Developing a Model for Organizing and Administering Instructional Media Centers for Teacher Education in Iran

Transcription

1 Andrews University Digital Andrews University Dissertations Graduate Research 1978 Developing a Model for Organizing and Administering Instructional Media Centers for Teacher Education in Iran Mohammed Hossein Morovati Andrews University Follow this and additional works at: Part of the Teacher Education and Professional Development Commons Recommended Citation Morovati, Mohammed Hossein, "Developing a Model for Organizing and Administering Instructional Media Centers for Teacher Education in Iran" (1978). Dissertations This Dissertation is brought to you for free and open access by the Graduate Research at Digital Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Andrews University. For more information, please contact repository@andrews.edu.

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4 HOROVATI MOHAHMED HOSSEIN DEVELOPING A MODEL FOR ORGAKIZING AND ADMINISTERING INSTRUCTIONAL MEDIA CENTERS FOR TEACHER EDUCATION IN IRAN. ANDREWS UNIVERSITY, E D.D., 1978 Univereity Microfilms International 300 n z e e b a o a o, a n n a r b o r, m i 4 8 to e C opyright 1978, Mohammed Hossein Morovati

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6 Andrews U n ive rsity School o f Graduate Studies DEVELOPING A MODEL FOR ORGANIZING AND ADMINISTERING INSTRUCTIONAL MEDIA CENTERS FOR TEACHER EDUCATION IN IRAN A D issertation Presented in P a rtia l F u lfillm e n t o f the Requirements fo r the Deciree Doctor o f Education by Mohammed H. Morovati June 1978

7 DEVELOPING A MODEL FCR ORGANIZING AND ADMINISTERING INSTRUCTIONAL MEDIA CENTERS FOR TEACHER EDUCATION IN IRAN A d is s e rta tio n presented in p a rtia l fu lfillm e n t o f the requirements fo r the degree Doctor o f Education by Mohammed Hossein Morovati APPROVAL\HK THE nr: ^B en n fte Ji-W ri L» 1 1 ommi ttee.member: /C harles C. C rider Committee Member: Edward A. S tre e te r j i i''( r ' x f. t i e W Committed Meuber: Donald Van Duinen race / / c, External Examiner: Lawrence7Geraty! / Dean, School o f Graduate Studies

8 ABSTRACT DEVELOPING A MODEL FOR ORGANIZING AND ADMINISTERING INSTRUCTIONAL MEDIA CENTERS FOR TEACHER EDUCATION IN IRAN by Mohammed Hossein Morovati Chairperson: Bernard M. L a ll

9 ABSTRACT OF GRADUATE STUDENT RESEARCH D issertation Andrews U niversity Department o f Education T it le : DEVELOPING A MODEL FOR ORGANIZING AND ADMINISTERING INSTRUCTIONAL MEDIA CENTERS FOR TEACHER EDUCATION IN IRAN Name o f researcher: Mohammed Hossein Morovati Name and t i t l e o f fa c u lty adviser: Bernard M. L a ll, Ph.D. Date completed: A p ril 1978 Problem The purpose o f th is study was to develop a model fo r organizing, adm inistering, and providing physical f a c ilit ie s fo r in s tru c tio n a l media centers fc r in s titu tio n s o f teacher education in Ira n. The major problem is th a t the in s titu tio n s fo r teacher education in Iran c u rre n tly do not have guidelines fo r management o f in s tru c tio n a l media centers. However, i t is a recognized fa c t th a t in order to provide q u a lity tra in in g fo r teachers o f tomorrow such p ro visio n s must be made. Procedure This is a d e scrip tive study covering the philosophy, the ro le, major a dm inistrative stru ctu re s, and needed personnel fo r in s titu tio n a l 9

10 media centers 1n Ira n 's education in s titu tio n s. In order to obtain necessary data fo r th is study, cu rre n t related lite r a tu r e was reviewed to ascertain the newest trends and most promising practices in development and adm inistration o f the media centers. A number o f In s tru c tio n a l media centers were v is ite d and necessary inform ation, schematic diagrams, organizational ch a rts, sketches o f work areas, iis c s o f m aterials and equipment were secured from d ire c to rs o f these centers. Based on th is inform ation, the study was organized and the te n ta tiv e design was developed to provide a model fo r in s tru c tio n a l media centers fo r teacher education in Ira n. Conclusions A fte r careful analysis o f the data gathered, the fo llo w ing conclusions were reached by the researcher: 1. The philosophy o f the proposed in s tru c tio n a l media centers fo r teacher education in Iran should provide v a rie ty o f services to students and teachers. 2. The in s tru c tio n a l media centers should be considered mainly as a service f a c ilit y w ith the major goal being th a t o f supporting the diverse needs o f the in s tru c tio n a l p»ograr-, and thereby providing fo r the needs, a b ilit ie s, and in te re s ts o f a ll concerned w ith in the in s titu tio n. 3. The proposed model would provide a framework through which some o f the inadequacies o f the present system o f teacher education may be am eliorated. 4. The in s tru c tio n a l media centers should ce n tra liz e the lo ca tio n o f o f procurement and control o f a ll m aterials to th e ir maximum use

