Media for instruction can be characterized as big (expensive) or little (inexpensive), but research evidence suggests that whether a student learns more from one medium than another depends at least as much on how the medium is used as on what medium is used. Thus, this report discusses not only example programs and their results, but also…

Assesses schools' increasing dependence on the videocassette recorder (VCR) as a means by which educational programs, whether originally on film or television, are used in the classroom. Summarizes survey results on the use of educational media in schools during 1982-83. Addresses cost factors and lists video distributors. (DMM)

To illustrate the relationship of media to instructional processes, three distinct levels of instruction are examined briefly 1) teaching as voco/visual behavior; 2) media as "aids"; and 3) media for instruction. (Author)

A description of the survey instrument developed by the Iowa City Community School District, which was used to measure teacher priorities in relation to a media production and utilization inservice program. (Author/HB)

A discussion of the basic structure of the behavioral audio-visual production which consists of objectives analysis, approach determination, technical production, fulfillment evaluation, program refinement, implementation, and follow-up. (Author)

A brief discussion of how New Trier Township Television, in Winnetka, Illinois, dubbed thirty-five future oriented films for classroom use. (HB)

Author presents criteria for teachers to evaluate films for classroom use. (HB)

Impact Plus Two'' is a 2-week drug education program involving the total community in an effort to assist elementary school youngsters to make informed decisions about drug dangers. A multi-screen slide presentation is followed by one hour per day of discussions, research, and role playing. (WM)

Electronic media can add to the quality of instruction and free time of the professor for pursuit of ideas, issues, problems, interpretations, and evaluations. (JB)

Defends the audiovisual CREDIF course "De Vive Voix" against criticism by J. Firges maintaining that not the method but the working conditions are to blame for the poor success of the course. (Text is in German.) (IFS/WGA)