Educational Television Research Articles

“Signals to Every Dip and Hollow”: The Rise and Fall of the Appalachian Education Satellite Program and the Appalachian Community Service Network

“Signals to Every Dip and Hollow”: The Rise and Fall of the Appalachian Education Satellite Program and the Appalachian Community Service Network Carson E. Benn (bio) In the era of Internet mass communication, the steady growth of distance education seems an inevitable consequence. Though the classic setting of physical classrooms, school buildings, and campuses cannot seriously be seen as threatened, distance courses are a permanent institution due to high-tech media. Reactions to distance education courses range from mild unease to more outright rejections. One study from a scholar in educational policy at the University of Wisconsin found that while the Internet has in some sense negated the issue of distance from students and campuses, the issue of “place” still has a significant bearing (for higher education at least) on where students apply and attend. The author dubs these areas “education deserts”—communities bereft of higher-education institutions or those that place a disproportionate burden on one or two community colleges. Roughly 10 percent of adults in America live in these areas, the study finds, and the availability of distance learning technology has not made any significant improvement in applications or enrollment among adults in these communities. A report on the article in The Atlantic observed that “the conversation about how to make college more accessible [End Page 109] is not new,” yet issues like education deserts “have been largely ignored.”1 An early forerunner to distance education in the Appalachian region was the cable television network, The Learning Channel (TLC). Now a largely irrelevant purveyor of reality TV shows, TLC in its earlier years produced educational programming as an alternative to its more entertainment-centric competitors. That TLC was once known in another life as the Appalachian Community Service Network (ACSN) is not a heretofore-unknown revelation—it’s circulated as merely an interesting bit of trivia about the present-day network, usually as an emblem of the irony in commercial networks purporting to present edifying and useful content to mass audiences. A closer look into the story of the ACSN and its predecessor, the Appalachian Educational Satellite Project (AESP), finds the nation was not always so cynical about television media. Indeed, contemporary conversations about educational television better resemble our present-day research into distance education technology and curricula than our complaints about TV shows. In the first few decades of the television era, the new medium carried a noteworthy and profound cultural optimism that has since waned, similar today to the way the Internet has been regarded in recent decades. A television set was regarded foremost as a means of entertainment, but was also genuinely considered a device with actual educational benefits, both for children and the general population. The years prior to the Appalachian experiments in satellite and cable telecommunications saw a fair share of cynicism about the public benefits of television, even in regard to the creation of the Public Broadcasting Service and the Corporation for Public Broadcasting in the late sixties. The goal of the men and women conducting the [End Page 110] later television experiments in Appalachia, as well as their primary benefactors, the Appalachian Regional Commission (ARC), was to explore new and advanced uses for the medium. To them, television could be used not only to connect a disadvantaged region to the rest of the world, but could also form a new, technologically-sophisticated institution in the region’s education system. Within the general scholarship in Appalachian studies, education garners a great deal of attention, distinguishing the topic as one of the most robust and refined areas of the discipline overall. Though all scholars of Appalachia owe a debt to Henry Shapiro and David Whisnant for Appalachia on Our Mind (1978) and All That is Native and Fine (1983) respectively, the intellectual challenges posed by those two works have been answered with distinction by a number of education historians.2 Thanks to the works of Deborah Blackwell, Jess Stoddart, Karen Tice, and Melanie Beals Goan (to name a few) we can examine with more magnanimity the characters and motives of a wide variety of educators working in the region and no longer feel compelled to look with a fine-tooth comb for traces...

Exiled Counterpoint: Cuban Exile Reception, Media Activism, Conservatism, and the National Educational Television Network

This article focuses on a Cuban exile activist organization, the Truth About Cuba Committee (TACC), and their campaign against the television documentary Three Faces of Cuba (1959). The TACC, an anti-communist group, and their fellow Cuban exiles regarded the documentary as Red propaganda. This article argues that the TACC used their analysis of the documentary as a means to compel US authorities like Edgar Hoover to act as a regulatory body and intervene in its broadcasting as part of a broader agenda to curtail positive portrayals of the Revolution in the US. The TACC provided a critical and close analysis of Three Faces of Cuba that drew from post–War World II research on mass persuasion by US military intelligence and research institutions. This work makes a further case that the TACC formed interpretative strategies that were cultivated through the exilic experience, shared by many in the émigré community and expressing their Cuban conservatism.

