NAEB research seminar for educational television and radio

To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has been director of the annual Institute for Education by Radio and Television.     

Parental Mediation of Children's Viewing in a Changing Television Environment

For 25 years, Israeli television operated as a virtual monopoly, with one single channel shared by Educational TV and the Public Broadcasting Authority. Young viewers were exposed to non‐commercial quality programs primarily geared for children. The introduction of cable television challenges the ways parents control their children's viewing and fills the role of mediators between television and the child. This study is based on two surveys among parents of Israeli children aged 2‐8. The first was conducted with 537 parents in 1989, prior to the introduction of cable TV, and the second with 552 parents who had cable in 1993, when cable TV penetrated half of all Israeli homes. The results indicate that the introduction of cable TV changed strategies of parental control and mediation and parents’ assessment of television's influence on children. Active parental mediation was closely related to the attribution of learning values to children's viewing and to gratifications attributed to educational television broadcasts. Loosening of control and allowance for independent children's viewing was closely related to the attribution of entertainment value to children's viewing and to viewing of cable television.     

Take-off of the Japanese University of the Air

Conclusion The University of the Air seems to have been favourably accepted by students after the first term's experience, and it can be assumed that the University activities will be developed in the future. The radio and television programmes broadcast via the University of the Air Foundation broadcasting station are listened to and watched by many people other than students of the University. The potential therefore for the social education of the public at large can be said to be enormous. Acknowledgement: The author expresses his thanks to the staff of the University of the Air Foundation and of the National Centre for the Development of Educational Broadcasting, and also to Professor Donald P. Ely, Syracuse University, for his helpful suggestions.     

ITV Programmes for Schools: any future?

The immediate circumstances of the new Broadcasting Act are discussed. The impact of this legislation on schools broadcasting is then considered in relation to the history of earlier legislation in the UK, and the early responses to the Television Act of 1954. The importance of the personnel involved in television production and their commitment to the values of public service is stressed, and placed against the gloomier forebodings of the pessimists of the past‐‐and of today. The article concludes with the assertion that it is the people in the television industry itself, and the values they hold, that will ensure the continued survival of good schools television.     

Epistemology of the Nakba in Israeli education

In Israel, the Israeli–Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of the conflict. But this responsibility of Israeli schools and teachers is a highly contentious issue. The most important issue in Israeli political education is thus the hardest to teach. In this article I argue that, despite considerable educational and political risks, teaching Jewish Israeli students about the 1948 Palestinian Nakba (alternatively known as the Israeli War of Independence) holds substantial potential for their epistemic development as capable knowers. I begin by reviewing the political, dialogical, cognitive and epistemic deficits in Israeli education, highlighting how the Nakba is suppressed in history and citizenship education. By analysing the epistemic context of the Nakba in Israeli society and education, I present two pedagogical approaches for teaching controversial issues, arguing for an inquiry-based approach over the widely held approach. I demonstrate the benefits of an inquiry-based approach in the context of history education. In the final section of the article, I build on the case of the Nakba to argue for a new epistemic framework for Israeli citizenship education. I begin by outlining the shortcomings of the current epistemic framework of the subject and point to possible future directions for the subject.     

Educational implications of the TV medium

Conclusion It should be clear that television has much to contribute to education both in extending educational opportunity more widely and in raising the level of quality of what is offered. But to use it effectively it is essential that its characteristics be understood, its potentials be utilized, and its limitations be overcome. Wisely used, television can prove to be a twentieth century answer to some of the century’s most pressing educational problems. On leave from Ohio State University, the husband and wife American specialist team of I. Keith Tyler (long-time director of the Institute for Education by Radio-Television and consultant in educational broadcasting) and Margaret C. Tyler (supervisor of the Ohio School of the Air) spent six and one-half months in the United Arab Republic working with UAR-Television and the Ministry of Education developing an instructional TV series in Arabic literacy and laying the foundations for the extensive use of television in formal education. They followed this with short-term assignments in Manila, Hong Kong, Japan, and Taiwan, lecturing and consulting with leaders in education and television. Educational Implications of the Television Medium was originally presented by Mr. Tyler to representatives of the Ministry of Education in Cairo as basic orientation, and, with minor changes, to educators and broadcasters at Ateneo University in Manila.     

