- rw-~—V v‘v

 

BARRIERS TO THE EFFECTIVE UTILIZATION OF .
MEDTA BY TEACHERS III A LARGE METROPOLITAN
SCHOOL DISTRICT

Dissertation for the Degree of Ph. D.

MICHIGAN STATE UNIVERSITY '

CHRYSTAL GAR’RELL POWELL TIBBS
1974

 

  
     

  

L I B R .4 R Y
Michigan State
University

This is to certify that the

thesis entitled

Barriers to the Effective Utilization of
Media by Teachers in a Large Metropolitan
School District

presented by

Chrystal Garrell Powell Tibbs

has been accepted towards fulfillment
of the requirements for

 

Ph. D. degree in Secondary Education
and Curriculum

aJor professor ‘\

 

 

 

Date June 27, 1974

0-7639 ,

 

.477: ,: 7E ,
W3

JUL 16 1990

 

 

i
l
I

 

   

 

 

 

 

ABSTRACT

BARRIERS TO THE EFFECTIVE UTILIZATION
OF MEDIA BY TEACHERS IN A LARGE
METROPOLITAN SCHOOL DISTRICT

BY

Chrystal Garrell Powell Tibbs

Purpose of the Study

 

The purpose of the study was to obtain descriptive
information about media-related activities and attitudes
of classroom teachers, as well as information related to
selected variables which may affect these activities and
attitudes. A particular focus was made on one type of
media service facility; the Detroit Public Schools Curricu-

lum Laboratories.

Population and Sample

 

The population used in this study were classroom
teachers in Detroit, Michigan. This sample consisted of

137 subjects drawn from the population.

Instrumentation
The instrument used in this study was a questionnaire
package designed to gather information in ten areas: (1)

demographic characteristics of teachers, (2) sources of

7-: ‘f:

  

\§7 Chrystal Garrell Powell Tibbs
comm
Q9 information about media materials and equipment, (3) appro-
priateness of media information, (4) types of assistance
needed to use media effectively, (5) problems experienced
in using media, (6) proficiency in using media equipment,
(7) teachers' use of various media during the school year,
(8) teachers' use of school district resources, (9) teachers'

use of community resources, and (10) proposed placement of

media materials and equipment for more effective utilization.

Data Analysis

A program providing for percentages and analysis of
contingency tables, furnished by the Computer Institute for
Social Science Research (CISSR) was used for the computation
and tests for significance of results. The one-way analysis
of variance with unequal number of replications permitted
(ANNOVA-UNEQl) routine was also used to calculate a one-way
analysis of variance table in which unequal frequencies

(number of replications) may occur in each category.

Results
Teachers showed a very positive attitude toward the
effectiveness of the curriculum laboratories. They used
the services of these laboratories more than any other
single school facility when they needed assistance in pre-
paring media.
Most teachers prepared media materials at home or

school. Teachers indicated their need for assistance in

 

Chrystal Garrell Powell Tibbs

using media materials and equipment effectively. They did
not use as much media equipment and materials as they may
have wanted to use in their teaching due to scheduling
problems with equipment and media and the general operating
condition of the equipment.

Teachers showed definite ideas as to the placement
of certain media equipment at the local school level as
opposed to placement of media equipment at the regional
level.

The region in which a teacher worked'and the number
of years that a teacher had taught affected the utilization
of major media equipment and materials.

Media utilization was not affected by sex, age of
school building, or the school level at which a teacher

worked.

 

BARRIERS TO THE EFFECTIVE UTILIZATION
OF MEDIA BY TEACHERS IN A LARGE
METROPOLITAN SCHOOL DISTRICT

BY

Chrystal Garrell Powell Tibbs

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

"Department of Secondary Education and Curriculum

1974

 

a—e- %‘&_-.-

 

©COPYRIGHT 3v

Chrystal Garrell Powell Tibbs

197‘!

 

 

 

ACKNOWLEDGMENTS

To all who have given so generously of their time
and have provided continuous encouragement and leadership,
"thank-you." Your efforts and consideration over the past
years have made this advanced degree possible.

To Dr. Elwood E. Miller, chairman of my doctoral
program, I wish to express my sincere appreciation. To
other members of my doctoral committee, Dr. Charles Schuller,
Dr. Donald Burke, Dr. Troy Stearns, Dr. George Grimes,

Dr. Lawrence Lezotte, and Dr. John Sweitzer, I wish to
express my deep gratitude for your time and patience.
Your guidance, support and friendship throughout the
program made the effort much easier.

I owe much to the classroom teachers in the Detroit

Public Schools whose assistance made this study possible.

ii

 

DEDICATION

This dissertation is dedicated, with love and

    
  
  

appreciation to my daughters, Nadine and Anitra Tibbs; my 7
parents, Robert and Maggie Powell; and to the personal
friends who have encouraged, supported, and influenced

my lifestyle.

   

.I\(|I.1||(| \rlr r

v- 4‘

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . Vi
Chapter
I. INTRODUCTION . . . . . . . . . . . 1
Need for the Study . . . . . . . . . 7
Purpose of the Study . . . . . . . . 12
Definition of Terms . . . . 13
Statement of Questions to be Studied . . . 16
Basic Assumptions . . . . . . 17
Procedures and Evaluation Plan . . . . . 18
Overview of the Study . . . . . . . . 19
II. REVIEW OF LITERATURE . . . . . . . . 21
Understanding of the Behavioral Processes in
Communication and Learning . . . . . 22
Summary . . . . . . . . . . . . 56
III. DESIGN AND METHODOLOGY OF THE STUDY . . . 57
Restatement of Purpose . . . . . . . 57
Setting of the Study . . . . . . . 58
Development of the Questionnaire . . . . 67
Selection of Sample . . . . . . . . 71
Analysis of Data . . . . . . . . 72
Limitations of the Study . . . . . . . 73
Summary . . . . . . . . . . . . 74
IV. PRESENTATION AND ANALYSIS OF DATA . . . . 75
Introduction . . . . . . . . . . .. 75
Results . . . . . . . . 77
Personal Characteristics of Teachers . . . 77
Media Utilization . . . . . . . . . 85
Significant Variables . . . . . . . . 119
Summary . . . . . . . . . . . . 132

iv

 

SUMMARY, RECOMMENDATIONS, CONCLUSIONS, AND
RECOMMENDATIONS FOR FURTHER RESEARCH . .

Summer ry . . . .
Summary of Results and Recommendations .
Conclusidns . . . . . . .
Recommendations for Further Research . .

    

flBIsLIOGRAPHY . . . . . . . . . . . .

“nr§mnrcns............

Page

135;

135

137~
‘149‘

151

152

158

 

LIST OF TABLES

Table Page
1. Replies to Items Concerning Processes . . . 52
2. Replies to Items Concerning Production . . 53
3. Replies to Items Concerning Operation and

Utilization . . . . . . . . . . . 55
4. Replies to Items Concerning Information about
Resources . . . . . . . . . . . 56
5. Regional Affiliation . . . . . . . . 78
6. Distribution of Teachers by School Level . . 78
7. Major Area of Teaching Assignment . . . . 80
8. Years of Teaching in Present School . . . 81
9. Years of Teaching in Detroit Schools . . . 82
10. Highest Professional Degree . . . . . . 83
11. Distribution of Teachers by Sex . . . . . 83
12. Distribution of Teachers by Age . . . . . 84
13. Approximate Age of School Building . . . . 85
14. Primary Source of Information at the Local
School Level . . . . . . . . . . 87
15. Actual Sources Used by Teachers for Media
Information . . . . . . . . . . . 88
16. Helpfulness of Information Sources . . . . 89
17. Special Training or Course Work in the Area of
Media . . . . . . . . . . . . . 89
18. College or University Courses . . . . . 90

vi

 

Table Page

19. Opportunity of Respondents to Suggest for
Purchase or Rental, Media Equipment and/or
Materials . . . . . . . . . . . 92

20. Amount of Materials which were Purchased or
Rented upon the Recommendation of
Respondents . . . . . . . . . . 92

21. Percentage of Materials Used in the Classroom
which were Personal Items of the
Respondents . . . . . . . . . . 93

22. Percentage of Materials Used in the Class-
room which were Self—Made by the
Respondents . . . . . . . . . . 93

23. Specific Location Where Media Materials are
Prepared by Teachers for Use in the
Classroom . . . . . . . . . . . 94

24. Comparison of Specific Location Where Media
Materials are Prepared by Teachers for Use
in the Classroom by Administrative Region. 96

25. Respondents' Use of Selected Media . . . 97
26. Type of Assistance Needed by Respondents in

Order to Use Media Materials and Equip-

ment Effectively . . . . . . . . . 100

27. Type of Assistance Needed by Respondents in
Order to Use Media Materials and Equip-

ment Effectively (by Regions) . . . . 101
28. Sources for Assistance in Using or Preparing

Media Materials . . . . . . . . 104
29. School District Resources Used by

Respondents Since September 1970 . . . 105
30. Contact with School District Resources by

School Level . . . . . . . . . . 106
31. Respondents Use of Community Resources

Since September 1970 . . . . . 108
32. Use of Community Resources by School Level . 109

 

Table Page

33. Major Problems of Respondents in Using
Media Materials . . . . . . . . . 112

34. Comparison of Major Problems of Respondents
in Using Media by Administrative Region . 114

35. Percentage of Respondents Who Indicated
Placement of Selected Media Materials and
Equipment at the Local School Level as
Opposed to Placement at the Regional

Level. . . . . . . . . . . . . 117
36. Level of Competence of Respondents in the

Use of Selected Media Equipment . . . . 120
37. Category Variable: Region . . . . . . 123
38. Category Variable: School Level . . . . 125
39. Category Variable: Years of Teaching in

Present School . . . . . . . . . 126
40. Category Variable: Years of Teaching in

Detroit Schools . . . . . . . . . 128
41. Category Variable: Highest Academic Degree. 129
42. Category Variable: Sex . . . . . . . 130
43. Category Variable: Age of School Building . 131

viii

 

CHAPTER I

INTRODUCTION

Throughout the past decade the potential of instruc-
tional technology for education has been discussed by many
educators. The strengths of instructional technology have
been described in many ways as they pertain‘to all aspects
of learning, teaching, and administration. In its report
to the President and Congress of the United States, the
Commission on Instructional Technology stated that "The
further one looks ahead, the more benefits technology seems
to hold for education."1

Anthony G. Oetinger's book, Run, Computer, Run,

 

offers an excellent analysis of the difficulties facing
educators in implementing instructional technology.

Oetinger convincingly illustrates that up to now . . .

 

lCommission'on Instructional Technology, To Im rove
Lgarning--A Repgrt to the President and the Congress of the
United States, a Committee Print by the Committee on
Education and Labor, House of Representatives, March, 1970,
Washington, D.C., USGPO 40—7150, p. 27.

 

 

technology has not reformed-—much less revolutionized--
education as dispensed in our schools."2

In their Report to the President, the Commission on
Instructional Technology listed a number of specific
reasons for instructional technology's limited progress to
date: (1) indifference or antipathy on the part of
educators toward using technology in education, (2) poor
programs, (3) inadequate equipment, (4) inaccessibility,

(5) teachers not trained in instructional technology, and
(6) media specialists excluded from central planning.3

Initially, it appears that if these problems were
solved, instructional technology would be able to contri—
bute toward improving the quality of education. However,

a closer examination reveals that these reasons emphasize
administrative problems with instructional technology,
not teaching and learning problems. These reasons appear
to ignore the learners and give only brief mention to
teachers.

This study, while not denying the truth of these
statements, will focus on teachers in relation to educa-
tional technology.

The importance of the teacher in the successful use

of educational technology is illustrated by an attempt to

 

2A. G. Oetinger and S. Macks, Run, Computer, Run:
The Mythology of Educational Innovation (Cambr1dge:

Harvard University Press, 1969), p. 25.

 

3Commission on Instructional Technology, op. cit.,
pp. 79-84.

implement the Physical Sciences Study Committee curriculum.
Mayer (1961) comments that despite the brilliant work in
developing the curriculum, the course is less successful
than many commentators seem to believe,"largely because
its directors have thought more deeply about the text, the
lab, and the films than about the training of teachers to
handle the course."4

One of the boundaries of the state-of—the-art of
educational technology is the attitude of teachers toward
innovations, their skills in dealing with them, and the
persistence of established habits of thought and action.
In any approach to the instructional materials within an
overall systems concept, the teacher is a critical
component who can literally make or break the best laid
plans.5

It can be noted that the entire purpose of educa-
tional technology is to benefit the learners. However,
as education exists today it is a fact that teachers are
the key element in the application and successful
utilization of educational media in the classroom. In
order for teachers to apply and use educational media
effectively, several things are necessary:

1. Teachers must be aware of a variety of

successful ways to use educational media
in the learning process.

 

 

4Martin Mayer, The Schools (New York: Harper and
Brothers, 1961), p. 264.

5Charles F. Hoban, The State of the Arts Instruc—
tional Films (Stanford, Calif.: ERIC Clearfiinghouse on
Med1a and Technology, 1971), p. 10.

2. Teachers must be convinced that educational
media has some value 1n the learning process.

3. Teachers must be excited about using educa—
tional media.

4. Teachers must lan very carefully in order to
implement educational media effectively into
their learning programs.

The problem confronting educational administrators
is how to provide for these items listed above so that
teachers will think in terms of media and the students
that will benefit from educational technology.6

David Engler writes that the utilization of educa—
tional technology in the schools presents yet another set
of problems, perhaps the most difficult of all.7 Some of
these problems are philosophical and psychological; some
are even emotional.

There is, for example, the widespread feeling among
teachers and parents that technology—-by which they usually
mean machines-~will dehumanize education. Proponents of
this argument maintain that the most important components
of the educational process are the human relationship
between teacher and learner and the development of higher
level intellectual activities such as thinking and problem

solving. Not only are machines incapable of providing

 

6Ronald R. Kelly, "Is Instructional Technology an
Intruder in the Classroom?", Education and Trainigg of the
Mentally Retarded, VIII, No. 4 (1972), pp. 97-98.

7David Engles, "Development, Sharing and Utiliza-
tion of Technology--Based Instructional Materials: Some
Guidelines," in Designing Education for the Future, No. 6,
edited by Edgar L. Morplet and David L. Jesser (New York:
Citation Press, 1969), Pp. 300-301.

 

 

 

these two components, but they may, according to the
proponents of this viewpoint, tend to eliminate these
vital human, emotional and intellectual factors from
education.

There is, among some schoolmen, a deep—seated fear
that technology represents a threat to their economic
security. They are suspicious that behind the educational
technology movement is the counterpart of the industrial
"efficiency expert" whose principal objective it is to
turn over to machines as much of the teacher‘s function
as possible, thereby reducing the number of teachers needed,
as well as the cost of education.

A third source of hostility toward technology, one
that will very likely turn out to be the most difficult to
contend with, stems from the fact that educational techr
nology tends to make instruction highly visible and to
stress measurable results. Traditionally the teacher has
not been visible beyond the closed door of the self-
contained classroom. Opening that door, tearing down the
walls and laying bare for colleagues and supervisors the
program and process that takes place in that classroom is
a threatening prospect to many teachers.

These fears and anxieties must be reckoned with.
Teachers need to be convinced that technology will not and
cannot replace them but it will change their role. The
introduction of technologically—based instructional

materials into any school must be preceded and accompanied

 

by the kind of participation of the faculty that will help
to resolve the affective problems which inevitably arise.

John W. Loughary8 notes that, traditionally, a
teacher has had to build his own teaching methods and
materials (for example, charts, pictures, audio—visual
. presentations, and so on). The economics of time provides
strong support for the concept of staying with a few
tested teaching procedures, with tested instructional
materials, and perhaps to an extent greater than commonly
recognized, with the same subject matter.

Robert Heinich observes that even when we inteller
tually acknowledge a changed frame of reference, our habits
and commitments tend to keep us rooted in our former
perspective. As audiovisual materials were successively
introduced into schools, they were dealt with on the basis
of "aids" to teachers. They were not conceived as self—
contained instruction, and utilization procedures assumed
the necessity of a classroom teacher to complete the
instructional task. All audiovisual "aids" were subsumed
under the classroom teacher and there rested the final
decision in regard to use. Although certain research
studies and some programs, notably in the armed forces,
indicated that audiovisual materials could be far more than

"aids," the tradition definitely prevailed.9

 

8John W. Loughary, "The Changing Capabilities in
Education," Designing Education for the Future, op. cit., p. 71.

9Robert Heinich, "Technology of Instruction and
Impasse," Designing Education for the Future, op. cit., p. 75.

James Finn noted that the technological capital of
the American school system has increased markedly due to
the infusion of federal funds, changed attitudes on the
part of educators, and the pressures of problems such as
those generated in the inner city. It should be emphasized
that the educational system is still highly underdeveloped
technologically, but that the present technological buildvup,
which is more than marginal in its effect, has provided a

sufficient base for take—off.lo

Need for the Study

 

A pressing need exists in urban school systems,
and elsewhere in America's educational environs for the
creation of relevant, effective, curriculum procedures
and supporting materials. John Fisher states that:

Most critics and reformers want neither to
abolish schools nor to remove large numbers of
learners from them. What they want is better
schools. They argue for more humane treatment
of children and for curriculums that reflect the
nature of children and of the world they inhabit.
They advocate more effective control by parents
and an end of bureaucracies that are benevolently
benighted at best and dictatorially arrogant at
worst. They insist upon teachers who are able to
accept children when they find them, to help them
widen their awareness, and to make the most of
their capabilities and encounters.

With emergence of the civil rights movement in the

early sixties, the spotlight of educational concern began

 

10James D. Finn, "What is the Business of Instruc«
tional Technology?", Designing Education for the Future,

op. c1t., p. 47.

11John H. Fischer, "Public Education Reconsidered,"

, ifi "‘

to focus again on people. In the South, efforts centered
upon desegregation, at first with less success in schools
than on buses, in terminals, and at lunch counters. As
successive suits worked their slow way through the courts,
dual school systems began to yield, reluctantly and
grudgingly in the beginning, but with inescapable and
growing momentum. In the North, where school segregation
lacked legal sanction, it nevertheless persisted as a
result to residential patterns.

The existence of de facto segregation, especially
in the large cities, has focused attention on the condi-
tions minority children face. With Black, Puerto Rican,
and Chicano children concentrated in particular schools,
the extent of their educational deprivation is undeniable.
Conditions in slum schools became a matter of growing
concern to the residents of those neighborhoods themselves
and to others troubled by the deterioration of the core
cities.

Out of this complex of old trouble and new awarev
ness came another flood of school criticism with a very
different orientation. The earlier criticism had reflected
the conservatives' view of the consequences of progreSr
sive education and dealt mainly with the alleged failure of
the schools to stress fundamental skills and the tradie
tional academic disciplines. The new attacks charged the
schools with prejudiced and inhumane treatment of poor and
minority children, disrespect for the culture of these

children, and systematic rejection of their special needs.

V'il‘t 1?

 

Despite the efforts of writers and activists, the
sixties saw little basic change in most schools. Harold
Gores of the Ford Foundation remarked that it has been the
national habit normally to cast a net over smallfry, the
five year olds, sorting them into equal boxes called
classrooms, where, as they grow in size and strength, they
leap each June into a higher box until, after twelve leaps,
they receive a high school diploma.12

James Farmer notes that no issue confronting the
nation today is more critical than the problem of improving
the quality of education in our inner cities, particularly
the quality of education we offer our ghetto youngsters,
the poor, and the deprived.13

Charles Silberman suggests that public schools gee
be organized to facilitate the joy in learning and esthetic
expression as well as develop character. What makes change
possible, moreover, is that what is mostly wrong with the
public schools is due to not venality or indifference or
stupidity; but to mindlessness-—the failure or refusal to
think seriously about educational purpose, the reluctance

to question established practice.14

 

12Shelly Ulmans, The Management of Education: A
Systematic Resign for Educatlonal Revolution (New York:
Doubleday, 1970), p. 13.

 

l3James Farmer, "Education is the Answer," Today's
Education, LVIII, No. 4 (April, 1969), pp. 25-26.

14Charles E. Silberman, Crisis in the Classroom:

The Remaking of American Education (New York: Random House,
1970), PP. lO-ll.

 

10

The atmosphere surrounding the schools and sometimes
the tone within them changed, however. Collegiate fashions,
hairstyles, and language were effectively communicated by
television to the high schools. Teachers tired of being
taken for granted, organized themselves more strongly;
spoke out more freely; and, in general, together with the
students and community groups made life less agreeable for
administrators. Federal funds began to arrive in those
areas of the city where the poorer families lived. Never«
theless, at the beginning of the 1970‘s, the essential
character of most schools—-in purpose, in form, and in
function--appeared to be very much as it had been in the
early sixties.

The pyramidal model of an educational system in
which the total population is admissible at the base but
only the ablest survivors are permitted to reach the apex
has ceased to correspond to the conditions of our society.
Now we must guarantee every individual a setting designed
to respect his potentialities and the assistance needed
to make the most of them.

When a large number of people are involved in a
task that has important implications for students, teachers,
and the community, it is necessary that the work be carried
on in an orderly, professionally responsible manner. The
Joint Committee of the National Education Association and
the Association of American Publishers has addressed four—

teen recommendations (a revised set) on the selection of

 

WI'

11

materials to school board members and administrators, to

teachers, and to curriculum specialists, librarians, media

specialists, and other experts whose counsel will be sought

during the deliberations and at decision points in the

selection process.

The following relevant and significant recommenda—

tions made by the Joint Committee are new and deserve

special attention.15

1.

Educators, publishers, and interested citizens
should make concerted efforts to eliminate state
laws and other state and local procedures that
unduly hamper the freedom of local professional
selection committees in their choice of instruc-
tional materials.

Policy governing selection of instructional
materials is an acceptable topic for negotiation.
The give-and-take of negotiations can help
clarify details of the selection process and
mobilize the interest and energies of teachers
for the task of providing instructional materials.

A majority of the selection committee should be
classroom teachers.

In assessing instructional materials, selection
committees must consider a variety of criteria,
including how well the materials reflect the
multi—ethnic nature of our society.

Public school districts should allocate for
instructional materials and related services at
least five percent of annual per—pupil operating
cost.

E. B. Palmer, Cochairman, Joint Committee of the

NBA and the AAP, elaborated on the fifth recommendation

by noting that "related services" refers primarily to

 

15E. B. Palmer, "Selecting Instructional Materials,"

Today's Education, LXI, No. 2 (1972): P. 53.

