Use Of Educational Television Research Articles

Dualized modernization: USAID and the educational television in South Korea

ABSTRACT After World War II, educational television became a significant tool for improving the quality of schooling worldwide. The use of educational television was starting to be considered a modernized way for developing the educational system in many countries including South Korea. Drawing on the archival sources of U.S. Agency for International Development (USAID) and Korean government, this article examines the USAID’s educational aid programs in South Korea by focusing on the establishment of educational television. It first covers the rise of modernization theory as a framework for national development by focusing on educational television in less-industrialized countries. The second part explores how educational television in South Korea was shaped by the international interaction. Finally, this study argues that the case of educational television in South Korea reflects the dynamics of dualized modernization, in which South Korean adapt U.S. educational television to their own needs.

The use of interactive television for education: a South African perspective

The use of interactive television for education: a South African perspective

Case studies of curriculum innovations in Western Africa

This article examines some of the curriculum innovations that have been attempted in West Africa since the early 1960s. These include promoting the use of national languages in schools, the introduction of environmental studies into the curriculum and the use of educational television. In nearly every case the desired goals have not been attained. In many cases this was because of unfavorable social, political and economic conditions. Other reasons included failure to involve the local population in the planning of projects. The author concludes that these lessons must be taken into account in the planning of future curriculum innovations in Africa.

New technology and educational television

<span>This paper discusses several factors related to the development and use of educational television. Areas covered are: the impact of technological development on Educational Television, and the opportunities created for more widespread production and use; the frequent failure of the educational system to exploit fully new technologies; and the need to reconcile the tensions between the traditional educational technology approach and the drives behind much new technology.</span>

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.

Teachers' use of Educational Television in Infants' Schools

Teachers' use of Educational Television in Infants' Schools

How To…: Use Prepared TV Material and Films in Medical Education

The use of educational television requires special skills on the part of both teacher and student. The experience and research results of the Open University are used as a basis to describe some functions and associated pedagogical considerations of the use of television in medical education. Emphasis is placed on pre-prepared materials and films. Interactive and live television and other uses particular to this medium will be considered in future issues.

MIND–a five‐state regional approach to continuing dental education

MIND has finished two years of operation as a regional center for continuing dental education. The responses from viewing cards, and the number of credit hours given, indicate that approximately 20% of the potential audience participated in the course offerings. Previous experience from a two-year study in South Dakota has shown that there are three major factors that are essential for effective use of television as a dissemination medium. These are as follows: 1) the program should establish effective use of the communication system to maintain an audience; 2) the quality of thr programming material that is televised must be high; 3) the program should be televised on a regular basis to develop viewer habits or expectations. With a potential audience of 11,000 persons, MIND has had to depend heavily on a bulk-rate mailing system to communicate with members of the dental profession. This has caused problems such as reminders not being received on time, or being lost in the mail, or not being read, so that the individual is unaware that the courses are being telecast. Another problem of mailing system is maintaining an up-to-date list of addresses. The names and addresses of the dental assistants are impossible to keep up to date. We use the lists of licensed dentists and dental hygienists issued each July and a list of the certified dental assistants, which, of course, does not include all the dental assistants in our five-state area. A system providing more direct contact with the individual needs to be developed. Quality of televised courses is determined by the clinician's style of presentation as well as by the content and organization of the course material. The selection of dental information aimed toward the dentist in general practice results in loss of some members of the viewing audience, particularly specialists and generalpractitioners who have confined their practice to a particular area of dentistry. Quality is also judged by the technical aspects such as camera coverage, color, types of audiovisual materials, and televison reception. There is a limited amount of videotaped material available, and the members of the Board of Directors are asked to preview the videotapes and select three courses that they judge to be of the best quality for the year's programs. One difficulty is to find courses that will be of value to all three groups--dentists, dental assistants, and dental hygienists. Despite the problems encountered, the use of educational television should focus on the positive characteristics of availability, relatively low cost of operation, and the opportunity to provide continuing dental education at a convenient time and place.

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.

From London—

The use of television for education was first introduced into the United Kingdom in 1957. Since then, both the BBC and the independent companies have built up a nation‐wide service for school pupils and adult students. All this is well‐known. What is much less well advertised is the use of closed‐circuit television to promote learning at all levels. This has been made possible technically by the appearance on the market of a wide range of light, transistorised equipment, below broadcast quality but adequate for its purpose, and within realistic price brackets. The equipment is suitable for non‐educational purposes, but no one who visits the annual National Audio‐visual Aids Exhibition can be left in any doubt that the hardware manufacturers see the educational market as one of their most promising outlets.

Is punishment dead?

The author discusses the changing role of punishment for crime in modern society, especially its increasing ineffectiveness. He suggests as a possible solution the large-scale use of television for education against criminal impulses.

The Earth Scientist and His Future Responsibilities in Adult Education

Increasing interest in geology on the part of the general public, as seen, for example, in the growth of mineral clubs, fossil-hunting groups, and university and museum extension courses, warrants greater support from geologists in the years ahead. The cooperation of the national and local geological societies in setting up adult education programs with public and private school organizations and in-service training for school teachers will be needed. Geologists also have a responsibility for strong support and development of educational programs set up by the National Park Service, state and provincial surveys, and local organizations. Moreover, it is expected that there will be expanding opportunities for adult education in geology through greater use of educational television. In addition to its intrinsic value, such education might well produce a public that is ready and willing to support geological research and the development of earth sciences. Furthermore, the collaboration of scientists and amate...

The use of television for education in time of conflict

The use of television for education in time of conflict