Factors that Influence the Use and Impact of Educational Television in School

The main arguments in this article were presented in a paper at a European Broadcasting Union (EBU) seminar on research into educational television. It focuses on factors that influence the use and impact of educational television in school, drawn from an overview of international research on educational television, mainly in the eighties. The critical factors influencing the use and impact of educational television in schools are described as quantity and variety of educational television broadcasts available, easy access to equipment, regular transmission slots in the broadcast schedule with repeats, programme series, information, support material, relation to the curriculum, new demands, attitudes to educational television and teaching style and philosophy.     

教育电视的网络化发展趋势分析

自20世纪60年代以来,教育电视凭借其传递信息量大、传输质量高、视听效果好等优势占据了我国教育领域主流传播媒体的位置。但近年来随着快速、便捷、信息量大、双向互动、直观形象的网络多媒体传播技术的迅速崛起和广泛普及,教育电视面临着严重的挑战。网络时代教育电视有无存在的必要和价值以及未来教育电视应如何发展,一度成为该领域关注的焦点。针对此问题,本文首先从媒体发展的历史、教育电视媒介和网络媒介的发展现状及其优势对比三个角度分析了网络时代教育电视将长期存在的必然性,并在此基础上,详尽阐述了教育电视和网络媒介相融合发展的意义和作用、内容以及形式。     

Reviews

Ian Winfield Mr Winfield lectures in the Department of Geography and Sociology at North Staffordshire Polytechnic. Objectives in Curriculum Design by Ivor K Davies.
Richmond Postgate Mr Postgate was Controller of Educational Broadcasting (BBC) 1965–72; broadcasting assessor to the Planning Committee; and finally responsible within the BBC for the Open University television and radio programmes and BBC-nominated member of the Open University Council till 1972. Open University: a personal account by the first Vice-Chancellor , Walter Perry.     

Teletext in Israel: a new instructional tool

The Israeli Teletext project, initiated by the Instructional TV Centre in collaboration with the British Government, is a pioneering endeavour in exploring the potential of teletext for education. As was the case for Instructional Television, teletext broadcasts for education preceded in Israel the commercial use of this technology. This sequence of development strengthens the educational impact of the new medium, while attaching the services to the Instructional TV Centre enables extensive penetration into the educational system. In May 1983, the first experimental teletext pages were broadcast to kindergartens. In November 1983, a pilot trial of teletext pages for 6th grade arithmetic was conducted. In March 1984, a pre‐pilot in teletext pages for 10th grade English was broadcast and, in May 1984, an electronic magazine for youth and a quiz on the weekly Pentateuch for 5th graders were also on air. In all areas, teletext pages were designed for small groups of 4‐5 learners. In order to meet the specific needs of different populations, the principles underlying the design of teletext pages varied from one subject area to another. Although the broadcast period of each pilot trial was short (1‐2 months), an intensive evaluation took place. The analyses of the data showed that teletext can be a useful educational medium in both kindergartens and elementary schools, but was less successful at the secondary school level.     

Student responses to paradigmatic change: An Israeli experiment in Educational Anthropology

This article describes an experiment conducted at the University of Haifa, School of Education aimed at illustrating the cross-cultural usefulness of Educational Anthropology's theoretical core which, it is suggested, functions as a warning device that readily detects vulnerable spots in any given educational system. By highlighting a variety of personal, organizational, social and cultural conditions that either contribute to or hinder the assimilation of new learning this article demonstrates how students reorganize their cognitive maps as a result of such learning.An earlier version of this article was presented at the 1980 National Conference of the Israeli Educational Research Association, Haifa, Israel.     

Time to Get Off the Shelf: educational television and public libraries cooperation in continuing education

In recent years BBC Continuing Education and public libraries have established a successful policy of collaboration, with public libraries advising on local resources and acting as referral points and local back‐up agencies for educational broadcasts. This paper summarises a joint BBC Educational Broadcasting Services and Cheshire Libraries project, started during autumn 1981, designed to encourage the process of linking educational broadcasting, public libraries and the community. The project's main aims were to see how the library service might increase involvement with the work of BBC Continuing Education, thereby becoming a more effective partner in developing interest in Adult Education, and to explore how a public library might operate as a multi‐media resource centre for the public in relation to educational broadcasting.     