11 w ithout unnecessary d u p licatio n. 5. The se le ctio n o f q u a lifie d personnel, development o f organizational s tru c tu re and follow ing proven management techniques would help the in s titu tio n s fo r teacher education in Iran to develop an e ffic ie n t in s tru c tio n a l media program. 6. The fu n ctio n s, q u a lific a tio n s and proper job descrip tio n s o f the in s tru c tio n a l media d ire c to r should be c le a rly defined fo r e ffe c tiv e and e ffic ie n t operation. 7. Further research should be undertaken on means and methods o f providing opportu n ities fo r tra in in g o f in s tru c tio n a l media d ire c to rs to organize and manage in s tru c tio n a l media centers in schools in Iran a t a ll le ve ls. Recommendations On the basis o f the lite r a tu r e research and careful analysis o f the m a te ria ls presented, the fo llo w in g recommendations are presented fo r consideration: 1. The in s titu tio n s fo r teacher education in Iran should provide an in s tru c tio n a l media center on each campus, w ith a media program o f highest c a lib e r representing a combination o f human and m aterial resources. 2. Based on the functions o f media centers, the fo llo w in g organizational structures should be developed: a. An in s titu tio n a l in s tru c tio n a l media committee, established fo r p o lic y form ation, ce n tra l co o rdin a ting, and administra tio n o f f a c ilit ie s and programs. b. A departmental in s tru c tio n a l media committee, established fo r the o u tlin in g and im plem entation o f th e media programs

12 w ith in each department o f the in s titu tio n, c. A ce n tra lize d organizational p a tte rn, established to serve as the guidelines fo r these media centers. 3. Adequate physical f a c ilit ie s and s u ffic ie n t equipment should be provided to c a rry out both the present programs and a ll fu tu re needs. 4. The in s tru c tio n a l media center should provide a core c o lle c tio n o f m aterials and associated equipment needed to insure adequate support o f the media program. The primary c r ite r ia fo r selection o f the equipment and m aterials should be the value o f the content re la tiv e to the needs o f the users. 5. A proposed time lin e o f events should be follow ed in order to maximize the implementation o f the program.

13 TABLE OF CONTENTS LIST OF CHARTS... LIST OF TABLES... v i v i ACKNOWLEDGMENTS... v ii Chapter I. NATURE AND PURPOSE OF THE STU D Y... 1 In tro d u ctio n... 1 Statement o f the Problem... 4 Purpose o f the S tu d y... 4 Need fo r the S tu d y... 5 D e lim ita tio n... 6 Questions fo r Consideration... 6 Questions R elative to an In s tru c tio n a l Media Center... 6 Questions Relative to the A dm inistrative S tructure D e fin itio n o f Terms... 7 O rganization o f the S t u d y I I. REVIEW OF RELATED LITERATURE AND RESEARCH Introduction Philosophy o f the In s tru c tio n a l Media Center H isto ry o f the In s tru c tio n a l Media Center What In s tru ctio n a l Media I s Purpose o f the In s tru c tio n a l Media Center Functions and Services o f the In s tru c tio n a l Media Center.. 21 Role o f the In s tru c tio n a l Media Center A dm inistrator Organization o f the In stru c tio n a l Media Center Financial Aspects o f the In stru c tio n a l Media Center F a c ilitie s fo r the In s tru c tio n a l Media Center Location and Space E n v iro n m e n t Sound Control Lig h t Control Thermal Control A e s t h e t ic Equipment and M aterials The Computer in E d u c a tio n Selection o f Equipment E ffo rts Needed to Support the Program S um m ary i i i

14 I I I. PROCEDURES AND METHODOLOGY OF THE STUDY Sources o f Data Gathering Background Inform ation Type o f P rocedure Step 1. Id e n tify the Problem Step 2. Determine S olution Requirements and Solution A lte rn a tive s Step 3. Select Strategies and T o o l s Step 4. Im p le m e n t Step 5. Revise As R equired Panel o f E x p e r t s IV. BACKGROUND The C o u n try The P e o p le The G overnm ent C ultural C o n tr ib u tio n s...: The Economic.Factors Education in I r a n Teacher Education in Iran Media Centers V is ite d in the United States o f America Western Michigan U niversity Andrews U n ive rsity Michigan State U nive rsity... Indiana U n ive rsity V. RECOMMENDED MODEL Proposed Philosophy fo r Media Centers in Iran To F a c ilita te the Communication o f Ideas To Provide Q uality Education To In d iv id u a liz e In s tru c tio n To Update In stru cto rs To Produce In s tru c tio n a l M aterials To Evaluate and Validate In s tru c tio n a l Material To C entralize the In s tru ctio n a l M aterials To Maintain the In s tru c tio n a l M aterials Purposes o f In stru c tio n a l Media Centers fo r Teacher Education in I r a n For O rientating Untrained, New Teachers For Pre-service Training o f Teachers For In-service Training For F a c ilita tin g In s tru c tio n For Curriculum Development For Maximum U tiliz a tio n For E valuating and Adapting In s tru c tio n a l M a terials For Production o f M a te ria ls Suited to the Needs and C ulture o f the C o u n tr y For Special Care in Storage and R e tr ie v a l For the Spread o f New Id e a s iv