 

12

in-service training for teachers in the use of new materials
and systems of instruction. The Joint Committee believes
that such training is so vital that it should be included
in the budget for instructional materials. He continues:
Although the 5 percent rate of investment in
instructional materials (including textbooks but not
equipment or library books) is about double the
current rate of expenditure, it represents a modest
investment in terms of need and opportunities involved
in a modern instructional program. The 5 percent
guideline would have provided in 1970—71 an average
expenditure of about $42 per pupil for all types of
instructional materials.16
With factual data in an ever-increasing supply,
teachers must place more dependence upon instructional
media to convey facts and other learnings while they
concentrate on more sophisticated professional roles. The
investigator hopes in this study to reveal some very posi—
tive indicators to the barriers that classroom teachers

consider as crucial in preventing them from using the

media approach in classroom instruction.

Purpose of the Study

 

The purpose of the study was to obtain descriptive
information about media-related activities and attitudes
of classroom teachers of the Detroit Public Schools as
well as information related to selected variables which
may affect these activities and attitudes. A particular
focus was made on one type of media service facility: the

Detroit Public Schools Curriculum Laboratories. The

 

16Ibid., p. 53.

 

13

potentials and effects of the process of decentralization
which Detroit is undergoing, for improved media service
was of major concern. It was also intended that the
exploratory survey would lead to the identification of
specific areas in which additional research might be con-
ducted in order to improve the quality of in—service

education and assistance for classroom teachers.

Definition of Terms

 

A definition of terms used throughout this study
is presented for understanding the background and research
data presented.

Meeie—-Print, audiovisual, and other sensory
materials which provide information for instructional
purposes. Examples include: television, films, film
loops, audio tapes, and community resources.

The following terms are defined as used within the
Detroit Public School System.17

Audiovisual Teaching Aids Library--The circulation
and maintenance of instructional films, film strips, tapes,
slides, overhead transparencies, telephone kits, art port-
folios and book kits. It also determines the need for
additional copies of items owned, and initiates new purposes
of materials. This is a warehouse operation with daily

delivery and pick-up by truck. Requisition is by form,

 

17George Grimes and High A. Murray, "At Both Ends
of the Bridge," Film News, Vol. XXVIII, No. 2 (1970),
pp. 6-9.

14

with a 15—day interval between requisition and delivery.
Bookings can be made up to three months in advance.
Technical Services—~Inspects, delivers, installs,
modifies, demonstrates, and maintains all AV equipment. It
also provides special equipment or technical advice as
needed or required. The on—site technicians are an addi—
tional responsibility of this department and its personnel.

Audiovisual Engineeringf-The function of this

 

Department is to prepare plans and specifications for all
AV equipment and its installation. This includes such
items as local school public address systems, and both
local school and broadcast television installations.

Educational Broadcasting-—Radio and television

 

programs are produced in the studios, at local commercial
stations and in schools. Schools are kept informed regard—
ing program highlights, changes, new development and
department activities through radio bulletins and various
means. Television guides, including courses of study, are
distributed to teachers at the beginning of each semester.
Student materials are distributed periodically.

Curriculum Laboratories--These are service facili—
ties where curriculum planning, study and development are
carried on by individuals or grOups under competent pro-
fessional guidance, and where curriculum materials may be
developed, displayed, and distributed. More specifically,

the laboratories provide:

15

(1) Information Services—«professional reference
materials, ideas, booklets, instructional
materials, catalogs.

(2) Materials Production Facilties«-the necessary
equipment and materials to allow teachers to
produce custom-tailored overhead transparencies
and slides; also to mount, laminate, or prepare
for duplication. Production activities are of
a do-itnyourself nature.

(3

V

Circulating AudiovisualMedia (i.e. commercially
produced)——this is in addition to circulation by
the Audiovisual Teaching Aids Library and is a
kind of 'first aid' collection of films, films
strips, slides, recordings, multimedia kits and
single concept films available on a first—come,
first-served basis.
229 Professional Library--Repository of professional
books, journals and other materials available to all
teachers, administrators and supervisors. Most of the
collection may be circulated.
The Childreefs Museum—-Operated by the Detroit

Board of Education primarily for the instruction, both
formal and informal, of children who attend the city's
public schools. It provides three basic services:

'(1) lessons for school classes that come to the Museum.

(2) lending collection for use by teachers.

(3) programs and activities after regular school hours.

16

Statement of Questions to be Studied

There is no question that a variety of teaching and
learning resources are needed to carry on effective and effi-
cient programs of instruction. However, if these tools are to
be used, they must be readily available and the teacher must
have ready reference in order to locate appropriate materials.18

Today, no school can expect to carry out its task of
education without providing the teachers with these needed re-
sources. Not only should they be accessible but the supporting
production hardware should be provided to allow the teacher an
opportunity to create materials to fit local learning needs.19

This study will attempt to answer the following ques-
tions:

1. What is the attitude of Detroit instructional per-
sonnel regarding the effectiveness of the Detroit Public Schools
Curriculum Laboratories in offering media services and materials
to improve classroom instruction?

2. What has been the effect of system—wide media super-
visors and other Curriculum Laboratory personnel in providing
leadership, consultive help and other services to classroom
teachers?

3. What media resources, available on a centralized
basis, are utilized by teachers?

4. What media equipment and materials should be

available at the local school level?

 

18Amo de Bernardis, "Locating Selectings and Producing
Teaching and Learning Resources," Instructional Process and
Media Innovations, Edited by Robert A. Weisguher (Chicago,
Rand McNally, 1968), p. 517.

 

lgIbid, p. 525. i

l7

5. What media resources should be available at
the regional level as the process of decentralization
proceeds?

6. What reasons are expressed by classroom teachers
for not utilizing media equipment and materials?

7. What are the major variables that affect

utilization of major media equipment and materials?

Basic Assumptions

 

A perusal of the literature concerning media indi-
cates that the use of media makes possible the reaching of
a much wider range of objectives than has previously been
possible. In fact, the developments in the newer media
really make feasible for the first time the widespread
application of inductive reasoning to learning. The newer
media are able equally to demonstrate and to clarify for
learners the abstract statements which are a part of the
deductive approach.20

Throughout this study it was assumed that:

1. Media provide the teacher with means of
extending the horizon of experience.

2. Media help the teacher provide meaningful

sources of information.

 

20W. C. Meierheney, "Relationship of Media and
Curriculum," op. cit., p. 17.

18

3. -Media provide the teacher with the means of
guiding and controlling the desirable responses of the
learner in relation to the stimulus materials of the
learning situations.

4. Media provide the teacher with interest-
compelling springboards into a wide variety of learning
activities.

5. Media provide the teacher with rich sources
of pupil purpose when communicative materials are produced
jointly by pupils and teachers.

6. Media provide the teacher with a kit of tools
to carry out diagnostic research and remedial work demanded

by up—to-date instructional purposes.21

Procedures and Evaluation Plan

The School District of the City of Detroit employs
approximately 11,000 classroom teachers to serve students
in 330 school buildings. The School District, by state
law, was recently decentralized to offer greater community
control of the schools. One hundred thirty seven classroom
teachers representing each administrative region were
surveyed. The instrument used in the study was a question-
naire. Schools selected represented the elementary, middle,
junior high and senior high grade levels. These teachers

taught in buildings that were built as early as 1896 and

 

21Carlton W. H. Erickson, AdministeringfInstructional
Media Programs (New York: The MacMillan Co., 1968), pp. 108-
112.

 

19

as late as 1970. It is possible that some teachers were
housed in temporary transportable units that have been
placed in a neighborhood to relieve the overcrowding of
the permanent building. All teachers were selected by the
building principal or his designated appointee. The
investigator is unable to name the specific schools used
in the study due to the regulations of the school district.
This study was conducted with the approval and cooperation
of the Research and Development Division of the district,
the Regional School Boards and the Regional Superintendents.
These schools represent the various socio—economic levels
of the community, racial compositions of schools, and

geographic location.

Overview of the Study

 

This study consists of five chapters. Chapter I
includes a statement of the problem and the need for the
study.

Chapter II contains a review of the literature
related to the investigation of the study.

Chapter III describes the methodology and procedures
of the study.

Chapter IV presents the research data and results
of the analysis of the data. An attempt was made to
appraise and interpret the data in order to derive some
measures which could be used in developing a more effective

media program in the Detroit Public Schools.

20

Chapter V concludes the study. The research find-

ing and implications for further study are presented.

CHAPTER II

REVIEW OF LITERATURE

Brown and Norbergl state that there are five
important compentencies required for effective utilization
of educational media. They are:

1. Understanding of the behavioral processes in
communication and learning.

2. Knowledge of media characteristics and
capacities.

3. Ability to evaluate and conduct or participate
in experimental studies of teaching and
learning.

4. Familiarity with appropriate materials and
sources.

5. Command of necessary mechanical skills.
The review of the literature will be based upon

these five compentencies.

 

1James W. Brown and Kenneth D. Norberg, Administer-
ing Educational Media (New York: McGraw Hill, 1965),

21

4b

22

Understanding of the Behavioral Processes
1n Communicatlon and Learning

Hilgard2 states that with learning research we may
divide the stages of relevance to learning into the follow-
ing six steps:

Step 1. Research on learning with no regard for its
educational relevance.

Step 2. Research on learning which is not concerned
with educational practices but which is more
relevant than that of Step 1 because it deals
with human subjects and with content that is
nearer to that taught in school.

Step 3. Research on learning that which is relevant
because the subjects are school-age and the
material learned is school subject-matter or
skills, though no attention is paid to the
problem of adapting the learning to school
practices.

These steps, having no immediate application to
practical situations would be considered pure—science
research. The steps having to do with applied research
follow:

Step 4. Research conducted in special laboratory
classrooms with selected teachers.

Step 5. A tryout of the results of prior research
in a 'normal' classroom with a typical teacher.
Whatever is found feasible in Step 4 has to be
tried out in the more typical classroom, which
has limited time for the new method, and may
lack special motivation on the part of either
teacher or pupil.

Step 6. Developmental steps related to the advocacy
and adoption. Anything found to work in Steps
4 or 5 has to be 'packaged' for wider use, and
then go through the processes by which new
methods or procedures are adopted by those not
party to the experimentation.

 

2Ernest R. Hilgard, "A Perspective on the Relation-
ships Between Learning Theory and Educational Practices,"
in Teachers and the Learning Process, edited by Robert D.
Strom (Englewood Cliffs, N. J.: Prentice-Hall, 1971).

i" ,

23

then go through the processes by which new

methods or procedures are adopted by those

not party to the experimentation.

Too much of the researchkws rested at Steps 1 and
2 to be educationally relevant; educational psychologists
too have tended to work at this end of the spectrum and
then jump, by inference to Step 6.

Hilgard3 suggests that another level of research
strategy is needed for a school system«—the strategy of
innovation. Abstractly, the steps of innovation are to
provide: (a) a sound research-based program, validated
in tryout, (b) the program packaged in such a way as to
be available for the teacher, (c) testing materials by
which it can be ascertained if the objectives have been
realized, with appropriate normative data on these evaluae
tive instruments, (d) in—service training to overcome the
teacher's resistance to something new and to gain his
enthusiastic acceptance of the program as something
valuable as well as to train him in its use, and (e)
support for the program from the community, school boards,
parents, and other concerned with the schools.

Gagne4 comments that one must examine the way in
which things, events and ideas about them are presented

to the human learner; in fact, the ways in which relevant

 

3Ibid.

4Robert M. Gagne, "Learning Theory, Educational
Media, and Individualized Instruction," in To Improve
Learning: An Evaluation of Instructional Technology, II,

92. cit., p57'62—63.

,5

24

stimulation impinges upon the learner from his environment.
Further, one is led to a consideration of what happens to
this stimulation when it reaches the nervous system of the
learner--in other words, what kinds of transformations it
undergoes.

The first of these problems of stimulating the
human learner, represents the area of media of communica-
tion. Generally we tend to describe media in terms of the
material things that provide the vehicles for the "messages."
However, for the purposes of considering their effects on
learning, there are advantages to attending instead to the
kinds of channels they offer. There are different ways in
which the learner is affected by media. He may be stimu«
lated by actual objects and events, and a reasonable por—
tion of his learning results from such stimulation. Once
he has learned how in his early years, the learner may be
stimulated with apparently equal effects by pictures,
whether he sees them in a textbook, on a movie, or tele“
vision screen. Again, following some early learning, he
responds to diagrammatic pictures, which are of several
varieties. As schooling proceeds, learning comes to depend
increasingly on the stimulation provided by the printed
language. Auditory language has always been another major
source of information for use in learning.

The second part of the problem to be considered
concerns what happens to this stimulation when it reaches

the learner. How is it transformed in such a way as to

25

change his capabilities from one state to another? What
kinds of processing does it undergo in leading his teachers
to conclude that he has learned?

Psychologists have studied, experimented upon,
speculated about, and generally tried to understand the
learning process for many years. The learning theory as
it exists today, is a highly inelegant and unfinished
entity. There do appear to be some fairly fundamental and
stable principles which serve to tell use what learning is
not like and to suggest the outlines of what it is like.

The design of effective instruction, then, has
these two areas of knowledge to call upon. Instruction
needs to be arranged so that it will bring about the kind
of change in a student which is called learning, and this
requires a consideration of learning theory. In attempting
to being about such a change, the act of instruction is a
matter of stimulating the student in certain waySH-and
here one has the choice of media to work with. Putting
ideas together from these two domains of knowledge can
yield some techniques and procedures of instruction which
should make the process of learning an optimally effective
one.

Miller's5 views regarding the implications of

learning theory for instruction are presented in a volume

 

5N. E. Miller, et a1., Graphic Communication and
epe Crisis in Education (Washington D. C.: Department
of Audiovisual Instruction, National Education Association,
1957). (Audiovisual Communication Review, Vol. 5, No. 3.)

"h ..

26

of Audio—Visgel Communication Review, entitled "Graphic
Communication and the Crisis in Education" (1957).

The four principles he describes are suggested by
the words: motivation, cue, respond, reward. It is
Miller's contention that an effective sequence of instruc«
tion, in any medium, must include provision for these four
conditions.

First, motivation: the student must want
something.

Second, there must be a cue: the student must
notice something.

Third, response: the student must do something.

Fourth, reward: the student must get something
he wants.

Miller's principles are surely important to
instruction, but it is questionable whether they are often
violated even in the most traditional instruction.

The ideas of Gagne6 regarding the learning process
are contained in a book entitled The Conditions of Learning
(1965). The suggestions to be derived from this View of
learning are more specific for instruction than those
previously described. He found that eight kinds of learn—
ing organized sequentially and cutting across all theories,

could be described:

 

6Robert M. Gagne, The Conditions of Learning (New
York: Holt, Rinehart and Winston, 1965), pp. 33-57.

 

27

1. Signal learning: Learning to respond to a
signal.

2. Stimulus—Response Learning: Voluntary learning
that involves making a specific response to a
specified stimulus.

3. Chaining: Learning to connect together, in a
sequence, two or more previously learned SvR

situations.

4. Verbal association: Learning on a verbal level,
related to chaining.

5. Multiple discrimination: Learning an extensive
series of simple chains.

6. Concept learning: Learning to make a common
response to a number of stimuli that may differ
from each other in appearance.

7. Principle learning: Learning a chain consisting
of two or more previously and separately learned
concepts.

8. Problem solving: Learning, based on two or more
previously acquired principles, that requires
internal thinking toward the result of a new,
higher level principle.

Gagne points out that in his pattern, even higher-
numbered conditions depend on the former ones as pre-
requisites. Gagne also recognized that his treatment of
the conditions of learning is restricted to knowledge
(cognitive tasks-—and skill types, motor or psychomotor
tasks) of educational objectives and does not treat
objectives of motivation and the establishment of attitudes
and values (the affective domain of learning).

Applications of Gagne's conditions for the design

of instruction have been made in a research project and

 

28

are described as part of a publication.7 In this report,
after statements of behavioral objectives are made, types
of learning involved (from Gagne's list) are identified,
the media and experiences are selected to serve the indi—
cated conditions of learning. The report provides further
details of how Gagne's learning principles are related to
media selection.
Gagne summarized what to him are the most important

events of instruction.8

Gaining and maintaining attention.

Insuring recall of previously acquired knowledge.

Guiding learning by verbal and pictoral materials
that provide 'cues' or hints to new principles.

Establishing conditions for recall or transfer of
learning through the use of carefully designed
problems and situations to which application of
the newly learned principle is made assessing
outcomes through test and other evaluations.

The Views of Skinner9 on instruction are contained

in a variety of articles, particularly those on teaching

 

7Leslie J. Briggs and others, Instructional Media:
A Procedure for the Design of Multiple Media Instruct1on,
A Critical Review of Research and Suggestions for Future
Research (Pittsburg: American Institute of Research, 1967),
Chapter 2.

8Robert M. Gagne, "Learning Theory, Educational
Media, and Individualized Instruction," op. cit., pp. 70-71.

9B. F. Skinner, "Teaching Machines," Science (1958),
pp. 969-977; "Why We Need Teaching Machines," Harvard Edu-
cational Review, 31, pp. 377- -398; Science and Behav1or
(New York: Macmillan, 1953), pp. 122, 152-153; i‘The
Science of Learning and the Art of Teaching," Harvard
Educational Review, Vol. 24 (1954), PP. 86—89.

 

 

29

machines. Valuable analyses are also contained in books
and articles by his students (Gilbert, 1962; Green, 1962).
Skinner's analysis of instruction assumes that motivation
must be present, that the student must make a response and
that this response needs to be rewarded, or "reinforced."

Several relatively specific ways of controlling the
learning process by suitable sequencing of stimuli and
reinforcement are suggested by Skinner's theory. One is
the principle of shaping, applicable to the learning of
motor acts. A second principle, is that of successive
approximation of stimulus control, in which a response
which is originally "prompted" comes to be given properly
even when the prompt has been progressively "faded.“ A
third Skinnerian principle is chaining, which describes
the conditions of reinforcement by means of which a
lengthy procedure is learned.

For certain kinds of learning tasks, these procedures
are indeed specific; for others, they are highly general.

The views of Ausubello

may be sampled in TQe
Psychology of Meaningful Verbal Learning (1963), and also
in an informative chapter in the book, Instruction: Some
Contemporary Viewpoints (Siegel, 1967).

Ausubel insists, first of all, that school learning

is meaningful learning and that this process is distinctly

 

10D. P. Ausubel, "A Cognitive Structure Theory of
School Learning," in Instruction: Some Contemporary View-
points, edited by L. Siegel (San Francisco: Chandler, 1967),
pp. 207— 257.

 

30

different from what is usually called rote learning. Thus
he comes to grips directly and specifically with the
learning of facts and principles, as is not particularly
concerned with other forms of learning such as motor and
verbal chains. In this theory, the most important princi-
ple is called subsumption. Meaningful learning takes place
when a new idea is subsumed into a related structure of
already existing knowledge. The results of this process

is the acquisition of a set of new meanings.

A second principle is that any subject should be
presented by progressive differentiation of content, the
most general and inclusive ideas first, and then the more
detailed and specific ones.

Still a third principle of importance is called
consolidation. This means the insistence on mastery of
on-going lessons before new material is introduced. This
proposition is at least highly similar to Gagne's principle
of cumulative learning.

Another principle would seem to be integrative
reconciliation. By this, he means that new ideas, once
introduced, need to be deliberately related to old ideas,
significant similarities and differences pointed out, real
or apparent inconsistencies reconciled.

One thing that all communications have in common
is learning. Learning is the modification of behavior as
a result of some prior experience. Since modification of

behavior is so central to the process of communication, we

.eii

31

can approach communication as a problem in learning.
Learning is not confined to the acquisition of facts.

It also includes the formation of attitudes, beliefs, and
other implicit responses that mediate overt behavior.
Education activities imply a commitment to bringing about

behavioral changes in learners.

Knowledge of Media Characteristics
and Capacities

Briggsll comments that there are several indications

 

that need to be overhauled in the procedures by which
instructional materials are prepared and made available-
for presentations via the various instructional media.

First, teachers are often bewildered by the
proliferation of media in which the same subject matter
is made available for use in instruction. No guidelines
exist to help the teacher choose from among all the
available media.

Second, a review of prior research indicated that
while much research has done much to improve the effective-
ness with which materials are presented in the various
media, there is almost no research which would help one
decide when to use a given medium and when not to use it.

Third, no theoretical framework appears to exist
within which original decisions were made as to which

media would be best for presenting specific materials.

 

llLeslie L. Briggs, "A Procedure for the Design of
Multimedia Instruction," in Frederick G. Knirk and John W.
Childs, Instructional Technology: A Book of Readinge
(New York: Holt, 1968), pp. 61-64.

32

In sum, better techniques are needed for matching
media with objectives before the materials are prepared in
various media.

Public school systems have not been willing to
make significant financial commitment to in—service
training and staff development activities. Colleges and
universities have found offering courses for school
teachers lucrative, but have not allocated major financial
or academic resources to the activity.12

Even when in-service training is available, it is
more frequently viewed by the teacher as a way of satisfy-
ing state education requirements (and of making more
money) than as an opportunity to become a better teacher.

Teachers typically have seen in-service training
as "something somebody else does for us." The policies
and ground rules have been set by certification officials,
school boards, school and college administrators. Typi—
cally, teachers have docilely accepted both policies and
offerings and have seldom questioned the system.13

The October, 1967 NEA Research Bulletin stated that

 

a large percentage of the teachers who responded to the

 

12Don Davies, "Teacher Education," U. S. Congress,
Senate Committee on Labor and Public Welfare, Subcommittee
on Education. Notes and Working Papers Concerning the
Administration of Programs Authorized Under Title III of
Public Law 89-10, the Elementary and Secondary Education
Act of 1967 as Amended by Public Law 89—750 (Washington:
Government Printing Office, April, 1967), p. 295.

l31bid., p. 298.

 

33

Research Division's questionnaire have access to and use
photographs, filmstrip projectors, audio-tapes, charts and
maps, 16 milimeter motion picture projectors, overhead
projectors, and the like14 . . . but it is still not
difficult to find situations in which recently acquired
equipment and materials are relatively unused. Perhaps
more serious is the fact that in numerous instances in
which audio-visual equipment and materials are being used,
they are used to perpetuate an unimaginative program of
instruction. Ready and easy access to audiovisual materials
and equipment is essential; but a high degree of accessi-
bility does not guarantee that materials will be used--or
used appropriately or effectively.

Torkelson15 compared the effectiveness of a formal
course in instructional materials with two approaches
which integrated what was presumed to be the same objectives
and content into practitum and methods in teaching. In
general, his findings slightly favored the didactic
approach; however, the functional approach was plagued with
logistical problems-and those who employed it had had the

majority of their experience in more didactic approaches,

 

14National Education Association Research Bulletin,
Instructional Resources in the Classroom (October, 1967),
pp. 75-770

5Gerald M. Torkelson, An Experimental Study of
Patterns for Improving Preparation of Pre-Service Teachers
in the Use of Audiovisual Materials and of Effects of
Pupils, Title VII, Project #079, NDEA 1958. Grant #7-48-
0720-034, College of Education, the Pennsylvania State Uni-
versity, University Park, Pa., March, 1965.

 

34

so it would be wise to follow'Torkelson's advice to avoid
the temptation to generalize too far from his data.

