Summary to essay on topic "Educational Television"
Educational television is one of the tools used by parents and teachers in educational process. The new method draws serious as its presence becomes ever more widespread, stretching beyond occasional evening and weekend leisure time to most waking hours, and pervasively infiltrating the public's consciousness…
Download file "Educational Television" to see previous pages...
These trends were caused by popularization of new medium and its advantages for common citizens. A great number of innovative educational TV programs were developed in the United States during the late 1960s and early 1970s. The major force behind many of these productions was the Children's TV Workshop (CTW), Let us write or edit the essay on your topic "Educational Television" with a personal 20% discount.. Try it now which combined the talents of educational advisors, professional researchers, and TV producers. The programs made by CTW were carefully crafted pieces of TV which were guided by detailed research among members of target audiences. "The establishment of the Carnegie Commission in 1965 was critical to the survival of ETV" (Educational Television n.d.). During the next decades, educational TV was also broadly funded in the United States, particularly by substantial grants from the Ford Foundation and later by the U.S. Office of Education. Concurrently, regional organizations attempted to promote audience selectivity when they listened to radio, including choosing "better quality" programs from circulated lists, and communicating with radio managers of stations and networks about programs (Children's Educational Television 2006).
Education TV is popular because it has a positive impact on learners abilities and knowledge level. Education philosophy variously features deduction by lecture and analysis, or induction from experience and discussion, or a combination of both forms of instruction. Researches prove that how well viewers are able to learn and remember from TV can depend significantly on how the information is presented. Production practices routinely adopted by TV editors, for example, may result in programs which present too much information, too quickly, and with built-in (often visual) distractions. Under these conditions, even interested viewers may flounder. Ultimately, though, whether or not children learn from TV depends on a mixture of factors which relate to viewers' background knowledge and interests, reasons for watching TV, degree of concentration and attention while viewing, and the way that programs are produced (Razel 2001).
Some of educational TV productions are broadcast as part of mainstream TV for children, while others have been specially made for schools audiences. An impressive range of schools programs has been produced over many years in the USA, although these have met with a mixed reception from teachers and children. A considerable body of research has revealed that educational TV does have potential to improve children's knowledge about a variety of subjects. Failure to fulfill this potential frequently stems from program-makers' misunderstanding of audience needs, interests and learning abilities. When audience research is used wisely, however, some very effective, as well as popular, productions have resulted. It was found that with educational TV programs that contained more than one theme, recall and comprehension levels again indicated that children can and do learn from such programs. The children correctly recalled 60 per cent and correctly understood 53 per cent of material tested from these programs These global figures, however, conceal significant age differences. Older children generally scored much higher than younger children. Age was also highly correlated with general knowledge (Flew, 2002). It is possible that older children have more background knowledge to call upon and better information-processing skills. Indeed,
...Download file "Educational Television" to see next pagesRead More
Cite this document "Educational Television"
(“Educational Television Essay Example | Topics and Well Written Essays - 1000 words”, n.d.)
Educational Television Essay Example | Topics and Well Written Essays - 1000 words. Retrieved from https://studentshare.org/miscellaneous/1504663-educational-television
(Educational Television Essay Example | Topics and Well Written Essays - 1000 Words)
Educational Television Essay Example | Topics and Well Written Essays - 1000 Words. https://studentshare.org/miscellaneous/1504663-educational-television.
“Educational Television Essay Example | Topics and Well Written Essays - 1000 Words”, n.d. https://studentshare.org/miscellaneous/1504663-educational-television.
Cited: 0 times
CHECK THESE SAMPLES - THEY ALSO FIT YOUR TOPIC "Educational Television"
Once offering just three main broadcast networks, spectators' preferences now may expand to over a hundred channels. By 1999, 80 percent of residences with kids as well as youngsters received at least basic cable, allowing children to develop with an extensive selection of general viewers as well as child-focused programming.
The author insists that many of the ill effects of TV viewing on children are unintentional offshoots of programs intended to entertain a wider segment of the viewing audience, targeting particularly adults. However, there is a narrower market segment which focuses on commercial broadcasting for the purpose of educating young children.
Many television programs are or can be transformed to meet the interests and needs of children. In the 20th century, it was discovered that the psychological development of infants happens in phases and their abilities are different from those of adults. Therefore, activities and stories, in video games, television programs, books, or films were made for young audiences.
Parents prefer to find out the gender of their baby even before their birth in order make preparations accordingly. For instance, if it is a girl, they prefer to buy pink clothes and for boys, they usually go for blue one. This approach is noticeable in many cases i.e.
However, in order to be objective in this research, the paper begins with an opposing view in relation to one of the most common and wide-spread media tools – TV. Many people might state that TV, as one of the mass media instruments, can be mentally stimulating and can make them and/or their children smarter (Johnson 169).
Children are watching excessive amounts of television and are not getting enough exercise, which can lead to health problems. The advantages of limiting children's television viewing habits outweigh the advantages of increasing viewing habits toward educational programming.
Throughout that period before the British turned over Hong Kong to China on July 1, 1997 in compliance with a 1984 agreement, the language of commerce and mass media here had been British English1. For this reason,
ildren, having a vulnerable and yet susceptible perceptions, most likely be influenced by what has been being exposed to them or what they were able to perceive visually, like watching television. In this manner, it can be assumed that television, as a medium, could be use to
er, the difficult question and probably the main issues that have remained controversial are the effects that such media materials like television shows present to children. Various empirical research have indicated that television shows have both positive and negative effects