The problems presented by what is popularly called “the information explosion” are no more keenly felt than by teachers and students. This film appraises current teaching methodology and provides a basis for discussion to provoke new thoughts and ideas on teaching techniques. Designed as an in-service aid for re-assessing and re-evaluating teaching programs and methodologies and provide a starting point for curriculum development.
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How to watch
Collection
In ACMI's collection
Credits
Collection metadata
ACMI Identifier
002313
Language
English
Subject categories
Documentary → Documentary films - Australia
Economics, Philosophy, Politics, Religion & Sociology → Information technology - Social aspects
Education, Instruction, Teaching & Schools → Curriculum evaluation
Education, Instruction, Teaching & Schools → Curriculum planning
Education, Instruction, Teaching & Schools → Education
Education, Instruction, Teaching & Schools → Education - Australia
Education, Instruction, Teaching & Schools → Education - Australia - Curricula
Education, Instruction, Teaching & Schools → Education - Experimental methods
Education, Instruction, Teaching & Schools → Education - South Australia
Education, Instruction, Teaching & Schools → Education - Study and teaching - Australia
Education, Instruction, Teaching & Schools → Educational evaluation - Australia
Education, Instruction, Teaching & Schools → Educational technology
Education, Instruction, Teaching & Schools → Teachers - In service training
Education, Instruction, Teaching & Schools → Teachers - Training of
Education, Instruction, Teaching & Schools → Teaching
Education, Instruction, Teaching & Schools → Teaching - Aids and devices
Education, Instruction, Teaching & Schools → Teaching - Methodology
Educational & Instructional → Instructional
Mathematics, Science & Technology → Educational technology
Mathematics, Science & Technology → Information technology - Social aspects
Sound/audio
Sound
Colour
Colour
Holdings
16mm film; Access Print (Section 1)
16mm film; Limited Access Print (Section 2)