This is an evaluation of an experimental one-semester course, offered by the Vancouver School Board. The course provided students with the opportunity to learn the basic techniques of television production through actual experience in the studio. The evaluation design consisted of three phases: a written pre- and post-test designed to measure…

The value of instructional television for universities and public school systems has often been swallowed up in the complexities of producing programs. Television can be better used in the classroom as an instructional resource, taking advantage of already produced programing that is available from sources such as the Public Broadcast Service.…

A brief guide for sixty half-hour adult television lessons, covering subject areas needed for high school equivalency examinations is given. Areas are: Lessons in Reading Interpretation as applied to social studies, science, and literature; Lessons in English--grammar, spelling, usage, and vocabulary; Lessons in General Mathematics--arithmetic,…

A television advisory committee composed of teachers does all the selecting and scheduling of programs. (Author/MLF)

Criticizes the television French course "Les Gammas" for the usual TV faults: the "student" is 80 to 90 percent onlooker-listener, and 10 to 20 percent participant. TV can teach essentially only auditory understanding. The course is described in some detail; it is found to have high motivational value. (Text is in German.) (IFS/WGA)

A wide variety of media subjects are discussed in an introductory mass communication course at Southern Arkansas University, and one of the most popular instructional sections with students is "infomercials." This paper acquaints students with the history, scope, and controversy surrounding the infomercial genre. It first explains that…

A look at a student run project of local origination programing for education at Tamaqua, Pennsylvania, High School. (HB)

Examines some of the failings of educational television and discusses the Television Guidelines for Early Childhood Education, which suggest directions for furure development. (MM)

Describes a program called GERIS--Graphic Expression Reading Improvement System--in which disadvantaged students ranging from third graders to high school seniors develop skills such as research, reading, organization, planning, teamwork, writing, and speaking by participating in television production. (CT)

Educational television in China is described as a vital medium of instruction in higher education, alleviating shortages of instructors and facilities. The television universities serve both educational and political purposes while causing enormous frustration among college-age youth, for only one of 10 is admitted each year to universities. (MP)

Television, the author asserts, is the overwhelming factor in the continuous education and socialization of people of developed nations. Examines criticism of mass media's potential for behavior modification and subconscious manipulation. Advocates alternative uses of television based on Paulo Freier's "total language" approach, to teach…

Discusses two studies to teach children to be more critical of commercial appeals by showing them instructional films that teach how commercials attempt to persuade. Indicates that those who view the most television gain most from the films. (JMF)

Outlines the development of a secondary school curriculum for teaching the following critical television viewing abilities: to evaluate and manage one's own television viewing behavior, to question the reality of television programing, to recognize the persuasive arguments on television, and to recognize the effects of television on daily life.…

Outlines the restrictions on videotaping television for educational purposes in England, which arise from the complexity and number of copyrights involved. Discusses possible changes in the law to allow videorecordings without permission but subject to a payment of a fee to be used to recompense copyright owners. (JMF)

In April, 1978, 109 chairpeople of academic radio and television departments were surveyed concerning the instruction they provide in television aesthetics and criticism. From the 63 responses, these findings are discussed: courses offered, perceived importance of these courses, pedagogical goals, and operational definitions of television…