The use of technology in in—service education to
instruct not only in teaching content but in the appli—
cability of technology itself is reported by Riedesel.16
Elementary school teachers in Williamsport, Pennsylvania,
some 64 miles from Pennsylvania State University were
provided with access to CAI terminals in their home
location. The response stations were connected with the
computers at the University on a schedule which permitted
the teacher to study a professionalized course in modern
mathematics at her convenience. Not only did the teacher
learn modern mathematics, but she had an experience in the
application of technology to teaching.

One experiment in which teachers were gathered
together for new learning using films to give them a
further understanding of the process, was carried out by
Gertrude Hendrix at the University of Illinois Mathematical
Program in which teachers were taught themselves, saw
children taught, and also were given films of the way in
which young dogs learned in a few short weeks from
experienced trainers. Experiments in the special classes

in the Illinois project suggested, however, that it was

 

16Samuel M. Long and C. Alan Riedesel, Use of
Computer-Assisted Instruction for Mathematics In—Service
Education of Elementary Teachers, Center for Cooperative
Research with Schools, College of Education, Pennsylvania
State University, University Park, October, 1967.

35

easier to teach teachers who had taught but had never
taught mathematics, how to teach the new mathematics
than it was to teach mathematics teachers who had learned
previous methods. This suggests that unlearning specific
skills may be a more serious barrier to learning new
skills than earlier more generalized learning. Experience
with trying to present new experiences in which there is
no trace of old habits, also suggests that in planning the
re—education of teachers, less reliance can be placed on
any situation where unlearning is required.17

Mayer (1961) comments that despite the brilliant
work on the Physical Science Study Committee, the course
was not entirely successful, "largely because its directors
'had thought more deeply about the text, the hfla, and the

film, then about the training of teachers to handle the

"18
course.

A study of "New Media Research in Teacher Educaa
tion"19 stated that:

Studying media in combination will improve our
knowledge but will contribute only a step toward
the most central and complex issue in the use of
new media in teacher education: what can each
device and combination of devices do best for

 

17Lawrence F. Frank, The School As Agent for
Cultural Renewal (Cambridge: Harvard University Press,
1959) I p. 40.

 

 

8Martin Mayer, The Schools (New York: Harper,
1961), p. 264.

19Gerald Lessee, "New Media Research in Teacher
Education," AV Communications Review (Fall, 1966), p. 352.

 

 

36

different kinds of students, under different
educational conditions, with respect to different
educational objectives, and when used by different
teachers? Obviously no single medium or combina—
tion of media will accomplish the full job of
training the teacher. No single criterion or set
of criteria for successful teaching is likely to
emerge, and no single best pattern for the training
of all teachers is likely to be identified. No
single best pattern in the use of new media is
likely to emerge as most effective under all
instructional conditions.

Teachers have always played and are likely to
continue to play a crucial role in shaping the curriculum.
The teacher's role in developing educational technology is
central and strategic. Supported by a modicum of evidence,
educators have been convinced that one of the major barriers
to the development of audiovisual instruction has been
that a large number of teachers have been disinterested
in, or uninformed about this mode of instruction.

Teachers must also be taught to select and use
audiovisual materials if such instruction is to become a
common and productive practice in the classroom.

Additional evidence supporting this conclusion is
to be found in the fact that despite tremendous increases
in the amount of audiovisual equipment and materials in
American schools in the past decade, teachers have not
always been converted into regular and effective users of

20
these resources.

 

20Paul W. F. Witt, ed., Technology and the
Curriculum (New York: Teachers College Press, 1968),
pp. 56—57. ’

 

37

ébility to Evaluate and Conduct or
Participate in Experimental
Studies of Teaching and Learning
The Research Division of the National Education
Association conducted a survey of activities accepted as
fulfilling professional growth requirements in 1965. The
307 school systems with 6,000 or more enrolled pupils
generally accepted just three types of professional growth
activities; college courses for credit, school system
programs, and travel. It should be noted that two of the
three activities are teacher initiated, albiet found accept-
able and probably encouraged by school system through
inducements of salary advancements on the salary schedule.
The apparent assumption of school systems that
teachers will become more effective teachers because of

21 Research

increments of higher education is unfounded.
data has not found a significant relationship between
teacher effectiveness and the teacher's grades in univer—
sity courses.22 These findings hold true even in the
teacher's major subject.

The National Commission on Teacher Education and

Professional Standards recently sponsored the year of the

non-conference to study the teacher and his staff. A

 

21National Education Association, Research Division,
Research Bulletin, National Education Association Vol. 45
(1) (March, 1967), p. 26.

22Donald D. Jones, "The Prediction of Teaching
Efficiency from Objective Measures," Journal of Experi-
mental Education, XV (1946), pp. 85-89.

 

 

 

38

number of papers, demonstration centers, and films were
outgrowths of the year. "To add to the dialogue about

school organization by suggesting some ways that teachers

and technology can be brought together to create personalized
educational programs" was the purpose for a booklet sponv
sored jointly by TEPS and the Center for Study of Instruc~

tion.23

The July 1968 statement of its Research and Policy
Committee, the Committee for Economic Development outlined
certain problems of instruction in elementary and secondary
schools.24 Noting that research and technical invention
are opening up new possibilities in instructional processes
and methods, the report stresses "that there must be a
basic change in the attitudes and approaches of large
numbers in the teaching profession toward instructional
organization, methods, and research." It mentions four
imperatives for the schools, including better organization
for innovation and change, increasing emphasis on the
dissemination and practical application of research, use

of cost-benefit and cost-effectiveness analysis as a guide

to resources allocation, and the establishment of a

 

23Bruce R. Joyce, The Teacher and His Staff: Man,
Media and Machine (Washington, D. C.: National Commiésion
on Teacher Education and Professional Standards and Center
for the Study of Instruction, 1967), pp. 1-11.

 

 

4Committee for Economic Development, Innovation
in Education: New Directions for the American SchBol
(July, 1968), p. 75.

 

 

39

national commission to encourage research, innovation, and
evaluation.
Productivity, morale and quality are likely to
depend on the amount of freedom granted, whether one is
dealing with citizens in the community, workers in the
factory, or teachers in school. Teachers who are constrained
in rigidly defined situations or who work in a system with
inflexible, hierarchical controls will not have an oppor-
tunity for development. The school that encourages
experimentation with education contexts, new approaches,
new facilities, new classroom situations is likely to
create an excitement for education that guarantees learn-
ing--even by the teacher.25
Goodlad26 suggests that the monolithic structure
of American schools restricts teachers seeking to provide
for individual differences among learners. This structure
and the assumption upon which it appears to be based
neither condone nor provide an adequate range of alterna—
tives from which to choose in filling prescriptions sug«
gested by teacher diagnosis. The larger environment for
schooling must be manipulated if teachers are toengage

productively. Three aspects of that environment are:

 

25Bruce J. Biddle and William J. Ellena, eds.,
Contemporary Research on Teacher Effectiveness (New York:
Holt, 1964), p. 39.

26John I. Goodlad, "Diagnosis and Prescription in
Educational Practice," in Instructional Technology: A
Book of Readinge, op. cit., pp. 65-74.

 

 

 

40

(l) expectations for schooling, (2) curriculum, and (3)
school organization.

The notion that "a school is to cover" has spread
a drab cloak of conformity over virtually every act of
schooling. Teachers are not only caught up in a system of
relatively uniform values but actually are part of this
system. Many researchers, imbued with the desire to be
value-free, have merely uncritically or unwittingly
accepted the built-in values of the status quo.

At least three experts of the current curriculum
reform movement offer wider degrees of freedom to teachers
seeking to prescribe the following diagnosis: (1) the
identification of a new fundamental concepts around which
the specifics of instruction are to be organized, (2)
emphasis on inductive process of teaching and learning,
and (3) a diversified instructional package comprising
textbook, supplementary books, workbooks, laboratory
experiments, films, records, and programmed materials.
Present patterns of school organization support common
expectations for all learners, both in what is to be
learned and in the rate of pregression through it. The
graded school implies graded content, materials, limited

individual differences, and non—promotion.

41

Persellin,27

in Educational Technology contends
that certain conditions must be present before an innova-
tion has a chance to succeed:

l. The education community must perceive and
emphatically express a specific need for change.

2. The need must be recognized by the community at
large.

3. A state of the art in both methodology and media
must exist for meeting the need in a cost-effective
manner.

4. Sufficient funds must be available for paying
the cost.

Van Wyck adds a fifth condition:
5. The necessity of preparing teachers for change.

28 after

In a recent article, Eichholz and Rogers,
analyzing teacher opinions about innovative failure,

formulated a list of rejection responses:

1. Rejection through ignorance-~the innovation was
unknown or its complexity led to a lack of
understanding.

2. Rejection through default--admitting a knowledge
of the innovation without any interest in its
use.

3. Rejection by maintaining the status-quo innova-
tion not accepted because it had not been used
in the past.

 

 

27Leo E. Persellin, "Conditions for Innovation in
Educational Technology," Educational Technology (December
30, 1968), PP. 5-9.

 

28Gerhard Eichholz and Everett M. Rogers, "Resis-
tance to the Adoption of Audiovisual Aids by Elementary
School Teachers: Contrasts and Similarities to Agricul-
tural Innovation," in Innovation in Education, edited by
Matthew B. Miles (New York: Teachers College Press, 1964),
pp. 299-316.

 

42

4. Rejection through societal mores-ateachers
feel society finds the innovation unacceptable
and will not use it.

5. Rejection through interpersonal relationships--
colleagues do not use it, therefore neither will
I.

6. Rejection through erroneous logic--the use of
rational but unfounded reasons for the rejection
of worthy innovations.

7. Rejection through substitution——using one practice
over another practice requiring the use of an
innovation.

8. Rejection through fulfillment-~teacher is con-
fident of the success of using his own methods,
making innovation unnecessary.

9. Rejection through experience--discussing with
others the failure of some innovations.

An innovation in the use of media faces less chance
of resistance if it supports or slightly modifies current
educational practice, rather than changing or replacing
the practice. It is necessary for teachers and adminis-
trators to work cooperatively to initiate desired changes
in an instructional program. Influential groups and
individuals within a school system have significant roles
in implementing and fostering the growth of an innovation.

Familiaripy with Appropriate
Materials and their Sources

 

 

Richard A. Meisler29 states that, "If technology
can help to improve the quality or efficiency of our

educational programs, then American education, pressed by

 

29Richard A. Meisler, "Technologies for Learning,"
in To Improve Learning: An Evaluation of Instructional
Technology, op. cit., pp. 223-232.

 

43

a large number of students involved in its great experi-

ment of mass education, can sorely use that help."

He presents an inventory of promising and yet

unassimilated educational technologies including some

techniques that are not "instructional" in a narrow sense.

An Inventory of Technologies for Learning:
Audiovisual Media

Audiotape

Overhead transparencies
Slides

Motion Pictures
Intermedia configurations
. Multimedia configurations

mmwal-J
O

Programmed Instruction
1. Book format
2. Teaching machine format
3. Computer-assisted instruction
Closed Circuit Television and Videotape Recording
Games and Simulations
Mass Media
1. Broadcasting
a. Television
b. Radio
2. Long-playing records
3. Magazines and newspapers
Sensitivity Training
Electronic Communications
Zerography
Independent Study Materials
Speed Reading and Effective Study Training
Photography

The public schools are making far less use of the

new products of instructional technology than private

44

industry or the military. The increased use of technology
in education is seen by some educators as a move towards
the "takeover" of education by "outsiders," the developers
and suppliers of educational goods who are supposed to
serve the educational system.

The school today, of course, is profoundly influ-
enced by those "outsiders" whom the educators fear. That
they appear unaware of this influence is traceable to two
factors: they don't see the textbook salesmen as "out-
siders" and they are not as conscious as they might be of
the influence of existing teaching materials on the
school's program and on the children's capacity to learn.
The "education business" has, in sum, a major influence
on school practices today. To say that the new technologi-
cally-based industries are the first to threaten educators'
autonomy is to avoid the obvious but usually overlooked
facts of the situation.30

The annual Statistical Survey of the American Pub-
lishers Institute reported in 1967, sales of 92,525,000
textbooks both hard and paperbound, and 131,900,000 units
of workbooks and objective tests for elementary grades. In

high schools, total sales were 44,290,000 copies of both

 

30Theodore R. Sizer and David L. Kirp, "Technology
and Education: Who Controls?" in To Improve Learning, II,

op. cit., pp. 931-933.

45

hard bound and paperbound textbooks, and 21,170,000 units
of workbooks and objective tests.31
The educational publishing industry has reacted in
several ways to the changing needs of the schools. Since
1958, twenty educational publishers offered their stock
for public sales. In the areas of mergers and acquisitions,
over fifty transactions have taken place in the past ten
years and others are in process. Such concerns as Xerox,
IBM, Raytheon, CBS, Litton Industries, ITT, Bell & Howell,
and RCA have acquired publishing firms. Others, such as
General Electric and Westinghouse developed their own
educational divisions. Other educational publishers
maintained their original structure and diversified from
within. 'Publishers acquired instructional aids, to com—
plement textbooks which could be offered to schools as a
unit. Contract agreements were drawn up whereby publishers
would work with film companies to produce instructional
kits.32
Television was the first introduction to educators
of the potential of media as complete instruction. Tele-
vised instruction required determination of instructional
goals, selection of TV instructors, the arrangement of an

orderly sequence of instructional components, including

efforts of the classroom teacher if there was one,

 

32Ibid., p. 533.

46

development of a climate of acceptance by faculty and
students, measurement of attainment of objectives, etc.33
Filmed courses, by—products of instructional tele—
vision, served to introduce many educators to the concept
of direct instruction with media.34
The language laboratory movement threw content and
media specialists together in an intimate working rela«
tionship that produced very strange and startling experi—
ences. For the first time, language teachers discovered
that the mode and materials of instruction interact with
instructional behavioral methods.35
Programmed instruction has reawakened interest of
public school educators in focusing on behavioral objer
tives.36
If the current face of film, filmstrips, and other
media are to be used, they should be so incorporated into
instructional programs that student interaction with the
media is part of the process. Unless this is done, these
media should be used sparingly.

The new technology which allows for students inter-

action is quite expensive. Moreover, "software" for this

 

33Robert Heinich, "The Teacher in an Instructional
System," in Instructional Technology: A Book of Readings,

op. cit., p. 49.
34Ibid., p. 50.

35Ibid., p. 50.

36Ibid., p. 51.

47

equipment is scarce. Twenty "talking typewriters" with

the limited programs available, lease on a five-year
contract basis for about $280,000 per year. The Craig
readers with audio—active attachments, if and when they
become available, will cost much less. All other computer—
assisted instruction devices are also quite expensive. The
installation of calculators, adding machines, or electric
typewriters would require a significant outlay of money.

At present cost figures, the technology which seems to

have the greatest potential for reaching children will
increase per pupil expenditures about $500 per year.
Furthermore, if the technology is to be effective, its
installation must be accompanied by a thorough reeeducation
of the teachers and will probably require significant
changes in existing structures. Adequate electrical out—
lets, lighting, heating, ventilating, air-conditioning,

and humidity controls are not available in most schools.37

Command of Necessarngechanical Skills

 

Robert Heinich38 observes that even when we intel-
lectually acknowledge a changed frame of reference, our

habits and commitments tend to keep us rooted in our

 

37Willard J. Congurene, "Possible Uses of Technology
for Educating Underprivileged Children," To Improve Learning,

LI, op. cit., pp. 550—551.

38Robert Heinich, "Technology of Instruction:
Impetus and Impasse," in Designing Education for the FutureL
No. 6, edited by Edgar L. Morplet and David L. Jessee
(New York: Citation Press, 1969), pp. 76-77.

 

 

48

former perspective. Audio-visual materials were not
conceived as self—contained instruction, and utilization
procedures assumed the necessity of a classroom teacher to

complete the instructional task. Mediated instruction does

 

not "extend" the classroom teacher; it represents alternate
ways of achieving instructional goals.

If mediated.instruction can be considered as pro—
viding alternatives to classroom instruction, then it
follows that decisions involving its use must be made at
a level where they are carried out--the curriculum planning
level.

There would not be two broad classifications of
instructional activity whose assignments are made at the

curriculum planning level-~mediated teaching and classroom

 

 

teaching.

A teacher whose instructional efforts are presented
to students in a mediated form would be a media (or
mediated) teacher. A teacher who is physically in the
classroom, would be a classroom teacher.

The media teacher is not to be confused with a
teacher EEEE media. The latter may be either a media
teacher or a classroom teacher. A television teacher will
no doubt use other media in his presentation, but the fact
that his whole instructional effort is presented to students
in a mediated form defines him as a media teacher. A

teacher whose instruction--with or without the support of

49

media—-takes place with facevtOFface contact with students
is a classroom teacher.

From a systems point of view, mediated teaching and
classroom teaching are simply different tactics used in the
strategy of instruction. No problem arises if the entire
course is assigned to a mediated teacher, or if it is
assigned to a classroom teacher. The sticky situation
occurs when a mediated teacher and a classroom teacher are
engaged in a joint enterprise.39

Schools of education must recognize that men on both
sides of the machine are in the domain of professional
education. Therefore, programs of teacher education must
provide training in three major areas.

The first area, according to Heinich, concerns
handling of media normally under the control of the class-
room teacher. This corresponds to the utilization and pro-
duction that are now taught in standard media classes.

The second area deals with management of instruc-
tional problems where mediated teachers and classroom
teachers work together. Every student in a pre-service
program should be required to learn how to work pipe
mediated teaching, particularly when student teaching. He
should work with whatever is most typical of his subject

matter field. Pre-service teacher training should make

 

39Robert Heinich, "The Mediated Teacher and the
Classroom Teacher," in Instructional Technology: A Book
of Readings, op. cit., p. 54.

 

50

sure that the student has an opportunity to develop skills
on both strategic and tactical levels.

The last area is considered by Heinich to be the
most important as he calls for the training of mediated
teachers. "Every student in pre-service training," he
says, "should be required to teach a substantial piece of
40

content in his major field in mediated form."

The March, 1971 issue of Audiovisual InstructiOn

 

had as its theme, "Teacher Education." The Task Force on
Instructional Technology41 stresses that applications of
film, television, computers, and similar devices and
materials to teacher education must be utilized in a
perspective which delineates the uniqueness of each device,
material and instructional arrangement. Teachers and
traditional media must be regarded together as agents of
communication. Teacher education requires a setting, the
opportunity, and a determination to search for combinations
of mediated experiences which work best for given circum-
stances. A teacher education program which incorporates
instructional technology to its fullest capabilities will
reflect the following characteristics:
1. Experience in the interplay of all factors
affecting the nature of given learning experi-
ences, including emphasis upon helping learners

to be unique as well as allowing each teacher
trainee to be himself.

 

4oIbid., pp. 57-58.

41G. M. Torkelson, "Education/Industry Cooperation:
Instructional Technology in Teacher Education," Audiovisual
Instruction, XVI (March, 1971), 48-49.

 

 

51

2. Experiences with.all forms and arrangements for
instruction, with recognition of balance between
freedom to eXperiment and need for controls
dictated by demands for organized learning and
mass education.

3. Freedom of the training situations from unreasoned
regimentation, and freedom of trainees and
learners to explore new ways to achievement goals.

4. Professionalism among teacher trainees in the
applications of instructional technology to
learning problems through emphasis upon:

a. the use of instructional media as inquiring
discovery, reporting modes, in addition to
usual expository uses;

b. the collection of data about learner reactions
to media and to the effectiveness of techno“
logical applications to learning problems;

c. the differentiation of roles for teachers,
including diagnostician, programmer,
evaluator, and manager.

5. Teacher education programs will become the come
bined product of agencies, public and private,
encouraging the use and study of instructional
technology in settings outside the school,
expanding current uses of instructional personnel
from local businesses and industries, and in using
instructional facilities in industry settings.

6. Teacher trainees will examine the benefits of
mediating agents to motivate interest among
learners, in addition to ways for transmitting
knowledge. Both teacher trainee and student
will use electronic and mechanical devices for
documenting and reporting phenomena and processes.

The extent to which teachers should get the kinds
of in-service help they ask for is a crucial determination

in an era of bristling teacher militancy.42

 

42Paul D. English, "A Foundation for In—Service
Success," Audiovisual Instruction, XVI (March, 1971),
pp. 76-77.

 

52

During April and May of 1969, 475 teachers working
at 26 Denver public schools responded to questionnaires to
determine their needs and desires as to the kinds of
in-service help they needed in using media. Data reported
in "A Study of the Content for an In-Service Program in
Instructional Media" form the basis for possible inferences.

Items were sub-divided into four categories--
processes, production, utilization, and information. The
teachers were asked to indicate their most urgent needs
in planning for instruction. The writing of instructional
objectives in behavioral terms led the list of items appear-
ing on the form. Following were those which suggested
work in identifying types of learning and practice in
matching media with objectives. Substantial numbers of
teachers chose all three items. Specific results appear

in Table 1.

TABLE l.--Replies to Items Concerning Processes.

 

Category Percent of Teachers

 

How to match media with your
objectives 58

Some work on identifying types
of learning 46

Some work on structuring instruc-
tional objectives 44

 

53

Ten items were categorized within an area labeled
production. The kinds of action necessary before the
teacher has at his disposal a usable, finished audiovisual
product are reflected in such action words as prepare,

mount, photograph, preserve, laminate, letter, and make.

 

 

 

Results which appear in Table 2 reveal not only teachers'
preferences but also their willingness to do the dirty

work sometimes necessary to exercise these.

TABLE 2.--Replies to Items Concerning Production.

 

 

Category Percent of Teachers
How to prepare transparencies 62
How to produce various types of visuals 58
Mounting and preserving visuals 48
Making slide-tape combinations 42
Some photography 39
Laminating 36
Color lifts 34
Wet mounting - 31
Posters and Displays 28
Lettering techniques 26

 

The third category probed feelings teachers had
about utilizing the familiary devices which have either

become or remained the furniture of classrooms throughout

54

America. The choice of items to include in the category
was based on three suppositions--that there would be many
teachers needing simply to learn how to operate a piece

of equipment or use a device; that there would be those
teachers already capable of operating equipment who would
wish to do so with an increased measure of efficiency; and
that there would be those eager to discover with minimum
effort uses and possibilities other teachers had discovered
through trial and error. Table 3 lists and records the
results of 18 items.

The final category elicited teachers' needs for
information-~where and how to go about getting it. The
fact that the greatest percentage of teachers checked the
item for free and inexpensive materials may or may not
indicate an occupational frugality. Table 4 lists
responses to the last five items of the questionnaire.

More effective in—service training for teachers
can be developed when these training sessions are planned
to fit the specific needs of the teachers rather than

planned to fit administrative expendiency.

