R Esum Ed 015 661 Em 005 384 Proceedings of the New York State Convocation Oneducational Communications (Albany, November 20...22, 1963)

R EP OR T R ESUM ED 015 661 EM 005 384 PROCEEDINGS OF THE NEW YORK STATE CONVOCATION ONEDUCATIONAL COMMUNICATIONS (ALBANY, NOVEMBER 20...22, 1963). BY- HUBBARD, RICHARD D. NEW YORK STATE EDUCATION DEFT., ALBANY NEW YORK STATE AUDIO VISUAL, COUNCIL, EAST MEADOW NEW YORK STATE EDUCATIONAL RADIO AND TV ASSN. PUB DATE 64 EDRS PRICE MF -$1.00 HC-$9.64 239P.

DESCRIPTORS EDUCATIONAL IMPROVEMENT, *INSTRUCTIONAL MEDIA, *EQUIPMENT EVALUATION, EDUCATIONAL TELEVISION, *CONFERENCE REPORTS, *ELECTRONIC CLASSROOMS, INSTRUCTIONAL FILMS, *PROGRAMED INSTRUCTION, TEACHING MACHINES

THIS SUMMARY INCLUDES 43 OF THE PRESENTATIONS MADE DURING THE CONVOCATION, GROUPED UNDER THESE HEADINGS - -APPRAISAL OF MEDIA AND MATERIALS, EDUCATIONAL TELEVISION, ELECTRONIC CLASSROOMS, INSTRUCTIONAL FILMS, PROGRAMED INSTRUCTION AND TEACHING MACHINES, AND MISCELLANEOUS EDUCATIONAL COMMUNICATIONS MEDIA-MATERIALS. A LIST OF PARTICIPANTS CONCLUDES THE REPORT.-(MS) educational communications conroeation proceedings

NEW YORK THE UNIVERSITYOF THE STATE OF

THE STATEEDUCATION DEPARTMENT DIVISION OF EVICATIONALCOMMUNICATIONS ALBANY / 1964 EDUCATIONAL COMMUNICATIONS

1963-64

U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION

TIM DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION

POSITION OR POLICY. Proceedings of the New YorkState

Convocation on EducationalCommunications

Sponsored by

Division of EducationalCommunications New York StateEducation Department

in cooperation witL

New York StateAudio-Visual Council

and

New York StateEducational Radio andTelevisioh Association

The University of the Stateof New York The State Education Department Albany, 1964 THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of the University (with years when terms expire)

Edgar W. Couper, A.B., LL.D., L.H.D., Chancellor, Binghamton, 1968

Thad L. Collum, C.E., Vice-Chancellor, Syracuse, 1967

Alexander J. Allan, Jr., LL.D., Litt.D., Troy, 1978

George L. Hubbell, Jr., A.B., LL.B., LL.D., Litt.D., Garden City, 1966

Charles W. Millard, Jr., A.B., Buffalo, 1973

Everett J. Penny, B.C.S., D.C.S., White Plains, 1970

Carl U. Pforzheimer, Jr., A.B., M.B.A., D.C.S., Purchase, 1972

Edward M. M. Warburg, B.S., L.H.D., New York, 1975

J. Carlton Corwith, B.S., Water Mill, 1971

Joseph W. McGovern, A.B., LL.B., L.H.D LL.D., New York 1969

Allen D. Marshall, A.B., LL.D., Scotia, 1965

Joseph T. King, A.B., LL.B., Queens, 1977

Joseph C. Indelicato, M.D., Brooklyn, 1974

Mrs. Helen B. Power, A.B., Rochester, 1976

President of the University and Commissioner of Education James E. Allen, Jr.

Deputy Commissioner of Education Ewald B. Nyquist

Associate Commissioner for Cultural Education and S ecial Services Hugh M. Flick

Director Division of Educational Communications Lee E. Campion

Chief Bureau of Classroom Communications Loran C. Twyford, Jr.

V350 -My64-5,000

ii FOREWORD

held in Albany from The first EDUCATIONALCOMMUNICATIONS CONVOCATION was sponsored by the New York November 20 to 22, 1963. The meeting was jointly Educational Communications, NewYatk State EducationDepartment's Division of Audiovisual Council, and NewYork State EducationalRadio and Television Association. and demonstrations Nearly 400 personsattended. A total of 82 research papers reporting the latestdevelopments in the communications area weregiven. from tne north- Several Education Departmentpersonnel and other specialists from television to eastern states gavepresentations on topics ranging of the three-day meeting. teaching machines. There were many highlights Britannica Press, Inc., gave John Everitt, VicePresident, Encyclopaedia Communications for the the keynote address,"Challenge of Educational banquet featured C. R. Improvement of Instruction." The Thursday evening Carpenter's talk on "TheSciences of Learning andthe Technology of Educa- Television at Penn State, tion" plus the film premierof "Instructional banquet was Lee E. Campion,Director of 1954-1963." Another speaker at the He described the New York StateDivision of EducationalCommunications. All three of the "The Department's Programin EducationalCommunications." speeches are reported infull in the sectioncalled GENERAL SESSIONS. included in this summary and Other presentationsduring the Convocation are Appraisal of Media andMaterials, are categorizedin the following areas: Instructional Films, Programed Educational Television,Electronic Classrooms, Educational Communications Instruction and TeachingMachines, and Miscellaneous A LIST OF PARTICIPANTSconcludes the report. Not all Media-Materials. of a demon- speeches listed on the program appearin detail as many were submitted too late to be stration nature.Also, some manuscripts were included. valuable as each participant This Convocation Summary wasdeemed necessary and this could not attend all the concurrentsessions. The joint sponsorship of interested in the meeting demonstrates thecooperation among organizations planned and coordinated educational communicationsfield. The two persons who the Convocation are LoranC. Twyford, Jr., Chiefof the Bureau of Classroom Communications, New York StateDivision of EducationalCommunications; and for the Troy Public Catherine M. Bailey, Supervisorof Audiovisual Instruction Communications, edited Schools. Richard D. Hubbard, Associatein Educational the publication.

iii

7-7717777--_ Communications Convocation Albany, New York

November 20-22, 1963

Division of EducationalCommunications New York StateEducation Department

in cooperation with

New York Audio-VisualCouncil and New York StateEducational Radio andTelevision Association

Wednesday November 20 Hall Foyer, StateEducation 8:30 - 9:30 a.m. Registration, Chancellors Building, Albany

Division of EducationalCommunications, offices on tenth floor of new wingwill be open to visitors during registration period.

HALL, EDUCATION BUILDING 9:30 a.m. OPENING SESSION, CHANCELLORS

Chairman of morning session -Sherwin Swartout, President of New YorkAudio-Visual Council

Welcome by AllanBradley Executive Assistant tothe Commissioner ofEducation

9:45 a.m. Introduction of Guests

10:00 a.m. Keynote Speaker "Challenge of EducationalCommunications for the Improvement of Instruction" Maurice Mitchell,President, Encyclopaedia Britannica, Inc.

Education Department Museum onthe 11:00 a.m. The New York State fifth floor of the EducationBuilding is open for visitors.A large number ofschool children visit this museum annually.

Albany, Capital City, isthe title of an outstanding exhibit to be seen in theCapitol Building directly across fromChancellors Hall. Wednesday November 20 CONCURRENT SESSIONS, BRUBACHER HALL, STATE UNIVERSITY OF NEW YORK, ALBANY

12:15 - 1:30 p.m. Special Interest Lunch Tables - Main Dining Room Persons interested in discussing a field of educational communica :ions will eat together to discuss the topic.

1:30 - 2:50 p.m. Concurrent Sessions -

Room Chairmen Lower Lounge - Alfred Moses Game Room - Dorothy Currie Ingle Room - George Forbes Dining Room Ursula Moran

Lower Lounge State Film Utilization Survey Plans for Improved Distribution and Use David Rees - State Education Department

State contract for projectors, tape recorders, video tepe David Rees - State Education Department

Game Room Research preview: How to Double Learning with A-V Robert Brown - State Education Department

Cultural, Enrichment Project Robert Brown - Grace Lacy - State Education Department

Ingle Room High School Instructional Materials Center John Rattram - white Plains

Fitting an Audio-Visual Program to the Small School Allen Stripp - Old Forge

Dining Room Film premier - Instructional TV at Penn State 1954-1963

2:50 - 4:10 p.m.

Ingle Room Language Laboratories Specifications EquIpmnt Tests State Survey David Crossman - State Education Department

Title III Developments Walter Schoenborn - State Education Department

vi Wednesday November 20

2.50 - 4:10 p.m.

Dining Room Local Films Made Possible by Local Industries William Ryan - Gloversville

8mm Film Production at Hamburg CentralSchool Louis Brown - Hamburg

Game Room Sound Slide Presentations James Meagher - Penfield

Visual Review of Team Teaching. David Rees - State Education Department

Lower Lounge Study of Regional Educational CommunicationsCenters Thomas Carey - Jericho, Long Island

Systems Approach to Teaching Richard Hubbard - State Education Department

4:10 - 5:00 p.m. New York State Audio-Visual CouncilRusiness Meeting Lower Lounge Certification of Educational Communications Personnel

5:00 - 8:00 p.m DAVI Convention Committee and SubcommitteePlanning Meetings - DeWitt Clinton Hotel

6:00 - 8:00 p.m. Dinner not scheduled The College and nniversity Group will meet atthe DeWitt Clinton Hotel. The chairman will be Eugene Steffen.

Other groups are urged to plan meetingsduring this period.

8:00 - 10:00 p.m. Educational Communications Demonstrations - DeWitt Clinton Hotel

Room Chairmen South Studio - Dorothy Currie Third Floor Library - CarlBaumback

South Studio Role of the Humanities in Public Education William Bartram - Educational Consultant, Encyclopaedia Britannica Films

vii Wednesday November 20

8:00 - 10:00 p.m.

South StudioModern Arithmetic Joseph Dickman -Encyclopedia Britannica Press, Chicago

Demonstration of Edex CommunicationSystem

New Classroom TechnologicalDevices Donald Lavianas. WestinghouseElectric Corp., Pittsburgh 35, Pennsylvania

Third Floor LibraryOverhead Transparency Lifter Jack Britton, AmericanOptical Co., Buffalo

K & E Transparencyand Master Books George C. Laurson - RaySupply, Inc., Glens Falls

Instructo FlannelBoards,Transparencies and Magnetic Boards Ronald Kaplan - InstructoProducts Co., Philadelphia, Pennsylvania

Thermofax Visual CommunicationSystem Charles Hyser, MinnesotaMining and ManufacturingCo.

the New York StateAudio- 9:00 - 10:00 p.m. The Executive Meeting for Visual Council will beheld in the New York Audio- Visual Council Suite,DeWitt Clinton Hotel.

Thursday November 21

Registration 8:30 - 4:30for NYAVC and NYSERTA

BRUBACHER HALL, STATE UNIVERSITY 9:00 - 10:20 a.m. CONCURRENT SESSIONS, OF NEW YORK, ALBANY

Room Chairmen Ingle Room -Olwyn n'Connor Dining Room- JohnMcCagg Lower Lounge - GeorgeForbes Game Room -Charles Drago

Ingle Room Report onTelevision Council Activities Carl Balson - StateEducation Department

Federal Funds for EducationalTelevision Bernarr Cooper - StateEducation Department

viii Thursday November 21

9:00 - 10:20 a.m.

Dining Room ETV forEducators (with focus on easy,enjoyable, and exploratory ways of gettingeducators to appreciate the potentials of ETV) - Phil Lange -Teachers College, Columbia - Sanford Levene Rronxville Public Schools

Demonstration of New TelevisionSet Available Under State Contract William Humphrey - StateEducation Department

Lower Lounge UtilizationPatterns in ProgramedInstruction' William Ryan - StateEducation Department

Enrichment Activities andScheduling of ProgramedMaterials William Ryan - State EducationDepartment C. R. Carpenter -Pennsylvania State University

Game Room Self Instructionin the Operation ofAudio-Visual Equipment Gerald Mars - Syracuseuniversity Maxine Haleff - HunterCollege

Teaching Machines and ProgramedLearning in Ithaca Schools James Mason - Ed Moy -Tthaca

10:20 - 10:40 a.m. Coffee available

10:40 - 12:00 a.m. Concurrent sessions

Ingle Room Uae ofEducational Television forLanguage Instruction Stephen Feit - Dolores Stein -Valley Stream

Television as a Means of FilmDistribution Peter Greenleaf - New YorkCity

Game Room 2,500 MkClosed-Circuit Television atPlainedge Dalton Levy - Plainedge

What 2,500 MC MicrowaveTransmission Means for In-7chool Television Raymond Graf - StateEducation Department

Lower LoungeCommercially Available OverheadTransparencies George Wiesner - StateEducation Department

Basic Graphic Materialsand Equipment for EverySchool Display Materials Available onLoan George Wiesner - StateEducation Department

ix Thursday November 21

10:40 - 12:00 a.m. Dining RoomMulti-Media PublicInformation Program Herb Jensen -Greenwich, Connecticut

Tape-Slide BudgetPresentations Warren Russell -Kingston

tables 12:15 - 1:30 p.m. Special interest lunch

1:30 - 2:50 p.m. Concurrent sessions

Room Chairmen Dining Room - JohnMcCagg Game Room - ToniGregg Ingle Room -Alfred Moses Lower Lounge -Ursula Moran

Dining Room AnAdministrative Guide forEducational TV Dr. Ray Kuipers -Clarion, Pennsylvania

Television Utilization inNew York City Channel11 (13) Area by Public,Private, and ParochialSchools Kenneth Lenihan - Bureauof Applied SocialResearch

Game Room Reportsof Local AssistanceTV Projects in State Raymond Graf - StateEducation Department

Closed-Circuit Television atRochester High School Art Cowdery - Rochester

Ingle Room UsingRadio in the ElementaryClassroom Empire State FMSchool of the Air Coy Ludwig - Syracuse

Demonstration ofTeleteaching by ClosedCircuit in Nine CentralSchools Hllen McDivitt - SouthKortright

and Appraisal Lower LoungeNew York City'sAudio-Visual Development Center (AVDAC) Edward Bernard - NewYork City

New Media In TrainingTeachers Morris Freedman - NewYork City Thursday November 21 sessions 2:50 - 4:10 p.m. Concurrent Television Statewide Systemof Educational Game Room Department Lee Campion -State Education

Television Inter-Institutional Department Bernarr Cooper -State Education

ConsultationServices Ingle RoomTelevision Equipment State Education Raymond Graf -William Humphrey - Department Station Use Kinescopes forSchool and Tapes and Department - R.Spinks Carl Balson -State Education

Video Recording Dining Room"Kinestrip" for Herman London -Hunter College

Recipes forLearning Frank Julio -Wantagh

Report on aClassroomResponder Lower Lounge Department David Crossman -State Education CommunicationsFilms New Libraryof FreeEducational Department David Rees -State Education Planning Committee andSubcommittee 4:10 - 6:45 p.m. DAVI Convention Meetings

Walden Hall 7:15 - 10:00 p.m. Banquet - New York Chairman - HalesJackim, President, Association Educational Radioand Television Introduction ofGuests Educational "The Department'sProgram in Communications" of Educational Lee Campion -Director, Division Communications

Banquet Speaker and theTechnology of "The Sciencesof Learning Education" Pennsylvania StateUniversity C. R. Carpenter, Television at Penn Film Premier -Instructional State 1954-1963

xi Friday November 22

9:00 - 10:20 a.m. CONCURRENT SESSIONS, BRUBACHERHALL, STATE UNIVERSITY OF NEW YORK, ALBANY

Room Chairmen Game Room - EugeneSteffen Dining Room- CarlBaumback Ingle Room - ToniGregg Lower Lounge - Charles Drago

Game RoomStatus of 8mm Films inEducation David Rees - State EducationDepartment

Technicolor Corporation 3. Maurer Developments, Inc. Fairchild Camera & Instrument Co.

Dining Room New York Cityand New York State Joint Language Laboratory Research Study

Sarah Lorge and Edward Bernard -New York City

Ingle RoomProblems and Projects in EquipmentAppraisal Edward Golub - New York City

Helping Teachers to UtilizeTelevision Kathryn Hearle - New York City

Lower Lounge TeachingTeachers to "Program" Joseph Millman - New YorkCity

Teacher-Controlled Film Service Henry Oueen - New York City

10:40 - 12:00 a.m. Concurrent sessions

Lower LoungeState Program for Reviewof Educational Communications Materials William Henry - State EducationDepartment

Problems and Projects inMaterials Appraisal Bertha Odessky - New York City

Dining Room State LibraryFilm Program Jack Spear - State EducationDepartment

State Commerce DepartmentFilm Library Fred Rella, New York StateDepartment of Commerce

xii Friday November 22

10:40 - 12eCO a.m.

Ingle Room State Museum ServicesAvailable to the State's Schools Michael Darcy - State EducationDepartment

Film Production Roles andProjects in a Metropolitan City Clifford Ettinger - New YorkCity

Game Room Closed-CircuitTelevision in Science andEngineering Education William Millard - RensselaerPolytechnic Institute, Troy

Television Equipment Loan andDemonstration Program Raymond Graf - William Humphrey -State Education Department

Division of Educational 1.00 - 5:00 p.m. The State Education Department, Communications personnel willbe on hand to assist those who wish to pursue particularproblems or interests. Albany State, RensselaerPolytechnic Institute, and WMRT Educational TelevisionStation will also have open house forthose interested in visitingthese institutions. CONTENTS

PAGE FOREWORD iii

CONVOCATION PROGRAM OOOOO OOOOOOOOOO OOOOOOOOOO .

GENERAL SESSIONS,...... 0.... OOOOOOOOOOOOO OOOOO . OOOOOOOO . 1

"The Department's Program in Educational Communications," Lee E. Campion, Director, Division of Educational Communilations, New York State Education Department 3

"The Sciences of Learning and the Technology of Education," C. R. Carpenter, Pennsylvania State University 7

"Educational Communications," John Everitt, Encyclopedia Britannica Press, Chicago 13

APPRAISAL OF MEDIA AND MATERIALS...... OOOOOOOOOOOOOO ...... OOOOOOOOO 21

"Problems and Projects in Equipment Appraisal," Edward Golub, New York City Board of Education 23

"State Program for Review of Educational Communications (AIM)," William G. Henry, Jr., New York State Education Department 25

"Problems and Projects in Materials Appraisal," Bertha Odessky, New York City Board of Education 33

EDUCATIONAL TELEVISION q..37

"Report on Television Council Activities," Carl Balson, New York State Education Department 39

"Statewide System of Educational Television," Lee E. Campion, Director, Division of Educational Communications, New York State Education Department 42

"Federal Funds for Educational Television," Bernarr Cooper, New York State Education Department 46

"Inter-institutional Television," Beruarr Cooper, New York State Education Department 48

"What 2500 Megacycle Transmission Means for In-school Television," Raymond Graf, New York State Education Department 50

"Helping Teachers to Utilize Television," Kathryn Hearle, New York City Board of Education 55

xiv PAGE "An Administrative Guide for the Developmentof Educational Television," Ray H. Kuipers, Clarion StateCollege, Pennsylvani a Gi

"Television Utilization in New York City,Channel 13 Area," Kenneth Lenehan, Bureau of Applied SocialResearch, Columbia University 69

"Kinestrip' for Video Recording," Herman London, Hunter College 74

"ETV for Educators," Phil C. Lange, TeachersCollege, Columbia University; and Sanford M. Levene, BronxviilePublic Schools .. 76

"2500 me Closed-Circuit Television at Plainedge,"Daltot: Levy, Plainedge Public Schools 83

"Tapes and Kinescopes for School and Station Use,"Robert Spinks, 85 New York State Education Department

ELECTRONIC CLASSROOMS 00000 ...... 00000000000 G000001i140* 0000000 87

"Language Laboratory and Specification Writing," David M. Crossman, New York State Education Department 89

"Report on a Classroom Responder," David M. Crossman, NewYork 92 State Education Department

"The Systems Approach to Teaching," Richard D.Hubbard, New York State Education Department 99

"Foreign Language Laboratories in SecondarySchools," Sarah Lorge, New York City Board of Education 105

INSTRUCTIONAL FILMS 119

"8 mom Film Production at Hamburg Central School,"Louis Brown, Hamburg 121

"Television as a Means of Film Distribution," PeterGreenleaf, New York City Board of Education; and David J. Rees,New York State Education Department 125

"TeacherControlled Film Distribution," Henry Queen, New York City 127

"New Library of Free Educational CommunicationsFilms," David J. Rees, New York State Education Department . 132 PAGE

Projectors and TapeRecorders," David J. "State Contract for 134 Rees, New YorkState Education Department Distribution "State Film UtilizationSurveyPlans for Improved Education Department 139 and Use," David J.Rees, New York State

Program," Jack B. Spear,New York State "State Library Film 148 Education Department

155 PROGRAMED INSTRUCTIONAND TEACHINGMACHINES ...... ****** Instruction," MorrisFreedman, "Teacher TrainingThrough Programed 157 New York CityBoard of Education Learning in Ithaca,"James I. "Teaching Machinesand Programed 161 Mason; and EdwardW. Moy, IthacaCity School District

'Program'," Joseph Millman,New York City "Teaching Teachers to 166 Board of Education Instruction," William F.Ryan, " Utilization Patternsin Programed 170 New York StateEducation Department

187 41 MISCELLANEOUS., Operation of AudiovisualEquipment," "Self-Instruction in the 189 Newton A. Allen forGerald Mars,Syracuie University Center," John Battram,White "High SchoolInstructional Materials 192 Plains and Appraisal Center," " "New York City'sAudiovisual Development 195 Edward Bernard, NewYork City Board ofEducation Robert Brown and GraceLacy, "Cultural EnrichmentProject (CUE)," 197 New York StateEducation Department Audiovisual Equipment," "Self- instruction inthe Operation of 206 Maxine Haleff, HunterCollege 208 "Recipes for Learning,"Frank J. Julio,Wantagh Circuit," Helen McDivitt, "Demonstration ofTeleteaching by Closed 210 South Kortright(BOCES, Dist. #3) York State Education "Team Teaching,"David J. Rees, New 212 Department; and IraSinger, Buffalo(BOCES, Erie #1)

to the SmallSchool," Allen Stripp,Old "Fitting an AV Program 213 Forge

xvi PAGE

Overhead Transparencies," GeorgeWiesner, "Commercially Available 217 New York StateEducation Department OOOOOOOOO ...... OOOOOOOOOO

221 LIST OF PARTICIPANTS OOOOO ...... OOOOO

xvii GENERALSESSIONS THE DEPARTMENT'SPROGRAM IN EDUCATIONAL COMMUNICATIONS

Lee E. Campion, Director,Division of Educational Communications N.Y.S. Education Department

When traveling for the NEA, I hadthe opportunity to attend manyconferences, such as this Convocation, in many states:local audio - visual conferences, state audio-visual conferences,and state television conferences. When reviewing these and thinking aboutthis meeting today I think New Yorkhas something to be especially proud of. I do not know of anyconference I have attended in our field of communicationswhich has had the leadership, the kind of program, and the kind ofactivities demonstrated here today. And I feel like you,that I was a spectator. The planning was handled by Larry Twyford and his Bureau personnel.It was also a pleasure for me towatch the members of our staff in operation. I do not get a chance to seethis too often; not as often as Iwould like and it was most intel.estingfor me to hear your reactions to them.

The role of the Division ofEducational Communications can bedefined simply because we have a publication whichexplains the Division's fourobjectives. "(1) It collects original photographicnegatives from many fields of study and from these prepares and organizes anappropriate classification, lantern slides, and photographic prints. (2) It does the work of circulatingthese slides and photographs as temporaryloans for educational purposes. (3) It receives and passes upon applicationsfrom the schools to the state forthe works of approval of projection apparatusand of reproductions of standard art with a view to themaking of apportionment of moneytowards the purchase of the same. (4) It endeavors to determinethe educational value of visual aids to instruction, and to makesuggestions for their use wheneverthe opportunity is offered."

This is an official publicationof our Division dated January,1926, and was furnished to meby Franklin Mathewson.It's a real pleasure to see this because I think it does pointout that we have made some progress.We now have a Division notof Visual Education Instructionbut a Division of Educational Communications.

I feel like the nunwho had joined the Conventand had taken a vow of silence, and after five yearsshe was called in by the Monseigneur. Re said,. "For keeping your vow you are tobe -Pwarded. You may speak one sentence. What is your one sentence? She salt:, "The food is lousy." Five years went by and the nun was called backin. She kept her vow and was not to be re- warded with two sentences. She said, "The food is stilllousy and my bed is He hard."Another five years went by andthe Monseigneur called her in. said, "You have kept your vow; you maynow speak threesentences." She said, "The food is stilllousy.My bed is still hard.And I want to get out."The Monseigneur looked at herand said, "I'm not a bit surprised. Ever since you got in here allyou've done is complain, complain,complain." Almost one year ago we made a vow or apromise to attempt to provideleader- ship in the state in the field ofcommunications. I spoke at different meetings at this time to boththe television people of the stateand to the audio visual people of the state. It was stated at that timethat we had ideas for improvement andfor reorganization.Many of the things that we promised have come true. -4.

reorganization proposal One of the first thingsthe Division faced, was a from on the partof the Department that wouldhave split our Division, TV media audio-visual. The Division reaffirmedthe idea that communication should be unified and thatcommunication media shouldwork at all levels this concept; that all media of instruction. The Division still holds to Communications at all should be represented inthe Division of Educational levels of education. I think, too, that overthe years we have given award you gave leadership. I believe people likeWarren Russell and the him represents leadershipin the field.

The Division's reorganizationplan includes a Bureauof Mass Communications. and a tech- Under this Bureau there are twosections, a broadcast section third section has been nical support section. In a plan to the Regents, a It is a section submitted which has beenapproved by a committee of&agents. There is no staff or dealing with mass communicationmedia and materials. and other mater- money, at the presenttime. Data processing, film courses, In the technical ials in mass technologywill be handled by this newsection. technicians are going to be support section we aredeveloping the concept that expected to be the needed on school staffs; thatprofessional people cannot be technicians, the operators ofequipment, the people whomake the material, and the people who do thedistribution of the materials. The Division's technical In staff is getting called on moreand more by people in theDepartment. fact one of our problems isthat they are called on tothe extent that there is not enough time to dothe work of the Division. have seen the kind As to the Bureau ofClassroom Communications, I think you I think Larry of work it can provide inthe way of consultant services. Twyford has demonstrated thisin the work he and hisstaff have done in pro- taken in the viding services for thismeeting. New directions have been staff; Bureau of ClassroomCommunications, also. We have added additional York to be our people like Dick Hubbard whois really coming home to New We curriculum implementer, our contactbetween curriculum and ourDivision. offices in the Departmentsuch are attempting towork closer with the various I believe excel- as curriculum,research, and school buildingsand grounds. lent progress has been madein this direction. The other week a joint meeting Sol Cornberg came in totalk about was held withthe higher education people. expanding this new designs for spacefor communications. We are interested in head up a kind of work within our ownDepartment. Bill Henry joined us to be given in the special evaluation project tohelp find out how assistance can that go into the evaluation of materials. The vast amounts of materials that can schools is tremendous. How can we assist youin developing a program guide- come up withquality, offer recommendationsand directions, and provide lines for purchase? They In the Bureau ofClassroom Communicationsthe men have to specialize. works in the area of have specific assignments. Dave Crossman for example gigantic task of school electronic classrooms and healso has to take on the Mamaroneck building design. While working in this areahe has consulted with and Mt. Kisco. which is called In the area ofcurriculum the Divisionbegan a culture project working in this area. It is our intent to CUE.Grace Lacy and Bob Brown are _5_

What can be donewhen you infil- study new conceptsof packagedmaterials. curriculum, packagesof material trate or integratewithin an existing with guides for theteachers to carefully worked out tofit the curriculum use? regarding state contractsfor audio-visual Dave Rees hasthe problem area working in the areaof the educational equipment and materials. He is also his study of the statusof the film both 16mm and8mm. Dave has completed be published underthe title, educational film in NewYork which will soon "Films for Education." He completed in the field ofprogramed instruction. Bill Ryan specializes programed instruction. his first working paper ona handbookin the field of This will soon bepublished. Office of Education on asurvey of Dave Crossman hasworked with the U.S. laboratories. This will soon be electronic classroomsin foreign language reported. facili- television--higher educationhas made a study on ETV Bob Hilliard in printer and will bereleased in ties in highereducation. It is at the February. what the situationis We are trying tofind out wherecommunicat:Lons stand; how little we knewabout some communi- like in this state. It is amazing believe a Convocationlike this is so cation activities. That is why I vital and necessary.

plan for state-widetelevision. I know of I believe wehave quite a unique it quite in the way wehave approached it. no other statewho has approached systems for the working to develop alltypes of ETV systems: The Division is and 2500 megacycle systems community, open circuitfor general education, All are producingmaterials for higher educationand the publicschools. A duplicatingservice will extend that will go into avideo-tape library. We throughout the state. The emphasis mustbe on quality. these materials production by will try to answer someof the criticismsof mediocracy in We have twovideo tape concentrating on fewer programswith more quality. Division in Februaryand we will recorders on order. They will be in the duplicating service inthe spring of '64. start experimentingwith the tape phase one of ourfilm program toextend Dave Rees hasproposed a plan for through our Boardsof Cooperative the number of regionalfilm libraries this is only phase one. Educational Services. Let me add that of Bernarr Cooper aschief, The Bureau of MassCommunications consists and Carl Balson.This Bureau with Ray Graf, BillHumphrey, Joshua Roach assists the ruralschools in getting films. budget and approached We have taken ax,tle of seed moneyin our technology Erie County SupervisoryDistrict several schooldistricts. Ira Singer from To develop what wecall a teaching #1 has aresearch-curriculum center. issue of DAVI) and tohelp him in wall (you can readabout it in the next Singer with a the forming of agraphics center; theDivision has provided Dr. small grant. .6-

promise to you, a I again approach theidea that we are making another illustrate this with a promise to prov!deleadership. I think I can well story I never get tiredof telling. It illustrates our rolein serving To solve this rat you. In the City of Baltimorethey had a rat problem. problem they brought in cats,and soon their rat problem was gone. Now They they had a cat problem. Cats were all over theCity of Baltimore. didn't know exactl: what to doabout it so they went to the city government and received a grant.They went o the state governmentand received They distri- another grant. They made some fibs on thehabits of cats. buted these. They spoke to PTA's .nd civic groups. They got out their visuals and maps and startedpinpointing where the troublestarted. It all ceni:ared around a single spot. They went there and sure enoughthere was a great big tom cat. Well, they picked him up andtook him back and to solve their problem they were going todo away with him. But all of a sudden they were flooded withmail.The daughters of the American TomCat Society, the National Societyfor the prevention of cruelty totom cats, wrote and they had allkinds of publicity saying youcan't do this. This revised is cruel.You can't treat animalsthis way. So like educators, they the animal or produced a secondedition and let him go. Everybody was hrppy for awhile. But it didn't solve theirproblem. In fact it got worse. There were more cats. Once again the citizens tookaction. They got Congress to pass legislation forfederal grants; they asked theFord Foundation to contribute money, they producedfilms. Once again they got outtheir maps, put They went up their pinsonly to learn it all centeredaround the same spot. Be had to the same locationand sure enough there wasthat same tom cat. become a consultant! So in conclusion we willmake another vow, not of silence, but one of serviceand hope we can provide youwith the kind of leadership you expect from us. TECHNOLOGY OF EDUCATION THE SCIENCES OFLEARNING AND THE University C.R. Carpenter,Pennsylvania State

chosen weeks ago andperhaps may seem The topic which Ihave selected was of Learning andthe Technologyof pedantic as it reallyis--"The Sciences could say that wouldbe I am reallyconcerned with what we Education." verycomplicated and significant and haveimplications for this very, which we know into anactive educa- difficult problemof translating that tional technology. efficacies of differentmodes of com- You know as well asI do the varied elusive. It is munication and thatthe verbal modeis particularly of the communicationsprocesses. elusive because ofthe complexities mastered thetransformation that must It is elusivebecause we have not the areas ofabstraction. But in take place from onedomain to another in might try to imaginethat unreal- u sense we arestuck with it, and one does not exist. I think itwould istic world whereverbal communication th©oe of us who aremedia-fixiated. be a particularlygood exercise for One of our There are rolesfor differentmodes of communications. for the rightmodes and principle problems is todetermine the place and meaning. I would pleadthat types of expressionwhich provoke action different types ofcommunications we face upto theconsideration of where bring influence tobear in the right fit into the totalmatrix, and how to whatever mode,media, or con- direction for the rightobjectives using dition might berequired. the possibilitythat one of the In the introductionI would also suggest and I are verymuch concerned isthe problem great problemswith which you In this manuscriptI have underlined of adaptive changein education. and importantchange, not just any adaptive change,appropriate change it? How do weregulate it?How do we con- change. How do we instigate trol it fordeserving purposes? certain rightnessabout the presentfor I would suggestthat there is a As my subscriptionto the titleshowed, significant change ineducation. could get very I am not veryoptimistic and I I am of apessimistic mood. change that is occur- degrees and extentof significant cyr.cal about the International Congress For instance,recently in the ing in education. with which we are estimated that allof these gadgets of Psychology I probably are af- the media, howeverwell developed, concerned, all of in this country. 17. of the totaleducational enterprise fecting only about let me know; if with that; I hope youdo. If it is more, You can argue enough by it as itis. it is less,don't tell me. I am discouraged been a change ofthe dimensionsof a revolu- I do believethat there has From th.ls weshould get a lift, an tion in thefield of communicationl. the question,"What does excitement and encouragement. We should ask for education?". Education is a this revolution incommunication mean is that you cannothave the changes occur different domain. My hypothesis field withnut thestress becoming that have occuredin the communications the forces ofcontrasts, theconfigura- so greatthat inevitably, due to tion of educationis influenced. "What is your role in instigating adaptive change?" I suggest that theme are certain things that we can do to solidify the incrustations which already exist, and to some of which we are very strongly committed. By contrast there are certain possibilities for actions that have tremendous leverage for introducing adaptive change. Probably these areas are not of a specific variety. They are more generic; they are more fundamental. Perhaps they involve principally the theory of education or the theory of learning and ways in which these can be brought to bear.

There is the problem of the state of the science of learning and since I have already written too extensively on this question I shall simply go over the outline. I think we could make a good case for the fact that there is a limited but dependable and applicable body of information in the field of learning that can be transformed through various levels of abstraction to levels of application. We should get on with the job because there is no other basis that is more dependable and sound than that basis of dependable fact in the area of human learning. Having said that, I would suggest that this information is entirely inadequate. It is an area that is grossly neglected. Too many of us presume that we can draw the conclusions about some of the most complicated biological life science phenomenon that exists--human learning, retention and memory--without knowing the facts. If we tried to behave like this in certain other areas of the physical sciences, where we had to test it out in the technologies of engineering, we would soon find the inadequacies of our procedure.

It is encouraging that we can talk about the science of learning. It is encouraging to me that we are becoming aware of the boundaries and limitations of the field in which we operate. We are becoming less receptive and more allergic to the prophets and the messiahs in the educational field. We still have the discipline, the religion of programing, Brunnerism, etc., but nevertheless we are skeptical. We are aware of the limitations. This is a good and healthy sign. We are becoming aware of the requirements for advancement. There are a great many people who are beginning to be convinced about what is required. They a,e saying this to the U.S. Office of Education, the National Science Foundation. "Keep your little project funds. We don't want them. They won't do the job. We can't handle them. They are too much trouble. There is too much loss in building up a small project. If you can't do something that is more in line with the requirements for solving the problem we willhave to work out a new method."

In a study that I made two years ago, "The Assessmentof a Complement of Learning research Centers", I suggested in the conclusionthat we needed a hundred million dollars invested in the12 differentiated learning research centers per year until 1965 or 1966, and then increments pro- portioned to productivity after that time. When this was first presented it was thought to be a grandiose illusion. It is now being talked about as if it were an accepted fact. This just suggests one of the dimensions of the problem. We must begin to think about research centers,specially built and specifically equipped todo the kinds of complex jobsthat are involved in research and understandingof complex human learning. This

,,,,, -.- ...... It cannot be cannot he done withsmall projects on ashort term basis. We have to staff done with people who aretrying to do somethingelse. competencies on a them with the test competencieswhich are available, continuing, all-outbasis. and need for I believe we aredeveloping an awarenessof the importance knowledge about learning topeople who can make communicating scientific I am This is the interfaceof science andtechnology. the application. Iowa who used to encouraged to find peoplelike Spence, for example, at interested in it."He is now say, "If it's auseful fact I am not of his research inrelation to becoming concernedwith the significance school problems. 20 to 25 distinguished out- I am sure that Icould identify right now the possibility thatthey standing psychologistswho at least tolerate of a school system. This could make somecontribution to the operation I submit that it is ahealthy develop- is something thatis a bit new. ment. There is muchmisunderstand- What is the stateof educationaltechnology? "technology", we frequentlythink ing about this. When we use the concept and the instru- of the hardware, thegadgets, the equipment systems, "process", the The real definitionof this term is the mentation. and translating operations involvedin taking basicfundamental knowledge only the hardware;it it into usefulapplications. It involves not competencies, and thepeople who are involves also theintelligence, the knowledge useful and engaged in the operationswho make the fundamental applicable. going to beaccomplished by little This is no smalltask, and it is not problems of educationaltech- fragments of our industriesdealing with the of a division. It it not going to nology as asub-sub-subordinate section thinking how to convertthe fundamental be accomplished bypart-time people It is going torequire knowledge into practicaland useful application. level of thought systemsand efforts. It is going to the very highest education. It with the logisticsof the resources of require a concern commend in this country will require the verybest competencies that we can educational problems in an working out variousstrategies for solving starting with therequirements orderly systematic manner. It will involve solve the problem ordo the job ratherthan starting that are necessary to the sixth or The cost factorprobably appears in with limited budgets. tactics and planning. It is going torequire the complex seventh stage of I wish that we art of applyingand carrying outeducational strategies. components of atotal planning had time to go into e,.21h of these three terms of the veryhighest level system to seewhat it mLight mean in administrative thought.

make three proposalsfor groups working onthe logistics, I would like to think are extre- strategies and tacticsof education;three thingP Last I One is a groupwhich I would call a"Rand Corporation for mely important. Rand Corporation is Education" in the UnitedStates. If you know what the -10

It essentially know what I mean. I will describeit briefly. you will competent people in a consists of a fairlylarge group of exceedingly have not yet number of relevantfields who dare toattack problems which And I submit that wehave been solved regardlessof their magnitude. because of their magnitude. problems in education wehave not yet solved of daily activities to Some of us need tohave immunity from the pressures synthesize and to work on think, to consider, toanalyze, to evaluate, to these problems at the veryhighest level. be without is a very One of the necessarycomponents that we cannot the country working onthe competent collectionof the best brains in applied will be determined strategies of education. How this Is to be It It is not to beauthoritarian. It is to beinformation-based. later. with immunity from the pres- is to face up to thebasic facts of education sures of, day today activity andpolitical interference. It is a componentthat I have alreadyreferred to the secondproposal. research centers. we must haveand that is acomplement of learning instrlc- The third one has todo with establishingand staffing adequate solve the problems tional materialsproduction centers. We simply cannot unless this is done. The of quality which we soglibly say we want, for very good reasons teacher prepared materials aremost often inadequate afford the for which the teacheris not responsible. We simply cannot classroom to classroom,class tremendous duplicationthat is going on from college, and university touniver- to class, school toschool, college to regionalism, and we have to We are sufferingfrom a pathology of sity. that we go to the cure it. I am not suggesting onthe other extreme I am suggesting aseries pathology of centralism asis the case in France. city for bringingtogether of cent-ers in a state, acounty, a region, or a matczials and thepeople. There- first the spaces, thenthe equipment, the This is one of the necessary by courses car beproduced and distributed. Education" would findfor approaches that I think a"Rand Corporation for the utility of thebest kinds of the improvement ofquality and increasing instructional materials. In the interest What are the barriersto adaptivetechnological change? brief comments. The first of time I shall simplyread them, and make very You and I are prettyfar down is the decisionmakers and authorities. it comes tomaking the realdeterminant decisions the totem pole when in educa- in relation tocommunication technologies about adaptive change level where thecrucial We have to find some wayof reaching to the tion. Legislature or at theCommissioner's decisions are made, whetherit is at the Government, or of theschool board. level, or at the levelof the National frustrations within limitsthat are Too often we areoperating with great in and we cannot moveand we set by priordecisions. They have hemmed us cannot operateeffectively. and plans of close consideration tothe order, timing We need to give very things at the right action, because itis very crucialthat we do the right time and the right ratein order to getchange introduced. complexity, As a third point Ithink we have torecognize the extraordinary change is to be introducedinto the mass that must bemoved if adaptive begin to recognize that we arenot educational systems. I hope that we transparencies, television,radio, or new instructional only introducing change, the wholtuatem When we introduce asignificant adaptive patterns. will be treated must respond. If itdoes not, the changethat is attempted This means changes in as a foreignbody and ejectedfrom the organism. staffing, and the rolethat administration, budget,building, equipment, to appreciatethat when we are inall of us play. I think we will have against probablerather than novating in education wehave to balance risk It is this that seemsto me to be aninhibitory factor--a certain gains. than the degree of barrierbecause the risks arefrequently better known that comes from probability of gain. I think that muchof the resistance threat as television comesfrom teachers and facultyin relation to such a role. the uncertainty abouttheir future position or that you cannotintroduce these I would call to yourattention the fact supporting 1Y,Ibicopinion. things without adequatepublic knowledge and attention to the fri.ationof what Therefore, we have togive very careful talking alxu,, %o rdinfor- kinds of information wedisseminate, and I am not talking abki

John Everitt, EncyclopediaBritannica, Press, Chicago

The subject of this presentationis communicationsparticularly relative in Jamaica to academic communication. Most recently I was discussing the subject of communications amongporpoises. These animals out in the Atlantic actually docommunicate with each other. They have a language; they have a way ofunderstanding each other on quite anabstract level. Consequently, to me this is atthe moment quite aninteresting subject. Unfortunately, I will not beable to elaborate on it here.

Probably we all started Human communicationis quite a differentthing. out at some time orother in our past ancestrydoing no more than porpoises understanding the are doing, whichis a kind of grunting toeach other and communication was between maleand female. grunt. Probably the first human probably the This grunt did not last verylong, but nevertheless, it was first communication. their children, and the The second came when theybegan communicating with be- others around them. In the next step ofcommunication development man came a gregariousanimal communicating withhimself and with other people. One He devised many methodsof communicating withhimself or with others. probably the first and, I am way, certainly, wasspeech, and speech was inclined to think, it willprobably be the last reallysignificant develop- undoubtedly first mentin communications. But in any event, speech was spoecht oral, and then writtencommunication. Pictures soon accompanied But then music and finally thedemonstrating arts of one kind oranother. the whole purpose of it was in some wayor other togain a communication between what is the thinkingof a person with that ofanother person.

Down through thehistory of the West we usedwords in their written form from one for storing this information orthese ideas or these thoughts What a remark- generation to the next andfrom one individual to the next. ably glorious thing it musthave been to be able to say aword, a sentence, or a thought, inthose particular words, inthat sentence, in that para- be graph, on that pages It was discovered thatthe person did not have to order to experience in the actual physical presenceof another person in the thought, in order tolearn from him, in order to,in some sense, participate in his behalf. This must have been anenormously exciting day discovered that you could put when this was firstknown, when it was first it down and you couldleave it for somebody else. and over again. We Once the technique wasrefined, it was polished over have it first in terms ofmanuscripts, then finally in termsof opinion pictures and press.We perfected it to thepoint where we could take leave pictures to be looked atand understood by somebodyelse. We could not only leave thewords and the thoughts, wecould leave pictures with thoughts and with informationand so on.

This very briefly is the way weprogressed. Now we actually canleave everything we know to those wewill never see. We can put a book on a press and spew outhundreds of thousands of copiesof it to be read by people the author has never heard of nor seen. This is the kind of day in which we now live.

Nowowhat happened to academic communication?Academic communication begins in very much the same way as all other communication did.The earliest classes we know anything about were the classes in the old Rabinical schools and in the Alexanderia Library. These classes consisted of approximately 30 students for each teacher. The teacher read the manuscripts, came in and talked to the students; communicated orally, this student with this teacher. At the end of a term the student was required to give some kind of an indication of what he had learned. The students who listened were finally brought up to the point where they could read the books, they then in turn became teachers of additional students, or teachers only of themselves, or non-teachers out in the world. Nevertheless they trans- mitted the knowledge they cuuld read and the knowledge they had heard.

Down to the time of the printing press this was what happened. In the Middle Ages the classes were quite similar to those in Rabinical schools- - one teacher, 30 students. Today there is one teacher for 30 students. The printing press came in immediately, not only were there books for the teacher but there were books for the students. The scholarly community, the academic community, became the community that read. The word lecture itself was simply a word to indicate that the person doing the lecturing had read. Since Gutenberg, reading has been the basic means of communication. The fact that you must be able to read in order to be a teacher, that you must be able to read in order to be a student, became the first requirement of an education.

Since this time we have had a vari-ty of other means of communication come into our lives. Radio was first and then television. So what did Western man do?He took the enuemous electronic marvels, the discoveries of science and developments of technology that had been unheard of and un- dreamed of for years, And left them for the other side of man's communicating nature, that is his desire to communicate entertainment.These discoveries and developments essentially became the media of entertainment. At the same time, the printed word, behind and between hardened covers, continued to be the way of academic or scholarly communication.

I was at one time a professor of philosophy at Columbia. I had exactly the same prejudice that I am sure every philosopher has--that there is something mysterious about the printed page. There is something mysterious about the page that can have jump out at you ideas that you have never had before, that can insert themselves in your mind in a way that you did not know they could be inserted, and can open up whole new vistas. I am sure that most professors, whether philosophers or not, have had the experience of learning largely through reading. It is understandable, then, that they went along, as did most other educators, with the notion that films were for the purpose of entertaining you, that television and radio were for the purpose of entertaining.

Actually, we had arrived at a wholly different position. We have reached the point in our history when the academic community itself must begin to 15

and that is they have neverrecognized before, recognize something student or tosomebody else to presentsomething to a the media you use The physicalform you use determines what youcan present. The old in many ways of what canbe presented. richness andthe breadth style of type, determines the nothing in itexcept one text with noillustrations with The power ofthe present verylimited concepts. page afterpage could greatly enhancedby to anotherperson, was printed page topresent ideas enhanced by Middle Agesit was greatly illustrations. In the manuscripts which putting in along thesides of the particular letters With the illuminating manuscript alonecould give. something morethan what the development of gave of photography,and the printing press,the development had neverbeen made the booksomething that it reproductionmethods, we of varietyand breadth could communicatea richness before. The book now been communicated fact thatcould not have of experience,of ideas, of type. with just pageafter page of transmit world in which welive and try to need to realizethat the requires so muchmore Here we generation tothe next ideas andknowledge from one printed pagerequired. for transmissionthan the in the wayof a mechanism fabulous marvelsthat science bring togetherall the At thispoint we must simple scheme 50 years havedeveloped into one and technologyof the past auy morethan This is notgoing to be easy, communication. the riotsthat for adademic the Sorbonneto resist for theprofessors at it was easy professors had atthe time ofthe introduction the studentsand the younger there would these professorsmaintained that of the printedbook. Many of and listen tothem Why should astudent come be no longer ajob for them. This same to alibrary andread the book? give a lectureif he could go The different then to thepresent time. expressed since for per- fear has been the status quofor personal or wanted to maintain did not put single groups The libraryand the books professional reasons. and haps erroneous and the booksbecame a real anybody out ofbusiness. The library educationalexperience. significant partof the total amalgamation of everymeans of being somekind of Now, we mustbring into experience of the the totaleducational We have to renew business communication. take away fromthe entertainment child and ofthe adult. We must Can youimagine communicatingfacilities. the full useof all ofthese instantaneously whatis in a schoolhere can know that now achild sitting in England?He in a speechin Parliament going on in ariot in Africa, or days later, not one time it ishappening, not two can knowit within the in ourclassrooms and six monthslater. We can present, day later, not personalities of ourday, peoplewho never students, thegreatest We can with our in our variousinstitutions. would be knownto 90% ofthe students filtered through not in greatbiographies, not present them,not as myths, We can..dothis people, but asthey really are. the minds of ahalf a dozen do ityet.we must before. Yet we do not now, and wenevercould do this do it. Should we per classroom should wehave in thefuture? What kind of a If we do, wewill find teacher to every30 pupils? petuate theformula one discover that wehave than forward. We will ourselves goingbackward rather have the senseto use of knowledgeand we do not a greatlyexpanding world -16-

the equipment to present this greatly expanding world of knowledge. Examine the kind of class or learning situation we could actually develop right now with present knowledge and materials. We could, right now, put much more responsibility for learning on the student. Right now, we could take much of the burden from the teacher of presenting certain concepts and details that could easily be achieved in another manner. Right now, we could make the teacher an inspirer, somebody who develops motivation and keeps it high, while at the same time give educational media the job of presenting factual knowledge in an organized, systematic way. Right now, we could arrange it so that a student who wanted to see a delayed action film on how a flower blooms could go to a corner of a room, push a button or dial something, and see exactly that all by himself,)We would not even need to have a class or a teacher to do this. Right now, if we wanted a student to understand the battles of the Civil War when he was at that point at which he wanted to understand it, he could dial a film and see it in some private viewing place. We could do these things; we do not have to wait for any technology! Right now, we could put on a computer everything that is in the Encyclopedia Britannica--40,000,000 words including ifs, ands and buts--on a computer, we could have a dialing system whereby anything you wanted to know could be dialed for and a printer would print it out, you could read it and then throw it away. Absolute, up-to-date, complete information would be in anybody's hands at any time it was wanted. Right now, we could have a system of centers for current information, that would be wired into schools, rather than being shipped to them in cartons of books that had in turn spent six weeks in a bindery; which had prior to that time spent much time on a press; prior to that much time in an editorial shop; prior to that much time in an author's hands. These are not things that depend upon some new science or some new technology. These are things that are now in existence, that actually in many instances are being used by industry and government and are not being used by the educational system.

