Effects Of Educational Television Research Articles

A Strategy for Reviewing the Role of Educational Television in Infants’ Schools

AbstractMinimal consideration has been given to the function of educational television in the education of young children. Teachers have to overcome habits adopted with children's home viewing, and rationalize how television can be part of the curriculum before efficacy materializes. This does not appear to be happening with many infants’ school teachers. Educational television broadcasts do not seem to be used as an ongoing teaching element to stimulate experiences beyond children's normal school activities. The entire blame cannot be attributed to the teachers for they have been given little guidance on the use of educational television during initial training or in subsequent in‐service provisions, and in curriculum theory. It is necessary therefore to collect and analyse carefully information about the effects of educational television on infants’ school children and the conditions which appear to influence whether or not it is educationally effective, but this cannot be done until a satisfactory monitoring procedure is established.

Go where the action is

abstractThere is an enormous amount of sophisticated instruments to measure the effectiveness of educational television, but often, one important factor in making the research findings productive is not taken into proper account: the programme producer. The findings are merely fed to him. Here, Peter Dye, a Unesco Adviser to Educational Media Services in Malaysia for five years tells how simply the producer could be involved.

The Economic Costs and Returns to Educational Television

The use of classroom educational television (ETV) is spreading rapidly in low-income countries, primarily as a means to deliver high-quality education to a large proportion of school-age children without the necessity of training great numbers of skilled, well-prepared teachers. The purpose of ETV, then, is to transform quickly school systems which are traditional and limited in the number of children they reach into modern, universally available systems which provide the best teaching possible through television programming from a central studio. The concept of giving all children in a country or region the best teaching methods and techniques available, no matter how isolated the community nor how limited the knowledge and capability of the local teacher, doubtless has great appeal. In theory, ETV should increase greatly pupils' cognitive learning, especially that of those who got the worst teaching before ETV. Therefore, not only should the introduction of television into the classroom increase pupil performance generally, it should reduce the difference in school performance between the poorest and richest regions of the country. It is in this context that ETV has been adopted by many school systems. Yet, despite its theoretical advantages, very little is known about the actual effects of educational television on children's school performance, or whether ETV really does equalize educational opportunities. Besides, ETV requires large investments of time, energy, and resources (capital, highly skilled labor) which are scarce in low-income countries. The investment in this new method is therefore being made with hardly any information about either the educational effectiveness of ETV compared

Effects of Educational Television on Higher Education in the State of Colorado

Educational opportunity is demanded by almost every segment of today's technology-oriented society. However, concurrent with enrollment increases at institutions of higher education, state fiscal authorities are becoming increasingly critical in the allocation of educational funds and the way in which such funds are spent. Colorado State University is solving this two-sided problem of economically utilizing the educational resources of the State while meeting the academic needs of a wider segment of the population by means of two innovative programs whose medium of communication is videotape. Industrial personnel in Colorado can now study graduate-level courses leading to higher degrees in a majority of the engineering disciplines via Project SURGE, without leaving their work location; college students enrolled in two-year pre-engineering programs throughout the State can now transfer directly to four-year university degree programs with all their key prerequisite courses completed via Project CO-TIE (Cooperation via Televised Instruction in Education). Although the state of Colorado is somewhat unique in the geographical constraints it imposes on the use of educational television, the experiences gained in Projects SURGE and CO-TIE are directly applicable to the solution of similar problems facing educators throughout the United States.