15 Recommendation 1: An E ffe ctive In s tru c tio n a l Media Center fo r Teacher Education Be Established Recomnendation 2: An E ffe c tiv e O rganizational S tructure Should Be Developed Recommendation 3: Adequate Physical F a c ilit ie s fo r In s tru c tio n a l Media Program Should Be Provided Recommendation 4: E ffic ie n t and S u ffic ie n t M aterials and Equipment fo r In stru c tio n a l Media Program Should Be P r o v id e d Recommendation 5: Proposed Time L in e Summary VI. SUMMARY AND CONCLUSION Introduction Purpose o f the S t u d y Sources o f D a ta Answers to Questions Raised Question 1: What Are the C rite ria o f an E ffe ctive In stru c tio n a l Media Center? Question 2: What Kinds o f F a c ilitie s Are Necessary to House an In s tru c tio n a l Media Program Question 3: What Kinds o f Budgetary P rovisions Must Be Made to Develop a Model In s tru c tio n a l Media P ro g ra m? Question 4: What Are the Functions o f the Media C e n te r? Question 5: What Types o f O rganizational S tructures Are Found in Media Centers Studied in the United S ta te s? Question 6: What Patterns o f O rganizational S tructures Are Most Valuable fo r Teacher Education In s tru c tio n a l Media C e n te rs? Question 7: What Are the Roles o f Various In s tru c tio n a l Media Personnel, E s p e c ia lly the Rcle Performed by the D irector and Associate Directors? Question 8: What Job D escriptions and Job S p e c ific a tio n s Are Provided fo r These Personnel? C onclusions APPENDIX A: L e tte r to Experts APPENDIX B: Letters o f Comments by the E x p e r t s APPENDIX C: O rganizational Charts o f the Media Centers V isite d APPENDIX D: Floor Plans o f the Media Centers V isite d BIBLIOGRAPHY V IT A v

16 LIST OF CHARTS 1. O rganizational Chart o f the In s titu tio n In s tru c tio n a l Media Center O rganizational Chart In s tru c tio n a l Media Center O rganizational Chart An In s tru c tio n a l Media H eira rch ia l S tructure fo r In s titu tio n s fo r Teacher Education An O rganizational Chart fo r an In s tru c tio n a l Media Center fo r Teacher Education Space Relationship o f an In s tru c tio n a l Media Center Diagramtic Time Line o f E v e n t s LIST CF TABLES 1. Percentage Financing Program Physical F a c ilitie s Space Recormendations Standards fo r In s tru c tio n a l Media Center Equipment from the National Education A ssociation Department o f Audiovisual In s tru c tio n A dm inistrative Spaces All-purpose Rooms Graphic and Photographic Studios Workshops... US 8. L is t o f Proposed E q u ip m e n t vi

17 ACKNOWLEDGEMENTS The w rite r wishes to express his sincere appreciation to Dr. Bernard M. L a ll, chairman o f his d is s e rta tio n committee, fo r the help in development o f the program o f the studies and d is s e rta tio n. Without his professional advice, encouragement, and frie n d ly support i t might have been impossible to complete the requirements fo r th is program a t th is tim e. Sincere appreciation gees to Dr. Charles C. C rider, Dr. Edward S tre e te r, and Dr. Donald Van Duiner., members o f my d is s e rta tio n committee, fo r th e ir understanding, constructive c r itic is m, and support. The members o f the advisory panel played a c r itic a l ro le in guiding the development o f the model. They deserve c re d it fo r the p ro je c t's success. Acknowledgement is also made to the consultative assembly o f the U n ive rsity fo r Teacher Education, Tehran, fo r th e ir approval of. the study. Special thanks are due to the M in is try o f Higher Education and Science, Ira n, fo r the three years' scholarship award. The author is deeply indebted to these people and others who contributed in th e ir own way, p a rtic u la rly his fa m ily fo r th e ir patience and understanding through th is p ro je c t. v i i

18 CHAPTER I NATURE AND PURPOSE OF THE STUDY Introduction Ira n, the "homeland o f the Aryans," appears unique among the nations o f the world in terms o f h is to ric a l and c u ltu ra l c o n tin u ity. A t present, Iran is adjusting h e rs e lf to the modern age and making s w ift progress in most aspects o f her social l i f e, notably in the educational systems which have undergone s ig n ific a n t changes since His Imperial Majesty, Mohammed Reza Pahlavi Aryamehr, in his book, The White R evolution, stated th a t "A great social re vo lu tio n has taken place in the country th a t should be regarded as the s ta rtin g point o f a whole new era... the p rin c ip le s o f th is re volu tio n c o n s titu te the character fo r our fu tu re society" (quoted in Executive, 1967, p. 82). In the th ir d Ramsar Education Conference, the Monarch s ta te d: "Our f i r s t national p r io r ity is to p ro te ct it s boundaries. Our next concern is educational development which w ill take p r io r ity over a ll other a c tiv i tie s " (Mashayekhy, 1975, p. 1). Since 1963, th e re fo re, the most spectacular advances made in Iran are d ire c tly related to higher education. This is a d ire c t re s u lt o f the reforms implemented by His Im perial Majesty as a p a rt o f the "White Revolution" on January 26, These reforms represent an Integrated social and economic program whose u ltim a te o b je ctive is to la y foundations fo r a s o c ie ty compatible w ith and responsive to the 1

19 demands o f the modern tim es. The s h if t from an agrarian to an indust r i a l socie ty, from the ru ra l to the urban way o f liv in g, has been a major concern fo r a ll a d m in istra to rs, e sp e cia lly fo r educational a dm inistrators. Reforms v/ere adopted in an attempt to adju st the educational system to the new and dynamic s p ir it. Between 1967 and 1974 the number o f higher educational in s titu tio n s in Iran rose from 54 to 156 (Tayeb & Oladzad, 1974, p. 10). The people o f Ira n are demanding b e tte r higher educational programs in keeping w ith t h e ir economical and social progress; th e re fo re, careful educational planning and construction o f new f a c ilit ie s has become necessary. The improvement o f technology fo r current educational programs, w hile allow ing fo r changes in teaching methods and the use o f media in teaching, is one o f the g re a t challenges th a t a ffe c t education today. In the preface to the b u lle tin o f the U niversity fo r Teacher Education, Chancellor Mashayekhy indicates th a t education is an im portant and necessary part o f Ira n 's fu tu re. The challenge to the educators is to carry on th a t educational process which is deemed most v ia b le. Of p ra c tic a l necessity, these educational changes must take place w ith in both e x is tin g and new f a c ilit ie s through curriculum, in s tru c tio n a l media, and communication, and through dedicated teachers, a ll o f which must be prepared to use the known methods o f today, and the high p r io r i t y progressive methods o f tomorrow in Iran (1975, p. 2 ). Johann Heinrich Pestalozzi ( ), in the book, How Gertrude Teaches Her C hildren (1966), presented his educational philosophy th a t a ll learning is based on sense impression, th a t c le a r th in kin g must be based on accurate observation o f real o b je cts, and th a t indeed words and ideas o n ly have meaning in r e la tio n to concrete th in g s.

