REPORT R ES UME SED 016 383 EM 005 594NEW MEDIA AVID CHANGING EDUCATIONAL PATTERNS, A SUMMARY OF THE

PREPARATIONS FOR, PRESENTATIONS, AND GROUP REPORTS OF THE NEW

MEDIA WORKSHOP (TAHOE CITY, CALIFORNIA, AUGUST 1-7, 1965).

BY- BROWN, JAMES W. AUBREY, RUTH H.

CALIFORNIA STATE DEPT. OF EDUCATION, SACRAMENTOPUB DATE 60

FORS PRICE MF-$0.50 HC.43.06 95P.

DESCRIPTORS- *INSTRUCTIONAL MEDIA, *WORKSHOPS, *LIBRARY

INSTRUCTION, *AUDIOVISUAL INSTRUCTION, *CURRICULUM PLANNING,.

SCHOOLS, INSTRUCTIONAL INNOVATION, LEGISLATION, GUIDELINES,

A SUMMARY IS GIVEN OF THE ACTIVITIES OF THE NEW MEDIA

WORKSHOP HELD AT THE UNIVERSITY OF CALIFORNIA ALUMNI CENTER,

TAHOE CITY, ON AUGUST 10.1, 1965. THE PURPOSE OF THE WORKSHOP

WAS TO CLARIFY ISSUES AND DEVELOP GUIDELINES RELATING TO

AUDIOVISUAL AND SCHOOL LIBRARY EDUCATION: IN ORDER TO ASSIST

'SCHOOL PERSONNEL IN THE USE OF NEW MEDIA. THE MAIN CATEGORIES

OF DISCUSSION WERE (1) NEW MEDIA PROBLEMS IN CALIFORNIA, (2)

THE NATIONAL SCENE, (3) CURRICULUM TRENDS AND THE NEW MEDIA,

(4) NEW MEDIA IN TODAY'S EDUCATIONAL PROGRAMS; AND (5)

GUIDELINES AND RECOMMENDATIONS. (MS)

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CALIFORNIA STATE DEPARTMENT OF EDUCATION SACRAMENTO

MAX RAFFERTY SUPERINTENDENT OF PUBLICINSTRUCTION

1966

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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

New Media and

Changing Educational Patterns

A Summary of the Preparations for,

Presentations, and Group Reports of

the New Media Workshop Held at the

University of California Alumni Center,

Tahoe City, California, August 1-7, 1965

Compiled by

JAMES W. BROWN

and

RUTH H. AUBREY

Under the Direction of

Harry J. Skelly, Chief, Bureau ofAudio-Visual and School Library EducationState Department of EducationSacramento, California

Foreword

Evidence of widespread interest in new educational media may be observedstatewide in the increased numbers of instructional materials cer'iers, learninglaboratories, educational television stations, and in the many uses being madeof self-study devices, recordings, transparencies, videotapes, and various otheraudio-visual materials. It is also evident in the extensive experimentation andresearch now existent in the use of instructional materials to improve andaccelerate the learning process. In fact, the current interest and surge ofactivity in the use of educational media emerge as a vital part of our presentefforts to strengthen and improve educational quality and educational opport-tnitiesin our elementary and secondary schools and in our colleges and universities.

Changes are occurring rapidly in many aspects of school organization andcurriculum development. Changes in curriculum content are already reflectedin the "new" mathematics, science, foreign language, and social science pro-grams. Important changes are also taking place in the means of instruction(tools and materials), as educational goals and the means of implementing themgo hand in hand. Those who work with the means of instruction--audio-visualand school library materials - -face new and renewed challenges - - challenges toreexamine present programs and services, to evaluate and appraise new mate-rials and devices, to apply research findings to classroom procedures, and tointegrate materials into changing curriculum patterns so as to assure optimumlearning. These new demands require that leaders in the educational mediafield develop, among other things, skill in introducing innovations, competencyin planning with those responsible for curriculum, and proficiency in providingthe kinds of materials and the quality of services required of education today.

It is the responsibility of the State Department of Education to provideopportunities for professional personnel within our state to consider the variousimplications of new, as well as old, instructional meaia in changing curriculumpatterns and what these mean for instructional materials services and leadershipfunctions. Such an opportunity was provided in the New Media Workshop held inAugust, 1965, at the Alumni Center, Tahoe City, for audio-visual directors,school librarians, and a selected number of supervisors, administrators, curric-ulum coordinators, and teacher educators. The week-long deliberations of thisgroup are reported here, together with summaries of presentations by curriculumand educational media specialists. This publication, should stimulate furtherstudy and provide guidelines for improving programs and services in audio - visualand school library education in the schools of our state.

Superintendent of Public Instructionand Director of Education

iii

Preface

The 1965 New Media Workshop, sixth in a series of summer workshopssponsored by the California State Department of Education, focused essentiallyon matters related to audio-visual and school library education. It was differentfrom the others in that emphasis was on the implications of changing curricularpatterns for the use of new educational media in school programs. It was likethe others in that this workshop was designed primarily for leadership personnelin audio-visual and school library education and included a selected number ofadministrators, curriculum directors, supervisors, and teacher educators.

As in previous workshops, the purpose was to clarify questions and issuesand to develop guidelines to aid educational media and other school personnel insolving their own most pressing media problems and in planning new or long-range programs of the future.

Planning by the staff of the Bureau of Audio-Visual and School LibraryEducation for the workshop began early in 1965, when funds available underTitle III-B of NDEA made the undertaking appear possible. Impending nationallegislation bearing on improved and increased uses of instructional materials,together with pressures from school personnel throughout the state to attend theworkshop resulted in increasing the number of participants from the initiallimit of 75 to over 150 before registrations were no longer accepted.

The large number of participants and the complexity of the topics to beconsidered required a carefully planned and highly structured program. Conse-quently, committee members, group leaders, and consultants were selectedearly and well briefed before the opening session of the seven-day workshop.

Workshop organization followed the usual pattern of general sessions andsmall group meetings. General sessions included presentations by curriculumand media specialists and experts in the other aspects of school organization anddevelopment. Participants were assigned to one of six study groups, each ofwhich considered in depth the problems listed in Chapter 1 of this publication.Reports from each study group climaxed the workshop activities.

Curriculum trends in social science, English language arts, mathematics,science, and foreign languages considered to be of special significance to thoseconcerned with the use of instructional materials in the learning process werepresented to the entire group. Developments in the field of psychology, schoolplant design, and other matters of importance to widio-visual and school librarypersonnel were also presented to the entire group, and their relationship to newmedia use was discussed. Probable effects of new legislation on audio-visualand school library education services were constant points of focus throughoutthe workshop. The implications of these matters for audio-visual and schoollibrary programs and services provided the content of the small group discussionsand the bases for development of guidelines to future action.

This publication brings together, in summary form, the major presentationsand the six group reports. It is hoped that this workshop report will help audio-visual and school library personnel and other educators to structure their effortsfor the immediate years ahead and that it will suggest functions and activities

v.

which will contribute effectively to the changes now taking place in educationand those which are imminent.

Many persons contributed directly and indirectly to the success of the NewMedia Workshop. These included the consultants, committee members, groupleaders, the workshop staff--and, of course, the participants. Their contributionsare gratefully acknowledged.

Special acknowledgment for the preparation of this report is given to JamesW. Brown and Ruth H. Aubrey, who collated and edited the workshop presentationsand group reports. And finally, appreciation is expressed to Guy M. Helmke,Elwood H. Lehman, and Harvey McCammon for the photographs used in thispublication.

DONALD E. KITCHActing Chief; Division of Instruction

vi

HARRY J. SKELLYChief, Bureau of Audio-Visual and

School Library Education

New Media Workshop Committees

EXECUTIVE COMMITTEE

Harry J. Skelly, ChairmanClaude W. Hass, Co-ChairmanElizabeth Noel, Workshop Director

James W. Brown, Workshop CoordinatorLester Beck, Consultant-at-LargeLawrence Frymire, ETV CoordinatorTom Shellhammer, Evaluator

WORKSHOP PLANNING COMMITTEE

Elizabeth Noel, ChairmanLester BeckMildred M, BrackettJames W, BrownEsther M. DahlLawrence FrymireCharles Dana GibsonClaude W. HassGuy M. Helmke

Carl A. LarsonElwood H. LehmanH. Les NicholsFrancis W. NoelGeorge W. OrmsbyArmen SarafianTom ShellhammerHarry J. Skelly

EDITORIAL COMMITTEE

James W. Brown, ChairmanSally Y. DavisJames A. FeeMarion FetzLee FollisBen L. GummWarren B. Hicks

PRESS, GRAPHICS,

H. Les Nichols, ChairmanJack L. CooperVictor M. Hyden, Jr.Lanita LaneElwood H. Lehman

Elsie D. HollandHope McKayLeslie W. NelsonElizabeth NoelRintha RobbinsWanda Shomate