They say that there are two backward industries in the United States, rail- roading and education. I went from New York to Philadelphia the other day on the Pennsylvania Railroad; I think it is more backward than education. Education is backward to this extent. We educators do not bring together all of the things that are presently available to make it possible for us to change a learning situation from an archaic one to a modern one. Know- ing of a number of fears in this regard, I am quite convinced that the scripture is correct even though it may not be possible to interpret it the way I am interpreting it, but the words are correct. It says, "the word becomes flesh."Meaning is not something that can be pulled out of some electrbnic box. Meaning must be in flesh; it involves humans. It must be in a transmission from one human being to another. I do not question that this is true. The central place in an educational structure is always going to be a teacher. Facts, no matter what they are, have never spoken for themselves in their lives. Facts speak only when they speak through the meanings that somebody gives them and that somebody is the teacher. But are we actually now giving the teacher the kind of material support that theteacher needs to keep him from becoming obsolete, to keep his mind modern and up-to-date. We are not accomplishing this because we are not using the actual materials of transmission that are available to us. the teacher willstill be a filter. The teacher willstill be a funnel; teacher can best usein this day and age, We must give theteacher what the not what theteacher used wellpreviously. into a The student walksinto a classroom or Where is thestudent now? yesterday, a fineold student find? I was in one school.What does this The I stood outsidethe door of aclassroom. sz,hool in Philadelphia. be the same classroomin teacher was teachinggeometry. It happened to It was notthe same teacher. It which 30 years ago I wastaking geometry. set of chairs;and the words were was the sameblackboard; it was the same being used in the same way. The great big identical. The blackboard was it had been there swinging inprecisely the same way wooden compass was up way it hadbeen dust was all overthe place in the same before; the chalk precisely the same. I before; and tteexasperated tone ofthe teacher was been talking to meand throwing could have closed my eyesand she would have Now you canclaim that again; 30 years ofidentical instruction. me out changed, and it haschanged a changed. Well, geometry has geometry has not it is no longer It is no longerthe same science; great deal in30 years. They have changed so the awe subject. Ways of presentingit have changed. of us would not evenrecognize it radically in certainexperiments that many listened to a replayof a record more. There I stood and as geometry any and probably had gone on30 years that I knew had gone on30 years before, experience the samething in almost before that. I suppose allof us could any school. into this kind of an this student? This student goes What is happening to is learning. This environment for fivehours a day. This, to this student, This is what is meantby scholar- is what is meantby academicdiscipline. mind with somethingimportaat. This is what is meantby filling your ship. multi-million dollar moviemade in Then the student goesout and sees a talents at unheard of expense Hollywood, sees wherecountless brains and place, where retakeafter retake after have been broughttogether in one thousands of feet offilka have retake has been madewhere thousands upon they were not up to a veryfine point ofperfection, been destroyed because concentrated of fabulous talenthave been pooled in and where men and women time to produce this effort and work 18and 20 hours a dayfor stretches of of perfection; notthe This one singlefilm has a degree one singlefilm. blackboard dust sloppiness of the teacher upthere with the old compass, and all the rest ofit. mentioned student isthat the most The obvious thoughtfor the afore engaged in entertaining,not in important thing inone's life is to be talk about communication,talk about it, enlightenment. If you want to and two ways only. We communicate to but you talk aboutit in two ways Put the twotogether and what entertain, and wecommunicate to enlighten. in terms ofenlighten- On the one hand, wehave communication do we have? hand, obsolete, unattractivefashion; and on the other ment in a shoddy, brilliant package we communication forentertainment in the most we have movie, goes home, Then the same studentwalks out of this can give it. man's challenge in television, and discovers anhour's story about turns on talents of production; OUTER LIMITS. For one hour,there are enormous designs, acting,everything else, enormous talentswith regard to scenes, -18-

which is to show how for one ephemeral hour ontelevision the purpose of The student turns futile man's efforts arein adapting to his environment. morning goes to school. off this exciting andmorbid presentaLZon and next make a very What kind of impressiondo we make? I think as educators we peculiar one to this child in this day and age.He unconsciously begins serious to understand thathis parents and hiselders, are not nearly as about enlightenment as they areabout entertainment. These people have enlightenment as they have not taken the samekind of trouble to present what they say to present entertainment. These people really do not mean when they say that educationis the most important thingthat can happen I think they to one. I think that they areright if they get this view. are right,completely wrong and right. together the things which We are serious aboutthis but we have not brought we must bringtogether. We have not beenable to convince other people that we reed the tax money todo the right kind of job. We have not been able to convince ourselves in our owngroups, in our owncAlmunities (I mean libraries, AV centers, by that communities ofscholars), that we do not have a teacher, and aclassroom, all separatelylocated. We have not convinced and the supplier all of our own constituents-theteacher, the administrator, of material..that this is asingle joint enterprisefocusing finally on one pent and that is the learningsituation of the student. Nothing else makes Yet, within the academic any difference. We have not done thisourselves. community, until we do make a jointeffort, we are not going toconvince the people outside. We are notgoing to convince thesestudents that their destiny and hopes lives, their destinies, thedestiny of this country, the what they value of the Western world, allrely on what is on their heads, minds, not with their most, what they know,and what they can do with their hands. crisis we have had os In my view we are confrontedright now with the worst The worst crisis far as the way of life wethink is important isconcerned. is to change this educationalsystem, one whichdid the most fantastic job of any educational system everdevised by man. It made a nation out of a foreign nations, with polygongroup of peoplethat came from hundreds of countless thousands of r-ejudicesagainst each other, withterrible hatreds that went way back into time. Taking that group of peopleand making a miraculous job and nation of this kind in thisbrief length of time was a But now I do not think thatanything did it except theeducational system. we must adaptthis same educational systemthat did this fantastic job and in all its full- make sure that it transmitsknowledge accurately, richly, creative ness, from onegeneration to the next, andfrom one individual together every single aid mind to other minds. This we must do by bringing we have, whetherit is a teaching machine ornot. I do not know any "teaching machine" but if thereis such a thing, if itteaches, and if it is a machine, I am for it. If it is a film, I amfor it. If it is television, I am for it. If it is radio, I am forit. If it is any single way, air; singlething that can contribute tothis objective of developing the most modern, the mostcompletely effective and therichest learning situation for the student, I am forit. This is the challenge of con- have arrived from temporary communication. This is the point at which we the first grunting stages of mankind trying to communicate, one with another.

We have come a long way, but we now must recognize that we are completely dependent upon this communicating system. If we do not bring it together and if we do not have it as our servant, it will serve us with great ill. We will never get out from under the surfeit of words; it will be used for propaganda. It will be used to deceive man rather than be used for his glory. This to me is the most serious crisis I see.I tae certain political crises in Oina, Russia, South Viet Nam, and elsewhere. Poli- tical crises will pass but the crisis of being able to accurately and richly transmit knowledge will not pass until we solve the problem of how do we get all of these things together in a single package for the most complete learning for our children and for our students. APPRAISAL OF MEDIA

ANDMATERIALS PROBLEMS AND PROJECTS IN EQUIPMENT APPRAISAL

Edward Golub, New York City Board of Education

1. INTRODUCTION

2. PROCEDURE FOR EQUIPMENT AND SYSTEMS REQUISITIONING

A. Requirements - set by: 1. Experience 2. Committee meeting: a. Simple description b. Complex description

B. Requirements forwarded to Bureau of Supplies

C. Meetings with industry when new or special items arerequired

D. Specifications - Written by purchasing agent of Bureau of Supplies with cooperation of Engineering Department of BAVI: a. Make and model b. Performance specifications c. Comparative specifications

E. Appraisal and evaluation

3. PROCEDURE FOR EQUIPMENT AND SYSTEMS EVALUATION

A. Technical tests - 1. BAVI and Bureau of Supplies Engineering Departments 2. Test equipment

B. Field testing at schools

C. Review of test data by committee

D. Report forwarded to Bureau of Supplies

4. CRITERIA FOR EVALUATION

A. General - 1. Usefulness for intended educational purposes 2. Safety - electrical, mechanical, thermal 3. Quality of construction - electrical, mechanical 4. Operating simplicity 5. Maintenance factors 6. Cost

B. Detailed Guide List AND EVALUATION LISTS 5. EXAMPLES OF SPECIFICATIONS evaluation data A. Magnetic tapespecifications - specifications -Evaluation Rating B. Motion picture projector List - point system

list C. Language laboratoryinspection check

6. SPECIAL PROJECTS

A. Projector lamp problem - 1. Infrequent reportsfrom schools 2. Tests by Bureau ofSupplies laboratory 3. Withdrawal directive 4. BAVI testing program 5. Meeting with lampmanufacturers 6. New lamp development 7. New projector isolation transformers B. Phonograph safety program - laboratories C. Headphone - microphoneunit for language

7. CONCLUSION - aspects by educators A. Need for greaterattention to technical with educationalexperience B. Need for unbiasedengineering personnel STATE PROGRAM FOR REVIEW OFEDUCATIONAL COMMUNICATIONS

William G. Henry, Jr., StateEducation Department

Evaluation, communication, andeducation all share one commondenominator, namely, the factor of constancy. All of these processes,whether they may be a manifested reaction or anunconscious reflex are, without adoubt, a constant factor of ourhuman behavior. background of Evaluation, like communication,depends very heavily upon the information, emotions, and inferencespeople bring to the communication or, good or if you will, evaluationexperience. Why someone considers something bad depends upon manythings...how a person feels at thatparticular moment how much interest he has inwhat he is being exposed to...orhow "valuable" experience he he considers the experiencehe is having is over any alternate may be able tohave at that same moment.

Education, like communication,depenkis Lor its best efficiency on a continuing pattern of evaluative measurc,s. This is clearly evident when we consider the amount of testingthat is being used today toestimate how well information has been communicatedand comprehended.Unfortunately, though we really do notyet know how or whenlearning takes place or even what this "change in behavior" is,although there are numerousdefinitions that are useful invarious situations.

Fundamentally, the process ofevaluation is a subjective one. It is a qualitative measure that isassigned to a quantitative entity. It is an inter- play of adverb queries andadjective responses...it is elusive,persistent, challenge that requires us to and unstable.Most of all, though, it is a learn to ask the right questions,and many of these right questionsbefore we can say that wehave anything near the waypeople really value an object or an experience.

Along with evaluating thelearner, educators who are at theforefront of their subject area are also constantly:valuating the materials they use. But our degree of evaluatingmaterials has not prpgressed atthe same rate of determination as our measuresof evaluating learners. One reason for the big difference here, I submit, maybe the question of animate andinanimate relationships.When we are evaluating anindividual, the whole field or concept of the communication actis working', for us. Between two animate objects there is not oilytransmission but continuous feedbackbeing ex- changed. Whereas in communicating or, if youwill, evaluating with an inanimate object, there is onlythe factor of transmission.The feedback that is present is only that which isinternalized by the evaluator himelf. I contend it is thisinternalized interaction that reallyformulates the evaluator's appraisal of the inanimateobject.

The only animate communicationexperiences students have arethose which can be shared with ateacher or another student.Books, films, recordings, etc., can only offerthe opportunity of internalizedinteraction and are, therefore, not complete enough inthemselves to provide an optimumteaching- learning experience. Yet, from an economicaland practical point of view, their use and service is unquestionable.The crucial point here is that of determining how potentially valuable, oreffective they may be as instruments for the teacher to use to capitalize onthis internalizing process. It is to this point that the work of Project AIM* has been directed. Essentially, it is hoped that we may develop a program of standardized evaluation which will be useful to the teacher and educational communications specialist.

This probably represents the first effort of this type to be attempted on a statewide basis which is guided by the uniting framework of a state curriculum. Other studies concerned with evaluation have been conducted for various purposes and on differing scales.

Hoban (5), in 1942, with the assistance of a General Education Board grant conducted a study which concerned itself with evaluation and resulted in the publication of two works...the first, a Descriptive Encyclopedia of Selected Educational Motion Pictures, and the second, a very useful discussion of how the project was carried out entitled, "Focus on Learning."

Among the valuable insights Dr. Hoban gave was:

"Evaluation must be applied not only to gross results at any given point in the curriculum--to the products themselves--but also to the materials and procedures that were utilized in developing the various phases of student growth that are attributed to the curriculum. Unless the process of evaluation is applied to materials and procedures, it is difficult to determine those elements which have been effective in contributing to the attainment of the objectives of the curriculum, and without this determination it is difficult to increase the efficiency of the curriculum."

In 1945, several thousand school administrators and teachers cooperated with seven publishers for the purpose of evaluating the effectiveness of the visual aids then available and to explore more fully the possibilities of correlation between film production and textbook publication. This study conducted by Belknap (2) was basically an attempt to determine the economic soundness of publishers extending their markets to include the production of educational films. Ironically, Mr. Belknap's recommendation to the committee of publishers was one of caution, advocating deferment until a time when a wider market may offer better opportunity.Fortunately, for the field of education, all publishers did not heed his words, or the strides that have been reached thus far by the educational film might still only a latent curiousity waiting to be developed by some enterprising organization interested in the improvement of educational technology.

Another attempt at evaluation was a project to develop a nationwide program of film evaluation sustained by the Educational Film Library Association (1). Although the need for some standard by which critical interpretation and systematic cataloging was recognized, the emphasis of this program, unfortunately, was placed more on the cataloging aspect than on evaluation.The

* Project AIM -- Appraising Instructional Materials 027--

value of this service beyond that ofmerely identifying material becomes questionable, too, when one considers thedisparity that characterized the evaluators and the small amount of informationthat is collected from these evaluators.

Gilkey (4) predicted the need andvalue of establishing projects on evaluation when he declared, in the conclusionof his research which studied the bibliographic preferences of scienceeducators:

"As a final word, it is hoped that asingle organization or a complex of organi "ations will beresponsible for locating and assembling information relative tobibliographic data and content; then the professionalorganizations in the several disciplines cooperating with teachers,supervisors, and communication specialists could usethe above information to select and evaluate all potentiallyuseful material. The evaluations reported, using (a) preferreduseful bibliographic entry, could enable teachers tobase final selection of newer educational media on the criticalbibliographic entry itself or on a combination ofthe information supplied by this entryand personal previewing of several of theseemingly most appropriate films."

In analyzing the reports of thesestudies, several factors seem to have contributed to the difficulty of assuring suc_assto the early attempts at evaluation: first is the question of the usefulnessof the information collected; second, the question of consistencyin enlisting competent evaluators that would insure a certain amountof continuity; and third, the consideration of the criteria that is tooinclusive to really serve the needs of teachers or AV personnel indetermining material selection for specific areas. This last point assumes even greaterimportance when one considers that there is no such thing as a nationalcurriculum.

The basic objectives of Project AIM canbe stated as: (a) to acquaint teachers throughout the State withinformation about what material is available; (b) to reduce the amount of time andadministrative work directed towards the task of previewing materials;(c) to improve the utilization of instructional materials in theclassroom; (d) to assist in the wiser purchase of instructional materials;(e) to provide material to be used for preparing better catalogue descriptions;and (f) to stimulate the production of better materials.

The advantages of such an operation areevident from the fact that all material will be evaluated with the Statecurriculum as a guide; that the teachers who will be serving asevaluators will be carefully selected;that more time andefforts of local AV supervisors canbe redirected towards other aspects of their work such asthat of in-service teacher trainingand local preparation of materials;and, that AV supervisors will besupplied with evaluation that can assist themin their selection of films.

The impetus for a program of mediaevaluation such as this is kindled by the impossibility of the task of previewingall new materials on the basisof sheer quantity alone. Figure I, developed from the findings of Hope (6 & 7) and Flory (3), dramatizes this by presenting figures of the production trend of educational films over the last five year period. In this medium alone, there is an average yearly production of over one thousand individual items. When this amount is compounded by the releases of materials in the other media such as filmstrips, disc and tape recordings, and programed instruction, the total amount becomes physically impossible and impractical for schools to handle individually.

As part of the work scheduled for Phase I of Project AIM, consideration was directed towards the task of determining just how such a program could best be developed in New York State. Much of the information needed to grasp a perspective for this study was obtained by means of a survey designed to collect some of the present practices, procedures, and opinions to which various AV personnel throughout the State adhere.Responses from 35 districts out of a sample of 53 have provided us with information that seems toverify many of the hunches we had, as well as serving to direct our attention to some areas which were not considered to be too much of aproblem at this time.

The first item on the questionnaire was concerned with the purposes for previewing new materials.Respondents ranked the five purposes considered to be basic ones in the following order of importance: first, to acquaint teachers with new material; second, for purchase considerations; third, to write catalogue descriptions; fourth, because they felt better qualified than most to evaluate material; and fifth, because there was no current source of information available.

In response to the task of ranking the various media in terms of difficulty of evaluating them, programed instruction was ranked as the most difficult, followed by film series, tape recordings, filmstrip-record combinations, disc recordings, films, and filmstrips. The most frequently mentioned evaluation difficulties were: lack of time, obtaining materials from producers for preview, and the lakk of competent evaluators.

The average AV supervisor in New York State according to this survey devotes approximately 1/5 of his time to activities related to previewing new materials, and 16 of the 35 respondents stated that they felt that some of this time could be used to better advantage if part of the work was handled by an outside source.

In considering some of the main determinants of material acquisition, AV directors ranked the factors supplied to them in the following descending order of priority: need; potential use; content; correlation to curriculum; and finally, cost. And responses to this item reflected a fair degree of agreement (r * .35), (8).

Only two persons indicated that they had observed no differences in the utilization patterns of materials that had not seen evaluated locally before purchased. Most responses were qualified with the statement that no materials were purchased without first previewing them. e- 550045005000 rq 35004000 ./ r i200 30002500 0 . 2000 _,. / 10001500 9 11111111111"1.11111111111111111111111.611.0 500 '58 '59 (years) '60 '61 '62 Figure 1: Production trend films of educational -3a-

In an attempt todetermine the schedule of materialpurchased throughout the State, respondents wereasked to indicate the purchaseschedule they followed as a regular ruleof operation. Twenty departments purchasedmaterials on an annual basis, seven biannually, sixmonthly, and one on a quarterlyschedule. One department had no firmpolicy.

More than 1/3 of the requestsfor preview privileges of newmaterials originated with the teachers themselves. And this, no doubt, accounts for the responses that indicated that in33 of the areas surveyed, teachers were cooperative in the job of evaluating newmaterials, even though in no case did this extra work mean extra money. Five areas, however, did provide teachers with compensatory time inexchange for time spent in evaluating new materials.

In every case, AV directors weresatisfied that teachers were competentjudges of new material geared to theirlevel of teaching, and for the most part, indicated that the most competentteachers in their judgement were doingthe evaluating.The influence that teacher reactionsto new materials have on their purchase is an importantdeterminant in 26 of the areas sampled.Many directors cautiously suggested that suchreactions serve as useful indicators of potential use. However, approximately 607. ofthe directors consider that the judgements of "outside" evaluatorswould be equally valuable in"sifting out" materials to be considered forpurchase.

To an item concerning the useof presently available commercialpublications providing material evaluations as amajor service, 1/3 of therespondents indicated that they did make regular useof the service provided byEducational Screen and AV Glide. The second most frequently mentioned response,however, was NONE, and this response wasregistered also by 1/3 of therespondents. The remaining responsesincluded names of such publications asE.F.L.A., AV Instruction, Wilson's Guide,Film News, Film World, Landers FilmReviews, and various producer's catalogues.

Over 70% of the directorsreturning the survey indicated apositive attitude towards the establishment of some typeof Statewide program concerningmedia evaluation coordinated by the Divisionof Educational Communications. All but three respondents indicated thatratings which call attention todefinite shortcomings would be more helpfulthan those which merely intimateinferior material by not including them in apublished report.

In an attempt to determinethe degree of detail AV directorswould prefer in the film description sectionof an evaluation report, threesample descriptions were submitted as partof the questionnaire. Responses to this item suggest that a more concise description ofapproximately 100 words in length is pre- ferred over a longer and more detailedversion of 300, or a brief versionof 50 words, although this preference was notoverwhelming.

In summary, the typical caseis characterized by anaudio-visual supervisor who spends about one fifth of his timewith duties related to previewing new materials and because of an alreadydemanding schedule indicates thatthis He has a time could be used to betteradvantage in performing otherduties. positive attitude toward the proposalfor a statewide evaluation program. It would hopefully alleviatehim of some of the work in evaluatingmaterials by providing him with enoughinformation about an item to allow him to eliminate the unsuitable materialimrediately. He indicates that he wouldmake use of such a service, eventhough he is now generally not utilizing anyof the commercial review services asregular references and even though such evaluations would be the reactionsof teachers outside of his immediate area. He prefers film descriptionsof moderate length which are openlyfrank in their ratings. He subscribes to the needfor teachers to be involved in the evaluating procedures since their needs arehis first concern, and the potential use of any materialis largely dependent uponteachers' judgements of this material.

AIM, as it was originallyconceived, exemplified a cooperative venture. Its success is going to dependprimarily on how well selected teacherswork together towards a common goal.The job is a basic one as well as atradi- tional one and its role shallinevitably be recognized in greater proportion as more suitablemethods of appraising and utilizingmaterials result in improved instruction. -32-6

Bibliography

for Evaluators of Allison, M.L.; Jones, E.S.;Schlfield, E.T.; A Manual 1. Communication, No. 18, Films and Filmstrips, Reportand Papers on Mass UNESCO, Paris, France,May, 1956.

Teaching Films Survey, 2. Belknap, Carroll Y., A Reportto Educators on Harcourt, Brace, andCompany (and others), NewYork, 1948.

Field," Journal of Flory, John, "The EconomicImpact of the Audio-Visual 3. Vol. 66, No. 8, Society of Motion Pictureand Television Engineers, pp. 458-461,August, 1957.

Educators' Preferences for aFilm Biblio ra hic 4. Gilkey, Richard W., Science EntryDoctor's Thesis, School ofEducation, Indiana University, Bloomington, June, 1962, 215 pp.,typed.

American Council onEducation, 5. Hoban, Charles F. (Jr.),Focus on Learning, Washington, D.C., 1942.

Report No. 3," Journalof 6. Hope, Thomas W.,"Nontheatrical Films--Interim 71, No. 3, Societof Motion Picture andTelevision Engineers Vol. pp. 139-142,February, 1962.

Report No. 4," Journalof Hope, Thomas W.,"Nontheatrical Films--Interim 7. Vol. 72, No. 8, Society of Motion Picture.and Television Engineers, pp. 632-635,August, 1963.

Reasoning in Sociology, 8. Mueller, J.H., and Schuessler,K.F., Statistical Houghton Mifflin Company,Boston, 1961. materials him of someof the workin evaluating hopefully alleviate him to It would information about anitem to allow by providinghim with enough that he wouldmake immediately. He indicates eliminate theunsuitable materfll utilizing any of though he is nowgenerally not such a service,even such use of regular referencesand even though review services as immediate area. the commercial of teachersoutside of hie evaluations wouldbe the reactions openly frank in of moderatelength which are He prefersfilm descriptions to beinvolved in the to theneed for teachers their ratings. He subscribes and the potential their needs arehis first concern, evaluatingprocedures since of this largely dependent uponteachers' judgements use of anymaterial is material. Its exemplified acooperative venture. AIM, as it wasoriginally conceived, teachers work primarily on howwell selected going to depend tradi- success is The job is abasic one aswell as a together towards acommongoal. proportion inevitably berecognized in greater tional one andits role shall materials resultit of appraisingand utilizing as moresuitable methods improvedinstruction. PROBLEMS AND PROJECTS INMATERIALS APPRAISAL

Bertha Odessky, New YorkCity Board of Education

I. THE POLICY the purchase of New York City maintainsthe "open list" policy in opportunity to all teaching materials. This policy offers equal producers, contractors anddistributors to offer theirproducts for appraisal at designatedperiods, thereby securingfor the schools the opportunity to choosethe best material available. All items submitted are evaluated andthose that are approved areincluded from the wide or, ourofficial lists. The selection of titles lty on the lists isthe responsibility ofthe heads of the schciuls.

The appraisal of materialsof instruction is atask requiring These the participation ofhundreds of teachers andsupervisors. they have evaluators are carefullyselected. It is expected that abilities of children, aknowledge an understandingof the needs and levels, an expertness of the objectives ofthe curriculum at various in the various subjectfields, and a familiaritywith current that these practices in the audio-visualfield. It is also necessary evaluators are not involvedin producing materials inthe fields in which they are evaluating.

II. PROCEDURE periodically to 1. SOURCES OF MATERIAL -Circulars are sent producers and contractorsinviting them to submitmaterials. Application is made onforms provided by the Bureauof Audio- Visual Instructionand in accordance withthe established procedure.

From lists of theapplication, 2. ORGANIZATION OF MATERIALS - materials are dividedaccording to curriculum areasand grade levels for assignment toofficial reviewingcommittees. auditioning COMMITTEE APPRAISAL -Confidential viowing and 3. with our committees meet and evaluatematerial in accordance is referred to other critouia. Where necessary, material committees for re-appraisal.

4. PREPARATION OF LISTS

5. APPROVAL BY BOARD OF EDUCATION

III. PROBLEMS

1. PROBLEMS OF MATERIAL

Quantity of materialsubmitted "Open List" policy results in submittal of large volume of material, much of which is unsuitable for educational purposes.

Coordinated materials consisting of published and audiovisual materials are time-consuming. They also pose the problem of routing to the proper committee since we have textbook committees as well as audio-visual committees.

Quality of material submitted

Present an unrealistic picture of our changing society.

Not in harmony with curriculum or pupil needs. Educational Consultants involved in the production of these materials are frequently far removed from the classroom and its problems.

Gaps in curriculum coverage. Material needed for current emphases often not available - e.g. human relations films for young children.

Inaccurate and inadequate description of material results in referral from one committee to another.

"Sensitive" areas of appraisal.- minority group representation, religious material, sex education, etc.

PROBLEMS OF PROCEDURE

Paper work

Lag between date of production and date of availability for purchase - problem of procurement of "timely" material

Scheduling

Physical conditions - viewing facilities, storage, distribution, shipping

3. PROBLEMS OF PERSONNEL

Release of committee members - time involved, class coverage, other commitments

Need for representation of all groups

Conflict of interests

- -35-

IV. PROJECTS

1. Streamlining of procedures - Multiple carbon forms, requesting additional information :from producers, are provided. These help to reduce clerical work, assist in filing and cataloging, and help to route material to proper committees.

2. Pre-Screening - elimination of films not in harmoney with course of study

3. Continuous submittal project - change from submittal at fixed dates to submittal at producer's request, in order to eliminate the gap between production date and official listing

4. Post-purchase appraisal - reaction forms obtained from users of material in order to guide future purchase

5. Field appraisal

6. Substitute pool to provide for class coverage of committee members

7. In-service course in appraisal

8. Programed materials - plans now being made to initiate the appraisal of programed materials in February, 1964

V. CONCLUSION

The problem of appraisal of audio-visual materials in New York City is complex. An important factor is the size of the City with its changing population, language problems, ethnic considerations, heterogeneity, school population ranging from the mentally retarded to the intellectually gifted, etc. Another factor is the procedure established by the Board of Superintendents which requires us to evaluate all materials submitted to us in accordance with the "open list" policy.

Curricula are in constant process of revision and we must maintain a continuous flow of up-to-date materials to the schools. We are constantly re-examining and revising our criteria and procedures in order to achieve our objective of supplying to the schools audiovisual materials of optimum quality. EDUCATIONALTELEVISION REPORT ON TELEVISION COUNCILACTIVITIES

Carl Belson, State EducationDepartment

To put this discussion on ETVcouncils into some sort of perspective, a brief historical outline is inorder. A council :Is a local organization, chartered by the Board of Regents,which owns and operates an ETVstation and serves communities witheducational and cultural programs. Across the entire State of New York it ispossible to have 31 ETV stations in operation.The development of thesestations is outlined in a study by Dr. Glenn Starlin entitled,"Television and Higher Education." Basically, the Starlin report envisions afour-phase development, starting withthe cities located along the New York StateThruway (Buffalo, Rochester,Syracuse, Albany, New York City).A microwave link system wouldinterconnect these stations on a two-way basis. Then, as other stations are addedin the other phases of the development, moremicrowave is added to the State network. The Thruway stations alonewould reach 88 per cent of the population of the State.

Presently, nine councils arechartered by the RegenCo.Three of the nine are operating withtheir own ETV station.They are located in Buffalo-WNED, Schenectady-WMHT, and New YorkCity-WNDT. The other councils are offering programs throughlocal commercial facilities of one type oranother.

Let us look at each ofthe nine councils and examine,briefly, their activities:

WESTERN NEW YORK EDUCATIONALTELEVISION ASSOCIATION is locatedin Buffalo, County area. New York. It is operating Channel17 covering the Buffalo-Erie This council is one of the majorproduction centers of instructional television programs which are usedthroughout the State: More on this point later.

ROCHESTER AREA EDUCATIONAL TELEVISIONASSOCIATION is present17 programing over the two VHFcommercial stations in Rochester. They are able to offer a good rangeof programs for the benefit ofboth in-school and adult audiences. The council has an applicationfiled with the FCC, currently uncer theconsideration, whereby the councilwould share a VHF channel with a commercialoperation. If the FCC decides against thisapplication, RAETA would then apply forthe ETV channel reservationfor Rochester, RAETA also produces programswhich can be used throughout the state.

EDUCATIONAL TELEVISION COUNCIL OFCENTRAL NEW YORK in Syracuse isjust starting, They soon hope to apply tothe FCC for a CP, and also to set up a production center toproduce ETV programs for local andState-wide use.

MOHAWK-HUDSON COUNCIL in Schenectady servesthe Albany, Schenectady and Troy area with bothin-school and adult programsbroadcast over Channel 17. They were recently able toincrease their power to enable several new schools to receive their signal.WMHT is also a producer ofvideo tape programs which are usedthroughout the State.

EDUCATIONAL BROADCASTING CORPORATIONin New York City operatesChannel 13. They cooperate with the New YorkCity Board of Education inpresenting school bell has rung, the their in-school programs.Then, after the final adult-cultural programs begin. EBC is a majorproduction center for cultural programs which areused throughout the State. located in Binghamton. SOUTHERN TIER EDUCATIONALTELEVISION ASSOCIATION is in-school use over local The council is currentlypresenting programs for this council is thefact that commercial stations. One unique feature of their programs are either there is not one VTR inthe city; thus, all that is local-live or produced on16mm film. This is the only council of video tape. sending programs throughoutthe State on film instead is situated in SOUTHERN FINGER LAKESEDUCATIONAL TELEVISION COUNCIL in-school programs over alocally Corning, New York. This council offers for the operated community cablesystem. This is a unique arrangement is not a production centerfor either local State. This council generally or State programs. council just LONG ISLAND EDUCATIONALTELEVISION COUNCIL, INC. is a new the FCC for a CP.At developing its resources.They hope to apply to supporting funds ior their ap- present, they aregathering information and plication. They are not producing anyprograms. ASSOCIATION is located in ST. LAWRENCE VALLEYEDUCATIONAL TELEVISION operating on a limited Watertown, New York. This council is currently for schedule of only five hours perweek.They do act as production center They broad- programing for State-wide use,bit, again, are verylimited. commercial station. cast their in-schoolmaterials over the local their activities should be From the above comments oneach of the councils, a fairly clear. First, the councilshave a prime responsibility to serve Each council, when community with bothin-school and adult programing. of their aired programs. possible, contracts withlocal schools for the use cooperation of the council By the tame token,the schools, with the production of the prog- organization, dictate theirneeds and help in the In all cases, the rams by supplyingthe necessary educationalexperts. needs of the council's in-school programing mustreflect the curriculum programing also community that the councilis serving. The adult-cultural reflects the needs andinterests of the community atlarge. They, of course, Second, the councilshould act as a production center. produce programs to be produce programs forlocal use; but may, however, with the State Educ- used throughout the State.A council's contract is At a ation Department through theDivision of EducationalCommunications. proposals on joint meeting of all thecouncils, each council presents and weighed projected plans for futureproduction. Comments are collected each other and also forthe to establish whateach council can do for general needs of the State. Thee, the State EducationDepartment contracts be most useful with each council to producethose programs which would video tape. Each throughout the State.These programs are produced on These tapes council also is able tosupply the necessaryteachers guides. Distribution System and materials are depositedin the Educational Media located in Albany to bedistributed free of charge to anyeducational that the councils areconnected group in theState. It is in this manner financially to the StateEducation Department.

two points asfollows: In conclusion, wewill summarize these community with the A council has aprimary function to serve a 1. reflecting the needy best of educationaland adult programing, of the community.

productiok. center forthemselves and 2. The council should act as a the State, by contract. of the State ETVnetwork, The councils will act asthe heart and backbone when it is finallyactivated.

4111111111.111110111gammurarmiala STATEWIDE SYSTEM FOREDUCATIONAL TELEVISION

Lee E. Campion,Director, Division ofEducational Communications N.Y.S. EducationDepartment

statewide plan for educational In New York State,the task of developing a of Educational Communi- television is theresponsibility of the Division The plan hae been cations of the NewYork State FducationDepartment. perpetual state of change evolving for more than adecade and will be in a and molded to meet theeducational challenges of the next as it is altered complex phases to The plan is not asimple one. It has several decade. To understand New it depending largely uponschool and community support. in New York State York's approach to ETV, anexamination of history of ETV and the four main partsof the statewide ETVplan are necessary.

Experimentation and Research

1950's, the New York StateEducation Department has been Since the early began an experi- involved in educationaltelevision. In 1958, the state called the Regents Projects. At the conclusion of the ment with television effective medium for Project in 1961, nodoubt remained--television was an constructively utilized. The instruction whenimaginatively planned and communications system that medium, the Projectconcluded, was a powerful Following the experi- educators should seriouslyexamine and put to use. Television in Higher mental period Dr. GlennStarlin, consultant on Education Department to do Education, was brought intothe New York State education. The result a one-yearstudy concerningtelevision and higher commonly known as theStarlin Report of Dr. Starlin'sefforts is a report Education: A plan for State- and officially titled"Television and Higher has become the basic wide Development in NewYo=k." This excellent study netwoek for all educationalneeds plan for a statewideeducation television as well asfor higher education.

Local Assistance ETVProgram close and the Starlin At the time the RegentsProject was drawing to a $200,000 to support the Local Study was beginning,the state appropriated funds, on a matching basis, Assistance ETV Program.*This program supplied television systems. Most of to school systemsdeveloping their private turned to closed-circuittelevision to the 15 school systemsin the program broadcast open-circuit sys- meet theireducational needs. Several supported N.Y., helped to supportthe FCC experiment tems. The project at Plainedge, anywhere. with the 2000-mc frequency,the only such experiment helped the FCC to decide torelease The success of thePlainedge experiment Since the release the 2500- to 2690-mcfrequency band foreducational use. York State have begun of the 2500-mc system,several projects in New the ATS program is developing the 2500-mc system. The primary purpose of systems in establishingthe physical facilitiesfor tele- to assist school (ITV) casting and to develop anongoing program ofinstructional television service.

the Aid-to-Schools(ATS) *The Local AssistanceProgram is also called Program. Due to limited funds, only 15 school systemshave been assisted financially. ,However, consultants services,workshops, and demonstrations have been provided throughout the state toinstitutions developing ETV on their own and to organizations active inpromoting educational television. In addition, the Technical Support Sectionof the Division of Educational Communications provides technicalinformation to school systems planning TV f ATS has been, and is, thestate's most active program in assisting the public schools indeveloping ETV on an intraschool system in cooperation with other school systems.

ETV Council Program

Broadcast open-circuit television in NewYork State has developed through the community-station concept. The state does not own or operate ETV stations. Rather, broadcast stations have sprung upin Buffalo, Schenec- tady, and New York City primarilythrough the efforts of the ETV councils of each local community. The continuous operation and support,therefore, lies in the hands of the ETV councilsand the local community.

In 1962, the State Education Departmentthrough the Board of Regents, requested 10 channels to be reserved aseducational channels.This request was granted. This year, the FCC proposed to reserve 17additional ETV channels for New York State. Community ETV councils wishing to activate a reserved channel must be chartered bythe Board of Regents before they may become nonprofit organizations operatingETV stations as community resources. At present, New York State haschartered nine ETV councils.Three of these councils are on the air while threeothers are contracting for service with commercial stations or commercial cablecompanies. The remaining three councils are in various stages of planningtb go on the air with a community station. In addition, the New York City school systemis in the process of planning to own and operate an ETV station.

Mitrowave Relay Interconnection System' etween EN Ttansmitton

111/111Atel AUIANY SONINKVAIDY

POUGIMIIPSte

TV transmitter site 1 Microwave relay site Two-way interconnection One-way interconection Onewey interconnection into network loops NM YON CITY by off- Educational NetworkBoston station WMHT isconnected to the Eastern WNDT is connectedto the EENnetwork by the-air pickupand microwave. Educational network WNED in Buffaloreceives its Eastern telephone line. hoped that five majorcities tape. Eventually it is service by video community stations along the New YorkState Thruwaywill be operating system that willbe connected tothe linked togetherthrough a microwave In addition,satellite stationsin Eastern EducationalNetwork System. their educationaltelevision programing smaller cities willreceive part of from the mainplanned network source. and facilities developing full-scaletelevision studios The ETV councils for educational programs. will be as they are now,the production centers contract with theState Education Depart- At present, sixof the councils For the most part,the ETV councils ment for theproduction of programs. be completed each year. On occas.11n, the meet and planthe programing to the productionof specific series. State EducationDepartment requests or programseries. ¶ie result The State alsopurchases completed programs is a video-tape centercurrently of this contractingservice for programs valued at approximately$750,000. programing to its will add anadditiorlal $339,000 in This year, the state These video tapes are Media-Materials DistributionService. Educational in the State uponrequest. available to anyeducational institution

Television and HigherEducation

not onlyrecommended the activationof broadcast The Starlin Report education's use, but itrecommended stations throughoutthe State for higher and for interinstitutional development of televisionfacilities on campus has not had fundsin Although the StateEducation Department cooperation. for highereducation, the past to assistin supportingtelevision facilities interest in interinstitu- it is requestingfunds in 1964.An increasing impetus for this movement. For tional cooperationhas provided the for Higher Educationhas been suc- example, in New YorkCity, the Council planning for a cooperative cessful in interesting18 institutions in The purpose of the programis to program foreducational television. personnel, and service.The State EducationDepartment share facilities, provided consultant through the Divisionof EducationalCommunications has and organizations in acontinuous service to highereducation institutions growth. program tospark on-campusand interinstitutional

VTR Network

potentials of educationaltelevision is the exchange One of the greatest finest in ETV can of program materials onvideo tape. In this way, the excellence in instruction.The State be captured andreused in furthering possibility for acquiringquality Education Departmentis exploring every levels of educationand for all video tapes to provideprograming for all citizens. -45-,

Recent announcement of theamailability of four closed-circuit type videotape recorders (VTR) haspaved the way for a further service insupplying ETV councils and educational itutions with programing. Those institutions having a closed-circuittelevision system and a low-cost VTR can avail themselves of the State'svideo-tape resources.By sending their tape to the State'sEducational Media-MaterialsDistribution Service (EMMDS) in the Division of EducationalCommunications, the EIS will duplicate from master broadcast tapes toclosed-circuit tapes. The tape will then be returned to theinstitution for use when it best meetslocal curricula needs and time schedules. Where immediacy is not of primary concern, and efficientvideo-tape resource service canprovide a vital and effective method of program sharing.

Conclusion

What can a State do? It can do many things.In New York State, the development of a statewide ETV programis richly varied. The State's role is not to decide betweenbroadcast, closed-circuit, or2500 megacycles. Rather, its role is to explore thepotential use of every available systemand apply it to meeting educationalneeds and goals. The New York State plan depends greatly on local initiativeand support for its success andgrowth. The plan is many-faceted at alleducational levels. Commissioner Allen expresses the State'srole in Cods way, "The State EductionDepartment has completed a decade of study,experimentation, and evaluation of educational television. We are convinced thateducational television offers the potential for more andbetter education, economically achieved. All that is required now is the will and meansto put it into widerpractice." FEDERAL FUNDS FOREDUCATIONAL TELEVISION

Bernarr Cooper,State EducationDepartment

the subject offederal funds for ETV As an introductionand background to Law 87-447. here are appropriatequotations from Public

of the EducationalTelevision Facilities "The primary purpose grants, in Program is toassist, by meansof Federal matching of new noncommercialeducational television the constwuction channels which have broadcasting stationsthrough the use of for been reserved bythe FederalCommunications Commission provides for financial educational television. The program also improve or assistance to existingstations which 'ropose to expand their operations.

limited by statue tothe support ofeduca- This program is applicant should tional broadcasttelevision. The prospective advantages anddisadvantages of acquaint himselffully with the determined his educational broadcast television.Having first also the potentialities needs and objectives,he should study cable, point topoint of closed circuittelevision by means of radio service, andthe service in the 2000megacycle range, FM centera. It should be services availablethrough audio-visual not always represent recognized thatbroadcast television may of communications the most appropriateand useful application determination to media.Careful planningshould precede any apply under thisprogram...."

Basic Provisionsof the Act million over a five yearperiod in The act authorizesappropriations of $32 for the acquisitionand installation oftransmission Federal matching grants broadcasting. for non-commercialeducational television apparatus necessary operations on chan- grants areavailable only for ETV The Federal matching for educational use. nels reserved bythe FederalCommunications Commission Federal funds may beapplied to facilit- Not more than$1 million of these ies within any oneState. 50 per cent ofthe Generally, matching grantsmay be madefor a maximum of cost of aneligible project, plus anadditional reasonable and necessary apparatus exceed 25 per centof the cost ofeligible transmission amount not to except that thetotal owned by the applicant onthe date of application; cent of the totalcost of the Federal matching grant maynot exceed 75 per project. and evaluates indi- The Secretary ofHealth, Educationand Welfere considers set forth inthe Rules and vidual applications inaccordance with criteria Prompt and effective useof all Regulations and designedto assure: (1) available (2) equitablegeographic educational televisionchannels remaining throughout the States,and (3) distribution of ETVbroadcast facilities areas aspossible with service to the greatestnumber of persons in as many adaptability to thebroadest educational uses. -47-

informal discussions of Dr. (In the following theeditor outlines the Cooper and the groupattending the session.)

The followingelements as related to PL87-447: educational 1. Implications of the lawfor the advancement of television; educational 2. Ways in which thelaw would apply to various agencies applying foraid under it; and

fund aspects 3. The importance ofunderstanding the matching of the law relating tothe use of federaldollars to be used by local educationaloperations in:

a. putting new stations onthe air; and

b, extending existing transmissionfacilities. aid Major emphasis wasdevoted to pointing outthat the implication was to of the law was to new stations to comeinto being. A secondary importance transmission make it possible forstations already inexistence to extend incorporating within that facilities to provideadditional coverage, reached, coverage notonly considerable numbersof viewers not previously educational service for up- but also making possiblethe extension of an following types: general grading viewers' knowledgewith programs of the all levels, information, broadly cultural,and/or direct instructional, at kindergarten through higherinstitutional. INTER-INSTITUTIONALTELEVISION Education Department Bernarr Cooper,State

to highereducation the state planwhich is related A majordevelopment of in connectionwith to by LeeCampion. It was done waspreviously referred Higher Educationor whatis implementation toTelevision and and as an things recommendedin that report Starlin Report. Among the known as the location of our morethan 194institutions was,because ofthe geographical proximities of State andbecause of certain of higherlearning in this width to over- institutions, the useof 2500megacycle band some ofthese institutions ofhigher learning. wide terrainseparation between needs of higher come a pecularity ofinstructional that becauseof the of We thought recognition bythinking institutions institutions oflearning, the subject matter in content areasin various that expansion such higher education task for theaaministrators of fields made analmost impossible times--with this their facultiesat all institutions toadequately staff recommendations ofthe if we were tofollow the in mine it wasobvious that instructional mater- interchange and anexchange of Starlin Reportthat an make possibleadded services andpersonnel would ials,informational programs. if we were to improved qualityof instructional for quantity and perhaps we mightfind implications pursuethis idea ofinterchange future planning by their verynature institutions ofhigher learning As many of youknow, what theyfeel are the and confinedin pursuing tend to berather insular to rendering afull service commitments ofthese institutions objective level. In the NewYOlat City particularly atthe undergraduate It program, institutions ofhigher education. there are morethan 50 area alone, which wouldprovide a phyteal here would befertile ground seemed that by means of a2500 megacyclesignal, instigating change New York situation for EducationalInstitutions of the Councilof Higher able Working through the administrativelevel we were institutions at needs City andindividual point ofrecognizing; first, of theseinstitutions to a to bring ten other institutionsin the same curriculum,second, what within their own not andthird, what they had to efferwhich they had geographical area in whichthey had unique to otherinstitutions in areas could contribute of thesefacets werecommonly specialiti Once all three and special these institutionstogether under identified, it waspossible to bring Dr. Brockof the chairman of theirBoard of Trustees, the leadershipof the problems on thehorizon, the With apparentlyno RockerfellerInstitute. afeasibility Studywith able to agree onthe first step, institutions were nottechnically these10 engineers todetermine whether or top flight accomplish readilyforeseeable could be tiedtogether to The interes- institutions This study iscurrently going on. instructional areas. higher learning needs in these teninstitutions of about thecomposition of total statesystem. ting thing just a singlefacet of our is that theydo not represent privateinstitutions, higher learningirtlude both These 10institutions of institutions, and statecolleges andparochial such as NewYork University; and St.John's. such asManhattan College into a mutually investinitial funds institutions have nowagreed to These forward to theFCC with arequest feasibility study sothat they may move number has notyet number ofchannels. The exact for thegranting of X

.11111111.0110110111114arrir- 49-

be used simul- In most places atleast six channels may been determined. that any oneinstitution of This would mean,for example, taneously. six different could bring in,from outside sources, higher learning The potential during any onegiven broadcastLime. instructional programs be quality and quantityinstruction that can for mu'Atiplyiagthe kind of the source, seems tobe at this moment rendered tocAldents, no matter of higherlearning should have almost unlimfted. That 10 institutions recognition of acommonality of needsand been able to cometogether in a is verysignificant, indeed. Of services, at thisparticular juncture, credit, number ofhours, and the solving theproblems of granting course, But these are amatter ofhousekeeping and like, are stillin the future. I am will prevails amongthese institutions, if the presentspirit of good least of the problemsin working outinter- sure thatthis will be the institutional credit. WHAT 2500 MEGACYCLETRANSMISSION MEANS FOR IN-SCHOOL TELEVISION

Raymond Graf, State EducationDepartment

As the art of instructionaltelevision within school districtshas been developed we have become convinced, asothers all over the nation have, that to be feasible economicallyand educationally, television mustof necessity be a mass communicationproposition. Although at the outset many of the schoolswith which we worked in New YorkState had studies within one of the buildings -nthe district which transmittedprograming and instructional materials tothe classrooms only within thebuilding, we were awarethat this could not be a long-termoperation. The cost in money and in personaltime is just too great to benefitjust a few classrooms.

Immediately, therefore, interconnectionof school buildings was investi. gated so that instructionalprograming eninating from the studios,from the recorder, or from someother source in the central distributionpoint, might be disseminated among classroomsof other buildings.

For a long time, there wereonly three feasible means ofinterconnecting buildings within a reasonably closegeographical relationship. First of all, and foremost was coaxialcable. Coaxial cable had and still does have a great potential for interconnection. Of course, it has a facility built into it for,the multi-channel conceptwhich most educators have to come to grips with. A single channel of emanationsallowing only one broadcast at a time for various classroomcomplexes within a district is simply insufficient to meet the greatneeds that are developed in terms of educational television. Consequently, cable has a most important advantage in that as many as sixchannels, and with additional equipment more channels can beused for disseminating programs toclassrooms. Also, cable has the great advantage ofbeing reasonably weather free and FCC free in the sense that there are nogoverning regulations which the educators have to follow as do commercial oreducational broadcasters. Such regulations include qualityof equipment and broadcast andlegal considerations.

But as was found in theCortland experiment over thefive years that this experiment was in operation,the cost of tying togetherbuildings or schools at a great distancefrom the central disseminationpoint becomes extremely burdensome and indeedalmost economically unsupportable. I speak specifically of theCortland situation where within thecity, a very tightly knit geographical complexfunctioned quite well. However, the outlying central schools of Virgiland Truxton, 8 and 14 miles respectively from the studio, were a realproblem in terms of the affordabilityof the of service. Wita approximately 600students in each school, the cost $17,000 a year for the cable facilitybecame a major problem. The chief purveyor of a cableservice is the New York TelephoneCompany which provides a very fine and useful service, onethat really works successfully. But because of the cost ofcable and of maintenance, the ratehas been established at $60.00 per mile ofcable per month. Consequently, when you start gettinginto the 14 mile range or eventhe 8 mile range with only one school at the end ofthe cable bearing the expense ofthe cable facility, you are in a marginal area. It takes a lot of educational programing via that cable, on a yearly ormonthly basis, to justify that kind of expenditure.

Unfortunately the system in Cortland never wasable to develop the kind of service for these outlying schools whichthe schools could afford. They certainly appreciated what they received and werefairly successful but it simply was a matter of economics. Now, the City of Cortland as previously mentioned represented a matter of 5cable miles which meant approximately $5,000 per year for cablerental. This probably was a workable figure for the amount of programingthat Cortland did. Cortland is not in operation today becauseof economy, not because it was an educational failure. The teachers, after learning of theboard's decision to abandon television, voted topetition the board to reinstate television and 837. of the teachers signed thepetition going on record as opposing the board. This takes a lot of courage. Certainly there was a commitment on the part of theeducational staff and the people who used it.

In relation to this discussionof transmission facilities I believe that the deciding or determining factor inCortland's case was not really the expense of the yearlycable rental. It was a fair rental and one which could have been justified and indeed wasjustified economically. There are other cable systemswhich are doing well and providing a goodservice proving cable has its advantages.

Cable systems in Great Neck PublicSchools tie six schools together via New York Telephone service. Baldwin, Long Island has three schools connected with she New York Telephone service andElmira has the Telepromr- ter Company owned cable whichbroadcasts or distributes commercial programs to the homes.This company now has wired 19 schools of the Elmira City School District and in ashort time instructional and educational programs will be broadcast tothe schools as well as the homes.

The same thing is happening inIthaca where 12 schools are on the community cable system which servesthe home. In Corning there are 16 schools, both public and parochial,tied to the same commercial cable company that services thehomes. So cable has served extremely well in all of these instances.

In addition to cable point-to-pointmicrowave is another means of inter- connecting buildings. Of course, as more and mo'e buildingsneed to be interconnected you must duplicate the microwavereceivers. These are expensive. I guess the going price perstation is about $5,000. Con- sequently, In many of the schooldistricts, where distance is a real problem in connecting the schools with thestudio facility, the economic feasibility of either cable or point-to-pointmicrowave was out of the question.

Educational television, therefore, was in a verydifficult financial situation. About a year and a half ago the FCCsuggested creating a new service just for schools andeducational institutions of higher learning. This was an exciting thing forthe State because we fully realized that we were being stymiedin our efforts to promote what wasconsidered to be aid in theschools. We looked with a veryuseful andexciting teaching of fact, we Levy's experiment. As a matter great interestat Dalton and were quite experiment with moneyand consultation supported his emanations wereviewed. The the first2500 megacycle enthusiastic when economic capabilityof It seemed tobe within the system workedwell, tool was possible another usefuland exciting most schooldistricts so for districts. that it combined avery high thing aboutthis facility was One exciting level of economy.The number of efficiency with acommensurate factor. level of buildings is nolongor a prohibitive miles ordistances between of maintaining problem has beenminimized. The .\-eoblems At least the because of thesimplicity of the equipment hasbeen minimized machinery and operation inPlainedge required very In fact thefirst year of system. In effect, FCC wassaying to edu- little maintenancefor transmitting. television stationand havemulti-channel cators thatthey could on a offer with the other forms oftransmission cannot availability that the rules forInstruc- On September9,FCC published exception of cable. could apply andreceive Service whereby anyschool district tional Fixed for use in thatparticuXar activate as many as5 channels permission to there were more for channelsincreased and district. If the demand additional ap- morechannels couldbe granted upon channels necessary, add up to fourchannels the interesting, too,is that to plication. And add transmissionfacilities. for the educatorwould be to only requirement additional channelswould beconsiderably Therefore, the expenseof these transmission on amulti-channel basis. lower than forother means of and service exciting combinationof economy There is apleasant as well as service as the instructionaltelevision fixed offered by 2500megacycle or afforded by most combination thatcertainly can be FCC callsit. It is much service asis combination thatwill provide as school districts, One of the mostexciting and which is notprohibitive. needed at a cost of transmission of the FCCrules for this type interesting aspects to operatethe system the amount ofpersonnel required facility is that television thereis a require- As you know,in broadcast is at a minimum. engineer and allkinds of transmitterengineer, a studio ment for a is to see thatthe level oftrans- engineering services. Their function day. This point throughoutthe broadcasting mission is kept atan optimum face the owners and so is a greatproblem which service costs agreat deal hard to is costly andsometimes it is of stations. Engineering service find. instructionaltelevision 2500 megacycletransmission or However, with personnel which aschool the only FCCrequirement for fixed service for the operator, oroper- have to complywith is the one district would have a thirdclass radio-telephone ators ofthe system. The person must laws such have a knowledgeof the broadcasting license. This person must There i3 norequire- profanity orobscenity. as the onehaving to do with background operating the systemto have anengineering ment for theperson The regulationstates there is in thebroadcast field. orproficiency as the system engineering competencymust check that a personof a certain see that a month someonemust check to periodically.For example, once -53-

transmission you are notdrifting off frequency. This can happen in any facility, and the engineer maybe on call or may becontracted for. Certainly it does not have tobe premanent cuff althoughif there is someone on thestaff who has thisproficiency all the better. favorably presented within The type and quality ofequipment is also very the FCC's rule for 2500megacycle transmission. There are really no minimum requirements onthe type and characterof studio cameras, and EIA other origination equipmentexcept that they beof the EIA standard. standard is one which applies tothe syncronization pulseswhich govern the, response of the camerasand of the studio originationequipment. Industrial cameras such asthe type that Sylvaniaand Argus Companies pro- Most equipment stow duce are not, at present,compatible with FCC rulings. being produced for studioemanation is of this EIAstandard providing a To be sure, wide range from which tochoose, from $10,000 up to$40,000. the FCC has been verylenient with educators realizingthat there is an system, thought and appre- expense consideration. In establishing such a ciation has to be given tothe educator's ability tobuy equipment, so for use in that almost any equipmentwith EIA standards is accepted transmission system. originating programingthrough this 2500 megacycle here is one that is easy to over- Yo ts oint that should be noted tCC states thatif a school system operatingthe 2500 mc trans- missloa facility is notusing it for classroomteaching -- either after school, before school, or atlunch timecertain entertainment programs shows are approved by the FCC. may be broadcast. Noontime movies or talent desired to If a superintendent or someadministrator in another district central have a meeting by televisionwhere teachers could not come to a point, the use of 2500 mctransmission system in this sensewould be superintendent could have his meeting on acceptable. In other words the entertain- the air. The FCC also rules thatin addition to having certain ment programs andadministrative traffic such asfaculty meetings, conferences, etc., that the system canbe used for transmitting reports and documents. informational files of the If, for example, theguidance files or other call and ask district were centralized, ateacher or administrator might for the document to betelevised. A guidance record cardconceivably and the image of could be placed in aposition in front of the camera the the card could be transmittedto the receiverin another school where To person interestedwould be waiting to receivethe information. alleviate fears thatconfidential documents bereceived in the wrong is persons it shouldbe pointed cut that the2500 megacycle transmission receivable only where thereceiver is equipped with a masterconverter which converts the 2500 mcsignal to 54 megacycles up to800 which is the equip VHF band. In the future, of course,it may become advisable to some homes withthis service. There There are possibilitiesfor adult education via2500 megacycles. by 2500 mc. To be are possibilitiesfor the home bound student coverage overlooking this. If such sure theelectronic home and the FCC are not is the case, this serviceof providing programs forhome bound children or adult learners athome, the time will come whenconverters will be -54-

made available to homes. This already is in theplanning stage and we are on the thresholdof a very marvelous era usingthe 2500 me transmission facility. For the present time it issuffice to say that if we can develop the school use of thismedium it is an important step inadapting to educational technology. HELPING TEACHERS TO UTILIZE TELEVISION

Kathryn Hearle, New York City Board of Education

Most educatcrs agree that television isone of the most powerful devices of mass communication. Thus it is essential for us to exploreways of helping teachers improve their use of this audio-visual tool formore effective instruction.