20 He re-1nforced th is idea by saying th a t "th e re are two ways o f in s tru c tin g, e ith e r we go from words to th in g s, or from things to words. Mine is the second method" (p. v i i i ). Brown, Lewis, and Harcleroad, professors and consultants in educational media, s ta te th a t "the use o f teaching resources in educatio n has a dual purpose: to improve learning and teaching and to perm it teachers and students to in te ra c t as human beings in a clim ate where men co n tro l th e ir environment fo r th e ir own best purposes. That is, when we plan to use media books or film s, p ro je cto rs or graphics, cassette o r te le v is io n receivers an in te re s t in students and th e ir goals must m otivate and guide our e ffo rts " (1973, pp. 3-4). Media services have become deeply involved in education w ith in recent years, and there is every evidence th a t th is trend w ill continue a t it s present momentum and w ill increase progressively as time passes. The'teacher education in s titu tio n s, lik e scores o f in s titu tio n s o f higher learning in Ira n, must decide fo r themselves how to organize and adm inister th e ir in s tru c tio n a l media centers and, a t the same tim e, develop a working re la tio n s h ip w ith the a d m in istra tion o f the loca l school system. The purpose o f th is study is to form ulate one such plan fo r the organization and adm inistration o f media centers in Ira n. I t should be pointed out th a t changes in educational systems w ill accelerate in the immediate fu tu re, a ffe c tin g the very nature o f education, educational program development, concepts o f teacher p re paratio n, adm inistration and development o f in s tru c tio n a l media centers, a d m in istra tion o f education, s ta ffin g, e t cetera, to meet the challenges o f a ra p id ly developing nation.

21 4 Statement o f the Problem Ira n, lik e a ll other nations, is concerned w ith the development o f the country in order to make i t a b e tte r place in which to liv e. The emphasis is on puttin g Ira n 's human resources, it s e xce lle nt natural resources, and it s fin e and stable government to productive use. Iran recognizes the fa c t th a t educational expenditure is tr u ly an investment. Therefore, the king and h is government give education second p r io r i t y. The government and the n a tio n 's top educators fe e l th a t te ch nology and media w ill play a s ig n ific a n t role in the days to come in the process o f educational development. However, up to now, there has existed a desperate need fo r development o f in s tru c tio n a l media centers fo r schools o f higher education, public and p riv a te school systems, and technical in s titu te s. The question a rise s: how are these much-i.eeded in s tru c tio n a l media centers to be organized and administered? Purpose o f the Study Since the nation o f Iran is anxious to develop it s educational program; since in s tru c tio n a l media w ill play a v ita l ro le in th is developmental process; and since there is no model fo r in s tru c tio n a l media centers or it s services a vaila b le to the in s titu tio n s o f higher education and to the scores o f elementary and secondary schools in Ira n, both in the public and the p riv a te sectors; i t is the purpose o f th is study to :. 1. Develop a model fo r organization o f an in s tru c tio n a l media center fo r the teacher education in s titu tio n s in Ira n, w ith a view to serving the needs o f these in s titu tio n s and providing help to a ll other emerging in s tru c tio n a l media centers throughout the nation.

22 5 2. Plan an adm in istra tive s tru c tu re fo r th is in s tru c tio n a l media center which w ill provide a smooth flo w o f operation, and a t the same time be an exemplary s tru c tu re f o r a ll o th e r emerging media centers. 3. Provide f a c ilit ie s planning which w ill provide fo r e ffic ie n t media p ra c tic e s, u tiliz a tio n, and d is trib u tio n o f space and equipment. What is envisioned here is not merely a trend tov/ard a more thorough in te g ra tio n o f media services, but a deeper and more systematic involvement o f media a d m in istra tion in the lig h t o f the to ta l planning o f in s tru c tio n a l systems. Need fo r the Study Because educational development is considered a top p r io r ity in the national development o f Ira n, and because in s tru c tio n a l media centers play a s ig n ific a n t ro le in the development o f educational programs in Ira n, the need fo r th is study cannot be overemphasized. The n a tio n 's top educators recognized th is fa c t. Now i t is up to professional educators to come up w ith the answers. The growing number o f pupils attending u n iv e rs itie s and colleges in Ira n show the great demand being placed on education. The in s tru c tio n a l practices need to be revamped in order to meet th is demand, and in s tru c tio n a l media w ill play a v ita l ro le in the improvement o f in s tru c tio n. Hence the s ig n ifica n ce o f th is study becomes more apparent (Brown, Lewis & Harcleroad, 1973, p. 3). In the United S tates, Brown, Norberg & Syrgley (1972), Erickson (1968), Dale (1968), Davis (1971), and Wong (1974) published books, and Corbacho (1963), Grassmeyer (1966), Swiger (1968), and F a rris (1973), conducted studies in which th e y provided in fo rm a tio n p e rta in in g to in s tru c tio n a l media centers and how to adm inister them. In Ira n,