AND PHOTOGRAPHIC COMMITTEE

Harvey McCammonJohn Vincent MalarkeyWilliam E. RobinsonEugene H. White

EQUIPMENT AND FACILITIES COMMITTEE

Guy M. Helmke, ChairmanLeonard H. Bathurst

Lawrence H. BillingAlvin L. Gregory

HOUSING AND ARRANGEMENTS COMMITTEE

Claude W. Hass, Chairman Pat DaSilvaSarah McAdoo

SOCIAL COMMITTEE

Esther M. Dahl, ChairmanJohn E. Fetz, Co-ChairmanLouise C. Brown

Elsie D. HollandGeorge W. OrmsbyElinor Richardson

vii

Marilyn BenefieldC. Richard IVIaeNairPierce E. PattersonDonald Reynolds

STEERING COMMITTEE

William E. RobinsonElizabeth WhiteMembers of the Executive Committee

Leadership Teams Discussion Groups

Group 1. New Media and ChangingEducational-Patterns

Armen Sara ian, Chairman andDiscussion Leader

Roy C. Hill, Discussion LeaderAllan W. Fink, Discussion LeaderMarion Fetz, RecorderSally Y. Davis, RecorderC. Richard MacNair, Steering

Committee

Group 2. New Media and Their Effectson Teaching and UtilizationPractices

Martin Bauman, Chairman andDiscussion Leader

Ernestine Runner, Discussion LeaderJohn F. Bahnsen, Discussion LeaderBen L. Gumm, RecorderHope McKay, RecorderDonald Reynolds, Steering Committee

Group 3. Teacher Education - -Pre-Service and In-Service

John C. Schwartz, Jr.,and Discussion Leader

George H. Roseman, Discussion LeaderElinor Richardson, Discussion LeaderWanda Snomate, RecorderJames A. Fee, RecorderElizabeth White, Steering Committee

viii

Group 4. Organization and Adminis-tration of the InstructionalResources Ce rire-r-

Robert Gerletti, Chairman andDiscussion Leader

Allan Risdon, Discussion LeaderCharles L. Betts, Discussion LeaderEugene H. White, Discussion LeaderRintha Robbins, RecorderLyndon Vivrette, RecorderMarilyn Benefield, Steering Committee

Group 5, New and tlszlgesi n ofacilities and pace

Pierce E. Patterson, Chairman,Discussion Leader, and SteieringCommittee

Mary Louise Zingheim, DiscussionLeader

Leslie H. Janke, Discussion LeaderWarren B. Hicks, RecorderLee Follis, Recorder

Group 6. New Media and the ChangingRe -Leadership

Kenneth L. Bowers, Chairman andDiscussion Leader

Helen M. Smeltzer, Discussion LeaderWilliam H. Durr, Discussion LeaderElsie D. Holland, RecorderLeslie W. Nelson, RecorderWilliam E. Robinson, Steering

Committee

New Media Workshop Staff and Consultants

Frances H. Adams, Language ArtsConsultant, Los Angeles UnifiedSchool District

Lester Beck, Professor of PsyChology,researcher and film producer

Mildred M. Brackett, Consultant inSchool Library Education, StateDepartment of Education

James W. Brown, Dean, GraduateDivision, San Jose State College

Ruth Parle Craig, Instructor in ForeignLanguage, Santa Rosa Junior College

June Dilworth, Director, SchoolBroadcasting, KCTS-TV, Universityof Washington

James Finn, Professor of Education,University of Southern California

Abraham S. Fischler, Professor ofEducation, University of California,Berkeley

Lawrence P. Frymire, EducationalTelevision Coordinator, State ofCalifornia

Robert Gerletti, Director, Division ofAV Education, Los Angeles CountySchools

Charles Dana Gibson, Chief, Bureauof School Planning, State Depart-ment of Education

Claude W. Hass, Consultant in Audio-Visual Education, State Departmentof Education

Guy M. Helmke, Special Consultant,NDEA, State Department ofEducation

Howardine Hoffman, Assistant Super-intendent, Los Angeles CountySchools

Leslie H. Janke, Head, LibrarianshipDepartment, San Jose State College

Donald E. Kitch, Chief, SupplementalEducation Section, State Depart-ment of Education

Frank Largent, Chief, Bureau ofNDEA Administration, State Depart-ment of Education

Carl A. Larson, Chief, Bureau ofTeacher Education and Certifica-tion, State Department of Education

Elwood H. Lehman, Planning Consultant,Bureau of Junior College Education,State Department of Education

Richard B. Lewis, Head, Division ofAudio-Visual Services, San JoseState College

William F. McClintock, Associate Dean,Educational Services and SummerSessions, Stanislaus State College

H. Les Nichols, Consultant in Audio-Visual Education, State Departmentof Education

Elizabeth Noel, Workshop DirectorFrancis W. Noel, Director, States

Audiovisual Education StudyKenneth Norberg, Coordinator of

Audio-Visual Services, Professorof Education, Sacramento StateCollege

George W. Ormsby, Consultant inAudio-Visual Education (retired),State Department of Education

M. John Rand, District Superintendent,Temple City Unified School District

Armen Sarafian, President, PasadenaCity College

Tom A. Shellhammer, Consultant inEducation Research, StateDepartment of Education

Mendel Sherman, DAVI President,Assistant Director, Audio-VisualCenter, Indiana University,Bloomington

Harry J. Skelly, Chief, Bureau ofAudio-Visual and School LibraryEducation, State Department ofEducation

J. Graham Sullivan, Chief, Divisionof Instruction, State Departmentof Education

Don White, Executive Vice-President,National Audio-Visual Association,Fairfax, Virginia

ix

ContentsPage

FOREWORD **, .

PREFACE ** * ( OOOOOOO . . .Chapter

1 NEW MEDIA PROBLEMS IN CALIFORNIA

Why Are We Here?

.

iii

v

1

Tom Shellhammer OOOOOOOOOOO . 10Our Responsibilities for Leadership

J. Graham Sullivan 11Directions in California Education

Donald E. Kitch OOOOOOOO OO . 13

2 THE NATIONAL SCENE . . . . OO . OOOOOOOO . 15

Focus on NeedsMendel Sherman 16

Challenge of New LegislationDon White 18

Changing Role of Education in Relation to NDEAFrank Largent 19

The Technological Revolution in EducationJames D. Finn, Donald G. Perrin,Vincent San Filippo, Will Brydon 21

3 CURRICULUM TRENDS AND THE NEW MEDIA O . . . 23

Curriculum Trends in the Social SciencesHowardine G. Hoffman 24

Forecast for EnglishFrances H. Adams 25

Science, Process,. the Learner: A SynthesisAbraham S. Fischler 28

Teacher EducationArmen Sarafian 30

The New MathematicsWilliam F. McClintock 31

Curriculum Trends in Foreign LanguageRuth Parle Craig 33

4 NEW MEDIA IN TODAY'S EDUCATIONAL PROGRAMS 35

What Does Media Research Tell Us?Kenneth Norberg 36

Utilization of Media--New and OldRichard B. Lewis, Claude W. Hass,June Dilworth, Lawrence P. Frymire 37

Learning Principles and Changing Teaching PracticesLester Beck 40

xi

Chapter

5

The Emerging Concept of the Instructional Materials CenterLeslie H. Janke

Administrative ProblemsFrancis W: Noel, Harry J. Skelly

New Copyright LawsRobert Gerletti . . . .

Innovation With Instructional TechnologyM. John Rand

Page

42

44

47

48Design and Facilities for the Learning Environment

Charles Dana Gibson, Elwood H. Lehman,Mildred M. Brackett, Guy M. Helmke 50

Teacher Competency in AV EducationCarl A. Larson 54

GUIDELINES AND RECOMMENDATIONS 57

Group 1New Media and Changing Educational Patterns . . 58

Group 2New Media and Their Effects Upon Teaching andUtilization Practices 61

Group 3Teacher Education--Pre-service and In- service 63

Group 4Organization and Administration of theInstructional Resources Center 65

Group 5New Media and the Design of Facilities and Space . 67

Group 6New Media and the Changing Role of Leadership 69

SummaryTom Shellhammer 72

APPENDIX A

New Media Workshop Program 75

APPENDIX B

New Media Workshop Participants . .. ...... . . 79

xii

Chapter 1

New Media Problems in California

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In California, as in other states, criticalproblems involved in the use of educational mediafocus at top levels of administrative leadership,planning, and organization. Schools and collegesfind that growing enrollments and mounting pres-sures to increase the scope and improve the qual-ity of the curriculum bear directly upon the needto enlarge and improve many aspects of educationalmedia services. The rapid expansion of moderninstructional technology, stimulated in part byfederal support funds, presents exciting prospects.But it is also true that it gives rise concur-rently to several perplexing and difficult prob-lems. Important policy problems remain to besettled at state and local levels with regard toinstructional television, for example, and muchremains to be done before adequate use of justthis one medium may be effected in the schools.Similarly unresolved problems exist regardingprogrammed instruction, language laboratories,electronic classroom facilities, independent studyfacilities, and other important facets of thechanging technology of instruction.