The Children's Television Workshop goes to school

Repackaging existing educational television series to fit the needs of more narrowly defined audiences is a cost-effective way of delivering high-quality educational television into the schools. This article discusses both the technological and program-design barriers to wider use of television in classroom instruction and details the steps that the Children's Television Workshop took to make3-2-1 Contact, its educational television science series, a more effective science teaching tool.     

THE UMIST CENTRE FOR EDUCATIONAL METHODS‐A MODEL OR A MISTAKE P

The article contains a report of the formation and development of a Centre for Educational Methods established at the University of Manchester Institute of Science and Technology (UMIST). The Centre is a group of the academic staff of the Institute interested in education. It was originally formed to evaluate both old and new teaching methods for use in the Institute. It has developed into a group concerned also with the improvement of education and now organises discussion meetings, courses for lecturers, and an audio‐visual workshop. As an example of the Centre's audio‐visual work, the article stresses the use of television. A personal assessment of the effects of the Centre is included with the suggestion that other educational establishments should consider the formation of such a unit, if they do not already have one.     

TELEVISION AND THE EDUCATION OF THE YOUNG

This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here.     

电视纪录片《魅力发现》的本土化建构

《魅力发现》是四川广电集团推出的一档纪录片栏目,以纪实的手法,将自然生存和社会现实艺术化。《魅力发现》以本土化为出发点,以华夏民族的审美图式为基因,通过通俗的故事化叙述,展现出特有的文化内涵。这种本土化的战略在电视传播日趋全球化的今天,无疑具有重要意义。     

Next time somebody asks: "Is it good for young people to watch TV?" say YA TV,the Young Asia Television: the eyes and ears of young Asians

This article presents a profile of the Young Asia Television (YATV) initiative by the WorldView International Foundation. The YATV channel brings news and analysis of Asia-focussed environmental concerns, current affairs, population and reproductive health issues, social problems including poverty and illiteracy, arts and culture, and other topics. In addition, it broadcasts programs produced by different countries on reproductive and sexual health, including AIDS and sexually transmitted disease prevention, and youth/adolescent awareness of sexual health. It was launched by the Foundation with a thrust stating that "television must encourage dialogue and debate; advance the creativity of people, especially the younger generation who will be the leaders of the future." In order to reach many more millions of viewers, YATV programs are networked with the Asian Broadcasting Union and 1000 other organizations through the Foundation's own NGOs network. This network provides the medium for value-based broadcasts in an entertaining fashion. The International Office of Worldview International Foundation in Colombo monitors the program activities on a continuing basis and uses the information gathered for impact assessment and long-term planning.     

School Broadcasting in the United Kingdom: An Exploratory History

In the United Kingdom, television for schools is 50 years old in 2007. The anniversary provides a reason to undertake an exploratory history of school broadcasting, an area that has received very little attention from historians of British education. The first part of this article examines the origins of school radio broadcasting, focusing especially upon the pioneering work of Mary Somerville, who served as the BBC’s first Director of School Broadcasting from 1929 to 1947. It is then argued that school broadcasting had a ‘good war’, enhancing its international reputation and sense of public value between 1939 and 1945. Following the conclusion of hostilities, there were high expectations that television for schools would become quickly established, but financial, technical and other practical impediments delayed the launch of services until 1957. By that time, commercial television had emerged as a rival to the BBC and it was an ITV company, Associated‐Rediffusion, rather than the BBC, which won the race to broadcast the first television programmes for schools. Some significant technological and market‐led changes since the 1980s are noted, but the conclusion states that the reputation of British school broadcasting remains high at the beginning of the twenty‐first century.     

The Development of Programmes for Young Children in Japan

Japan is one of the countries which have been producing and broadcasting a large number of programmes for children, both educational and entertainment, and both types of programme have been widely watched by children in other countries in recent years. This article introduces the characteristics of Japanese children's television viewing and some examples of studies on the development of new television programmes for young children and then discusses the possibility of the development of international television programmes for children.     

Making broadcast television participative: Eliciting mathematical behavior throughSquare One TV

The current reform movement in mathematics education has called for new ways of teaching that encourage children to become active participants in mathematical problem solving. In this article, the potential of educational television to elicit such behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based materials, they may increase the potential of the materials to elicit active participation among viewers. The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting, the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel Corporation. This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta, Georgia.