IDT in education 1925-1950

By atrep001

  • First journals about visual instruction published

    According to AECT (2005), The Educational Screen became the predominant journal by 1924, though a few others, including Visual Education published articles promoting the industry.
  • Visual Instruction movement grows

    Visual Instruction movement grows

    Late 1920s to 1930s. In his article "A History of Instructional Design and Technology: Part I: A History of Instructional Media," Robert Reiser (2001) describes this period as using the new advances in sound and video.

  • Great Depression slows use of AV in schools.

    The stock market crash, Black Tuesday, begins the Great Depression, which lasts thorugh early 1940s. Reiser (2001) notes that schools were slow to join the AV movement, in part due to the economic effects of the Great Depression.

  • "Coalition of 1932"

    In his article "A History of Instructional Design and Technology: Part I: A History of Instructional Media," Reiser describes this period as using the new advances in sound and video (2001).

  • Role of DVI in education expands

    Accoring to AECT, DVI played a key role in secondary and post-secondary education.
    • Membership of DVI grows
    • Focus of DVI on training teachers how to use new media (photos, film, lantern slides, exhibits, museums, field trips, equipment operation)
    • Centralization of services and staff
    • Sound recording was a big issue. Research supported using teacher narration but commercial interests of films with sound won out.
    • Standardization of 16mm film
    • Term audio-visual replaced visual instruction

  • Visualizing the Curriculum is written

    Reiser (2001) notes that one of the most influential of the time was Visualizing the Curriculum by Hoban, Hoban, & Zissman in 1937, who believed that the more realistic the media was, the more valuable it was and created a hierarchy of media. Reiser and Ely (1997) note that the authors move beyond the idea of visual aids being supplements to the teacher. They believed that they were as important as the teacher.
  • WWII keeps field from progressing

    WWII keeps field from progressing

    During World War II, from 1939-1945, limited resources, personnel, and travel kept the field in limbo.

  • End of WWII (finally) moves AV into schools and colleges

    The field gets a big boost of membership and exciting ideas from people returning from WWII who had used training videos. AV professionals start to see their role as designers as well as visualizers (aect.org)

  • Division of Audio-Visual Instuctional Services forms

    This was the first permanent staff position within DVI and was provided by the NEA.
  • Edgar Dale develops Cone of Experience

    Edgar Dale develops Cone of Experience

    This was part of his textbook Audio-Visual Methods in Teaching. The Cone of Experience showed how to classify methods and rationale of various media in education. (aect.org)

  • DVI become Department of Audio-Visual Instruction (DAVI)

    New consitution officially adopts this name and new committee makes election procedures more democratic.