Wider Use of Audio-Visual Aids in Adult Education for Negroes

Abstract

In the development of an effective program of adult education among Negroes the wide and effective use of audio-visual aids would constitute an exceeding advantage. These aids have been proved to establish learning more quickly, more accurately and in increased quantity. Especially is this true in working with a group which has been disadvantaged in educational opportunity and pursuit. These aids compensate for lack of ability to read and lack of varied and rich experiences. Learning is stimulated by sensory experiences which are predominantly audio-visual. The agencies which have to do the greatest jobs of education know this. The armed forces, faced with the dire necessity for rapid training, have exceeded by far any previous utilization of audio-visual aids. They claim increased speed, accuracy, and retention because of these uses. Though we may now have surpassed them, Germany and England developed use of these aids earlier than we did. Research shows that audio-visual aids stimulate learning on all levels. Sometimes as much as forty per cent increase has been shown. There is no longer the question as to the educational efficiency which can be derived from their use. Educational systems, before the war, had developed, and are continuing to develop the use of audio-visual aids in their classrooms. This development has, of course, been greatest in city school systems and in those rural areas which are progressive. Unfortunately, newer and progressive programs do not usually find early use in most Negro schools. This seems to be especially true when expenditures are involved in the introduction of the programs. And so it has been in the audio-visual program. It, too has been late in reaching Negro schools. There are very few localities in the country where, in segregated schools, there are equal or nearly equal audio-visual materials, equipment, or training on the part of teachers. This is true on all levels of instruction. Most of the formal adult education programs among Negroes spring from the activities of schools directly, if they utilize school buildings, equipment and personnel. Thus it is assumed that fundamental to the development of a basis for extension in the use of audio-visual aids in adult education, is the building of a sound program of use by the schools themselves. If we had adequate audio-visual programs with trained personnel and useful equipment in our schools it would mean that equipment and knowledge would be present for use in adult education. There is a pressing need for development of the use of audio-visual aids on the college level. Such a development on the college level would mean the training of teachers and workers who would be able to use these aids effectively. This would be a means of