Educational Television in Portugal

Educational Television is a special department of Telescola, an official institution dependent on the Instituto de Meios Audio-Visuais de Ensino (I.M.A.V.E.—Institute of Audio-Visual Aids in Education), which was created in the Portuguese Ministry of Education at the end of 1964.     

Educational Television in the Nineties: a global survey

This article describes the results of a global survey about the most critical issues facing educational television in this decade. Over 100 responses were received, and every continent was represented. Reactions indicated that the most critical problems were associated with limited funding, inadequate staffing, outdated equipment, insufficient broadcasting time and declining levels of government support. Lack of equipment in schools and insufficient teacher training were also cited as major concerns. Solutions to these problems were also solicited on the survey. There were some interesting suggestions, which included more corporate partnerships, international co‐productions, ‘media literacy’ training for teachers, and the establishment of a global educational television consortium.     

Educational Television: the gulf between researchers and producers

Now that television has become a respectable tool in education it is increasingly coming under the scrutiny of researchers. To many producers who have spent their lives with the medium, much of the research seems to be reinventing the wheel. This discussion steps off from Dr Tony Bates' article in the winter 1981 issue of the Journal to propose a more fruitful approach to research, based on the body of film theory which dates back to the early years of the century.     

Educational Television in Israel: spotlight on the future

The author was based at the Educational Television Centre in Tel‐Aviv with a remit to study the development of educational television in Israel from its inception in 1966. The article briefly discusses the political and technological factors which led to the development of an educational television channel in Israel. At that time television in Israel consisted solely of educational television broadcasts in the mornings and afternoons. This was extended when the Israeli Broadcasting Authority started to broadcast on the one Israeli channel in the evening slot. The article concentrates on the recent development of educational television and its bid for a new niche in the constellation of Israeli broadcasting. Inevitably the development and future of educational broadcasting is intimately linked with Israel's religious and political schisms and its military and cultural preoccupations. At the moment Israel still only has one television channel, although test programming has been piloted on a second channel. This article explores the future options open to the Educational Television Centre in the context of satellite and cable broadcasting and the development of a second channel. Evidently the factors affecting the future of broadcasting in Israel are not dissimiliar from those which now face the UK, given the publication of the 1988 White Paper on Broadcasting     

New Technology and Educational Television

The first part of the article provides a historical account of the broad phases of development that educational television has passed through as a result of social and technological influences:

• its beginnings in broadcasting in the fifties and sixties;

• its development through the video age in the seventies and eighties, with widening scope and opportunity as a result of developments in production and reception/recording equipment and an expansion of communication channels;

• its present potential, at the dawn of the interactive age, as a result of the influences of new technology.

The article then examines the problems of integrating new television‐related technologies into the educational system and draws attention to:

• the frequent past failures of the educational system to fully exploit new technologies, resulting in superficial integration and ineffectual use;

• the current tensions between the traditional educational technology approach and the drives behind much new technology;

• the need for appropriate systems and structures to ensure that the evaluation of such new technologies is properly resourced and effectively carried out.

     

网络教育视频:web2.0时代的网上教育电视资源库

文章从长尾理论出发,在分析网络教育视频这一教育电视的"长尾"的基础上,从数字技术支持和"CC"版权推动这两个角度对网络教育视频成为教育电视资源库的可行性进行了评估和验证。以期为网络时代教育电视的发展研究提供一个新的视角。     

Educational assessment in Danish schools

This profile describes the methods used for assessing pupils in Danish schools. The Danish school system is rooted in traditions going back almost 200 years. The per pupil expenditure is the highest of any country at the level of primary education and at the lower secondary level is only exceeded by three countries. Public satisfaction with the system has generally been high, but international comparisons have shown disappointing results. This may be a result of complacency and possibly also of a weak evaluation culture in a country without a national curriculum, without marking before grade eight, and without national tests of proficiency before the end of grade nine. However, there are changes underway in terms of strengthening the evaluation culture.     

Educational Television Evaluation: the impact of methodology on validity and learning

This paper provides an analysis of the process of educational television evaluation. The effect of the actual evaluation methodology on data gathered is examined, using the recently developed Programme Evaluation Analysis Computer system as an example. Problems and possible solutions in issues of internal and external validity are presented. Three main factors form the essential variables in the evaluation design model: the nature of the evaluation question; the nature of the programme; and the attention of the learner. The model emphasises the need for producers, teachers, and learners to define and agree on overall objectives and the criteria for assessment. A distinction is made between cognitive and affective objectives as well as between general broadcast educational television and more specific instructional programming. The electronic evaluation system discussed appears useful for assessing affective but not cognitive objectives.     

基于ASP.NET技术网上书店的设计与实现

网上书店(Electronic Commerce)是在Internet开放的网络环境下,基于浏览器/服务器应用方式,实现消费者的网上购书、商户之间的网上交易和在线电子支付的一种新型的商业运营模式。对基于ASP.NET技术网上书店的设计与实现进行了阐述,可以使更多的人对网上购书的实现过程得到进一步的了解。     

网络时代教育电视发展刍议

电视应用于教育领域后,曾在教育领域产生过很大影响.近年来,随着计算机和网络的迅速发展和普及,有些学者认为教育电视的辉煌已不复存在,甚至开始质疑电视媒介的教育应用问题,认为它将会随着新一代媒介的使用而消亡.本文试图从媒介的视角对网络时代教育电视的发展问题做一探讨.     

Educational Television Revisited: the Governors State University teleclass experience

Currently the impact of educational television in universities is relatively small. However, this may change, thanks to recent advances in television technology. This article describes the ‘teleclass’ concept which Governors State University, a relatively small state‐funded institution in Illinois, has developed as an alternative to the conventional documentary‐style telecourse which is prohibitively expensive for most university television departments. Simply put, teleclasses are videotaped classrooms. The difference between teleclasses and the one‐way telelectures which were the bane of early educational television is that the entire class is videotaped, both students and instructor, so that all the interaction between instructor and students and between students and students is captured for the distant viewer, who becomes a vicarious participant in the classroom experience. Teleclasses have proved to be effective in terms of student completion and acceptance, and are having an impact on the university's entire academic programme.