23 however, only lim ite d inform ation is a va ila b le on in s tru c tio n a l media and a d m in is tra tio n o f media programs. The suggestive developmental plans should serve as a guide fo r fu tu re in s tru c tio n a l media centers and the adm inistration o f such fo r teacher education programs in Ira n. Therefore, th is study proposes a model fo r the a d m in istra tion, organization, and physical f a c ilit ie s o f in s tru c tio n a l media centers th a t w i l l be unique fo r the teacher education programs in Ira n. Del im ita tio n This study w ill be lim ite d to the development o f a media center and a d m in istra tive model fo r teacher education in s titu tio n s in Ira n. In the development o f th is model, an extensive review o f lite r a tu r e related to the subject available in the United States o f America w ill be the source inform ation. Questions fo r Consideration In order to s a tis fy the purposes o f th is study as e ffe c tiv e ly as possible, the findings should be directed toward answering questions related to the establishment and adm inistration o f in s tru c tio n a l media ce n te rs. The fo llo w in g questions are projected w ith a view toward providing p e rtinent answers through th is study: Questions R elative to an In s tru c tio n a l Media Center 1. What are the c r ite r ia o f an e ffe c tiv e in s tru c tio n a l media center? 2. What kinds o f f a c ilit ie s are necessary to house an in s tru c tio n a l media program? 3. What kinds o f budgetary provisions must be made to develop a model in s tru c tio n a l media program?

24 4. What are the fu n ctio n s o f the media centers? 7 Questions R elative to the A dm inistrative S tructure 5. What types o f organizational structures are found in media centers in the United States? 6. What patterns o f organizational stru ctu re are most valuable fo r teacher education in s tru c tio n a l media centers? 7. What are the roles o f various in s tru c tio n a l media personnel, esp ecia lly the role performed by the d ire c to r and associate directors? 8. What job descriptions and job sp e cifica tio n s are provided fo r these personnel? In the process o f gathering necessary inform ation fo r th is study, new concepts emerged in the establishment and a d m in istra tion o f in s tru c tio n a l media programs fo r teacher education in Ira n. D e fin itio n o f Terms The fo llo w ing d e fin itio n s may serve to c la r if y s ig n ific a n t terms used in th is study. A dm inistration. The American Association o f School Adm inistrators defines adm inistration as the "Total o f the processes through which appropriate human and m aterial resources are made a va ila b le and made e ffe c tiv e fo r accomplishing the purpose o f an e n te rprise " (Campbell and Gregg, 1957, p. 17). A llo c a tio n o f Space. The space assigned fo r a s p e c ific purpose. Audiovisual Center. A term used interchangeably w ith in s tr u c tio n a l media center; a small scale center fo r the d is trib u tio n and

25 production o f educational m aterials concerned w ith audio and visual means o f communication. 8 Audiovisual M a te ria ls. A ll m aterials and equipment concerned p rim a rily w ith u tiliz in g audio and/or visual media fo r teaching and learning purposes. C arre l. A piece o f equipment in the in s tru c tio n a l media center designed fo r individual study. Educational Fedia or In s tru c tio n a l M a te ria ls: Any medium o f communication used by teacher and p u p il to advance and improve le a rn in g. F le x ib ilit y. A c h a ra c te ris tic o f b u ild in g design or o f an educational program which fa c ilita te s changes in the use o f the design or program. Hardware. The physical, mechanical, or e le c tro n ic pieces o f equipment which are used both to produce and reproduce m aterials u tiliz e d e ith e r in the classroom or in in d ivid u a l study s itu a tio n s as p a rt o f the lea rn ing process. In s tru ctio n a l Media A d m in is tra to r/d ire c to r. The supervisor o f an in s tru c tio n a l media program fo r the e n tire educational system o f teacher educational programs. In stru c tio n a l Media Center (IMC). "A place where ideas, in th e ir multimedia and diverse forms, are housed, used, and d is trib u te d to classrooms and labora to rie s throughout the school" (Beggs, 1965, p. 47). For the purpose o f th is study, the in s tru c tio n a l media centers were the learning centers established by each in s titu tio n o f teacher education in Ira n. In stru c tio n a l M aterial S p e c ia lis t. A professional s ta ff member competent in the selection and use o f a ll types o f in s tru c tio n a l m aterials.

26 9 Media Program. A ll the in s tru c tio n a l and other services furnished to students and in s tru c to rs by in s tru c tio n a l media centers o r audiovisual centers and th e ir s ta ffs. Micro Teaching. Video recording o f both teacher and students in a lesson s itu a tio n fo r la te r evaluation and discussion. Model. A pattern o f something to be made or reproduced. "A representation th a t m irrors c e rta in chosen properties. I t serves as a re p lic a, s u b s titu te, or sim ulation o f the e n tity being represented. I t is always an approximation, u su a lly a s im p lific a tio n, and h opefully an a id to in s ig h t" (Borko, 1967, p. 36). M ulti-m edia. A v a rie ty o f audio-visual media and experiences correlated w ith additional in s tru c tio n a l m aterials to re in fo rce the value o f each other. Physical F a c ilitie s. The combination o f the school p la n t, equipment, m aterials, and fu rn itu re. I t may also include the school s ite. S ervice. The performance o f a task fo r the b e n e fit o f others. This might be voluntary, by request, o r an assigned re s p o n s ib ility c h a ra c te ris tic o f a p o s itio n. Software. The programs and m aterials presented by means o f in s tru c tio n a l devices and machines. S ta tic Visual Media. S t i l l opaque and/or transparent p ictu re s. White R evolution. On January 26, 1963, His Im perial Majesty, Mohammed Reza Pahdavi Aryamehr, submitted a "S ix-p o in t Reform Programme" to a nationwide referendum, la te r expanded to nineteen p o in ts. They c o n s titu te the basic p rin c ip le s o f the p o litic a l, social and economic p o lic ie s o f Iran ( E xecutive, 1967, p. 82).

