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This area dates back to the visual education movement in the first decades
of the 20th century, with the establishment of museums. In the early years

of the 20th century, teachers began to make efforts to use theatrical films
and short films on the subjects of learning in the classroom.
Among the oldest formal studies on media applications in education is

the study by Lashley and Watson on using World War I military training
films (on the prevention of venereal disease). After World War II, the

audio-visual learning movement organized and promoted audio-visual
materials, thereby expanding the supply of learning materials and
encouraging new ways of helping teachers. During the 1960s, many

schools and universities established many learning media centres.
Dale's 1946 work entitled Audio-visual Materials in Teaching, in

which he tried to provide a general rationale for the selection of appropriate
learning materials and activities. In 1982, the book Instructional Materials
and New Technologies of Instruction was published by Heinich, Molenda,

and Russell. This book proposes the ASSURE model, used as a reference
procedure for designing media use in teaching. These steps include: (1)
Analyse learners (analyse learners); (2) State Objective (formulating

objectives);(3) Select Media and Materials (selecting media and materials);
(4) Utilize Media and Materials (using media and materials), (5) Require
Learner Participation (involving students); and (6) Evaluate and Revise

(assessment and revision).
d. Management Area

Management includes controlling Learning Technology through
planning, organizing, coordinating, and supervising. The management area
starts with media centre administration, media programs, and media

services. The fusion of libraries with media programs produces school
media centres and experts. These school media programs combine printed

and non-printed materials, resulting in increased use of technological
resources in the curriculum.