The role of the audiovisual building coordinator : opinion vs practice Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/d504rp563

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  • The purpose of the study was to determine the current status of provisions being made to provide for appropriate utilization of the increasing quantities of audiovisual equipment and materials available in the public schools of Oregon. The ultimate objective of the study was to identify activities and programs essential to improve instruction in Oregon public schools through optimum employment of the new technological devices. To achieve this objective, it was necessary to sample (a) expert opinion as to what should be done; (b) determine what actually was being done in public schools (current practice); (c) specify deficiencies; and (d) identify activities and training programs required to assure attainment of the ultimate objective. Procedure The first task in the study was the development of an instrument to survey existing practices. A questionnaire was developed around ten major categories which appeared to include all potential activities of the audiovisual building coordinator. These ten categoreis embraced 117 specific items. The questionnaire was revised to elicit prescriptive responses from audiovisual authorities in Oregon. Eighty-seven and three-tenths per cent (1118) of the individuals selected by the school administrator returned the instrument. Ninety-six and one-tenth per cent (1074) of the returned questionnaires met established completion criteria and were used in the analysis. These returns represented audiovisual building coordinators servicing 92.5 per cent of the teachers in the state of Oregon. A review of the literature revealed that there were no established criteria to determine desirable audiovisual building coordinator practice for schools of various sizes, To fulfill this need, a panel was gathered of twenty-four Oregon experts with professional training, practical experience, and a theoretical frame of reference. The opinions of this group became the criteria for establishing desirable audiovisual building coordinator practices in schools of various sizes. Findings A discrepancy was found to exist between criteria formulated by experts and actual field practices by coordinators in Oregon public schools. The areas of greatest discrepancy were: (a) coordinator professional audiovisual preparation; (b) coordinator-teacher in-service training functions; (c) time allotments; (d) production practices; (e) evaluative processes; (f) supervisory functions; (g) professional consultation; (h) organizing functions; (i) scheduling procedures; (j) professional interests; (k) maintenance procedures; and (1) public relations functions. Areas of least discrepancy were found in the following: (a) period of professional educational training; (b) major and minor repair of audiovisual equipment and materials; and (c) distribute, store, and inventory audiovisual equipment, materials, and textbooks. Recommendations The discrepancies between opinion and practice suggest that the Oregon State Department of Education should establish certification standards for media personnel at the building level; engage specialists to work closely with district and county administrative personnel for the implementation and improvement of audiovisual building programs and coordinator duties; establish criteria affecting the number, description, and job analysis of the duties and responsibilities of the audiovisual building coordinator and para-professional personnel; and determine realistic time allotments for the audiovisual building coordinator to carry out professional responsibilities. School systems should establish clearly defined policies and procedures to govern administrative and board action as related to educational media (particularly on the building level). Building coordinators should be given in-service training pertaining to their role of administering and supervising the building audiovisual program. The specialized and differentiated skills of librarian and audiovisual building coordinator assignments should be recognized. The practice of selecting non-certified personnel for the position of audiovisual building coordinator should be discontinued. Educational training institutions should develop a graduate program of instruction in educational media to prepare individuals for the positions of audiovisual building coordinator, media consultant, and director of instructional materials centers.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2014-03-17T14:12:57Z (GMT) No. of bitstreams: 1 JensenNormanR1968.pdf: 3130508 bytes, checksum: b1af0f57dbac7e2e91c3a15b73439b06 (MD5)
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