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Conference participantscame from all parts ofCalifornia

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The "New Media Workshop for Educational MediaPersonnel," summarized in this report and growingout of needs similar to those just mentioned, hadthe primary purpose of providing ". an oppor-tunity for audio-visual personnel, school librar-ians, administrators, and curriculum directors toreview their present status and to provide guide-lines for future development in the use of allnewer media and materials, including instructionaltelevision, programmed instruction, educationalsystems, learning laboratories, (and others).Opportunities will also be provided to explorethe possible effects of recent legislation as wellas to study certain trends, strands, and otherpertinent developments in the curriculum areascircumscribed by the National Defense EducationAct."

It was not the intent of those responsible forplanning this conference to provide (or to seek)final answers to all major problems of the educa-tional media field. Rather, the aim was to seekto clarify questions and issues and to developguidelines to aid educational media and otherschool personnel in solving'their own most press-ing media problems. No magical formula wasexpected, nor was one discovered. But it wasbelieved that a better understanding of thenature and scope of such problems would provideuseful clues and guidelines to aid in makingcurrent decisions and in planning details of newor long-range educational media programs of thefuture.

WHAT ARE THE NEW MEDIA?

"New media" were described, for purposes ofdiscussion at the conference, as including thefollowing:

Television--closed circuit, instructional TVprograms on ETV or commercial channels, andother public service and informational TVprograms that have value for school use

Overhead projector together with the many com-mercial transparencies and specialized mate-rials available

Reproducing devices such as Xerox, Thermofax,and other photocopiers

Programmed and other self-instructional mate-rials available as texts or as specialdevices

Kits or packaged materials (cross-media packets)

8mm films--with or without sound

Combinations of certain "older" materials anddevices such as tape-slide, record-slide, etc.

New developments in the production or use of"older" materials and devices, such as radio,films, etc.

Automated instructional systems, learning labo-ratories, computerized learning devices

Exhibit and display materials and devices aswell as community resources are included inNDEA references to new media

Student response systems

ORGANIZATION OF CONFERENCE STUDY GROUPS

Six different groups, in all, were formed fromthose who attended, as follows:

Group 1--New Media and Changing EducationalPatterns (Organization and curriculumchanges)

Group 2--New Media and Their Effects UponTeaching and Utilization Practices (Includinga consideration of learning principles)

Group 3--Teacher Education (Pre-service andin-service.education)

Group 4--Organization and Administration ofthe Instructional Resources Center

Group 5-:New Media and the Design of Facil-ities and Learning Spaces

Group 6--New Media and the Changing Role ofLeadership Personnel

Questions or comments distributed by the work-shop staff in advance of the workshop sessions areprovided in materials that follow. ("Groups" (1through 6) as designated indicate the manner inwhich the more than one hundred participants weredivided for study and discussion purposes.

Group I. New Media and ChangingEducational- Patterns

Several important trends were recognized anddescribed in preliminary materials submitted bythe planning committee prior to the conference.

1. Curriculum patterns are being modified invarious ways. These may or may not be re-garded as full-blown "trends":

"A shifting focus from high school andelementary school to recognition of thecrucial importance of pre-elementaryschool instruction. (Recognition of.theneed for more early preventive measuresto reduce need for later remedialmeasures.)

'Increased recognition of the importanceof environment, physical and psycholog-ical, that not only supports changeswithin the school but becomes an agentor catalyst of change.

'Efforts to correct the curriculum imbal-ance resulting from stress on mathematicsand science by more attention to huMan-ities and social sciences.

'Changes in emphases and placement ofcontent: arithmetic and science contentplaced at lower grade levels; African-and Asian-world emphasized; obsoletecontent discarded; foreign languagesin elementary grades.

'Emancipation from rigidly prescribedcurriculum and organizational structureof the school and a shift toward:

Greater flexibility in schedulinggroups, classes, and content.

Greater emphasis on individual learning.

More attention to social problems andcontroversial issues.

More provision fir divergent thinkingand creativity.

'Recognition of need for vocational compe-tence and vocational experiences appro-priate to students and children of allthe people.

'More meaningful programs for the cultur-ally disadvantaged and economicallydeprived.

2. New organization and staffing patterns areemerging.

Curriculum centers (regional in somecases) to initiate and conduct experimen-tation and research with methods, content,and teaching materials.

'Cooperative teaching--also called teamteaching.

'Provisions for large-sized, middle-sized,and small-sized group instruction.

Individualized instruction--self-instruc-tion--use of carrels.

Core programs.

'Non-graded-multigraded school organiza-tion.

'Homogeneous, heterogeneous, and Illexiblegroups.

3. We now have a better understanding of thelearning process.

'Research findings on thinking.

'Search for learning principles and theirapplication to teaching practices.

'Attention to behavioral objectives.

Learning as a social process.

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4. We see more clearly how to close the gapbetween the requirements of designing agood curriculun and implementing it inthe classroom.

*More precise and definitive translationof goals into behavioral outcomes; betteranalysis of learning tasks followed byplanning sequences of content, experi-ences and thinking to achieve those out-comes. A good teaching strategy con-siders all elements in the teaching -learning situation. Content, materials,and experiences are selected and usedmore precisely to communicate the rightmessage to the right audience at theright time and place.

5. There is greater use of research findingsin planning and evaluating educationalinnovations.

6. What contributions can and do new mediamake to the process of changing curricularpatterns? To changing patterns .3f schoolorganization? How can they make a maximumcontribution? (What do we really mean tosay when we say new media can be used toachieve our educational goals more effec-tively?)

7. In planning curriculum sequences, we areconcerned with values, sensitivities,skills, and thinking processes. How cannew media assist in achieving educationalgoals related to these matters?

8. What are the chief obstacles to achievingoptimum use of new media in the moderncurriculum? Is "saturation" really aprincipal need?

9. What decisions must be made (and howshould they be arrived at) to includecertain media in the school program?To exclude certain media? To emphasizecertain media?

10. How should media specialists work withcommercial enterprises to develop mediacapable of meeting changing curriculumrequirements? How should media be usedto disseminate information about suchchanges?

Group 2. New Media and Their Effects UponTeaching and Utilization Practices

Ways in which teaching and utilization werebeing influenced by new media were also recognizedand described in preliminary materials submittedto conference participants. The question wasasked: What implications do these changes havefor the selection and use of new media?

Suggestions

1. While traditional education has been (andis still) concerned with the acquisitionof "pre-digested" facts, modern educationemphasizes concept development, problem-solving, and skill in thinking processes.Attitudes and values are increasinglyimportant in planned learning experiences.

2. There is increasing recognition of thesignificance of the climate of an instruc-tional group, its interpersonal relations,and other factors in the socio-culturalenvironments that affect learning--the way

pupils perceive learning tasks, the func-tioning intelligence of learners. Thisknowledge affects the teaching plan, andhence, the selection and use of appropri-ate instructional media and messages.

3. A more precise teaching strategy is seento be nee e --one that meets requirementsfor learning based on careful analyses ofspecific curricular goals. Curriculargoals need to be translated into behavioraloutcomes; procedures have been specificallygeared to achieving these goals. Theseprocedures are often tested and retestedin classroom situations.

4. Experiencing as an active transactionrather than that of-Fitting the "rightanswer" is emphasized.

5. Disciplined minds and a scientific attitudeof inquiry are also goals. There is a movefrom prescriptive, expository teaching tohelping students to think as historiansthink, or as physicists or artists think.The structure of a discipline (differentfor each discipline) is conceived as essen-tial "content" to be experienced andlearned.

6. There is a focus on leading pupils to dis-cover or to develop concepts and ideas forthemselves, tither than to memorize facts.

7. There is a change in the teacher's rolefrom that of purveyor of knowledge to"communication strategist"--one who guideslearning, arranges a proper environment,and is master of the use of technologicalmedia. Teachers are also planning togetherfor teaching-learning tasks.

8. There is a new emphasis on giving childrenopportunities to make choices, to directtheir own behavior, to learn skills ofcooperation.

9. There is increasing recognition of differ-ences among learners; e.g., boys do notcatch up with girls in most basic skillsuntil the secondary level according toCalifornia test data.

Questions

Questions pertaining to "teaching practices"also bear upon study of questions pertaining tothis aspect of the educational media program intoday's schools.

1. Teaching practices are beginning to focusmore precisely upon procedures based on amore careful analysis of the learning taskor tasks needed to achieve stated behavioralgoals. What does this fact imply withrespect to uses of new media?

2. Do some new media threaten existing teach-ing practices? If so, under what circum-stances should this development be encour-aged? If not, how can it be prevented?

3. Have most new media been sufficiently"researched" or field-tested so as todetermine fairly exactly what can be accom-plished with them and under various condi-tions? If so, what remains to be done tomake them integral to the instructionalprogram? If not, what steps should betaken to field-test and to implement thecurriculum on a broader and more effectivebasis?