55

TABLE 3.—-Replies to Items Concerning Operation and

 

 

Utilization.
Category Percent of Teachers
An introduction to television teachers 50
Better bulletin board utilization 47
How to operate copy machines 44
How to use overhead projectors 42
How to use opaque projectors ‘ 4O

Spend some time on multi-media
utilization 36

Flannel board and magnetic board
utilization 35

Utilization of mobil unit in-service

technology 34
How to operate movie projectors 34
Chalkboard utilization 33
How to use hook and loop materials 29
How to operate record players 29
How to operate filmstrip projectors 28
How to use tape recorders 26
How to operate the language masters 23
How to operate slide projectors 22

Utilization of maps, charts, globes,
models 21

Utilization of microprojectors and
science equipment 19

 

56

TABLE 4.--Replies to Items Concerning Information about
Resources.

W_l_,.._ _ _._..

 

..7 _. -_._-._i__‘.__.—._..._~ ~—

 

Category Percent of Teachers

 

 

Free and inexpensive materials 67

Field trips and community resources 55

Programmed materials 35

Manuals and texts 28

The printing page 15
Summary

A review of the literature reveals numerous reasons
for teacher resistance and potential rejection of media.

1. Any sudden or substantial change in the tradi-
tional role of the teacher, and any change affecting the
teacher-communication role is likely to elicit some type
of resistance.

2. Another source of resistance stems from the
feeling of some teachers that media innovations tend to
mechanize the instructional process, resulting in a loss
of feedback between student and teacher.

3. Prohibitive expenditures and high per-pupil
costs tend to facilitate rejection.

4. The complexity of an innovation, particularly
involving technology, has a strong influence on acceptance,
resistance, or rejection.

5. Resistance is inevitable if equipment is not
technically reliable, easily obtainable, and relatively

simple to operate.

CHAPTER III

DESIGN AND METHODOLOGY OF THE STUDY

Restatement of Purpose

 

The study was designed to determine the barriers
that Detroit Public Schools classroom teachers consider
as crucial in preventing them from using the media approach
in classroom instruction. In particular, this study seeks
to answer the following questions:

1. What is the attitude of Detroit Instructional
personnel regarding the effectiveness of Detroit Public
Schools Curriculum Laboratories in offering media services
and materials to improve classroom instruction?

2. What has been the effect of system-wide media
supervisors and other Curriculum Laboratory personnel in
providing leadership, consultant help and other services
to classroom teachers?

3. What media resources, available on a centralized
basis, are utilized by teachers?

4. What media equipment and materials should be
available at the local school level?

5. What media equipment and materials should be
available at the regional level as the process of decentral-
ization proceeds?

57

58

6. What reasons are expressed by classroom teachers
for not utilizing media equipment and materials?

7. What are the major variables that effect utili-
zation of major media equipment and materials?

The basic procedural design of the study included
the selection of the sample population, the collection of
data by use of a questionnaire, the analysis of the data
in terms of the purpose of the study, and the formulation
of conclusions and recommendations which could be appro-

priately drawn from the research results.

Setting of the Study

 

The School District

 

The School District of the City of Detroit is
located in the southeastern section of Michigan and is the
largest school district in the state. The Detroit Public
Schools in 1971 regularly employed more than 17,000 persons
of whom more than 12,000 are professional educators. More
than 1,000 teachers and administrators are appointed each
year. Detroit has more than 300 public schools offering
educational services of every type. The systems caters
to a wide variety of teaching interests, qualifications,
and abilities.

The City of Detroit, the fifth largest city in the
nation, presents cultural opportunities including the Insti—

tute of Arts, Historical Museum, Main Public Library,

59

International Institute, Detroit Symphony Orchestra, grand
Opera, stage productions, and unique movie theaters. Detroit
offers historical lore through Greenfield Village, Edison
Institute, Cranbrook Institute, Fort Wayne, and J. T. Wing
Mariners' Museum. Detroit offers year-round sports enjoy-
ment with professional baseball, football, basketball, and
hockey. Citizens can participate in a variety of seasonal
activities including boating, hunting, fishing, golfing,
and skiing. Opportunities for professional growth are
offered at Wayne Community College, Wayne State University,
Merrill-Palmer Institute, Marygrove College, Mercy College,
University of Detroit, Oakland University, University of
Michigan Extension Center, Detroit Institute of Technology,
and Detroit College of Law.1

The May 23, 1971 issue of the Detroit Free Press2
reported that in 1960, about 60 percent of the city's
black population lived in neighborhoods that were 75 per-
cent or more black. In 1970, about 75 percent of the black
population lived in such areas, signaling a substantial
growth in residential separation.

Parallel to the hardening of the city's racial
barriers has been a sprinkling of black population into

virtually every part of the city, breaking down traditional

 

lDetroit Public Schools, Teach in Detroit, Pub.
6-403 INF (5-70).

2Michael Maidenberg, "City's Racial Map Realigned,"
The Detroit Free Press, May 23, 1971, Sec. A, pp. 3, 6.

 

 

60

barriers that kept many sections of Detroit uniformly white
in past decades. The city as a whole, lost some 23,000
housing units over the decade. Some 5,000 units were
removed for freeways and 9,700 for various urban renewal
programs.

Despite the common translation of "inner city" to
mean "black," the census maps reveal that the true inner
city, the areas closest to downtown, have heavy concentra-
tions of whites. This population is made up of Appalachians,
retired peOple, Poles living in the old care of Polish
settlements in Detroit, and affluent whites living in what
is known in the black community as the former "black
bottom."

As in the '405 and '505, the movement of blacks in
the '603 tended to follow the movement of Jewish families
through the city. The rising black middle class moved into
neighborhoods where schools like Hampton, Beaubien, and
Mumford and educated many Jewish children.

Despite strong attempts in the early '605 to
"stabilize" parts of the northwest section of the city, by
1970 many of those areas were predominantly black. City
and school officials and academic experts expressed little
surprise at the census findings whose general outlines had
been apparent for some years.

Dr. Norman Drachler, former Superintendent of Schools
in Detroit, and presently head of the Institute for Edu—

cational Leadership in Washington, D.C., testifying before

61

the House Sub-Committee on Education, June 30, 1970, stated
that:3

Detroit has about 290,000 students of whom about 62
percent are black. In 1968-69, the Michigan Racial
Count indicated that 13 percent of the State Public
School Enrollment was Negro. About 63 percent of
all Negro students in Michigan attend the Detroit
Public Schools. . . .

The black population of Detroit is concentrated
primarily between the Detroit River and McNichols

on the north, Greenfield Road on the West, and the
city boundaries on the east. The School Districts
of Highland Park and Hamtramck are surrounded by

the School District of Detroit. Both of these
districts have a majority of black students also.
There are several areas within the city where the
communities are integrated but the schools in pre-
dominantly black areas and in areas where the infant
mortality rate is thirty per hundred or higher;
nearly 20 or 30 percent of the children who survived
have neurological defects which require special help
in order for children to learn and progress in school.
These are often not visible to the average teacher
or principal.

The Drachler years will probably become part of
any future history of education in the United States as
his tenure as acting superintendent and as superintendent
parallel such events which received national news coverage
as the 1966 Northern High School Student Boycott; the
July 1967 Civil Disorder; the September, 1967 teachers
strike, the NAACP de-facto segregation suit; decentrali-
zation of the school system by the State Legislature, and
the 1970 recall election of four Detroit Board of Edu-

cation members.

 

3Norman Drachler, Testimony by Norman Drachler,
Superintendent, Detroit Public Schools on H.R. l7§é§ before
the House Sub-Committee on Education, Washington, D.C.:
June 30, 1970.

 

 

 

62

During these same five years, the percentage of
black administrators in the system more than tripled from
11 percent in 1966 to 40 percent in 1971. More than 40
percent of the teachers are black. Dr. Drachler also hired
a black labor lawyer and the former head of the Detroit
NAACP as deputy superintendents.

It was also during the Drachler administration that
the school system became a leader among the nation's urban
school systems in pressing for textbooks which accurately
reflected black achievement. He was also the first Detroit
superintendent that had graduated from the Detroit Public
Schools. He spent 30 years in the school system and lived
in the same northwest neighborhood of Detroit for more than
20 years.4

These same years also produced several study reports

of the schools by members of the community. Two of the

important ones were The Report of the High School Study
5

 

Commission, June 1968, and Priorities for the Seventies,

 

1970,6 a study of the elementary school program.
Federal funds have influenced instruction the

Detroit Schools. Funds began to arrive soon after the

 

4William Grant, "Drachler to Resign as Superintend-
ent of Schools," The Detroit Free Press, January 21, 1971,
Sec. A, pp. 1, 5.

5The Board of Education, City of Detroit, Report
of the High School Study Commission (Detroit: Board of
Education, 1968).

 

6The Board of Education, City of Detroit, Priorities
for the Seventies (Detroit: Board of Education, 1971).

 

63

Smith-Hughes Act was passed by Congress in 1917 for support
of certain types of vocational classes.7

The Annual Financial Report for 1968-69 stated that
the school district received $25,989,635.80 from the Federal
Government for that fiscal year.8

Approximately 21,641 eligible (educationally dis-
advantaged) public and non-public elementary and secondary
school children participated in Detroit's Title I programs
during the 1969-70 school year. During the 1970-71 school
year, Title I programs served 33,820 children in 126 public
and non-public schools. Detroit received more than $13
million through Title I funding in the 1970-71 school year.9

‘ Funds were also received from the Federal Government

to initiate, expand and improve programs and projects for
the education of handicapped children at the pre-school,

elementary and secondary levels.10

The Civil Rights Act
of 1964, Title IV granted funds for in-service training of

school personnel to deal with problems incident to

 

7Paul T. Rankin, ed., Improving Learning in the
Detroit Public Schools: A History of the DiVision for
Improvement of Instruction, 1920-1966, V01. 1 (Detroit:
Tfie Board of Education, 1969), p. 41.

8The Board of Education, City of Detroit, Commentary
to the Annual Financial Report of the Board of Education of
the City of Detroit, 1968-69 (Detroit: The Board of Edu-
cation, 1969), p. 1.

9The Board of Education, City of Detroit, Office
of Federal, State, and Special Programs: Operated by
Detroit Public Schools (Detroit: The Board of Education,
Summer, 1971), p. 9.

 

 

 

 

 

 

 

 

lOIbid., p. 31.

64

desegregation and to employ specialists to advise the school
board applicant, or school personnel, on solving problems
related to desegregation in the system.11
The school system was also recipient of funds
through the Economic Opportunity Act of 196412 and the

13 Both of the acts

Education Professions Development Act.
were used to enhance the educational opportunities in
poverty areas.

Detroit was also allocated $8,766,281 under Section
3 of the State Aid Act. The state of Michigan appropriates

these funds for use in compensatory education programs.14

Audiovisual Development Within
the School District

 

 

15 Director of Audiovisual Education,

Peter Golej,
in an historical article on the development of audiovisual
education in the Detroit Schools states that it began with
the opening of the Aquarium and Horticultural Building at
Belle Isle on August 18, 1904. The first audiovisual

equipment was purchased in November of that same year when

the Board on the recommendation of the Committee on Text

 

llIbid., p. 41.

lzlbid., p. 45.

lBIbid., p. 57.

14£bid., p. 63.

15Peter Golej, "Audiovisual Education" in Improving
Learning in the Detroit Public Schools: A History of the

Division for Improvement of Instruction, 1920-1966, op. cit.,

 

 

 

65

Books and Course of Study, approved the purpose of a stere-
opticon for Central High School at the cost of $212.00.
Lantern slides were borrowed from citizens.

Development was slow until 1911 when the Nernst
lamps were acquired for use in the stereopticon. Also, it
was approved that streetcar tickets be applied to schools
for messengers who were sent to pick up slides. The first
audiovisual technician was also hired during that year,
and the following year, Gregory, Mayer and Thom were com-
missioned to rule and bind a 150 page record keeping book
for the circulation of "Stereoptical Lessons" as the set
of slides were called. The first motion picture projector
called "Pathescope" was purchased in 1916. Problems in
room darkening resulted in the selection of one room,
usually the kindergarten or auditorium for use as a pro-
jection room. This led to an unfortunate circumstance
that remains to this day in some schools; namely the
designation of one room as a visual aids room.

During this same era, the Children's Museum was
in its first developmental stage with offices at the
Institute of Arts and a speakers bureau was organized to
lecture on visual education. The first film selection
policy was stated in the Board's Annual Report of 1925 and
that report also mentioned a class in film evaluation at
Detroit Teachers College, (now Wayne State University) and
the beginning of the photographic department. In—service

programs began in 1926.

66

By the late twenties, opaque projectors, films and
slides were being delivered by attendance officers and 16
millimeter projectors made their appearance. They were
known as "classroom projectors." The thirties introduced
the "Stillfilm" to the classroom which was a forerunner to
the present filmstrip. Radios and phono records also were
introduced into the schools. The 16 millimeter sound film
and the 35 millimeter filmstrips made their appearance in
1940.

Most of the changes during the '405, '50s, and
'6OS were organizational, until the late '60s. Recent
growth in the audiovisual area has been phenomenonal.

Some inventories have more than doubled in the last five
years. Audiovisual materials currently available to
teachers from the Central Audiovisual Teaching Aids Library
include approximately 15,000 sound motion picture films
(3,600 titles); 16,000 filmstrips (3,800 titles); 400 sets
of slides (250 titles); almost 10,000 records; 500 taped
recordings (300 titles); and a growing collection of over-
head transparencies.

Current circulation figures reflect the importance
attributed by teachers to audiovisual materials as in-
structional media. Utilization has increased approximately
10 percent each year. Each year, over 1,000 new instruc-
tional items are evaluated by previous committees made up
of instructional area specialists, teachers, and others,

as the occasion requires. Approximately 250 new titles

67

are added each year to the growing collection of instruc-
tional materials available to teachers from the Audiovisual
Teaching Aids Library.

In addition, many schools have acquired sizeable
collections of filmstrips and records for instructional
use. Many of these items have been permanently deposited
in schools under various programs such as NDEA, Head Start,
Foreign Language Instruction, Project I, the Vocational
Education Act, and others. Individual schools often use
their own funds or gifts to add to their own collections
of audiovisual materials. Most of the overhead projectors
now in schools have been acquired under the Vocational
Education Act or under NDEA. Inventories of commonly used

audiovisual equipment have increased significantly.

Development of the Questionnaire

 

The major objective of the study was to identify
the barriers that teachers see as preventing them from
utilizing media effectively in the classroom. At the time
of the Study, Detroit had three curriculum laboratories.
Only one of these laboratories was available to all
teachers. The other laboratories were restricted by
federal guidelines; one to Title I schools and the other
to the Section III Neighborhood Education Center Project.
Consultants at the regional level included a mathematics
demonstration teacher and a reading demonstration teacher.

Consultants at the local school level included one or more

68

of the following: Principal, Assistant Principal, Curricu-
lum Leader, Staff Coordinator, and Department Head. There
were supervisors employed at the central district level.

In an effort to answer the basic question, a
questionnaire package (Appendix A) was designed to gather
the following information:

1. Demographic characteristics of teachers.

2. Sources of information about media materials
and equipment.

3. Appropriateness of media information.

4. Types of assistance needed to use media
effectively.

5. Problems experienced in using media.
6. Proficiency in using media equipment.

7. Teachers' use of various media during the
school year.

8. Teachers' use of school district resources.
9. Teachers' use of community resources.

10. Proposed placement of media materials and
equipment for more effective utilization.

A basic reference used in formulating the question—
naire was Eleanor P. Godfrey'sl6 report for DAVI in 1967.
Her study examined what a sample of school districts had
made of audiovisual technology over a crucial six-year

period (1961-1966) of ferment in instructional methodology.

 

l6Eleanor Godfrey, The State of Audiovisual Tech-
nology: 1961—1966, Washington, Department of Audiovisual
Instruction, NBA, 1961.

 

 

69

The Teacher Questionnaire used in that study was adopted
as a first draft for this study.

On July 8, 1971, Dr. Mike Syropoulos shared the
results of his dissertation with those responsible for the
administration and operation of the Curriculum Laboratories
of the Detroit Public Schools. This writer was doing an
internship at two of the laboratories during that time and
was invited to the session. Dr. Syropoulos' study involved
users of curriculum laboratories and included all levels
of school personnel including teacher aides, student
teachers and clerical workers.l7 '

With the process of decentralization going at full
speed in the local school system, it seemed necessary to
obtain information from non-users as well as users of media
in order that some documented information would be available
for Regional Boards of Education and Central Board of Edu-
cation members to refer to, in developing instructional
media centers.

The first draft of the Questionnaire was presented
to Dr. George Grimes, Supervisor of Schools Center Building
Curriculum Laboratory and Mr. Oliver Agee, Administrator of
Stevenson Building Curriculum Laboratory. These gentlemen
went over each draft of the questionnaire and offered

constructive suggestions and criticism. When a basic

 

l7Mike Syropoulos, "Analysis of the Detroit Public
Schools Curriculum Laboratories Including the Possible
Newd for Expansion and Changes in Their Structures“
(unpublished Ph.D. dissertation, Wayne State University,
1971).

70

format had been agreed upon; six teachers with various
levels of sophistication in media were asked to fill out

the pilot questionnaire and make suggestions concerning

its format, the amount of time necessary to complete the
questionnaire, and the appropriateness of the questions.
Revisions were made and the questionnaire was then submitted
to the Office of Research and Development. This department
examined the questionnaire and offered suggestions for items
to be included in the questionnaire and deleted a few items.
It was then necessary to send copies to various curriculum
departments for their approval.

The questionnaire consisted of 28 questions. The
first nine questions requested information about regional
affiliation, type of school, teaching assignment, years of
teaching at their present school, years of Detroit teaching
experience, highest professional degree, sex, age group,
and approximate age of their school building.

Three questions inquiring about the source of media
were followed by two questions related to the amount of
training in media. Two questions inquiring about purchasing
procedures and ordering of media materials by teachers,
were followed by three questions related to the amount of
materials used by the teacher that were self-made or ready-
made.

Five questions pretaining to the objectives of the
questionnaire followed these questions. One question

asked teachers to list important problems that they

71

perceived in using media from a list of thirteen perceived
difficulties. One question asked teachers to suggest place-
ment of certain media equipment at the local school or
regional level. The last question asked teachers to identify
their proficiency in using media equipment and the last

item provided space for reSpondents' comments (Appendix B).

Selection of Sample

 

One objective of the sampling method was to obtain
responses from all geographical sections of the school
district and from teachers at all school levels. Another
objective was to obtain responses from schools that were
receiving a great deal of federal funds and schools which
were not receiving such funds.

In consultation with the Department of Research
and Development, it was determined that the sample for this
study would consist of an elementary school, a junior high
school or middle school, and a high school from each of
the eight regions, and a school for mentally handicapped
students and a school for gifted students from the City
Wide Region.

Each Region Superintendent was asked to approve
the study. They received the questionnaire package and a
list of schools to be used in the study from their region.
They approved the study.

Letters of request to cooperate in the study were

then sent to the building administrators of the selected

72

schools. Several administrators did not wish to have their
staffs participate in the study due to their workload or
because they were involved in other studies. Alternates
were sought. A total of 188 teachers were asked to par-
ticipate in the study. Alternates could not be found for
junior high school junior high schools in Regions One and
Four; and senior high schools in Region Seven and Eight.

The building administrator was asked to select
teachers to complete the questionnaires by using the
current payroll list for random selection of teachers,
since teachers are listed by system seniority on this list
which would make it possible to have teachers at all age
levels and experience.

Questionnaires were sent to participating schools
on the following basis: high schools 10; junior high
schools, middle schools, and elementary schools, 8; the
high school for gifted students, 11; and the school for

mentally handicapped students, 5.

Analysis of Data

 

A program providing for percentages and analyses of
contingency tables, furnished by the Computer Institute for
Social Science Research (CISSR) was used for computation
and tests for significance of results. The one way analysis
of variance with unequal number of replications permitted

routine (ANOVA-UNEQl) was also used to calculate a one-way

73

analysis of variance table in which unequal frequencies
(number of replications) may occur in each category.

All statements in this study concerning the rela-
tive proportion of response of one group in comparison to
other groups are based on a chi-square statistics signifi-
cant at the .05 or .01 level of confidence. A significant
chi-square which applied to a whole table is designated
by an asterisk (*) for the .05 level and two asterisks
(**) for the .01 level.

Question 22 was subjected to content analysis and
subsequently tabulated according to categorical groupings
which emerged. The same procedure was used for other
comments made by respondents throughout the questionnaire.

The raw data were coded and punched on IBM cards.
Data analyses were performed using the CDC 6500 computer

at the Michigan State University Computer Center.

Limitations of the Study

 

This study is limited by the population under
investigation, the intended generalization, and statistical
treatment.

This study deals only with classroom teachers in
the Detroit Public Schools. Therefore the findings of this
research are generalizable to other school systems and their
teachers only to the extent that the Detroit Public Schools

are similar to other urban school systems and the classroom

74

teacher may be representative of other educators in similar
positions in their schools.

This study is further limited by restrictions
placed upon the researcher by the Department of Research
and Development in the selection of schools to be used in

this study.

Summary
The purpose of this study was to identify the

barriers that classroom teachers see as preventing them
from using media effectively in their teaching.

A questionnaire was developed and distributed to
188 classroom teachers at all school levels throughout
the school district.

The results from the questionnaires were analyzed
utilizing the CISSR and ANOVA-UNEQl routines. Analyses
were performed using the CDC 6500 computer at the Michigan

State University Computer Center.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

Introduction

 

This chapter presents the findings and analysis of
the investigation which was conducted to examine the
existing uses of media materials, equipment, and facilities
in the Detroit Public School System and to ascertain the
barriers to the effective utilization of media by teachers
in the system.

In virtually every aspect of work with media ma-
terials and equipment--whether dissemination information
about them to potential users, adapting materials for
special purposes, or developing new materials--it is
important to be aware of the interests of the users--namely
the teachers.

This survey represents a detailed look at the
complex area of media materials and equipment for a large
metrOpolitan school district. The survey was designed to
examine the differences and similarities in the use and
need of media among teachers in the nine administrative
regions of the school district. Teachers at all grade

levels were surveyed to provide answers to such questions

75

76

as: Do teachers tend to share the same View about the
supply and quality of materials they use? What barriers
do these teachers perceive in using media in their class-
rooms? Are teachers adequately trained to use media
materials and equipment? Where do teachers propose that
future media facilities be established for greater utili-
zation by more teachers?

It was believed that the answers benefit not only
the administrative staff of the Detroit Public Schools,
but teachers and producers of instructional materials as
well.

To facilitate the reporting of the voluminous data
collected for this study and to make it more meaningful to
the reader or potential user, the responses and opinions
are expressed in tabular form. Responses to Question 22
were subjected to content analysis and subsequently tabulated
according to categorical groupings which emerged. The same
procedure was used for other comments made by respondents
throughout the questionnaire.

