Tips are given to aid in the successful television production of dance activities from a college studio. (LH)

Addresses four questions concerning the use of instructional television (ITV): Is the use of ITV punishing to the user? Is a teacher rewarded for not using ITV? Does it make any difference to a teacher whether ITV is used? Are there obstacles that prevent a teacher from using ITV? (Author/IRT)

Describes a technique using "chalkboard" in which a lecturer stands behind a glass panel on which he or she writes. A mirror reflects the image onto a television camera lens and restores the proper orientation to the written material. (CMV)

Proposals are presented for policy development and planning for telecommunications courses in California community colleges, along with a paper which addresses the need for statewide telecommunications planning to serve the community colleges. After background material discusses the history of attempts at statewide planning for telecommunications…

This overview of interactive videodisc technology is designed to assist educators in finding the appropriate equipment and software for any specific application. The handbook may also serve as a starting point for many educators who know nothing of the technology and assist them in deciding whether this technology is worth pursuing as an…

This introductory guide for planning television and radio productions in schools covers the following topics: (1) guidelines for preparing a television script; (2) grooming for television; (3) delivering the message; (4) the production studio; (5) points on camera operation; (6) lighting the studio; (7) guidelines for making graphics; (8)…

Designed to help the user of instructional television (ITV) gain new insights and understandings in its applications, this handbook offers step-by-step guidance in applying ITV to the solution of a wide range of instructional and learning problems. The three sections of the manual cover topics related to (1) preparation, i.e., script writing, how…

The guidelines provided are designed to help teachers analyze any visual media product--the video or film program or series, as well as any accompanying teacher guides or student workbooks, and determine their value as both learning and teaching resources. Criteria definitions and sample completed evaluation forms are provided together with blank…

Explains the complex production and distribution networks that make up instructional television; encourages teachers to make their needs and reactions known to producers through the proper channels of authority. (MAI)

It is suggested that programing on the Cable-Satellite Public Affairs Network (C-SPAN) provides many opportunities for educational applications in the classroom, professional development, and research. Legal educators should experiment with C-SPAN and share their experiences. Information on copyrights, access to past programs, and practical…

This handbook identifies the instructional models found to be effective for distance education using the Interactive Video Network (IVN) system. Each model is summarized briefly and followed by specific suggestions for the use of the model over the IVN system. For each model, information is given on instructor responsibility prior to, during, and…

This paper discusses how scriptwriting can help educators to become more discriminating in determining effective techniques for analyzing and producing instructional television programs (ITV). The use of scriptwriting to design and develop locally produced videotapes is described, and special instructions are given for educators in settings where…

Describes how four Illinois school districts have dealt with declining enrollments and teacher shortages by developing an interactive system using local cable television systems to broadcast courses that are shared between schools. The evaluation of the first two years of programing has been encouraging. (MD)

Describes the technology of interactive television and shows how it can be effectively used in small, rural districts to allow students to have access to more instructional programs. It allows students to be taught in a normal manner with teacher/student interaction through the use of television. (MD)

Describes in capsule form some of the research findings and production principles that have contributed to the success of the educational television program, "Sesame Street." Program appeal, diversity, discrimination of the essential, and the use of special sound effects are among the topics addressed. (JL)