Included in our present methods of instructing teachers in New YorkCity on television utilization are: conferences and workshops on the district and school level; audio-visual in-servicecourses by TV and by class meetings; special projects involving TV (closed-circuit TV, team teaching, UHF film chain, 6th grade science TV and class lesson package);ETV guide page of A-V learning, BAVI quarterly for school supervisors and coordinators; and the reviewing and reporting "feed-back"to TV teachers. These, then are some of the means we have at hand to helpour teachers improve their TV learning situations.

I. CONFERENCES District - for school supervisors and A-V coordinators, faculty and group- for teachers

A. To familiarize teachers with the physical aspects of TV utilization BAVI has produced and distributed to each of the 836 schols in the city a copy of

A black/white filmstrip "Setting up for Class- y guide room TV"

Theme: The most effective approach to ITV isone class viewing the program in its own room. Since good viewing and good listening are the primary keys to TV learning situations, we must setup our TV situation to insure a clear picture (without distortion or reflection) and an adequate accompanying sound.

Content: The correct placement of the set with regard to light, horizontal and vertical viewing angles, maximum and minimum viewing distances for seat- ing students.

2. Adjusting the controls, with consideration for turning the set on, controlling the volume, VHF channel selector, fine tuner, contrast, brightness, echo, and vertical and horizontal hold controls.

3. Orienting the antenna, with consideration for rabbit ears and antenna table legs.

4. Tuning for UHF, including the channels involved the external converter and antenna, and the all- channel receiver. 56.

5. Correct storageof television set.

6. Trouble-shootim. Considering some common faulty receptions, end how to overcome, or arrange for repair.

7. Summary. and RevLew.

good pedagogical B. To promote moreeffective learning through practices, BAVI hasdeveloped and produced for eachof its 12 field supervisors for usein 23 school districts

A set of 15 large pro- "Good Practices in ITV jectuals & guide :Meet Utilization"

Each of the projectualsfor use with the large transparency overhead projector directsthe teacher's attention todesir- able TV utilization practices.

PROJECTUALS

1. Guide Lines for SchoolSupervisorsPersonal INVOLVEMENT tky:

a) Being aware of the programsoffered on '4NDT. and b) Encouraging familiari'with manuals (conferences demonstration). c) Giving high priorityconsideration to TV sets in the annual equipment requestquestionnaire. d) Providing proper facilitiesfor classroom viewing (Show and discuss BAVIfilmstrip "Setting Up for Classroom TV"). e) Continuing attentivesupervision of_ltimtalimat total ETV program and iclstressitmsueisrvion with special ongoing convernfor pre-telecast preparation and follow-up activities. Prevent the hit- or-miss and haphazardviewings which are unrelated to previous learning. f) Reviewing the programswith students, teachers and supporting feed-back to the TVteacher.

2. Guide Lines for Teachers

Determining factor for classroom useis PURPOSE. Many teaching problems canbe solved by proper utilization of television programs. The teacher may be concernedwith skills, knowledgea, attitudes, values, understandingsof appreciations. By proper trainingsessions, the teacher mustbecome familiar with the basicmechanics of utilization.

THE TEACHER'S BEST FRIEND ISHER MANUAL FOR TEACHERS -57-

3. MANUAL FOR TEACHERS CHANNEL 13/4NDTSchool Television Service

Directs the teacher's attention to correct practices: 1. Gives an overview - enabling proper selection of programs. 2. Helps teacher formulate aim of lesson - points up specific basic elements. 3. Suggests pre-telecast "readiness" activities. 4. Lists follow-up activities to help reinforce the TV learnings. 5. It indicates the materials the students must have during or for fellow -up activities. 6. It shows the term schedule - valuable so TV is an integral part of the curriculum.

4. Selection of Programs

A teadier may select one individual program from a series or a unit from the series, or she may wish to useall the programs of a series.

A television series may: a) Reinforce the pupil's classroom experiences b) Introduce a new topic from which a classroom teacher may proceed to her lesson, or c) Function as a culminating lesson for the teacher's classroom work.

5. Pre-telecast Activities

Discussions Experiments Reviews Demonstrations Collections Examinations ALL purporto make the telecast more meaningful!

During the telecast

Observe the lesson with the class. Be attentive. Watch the reactions of the class, as well as the program. Participate in the lesson (if directed to do so, student activities). Supervise class participation. Make notes of class difficulty for later clarification. Capitalize on special interest for directing class projects.

7. Follow-up telecast activities

Follow suggestions in Manual for Teachers. Foster new ideas in language arts (letters totelecaster). Reading Recording Discussing Collecting Improvising Planning trips Constructing an exhibit Experimenting

, -58..

8. Reviewing and rep

Copy of the Bureau of Curriculum Review Card Annual WNYE Survey - excerpt

9. Who listens?

Diagram of Radio and TV Council ---with their chief Diagram of Radio and TV Panel functions

10. Kee_ - ETVGuide of A-V Learning (BAVI Quarterly)

11. Keeping up - ETV Guide of A-V Learning

12. Schedule of "Utilization of A-V Media in the Classroom" Spring TV course

13. Excerpt blow-up showing three lessons on TV Teaching with TV Using television in the classroom Part 1 Using television in the classroom Part 2

14. What TV Can and Can't Do

Recent team-teaching analysis of TVroles/teacher roles

15. they

Recent research findings

II. IN-SERVICE COURSES

A. "Utilization of A -V Media in the Classroom" to be given this spring on television. By directly involving the teachers in learning by television, we hope through 14 lessons to reinforce the basic principles of good practices. Three of the lessons are on utilization of television.We are planning to use live telecasts of classroom demonstrations topoint up the principles involved inselection, preparation, follow- up activities on the variouslevels of instruction.

B. Five other audio-visual courses are being conducted,and usually TV has one session for a thorough examination of utilization.

III. SPECIAL PROJECTS

A. Closed circuit - 1 large school, each with a classroom TV set - 9minimal rig, single camera experiments B. Team Teaching - some 50 schools C. UHF Film Chain - 50 Jr. H.S. experiment D. 6th grade science TV and Class Lesson Plan package - 600 elem. sch. -59-

Whenever teachers are directly involved in cooperative planning for television, they are most aware of the need for "getting their classes ready', for having teacher and pupil materials ready to use during or after the TV lesson and for planning activities to enrich or supplement the TV offerings and for providing for the range of abilities of children in their classes". USING CCTV FOR MULT19LE CLASS INSTRUCTION, recent report from PS 33, Manual

IV. ETV GUIDE

Regular page in the BAVI quarterly "A-V Learning." Supervisors and A-V Coordinators are given frequent articles on television utilization. Recent issues have dealt with a self-rating questionnaire on physical and pedagogical principles, guides lines for principals and teachers, present ITV fare, research study quotes and reports, practical information on delivery, repair and storage.We are hoping to have soon "Birth of an ITV Program," and "The Art of Reviewing a TV Program."

V. REVIEWING/REPORTING FEEDBACK

The Radio and Television Panel of the Bureau of Curriculum Research has designed a form for reviewing broadcasts and reporting reactions. Such items as pacing, vocabulary, audio-visual materials, interest sustained, establishment of rapport with pupils, content suitability to grade/age level, helpfulness of guide, whether the broadcaster used materials not echsiiy a...Tell- able to teacher, or if the broadcaster did anything a teacher could not ordinarily do, whether the broadcast prcvided for improved teaching practices, if it provided for problem solving, development of appreciation, critical thinking, or factual information. Also asked are quest.tons involving pupil activity, "springboard" value for other lessons or activities, specific learnings, suggestions and comments. Such a review/report has a two-fold value. Teachers who once seriously consider these items related to a school broadcast wi/.. certainly have an enlightened appreciation of telecast lesson potential. Also when these reports are reviewed by the Radio and TV Panel, programs can be modified in midstream so thatthey may be more useful for the classes for whom they were designed. The annual survey conducted each spring by WNYE regarding thenumbers of classes viewing the different programs and directing the supervisor's comments toward meaningful criticism and suggestions for the future makes school personnel feel they have a share in the responsibility with the Radio and TV Council for planning future programs.

VI. FUTURE PLANS FOR HELPING TEACHERS IN THE BETTERUTILIZATION OF TV

1. After the spring TV course given by BAVI, we hope to have kinescopes cf the sessions on television utilization available for future in-service courses and for district and school conferences. -60

2. Films on television utilization, incorporating demonstration lessons, may be produced as their value is indicated.

3. An Institute on Television Utilization is in the planning state. This will be used for borough-wide teacher training.

4. We are anticipating the use of 6 pilotdemonstration kits of filmed and published materials illustrating television utilisation of broadcast material) which was a projectof the National Association of Educational Broadcasting,under the supervision of the Office of Education.These kits which were to have been completedand circulating this fall are entitled: Educational Broadcasting Good Teaching and Communication Preparing the Educational Program Selecting and Utilizing the Program Motivating the Elementary Grade Learner Motivating the High School Learner

There has been much resistence to learning by television onthe part of many teachers.However, much time, effort, thought and moneyhave gone into the establishment of high quality ITV programsfor school children of this state. Let us now, as supervisors, help ourteachers apply the best techniques of utilization to insure maximumlearning thu ugh purpose- ful television lessons. EDUCATIONAL TV AN ADMINISTRATIVEGUIDE FOR

Ray Kuipers,Clarion StateCollege, Pennsylvania

Education I. The Crisis in American population A. Quality education versusan exploding is familiar withthe America withoutexception, I believe Every educator in America'i schools andcolleges enrollmants. Most of problem of expanding is aware of this bursting at the seams.Even the public are literally far back as 1960 The ColumbiaBroadcasting System as population explosion. While documentary program onthe subject ofpopulation explosion. put on a presented with moreand more education during the past20 years has been attractive enough as aprofession to attract customers, wehave not made it in and handlethese additional customers. more andbetter teachers to come administrators in publicschools and in colleges Almost in desperation, educational tele- the nation havebeen turning to and universities across solve the sheercrushing vision as some sortof Aladdin'slamp to help them problem of numbers. used or even thoughtof today to advocate..that TV should be I am not here We know thatthere are as a panaceafor all of oureducational problems. be done by way ofthe medium ofeducational tele- certain things that can the United be done well. For example:for a number of years vision and can universities have Force and Navyand many of our major States Army, Air thoughtful use ofeducational extensive researchthat by careful, proven with teaching talent, we canextend television and the verybest of professional students than we everbefore thought quality education to alarger number of of educationaltelevision, In short, byemploying the technology possible. materially affecting the we can serve alarger number ofstudents without quality of instruction. Educational System? What can EducationalTelevision do for Your II. to education) (The contributionsof modern technology at lengthabout it, but This is a very broadsubject and I could go on enables our teachersand college I'll try to be brief.Modern technology in the class, professors to havedirect eye contactwith each student into the lens ofthe camera, the because when theteacher talks directly feeling, in fact thecomplete student at his viewingmonitor has the him. When science assurance, thathis teacher istalking exclusively to presented, or anymaterial that you wantthe student demonstrations are employing an opticallens, to have aclose-up view, thetelevision camera, show the student aview that makes it possible to movein very close and he could not seewith the naked eyealone. If we paid half asmuch attentionand May I leave youwith this thought. beer for teaching ourstudents as we do in used a fraction ofthe technology television, we couldhave a phenominalimprove- and cigarettecommercials on ment in our levelof instruction. -62.-

III. How to Select a Consultant

I believe that this is a veryimportant function. Although you people are the experts in the educational communicationsfield you have been trained and have spent your entire lives learninghow to handle mountains of paper, personnel problems, classroom and administrativeproblems. You should not expect that you should be an expertin the field of the production of educational television programs; and you should not expectthat you should become electronic engineers. There are such people available in the country. There are the real good ones, andthere are the real phony ones.

First of all, do not confuse therepresentative of a manufacturer--in this case let's call him an equipmentsalesman- -with a television consultant. (Some manufacturers have people on their staffs who areconsultants.) These are men of great ability, andthese men go far beyond the range of salesmen; but they are not the men who call on youto try to sell equipment.

Salesmanship has its place. But it does not have a place when you are trying to fight your way through the mazeof videcon versus image orthicon, video distribution versus RF distributionand all of these words that are somewhere out in limbo in your vocabulary.

There are two types of televisionconsultants you may wish to select. If you take the long viewof the impact that you want television tohave on your organization, youwill want to go out and find a man who is an educational television consultant. The man should have his doctorate in the field of education and have experiencein teaching and administration. He should have experience inworking with a number of architects and engineers. He should know the language of education,the language of architecture, and the language of engineering,because these are the things that are involved.

If you are of the mind that you do not want anyoneto help you with your educational problems, if you only want someone 1:ohelp you solve your technical problems, you can bypass a man ofthis caliber and go directly to hiring a man who is an engineeringconsultant, and this is certainly better than not hiring a consultant at all. The engineer should have a background in broadcasting and if possible abackground in the installation of educational television systems. He should be able to write performance specifications so stringent that you get equipmentthat will do precisely what you want it to do.

I think it is obvious from my remarkstoday that I would advise you to hire an educational television consultant turn over yourworries to him and let him select an engineeringconsultant. These men will probably command aper diem that sounds like anexorbitant amount of money. I assure you that it is wellworth every penny.Actually what it amounts to is that you are payingthe man for piece work.You are only paying him for time he is actually producingfor you. In a few days of a man's time you can have the benefit ofexperience that it has taken him years to gain. -63

You will notice in the sequenceof things, that I haveadvocated that you select your consultant earlyin the game. He should be in the initial planning stages with you as youdevelop your program. Only in this way our needs. can heunderstand completely yourobjectives and really serve

IV. Let's Take a Look at Our Objectives If you decide to Why are you considering,eoloying educational television? What do you want it use educationaltelevision how do you want to useit? only one to do? As to why use educationaltelevision, there should be reason--to improve thequality of instruction!

Often another reason does crop up.There is a feeling on the partof administrators that they can effectcertain economies by usingeducational then admit it--admit it to your- television. If this is your honest need, self and to your consultantand design your program towardthese economies. into such little But for pity sakes,let's not cut the economy picture pieces that there is nothingleft over for a qualityeducation.

Whatever your objectives forthe use of educationaltelevision are, they will grossly effect the natureof the staff which you willneed to employ and the nature and qualityof the equipment you willneed to buy.

Methods of Education? V. What is the Cost of Our Present

Present education is notcheap. For example, at ourparticular college we college student to go into our mode analysis of what it cost for a laboratory school and viewfor one hour the activitiesin a given class- ten room. We came up with theastounding fact that it was costing us dollars per hour per collegestudent for observation in ourlaboratory the cost of tele- school. To sum up a further partof the study, we took vision equipment required toview laboratory classes,staff to run the television set-up, the samesupplementary salaries ofthe demonstration teachers and the cost factor came to sotithing like $2.05 per student per hour because we could workwith 200 students at one timeinstead of 20. be figured in The present cost of educationin your school or collelge can concern yourselfwith the a like manner. Once you have done this, you can next step.

Educational e e s n . A Cost Analysis for Em 2_

You do not have tobe an accountant to find outwhat educational television equipment, your is going to cost you. You can sit down and itemize your teacher's time, your technicaland production staff, addthem up and in the tele- divide by the number ofstudents who are going to participate student, vision teaching-learning programand you come out with a cost per per hour for yourinstruction. Now for me to standhere and tellyou that educational television is cheapwould be ridiculous. Many state colleges Jose State in the West and schools from PennState here in the East to San have analyzed the cost oftelevision and they find thatsomewhere around is considered the 235 to 250 studentsenrolled in a television section break-even point.Any number of students over and above that number actually cost less per student hour of instruction oncelevision than it would by tae normal classroom techniques ofconducting your educational program.

VII. Where Does ETV Fit into the Administrative Structure?

Dr. Armand L. Hunter in the August, 1961issue of the Journal of the NAEB wrote an article entitled, "The Way to FirstClass Educational Citizen- ship," and his subtitle is "Communications ExpertsNeed a Center for Coordinating Resources." In his introduction he points out that we are long past the gadgeteer technician stage in ETV. And he talks in terms of a learning center that would encompassthe whole communications and technological complex devoted to the learning teaching process. He advocates that the library, instructional radio and TV,film, graphics, AV communications, language laboratories, teachingmachines, and other related materials be grouped together. In his design the administrative headof this communications center should be a dean or havethe equivalent status. By putting ETV in such an administrativeframework you leave the people free to exercise their best judgment, andthey do not become part of what I call "petty departmental politics."

In my home state, the bureaucratichierarchy is such that the man who is responsible for educational radio and television reports to aboss who is director of mass media, who reports to a man who is assistantsuperintendent, who reports to the state superintendent of schoolswho in turn tries to interpret the program to the administrative officers ofthe Governor's cabinet who (and this is usually the budget director atthis point) try to interpret the problem of educational television to thelegislature. You can see what might happen. Years may go by within the state and not much is going to be done because the administrative hierarchy is soconstructed that the television people never really get out of the red tape tothe point where they can get something done.

VIII. The Selection of Personnel: A Criteria for Excellence

I suggest to you that when you are selecting yourpersonnel to operate your television installation, you look for professionalpeople who have the highest academic and experiential background, that yoube willing to pay premium dollars to bring these people into theorganization, and that you support them. Only in this way can you fully exploit thisthing we call ETV.

One of the reasons that the commercialbroadcasting stations of America have been so successful in programing is thatthey are quite willing to go out and compete for thebest brains to run their operations. It has long been the picture in education that you buythe absolute minimum. In ETV, for example, you go out and hire atechnician, someone who has been repairing television sets in a local shop and pay himfour or five thousand dollars a year. Then you wonder why he does not have the competencies .65.

What happens is you start that you need. Actually you do not wonder can't do that. damning ETV and say itisn't any good. It can't do this, it glass tube Actually, you know, ETVcan't do anything. A TV set is just a A TV with an electron beamthat bounces againstthe phosphorous screen. where the electron beam camera is nothing morethan an optical instrument The amplifiers andcontrol scans back andforth across the picturetube. camera chain are equipment that goes inbetween these and constitute a Of itself, TV can do completely inadequate andunalle to do anything. creative, imaginative, nothing. It can only relaywhat the brains of improve our educational capable people canthink up as a way to use TV to picture.

IX. Housing the 'televisionOperation audio- For years now ithas been the practice totake anything new like it down in the basement, visual education oreducational television and put it has proven its worth. in the attic, out inthe garage or barn until housing. It will Educational television, tobe a good program needs proper electric power, it will need adequate floor space,it will need adequate floor that need a room with adequateceiling height. It needs a good smooth conditioning so the people can you can roll a cameraover. It needs air television studio, work without suffocating. You need more than just a taping facil- you also need amaster control room forhousing switching and staff so they can have ities, you need adequate space2or your engineering maintenance of equipment. You offices and work spacefor the repair and would call a set and scene need to think in termsof a space that you terms of a graphic shop where you can build yoursets. You need to think in arts room andadequate dark room facilitiesfor film processing.

grossly overlooked inAmerican education is space; space An area that is the where your talent, yourteachers, can meet withthe producer-director, It is in these con- man doing the artwork, and the controlengineer. Another area needed is a ference rooms thatreal creativity takesplace. desk, perhaps a taperecorder, quiet corner for theteacher--a place with a place where the teacher canthink a typewriter, orsecretarial assistance--a and get the programscripted. Provisions should be madefor a You must alsoconsider storage space. for books but also forideas, reference library whichis storage not only You need storage spacefor graphic materials, picturefiles, art work. been used they need notbe your sets and props sothat once they have new coat of paint. destroyed but may be reusedby merely giving the prop a effected if you have someplace for These are economiesthat can only be storage. that you have a place to Lastly you shouldconsider a reception area so bring ETV into your program bring your VIP's, andbelieve me, the minute you who are going to visit to you are goingto have peoplewho are interested, later find that you willhave to see what you aredoing. You will sooner or job you are trying todo in adapt even the problemof space for the exact ETV. X. gualityStandardsEmAldimmt

If I could make but one pointwith regai 1 to quality standards forequipment, my maxim wouldbe--buy the highest quality of equipmentthat you can afford. In fact, I would say,buy equipment of even betterquality than you think you been can afford. One of the big mistakes,especially in the field of ETV, has buying cheap equipment. Inexpensive equipment will look nicein the package and in the pictures but it justwill not do the job. I was arguing recently with a quasi-colleague of mine at oneof our major state universities. This man, an engineer,said, "My God, Ray, what are youtrying to do?You don't need equipment that good.Where do you think you are, NBC in NewYork?" and I said "No, I have a veryimportant job to do and it is much moreimpor- tant than NBC in New York. People of the National BroadcastingCompany are merely trying to entertain the peopleof America.We educators have the job of providing information and anenvironment where people can learn. And we can't tolerate second rateequipment."

All too often well-meaning peoplehave been literally taken in by aclever salesman to buy TV equipment that is not upto quality standards. I cannot arbitrarily tell you what the qualitystandards should be for you. This is why you hire a consulting, engineer. It all goes back to what you wantthe camera to do. If you want to buy a TV camera tosit outside and count the number of freight cars in arailroad terminal, this camera does notneed to be very expensive. However, if you want to buy a TV camerathat will show a delicate, minuteexperiment in science and have eachdetail faithfully reproduced, then you are going to need amuch better camera indeed and it is going to cost you many many moredollars.Your engineering consultant should help you to design specificationsthat will meet the highest quality standards for equipment. If your quality standards arehigh, you will find that your specifications are written sothat only three or four corporations in the world will be able to bid onthis equipment.

Good television cameras are notcheap, good television monitors are not cheap. If it is your choice betweenbuying two inferior cameras and one that is of excellent quality, buythe one good one. The same holds true for microphones, audio equipmentall the way down the line. A cheap microphone will pick up the noise, yes,but you want to pick up intelligence. The audio becomes a very important partof television and is oftenoverlooked so high qualitystandards will need to be maintainedfor both video and audio gear.

XI. How to Design an ETV Pro osal for yourGoverning Board

Boards of Education, Boards ofGovernors of colleges and stateboards of education are made up of busy men. This sounds like a clie;he' I know,but they are busy men. People are constantly pounding ontheir doors requesting money for all kinds ofprojects.Now, you know that some of theseideas get beautiful support, others just die on thevine. If you want ETV to get the support of your governingbody, you had better take time to write anintel- ligent proposal. The proposal should be attracivelypresented, it should be kept compact. You should be brief anddirect in your remarks and support them with evidence. of your ETV pro- idea to start outwith the goals and purposes It is a good educational job, orfor If ETV has advantagesfor doing a better gram. list these advantages, lowering your perunit cost ofeducation, by all means have a betterchance of succeed- directly and briefly. I find that programs in an orderly manner. If you walked in ing if they areplanned and sequenced suggested they spend aquarter of amillion to our Boardof Governors and conceive of wouldn't get a hearing. They just couldn't dollars for ETV you to sit down However, what wedid in our proposal was this kind of money. You need orderly logical growth overan eight yearperiod. and spell out an develop your program to develop yourprogram but try to not take eight years can be where a reasonableacceptable amount of money into logical sequences plan to spend for Break down on ayearly basis what you spent each year. buildings and building new equipment, personnel,rennovation for existing maintenance costs aregoing to be. facilities, and what yourdepreciation and can come upwith a logical If you do this stepby step, year by year, you program thatwill be supported. cost--don't try to hidethe cost. Bring it Remember don't hedgeabout the people you are askingto buy your out into the open,and these are the price tag they will getthe notion thatthis is product. If you hide the the program in a com- It's going to cost money,and if you present free. proposal that conveysthe infor- prehensive, direct way, youcan design a documented proof,they will be mation, substantiateswhat you need with there is no pointin trying to embark willing to pay forit. If they are not, on the program. Teachers XII. Who Shall Teach? A New Breed of You doubt the most importantphase of your ETV program. Here is without a personnel to work on your finest equipment, you canhire top notch can buy the excellent techniciansand production team, you canhave good administrators, but nothing is goingto happen until engineers, the finestartists available, First of all I cannotstress you get a manwho is going todo the teaching. who teaches your ETV coursesshould volunteer too stronglythat the person for the job, heshould not be drafted. Well, I think theword ties into What do we mean by a newbreed of teachers? little bit of hamin him. We need a personwho, perhaps has a adaptability. is one of the areasI investi- I can speak with someauthority because this gated in my doctoraldissertation.

XIII. The "Questionof Residuals" teaching gentlemen, when youget into thefield of mass Sooner or later, teachers on educational TV and yourecord the work of your and you employ and into such things asintra-college exchange video tape and you get hundred students on your teaching three orfour or five maybe one man is across the perhaps on ten ortwelve additional campuses campus, and Kenneth Bartlett, of residuals isgoing to come up. country--the question this as one of the most Vice-President of SyracuseUniversity, holds He fells thatby the equitable outstanding areas ofpromise foreducation. rights to TV teachers wecan attractthe payment ofresiduals or reserved business to teach ourcourses for us. I most outstandingpeople in the think he is quiteright. XIV. Some ThoughtsonEvaluation and money into ETV pleasedo not As you plunge yourtime, energy, thinking, thoughts on evaluation. Now it do it unless you arewilling to give some the true does not need any has been said that theold, the tried, and evaluation; that we acceptit. We have a wordthat my president likes You will find thatwhen you explore to use often; hecalls it tradition. great deal oftradition in front the never-never landof ETV there is not a it is tra- of you for you torely upon, or to saythis is right because "prove" that ETV is as dition. There have been allkinds of tests that My only thought aboutthis is good as or better thanclassroom teaching. good in the first place. that maybe classroomteaching has not been very of your tele- Please take time out to engageactively in the evaluation up-grade them and improvethem. One of vision programs. Take time out to disturbs me much abouteducation is that somepeople who the things which idea about are goodteachers, very goodteachers, do not have the vaguest student's work, haw toevaluate how to write anexamination, how to evaluate their own program. teach things on Perhaps y u need outsidehelp. Maybe you are trying to Maybe you should television that should notbe taught on television atall. Maybe you should take time out forindividual meetings with yourstudents. seminars with them. Maybe give your faculty time tomeet in small groups or handled on there is a good part ofthe content that couldbe programed and a teachingmachine or a program book. and techniques andpersonnel So please be preparedwith your best thoughts evaluate each programthat you enter into inETV, so that you to carefully of this new, can prove toyrurself and to those whowork with you the merits the American people. dynamic way of bringing moreand better education to CHANNEL .13 AREA TELEVISION UTILIZATIONIN NEW YORK CITY, Research, ColumbiaUniversity Kenneth Lenehan, Bureauof Applied Social

Educational Television of a four-part reporton the Regents This is a summary Research of Columbia prepared by the Bureauof Applied Social programs, of all schools--publicand The report isbased on a mail survey University. 32 counties inand around the NewYork non-public, elementaryand secondary--in conducted with teachersand principals area. In addition,654 interviews were in 206 of theschools. for all the schools 1,400,000 program exposureswere reported An estimated refer to number of of April 2-6, 1962. (This figure does not during the week Science programs pupils watch morethan one program). pupils because some The most popularsingle were the mostpopular with450,000 pupils watching. watching. The second most program wasTime for Sciencewith 116,300 pupils popular program wasTell Me A Storywith 95,100. schools than in high are used morewidely in elementary The Regents Programs schools compared to19 per cent ofthe schools: 45 per cent ofthe elementary high schools(includes junior highs). that use the programsaccording to Table 1 shows abreakdown of the schools non-public), and level(elementary or location, affiliation(public and secondary). Table 1

REGENTS PROGRAMS BYLOCATION NUMBER AND PERCENT OF SCHOOLSUSING ONE OR MORE AND SCHOOL TYPOLOGY * ELEMENTARY SECONDARY NEW YORK CITY 89% (410) 57% (88) Public 24% 5% (4) Non-Public (58)

OTHER NEW YORKSTATE 61% (272) 19% (33) Public 24% (41) 1:A.4 (6) Non-Public

NEW JERSEY (191) 4% (8) Public 307. 47% (136) 77. (4) Non-Public

CONNECTICUT 17% (35) 2% (1) Public (4) - - Non-Public 67.

(144) TOTALS 45% (1147) 19%

*includes junior high schools. .70

(89 per cent) in NewYork City used the Almost all publicelementary schools the figure falls to30 per cent, and in Regents Programs. In New Jersey, Connecticut to 17 par cent use schools in the NewarkArchdiocese showed the greatest Actually, Catholic classes watched from nearly all schools usedthe programs and most of TV: schools in other locations three to fiv programs aweek. Otherwise, Catholic used the programsless than publicschools.

handicapped by poor TVreception. This was particularly true Some schools were reporting poor or noreception. in Connecticut,with 36 per centof the schools 5 to 10 per cent. In other locations,this figure ran from Almost a third of the Another reason for notusing TV is the lackof TV sets. with sets, many haveonly one schools are without TVsets. And, among those Schools vary widely inthe number which must be sharedby 20 to 30 teachers. supply them, others donot. In of TV sets theyhave. Some school systems organizations have suppliedsets. Among some communities,the PTA's and other schools, 42 per centreceived sets from thePTA or other public elementary from their system. Some organizations; 49 per centreceived one or more sets schools, of course,received sets fromboth sources. better off PTA's and others occurredin communities that are Donations from likely to Similarly, schools inbetter-off communities were more financially. schools where the their system, exceptin the New York City get sets from schools; that is, toschools Board of Educationsupplied more sets to poorer all the schools inthe that had not received anygifts. But, looking at the "poorer" schoolsshowed viewing area, in termsof sets and facilities, the least opportunityfor using TV. watching the pro- Besides the lack ofTV sets, the nextbiggest obstacle to schools, this is a minor grams is theschool bell schedule. In elementary bell cut the audiencesize in half problem, but it wasfound that the lunch Because high schools aredepart- for programs shownimmediately before noon. the use of Regents'Programs. mentalized, major problemsof scheduling prevent subject is being presented onTV. To Many classes do notmeet when their overcome thisdrawback, principalssuggested that: in advance that Program schedulesbe announced far enough 1. be made to coincide. class schedules inthe high schools could

times during the dayand on 2. Programs be repeated more successive days, and evenoffered after 3 p.m. andin the evening, so programscould be assigned ashom °work. the schools for 3. Programs be put onfilm and distributed to use at theteacher's discretion. schools where principals It was also foundthat in the New YorkCity elementary (teaching side), theschools made had some training inaudio-visual techniques principal's trainingshowed greater use ofthe programs. Outside the City, the no effect. 41

Teaching Reading wasthe most popular Among the teachertraining program, City schools,with 85 per cent ofthe principals reporting in the New York schools, watched. Outside the city, inpublic elementary that some teachers the principals the most popular. About one-fourth of Science for Teachers was audio-visual watched. In schools wherethe principal had said some teachers teacher training programs. training, teachers were morelikely to use the

Interviews withTeachers and Principals the elementary schoolsrandomly selected from Interviews wereconducted in 206 and four nearby NewYork counties, and public school systemsof New York City Catholic Archdioceseof Newark, the from the parochialschools of the Roman a system-widebasis. In the latter giving maximumencouragement to TV use on refers to those inthis system, and following pages,"parochial schools" New York City andfour nearby counties, "public schools"refers to those in and fifth grades. and "teachers" meansthose in the second

How Much isWatched Per Class second grade teachershad schools, sixty per centof the TV-using In public grade watch only a single program,as didhalf of the fifth their classes watched two programs, teachers; most ofthe remainingsecond grade teachers two or three. In the remaining fifthgrade teachers watched most of the second grade classes the Archdioceseof Newark, most parochial schools of and this fifth grade classeswatched four or more, watched two programs, most complete equipment of is even more than canbe accounted forby the usually this system with TV sets.

What is Watched watch only a science grade, over half thepublic school classes In the second and almost all the program, andone-quarter of thepublic school classes plus Tell Me A Story. In the fifth Newark Archdiocesanclasses watch science diverse (especially inthe public grade, watching patternsare much more by a very wide margin. schools), but science isstill the front-runner

Equipment of the moved from classroom toclassroom in one-third All or most sets are All or schools and in halfof those in thenearby counties. New York City in another thirdof most sets arekept permanentlyin a special viewing room one-fifth of the suburbanschools. In the the New York Cityschools, and in of the schoolshave most sets Newark Archdiocesansystem, 92 per cent classroom. In about halfthe public schools two permanently assigned to one of the pooled for watching;this happens in almost none or more classes are in TV schools. These practicesreflect the differences Newark parochial schools had a set forfive equipment--96 per cent ofthe Newark parochial schools only had a setfor every 16 or teachers or less; mostof the public moreteachers. Preparation and Follow-Up of their classes About thirty per centof the teachersreported no preparation announcements of topics before viewing the TV programs;the rest ranged from terms to the bringingin of materials byteachers or via discussions of prevalent and more pupils. Follow-up work afterthe programs was both more diverse.

Irregular Watching and ten About thirty per cent ofthe teachers interviewedin public schools parochial schools had notwatched their TV programregularly per cent in "last week," throughout the term. Of the teachers whohad missed a showing regular viewing 40 per cent gave as the reasonthat they had given up that programs "added altogether, mostly becauseof lack of facilities, or circumstances peculiar to nothing," and the remainderhad been prevented by that week.

Non-Viewing schools said they would use Half of the interviewedteachers in non-watching remainder would do soprovided TV if it were up tothem, and most of the also given by most non- certain conditions were met. The latter answer was principals of non-watching watching teachers in watchingschools, and by most this connection were: The most frequentlydemanded inprovements in schools. coordination of TV better facilities or arrangementsin the school; greater certain subjects. and school curricula;and more emphasis on

Desired Changes in Programs all but 15 per of the interviewedwatching teachers, and All but one-quarter for changes cent of theprincipals of watchingschools, offered suggestions than one--and thesecovered a great deal of in programing--usually more with better About 15 per cent of theteachers expressed concern ground. school; about 20 per communication or coordinationbetweer broadcasts and about 20 per cent cent wanted changesin the length andtiming of programs; other wanted easier programs andalmost 15 per centwanted harder ones; lecturing; more programs suggestions called for morevisual work and less or continuity; appropriate to the lowergrades; more repetition, summary, were concernedwith and a variety ofother changes. Only about five per cent suggestions changes in subjects tobe covered or emphasized.More detailed referred to specific programs.

r.In-School Obstacles watching teachers and 90 schools, about seventy percent of the In the public obstacles to the the principals ofwatching schools mentioned per cent of the school maximum usefulness of TVwhich could be handledby action within and principals in the or theschool system; about halfof both the teachers Most frequentlymentioned Newark Archdiocesan systemmade similar remarks. followed by "inadequate room orspecial was theinadequate provision of sets, arrangements." -73-

Inherent Bad Points ofClassroom TV that could be After considering possible programchanges and shortcomings remedied within the school orschool system, there remain,in the judgment draw- of about one third ofthe interviewed teachersand principals, certain backs inherent in classroom TVthat, presumably, "nothing canbe done about." feedback in televised The point most frequentlymentioned is the lack of In addition, many feltthat TV instruction. Rigidity of schedule is next. -'for example, only for was useful onlyunder certain specific conditions certain subjects, for certainkinds of pupils, or withcertain kinds of teachers.

Inherent Good Points ofClassroom TV (as opposed to features Of the inherent assets ofTV as a classroom medium the air), the associated with the particularcontent of what has been put on most frequently named wasTV's ability to overcome thephysical limitations expensive equipment, the of the classroom, bymaking possible the use of exhibitation of involveddemonstrations, access to scenesin distant places, the pupil to more and so on. Close seconds are: the TV screen can expose expert teachers; the TVexperience is likely to bedramatic and motivating. Some comments referred towhat TV does for theteacher, rather than directly hints about for the pupils: it breaks up the day forthe teacher, provides teaching procedure, orenriches teachers' knowledge. "KINESTRIP" FOR VIDEO RECORDING

Herman London, HunterCollege

is a motion picture film By now everyoneknows that a kinescope recording technical and some- made from the face of atelevision monitor via a highly that "slidefilm" is the name what expensive process.Everyone also knows the business world uses todescribe a filmstrip withaccompanying sound. Herman E. London, A"Kinestrip"lis the term and technique developed by Audio-Visual Coordinator ofHunter College, to indicate asound filmstrip of educational television programcontent. 35mm camera with cable The basic equipmentneeded inc1'zdes a half-frame release, close-up lenses,good quality TV monitor,solid copying stand, tape recorder. exposure meter,audio-oscillator (beeper) and stereo Optional equipment forautomatic playback wouldinclude a synchronizer, stereo tape player, andremote control filmstripprojector.

Setting up the equipmentmerely involves mountingthe camera with its close-up lens on a horizontalcopying stand, facing thetelevision image. Using ground glass oretched plastic carefully focusthe camera before loading with film. Set the shutter at1/30th of a second or slower the exposure (1/25th). Let the sensitivity ofthe film you are using and guides to a proper meter reading from theface of the picture tube be your aperture setting onthe camera.

Two patch cords feedthe stereo tape recorder. The television "audio" goes to trackA and the "beep" goes totrack B. might While you are rechecking theentire audio and video set-up you reconfirm your understandingthat any "off-the-air"(as contrasted with closed-circuit) recording involvescopyright. The responsibility for squarely with the obtaining copyright clearancefrom the TV station rests person making arecording.

The video director inthe studio calls the shotsand your close attention clues and help with the to the content ofthe program will lead you to frame. non-uniform timing of yourphotographic shots. Start with a title Continue Then as each successiveframe is shot, press thebeeper button. doing this through a sequenceof meaningful scenes up toand including "The End" titles. to cut the 72 Have your film processedbut instruct the laboratory not (The frames into slides, but toleave the film intact as afilmstrip. color slide choice of black and whitefilm processed for "reversal" or film is left to theexperimenter.)

by the inventor 'All rights to use the word"kinestrip" are reserved of the tern. 75..

If one does not have a Upon playback, twoapproaches are possible. manual technique is used. Synchromat Automaticfilmstrip projector, a While the audience hearsthe sound from tapetrack A, the projectionist hears the "beep" from tapetrack B and advances thefilmstrip appropriately. It is not to be The "Ninestrip" is inthe process of beingperfected.2 judged alongside a kinescopejust as audio-visualspecialists have cautioned us not to consider afilmstrip as an inferior,cheaper motion television picture. The writer contends, however,that most educational "motion" inherent in the programs he hasobserved have little or no validated the effective- teaching presentation. Research of the past has that the ness of the sequenceof still shots. The writer is convinced kinestrip may be the answer to asmall school's televisionrecording problem.

TELEVISION MONITOR

AUDIO SINGLE FRAME OUTPUT CLOSE-UP CAMERA LENS

STEREO TAPE RECORDER

have been omitted 2At least two dozen ma.nortechnical considerations of "Kinestrip"recozding. Hernma E. from this vetybrief discussion of New Coordinator of HunterCollege of the City London, Audio-Visual York can becontacted for furtherdetails. ETV FOR EDUCATORS

Phil C. Lange, Teachers College,Columbia University Sanford M. Levene, Bronxville, N.Y.Public Schools

We believe that teachersbecome better consumers and patronsof educa- .onal televisionif they have had a successfulexperience in preparing and producing a telecast. It has been our experience,however, that very few teachers want to begin byenrolling in a television production course. The ordinary teacher hasneither the interest nor the time tomake that initial investment; insteadhe wants an EASY ENTRY to TV production--an economy or compactversion. He is reluctant to divewithout first having tested the water. If he finds his first samplesatisfactory, he may venture in more deeply. Five years ago we designed for suchteachers fc,ur hours of abbreviated instructionwhich in two sessions enabled inex- perienced groups to become acquaintedwith TV studio facilities, to plan their own production and to produce it. Quite naturally this approach was labelled Instant TV. It is Instant TV that we willdescribe in the following paragraphs.

Educational TV productions can becometime-consuming, meticulous affairs, much rehearsed and peopled exclusivelyby master teachers and TV specialists. There is a necessary place for stchperfection, the expense and tensions that usually accompanyit. But for beginners the atmosphere must be more relaxed, moreaccepting. This does not mean that quality is forgotten in Instant TV nor that thediscipline of effective communication is abandoned. Participants will do their bestwithin stated limits; and in most instances the Instqat TVproductions are surprisingly good. Oc- casionally we have been disappointed in aproduction; but the problem has never centered on the new masteryof equipment as much as on overcoming poor old habitsof instructional planning. When a telecast has been poor it becomes the basis for learningfrom a critical analysis of causes, failures and criteria.Most frequently the enthusiasmfor working with television as a new, non-erasablemedium produces telecasts that are very good indeed.

In brief, Instant TV is a two-stepapproach to television productionfor novices. Usually we have from 30 to 50 inexperienceaparticipants who are formed into three or more production andtalent teams. The first two-hour session is phased for three kinds ofactivities: (a) review of expected outcomes, and orientation tof-*.lities, equipment, and roles andfunctions of the different members of aproduction crew; (b) decision making on telecasts to be produced by the groups, andvolunteered assignments to these specific roles; and (c) planningby the respective grows fortheir telecast. The second two-hour session is phased sothat while one team presents its telecast the other groups arethe audience, with each production team taking its turn. The actual telecasts are usuallytimed for 10 to 20 minutes, allowingadditional time for some changing of settings and last-minute skill developmentwith the equipment. We have usually planned three such telecasts and a shortconcluding critique in this second session.

Admittedly this sounds like too much to attemptin two sessions. When it worked so well for us the first time, we gave a greatdeal of credit to -77.-

luck and to the enthusiasm of the participants.Now that we have provided this Lxperience to over 500 students, we stillcredit the enthusiasm while giving more credit to the self-disciplinewhich people will bring to a production and while giving more importance tothe Television Production Guide which makes our procedures explicit.

Several other instructors have made use ofthis capsule approach to TV by incorporating Instant TV as a unitwithin their course, or as a supplementary activity. Consistently the results were surprisingly rewarding to them. People with more sophistication about communicationmedia and TV production. some starting with scepticism aboutthis quickie business, have also been enthusiastic overthis effective but limited introduction which develops a minimum of skill whiledeveloping long-lasting favorableimpressions.

In the beginning a group of graduatestudents at Teachers College, Colum- bia University, enrolled in a course inproblems of teaching, had wanted to know more about televisionproduction--but they would budget only four hours for it. This strong but limited interest at least gave us astarting point. We also had available a closed-circuittelevision studio and a staff member (Mr. Levene) who was thoroughly familiarwith the studio's resources and experienced in more conventional waysfor teaching television production. We decided that the best way to use fourhours was to put participants directly into planning andproducing a telecast, being both their own talent and production crew.Mr. Lange re-scheduled his graduate coursefor two two-hour sessions in thetelevision studio. Mr. Levene prepared a Television Production Guide especially forthis Instant TV approach. (This Guide was subjected to refinementsand recently made available from the Bureau of Publications, TeachersColleges Columbia University, 500 each in minimum orders of 10.)Mr. Levene's Television ProductionGuide serves both: (a) as an organizatton outline for atalk-through introduction at the first session, and (b) as theparticipants' study material between sessions.

Our plan called for one TV technician(Mr. Levene) and one instructor (Dr. Lange); all other roles and functionswould be assigned to the participants. Our TV technical expert wouldexplain the TV facilities, equipment and roles; our instructor wouldbe concerned with the content of the telecast and the format of itspresentation, and would induce the essential kind of "volunteering" thatwould result in everyone being assigned to a responsible role in oneof the TV productions. We planned for two cameras manually operated. The basic membership of a production crewwould include: Director, Program Assistant, two cameramem,Audio Engineer, Floor Manager, Boom Man, Film Man, andadditional assistants for preparing or handling visuals and props as needed.Those who were to perform before the cameras were identified as Talent. One of this group, usually the Director, becomes a Scriptwriter. This whole group would constitute a team, with the Director put incharge of the production of his team. W6 planned for three telecasts for the secondsession; thus all explanation, job assignments and program planningwould be telescoped into the first session. The Television Production Guide hasserved as an effective way of pacing the introduction, emplanation, andassignments to specific team roles. It is organized around sevenquestions:

A. What are the basic educational televisionformats?

B. How do you plan an educationaltelecast?

C. What are the terms I will need 'co knowand use to write a. script-run?

D. What does a script-run look like?

E. In order to produce a telecastfrom a script-run, how many members are there in a production crewand what are their individual responsibilities?

F. What are the terms used by thedirector to communicate his wishes to various members of his crew?

G. What are the speciat things toremember when preparing your script-run?

In the first session the participantsknow what help they will get from the Guide and the terminology on whichthey should practice between sessions. When it comes to volunteering in this firstsession there is usually some hesitancy until the ice .ksbroken; but this usually comes easily enough if there has been enough discussionof what kind of telecasts are possible, reasonable, interestingand appropriate to the talent- resources of the greup. The listing of jobs to be filled usually brings forth volunteers for most roles. The variety of posts is some advantage. When the groups plan their talent, theresponsibilities that were attached to the volunteering become more real. At this point in the first session some members have a morereal interest in what they will have to do,and want on-the-spot explanation and practicewith a camera or control panel. Mr. Levene would be at hand to give thishelp and preliminary experience oi the equipment.Mr. Lange would be mother hen tothe Talent. At all times we were careful to impress uponthe various parts of the production team the need to keep their actionscoordinated.

Because the groups knew that they were ontheir own, they have consistently veached a working plan in their firstsession.This means that some tasks may have beenassigned for accomplishment between sessions-- like the writing of the final script, the preparationof visual materials, etc. They have come to the second session ready to try out aperformance. We make some time provision for trying outthe beginning before "going on the air"; but we have not expected a completerehearsal, for obvious reasons of time limitations.This puts added importance on carefulplan- ning.

Here at this Communications Convocation,with slides and overhead transparencies we are preparing to show you scenesfrom Instant TV, to visualize Television ProductionGuide, and to answer its setting, tomention the this kind ofpleasant intro- questions you mayhave. We feel that have real merit,and it might duction of TVproduction forteachers does very wellbe used morewidely.

Excerpts FromLevene's Instant TV

(Television ProductionGuide)

11" punched paperready for inser- The Guide isprinted 04 1'4/2" x Note: Complementary andsupplementary tion into a tro- orthree-ring binder. is suitablefor conversion totrans- information providedin the appendix parencies foroverhead projection. foreword; the firstparagraphs from The excerptsthat followinclude: the Guide; and theopening paragraphfrom the a section onhow to use the Guide.) Foreword

by Phil C. Lange

operational experience 500 classroomteachers had direct By 1963 over television, usingthis Television with the productionof closed-circuit provided a their enteringvehicle. This Guide has Production Guide as where in four hours to TV product5, Ain situations barebones introduction their own TV of teachers havesuccessfully produced of class time groups utilization of policies, ethics,practices and programs. The issues, the TelevisionPro- edurltional television arenot a partof this Guide; purpose--toprovide an efficient ductiou Guide limitsitself to a single roles in atelevision production, way to helpnovices try outthe different and to do thiswith success. of experiencedand prospective This all startedin 1960 when a group problems in teaching. in a graduate teachers were'surveying their own that it of Teaching themembers found education courseentitled Problems One but not easy todo much aboutthem. was easy toidentify problems these teachers wasthe difficulty of problem that had ahigh priority for techniques. Specifically most keeping abreast ofmodern instructional first- felt that a teachershould have more everyone ofthese educators but not one wouldtake the step to hand experiencewith television; to start out course. One wrote, "I want enroll in atelevision production main year's diet:" They agreed their with a small tasteof TV, but not a of TV by having moreunderstand- purpose wasto improvetheir utilization ing of itsproduction. Instant TV...:" Instant said succinctly,"If only there were One member fire. At this point, as onethat term thatthe group caught TV: it of the Bronxville(N.Y.) Public Sanford Levene,Audio-Visual Director with facilitiesof theclosed-circuit Schools, a manthoroughly familiar Columbia University, wasbrought television system atTeachers College, into the picture. Mr. Levene, a meticulousorganizer of instruction, was asked to meet with a sub-committee todesign two two-hour sessions in the television studio to include explanation,actual planning, practice and finished production. It was assumed that theparticipants had no prior experience with TV production and that Mr.Levene would be the only knowledgeable technician at hand. Time would be at a premium.

This first successful session with InstantTV and subsequent uses have proven the effectivenessof the Guide. In thirty minutes most groupshave been ready to move into the making ofdecisions about programs, scripts, and assignments to jobs as scriptwriter, performer, cameraman, director, etc. Some groups take longer; andwhen time is not so precious a more deliberate approach may be used. Other instructors have used the Guide successfully in a variety of timeschedules, large and small groups, and in different studio settings.

The Guide is not intended to be any panaceafor developing near perfect skills overnight; rather it is a walcome matthat invites one to step in to see for himself.

In practice the productionsessions have been followed by attention to the educational uses of TV, andinstruct!,onal materials generally. The outcome should be a betterfeeling for TV and its potentials, and a better understanding of instructionaltechnologies. -81

Television ProductionGuide - Sanford M. Levene

HOW TO USE THIS GUIDE

The Purpose students with basic The purpose of thisGuide is to help familiarize plan, produce and knowledge and procedureswhich will enable them to participate in simpleprograming for communicatingvia television.

Its contents in no wayattempts to emulatelarge scale standardized educational and commercialtelevision production methodsand procedures. Instead, its format 1'designed to give laystudents, in a brief period appreciating the advantages of time, a foundationfor understanding and medium of communication in and disadvantages ofutilizing television as a a school'scurriculum. successfully by hundreds This television productionGuide has been used content having no of teachers enrolled ingraduate classes with course direct connection withthe study of educationaltelevision.

The Outcomes activity are beneficial The learning experiencesderived from this type of to students aswell as the instructor lecturing or reading, students For students. Without formal, extensive quickly gain a frame ofreference for understandingwhat is involved in Students actually learn from utilizing the televisionmedium in education. behind the camera is apparentfor each other. Improvement both before and each succeeding production.

The TV telecast in this contextis a team effort,somewhat analogous to relationships in group in- team teaching. There are learnings about team struction that haveapplication far beyond televisionproductions. observe his students For the instructor.The instructor has a chance to In working together, poolingtheir abilities in a cooperativeventure. situation other than short this provides himwith a classroom performance the typical paper-penciland recitation format; hehas a unique picture of his students caught inthe by-play of groupdynamics. the purpose for which it is The degree of successin using this guide for intf=med will depend largely onthe instructor's ability tofeel confident the equipment and that his students cansuccessfully learn to manipulate direct themselves for the purposeof producing a seriesof simple television productions.

Suggested Procedures forUsiag this Guide first ses- (Note: This section proceedswith specific suggestions for a production and talent sion and a second session,including assignments to roles.) TELEVISION PRODUCTION GUIDE

You should read this Television ProductionGuide in sequence from a to G, even though in your classsession your instructor may have asked another sequence in calling attention toits various elements. Thus this is a sample "talk-throughof the logical considerations you need in preparing for your part in your Television Production. This guide is organized around seven questions, two figures, and a sample TVscript:

A. What are the basic educational television formats?

B. How do you plan an educational telecast?

C. What are the terms I will need to know and use to write a script-run?

D. What does a script-run look like?

E. In order to produce a telecast from a script-run,how many members are there in a production crew and what aretheir individual responsibilities?

F. What are the terms used by the director tocommunicate his wishes to various members of his crew?

G. What special things to remember when preparing yourscript run?

After your first reading you should then return togive special attention to those sections which refer to the roleof functions for which you are responsible in your TV production.

(Note: Guide proceeds to answer these questions. The appendix contains figures depicting location of the basic facilities andtypical production crew in an educationaltelecast.) 2500 MC CLOSED-CIRCUIT TELEVISIONAT PLAINEDGE

Dalton Levy, Plainedge PublicSchools

Plainedge, it is In order to betterunderstand the development of ETV at inaugurated our ETV pro- necessary that I goback several years when we ject.

At that time we hadthe studio and two camerachains. We were fortunate to obtain a researchgrant from the NewYork State Education Department enrichment programs to the with which we evaluatedthe effectiveness of High School.. After two yearsof research, during whichtime our tele- utilizing our vision equipment wasoverhauled, we finally felt we were equipment to its utmost. consultations with the Before reaching this stagehowever, we had many influen- teachers involved in theproject. They are the ones who directly At one time during ced the programs andthe growth of ETV atPlainedge. the project we had aindustrial psychologist interviewall the teachers. The results of theseinterviews were applied to ourtelevision project. programing and the Of particular importance inthese interviews were the television equipment.

