THE AUTHOR BEMOANS THE LACK OF RIGOROUS RESEARCH IN EDUCATIONAL MEDIA, ATTRIBUTING IT TO POOR RESEARCH STANDARDS. HE IS CHEERED, HOWEVER, BY THE RECOGNITION OF RESEARCH AS A NEED. TV, RADIO, AND FILMS ARE EACH TREATED SEPARATELY, REFERRING TO HISTORICAL AND TECHNICAL MATTERS, AND THEN TOGETHER WITH REFERENCE TO COMMON PROBLEMS. THE AUTHOR URGES THAT THE IMPLICATIONS OF FINDINGS OF "NO SIGNIFICANT DIFFERENCES" BETWEEN CONVENTIONAL AND TV INSTRUCTION BE FURTHER INVESTIGATED TO DETERMINE PRACTICAL ACTION THAT COULD BE TAKEN. HE ALSO DISCUSSES--TEACHER ROLES AND ATTITUDES, INTEREST AND ATTITUDES AS LEARNING FACTORS, PRODUCTION TECHNIQUES, TIME FACTORS AND VISUAL ASPECTS OF PRESENTATION OF MATERIAL, MOTIVATION, FEEDBACK, AND USE OF COLOR. HE LISTS 4 PROBLEMS--MISUSE OR MISINTERPRETATION OF RESULTS, INADEQUATE TESTING, THE ANTI-EDUCATIONAL EFFECTS OF MUCH COMMERCIAL FARE, AND THE NEED FOR TRAINING IN TV AND PICTORIAL PERCEPTION AND DISCRIMINATION. HE CONCLUDES THAT A TRULY NATIONAL EDUCATION RESEARCH CENTER AND PROGRAM ARE VITAL. A SYSTEMS APPROACH IS NEEDED. HE ADDS THAT TOO MUCH RESEARCH HAS BEEN OF TOO LITTLE SOCIAL SIGNIFICANCE. FINALLY, HE CALLS FOR FINANCIAL SUPPORT FROM LARGE CORPORATIONS WHOSE PROFITS COME FROM COMMUNICATION AND EDUCATION ACTIVITIES. ONE-HUNDRED SEVENTY-EIGHT REFERENCES ARE LISTED. (LH)