The first part of a two-part interview in which David Halberstam discusses television as a political force, as an entertainment vehicle, and as a tool for teaching. (RL)

Provides specific suggestions about what to look for in videotape recording equipment and surveys the similarities, differences, capabilities, and limitations of major videotape formats. (KS)

Describes lighting and sound recording equipment useful for supplementing the small system videotape recording format. (KS)

Comments on how the film distributor and the schools will be affected by the videocassette and the videodisc and provides information concerning works currently available in both formats. (KS)

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)

A pointed argument for the practical use of video in education and a detailed explanation of how one elementary school accomplished this goal. (KS)

Gives practical suggestions for obtaining funding and support for maintaining media usage in the schools. (KS)

Argues for a more creative use of media and for a more personal involvement in media selection. Lists resources to help in this activity. (FL)

Describes a technique for encoding both visual images and audio signals on a 12-inch long playing disc that could provide educators with a limitless structure of information. (FL)

Provides Herb Kohl's views on education and the application of the use of media in the classroom. (KS)

Discusses how to make a slide/sound program that students will learn from and that the community will appreciate. (KS)

Provides suggestions for teaching adolescents with learning disabilities by integrating multimedia material and equipment. (KS)

Describes television manufacturers' attempt to sell home videotape recorders and investigates the manner in which this advance in technology can change the way students learn. (KS)