Unfortunately when we firstendeavored to use ETV we wererushed for time. This did not give us anopportunitj to arrange teacherschedules and the fol- programs to exactlyfit the curriculum. Since then we developed was for the lowing procedure. The first step in organizing our programs Rita Pass, who district curriculum committee,under the direction of Dr. is Director of ElementaryEducation, to recommend to theSuperintendent would be most of Schools, Dr. John H.Rinehart, the subjects they felt and. valuable. I would like to point outthat Superintendent Rinehart and Assistant Superintendent Bretton areextremely well informed on ETV have advocated its usefor many years. They are both well acquainted with the medium. In the After the subjects areselected the teaching staff isnotified. periods daily High School the voluuteertelevision teacher is given two In addition to this hehas to prepare hisweekly forty minute program. there is seldom four classes and noduties. Even with this allocation continually spending double enough time. The television teachers are it that amount in preparationand organization. It is no easy job, as also entails extra work evenfor the teachers receivingthe programs. and selected for their The elementary subjectteachers are auditioned ability before the camera. The best classroom teacheris not always the best television teacher. with grade chairmen and Once the teachers areselected meetings are held departments to ascertain thesubject matter.From this point on, everyone must work as ateam. The teacher in the classroomis just as be important as the one beforethe camera. The classroom teacher must class with the program. informed as to subject matterand must acquaint the Regardless He should have a positiveattitude, but this need notbe so. the classroom of this, an outstandingfactor will be that the better and cooperate teacher, the more effectivelyand anxious he is to utilize with this new teaching method. There were many hardships with our equipment. Initially our equipment was very basic for theonly reason that six years ago very little was avail- ale at school level budgets. However as we progressed we improved our equipment. The first step was to include intercarrier soundwith the video. We also provided for an intercommunicationnetwork in the studio, a new console, switcher andcomplete overhaul of the equipment. Monitors were added to the cameras so thestudent operators could see their shuts. Regardless of this change, the teachers were still notsatisfied with the technical results. Video signal was bad, there were no common syncpulse, we could not superimpose or fade our cameras.A film chain, slide projector end multiplexer were not available, nor was any methodof preserving the programs for a later date.

These problems occurred simultaneously withthe installation of the 2KMC microwave system. The same comments on these problems were submitted by the elementary teachers. Even though the Adler mictrowave system worked to perfection, the origination equipment wascalng poor results.

For over one year we exerted every effort tosuccessi overcome this technical problem, but the only way we could do it wasi, ,aplacement of all studio equipment. The only error we felt we made on Lire 2MKC installation was installing the connectors on the roofs ofthe buildings instead of inside the building. Vandalism and their inaccessibility delayed several programs. The units will be moved inside when our system is connected to the newly FCC approved 2.5 KMCfrequency.

New studio equipment was installed inSeptember 1963. It included two camera chains, a complete filmchain, waveform monitors, switcher-fader, videotape and a special program switcher designedby Sarkes-Tarzian to permit full flexibility in programing.By push button control we can program any combination offilm chain, videotape or studio to either the High School closed circuit system, the microwavetransmitter or the videotape recorder. For utilization, this switcher is morethan worth the additional cost and it eliminates the old patchcord jumpers which are always misplaced or outof order.

With the new origination equipment and programtechniques, all the television we now present is technically excellent.A direct evaluation of each program has indicated only minor difficulties in programcontent. The 2MC system has been proved as an effective way to connectschools in our elistrict. There havebeen no bad affects due to rain, snow, fog, sun or heat. Birds have no affect on the antennae. We have critically evaluated our television project irom the beginning and feel we nowhave the proper foundation for full scale growth. TAPES AND KINESCOPES FOR SCHOOL AND STATION USE

Robert Spinks, State Education Department

The State Education Department operates an Educational Media Distribution System. This system distributes mostly video tapes of educational television programs throughout the State, free of charge, to those who have the facilities to play back the tapes.

At present, we acquire the tapes by contract from the ETV Councils located in the State. Most of the holdings are of the in-school instructional type. We do have, however, a number of adult-cultural programs available. It will be possible soon fox a IV system, operating with the Ampex portable recorder, to supply new tapes or use the present tapes the library.

The major users of the tapes are the Councils themselves. In other words, the Councils produce programs, financed by the State, which are used by the Councils free of charge.As I have already mentioned, it will be possible for people with small portable VTR's to also take advantage of the library services. We will, in this case, make dubbings from the professional model machine to the slant track machines. It is also possible for ETV organizations out of State to use the tapes.There will have to be a slight charge made for dubbing for out-of-State users.

In order to get more information about the materials now found in the library, write to Carl Balson, Division of Educational Communications, New York State Education Department, Albany, New York. We have a summary sheet giving titles, grade level, number of programs available, and length of these programs which are readily available. We are also preparing a catalog giving more detail on each single program or series. ELECTRONIC CLASSROOMS LANGUAGE LABORATORY AND SPECIFICATION WRITING

David M. Crossman, State Education Department

One of the most complex and cetZainly one of the mostfrustrating tasks that a communication specialist is called upon to do is to select a language laboratory for his school.

A new lab must be inexpensive enough to satisfy the Board,serviceable enough to satisfy the business manager, easy enough to use tosatisfy the faculty and prestigous enough for everybody. Oh yes, it must also be of value in the teaching of foreign languages to students whowish to learn them.

In 1959, this was a fairly easy task. There were only two manufacturers in the business and it was either one or theother. It didn't make much difference which one you chose - they were both equally reliable. The selection of either one virtually guaranteed serviceproblems beyond your wildest dreams.

Now, of course, all that has changed.

During this past summer, ',:he U. S.Office of Education published the most helpful and detailed work yet available onlanguage laboratory selection. This is the publication entitled: "Language Laboratory Facilities: Technical Guide for the Selection Purchase, Useand Maintenance," by Alfred S. Hayes. Mr. Hayes supplies an intelligentrationale for the use of the language laboratory and includeswhat we believe are the best overall specifications now available.

Because these new minimum standards represent asubstantial upgrading of this type of specification :.siting, itseemed to us that an increase in price might reaso-4ably be expected fromthose manufacturers subscribing to the new specs.

Three months ago, we circulated a questionnaire to44 manufacturers of language laboratory components and requestedinformation and reaction relative to the new specifications.Specifically, we requested an estimate from each manufacturer on the anticipatedchange in price of their present components as contrasted withpricing information on equipment they might manufacture to meet the Hayes' specs. With a rather spectacular display of inventivevess and "creative questionnaireresponsemanship" the replies began to arrive. A total of 30% were returnedexpressing attitudes ranging all the way from entLusiastic approvaland adoption of the Hayes' specifications to a categorical gainsaying of the valueof his efforts.

In, general, respondents indicated aknowledge and approval of Hayes' work and indicated that they either were or wouldbe meeting his criteria, at least from the standpoint of electronicminimums. His non-electronic specifications were widely criticized from a varietyof viewpoints.

Chief among these complaints is thespecification of metal furniture for both console and student positions. In out opinion, this detail not only unavailable to the severely curtails competitivebidding, but also makes wooden units. bidder many excellentlydesigned and highly serviceable requirement that Another complaint which wefeel justifiable is Hayes' organized geographically on all individualstudent program switches be the console to conform tothe layout of the lab. This feature, though convenient, also limitsbidding to non-modular typesof construction making additions toexisting equipment morecostly than necessary. cartridge type The Hayes' specifications,unless modified, do eliminate In our equipment for reasonswhich Mr. Hayes describesin his book. considerable improvement opinion, many cartridge typelabs have undergone and should not beruled out as a possibility. Of the 13 The analysis of costfigures was particularlyinteresting. meeting the responding corporations,61% indicated that they are now however, the equipmentwhich does Hayes' specs. In at least two cases, meet the criteriais based on a deluxeline of components.

they plan no change inprices. 23% report an average 387. indicated that average of of 46% increase in price. Interestingly enough 157. report an 17% decrease in pricestructure. writing does not insurethat you Even the most rigidkind of specification single step in will get what youasked for. Probably the most important is the action yo'take to insure that yourspecifi- Ate bidding prozedure proportions since the cations can be met. This is a problem of enormous variables are to be con- industry itself has notdecided lgow important generally uncontrolled For example: thEkre are at least seven trolled. (1) Line factors involved in themeasurement offrequency response alone, current, (5) Equaliza- voltage, (2) Tape speed,(3) Type of tape, (4) Bias tion, (6) Tape guidance,and (7) Recordinglevel.

variation which existswithin even the bestwritteL In spite of the the worth of an" :Lew specifications, there is amethod of approximating school installing language installation whichshould be employed by every the retention of adisinterested laboratory equipment. This, of course, is adherence to your cri- electronics technicianwith the equipment to test precaution strongly enough. I cannot stressthe economy of this teria. equipment is turned over to Testing of this kindshould be made as soon as might never know In this way,installation problems you you for use. before your bill is about can be brought to yourattention and corrected distributor to wait an It is, of course,unreasonable to expect any paid. and unreasonable length oftime for his money,but Alfred Hayes suggests, period is a completelyreasonable time for we concur,that a 30 day trial a thoroughtesting job. I have tried to suggest The Hayes specifications arefar from perfect. see them. I do feel some of theshortcomings in these criteria as we which have been con- that for the first time,specifications are available teacher of modern structed and tailored tothe specific needs of the the research of linguistics. foreign language. They are solidly based in From our inquiries of the manufacturers,it also appears that they represent no significantly increasedeconomic burden to you. I recommend them enthusiastically for your use. REPORT ON A CLASSROOM RESPONDER

David M. Cr'ssman, State Education Department

In the April issue of AVI, Jim Brown, Graduate Dean at San Jose State College, provided an extensive reference guide to student response systems. A year of classroom experimentation with one such system has recently been completed in a joint effort between the East Greenbush (N.Y.) Village School District and the Division of Educational Communi- cations of the New York State Education Department.

Plans for the utilization of a student response system were developed during the Spring of 1962 by the faculty and administration of the East Greenbush Junior High School and by the staff of the Division ofEduca- tional Communications. It was decided that a thirty unit Teletest system manufactured by Corrigan Communications, Inc. would be used for the experiment.

The purpose of this pilot study was to develop methods of utilizingthe student response system to improve the effectiveness and efficiency of classroom instruction and testing. Three main objectives were outlined:

1. To investigate the operation and maintenance ofthe response equipment.

2. To investigate techniques of utilizing the response systemfor instruction.

3. To investigate techniques of utilizing the responseequipment for testing.

The equipment itself consisted of thirty-two separatepieces of equipment. A five button console was used at each student position. The teacher's control equipment consisted of a instructor's consoleand a modified IBM 010 card punch unit.

In addition, arrangements were made for thetransmission of card punched data by Dataphone to the data processing centerin the StateEducation Department in Albany. East Greenbush Junior High School was equippedwith an IBM 1001 data transmission systemfor the transmission of punched card data.

Briefly then, the system was designed to work in thefollowing way: 1. A question is conceived by the teacher with up to five alternative answers. She introduces the correct alternative into her controlconsole. Then, after presenting the question and possible alternatives to herclass, she asks the class to respond. 2. Students are advised to respond by press- ing one of five lettered buttons on their consolescorresponding to what they believe is the correct lettered alternative to the questionpresented. 3. Upon responding, students who are correct view a greenlight on their consoles; those who are incorrect are presented with a redlight. 4. Stu- dents who are incorrect and hence have been presented with a redlight can depress the remaining buttons, one at a time, until the green light indicates the correct alternative. In any case, only the first response -93-

has been completed, the is recorded. 5. As soon as the student response teacher inserts an IBM cardinto Ale punch and allstudent responses are recorded on a single card. This constitutes the permanentrecord for each question. 6. In addition, a meter on theinstructor's console This measures the percentageof students answering aquestion correctly. meter can be zeroed for anynumber of students up tothe maximum student for a particular positions available. 7. Collecting all response cards day, class or week, the datafrom the cards are thentransmitted Ly IBM 1001 and the Dataphone to thedata processing center inthe State Educa- tion Department in Albany. There, the incoming data areagain reproduced accounting on cards by an IBM024 Key Punch. A printout is then run on an machine and is sent back tothe school for use ingrading and curriculum revision. equipment It was recognized early inthe planning for automatic response for each class to that considerably morepreparation would be necessary fully test the system. It seemed appropriatethat the concepts of pro- To further gramed instruction beincorporated into the Teletestsystem. prepare ote faculty,two teachers from theEast Greenbush Junior High School, Miss Ruth Hurr and MissVirginia Howe, attended aprogramed learn- of 1962. ing workshop at the Universityof Rochester during the summer achieved in the evaluation of In order that somedegree of consistency be this system, it was finallydecided that it should beplaced in the charge studies and English of one teacher, Miss RuthHurr. Miss Hurr, a social teacher, was to use the equipmentfive periods per day, fourdays a week. the first two periods every The room was available toother teachers during day and all day Thursday.

The equipment arrived one weekfollowing the closing ofschool for the summer of 1962. September, marked the firstin The beginning of theexperimental period in eventually a series offrustrating experienceswith the equipment which in April of 1963. resulted in the prematuretermination of the project found to be without The first such prof am arosewhen the equipment was disclosed that instructions operating instructions. Inquiry to the company Greenbush was required todetermine were unavailable. The faculty in East absence of instructions. The the proper operation ofthe equipment in the that instructions were finallyreceived in November. A second _xoblem was cabling which lo- of loose wiring. Student units wereconnected together by oped from desk to desk andpresented a hazard in theaisles. to be very unreliable. During the first weeks ofschool, the equipment proved Two weeks At the suggestion of thefactory, it was returned toCaliforc.La. the satisfaction of later, it was returned,buc still did not function to mechanical the faculty. Finally, an engineer was sentto correct the problems and to fasten thecabling in a less hazardous way. -94-

Thus, after this rather uncertain beginning, theequipment was placed in service. Rather early in its use, it was discovered that involuntary cheating was a problem. The buttons on the console units were open for all to view and the specific selection of onestudent was open for all to see. In fact, a casual glance about the room could scarcelyavoid the responses of a number of students. With her characteristic ingenuity, Miss Hurr provided each position with an emptyshoe box in which ihe stu- damtconsole was placed. This removed the cheating problem.

The Teletest equipment was first used in theadministration of spilling tests, grammar tests and factual tests inliterature. Because of the structure of the student response console, responsesto questions were limited to multiple choice, true-false, yes-no andother types of dichotomous responses.

In January, Miss HUrr conducted a surveywhich indicated that approximately 98% of the students who had used theTeletest for three months liked it for the following reasons:

1. "I know the right answer immediately."

2. "It's fun."

3. "No writing is involved, and I don'tlike writing."

4. "I get better marks because I always have achoice of answers."

5. "I know my marks ahead of time, and if Ifail, I have time to think up excuses for my mother."

6. "I study more because I know I can'tchange my mind."

The 2% who did not like to usethe equipment complained chiefly thatthey did not like to wait until everyonehad answered each question before going ahead.

The transmission of data to andfrom the State Education. Department was limited in two ways: 1. Because of the low cost involved, theIBM 1001 data transmission system was used. This system provides for the transmission of only one card at atime. An automatic card sorter wouldhave saved much time here. 2. Because the final printout oftabulated data had to be mailed or delivered tothe school, sometimes as much as aweek passed before the data was available to theteacher for analysis.

One of the most serious limitationsof the entAre system is itsinability to provide complete, informationabout a student response. The Teletest equipment records only whether astudent was right or wring. It does not supply information relative towhich incorrect distractor wasselected. Therefore, it is impossible to conduct anitem analysis on an examination. Another problem which was discovered earlyin the experiment, wasthe question of absence vs. incorrect answers. The equipment records no answer and an incorrect answerin exactly the same way. Therefore, it is necessary to have all students press apredetermined "correct" button at the beginning of the hour toestablish an accurate record of attendance. Then incorrect responses must bechecked against the attendance data to insure that an "incorrect" responseis not simply an absent student.

One of the difficulties that theEast Greenbush faculty encountered was that of adhering to the programed planfor a class lecture. Junior high school students are not accustomed to acompletely structured lecture and junior high school teachers are notused to this mode of teaching. They experienced difficulty making full useof the system when a departure from the program was required. They quite naturally experienced difficulty developing multiple choice items onthe spot. Also, they found that the use of the equipment limitedtheir freedom of movement. A small remotely operated hand held teacher'sconsole would have been helpful.

These problems, however, were ingeneral, easily overcome. The main difficulty throughout the school year was oneof equipment unreliability. The East Greenbush facultyreported numerous occasions in which aquiz in progress would be interrupted by anequipment malfunction. Miss Hurr reported that the equipment failureproblem reached a point where all automatic responses were recordedby hand to maintain a check. In- numerable times, the piper andpencil record was at substantialvariance with the card punch record. The problem of mechanicalfailure became so acute, that by the middleof April the experiment, which was tohave lasted until June, was terminated.

It is apparent to theEducation Department and to theexperimenting school that whatever merits theTeletest might have, they arevirtually impossible to evaluate with nearlycontinuous malfunctioning ofequipment. During the eight months ofthe project, the Teletest system wasused 1y teachers of industrial arts,English and social studies. Gradually, initial enthusiasm fell toindifference as the unreliabilityof the equipment became known among the faculty. This is the all-too-familiarfate of communications equipment which does nothold up under continuous use.

of the Our most important evaluation comesfrom Miss Burr who made use equipment on a daily basis. She felt that when theexperiment was working, the students did benefitfrom immediate reinforcement. She states that some studentsstudied more because theyknew there would be no opportunity to change their minds oncethey answered a question. However, other students apparently were content togamble their chk,ices againstthe system.

The use of the system did not saveteacher time. Miss Hurr reports that the most time consuming elementof the system is itsdependency upon the slowest student. The alternative to thisproblem is a time limit which, of course, attaches a factorof speed to every question. In so doing, the system is less flexiblethan the conventional paperand pencil test with regard to individualdifferences. In a comparative situationestablished administer by by Miss Hurr, a twenty itemquiz required fifteen minutes to twelve Teletest. A similar test using penciland paper required eight to her minutes. The Teletest quiz alsorequired the teacher to stay at position to feed a card intothe key punch for each itemand to manually

Att-t4v441-*6-010eX1.04Winm::,,i,:. -96-

The pencil and advance the number of eachitem as the testprogressed. paper test, in contrast, wasnot only fasterbut permitted greater teacher movement. amount of com- Because the experiment wasterminated, early, a certain subjected to statistical parison was possible. Although the data was not grades in Miss Hurr's class, analysis, an empiricalexamination of student does not reveal any both during and after useof the Teletest system, 40* be some evidence noticeable mean difference. However, there did seem to the part of some of increased individualresponsibility for learning on students during the use ofthe Teletest equipment. students who had used the At the conclusion ofthe experiment, those asked three questions. equipment on a daily basisunder hiss Hurr were Here is a sample of theirresponses: the Teletest equipment? 1. What did you findvaluable about using

a. "It was easier andfaster to learn things." if I was right or wrong." b. "It was easier to find out

c. "It was better thanwriting." answer even if Ihad pushed d. "I could find out the correst the wrong one."

e. "I knew my marks rightaway."

f. "It was fun."

g. "It made me think about myanswer." bothered you? 2. What limitations or annoyances much space on thedesks." a. "The machines took too

b. "They didn't workcorrectly."

c. "I could see otherpeople's answers." when I changed mymind." d. "I couldn't change my answer

e. "I often pushed the wrongbutton accidently."

f. "Wires were to easy totrip over."

answers." g. "I need time toreally think about till everyone else hadfiniehed a h. "I didn't like waiting question." the desksaround." i. "We couldn't move keys." temptation toplay with the j. "It was a improvements theythought would Students wereasked to suggest responded with 3. childlikefrankness, they be helpful. With usual variousappropriatesuggestions: should be builtinto thedesks." a. "The units mind." built so Icould change my b. "I'd like them under thefloor." c. "Place the wires desk top, thenhave a sliding "Place the unitinside the d. isn't beingused." panel to coverit when it legs of each wires couldbe eveninside the e. "Maybe the desk." the teacherturned on should belocked unless f. "The keys couldn't playwith thebuttons." the machine. Then the kids come off so plates screwed onthey wouldn't g. "If the front easily." kids could seehow they "If the tops weretransparent, h. wouldn't want totake themapart." worked. Then they following con- system hasled to the Our experiencewith this response clusions: prerequisite uponwhich reliability isthe fundamental 1. Equipment system arenecessarilydependent. all otherfeatures of the of dissipated withregular use apprehension isquickly 2. Student the system. be providedin order to for teacherprograming must 3. Ample time justify the useof the system. data so thatthorough should supplycomplete response 4. The system item analysisis possible. in preparinggrades readout of responsedata is helpful 5. Tabulated However, to be patterns ofstudent response. and in analyzing the teacher should beavailable to most useful,readout data immediately after aresponsehas been made. to every will be requiredto respond Students knowthat they ;istent 6. This hasrequired more con question put to aclass. more respon. students and in somehas developed preparation among toward classroomlearning. Bible behaviorpatterns -98-

7. It does not appear that this response system has anyeffect on students' grades when contrasted with more conventional modes of response. However, because of the frequent inoperability of the equipment, this conclusion may be subject tosubstantial error.

8. Student units should be so constructed as to preventthe observation of the response of one student by another.

9. Regardless of its other values, the response system appears to have considerable motivational value. Students are interested and enthusiastic about making correct responsesand seem to re- tain this enthusiasm.

Both participating organizations 'AI thisexperiment felt that the motivational, data gathering and diagnostic propertiesof the automatic response system make its use wellworthwhile. However, the equipment reliability problem must be solved before we can answerthese questions. THE SYSTEMS APPROACH TOTEACHING

Richard D. Hubbard, State EducationDepartment

Recently Sol Cornberg, thewell-known designer of teaching-learning spaces,met a group of peoplewithin the State Department ofEducation. He explained and visualized theexciting concept of study carrelswith random access informationretrieved by a simple type oftelephone dial system. A sophisticated installation could supplyeach student station with"live" or pre-recordedtelevision, broadcast radio, intramuralpublic address material, tape recordings, discrecordings, slides, motion pictures,filmstrips, and microscopic images. Any or all of this would originate on or off the school premices.

This system as described in theOctober issue of AUDIOVISUALINSTRUCTION appears as the ultimatein individualized instructionvia a "system."

The Commission of Definitionand Terminology in the AVCRSupplement No 6 defined the systems approach as "anintegrated, programed complexof instructional media, machinery, andpersonnel whose components are strut- tared as a single unit with aschedule of time and sequentialphasing. Its purpose is to insure thatthe components of the organicwhole will be available with the proper characteristicsat the proper time tocontribute to the total system, and in sodoing to fulfill the goals whichhave been established."

Related to the subject or systemsapproach, telemation (now calledMulti- of devices media Instructional Laboratory,MIL) was described as "a complex combined into one ratherintricate instrument whichincludes a wall-sized panel of three or more translucentscreens, a tape recorder,movie projector, situated behind three transparency projectors,and one opaque projector--all the screen--plus an instructor'slectern and a pushbuttoncontrol panel to operate the equipment.It canbe programed on a punched tapefor automatic presentation."This appropriately describesthe MIL system at the University of Wisconsin exceptfor the addition of a televisionprojector, a record playerand four teleprompters.

For the remainder of mypresentation I would like todiscuss the MIL physical facilities, whatresearch disclosed about using thelab, and some pointers on programing for a systemof instruction.

Physical FaciRities of Wisconsin was The Multimedia InstructionalLaboratory of the University established in February, 1961for the purpose of:

the 1. Improving the quality oflarge group instruction at university level through the useof an automated system of audiovisual equipment. of 2. Providing an instructionallaboratory in which the effect multiple-screen, rear projectiontechniques on learning could be studied. 100.-

3. Developing production procedures, standards and terms.

To date the primary functions of the MIL have been:

1. Producing automated lectures for several subject matter areas for use in regularly scheduled university classes;

2. Conducting research projects related to variations in material and lecture production, variations in the learning situation, effects of unique or cross-media utilization, analysis of student attitudes toward the system, and variations in learning acquisition and retention;

3. Maki,A basic improvements in the mechanics of the MIL system; and

4. Demonstrating and reporting of the multimedia instructional medium, both locally and nationally.

Although most of you are acquainted with the physical arrangements as described in my article in the November 1961 issue of AVI,the following. visuals will review the set-up:

1. Class viewing lessen on the tri-parte screen 2. Overall view of the backstage area 3. Cverall control panel 4. 16mm B-111 Jan modal motion picture projector 5. Tele Pro 6000 for 31/4" x 4" slides 6. GPL TV projector 7. Du Kane 2" x 2" slide and filmstripprojector (2) 8. Beseler 10" x 10" opaque projector 9. 7 1/2+ 3 3/4 ips stereo tape recorder 10. Bogen stereo 3-speed record player 11. Teleprompter in Speech-Vu 12. Special Underwood typewriter 13. Hand control for prompter 14. Overall lectern 15. Sequence selector 16. Telemation unit 17. Control panel at lectern (controlmethod #1) 18. Telemation button at lectern (controlmethod #2) 19. Cued prompter (control method#3) 20. Cued tape (control method #4)

Productions have been done in severalsubject matter areas including Art Survey, Comparative Education, Curriculumand Instruction, Health Educa- tion, and Russian History. Two areas - Audiovisual Instructionand Human Abilities and Learning - havecomplete semester courses presented automatically.

Each completed presentation representsapproximately 120 man hours, excluding the major professor'stime, and involves a production teamwhich -101.

artist, photographer, includes a director,production director, programer, stenographer, lab technician,major professor andhis assistant.

Research Activities Multimedia Laboratory,both com- Research activitiescentering around the been of severalkinds- pleted and projectedfor the future, have

attitudes toward andreactions to automated 1. Analysis of student lectures. primarily in connection These analyses havebeen carried out Results with courses in Russianhistory and health education. programed lectures indicate: (a) a strongstudent preference for students feel programedlectures over regularlectures; (b) that and in a present information morerapidly, in more detail, manner which is condusive toimproved recall;(c) programed (d) stu. lectures result inthe formation ofclearer concepts; presentations were dents indicated thatthey believed these felt better organized thanregular lectures;(s) students also each other, that visuals as used wereappropriately related to used in appropriate were clearand easy to understand, were visuals were numbers, and changed at properintervals; (f) that and in proper sequence. well chosen, clearlyvisible, well-timed automated lectures on The continual analysisof programed and and over-all the basis of organization,content, visuals, continue to resultin student impressionhas resulted and will many revisionsand improvementsof productions.

versus regularinstruction in thefield 2. Comparison of multimedia of educationalpsychology. the same group This initial short-periodstudy indicated that multimedia instruc- of students gainelsubstantially more from that automated materials tion than fromregular lectures, and to a greaterdegree. Additional follow-up were retained needed for studies carried out overlonger periods of time are planned as part of thefuture more conclusiveevidence and are research activities. they were In a six weekstudy by Snowden thestudent indicated generally well satisfiedwith theautomated-programed lectures presentation by the but did show apreference for a "live" presented by tape professor as versed tothe same material "play back". made by a preparedstudy 3. Study the contributionsto learning outline and/or notetaking in a multimediafacility. study outline is The McNamara studyindicates that a prepared understanding of materials very beneficialin improving the important factor presented via automation. Note taking is an -102..

to consider; if it is a course requirement the presentation pace must be slowed accordingly for effective learning to take place.

4. Investigate the use of supplementary visuals with a kinescope.

Using a kinescope on "chalkboards" (one of a series of 42 audiovisual lessons prepared by Dr. Walter Wittich for a recent study), Lubitz prepared side visuals to supplement the main screen presentation. Four groups were selected from the College of Education and were exposed to differing treatments of the material. Group 1 saw just the kine, group 2 saw all the visuals, Group 3 saw visuals supporting the first half of the presentation, and Group 4 saw visuals supporting the last half of the presentation. A pre and post test was given to all groups and the ratio of the difference in errors in student response on the two tests was determined. The results were:

Group 1 2% less errors pre to poJt test Group 2 35% less errors pre to post test Group 3 167. less errors pre to post test Group 4 22% less errors pre to post test

5. Study of the characteristics of the laboratory installation to compile equipment standards for use in planning improvements of the present installation and in establishing new installations.

Time is being devoted ways and means of improving automation as well as the study of characteristics of screens and equipment used for rear projection. This is part of a continuous search for creating learning conditions as near to the desired ideal as possible for the viewer.

A number of research problems centering around multimedia instruction have been identified and defined in a continuous effort to improve the quality of instruction in large groups at the university level.

1. Determining the optimum verbal-visual load for the learner under automated instruction conditions.

2. Determining the effect of differing learning sets on acquisition and retention of learning in multimedia lessons.

3. Determining conditions under which multiple visuals on the tri-part screen are most effective.

4. Setting up comparative studies on different methods of employing the laboratory equipment and their effect on student learning efficiency.

5. Studying the relationship of visual color and size with acquisition and retention of knowledge. 103

6. Investigating the use of learner responsestations in the multimedia laboratory in addition to existingequipment as a type of programed teaching machine.

7. Studying the effect on acquisitionand retention of learning in a two-semester art education coursewhere the assigned professor is absent from the campus for the entire yearand where the same basic student population is maintained. In both semesters the automated programed material will beaccompanied by a tape recorder audio portion. Anstand-in" instructor will be present during the first semester lecturesfor "follow-up" discussion purposes. No instructor and no discussionsession will accompany any of thesecond semester presentations.

Pointers on Programing

In conclusion here are somereminders for programing of the typeinvolved in the MIL project: know the 1. Programing is a teameffort--each one involved needs to objectives and his part inachieving them.

the 2. The lecturer is the subjectmatter controller, you are visualizer.

of your system and plan sequences, 3. Know the physical limitations materials, etc. accordingly.

another--contrast, color, meaning, 4. Relate the images one to length, etc.

organization. 5. Keep sequence andcontinuity high to contribute to

6. Be aware of pacing. punctuate, 7. Use secondary images tosupplement, reinforce, accent, explain, etc. the primary ones.

visuals - art work, copywork, opaque, 8. Consider all the types of overhead, 16mm film, TV,recordings, music, etc.

visuals--dual use may bepossible in 9. Catalog and file completed developing other concepts inother lessons.

clarifying not for the sakeof visualizing. 10. Use visuals only when development and the finishedlesson) is 11. Preview (during program an absolute must.

12. Build in some kind of overt response. and student respon- 13. Be ready for revisionin terms of new material ses. -104

of effectiveness, purposeand 14. Evaluate each program in terms efficiency.

The MIL system at theUniversity of Wisconsin isonly one of the many projects carried on in the areaof systems. Several are including individual response stations and computers. This offers some exciting possibilities. Still much remains to be done onthis topic:

1. Research to find what systems cando,

all areas to determine howbest 2. Application at all levels and to use them, and

3. General acceptance on the partof administrators, teachers and the public as to theworthwhileness of this technique.

Remember the technology forattaining systems teachingis available to us now. Row will we use it?

..,",4n,!*""011WPARIWWWWWWWwweE7,-----,.", FOREIGN LANGUAGE LABORATORIES INSECONDARY SCHOOLS

Sarah Lorge, New York City Boardof Education

The use of language laboratorieshas for several decades been anaccepted aspect of language instructionat the college andgraduate school levels. In recent years, financedlargely by the National DefenseEducation Act, many cities haveintroduced laboratory equipmentand procedures into language instruction at the secondaryschool level. In this connection, a number of questions and problemshave presented themselves,leading to a need for clarification by appropriateresearch studies. of Thy: Bureau of Audio-Visual Instructionundertook to investigate the use language laboratories with the aidof a Research Grant from theState Education Department. The first research studies weredesigned to identify and measure differences inachievement in specified areas oflanguage skills, as shown by groups whichused, and comparable groupswhich did program in high not use a languagelaboratory as part of the instructional schools. This experiment cats conductedin two schools.

As a result of this study,several important questions wereraised, requir- is most ing more detailed investigationinto how laboratory equipment advantageously used, as well as theeffect of various time patternsof utilization of the equipment. This second study wasconducted in ten high schools; the experimental populationconsisted of 17 classes. The two studies are reported separatelyhere. The studies were conductedbetween 1959 and 1963. advantage, in ad- The entire research programconducted by BAVI had the and assis- dition to the New York StateResearch Grant, of the interest The tance of the ActingAssociate Superintendent incharge of Research. Bureau of CurriculumResearch also cooperated invaluable ways, notably Laboratory Techniques in publishing theCurriculum Report "Using Language teachers of foreign in Foreign LanguageClasses," which was distributed to languages at the beginningof the research study. of French in High The First Study: A Comparisonof Results in the Teaching School Achieved with andw4thout the Use of the LanguageLaboratory

Areas of Investigation of the language It was proposed to eastthe extent to which the regular use laboratory would lead tomeasurable improvement in competencein speaking significant loss in French, and in comprehensionof spoken French without reading comprehension and inwritten aspects of languagestudy.

The Experimental Population experimental and control High school entrants weredivided into comparable groups, on thebasis of the StanfordReading Test score, and the Gallup - Thorndike Vocabulary Test, inlieu of intelligence test scores. No and significant differences betweenthe mean scores of the experimental control groups were evident. -106-

pilot period The period of experimentationbegan in September 1960, after a of preparation in the twoschools expecting the firstinstallations. By second, and third year June 1962, experimentaland control groups of first, students of French had beenstudied.

The Program of Instructionand Activities

The experimental factor wasthe use of the languagelaboratory for sixty minutes a week taken fromthe regular five periods aweek of class instruc- and speaking tion and devoted to activitiesdesigned to develop listening skills.

Changes in Method and Content that the ear be trained Language laboratoryteaching and learning require Students as a vehicleof learning, instead of, orin addition to, the eye. They heard heard materials presented atslow, medium, and rapid pace. simultaneously "sent" to indiv- easy, intermediate,and difficult materials, iduals according to their competencein listening. They heard a variety of voices, not only their ownteacher's; and they heardauthentic native speech patterns.

The preparation of tapesbecame a major activity ofthe project staff. produced for the experi- In all, more than400 different lesson-tapes were ment.

Laboratory Activities appropriate tapes The teacher presented the"live" lesson, selected the the students, according to listening competenceof the pupils; "monitored" occasionally interrupted the tape,taught an item whichneeded correction listening and had pupils resume thetaped lesson. Some lessons were for accompanied by and speaking only, somelistening and speaking lessons were visual reenforcement, some wereassociated with writing.

Teachers were asked to useall the activities whichthe laboratory permitted, but the time for eachactivity was not prescribed. by the experimentaldesign, To meet thesixty-minute-weekly requirement set pattern to be thirtyminutes two most teachersfound the most comfortable days a week.

Testing and by questions whose content Speech was testedby a sight-reading passage did not present factualdifficulty. were taped The test was administeredindividually, and student responses re-recorded and identified by acode number and letter. Responses were when or by whom a response in random order, sojudges had no way of knowing termed had been made. This process ofre-recording was familiarly "scrambling." 107-

Judges gave an overall estimate of speaking ability based on a five-point scale. Also rated were fluency, pronunciation, and intonation in sight- reading; appropriateness, grammatical correctness, and fluency in response to questions.

Comprehension of spoken French was measured whenspoken rapidly and then at a more deliberate pace.

Administered as a group test, the Listening-Picture-DirectionsTest required placing a number on a part of the picture asdirected by tape. Different pictures and sets of descriptive statements wereprepared for el'')r__oAtary and intermediate levels.

The scores represent the number of correct responses outof a possible maximum of fifteen at the elementarylevel and twenty at the intermediate level.

Traditional skills were tested by theadministration of a standardized French pencil-and-paper test.

The Findings

Statistical Method Used: Comparisons weremade by computing t-ratios and levels of significance between the meansof the groups.

Students' Speaking Skills

The ninth year populationbeginning French showed a significantdif- ference favoring the laboratory group atthe .01 level of significance in fluency, at the end ofthe year.

The tenth year population(second year French) showed a significant difference at the .01 level ofsignificance in fluency and intonation, at the end of the year.

The eleventh year population(third year French) failed to revealsignifi- cant differences between groupsin any speaking skill.

Comprehension of Speech

The third-year French grouptook the Listening- Picture -Directions Test in January 1961, and in June1,61. In January, differencesbetween lab and non-lab classes were not significant ateither rate of speed. In June 1961, differences favoring thelab group were significant at the.01 level of significance* at bothrapid and slow administrations.

*t-ratio at .01 level ofsignificance indicates that thedifferences between groups have only a17. possibility of occurringby chance. The difference is thereforeaccepted as statistically significant. A .05 level of significance indicates a57. possibility that the resultsmight have occurred by chance. This difference is alsoconsidered statistically significant. A level of significance higher than.05 indicates that there is a possibility greater than57. that the results might have occurredby chance, and is not considered statisticallysignificant. given the the second-year-Frenchexperimental group was The following year the midyear and elementary form of theListening-Picture-Direction Test at At neither midyear norend the intermediateform at the end ofthe year. statistically significant. of year were differencesbetween groups statistical differencedoes not appear In the first yearFrench group, the Only the third yearFrench in the June testing ateither rate of speed. comprehension at both ratesof speed, group showedsignificant results in at the year'send.

Effects on TraditionalSkills administered to all groups at The standardizedCooperative French Test was (except at the beginners' beginning of year,midyear, and end of year There were no signifi- group, tookthe test at the endof the year only). cant differencesin any part or at anylevel. t-ratios, and levelsof signifi- Table showing means,standard deviations, Listening-Pictures-Directions Testadministered to Third Year cance in and Experimental (N.59) andControl (N37) populationin January, 1961, June, 1961, SheepsheadBay High School. January 1961 Variable Control Experimental Mean S.D. Mean S.D.

2.89 1.519 N.S. Rapid 11.35 3.06 12.31 1.96 1.348 N.S. Slow 13.43 2.67 16.10

June 1961

Experimental t p Variable Control Mean S.D. Mean S.D. 3.82 .01 14.70 2.61 16.73 2.40 Rapid 2.81 .01 Slow 17.27 1.68 18.27 1.74

Implications of theFindings completely audio-lingualmethod using The ninth year groupworked with a in experimentaland control commercially-preparedaudio-lingual materials audio-lingual methodis the develop- groups. A principalobjective of the classes using the samematerials the ment of fluency. Yet with all developed the skill to asignificantly greaterdegree. laboratory students LZA of who tries toprovide an adequate 4.: It is possiblethat the teacher speech habits, mayfind it difficult model speech todevelop good imitative teaching day, andthen throughsuccessive days. to continueduring an entire teacher may be forcedto slow downhis Through sheer lackof strength the the tape, usablead libitum, canfurnish "live" speechproduction, whereas continuous practicein model speech. more, and moresustained, and more In the 10th year group (2" year French), the sameteacher taught all for classes, two lab and two non-lab, thus eliminating the teachervariable. Since at all other times the laboratory and control groups wereexposed to the same teacher's speech pattern and teachingmethods, significant differences in fluency and intonation may be attributed to thelaboratory experience.

It is of interest to consider why the eleventh year group(third year French) revealed no significant differences betweenexperimental and control groups in any measure of speech. It is possible that students had already developed fixed pronunciationhabits in the two years prior to their entrance intothe laboratory in 1961. Speech habits are hard to change. The significant differences which favorthe eleventh year lab group in comprehension mayindicate that comprehension is a more mature skill in which the longer span of timeof language study as well as the additional year or two in age play a part inthe superiority of comprehension, while precisely these factorsimpede the change of already- fixed speech patterns in French.

The results obtained in the standardizedFrench Test with sixty minutes a week less of traditional instruction thanthe control groups, the laboratory groups performed as well intraditional skills. This finding is of particular importance to teachers andadministrators who may have feared unfavorable results on traditionally-acceptedphases of language learning.

Limitations of the Experiment

An experiment conducted in a school isalways subject to limitations. The environment is less controllable than theexperimenter would like. While the experiment is going on, so is the restof the school, whose administrative staff has many other concernsbesides the experiment. Students' absences, school holidays, lengthenedassembly periods, are among the unavoidable conditions.

Other limiting factors ww.e due to the newnessof language laboratories in New York City schools, delaysin installation of equipment andthe need to train teachers.

Conclusions

In summary, this study hasdemonstrated and identified severalspecific benefits which accrue to laboratorystudents as a result of sixty minutes a week of languagelaboratory practice. It is possible that differences which favor lab groups over non-lab groups maybe related to the level of instruction and the maturity ofthe learners.

Ninth year lab pupils beginningFrench develop a degree of fluencyin speech significantly greater than non-lab groups,both groups using a strictly audio-lingual method.

Tenth year groups studying second yearFrench develop, with the use of the lab, significant superiority influency and intonation. -110.

Eleventh year lab groups show no greaterimprovemet in speech characteristics, but develop significantly greaterability to understand French when spoken at both rapid and slow ratesof speech.

Gains which were made by laboratory groupsin speech and listening skills were achieved without loss Antraditional skills as measured by a standardized French test.

A possible effect of the laboratory onmotivation to continue language study may be the reason why so great a proportionof lab students reaching the terminal third year elected the optionalfourth year of French.

In June 1961 of the experimental groupof 59 in third year French in Sheepshead Bay High School 30, or approximately50%, elected fourth year French, while of the 37 non-laboratorystudents in the control group, 8, or 27.77. elected to continue French.

In June 1962, of 51 laboratorystudents completing third year French, 25, or 497. elected the optionalfourth year, while of the remaining 184 students enrolled in third year French, 47, or20.17. elected to continue.

In June 1962, in Abraham LincolnHigh School, there were 141 third-year lab students (not all in theexperiment) of whom 104, or 74%, continued into fourth year French. Of the remaining 163 non-lab students inthe same grade, 74, or45%, elected to continue.

While it cannot be conclusively provedthat the laboratory was the motivating factor, it is of interest to notethat in both experimental schools a much higher percentage of studentswho had had laboratory work continued to study French beyond the highschool graduation or college entrance requirement.

Indications for Future Study

Further clarification was needed as tothe relationships of specific patterns of utilization tothe kinds of learning gains which emergefrom language laboratory procedures.

The Second Study: The Relative Effectiveness of Four Typesof Language Laboratory Experience

The object of this study was to determine therelative effects of two kinds of lab equipment, each used in eachof two time patterns, in comparison with one another and with a cOntrol groupusing no electronic devices, in learning French in secondary schools.

Kinds of Equipment

1. recording-playback

2. non-recording (audio-active) Time Patterns

1. 20 minutes daily

2. one period a week

Population

Ten schools were involved in the experiment, of which three participated only as controls. The experimental and control population consisted of unselected average pupils with one year of credit in French, now assigned to second-year French.

Degim ofthetvieriment

Group 1: 4 classes used recording-play-beck equipment for 20 minutes daily.

Group 2: 4 classes used non-recording (audio-active) equipment for 20 minutes daily.

Group 3: 5 classes used recording-play-back equipment once a week xn the 10 recording stations per class.

Group 4: The same 5 classes as in group 3 used non-recording (audio-active) equipment once a week in the 20 non- recorgEng stations per class.

Group 5: 4 classes served as controls, using no electronic equipment.

Laboratory time was included in the regular 5 class periods a week in French.

Description of equipment: Record-Playback

The student's equipment in record-playback includes tape recorder.

Audio-Active

Student has only headphone and microphone.

Characteristics of Types of Equipment Record-Playback' Advantages

Students enjoy hearing their own voices, therefore listen w th more attention. Recording permits subsequent analysis of speech for corrective purposes. Disadvantage

Playback takes time away from speakingactivity while student only listens.

Audio-Active _SNon-Recording) Advantage,

All lab time is spent in activepractice.

Disadvantage

Self-criticism or teacher's evaluation of speech mustbe made instantly as the student speaks. Single activity of listening-respondingwithout playback gets monotonous.

Testing

The followingtests were administered:

Background Variables

The Gallup-Thorndike VacabularyTest, Forms 3 and 5 combined(as described in the previous study).

The Guilford Test of ExpressionalFluency.

The Pimsleur Questionnaire onMotivation toward Foreign LanguageStudy.

Growth in Achievement: (pre- and post-tests)

The testing program, similar tothat of the previous experiment,included pre- and post-testsin speech, understanding,and traditional skills.

Wthod of Controlling forJudges' ReliabilityinapeechTests

Judges rated 107 cases in common. The same conditions of anonymity pre- vailed as in the previousexperiment: "scrambling" of tapes.

The Program of Instruction

Activities and Materials

Teachers in experimentalclasses were requested tofollow the prescribed conditions closely in regard toequipment utilization and timepattern. From September 24, 1962 toMay 24, 1963, they receivedweekly packages of tapes prepared bythe project staff.

Tapes included manyprepared for the previous experiment,modified specifically for the requirementsof recording and non-recordinglabor- and in- atories. Additional tape series wereprepared in pronunciation tonation practice. Unsling!

Initial Status of the Groups

The Gallup-Thorndike Vocabulary Test revealed no significant difference among the groups. The Guilford and Fimsleur Tests Ghowed significant differences among the groups; however, the correlation of these background variables with achievement gains in all groups is extremely small. No effects in the experiment result from the background variables.

Analysis of relative gains in the various measures:

Speech

Pronunciation, intonation, and fluency were rated separately. While there are no significant differences amongthe five groups, they show a consistent pattern in the order of amount of gains. The two daily groups exceed the two once-a-week groups; they also exceed the gains in the control group. As between the two daily groups, recording-playback makes the greater gains.

Appropriateness, correctness, and fluency of reply, the two laity experimental groups and the control group revealed no significant difference among themselves; but achieved significantly greatergains than either once-a-week experimental group.

A separate rating of quality of speech (global rating) shows the Record- Playback-Daily group made significantly greater gains than all other groups.

Comprehension

Two ratings were given: for comprehension of rapidly-spokenFrench and more slowly-spoken repetition.

In comprehension of rapidly-spoken French, theRecord-Playback-Daily group made gains significantly greater than the three otherexperimental groups, and also than the control group.

Pencil-and-paper s1/11221tmdillosalleminas were judged by astand- ardized French Achievement Test.

In silent reading the control and daily recording greAlps gainedsignificantly more than the other groups.

In vocabulary meaning, there were no significant differences among anyof the groups.

In grammar, both daily groups and the control gainedsignificantly more than either of the once a week groups at the .05 level of significance.

The total score shows that the daily recording group gainedsignificantly more than the other groups at the .01level, and the control groups, not gained more than statistically different fromthe daily recording group, the other experimental groupsat the .05 level. reveals Inspection of the accompanyingtableindicating the order of gains thirteen that the Record-Playback-Daily groupstands first or second on of the fourteen variablesmeasured. The Audio-Active-once-a-week group measured. The ranks fourth or fifth onthirteen ofthe fourteen variables first or second on seven control group standsbetween these two, ranking next-to-lowest) on five variables. variables, and fourth orfifth (lowest or

Statistical Method Used

Comparisons were made of meangain scores achievedby each group in each variable studied, from pre-to post-testing. variance design, withthe Scheffe All data were analyzedby an analysis of formula used to determinespecific non-chancedifferences.

RELATIVE ACHIEVEMENTGAINS OF FIVE GROUPS IN FOURTEEN VARIABLES JUNE 1963

Level of AAO Control Significance VARIABLE RPD AAD RPO 4 5 N.S. Pronunciation 1 2 3 4 5 N.S. Intonation 1 2 3 4 H.S. Fluency in Reading 1 2 3 5 2 5 1 4 3 L.S. Imitation (Mimicry) .05 2 3 5 4 1 Fluency, Answers .01 Appropriateness of Answers 2 3 5 4 1 .01 Correctness of Answers 2 3 5 4 1 5 .01 Global Rating of Speech 1 2 4 3 4 1 .01 Coop I: SilentReading 2 3 5 4 3 N.S. Coop II: Vocabulary 2 5 1 4 2 .05 Coop III: Grammar 1 3 5 4 5 2** .01* Coop Total 1* 3 .05** 3 5 4 .01 Listening--Fast 1 2 3 4 2 .01 Listening--Slow 5 1 RPD: Recording-PlaybackDaily Daily AAD: Audio-Active .01 level Once-a-week *RPD exceeds LAO at RPO: Recording-Playback **Control exceeds AAO at.05 level AAO: Audio-ActiveOnce-a-week underlined groups show nosignifi- Where level ofsignificance is indicated, Significant differences occurbetween cant differences amongthemselves. underlined groups andthe others. difference occurs Where one grouponly is underlined,the significant between that groupand the other four. gains. In the table, 1indicates greatest gains,5 indicates smallest Implications of the Findings the amount of gains in learn- The purpose of thisstudy has been to compare in each of several ings achieved by usinglanguage laboratory equipment different ways in the teachingof second-year French. and daily recording- playback utilization wascompared with audio-active, Each condition was used ineach use wascompared with once-a-week use. using no electronic time pattern. Comparisc4s were also made with a group equipment. comprehension, and in pencil- Pupils were tested inspeech and listening and-paper skills, todetermine possible effects ofthe laboratory experience on other aspectsof the learning of French. of new interest in Speech and listeningcomprehension are the two areas which laboratory work is foreign language learning,and the two areas to directed.

Speech the Record-Playback- In the global rating(overall quality) of speech, to Daily group showed thegreatest gain. This gain might be attributed of time spent in thelaboratory. However, the Recording the greater amount that Playback Daily alsoexceeded the Audio-ActiveDaily group, indicating in the lab made a dif- the kind of equipment aswell as the time spent ference in gains ofspeech. global rating of speechshown by the It is possible thatthe superiority in given to the play- record-playback group resultsfrom the close attention efforts which back. The interest in hearingone's own voice may lead to time, lacking the outweigh the greater amountof audio-active practice satisfaction which possibility of self-criticism,and not providing the pupils seem to derivefrom hearing the playbackof their own voices. Control group in global All experimental groupsgained more than the the fact that any typeof rating of speech. This may be attributed to necessarily obtains for laboratory removes the"audience" situation which Whatever the kind all pupils except the onereciting in the open class. engaged in it all the time,thus of lab practice, allpupils are actively which is not possible increasing their contactwith the language in a way when each pupil has tosuspend activity whileothers recite.

Comprehension of SpokenFrench gains than any otherin The Recording-PlaybackDaily group achieved greater comprehension of rapidly-spokenFrench. Possibly the close attention re- effect on quired to comparemodel and imitation mayhave had a favorable comprehension. Traditional Skills

In silent reading, the daily recording and the control groups gained significantly more than the others.

In vocabulary there is no significant difference among groups.

In grammar, the two daily groups and the control group gain -.d significantly more than the once-a-week groups.

Apparently the once-a-week groups failed to gain as much as the control group in traditional skills. From this, one may infer that unless a certain minimum amount of time is spent In laboratory work, significant gains cannot be expected.

Limitations

Certainly all problems in the use of the language laboratory have not been probed. For example, in the once-a-week condition, ten students used recording-playback equipment, and tweuty used audio-active equipment in the same room at the same time.

Teachers may have had some difficulty in operating the two experimental groups simultaneously.

Also, there were days when the laboratories were inoperative because of equipment failure. For this reason, the once-a-week results should not be considered definitive.

Summary

The specific time variations affected results more than the specific equipment variations since both daily groups performed better than either once-a-week group.

As between groups using different types of equipment in the same timepattern, record-playback appears usually to exceed the audio-active although not always to a significant degree.

In the daily time pattern record playback stands first or second in thirteen out of fourteen, measures.

The control group equalled the performance of the daily laboratory groups without significant difference among them in three pencil-and- paper measures, and in three speech measures related to answering questions.

In no measure did the control group make gains significantly greater than all lab groups.

The Recording-Playback-Daily group achieved significantly greater gains in overall quality of speech in comparison with all other experimental groups and also with the control group. 117

The Recording-Playback-Daily group achieved significantly greater gains in understanding rapidly-spoken Fre- in comparison with all other expnl- mental groups and with the contra.. groups.

Not all differences among groups were significant. Trends, however, were notable. An inspection of the table showing the comparative gains made by the five groups reveals that the recording-playback-daily group made striking gains: it ranks first or second in thirteen of the fourteen variables measured.

Further study is necessary in once-a-week utilization, in order to determine whether better results might be achieved in this limited time, possibly if two experimental groups did not work in the laboratory simultaneously, or if a teacher had developed greater ease in conducting two activities simultaneously.

In a previous study, certain gains were achieved by studentsusing the laboratory sixty minutes a week. This may indicate the lowest time limit which will produce significant changes through lab work, i.e., twice a week.

It is apparent from the variation in results according to time patterns and equipment utilization that the mere installation of alanguage laboratory is no guarantee that improvement in linguistic skills will occur automatically.

Good results demand: equipment of good quality with potential for a wIriety of learning experiences; teachers skilled inhandling equipment; materials prepared specifically with regard to the goals of the course and techniques of laboratory learning; and careful allotmentof laboratory time. INSTRUCTIONAL FILMS

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8mm FILM PRODUCTION AT HAMBURG CENTRAL SCHOOL

Louis Brown, Hamburg

With thousands of films availableand more being produced, why would a school system be concerned aboutproducing its own films?We cannot compete with the large andwell established commercial firms.

The answer is in the nature ofthe commercial film. It has to show a profit and in order to do so, it must meetthe needs of schools on a nationwide basis. These films are good and are constantlyimproving in the areas that have a nationwidedemand.

The local 8mm production is NOT intended to competewith the commercial film whether the commercial film sizeis 8mm, 16mm or 35mm. The local 8mm production has its strength in filling alocal need that a commercial producer cannot afford to market at aprice schools can afford.

What might be considered a local need? At Hamburg, we fund as have manydistricts that we had many people in our district who did not understand certain aspectsof our educational program. One approach for developing thisunderstanding, along with the newspaper releases and newsletter productions, was to attemptto show our people via the 8mm film what constituted theselittle understood areas. In this respect we were concerned aboutshowing OUR people OUR program. This may or may not be ofinterest to other districts. Our chief concern was local.

We have made use of 8mm in the HamburgDistrict for special teaching areas. We will show you a film clip onthe dissection of a frog. This film is designed to serve several functions that aredifferent from the commercial versions. It depicts our own teacher in oursituation with the emphasis on our teacher. This can be used in conjunction with acommercial version.