Unique challenges facing Linked Data implementation for National Educational Television

Implementing Linked Data involves a costly process of converting metadata into an exchange format substantially different from traditional library records-based exchange. To achieve full implementation, it is necessary to navigate a complex process of data modelling, crosswalking, and publishing. This paper documents the transition of a data set of National Educational Television (NET) collection records to a data-based exchange environment of Linked Data by discussing challenges faced during the conversion. These challenges include silos like the Library's media asset management system Merged Audio-Visual Information System (MAVIS), aligning PBCore with the bibliographic Linked Data model BIBFRAME, modelling differences in works between archival moving image cataloguing and other domains using Entertainment Identifier Registry IDs (EIDR IDs), and possible alignments with EBUCore (the European Broadcasting Union Linked Data model) to address gaps between PBCore and BIBFRAME.

Can Smartphones Make Smart Kids?

“Apps as Learning Tools: A Systematic Review”1 is a timely look, from a developmental and educational perspective, at the mobile device apps that even young children are using today. This review is as important to us in observing what we do not know as what we do.In a year when we are celebrating 50 years of Sesame Street as an iconic, genre-defining educational television program, we need to be reminded of just how revolutionary it was and continues to be (and how it has set the gold standard for educational media). Sesame Street dramatically changed early childhood education not only because it made preschool learning available to everyone who had a television but also because it used the unique access and attraction of television to teach in theoretically based, research-proven ways. The genius of Sesame Street is simple: education scholars conducted formative research to design programming that was pedagogically sound, and once the shows were made and shown, they conducted summative research to evaluate how effectively the programming met intended goals.2 The success of Sesame Street drew imitators, some of which were good, but most of which simply aimed to cash in on the fact that parents would encourage their children to watch a television program that was labeled educational, whether there was any research supporting that claim or not. Although there is still no requirement that educational claims made about children’s media be backed by research, concerned consumers supported by the American Academy of Pediatrics motivated a reality check in 2009, forcing a recall and refund of Baby Einstein videos.3,4Not only did the introduction of Apple’s iPhone in 2007 and iPad in 2010 (and other companies’ smartphones and tablets that followed) make screen-media content available to virtually everyone but their small size and easily navigated interfaces created a new market for educational content, or, to be more cynical, for content that parents would not feel guilty about providing to their young children because it was labeled educational. The rush to be “first to market” created a glut of apps aimed at young children. Searching key literature databases that included studies in child development for “mobile devices” and “learning” and “young children” initially yielded 1447 unique reports. After the authors screened these reports for relevance, age <6 years, and rigor of study, 34 articles on 35 study results remained.1 Notably, there were no studies of any apps that were done by app producers before introducing them to the market as educational.Mirroring what has been found with computer-based educational software with older children, the best educational outcomes were found with math and language-acquisition apps, with the largest effect sizes found in school-based uses of the apps. This is consistent with research revealing that “skills and drills” learning is best supported by interactive software and is most effective in school settings, where educators and fellow students can scaffold and support active and repetitive practice of skills.5 Although there were suggestions that similar learning could occur in science and even executive functioning, there were not enough studies to confirm this.Perhaps most surprisingly, this review challenges the conventional wisdom that screen apps are helpful in building social communication skills among children with autism spectrum disorder. Although these children became more accomplished with the apps, they had difficulty transferring the skills to the real world. Finally, the authors of this review found mixed results when comparing interactive with receptive learning from screens; in some, repeated tasks improved performance, whereas in others, interactivity may have overwhelmed children’s attentional and working memory resources. Sustained and usable learning from apps may have been best with math and language-acquisition simply because these types of learning, compared with others, can be self-directed and self-paced, practiced over and over again, and objectively measured.Most importantly, this thoughtful review of educational apps reminds us that we do not yet have a gold standard like Sesame Street in the world of educational apps. Moreover, as consumers, we have not yet demanded that these apps be based in or evaluated by rigorous research in which they are tested in the home environment, self-directed and unsupervised by educators, as they are most commonly used. The authors of this excellent review point out the types of apps and the contexts in which they are used that are most effective but, correctly, question the value of many apps as they are currently being used, particularly when one considers the educational value of what they may be displacing, such as free play, creativity, experiencing nature, or interacting with parents, siblings, and friends. It is too easy to believe unsupported claims of educational value and use mobile devices as guilt-free electronic babysitters. As we move into the second half-century of educational screen media, let us seek Sesame Street quality from our interactive apps.