The data obtained for this study was secured from
137 of the 156 questionnaires returned. Nineteen of the
returned questionnaires were not used in the study for the
following reasons: (a) 11 were incomplete, (b) 3 were
completed by persons who identified themselves as counse-
lors, (c) 4 were completed by persons who identified them-
selves as department heads, and (d) 1 was completed by a

principal. There was no response from 32 individuals.

77

Results

The results of the study will be divided into three
parts. The first part will show the personal character-
istics of teachers; the second part will show the experi-
ence, training, and knowledge that teachers have about
media and the difficulties that they perceive as barriers
to utilization of media equipment and materials. The third
part will show the results of the most significant variables

which dealt with the use of specific media.

Personal Characteristics of Teachers

 

The personal characteristics of Detroit teachers
were examined with respect to Specific factors of regional
affiliation, type of school in which they work, major
teaching assignment, the number of years of teaching in
their present assignment, the number of years of teaching
in the Detroit system, highest academic degree, sex, and

age group.

Regional Affiliation

 

The data in Table 5 show that 20 percent of the
teachers responding, worked in Region One while 4 percent

respectively worked in Regions Two and Seven.

Type of School

 

The data in Table 6 show that 34 percent of the

137 respondents were teaching in elementary schools and 29

78

TABLE 5.--Regional Affiliation.

 

 

Teachers
Region Freq. % in Region

City Wide (17) 12 540
Region One (27) 20 1,230
Region Two ( 6) 4 1,564
Region Three (13) 10 1,262
Region Four (15) 11 1,561
Region Five (23) 17 864
Region Six (13) 10 918
Region Seven ( 6) 4 913
Region Eight (17) 12 1,722
Total (137) 100 10,574

 

TABLE 6.--Distribution of Teachers by School Level.

 

 

Freq. %
Elementary (47) 34
Middle (17) 12
Junior High (26) 19
Senior High (39) 29
Special Education ( 8) 6
Total (137) 100

 

79

percent in senior high schools. The respondents represent
.013 percent of the teachers in the Detroit Public School
system.

The distribution of respondents in each teaching
assignment category is given in Table 7 with the percentage
and frequency of teachers for each category.

Teachers responded from twenty different teaching
area assignments. A Self-Contained teachers has one class
of students under her direction during the entire school
day. Students have contact with other teachers only during
the teacher's coordinating time. A Homeroom Platoon teachers
has two groups of students under her direction during the
school day. In the morning the teacher gives one group
instruction in the language arts and social studies content
areas. In the afternoon, this group attends three or four
"special" classes including mathematics, art, library,
physical education, science, music, auditorium, home eco-
nomics and industrial arts. An Auditorium teacher is an
elementary school teacher responsible for instructing
students in the performing arts. In schools where there
are Auditorium teachers, one of their main responsibilities
has been that of audiovisual coordinator. Elementary
school librarians have regularly scheduled classes except
for a few experimental situations. A Special Education
teacher is responsible for instructing students who meet
state requirements for the handicapped. Their handicap

may be physical or mental or both.

80

TABLE 7.--Major Area of Teaching Assignment.

 

 

Teaching Assignment Freq. %
Self Contained (Elementary) (18) 13
Homeroom (Platoon) (Elementary) (14) 10
Art ( 2) 1
Business ( 4) 3
Home Economics _ ( 4) 3
Health and Physical Education ( 3) 2
Industrial Arts l( l) 1
Kindergarten ( 2) 1
Library ( 4) 3
Mathematics (16) 12
Music ( 3) 2
Science (10) 8
Social Studies (14) 10
Special Education (10) 7
Vocational Education ( 2) 1
English (16) 12
Foreign Language ( 6) 5
Language Arts ( 5) 4
Pre School ( l) l
Auditorium (Elementary) ( 2) 1

Total (137) 100

 

81

Years of Teaching in Present School

Nearly half of the respondents had been teaching in
their present school three years or less; 25 percent from
four to six years; 11 percent from seven to twenty years;
and 5 percent for twenty-one years or more. Table 8 shows
the complete profile regarding years of teaching in the

respondents' present schools.

TABLE 8.--Years of Teaching in Present School.

 

 

Number
of
Years Respondents %
1-3 (64) 47
4-6 (35) 25
7—10 (15) 11
11-20 (15) ll
21-or over ( 7) 5
No Response ( l) 1
Total (137) 100

 

Years of Teaching in Detroit Schools

 

Table 9 shows a somewhat different picture as to
the respondents teaching experience. Twenty percent had
taught for three years or less and 11 percent had taught

for twenty-one years or more.

82

TABLE 9.--Years of Teaching in Detroit Schools.

 

 

Number
of
Years Respondents %
1-3 (27) 20
4-6 (33) 24
7-10 (27) 20
ll-21 (34) 25
21 or over (15) 10
No Response ( l) 1
Total (137) 100

 

Highest Professional Degree

 

The data in Table 10 indicate that 55 percent of
the teachers held advanced degrees. Only two respondents
indicated having less than a bachelor's degree. Both teach

vocational education classes.

S_e§_

The percentage of women responding to the question-
naire was considerably greater than that of women. Of the
respondents to this item, 97 or 79 percent, were women,
while 37 or 27 percent were men. Three individuals did

not respond to this question. A tabulation of these data

is presented in Table 11.

83

TABLE 10.--Highest Professional Degree.

 

 

 

Number
of

Degree Respondents %
Less than a Bachelor's ( 2) 2
Bachelor's (57) 42
Master's (67) 48
Specialist (10) 7
Other ( l) 1
Total (137) 100
TABLE ll.--Distribution of Teachers by Sex.

 

Number
of
Respondents %
Female (97) 71
Male (37) ' 27
No Response ( 3) 2

Total

(137) 100

 

84

Age Group

 

Table 12 shows that 26 percent of the respondents
were in the 26-30 age range which was the largest per-
centage of any age group. One respondent was over 65 years

of age.

TABLE 12.--Distribution of Teachers by Age.

 

 

Age Freq. %
21-25 (16) 12
26-30 (35) 26
31-35 (25) 18
36-40 (10) 7
41-45 (18) 13
46-50 (11) 8
51-55 (11) 8
56-60 (10) 7
65 or over ( l) 1
Total (137) 100

 

Approximate Age of School Building

 

Table 13 shows that 25 percent of the teachers are
housed in buildings less than ten years of age and 30 per-
cent are housed in buildings over fifty years of age. Six

percent of the teachers did not respond to this question.

85

TABLE 13.--Approximate Age of School Building.

 

 

Age Number
of of
Building Respondents %

1-3 ( 5)

4—6 ( 1)

7-10 (12) 8
11-20 (16) 12
21-30 (11) 8
31-40 (l9) 13
41-50 (30) 21
51-60 (10) 8
61-70 (10) 8
71 or over (15) 11
No Response ( 8) 6
Total (137) 100

 

Media Utilization

 

Definition of Media

 

The questionnaire used the following definition of
media: Media means print, audiovisual, and other sensory
materials which provide information for instructional pur-
poses. Examples include: television, sixteen millimeter
film, film loops, audio tapes, and community resources.

The next ten questions asked the teachers to indi-
cate their primary source of information about media, their

satisfaction with these resources, the amount of educational

86

background that they had in the use of media; their par-
ticipation in selecting media for use in their building;
their individual media projects for their classes and the
facility at which they prepared media materials.
Primary Source of Information at
the Local School Level

Table 14 indicates that the primary source of
information about media at the local school level came
from four sources. Departments and libraries are major
sources, with audiovisual coordinators and school offices
being secondary sources.
Actual Sources Used by Teachers
for Media Information

Catalogs and bulletins issued by the school district
and information supplied by distributors and manufacturers
of media materials and equipment are shown to be the greatest
source of information to teachers. Table 15 shows other

sources used by teachers for this information.

Helpfulness of Information Sources

 

Table 16 indicates that respondents felt that the
information sources indicated in Question 11 of the ques-
tionnaire were sufficient for their needs.

Special Training or Course Work in the Use
of Media or Audiovisual Materials
Table 17 shows that 56 percent of the respondents

indicated that they had special training or course work

87

 

 

 

 

 

 

ooa AhmaV N Am V on AmoaV mm AomV Hoonom may GA Houmcflpuo
too doomfl>oflosm on» Eoum
mabmafim>m ma coaumEu0mcH

ooa AmmaV N Am V mm Amm V mm onV mumunfia Hooaom CH
mammaflm>m ma coflumEuomcH

ooa AhmaV N Am V on AmoaV Hm AmmV moamwo Hoonom may CH
mHQmHHm>m ma cofiumEHOMGH

ooa AhmaV N Am V mm Amm V om Ava coaumauomcfl
mm>flmomu ucmspnmmmo comm

ooa AAMHV N Am V om AMNHV m ANHV mooaoooo no mumfla
:30 was won chommu comm

w .gmum w .qmum w .vmum w .qmum

Hmuoa mwcommmm oz oz mom

 

.HQNVOaH HOOSUW HMUO‘H 0:“ MM COHUQEHOMGH MO QUHDOm >HMEHHQII.¢H mqm48

88

 

 

 

 

 

 

ooa AsmHV N AN V mm ANmHV N Am V mcoz
ooH AhmaV N AN V mm AHmHV m no V Honuo
ooa AhmaV N AN V mm AONHV Ha AmHV nonuo
OOH AanV N AN V we Amm V am AonV mumnommu umauo
ooH AAMHV N Am V as Amo V Hm AokV maooooofl Hoooammooouo
ooH AamHV N Am V no Amo V Hm AmeV moozaoo no moflmuo>floo o no
mosmxHOB no mmusoo mame a
ooa AhmHV N AN V an Amm V 5N AmmV uoauumflo Hoosom an cm>Hm mono
IxMOB Ho mcoflmmmm mcflcflmue
ooa AmmHV N AN V No Amm V mm AHHV mamaumume mame mo
mp®p5u0MwscmE no muousnflup
Imflo >9 Umflammsm COHumEH0mcH
ooa AAmHV N Am V as 15m V km AmkV oofluooflo Hoosom so
poommfl mcflumaasn Ho mmonumu

w .qmum w .qmum w .vmum w .qmum

Hopoa mmcommmm oz oz mow

 

.coflumEH0mcH aflpmz MOM mumnomwe >3

oomo mmouoom Hmsuomnn.ma mamas

89

TABLE l6.--He1pfulness of Information Sources.

 

 

Freq. %
Yes (79) 57
No (53) 39
Not Available ( l) 1
No Response ( 4) 3
Total (137) 100

 

TABLE 17.--Special Training or Course Work in the Area of

 

 

Media.
Freq. %
Yes (77) 56
No (60) 44

Total (137) 100

 

90

in the use of media or audiovisual materials and 44 percent

had no training.

College or University Courses in Media

The data in Table 18 show that 54 percent of the
respondents indicated that they had special training in
media at the college or university level. Twenty-six

percent indicated that they had three or four courses.

TABLE 18.--College or University Courses.

 

 

Freq. %

1-2 (22) 16
3-4 (35) 26
5-6 ( 7) 5
7-8 ( 5) 4
9-10 ( 3) 2
10 or more ( 2) 1
No Response (63) 46
Total (137) 100

 

The Purchasing of Materials

 

These items were designed to reveal a possible
source of lack of knowledge or indifference due to a
respondent's having little part in the purchase or selection

of materials to be used in the classroom. Teachers who do

91

not have the option to purchase materials of supplementary
and/or regular materials would be expected to have less
interest in materials and in contacts with persons who can
inform them about the materials.

Table 19 indicates that 63 percent of the respond-
ents indicated that they had the opportunity to suggest for
purchase or rental; media equipment and materials but
Table 20 shows that only 6 percent were able to have their
suggestions always approved and 17 percent frequently had
their suggestions approved. Thirty four percent gave no
response to the question which probably means that they

are not involved in recommending materials.

Use of Personal Materials in Classroom

 

This question sought to describe the amount of
materials teachers used that they had in their own personal
collection. Table 21 shows that 72 percent of teachers do

use materials from this source.

Use in Classroom of Materials Made by Teachers

 

Table 22 shows that 64 percent of the respondents

make materials for their classroom use.

Location Where Media Materials are Prepared

 

Table 23 shows that 31 percent of the teachers did
not respond to this question. However, of those that did
respond, media materials are prepared at home, school and

curriculum laboratories in that order.

92

TABLE l9.—-Opportunity of Respondents to Suggest for Purchase
or Rental, Media Equipment and/or Materials.

 

 

Freq. %
Yes (87) 63
No (40) 29
Yes, but haven't
suggested any ( 8) 6
No Response ( 2) 2
Total (137) 100

 

TABLE 20.--Amount of Materials which were Purchased or Rented
upon the Recommendation of Respondents.

 

 

Freq. %
Almost always ( 9) 6
Frequently (23) 17
Occasionally (31) 23
Rarely (17) 12
Never ( 5) 4
Don't Know ( 6) 4
No Response (46) 34

Total (137) 100

 

93

TABLE 21.--Percentage of Materials Used in the Classroom
Which were Personal Items of the Respondents.

 

 

Freq. %
Yes (99) 72
No (35) 26
No Response ( 3) 2
Total (137) 100

 

TABLE 22.——Percentage of Materials Used in the Classroom
Which were Self—Made by the Respondents.

 

 

Freq. %
Yes (88) 64
No (45) 33
No Response ( 4) 3

Total (137) 100

 

94

 

ooa ABMHV Hm Ava hm AomV mm vaV .qu ESHSOHHHSU

 

 

 

 

 

ooa ANMHV am Ame mN AmmV ow AmmV Hoocom
ooa AhmaV am Ame AN AmNV mo AmmV 060m
w .Umnm w .vmnm w .qmum w .qmum

Hmuoe oncommmm oz oz mow

IE
It!!! "I

 

 

.Eooummmau map 2H mm: How
mumnomme ma ponmmmnm mum mamaumumz mflpmz omega COHDMUOA Damaommm|I.MN mqmfle

95

Location Where Media Materials are Prepared

Table 24 will show that when the location where a
teacher prepares media materials is compared by regional
affiliation, there is a significant relationship in the
use of curriculum laboratories and regional affiliation.
Teachers in Region Eight are the greatest users. There is
a curriculum laboratory located in one of the schools in
that region. Region One is also a great user of curriculum
laboratories. The Schools Center Building Curriculum
Laboratory is located in this region and the majority of
the schools in this region are eligible to use the Stevenson
Curriculum Laboratory.

Use of Various Media During
the School Year

 

 

The respondents were asked to indicate specific
media that they had used during the 1970-71 school year.

The items were described in instructional media format
terms.

Table 25 will show that of the thirty-four different
media listed, computer assisted instruction, instructional
television, and video-tape recording were the least used.
Bulletin boards, books, chalkboards, and filmstrips were
used most frequently. Immediate oral presentation was
reported as being used by 53 percent of the respondents.
Many of the respondents showed this unfamiliarity by placing

question marks (?) after several media terms.

96

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ma HNm.oN Nm 144V mo AHHV oz AH V am in V «muououoomq:asaoofluuoo
ma omN.oH oe AmmV mm Am V no 14 V mm 1m V Hoonum
oz nmm.NN we AmoV mm AOHV mm Am V am An V mansl
Sommum mam m $on m .momum w .vmum w .vmum
mo ago
moonmmo
Hopoe unoflm co>mm xam
oN AH V o AHV mm AmV AH AHV so ANHV mm 1o V wmuooouoomq.aoasofluuoo
om Am V mm AmV we AoV mm ANV av ANHV ma 1m V Hoooom
mo AoaV om AmV mm AmV o AoV om AmHV om AoaV mansl
w .ooum w .omum w .ownm w .oonm w .oonm w .ooum
,m>flm noom mouse oze moo oofiz mono

 

.cowmmm m>flmfim§ an EoOHmmmHU wfi
2H own How mHmnomoB .3 pmnmmmum mHm mamanmumz 3.002 mumé c0383 oamaowmm we somflummeboléN mama.

97

TABLE 25.--Respondents' Use of Selected Media.

 

 

 

 

 

Yes No No Response
Freq. % Freq. % Freq.

Art Prints ( 37) 27 ( 93) 68 (7)
Study Prints ( 23) 17 (107) 78 (7)
Slides ( 50) 37 ( 80) 58 (7)
Filmstrips ( 98) 72 ( 32) 23 (7)
Overhead Projector ( 71) 52 ( 59) 43 (7)
Opaque Projector ( 52) 38 ( 78) 57 (7)
Chalkboards (100) 73 ( 30) 22 (7)
Fabric Boards ( 23) 17 (107) 78 (7)
Bulletin Boards (109) 80 ( 21) 15 (7)
Graphic Displays ( 37) 27 ( 93) 68 (7)
Realia ( 13) 10 (117) 85 (7)
Model ( 45) 33 ( 85) 62 (7)
Exhibits ( 55) 40 ( 75) 55 (7)
Globes ( 56) 40 ( 74) 55 (7)
Programmed

Instruction ( 41) 3O ( 89) 65 (7)
Computer Assisted

Instruction ( 5) 4 (125) 91 (7)
Books (106) 77 ( 24) 18 (7)
Documents ( 20) 15 (110) 80 (7)

98

TABLE 25.--Continued.

 

 

 

 

 

 

Yes No No Response
Freq. % Freq. % Freq. %

Periodicals ( 66) 48 ( 64) 47 (7) 5
Microforms ( 4) 3 (126) 92 (7) 5
People ( 62) 45 ( 68) 50 (7) 5
Agencies ( 30) 22 (100) 73 (7) 5
16 MM Films ( 76) 56 ( 54) 39 (7) 5
8 MM Films ( 15) 11 (115) 84 (7) 5
Educational

Television ( 34) 25 ( 96) 70 (7) 5
Instructional

Television ( 6) 4 (124) 91 (7) 5
Video Tape/EVR ( 6) 4 (124) 91 (7) 5
Disc Recordings ( 43) 31 ( 87) 64 (7) 5
Tape Recordings ( 63) 46 ( 67) 49 (7) 5
Immediate Oral

Presentation ( 73) 53 ( 57) 42 (7) 5
Mediated Oral

Instruction ( 9) 7 (121) 88 (7) 5
Role Playing ( 75) 55 ( 55) 4O (7) 5
Games ( 83) 61 ( 47) 34 (7) 5

Simulation ( 21) 15 (109) 80 (7) 5

 

99
Types of Assistance Needed to Use Media
Materials and Equipment Effectively

The respondents were asked to indicate where the
greatest need existed in using media materials effectively.
Table 26 presents the response of the teachers. In general,
the greatest need was for help in keeping up-to-date in
new media materials (74%). Suggestions of apprOpriate
media materials for teaching (62%), help in ordering ma-
terials and procuring equipment (60%), repair and mainten-
ance of equipment (58%), preparation of specialized materials
(54%), and classifying and storing materials (47%) followed.
Six percent of the respondents indicated that they needed
no assistance and 9 percent indicated that other types of
assistance were needed. These included: a person to
operate equipment, money to purchase equipment, security
for equipment, providing an environment for use of media,
and easier access to media materials.

There is a significant relationship between assist-
ance needed in the area of "suggestion of appropriate media
materials for teaching" when this variable is considered
with regional affiliation. Table 27 shows that over 70
percent of the respondents in Regions Four, Five, Six and
City Wide Region, indicate this variable as being important.
Place or Person in School District that

Usually Gives the Type of Assistance
Needed in Using or Preparing Media

 

 

Teachers were asked to write in the name or title

of the person who gives them the type of assistance that

100

TABLE 26.-~Type of Assistance Needed by Respondents in Order
to Use Media Materials and Equipment Effectively.

 

 

 

 

 

Yes No No Response

Freq. % Freq. % Freq. %
Suggestions of appro-
priate media materials
for your teaching ( 85) 62 ( 47) 34 (5) 4
Instruction or help in
operating equipment ( 74) 54 ( 58) 42 (5) 4
Help in keeping up-
to-date on new media
materials (102) 74 ( 30) 22 (5) 4
Help in ordering
materials and pro-
curing equipment ( 82) 60 ( 50) 36 (5) 4
Repair and maintenance
of equipment ( 79) 58 ( 53) 38 (5) 4
Classifying and storing
materials ( 64) 47 ( 68) 49 (5) 4
Preparation of
specialized media
materials ( 75) 55 ( 57) 41 (5) 4
Other ( l3) 6 (119) 90 (5) 4
None ( 9) 6 (123) 90 (5) 4

 

101

 

 

 

 

 

 

S 3V ON RV w 3V 0 8V 0 8V 0 8V «oofio
mm Gd mm 8 V em 2. V om AmV Nm 33 do 8 V mamflooug BE...
#30on no .8394ng
mm Amd no SHV mm 3 V 5 3V mm 8 V mm 3 V mamaooume
dfiooum paw gmmwmmmau
mo 3: Q 3V 8 G V mm ANV om a: S a V ocofimosdo oo
wocmcmufims paw “3an
V: EV S 8: No 8 V om 3V mm 3: mo :5 oooomoodo
dfiosooom USN mamflomfi
IN: mfiompoo 5... mama
mm. SHV om ANHV Nm ANHV no 3V on 33 Nm 3: manooopoa
«home 30c no mumpnou
IQ: mfiompoo cum mama
mo 5V ma :3 mm a V S 3V S 33 mm 3 V oooamoodo ofioooomo so
damn o0 COHEBEH
E a: fl 3: om a. V 8 3V om a: on a: 3288. o8» ooo
maoflomuma “Home ouoflom
Ioodmm mo mcoflmmddsm

m doom m doom w doom w doom m doom o doom

m>fim 50m 85.? 039 95 moms muflu

. Aoooooom 3V bofiooooom
”Hmong pow maflgmz mopmz own 0» oopoo 5 musopcommmm an popooz monouflmmm mo gliKN mfimfi.

102

 

 

 

ma omq.om 0 A0 V o AoV mm Am V «omnuo

ma mmo.va MN Av V mm AmV mo Am V mamwomumeflooufl

(Homowmm mo coflumoomoom

ma oom.vN mm Am V NH AHV mo Am V mamaooume

dcoooum pom dcflmmwmmmau

3 84.3 2 a: om 8V mo EV oomomoodo oo

oommcou:ame.ocm oflommm

oo 292 mm a: S 3 No 3: ooofimoodo

mafiosooom pom mHMHomu

Ina dcaooooo no damn

ma man.vN an ANHV ma AHV no AoaV mamaomuma

mapmsnzmc co moooiou

no: dcflompoo CH mama

3 SEN Q 1me o 8V om :V oooomoodo ofioooooooo

damn o0 sofluoooumcH

3 oomsm mm 8V 2 3 mo 3: 8288. osom ooo

mamfloouma mapoe womaom

(Comma mo mCOHumoddsm

enamoom. ooo5dm w .doom w .doom w .doom
mo H30
mmoodoo
Boom oo>om xom

 

. ooofiooool . A N as

103

they need to use or prepare media materials. In Table 28
it is noted that 13 persons stated that they received
assistance from a person but did not identify that indi-
vidual.