AXIBRALLas1 The principle involved in using8mm is consistent with the operationof our educational institutions - i.e., to do a verygood job within a reasonable financial outlay.

We know (at least we aretold) we could do a better job of educating our young people if wehad a smaller teacher load (orteacher-student ratio); if we had more guidance people, moreadministrators, more secretaries, and more money. Similarly, we could do a better jobof producing films if we used lomm; better yet if 35mm wereused and the commercial people might agree that 75mm is thebest.

Among other factors involved, isthe amount of financial outlay necessary. Thus we must try to balance the costwith quality. On a local basis, 8mmis comparatively inexpensive. The cost for a given running time isabout half that of 16mm. The equipment (cameras, lights andprojectors) necessary is usually available among the staffof the school or parent groups in the community. Many people, either teachers or parents, arefamiliar with 8mm cameras. Using the color film, Kodachrome II,the cost of four minutes of film and the developing is availablefor less than four dollars. To add a magnetic soundstrip, will cost from$1.50 to $3.00 (bulk lengths), thus a -122-

total of $5.50 to $7.00 for four minutes. Since we are more familiar with the ten minute film costs, a Len minute 8mm COLORfilm vie. sound would cost approximately $30.00. It is doubtful that there are manyschool districts in New York State that could notafford this amount.

Ten minutes of 16mm color film costs$120.00. The difference in cost is basically in the costs of production to achieve a highstandard of quality. Again we should keep in mind that our 'Purpose is not tocompete with commercial producers in subject areas filmed or do we expectwith our limitations of means to achieve their expert quality. But just as commercial films have developed through the years to their presentstandards, we can expect locally produced 8mm films to developreasonably good quality. Within limits, there is some value to the lack of polishin the local production in that a little crudeness serves toremain the viewer that it is a local production producedespecially for their enlightenment. This flattery is carried further when people and placesof their personal acquaintance are in the film.

The idea of single concept films and individual roomlibraries of 8mm clip has had only limited exploration.

The possibility of producing local 8mmfilm for telecasting is nearing a reality with the development of synchronisingmechanisms. This would mean the 8mm film could be broadcast viathe commercial or educational channels or within a closed circuit system.

With the great strides that have beenmade in the 8mm cameras, 8mm proje' tors both sound and slow motion, and theImproved films available, we can expect 8mm to serve a most useful functionin expanding audio-visual programs.The equipment is here. Theimagination and productivity,however, depends upon people. It has been said that 8mm isalready outdated by the innovation known as Telecaa where magnetic tapewill be used to record both thevisual and the audio. With the limited investment involvedwith 8mm, what better means of preparingfor these fu' ;re devices than the 8mmfilm?

What purposes can thelocalltoduced film serve? TREi owingsareig served by8mm at Hamburg:

A. Teaching students. The dissection of the frog had as onepurpose its use with Biology students. With limited lab space andtime, the film can show every student the detailsinvolved. If there is provision for a lab, teachers can usethis film to introduce this specific lab; or it can be used byindividual students for make up orfor review: by changing the soundtrack (or using a separate tape recorder), the same film can beadapted -..or science classes in the lower grades or differentclasses at the same level.

Film clip - Frog -323-

B. Teaching teachers. It should be pointed out that the various purposesreferred to are not restrictive for any onegiven film. 7,ike other district owned materials, a particular film may serve onepurpose(or seve%al) at one time and another purpose at another time.

The clip on tumbling has as one of its objectives the illustra- tion of techniques involved in this activity forphysical education teachers.

This film is still being refined and has not as yet been striped for sound. The teacher depicted has nar- rated personally when using the film. This film has been used with a slow motion projector and by utilizing a reverse wind, single areas can bestudied before advancing the film sequence.We are considering cutting this film into short sections in line with the single concept idea. We are debating the advantage of a loop design and a small continuous projector to illustrate singly each skill.

Film clip - Tumbling

C. Developing public relations. The use of local films for keeping the people of adistrict informed of the activities of any given segment ofthe schools program can be applied to mostof these films. We found this approach helpful for the parents of handicappedchildren. Since the program for such students is spread amongseveral buildings and neighboring districts, the 8mm film wasused to show the various prosy -ams in operation.

Auother area hat is sometimes misunderstoodis the industrial arts program. The clip from our 7th grade program, isused to inform lay groups of the variety of activitiesinvolved. The teacher shown used the sound track at hislast presentation for background effects. He turned the volume down when hewished to comment on the scenes.

In cooperation with the University, wehave produced a film to depict the activities at conferencesusing, in this case, a conference for secretaries.

Film clip - Conference Activities

We have filmed football games with8mm. Again this type of film can be used to review the gamefor the coaches and as a means of instruction for the players or to createinterest in the community by making it available for viewingby local groups.

Film clip - Football Particularly at the elementary levels, we findthat parental pride in the children's activities, and hence ourschool, is enhanced by filming various projects. These films of elementary pupils are also used inorientation sessions with new residentsand P.T.A. groups.

Film clip - Elementary Children's Projects

We encourage our teachers to useboth movie and filmstrips to cor- relate Local events with localscience subjects.We hope they will use these media to record pertinent areasthey encounter when traveling.

__Film clip - Washington at Gettysburg

There are many other implications for utilizingschool produced 8mm films. The production of a film itself can beused as a method of learning for students. Where money is not available or it is notpractical to use the field trip, the 8m film can oftenshow the concepts desired. This is not to suggest that film can beused to replace field trips. TELEVISION AS A MEANSOF FILMDISTRIBUTION

Peter Greenleaf, NewYork City Board ofEducation David J. Rees, StateEducation Department

Problem Experiment and thePhysical Factors As a continuationof the Film Chain and Appraisal Centerfor the New Study at theAudio-Visual Development of Audio-VisualInstruction of N.Y. York City PublicSchools, BAVI (Bureau project in order tofind out if City) attempted a TVfilm distribution reduc4ag duplicationof print pur- this could be aneffective method of chases.

Objectives information wouldbe essential inorder It was decidedthat the following film feasibility of distributionof some types of to clarifyfurther the supplement to the normalfunction of the presentations viatelevision as a BAVI film program: and use motionpictures providedthem 1. Would teachers accept via open circuittelevision? teachers educational notionpictures introduce 2. Would televising their teaching tothe advantagesof not normallyusing films in motion pictures? pictures introduceteachers Would *ilevisingeducational motion 3. titles of whichthey are unawart? normL.ly using filmto additional pattern ofrepetition in tele- 4. What would bethe most acceptable order to insurethat teacherswould vising motionpicture film in incorporate thesefilms into their have the maximumopportunity to teaching activities?

Procedure studies, mathematics,earth science Thirty-four titlesin 7th year social the The patterninvolved vepeating and careerguidance weretelevised. during a periodof three alternativedays televising of afilm nine times film was repeatedthree con- High Frequency. The first day a over Ultra the same film wasrepeated the morning. Two days later secutive times in Two days afterthis, the times duringthe afternoon. three consecutive straddling the noonhour. repeated threeconsecutive times same film was by June 1,1963. reporting reactions werereterned to BAVI Questionnaires Coordinators of theschools in the pro- Two meetings wereheld with the AVI of the data wasmade. ject. A computation

Findings 72% indicated acceptanceand Of the 400(out of 40,000)teachers reporting of film distribution. 28% non-acceptanceof this method Favorable

1. The room does not have to he darkened.

2. -No load of time in setting up and taking down projector and screen.

3. No projectionist needed.

Unfavorable

1. Film transmission did not correspond with lesson timing or bell schedules.

2. Teachers were unable to select films from a catalogue; topre- view; or to use parts; or to stop or rerun films at will.

3. Lack of room for television viewing, resulting from too few TV receivers in the schools.

4. Too much loss of time from moving to and from the television room.

5. Television reception poor.

6. Pictures only in black and white.

7. Small screen size.

Summary of findings

1. There appeared to be a general willingness on the part of teachers to consider and use films made available by TV under certain circumstances.

2. There is need to improve physical factors in TV reception.

3. There is need to further explore the complex problem of costs and facilities.

4. BAVI expects to continue investigating and developing applications of this medium as resources permit.

5. An attractive initial area for TV film distribution would be to satisfy certain seasonal requests for films. TEACHER CONTROLLED F TLMDISTRIBUTION

Henry Queen, New YorkCity

The Goal appropriate for the A teacher should haveavailable filmed material, with her pupils in the fol- subject area and gradelevel, to communicate lowing learning situations: classroom 1. Bringing distant landsand peoples to the

2. Recreating past events

large enough to seethrough microphoto- 3. Making small objects graphy through 4. Making large objectssmall enough to comprehend microphotography photography 5. Compressing actionthrough time lapse

through high speed photography 6. Provide motion analysis

/ Ming interdependence,function and invisiblephenomena 11.,t.4.0"it animation

expensive or highly skilledperformances 8. Recreating dangerous, would range from as few as It is estimatedthat a teacher's requirements ten to as many as ahundred titles to coverthe term's work.

The Alternatives the plan of availabilityof The two basicconsiderations that dictate The four pos- filmed materials are costand required specializedservices. school sible plans are: kit of filmed materialsfor individual teachers, borough centers and city-wide or departmentalcollections, district or in use in New York City, central collection. The latter three plans are In all three plans meeting three differentneeds of the teachersinvolved. of the materials she is to the measure of successis the teacher control use.

Cost Considerations motion We will use as ourbase the $55, 11 minuteblack and white sound school or cluster ofschools the film picture film. Assigned to a specific that provides film ins- has a three year life. Circulated from a center be extended to 10 years, pection, repair andmaintenance the film life can being discarded on thebasis of educationalobsolescence. level a Plan A, Assignment to anindividual teacher. On the elementary during the year with her teacher will probably usethe film three times 128

k secondary teacherwith single class. Cost per showing averages$2.00. film twice with eachclass at five classes to teachwould probably use the a cost of$1.87. Here the film isshared by Plan B, Assignment to aschool or department. Using our exper- all teachers on agrade or in a subject areadepartment. department the ience of having six teachers onthe average grade level or level and 33c on these(Londary cost per showing is990 on the elementary level. The films in Plan C, Regional film centerwithout technical service. and are these centers are booked anaverage of 6times during the year The cost per showingis 99c for shown to three classesfor each booking. all levels.

film center withtechnical service andmail delivery. Plan D, City-wide in Plan C. booking and utilizationpattern are the same as The frequency of of personnel, However the film lifeis extended to10 years and the cost To place a reel offilm in a school postage andsupplies must bc added. under this plan costs49C per showing. This includes:

Amortized cost $.31 Handling .10 Supervision and pedagogical .05 Supplies .01 Postage .02

Budget and InventoryData

Film inventoryreplacement value $3,000,000.

Central. loan fills10,000 prints Regional and schoolcenters 24,500 prints

Annual rate of expenditure

Replacement films $W,000 Handling, postage, supplies 42,500 $102,500

Utilization data

Central loan showings peryear 180,000 (Cost $90,000) Field center showings peryear 420,000(Cost $12,500) showing costs 500 be seen that acentral loan film From the above it can The answer to the ap- whereas the showingfrom a regional centeris 3C. analysis is thecondition of the filmsin parent contradictionto the cast of having teachersdo the distri- the regional centersand the hidden cost assignment, teaching. bution function at the expenseof their primary Ipecialimdwfto,r Services

Before fi .mod materials can be madeavailable to the classroom teacher a number of services most beprovided. Administrative and technical 'ervices are clearly a functionof a central agency. Professional services must be the function of the teacher consumer,or if delegated to acentral agency be under her control.

Functions of the Teacher

1. Indicating needs of the curriculum

2. Indicating titles needed andthe time needed instruction 3. Indicating the degree towhich the film improved

Function of Central Services -(Supporting professionalfunctions)

with cur- 1. Review of new filmedmaterials and correlation riculum needs

special needs 2. Assist local production to meet

3. Make unfilled needsknown to industry problems 4. Provide advisory servicefor special teaching

5. Provide for sharing ofeffective practices withdrawals and replacementsto pro- 6. Maintain a program of vide maximum educationaleffectiveness of available materials

-(Supporting administrative and clerical functions)

1. Procurement

2. Inventory control

3. looking

4. Acknowledgment

5. Shipping and receiving

6. Inspection

7. Maintenance

8. Repair 9. Withdrawals

10. Replacements

The New York City Film DistributionProgram

At the present time is iseconomically infeasible to provideindividual teachers with their own filmedmaterials. With the advent of 8mm film in cartridge units there is somepossiAlity of this for the future. The Bureau is keeping this projectunder study.

A beginning has been made inthe assignment of certainbasic films to high school departments where the degreeof utilization justifies the cost. World History, Biology andChemistry have been servedsuccessfully in this fashion.

The City has 30 regional centersfor local distribution offilms. The because of problem of adequately staffingthese centers has been difficult the costs involved. A program of centralizationis being undertaken as space becomesavailable. It is easier to staff alarge center because of the economies of operation that arepossible.

The city-wide central loancollection has proven an economicaleffective Its answer to theproblem of teacher control withcentral services. inherent limitations with respect toteacher control are:

acknowledgement 1. Time lag between initiatingand rece wing the to an order (4 dayminimum) receipt 2. Time lag between booking afilm and earliest possible date due to mailing (weekminimum)

of basic titles to meet concur- 3. Provision of sufficient prints rent demands

Specific provisions for directteacher control are: indicating 1. Teachers are providedwith annotated film catalogue grade level of content

materials a full term inadvance and 2. Teachers may book basic receive confirmation oftheir order before the termbegins

request as little as twoweeks in 3. Teachers may book by postcard advance to meet unanticipatedneeds

the evaluation form that isin- 4. Teachers are urged to complete cluded with each shipment. These are routed to thesubject area supervisor for his guidancein taking action inwithdrawing the film, replacing it oramending the catalogue listing -331-

Specific professional assistanceprovided the teacher:

newsletter contains lists ofaccessions, 1. A-V Learning, the Bureau withdrawals and annotationchanges to keep the teacher'scata- logue current

publication issued in subject areasto 2. A-V Resources, the Bureau provide taacher6 withspecific recommendations ofmaterials for her subject

3. Appraisal procedures

4. proved List ofFilms, a semi-annual compilationof tiles that with the New York have been foundeducationally valuable for use in selecting new City curriculum -teachers invited to participate titles to replace theold and to recommend theaddition of new titles to service uncovered areasof the curriculum

members to serve as consultantsin 5. Assignment of Bureau staff specific subject areas,grade levels and projects

Conclusion York City a number ofmaterials In administeringthe film program in New seeing any particular item have been developed. If you are interested in addressed. please check your requirementsbelow, detach and mail as

(detach and mail for supplementarymaterials) November 22, 1963 Bureau of Audio-VisualInstruction 131 Livingston Street Brooklyn 1, N.Y.

Attention: Henry J. Queen, Supery aor Please mail to me theitems checked below. Central Loan Catalogue ofFilms, Tapes and Kinescopes 01.16.Latest issue ofALILeiming Sample "snap-out" bookingform Mimeographed teacher trainingsheet "The Sound Motion Picture" A-V Resources forSecondary School Mathematics -Film Mimeographed flow chartof Central Loan operation _____Annotated listing of A-VResources for TeacherTraining in the use of motionpicture film Instructions for committeesevaluating audio-visual materials Fact sheet includingstatistics of total A-V program

(Please print name)

(Mailing address) NEr LIBRARY OF FREE EDUCATIONAL COMMUNICATIONSFILMS

David J. Rees, State Education Department

The Division of Educational Communicationsis in the process of establishing an Educational Communicationscinelib.*The purpose of this cinelib is to provide audiovisualadministrators of the schools of this statewith a source of motionpicture films which they can use inthe in-service training of teachers. For this purpov:, the films ofthis cinelib are divided into two basic types - those filmswhich instruct in the use of media and materials and those filmswhich are examples of the advantages of the motion picture film as aninstructional tool.

At present, this cinelib comprises116 films. Since we have onlyacquired these films about a month ago, there has notbeen sufficient time for us to prepare a catalog. We do, however, have a listingof available films and we are eager to have these filmsused. In this respect, we shall now distribute this list of films to you. From this moment, you may order any or as many films as youwish for your in-service teachertraining programs.

The film catalog now in preparation forthis cinelib will describe films first as to examples of the advantagesof the motion picture as an instructional tool and second as tosubject matter content. Since we are using these films not to instruct insubject matter but to instruct in the use of films, we therefore feelthat for this use the correctnessof subject matter is relatively unimportant. The film catalog will have entries such as these:

Fi-re Colorful Birds (ThirdEdition) 1 reel, 11 mins. CORONET

Film is good example of how thetelephoto lens can examine difficult access situations. Example of the editing characteristicof film. Dif- ferent birds and different cameraangles allow the film to portray intimate views of a difficult tophotography subject. Bird calls are cued on sound track to associatebird and its characteristic call.

Contents: Present the Americangoldfinch, cedar waxwing, scarlet tanger, red-headedwoodpecker, and eastron bluebird in their naturalsurroundings. Shows the characteristic colorful plumage andnesting and feeding habits of each bird.

Ocean Tides (Bay ofFunday) I reel, 14 mins. ENCYCLOPEDIA BRITANNICA FILMS

Film is good example of howfilm can bring a geographiclocation into a the running time of the film. classroom. Compresses a 12 hour day into Time lapse photography isused in one scene to show theflood of the incoming tide. Simple animation is employed toexplain the natural phenomena of the tides.

Contents: Explains how the constantrhythmic motion of ocean tides is caused by thegravitational pull of the moon

*motion picture film library - Recentlycoined word, your reactions are welcomed. and the sun; howthe tidal rangevaries in different effect the activities localities; andhow the tides of people wholive near the ocean.

other media andmaterials will bedes- Films that instructin the use of cribed solely as tocontent. please write to ThomasWilhelm, If you wish to use anyof these films, State EducationDepart- Division of EducationalCommunications, New York contain an explanationfor the ment, Albany, NewYork. Requests must is important and nofilm intended use of thefilm. This explanation such information in ourfile. I should will be mailedwithout our having for the use ofthese films for the also mention inclosing that requests and aodern foreignlanguages will in-service trainingof math, science, be givenpreferential consideration. STATE CONTRACT FOR PROJECTORS AND TAPE RECORDERS

David J. Rees, State Education Department

For the past 25 years, school districtshave been purchasing items through state contract. In recent years, school districtshave been making in- creasivg use of state contracts to fulfilltheir purchase requirements. A recent policy decision of theEducation Department has prompted studies of more coordinatedapproaches to increasing the quantities ofschool equipment and supplies on state contract. Audiovisual eluipment and supplies are a large part of thepurchases made by school districts.

The Education Department is therefore movingto place audiovisual supplies and equipment on state contract. This would mean that certain itemssuch as 16mm uotionpicture projectors, overhead projectorsand 2 x 2 slide projectors, would be available toschool districts at the reduction in price due to bulk purchases. A school district would, of course,have a choice whether to purchase a state contractitem or to purchase the same item from any other source. From which source a district purchasesis entirely the business of the district.

There are basically two types of statecontract, the term estimatedquantity type and the definitequantity type. The definite quantity type is used to a limited extentfor consumable commoditiessuch as canned corn, floor wax, and mixed paints. This type of contract is awardedafter school districts throughout the state have reportedtheir needs to the Division ofStandards and Purchase. The Division of Standards andPurchase after receiving requests from schooldiutricts for definite quantities,such as 24 cases of canned corn from one district, 6 cansof corn from another and so on,adds up the total requestsfor canned corn and advertisesfor bids for the total amount. The lowest bidder is awarded the contractand the school that requested 24 cans of corn has tobuy them from the holder of the state contract. So does the district that requested6 cans and so do all school districts that specificallyrequested this item. In other words, of the school a contract fordefinite quantities originates at the request districts or other politicalsub-divisions, and the state hasprovided the service of collecting the requestsand executing the biddingprocedures. It is obligatory, therefore,that with this type of contractthe requesting school district mustfulfill its intention to purchase.

The other type of state contractis the term-estimatedquantity contract. This type of contract resultsfrom the Division of Standardsand Purchase receiving of requests from stateagewies for the purchasingof equipment and sypplies. It might be that several stateagencies or departments would request say, room airconditioners. Requests for severalmakes and models of air conditioners would bereceived by Standards andPurchase. It might also be consideredby the Division of Standards andPurchase that Once other state agencies wouldbe needing air conditioners in thefuture. the Division of Standards andPurchase is convinced that sufficientquanti- ties of an item will bepurchased by state agencies, and thatthrough bulk purchase money will be saved the taxpayer,then this Division proceeds to and place such an item on state contract. Specifications are determined advertisements for bids are madeand, as with the definite quantitytype of

- -135-

contract, an award is made. Once this type of contract is awarded, all state agencies and departments wishing topurchase this item must purchase it through state contract. It might be that several makes andmodels of air conditioners are on state contract. A state agency that finds none of these air conditioners that would meet its needswould justify a non-state contract purchase by stating extenuatingrequirements. It might be said then that the term estimated quantity contractoriginates primarily to fulfill the material needs of state governmentand at the same time to save the taxpayer money. This type of contract may also haveanother attribute. It can be made available to allpolitical sub-divisions of the state by writing an extentionof price clause into it. Returning to the air conditioners, if the air conditioner contracthad an extension of price clause in it, then a school district wishing topurchase an air conditioner could buy an air conditioner, if it wished,through state contract. It must be kept in mind that theschool district, as in this hypothetical case, may buy air conditionersfrom whatever source and at whateverprice it wishes. The placing of extension of price clauses on statecontracts gives school districts an additiona sourcefrom which to "shop."

What does this mean to the field ofaudiovisual? To begin with, the Joint Legislative Committee on SchoolFinancing, more popularly kncwn as the Diefendorf Committee, made fourgeneral recommendations.

(1) The purchasing services offered toschool districts by the State Division of Standards andPurchase should be expanded and used more frequently by thedistricts.

(2) The Commissioner of Education shouldprovide expert counseling and direction to school districts orpurchasing procedures, practices and specifications.

(3) Standard quality and purchase specificationsfor supply items should be developed for statewide use.

(4) The purchasing proceduresfollowed by districts throughout the State should be simplifiedand improved.

Of these four general recommendations,the Diefendorf Committee detailed under its first recommendationthe following.

The following recommendations,if implemented, should lead to significant improvements in thepurchasing practices of New York State school districts andshould produce substantial savings. If school districts would buythrough state contracts only those items currently covered andfor which the state price is lower than the prices being paid byindividual districts, annuel savings of over $8.5 million would accrue. If the Division of Standards and Purchase were to expand the listsof commodities for which purchase contracts are negotiated toinclude all or most of the ordinary needs to the school districts,these savings could be doubled, to over $17 million annually. -136-

Implementation of the suggated improvements would require intensive efforts on the part of the individual.districts, as well as the strong support and leadership of the Commissioner of Education and of the Division of Standards and Purchase.

The purchasing services offered to school districts by the Division of Standards and Purchase should be expanded and used more frequently by the districts.

State purchase contracts should be negotiated for more of the items of supply which schools ordinarily need, such as:

- Science supplies of all kinds - Home economics supplies - Workshop metals, lumber, tools andequipment - Weaving, ceramics andother craft supplies - School buses and supplies asmentioned elsewhere in the report - Musical instruments - Audio-visual suppliesand equipment - Additional furniture items

The prices available through State contracts would be made known to all of the districts in the Srste. Districts could test their ability to obtain more favorable prices locally, and should buylocally where better prices are obtainable; otherwise, they should buy through the state contract.

The Division of Standards and Purchase should collect statistics on the extent to which school districts buy through state contracts. These statistics should be summarized periodically and used fur negotiating more advantageous contracts with vendors byshowing them the possibilities of receiving larger-quantity orders, if they can offer a competitive price.

The State should give more attention to the special needsof schools by establishing and contracting for products meeting theschools' quality requirements. For example, it was cited by school district officials that some of the cleaning compounds and floor waxes con- tracted for in the past were not satisfactory for schoolsbecause they took too much work to apply and because of theiroffensive odors and harmful ingredients.

Improved advertising and communications documents and mediashould be initiated and continued. Clearly understandable and detailed procedural instructions for guiding districts in their use of state services should also be developed, put in writing and distributed to all the districts in the State.

In order to carry out these improvements and expansions of service, a School Supplies Committee should beformed and given the responsibility for planning in detail and forwarding such a program. The members of this Committee should be a purchasing specialist,from the group described in the followingrecommendations, a specifications engineer from the Division ofStandards and Purchase, one or two experienzed educationaladministrators selected at large from one of the schooldistricts in the State. It shoul4 be empowered to call upon the expert knowledgecf other educators, administrators and knowledgeable persons in State schooldistricts for special advice and study. Ip general, the affairs of this Committeecould be so arranged that its demands onmembers' time would not interfere with their performance of their regularposition assignments.

This School Supplies Committee couldbe a disciplined force to bring Education and Purchasing together, tomodify state purchasing procedures to fit the particular needs ofEducationv, to use the facilities of Purchasing, and without theharshness of "central" to bring to Education the monetaryadvantages of centralized purchasing and centralized price determination.

These recommendations have been acceptedby the Commissioner of Education and the Department staff in all areas areworking to carry out these recommendations.

Combined with this policy decision ofthe Commissioner is the fact that State University is undergoing arapid expansion program and in so doing is acquiring a great deal of audiovisualequipment. Since State University is a state agency, it therefore acquires agreat deal of its equipment through state contract. The Division of Standards and Purchase isreacing to requests for audiovisualequipment by beginning to place theseitems on state contract. These contracts, since they arewritten for the needs of schools, have extension of prices clauses onthem, which makes them available to all school districts of theState.

At present, there are several statecontract:s concerning audiovisualequipment in existence that haveextension of price clauses added tothem. These are:

Projection lamps of all varities - Contract award 858 Tape recorders - Contract award 2593 Television Receivers and Stands - Contract award 746 School and Art Supplies - Contract award 907 16mm Motion Picture Projectors - (open for bid) Radios FM - AM - Contract award 382

Only two of these items, telvlisionreceivers and stands, were placed on state contract at the requestof the Education Department. The rest were placed on state contract as theresult of requests for purchase byother state agencies.

The Division of EducationalCommunications in keeping withDepartment policy has requested the Division ofStandards and Purchase place 16mmprojectors, language 2 x 2 slide projectors, overheadprojectors, opaque projectors and laboratories on state contract. Since 16mm projectors are now openfor -238-

of price clausebe added to bid, it was only necessarythat the extension Standards and Purchase. this contract bythe Division of Pur- mentioned that at present,the Division ofStandards a; It must be items on state the needs of stateagencies in placing chase caters to and this is that theseagencies buy the most contract. The reason for through the Divisionof Standards andPur- that they arecompelled to buy taken advantage ofstate School districtshave not yet fully chase. receivers where800 contracts with thepossible exceptionof television school districts do last year. It is felt that once were purchased that the quantityof purchase largequantities ofaudiovisual equipment made by stateagencies. Once these purchases willexceed the purchases reached, it is apparentthat the Divisionof Standards this point has been for audiovisual need to be informed asto specifications and Purchase will It is imperative by the schooldistricts of the state. equipment required insure that personnel apply theirprofessional talents to that audiovisual state contract willresult placing audiovisualequipment and supplies on these items inthe state'sinstructional in improved andincreased usage of the EducationDepartment hasestablished the programs. In this respect, comprised of school Committee. This Committee is Continuing Purchasing The Committee is respon- all sections ofthe state. administrators from preparing lists At present, thisCommittee is al, e to theCommissioner. preparing a book- be placed on statecontract. It is also of materials to well as several for purchasingthrough state contract as let on procedures considerations that youfeel standard supplylists. Recommendations or items on state contractshould be should be made inplacing audiovisual of this Committee,in care of the addressed to Dr.Stanley Raub, Chairman New York StateEducation Department. Division of SchoolBusiness Management, circulates a pamphlet School BusinessManagement now The Division of sent to school News and Tips."This pamphlet is entitled, "Purchasing items A section ofthis pamphletlists school district administrators. this pamphlet,inform contract. If you wish to see that are on state is also anti- business manager. In addition, it youradministrator or will inform youof Division ofEducational Communications cipated that the placed on statecontract. audiovisual equipmentand supplies that are STATE FILM UTILIZATION SURVEY - PLANS FOR IMPROVEDDISTRIBUTION AND USE

David J. Rees, State Education Department

Introduction

Historically, the Education Department of this statehas always shown leadership in fostering policies and programswhich strive to provide for the children of the state the besteducational opportunity. Such leadership, in most cases, has been in the manner ofcreating an incentive for school districts to develop their own improvements ininstruction according to the dictates of local needs. Occasionally, the Department has deviated from this policy of indirectly encouraginglocal incentive. These deviations have been initiated when programs were necessaryto improve upon certain school functions where time wasimperative and demonstration important. However, such deviations, when the Departmenthas directly given aid for specific purposes, have beenfrom their inception self- ltquidating, so that school districtseventually assumed responsibility for the altered function.

The Department has also provideddirect material service to school districts when it was deemed such a service couldbe rendered more efficiently and economically at the state level. In keeping with Department policyof local responsibility, such services wereterminated when school districts acquired the potential to provide forthemselves. Illustrations of such Department activity may be found in allfields of education. A notable il- lustration may be found in examiningthe Department's role in the fieldof audio visual education.

Tim State of New York providedlantern slides for the use ofteacher- training schools as early as1886. The Department of Public Instruction in 1895 extended this servicefor school use in cities and villages. Specific appropriations for visualinstruction were made annually bythe Legislature. In 1903, these appropriationsreached the sum of $38,000. This amounted to approximately17 of the total State budget foreducation. The year 1905 found the Department,through its Visual Instruction Divis- ion, concentrating heavily onloaning lantern slides to all educational institutions of the state. The loaning of slidescontinued for forty- four years until 1939, when thisservice was terminated and theslides were eeposited inteacher-training institutions, publicschools, uuseums, and other types of service centers. The Department owned 600,000slides consisting of 15,000 titles and inits peak year loaned 11,441,261slides to the schools of the state. However, by 1939, it was decidedthat school districts were capable of buildingtheir own slide collections or concentrating their resources onacquiring the newer media that werebecoming of available. In the opinion of manyeducators, the Department's service loaning slides aided greatly theacceptance of the 'newer media bythe schools of the state.

Another instance of direct aid andpavticipation by the Education Depart- ment to foster a new innovationis the present assistance tothose schools wishing to explore the applicationsof television to their educational needs. Television councils also are aidedand encouraged by the Depart- ment. In addition, the Departmentinstituted a study on the possible -140

applications of television in highereducanon, This study resulted in specific recommendations for thedirect paL,,Icipation by the Department in promoting a state educationaltelevision network. Of course, 1.: is impossible to ascertain, at present,the implications of suchleadership by the Department in educationaltelevision for education in New York State; however, the Department's role insuch exploration will insure that whatever benefits may be discoveredwill be applied to intrease the educational opportunity of the childrenof this state.

The Education Department is continuallystudying all facets of education to determine how it might better servethe schools of the state. Such studies determine the form of action theDepartment will follow. The Division of Educational Communications,in keeping with th-l.s important function of the Department, decided toinvestigate the role of 16mts educational motion picture film as a toolof instruction in the schools of New York State, to determine theproblems inherent in its use as such,and to recommend to the Commissionerpossible action by the Department firthe alleviation of such problems.

One might, with interest, speculateconcerning the impact of the motion picture on educators at the turn ofthe century. The vast majority of educators probably dismissed motionpicture use in the classroom as impractical. The film was 35mm wide andtherefore bulky. it was printed on a nitrate basewhich made it highly inflammable not tomention explosive. But imagine the excitementsuch a phenomena as the motion picture generated in theminds of those educators whooverlooked the impractical state of motion picturetechnology. Consider, here was an invention that would allow control ofthe dimension of time in examining movement. The gait of a horse, the build upof cloud formations, the flight of a bee, all could befreed from the limitations of the humanmind in the description of motion. The art of film montage could be used to explain the most complex of seeminglyunrelated units. Through animation, any concept could bedescribed. It is no wonder that a man likeThomas A. Edisonin 1925 said:

"Let us take a class ingeograph7. It seems to me that motion pictures offerhere a rather astonishing substitute for the celorless,standardized lessons of the textbooks - not t .y an opportunity toteach directly from a busy world at work,but with all the atmosphere of adventure, romance,achievement.

We could teach history,of course, in much the same way and literatu,e, and biology -and in our advanced zourses, chemistry, geology, physics. There is no limitation to the camera. It is simply a matterof the right direction."*

of Thomas *Robert D. Runes, editor, TheDiary and Sundry Observations Alva Edison (New York:Philosophical Library, 1948), p.148. -241-

However, with all the imagination for the application ofthe motion picture to education, motion pictures were still impracticalfor this purpose at the turn of the century. A major deterrent to the use of the motion picture in the classroom was the fact thatthe motion picture projector had to be placed in a fireproof enclosure as asafety measure because of the inflammable properties of the film. World War I brought about the invention of 16mm film. This film was printed on an acetate base which was not inflammable. In the early 1920's the 16mm motion picture projector was marketed. With the addition of sound to 16mm in 1933, and color three years later, 16mm motion picturesbecame one of the most versatile and useful of all media. The educators now had a powerful as well as a practical teaching tool attheir disposal. Educators have had the motion picture at their disposal for the past thirty years. It is with this in mind that this study will examine the extent of useof educational film in the public schools of New York State.A most desired result of this study will be recommendations to the Commissioner tofacilitate the increased use of the most efficient and effective motionpictures by the teachers of this state.

Methodology

Before attempting a study of the status of the educationalmotion picture film in the schools of New York State, it was essential todesignate what phase of motion picture usage would be investigated. Motion pictures are used for many instructional objectives in many subject areas and on many grade levels. To concentrate on the instructional aspects of themotion picture would entail an elaborate and complexstudy, much of which would duplicate previous investigations. It was decided, therefore, that a survey should be made concerning itselfwith the availability of the motion picture film and 16mm projection equipment. It was also decided to inquire as to the teachers' attitudes concerning the use orlack of use of the educational film. By concentrating on materials and attitudes in general, it was felt that the Division of EducationalCommunications could then be in a position to propose a state leveladministrative plan or plans by which conditions in regard to the teacher useof motion picture films could be improved.

Forty-six state education departments were queried as to any state directed or coordinated film program either in operation at present or contemplated in the future. Thirty-three education departments responded to these inquiries. These responses allowed insights into workable state directed plans that had some implications for New York State.

A questionnaire listing forty of the most frequent complaints ofteachers regarding inconveniences in using film were compiled. This listing became the instrument by which the most objectionable deterrentsinfluencing teachers' attitudes toward film usage were determined. One hundred seventy questionnaires were distributed to teachers by superintendents and principals in sixteen school districts. Of the one hundred seventy distributed questionnaires, one hundred forty-eight were returned to the Department, and the frequency responses to the listed complaints were taken from a cross-section of tabulated. Since the above sample was teachers K-3.2 and since it wasalso balanced between cityand rural school districts, it wasdeemed sufficient as anindication of material factors influenzing teachers'attitudes. which a school The equipment and materialsquestionnaire was a simply: form district's A-V coordinator orbusiness manager couldindicate quantities and monies spent for of motion picture equipmentowned by the district whose total such equipment and itsmaintenance. Thirty school districts enrollment approached 50% ofall the K-12 schoolenrollment of the State, students and to teachers were were selected. Ratios of equipment to determined from this sample. It was assumed thatratios determined from would be approxi- such a large segment ofstudent and teacher population that funds mately the same for allof the State. It was also assumed and films would be spent to purchase and rentmotion picture equipment approximately double for allthe State. compared, where The findings of the abovementioned questionnaires were the Godfrey Report for New comparisons were possible,with the findings of differences were found. The York State with theresult that insignificant gsgrexAmollt is the resultof a national studymade under the direction study is Audiovisual of Dr. Eleanor P.Godfrey. The full title of the This study was Media in Public Schoolsand Factors InfluencingTheir Use. during the 1962-1963 school made for the United StatesOffice of Education Washington, year by the Bureauof Social ScienceResearch, Incorporated, of York State D.C. The Education Departmentacquired the Study's New intelligence pertaining to astratified cards. These cards contained random sample of one hundredsixty-seven New YorkState school districts.

several theoretical plans. The above findingsallowed the formation of which the Education These plaits were devised todetermine the extent to of the State's Department could aid schoolsunder existing interpretations Education Law and Departmentpolicy. (see On January 16, 1963, aseminar was held inthe Education Department of village, city and super- Appendix B). Representative A-V_personnel in discussing these visory school districts wereinvited to participate school districts, the plans with otheradministrative personnel of The purpose Department, the StateUniversity and SyraluseUniversity. the members with the various of conducting theseminar was to acquaint plans considered and toexplain the plan mostfavored by the Department. criticize the Department's The members of theseminar were invited to plans that might tentative plan and to offer anysuggestions or alternate constructive criticism andvaluable sugges- be of value. A great deal of consideration and theresult tions were offered. These were taken into plan. of the seminar wasthe modification ofthe Department's tentative plan for film utilization, In addition to thediscussion of a Department possible merits and advantage was taken of theseminar to discuss the projectors on state implications of suchconsiderations as, placing pictures and distribution contract, state contractbulk purchase of motion The members of theseminar presented of motion picturesvia television. many profoundconsiderations concerning thesematters. -143-

Subsequent to the above mentioned seminar, many consultations were held

by staff members throughout the State. City, village and district , -V and other school administrative personnel were consulted, Film producers were most helpful in offering suggestions and advice. In addition, many college and university A-V personnel were consulted. In the Education Department, the Bureau of Rural Administration and the Bureau of Statis- tical Services consulted with the Division staff and offered many helpful suggestions.

In conclusion, it must be stated that this investigation was conducted in a manner that was felt to be the most economical and practical method of defining the problems inherent in the use of the motion picture film in New York State schools.

The Importance of Educational Film to the Teachers of New York State

More than two million times during the school year in New York State, classrooms are dimmed and projectors are switched on so that students may view films which teachers have selected as an additional resource to the learning process. To provide for the classroom activity of viewing films, the school districts of New York State spend approximately $1,265,000 annually and own motion picture equipment valued at nearly $12,000,000. Such an expenditure and investment make possible the viewing, on the average, of about 10,000 films daily by students in New York State. In keeping with this average, a film is shown daily in one classroom out of seven. To expedite this daily traffic in film, the efforts of over 2,000 people who are employed in one capacity or another by the school districts of the state are required. These people coordinate and supervise various local systems of motion picture distribution. Their responsibilities range from a part-time secretary, who merely facilitates ordering of fams in some school districts, to that of a full-time administrator in other districts where film distribution is but one of many aspects to a total communication program. It must also be mentioned that some school districts have no person responsible for obtaining motion picture film. In any event, the teachers of New York State do obtain film and use film in their classrooms. The fact that teachers do use film in quantity as .4a additional resource to the learning process, aware or unaware of film research findings, seems to indicate that teachers have discovered the educational film to be of value to instruction. Many media and materials are considered to be of value to instruction, such as chalkboards, filmstrips, phonographs, tape recorders, projectors of various types, and educational television. The teacher, as a true professional, selects and uses whatever can be obtained to assist students in realizing specific objectives. It is impossible, therefore, to give rank value to tools of instruction. A gifted teacher might be able to teach some units effectively without even a chalkboard or chalk. Using a chalkboard, this same gifted teacher might find that more subject matter could be covered in a given unit of time with more understanding. This teacher might also discover that using prepared materials of instruction, designed, and testd for particular phases of instruction, might increase efficiency of instruction even more than merely using a chalkboard. Whether a teacher is gifted or not, the teacher will tend to use those tools which training, personal experience, or instinct dictate will best help achieve certain objectives and whichre conrIniently available. In this respect, excluding the textbook and chalkboard, the filmstrip is the most frequently used took of instruction. It is an estimate that 95% of New York State's 127,000 teachers use the filmstrip and 93% use educational film in classroom instructirn. It is also an estimate that 887. of the teachers use the phonograph, 80% the tape recorder,73% the opaque projector, 587. the flannel board, 55% the 2 x 2 slideprojector, and 107. educational television. Next to the filmstrip, itseems that teachers prefer the educational motion picture film.

The 118,000 New York State teachers using educational film for instructional purposas have access to almost 10,000 projectors. On the average, twelve teachers theoretically share a projector. Some school districts apparently feel that one projector is sufficient for every twenty-seven teachers, while at the other extreme, there are school districts that provide a projector for every six teachers. These teachers also share 70,000 films owned by the school districts of the State. In addition, the teachers of the State share annually 200,000 rented films and 140,000 free films. The logistics by which these films and projectors are brought together at the correct time in classrooms greatly affect film utilization as an additional learning resource available to the students of New York State.

New York State teachers obtain educational film from the followinggeneral sources:

1. University film libraries located both inside and outside New York State

2. New York State University college film libraries

3. School district film collections

4. Commercial film rental agencies and free loan agencies

5. Cooperative Boards of Educational Services

6. Film unions (several school districts pooling film)

7. Government agencies

The school districts spend approximately $300,000 annually to rentfilm from various institutions in New York State and also spenaapproximately $300,000 annually to rent film from institutions located outside of New York State. In addition, school districts spend approximately$200,000 annually to purchase educational film. The task of delivering film to school districts falls mostly to the United States Mail.

Since there are educational films and projectors available to theteachers of this State, what then are some of the deterrents to ateacher's utilizing film as an additional learning resource for students?To obtain an -345."

insight into the teacher's problems concerning film utilization,a sample survey was conducted in sixteen school districts of the state. One hundred forty-eight teachers responded to this survey.

Fifty-eight per cent of the responding teachers indicated that they could not depend on an educational film arriving in time to fit into their lesson plans. Thirty-two per cent of the responding teachers indicated that it took too long from the time they ordereda film until they received it. Along these lines, twenty-five per cent of the teachers indicated that they had to order films too far in advance. If these findings are representative of the teachers of the state, thena large segment of New York State teachers are discouraged from using film that they believe to be important to the instruction of their pupils. It would seem that if there are enough films available to teachers, then it should be a simple matter to deliver the film to these teachers. What results is that film orders have to be placed far in advance, and often the delivery of the film is unreliable.

On the average, a film is out of circulation for about two weeks while one teacher is using it. In school districts which own their own film, this time period is considerably shorter. Film, on its return to a library, has first to be inspected for any damage that might have taken place during projection. After inspection, it is placed on a rack in the film vault to await another request. When it is ordered, it must be sent, on the average, three days in advance to net the booking engagement. Three days must also be allowed for its return to the library after it has been used. The period of use is about three days. Depending on the efficiency of the film library, another period of time is allocated for inspection and repair if necessary. If a teacher does not return a film to the library at the promised time, then bookings for the film become disrupted. It is apparent that in many cases film libraries are closely booked, and that teachers wishing to use a certain film at a given time have to request the film far in advance to be placed on the list of bookings. Popular films with seasons'_ use and films that are used in Regents subjects, have to be ordered at least six months in advance if a teacher is to be reasonably sure that the film will be available when needed. The two major public school educational film distributional institutions that supply more than half the teachers of New York State claim that they can fulfill only two thirds of the requests made for film by teachers. Even those teachers fortunate enough to obtain films, feel uncertain as to their receiving a film on the date requested because of the shortage of films and the heavy demand made upon available films. The survey revealed that forty-eight per cent of the teachers sampled indicated that they could not be sure that the educational film described in a film catalog would contribute to the unit they were teaching. This situation is less evident in school districts where film is owned and where the district published its own catalog, describing films that were carefully selected and previewed to fit the needs of the local curriculum. At the same time, seventeen per cent of the teachers indicated that they would rather use the time required to preview educational film for other areas of their teaching duties. It was also indicated that seventeen per cent of the -146-

teachers stated as a deterrent to usingeducational film the fact that the school district did not have any personresponsible for audio visual instruction. These teachers had no one with whomthey might consult as to appropriate choices inordering educational film. In addition, nineteen per cent of theseteachers indicated that educationalfilm was difficult to order.

As to administrative problemsconcerning educational film onthe local level, twenty-eight per cent of the sampledteachers indicated that they had to request and make arrangementsfor bringing a motion picture projector and screen to their room whenthey wished to show an educational film. Twenty-three per cent of the teachersindicated that there were no students trained to operate a motionpicture projector, and felt that this was a deterrent totheir using educational film. Eighteen per cent felt that their classroom should have a permanent screento avoid the setting up and takingdown of portable projection screens.

The conditions described above mighttend to discourage teachersfrom using educational film. To remedy these conditionsand thus enable New York State teachers to obtain morefilms more easily, appropriate action onthe be made state level might beconsidered. Furthermore, if more films could available, then certain considerationswould have to be given tothe peoper use of such filmsand to providing teacherswith convenient channels by which they could obtain and showfilms.

Recommendations for Activity_on the Partof the Education Department to Create More ConductiveConditions in the State for the Useof Educational Film as an Instructional Resource pertaining to the It is the policy of theEducation Department in matters improvement of instruction toadvocate by publication ordemonstration, has found those innovations in educationalpractices which the Department modifies, or rejects such in- to be of value. The school district accepts, novations in accordance withthe dictates of local needs. The recommendations explained in thischapter are ways by which theEducation Department might assist the schooldistricts in improvingconditions for using educational film. These recommendations areclassified into nine general categories, as follows:

school districts through I. Establish procedures to assist consultant services

U. Create incentive for Boardsof Cooperative Educational Services to establish film centers

school district in respect to III. Increase buying power of the state- motion picture equipmentby coordinating purchases on a wide basis

for educational film andpublish IV. Establish a preview service a periodicfilm review bulletin V. Investigate various means by which televisioncan aid in the distribution of educational film

VI. Investigate the potential of 8mm filmas an instructional resource

VII. Investigate the potential of film for application in large group and in individual study situations

VIII. Create a permanent semi-annual Education Department filmseminar

IX. Establish a professional film loan center for filmsto be made available to district directors of educational communications and other school administrative personnel STATE LIBRARY FILM PROGRAM

Jack B. Spear, State Education Department

Among such an august body of school A-V specialists, I hurriedly, and somewhat meekly, admit that I feel a bit out of place. During the many sessions of this learned convocation you have seen fascinating demonstrations and heard most interesting ideas on how the student can becomea better learner. You have accepted the challenges on the educational horizon, and, as people deeply involved in the future course of education in this state, you have, beyond a shadow of a doubt, assimilated many ideas that will improve classroom instructional programs.

And now I come to you with the story o: the New York State Library's film program-and must quickly say that, by and large, we will be talking the next few minutes about a "non-school, non-classroom" film program. How- ever, let me start off by saying that we have two distinct film collections--one on Librarianship, a relatively small group of titles, purchased with State monies, and available for free loan to school libraries; the other, a large group of approximately 1000 titles of "non-teaching" films for the use of adult and juvenile groups in small communities and available for free loan through public libraries.

Let us look a moment at the Librarianship collection. Historically, these were the first films purchased by the State Library. As you might assume, the titles in this collection reflect the work and purpose of the Library Extension Division to help develop public library service within the state.

In glancing over the list, to cite a few, we find such titles as THE LIBRARY: A FAMILY AFFAIR, in which we visit the Brooklyn Public Library and see the imwt of that library's services on the everyday lives of the members of a typical family. In FREEDOM TO READ, as you might expect, we wrestle with the problems of censorship by a community group and see some solutions. Then we move to bookmobiles. There are several films that show these libraries on wheels operating in various locations in this country--and even in far away Tasmania.

In BEGINNINGS we visit with the Director of the Detroit Public Library and learn of the dynamic forces facing the library today and hopefully apply these to the recruiting problem. BOOKS FOR ALL, produced by our own New York Library Association, dramatically and realistically shows how the residents of a small town in this state receive excellent library service because their local library is a member of a library system.

As I mentioned, these films may be loaned to school librariesso let us look at some titles in this collection that relate more directly to school problems. Valuable for faculty meetings, as well as library clubs, would be CARPET UNDER EVERY CLASSROOM, in which we see a high school library serving as a true resource and materials center. In AUDIO VISUAL SUPER- VISOR, FACTS ABOUT FILM, and FACTS ABOUT PROJECTION, we learn of the place A-V has in the school and the community, and how to use film to the best advantage. Faculty meetings might be enriched by viewing GIFTED ONES and seeing the recognition being given to the gifted child. Or, what library 449-

club wouldn't enjoy Clifton Fadiman discussing THE NOVEL--and for that matter, the English faculty would also appreciate viewing this series. THE BOOK, filmed in Sweden, gives a graphic and imaginative survey of all phases of publishing, and STORY OF A BOOK re-enacts the actual writing of "Pagoo" by the author H. C. Rolling, and portrays the behind-the-scenes work involved an creating a much loved children's picture book.

TELLING STORES TO CHILDREN shows the "do's" and "dont's" of story telling and would be particularly helpful to primary teachers. They, along with most of their colleagues in the elementary school would simply enjoy the prize-winning film TILE IMPRESSIONABLE YEARS, which portrays a little girl's first experience in the Children's Room of the New York Public Library and explains the appreciation which may develop in children through reading.

Boards, administrative staff, and faculty committees faced with a building program would profit by 23 minutes spent in viewing PLANNING A SCHOOL LIBRARY. In this fila they would be exposed to basic principles of good library layout and equipment usage.

I hope this has given you a brief idea of some positive help the State Library makes available to academic libraries.

Now let us turn to our larger general collection of films and briefly examine the background of the "library climate" that led to the establishment of this collection.

I need not tell you that the New York Metropolitan area is one of the world's chief distribution centers for 16mm educational films. The school systems here in the state, have, for many years, been able tosuccessfully use classroom and teaching films as adjuncts to the curriculum primarily because the volume of their use has brought about fairly adequate distribution centers. On the other hand, only the largest public libraries could afford outright purchase of rental of suitable films for community group use. Ironically, most of the public libraries in this state had no source of free films to fulfill this particularneed in their communities.

In 1948 legislation was enacted setting up the RegionalLibrary Service Center in Watertown. This first multi-county library system, serving Jefferson, Lewis and St. Lawrence counties, had a large film collection to serve community groups in the area. A very successful pattern of film usage was soon established and from thisfilm experience in the RLSC area we were able to project some of the service patterns on astatewide basis.

During the early 50's this problem was pursued by the New YorkLibrary Association, and in cooperaCon with the Division ofLibrary Extension, plans were Larefully developed for a statewideFilm Cooperative. To make this plan financially feasible, it was necessary foreach participating member library to subscribe the sum of $200 per year. The project failed simply because enough libraries could not see their wayclear to joining.

With the coming of the LIBRARY SERVICES ACT OF 1956, federal moniesbecame available on a matching basis to the State Library. One of the original projects submitted for the use of LSAfunds was a statewide film program, thereby cashing in, so to speak, on thetremendous groundwork laid by the Cooperative Film Committee. The operation of this project was logically placed in the old Traveling Libraries Sectionof the Library Extension Division. This section, known perhaps to many of youthrough the book collections formerly loaned to schools,had been undergoing 2 reorganization and change of function and hadlost several employees. The new film program was carried onwith this reduced staff, and ofnecessity, had to be dove-tailed with many otheractivities. The first official announcement of this new film program came inApril 1958 in THE BOOKMARK.

In our selection of film titles we werestrongly influenced by the views of Cecile Starr, the outstandingfilm critic of "The Saturday Review." She poses this criteria:

"Does the film stimulate the mind,heart, and possibly the actions cf the viewer,towards ends which can be deemed desirable in a democracy?

"Does the film prompt the viewer toenjoy thinking for himself, and to appreciate he accumulated knowledge and honest opinions of otherpeople?

"Does the film help the viewer toexperience a variety of personal relationships, and tofeel a part of humanity and of the world of nature? "(')

The boy from Arkansas might say"A bit hifalutin". But we feel they are thoughful statements, and, we hope ourfilms measure up to these high standards.

On the simpler side, weselected our films to bringadventure, helpful learning, and thoughtful ideas -all of which we hoped wouldhelp the individual meet the challengeof today's living. In addition, because of the terms of the Library ServicesAct, these films were intendedprimarily for the use of people living inrural areas or in communities ofless than 10,000 people; they wereselected for non-school use; andthey were to be shown without any admission charge.

As librarians we are accustomedto a virtual wealth ofreviewing media for of the books. The situation with film reviews wasat the opposite end films. scale. There was a dirth of criticalreviews for non-classroom Even after careful checkingof the few existing reviews wefound that over half of the films we previewed were notsuitable for our collection. Over 2/3 of the cards in our "Reject"file simply indicate that thefilm was "too classroomy."This certainly is not to be taken asnegative criticism of the film itself because manyo' the titles we rejected forpurchase would be perfectly suited for acurriculum-centered controlled classroom situation.

Since there were existing state filmlibraries in the New York StateCom- merce Department,Health Department, Motor VehicleDepartment, Conser- vation Department and YouthBureau, we did not purchase titlesthat duplicated their specific fields ofinterest or holdings. Because our films would be playing to many informalgroups, we felt that color was an important factor. Consequently, wherever a filmwas available in color we choose this over black and white.