Unique challenges facing Linked Data implementation for National Educational Television

Implementing Linked Data involves a costly process of converting metadata into an exchange format substantially different from traditional library "records-based" exchange. To achieve full implementation, it is necessary to navigate a complex process of data modelling, crosswalking, and publishing. This paper documents the transition of a data set of National Educational Television (NET) collection records to a "data-based" exchange environment of Linked Data by discussing challenges faced during the conversion. These challenges include silos like the Library's media asset management system Merged Audio-Visual Information System (MAVIS), aligning PBCore with the bibliographic Linked Data model BIBFRAME, modelling differences in works between archival moving image cataloguing and other domains using Entertainment Identifier Registry IDs (EIDR IDs), and possible alignments with EBUCore (the European Broadcasting Union Linked Data model) to address gaps between PBCore and BIBFRAME.

Educational Programs on Children Television: A Content Analysis

This research study is about childrens educational TV programs broadcasted by Top 10 International children entertainment TV channels. The researcher has adopted a content analysis method to analyze the number of educational TV programs broadcasted, their themes and genres. What kind of message these educational programs deliver, for which specific age group they were designed. The data was collected from educational television research organizations.TV has a vital place in childrens life. They consume a share of their leisure time in front of the television. This research study proved that watching educational programs in childhood improved their academic performance and it has a positive effect on their learning behavior, cognition, and socialization skill, emotional and intellectual development.

シリーズ 教育テレビ60年 ② 趣味・実用番組、教育教養講座の変遷

シリーズ 教育テレビ60年 ② 趣味・実用番組、教育教養講座の変遷

Discussion on the Problems Faced by Film and Television Education and the Development Trends in the New Media Environment

With the development of the economy, flm and television education has gradually received more and more attention. With the rapid development of new media technologies, there are still some problems in flm and television education in the new media environment. This paper mainly analyzes the problems faced by flm and television education in the new media environment, and the development direction of flm and television education in the new media era, and explores the forms of flm and television education and film industry integration.

TANTANGAN DI ERA INDUSTRI 4.0: PENGARUH INTENSITAS TAYANGAN PROGRAM TELEVISI TERHADAP PENGGUNAAN BAHASA INDONESIA

Television media is one of the challenges we are currently facing in era 4.0. The challenge that we face through television media are, among other things,how we can choose educational television programs, especially those that still prioritize the use of Indonesian language that is good and correct in its presentation. Ironically, most television programs presented no longer heed the standard Indonesian language. This study aims to find out how teenagers in this case are students can view and choose television programs that they watch every day. Based on these objectives, researchers used descriptive analysis methods through questionnaires. The selected sample was taken as many as 30 student randomly. From the result of the analysts, the data shows that television programs are currently very influential in facing challenge in era 4.0 againts the standard use of Indonesian among teenagers. Today’s television programs are lacking especially in terms of language in the screening so that it becomes a challenge for teenagers so that they are able to maintain the use of goog and correct Indonesian. Keyword: television programs, the challenge of era 4.0, Indonesian language shift.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE IT SPECIALISTS IN INSTITUTIONS OF HIGHER EDUCATION

The paper considers modern information technologies, which are the basis of the process of informatization of education. The process of improving the quality of training specialists in the context of developing a system of general and vocational education is researched. The author analyzes the definition of informational educational environment. It is substantiated that online education is a factor in increasing the level of access to education and has certain advantages over traditional types of knowledge, providing flexibility through remote access to resources. Modern European educational initiatives are analyzed, informatization of education envisages development of informational and educational environment, essential role in creation of which is educational television. It is determined that today in the field of development of the information and telecommunication environment the main channels of data transmission, owned both by the state and non - state structures, which provide high - speed exchange of large flows of information between regions, are developing.

