimates of materials and supplies needed for the laboratory and be purchased by the student. Appended materials include: a bibliography; lists of professional societies and agencies, periodicals, and sources of media; and laboratory plans.(EC) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. I I AUG2 8 1975 U.S. EE PARIAHS wr OF HEALTH, EDUCATION A WELFARE NATIONAL INSTITUTE OP EDUCATION THIS DOCUMENT HAS SEEN REPRO. Ducey EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION OR MM. ATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF DUCATIONAL EDUCATION POSITION OR POLICY. EDIA TECHNICIAN A SUGGESTED TWO-YEAR POST HIGH SCHOOL CURRICULUM ill DISCRIMINATION PROHIBITED Title VI of the Civil Rights Act of 1964 states: "No person in the United States, shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Therefore, the Vocational Education program, like all other programs or activities receiving financial assistance from the Department of Health, Education and Welfare, must be operated in compliance with this law. The project presented or reported herein was performed pursuant to a contract from the U.S. Office of Education, Department of Health, Education and Welfare. However, the opinions experessed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred. 31 V Developed pursuant to contract No. OEC-0-70-4507 with the U.S. Office of Education by the State University of New York Alfred, New York and Printed and disseminated pursuant to grant No. 0EG-0-72-4683 with the U.S. Office of Education by the Curriculum Development Center Vocational Education University of Kentucky Lexington, Kentucky 1975 For sale bt the Superintendent of Documents. U S Government Printing Office. Washington. D C 20102 5 FOREWORD THE application of technology to education and emerging new methodologies, techniques, facilities, and materials for instruction has caused an educational revolution. This has led to a shift of emphasis from content-centered instruction to individual-centered instruction, reflecting in-- dividual needs and individual learning differences. New instructional tech- niques use many different modes of communication and an ever-increasing variety of media, equipment, and facilities to disseminate more information more effectively and more efficiently. The field of educational media is varied, exciting, and growing rapidly, and, as the field expands, trained personnel are desperately needed. As specialization increases, there is more and more demand for support personnel with technical training; the kind of training which can best be obtained in a 2-year college. This guide provides a curriculum plan for the media production oriented educational media technician with generalist training. A suggested curriculum plan: course outlines accompanied by tests, references, and related media; laboratory layouts complete with equipment recommendations and costs; facul- ty and student services and a selected list of professional and technical societies concerned with the technology are provided. The indicated level of instruction is post high school. Employment opportunities and the need for educational media technician programs should be carefully evaluated through a survey conducted by a careful- ly selected advisory committee prior to initiating such programs. The inherent attractiveness of the content (photography, television, graphics design) offers a high degree of student appeal, but needs and employment are to a large degree regional. The breadth of the educational media field suggests additional programs or program combinations. Consideration might be givento combining the educational media technician program with a library technical assistant program or broadcasting technician program, or technicians with specialization in a single or combination of media formats. Careful analysis of local or regional needs and tailoring the program to meet these needs is essential. The guide was developed under contract with the Division of Vocational and Technical Education, U.S. Office of Education, under the direction of William Berndt, Educational Specialist, serving as Project Officer, with technical assistance from Walter Brookings, Technical Educational Specialist, U.S. Office of Education. The basic materials were prepared by David F. Conde, Project Director, State University of New York, Agricultural and Technical College, Alfred, New York, pursuant to a contract with the Office of Education. Many valuable suggestions and contributions were received from special con- sultants, media specialists, employees, and from administrators and faculty in community and technical colleges. Although every suggestion could not be incor- porated, each was considered carefully in the light of the publication's intended use. In view of this, it should not be inferred that the curriculum is completely endorsed by any one institution, agency, or person. It is a plan for a program; a plan to be modified by administrators and their advisors to meet local, state, and regional needs. DR. DAVID HUNTINGTON, President State University of New York Agricultural and Technical College Alfred, New York iii ACKNOWLEDGEMENTS HE Agricultural and Technical College at Alfred recognizes the valuable Tcontributions made in the compilation of this document by the individuals listed below: David F. Conde, Project Director, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 George S. Whitney, Project Director, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Jerry Gordon, Media Specialist, Television and Administration, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Robert Keough, Media Specialist, Photography, Graphic Design, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 Gary Wightman, Media Specialist, Reprographics, State University of New York, Agricultural and Technical College, Alfred, N.Y. 14802 In addition, the extensive efforts made in the detailed reviews of this publica- tion by the consultants listed below are recognized: J. W. J. McPherson, (deceased) Special Assistant to Director, National Center for Educational Technology, U.S. Office of Education, Washington, D.C. 20202 Jim Wallington, Director of Research and Publications, Association for Educational Communication and Technology, 1201 16th Street, NW., Washington, D.C. 20036 Howard Hitchens, Executive Director, Association for Educational Communications and Technology, 1201 16th Street, NW., Washington, D.C. 20036 Joseph Gutenson, Dean of Career Education, Thornton Community College, South Holland, Ill. 60473 Charles R. Hendrickson, Director, Audio-Visual Services, Mesa College, Box 2647, Grand Junction, Colo. 81501 James D. Forman, Director, School of Applied Sciences, Rochester
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