Andrews University Digital Commons @ 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: https://digitalcommons.andrews.edu/dissertations 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. 586. https://digitalcommons.andrews.edu/dissertations/586 This Dissertation is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact repository@andrews.edu.
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7912442 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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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
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
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
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
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
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
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.
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.... 7 D e fin itio n o f Terms... 7 O rganization o f the S t u d y... 10 I I. REVIEW OF RELATED LITERATURE AND RESEARCH...... 11 Introduction... 11 Philosophy o f the In s tru c tio n a l Media Center... 12 H isto ry o f the In s tru c tio n a l Media Center... 14 What In s tru ctio n a l Media I s... 16 Purpose o f the In s tru c tio n a l Media Center... 18 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.... 23 Organization o f the In stru c tio n a l Media Center... 32 Financial Aspects o f the In stru c tio n a l Media Center.... 37 F a c ilitie s fo r the In s tru c tio n a l Media Center... 38 Location and Space... 41 E n v iro n m e n t... 45 Sound Control... 45 Lig h t Control... 47 Thermal Control... 47 A e s t h e t ic... 48 Equipment and M aterials... 48 The Computer in E d u c a tio n... 50 Selection o f Equipment... 51 E ffo rts Needed to Support the Program... 53 S um m ary... 55 i i i
I I I. PROCEDURES AND METHODOLOGY OF THE STUDY... 58 Sources o f Data... 58 Gathering Background Inform ation... 59 Type o f P rocedure... 62 Step 1. Id e n tify the Problem... 63 Step 2. Determine S olution Requirements and Solution A lte rn a tive s... 63 Step 3. Select Strategies and T o o l s... 64 Step 4. Im p le m e n t... 64 Step 5. Revise As R equired... 64 Panel o f E x p e r t s... 65 IV. BACKGROUND... 67 The C o u n try... 67 The P e o p le... 68 The G overnm ent... 69 C ultural C o n tr ib u tio n s...:... 70 The Economic.Factors... 71 Education in I r a n... 72 Teacher Education in Iran........ 78 Media Centers V is ite d in the United States o f America... 79 Western Michigan U niversity... 79 Andrews U n ive rsity... 80 Michigan State U nive rsity... Indiana U n ive rsity... 81 82 V. RECOMMENDED MODEL... 83 Proposed Philosophy fo r Media Centers in Iran... 83 To F a c ilita te the Communication o f Ideas... 83 To Provide Q uality Education... 83 To In d iv id u a liz e In s tru c tio n... 84 To Update In stru cto rs... 85 To Produce In s tru c tio n a l M aterials... 85 To Evaluate and Validate In s tru c tio n a l Material... 86 To C entralize the In s tru ctio n a l M aterials... 86 To Maintain the In s tru c tio n a l M aterials... 86 Purposes o f In stru c tio n a l Media Centers fo r Teacher Education in I r a n... 86 For O rientating Untrained, New Teachers... 87 For Pre-service Training o f Teachers... 87 For In-service Training... 88 For F a c ilita tin g In s tru c tio n... 88 For Curriculum Development... 88 For Maximum U tiliz a tio n... 89 For E valuating and Adapting In s tru c tio n a l M a terials... 89 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... 89 For Special Care in Storage and R e tr ie v a l... 90 For the Spread o f New Id e a s... 91 iv
Recommendation 1: An E ffe ctive In s tru c tio n a l Media Center fo r Teacher Education Be Established... 92 Recomnendation 2: An E ffe c tiv e O rganizational S tructure Should Be Developed... 94 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.... 108 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... 119 Recommendation 5: Proposed Time L in e... 125 Summary... 127 VI. SUMMARY AND CONCLUSION... 129 Introduction... 129 Purpose o f the S t u d y... 129 Sources o f D a ta... 129 Answers to Questions Raised... 129 Question 1: What Are the C rite ria o f an E ffe ctive In stru c tio n a l Media Center?... 130 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... 131 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?... 131 Question 4: What Are the Functions o f the Media C e n te r?... 132 Question 5: What Types o f O rganizational S tructures Are Found in Media Centers Studied in the United S ta te s?... 133 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?... 133 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?... 133 Question 8: What Job D escriptions and Job S p e c ific a tio n s Are Provided fo r These Personnel?... 135 C onclusions... 136 APPENDIX A: L e tte r to Experts... 139 APPENDIX B: Letters o f Comments by the E x p e r t s... 141 APPENDIX C: O rganizational Charts o f the Media Centers V isite d... 147 APPENDIX D: Floor Plans o f the Media Centers V isite d... 152 BIBLIOGRAPHY... 159 V IT A... 168 v
LIST OF CHARTS 1. O rganizational Chart o f the In s titu tio n... 33 2. In s tru c tio n a l Media Center O rganizational Chart... 35 3. In s tru c tio n a l Media Center O rganizational Chart... 36 4. 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... 95 5. An O rganizational Chart fo r an In s tru c tio n a l Media Center fo r Teacher Education... 100 6. Space Relationship o f an In s tru c tio n a l Media Center... 110 7. Diagramtic Time Line o f E v e n t s... 126 LIST CF TABLES 1. Percentage Financing Program... 38 2. Physical F a c ilitie s Space Recormendations... 46 3. 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... 49 4. A dm inistrative Spaces... 113 5. All-purpose Rooms... 114 6. Graphic and Photographic Studios... 116 7. Workshops... US 8. L is t o f Proposed E q u ip m e n t... 121 vi
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
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 1963. 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, 1963. 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
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 (1746-1827), 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.
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.
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.
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,
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?
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
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.
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).
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.
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
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
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
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 1910. 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
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
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. 102-103). 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
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. 180-181) 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
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