4. Are we to get real educational changessimply by using more overhead transparen-cies, films, programmed materials, or TV;or are we only substituting and alteringmethods of teaching without insuringimproved results?

5. Dr. Hilda Taba points out four importantkinds of objectives: (1) knowledge,(2) thinking, (3) values, attitudes, sen-sitivities, and (4) skills. Each requiresa different kind of teaching strategy- -different materials and different ways ofusing media. Knowledge, she contends, isthe only objective that can be implementedby content; the other three are implementedthrough ways we teach and learn (AudiovisualInstruction, May 1964, p. 271). What areimp ications for uses of new media inteaching for goals other than that of gain-ing information?

6. How should or can research findings be usedto improve and extend the use of new media?What is needed to bridge the gap betweenresearch and the application of findingsto classroom practices?

7. In terms of the foregoing changing pointsof view about what is to be taught, whatis to be emphasized, at what levels, withwhat size groups etc., the development anduse of new materials become extremely com-plex. What are some of the problems in-volved in procuring, producing, and usingnew materials in such changing schools?What guidelines for using new media oughtto be considered?

5

8. In the light of educational tasks nowfacing our society, what more suitablealternatives are there to the increased,improved, and more intensive uses of newmedia?

9. New and valid discoveries are made dailyas to how learning occurs and as to thenature of learners. These findings shouldaffect teaching practices. What do theyimply for the use of new media? What dothey imply for evaluating strengths andweaknesses of media and for techniques oftheir use?

10. "Responses to stimuli in communicationsystems are not automatic and mechanical,but are dependent on the totality of cul-tural and personality factors which eachrespondent brings to the situation."("Human Communication," Franklin Fearing,AV Communication Review, September-Octo-Bgr, 1962, p. 81). What are the implica-tions of this statement for uses of newmedia?

11. Do we merely want teachers to use more newmedia and technical devices? Or do weseek to go deeper and ask what really isto be accomplished by inducing teachersto use new instructional media?

12. Do statements like, "By using new mediawe can teach more students more in lesstime," or "We can bring via TV great teach-ers and enriched offerings," really definevalid purposes for using new media?

6

13. Are some new media (radio, for example)neglected' in favor of more dramatic de-vices? If so, does the media leader havesome responsibility with respect to thisneglect?

14. In what areas do results so far obtainedwith television justify its expense? Whatis the evidence on its instructional ef-fectiveness? What problems must be solvedif TV is to relate integrally to theteaching-learning process?

15. What areas of responsibilities shouldmedia leaders consider in developing plansfor extending and improving uses of newmedia?

16. What should media leaders do about intro-ducing or encouraging automated instruc-tion? Television?

17. It has been pointed out by some educatorsthat the difficulty of using some deviceor medium is a barrier to its adoption andcontinued use. The complexity or simplic-ity of new devices is said to affect therate of acceptance or diffusion. Factorswhich implement use generally include:(1) availability or accessibility;(2) ease of use; (3) operating conditionsof equipment; and (4) skill of operators.Do these factors also operate with respectto new media? What is the media leader'srole in this respect?

18. What is the media leader's role in rela-tion to research onuses of new media?What are the implications, for example,for teaching practices involving new mediause based on studies on perception?

19. What is the media leader's responsibilitywith respect to commercial enterprises forplanning, field-testing, and evaluatingnew materials being prepared or in theplanning stage?

Croup 3. Teacher Education: Pre-serviceand in-service

Several statements and questions were sub-mitted in advance to guide the thinking and plan-ning of the group assigned the task of studyingimplications of new media and new media utiliza-tion to the problems of pre-service and in-serviceeducation.

About Preparation in Media Use

1. Because new media and instructional mate-rials play increasingly important roles intoday's changing schools, what provisionsshould be made in teacher education insti-tutions to inform pre-service teachers ofthese changes and to provide them withskills and competencies needed for theirproper use?

2. Current teacher training requirements inCalifornia focus on more subject matter- -knowledge per se--leaving students littletime for so-called "methods" courses.What does this imply for in-service edu-cation with respect to new media?

3. There appears to be considerable lagbetween the extent of use of new mediain schools and that required to meet edu-cational tasks we now face. What programof pre-service and in-service teachereducation is needed to bridge this gap?

4. In the literature we read, "New mediaarouse feelings of inadequacy and uncer-tainty on the part of the teacher, butthis must not be mistaken for outrightresistance to change." "Inability to usedestroys more innovations than reluctance."How can teacher educators and administra-tors provide the assistance teachers needin order to feel secure in using new media?

5. What is (or should be) the role of teachereducation institutions in effecting desir-able instructional innovations with regardto uses of new media in elementary andsecondary schools?

6. According to a number of observers, indi-vidual teachers who have taken courses havelittle influence on getting major shiftsin teaching practices. Administrators seemto play a major role in introducing inno-vations, in facilitating their adoptionand in assuring their continued use. Ifthis is true, what are the implications forpre-service education and in-service pro-grams in new media?

7. A specialist in communication (Dr. DavidBerlo) says, "If you are a professional- -you are to attain or maintain the role ofthe professional. If you are to succeedin designing messages which control learn-ing in ways consistent with the objectivesof the message, you need high competencein message and media." Does the typicalpre-service preparation of the audio-visualleader insure his competence in designingthe "message" as it relates to the educa-tional objectives it is to achieve andskill in developing and/or selecting andusing appropriate means (media) for commu-nicating messages to the target audiences(a given pupil, a group) at a particulartime, under specific conditions?

8. Brickell says that a special task forceis needed to introduce innovations in theschools and that demonstrations need to beintegral segments of normal school opera-tion. If this applies to the introductionof new media, what is its meaning for in-service education?

About Uses of New Media inTeacher Education

1. Have programs of self-instruction or forthe use of cross-media kits proved effec-tive in pre-service or in-service trainingin uses of new media?

2. In what ways can new media be used tocommunicate educational research findingsto large groups of teachers?

3. How can mass media be used more effectivelyto report to and on-the-job significant developments and changesin school programs and practices?

4. Cab more "television teachers" be used toupgrade teaching skill in both in-serviceand pre-service situations?

5. New media can be used (perhaps are beingused) as training materials for prospectiveteachers. Examples: Special units on howto teach new math or creative writing, howto use committees, how to interpret dataand check the reliability of authorities;or materials showing teachers at work withvarious kinds of children and under variouskinds of conditions.

Group 4. Organization and Administrationof the Instructional Resources Center

There are many concerns that may face (ordo face) audio-visual leaders--all the resultof changing curriculum and organizational patternswithin the schools. Important questions pertain-ing to these concerns were outlined, in advanceof the conference, under the three headings:(1) administration of the AV center, (2) pro-curement, use, and evaluation of media, and(3) in-service education.

Administration of the AV Center

1. How will the organization and administra-tion of audio-visual centers be affectedby federal legislation? What specificguidelines are needed to help administra-tors and/or directors in making neededchanges?

2. What changes in the organization andadministration of an AV center (or in-structional materials center) are implicitin the expanded uses of newer media for:

Individualized instruction -- cubicles,carrels?

"Small groups and committees?

*Large, small, and medium-sized groupinstruction?

',Team or cooperative teaching?

nSmall schools,' in big schools?

'Flexible scheduling of groups?

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'Expanded uses of media?

"New placement of old content--and newcontent?

"Emphasis on other teaching goals besidesknowledge and skills (e.g., values,attitudes, thinking, sensitivities,etc.)?

"Non-graded, multigraded organization?

3. What functions must the AV center (IMC)perform to meet the needs of the changingschool? What staffing patterns are neededfor the supervision and leadership func-tions? For strictly service operations?

4. Teachers' roles are changing as a resultof changing curriculum practices, organi-zational patterns, and availability ofnew media. With these changes, the needfor more teacher time for planning isrecognized. Zn what ways will this trendaffect the functions of the AV centerstaff and the operation of their services?

5. How do the following devices and media(and other innovations) affect the adm1m-istration andoperation of an AV center?

a. computers and record - keeping devices(data processing)

b. copying machines

c. learning laboratories (includinglanguage and listening laboratories)

d. automated instructional devices- -teaching machines

e. viewing and listening centers forindividuals and small groups

f. others

6. Education is becoming increasinglylearner-centered rather than teacher-centered. This has led to increaseduses of materials designed for self-instruction. In what ways does thistrend affect the organization and opera-tion of an AV center?

7. How do expanded uses of new media affectstaffing requirements for technicalspecialists (as in radio, TV, etc.)?

S. What research and evaluation functionsshould be performed by the professionalAV staff?

9. Which devices or media require decentral-ized distribution? Which centralized?.How do these differences affect theadministration and organization of atypical AV center?

10. With the greatly expanding demand fornew media and AV professional services,materials, equipment, etc., old budgetpolicies and patterns of financing AYeducation must be re-examined. Whatshould be done in this regard? Whatnew trends may now be discerned?