Respondents were asked to identify the school
district resources that they used during the school year.
Ninety-seven percent of the respondents indicated that
they had used one or more resources during the school year.
The responses as shown in Table 29 indicate the use of these
resources.

Contact with School District Resources
by School Level

 

 

Table 30 shows that there is a significant relation-
ship between the school level in which a respondent taught
and each variable of this question. Respondents from ele—
mentary schools were the greatest users of the Audiovisual
Technical Service and of the Mathematics and Reading
Demonstration teachers. Respondents from elementary and
middle schools were the greatest users of the Curriculum
Laboratory (Stevenson Building), the Professional Library,
Educational Broadcasting and the Children's Museum. Middle
school respondents used the Curriculum Laboratory (NBC) and
supervisors to a greater degree. Junior high school
respondents used the Audiovisual Teaching Aids Library
to the greatest extent. The Audiovisual Education Depart-
ment was used extensively by elementary and senior high

school teachers.

104

TABLE 28.--Sources for Assistance in Using or Preparing
Media Materials.

 

 

Name Frequency
Audiovisual Coordinator 6
Audiovisual Department 3
Audiovisual Technician 9
Curriculum Laboratory (S.C.) 26
Curriculum Laboratory (S.B.) 4
Curriculum Laboratory (N.E.C.) 4
Department Chairman 5
Librarian 10
Manufacturer 1
Other Teachers 5
Another Person (unidentified) 13
Region Office 1
School Administrator 5
School Secretary 1
Students 1
Self 2
None 35

No Response 9

 

105

TABLE 29.--School District Resources Used by Respondents
Since September 1970.

 

 

 

 

 

Yes No No Response
Freq. % Freq. % Freq. %

Curriculum Laboratory

(Schools Center) (66) 48 ( 67) 49 (4) 3
Curriculum Laboratory

(Stevenson) (55) 40 ( 78) 51 (4) 3
Curriculum Laboratory

(N.E.C.) (15) 11 (118) 86 (4) 3
Professional Library

(Schools Center) (33) 24 (100) 73 (4) 3
A/V Teaching Library (44) 32 ( 89) 65 (4) 3
Educational

Broadcasting (16) 12 (117) 85 (4) 3
Children's Museum (41) 30 ( 92) 67 (4) 3
A/V Education

Department (38) 28 ( 95) 69 (4) 3
A/V Technical Service (21) 15 (112) 82 (4) 3
Demonstration Teacher

(Math) (15) 11 (118) 86 (4) 3
Demonstration Teacher

(Reading) ( 7) 5 (126) 92 (4) 3
Supervisors (21) 15 (112) 82 (4) 3

None (11) 8 (123) 90 (3) 2

 

106

 

 

 

 

m ~mm.o~ o AoV mo 1o V o mm o lo V o AN V «oooz
m ovo.no o loV mo 1o V oo 1m am 14 V no lo V .oooooooooom

m omo.m~ o AoV o lo V o lo o lo V mo 1o V locoooomV
38:98.5 coflmuumcgmo

m moo.om o AoV m Am V m Am mo 1N V mo 1o V looon
«#33088 COHUMHumCwaQ
o moo.om mo AoV oo 14 V oo Am o lo V om ANoV mooooooom Hoooocooe oxo
o mok.mo mm ANV om ANHV mo Av em 14 V om AooV moooeooomoo oooooooom >\<
m mom.~m mm ANV m 1m V mo 1m om AooV mo AoNV awesomoz o.oooooooo
m mom.m~ mo AoV m 1o V 4 1o mo 1m V om AooV .«ooooooooooom oooooooooom

o vea.oo mm AmV om AooV ow AmoV om 1m V om AvoV moooooq
.82ofi88932

m oom.mm mm AmV mo in V No 1m V mm 1o V om mooV Aoooooo mooooomV
« 5.5.3 HMCOHmmowoom

.1

o mom.v~ mo AoV m 1o V o lo V mm mm V mo 1o V 1.o.m.zV
«oboumoonfl 55.303.”th

m oom.o~ on AmV om 1m V om AmoV o4 in V om lqu Aooooo>oooV
*«aoumoonmq gadofloosu

o oom.om mm AmV ow AooV mm mm V oe AmoV oq IMNV 1.o.mV
imoouooonmd 85303.50

830.5 mg w .momom w $on w .mooom w .Wmom w .mooom
oo ocu
mooomwo
Hoooomo zoom zoom oooooz moooooeooo
ooflcom ooacdh

O

 

(:I"

4923 Hoonom o3 mooodommm uofloumflo H0033 5H3 “Um.
. 881% as

107

Use of Community Resources

 

Ninety-seven percent of the respondents indicated
that they had used one or more community resource during
the school year. The range of resources used by teachers

in addition to those shown in Table 31 include the following:

Cultural

Artrain

Theaters

Book Fairs

Record Shops
Restaurants
Movies

Recording Company

Science

Farms

Parks

Nature Centers
Cider Mills

Careers

Printer

Mortician

Real Estate Broker
Newspaper Reporter
Newspaper Plant

Unique

Indian Priests
Roller Derby

Use of Community Resources

 

by School Level

 

Medical

Hospitals

Doctors

Mental Health Centers
Drug Counselors

Public

Courts

Cobo Hall

Police Department
Fire Department
New Detroit Inc.
Suburban Schools

Trips

Canada

Lansing, Michigan

Ann Arbor, Michigan

Cedar Point, Ohio

West Virginia University

Various Michigan Colleges
and Universities

There is a significant relationship in the use of

all community resources when analyzed uith school levels

as shown in Table 32.

community resources.

Middle school teachers used the most

The largest group of non-users were

junior high and senior high school teachers.

108

TABLE 31.--Respondents Use of Community Resources Since
September 1970.

 

 

 

 

 

 

Yes No No Response
Freq % Freq. % Freq. %
Public Library (110) 80 ( 23) 17 (4) 3
Institute of Arts ( 53) 39 ( 80) 58 (4) 3
Historical Museum ( 38) 28 ( 95) 69 (4) 3
Dossin Museum ( l8) 13 (115) 84 (4) 3
Afro-American Museum ( 26) 19 (107) 78 (4) 3
Your Heritage House ( 8) 6 (125) 91 (4) 3
City-County Building ( 26) 19 (107) 78 (4) 3
Utility Company ( l3) 9 (120) 88 (4) 3
Automotive
Manufacturer ( lO) 7 (123) 90 (4) 3
Stores ( 18) 13 (115) 84 (4) 3
Offices ( 4) 3 (129) 94 (4) 3
Other Businesses ( 10) 7 (123) 90 (4) 3
Individuals ( 17) 12 (116) 85 (4) 3
Groups ( 4) 3 (129) 94 (4) 3
Greenfield Village ( 28) 20 (105) 77 (4) 3
Cranbrook ( 14) 10 (119) 87 (4) 3
Children's Zoo ( 25) 18 (108) 79 (4) 3
Detroit Zoo ( 23) 17 (110) 80 (4) 3
Aquarium/Conservatory ( 27) 20 (106) 77 (4) 3
Trips More Than 30
Miles from Detroit ( 22) 16 (111) 81 (4) 3
Other ( 32) 23 (101) 74 (4) 3

None ( 11) 8 (122) 89 (4) 3

 

109

 

 

o 3:: No 3 o a V o N V "N 3 V mo : V «monsogoofi
o 3.8: No 3 m 1N V o 1N V N a V o 8 V tooomofioom oofio
o ooNAN o 8V o 8 V v 3 V No IN V N 3 V «.8033
o No.3 2 :V m N V 3 3 V No N V S a V «moooom
N NE}: o 8V m N V m N V 3 a V N a V moooooooooooz 8.3933
o oNo.oN No 3 m N V o 8 V N a V S 3 V $888 .328:
o oom.mN mm 2V m a V 2 a V 3 a V S a V .mofioflom $88.38
N NvaN NH 3 o 8 V V. 3 V o 8 V S G V u....oooo.m odooooom ooom
o SNHN mN NV m a V mm 8: N 8 V mo : V :oaomoz oooooooaoooa
m SDNN o 8V m 2 V N G V 2 8 V S. a V Ioaoooz 588
.o who? 2 ANV m a V N e V 3 12V om a: :5on 1388:
o oNNSN om :V N 3V mm a V mm a V o. SNV :32 oo oooooomfi
m Sm.mN me 8V S as mm ANNV S a: S :3 Vsoooooooq ooooom
Eooooom ooosdm o doom N doom N doom w doom N doom
.8 Eu
mmoobwo
:oflooonm Loom zoom ooooo: 98:9on
ooooomo ooooom oooqoo

goo/on NSfim mo mooooooom 3825.8 oo oooINm mama.

1L10

 

 

m mHm.mN 0 8V mH N V 3 3 V o 8 V o 8 V .5982
m NHw.mN mm AmV mm AmHV S 3 V NH N V 3 N V :oofio
m v8.3 NH AHV MH 3 V MN G V NH N V NH 8 V «ooooooo
sooo moooz om mooo.
m NNm.Nm o AoV o lo V mN 1o V mm mm V Nm mmoV mmooooo>ooocooxesoooodm
m mmN.NN mN ANV m N V N G V N 3 V NH S V :ooN oHoouoo
m mmo.mN NH AHV m N V NH Am V N Am V om SHV zoom m.coopHHnU
m NONSN mN NV 0 8 V H 3 V N 3 V m S V :xooonqmoo
m Nom.0N mH AmV MH Am V Hm E V «N 3 V NH 3 V «modoHHH> pHoHocoooo
m mom.om o AoV o lo V o lo V mo 1m V N 1H V mmomoooo
abmoooom oodddm w . doom w . doom w . doom w . doom w . doom
mo Homo II (III): Illlilllu IIIIII .Illllll
mooodoo
:oHomospm ade zoom oHopHE mooucoEon
HoHoomm ooHcom ooHc:h

 

.oosoooooo||.Nm mommy

111

Difficulties in Using Media

Each respondent was asked to indicate the major
difficulties he had experienced in using media materials.
Table 33 shows that respondents indicated that "red-tape"
involved in the ordering process and the unavailability of
materials when needed were the greatest difficulties. No
problem was seen as a major one by more than 44 percent of
the teachers.
Difficulties in Using Media

by the Approximate Age of
the School Building

 

There were several significant relationships found
between the age of a school building and the difficulties
in using media materials and equipment; but these diffi-
culties were found in old and new buildings. Most of the
physical difficulties were found in older buildings but
newer buildings were reported to have no shades or drapes,
and electrical outlets were located in the wrong places.
Table 34 details these problems and may be supplemented

by the list below.

Electrical outlet in wrong place

No shades

No screen

Building service poor

Frequent breaking and entering--loss of
equipment by theft

No TV outlet

Teachers regard "Board of Education" property
as personal property

Board "lead time" on materials too long
(three weeks)

Media hardware unavailable

112

TABLE 33.-~Major Problems of Respondents in Using Media

Materials.

 

Difficulty

Yes

 

Freq.

%

No

 

Freq.

%

No Response

 

Freq. %

 

It is difficult to
integrate media ma-
terials into my
lesson plans

I do not have enough
time to use media
materials

Much of the equipment is
too difficult to operate

Much of the equipment
is in poor repair or
obsolete

There is too much "red
tape" involved in or-
dering materials and
scheduling equipment

There are few good
media materials in my
subject area

Students look on media
lessons as entertainment
and do not study

Students look on media
as entertainment and
do not study materials
presented

Media materials are too
expensive for results
achieved

(12)

(27)

( 4)

(46)

(56)

(22)

(13)

( 9)

(18)

20

33

41

16

13

(124)

(109)

(132)

( 90)

( 80)

(114)

(124)

(127)

(118)

90

79

96

66

58

88

90

93

86

(1) l

(1) l

(l) l

(1) 1

(l) l

(1) 1

(l) 1

(1) 1

(1) l

TABLE 33.--Continued.

 

113

 

 

 

 

 

Yes No No Response
Difficulty

Freq. % Freq. % Freq. %
Media materials take
too much time to pre-
pare for the results
achieved (10) 74 (126) 92 (1) 1
Materials or equipment
are not available when
I need them (61) 44 ( 75) 55 (l) l
I do not have a perma-
nent teaching station
or adequate storage
space for materials (21) 15 (115) 84 (l) 1
My classroom is not
properly equipped to
use media materials (33) 24 (103) 75 (l) l
I have no difficulties
in using media materials (29) 21 (107) 78 (l) 1
Others (14) 10 (122) 89 (l) 1

 

2114

om

om

ON

ON

ON

ON

ON

ON

vmm.mm

Hmm.Nv

mNN.MH

mNm.mN

HoH.mN

mmN.mH

mNm.mH

www.mM

NH

MH

mm

HNV

AHV

E .

AmV

o 10V 0 1o V o 1N V o 10V MN AMV NH AHV H 1H V o 10V .oooooooom oHoHooooa
”capo ooc on poo ocoE
I338 mm mHoOmeH

oflpoo.go xooH mocopsom

o HOV 0 A0 V MH Am V MH ANV mm AmV NH AHV N Am V o HOV ««%fl5um HOG 00 find UGME
Icomooooco mo mcommoH

flow: so 8H 3888

o HoV m AH V NN Am V MH HNV M HHV MM ANV MH Am V MH AMV moon noonndm
m5 5 mHoHooomE 3.88
@000 zoo 00o oom moose

MM ANV mm AMHV Mv AQHV Nv ANV MN HMV No HvV NN Am V Nv AMV woos
anSdo dCHHspocom pom
mHoHooome choopoo so

8>Ho>fi 2 &3 8h":
20:5 00» mo moose

NH AHV mm mm V NN AM V MM HMV HM AoV NH AHV mN Am V MM AoV oooHomno oo
oHomoo ooom co mH

ocopmoddo ono mo nos:

0 AoV 0 Ho V v AH V N AHV o AoV o AoV N AN V o AoV oumoomo
0» uHSUHmoHU oou mH
”finanfiddo ono mo_nu:2

NH HHV MN AM V MM Am V 0N HMV MN HMV NH AHV MH Am V NH ANV mHoHooome
oHooE om: on oEHu
adsoco o>mn uoc 0o H

o AoV MH AN V MH AM V MH ANV MH ANV o HOV N AN V m AHV «mcon commoH
MB Coco mHmoooo

IoE moooE oomodoocH

oo oHsoHooHo mo no

 

.o.o moosdm

H30

w .doom

w doom o doom m doom o doom 1.1 doom M doom N doom w doom

 

ordom

co>om xom o>Hm ooom oooco oze ooo oooz
mooo

(if

'I“

.coomom o>HoooooHoHeoo mo ooooz doom: so moooooomoom mo msoHooom ooMoz oo oooH
. soolsM SSH

ILLS

 

om
om

ON

ON

ON

ON

ON

Hmv.mH
MNN.MN

HvH.mH

HvM.mH

0mm.NN

NMN.NH

va.MH

mH
MN

MN

NH

Hv

mN

AMV
HmV

AmV

ANV

AHV

AmV

NH
MM

MM

MM

AHV
HNV

ANV

AoV

HNV

HOV

AoV

m AH V
m AH V

MN AM V

mH AN V

NN AOHV

MN AM V

MN AM V

d
NH

mm

NH

AH V
Av V

Am V

Ad V

NN

NV

0N

MM

MH

AHV
AvV

HNV

AMV

HNV

mH
mH

mH

HM

ANV
ANV

MM

NH

NH

No

MM

NH

AoV
ANV

AHV

AHV

AHV

HH
NN

vH

mH

do

AM
Am

Ad

Ad

V NH
V MH

V vN

V vN

ANHV Nv

ANV
AMV

HHV

oéoz

mHmoooooo
moooe dCHms CH moHu
anonHHo o: o>mc H

mHoHooome

oHooEVHO om: ooH
pommHSdo >Hoomoom
o0: mH sooommMHo NE

mHMHooooEVooH
oommm moundoom oo
:oHomom dCHnomoo ococ

noEoom m o>mc ooc Op H

eon» poo: H conB oHn
IoHHo>m ooc ooo ocoE
lmHSdo oo mHMHooooE

po>ngom
moHdmoo ooH ooom
loom 0o oEHu sooEnooo

ooB oHooooooe ooooz
CON/020M mflflflmmu

oom o>Hmcomxo ooo
ooo mHmHooooE MHpoz

 

.H.p oomodm

do

w .doom w .doom w .doom

m .doom w .doom N .doom w .doom w .doom w .doom

 

ondom

co>om

me

o>om

 

odom

ooooo

Cox/WC

 

oco

oooz
mooo

It!

.ooocoooooru.oM mommy

116

Preference as to Placement of Media
Equipment and Materials: Local
School or Regional Placement

Teachers were asked to give their opinions in a
hypothetical question regarding the placement of materials
and equipment for more effective utilization. They were
told that there was a limited budget and that they were to
decide where to place media materials and equipment--
regional or school placement. In order to assist them
with this question; a copy of the "Project Material Record"
used at the curriculum laboratories, was included in the
questionnaire package. This "Record" shows the cost of
various media materials but does not give the cost of
equipment (Appendix B).

Eleven percent of the respondents did not answer
this question and many teachers did not respond to each
variable of the question. Several teachers indicated by
a question mark (?) that they were unfamiliar with some

of the equipment. The complete data for this question is

shown in Table 35 but a digest of that table is shown below.

 

 

Local School Placement Regional Placement
Instructional Guides Embossograph

Bulletin Board Idea Books Diazo Equipment
Camera, Polaroid Waxer

Copier, Dry Headliner

Copier, Thermofax Mounting & Laminating Machine
Camera, Instamatic Unimark

Professional Books Dymo Tape Writer
Graphic Materials Electric Stencilmaker
Camera, Movie Xerox Photocopier
Copier, Wet Process Electric Typewriter

Camera, 35 millimeter

117

 

 

 

 

 

HH HMHV N HoHV Ho mom V HN AMNV oooaoo ooooaoomoo
HH HMHV oN ANNV NN AHMV No AHoV oooHozomoe moofiooo
HH HMHV oH HMHV NM HHM V No AMMV oooooHHmoo oooom xooox
HH AMHV 4N HMMV MH HoN V om HooV on oooHHooom
HH AMHV NH HMNV HN ANN V HM AoNV ooosmoodm ooooo
HH HMHV OH moHV NM HHM V No HNMV oomoeHooooom oHoooon xooooooo
HH AMHV NH HoHV Mo HNo V NM 144V oooooom oo: ono .m .« .ooomoo
HH AMHV MH 14 V 4N mHoHV NH HNHV xooosoooe .ooomoo
HH AMHV M 1H V No HMM V MH HoNV Noo .oonoo
HH AMHV oH HNNV MN HHM V oM HooV ooxoz
HH AMHV HH AMHV oM mom V No ANMV oooooz omooosmo
HH HMHV NH AoHV oN ANN V NM AMNV ooxoeooom o omoooomooQEm
HH HMHV M 1M V oM HMM V No looV mooom moooooosoq o oooooooz
HH HMHV oH AHHV NM HHN V NN HNMV oHoHooooz ooomooo
w .doom w .doom w .doom w .doom

COHUmOSO OHQMHHM> OD. HOOSUm COfldmm

ooHosm 0o omcommom oz Hmooq

omcommom oz

 

.Ho>oH HMdOHdom on» on ocoEoomHm
oo pomommo mm Ho>oH Hoonom HMUOH onu om ocofimHodm pom mHMHooooz
moooz oooooHom Ho uooEoUMHm ooomOHosH 0:3 mocopcommom Ho omoocoooomnl.mm mqmoe

118

 

 

 

 

 

 

HH AMHV m AN V Nm ANN V NN HNMV mxoom HMGOHmmomoom
HH AMHV M Av V NN HMOHV m HMHV mooooo HMGOHuosoomcH
HH HMHV N AN V MN AMOHV NH HNHV zoom mooH oooom cHooHHsm
HH AMHV M HNHV Mo ANM V MM HMNV ooooooom omoe oooH>
HH AmHV N HOHV Mm Amm V MH AmNV mooEoU UHoooHom
HH AMHV m ANHV No How V MM HNHV oooEmo oH>oz
HH AMHV m HNHV Ho HNm V MM HMMV mooEmo 88mm
M .doom m .doom w .doom w .doom

GOHomoso oHQoHom> oo Hoonom GOHdom

ooHocm 0o omaommom oz Hmooa

omcommom oz

 

.UoDcHHCOUII.mm MHmdfi

119

Competence in Operating Media Equipment

The respondents' competence in operating media
equipment is shown in Table 36. Four possible levels of
competency were presented to the respondents. The diazo
equipment appeared as the least operated equipment. No
equipment was found easy to operate by more than 42 per-
cent of the teachers. Less than 5 percent found any of
the equipment had to operate and 30 percent indicated that
they could teach someone else to operate a particular type
of equipment. This question was not answered by 22 to 28

percent of the respondents.

Significant Variables

 

The most significant variables in the questionnaire
were considered to be those variables which dealt directly
with the use of specific media, and difficulties in using
media materials and equipment. It is assumed that in order
to use media effectively, one must be familiar with the
terminology used in media literature which would include
textbooks, magazine articles, and advertisements.

Questions 20-26 were analyzed in relationship with
the variables of regional affiliation, school level at
which the teacher worked; years of teaching at their
present school; years of teaching in the Detroit school
system; highest academic degree held; sex, and the age of

the school building.