27 10 Wet C a rre l. A study ca rre l containing w irin g so th a t e le c tr o n ic equipment can be used. O rganization o f the Study A fte r careful consideration and analysis the researcher has divided the remaining p o rtion o f th is study in to the fo llo w in g fo u r chapters: Chapter 2 presents the review o f lite ra tu re re la tiv e to the problem. I t provides the analysis o f inform ation re la tiv e to various models o f organizations, adm inistrative stru ctu re s, f a c ilit ie s, planning, and m aterials and equipment o f in s tru c tio n a l media centers in the United States o f America. Chapter 3 describes the procedures and methodology th a t has been used in the completion o f th is study. I t includes the procedures used fo r c o lle c tio n o f data, the type o f research, and the selection o f a panel o f experts who examined th is study and provided supporting comments. Chapter 4 provides a b rie f overview o f the h is to ry, people, government, c u ltu ra l co n trib u tio n s, economic fa c to rs, educational programs, and teacher education programs in Ira n, and a b r ie f report on media centers which were v is ite d in the United States o f America. Chapter 5 o ffe rs the recommended model regarding philosophy, purposes, organization, and management o f the in s tru c tio n a l media centers fo r teacher education in Ira n. Chapter 6 presents a summary o f fin d in g s, answers to questions ra is e d, and conclusions. A comprehensive b ib lio g ra p h y has been presented, and the appendices include le tte rs, organizational charts, and plans o f some o f the media centers th a t have been v is ite d by the researcher.

28 CHAPTER I I REVIEW OF RELATED LITERATURE AND RESEARCH Introduction The world has witnessed some d ra s tic changes in liv in g styles and conditions during the la s t t h ir ty - fiv e years. The mass media and technology have acted as c a ta ly tic agents in the process o f change in various fie ld, and education is no exception. As Paul Heimann (1963) pointed out: Masses have become shouldered with re s p o n s ib ilitie s and are conscious of educational needs which h ith e rto arose only in the tra in in g o f an e li t e. This process which Karl Mar.heim has described as the "fundamental dem ocratization o f our so cie ty, can bear f r u i t only i f the masses are provided w ith educational and teaching aids o f a com pletely new ty p e." Mass media are, in fa c t, the catalyzing agents in a vast process o f c u ltu ra l change, which they r e fle c t and constantly fu rth e r and modify. I t is p re cise ly th is which makes them so outstandingly important fo r education, regardless o f the d ire c tio n in which th e ir influence may ra d ia te. They have contributed to the development o f a re vo lu tio n ary s itu a tio n in education which makes demands on the general educational perception o f modern teachers--demands which cannot be ignored, (pp. S-9) and said: Urban (1969) recognized th is invasion o f technology on education Today, l i f e in the classroom is fa r more complex than ever before. The curriculum has expanded and i t is under great pressure to change. The recent explorations to the moon, as an example, w ill have a tremendous impact on the current teaching o f the universe, astronomy, and space e xploration. The classroom teacher cannot to the jo b alone, (p. 25) Isenberg (1969) suggested th a t the e xte n t to which one w il l be 11

29 12 able to cope w ith the change and explosion o f knowledge and technology w il l depend upon: The degree to which we succeed in helping child re n meet the demands o f an enormous explosion o f knowledge and in developing s k ills fo r applicatio n o f knowledge w ill depend on how w ell we deploy people, places and things in re stru ctu rin g the teachinglearning processes. As we move ste a d ily towards g re a tly in d iv id u a liz a tio n o f learning opportunity, we edge fu rth e r away from the self-contained classroom and the old study h a ll. Instead we look fo r an in s tr u c t ional system that provides the best o pportunities fo r discovery by both individual and group e ffo r t, (p. 27) Maximum u tiliz a tio n o f the resource centers w ill give each student unique experiences in learn ing. Research and discovery s k ills w ill develop to a high level thereby providing what we know to be most important learning possible fo r students in today's world, the a b ilit y to seek, put, re la te compare, and analyze inform ation and apply knowledge. I f we are successful in fo ste rin g these a ttitu d e s, then we are preparing students to liv e in the world we described, (p. 28) Both as a consequence and as a precursor, the in s tru c tio n a l media center concept has an impact on education. Philosophy o f the In s tru c tio n a l Media Center Education involves the in te lle c tu a l, physical, and social s k ills o f pupils. The learning process begins w ith a cle a r statement o f desirable human values as shown in the a ttitu d e s and actions o f students. The teacher and media s p e c ia lis t must be aware o f these c h a ra c te ris tic s which can guide most e ffe c tiv e ly the le a rn e r's development. Then the educational experiences which w ill be most helpful must be id e n tifie d and the most e ffe c tiv e to o ls and m aterials located. The pupil needs to develop a s p ir it o f in q u iry, s e lf-m o tiv a tio n, s e lf-d is c ip lin e, and s e lf- evaluation. He w ill need to master knowledge in many d is c ip lin e s and develop a number o f complex s k ills. U ltim a te ly, he must communicate h is ideas w ith his fe llo w s. Wastenberg and Gerhard (1969) presented the fo llo w in g basic

