Text
Using Audio-Visual Materials In Education
The book is practical. It is replete with
examples of and suggestions for utilization-from kindergarten
upward. If, in some instances, the examples
heavily in one area or one
weighted
grade level, the teacher should re-
seem
member that the teaching-learning formula changes little from
the kindergarten through graduate school. The difference is
essentially
The author wishes to acknowledge his appreciation for the
professional services of two members of the San Diego State
College audio-visual staff, Kalman Erdeky and Joe Renteria,
who prepared all the line drawings and pictures used in this
book
one of degree.
JAMES S. KINDER
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