Gradually, from our starting point in 1958, we moved steadily onwardand upward. Originally we made direct bookings to small rural communities. Each showing tied up a film for a total of 15 days. (We found it took 7 days to get the film to its destination, 1 d107 for the showing, and7 days on the trip to return to us). This meant, then, a maximum potential of only 24 showings per film per year. To help compensate for this and to effect economies in distribution, we started film circuits inthe library systems, with rural areas. No particular pattern was adhered to in setting up these circuits, but rather, each systemwas given the number of films they could best use for the period of time they thoughtmost appropriate. In other words, no set formula was used but interestingly enough, most systems use 15 films for a three month period (60per year). Today we have 15 circuits in operation. Each headquarters knows well in advance the exact films they will have for a given period. They publish this information for all their member libraries and give it wide distribution within their area. Local public libraries make their bookings from the circuit films at the system. They are delivered and picked up by the system delivery truck on its regular runs. If a library needs a film on a subject not represented in the current group, the system through its teletype, requests a special film from the State Library. In this way our growing reservoir of films is used to backstop specific requests throughout most of the state.

I've mentioned several times that these films from our large collectionare for non-school use. Well, then, you're probably wondering why I've taken the time to fill you in on the details of this particular film program. First, my assignment from the Convocation Committee was to tell you about our program so you would understand why it was "non-school."I hope I have done this. But, secondly, I know that you are all members of groups in your own community. And if you live outside New York City, Nassau, Buffalo and Rochester metropolitan areas, it is possible for your group to book these films.

With this in mind let me mention a few of the titles to give you an idea of the type of film we have.

ALBERT SCHWEITZER is a name revered by most of us, and here, it a feature- length film funning 80 minutes, in color, we lee and hear a cinema bio- graphy of this Nobel Peace Prize winner who has achieved fame in many fields, but above all, has devoted his long full life to serving his fellow men selflessly. A full evening's viewing for a church group or a general audience.

Women's groups will especially enjoy the great documentary WOMEN ON THE MARCH, in which we see the tempestuous struggle for equal rights that characterized the suffragette movement. Confidentially, men's groups get a real lack out of this too. -152-

Volunteer firemen will learn a great deal from the documentary film WHY, which shows actual scenes of the fire in the Our Lady of Angels School in Chicago, and DESIGN FOR DISASTER, which is a dramatic documentary that conveys the feeling and intensity of the battle of one of the greatest holocausts in the history of Los Angeles - the Bel Airdisaster on November 6, 1961.

Armchair travelers would be delighted with these 1962 American Film Festival prize winners, THE AGED LAND, showing present-day Greece;and GLUSEPPINA, filmed in Italy this past year.

Problem areas of the world are reflected in many of these films. A few on Africa are: TROPICAL AFRICA, AFRICA DISTURBED, FAMILY OF N'GUNBA, AFRICANS ALL, EAST AFRICA, TWILIGHT FOREST, I'LL SING-NOT CRY, AFRICA - GIANT WITH A FUTURE, AFRICA IS MY HOME, AFRICAN VILLAGE, GIANT INTHE SUN, NIGERIA - NEW NATION, REMNANTS OF A RACE, BUMA - AFRICAN SCULPTURESPEAKS, AFRICAN WILDLIFE SANCTUARY, MASKS, BLACK AND WHITE IN SOUTH AFRICA,FAMILY C GHANA, GHANA - NEW NATION, LIFE IN THE SAHARA, PIGMIES OF AFRICA, UNION OF SOUTH AFRICA, AFRICA AWAKENS and ETHIOPIA.

And there are titles for young folks and children too. THIS IS GIRL SCOUTING is of interest to girls, as well as scoutleaders. BIRD ISLAND - AN ADVENTURE WITH JACKY AND HERMINE, has allthe elements to fascinate a group of children. Then, there are many titles taken directly from famous children's books - HAROLD AND TH3 PURPLE CRAYON, LENTIL, CAPS FOR SALE, TOM TIT TAT, (you may know this old favorite as Rumpelstiltskin), MADELINE, and STORY ABOUT PING, to touch on just a few.

Grange and farm groups would have deep interest inALASKA'S MODERN AGRI- CULTURE with the group of American Farmers andmembers of our U.S. Department of Agriculture on their visit to theSoviet Union last year.

Fish and game clubs would revel in RAINBOW VALLEY,in fact, they'd probably pack their bags and head for Ennis, Montana, to trytheir luck in the world's best trout streams.

Most any men's service club - Lions, Rotary,Kiwanis - would be delighted to take a trip under the North Polewith THE NAUTILUS, the atomic powered submarine; or to work with the engineers on THE DEW LINE - ourouter distant early warning line across thenorthern lands of Canada.

Perhaps this gives you a little clearer idea of ourlarge non-school collection of films and the depth of coverage we are trying tobuild into the film library.

No presentation in this field would be complete withoutmention of the professional standards that apply. I hasten to add that these are not an afterthought but permeate all of our work in this area. The first guide- post is phrased, 0.153-

"The state library agency should organize and, if appropriate, administer services projects among library systems, such as joint purchasing and use of expensive films..." (2)

The second guliepost states,

"The total resources in each state should include audio-visuai collet:ions..." (3)

Summing up, I would like quote briefly from a manuscript prepared by Professor Harold Goldstein, of the faculty of the University of Illinois Graduate Library School, in which he notes that,

"Audiovisual services in libraries have had a checkered history. They have been considered on one hand as a 'fringe benefit,' worthy of attention and exploitation only after traditional library services and operations have been judged minimal, standard, or adequate. At the other extreme must be viewed the total effort (in itself actually small and spotty) which incorporates the newer media in an integrated concept of all library operations. Between these two poles is a vast desert of disinterest and disinclination to experiment, as well as a firm conviction on the part of many librarians that little good is to be gained from expenditures of time and money in an activity which is aside from the major emphasis of librarianship.

"It is the idea of audiovisual services as activities only which may be the key to the difficulty. While all library materials must be understood first for what they offer and can do before they are organized into activities. What are thl-y good for? They are the records, in a different physi_sl form, of some of man's activities: phonorecords present man's expression through musical alad other sounds; films present through the illusion of motion a record of man's historical, artistic, and social activities...The produced materials are representations of the original message in the form best suited to carry the particular information to those who want or need it. A film, a record, or an art reproduction is not a replacement for a printed item; it can only be useful and appropriate when it provides a stimulus, or fills a need which cannot besatisfied as well by any other type of material. The lack of understanding of this concept is fundamentally the reason for the uneven growth in the collection and use of non-print materials in public and academic libraries across the nation."

It is our hope that the State Library film collection will permit further understanding of the role of A-V materials in library service, and that we can be of increasingservice to the public library systemsof the state. To this end we are currentlyevaluating our film program. It may well be that in the months and years to come ourdirection will betowards a more specialized collection meeting needs not satisfied nor metin the smaller library systems.

FOOTNOTES

(1) Starr, Cecile. "KEEP UP WITH FILMS." ALA Bulletin. 50: (April 1956) 209.

(2) American Library Association. Public Library Service a Guide to Evaluation with MinimumStandards. A.L.A. Chicago. 1956. page 17.

(3) American Library Association. Standards For Library Functions at the State Level. A.L.A. Chicago. 1963. page 13. PROGRAMED INSTRUCTION

AND TEACHING MACHINES TEACHER TRAINING THROUGH PROGRAMED INSTRUCTION

Morris Freedman, New York City Board of Education

Need for Programed Materials

The most recent evaluative surveys of the New York City Public Schools have all disclosed the problem of teacher turn-over. The reasons for these personnel changes are not always clear. However, to aid the many new teachers assigned to the schools each year, large scale programs of in-service education are in effect. A segment of this city-wide training is a responsibility of the Board of Education's Bureau of Audio-Visual Instruction. Without full-time audio-visual specialists in the schools training has been limited. As a result the Bureau has begun preparing programed materials which teachers and students may use to teach themselves the skills of operating audio-visual equipment.

Preparing the Pr rained Text

As a first project a programed text was prepared on the operation of the Revere tape recorder, Model T-2000. (This equipment is currently being supplied to the schools.) Terminal behaviors were specified as the preparation and playback of a tape recording. The target population included students with at least fifth grade reading ability as well as teachers. Designed to teach basic skills, the program presumes that subjects have no knowledge of tape recording or recorders. The subjects' learning repertoires, it was anticipated, need not include even the basic ability to identify a tape recorder, an electrical wall outlet or a microphone.

Diagrams and multiple choice stimuli were used to direct the subject and to offer repeated confirmation and reinforcement.. The program was staple bound and its pages duplicated through the use of stenofaxed-prepared mimeographed stencils. The production of the program required no specially employed personnel. Programing, art work and duplication were all completely by the existing staff of the Bureau.

Program Mode of Presentation

The programed text contains 78 frames and comes complete with an answer sheet and instructions so that the presence of a teacher is not required. Combining Skinnerian and Crowderian technique, the program is characterized by linear frames presented vertically; small and large step frames; and multiple choice and fill-in, or open ended stimuli (requiring constructed response.)

For the first twenty-two frames the subject is led through an understanding of terms and the uses of a tape recorder. The required responses are constructed. The remainder of the text presents multiple choice stimuli to the subject in the form of lettered diagrams.Subjects respond by writing the letter (A, B, C or D) that corresponds to the correct diagram. Correct answers are generally presented at the top of each page so that reinforcement is completed with the turn of the page. 158.-

Testing the Program

Three subjects were giventhe program at different timesin an attempt to discover ambiguous and poorlyconstructed frames, and to reducethe error uncovered rate. After the first subject'scompletion, twenty frames were which needed editing. Each of the subsequentsubject's error rates were frame. reduced considerably. The third subject haddifficulty with merely one

The effectiveness of the program wastentatively determined throughits use with ten subjects includingboth students and teachers.Four sixth graders of average ability and onehigh school student participatedalong with five Immediately following teachers. All of the test subjects werepre-tested. the completion of the program apost-test was administered. Anecdotal comments were also recorded. instructed to open the At the start of the tenminute pre-test subjects were tape recorder, prepareand playback a recording,and then close the recorder. excused from the text. If a subject successfullycompleted these tasks he was Subjects who could completethe required operations within afew extra minutes were also excused. Those subjects showing little or nocompetency with the required skills inthis pre-test period were giventhe programed testing the effec. text. It was appaterJ that allthe subjects selected for dveness of the program exhibited ageneral unfamiliarity with theskills of tape recording.

Observations and Comments especially il- The observations especiallyof the sixth grade pupils were luminating with regard to their useof the programed text material. Students needed to adjust tothis new mode of teaching withits presentation of cued frames; the useof arrows to direct thesubject's attention to specific parts of adiagram; and the presentation of correct answers on each page. It was often found that pupilshesitated at the beginning of the program and were uncertainabout what was expected. It was necessary, almost without exception, toexplain the method of response.This may indicate that the initialdirections were poor or that sampleframes were necessary. Generally, after their first response,the subjects discovered the expected pattern and movedalong smoothly. There was a further tran- sidon later on in the programfrom a constructed to amultiple choice format. This too required explanationand readjustment beforethe response pattern was established.

Other general observations areworthy of note. Pupils smiled or nodded when they checked and found their answerscorrect. There was no noticeable reaction from adults.There was a tendency of subjectsat specific points ahead of the program. in the program to anticipateseveral steps and to move One young- (Some form of branching may beindicated at these junctures.) ster thought about the answers,checked herself against the correctanswers be satis- and then wrote her response. This form of covert responding may factory if, of course, answers werenot merely copied.

Some of the recordedanecdotal comments of teachers areof interest. -159-

If...program seemed to goquickly." "It was fun." "Pictures helped." "(I now) feel confident in using taperecorderin front of class." "The manual was very helpful. I actually madea recording and am not mechanically inclined." "I think this is a highly successfulmethod inteaching the use of a machine." "The manual is clear and the directionsprecise." ...with several students around andespecially, those who are experienced, the novice, I think becomesshy and self-conscious."

Some of the student comments were:

"It is interesting doing it by myself." "It's just as easy to learn this way,in fact, probably easier."

Results

On completion of the program a post-test wasadministe Subjects were instructed, as in the pre -test, to openthe tape recordc repare and playback a tape recording and close the recorder.The total time of each subject's post-test is shown in Table I. The results were clearly observable inthe performance of the skills tested.All subjects were able to perform the skills.

TABLE I

Time (in minutes) of Ten Subjectsin Completing Pro:ramed Text and Post-Test Programed Text E E E G H T T T T T 50 59 59 50 48 38 46 34 56 60 4111111110

Post -Test 10 6 12 8 8 1 3 1 3 13

E - Elementary School Student H - High School Student T - Teacher

Conclusions

If the criterion of programeffectiveness is the ability of the learner to demonstrate an observable change in behavior, asfor example, in the performance of a skill,then we may judge this programed text byobservation. Using this criterion it was clearthat the programed material effectively taught the rudimentary skills involved in taperecording.Equally as lucid, however, was the need to modify certain aspectsof the program so that it may be used a complete package, andgiven to students and teachers without further instruction. The implications of our initialimpressions, however, are that the programingof skills is an effective way toprovide in- service training to teachers. Practice, of course, is necessary butthe initial fear of teachers especially ofmechanical or electronic equipment, Ti

may be reduced when programs are used.The absence of observers and instructors also may remove inhibitions from those teachers who are often reluctant to admit their lack of skill.

Additional programs should be constructed to assist in the orientation ofnew teachers to guide them through general routines andto instruct them in content areas in which they have had tic preparation.

Next Steps

A follow-up test is needed to determine the ability of subjectsto recall skills taught by a programed text. In addition, provisions must be made to permit subjects to practice these skills in the school.However, the initial experience with the program is useful. The Bureau of Audio-Visual Instruction has duplicated copies for distribution to the schools.Our first use of these materials will be as assignments for teachers registered ina televised in-service course to begin February 5, 1964.

The Bureau is presently attempting tocope with other problem areas through the use of programed materials. In production presently are self-instructional materials which are designed to teach teachers and studentshow to operate a 16mm sound projector. Another program is being produced to teach the skills involved in film inspection and splicing. These projects are our first steps as we begin to touchupon the enormity of the implications of programed instruction for teacher training. L1ARNING IN ITHACA TEACHING MACHINESAND PROGRAMED City School District James I. Mason,Superintendent, Ithaca Edward W. Moy, IthacaCity School District

has become anintrinsic element ofthe educational Technological Automation been pre- Ithaca City SchoolDistrict. Its growth has enterprise in the It and a scientificapproach to orderlychange. dicated on common sense teach- of audio-visualdevices, the use of has encompassedthe introduction the infusion ofdata processing iato ing machines andprogramed materials, pupil recordmaintenance and business our secondaryschool scheduling, of our curricularand instruc- practices, and theattending modifications of the word,become fused withthe tional programs. It has, in every sense experimentation. district's comprehensive programof research and

lies in the FingerLakes Region of NewYork The Ithaca CitySchool District We like tothink of ourselves as State, comprising some155 square miles. districts that areintroducing new educat- being in thevanguard of school the education scene. The district has ional insightsand understandings to entitled "The EightElements of Excellence," just adopted afive-year plan designed to place ourprogram in aposture of quality. school systemseeking best be characterizedas an exciting The District can variety ofeducational It provides anexceptionally rich quality education. students. Its close the individualneeds of its 8100 programs to meet plus the many Cornell Universityand Ithaca College, association with community settingthat af- cultural and recreationalactivities, provide a enterprise, acquiringteachers advantages. It is a growing fords numerous stimulating and diversestudent and buildings to meetthe needs of its population. District and geographic ;cos/Umof theIthaca City School The unique establishes a naturaleducational Cornell Universityand Ithaca College Numerous cooperativeprograms have setting for jointresearch projects. an excellentenvironment for con- been undertakenin the past,creating tinued research andexperimentation. research and experi- basic policyrequiring that all The district has a add to or complement undertaken in theschool district must mental projects makes a each of thestudies now under way the program. We believe that of our educationalprogram. direct contributionto the improvement into and scientific,infusion of automation Our wholehearted,yet logical several factors.We believethere is our schoolenterprise is premised on status quo, yet weprogressdeliberately, with no placein education for knowledge of direction.We must be freeto an awarenessof purpose and a but we must notforget our respon- experiment and,therefore, free to err, available to us tothe best benefitof our sibility to usethe resources contribute to our for gaudy fadsthat do not students. There is no room Only frills that rob usof the substanceof our purpose. goals or for developments in thefield of through objectiveresearch may these newer demonstrate theirsuperiority over instruction be testedsufficiently to the proceduresthey seek toreplace. -16z-

The full scope of ourcommitment to automation can onlybe appreciated by overviewing the complete spectrumof educational communicationsin the these technical devices, we will school district. To present adequLtely present our currentposition in each, emphasizingthe role of teaching machines and programed learning.

Communications Techniques

Language Laboratorz:We have experimentedfor several years with the use units with the of a language laboratoryand will open two, thirty-station completion of au addition to ourhigh school. There will be a maser console control room betweenthe labs, operated by aspecial technician. This will permit a moreflexible pattern for schedulingboth teachers and pupils and eliminate theneed to train all languageteachers--one of the major stumbling blocks toautomatic our language teaching.

Reading Machines:We make use of the E.D.L.controlled readers, reading basis of a pacers and CraigReaders, These machines will become the reading laboratory to be openedin the senior high school next year.We are in the procezof expanding both personneland programs in this most critical subject area, with asaim toward the establishmentof a district- wide reading clinic. project in closedcir- Educational Television: We have initiated a pilot Ithaca cuit television; formalbroadcasting will begin in February1963. College's Radio and TelevisionDepartment, which includes anexcellent broadcasting studio and technicalpersonnel, is working with us onthis facilities project. Further, the local televisioncable owner has made his available to the district at nocost, enabling us totransmit to all but predict outcomes, we two of our. buildings. While it A.s much too early to see classroomtelevirlon as a wonderfulsupplement to the teacher and follow the viewpoint that TVshould become part of ourregular audiovisual aids. the Overhead pEcamyEst They have been in use inthe school district for past five years andhave established a firmfoundation for continued and have been expanded use by classroomteachers. Several excellent projects developed from their usage andteacher requests for the projector grow need greater each year. Their value as a classroomaid is unquestioned, the for materials remains theonly drawback to their mass usage. experimenting with Eight Millimeter Automaticmitssael: We are currently this cartridge loading projectorand hope to introduce it in quantity, into limitation as major the system in the nearfuture. It, too, has the supply problem in terms of its broad usage.

Micro-Projector: We haveused the micro-projector for overten years and school have one in each of ourschool buildings. They help to build for each a complete complexof audio-visual equipment. 4.63-

Sound Pro ectors: We currently have over forty of these in use in the school district; the number in each building isprogramed according to the pupil population. Our communications center maintains a certainnumber for special use in the district and in conjunctionwith our community program.

Tape Recorders: There are approximately over sixty tape recorders in use throughout the school district and orders have beenplaced for eight additional. This equipment is used at all levels and by avariety of teachers in conjunction with their classroom programs.

Record Players: We have over three hundred record players inthe school district at the present time, which is approximately twofor every three staff members. This is one of the first and consistently valuableaudio- visual tools used in our educationalenterprise.

Data Processing (the computer): The system has a fairly extensive IBM data processing center now in operation. It will be expanded and housed in a new unit now underconstruction. The district currently handles its book- keeping, accounting and payroll via thistechnique; attendance and census are being programed atthe present time. Scheduling and the maintenance of pupil personnel records will beadded during 1964, providing a multi- plicity of operational gains.An experimental course on Computer Mathe- mattes is now under way in conjunction withCornell University; additional courses in Key-Punching, Programingand Service will be added in the coming year.

Teaching Machines and Programed Learning

The school district has introduced manyof the current crop of teaching machines and programed materials in an on-goingeffort to keep pace with our changing educational scene. While I feel we have only scratched the surface in this dynamic technologicaldevelopment, we possess the know- how and wherewithal to make somesignififmnt contributions to the educational growth of this new (yet old) innovation. Possessed of a talented director of educationalcommunications, a research-experimentallyminded staff, an interested and dedicated board of education, and acitizenry that demands quality education, we have the ideal foundationfor the infusion and development of programed learning and itsrequired "hardware"--the teaching machine.

It would be impossible to cover allof our efforts in this new and very fascinating field, so we will attempt to narrow ourhorizon and treat five specific endeavors in this area:

Mathematics: We instituted a program in four schools with twofirst grades involved in each. One of the grades followed the structuredmathematics as developed by Catherine Stern of Houghton Mifflin;based on measurement. This approach emphasized the measuringof units and presented programed materials in workbook form in association withmodels, as seen on a slide. We felt this was quite successfuland led us to plan a supplemental program in conjunction with our adoption of"Modern Mathematics" on a K-12 basis. We also used the EncyclopediaBritannica math workshop (deductive reasoning) in conjunction with a teacher workshopheld in the district.

.r -164.

English: Like many school districts, we have utilized"English 2600" (now "3600") in the school district. This was introduced in our eighth grade English classes and was fairly successful. It is now used as supplementary material in our junior high English program. In addition, we had a special project in punctuation andspelling, using Grolier with an individual student in the slow-learnercategory,

SeniorEatSchool: Several special projects have been prepared at the senior high school, one of which received someexcellent publicity and recognition for our home economics department. This project combined programed materials, tape recorders and sample patterns as afollow-up to an initial presentation bythe teacher. The slide gives a visual interpretation of its operation by one of ourstudents. We also instituted a special program for a deaf student in math andalgebra, using TEMAC (Encyclopedia Britannica program).

Adult Education: We used the TMI algebra and Tutor Textmaterials as a math refresher course in our adult education program. This had very limited usage but proved that it could bedeveloped as a re-training program and preparation forhigh school equivalency test.

In-service Training for Teachers:We have used movies, filmstrips, demonstrations and lectures to acquaint ourteachers with the various programs and teaching machines available. This has encouraged members of the staff to develop individual projects,such as the one in home economics. It has also created a great deal of interest in thefield. We have experimented with or used some 15 programs and 9 machines.

We have already cited several other teachingmachines in conjunction with our earlier slides on our over-all effort in communications.As I noted earlier, we think that a goodfoundation and environment for the growth and development of programd learning and teachingmachines has been established in the Ithaca City School District. Further growth and development in this area now depends upon theacquitision of programs and machines and our continued cultivation and encouragement of theinterest fostered over the past years.

Summary and Conclusions

The introduction of these programsand machines into our school district has been carried out in an orderly andorganized pattern, one of the most essential needs when introducing new innovations. I would recommend strongly the establishment of follow-upprocedures, including evaluation techniques, in order to guarantee the success aidcontinued use of the programs introduced. Programed learning and teaching machines do not represent a cue- all for our educational problems and ills.They do open the door to several excellent techniques which serve tostimulate the interest of children and it is a well-known fact that "interest createslearning." I am sure we are all aware thatthe program is the critical factor and not the machine; the machine is no more than amechanical moron until it receives its necessary program. -165-

today in theIthaca City School The future useof thetechniques discussed breakthroughs in thefield assured and wewill be making'ramatic District is Our currentprograming includes a in the nearfuture. of data of data processing will be expandinginto the field course incomputermathematics. We setting of and computerservices. The academic process,data analysis, Cornell Universityand Ithaca close workingrelationship with Ithaca and our laboratory second tonone inthe with an experimental College provide us goal of constantinquiry and con- We arededicated to the State of NewYork. to a pointwherein we can which shouldlead the district tinued research, laboratory. One lastitem, in have adistrict-wide learning will be say that we involves a majorproject which we closing, that Imight mention, Ford's early in December. Regardless of submitting to theFord Foundation greatly to our program, ithas contributed acceptance orrejection of this and direc- today and shouldprovide guidelines work in thefields discussed programs. tion for similarefforts in other and teachingmachines as an we look atprogramed learning In conclusion, techniques and feelthat they excellent additionto ourcommunication part of our cultivation ofinterests on the provide a majorgain in the goal of our real learning,the fundamental students andthis produces educational program. TEACHING TEACHERS TO"PROGRAM"

Joseph Millman, NewYork City Board ofEducation

instructional technology asthough there were a real "Some persons discuss There is no such choice whether we shouldintroduce it in theschools. technology wisely choice. Our only choice iswhether we use educational planlessly."1One and planfully orwhether we use itgrudgingly, ineptly, the teacher's role inthe of the questions thatneed answering relates to Teachers must be capableof production of programs. My hypothesis is, Why should a tea- writing programs as partof theiLmssalmajilkility, cher be capable ofwriting a program? The official tabulation First, programs are inlimited supply todate. given in Program632 gives this information.

Total number of programsavailable 352

Elementary level Junior High level 63 High School 147 College 32 Others 56 The increase for 1963 seems In 1962 there were122 programs available. with the number of text- negligable by any comparison. If we compare this that could be used, books that are available orwith the number of programs does not and will not meetthe needs of we find thatthe commercial source the schools for many yearsto come. select and evaluate Second, teachers require anability and knowledge to administrators and teacherstoday are programs forclassroom use.Too many only ones available. There willing to accept programsbecause they are the policy to be adoptedby each is need for a carefulevaluation and selection of the Joint Committee onProgramed school system. The "Interim Report giant step in suggesting Instruction and TeachingMachines" has taken a The criteria used are: such criteria forassessing programs.

Most programs areused in connection withsubject Content: meet the matter orientation. These programs should high standards ofscholarship establishedfor material.

A review ofthe structure of the program Program Construction: prompting should be made, framelength, branching sequence, patterns and othertechniques are important toestablish. request from Development of Program: Teachers are directed to publishing companies themethods of the programdevelopment from "tryout" to"revision."

It is necessarythat the authorprimarily be Author Qualification: background and strengthin a goodteacher. He should have the subject matter areain addition to aknowledge and ability in constructingand writing programs. Teachers of authors should become familiarwith an entire new group of their names. in this field. Check Program 63 for some 4167-

list be established,however this basic There are othercriteria that can familiarity withprograming is of five willsuffice until a greater achieved by eachteacher. affect understand thatprograming principles Third, it isimportant to long been a The principle ofsmall step. has regular teachingpatterns. with the understanding.The fault lies part ofteachers' fundamental of a group as teacher is able toestimate the ability concept that the The wide this through forall subject arer;. 4.ight or slow and carry and skills is each student indifferent subject areas ability range of understand Programing encouragesthe teacher to becoming more evident. will not bedistributed population."Programs therefore the term, "target who could benefitfrom classes, but only tothose students to the entire individualization ofinstruc- the particular program. In a similar manner, tion is a mustfor all lessons. participate responding encouragesthe student to The principleof active laboratory has shown educational development.The language in his own orientation ofinstruction. the way a subject areacan changehis basic confirmation. The teacher will Another recognizedprinciple is immediate and testingprocedures.Attempts are take a new look athis presentation and college throughout the countryto havetelevision programs being made response aspectof programed lecture techniquesreflect the immediate instruction. Individual differencesis the Self-pacing is anoft qtrhoed principle. of the non-gradedclassroom prime factor inself-pacing. The new concepts individualized instructionrequires programed and team teachingwith its instructionprinciples. what testing alwaysalerts the teacher to The finalprinciple of program information by the situation is in herclass. She gets this the learning testing and revisionof the pro- feedback that occursthrough continuous gram. there should be acontinuous explora- Fourth, schoolauthorities indicate tion in thisfield of programedinstruction. with Instruction states,"Schools should make use, The NEA Project on (programed self-instructional materialsand devices propersafeguards, of learning opportunitiesand continuous instruction) thatfacilitate varied divergent abilities. The use of programed progress forlearners of widely by a vigorous programof research and instruction shouldbe accompanied experimentation." at Director of theInstitute forCommunication Research Wilbur Schramm, at this time tolay aside Stanford University, says,"It seems reasonable programed instruction.They of whether studentslearn from the question they learn a greatdeal." do. So far as wehave evidence It seems quite evident that the teacherrequires a knowledge of programed instruction in order to fill thegaps and limitations of availablecom- mercial programs, select and evaluatecommercial programs foruse with students, and improve hisown methods of instruction by utilizing the principles and disciplines of programedinstruction, while research and educational authorities indicate successfulutilization patterns within the classroom.This evidence seems substantial enou,hfor each school district to proceed in the directionof training teachers to developsome ability in this field.

I submit that the quickestway to achieve the objectiveas stated is to teach teachers how to "program."

The standard training proceduresmay be put into effect. There are certain limitations to some.Let us establish what the goals ofthese instructional programs should be, then analyze the proceduresin terms of these goals.

1. Develop an understanding andbackground of programed instruction.

2. Understand the technical developmentof a program in order to evaluate and select its usefulness.

3. Develop creative instructionalpatterns utilizing programed instructional materials basedupon teacher and student needs.

4. Utilize programed instructionprinciples in order to improve the daily instructional activity.

5. Write program segmentsor modules for specific teacher requirements.

Let us examine two techniques ofin-service training.First, the short term workshop or institutecan be used within each school system. The physical writing of theprogram requires time and energy in additionto a certain creativity that is pouredinto the format and writing.This procedure cannot be condensed intoan afternoon or even three days of activity. About thirty hours of work isrequired to accomplish the goalsindicated. At the least two full weeks of workwould be required, ifa short period of instruction is desired.

Second, the in-servicecourse seems best suited to meet all the goals established. This course should follow thestandard two-hour, five-session format. In addition, the course given bythe school district permits:

1. Flexible sessions to followprogram development.

2. Student availability for testingand feedback during andafter course time.

3. Departments or groups of teachers workingon cooperativeprojects in programed instruction. 4. The obvious support given to programed instruction by a school district through in-service courses aiding the teacher in many ways, such as additional timeand availability of money.

In the final analysis, teachers must be capable ofwriting programs as part of their professional ability. This can be accomplished efficiently and effectively through an in-service course given on a school districtbasis.

Bibliography

1. Dale, Edgar, The Newsletter, 10-63, Vol. XXIX No. 1, Ohio State University.

2. Program 63, Superintendent of Documents, Washington, D.C.

3. Schools for the 60's, McGraw-Hill, New York

4. Schramm, Wilbur, Programed Instruction, Fund for the Advancement of Education, New York City.

5. "Criteria for Assessing Programed Instructional Materials," Audio- visual Instruction, February, 1963. UTILIZATION PATTERNS IN PROGRAMEDINSTRUCTION

William F. Ryan, State Education Department

Introduction

This presentation is a takeoff on a recent publication prepared toguide and direct educators in New YorkState in understanding, selecting, utilizing and evaluating teachingmachines and programed learning.

The information presentedherein was gathered (in many ways) by theBureau of Classroom CommunicationsTeaching Machines and Programed Learning Pro- ject. The project staff has been activelyinvolved in school visitations, inter-departmental curriculum andstandards meetings, and conferences with professional associations such as theAmerican Educational Research Asso- ciation, the American PsychologicalAssociation, National Education Asso- ciation's Department of AudiovisualInstruction, and the National Society for Programed Instruction. The staff members have continuouslypartici- pated on national steeringcommittees in this field and havekept in constant contact with the Centerfor Programed Instruction, regional programing associations and militaryand industrial organizations.

Programed instruction is relatively newand thus far largely experimental. It is the belief of theDivision of Educational Communicationsthat it is practical at this time to introducepro7amed instruction into the curriculum, administering and usingthe principles such as those outlined in this speech.

While we encourage schools tobegin using and evaluating this media, we recognize the field as a new oneand therefore we stand ready to assistin every way possible withthe services (later explained) ofthe Division of Educational Communications.

It is the feeling of theDivision of Educational Communicationsthat teaching machines and programedlearning, when effectively utilized,make a positive, strong contribution toteaching and learning.Working cooperatively, the State Department ofEducation and the individual schools can achieve the potentials which programedinstruction promises, and maintain a constant relationshipto reach those aimsof effective instruction.

Definitions

The definition of terms hasbeen, and is, a problem in thecommunications field. This has been evidenced in a recentAudiovisual Communications publication which treated definitionand terminology in the educational communications field. Hence, it seems particularlyappropriate to begin this handbook with a clear statementof what we are going to consider as programed instruction.

Programed Instruction - Theutilization of programed materialsin achieving educationalobjectives.1

1See Glossary #2, reprinted fromMonography #1, the Changing Roleof the Audiovisual Process: ADefinition and A Glossary of RelatedTerms for further refinements of thisdefinition. -171-

instruction the followingelements of programed To produceoptimal learning, must bepresent.2

Active responseby the student 1. control of stimuliproduces gradual 2. Small steps inwhich careful increments in masteryof the subject for each response 3. Immediate feedback individualization atwhich the learnermasters 4. Self-pacing or rate the material learner as a consequenceof the 5. Low error ratefor the individual effective operationof items 1-4 above house, display andpresent instructional Teaching Machines -Devices that student and suitable responses onthe part of the programs. Provisions for aids, as be present.By thesecriteria, audiovisual tutorial feedback must be machines used and other devices,although they might well as simulators Teaching machines may or qualify as twchingmachines. in teaching, do not programs, responses ortally errors.With constructed response may not score left to the student of the answer and erroranalysis must be the evaluation scanning andmechanized semantic pending the feasibledevelopment of optical analyzers.

Selected Readings instruction, introduction of theprograming conceptfor classroom Since the The following amount ofwritten materialhas been published. a voluminous valuable referencematerial and listing, though notexhaustive, contains is representativeof the several resourceinformation. The selected list Many of the materials, and programingliterature available. texts, research listings of programedinstruction references below containmore extensive material.

Selected Bibliography and Computer-BasedInstruction," New Coulson, John E.,"Programed Learning 1962. 291 pp. York: John Wiley andSons, Inc., MacAines andPrograming," SanFrancisco: Cramm, David,Explaining, "Teaching Fearon Publishers,1961. 86 pp. Englewood A., "AnIntroduction toProgramed Instruction," Deterline, William 1962. 131 pp. Cliffs, New Jersey;Prentice-Hall, Inc., Machines and Programed and Perrin, DonaldG., "Teaching Finn, James D., Washington, D.C.: National Learning, 1962vA Survey ofthe Industry," Education Association,1962. 85 pp.

summary ofthe definitions 2The material on this pageis presented as a Bulletin, Series III,Number 13, June12, 1963. provided in theNDEA Policy Title financialparticipation under The bulletin concernsitself with federal Education Act inthe cost ofprogramed learning III of theNational Defense materials andteaching machines. Finn, James D., Perrin, Donald G., and Campion, Lee E., "Studies in the Growth of Instructional Technology, I: Audio-Visual Instrumentation for Instruction in the Public Schools, 1930-1960, A Basis for Take-Off," Washington: National Education Association.

Fry, Edward B., Bryan, Glenn L., and Rigney, Joseph, "Teaching Machines: An Annotated Bibliography," Washington, D.C.: Department of Audio-Visual Instruction, National Education Association, 1960. 80 pp.

Fry Edward, "Teaching Machines and Programed Learning: An Introduction to Autoinstruction," New York:McGraw-Hill Book Company, 1963. 244 pp.

Galenter, Eugene H., (Ed.), "Automatic Teaching: The State Of the Art," New York: John Wiley and Sons, 1959. 198 pp.

Hendershot, Carl, "Programed Learning and Teaching Machines Summary," Delta College, University Center, Michigan, 1963.

Leavitt, Jerome E., and Edgar, Rille J., "Programed Learning and Teaching Machines - Part I," bibliography. Salem, Oregon: Instructional Services Section, State Department of Education, June 1961.

Lumsdaine, Arthur A., and Glaser, Robert, (Eds.), "Teaching Machines and Programed Learning: A Source Book," Washington, Department of Audio- Visual Instruction, National Education Association, 1960. 724 pp.

Lysaught, Jerome P., and Williams, Clarence IC, "A, Guide to Programed Instruction," New York: John Wiley and Sons, 1963. 180 pp.

Mager, Robert F., "Preparing Objectives for Programed Instruction," San Francisco: Fearon Publishers, 1962. 62 pp.

Margulies, Stuart, and Eigen, Lewis D., (Eds.), "Applied Programed Instruction," New York: John Wiley and Sons, 1962. 387 pp.

Markle, Susan Myer, Eigen, Lewis D., and Komoski, P. Kenneth, "A Programed Primer on Programming," Vol. I, 2nd Edition, New York: The Center for Programed Instruction, Inc., 1961. 28 pp.

Markle, Susan Meyer, "A Programed Primer can Programing," Vol. II, 2nd Edition, New York: The Center for Programed instruction, Inc., 1961. 44 pp.

Schramm, Wilbur, "Programed Instruction, Today and Tomorrow," New York: The Fund for the Advancement of Education, November, 1962. 74 pp.

Stolurow, Lawrence M., "Teaching by Machine," Washington: U.S. Department of Health, Education, and Welfare, Office of Education, 1961. 173 pp.

Bibliography of Media

The following films and filmstrips are available on short term loan from the Teaching Machine and Programed Learning Project of the Bureau of Classroom ..171

Communications, State Education Department, Albany 1, New "fork. The purpose of these films and filmstrips is to present basic information to personnel who want to learn about programing, and who wish to use programs in theirwork. In some films, the actual teaching devices are out dated, however, the examples illustrating the usage of the devices remain most valuable.The films are especially helpful in explaining teaching machines and programed learning to educators and laymen who are just beginning a study of this field.

Films

AUTO-INSTRUCTIONAL PROGRAMING. (Kinescope, 40 min., second, b-w) Lawrence M. Stolurow, University of Illinois. Presents the functions of programed instruction as describe.: in the Office of Education monograph. (Office of Education Publication, No. OE 3-4010, Cooperative Research Monograph, No. 6). Illustrates programed materials, and compares the use of the teaching machine and programed materials with the textbooks.

LEARNING AND BEHAVIOR (THE TEACHING MACHINE). (26 min., sound, b-w) Carousel Films. Explains the learning process, how learning and conditioning can be measured in the laboratory, and B. F. Skinner's theory or reinforcement. Produced by CBS.

ONE STEP AT A TIME. (30 min., sound, color, 16mm) American Institute for Research. Defines programed instruction, reports research findings concerning its effectiveness, and suggests possible means of using programed instruction in the schools.

A PROBING MIND. (29 min., sound, b-w, 16mm) Norwood Film.Illustrates the uses of new educational media - films,television, recordings, teaching machines - and well-equipped laboratories in the teaching of high school science.

PROGRAMED LEARNING WITH A TEACHING MACHINE: DEMONSTRATION WITH THIRD-GRADE CHILDREN. (15 min., silent with captions, b-w).Lawrence M. Stolurow, University of Illinois. Shows one-half of the class working with teaching machines while the teacher works with the other half.

TEACHING MACHINES AND PROGRAMED LEARNING. (29 min., sound, b-w, 16mm) National Education Association, DAVI. Presents B. F. Skinner explaining the theory of programed learning, Arthur Lumsdaine describing a variety of teaching machines and programed materials, and Robert Glaser discussing the implication of such machines and materials for education.

Filmstrips

AN EXAMPLE OF A TEACHING MACHINE PROGRAM. (62 frames, color). Basic Skill Films. Shows an example of a program on how to read the color code on resistors.

TEACHING MACHINES. (62 frames, color).Basic Skill Films.Gives a general overview of programing. -174-

The following three films, also available from the Bureau of Classroom Communications, furnish background information in the theory of learning as applied to programed instruction.

Films

CONTROLLING BEHAVIOR THROUGH REINFORCEMENT, 16mm, sound, black and white, McGraw-Hill Films, 1963.

This film shows that by reinforcing an organism on different schedules, we can control not only how fast it works at any given time, but also the way it distributes that work within a given period of time. These results are demonstrated with pigeons under controlled laboratory conditions, and in an elementary classroom where we watch the varying results of putting the children on different reinforcement schedules. Script written in collaboration with K. C. Montgomery, Department of Psychology, Yale University. Technical advisors on pigeon scenes - Richard J. Herrnstein and William H. Morse, Department of Psychology, Harvard University. (16 minutes, $95).

LEARNING DISCRIMINATION AND SKILLS, 16mm, sound, bla..1 and white, 16 minutes. McGraw-Hill Films, 1963.

In a detailed analysis of the learning process, this film demonstrates closely integrated processes: Discrimination between stimuli, and application of this discrimination in the making of selected responses. Laboratory experiments with pigeons are shown in the demonstration.

REINFORCEMENT IN LEARNING AND EXTINCTION, 16mm, sound, black and white, 8 minutes.McGraw-Hill Films, 1963.

In drlo film, it is established that, in general, behavior that is reinforced does not get learned, while non-reinforced behavior is extinguished. This principle is demonstrated in the film with both humans and pigeons.

Supplementary References

1. "Programs '63 - A Guide to Programed Instructional Materials Available to Educators by September, 1963." Washington, U. S. Government Printing Office, 1963, 0E-34015-63, 814 pp.

This newest edition, Programs '63, is the first half of a two-part survey of all commercially available programed material. The second part will concern itself with the "Use of Programed Instruction" in schools in the United States. Programs '62 was followed by a similar survey.This survey is listed below.

It will be noted in Programs '63 that it lists all programed material° available to educators by the fall of 1963. Samples catalogued were chosen by the publishers themselves. The editors believe that their primary obligation in Programs '63 was to indicate the number, variety, and source of available programs. -175-

The accompanying statistical chart, Appendix Al demonstrates quite clearly the large increase of programs, and the need for a reference manual such as Programs '63.

2. "The Use of Programed Instruction in U. S. Schools."A report of a survey of the use of programed instruction materials in the public schools of the United States during the year, 1961-62, Washington, U. S. Government Printing Office, 1963, OE-34022, 83 pp.

3. Research and Review Journals:

a. Excellent journals for research articles are the Automated Teaching Bulletin (no longer printed), Journal of Educational Psychology, Journal of Programed Instruction, and Psychological Reports, and Journal of the Experimental Analysis of Behavior.

b. Valuable journals for review (i.e., general) articles are:AID (auto-Instructional Devices, now incorporated In National Society for Programed Instruction Journal), Audio-Visual Communication Review the "Instructional Media" section of Contemporary Psychology, Programed Instruction, and Teaching Aids News Letter.

c. Miscellaneous research and review sources include other journals, local newsletters, many popular periodicals, and certain Tech- nical Documentary Reports published by the military. For more details concerning this material, contact the Teaching Machine and Programed Learning Project.

4. "1962 Interim Report of the AERA-APA-DAVI Joint Committee on Criteria for Assessing Programed Instructional Material."

The 1962 Interim Report of the Joint Committee on Programed Instruction on Criteria for Assessing Programed Instructional Material was prepared with the cooperation and support of the Educational Media Branch, U. S. Office of Education, under Title VII of the National Defense Education Act.The interim report appears in its entirety in the special issue of Audio- Visual Instruction, February, 1963, on Programed Instruction, pp. 84-89.

This interim report amplifies and extends the previous guidelines published in 1961. The report is addressed primarily to the non-technical reader interested in possible purchase of programs. It summarizes some basic aspects of the nature and current status of programed instruction, and also presents some suggestions and cautions concerning 6:2 assessment of programs.

Administration

The administration is charged with the vital role of guiding and unifying the efforts of an educational system in achieving the goal of effective meaningful use of programed instruction. The entire spectrum from selection of materials, through final evaluation, rests in the decisions, assistance, and guidance of the administrator. Particular guidelines are presented: -176-

summerinstitutes for the Plan for in-servicetraining workshops or 1. the medium. faculty to fullyacquaint them with for the selectionand evaluation team. 2. Set up anadministrative program ahead to continuing pro- Establish anoverall financialplan looking gramed learning. producers with machinemanufacturers and program 4. Work cooperatively requirements with respectto cost,flexibility, in identifying your sound psychologicalmethodology. size, weight,maintainability, and of course orsubject matter Investigate carefully apolicy for granting 5. such a programed course. credit to studentssuccessfully completing curriculum, planningteacher time Expect schoolbuilding design, 6. equipment budgets tobe affected by schedules, gradereporting, and use ofprogramed instruction. subject area with programedlearning specialists, 7. Work closely personnel. specialists, and StateEducation Department personnel to workwith programing Consider providingtime for your 8. established itself in yourschools. once programedlearning has and locations in yourgeographical areawhere programs 9. Visit other Locations of on- devices are beingused in your areaof interest. Bureau of ClassroomCom- going projects areavailable front the munications. in reference tofederal Study the provisionsof Title III, NDEA 10. programed instructionmate rials, financial participationin the cost of

112E2E2auLgEasEaratm has material availablefrom commercial sources The preparationof programed of pro- and revision. In the early stages taken many hoursof patience, work, have investedconsiderable funds to graming, publishersand commercial sources is good at quality. The supply of programs produce pr-tgrammaterial of high difficult to skills in the artof programing are this time. Personnel with find and intensivetraining is required. construction is the time and expenseelement in program A serious look at classroom teacher prepareprograms. before a schooldecides to have a necessary to constructtheir district does wish toinvestigate and attempt If a school mentioned "team"should be used own programs,the resources ofthe previously The steps to betaken are obvious. in the developmentof short units. Division ofEducationalCommunications, Utilization of theservices of the of media are necessary. Many institutes qualified consultants,and training throughout the State conduct summer andschool year workshops higher education will all play animportant part of New York.Time, money,skill, and training -177

when a school district plans tohave in-service training of personnel, orto experiment with their own programconstruction of smaller units.

Whether or not school personnel willbe involved in actual programing,it is desirable to have this knowledge toevaluate skillfully the many commercial programs now available.

The broad general steps to betaken in the introduction of programinginto a school district are as follows:

1. Read as much available literature aspossible

2. Utilize qualified consultants

3. Visit educational situations whereprogramed instruction is now in use

4. Obtain sample materials for your ownanalysis

Use the media services furnishedby the Division of Educational Communications

6. Conduct in-service workshops

7. Allow trained personnel time to experiment,investigate, and use programed instruction within theframework of your own school district

The more A faculty knows about programedinstruction, the better the results will be. In the very near future, formal trainingin the selection and use of the medium will be a necessity. The trained teacher will be the best asset your district could have. The interaction between these trainedpersonnel with the established evaluation team willbe most satisfactory.

isibigResotroram Selection and Evaluation

The responsibility for program selectionand evaluation is the task of a knowledgeable group of educators adequatelytrained in the special skills necessary to understand the unique natureof programed materials. Though some of the responsibilitieswill overlap on the local level, a team concept of evaluation is desirable. We have seen these responsibilitiesmanaged by different groups of specialists in variednational associations. It is this same pattern of cooperationthat we encourage.

Three types of specialists are necessary -the subject area specialist, the curriculum specialist, and the educationalcommunications specialist.

The subject area specialists isresponsible for all factors of content, quality control. and authenticity of subjectmatter presented in a programed format. for programedinstruction in the The curriculumspecialist is responsible be taken and curriculum. The approaches to overall role itplays in the total prime concern in terms ofstudent needs are a the adaptabilityof the material determine the methods Finally, thisspecialist needs to of this specialist. length of timeinvolved, and anyother adopted in termsof course units, to be insofar as thecurriculum isconcerned. problems that maypresent themselves specialist has theresponsibility forselection The educationalcommunications He must respect to itsaudio and visualformat. and evaluationof material in evaluate educa- perform administrativeduties necessary to have the ability to charged with thelogistics specifications. He is further tional and technical information andpractical use distribution, anddissemination of of storage, the duties oftotal This specialistwill often assume of this medium. evaluation team. coordination of theefforts of theselection and evaluation, it isrealized how concept ofselection and By accepting a team all concernedwith is to aileducators. It means that vital this function the art ofprograming. must beknowledgeable concerning programed instruction of the basictheory evaluators must have areasonable knowledge Selectors and evaluation duties of these necessaryselection and involved. The team concept producing result in aneffective functional group and performanceof them will optimal results. Use EgAstialLaILEssaramsBefore Classroom available, and theunder- variety ofprogramed materials now With the wide selection of materials,prior standing of theresponsibilitiesinvolved, the classroom is thefirst duty.Educators have to theiractual use in the need for carefulselection is important. always reviewedmaterials and the in all objectives. All available programs No single programis suitable to should be investigated. each subject areaof concern have theresponsibility ofproviding Publishers orindividual local programers educators with thefollowing information. testing performed Adequate reportsof research and 1. RESEARCH DATA - should be during theconstruction of the program furnished. for grade level. The materialshould be categorized 2. SUBJECT COVERAGE - This semestrial equivalentsor incomplete units. should be stated. dates, and Data pertinent topublication rights, 3. COPYRIGHT DATA - be included. location of originalpublication should authority information Resource materialand content 4. CONTENT AUTHORITY - must be listedin accurateconcise form.

In the checklist the 'followinginformation 5. PHYSICAL DATA CHECK - should be madeavailable: -l'

Bode of presentation. Is the mode of a linear,branching, or other type of form.

b. Length of time estimated tocomplete the program.

c. Costs including accessoryequipment and replacement materials.

d. Accompanying mat1...m1 foradministering the program, checking progress,etc.

e. Tests supplied shouldbe described. These descriptionsshould state whether the tests are diagnostic orachievement type tests.

suggested materials should 6. ENRICHMENT MATERIALS Listing of other accompany theprogramed materials. Suggestic 3 for implementation ofactivity with audiovisual media, discussionactivities, etc. are most desirable.

statement givingresults of 7. VALIDATION - Thepublisher should supply a validation testing. The inclusion of information on conditions of pretesting,procedures followed, and development in terms ofrevision is necessary andshould be available from thesupplier.

information should beavailable to It is to beemphasized that the preceding educators before programs arepurchased for classroom use

Teaching Machines andProgramed Tests

development in the manufactureof programing devices,rigid At this stage of programing standards do not seem tobe possible due tothe state of flux of the medium. standards, evaluation,and testing Consequently, statementsof characteristics, in appraising the are made inbroad generalizations toallow for flexibilities needs. individual adaptability ofeach instructionaldevice to particular

Characteristics quite variable. Teaching The operating functionsof teaching machines are evident in the method ofdisplay on the part of machines characteristics are the and method (read-out) ofreinforcement indicated on the learner (read-in) "read-in" and teaching device. A representativelisting of these displays, wide range of variables "read-out" descriptions isgiven to indicate the used. DISPLAYS - PrintedSheets Printed RollerSheets Printed Cards 35mm Slides Filmstrips Microfilm 8/16mm MotionPicture Film Magnetic Tape(Audio) Television(Audio-Video) button LEARNER RESPONSES -Multiple choice Write completeanswer Fill-in missingword or letter Type answer Pull tabs Marking withspecial ink Eraseoverlays Plug electricprobe into contact Talk intomicrophone Think response

Colored lights INDICATION OFCORRECT RESPONSES- New question appears Electric typewritertypes reply Comparison oflearner answerwith correct answer Visual display onmachines tells learner of correctanswer Audio recordingstating that response is correct

Educational Standards education PolicyBulletin III- of the UnitedStates Office The publication participation in costof programedmaterials 12, relating tofederal financial in the fieldof the standards weaccept below (June 12, 1963)broadly defines programed instruction. refer to thoseself-instructional Programed learningmaterials generally student proceeds defined outcomestoward which a materials uTaichhave clearly of shall employ apre-arranged sequence at his ownrate. These materials require the student in smallstep increments, material presentedto the increment ofmaterial actively at least oncefor each step student to respond and provide promptconfirmation for selectionof a response, five by composition student makes. Check the following and/or correctionfor each response a teaching device: criteria duringthe selection of a instruction provided the majorportion of the 1. Self-Instruction - Is without the by programedlearning materials presenceof humaninstruction?

learning occur atlearner's rate? 2. Self-Pacing - Does 4830-

3. Feedback-Reinforcement - Does learner receive prompt confirmation or knowledge of his progress?

4. Active Participation - Is there interaction between machine, program, and learner?

5. Content and Method - Is the subject matter sequence carefully controlled and consistent?

These points will be further described in the next section.

Program and Frame Evaluation

1. Do specific frames relate to general aims and specific objectives of program?

2. Are objectives set in meaningful, measurable, behavioral terms?

3. Is content up-to-date?

4. Is frame too difficult for comprehension?

5. Are responses adequate, eliciting desired behavior?

6. Is there logical sequencing between frames?

7. Is program efficient and effective in regard to:

a. Time expended b. Relationship to other media used c. Meeting needs of individual students d. Compatibility with other classroom activities e. Compatibility with teacher objectives

8. Is the program correctly presented in use of:

a. Terminology b. Correct form and/or spelling

9. Are individual frames of the program correctly composed to elicit responses not of a "copy-frame" nature?

Technical Standards - Programed Text

The following recommendations are general in nature. Some of these star aids are dual in nature. They may apply to a teaching machine. When selectinb a well designed program for unit of study or an entire course, consideration should be given to the following.

1. ASSEMBLY - A programed text should be adequately bound in such a manner as to allow for re-use of program material. Covers of programed texts should be of durable material. Slide 482.-

format textsshould be an ormasking devicesin vertical integral part ofthe bound unit. be given to Considerablethought should 2. EXPENDABLE MATERIAL - requiring purchase ofprogramed materials disposable answerunits. Specially prepared printed material may answerattachments or not be necessary. form convenientfor All materialshould be of a 3. SIZE AND SHAPE - Consideration should student use andmanipulation. working areawhere material be given tothe desk and is to be used.