30 13 premises underlying the purpose o f education: Education is a process in which p u p ils, teachers and curriculum in te ra c t. This process o f in te ra c tio n re s u lts in desirable changes in p u p il's behavior. Goal areas o f education are knowledge, to o l s k ills, thinking processes, s e lf-d ire c tio n, social e ffe c tiv e ness and human values, (p. 17) The in s tru c tio n a l media center plays a v ita l ro le in th is e n tire process since the media found here conveys the inform ation, a ffe cts the message, controls what is learned, and establishes the learning environment. These media w ill help to determine what the pupil sees and what his a ttitu d e w ill be toward the world in which he liv e s. For th is reason, i t is im portant th a t the media s p e c ia lis t p a rtic ip a te a c tiv e ly in shaping the learning environment and the design o f in s tru c tio n. Every media f a c i lit y, piece o f equipment, book, or other m aterial should be selected, produced, and used so th a t students are challenged to a dynamic p a rtic ip a tio n in a fre e, e xcitin g and enriched l i f e. The use o f the in s tru c tio n a l media center is one o f the best tools a va ila ble to begin q u a lity education. But, i f i t is to re a lly f i l l th is goal, i t must be fle x ib le. Since no two students learn and progress a t the same ra te, media centers should meet the needs o f a ll students a t the1 ** own rate. In stru c tio n a l media centers enable students and teachers to approach and use the multimedia or intermedia m aterials in a u n ifie d program. The a v a ila b ility o f many m aterials in a v a rie ty o f formats gives students and teachers an opportu nity to select the media best su ite d to answer s p e c ific needs. The philosophy of the in s tru c tio n a l media center is one o f se rvice to both the student and. the teacher. For the stu d e n t, the

31 media center provides m aterials fo r learning in which he may develop 14 his s k ills fo r obtaining higher academic goals, and progress in areas th a t o ften are in itia te d by other in te re s ts and needs. This can be done through rem ediation, reference, c la r ific a tio n, and m o tiva tio n. For the teacher, the in s tru c tio n a l media center provides new ideas, concepts, and services which support, complement, and expand the work accomplished in the classroom. The media centers help the in s tru c to r in the development o f new m aterials to aid in s tru c tio n, enrich in s tru c tio n a l programs, and provide in-service tra in in g in new m aterials and media. H istory o f the In s tru c tio n a l edia Center In s tru c tio n a l media began it s modern development w ith the establishm ent o f several school museums ir. S aint Louis (1905), Reading (1908), and Cleveland (1909 (C o n ti, 1954, p. 1). At the same tim e, i t developed in in s titu tio n s o f higher le a rn in g, as explained by S a e ttle r (1953): Organized visual education f i r s t appeared in colleges and univers itie s in conjunction w ith extention d ivisio n s th a t were formed in the e a rly 1900's. Among functions o f the U n iv e rs ity of the State o f New York (established in 1891), fo r example, was the d is trib u tio n o f s t i l l pictures and lantern s lid e s. The Bureau o f Visual In s tru c tio n was established by the extention department o f the U n ive rsity o f Texas in By 1914 s im ila r departments were operating as extention a c tiv itie s in 5 other u n iv e rs itie s in the country, (p. 1) In s tru c tio n a l media continued a steady, but not s ig n ific a n t, growth from the e a rly 1900s. u n til the beginning o f World War I I (C onti, 1964). By the 1930s and 1940s media services included on- campus a c t iv it ie s and became known as audiovisual ce n te rs. Brown (1965) stated: "The development o f an audio-visual

32 15 movement in education quickened a f t e r World War 11" (p. 13). In the 1950s and 1960s, because o f t h e ir ra p id development, these centers included p rim a rily educational m a te ria ls and services and were known as in s tru c tio n a l media centers (p. 304). A dm inistrative and organizational p a tte rn s developed during th is tim e are very much in evidence in these educational systems since lea d e rsh ip was needed to harness th e ir resources, point out th e ir advantages, and get them in to operation. A study by McPherson (1946) described the development o f a curriculum in Kern County, C a lifo rn ia, and it s use as the basis fo r determining the objectives o f the in s tru c tio n a l media program. Financial support, in-service education fo r teachers in u tiliz a tio n o f m a te ria ls, and the ro le o f the in s tru c tio n a l media d ire c to r received emphasis in McPherson's s tu d y^ Davidson (1950) conducted a study in which he in v e s tig a te d a d m in istra tive problems in the u tiliz a tio n o f m aterials in public school systems o f west Texas. He found w ith few exceptions th a t m a te ria ls were being used in e ffe c tu a lly, la rg e ly because of in s u ffic ie n t budgets, s c a rc ity of well trained d ire c to rs, and lack o f teacher preparation in the use o f m aterials. In 1963, the Department o f Audiovisual In s tr u c tio n, now the A ssociation fo r Educational Communication and Technology (AECT), recognized th a t: A new kind o f professional w ill be required to provide leadership in design, implementation, and evaluation o f programs in education which make the fu lle s t use o f new media. The functions performed by th is leader and the resources he brings w ill be among the essential determinants o f success or fa ilu re in tomorrow's schools. (M o rris, 1963, p. 11) The I l l i n o i s Curriculum Program stated th a t every school would re q u ire