11. If the audio-visual center and librarybecome an ',instructional materials center,"what functions will remain the same?Which will be altered? Which eliminated?What will be added? What changes, if any,will occur with regard to staff assign-ments and responsibilities?

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12. On what bases can there be cooperativesharing and exchange of resources amongvarious AV centers?

13. What about regional educational centersfor expertmentat on, production, research,and services that would serve the needsof several districts? How would thesebe administered? What would be theirrelationship to existing centers in schoolsystems?

14. How will servicing procedures be affectedby uses of new media? By the library-AVcenter "merger"?

Procurement, Use, and Evaluation

of Media

1. With the expanded needs for and uses ofnew media, what range of instructionalmedia should be provided? On what basesshould they be selected? Which mediashould have highest priority?

2. What is the responsibility of professionalAV personnel for introducing media innova-tions? For evaluating them?

3. The need for flexibility in the use ofmaterials in a variety of different learn-ing situations seems to lead to "packagingand unpackaging instructional materialswithout discarding the entire originaldevelopment." What is the implicationof this fact for AV staffs and theirservices?

4. What does the fact that the "obsolescencefactor" for materials seems to be becomingshorter mean with respect to materials pro-curement and replacement policies?

5. How can AV centers obtain better and morecontinuous feedback from teachers concern-ing the value and effectiveness of theirservices?

6. It has been pointed out repeatedly that"simplicity of use and readiness for use"are important elements in acceptabilityand adoption of media by teachers. Whatare the implications of these criteriafor the AV center?

1n-service Education

1. How will expanded uses of new media affectin-service education of teachers? Whatwill be the AV center's responsibility forsuch training?

2. How can an AV center keep teachers abreastof the new developments in media, theapplication of new research on media use,and administration?

Media andact ties an -Learn ng pace

Certain concerns of significance to audio-visual leaders occur as results of changing cv--riculum and school organizational patterns. Theconcept of an instructional materials or instruc-tional resources center is implied in some ofthe questions that follow despite the fact thatthe reference may be to "audio-visual" centers.

1. New media are altering established rela-tionships between teachers and studentsand among teachers themselves. Media areseen to be shouldering increasing burdensof direct teaching and self-instruction.They are also being incorporated in sig-nificant ways into the teaching of basicdisciplines (such as physics, mathematics,and other subjects). Cross-media packets

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are conceived as being essential not onlyas enrichment but as integral elements ofinstruction. These are but a few of theeffects of the expanded uses of new media.These and other changes introduce newdemands on facilities, building design,and uses of space. What do these factsimply for new construction? For modifica-tion of old construction? For renovations?

2. Recommendation 33 in Schools for the 60's(A. Report of the NEA Project on Instructtion) says: "New concepts of space shouldpermit and encourage: (a) varying sizedgroups ranging from small seminars tomultiple-class; (b) independent study withvisual and/or acoustic privacy as required;(c) access to a variety of instructionalmedia; (d) multiple use. Key considera-tions in planning for better utilizationof space are: (a) flexibility, and (b) en-vironment which respects the learner andhis need for a sense of amenity if hislearning is to be most efficient." (p. 105)

In the light of this statement, what arethe implications for the leadership respon-sibilities of the AV specialist? For thelocation and facilities of the audio-visualcenter?

3. What does the "systems approach" (or aninstructional system) imply for design anduse of learning space and facilities? Forthe audio-visual (instructional resources)center?

4. What educational and technical specifica-tions should be considered in designingspaces to use educational media of varyingkinds for varying purposes?

5. What does the application of advancedtechnology (electronic communication, TV,data processing, storage and retrievalsystems) to the improvement of libraryand audio-visual services mean with respectto providing facilities and designing aninstructional resources center?

Group 6. New Media and the Changing Roleo AV Leadership Personne

Changing curriculum and organizationalpatterns and expanded use of new media are chang-ing the role of today's "audio-visual director."The concept of an "instructional materials center"or "instructional resources center" is impliedin some of the questions following, althoughreferences are, for the most part, to "audio-visual center." Likewise, the terms "director,""specialist," and "leader" may be considered assynonomous with "supervisor," "coordinator," orsimilar designations.

Leadership Responsibilities

1. In the light of recent federal legislation,what responsibilities and/or functionsshould be carried out by the AV leader?How will his usual duties and responsibil-ities as a director be modified or changed?What policy support should be expectedfrom the school administration and Boardof Education?

2. In the light of today's urgent educationaltasks, what alternatives are there to theincreased, improved, and more intensiveuses of new media? If there are no other

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equally important alternatives, what doesthis say about the required roles of AVleaders?

3. Since commercial organizations (publishersand producers of materials and equipment)are also major agents of change, what isthe AV leader's role with respect to them?

4. What is the rols, of the AV leader inobtaining public understanding and supportof new media uses and potentials? Ishe a promoter, an agent of change? Ordoes he simply inform? Or none of these?

5. Someone has said that AV leaders shouldbe "generals rather than foot soldiers."How do the expanded uses of new mediaaffect the AV director's advisory, super-visory, and managerial responsibilities?

6. What is the role of the AV leader inrelation to in-service education? Inrelation to the designing of facilitiesand uses of space for instructionalmaterials center?

7. What designs and space requirements mustbe provided for the new functions, as wellas for the traditional functions, of an AVcenter? Is there a sequence or order formaking these changes? What principles orpolicies are needed to guide them?

8. Some writers say that an environment whichpermits optimum use of new educationalmedia will provide for individual, smallgroup and large group learning. Flexibil-ity of space use will be needed as wellas compactness of building construction.Properly equipped spaces will be required,rather than a system of relying on thescheduling of items. What does this meanfor the services of the AV center?

9. What are the responsibilities of the AVleader in planning for learning spacethat will utilize the full range of in-structional resources effectively andeconomically?

10. How does the inclusion of ETV and radioas essential parts of the educationalprogram affect planning for space andfacility use in building construction?In space and facility requirements ofthe AV center?

LeadershiT, Skills

1. Dr. David Betio (Michigan State University)has said that AV leaders axe in "the peo-ple business." We are paid to affectbehavior, produce, inform, gain attitudechange, and help others learn what isbeing taught. What knowledge and skillsin the strategy of communication areneeded by AV leaders to accomplish suchends?

2. What is the AV leader's role with regardto conducting research and experimenta-tion on new media use, in pointing uptheir limitations, and in providing forcontinuous evaluation of their use ineducation?

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Responsibilities re Curriculumand Organizational Changes

1. In view of currently changing curriculumpatterns and patterns of school organiza-tion and expanded uses of new media, whatmust the AV leader now know that he oncedid not need to know? What does he needto do differently than heretofore? Howshould he prepare himself to carry outthese additional tasks and responsibil-ities?

2. How should the AV leader participate ineffecting the changes in curriculum think-ing and in school organization now takingplace? How should he influence theirdirection? What is his responsibilityfor innovating desirable changes? Howcan the AV director avoid being bypassedwhen curriculum decisions are to be madewhich involve new media capabilities?Should he be involved in curriculumdecision-making processes? If so, atwhat points?

The Instructional Materials Cent

1. The emerging concept of an instructionalmaterials center (which includes at leasta library and audio-visual center) re-quires a staff with specialized knowledgein library services, audio-visual educa-tion, and certain technical and educa-tional aspects of media production anduse. Also, such a staff should be con-versant with curriculum theory, teachingmethods, and research techniques, andhave skill in administration. If thisis an acceptable statement, then:

2. What should be the staffing pattern ofsuch a center? What competencies areneeded for staff members? What prepara-tion and/or retraining are likely to berequired for professional staff of sucha center?

3. At what level and relationship in theschool administrative organization shouldthe director of an AV center be placed?

Why Are We Here ?

Tom Shellhammer

Tom Shellhammer is a Consultant in EducationResearch for the California State Department ofEducation.

Two purposes stand out as paramount in theplanning of this conference: (1) the need toprovide an opportunity for key audio-visual andschool library personnel, school administrators,curriculum directors, and others to consider thepotential and implications of newer instructionalmedia for effecting desired changes in curriculumand instructional patterns of our schools, and(2) the need to explore the possible effects ofrecent and pending state and federal legislationupon our ability to supply adequate new mediaservices.

Our actions as we move into the last thirdof the twentieth century may cause trouble forfuture historians in their efforts to chronicleour work, to identify our perceptions, to appraisethe worth of our objectives. For they will knowthat as we came to this time we were an Americahaving only six per cent of the world's people,

seven per cent of its tillable.land, but producing15 per cent of its food supply and nearly 50 percent of its work. These historians will also beinterested in our use of these advantages, inseeing which road we took and why in our effortsto meet new challenges in education.