120

 

 

 

 

 

 

MN HMMV oH HMHV v HMV MM AMHV NN ANMV Homoooom NooV oonoo oooom
MN HMMV MH HoNV N AMV MN AMMV MM AHMV oooooHHmoo oooom xooox
NN HNMV oN HNNV M HNV MN HMMV MN AMNV HomooooosHsV oooooHHmso goo
MN HHMV oM. HHHV M 14V MN HoMV M AHHV oooooHHooo oHono
MN HvMV ON ANNV o AMV MM ANvV NH HMNV oHoooHom .ooosoo
MN HNMV MN ANMV N ANV oo AMMV NH AMHV ooooeoomoo .oooEoo
MN HMMV NH HNHV N AMV HN AMNV MM AMMV esMM .oooaoo
MN. HHMV oM HMMV H HNV MM AMMV N 1M V looooomooV ooooooom omoa
MN HHMV NN HMMV M AMV HM ANMV M HMHV HHoooV ooooooom omoo
NN HNMV M 1M V H ANV 4H AMHV NM AHNV ooooom ooHHoooooo
MN HMMV o Hm V H HHV m AMHV om ANNV omoomoochome
MN HMMV oN ANNV M 14V HM ANMV NN HHMV AHoooooooV oooooMoom ooHHm
MN HMMV MM AMMV N AMV MM AMMV M AN V oooooHoom mHoomsHHm\ooHHm
NN HoMV MM HHHV H ANV NM HNMV M 1N V oooooNoom ooonoo>o
MN HNMV MN HMMV N ANV MM HMMV oH AMHV oooooNoom oodooo
NN HoMV MN AMMV M ANV MM HNMV M ANHV EEMH M EEM .oooooMoom eHom
w .doom w .doom m .doom w .doom w .doom
omcommom oz oomoomo 0o oomoomo oo oomoomo oo pooooomo
omHm ocooEom comm chm Noam och o>mm oo>oz

nomoe sou

 

.usoEdedm oHpoz pooooHom Ho om: ono :H mocopcommom Ho oocooomEoo Ho Ho>oHII.MM mummy

 

121

MN AMMV 0H AMH V m AvV HN “MNV ov AvmV mmoom Hoom

 

 

 

 

 

 

NN HNMV M HM V M HNV MH HMNV Mo HMMV ooxoeoooo
MN HMMV o HM V v AMV M AN V MM HHMV oosHHpooz
MN HMMV 0H AMH V M HvV HH HMHV mo AMMV oouHoz omMB GENO
MN NovV M HM V M HMV 0H HMHV HM HHNV oopoooom omme oooH>
MN HomV 0H HovHV v AMV MN AMMV MM Ava EEM .mooEmo oH>oz
MN HMMV 4 AM V a AMV MN ANNV Mo HMMV HooooooomV ooxosHHoooom
MN HMMV M 1N V M 14V 4 1M V MM AMMV Hoooooommoooo ooHooV oNoHo
MN HMMV NH HMH V M HMV MN AMMV HM ANMV HoooooooomV oonoo osooos
w .doom w .doom w .doom w .doom w .doom
omcommom oz ooooomo oo oomoomo oo oomoomo oo oooooomo
omHm ocooEom oomm och Nmmm UCHm o>om oo>oz

comoe coo

‘ :lnll‘. I‘ll.llllllv.|l

.UoSCHuCOUII.MM MHm<B

122

Regional Affiliation

Data obtained in this study revealed that there
was a significant relationship between regional affiliation
and the use of various media at the .030 level. There was
also a significant relationship between regional affiliation
and the amount of assistance needed by teachers to use media
effectively at the .043 level. A significant relationship
also existed between regional affiliation and the use of
community resources at the .001 level. Table 37 presents

these data.

School Level

According to the figures in Table 38, there is a
significant relationship between school level and the use
of media at the .001 level. There was also a significant
relationship between school level and the use of school
district resources at the .005 level. The .005 level also
existed between school level and the use of community

resources .

Years of Teaching in Present School

 

There is no significant relationship with any of
the variables when compared with the number of years that
respondents had taught at their present school. These data

are illustrated in Table 39.

123

 

 

Mo oM 44 oo Mo AMNV oooamoodm ooooz
Ho omD CH mocooomfiou

NH NH oH oH oH HHNV ooosmoodm

Ugo mHMHooomz Ho
ozoEoUMHm Hoosom Hmooq

M M oH N oH AHNV ocoemoodm

Ugo mHMHooooz
Ho osoEoUMHm HMGOHdom

M N o N M AMHV oHooz
Moomo oH ooHoHooHooHo

N v M v v ANNV oomD
mooooomom NHHGDEEOU

N M M M N HMHV oooo oooosooom
ooooomHo Hoonom

M v v o v HHHV Moopooz
oocooMHmm< Ho uGDOEd

HH NH HH HH NH AHMV «oHooz msoHoo>
Ho odmmo Ho unsoE¢

osom ooone 038 oao ooHB ESEonz COHdom

cOHdom COHdom COHmom COHdom NoHo uoHQMHom> moomoooo
.coodom uoHnoHoo> Hoodoooonn.NM momma

124

 

 

oMM.o Ho.H NM MM NH Mo oooemosdm oHooz
Ho om: CH Nocooomeoo

oMM.o Mo.o NH oH HH oH ooosmoodm

pom mHmHooomz Ho
ocoEooon Hoosom Hmuoq

MMN.o MM.o N N M N ooosmoodm

pom mHoHooomz
Ho ocoEoUMHm HMQOHdom

MMN.o 0M.H M N o M oHpoz
chmD :H moHoHsoHHHHo

Hoo.o MM.M M M M M «pom:
mooosomom NoHcsEEoo

MMo.o NM.H v M v M pom: moooSOmom
HUHoomHo Hoosom

moo.o No.N M N M M «cocooz
oocoomHmm< Ho ucsoad

omo.o MN.N «H MH NH HH «oHooz mSOHom>
o0 odmmD Ho ocsoEM

NoHHHnmnoom oHomm H onde co>om xHM o>Hm coHdom

coHdom COHdom COHdom COHdom "oHnoHom> Noomoomo

 

 

.woDGHHGOUII.Nm mqmflfi

125

 

 

MoM.o MM.o M4 Mo 3 MM MM HMNV ocoEHodm oHoQo
. we own 5 Nocoooowfio

HMo.o NM.N HH HH MH 2 M AHNV osmomfidm

o5 oHoHooooz Ho
HQQEOOMHQ HOOHHUW HMOQH

MNMo MN.M S M N M M AHNV ooSmHodm

Moo MHoHooooz
Ho poo-603m HoooHdom

MoMo MH.H N M M M N SHV oaooz
doom: so moHoHooHooHo

Moo.o v MMM M N M M o ANNV «coma
mooHDOmom Hugo

Moo.o v MN.M M N N V. M AMHV Moooo mooooomom
oooooooo Hoocum

MMH.o MMH M M o M m. AHHV oooooz
ooqoomHmmH Ho H.595

H85 86 NH 3 HH MH 4H SMV «Moo: mooooo>
Ho odomz Ho £305

NoHHHnBoom oHoom .8 zoom zoom oHoon Noooooon 5882 Ho>QH Hoonoo

H HoHoomm oOHcom oOHSHH. "oHnoHom> NoOdoooU

. Ho>o.H HOQHUM ”oHnoHom> Moo.ooumoll. MM am.

 

126

MNM .o MN .0 0M vM Md Nv Mv 0M AMNV ogHsdm MHooz
Ho omD cH monopomaoo

Moo.o MM.H M M 2 MH HH HH HHNV oooomodm
Bo oHoHooooz oo
o§8on Hoonoo H83

MMo.o MM.H MH 4 M M M M AHNV ongmado
Moo MHoHooooz
Ho ocoEooon HmoooHdom

oMN.o NM.H M N M N M M AMHV ooooz
ooooo oH ooHoHooHHHHo

OMM.o NH.H M M M M v M ANNV Homo
mooostom 338.50

MMN.o MM .H M V. N N N M AMHV Homo mooooooom
oboooooo Hooooo

MHM.o 0N.H M M m M v v AHHV Hoovooz
oooonHmm< Ho £50on

HMM.o MN.o NH HH NH MH mH NH GMV oHpoz mHHOHom>
Ho odomo Ho undo—SH

 

, moHHHoonoom oHoom oooommom oo>o oNnHH OHuN MIN MIH 53oz HooNHom ooomoom 2H
H oz oo HN chzooom. Ho momom
"oHHHmHom> NooMooooU

 

. Hoosom ooomoom :H MquooN Ho moooo ”oHooHoo> Noodooool . MM Boom.

127

Years of Teaching in Detroit Schools

 

There is no significant relationship between the
years that a respondent had taught in the Detroit Schools
when compared to the various variables. These data are

presented in Table 40.

Highest Academic Degree

 

There is a significant relationship between academic
achievement as measured by degrees and the difficulties
teachers have experienced in using media materials at the
.015 level. Teachers holding less than a bachelor's degree
and those who are teaching trade courses that require no
academic degree cause this variable to be significant.

These data are dealt with in Table 41.

Sex
There is no significant relationship between any
of the selected variables and the sex of the respondents.

Table 42 deals with the data on these questions.

Age of School Building

 

There is no significant relationship between any
of the selected variables and the age of the school building
in which the respondents taught. These data are reported

in Table 43.

128

 

 

OMH.O HM.H NO MM OM MO NO NM HMNV ucofimHHdm 36on
Ho omD aH mucouomobo

HMM .0 MM . O MH OH OH HH OH HH AHNV unflaHddm

our. mHMHooomz Ho
HGQUUMHMH Hoosom HooQH

NHM.o MH.H M M M M M M , AHNV 29mg

USN mHMHooomz
Ho unocooflm HEOHdom

ONM.O O0.0 N M M M M M AOHV oHHooz
9:8 so moHoHooHooHo

MMM.O MM.O M O O O O O ANNV pom:
mooodomom NHHEVEUU

MMM.O MN.O O M M M M M HMHV poms mooosomom
uoHoumHo Hoonom

ON0.0 MN.N M M M M O M HHHV «pooooz
oogmHmmm Ho Hg

NMM.O HM.O HH HH NH MH NH OH HOMV oHpoz msofioo>
Ho odomo Ho Hg
MoHHHnonoom oflom oooomoom oooo HN..HH OHuN MIO MIH 5882 oHoonoM ooooooo no
o oz oo HN 32089 Ho moooo

"oHHHMHomS Noomoomo

 

. mHoonom oHooooo GH dfinumoo. Ho momow

uoHnoHoMS Hoodooool . OO Emma

129

 

MNm.o

MNm.o

MMM.o

MHo.o

MMM.O

NNO.o

NMM.o

MNM.o

MH.o

ON.o

0N.o

MN.M

MN.O

MM.O

Mo.o

NH.H

HH

MO

NH

mH

NO

oH

M

O

MH

MO HO HMNV
HH N HHNV
M M AHNV
M H AOHV
O M ANNV
M M AMHV
O O AHHV
OH NH AOMV

oCoemHCdm MHpoz
Ho om: CH NUCoooQUO

HCQEHCdm
UCM mHMHooumano
HCoVCoUMHm Hoonom HooQH

oCoEmHHVdm
pom mHMHooumz
Ho oCoCOUMHm HoCOHdom

«oHHooz
dCHmD CH moHoHCoHHHHo

comb
mooodomom NHHCMECUU

Homo mouoCOmom
HOHoomHo Hoosom

cocooz
ooConHmm¢_Ho HCDQEH

oHHooE mCOHom>
Ho odomo Ho oCCQSH

 

NHHHHanoom oHomm oofio omHHMHoomm m .ooomoz m.ooHoCoom m .ooHoCUmm Sfixoz

H

g meH

ooodoo
oéoooom ooooMHm
"oHnoHog NooMoooo

 

.oooooo 3688 ooonofl ooHooHoo> HoodoooolHO ENE

130

 

 

MMN.o MN.H NM OO MO HMNV ooofimoodm ooooz
Ho om: CH NUCooomEoo

OON.O MM.O MH HH HH AHNV oooEmHOMm

MCm mHMHooumz Ho
oCoEooon Hoonom Hoooq

MMN.o MM.O N M M HHNV oooamooom

MCm mHMHooomz
Ho oCoEoUMHm HoCoHdom

MMN.o OM.O M M M HOHV oHooz
dCHmD CH moHHHCoHHHHo

MMM.O MM.O N O O ANNV Mom:
moooComom NHHCCEEOU

MM0.0 MN.O M N M AMHV poms moooCOmom
HUHoomHo Hoonom

NMH.O MM.H M M O AHHV oooooz
oOCoomHmmo Ho HCCOEM

MMN.o NN.H OH HH MH HOMV oHooz mCOHom>
Ho odomD Ho HCCOEN
NHHHHnmnoom OHHom H omCommom oz onEom oHoz ECEmez xom "oHQMHom> No0dooou

 

.xom "oHnoHoo> Hoodoooonn.NO momma

131

 

MNM.O OH.H OO MM MO HO MO MO NO MO NM OM NM HMNV oCooanCdm «How:
Ho om: CH MUCoHQHEHO

OMMO OOO M OH M OH HH NH HH NH OH O MH AHNV 89mg
Ono oHoHooooz Ho
Uggnm HOQSUM HMOQH

HMMO NN.O M OH OH M N M N M M O M AHNV oCoEHodm
USN mHoHooooz
Ho oCoEoomHm HMConom

MNM.O HM.O M N N N M M M M M N O SO 38:
doom: 5. ooHoHBHooHo

HHM.O OM.O M M M O O M M M O M O ANNV Mom:
mooodomom NHHCQEBU

NMMO MM.O N M M N M M O M M H N HMHV Homo mooooooom
ooooomoo H028

NMM.O OM.O M M O O O O O M M M O HHHV pooooz
ooCmomHmmHH Ho HCCQEH

HHH.O HM.H M OH OH OH HH OH MH NH NH NH OH HOMV MHHooz mCOHoo>
Ho odomo Ho ago—5N

 

MHHHHQ oHoom omCommom oo>o ONIHM OMIMM OMIHO OOIHM OmlHN ONuHH OHuN MIO MIH 58582 dCHHOHHHHMH HooHHUm Ho odd
Ionoom H oz oo H N "oHQMHoo> hoOdouoU

 

lllllllllv It

.MCHHOHHCMH Hoonom Ho odd "oHMHHMHo.m> NoomoooUIIMO mama.

132

Summary

The average respondent was an elementary teacher,
working in Region 1 who taught in a self-contained classroom.
This teacher was a female and held a masters degree. The
school building in which she taught was over forty years
old (Tables 5-13).

Teachers get their primary source of information at
the local school level from their school library and from
the department chairman (Table 14). Information about media
materials and equipment that they actually use comes from
school bulletins, manufacturers' information, professional
journals and other teachers (Table 15). They felt that
this information was sufficient (Table 16).

Fifty-six percent of the teachers had some special
training or course work in the area of media (Tables 17-18).
Sixty-three percent indicated that they had opportunities
to suggest media equipment and materials for purchase but
less than fifty percent indicated that their recommendations
were purchased (Tables 19-20).

Seventy-two percent of the teachers used personal
items in the classroom and 64 percent made materials for
classroom use (Tables 21-22). Thirty-one percent of the
respondents did not respond as to where they prepared their
media material but of those that did respond, 48 percent
prepared their materials at home, 40 percent at school and

32 percent at the curriculum laboratory. Teachers from

133

Region 8 were the greatest users of a curriculum laboratory
(Tables 23-24).

Filmstrips, chalkboards, bulletin boards, and books
are the most used media (Table 25). Teachers need
assistance in keeping up-to-date on new media material and
help in ordering and procuring materials (Table 26-27).

The Curriculum Laboratories located at Schools
Center Building and the Stevenson Building were utilized
by nearly 50 percent of the teachers. There is a signifi-
cant relationship in the use of all school district resources
when examined by school level (Table 29-30). The Public
Library is the most utilized community resource with the
Institute of Arts being a distant second. The use of all
community resources is significant when examined by school
level (Table 31).

Teachers identified as their major problems in using
media materials, the unavailability of materials and equip-
ment when needed and the amount of "red tape" involved in
ordering materials and scheduling equipment (Tables 32-34).
Other difficulties that they encountered included lack of
adequate physical facilities and lack of cooperation between
teachers in sharing school equipment and materials. If
teachers were given a choice in the decision of placing
media materials and had to decide between local school and

regional placement, they would want instructional guides,

134

idea books, professional books, cameras, and most c0py
machines to be placed at the local school level (Table 35).

The Xerox photOCOpier, embossograph machine, lami-
nating machine, electric stencil maker and other production
materials would be placed at the regional level (Table 35).

Nearly a quarter of the teachers did not indicate
their competence in using media equipment and of those
teachers that did respond, only 42 percent indicated compe-
tence in using equipment (Table 36).

There is a significant relationship between regional
affiliation and the use of media at the .003 level and in
the use of community resources at the .001 level (Table 37).

There is a significant relationship between school
level and the use of media at the .001 level, and the use
of school district resources and community resources at
the .005 level (Table 38).

There is no significant relationship between the
years of teaching at their present school or the years of
teaching in the Detroit School system and any of the
selected variables (Tables 39-40).

A significant relationship is seen between the
highest degree held by a teacher and the difficulties that
they have experienced in using media equipment at the .015

level (Table 41).

CHAPTER V

SUMMARY, RECOMMENDATIONS, CONCLUSIONS, AND

RECOMMENDATIONS FOR FURTHER RESEARCH

Summary

Purpose

The purpose of the study was to obtain descriptive
information about media related activities and attitudes
of classroom teachers of the Detroit Public Schools, as
well as information related to selected variables which
'may affect these activities and attitudes. A particular
'focus was on one type of media facility: the Curriculum
Laboratories. The potentials and effects of the process
of decentralization which Detroit is undergoing for improved
media service was of major concern. It was also intended
that the exploratory survey would lead to the identification
of specific areas in which additional research might be
conducted in order to improve the quality of in-service
education and assistance for classroom teachers.

This study attempted to answer the following ques-
tions:

1. What is the attitude of Detroit instructional

personnel regarding the effectiveness of the Curriculum

135

136

Laboratories in offering media services and materials to
improve classroom instruction.

2. What has been the effect of system-wide media
supervisors and curriculum laboratory personnel in providing
leadership, consultive help and other media services to
classroom teachers?

3. What media resources, available on a centralized
basis, are utilized by teachers?

4. What media equipment and materials should be
available at the local school level?

5. What media equipment and materials should be
available at the regional level as the process of decentral-
ization proceeds?

6. What reasons are expressed by classroom teachers
for not utilizing media equipment and materials?

7. What are the major variables that affect utili-

zation of major media equipment and materials?

Sample

Data for drawing conclusions relative to the purpose
of the study was obtained from 137 usable questionnaire
responses from elementary, middle, junior high and senior
high school classroom teachers representing the nine

administrative regions of the school district.

Data Collection

 

The instrument consisted of twenty-eight questions.

The first nine questions requested general information

137

about the respondents. The remaining questions were designed

to gain information regarding media usage in the classroom.

Analysis of Data

All data obtained from the survey was analyzed,
utilizing the CISSR and ANOVA-UNEQl routines. Analysis
were performed using the CDC 6500 computer at the Michigan

State University Computer Center.

Related Literature

 

A review of the literature revealed numerous reasons
for teacher resistance and potential rejection to media and
discussed the competencies required for effective utili-

zation of educational media.

Summary of Results and Recommendations

 

Question 1:

 

What is the attitude of Detroit instructional
personnel regarding the effectiveness of the
Detroit Public Schools Curriculum Laboratories
in offering media services and materials to
improve classroom instruction?

Summary of Results

 

Teachers showed a very positive attitude toward the
effectiveness of the curriculum laboratories. They used
the services of these laboratories more than any other
single school facility when they needed assistance in

preparing media materials.

138

Among the various categories of teachers using the
Schools Center Curriculum Laboratory, middle school teachers
had the most contact with this facility. Elementary teachers
were almost evenly dividedixztheir use<xfthe Schools Center

Curriculum Laboratoryanuithe Stevenson Curriculum Laboratory.

Recommendations

 

I. The existing curriculum laboratories need
additional staff to serve teachers effectively.

II. The hours of the existing curriculum labora-
tories should be extended.

Question 2:

 

What has been the effect on system-wide media
supervisors and curriculum laboratory personnel
in providing leadership, consultive help and
other services to classroom teachers?

Summary of Results

 

The majority of teachers prepared media materials
at home or school. Nearly one-third of the respondents
used the curriculum laboratories but usage did vary by
regional affiliation. The laboratories were used by teachers
who were in the regions near the curriculum laboratory
locations.

Teachers indicated their need for assistance in
using media materials and equipment effectively in the
following rank order:

Help in keeping up-to-date regarding new materials

Suggestions of appropriate materials
Assistance in ordering and procuring equipment

139

Repair and maintenance of present equipment
Preparation of specialized materials
Instruction or help in operating equipment
Classifying and storing materials

Recommendations

 

I. Media professionals should be relieved of
duties which can be adequately handled by trained parapro-
fessionals.

II. Media professionals should be available for
in-service sessions at the district, regional and school
level.

III. Media professionals should be available for
consultation with teachers.

IV. Media centers should be established in all
regions with a fully trained professional appointed on a
twelve month basis as director of the center. An adequately
trained office and technical staff should be available at
each center. The Mathematics and Reading Demonstration
teachers should be a part of the staff, working as consult-
ants to assist the Director.

Question 3:

 

What media resources, available on a centralized
basis are utilized by teachers?

Summary of Results

 

The curriculum laboratories were used by more
teachers than any other school system media resource;
even though two of the laboratories can only be used by

certain schools receiving federal funds. The use of other

140
school district media resources are listed in descending
order with the most used resources being listed first.

Audio Visual Teaching Aids Library
Children's Museum

Audiovisual Education Department
Professional Library

Audiovisual Technical Service
Departmental Supervisors
Educational Broadcasting
Mathematics Demonstration Teachers
Reading Demonstration Teachers

Recommendations

 

I. The delivery system of the various media
resources should be improved. Guideline 2d, Section C
of the Guidelines for Regional and Central Boards of

Education (Detroit Board of Education, adopted October 26,

 

1970) states that:

The Central Board shall offer a variety of in-

structional services, including research and develop-

ment, to assist regional and city-wide personnel in
curriculum development. These shall be publicized

and made available to all regions. Instructional

services may include the use of established programs

such as the Children's Museum, Educational Broad-
casting, and audio—visual services, curriculum
laboratories, and library services.

Throughout the study, respondents indicated that their
greatest need in an effort to use media equipment and materi-
als effectively Vfifi; help in keeping up-to-date with new media
materials and suggestions of appropriate media materials for
teaching. If teachers are to become sophisticated media mana-
gers, an effective delivery system demands an effective
operational base. Herein is suggested a structure for a

Department of Learning Resources to be established within

the Division of Curriculum and Educational Research.

141

The Department of Learning Resources would incorporate
the present Audiovisual Education Department, Children's
Museum, Schools Center Curriculum Laboratory, Audio-Visual
Teaching Aids Library, Department of Educational Broadcasting,
Professional Library, and the Department of Schools Libraries.
It would replace and expand the Department of Instructional
Services, and remove the Audio-Visual Teaching Aids Library

from the Division of Business Affairs.
The components of the suggested department are:

Learning Resource Centers including the School
Library Department, Professional Library, and
Schools Center Curriculum Laboratory; the unit
would deal with local school media centers, include
a centralized Professional Resource Center; provide
support for the department of regional learning
resource centers; and incorporate centralized
processing of media materials for local school and
regional media centers. The Professional Resource
Center would be a combination of the present Pro-
fessional Library and Schools Center Curriculum
Laboratory with certain modifications of their
present functions.

 

Resource Selection and Utilization replacing the
present Audiovisual Education Department, this
unit would be responsible for the selection of
audiovisual equipment and other media materials
for district wide use. The Audio-Visual Teaching
Aids Library would be a part of this unit.

 

Children's Museum should expand its services to
iHClude programs for high school students who are
planning to work in the fields that involve children,
(e.g. medicine, teaching, and human ecologY).

 

Telecommunications will broaden the present Edu-
cational Broadcasting Department to deal with all
aspects of telecommunications (e.g. radio, tele-
vision, and cable television).