33 16 the services o f a re g u la rly c e r tifie d teacher who had professional preparation in educational media ( I l l i n o i s, 1963, pp ). Margaret Nicholson (1964) lis te d the s ta ff o f an in s tru c tio n a l media center as "consisting o f a d ire c to r or head professional s ta ff, te c h n i cians, clerks" and other aids (p. 42). Church (1970) indicated: In colleges and school d is t r ic t s, throughout the n a tion, organizations have been established fo r the adm inistration o f in s tru c tio n a l m aterials and to f a c ilit a t e curriculum planning. These organizations bear such names as curriculum laboratory, in s tru c tio n a l m aterials center, teaching aids la b o ra to ry, educational communications center, new media center, learning resources center, or various combinations o f these terms. The functions o f some o f these organizations are divided between audio-visual centers and educational or professional lib ra rie s. In many o f these organizations there is a d e fin itio n o f adm inis tra tio n o f in s tru c tio n a l m aterials th a t is consistent w ith th is statement: The adm inistration o f in s tru c tio n a l m a te ria ls, embraces the organization and leadership fo r making in s tru c tio n a l m aterials ava ila ble fo r use in planning the guidance and nurture o f student growth, (p. 1) What In s tru c tio n a l Media Is In stru c tio n a l media is only one o f a number o f names found in the lite r a tu r e. Others include 1ib ra ry m aterials, educational m a te ria ls, educational communications, learning resources center, in s tru c tio n a l technology, educational technology, technical media, audiovisual m a te ria ls, or in s tru c tio n a l media. The common expression, "Words can mean whatever we choose them to mean, neither more nor le s s," suggests th a t a l l these terms can be used interchangeably fo r in s tru c tio n a l media. as fo llo w s: An in s tru c tio n a l media center is described by Burget (1967) / T t i s / as much an a ttitu d e and an approach to the problems th a t educators encounter as i t is a s tru c tu re, a c o lle c tio n o f teaching m a te ria ls, and an assemblage o f professional, te c h n ic a l, and service personnel. In p ra ctice, i t is a nerve center where educational questions can be studied and where the ta le nts and ideas o f many can be combined and translated in to m aterials, equipment, and

34 programs th a t can be used successfully by teachers and students, (p. 4) 17 David Beggs (1965) defined the in s tru c tio n a l media center as "a place where ideas, in th e ir multimedia and diverse forms, are housed, used, and d is trib u te d to classrooms and labora to rie s throughout the school" (p. 47). The media center is a place where ideas can grow, be exchanged, and fin d expression, a place f u ll o f the s p ir it th a t leads students and teachers to continue to improve. The center has advantages fo r both the teachers and the pupils as i t fa c ilita te s the teaching- learning process. In a h ig h ly in fo rm a tiv e doctoral study conducted by Swiger (1968), the in s tru c tio n a l media center was id e n tifie d as fo llo w s: Learning Resource Center, or Learning M aterials Center, or Learning Center appears to be a modern and growing concept in which both p rin t and n o n-p rint software are acquired, catalogued, and d is trib u te d fo r fa c u lty and student use.... The media center provides the follow ing services: scheduling m aterials and equipment, informing the fa c u lty about hardware and software, m aintaining f ile s on sources o f new m a te ria ls, purchasing hardware and software... and providing consultant, in-service and o rie n ta tio n services to the fa c u lty, (pp ) A j o i n t committee o f the American A ssociation o f School L ib ra ria n s and the Department o f Audiovisual In s tru c tio n o f the National Education A ssociation (1969) has also defined the media ce n te r. In cooperation w ith an Advisory Board consisting o f representatives from tw enty-eight professional and c iv ic associations concerning in s tru c tio n a l media ce n te rs, they prepared and presented the fo llo w in g standards: A learning center in a school where a f u ll range o f p rin t and audiovisual media, necessary equipment, and services from media s p e c ia lis ts are accessible to students and teachers, (p. xv) The media center's program, c o lle c tio n s, and environment provide a broad spectrum o f learning opportunities fo r large and small groups o f students as w ell as fo r in d iv id u a l students. The focus

35 18 o f the media program is on f a c ilita t in g and improving the learning process in it s new d ire c tio n s w ith emphasis on the le a rn e r, on ideas and concepts ra th e r than on isolated fa c ts, and on in q u iry ra th e r than on ro te memorization, (p. 2) Purpose o f the In s tru c tio n a l Media Center In a recent study by E lls w o rth and Wagener, quoted by Davis (1971), a media center was explained as fo llo w s: The major purpose o f the in s tru c tio n a l m aterials center is to serve the established aims o f the to ta l educational program by (1) providing a ric h v a rie ty o f m aterials, recordings, s t i l l and motion p ictu re s, film s tr ip s, and other audio-visual m aterials and resources, fo r use by teachers and students as in d iv id u a ls and in groups; (2) o ffe rin g leadership in developing techniques fo r the use o f various m aterials by teachers and students; (3) making ava ila ble f a c ilit ie s, services, and equipment necessary fo r the se le ctio n, organization, and use o f in s tru c tio n a l m a te ria ls; and (4) fu rn ishin g f a c ilit ie s fo r an assistance in the production o f in s tru c tio n a l m aterials and displays, (p. 15) The use o f in s tru c tio n a l media is a true p a rt o f the modern curriculum e x is tin g to help the teacher in d iv id u a liz e in s tru c tio n and advance and improve le a rn in g. How e ffe c tiv e a medium is in accomplishing a desired educational o b je ctive determines the selection o f the appropriate educational media to use in any p a rtic u la r teaching s itu a tio n. When the m a te ria ls, services, and f a c ilit ie s available in a media center e ffe c tiv e ly support a schoolwork program o f creative in q u iry, only then has i t reached m a tu rity. An in te llig e n t combination o f these c o lle c tiv e and in d ivid u a l learning a c tiv itie s guarantees th a t each student w ill receive a core o f understandings and ' '.ills which he can adapt to his personal p a tte rn o f discovery (p. 33). As noted e a r lie r, the tra d itio n a l p rin c ip le medium fo r implementing a curriculum involves a teacher who presents knowledge to the student. The employment o f educational media other than the liv e teacher may enhance o r supplement the te a ch e r's e ffo r ts and provide