The old road--the one most of us have trodso wearily--is the road that was carved in theconcept of scarcity. This, in turn, has a psy-chology of scarcity. It was this psychology thatenabled men such as Alfred Binet in 1902 to workwith tests, but with the concept which causedthem to emphasize in their findings a designationof students who were "slow learners"--a labelthat placed a relatively lower value upon them,as individuals, leading, in turn, to low aspira-tions and a walling off of these people - -by-passing them from the main stream of life. Thissame psychology of scarcity also led us, down

through the years, to ignore the children of oururban slums and ethnic ghettos. It enabled schoollibrarians to keep good books behind glass doors.It enabled teachers to say to children, "Well, Iknow you are interested in that; but, you know,we study that next year." It enabled schoollibrarians to "Aren't you a little youngto read this book?" And it has enabled us tohave, in cities of 300,000, only one lone personentrusted to determine whether or not a particularbook is a "good" book, suitable for the libraryshelves. Such, then, has been the old road withits economy of scarcity and its companion, apsychology of scarcity.

But a higher road--one already chosen in theeconomy of abundance, has a psychology of abun-dance. This road does not emphasize so much theolder idea of profits and costs. The psychologyof abundance helps us to humanize education byusing the technology of the audio-visual world- -to see to it that we intensify the humanizationaspect so that children may have some hope ofliving through the inevitable tensions of adehumanized urban society. The psychology ofabundance has also enabled us to move our entireLastructional materials weaponry into the mainsZueam of the revolution in education that isnow upon us. This is a situation that brings

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us hope and aspiration, a dream of quality forall of our young, including those whom we havetraditionally neglected and by-passed and, inmany instances, labeled as unworthy prisonersof our urban and rural slums.

This, then, is what the future historians maywrite about us as they ask: Which road did wetake? Did we dare to dream of the kind of educa-tion that is now needed to carry us through?

Through this conference it is hoped that youwill develop guidelines for audio-visual, schoollibrarian, supervisory, and administrative person-nel of the schools of this state; guidelines thatwill give direction and stir new hope for a betterfuture. We seek answers to the question, "Whatshall we do now?"

You will even be given the opportunity hereto dream of those issues for which now there doesnot seem to be the slightest possibility of ob-taining guidelines to action. These issues, andothers, have been designated as topics concerningwhich further study and research must be under-taken if we are to find needed answers. We seekhere to determine more clearly the kinds of edu-cational programs we need. What do you think wecan do, with the talent here at this conference,to develop and achieve such clarification?

Our Responsibilities For Leadership

J. Graham Sullivan

J. Graham Sullivan is Associate Superintendentof Public Instruction and Chief of the Divisionof Instruction for the California State Departmentof Education.

Education in the United States--and inCalifornia--is, without doubt, "big business."No other public or private enterprise in Americais its equal. With 40 million youngsters enrolledin our elementary and secondary schools alone,and with $20 to $25 billion spent each year oneducation, it is not difficult to appreciate thatthis field must be regarded as the very foundationof a free and democratic society. There can beno democracy without literacy of its people. Our"national press" today,. as never before, is towardbetter education.

Several significant questions now faceCalifornia educators as they seek proper orien-tation for their work in achieving this goal:

Question 1. What is the responsibility oftfrieirttnentofEchsDiyisionof nstruction in provi ng educationsleadership? Among other things, plans forthe reorganization of this Division includethree new units for program development andplanning, program dissemination, and programevaluation. Efforts will be made to find

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optimum ways of translating California'seducational needs into desirable legislation.Obviously, concomitant efforts must also bemade to find effective ways of working andof cooperating with members of the Legisla-ture, with the Legislative Analyst, and withvarious interim committees whose interestsalso lie with educational matters. Implemen-tation of the new Elementary and SecondaryEducation Act (ESEA)--and particularly itsTitles II, III, and IV--will require immedi-ate attention of a large number of StateDepartment of Education staff members, in-cluding those in the Bureau of Audio-Visualand Library Education. Careful evaluationmust also be made of the immediate and long-term effects of the infusion of federal moneyinto California's educational program and togain, through this process, a better under-standing of the manner in which similar futureprograms should be administered. New statelegislation must also be sought to injectmore order into the total educational program.

hatip_____y__uestion2.wieres.onsibilitof

t-oawtse.mdidatiA--s--t-o-irnprovetraditionaL waysof effecting needed changes in our schools?in partial answer to this question, it seemsquite clear we should seek out a great dealmore information about our schools and theirproblems than we have had access to in thepast. Current state activities in the areaof data processing, for example, suggest onevery promising trend along this line. Wemust define our common goals and move towardthem in a cooperative, coordinated effort.One helpful lead comes from activities ofquite a number of California county schoolsuperintendents who today share in writingand publishing mathematics materials for ele-mentary grades, who prepare and exchange tapedtelevision programs, or who organize and en-courage the operation of multicounty curric-ulum committees. County and state officesreceiving new federal funds for such activ-ities may now be able to move into many othernew areas of responsibility in these andsimilar areas of activity.

Question 3. How can California educatorsdevelop better means of communicating amongthemselves and with others? There are manymeans of effecting improvement of educationalcommunications, most of which are quitefamiliar to those of you who specialize in"educational media." But Et is hoped that,one means in particular, recommended in thereorganization plan of the Division of In-struction of the California State Departmentof Education, may be used soon--that of anInformation Retrieval and Dissemination Cen-ter. There is much else that can be done ineffecting our responsibilities for improvingcommunication.

Question 4. What is the responsibility ofthe State Department of Education in guidingand encouraging innovation? It is no longeracceptable simply to "sit and wait" for changeto occur. The need is here--now; and thestakes are high. The best milin and talentsof the entire state must be employed inactively seeking and evaluating the worthof needed innovations and in encouraging theiracceptance by schools. Plans for innovationmust be built into experimental projects andmade normal parts of the thinking of schoolpersonnel at all levels throughout the state.And, at the outset, we must provide also forcontinuous "built-in" evaluation of all majorinnovations and projects.

Question 5. What are the high priority ques-tions of California education today? It isthe educator's responsibility--yours and oursalike--not only to ask questions but to askthe right questions. Those most pertinent tothe proper conduct of our educational enter-prise must be identified, carefully phrased,evaluated, and brought to the attention ofall to whose work they relate.

Obviously, the foregoing items represent onlya few of the many questions with which we in Cal-ifornia are faced today. There are others, ofcourse, and perhaps they are of equal importance.Needs for good answers are paramount for goodplanning. But I feel sure that this conferencewill lead to helpful suggestions and point theway toward useful solutions for many of them.

Directions In California Education

Donald E. Kitch

Donald E. Kitch is Chief, SupplementalEducation Services,. Division of Instruction,State Department of Education. His presentprofessional responsibilities are to serve aschief of the sections within the Division ofInstruction and as assistant chief of the Divi-sion of Instruction.

The cooperation of educational personnel andagencies within California is more essential todaythan at any previous time in history. The bestleadership resources, sorely needed, must be foundand employed wisely in our search for ways ofachieving better education for all. Several ex-amples of previous and present forms of coopera-tion suggest ways in which such resources may beused:

The Framework Committee on the Social Studies.The work of this 21-member committee during1955 to 1959 set an important precedent inCalifornia education.

The Mathematics Committee, with 31 membersworking from 1960 to 1962, produced a frame-work statement which was adopted by the StateBoard of Education on the recommendation ofthe Curriculum Commission. Text materialsbased on the statement were introduced in1964 into the first three grades, and willgo into effect in grades three, four, five,six, and eight in the fall of 1965. Thus,as of this fall', there will be an entirecurriculum based on the "new mathematics"in operation in California elementary schools.

The Framework Committee in Science, a 15-member committee organized in 1965, is nowbeginning to plan for curriculum developmentand change in the sciences.

The English Framework Committee, appointed in1964, is now at work on a three-year project.One outstanding feature is the cooperativerelationship between the Committee and thesix regions into which the County Superintend-

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ents Association in California is organized.All six regions have carried on activitiesrelated to the work of the English FrameworkCommittee.

A new Framework Committee on Social Scienceshas held its first meeting this year.

It is believed by many that we must now movetoward actually producing more and more instruc-tional materials to aid in achieving the objec-tives of these and other new curriculum programs.The guide, "Our Bill of Rights, fl is being designedas a teaching guide, to be adapted by individualteachers, for a specific instructional unit ineleventh or twelfth grade social science.

Three bills passed by the 1965 session of theCalifornia Legislature suggest ways in which thatbody continues to interest itself in the problemsof education:

SB-205, Senator George Miller; a bill toestablish a new developmental reading programin the primary grades and to designate certainteachers as reading specialists.

AB-1331, Speaker Jesse Unruh and others; abill to establish a contractual relationshipbetween the Department of Education anc theDepartment of Social Welfare in programs ofeducation for pre-school (nursery school)youngsters (an interesting contrast in publicattitudes of a few years ago toward suchprograms).

SB-482, Senator Eugene Mekteerts bill toestablish programs of compensatory educationin districts qualifying for such aid.

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It is essential that all of us concerned witheducation in California keep in mind the followingfactors:

Cooperation, well exemplified by the FrameworkCommittees, is more essential than ever before.We must make use of all the leadership poten-tial in the state.

