My objective is to use the video-tape as another medium -- along with overhead projector, textbooks, guides of apprenticeship, pictures, lab equipment and suggestions from the programs and new trends in physics teaching -- being used to supplement our efforts in trying to reach more and more of our students The use of audiovisual media, and generally speaking the use of technology in education, can be constructive or destructive, can e very powerful in developing "human beings" or "robots", can increase the rate of apprenticeship, or can produce an educational catastrophe. However, it will heavily depend on the the professor, on the role that he assigns to himself in the educational process, on the goals and objectives that he foresees for himself and for "his" students. As we will see in this work and in the books and papers about educational technology mentioned in the references and in the bibliography, there exists modern apparatus or equipment with multiple uses, some of them very expensive, others with moderate price tags that we can use with an infinite gamut of possibilities. Generally speaking these apparatus are known as "multi-media". We can combine and use them as we please to produce all kinds of effects and consequences.

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The purpose of this research and study was to evaluate the use of selected Book of Mormon filmstrips and determine their value in teaching Book of Mormon history. New impetus to use filmstrips was received with the announcement that the Department of Seminaries and Institutes of Religion had produced eighteen filmstrips using episodes from Book of Mormon history. The Department was desirous that the filmstrips be utilized in the most effective way by teachers in meeting the individual needs of students in this course of religious instruction.

The problem of this study was to compare the effects of two methods of filmstrip presentation on student achievement. One method employed a personal robot to automatically advance a filmstrip projector in sequence with an audio cassette tape while the other method had a person manually advancing a filmstrip projector in sequence with an audio cassette tape. These were the findings of the study: The pretested experimental and control subjects learned from the sound/filmstrip. The pretested experimental and control groups' mean posttest scores were significantly higher (p < .05) than their pretest mean scores. The experimental groups did not achieve significantly higher mean scores (p > .05) on a posttest, delayed retest, or module mean tests than the control groups. Using the findings of this study, the following conclusions were drawn. Students Learn from a sound/filmstrip on robotic technology whether it is presented by a human being or by a robot. A robot is a viable alternative to the human teacher in situations where the student-teacher interaction is limited.

Performances of multimedia works are hampered by the difficulty of controlling large numbers of incandescent lamps rapidly and accurately. The instrument described in this document is aimed at alleviating this problem. Chapter I describes the design and operation of the voltage-controlled dimmer unit and the DC controller. Chapter II describes step-by-step procedures for building the instrument. Schematics, wiring diagrams, and illustrative photographs are included. Chapter III discusses some of the aesthetics and philosophy of multimedia composition, and then describes various scenarios which utilize the instrument. Included are the connection of peripheral control equipment, audio/Video interfacing, and the potential for constructing prepared tapes which will automatically drive the dimmers. The prototype was built at the NTSU Electronic Music Center.

The purpose of this study is to establish criteria that will be valid for the selection through evaluation of social studies materials for grades one through six in the Alameda Unified School District. The school system feels a need for a rich variety of audio-visual instructional materials for their program so that its teachers might enrich the curriculum of the learner. It is recognized that many varied experiences will increase learning on the part of the student and will help him better to meet life with what he is familiar and has perceived. Kingsley gives the secret of securing and maintaining attention as change, novelty, interest, and meeting a need. It is with this conception that the school system is seeking to develop a list of materials that will become an integral part of the social studies curriculum. Children learn more by seeing than by hearing. The sensory mechanism of the eye is quicker than that of the ear. Morgan states that the child is more susceptible to some stimuli than to others and not because some have more original significance. The United States Navy Department published a Training Aids Manual which indicates that students learn up to 35 per cent more in a given time and remember the facts learned up to 55 per cent longer when teachers use visual material. The Payne Fund Studies have shown that little children attending motion pictures will grasp three out of every five facts that an adult grasps. These children were tested three months from the time they first saw the picture. At the end of this period it was found that they still remembered 90 per cent of what they saw. This points to the conclusive evidence that learning with pictures is not only satisfying to the learner but also makes a lasting impression upon the physical receptors. The visual perceiving of a sound motion picture full of action combined with the sound effects, such as might be found in a film, showing the woodsman cutting the tree and then the terrific crash, is a dynamic way of teaching.

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