Authors feel that television is a potent force in the educational process but a sense of discrimination must be developed within the student-viewer. (Authors)

Bringing TV into the classroom can enable children to learn to identify a sequence of ideas, the main theme of a story, describe characters and make judgments about them through the dialogue they hear. (Author/ML)

Describes deficiencies in the Ball-Bogatz evaluation of Sesame Street" and suggests that this program might increase rather than decrease the deficit for disadvantaged children. (JF)

Recommends increased public participation in educational television programming. (LK)

Outlines the steps included in the implementation of a successful instructional television (ITV) program for gifted students: selecting personnel, conducting an ITV workshop, developing curricula, identifying students, implementing a pilot-based program, and implementing a daytime program. (Author/IRT)

Outlines a project in which elementary or secondary students plan and produce an imaginary television program. The activity is intended both to educate students about television and to improve their language skills. (SJL)

The design and development of a student produced, three credit/no credit televised course on human sexuality at Michigan State University is reviewed. The need for the course, its structure, and student reaction are presented. (RAO)

A justification, curriculum, and course outline for the study of television. (CH)

Teaching television production for media literacy. (CH)

THE NATIONAL PROGRAM IN THE USE OF TELEVISION IN THE PUBLIC SCHOOLS WAS AN EFFORT TO DETERMINE THE FEASIBILITY OF USING TELEVISED INSTRUCTION AS A MAJOR RESOURCE IN THE TEACHING OF LARGE CLASSES. IT WAS ALSO CONCERNED WITH--THE KIND AND AMOUNT OF OTHER SERVICES NEEDED TO SET UP OPTIMUM CONDITIONS FOR LEARNING, SCHEDULING AND SCHOOL BUILDING…

THE MAIN PURPOSES OF THE PROJECT WERE TO DEMONSTRATE A NEW TECHNIQUE FOR HANDLING THE TEACHING OF CREDIT COURSES, TO DEMONSTRATE THE ADMINISTRATIVE SETUP NEEDED FOR ESTABLISHING PERMANENT ORGANIZED EDUCATIONAL TV PROGRAMS, TO DETERMINE THE COSTS OF OPERATION, AND TO ENLIST THE INTEREST OF PEOPLE NOT DIRECTLY CONCERNED WITH THE PROJECT. THE…

THE FRAMES OF REFERENCE FROM WHICH THE EXPERIMENTAL DESIGNS WERE DISCUSSED WERE--(1) THE PRODUCER (AND HIS SITUATION) IN THE STATION AND (2) THE VIEWER (AND HIS PERCEPTION) OF EDUCATIONAL TELEVISION PROGRAM (ETV) STRUCTURE. ETV PROGRAM STRUCTURE, PROGRAM ORIGINATORS, AND THE DECISION-MAKING PROCESS WERE STUDIED TO DETERMINE THE INFLUENCE OF…

SEVERAL EXPERIMENTAL AND CONTROL GROUPS OF TELEVISION USERS WERE SELECTED TO RECEIVE FORMS OF MAILED STIMULI, INCLUDING SEVERAL FORMS OF PROGRAM INFORMATION SOURCES, PLUS A SERIES OF PERSONAL LETTERS URGING THE VIEWER TO USE EDUCATIONAL TELEVISION. FINDINGS SHOWED THAT THE PROMOTION OF EDUCATIONAL TELEVISION VIEWING, REGARDLESS OF THE THEMATIC…

An ETV series in Malta, intended for secondary school students of English, sponsored a contest in preparing imaginary newspaper front pages of the past and future. The entries, a number of which are reproduced, indicate that the contest generated a great deal of original thinking on the part of the students, as well as stimulated their interest in…

The contents of this report represent a digest of activity by the San Diego Area Instructional Television Authority from the organization's inception in 1966 to 1969 when the Title III Grant expired. Each year the Authority provided instructional television to some 250,000 students and teachers. The report includes information relating to…