The Current Situation, Problems, and Suggestions of Film and Television Education in Primary and Middle Schools

The Current Situation, Problems, and Suggestions of Film and Television Education in Primary and Middle Schools

The impact of pictorial realism in educational science television on U.S. children’s learning and transfer of biological facts

ABSTRACTAlthough children’s science television shows aim to educate young audiences, a recent content analysis found that these shows are mostly animated and often depict science information anthropomorphically. An experiment examined the implications of these depictions for children’s learning and transfer of scientific information. Preschoolers viewed two videos about insect communication from a popular children’s television show that contained either realistic or anthropomorphic visuals of insects. Results indicated that initial learning from the show did not differ between conditions. However, one week later, children who viewed the show with realistic visuals were more likely to transfer what they learned to real insects, whereas children who viewed the show with anthropomorphic visuals were more likely to attribute humanlike characteristics to real insects. Contrary to predictions, these effects were not mediated by children’s attention to the show or their reality judgments of the factual content.

The impact of Galli Galli Sim Sim on Indian preschoolers

While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development.

DEVELOPMENT OF AUDITING OF AUDITING IN PRACTICAL LITERATES FROM FOREIGN LANGUAGE IN UKRAINIAN HIGHER EDUCATION

The article deals with listening as one of the most important components of speech competence and various ways of developing the skills of listening to practical classes in English. This skill is extremely relevant, as with the acceleration of scientific and technological progress, the transition to an information society in which perception and understanding of speech is one of the means of obtaining information when listening to news, viewing educational and entertainment television programs in foreign languages, feature films and documentaries, as well as during the conference, round tables, which is an extremely important tool in any field of human activity. The purpose of the article is to analyze the existing methods and approaches in the teaching of listening and to develop recommendations for the organization of training for listening to practical classes in a foreign language. Listening allows you to master the sound part of the language being studied, its phonemic component and intonation. It is through the audience that active learning of the lexical composition and its grammatical structure takes place. As a result of the constant training of this type of speech activity, logical thinking develops, as well as the ability to perform such complex mental operations as analysis, synthesis, deduction, comparison, specification, etc. Listening is one of the hardest types of speech activity. It is characterized by a one-time detection, so it's important to learn how to perceive the text from the first time. Listening is not just a means of communication, but also preparation for an appropriate response at the beginning of information. It prepares speech, which helps to form the perception of speech by ear. The sequence of forming skills and skills to understand the speech on hearing is realized by doing exercises. According to the target orientation, the exercises are divided into two main groups: preparatory (training) and speech. Preparatory exercises do not teach listening, but form listening skills, promote the development of listening skills. Linguistic exercises are aimed at forming communicative competence and is a controlled speech activity. The ratio of preparatory and speech exercises varies depending on the level of knowledge of students, from the very stage of training. When exercising with an audition, you must adhere to a certain sequence, a gradual complication

The effect of plot explicit, educational explicit, and implicit inference information and coviewing on children's internal and external cognitive processing

ABSTRACTParental coviewing – the act of being present when a child is watching television – can influence the child’s cognitive processing and emotional reactions. This study investigated the role coviewing has on the child’s cognitive processing – which is evidenced by the phasic psychophysiological orienting response to three types of information: plot explicit, educational explicit, and implicit inference. An experiment was conducted that measured the heart rate of children (N = 88; mean age = 9.12 years) while watching messages either with or without a parent present in the room. It was predicted, and found, that coviewing leads to greater resource allocation to encoding the message – as indicated by phasic cardiac deceleration, and that information that required internal processing, such as plot explicit or implicit inferential content, leads to greater resources allocated to internal processing – as indicated by phasic cardiac acceleration. Implications for parental mediation strategies and educational television programming are given.

Prototype of soft news on Japanese terrestrial TV: Nippon educational television&apos;s News-shows in the 1960s

Prototype of soft news on Japanese terrestrial TV: Nippon educational television&apos;s News-shows in the 1960s

Lärares lek och barns arbete

The study emanates from the practice at the inter-section between subject-oriented activities and play in a preschool class. The focus on children’s early literacy development is grounded in two views: the bottom-up or phonics perspective (reading and writing primarily as a skill) and the top-down or whole language perspective (communicative function and meaning of written language). The aim is to explore how literacy activities are performed in a preschool class, specifically, how teachers and children interact in a literary activity where an educational TV-program is used as a teaching tool. Theoretically, the study is underpinned by a socio-cultural perspective on learning, and the data is comprised of video recordings of the classroom activities. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities, but becomes transformed into an interaction pattern akin to schooling, in which the phonicstradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the TV-program, while the children’s work develops into accomplishing a task. Keywords: preschool class, early literacy development, educational television program, teacher-child interaction, play