Technical Standards -Teaching Machines It is not our various shapes,forms, andsizes.1 Teaching machinescome in is selected, machine is best. Whatever machine indicate which the intention to previousrecommendations for below whichsupplement our information to the standards The applicationof this programed text, aremost important. mentioned previouslyis encouraged. planning underTitle III, NDEA, as year shouldbe Unconditional guaranteesof at least one 1. GUARANTEE - (battery supplied on allmechanical,electro-mechanical, electro-auraldevices, and orAC/DC), electro-optical combinations ofthese. of a material usedin the construction CONStRUCTION -Durability of 2. Devices shouldbe constructed device is important. Wnen a card- plastic or metalmaterial. of a durable its is used as ateaching machine, board device for move than a construction shouldwarrant its use of an electricalnature one yearperiod. All machines carrying anUnderwriters must besafe, preferably Laboratory approvalseal.

necessities ofthe programedtext INSTALLATION - Inaddition to the be used 3. considered, theclassroom space to previously supply where must containadequateelectrical power needed. where teaching facilities mustbe available in cases 4. STORAGE - Storage to furniturein the machines are notpermanently affixed should also beused location of use. This storage space audio units tobe used as an for any typeof visual or integral partof the programpresentation.

analyze theteaching machine it is ourintention to lin this classification, and ready-reviewdevices are Scoring devices,self-scoring devices, itself. though thesefeatures may be construed asteaching machines, the not to be integral part of adevice which meets acceptable whenincluded as an criteria involved. .483 -

Testing Programs Before Classroom Use

In some eases, publishers may nothave supplied complete physical validation or testing data. A decision has to be madeabout particular programs. This is a task to be assigned topersonnel directly responsible for actual useof the material. Though the following suggestions are going totake time in the school day, they are most important. You want programs that will do the most good for students. They will help to make the most ofclassroom time later on by selecting a programthat will be of value in this finalselection activity.

1. Select no more than three typical students. Obtain information on their IQ, reading ability, schoolachievement, etc.

2. Administer a pre-test and diagnostic test toeach of the three selected students before beginning the program.

3. Administer the program unit. Remain with the students during all Phases of.-PrewtestiallALAMEUSAMILIEL_Ik_ataalga_25112215:: test.

4. Administer the post-test. Use some form of short anecdotal record to make notes on student comments onall four phases no matter how irrelevant they may be. This procedure will enable you to select a program that is satisfactory,inform you of its content, and any difficulties that may arise during the eventualclass usage of the program.

After the necessary steps listed above havebeen taken, then the program is ready to use with a class.

Utilization in the Classroom

The utilizatioil of programed uaterial iscomparable to that of any other communication media. Attention on the part of the teacher should begiven to preparatory steps, principles of use,and follow-up activities. The selection and evaluation team has completed their work. Preparatory steps and cautions are to be noted.

Before Using the Proaram

1. MISSING SKILLS - Any skills necessary foradequate response or performance must have been taught before the program is introduced. Reading ability level is most important.

2. GRADING - The method of progress gradingand terminal grad:mg should be explained to students. They must understand they are nbt being tested when they work on a program.

3. PHYSICAL FACILITIES - a. Sufficient copies of programs should be available. Programs should not be shared by students concurrently. available b. Access to sequenceunits should be uponcompletion of precedingunits. should be located c. Teaching devices necessary in areas ofconcentrated use.

d. Use of other media(films, slides, etc.) should be providedfor as necessary.

e. Adequate provisionswill be necessary for storage of devicesand programs andexpend- able material usedfor these programs as presentation display material oranswer sheets.

device or textbooktechnique 4. EXPLANATION - The functionof a particular format should be explainulto a student,i.e. its operation, firstechelon maintenance, etc.

involve other sympathetic 5. OTHER TEACHERS - Itmight be desirable to teachers in the field tothis field.

and effective schedulingof 6. PLANNING - Morethorough unit planning Lorizontal enrichmentactivities will be necessary.

important. (1) The in-service 7. PREPARATION - Twofactors are most training of the teacherand (2) time spent onthe actual educator to the most programs beingused orienting the efficient use of theprograming medium.

with tlic selectionand 8. CONSULTATION - Theteacher should consult evaluation team toplan classroomactivities. gliash2Frogram in the classroom. Preparation has beenmade at this pointfor using the program principles of use tofollow at this timewhich represent There are some "Research observations and judgementsreached in the Title VII,NDEA project, Principles of Programing, to DiscoverMethods of Applying andTesting Machine English Composition forPresentation Basic College Coursesin Mathematics and overClosed-Circuit Television." should be establishedfor each student. 1. Minimum space requirements post tests mustbe obtained before 2. Minimum acceptable scores on progression to anotherunit is allowed.

will not be increasedin a Student interactionbetween each other 3. actually working on programing situationduring time they are programs. during the exposureperiod. to 4. Fewer questions aregoing to be asked programed instruction. 5. More time is going to be spentwith individuals or small groups when using programed instruction than waspossible with conventional instruction.

After Using the Program

At this stage of use, some important steps areto be coisidered. Now a final analysis will be made of all precedingactivities recommended.

1. POST-TESTING - A test of a terminal natureshould be constructed and administered. Care should be taken to see that frame items are not directly used as questions inthe test.

2. GRADING - A system of grading should beestablished and fully explained. Regular report cards may be used. If a percentage of items completed isused as a scale, and reported, Zhe total number of items completed should be notedin comparison with the total number of items in the unit assigned. This method can be used in testing as well as in grading progress through a programed unit.

3. FEEDBACK - The entire team concept ofevaluation must demand a feedback to individual members of that team. All of the team's effort is culminated in this final report. Questions on the useful contribution of the program,effectiveness of the medium, location of th(&medium as aself-instructional or group instructional tool canbe resolved.

4. PLANNING - The future of the programshould be evaluated by applying methods previously described.The types of programs may determine which units will be assigned ashomework material, filed as library reference works, or serve as reorientation of classroom activities.

Conclusion

The future of programed instruction is mostpromising. Imagination, resource- fulness, and adequate training in the useof this medium will result in positive banefits to all concerned. Use programed instruction. Try programed instruction in your classrooms. Ask for guidance, consultants, materials, and research. MISCELLANEOUS SELF-INSTRUCTION IN THE OPERATION OF AUDIOVISUAL EQUIPMENT

Newton A. Allen for Gerald Mars, Syracuse University

It has been the policy of many teacher training institutions to employ over the years a segment of audiovisual instruction in oneof the teaching methods courses. Most often this segment is concerned with the learning of audiovisual equipment operation.

In a recent paper by Torkelson, he reviews several studies which indicate that; (1) beginning teachers should be fully prepared to use audiovisual materials when they leave college; (2) teachers with audiovisual training made about twice as much usage, percentage-wise of these media, as those with no training, and (3) proficiency and use of physical facilities regarding audiovisual materials should be one of the criteria for accreditation by the National Council for the Accreditation of Teacher Education.L Additional research from Pennsylvania State University indicated that

given specially prepared materials, equipment and proper facilities, pre-service teachers can learn equipment operation without the benefit of aninstructor...2

In view of the existing research, the Teacher Preparation Committee of the School of Education at Syracuse University, on April 29, 1960, strongly recommended to the Dean and faculty that all graduates of the School of Education indicate by performancel a competency in the operation and application of audiovisual devices.3

Because it would be virtually impossible for each student from the School of Education to receive individual instruction, it was decided to devil' a self-instruction program in equipment operation. This task was given to Mr. W. J, Mars, Media Associate for Project 1 of the Inter-University Pro- ject in teacher preparation.

1 Torkelson, G. M., "Implications of Research in NewerEducation Media for the Role of the Teacher and for Teacher Education." Newer Educational Media, the Pennsylvania State University,1961, 67-85.

2 Reeves, J. M., and Torkelson, G. M., "Self Instructionin Audiovisual Education: A Title Program Report, Audio Visual CommunicationReview, Vol. 8, No. 4, 1960, 202-206.

3 Mars, W. J., "Self-Instruction Program in the Operationof Educational Media," p. 1. (files of the Center for Instructional Communications, Syracuse University, 1962). -19a-

Mr. Mars and his assistantsassumed the responsibility forwriting the self- instruction program. During the spring semester of 1962,the program in equipment operation came into use atSyracuse University. One year later, after serving as pilot programfor Project 1, the laboratory facilities were Instructional Communications at theUniversity c riled over to the Center for and placed in the hands of thedirector, Dr. Donald P. Ely.

Since its conception, the programhas been revised many times in order to better serve the needs of the pre-serviceteacher. Many suggestions and recommendations from the students areaccepted, evaluated and incorporated into the existing program. Presently, the program is far fromperfect, but it is serving the purpose for which it wasdesigned.

There are four student stationsfor self-instruction. Each station is equipped with a manual ofinstructions, a tape recorder, slide andfilmstrip projector, a 16mm motion pictureprojector and associated instructional materials. There is an additional station at whichis located an overhead projector and an opaque projector. There is also office space for the graduate assistant who supervisesthe laboratory. The assistant schedules the use of the laboratoryfacilities, keeps a constant check onthe equipment and revises the program.

The program is broken into fourphases, each approximately 45 minutes inlength. The students are scheduled for onehour each week for five consecutive weeks. The fifth session is an evaluationsession, during which the studentdemonstrates by performance his capability to operatethe equipment.

The first phase of the program isthe tape recorder. Each student is provided with a series of photographs and typewritten instructions. The student proceeds to make a recording, playback the recording and erase it, using a practice tape. Time is allowed for additional practiceif necessary.

Using the prior knowledge in theoperation of the tape recorder, thestudent advances to phase two. By listening to a pre-recorded"Instruction" tape, the student gains information onthe set-up and operation of theslide projector. A slide series is then used inconjunction with the tape to teach the set-up and operation of the filmstripprojector.

Phase three is the set-up andoperation of the 16mm motion pictureprojector. At present, there are two programsavailable each for a different projector. The first program uses a slide serieswith a type written text. As one projects the slide, the instructions areread and the task completed. This operation is broken down into twenty-oneindividual steps. The other program uses a filmstripproduced by the University and a pre-recordedtape. The student listens to the tape and watches thefilmstrip as he performs the steps in sequence. The filmstrip has fifty-two frames.

The fourth phase, the overhead and opaqueprojectcrs, is accomplished by means of type written instructions only. The primary invent in having the student work with this equipment is to exposethem to additibnal instructionaldevices. -191-

student to any ofthe There is no attempt at presentto expose the these projectors. They are, techniques in preparationof materials for has and are en- however, told of the many useswhich each projector couraged to learn thetechniques involved. laboratory is capable With full time supervision,the self' instruction At present, thelaboratory is of serving 320students each semester. with plans.n the next operating at approximatelyhalf of its potential, few semesters toincrease considerably.

self-instruction facilities?No. Additional Are we satisfied with our Present being written toinclude differentprojectors. programs are bit clearer being revised andrewritten to make each step a programs are include various Press .t programs arebeing rewritten to to the student being des -geed to in the equipment. New stations are new modifications We are moving closerto allow the student moreworking space andprivacy. an automated program. Are the effective?Do we fulfill ourobjectives? Is our program, equipment? We think so. students learning theoperation of audiovirlal best answer thatquestion when shespurted Perhaps a recent student can but completion of the program,"Gee, I'm so un-mechanical, out at the Maybe now I'll even this stuff is easy tooperate when youknow how. I expect her to comeinto the office anyday now take sewing lessons." We haven't asking for ourself-instruction programin dress making. gone thatfar...yet. HIGH SCHOOL INSTRUCTIONAL MATERIALS CENTER

John Battram, White Plains

I. Library

A. Materials for curriculum and leisure use

1. Books - about 16,000 for circulation andreference 2. Magazines - about 100 titles, back files of mostfor five years 3. Pamphlet and clipping files 4. Career room - books and pamphlets on vocational guidance and individual careers, books oncolleges and individual college catalogs 5. Newspapers - New York Times, New York HeraldTribune, Reporter Dispatch and representative newspapersof U.S.

B. Services

1. For Students a. Orientation lessons in use of library b. Individual reading guidance c. Free reserve system d. Displays e. Place to work before and after school f. Listening and viewing area for school owned audio-visual material

2. For Faculty a. Reserve shelves b. Class visits c. Classroom collections d. Curriculum coordination (1) book selection

r. (2) book lists (3) special bibliographies (4) consultation with individual teachers e. Liaison with public library f. Inter-library loan g. Information for book ordering h. Display space

II. Instructional Materials Center

A. Curriculum Materials 1. Filmstrips and slides 2. Recordings, disc and tape 3. Realia 4. Professional Library a. Books b. pamphlet file 193

c. Research reports d. Professional magazines (1) current collection (2) storage of backissues e. Education Index andmaterials lists f. Curriculum guides g. Courses of study h. Textbooks i. Programed texts

5. Flat pictures 6. Transparencies

B. Curriculum Services projecting 1. Film service -ordering, scheduling, 2. Recording service a. Tape and discs splicing and erasing b. Duplicating and editing, 3. Community resources Source listingsof: a. Field trip data and b. People with specialtalents, experiences, interests c. Libraries activities d. Other community resources or 4. Equipment a. Purchase consultation overhead b. Projectors, 16mm,slide-filmstrip, opaque, c. Audio-tape recorders,phonographs, P.A. d. Expendable materialsfor above equipment Exhibits of newmaterials, books,devices, etc. 5. spelling (more toarrive) 6. Programed lessons inslide rule and 7. Graphics a. Lettering device andprepared letters b. Bulletin board materials c. Displays d. Dry mounting(with assistance). e. Feltboards and materials f. Models g. Color lift Production Service a. Overhead transparencies (1) diazo and photocopy (2) hand preparation b. Slides (2"x2") bulletin boards, display,etc.) c. Photographs (teaching, stencil scanner formimeo d. Duplication equipment - preparation 9. 1n-service growth (meetings,workshops, consultations) media, including a. Leadership in all areas of educational overhead, E.T.V., programedlearning, equipment use and operation, etc. b. Classroom visits by Coordinatorwhen requested 10. Facilities for research, planningand preparation a. Carrells, work tables b. Materials storage c. Preview and preaudit facilities d. Work areas (production ofmaterials) e. Typewriter for teachers use f. Repair facilities for equipment 11. Newsletter - new services,materials, techniques, previews 12. Correlation of materials with schoolcurriculum a. Departmental listings b. Cross-media listings c. Special listings DEVELOPMENT ANDAPPRAISAL CENTER NEW YORKCITY'S AUDIOVISUAL Board of Education Edward Bernard,New York City

in the Appraisal Center,generally known The AudiovisualDevelopment and authorized in 1961 AVDAC, was officially New York Cityschool system as AVDAC conducts ap- of AudiovisualInstruction. as a unitof the Bureau of the newer design projectsin the field praisals andadaptation or and organization. with stress onapplications, methods instructional media conducts thousands of AudiovisualInstruction annually Although the Bureau equipment itemsand other committee evaluationsof films, tapes, of routine with majorinnovations such as procedures requiredfor dealing devices, the laboratories are nowcomplex and time- programed instructionand language nature of thiswork growing amountand specialized consuming. The rapidly to such as New Yorkhave made it necessary in a very largeschool system and deal withappraisal, adaptation have a specializedstaff unit to learning resources. improvement of such newteaching and emphasis onexploration and characteristic ofAVDAC is its The unique rather than onlimited formal development ofvaluable applications, utilization designs. evaluations ofspecific resource or elementary school in P.S. 33,Manhattan, an The Center iscurrently housed facilities and amobile circuit television equipped withdiversified closed language laboratory. departments: Engineering organization ofthe Centerembraces four The present ProgramedInstruct-ion and Projects, ClosedCircuit Television, and Special and SpecialProjects groupincludes Language Laboratories. The Engineering ,-trving and a secretary,with the coordinator two teachers,two technicians not only carriesout the Center.Accordingly Engineering asadministrator of technical facilitiesand services of projects butoperates the its own group Currently, there arefive major projects for the otherAVDAC departments. translation equip- applications ofsimultaneous in Engineeringdealing with CCTV ratherthan machines, classroomfilm use by ment, appraisalof teaching and portable Kinerecorder, and8mm equipment projectors,development of a film studies. teacher who serves asaproduction specialist, The CCTV unitis staffeC by a The most important personnel time incooperating schools. together with some applications ofportable CCTVrigs project in thisfield is anexploration of The rigs arebeing used forobservation in trainingteachers andsupervisors. regular classroomlessons. and discussionof ongoing by a highschool of the Centeris conducted The languagelaboratory work and occasional teacher, amulti-lingual typist department chairman, a development ofspecial production specialists. In addition to linguistic tape York State Regentsrequirements, tapes relatedto the New auditory comprehension of languagelaboratories AVDAC is investigatinghigh school uses this unit of aspect of theNew York Citylabs study. Another interesting for independent mobile labs insix elementary work withbuilt-in and program isthe current applications, butalso those in not onlyforeign language schools, embracing teaching English as asecond languags. elementarymathematics and in Bp196.

Considerable Emphasis is being placed at AVDAC on programed instruction. To solve the problem presented by the frequentenrollrelats of individual non-English creaking pupils during the school year,self-instruction materials to -,:rovide initial orientation and languageskills have been developed and are being tested. A series of programs developed for self- instruction in operation of audiovisual equipment isdescribed in Dr. Morris Freedman's speech to another section of thisConvocation.

A number of reports of previously completed studies are stillavailable through AVDAC, 281 Ninth Avenue, New York 1, New York. These include: CCTVThe Sto of the Chelsea Clased Circuit Television Project, a four year study conducted under a grant inaid from the Fund forthe Advancement of Education; Language a four year study conducted with a grantfrom the New York State Education De- partment; and Pro ramed Audiovisual Materials Evaluation, acommittee report dealing with appraisal procedures and problemsrelated to this type of resource. CULTURAL ENRICHMENTPROJECT (CUE)

Robert Brown, StateEducation Department Grace Lacy, StateEducation Department

influences at work in oursociety today. PROJECT CUE is theresult of many emphasis on the that perhaps therehas been so much First, there is feat President Kennedy sciences that otheraspects ofeducation are neglected. We know thatscience is the greatunifying experience. said recently, "Art divorced from aknowledge but we also knowthat if science is is indispensible civilization and sothe educated manand of man and man's ways,it can stunt a education reacher outfor the very oftenthe man who has thebest scientific experiences that the artsalone can provide." creativity for we Second, there is ageneral concern aboutthe development of But we do knowthat creative cannot know theproblems the futurewill bring. thinking will beneeded to solve them. spiritual values sinceheadlines often Third, there is concernfcr moral and in our youth. shock us with the apparent:ack of these values faster peril of leisure assutomation helps leisure grow Fourth, there is the of it wisely. Dr. JamesCharlesworth, Professor than our capacity to use week, "Leisure the University ofPennsylvania, said last Political Science at should be taught activities both mentaland physical shouldbe compulsory and emphasis on activities period of schoolattendance with heavy all through the creativeness and doing, togetherness,human understanding, that evoke pride of fine, but they represent development of mind andspirit. Games and sports are the elementary levelof leisurelythinking." other necessity for understandingother peoples and Fifth, there is the able to communicate. is dangerous forcultures not to be cultures because it any longerafford has so shrunkenthe world that no one can Modern technology understand and appreciate to live in his ownlittle world. He must grow to order to take hisplace as a trueworld all of the othercultural worlds in citizen. of Education to climate of thought haveled the U. S. Office These forces and thousands more inmaterials grant $82,500and the NationalGallery to donate of Education for anexperiment which would to the NeuYork State Department the 9th into the existing NewYork State Curriculum at integrate the arts Homemaking, and grade level in the areasof English, SocialStudies, Science, Project CUEwhichstands for culture, Industrial Arts. The program is called understanding addenrichment. last year of compulsive level was chosenbecause this is the The 9th grade who may never receive After this levelthere are many dropouts education. leaving school. With instruction in the artsunless they receiveit prior to 13 schools wereinvited to participate the assistance ofthe curriculum people, distributed over allthe state and areof in the experiment. These schools are various types andsocial economiclevels. Next, the superintendents,project coordinators, and audiovisualpersonnel from each school attended an allday meeting in Albany where they werebriefed on the aims andmethods of the project.

The working plans for theproject are as follows. Our line of communication with each school is through theproject coordinator who relays orcollects information from the head teachers whoin turn collect from or giveinformation about the project to the otherteachers of the same subjects in theschool. In this way we have a means ofgetting luxormation to and feedback,including evaluation, from each teacher.

The method of integrating the artsmaterial was through the use ofpackages of material and a curriculum guidecontaining the methodology for usingthe media and materials effectively. The reason for this choice wasbased on the fact that to successfully integratethe arts wIth the regular subject matter requires a wide knowledge of boththe subject matter and the arts.Few teachers have either the background orthe time for such integration. There- fore, the media, materials, andmethodology would supply the know howand expertise.

The curriculum for each subject wascarefully studied. Subject matter specialists were asked to givelists of aims for the project intheir area. Textbooks used in the courses werestudied. Courses of study were visualized by placing the topics on whitecards and arranging them on bulletinboards. Areas where the arts mightbe related were noted on apink card. For instance, in science the Jtudy of thehuman body included the study of the senses. This in turn led to perceptionwhich leads to the artist's way of seeingwhich helps us to see thingsin a new and different light thanbefore. The study of color leads, of course, to color in painting. Chemistry leads to the chemistry of painting, the various pigments binders,techniques and the effects they give. Sound leads to music. Geology leads to appreciation of gemstonesand sculpture, paleontology, andarcheology.

After following this line of reasoningwith all the subjects, a longlist of possible materials seemed apparent. Then began the hunt for films,filmstrips, tapes, recordings,flat pictures, or any other kind ofvisual or audio material which would fit the topicschosen. Hundreds of materials of all types were inspected andpreviewed. Reviews of the most desirableof these were written for the useof the consultants.

The subject matter consultants wereteachers from the project schoolswith e. special background in one of thefive areas. They came to Albany for five weeks during the summer to preview,evaluate, and select materialsand to write the curriculum guides.Materials were chosen on the basis oftheir relation to the subject matter andalso according to certain artscriteria. The arts were defined as beingmusic, poetry, painting,architecture, the graphic dance, cinematography, photography,literature, nature appreciation, arts, and so on. A format for the guide wasthen agreed upon.This guide was to assist theteacher in using the materials.

Then came the job of sellingthe project to the teachers inthe field as teachers are at the heart of subject matterchange. The point was to get -199-

overburdened to trysomething more and some- busy teachers whoalready feel given to the teachers. thing new. The following isthe presentation as

INTRODUCTION activities of national We hear a greatdeal these daysabout the cultural redoing the White House,Goveenor Rockefeller's figures--Mrs. Kennely operas, collection of art, andLife and Time's listingof syaphonic programs, article in the24.11p142 gallery showings,and dramas. However, a recc,It The statistics lookgood, Evening Post labelsthe culturalexplosion a phony. down to the man onthe street. It still but the culture isjust not seeping At a recent lectureat Harvard, remains the characteristicof the elite few. Education: Herbert Read saidthis about the artsin American Secondary in our "Although the valueof the arts iswidely recognized today and poorly organized schools, the teachingof them is underdeveloped They are often pushedaside by by comparison withether subjects. are now beginningto other pressures. Educators and philosophers education has been tooverbal, too intellectual,too think that our in general For an adequatelybalanced diversified program practical. and creative side. education, we need moreemphasis on the esthetic students powers of sense per- We need to make moreeffort to develop The visual arts as ception, imagination,and emotionalsensitivity. extremely valuable partin well as literatureand music can play an To develop theability to perform and toexpress general education. engaging in one self invarious art media isjust as important as But art alone is notenough. To have a literary composition. with the under- broader and deeper valuethe arts must be linked up critical insight, and standing of importantcultural meanings, much to developed powers ofimagination. Since the arts have so neglected in ourschools? offer, why is it thatthey have been so there was little moneyfor the teachingof them, In the depression pushed aside because college requirementsoverlook them, and they are We do a fair jobof teaching of the emphasis onthe sciences and math. sadly neglected at the them in the elementaryschool, but they are interested or talentedyoungsters." secondary level expectfor courses for that the arts Cultural Consultant tothe President, reported August Hoecksher, Conference on NationalGoals in America weresadly neglected. At the Cubberly of Stanford Universitysaid: and SecondaryEducation, Robert Bush Report is followed,will "The arts, if theadvice in the Heckscher the heart of theschool, as come intotheir rightful place at value on the esthetic, befits a society thatclaims to place high If we are spiritual, and other nonmaterial factors oflife. to qualitative ser4.)us in our intentthat attention should turn considerations and tohigh intellectualstandards and to filling of the arts must the gaps in liberaleducation, this neglect cease" -200.

Again from the HarvardBurton lectures some adviceabout the arts from Sir Herbert Read:

"Just buying paintings or artmaterials, and offering coursesunrelated to the rest of thecurriculum will not remedy thesituation at the secondary level. To be effective coursesin arts must be more thoroughly incorporated intothe curriculum. As departmentalization at the junior andsenior high school increases,it becomes difficult or impossible toarrange for students tovisit art museums, concert halls, or theaters. The answer to this is to bringthe arts into if taught at all, is the school. Another problem is that each art, taught separately and thestudent is not shown the manyimportant connections and interrelationshipsof history, religion, science, and the other arts."

WHAT IS PROJECT CUE? bring more of the Project CUE is an experimentwhich is trying to find a way to arts to every studentand to integrate themwith other subject matter areas so that the studpnt may seethe interrelationships ofall the disciplines and understandings coma to the f est possible awarenessof the arts linked with oi .'ant ,Atural meanings, criticalinsights, and powers of appreciation.

HOW DOES IT PLAN TO OPERATE? the use It proposes to bringabout this integration intothe curriculum through, job and requires of newer media and materials.This integration is a difficult specialized knowledge of boththe subject matter and the arts. Few teachers have wide backgrounds in everyfield and practically noneof them have enough Project time to spend hours on intenseplanning for such subject integration. CUE aims to overcomethese problems through the useof:

Media - which bring expertiseand the results of perhapsweeks or years of intenseresearch to the teacher

Methodology - a CurriculumGuide which is the result ofintense, careful preplanning for best useof the media and materials

Materials - packages of AVmaterials which can help makecommuni- cation; the heart of allteaching, more vivid, compelling, and complete--studentexperiences such as the television program"Cultures and Continents"

WHY SHOULD YOU ENGAGE IN PROJECTCUE?

The project is an experiment tofind out the best media,materials, and methodology for integrating the arts.You may well ask why the U.S. Office of Education and the NewYork State Education Departmentattach so much involving you in theexperiment. importance to the arts,and why they are here only the mostcogent There are manygood reasons, butI will present the main aims ofeducation, thebalanced which are thoseinvolved in achieving and the selectivetransmission ofworld growth and healthof the personality culture.

Development 1. The Arts Contributeto Personality advancing hordesof find some way ofcivilizing constantly All societies must help desirablepersonality barbarians, their ownchildren. The arts can including the abilityto makesuccessful inter- maturing and development, be led towardhigh through enrichingexperiences they can personal adjustments the ability to thinking, developingperceptual functions, ideals, healthful ability to expressand to emotivesymbols, and the respond sympathetically and content Simple instillingfacts, figures, communicate in variousmedi . lend will not do thisjob. It is thehumanities which which is soon forgotten which last real job ofeducation--the buildingof attitudes themselves to the attitudes, our education For unless wedo build desirable throughout life. undesirably. Children boomerang and knowledgegained may be used can be a techniques and factsand skills. must learndesirable goals inlife as well as An acquaintance part of theworld's culturalheritage. The atts are a major civilization and indispensible for anunderstanding of world with the arts is English A partial knowledgeof American and ourselves as itsinheritors. ground work for literature and a fewclassic texts is farfrom sufficient vivid illustrationsof understanding today'swide world. The arts provide places lived andthought, how theyaspired how people indifferent times and better way of life,and how their through religion andethics toward a There are fewbetter ways to help astudent standards and valuesChanged. help him disvalues of different waysof living than to see thevalues and the the art of the presen'zand the past of appreciate poems,novels, plays, and curriculum completelyneglected both the West andthe East. In the past our such studies andappreciations But todayeducators realize eastern culture. with the millionsof world can helpdevelop insight Catohow to ge, along neighbors. but not self -explanatory, especially The arts areinfinitely educative art. Such art requiresexplanation to contemporary,experimental, and exotic might not understandabstract expressionism, convey its message. The teacher expertise and thisunderstanding to her but a film orfilmstrip can bring know feel incompetent orashamed if she does not class. The teacher need not allthese things. is growing at abreath-taking rate. The total contentof world civilization advances intransportation, andcommunication Archeology, Anthropology, the entire world on oureducational technological deviceshave suddenly put with it all. Through the use of The teacher justcannot keep up horizon. research, the expert canbe brought to media which involves agreat deal of perceive meaningfully. the classroom tohelp students -202

2. The Arts Can Aid in theDevelopment of World Citizenship

The proper selective studyof world art can help students tobecome genuinely world-minded rather than provincial. This can have a beneficialeffect not only on their personal livesbut upon the ability of theentire nation to fill the role of leadership in democratic world. You know how important it is for international relations inhAving this country representedabroad by people who have someunderstanding of the culture,including the arts, of the countries to which we sendthem. Yet, I have personallywitnessed the sad example of people in importantposts in the Orient whodo not have the slightest idee of the culturalbackground of the people with whomthey are dealing. Probably you have read aboutthese "Ugly Americans."

There are still some peoplewho think that art is pureemotions or pleasures, or a frill. Today educators and statesmen arecoming to realize the importance Harold Taylor of the role that art playsin the development of theintellect. the case very forcefully: in his insightful book"Art and the Intellect" states

"I wish to present the viewthat teaching people to thinkis not merely training their intellectsthrough the study of organized bodies of fact. This may very well teachthem not to think but to memorize and accentwhat they are given since allthe worn has been done for them and there isreally nothing left to thinkabout. The main problem is to teachpeople not only to think but tothink for themselves and to organizetheir own bodies knowledge and experience. The intellect is not a separatefaculty. It is an activity of the whole organism, anactivity which begins in the senses with directexperience of facts, even thoughtsand ideas and it involves the emotions.The activity of thinking beginswhen an individual isimpelled to think by the presence ofquestions which require answers for him. He begins thinking when he is involved in experiences which requirehim to place these in some kind of order. Until the individual becomessensitive to experience and to ideas, until they meansomething to him personally, or to put it differently, until hebecomes conscious of the world aroundhim and wishes to understand it, he is notable to think creatively either about himself or about hisworld. His sensibilitieso his values, his attitudes are the keys tohis intellect. It is for this reason that the arts, sincethey have most directly to dowith the development of sensibility, are anessential component of all learning, including scientificlearning."

No one will argue the factthat the world has enormousproblems today. These problems cannot be solved in theold ways. We are in dire need of creative solutions to them. The arts, especially in thepractice of them, can stimulate creative thinking. Even the appreciation of the artsleads us to new ways of thinking, oz perceiving, of seeing, eswell as in the education ofthe emotions, an important part ofpersonal development. -203-

3. The Arts Can Aid in the Developmentof Moral and Spiritual Values

All of us have been exhorted overand over again to inspire anddevelop moral and spiritual values in the young. Commissioner Allen has stated thatsince the Supreme Court decisionit is through the arts andhumanities that such values can be developed. Dr. Harold Howe, Superintendentof Scarsdale Schools, said in a recent "SaturdayReview" article that Americanschool efforts to teach these values through special coursesin citizenship or historyaccomplish little or nothing. He feels that the humanitiesif properly taught can accomplish much more in this area. Great literature offers solutionsand ways of thinking about the moraland emotional problems which besetadolescents and for which neither family,church, or school offer very effectiveguidance. Students can, through the righi.1-ind of reading and discussion,experience a variety of emotions and examine ahighly personal way, motives,values, and attitudes which their years have notallowed them to have personally. The arts help the adolescent down the pathof human experience so that he canunderstand who he is, where he is, and why hehas certain values so thathe becomes more than just a bundle of reflexesresponding only to today's superficialstimuli of the twist, drag racing,paperbacks, drugstore erotica, and popsingers.

4. The Arts Can Educate for Worthy Useof Leisure

For the first time in history, we areconfronted with a new problem of how to educate a whole people for thewise use of lrisure. Heretofore, only the elite had leisure. There were so few of the that even if they did not use leisure wisely the effect onsociety was not too great. Today's technology We will be filling the leisuremarket with hordes of primitiveintelligences. have seen too often in the headlineshow some of this leisure isused. It is not only the adolescent onthe wrong side of the tracks who usesleisure but the over-privileged student as well as wasevidenced by the wanton destruction at the Wansmaker debut.Through the arts we cakL reachthese impressionable young minds on somelevel so that more desirable avenuesof enjoyment and exploration are opened to them.

Science is wonderful in solving someproblems, but it also creates others.The same technology whichhas brought so much good to ushas divorced man from the soul-satisfying aspect of taking rawmaterials and making a finishedproduct of them. It has divorced labor fromthe end product so that we have now on the one hand complex dehumanizedalmost completely automatic ilachinesand on the other hand the individualwhose labors are only minutely related toit This makes for an uneasy anddisplaced society alienated from nature. It is in the arts that man must turnin order to face leisure withoutdread. We cannot wait until theleisure time arrives. We have to provide anunderstanding and an apreeciaLion of the artswhile students are in school.We cannot trust to chance or individualinterest that they will develop itunaided.

5. Art is a Way of Seeing--ItDevelops Powers of Perception

Although man has increasinglysought technological extensionsof his senses through the microscope, radar,telescope, and other devices, he hasneglected -204 -.

provide this new the training of the sensesthemselves. Here again the arts instead of merely way of seeingand experiencing.They can teach us to see, feel and experiencedeeply; looking; to hear insteadof merely experiencing; to incarnate tie freedom of and to live richly andfully. In addition, the arts which we might not a societyfor the artist helps us tothis new way of seeing stimulate fresh new approaches; have achieved on our own. They can inspire and freedom is only too aptlyshown by con- to problems. How the arts incarnate is depicted in trasting Soviet art with our ownbecause what a society values what tray wish, to criticize,to point its arts. Our artists are free to say and to explore. The the finger of scorn, totread new paths, to experiment, Soviet artist is freeonly to glorify the state,the status quo. of arts as it can to Project CUE is attempting tobring as much of the world teacher's duties are your school. It realizes that timeis short, that the teacher time by bringing many, that pressures aregreat. It hopes to save educational communications the arts to the schoolthrough the vivid compelling child's senses for morecomplete media and materialswhich cnn reach all of a teacher time and communication and appreciation. Secondly, it hopes to save incorporates intense careful effort by providing aCurriculum Guide which Although planned to save the planning for use ofthese media and materials. restrictive but is regarded teacher time and effort,the guide is in no way as a springboardfor the teacher'screativity. by teacher con- The media and materials werechosen and the guide written weeks last summer inAlbany. sultants who workedintensively on it for five and Their efforts were editedand approved by thesubject matter specialists assembled and the Bureau of SecondaryCurriculum. The materials are being and will be in the packaged by the Division ofEducational Communications and the schools soon. At this stage, theguide is simply a working paper just material and selections aretentative. The arts' materials are not The tacked on but are closelytied in with core curriculummaterial. curriculum and its aims wereclosely studied and thematerial carefully integrated. execute the most importantpart At this point theProject CUE teachers will The project staff are of the experience--evaluationof the media and guides. concerning the media,materials, most anxious tohave constructive suggestions Although they worked veryhard, the consultants simplydid and methodology. You may know of not have time to screenall possible materialthis summer. how best to utilize themedia with some betterchoices. You also will know give us the benefit of your your particularstudents. We hope that you will experiences and creativity sothat we can upgrade theentire effort if necessary, sothat by the year's end we canhave a package of outstanding and are watching materials. Many groups are nowwishing to integrate the arts efforts. this pilot project with interestfor guidance in their own receive We are not asking you tobe entirely altruistic. You, in turn, may from the viewing andteaching of this materialwhich is now new insights field available to you. Teachers wishing to previewother materials in their materials for them. (The will receive our fullestcooperation in securing other teachers not so evaluations and suggestions youprovide can do much for of New York City fortunate instraining or inhaving all the cultural resources -205

is in each of yourminds Of course, Iknow the thing that at theirback door). Remember we havetried to where is thetime to do allthis? and that is time weeks of effort, to you mediawhich incorporates save youtime by bringing for you and byemploying research which doesmuch of the job expertise, and thinking what dothe arts in the guide. Too, you may be intensive preplanning pointed out, possibly youwill be field? As Dr. Howe do for my subject The arts canintensify by devoting sometime to the arts. accomplishing more science, people arebeginning In addition, evenin the area of core content, through seeing andunderstanding that much value canbe learned to find out In addition toteaching between varioussubject fields. the interrelationships development bring unexpecteddividends in the about the arts,Project CUE may and interests. We hope it canawaken of studentintellect, personality, creativity. The arts maybring creativity or atleast anappreciation of along with aninterest inabsorbing and about betterworld understandings adding to what isgreat and goodin our civilization. enjoy lite bring personalitydevelopment, ability to Hopefully, they can appreciate othercultures0 understanding ofothers in order to wisely, and world neighborsand maintain possible to getalong and deal with This makes it teacher reactions,but for of worldleadership. There is varied our position Some dubious, alittle fearful, the most partthey are highlyenthusiastic. and a few aremuch againstchanging their of getting intounknown territory, over bythe success oftheir fellow In time mostof them can be won face of a ways. thinking of theexpression on the teachers.When I say this I am of the arts and "I am convincedof the value New Yorkteacher as he said: where all were appreciative that Icould work in acontrolled experiment for half my salary." dedicated to thisprinciple. I would work EQUIPMENT SELF-INSTRUCTION INTHE OPERATIONOF AUDIOVISUAL

Maxine Haleff,Hunter College

College is Equipment OperationLaboratory at Hunter The Audiovisual students havereceived third year. Approximately 570 now in its completion of the course. Our certificates attestingto satisfactory 800 students per year,and we future goal is totrain approximately where we found itnzcessary toclarify have continuallyrevised material and emphasize inthe learningsituation. committee was formedto studymethods, At; the inception ofthe Laboratory, a I became LaboratorySupervisor. and these findings werepresented to me when also contributedguidance and Audiovisual Coordinator,Herman E. London, teaching the A-Vequipment course at insights based onhis experience An unique aspectof the Laboratory Teachers College,Columbia University. have been girls. It was expectedthat is that almostall of the students difficulties, becausein our societythey women mightencounter special with the operationof machinery. However, are notusually very concerned instructions andnon-technical vocabulary. they learned rapidlywith clear

consists of a six-weekseries of onehour classes, The laboratory program worked with class using fourmachines.We have also with eight students per for all to get machine, but this systemmakes it difficult three people per machines and pro- By starting withthe simplest equal learningexperience. cumulative effect difficult, advantage canbe taken of a ceeding to the more projector, the lanternslide During the firstweek, the opaque in learning. combination opaque andlantern slide projector, the overheadprojector and a filmstrip 2" x 2"slide projector projector were studied. The combination The third weekis devoted tothe tape re- is taught duringthe second week. is given two weeksof study. The corder, and the motionpicture projector sixth week is setaside for theexamination. originally to be thebasis of audiovisual The written instructionswere feel'that althoughaudiovisual material for thelaboratory, but we now learning, writtenmaterial is material can be morehelpful to immediate possibly remember invaluahie for futurereference. The student cannot but will be able torefresh indefinitely everythinglearned in one hour, time. The manual her memory if she is tooperate themachine at a future taught with greater operating a projector,however, can be process of This eliminatesthe facility through picturesin a related sequence. student relateimmediately to possible ambiguity ofwords and helps the slide and tape sequenceon which she can see. By showing our an action period of the the filmstrip andslide projector,the average learning third of the time,and many of the class was cut downby one fourth to one common mistakes wereeliminated. the film projector,and so we Timing and motion areimportant in operating each action sequenceis followed by have prepared aspecial film in which student sufficienttime of blank film longenough to give the a section of slides as the same actionherself. The effectiveness to complete action we ate tryingto teach. against motion picturesdepends upon what -207

For showing the correct position to remove the slide mechanism from the Viewlex, a still picture enables one to observe the position carefully. The motion used for demagnetizing tape is best shown in film, and so we have prepared a loop film to illustrate this technique. Other loops are planned to illustrate specific difficulties. In teaching a group of students, the loop film seems especiWAy advantageous, because each person does not learn at the SAEO speed and it is sometimes Difficult to adjust to individual time differences in a long film. In operating any piece of AV equipment, there are usually specific trouble areas which can be best explained visually. A loop film can be kept running during an entire laboratory session, and the student can refer to the film whenever she feels it is necessary. Earphones can be provided, so the sound track will not interfere with the class work. Also, if one brand of machine is taught in class, a number of short loop films can be utilized to point out only the unusual and difficult areas of operation in another design of projector, thus taking advantage of the learning acquired on the original machine.

Since we anticipate a great many students, we are devising a test that can be given to an entire class in one hour and cover all the machines learned. For the examination, we use a Pressey-type punchboard with multiple choice questions. This makes it possible for those tested to find out the correct answers themselves. Since the criterion of effective learning in the course is operation of each machine, an effort isi made to sample aspects of thE operAtional situation without relying heavily on the kind of facts that are simply learned by rote. Those who pass the course satisfactorily are given certificates stating that they can operate audiovisual equipment. These may then be placed on file with the Hunter College Teacher Placement Office. RECIPES FOR LEARNING

Frank J. Julio,Wantagh

learning experiences, I will attempt to preseathere a series of school. activities if you will,that are a productof our elementary of integrating thetotal They may illuminate anaudiovisual function I choose to call instructional programrather than supplementingit. them RECIPES FORLEARNING. inspire and achieve atogetherness Each activity wascultivated to instill, varied experiences to ourschool proof purpose in relating ourmany and gram.

Recipe #1

EARLY AMERICANA

American artifacts Early Americana is ateacher motivatedexhibit of early It relates directly to contributed by thefaculty, students andparents. interesting but just as an area of ourcurriculum. The recipe itself was dramatization important is the attitudeit transmittedwhich led to the The student relatedhimself by the faculty andstudents of the Pilgrim era. reinforcing the exhibit. to his peersand his elders thus

Recipe 12

THE ADOPT-A-SHIPPLAN

the Propeller Clubof the United The Adopt-A-ShipPlan is sponsored by headquarters at 17 BatteryPlace, New York. Es- States with national Plan for sentially, a ship isassigned to a classby the Adopt-A-Ship initiate Upon being assigned aship, the teacher must one school year. and crew have from class to ship. The ship's captain a correspondence the concept responsibility withoutrenumeration but with accepted their citizens AMERICA TO ITS SHIPSand to teach our young of introducing YOUNG Service. maintaining an adequateAmerican Merchant Marine the necessity of transportation, This activity fostered anavid interest inall content areas, this learningexperience foreign trade and humanrelations. The success of appeared in two nationalmagazines, as,"Let's Adopt-A-Ship."

Recipe #3

THE AUTHOR-ILLUSTRATORPLAN

idea from a Mrs.Hoffman, The Author-IllustratorPlan was a borrowed Haverford Township,Pennsylvania. Librarian in the OakmontElementary School, Hoffman did inexhibiting materials Our school librarianread of the work Mrs. passed the information onto collected from authorsand illustrators and behind the ideas orcreative the writer. The heartbeat of theplan is to get captivated work done by authors andillustrators. This plan fascinated and school and public library a school andcommunity. Reading interest in our zoomed!

Letterwriting to their favoriteauthors began in earnest. Students chose The their favorite books primarilyfrom title, design, and coverappeal. illustrator was over- enthusiasm about writing totheir favorite author or illustrators whelming. They got their lettersthrough to the authors and emerged: via the Children'sClassified Catalog. Some interesting concepts children discovered that books arethe result of developedideas and authors who have "thousands" of and illustrators are,literally speaking, teachers The students whose minds are setin motion through themedium of reading. success of thisactivity appeared in the NewYork State Magazine, April 1962.

Recipe #4

THE MANDALAYTRAVEL BUREAU

rich and rewardingin adding new This was a mostfascinating experience set up travel. The travel bureau was perspective to someold concepts of by the couvterpart aspossible.A letter was sent as near toits commercial and procedure of Commerce inAlbany for particulars teacher to the DepartAent sixth grade Thereafter, committeesof students in two to get itestablished. bureau's, airlines, writing to varioueagencies, travel classes set about respective collect travel postersand information on embassies, and etc. to bureau We probablyhad a more sophisticated countries andoff-beat areas. with Our "seasoned"travelers were equipped than some commerical ones. sheets they charts, time schedules,globes, math answer statistics, posters, and even films. advance on time anddistance, filmstrips, had prepared in learn- prepared, and it wasin this. spiritedpreparation that They were fully and many took a firm hold. Our visitingtravel-minded parents ing experiences visit the bureau onthe strengthof outside visitors,who were encouraged to service bulletin, weresent away very our localpublicity and messenger information -- reinforcingactivities with enthusiastic abouttheir first hand AV resources? I think so.

SUMMARY

effort in whichaudio-visual served These learnings are aproduct of a team process and notjust a peripherialaid. as the focalpoint of the learning DEMONSTRATION OF TELETEACHING BY CLOSEDCIRCUIT

Helen McDivitt, South Kortright(BOCES, District #3)

Environs of the Telephone Proiect andReasons for Initiatinthe Ex eriment.

Supervisory District No. 3, comprisedof parts of Delaware, Greene and Schoharie Counties, is located in the westernCatskill Mountains. Mr. Melvin C. Carpenter is superinteu0ent ofthis 1600 square mile district,assessed at $78,793,957 based upontrue valuation. The nine schools are located in a rough semicircle,the farthest being thirty-four milesfrom the central 1500 miles of wire, are office. The closed-circuit telephones, using over an attempt to providecommunication among 265 teachers and3800 pupils in grades K-12, separated by mountainsand many miles from metropolitan areas.

Educational television seems far off; a matterof terrain,location andsmall schools, none of which have an enrollment over600. The present experimentation, an amplification oftelephone teaching for the shut-inand the extension of the conference phoneof industry endeavors to contactpupils of District No. 3 with peoplewho can contribute to theirlearnings.

It is testing the feasibility ofusing long distance to connectthem with the outside world. Twelve pupils in four schoolsconversed with their peers for thirteenminutes in Bangkok, 10,000 miles away.

ContinuinGoals and Present Uses of theTele-Learnin, Circuit

The first goal was to enrich our programsthrough the use of outside personnel. Our first sucess, ahalf-hour contact with the Associate Director of the Peace Corps in hisWashington office, led to further con- versations with representatives ingovernmental, industrial andeducational fields.

From that goal, the project progressed toexperiments in curriculumimprovement. The most rimbitious program, two semester,nf weekly sessions in aModern Math Teaching Course, is in the planning stagefor September, 1964. Professors will teach from their offices inColumbiaUniversity, using the phones,films and tele-writing equipment.

A native-speaking Spanish teacher usesthe closed circuits to reinforceher audio-oral language teaching in twoelementary grades eight miles apart. That goal will be more fullyrealized when a schedule whichmeshes is worked out, enabling moreparticipation by more classes.

The tele-learning phone circuit enablesthe chief officials to communicate without traveling long distancesfrom their nine schocls. Board meetings, incidental information, routine reportsand notices are examples ofad- ministrative business carried on throughthe switchboard in thesuperintendent's office. Pupils contact their peers. Joint Future Teachers Associationmeetings have been held in schools thirtymiles apart; an established HonorSociety carried on a meeting, amplified byphone for a group wishing to A.tiate use of one. The teachers communicated on sharedinterest, such as the Delegates resolutions.

Another goal is the sharing of goodteaching. A teacher who does an excellent job teaching creative writing maybe shared by a class whose teacher has other strengths.

Perhaps the most important goal is the attempt toprovide pupil service not possible otherwise. The superintendent has been unable to cacure a speech therapist. Four pupils in one school are nowreceiving help from a center, ninetymiles away. Progress through a therapist's helpweekly by phone, monthly by personal visit,augmented by taped exercises, pleases pupil, parent, therapist, andschool. Plans are set up to provide the same help to the other eight schools.

The above mentioned goals are beingrealized. We are neither complacent nor satisfied.We do feel that we are not standingstill waiting for television but are taking steps out into tomorrow. TEAM TEACHING

David Rees, State EducationDepartment Ira Singer, Buffalo(BOCES, Erie #1)

presentation on team The following is t. briefcondensation of a slide-tape in Educational Com- teaching, a program producedby David Rees, Associate depicted team munications, of the EducationDepartment. This presentation be in the forefrontof teaching approaches inthree schools considered to practicing team teaching. described as a Ridgewood High School locatedin Norridge, Illinois was organized school that from the daythe school opened,four years ago, was school was divided on the basisof team teaching. The faculty of this Objectives were into two divisions -the sciences and thehumanities. determined bi-weekly by thevarious teams and sub-teamsof teachers. depending on the objectives Teams were organized intovarious sub-teams and no bells rang forthe to be achieved. Scheduling was most flexible changing of periods. A great deal offreedom and responsibility was placed upon the student. Some students weremade teacher-assistants. Teachers seemed to like thismethod of teaching. described Wayland High School, locatedin Wayland, Massachusetts, was of changing to a team as a conventionalschool which was in the process High School teaching approach toeducation.Unlike Ridgewood, Wayland The school appeared tobe had many conventionalclassroom situations. A good deal highly selective inapproaching large groupinstruction. who seem to play an of teaching experience wasgiven intern teachers Students were important part in the Waylandversion of team teaching. in which to given a great deal offreedom and amply equipped areas study. Connecticut was described The Brian McMahon Schoollocated in Norwalk, Whereas Ridgewood as approachingteam teaching on alimited extent. school situation, the and Wayland extended teamteaching to the total efforts on 8th grade Brian McMahon Schoolconcentrated team teaching with two connectinglarge social studies. This school was equipped teachers were part group teaching areas. Teacher aides and practice Stations with headphones of the teaching teamof full-time teachers. tape. were provided forstudents to listen toand to work from audio situations in Students were more intensivelysupervised than were the Ridgewood and Wayland. Dr. Ira J. Singer, At the conclusion of Mr.Rees's slide-tape presentation, District of Erie County, Director of CurriculumResearch, 1st Supervisory occurred in team informed the group as to recentdevelopments which have in Mr. Rees'spresentation. teaching, specificallyin the schools mentioned concerning scheduling, Dr. Singer answered manyquestions posed by the group ramifications of the team evidence in improvement oflearning, and other teaching approach toeducation. FITTING AN AV PROGRAM. TOTHE SMALL SCHOOL

Allen Stripp, Old Forge

handled Traditionally, the audiovisualprogram in thesmall school has been actually guiding the by an interestedadministrator, with his secretary teacher for a slight program. Or perhaps it wasdelegated to an unwary primarily of ordering films, adjustment in salary. These programs consisted assignments and writingnumbers on records, and filmstrips,making projector filmstrip cans. have been grouped for an areaand MOre recently, thesmall school programs These generally are: governed by specially trainedcooperative personnel. spread too thin. Besides dedicated people whosecontrol and influence is within their juris- instituting a functional programin each of the schools This position diction, they usually arein charge of a smallfilm library. advisor to the administration too often evolves into aposition of audiovisual specialist can work directly of the small school. Hopefully, the cooperative and develop A fully with some one teacher oradministrator in each school time for a operative program. Still more hopefully,the school will free audiovisual teacher already in theschool who has shownspecial interest in of assistance to education, thus allowing theteacher to operate a program school program would be toeventually fellow teachers. Utopia for the small position contingent upon have just such a person in afull time capacity; the of audio- proper coursework and success as both ateacher and administrator visual services. should be to apply The primary objective of anyaudiovisual department faculty and administration. precision service to theinstructional needs of its building, whether it be This requires adequatepersonnel within each school or coordinator guided a full time or parttime audiovisualdirector, or a building by a cooperatLvespecialist. educational goals of anAudiovisual We must generally agreethat the specific Program are to:

1. increase the speed or rateof learning 2. increase Zhe retentionof learning 3. provide more direct, concreteexperiences 4. develop desirable ;:titudes 5. motivate learning. createdesire to learn 6. provide a greater varietyof learning experience 7. increase reading skillsand interests in part, ere of littlevalue. However, goals which cannotbe realized, at least Audiovisual Program must To properly implementthese educational goals, an function to: administration of availableequipment 1. inform the faculty and and materials administration with neededequipment, 2. supply the faculty and materials, and operationalservices administration in planning 3. educate and trainthe faculty and for the use ofinstructional materialsand equipment but are necessary 4. produce materialswhich are not available for instruction administration in planning 5. assist and advisethe faculty and for the use ofinstructional materials the faculty and 6. report pertinentdata and information to administration admiaistration based 7. make recommendations tothe faculty and uponspecialized informationand knowledge in all aspects 8. cooperate with thefaculty and administration of educational endeavor of the program 9. evaluate the effectiveness faculty AND ADMINISTRATION. Note the stressthroughout these functions on instructional capacitywithin the While the administration maynot act in an within the community,and acts as classroom, it hasinstructional obligations public. The administrationis liaison between theschool and the community or school, and its supportmust be the life blood of anydepartment within a nutured. functions individually. Let's go back now andexplore each of these administration of the There is a wide rangeof ways to informthe faculty and available materials andequipment. implement of informationproviding the An AudiovisualHandbook is an important and "where" of the program --what materials areavail- "how to," "what," "when," and materials, when and howmaterials are distributed, able, how to select be edited yearly as where ;an materials beobtained. Such a handbook should practices and procedureschange. show the teacher whatmaterials are Color coded List Catalogsand Card Catalogs will make the teacher awareof the presently availablewhile a Resource File should be a shelf ofprofessional materials obtainable.With a Resource File for research andproduction ideas. material and supplementaltexts and bulletins

weekly, biweekly, or evenmonthly keep teachersinformed Bulletins published type or another newly acquired items. Demo sheets of one of happenings and informed of materials are very usefulin keeping teachersand administrators They are very usefulfor just released, ormaterials about to bereleased. of possible significance informing teachers ofradio and television programs accomplished through thecentral sound to their teaching. This can also be and for radio ortelevision system for magazineand newspaper articles, programs of a moregeneral educationalinterest. the conversation Probably the mostinformative device inthe small school is All the small problems between audiovisualpersonnel and theindividual user. ironed out by word ofmouth through and inconsistenciesof a program can be personal contact. -215

An Audiovisual Corps or Clubis invaluable as a means ofsupplying the materials, equipment, and servicesrequired by teachers. Such a group serves the standard requirements ofcirculation, by delivering and picking up materials and equipment; and operation,by running or operating the equipment. However, the function of such a club canbe expanded to include maintenance duties and simple repairs; clericalduties, such as classifying, storing, typing, and filing; and productionprocedures of all types.