The re will soon be an increasing need fordown-to-earth teaching materials of all kinds.

There is a present and continuing need toprovide adequate opportunities to teachersto upgrade themselves in all of these rapidlychanging and expanding fields.

Chapter 2

The National Scene

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Senator Wayne Morse of Oregon, speaking atthe 1965 DAVI Conference in Milwaukee, recalledone of his earlier statements on the floor of theSenate just prior to the final vote on the Morse-Perkins Act of 1965, when he said:

American education is now a big enterprise- -as some have described it, the biggest indus-try in our country. If we are to make sub-stantial progress toward better classroominstruction, we need far more than Title IIIof the National Defense Education Act canprovide. We need instructional materials.We need a much greater supply of moderninstructional equipment. . . . We needdemonstrations, in-service training ofteachers, dissemination of informationabout modern methods, and, especially, weneed leadership.

He also stated, with categorical firmness,his belief in the fact that:

We are of one mind increasingly in thiscountry, and that is that we are determinedto see to it that each and every child, nomatter what his race, religion, physicaldisability, or economic status is, shallhave the pportunity to share in the birth-right franchise this country offers. Inits educational aspect, that birthrightis the oppotunity to gain through educationthe development of the God-given potential-ities of talent, and ability.

Presentations in this chapter emphasize thevital importance of such statements. MendelSherman set the stage, with his appeal to allmembers of the educational media profession toassume their own fair share of responsibilityin learning how to become effective change-agentsin the educational enterprise, after first trac-ing changing emphases in education and challengesof the near future.

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Don White, of the National Audio- VisualAssociation, then presented a clear, concisesummary of provisions of major educational leg-islation pending (as of August, 1965) before

Congress most of it now enacted). Speakingfromthe vantage point of many years of experi-

ence in the field, he traced previous contri-butions of NDEAls Title III and compared themwith benefits expected to accrue from the new

legislation. The charge was clear- -and an echo

of Senator Morse - -when he said: "The main ques-tion now centers on whether the state and localaudio-visual people have the leadership and theability to see that their programs are writtento include audio - visuals."

Frank Largent, California State Departmentof Education, NDEA administrator, outlined thepast role of NDEA in this state and made severalpredictions about the future.

Focus on Needs

Mendel Sherman

Mendel Sherman is President of the Departmentof Audio-Visual Instruction of the National Edu-cation Association, and Assistant Director ofthe Audio-Visual Center at Indiana Universityin Bloomington, Indiana.

This conference is concerned with identifyingand considering some of the important needs whichface members of our profession who provide leader-ship in uses of newer educational media and mate-rials- -needs which must be met if we are to takeadvantage of the great opportunities opened to usby the tremendous amount of work done so far. Afew of the needs and challenges facing us whichwill be examined by you here this week follow.

The Image of Our Profession

There is more awareness of and attentionturned toward educational media and media special-ists than ever before, although only the surfaceof what needs to be done has been scratched. How-

ever, millions of students are better informed,happier in their learning, more interested, andtheir parents are admitting more frequently thatthey are in many ways better informed and morepoised than were their parents at the same age.

Industry is designing more equipment directly

for school use. Legislators are more concernedwith all phases of education than was dreamed pos-

sible a few years ago. Never before has the cli-mate been so good for those who want to learn,or for those who want to help supply the toolsand procedures needed to get the learning job

done.

This image change has been influenced by anumber of forces: the knowledge explosion, in-cluding technology; the population explosion;the teacher shortage; and most significant ofall--the influence these factors have had onlegislation. Beginning with the NDEA Act of1958, legislation has promoted educational mediain three main categories: (1) materials andequipment, (2) research, and (3) manpower.

The legislation of 1958 stimulated a greatflow of equipment and materials into the schools,and engendered a multitude of requests for stand-ards or guidelines to enable a school or schoolsystem to proceed with equipment for their in-structional programs. Last month DAVI officiallyadopted guidelines for elementary and secondaryschools for the current year, which North Carolinaand other states are adopting--sometimes as stand-ards rather than guidelines.

DAVI, however, is concerned with more thanequipment and materials standards. Among the nineconcerns identified by that organization, fivedealt in some way with manpower and personnel --the supply, the need, their training, and theircertification.

The recent White House Conference on Educationemphasized that what students know is due, atleast in part, to the instructional programs of

the schOols they attend. We need to take a goodlook at these instructional programs, considerhow they got that way, and whether or not theyrepresent the optimum.

Some Changing Emphases in Education

The older approaches to instructional evalua-tion have given rise to certain emphases in edu-cation which are now undergoing change:

From the group to the individual, includingsmall groups, through the development of suchthings as multiscreen presentations, film-strips, 8mm films, programmed texts andmachines, and computer instruction;

From memory to inquiry;

From graded schools to non-graded schools;

From self-contained classrooms to the self-contained school with an instructional mediacenter;

From rigidly scheduled schools to flexiblescheduling;

From the teacher as a general practitionerto the teacher as a member of the team; and

From viewing the school plant as servingchildren for nine months of the year to aschool plant reflecting the needs of societyon a twelve months' basis for all age groups.

Challenges for the Future

Possibly our greatest need is to focus on thedynamics of change itself, and to understand andanticipate the psychological reactions which occurin people when change is proposed, including thenormal reactions of ignoring, rebuttal, and name-calling. A daily routine, the image of theteacher as the mediator for all learning, skillsand values based upon existing content, methodol-ogy and tools, provide a hectic but comparativelycomfortable framework, and no dislocation which

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will bring discomfort is automatically welcomed.All of us want to maintain, not destroy, thesociety wherein we have found our place.

The need now is to understand this, and tohelp create the conditions which will stimulatepeople to want to change. We must start wherepeople are, and at times be satisfied with smallchanges. Educational media and media specialistswill help bring about revolutions in the instruc-tional program, but not every change need be arevolution. Much progress can be made by helpingteachers and administrators do better the worth-while things they are trying to do here and now.

The major challenge, then, is identification.Historically, our field has been identified withcommunication, with learning, with providing thebest conditions possible for the education of ouryouth. To help pupils learn better must continueto be our main objective. Our great identifica-tion must be efficient education, with any par-ticular realm of technology subordinate to this.

If we identify ourselves with providing maxi-mum environmental conditions for the best learn-ing, we will:

Be aware of changing emphases;

Be willing to keep open minds and be receptiveto change;

Understand why people resist change;

Provide conditions which will make change anexciting adventure rather than a traumaticexperience;

Examine constantly our values, objectives,and procedures in order to direct change formaximum good of students;

Elevate our own sights in the use of tech-nology; and

Know what changes should be accomplished byadministrative edict and which by coopera-tive leadership.

1 IAIL

A

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Challenge of New Legislation

Don White

Don White is Executive Vice 13esident of theNational Audio-Visual Association. His presentprofessional responsibilities are those of asso-ciation executive.

The first breakthrough toward solving the oldproblems in the audio-visual field of inadequatebudgets, lack of trained manpower and little orno pre- or in-service teacher training in theutilization of audio-visuals came when Title IIIof NDEA was inaugurated, making funds availableon a matching basis for materials and equipmentpurchases. Last year, the second prong of theproblem was attacked when Title XI was added,providing for the training of educational mediaspecialists, and through subject matter insti-tutes, for the training of many thousands ofteachers in educational media utilization.

This year, DAVI and NAVA have asked Congressfor aid in solving the remaining segment of theproblem--pre-service training for teachers.This program is contained in an amendment tothe higher education bill, proposed by SenatorRalph Yarborough of Texas and supported by themajority of the Senate Education Subcommittee.It provides three major programs, as follows:

Matching funds for the purchase of instruc-tional equipment and materials for use ininstitutions of higher education, in thesame subject areas as now covered by TitleIII, plus Education.

A. matching program for acquisition of closedcircuit TV equipment for institutions ofhigher education, and of materials for usewith this equipment, in the same subjectareas.

A separate expenditure of five million dollarsa year for institutes and workshops to traincollege faculty and college educational mediaspecialists in the use of new media in orderto insure proper utilization of materials andequipment.

If this new program passes, it will achievewithin a few years a revolution in the instruc-

tional methods in our institutions of higher edu-cation which train teachers.

NDEA - Present Legislation

Since 1958, $290,000,000 in matching govern-ment funds have been spent for equipment andmaterials acquisition under Title III, throughfiscal year 1965. And the trend, at least fornow, is up, with an appropriation of 79.2 millionrequested for the fiscal year 1966. The Bureauof the Budget, however, has questioned whetherTitle III will continue to be needed in view ofthe large amounts of grant money now availablethrough the Elementary and Secondary EducationAct.

Current Appropriation Bills

The current situation of educational appropri-ation bills, both present and proposed, is asfollows:

H.R. 7765, which provides appropriations forthe Department of Health, Education, and Wel-fare, and includes money for the NDEA pro-grams, will probably be ready for the Presi-dent's signature later this month.