 

The above structure would provide cohesiveness,

continuity, and coordinated structure for the delivery of

142

the various facets of learning resources. It would also
simplify the administrative structure of the division;
provide for coordination of activities at the local,
regional, and central levels; include special units for
specialized services such as professional resources and
telecommunications; and is consistent with the best
thinking in the area of library media and audiovisual
technology.

Question 4:

 

What media equipment and materials should be
available at the local school level?

Summary of Results

 

Teachers indicated that the following media materials
and equipment should be available at the local school level
in the following rank order.

Instructional guides
Bulletin board idea books
Copier, thermofax
Camera, polaroid
Copier, dry photo
Camera, instamatic
Professional books
Graphic materials
Camera, movie
Videotape recorder
Copier, wet process
Camera 35 millimeter

Recommendations

 

I. All of the suggested equipment and materials
should be placed in local schools as soon as possible.
The following materials and equipment are recommended for

immediate purchase.

143

Instructional guides

Copier, thermofax

Copier, dry photo

Graphic materials

Two-door steel cabinet (with lock)

Work tables

II. At least one paraprofessional in each building
should be trained to use the equipment indicated above and be
reSponsible for the daily maintenance of the equipment and
related materials.

III. Each school building should have an area designated
for the placement of these materials and equipment. The equip-
mentanuimaterials should not be placed in the school office.
Teachers should have first priority on their usage.

IV. When any new equipment is purchased, all staff
members should be provided some form of in-service training

in order to minimize equipment damage.

Question 5:

 

What media equipment and materials should be
available at the regional level as the process
of decentralization proceeds?

Summary of Results

 

Teachers indicated that the following media materials
and equipment should be available at the regional level in

the following rank order:

Embossograph

Diazo equipment

Waxer

Headliner

Mounting & Laminating Machine
Unimark

Dymo tapewriter

Electric stencilmaker

Xerox photocopier

144

Recommendations

 

Regional instructional services are specifically

authorized by guideline 2d, Section C of the Guidelines

 

for Regional and Central Boards of Education, (Detroit

 

Board of Education, adopted October 26, 1970) which states
that:

. . . Regional Boards may establish regional
instructional services with the resources at
their command. Two or more Regions may cooperate
in the establishment of such services.

I. All regions should begin to develop centralized
media centers in a three step phase as follows:
Phase I-—Mini—Media Center

A. Scope: Basic materials production and
information service.

B. Staff: Teacher and materials aide

C. Equipment: Copier, dry photo; Copier,
thermofax; Headliner; typewriter, primary;
Mounting & laminating press; Visual maker;
Opaque projector; Overhead projector;
Electric stencil maker; Tapewriters;
Embosograph; Tables, cabinets, shelves
and other items for housing and using
equipment and materials.

D. Materials: Greater variety of ideas and
resource booklets.

Phase II-—Regional Learning Resources Center

A. Scope: Full materials development and
production services, information services,
and media circulation.

B. Staff: (additional) Technician who will
also be available to schools within the
region and an additional clerk-typist.

C. Equipment: The same as Phase I with
additional equipment.

145

D. Materials: Filmstrips, tape and disk
recordings, eight millimeter film 100ps,
multi-media kits, overhead transparencies,
study and art prints.

II. The regional center staff should be available
to assist local schools in facilitating the development of
school media centers and should serve as advisors on any
regional or central board media committee.

III. There should be reciprocal utilization of all
regional media centers to accommodate teachers who may not
live in the region in which they teach.

IV. Certain specialized functions which are very
valuable, but cannot be justified in terms of expense or
specialized nature as inclusions in all regional centers
should be shared by all regions. Three such specific
examples are: more s0phisticated photographic and dark-
room facilities, a sound recording booth, and an experi-
mental classroom. These services could be justified if
built into different regional centers with general availa-

bility across the school system on a shared-cost basis.

Question 6:

 

What reasons are expressed by classroom teachers
for not utilizing media equipment and materials?

Summary of Results

 

Teachers did not use available media equipment because
they did not know how to operate the equipment.
If they did know how to Operate the equipment, they

indicated the following barriers that limited usage:

146

Materials and equipment were not available when needed.

The ordering and scheduling of equipment involved
too much red tape.

Equipment was in poor working condition.

Materials necessary to use the equipment was not
available.

Recommendations

 

I. A facility should be established within the
school system where staff members may go at their own
leisure or through in-service meetings, to learn how to
use media equipment and materials.

II. Repair service should be facilitated at a
greater pace.

III. Local schools should not be permitted to
purchase equipment for which they are not willing to commit
sufficient funds to purchase materials to be used with the
equipment item.

IV. The "lead time" on materials from the Audio
Visual Teaching Aids Library, the Children's Museum and
other lending facilities should be cut down to at least
three days. These departments should investigate the
possibility of developing a computer materials booking
system that could be compatible with the touch-tone tele-
phone. Materials could be ordered similar to the manner
in which substitute calls are made. These facilities
should also provide for twenty-four hour pick-up and

return services for individual teachers.

147

V. Schools which are in proximity to each other
should be permitted to pool their resources to purchase
expensive equipment. The "sattelite plan" now in existence
might be the logical starting point for such development.

Question 7:

 

What are the major variables that affect utilization
of major equipment and materials?

Summary of Results

 

The region in which a teacher worked and the number
of years that a teacher had taught were the only signifi-
cant variables that affected utilization of major media
equipment and materials.

The regional differences appeared in the area of
assistance needed to use media effectively and the use of
community resources.

Teachers who had taught one to three years and those
that had taught from eleven to twenty years indicated a
need for assistance in using media equipment and materials.

The utilization of media when related to academic
training is significant only when non-certified teachers
are included in the analysis.

Media utilization was not affected by sex, age of
school building, or the school level at which a teacher

worked.

148

Recommendations
I. Each region should begin to develop regional
media centers with the greatest possible speed.

II. Until these centers can be established, Region
Board chairmen who are also members of the Central Board of
Education, should be made aware of the reduction in services
that have occurred in the existing centralized laboratories,
the cut in delivery and repair services by various media
departments, and vote to allocate funds to bring these
centers up to at least their past level of operation.

III. Programs should be developed for educational
broadcasting and on video tape that will help teachers use
media facilities effectively.

IV. Publications regarding potential community
resources, should be up-dated. In addition to the obvious
community resources, each region and each local school
should make an intensive study of its community for possible
community resources. These resources should be published
and up-dated, giving as much background information as
possible in order to avoid needless phone calls or planning
inappropriate visits.

V. Regions should investigate the possibility of
arranging university extension courses in media to be held

at a facility within the region.

149

Conclusions

 

The teacher is the most important element in the
spectrum of instructional resources. Teachers use media
equipment and materials that they are familiar with, that
are in good repair, and that have worked successfully for
them in the past. They use equipment and materials that
they have been well trained to use. They are reluctant
to try "new and innovative" materials which are thrust
upon them with little or no background information and
training. Curriculum laboratories and media centers are
important support facilities to local school curriculum
activities. They should be physically located as conveni-
ently as possible to the individual teacher.

If a teacher is to act as a learning coordinator
successfully in today's schools, he must possess the basic
knowledge and concepts of a subject matter field, and must
know what he wants to teach. The selection of content is
ultimately the responsibility of the individual teacher.
The teacher looks to state and local syllabi, new curricula
in the disciplines, advice from colleagues, departmental
chairmen and supervisors, and personal experience in the
field, for guidance in the selection of content. Armed
with content and objectives, the teacher must assume the
directorship of learning and develop a plan, or system,
for reaching defined goals.

Media plays a key role in the design and use of

systematic instruction. It is important that teachers be

150

exposed to the orderly analysis of the media spectrum that
includes a description of: (l) the characteristics of
each medium, (2) the ways in which each medium can be
presented, and (3) the ways in which each medium can be
used effectively.

It is obvious that: (1) if appropriate instructional
materials exist to help learners achieve learning Objec-
tives; (2) if people who work with the learners can use
optimum techniques for the use of prescriptions of these
materials; (3) if those workers are fully informed about
the existence of the materials which are specifically
designed for the achievement of the learning objectives;
and (4) if the workers can obtain the materials at the
time that those materials are most needed, the learner
will have the possibility of receiving an Optimal instruc-
tional experience. At the present time, the decision to
use or not to use instructional materials will be based
on some managerial contingency rather than best profes—
sional judgment of those persons working with the learner.
The ultimate mission of the Division for Curriculum and
Educational Research as well as regional curriculum pro-
fessionals must be to design and develOp systems and to oper-
ate certain of those systems to insure that the above four
conditions pertain, and that the potentials of the practice

of instructional technology be realized.

151

Recommendations for Further Research

Further research is needed in particular matters
which are related to the effectiveness of media use.

1. The question of why junior high school and
senior high school teachers are not making greater use Of
curriculum laboratories should be investigated.

2. Studies of the attitudes, abilities, and tech-
niques of teachers who effectively employ media in the
learning process.

3. Study of the utilization of media in relation
to the special problems of education: the handicapped
student, the superior student, and the underachieving
student.

4. Study to ascertain the necessary ingredients
needed to assist teachers in integrating new curriculum
approaches with new instructional approaches.

5. Study of programming techniques which are effec-
tive for each medium as they affect instructional modes for
implementation of a curriculum plan.

6. Study to determine the effect of students par-
ticipating in the develOping of innovative media approaches
with respect to interest and achievement levels.

7. Study the capabilities of media as a means Of
developing curriculum sequences that involve self-selection

of activities by learners in individualized instruction.

B I BLIOGRAPHY

152

BIBLIOGRAPHY

Biddle, Bruce J. and Ellena, William J. Contemporagy

Research on Teacher Effectiveness. New York:
Holt, 1964.

 

Board of Education, City of Detroit. Commentary to the
Annual Financial Report of the Board of EducatiOn

Of’the City of Detroit, 1968-69. DetrOit: Board
ofiEducaEIOn, 1969.

 

. Priorities for the Seventies. Detroit: Board of
Education, 1971.

Report of the High School Study Commission.
Detroit: Board of Education, 1968.

Briggs, Leslie J., et al. Instructional Media: A
Procedure for the Design of Multi-Media Instruction,
A Critical Review of Research and Suggestions for

Future Research. Pittsburg: American Institute of
Research, 1967.

Brown, James W., and Norberg, Kenneth D. Administering
Educational Media. New York: McGraw Hill, 1965.

 

Commission on Instructional Technology. To Improve
Learning--A Report to the President and the
Congress of the United States. A Committee Print
by the Committee on Education and Labor, House of
Representatives, Publication NO. 40-7150.
Washington: Government Printing Office, March,
1970.

 

Committee for Economic Development. Innovation in

Education: New Directions for the American School.
Washington: C.E.D., 1968.

 

Davies, Don. "Teacher Education." Notestand Working Papers
Concerning the Administration of Programs
Authorized Under Title III of Public Law 89-10, the
Elementary and Secondary Education Act Of 1965 as
Amended by Public Law 89:750. UiS. Congress
Senate Committee on Labor and Public Welfare,
Subcommittee on Education. Washington: Government
Printing Office, 1967.

 

153

154

Detroit Free Press, January 21, 1971; May 23, 1971.

Detroit Public Schools. Teach In Detroit. Publication
6-403. Detroit: May, 1970.

 

Drachler, Norman. "Testamony by Norman Drachler,
Superintendent, Detroit Public Schools, on House
Rule 17846 before the House Sub-Committee on
Education." Washington, U.S. Congress, House,
June 30, 1970 (mimeographed).

English, Paul D. "A Foundation for In-Service Success."
Audiovisual Instruction, XVI (March, 1971), 76-77.

 

Erickson, Carlton W. H. Administering_Instructional Media
Programs. New York: The Macmillan Co., 1968.

 

Farmer, James. "Education is the Answer." Today's
Education, LVIII, NO. 4 (1969), 25-26.

 

Fischer, John H. "Public Education Reconsidered." Today's
Education, LXV (May, 1972), 22-31.

 

Frank, Lawrence F. The Schools As Agents for Cultural
Renewal. Cambridge: Harvard University Press,
1959.

 

Gagne, Robert N. The Conditions of Learning. New York:
Holt, Rinehart and Winston, 1965.

 

Godfrey, Eleanor. The State of Audiovisual Technology:
1961-1966. WaShington: Department of Audiovisual
Instruction, NEA, 1967.

 

 

Grimes, George, and Murray, Hugh A. "At Both Ends of the
Bridge." Film News, XXVII (February, 1970), 6-9.

 

Hoban, Charles F. The State of the Art of Instructional
Films. Stanford, CaIif.: ERIC Clearinghouse
on Media and Technology, 1971.

 

Jones, Donald D. "The Prediction of Teaching Efficiency
from Objective Measures." Journal of Experi-
mental Education, XV (1946), 85-89.

 

 

Joyce, Bruce R. The Teacher and His Staff: Man, Media,
and Machine. Washington: NatiOnal CommiSsion
on Teacher Education and Professional Standards
and Center for the Study of Instruction, 1967.

 

 

155

Kelly, Ronald R. "Is Instructional Technology An Intruder
in the Classroom?" Education and Training of the
Mentally Retarded, VII, NO._4'(I972), 97-98.

Knirk, Frederick G., and Childs, John W., eds. Instruc-
pional Technology: A Book of Readings. New York:
Holt, 1968.

Lesser, Gerard. "New Media Research in Teacher Education."
Audiovisual Communication Review, Fall, 1966, p. 352.

Long, Samuel M., and Riedesel, C. Alan. Use of Computer-
Assisted Instruction for Mathematics In-Service
EducatiOn of Elementary Teachers. University
Park: Pennsylvania State University, 1967.

 

Mayer, Martin P. The Schools. New York: Harper and
Brothers, 1961.

 

Miles, Matthew B., ed. Innovation in Education. New
York: Teachers College Press, 1964.

 

Miller, N. E., et a1. Graphic Communication and the
Crisis in Education. Washington: Department
of Audiovisual Instruction, NEA, 1957.

 

 

Morplet, Edgar L., and Jessee, David L., eds. Designing
Education for the Future. New York: Citation
Press, 1969.

 

National Education Association. Research Bulletin, XLV
(March, 1967), 26.

 

. Research Bulletin, XLV (October, 1967), 75-77.

 

Oettinger, A. G., and Marks, S. Run, Computer, Run:
The Mythology of Educational Innovation. Cambridge,
Mass.: Harvard UniverSiiy_Press, 1969.

 

 

Palmer, E. B. "Selecting Instructional Materials."
Today's Education, LXI (February, 1972), 53.

 

Persselin, Leo E. "Conditions for Innovation in
Educational Technology." Educational Technology,
December, 30, 1968, pp. 5-9.

 

Rankin, Paul T., ed. 'Improving Learning in the Detroit
Public Schools: A History of the Division for
Improvement of Instruction, I920OI966, 2 VOIs.
Detroit: ’The‘Board of Education,‘l969.

 

 

156

Siegel, L., ed. Instruction: Some Contemporary View-
points. San Francisco: Chandler, 1967.

Silberman, Charles E. Crisis in the Classroom: The
Remaking of American Education. New York:
Random House, 1970.

Skinner, B. F. Science and Behavior. New York: Macmillan,
1953.

. "The Science of Learning and the Art of Teaching."
Harvard Educational Review, XXIV (1954), 86-89.

. "Teaching Machines." Science, 1958, pp. 128,
969-977.

. "Why We Need Teaching Machines." Harvard
Educational Review, XXXI, No. 4 (1961), 377-398.

Strom, Robert D., ed. Teachers and the Learning Process.
Englewood Cliffs, N.J.: Prentice Hall, 1971.

Tarkelson, G. M. An Experimental Study_of Patterns for
Improving Preparation of Pre-Service Teachers in
the Use of AudiOvisual Materials and of Effects
on Pupils. University Park: Pennsylvania State
University, 1965.

 

Tickton, Sidney G., ed. To Improve Learning , Vol. I, A
Report by the Commission on Instructional
Technology. New York: R. R. Bowker, 1970.

 

 

 

. To Improve Learning, Vol. II, Instructional
Technology: Selected Working Papers on the State
of the Art. New York: R. R. Bowker, 1970.

 

 

 

. To Improve Learning, Vol. III, Instructional
Technology: Theories and General Appiications.
New York: R. R. Bowker, 1970.

 

 

 

. To Improve Learning, Vol. IV, Instructional
Technology: Practical Considerations. New York:
R. R. Bowker, 1970.

 

 

 

. To Improve Learning, Vol. V, Instructional
Technology: Implications for Business and
Industry. New York: R. R. Bowker, 1970.

 

 

 

. To Improve Learning, Vol. VI, Instructional
Technology: Economic Evaluations. New York:
R. R. Bowker, 1970.

 

 

 

157

Torkelson, G. M. "Education/Industry Cooperation:
Instructional Technology in Teacher Education."
Audiovisual Instruction, XVI (March, 1971), 48-49.

 

Ulmans, Shelly. The Managemenprof Education: A Systematic.
Design for Educational Revolution. New York:
Doubleday, 1970.

 

Weisberger, Robert A. Instructional Process and Media
Innovations. Chicago: Rand McNally, 1968.

 

 

Witt, Paul W. F., ed. Technology and the Curriculum.
New York: Teachers College Press, 1968.

 

APPENDICES

158

APPENDIX A

SELECTED COMMENTS BY RESPONDENTS

REGARDING UTILIZATION OF MEDIA

159

SELECTED COMMENTS BY RESPONDENTS REGARDING

UTILIZATION OF MEDIA

There is a need for more media centers and ade-
quate supplies.

The ordering system is too involved.

Materials and equipment at the school level should
be centralized.

Title III schools need an individual media
coordinator.

Science films need updating.

More up-to-date materials are needed in Math.

All high schools need their own curriculum
laboratory.

Order after order has been rejected. I give up!!!

There should be a check-out system (library style)
instead of present system for ordering materials.

Availability system is in the "stone age."

There should be an audiovisual newsletter telling

about new equipment and materials. It should be published

monthly.
There should be rekmsai time to use the centers.
I have too much material to cover to use media
equipment.

I need training in using equipment.

160

161

I can only use the Schools Center Laboratory and
parking is too expensive and the hours are inconvenient.
Teachers should have first priority in using

curriculum laboratory equipment.

APPENDIX B

QUESTIONNAIRE

162

April, 1972

Dear Teacher,

As part of my Doctoral program at Michigan State University,
I am attempting to compile information about the use of
media materials and equipment by classroom teachers. Your
answers are very important in determining media needs from
which future programs may be developed in Detroit Public
Schools.

Your name was selected from the Class Membership Report
from your school but does not appear on the questionnaire.
Your answers will render a real service by providing the
information sought.

Please enter your response to each question by recording it
directly on the questionnaire sheet. Return of all materials
in the enclosed envelope within the next ten days will be
greatly appreciated.

If you prefer not to complete the questionnaire, please ask
another teacher on your staff to answer the questionnaire

or return in the enclosed envelope immediately.

Thank you very much for your cooperation.

Very truly yours,

Crystal P. Tibbs

163

164

PROJECT MATERIALS RECORD

GENERAL INFORMATION

 

 

 

 

Name Position

School or Department Date

Time of day . . 8-10_____10-12_____l2—2_____2-4_____4-6_____
6-8_____8-1O

Brief Description of the Project:

 

May this project be completed in one session? Yes No

 

 

SPECIFIC MATERIALS

 

The costs shown below are for internal accounting only.
Limits specifically indicated do not imply lack of reason-
able restrictions On other materials.

GRAPHIC MATERIALS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Materials Limit Unit Cost Units Total
Chart Pad (white) (5) 6¢ per sheet x =
Construction Paper (5) 2¢ per sheet X =
Felt (3) 28¢ per foot x =
Lecturer's Pads

(Newsprint) (5) 3¢ per sheet x =
Paper (Bulletin Board) (3) 10¢ per yard x =
Paper (Newsprint) (3) l¢ per yard x =
Paper (Butcher-brown/

white) 3¢ per yard x =
Railroad Board (Colored) (5) 10¢ per sheet x =
Railroad Board (White) 15¢ per sheet x =
Oak Tag Board (5) 2¢ per sheet x =
Tagboard Strips (10) l¢ per sheet x =
Illustration Board (1) 70¢ per sheet x =

 

Other Graphic Materials Used

 

165

PRODUCTION EQUIPMENT

 

Mounting & Laminating

 

 

 

 

 

 

 

Press Limit Unit Cost Units Total
Dry Mount (8%xll) (5) 5¢ per sheet x =
Dry Mount (16x20) (3) 10¢ per sheet x =
Laminating (11" width) (24 ft) 5¢ per foot x =
Laminating (22" width) (12 ft) 12¢ per foot x =

 

Embossograf, Sign Maker

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cardboard (14x22) (3) 20¢ per sheet x =
Top Paper (8%x11) (3) 10¢ per sheet x =
Dymo Tape Writer
Tape 3/8" (5) 10¢ per foot x =
Tape 1/2" (5) 15¢ per foot x =
Tape 3/4" (5) 25¢ per foot x =
Waxer 2¢ per item x =
Vacuum Former
Plastic (White) (2) 35¢ per sheet x =
Plastic (Colored) (1) 70¢ per sheet x =
Plastic (Clear) (1) 35¢ per sheet x =
Other Production Equipment Used
DUPLICATING MATERIALS
Copier, Dgy
Copies 8%xll (15) 7¢ per copy x =‘
Copies 8%xl4 (15) 10¢ per copy x =
628 Transparencies (10) 25¢ per sheet x =
Copier, Thermofax
Copies (15) 5¢ per copy x =
Laminating Film (15) 8¢ per sheet x =
Print Lifting (15) 8¢ per sheet x =
Masters, Spirit (15) 10¢ per master x =
Transparencies*
Type 133 (15) 10¢ per sheet x =
Type 127 (10) 30¢ per sheet x =
Type 129 (10) 30¢ per sheet x =
Type 888 ( 5) 35¢ per sheet x =

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Limit Unit Cost Units Total

Gestefax (Electronic,
Stenciimaker)
Vinyl Stencil (5) 30¢ per sten. x =
Paper Stencil (5) 20¢ per sten. x =
POP Paper (copy) (5) 10¢ per copy x =
Diazo Equipment (Blu-Ray)
Transparency Foils
(Colored) (10) 20¢ per sheet x =

Acetate Sheeting (Clear) (10) 10¢ per sheet x =
Hinges 1¢ each x =
Mounts (Single) (1 per 10¢ each x =

five

tran.)
Mounts (Sandwich) (1 per

five

tran.) 15¢ each x =
Headliner 820
Paper (10) 8¢ per foot x =
Film (5) 10¢ per foot x =

Other Duplicating Materials Used

 

*A Combined Total of l§_Transparencies May be Made.

 

APPROVED TOTAL COST

 

 

"I7'11ii'iii'i'iiiiiiil“