Boys and girls alike are fascinatedby professional looking materialswhich they have created. Students supply the production ofphotographic work, mounting, and making transparencies,recordings, and displays. In the small school the individual talents of the clubmembers can be exploited and the production requirements tailored to thestudents abilities.

In the small school, where thereis only one person in adepartment, it becomes essential to use a decentralized systemof materials and equipment storage. Materials, and most equipment, areplaced right in the classroom where itis to be used. The teacher has the neededmaterials right at his finger tips and the Audiovisual Center, usually a convertedsto :e room or closet, does not become over c7fowded.

Although the Instructional CommunicationsCenter is staffed each period with a receptionist to care for immediateproblems, the greater part of the corps or club is called upon only as needed toperform his or her speciality. An assignment board outside the Centerallows the students to tell at a glance if they have duties on a particular day.Unlike the club which only serves for circulation and operation, this morediversified club draws more diversified personalities and has become a sort ofprestige factor among high school students.

To facilitate proper and adequatecirculation of materials and equipment, there are necessary forms. These vary from school to school to fit the individual program.

The degree of success with supply willmake or break at Audiovisual Program. Usually the success of a program isjudged by the ability to supply items when they are needed. This is the tangible part of a program moreeasily viewed or grasped than the long range educationalachievements. It is from supply that support is attained, and it is necessaryto have faculty and administrative support to have a completelysuccessful program.

Training teachers to use instructionalmaterials and equipment is relatively easy in the small school. It is achieved simply and effectivelythrough personal instruction. Training teachers to produce their ownmaterials can also be done on an individual basis asthe need arises. The materials thereby produced already have a place inthe classroom and are not of the "possibly useful" nature usually found asthe result of large group in-service training.

The production role of theAudiovisual Director is usually one ofplanning, with the audiovisual club membersdoing most of the actual work. Within the Instructional Communications Center ishoused all the necessary production which may or may notbe located else- equipment exceptingdarkroom facilities it may school structure. In some cases, where, depending uponthe individual darkroom in conjunctionwith an Instructional not even be necessaryto have a Communications Center. instructional materialsis advice in planningfor the use of Assistance and where a discussionof accomplished throughpersonal contact usually best and utilizationof failures, and possibleimprovements in the use successes, objective enough tobe of value. Specifics materials canbecome pointed and and betterplanning usuallyresults. arediscussed ratherthan generalities Director playshis processes thatthe Audiovisual It is herein the planning educa- major responsibilityfor a schools most importantrole. He assumes a pro- with curriculumand lesson planning; tional achievementsby assisting tour guides and resourcefiles, formulating viding appraisalforms, teaching preview facilities. and field tripagendas, and offering of the AudiovisualDirector. As an outgrowth Reports areanother function of information reportsgive the adminis- careful records,data and projected insight into the usesbeing made of the tration and Boardof Education an and in thl kept of repairs,inventory, circulation, program. Records must be be kept. records of budgetand expenditure must absence of apurchasing agent, recommendations whensuch are specialist must beready to make An audiovisual might be in the areaof planning required andrequested. Such assistance various instructionalmedia, or perhaps a school buildingsand rooms for recommendation forequipment purchase. to cooperatein all necessary foraudiovisual personnel It is extremely part of the AVProgram endeavor. It may not seem a phases of educational take pictures forthe school and posters forschool functions, to make signs happenings withinthe life of chaperone class trips,but these are paper, or part, and assuch they deserve your the school communityof which you are a support. administrative evaluatL,Aserve as a Lastly, periodicalself-evaluation and hurts to findshortcomings, butthis check on the program. It sometimes long range planning. knowledge certainlyis beneficial in and shown of the imtimacyof a small school I trust that Ihave shown some though you working with eachteacher individvally as the necessity of the small department to valettheir needs. The teacher in functioned as a which could beused all the extraduties requiring time school must assume department heads toglean ideas discourse. There are no for planning and The AV specialistmust of from, no one withsimilar teachingproblems. teachers, burdening someof their necessity bare hisshoulders to these problems, and assistthem in reachingsolutions.

I leave youwith this maxim: AN END, AND NOTAN END INTHEMSELVES. INSTRUCTIONAL MATERIALSARE A MEANS TO COMMERCIALLY AVAILABLEOVERHEAD TRANSPARENCIES

George Wiesner, StateEducation Department

is much more ready-made transparenciesfor overhead projection The field of These materials arestill populated than a cursoryexamination wouldindicate. toward economy throughthe somewhat expensive, butthere has been progress of transparent inks onsingle manufacturinr, method ofprinting several colors that the producers are sheets of acetate oroverlays. It is also apparent concerned that theirmaterials be curriculumoriented. represent theproducts of the The examples chosenfor this presentation following suppliers:

Robert J. Brady Company John Colburn Associates Display Corporationof America Encyclopaedia BritannicaFilms General Airline andFilm Corporation(Ozalid) The Grade Teacher Instructo Keuffel and Esser Technifax Corporation Tweedy Transparencies of time prevents a moretotal Although this list is notcomplete, the tyranny analysis of eachproduct. showing. There will be a brief Washington, D.C. 20002 Robert J. Brady Company,130 Que Street, N.E., published under the An innovation in costreduction is the series single basic transparencies Econo-tran label. These visuals utilize $.99 for a one printed with one or morecolors. Prices range from World Geography (44 color transparency to$1.53 for three colors. transparencies), United StatesGeography (51transparencies), and the series prepared inthis General Science(78 transparencies) are form. of Democracy, There are otherseries, utilizingoverlays, on Problem Plan Military History,General Science,Biology, Trigonometry, handicapped, among Geometry, and SocialStudies for the mentally others. subsidary of DisplayCorporation of D.C.A. EducationalProducts, Inc., (a America), 231 EastAllegheny Avenue,Philadelphia, Pennsylvania Educational Services These materials wereoriginally prepared by RCA Again, the manufacturing but have since beentaken over by DCA. overlays. method is multipleprinted transparencyinks on acetate (61 transparencies). A series on SocialStudies contains 19 units Others include Chemistry,with 45 units (108transparencies); Mechanical Drafting, 70 Biology, 60 units(118 transparencies); down into Mechanics units (260transparencies); Physics breaks -218-

(79 units), Heat (29units), Sound (32 units),Light (56 Units), qualify under and Electricity (104units). Most of these series NDEA. New York General Airline and FilmCorporation (Ozalid), Binghamton,

This company takes adouble route. They package ready-made transparency sets; theyalso publish their material asbooks of masters printed ontranslucent paper. Utilizing the master and the diazo film and ammoniadevelopment method you can"do-it- yourself" and thereby effect adefinite economy, particularlyin the larger school systemswhere several complete setsof materials are required.

The subject areas areGeneral Science (51transparencies), Chemistry Botany (45 (50 transparencies), HumanBiology (35 transparencies), transparencies), and Zoology (55transparencies).

Their GAF, in the providenceof catalogs, does anexcellent job. "Library of Science" containsfull color illustrations ofeach transparency togetherwith a short curriculumguide which sets out to fully amplifythe pedigogical pointbeing made in the visual. 1150 Encyclopaedia Britannica Films"Overview" Teaching Transparencies, Wilmette Avenue, Wilmette,Illinois

A unique physicalarrangement is preparedby EBF to facilitate ready-access storage andflexibility in sequencing theoverlays which are printed. Ctainedin a sturdy ringbinder, the series unmounted and can cf transparencies arealphabetically keyed but be registered in a rigidplastic frame mask in anydesired sequence.

Five subject area series are nowavailable: The Language of Naps, Expansion, 27 16 transparencies infour units; U. S. Growth and transparencies in five units;Africa, 16 transparenciesin three units; Biology: Human Anatomy, 10transparencies in two units; and Biology: Vertebrates, 8 transparenciesin one unit. Avenue, Darien, The Grade Teacher, TeachersPublishing Corporation, 23 Leroy Connecticut

Diazo film transparencies areavailable in the followingsubject matter areas: Social Studies, Science,and Arithmetic. Wilmette, Illinois John Colburn Associates,Inc., 1122 Central Avenue, be gained by an examin- An indication ofwhat the future holds may ation of a direction whichthis company is takingtoward the production of integrated teachingmachines. -219-

A package of materialsfor the teaching of Fractionscontains 43 diazo transparencies with 128overlays and a series of six sound color motion pictures.

Another series of transparencies onthe Modern Math is correlated with a text, "Major Concepts ofElementary Modern Mathematics," with plans for the addition offilms.

This multi-media approach would seem tobe an interesting development in the audiovisualfield where there has generally been a separation of methods, a singlemindedness in the solution of a teaching problem.

Instructo Products Company,(a Division of Jacronda ManufacturingCompany), Philadelphia 31, Pennsylvania

This company concentrates theirfire on transparencies for the grades 3 to 8. Utilizing transparent inks on acetate. Instructo's subjects include series on the Universe,Machines, Energy, Life Cycle, Fractions, Measurement,Problem Solving, and Weather among others.

Included with each transparency is acomprehensive teacher's guide. A small but convenient plus inthis line of products is the seethrough sippered envelope offeringprotection and quick recognition.

Keuffel and Esser, Audio-Visual Division,Hoboken, New Jersey

In addition to manufacturing anextensive line of diazo materials and equipment, KO is nowmerchandising complete courses in the areas of Physics andChemistry. These take the form of printed masters on translucent paperfor the do-it-yourself market. They appear to be comprehensiveand thoroughly researched. The Physics course made up of 88transparencies with overlays covers Atomics, Optics, Waves, Electricity,Mechanics, and Measurement.

Technifax Corporation, Holyoke,Massachusetts

Another broadly based manufacturing concern,Technifax, offers a full range of diazotypefilms and equipment for localproduction of transparencies. Among the subject areas for whichthey produce transparency sets are General Chemistry(59 transparencies); Driver Education(26 transparencies); Geometric Constructions(45 transparencies); Trigono- metry (66 transparencies); andBiology (13 transparencies).

Their catalog lists many additionalindividual transparencies.

Tweedy Transparencies, 321Central Avenue, Newark, New Jersey

This supplier of materialshas in its lineup several serieswhich are somewhat off the beaten path.For instance, in the area ofGuidance a series on theDevelopment of Study Skills ismade up of 18 trans- Interpretation canbenefit students parencies. Another series on Test and parents as well asteachers. photographs offer a stimulusto A fairly uniqueseries of 30 electron biological investigation. language group (42 Other series availableinclude a Spanish-French transparencies); a ReadingSkills program (101transparencies); and Human Botany (27transparencies); Zoology(40 transparencies); Physiology (26transparencies). LIST OFPARTICIPANTS LIST OF PARTICIPANTS

Coordinator, North BabylonPublic Schools, Frank M. Abate,Audio Visual North Babylon, N.Y. Audio Visual Services,Union Free School J. EmilAbeles, Director of District #3, 209 EastMain St Huntington,N.Y. Buffalo Public Seymour B. Aoeles,Supervisor of AudioVisual Education, Schools, 7th Floor,City Hall, Buffalo2, N.Y. Encyclopaedia BritannicaFilms, Douglas Allan,District Manager, 202 East 44th St.,New York 17, N.Y. 745, Glens Falls, N.Y. Richard Allen, RaySupply) Inc., P.O. Box Inc.., 459 Broadway,Hicksville, S. P. Alter,President, Edu-Tronics, N.Y. President, Educational Beatrice Arlt,Administrative Assistant to York 19, N.Y. Broadcasting Corp.,1657 Broadway, New University, TV-RadioCenter, Richard Averson,Instructor, Syracuse Syracuse, N.Y. Troy City Catherine M. Bailey,Supervisor AudioVisual Instruction, Troy, N.Y. School District,1950 Burdett Ave., Board of Education,110 Clare C. Baldwin,Associate Superintendent, Livingston St.,Brooklyn 1, N.Y. Audio-Visual, ElmiraConsolidated Ruth Barenthaler,Special Teacher - Elmira, N.Y. District, BeecherSchool, Sullivan St., Materials Consultant,Encyclop- William Bartram, Scienceand Humanities Films, 1150 WilmetteAvenue, Wilmette,Illinois edia Britannica Department of Emerson B. Bateman,Coordinator ofAudio-Visual Services, Education, 98 Oak Street,Binghamton, N.Y. Instructional Materials,White Plains John V. Battram,Supervisor of White Plains, N.Y. Board of Education,5 Homeside Lane, Education, AlbanyPublic Schools, Carl Baumbach,Director Audio-Visual Academy Park,Albany 7, N.Y. Education, CentralSchool Dist. Elwood H. Beaver,Director Audio-Visual #2, 300 PulaskiStreet, Riverhead,N.Y. State UniversityCollege at Theodore H. Beers,Audio-Visual Director, 7th St., Oswego, N.Y. Oswego, 148 West 84 Rome Robert C. Bell,Design Engineer,Audio-Visual Communications, N.Y. St., Farmingdale, Institute, 54 Willett Eril S. Belz, Instructor,Rensselaer Polytechnic St., Albany, N.Y. Audio Visual Instruction,N.Y.C. E. G. Bernard,Director, Bureau of Brooklyn 1, N.Y. Board of Education,131 Livingston St., Jamesville-DeWitt HighSchool, Frank Bishop, Jr.,Assistant Principal, 4245 Coye Road,Jamesville, N.Y. Kenmore PublicSchools, Owen R. Bliven,Curriculum Aids Consultant, 1500 Colvin Blvd.,Kenmore, N.Y. of New York Collegeof Ceramics, Charles M. Bloomquist,State University Alfred, N.Y. Colgate University, Lester Blum, DirectorAudio-Visual Service, Hauilton, N.Y. the Commissioner,State Educ- Allan P. Bradley,Executive Assistant to ation Department,Albany, N.Y. 120 Assistant, BronxCommunity College, G. LeonardBrooks, Technical East 184 St.,Bronx, N.Y. Literature, Rens- Department ofLanguage and John S. Bross,Instructor, N.Y. selaer PolytechnicInstitute, Troy, Sonocraft Corp.,115 West 45 St., David P. Brown,Contract Manager, New York 36,N.Y. Educational Coordinator, Boardof Cooperative Ernest N. Brown,Curriculum N.Y. Services, VillageHall, Fredonia, #1, Communications,Pamburg Dist. Louis H. Brown,DirectorAudio-Visual Legion Dr.,Hamburg, N.Y. Education EducationalCommunications, State Robert M. Brown,Division of Department, Albany,N.Y. Lewiston-Porter C.S., of Audio-VisualEducation, T. E.Burford, Director Youngstown, N.Y. Herricks Rd., Director, HerricksJr. H.S., Thomas S. Butera,Audio-Visual New HydePark, N.Y. Central of Audio-VisualEducation, Massena Harry O.Butler, Director Schools, Massenal Board of CooperativeEducational John D. Button,Audio-Visual Director, N.Y. Services, P.O. Box592, Herkimer, Ave., Coordinator, Dist.#29, 1057 Merrick Robert Cammarata,Audio-Visual North Merrick,N.Y. Audio-Visual Services,State University Maurice B. Camp,Director of College,Plattsburgh, N.Y. Education EducationalCommunications, State Lee E. Campion,Division of Department,Alban', N.Y. N.Y. 68 West ColumbiaSt., Hempstead, Hank Cantor,Eastern Camera, George Ave., Ticonderoga HighSchool, 352 Lake R. A. Carney,Librarian, Ticonderoga, N.Y. Boice- Coordinator, OnteoraCentral School, Vincent Carey,Visual Aids ville, N.Y. China Chinmen St.,Taipei, Taiwan, Fang-Mei Chen,4 Lane 17, Inc., P.O. Box745, GlensFalls, N.Y. Lowell Christman,Ray Supply St., Beacon, Rombout School,34 So. Cedar MarionChristopher, Teacher, N.Y. Rombout Avenue, Teacher, RomboutSchool, 182 FrancesCiancanelli, Beacon, N.Y. Scarsdale PublicSchools, Clark, Audio-VisualDirector, A. Richard Scarsdale, N.Y. Audio-Visual Center,Post Road, ,andent, Athens,N.Y. District Superi Box 46, DeWitt F. B. Clark, The Rud ClarkCo., Inc., Rutherford K.Clark, President, 14, N.Y. Hewlett - Superintendent forInstruction, Samuel Cohen,Assistant 60 Everit Avenue,Hewlett, N.Y. Woodmere School, Representative, GreeceC.S., 477 Reese B. Cole,BuildingAudio-Visual Road,Spencerport, N.Y. Ogden Parma T.L. Irondequoit CentralSchools, Alfred Cona,Audio-VisualCoordinator, 22, N.Y. 2222 Ridge RoadEast, Rochester Ladycliff College,111 Mearns Ave., Joy MarieConley, Instructor, N.Y. Highland Falls, Coordinator, StateUniversity of William T. Conway,College Planning Ave Albany,N.Y. New York,194 Washington 4-225-

Bernarr Cooper, Division ofEducational Communications, State Educ- ation Department, Albany, N.Z.1 Julian V. Cowan, Audio-VisualCoordinator, Lindenhurst High School, 350 S. Wellwood Ave., Lindenhurst, N.Y. Arthur R. Cowdery, Jr., CCTV BuildingCoordinator, East High School, 1801 Main Street, East, Rochester, N.Y. Harold C. Crittenden, R.D. #3, KassonRoad, Syracuse 15, N.Y. William J. Cronin, Teacher, MargaretvilleCentral School, Margaret- ville, William E. Crosby, Audio-Visual Coordinator,Eastridge High School, 2360 Ridge Road East, Rochester, N.Y. David M. Crossman, Division ofEducational Communications, State Educ- ation Department, Albany, N.Y. Donald Curtis, Assistant Directorof Audio-Visual Education, University of Massachusetts, Amherst, Mass. Irene F. Cypher, AssociateProfessor of Education, New York University, 180 Cabrini Blvd., New York City, N.Y. C. M. Darcy, Supervisor ofEducation, New York State Museum, Albany,1 N.Y. John A. Davis, Director, Audio-VisualServices, Syracuse University, 150 Winchell Rd., University Hgts.,Syracuse, N.Y. Frank DelBosco, Audio-Visual Director,South Huntington School Dist.#13, Huntington Station, N.Y. Rita Dennis, Elementary SchoolTeacher, Penfield Central School, 702 Landing Road North, Rochester 25, N.Y. W. E. Dennis, Audio-VisualDirector, Brighton School Dist. #1, Monroe & Elmwood Ave., Rochester, N.Y. Dominick A. DeSimone, Teacher,Schalimont C.S., Jefferson Elementary School, 100 Princetown Rd., Schenectady, N.Y. M. Wesley Detwiler, EasternRepresentative, Bailey Films, Inc., 113 S. Schuylkill Ave., Morristown, Pennsylvania Richard E. Deuel, Communication.,Consultant, New York Telephone Co., 159 No. Franklin St., Hempstead, N.Y. Joseph E. Dickman, Director ofTraining, Encyclopaedia Britannica Press, 425 North Michigan Avenue, Chicago 11,Illinois J. Paul Dohl, Principal,Olean Jr. High School, 1001 North Union St., Olean, N.Y. Raymond Donney, Elementary Coordinator,Clymer Central School, Clymer, N.Y. John S. Dooley, Director, Departmentof Audio-Visual Instruction, Boston Public Schools, 95 Selden St., Dorchester,24, Massachusetts Charles Drago, Jr., Director ofAudio-Visual Education, Draper Schools, Draper Ave., Schenectady 6, N.Y. Joseph F. Dylong, Principal,Vrooman Ave. School, Amsterdam, N.Y. Edwin Egan, Division of EducationalCommunications, State Education Department, Albany, N.Y. Charles M. Eddy, Audio-Visual Director,Hornell Consolidated Schools, Junior High School Building,Hornell, N.Y. Eugene Edwards, Coordinator,Instructional Resources Center, Greece Central School Dist. #1, 1139Maiden Lane, Rochester, N.Y. Jean Eisenhut, Librarian,Hyde Park Central School Dist. #1, Nether- wood Elementary School, NetherwoodRd., Hyde Park, N.Y. Josef A. Elfenbein/ Professorof English, Speech and Theatre, State University College at Oneonta,Oneonta, N.Y. -226-

Donald J. Elliott, DirectorAudio-Visual, Malone Public Schools,Frank- lin Academy, Malone, N.Y. Joseph M. Elliott, Audio-VisualSupervisor, Pace College, 41 Park Rows New York, N.Y. William E. Endres, General Manager,Tele-Measurements, Inc., 45 West 45th St., New York, N.Y. D. G. Estberg, KeukaCollege, Keuka Park, N.Y. Clifford Ettinger, SupervisorMotion Picture Production, N.Y.C.Board of Education, 131 LivingstonStreet, Brooklyn 1, N.Y. Robert F. Eusner, Teacher,Ardsley Public Schools, Ashford Ave.School, Ardsley, N.Y. Ellen Fancher, InstructionalMaterials, Grand Island Jr. Sr. HighSchool, Ransom Road, Grand Island, N.Y. Stephen J. Fatos, Teacher &Audio-Visual Representative, Union Free School District #4, 56 WestSt., Northport, N.Y. Fritz Febel, Director ofAudio-Visual Center, State Universityof New York at Buffalo, 2510 ColvinBlvd., Tonawanda, N.Y. Salvatore A. Fedele, ElementaryPrincipal, South Glens Falls Central, Harrison Ave. School, SouthGlens Falls, N.Y. Stephen J. Feit, Audio VisualConsultant, Dist. #30 Schools, Clear Stream Ave. School, ValleyStream, N.Y. Kenneth N. kishell, Assistant Professor,University of Rochester, College of Education, Rochester 27, N.Y. Edgar D. Fisher, Audio-Visual Director,Red Hook Central School, Red Hook, N.Y. George W. Forbes, AdministrativeAssistant, 521 Conklin St.,Farmingdale, N.Y. Frederick Finkeldey, AssistantPrincipal, Haviland Jr. High School, Hyde Park, N.Y. Thomas S. Finn, Sales Manager,Utronics, Inc., 12 Franklin Ave.,Clinton, N.Y. L. Francisco, Sales Manager,Micro-Link Corp., 1355 Marconi Blvd., Copiague, N.Y. Esther Frazier, Vice Principal,Maine Memorial School, Maine, N.Y. Morris Freedman, Assistant Director:Bureau of Audio-VisualInstruction, Board of Education, 131Livingston Street, Brooklyn, N.Y. Jack Fruman, Teacher, Audio-VisualBuilding Coordinator, Richard J. Bailey School, 33 W. Hillside Ave.,White Plains, N.Y. Marjorie S. Fry, Librarian, F.D.Roosevelt High School, HydePark, N.Y. William Gaffney, Principal, WestPA;reet School, 85 Carpenter Ave., Newburgh, N.Y. Frank E. Gainer, Board of CooperativeEducational Services, Wilton, N.Y. Frank S. Garcia, ElementaryPrincipal, South Glens Falls School,13 Ferry Blvd., South GlensFalls, N.Y. Chester S. Galle, Audio-VisualDirector, State University Agricultural and Technical Institute, 102 MainStreet, Almond, N.Y. M. C. Gassman, AssociateProfessor, Rensselaer PolytechnicInstitute, Troy, New York Harry Gillman, Business Manager,Hauppauge Central School, Hauppauge,N.Y. John P. glasgow, High SchoolPrincipal, Beekmantown Central School, Box 891, Plattsburgh, New York Joseph A. Goldwasser, Directorof Instructional Materials, EastWilliston Public Schools, East Williston, N.Y. 7,7C

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Senior Arthur Goldstein, Audio-VisualBuilding Coordinator, Herricks High School, 1525 E. 26Street, Brooklyn 29, N.Y. Board of Educ- Edward Golub, AssistantDirector, Technical Operations, atIon, 131 Livingston St.,Brooklyn 1, N.Y. School, High School Douglas Gomez, Audio-VisualConsultant, Baldwin High Drive, Baldwin, N.Y. School, Melvin G. Goodell, Audio-VisualCoordinator, Middletown High Grand Avenue, Middletown? N.Y. of New York Sheldon A. Goodman, AssistrltProfessor, State University at Oswego, AudioVisual Ginter, Oswego, N.Y. Boiceville, Watson Goodrich, AssistantSuperintendent, Onteora School, N.Y. Raymond Graf, Division ofEducational Communications,State Education Department, Albany, N.Y. Paul J. Graig, SecondaryVice Principal,Shenendehowa Central School, Elnora, N.Y. School District #4, Ralph C. Grandinetti,Television Producer, Central Central Park Road School,Plainview, N.Y. University Alfred D. Grant, Audio-VisualCoordinator of Methods, State at Cortland, EducationBuilding, Cortland, N.Y. Cooperative Educational Carson H. Graves,Audio-Visual Director, Board of Services, 17 BerkleyDrive, Port Chester, N.Y. Community College, John T. Graves, AssociateProfessor, New York City 300 Pearl St., Brooklyn1, N.Y. Edward Greco, Coronet Films,42 Midland Road, RoslynHeights, N.Y. Educational Burt Green, Audio-VisualDirector, Board of Cooperative Services, Audio Visual Center,Lyons Falls, N.Y. New York City Peter Greenleaf, Supervisorof Audio-Visual Instruction, Board of Education, 131Livingston St., Brooklyn 1, N.Y. Community College, Toni Gregg, Audio-VisualDirector, Broome Technical Binghamton, N.Y. 415 Richard R. Gross, Audio-VisualDirector,Kendall Central School, Holley Street, Brockport,N.Y. George Grosswn,Treasurer, Edu-Tronics, Inc.,459 Broadway, Hicksville, N.Y. Materials, Garden City Public David V. Guerin,Coordinator Instructional Schools, Cathedral Avenue& 7th St., Garden City, N.Y. Central School, Vestal, Edward A. Habicht,Audio-Visual Director, Vestal N.Y. of New Rochelle, Rose Hoffman, HelpingTeacher, City School District 291 Sickles Ave., NewRochelle, N.Y. Public Horace M. Hagar, Director,Elementary Education= Amsterdam Schools, Amsterdam, N.Y. Peter D. Haikalis,Instructor, Departmentof Language/Literature, West Hall, Rensselaer PolytechnicInstitute, Troy, N.Y. College, 695 Park Ave., Maxine Haleff,Audio-Visual Assistant, Hunter New York 21, N.Y, Utilities, 558 Cortland Ave., R. F. Handel,Division Manager, Television Syracuse, N.Y. Middle Country School District, Bernard T. Hanley,Audio-Visual Director, Centereach, New York Consultant, New York Margaret C. Hannigan,Public Library Adult Service State Library, LibraryExtension Division, Albany1, N.Y. -228-

James F. Hargrave,Administrator for Primary Schools,Averill Park Central School, Box 456, WestSand Lake, N.Y. Spring Valley, George Hark, Principal,Fleetwood School, Fleetwood Ave., N.Y. Central School Richard A. Hawkins, DirectorElementary Education, Ramapo District #2, 471. Viola Road,Spring Valley, N.Y. Instruction, Board of Kathryn Hearle, Supervisor,Bureau of Audio-Visual Education, Quaker Bridge Road East,Croton -on- Hudson,, N.Y. State Educ- William F. Heffner, Divisionof Educational Communications, ation Department, Albany, N.Y. Eulalie Heffron, Teacher,Audio-Visual Chairman, School18, 6 Sherry Road, Troy, N.Y. Robert Henderson, CCTV RegionalManager, Fairchild-Dumont,750 Bloom- field Ave., Clifton, New Jersey University at Albany, Floyd E. Henrickson,Professor of Education, State 24 Danker Avenue, Albany, N.Y. Theodore K. Henry, DirectorAuao-Visual Education, Penn YanCentral Schools, Penn Yan, N.Y. William G. Henry, Divisionof Educational Communications,State Educ- ation Department, Albany, N.Y. Elementary School, P. Herbert, PrincipalMohonasen Central School, Carman Schenectady, N.Y. Ward E. Herrmann, Directorof Art and Design, DeliTechnical Institute, Bronkside Bldg., Delhi, N.Y. Central School, Unity Drive James Hines,Superintendent, Middle Country School, Centereach, N.Y. College at Robert W. Holliday, Audio-VisualDirector, State University New Paltz, New Paltz, N.Y. Kathleen M. Hollister,Director of Libraries, EastGreenbush Central Schools, Room 128, ColumbiaHigh School, EastMeenbush, N.Y. Schools, 200 N. C. J. Holt, Audio-VisualCoordinator, Hartsdale Public Central Ave., Hartsdale, N.Y. Elementary Elmer N. Horey, ElementaryAudio-Visual Director, Cassadaga School, 176 Maple Ave.,Cassadaga, N.Y. South Glens Falls Robert L. Horton, Principalfor Elementary Education, Central School, South GlensFalls, N.Y. Verona Central Wilbur F. Hoyt, DirectorAudio-Visual, Vice Principal, School, Verona, N.Y. State Educ- Richard D. Hubbard, Divisionof Educational Communications, ation Department, Albany, N.Y. 57 Glenwood Ave., F. D. Hudson,President, United Transparencies, Binghamton, N.Y. State Educ- William Humphrey, Divisionof Educational Communications, ation Department,Albany, N.Y. Charles Hyser, 3M Company,258 Hillcrest Road,Strafford-Wayne, Penna. 102 E. 7th Saisuke Ieno, Instructor, StateUniversity College at Oswego, St., Oswego, N.Y. College, Paul H. ImbrOck, Audio-VisualCoordinator, State University Oneonta, N.Y. Telephone Co., 158 State St., F. Ingold, Jr., AccountManager, New York Albany, N.Y. Ellen St., Halas LJackim, Professor, StateCollege at Oswego, 214 Oswego, N.Y. Hempstead High School,70 Charles R. Jelicks,Assistant to Director, Greenwich St.,Hempstead, N.Y. Walt Disney 16mmFilms, 477 Madison James T. Jensen,Eastern Manager, Ave., New York, N.Y. Supervisor, Bemus PointElementary Schools, J. RobertJohnson, Elementary Bemus Point, N.Y. Communications, StateEducation Leslie Johnson,Division of Educational Department, Albany,N.Y. Valley ETV Council,Academy Richard A. Jones,Director, St. Lawrence Street School,Watertown, N.Y. Coordinator, MandalaySchool, Frank Julio,Teacher-Building Audio-Visual Wantagh, N.Y. Broadcasting, QueensCollege, Flushing Frank Kahn, ActingDirector of 67, N.Y. Specialist, Board of Co- Educational Communications Michael Kaufman, County, Warsaw, N.Y. operative EducationalServices of Wyoming Union Free SchoolDistrict #16, Anthony Kauth,Audio-Visual Director, Elmont Road School,Elmont, N.Y. Sperry Gyro. Co.,#2 Aerial David J. Keller,Training Management-Polaris, Way, Syosset, N.Y. State UniversityCollege, 48 Muriel Kellerhouse,Assistant Professor, Church St., Oneonta,N.Y. of EducationalResearch, Rochester Maurice Kessman,Director, Office Ave. South,Rochester 8, N.Y. Institute ofTechnology, 65 Plymouth Central Schools,Pitcher Hill R. T. Knobloch,Principal, North Syracuse School, North Syracuse,N.Y. Audio-Visual, NottinghamHigh Lucile M. Kohles,Building Coordinator School, 3100 EastGenesee Street,Syracuse 3, N.Y. Education, Clarion StateCol- Raymond H. Kuipers,Director Audio-Visual lege, Clarion,Pennsylvania Professional examiners, Norman D. Kurland,Consultant, College of Education Department,Albany, N.Y. New York State State Education Grace N. Lacy,Division ofEducational Communications, Department, Albany,N,Y. College ColumbiaUniversity, Phil Lange, Professorof Education, Teachers New York 27, N.Y. Road, Centereach, N.Y. Charles L. Lauer,Principal, Holbrook Coordinator, GreeceCentral William J. Lawler,District Audio-Visual Rochester, N.Y. School District#1, 1790 Latta Rd., Sales, Potter'sPhotographic Applies, Bert Laserus,Manager Audio-Visual Co., 160 HerricksRoad, Mineola, N.Y. So. Water St.,Chicago, Illinois James E. LeMay,Coronet Films, 65 E. Bronxville PublicSchools, Sanford Ms Levene,Audio-Visual Director, Bronxville School,Bronxville, N.Y. Plainedge Schools, WyngateDrive, Dalton Levy,Audio-Visual Director, North Massapequa,New York Hastings PublicSchools, Elizabeth J. Lewis,Audio-Visual Coordinator, Farragut Avenue,Hastings-on-Hudson, N.Y. Dobbs Ferry HighSchool, Ticknor B. Litchfield,Assistant Principal, Dobbs Ferry, N.Y. Rensselaer Polytechnic Ernest F. Livingstone,Associate Professor, Institute, 407 WestHall, Troy, N.Y. & Reece, 6 GuyPark Ave., Amsterdam,N.Y. Harry D. Loder,Owner, Rasmussen Middle Country CentralSchool J. A. Loncao,Assistant Superintendent, Dist. #11, Centereach,N.Y. -230.

Herman E. London, Audio-Visual Coordinator, Hunter College, 695 Park Ave., New York 21, N.Y. Sarah W. Lorge, Chairman, Language Laboratory Studies, Bureau of Audio- Visual Instruction, 131 Livingston Street, Brooklyn 1, N.Y. Everett Lare, Director Audio-Visual Education, Ossining Public Schools, 29 South Highland Ave., Ossining, N.Y. Coy Ludwig, Empire State FM School of the Air, Syracuse University, Syracuse, N.Y. Michael Luffred, Educational Communications Consultant, Board of Co- operative Educational Services, Cattaraugus County, Little Valley, N.Y. Joseph K. Lukas, Office Manager, Audio-Visual Communications, Inc., 84 Rome St., Farmingdale, N.Y. Charles E. Luminati, Director, Audio-Visual Services, Great Neck Public Schools, 345 Lakeville Road, Great Neck, N.Y. Leo Lupien, Owner, Audio-Visual Sales & Service, 23 Velind Ave., Albany 3, N.Y. James F. Macandrew, Director of Broadcasting, New York City Board of Education, Channel 13/WNDT, 1657 Broadway, New York, N.Y. Peter Madsen, Chairman Audio-Visual Department, Gates-Chili Central School, 910 Wegman Road, Rochester 24, N.Y. Elaine Cramoy Magid, Assoc. Professor, French, Chairman Foreign Lang- uage Dept., Rockland Community College,19 College Road, Suffern, N.Y. Gerald Mandel, Director of Marketing, Sterling Educational Films, 241 E. 34th St., New York, N.Y. Philip C. Martin, President, Westchester Community College, 75 Grasslands Road, Valhalla, N.Y. James I. Mason, Superintendent of Schools,628 Cayuga Heights Road, Ithaca, New York Robert W. Mason, Audio-Visual Officer, A. Lincoln School, 50 Ontatio View St., Riches ter 17, N.Y. F. T. Mathewson, Associate Professor, Hofstra University, 15Southminster Drive, White Plans, N.Y. Maynard Matteson, Audio-Visual Director, Holland Patent Central School, Holland Patent, N.Y. Everett V. Maxwell, Consultant in Audio-Visual Communications, Rhode Island State Education Department, 600 Mt. Pleasant Ave., Providence, R.I. L. P. Maxwell, Consultant-Executive Communications, GeneralElectric Co., 570 Lexington Ave., New York City, N.Y. Joseph A. M. Mazza, Audio-Visual Technician, Springfield Public Schools, P.O. Box 1410, Springfield, Massachusetts James M. Meagher, Coordinator, Audio-Visual InstructionalMaterials, Penfield Central Schools, Penfield, N.Y. John B. Audio-Visual Supervisor, East Meadow Public Schools, East Meadow, N.Y. Donald F. McCulloch, Assistant Professor Modern Languages, Bronx Com- munity College, 120 East 184 Street, Bronx, N.Y. Helen McDivitt, Audio-Visual Director, Board of Cooperative Educational Services, South Kortright, New York Richard J. McDonald, Assistant Superintendent for Instruction, Corning- Painted Post Area School Dist., 291 East 1st St., Corning, N.Y. Hugh E. McKinnon, Graduate Assistant, Syracuse University, 121 College Place, Syracuse, N.Y. Roger McVannan, Audio-Visual Aids Director, Owego Free Academy,Elm Avenue, Owego. N.Y. Francis Merrill, D.C. Heath & Co., 475 South Dean St., Englewood, New Jersey -231

Lawrence G. Mickel, Teacher, Norwich City Schools, 75 Cortland St., Norwilh, N.Y. William L. Millard, Assistant Director, Office of Institutional Research, Rensselaer Polytechnic Institute, Troy, N.Y. Robert F. Miller, Audio-Visual Supervisor, Board of Cooperative Educ- ational Services, Camden Central School, Camden, N.Y. Joseph Millman, Supervisor, Board of Education, 131 Livingston St., New York City, N.Y. L. H. Mingins, 65 Shoreview Rd., Manhasset, N.Y. Garrett Mitchell, Jr., Assistant Professor of Audio-Visual Education, State University College, Oswego, NY Edwin H. Mizer, English Department, Central School Dist. #4, 50 Senter St., Chappaqua, N.Y. Ursula M. Moran, Audio-Visual Coordinator, Brooklyn & Richmond Jr. High Schools, 330 First Ave., New York, N.Y. Lois Ann Morgan, Instructor, The King's College, Briarcliff Manor, N.Y. Philip R. Morrison, Assistant Director, Syracuse University, 121 College Place, Syracuse, N.Y. Alfred S. M. Moses, Associate Director, Audio-Visual Center, State College, 48 Meadow Drive, Spencerport, N.Y. Mother M. Joy, Supervisor of Studies, Convent of the Sacred Heart, Albany, N.Y. Edward Noy, DL:ector, Educational Communications Department, Ithaca City Schools, Ithaca, N.Y. Lawrence Myers, Jr., Chairman, TV-Radio Department, Syracuse University, Syracuse 10, N.Y. Nat C. Myers, Jr., Director Communications Products & Services, Fairchild C & I, 221 Fairchild Ave., Plainview, N.Y. Ruth E. Myers, Assistant Librarian, Audio-Visual Services, Bennett College, Millbrook, N.Y. Albert J. Nash, General Manager, System Equipment Corp., 260 Broadway, Brooklyn 11, N.Y. Marion Neil, President, Metropolitan N.Y. Audio-Vlsual Association, 59 West Tenth St., Apt. 6E, New York 11, N.Y. Richard E. Nibeck, Convention Coordinator, DAVI/NEA, 1201 16th St., N.W., Washington6, D.C. Joseph Novello, Regional Manager, Encyclopaedia Britannica Films, 202 E. 44th Street, New York 17, N.Y. Bertha Odessky, Supervisor of Audio-Visual Instruction, Board of Education, 131 Livingston St., Brooklyn 1, N.Y. Lewis O'Donnell, Associate Professor of Audio-Visual Education, State University of New York at Oswego, Oswego, New York Wilbur C. Olmstead, Principal, Herrickl Junior High School, Rerricks Rd., New Hyde Park, N.Y. Olvyn O'Connor (Mrs.) Assistant Supervisor, Schenectady Audio-Visual Department, 564 Broadway, Schenectady, N.Y. Edwin F. Ore, State University College of Education, Farmingdale, N.Y. Eugene Oxhandler, Associate Director, Research, Syracuse University, 121 College Place, Syracuse, N.Y. William A. Parker, Audio-Visual Director, Freeport Public Schools, So. Brookside Avenue, Freeport, N.Y. Sal Parlato, N.Y.S. District Manager, Encyclopaedia Britannica Films, 695 Delaware Ave., Buffalo 9, N.Y. -232-

James H. Parsons, Audio-Visual Director, Roslyn School District, Harbor Hill Road, Roslyn, N.Y. Edward Pasto, Assistant Superintendent of Schools, Fayetteville:Manlius Central School, 107 Pleasant St., Manlius, N.Y. E. Jerry Paulson, Jr., District Sales Supervisor, D. C. Heath & Co., 475 So. Dean St., Englewood, New Jersey Kenneth Phelps, Vice Principal, Fayetteville-Manlius Jr. High School, Fayetteville, N.Y. Mary E. Pickett, Teacher, Mechanicville High School, Mechanicville, J. R. Poppele, President, Tele Measurements, Inc., 45 W. 45th St., New York, N.Y. Robert M. Porter, Professor of Education, State University College, Oneonta, N.Y. Sheldon R. Porter, Teacher, Bedford Public Schools, Bedford Hills School, Bedford Hills, N.Y. A. M. Potter, President, Potter's Photographic Applications, Co., 160 Herricks Rd., Mineola, N.Y. Royal A. Powers, Audio-Visual & Television Direct. Nuburn Public School, 129 North St., Auburn, NY H. Edgar Pray, Director of Educational Research, I° A'una Public Schools, Schenectady 9, N.Y. John M. Purcell, Dean of Instruction, State University of New York, Melville Road, Farmingdale, N.Y. Henry J. Queen, Supervisor, Bureau of Audio-Visual Instruction, 8 St. John's Ave., Hicksville, N.Y. Marvin A. Rapp, President, Long Island Educational Television Council, Nassau Community College, Garden City, N.Y. Walter E, Raude, Divisional Chairman, Westchester Community College, 175 Grasslands Rd., Valhalla, N.Y. Taher A. Razik, Assistant Professor & Research Associate, State Univer- sity of New York at Buffalo, 157 Hayes Hall, Buffalo 14, N.Y. Albert J. Read, Associate Professor, Physics, Oneonta State College, Oneonta, N.Y. Luton R. Reed, Audio-Visual Intern, Oswego State Teachers College, 129 Standart St., Syracuse, N.Y. David Rees, Division of Educational Communications, State Education Department, Albany, N.Y. Reverend Donald J. Shea, Chairman, Physics Department, Cathedral College, 555 Washington Ave., Brooklyn 38, N.Y. Reverend J. B. Dorsey, Dean, St. John Fisher College, Rochester 18, N.Y. Reverend Kent Rummenie, Audio-Visual Director, Holy Cross Seminary, Dunkirk, N.Y. Reverend Leonare Bacigalupo, President, Immaculate Conception Seminary, Vanderburgh Ave., Troy, N.Y. Reverend William F. Lanahan, English Department Chairman, Cathedral College, 555 Washington Ave., Brooklyn 38, N.Y. Horace B. Reynolds, Audio-Visual Director, Fredonia Central School, 330 Eat Min St., Fredonia, N.Y. Vincent Rizzo, Audio-Visual Director, Niagara Wheatfield Central School, Saunders Settlement Rd., Sanborn, N.Y. John Roach, Project Engineer - ETV Marketing, New York Telephone Co., Room 2214, 140 West St., New York City, N.Y. William C. Rochelle, Director Audio Visual Department, Schenectady Public Schools, 108 Union St., Schenectady, N.Y. -23.r-

S. N. Rosen, Vice President,Educational Technology, Inc., 258 Broadway, Brooklyn 11, N.Y. Lester Rosenthal, Chairman,Secondary Education Department, Long Island University, School of Education,Zeckendorff Campus, Brooklyn, N.Y. Warren A. Russell, Directorof Audio-Visual Education, KingstonSchools, 46 Burgevin St., Kingston, N.Y. Ralph M. Rourke, Assistant Director,Office of Radio-TV, New York Univer- sity, Washington Square, New York3, N.Y. Richard W. Rundell, Audio-VisualDirector, Miner Institute, Chazy, N.Y. Francis T. Ryan, Superintendentof Schools, Beekmantown Central School, Box 891, Plattsburgh, N.Y. William F. Ryan, Division ofEducational Communications, State Education Department, Albany, N.Y. William J. Ryan, Supervisor of EducationalCommunications, City School District, 90 North Main St., Gloversville,N.Y. William A. Saulsberry, Audio-VisualDirector, State University of New York at Fredonia, Fredonia, N.Y. Howard Schivera, Audio-Visual Consultant,Baldwin School District, Baldwin Jr. High School, Pershing Blvd.,Baldwin, N.Y. Walter Schoenborn, Title III Administrator,State Education Department, Albany, ILY. Rae Schroeder, Education Aide,Teacher Education, State Education Depart- ment, Albany, N.Y. Charles A. Schupp III, CoordinatorAudio-Visual Aids, Veraldi Jr. High School, Middletown, N.Y. Jerry A. Schur, Fellow of NewCollege & Director of Audio-Visual Services, Hofstra University, 43 Barnes St., LongBeach, N.Y. David D. Schwartz, Sales Manager, H. Wilson Corp.,546 W. 119 St., Chicago 28, Illinois John R. Shaffer, Director Audio-VisualServices, State University of New York College, Cortland, N.Y. Reginald G. Shaw, Supervisor of Science,Newburgh Free Academy, Newburgh, N.Y. Wendell G. Shields, Coronet Films, P.O. Box216, Maplewood, New Jereey Walter E. Short, Principal Jr. High School, KnoxJr. High School, Johnstown, N.Y. Ira J. Singer, Supervisor-CurriculumResearch, Board of Cooperative Educ- ational Services, 99 Aero Drive,Buffalo 25, N.Y. Sister Ann Edward, Assistant Professor, St.Thomas Aquinas College, Sparkill, N.Y. Sister Catherine Thomas, TelevisionCoordinator - Instructor in Educ- ation & Spanish, The College of Saint Rose,Albany, N.Y. Sister M. Antonine, Director of TeacherEducation, Ladycliff College, Highland Falls, N.Y. Sister M. Dorothy, Chairman-Art Department,Educational TV Teacher, Mt. St. Joseph Teachers College,18 Agassiz Circle, Buffalo 14, N.Y. Sister M. Eloise, Dean, Maria ReginaCollege, 1024 Court St., Syracuse 8, N.Y. Sister M. Raphael, Audio-Visual Director,Mt. St. Joseph Teachers College, 18 Agassiz Circle, Buffalo, N.Y. Sister M. Veronice, Head, Departmentof Education, Maria Regina College, 1024 Court Street, Syracuse, N.Y. Sister M. Wilhelmina, Librarian,Dominican College, Western Highway, Blauvelt, N.Y. Sister Mary Austin, Librarian, Maria Regina College, 1024Court St., Syracuse, N.Y. Sister Mary Tarcisia, President, Maria Regina College,1024 Court St., Syracuse, N.Y. Sister Mary Timothy, Director of Student Teachers,Brentwood College, Brentwood, N.Y. Sister Miriam Catherine, Dominican College, Blauvelt,N.Y. Sister Regina, Professor of Education, St. ThomasAquinos Collee, Sparkill, N.Y. Sister Rose Augustine, Chairman, EducationDepartment, Brentwood Col- lege, Brentwood, N.Y. Frances E. Skinner, Chairman of District Audio-VisualCommittee, 100 Loralee Drive, Albany 5, N.Y. Grace L. Smith, Coordinator, Audio-Visual, MechanicvilleHigh School, Mechanicville, N.Y. Harley Smith, Director of Visual Aids, South Glens FallsC.S., South Glens Falls, N.Y. Jane W. Smith, Audio-Visual Director, Westfield Acedemy& Central School, Westfield, N.Y. Robert A. Smith, Audio-Visual Department, EasternCamera Corp., 68 West Columbia Street, Hempstead, N.Y. John Soergel, Director of Technical Operations-TV Radio,Syracuse University, TV-Radio Center, 107 Main Library, Syracuse,N.Y. Richard H. Solomon, Audio-Visual Coordinator, DrydenCentral School, James Street, Dryden, N.Y. Vincent J. Spataro, Administrative Assistant,Mechanicville City School System, 6 South Main St., Mechanicville, N.Y. Jack Spear, Special Services Section and Library forthe Blind, State Education Department, Elm Street, Albany, N.Y. O. Robert Spinks. Division of Educational Communications, State Educ- ation Department, Albany, N.Y. Norman E. Stadler, Director, Audio-Visual Education, Orchard ParkHigh School, Orchard Park, N.Y. H. Gene Steffen, Director Audio-Visual Education, State University College at Buffalo, 1300 Elmwood Ave., Buffalo 22,N.Y. Dolores Stein, Foreign Language Specialist, Clearstream AvenueSchool, Valley Stream, New York Edward R. Stevens, Coordinator of Audio-Visual Services, CalhounHigh School, State St., Merrick, N.Y. Walter A. Stickney, Educational Director, Eye Gate Productions,Inc., 146-01 Archer Ave., Jamaica, N.Y. Ralph A. Stout, Director of Audio-Visual Education, Springfield Public Schools, 32 Spring Street, Springfield, Massachusetts Marvin Stratton, Principal, Ralph R. Smith School, Route 9G,New Hyde Park, N.Y. Allen L. Stripp, Audio-Visual Director, Town of Webb Schools, OldForge, N.Y. William M. Stypowany, Director-Audio-Visual Education, Board of Education, 500 Martin Road, Lackawanna, N.Y. Joseph V. Sullivan, Audio-Visual Consultant, Audio Visuals from Sullivan, 29 Salem Way, Yonkers, N.Y. W. F. Sullivan, Salesman, McGraw-Hill, 120 Washington Road, Scotia 2,N.Y. Sherwin Swartout, Professor of Education, State University of Brockport, Brockport, N.Y. Stanley Swick, Audio-Visual Director, Owego-Apalachin School Dist. #1, Gladden School, Owego, N.Y. -235-

Consultant, Board ofCooperative Robert Taylor,Instructional Media Yorktown Heights, N.Y. Educational Services,845 Fox Meadow Road, Audio-Visual Instructor,Westfteld L. K. Teubner,Principal and Graduate Westfield, Massachusetts Public Schools, 7Texas Ter_ace, Averill Park CentralSchool Dist., John J. Thero,Teacher-Team Leader, 615 Brunswick Rd.,Troy, N.Y. Director, Board ofCooperative Educa- Frank E. Thomas,Jr., Audio-Visual Schools, MR 97, Binghamton,N.Y. tional Services,c/o Chenango Valley Committee, Queens College,Flushing James E. Tobin,Chairman, Television 67, N.Y. Communications, StateEducation Loran C. Twyford,Division of Educational Department, Albany, N.Y. Corp., 1355 MarconiBlvd., Copiague, Seymour Tyler,Sales, Micro-Link N.Y. Board of CooperativeEduca- George M. Van Kirk,Audio-Visual Director, tional Services, SayreSt., Horseheads, N.Y. Harpur College,Binghamton, Eugene Visilew,Coordinator of Television, N.Y. Education, Herkimer Junior Raymond J. Vittucci,Director of Audio-Visual High School,Herkimer, N.Y. Service, 108 E. SenecaTurnpike, Howard M. Walker,Francis Audio-Visual Syracuse, N.Y. Principal, Olean HighSchool, Olean, N.Y. John W. Wallace, Churchill; Pat Dowling Francis C. Washburne,Eastern Representative, Films, 60 TohieonPlace, Oceanport, NewJersey Distribution, SyracuseUniversity, Burt Weekes,Assistant Director-Film Collendale Campus D-7,Syracuse 10, N.Y. Newfield High School,Selden, John P. Westberg,High School Principal, N.Y. Corning Schools,19 Lower Gordon A. Wheaton,Superintendent of Schools, Drive, Corning, N.Y. De-Telopment, WNED-TV,Hotel James E. White,Director, Instructional Lafayette, Buffalo,N.Y. Fashion Institute ofTech- Lionel L. White,Audio-Visual Coordinator, nology, 227 West27th St., New York1, N.Y. for Instruction,Oneonta Robert C. White,Administrative Assistant Oneonta, N.Y. Public Schools,2 Watkins Ave, Ridgeway School,Ridgeway, John A. Whritner,Elementary Principal, White Plains, N.Y. Communications, StateEducation George Wiesner,Division of Educational Department, Albany,N.Y. Ray Supply, Inc.,Route 2, Box103, Norman Wilber,Sales Representative, Mechanicville, N.Y. Kodak Co., 200 Park Edward A. Winkler,Sales ServiceEngineer, Eastman Ave., New YorkCity, N.Y, Patchogue Public Schools, Russell J. Wygand,Audio-Visual Coordinator, Saxton St., Patchogue,N.Y. Fultonville School,Fulton- Leon M. Wyzykowski,Elementary Principal, ville, N.Y. Solvay High School,3612 South John Yuhas, Teacher& Audio-Visual, Marcellus, N.Y. St. Rd., Education, East Syracuse- Stanley S. Zamory,Director of Secondary School, East Syracuse,N.Y. Minoa CentralSchools, Park Hill