Educational landscapes and the environmental entanglement of humans and non‐humans through the starling murmuration

Recent years have seen a continued critical reflection on the “post” or “more‐than” representational landscape as well as a related critique of nature which centres on this concept as a deployment of meanings and their effects. In this paper, I want to explore the possibilities and challenges of widening access to these more entangled and performative understandings of nature and landscape through the example of winter roosting starlings and the spectacle of the starling mumuration. In doing so, the paper also explores the dominant educational constructions of nature as utilised in conservation work and informal educational television, the consideration of the latter taken up through my own work on a forthcoming BBC television series. The focus of this exploration is the RSPB Ham Wall nature reserve on the Somerset Levels, widely regarded as one of the prime locations in Britain for observing murmurations, and where the number of visitors coming specifically to view roosting starlings on a winter's evening can reach 1,000 people. While in many ways the reserve maintains conventional roles of warden‐led stewardship and observational education of nature “in its place,” I also want to suggest that the spectacle of the starling murmuration affords an opportunity to convey humans and non‐humans as embedded in a more performative understanding of conservation which challenges the predominant conventions of conservation practice. In this more reflexive educational context, the possibility exists to frame an accessible and illustrative understanding of the geographies of a more entangled human–non‐human nature.

The relationship between the parents' parenting activities and the habit of watching educational programs with the moral values

This study aims to examine: (1) the relationship between parenting style with moral values, (2) the relationship between habits of watching educational television with moral values, and (3) the relationship between parenting style and habits of watching educational television with moral values among the fifth grade elementary school group of Puren Condongcatur Depok Sleman. This research is a nonexperimental quantitative. The research sample is 149 students of the fifth grade elementary school group of Puren Condongcatur Depok Sleman. The results showed: (1) There is a positive and significant relationship between parenting style with moral values indicated by r 0.812 &gt; rtable 0.159 and p &lt; 0.05. (2) There is a positive and significant relationship between habits of watching educational television with moral values indicated by r 0.731 &gt; rtable 0.159 and p &lt; 0.05. (3) There is a positive and significant relationship between parenting style and habits of watching educational television with moral values indicated by r 0.841 &gt; rtable 0.159 and F 176.828 &gt; Ftable 3.06.

Association between education and television viewing among older working and retired people: a comparative study of Finland and Japan

BackgroundEducational attainment is associated with physical activity among older people. However, little is known about its association with sedentary lifestyle in European as well as Asian nations. This study aims to examine the associations between educational attainment and daily television viewing as an indicator of a sedentary lifestyle among older working and retired people in Finland and Japan.MethodsWe used cross-sectional harmonized data from two cohorts, the Finnish Public Sector study (n = 10,744) and the Japan Gerontological Evaluation Study (n = 2493), evaluating individuals aged 65–75 years old. We defined high-duration television viewing as ≥4 h per day. Poisson regression was used to examine the association between educational attainment and high-duration television viewing, stratified by the current working status. Models were adjusted for age, sex, household size, smoking, alcohol, body mass index, chronic diseases, mental disorders, and physical activity.ResultsOf the participants, 27% in Finland and 30% in Japan reported high-duration television viewing. Compared with a low education (≤9 years), Finnish and Japanese retirees with a high education (≥13 years) had less high-duration television viewing [prevalence ratio, PR 0.68 (95% confidence interval 0.63–0.73) and 0.66 (0.55–0.79), respectively]. The corresponding PRs for Finnish and Japanese retirees with intermediate education were also lowered [0.89 (0.83–0.95) and 0.79 (0.68–0.91), respectively]. Among older people still at work, educational attainment was associated with high-duration television viewing among the Japanese but not among the Finnish.ConclusionA similar association between educational attainment and high-duration television viewing in Finland and Japan particularly after retirement suggests a robust and consistent impact of educational attainment on a sedentary lifestyle after retirements.