A study of the knowledge, skills, and proficiencies required of the instructional media technologist

Abstract

The purpose of this study was to determine the knowledge, skills, and proficiencies required of the instructional media technologist, paraprofessional level staff member, by professional school personnel. Data was collected from two hundred educators including school superintendents, principals, supervisors, audiovisual specialists, and classroom teachers by means of a questionnaire and personal interviews. An additional purpose of the study was to design a model program for the training of the instructional media technologist utilizing the response of school personnel as the basis for the model. While it is recognized that instructional process, there is evidence from research to indicate that school personnel are often reluctant to utilize such technology. Evidence indicate that this is often the result of lack of skill and knowledge in the technical processes related to such usage and to improperly maintained and managed equipment and materials. Responses to the questionnaire and personal interviews supported the contention that teachers recognized the need for a school staff member who would bring expertise in the technical aspects of instructional media utilization to the school. The study defined those areas in which school personnel felt the greatest need for assistance existed and utilized that information in the formulation of a model for the training of such personnel. The model provided for a two year -- six level program based on Taba's theoretical model for curriculum design. It utilized a modular concept of structure and within that structure provided primarily for the acquisition of those technical skills and proficiencies deemed essential by the sample. In addition, it provided for learning experiences which would enable the instructional media technologist to gain a basic understanding of the instructional processes, school structure and organization, and those management procedures necessary to furnish a general complement of instructional media services. It was based on the recognition that all school personnel, including the paraprofessional should be a part of an educational team and that a basic knowledge of the educative processes, as well as particular technical skills and knowledge, would be essential to any person involved in the educative process.