A discussion of three factors which could make a difference in learning from television: the technology involved, the content transmitted, and the symbolic codes into which the messages are coded. (Author/HB)

Portion of this paper presented to National Association of Educational Broadcasters, Instructional Division (Santa Barbara, Calif., April 4, 1966). Research sponsored by U.S. Office of Education.

Researchers studying the educational uses of computers can learn from the mistakes of television research. They should: avoid asking whether computers teach better than other media; utilize holistic as well as standard experimental paradigms; and realize that when learners encounter a new medium, a wide range of usages and outcomes should be…

The major theme is that better and more productive studies could emerge if media research would move out of its traditional either-internal- or-external validity conflict. (Author/MV)

Research on media and technology in education appears in many forms and styles. The results of this research so far has been quite disappointing, in that researchers have failed to point out the difference between research on media and research with media. Research also has tended to become highly specific, thus losing representativeness. A…

Explores mind/media relationships and discusses how culture's symbolic forms affect learning and thinking. The socially held and communicated views of various media appear to affect the way children handle them, the depth of their information processing, and what they actually learn from them. Media's symbolic forms of representation have both…

Little is known about the teaching effectiveness of instructional media, particularly film and television. Accumulated research evidence applies to a generalized "average student," and thus to no one. There has been little concern for individual differences in interaction with instructional-media variables. The problem lies with the design of…