The supplemental appropriation bill,.whichincludes funds for the Elementary and Second-ary Education Act, is presently being heldin the House. Monies should be availableby late September.

S. 1483, passed by the Senate in June andbeing considered by the House, provides halfa million dollars a year for materials andequipment in the arts and humanities. Itis likely to be passed this year.

The Elementary and SecondaryEducation Act

Because many members of Congress are convincedof the value of new educational media, NAVA andDAVI were able to secure the inclusion of audio-visual programs of one sort or another in everytitle of Public Law 89-10, the Elementary andSecondary Education Act. Titles I, II, and IIIof this act establish sizeable programs, each ofwhich makes specific reference to the new mediafor instruction, but leave it up to local educa-tional agencies to decide how to spend the largesums of money involved. These funds should beavailable later this year, and will revert to thegovernment if not spent by the end of the fiscalyear.

Major problems for the year 1965 under ESEAwill center on the difficulties of beginning newtypes of educational programs and hiring new per-sonnel after the school year is under way.

Title I authorizes slightly more than onebillion dollars for expansion of educationof children of low income families. Newprograms probably cannot be instituted duringthe present school year; however, if schoolsystems restudy their needs in light offuture plans, and consider such things aspermanent installations in classrooms, con-structing educational media centers in eachschool building, equipping classrooms indi-vidually with film libraries, projectors,tape recorders, and so on, much of the equip-ment for future new programs may be purchasedunder this title.

Title II has considerable potential forlibraries and audio-visual departments. Itprovides $100 million for the purchase of

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materials. The chances seem strong thatmore than one-fifth of this money will bespent on audio-visual materials.

Title III is funded to create centers tofurnish services and provide demonstrationsto school systems. Instructional materialsand equipment centers play an important partin this concept, as the traditional instruc-tional materials centers can be expanded toprovide materials as well. Title III canalso provide for audio-visual demonstrationschouls and other projects involving theincreased use of audio-visual materials andequipment.

It is important to bear in mind that manydepartments and special interest groups will betrying to influence school systems in their useof ESEA money. The amounts allocated to instruc-tional media and materials will depend largelyon the leadership of media specialists, audio-visual people and librarians, especially at thelocal level.

NAVA is preparing a number of aids to be madeavailable to educators at the local, county andstate levels to assist in planning for optimumuse of the opportunities presented. These includesample projects which local school systems canuse as models in making project applications,sound filmstrips on the instructional materialscenter, and the elements of a program to improveinstruction.

Lack of money to promote use of educationalmedia in the schools is no longer a valid excuse.The main question now centers on whether the stateand local audio-visual people have the leadershipand the ability to see that their programs arewritten to include audio-visuals.

Changing Role of Education in Relation to NDEA

Frank Largent

Frank Largent is Chief, Bureau of NationalDefense, Education Act Administration, CaliforniaState Department of Education. His present pro-fessional responsibilities are for administrationof the NDEA in California.

The educational role of the entire world ischanging very quickly. Federal legislation isproviding tools for educational change; however,

we must keep in mind the end to be achieved andnot let the manipulation of the tools overshadowwhat we mean to accomplish.

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Education - Past and Present

In the first half of the century the emphasisin education was on quantity, and legislation wasoriented toward compulsory attendance for all ofthe nation's youth. In the second half of thecentury, however, this has changed, and we noware concerned primarily with the quality of edu-cation and with the conservation of-our intellec-tual resources. This means that we are livingin a state of change, brought about by the spec-tacular increase in scientific knowledge. NASAhas reported that fifty per cent of today's gradeschool children will be employed in occupationsthat do not yet exist.

Textbooks alone, published after the fact,will no longer prepare our children adequately.We must look to other means of up-dating oureducational curricula and providing the knowledgeand background to prepare our children to copewith their world of the future. We must usemodern technology--the systems approach--ineducation to answer the question, "How can webest conserve the intellectual capacity of ourchildren ?" and must make more use of the knowledgeavailable to us at the level children can under-stand. New ways of doing this must and can bedevised through new media.

There are five things educators of today cando and be aware of to keep abreast of the paceof change:

Encourage creativity;

Encourage communities to change;

Maintain flexibility in our educationalstructure;

Encourage a systems development approach toeducation; and

Be aware that change is evolutionary, notrevolutionary, and that it must fit into along-range plan.

National Defense Education Act

NDEA is a good example of a tool which can beused by educators and leaders in education as we

nurture change. The National Defense EducationAct became law in October, 1958, as Public Law85-864. One of the major strengths of this legis-lation is that it provides funds to strengthenprograms at the local, not the state or federal,level. In 1964 the NDEA. program was expanded'through amendments to include the subjects ofscience, mathematics, language, history, geog-raphy, civics, English, and reading. The sumof $90,000,000 was allocated to institutes inreading, history, civics, geography, and to edu-cational media specialists and teachers of dis-advantaged youth.

There are many strengths in NDEA programs:

Districts are encouraged to identify theirown needs and develop plans to solve theirproblems.

Personal contacts are maintained with localdistricts, bridging the gap with .Federal aidprograms.

Field personnel have been used, and continueto be used, in advisory capacities and inproject evaluation.

States have had great flexibility in determin-ing the direction of their plans and inadministering them.

There are, of course, weaknesses in the NDEAprograms:

There is a very real question as to how moreassistance may be given to the very smalldistricts in a state.

A. written application for aid, which does notnecessarily denote what is needed to upgradea program, must be made.

Funds must be reallotted in terms of federalgovernment.operation.

Extension of funds is indefinite. More plan-ning time is needed on the part of schoolsand districts as it is difficult to anticipateand implement the use of funds in the shorttime available.

The Technological Revolution in Education

James D. Finn, Donald G. Perrin, Vincent San Filippo, Will Brydon

7r2M.S.e11

James D. Finn is Chairman of the Departmentof Instructional Technology, School of Education,University of Southern California. He is cur-rently serving as head of a special technologicalproject.

.14144,

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Vincent San Filippo is a Douglas Aircraftengineer and a graduate student at the Universityof Southern California.

Will Brydon is Executive Director of theProject in Production of Prototype Instructional Donald G. Perrin is a Visiting Assistant Pro-Materials at the University of Southern California. fessor at the University of Southern California.

Purpose

Our purpose is to demonstrate the techniquesof multimedia use designed principally for largegroup instruction, presenting both the broad sweepof the revolution in instructional technologywhich has occurred in the last decade, and howthe resulting techniques can be applied. (Useof techniques was subsequently illustrated by apictorial account og "The Battle of Gettysburg,"using multimedia approaches for large group use.)

The technological revolution in education ispart of the larger revolution making us plan toland a man on the moon, that in the field ofcybernation makes us develop computers and othercomplex electronic equipment, and in the fieldof communication has led us to beam messages tosatellites.

It is within this context that we must viewwhat is happening in education. The causes arefamiliar to all of you: exploding population,exploding knowledge, social revolution (race and

poverty), and others I need not detail. Theresult of this "revolution" is a need for a bettereducation for everyone - -to bring everyone up toTUVRWhere he can exist in this world and alsomake an effective contribution to it. This means,among other things, that we must pay adults andyoung people to go back to school, and we mustpay them to stay in school. This also means thatwe can and must do more for the teacher. Someaspects of this problem--helping the teacher- -can be solved by the use of machines and by in-structional tools. We hope in our demonstrationtonight to show you some of the possibilities.

Background of AV Growth

From the beginning of the AV movement in thetwenties until 1955, the growth of what are nowtermed "conventional materials" took place. Thelast decade, 1955 to 1965, has been an explosiveperiod in the development and experimental useof equipment and materials. Television and pro-grammed learning are obvious examples of this"explosion."

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Observable Trends

From an analysis of what has been happening inthis decade, these trends are observable:

From kits to systems--organized, planned in-structional units designed to control thelearning-teaching process. This developmenthas made possible large and small groupinstruction.

Organization of a full series of motion pic-tures into a course or program of instruction.These are no longer "aids," rather they arecentral to the program of instruction--forexample, film courses in physics, chemistry,and AIDS.

Curriculum revision is essentially a revisionin materials; the focus is on a carefullydeveloped curricular design with precise andcontrolled procedures used in a systematicmanner.

. Development of packets of materials withbuilt-in techniques and controls which providea variety of approaches to learning designedto meet the needs of individual students.

Changes in School Plant Facilitiesand School Organization

Trends such as the above in materials andequipment have brought about and continue to bringabout changes in school plant facilities. Con-ventional groups in conventional classrooms aregiving way to new patterns of classroom organiza-tion. NPATI (Midwest Programs of Airborne Tele-vision Instruction) has given every student afavored viewpoint in a large "classroom" whichcuts across boundaries of districts and bordersof states. Television has led to team teaching- -television instructors and the classroom teachermake up the team.

New ways of using conventional materials andpieces of equipment in combination are provingeffective for large group instruction (as thisdemonstrati