TELEVISION AND THE PROMISES IT HOLDS:
IN PERSPECTIVE
I.
INTRODUCTION
A.
The Television
1.
Significance
2.
Status under Fire
3.
A Second Look on TV
II.
TELEVISION
THROUGH THE YEARS
A.
Educational
TV Programs
1. Basis
a.
Context
b.
Content
2. Parts
B.
A
Model Proposal
1. Negative influences
2. Positive influences
3. Edu TV Program Presentation Styles
4. Proposal
a.
Steps
b.
Results
C.
Evidences
1. Sesame Street and Others
2. iDTV Interactive Video
a.
Purpose
b.
Participants
c.
Methodology
d.
Results/Findings
III.
CONCLUSION
A.
Challenges
1. Provision of Interactive Materials
a.
Compliant
to students’ needs
b.
Appealing
c.
Interesting
d.
Age-appropriate
e.
Powerful
f.
Empowering
2. Production of Better Students
TELEVISION AND THE
PROMISES IT HOLDS: IN PERSPECTIVE
( A Synthesis )
Alxen A. Navarette-
Cuñado
One of
the greatest inventions ever created in the modern age is the television. This
powerful medium has opened wide the doors of the world and brought many changes to every
home, influencing everyone in terms of information, entertainment and education ( Zajc, et al,
2007. Although, through the years, the television has been mostly associated with
entertainment. Thus, majority would often relate its purpose mainly for leisure , making
others call it an” idiot box.” Furthermore, some TV fanatics glorify violence as well as
powerful medium has opened wide the doors of the world and brought many changes to every
home, influencing everyone in terms of information, entertainment and education ( Zajc, et al,
2007. Although, through the years, the television has been mostly associated with
entertainment. Thus, majority would often relate its purpose mainly for leisure , making
others call it an” idiot box.” Furthermore, some TV fanatics glorify violence as well as
persuasive advertising (Fisch, 2005). Romance, violence, sheer fun, drama have been
the common forms of entertainment which overshadowed the television’s strong potentials for
surprises.
On
the contrary, others do not only see pure negativity in its use; rather, they
have
considered it useful, and helpful as well as exciting as a “magic box” (Akyurek, 2005, p.56). For
if viewers, especially children, can learn as much negative inputs from the television, there are
more positive lessons they can learn from the same medium ( Fisch, 2005). In Turkey, for
instance, it is used as a medium of instruction not only for students but also for adults (based at
home) for the latter can benefit from informal learning environments provided for by the
television ( Hancock, 1976 cited in Akyurek, 2005) especially the educational TV
programs,however limited these may be (Akyurek, 2005).
considered it useful, and helpful as well as exciting as a “magic box” (Akyurek, 2005, p.56). For
if viewers, especially children, can learn as much negative inputs from the television, there are
more positive lessons they can learn from the same medium ( Fisch, 2005). In Turkey, for
instance, it is used as a medium of instruction not only for students but also for adults (based at
home) for the latter can benefit from informal learning environments provided for by the
television ( Hancock, 1976 cited in Akyurek, 2005) especially the educational TV
programs,however limited these may be (Akyurek, 2005).
Considering
the need for educational TV programs, what a previous research did
was to provide a model proposal that was a result of a thorough study on Educational
Television Program Content and Presentation Styles/ Context ( Guchan, 1981 cited in Akyurek,
2005). Educational TV programs fall under three categories: Instructional Programs,
Informational Programs, and Motivational Programs. Appropriate presentations (Gordon, 1970
cited in Akyurek, 2005 may be chosen as they plan for educational TV programs.
These include Speaking oriented programs, Visuals-oriented programs, Dramatically
presented programs, and Combined forms. Compliant with the context (aspirations,
preferences, culture and language) of the audience, the planned program should be (1)
researched, observed imagined and creative, (2) scripted under the director, (3) grounded to
the supportive materials for education and teaching in television, (4)tested for pre-
broadcasting, during and, (5)post broadcasting stages (Akyurek, 2005). All these processes
should be carefully accomplished by the subject specialists, and producers. Once content and
context are established, programs may be produced. Borne out of creative, unique,
conceptualized works, educational television programs will certainly provide positive
influences on the learners.
was to provide a model proposal that was a result of a thorough study on Educational
Television Program Content and Presentation Styles/ Context ( Guchan, 1981 cited in Akyurek,
2005). Educational TV programs fall under three categories: Instructional Programs,
Informational Programs, and Motivational Programs. Appropriate presentations (Gordon, 1970
cited in Akyurek, 2005 may be chosen as they plan for educational TV programs.
These include Speaking oriented programs, Visuals-oriented programs, Dramatically
presented programs, and Combined forms. Compliant with the context (aspirations,
preferences, culture and language) of the audience, the planned program should be (1)
researched, observed imagined and creative, (2) scripted under the director, (3) grounded to
the supportive materials for education and teaching in television, (4)tested for pre-
broadcasting, during and, (5)post broadcasting stages (Akyurek, 2005). All these processes
should be carefully accomplished by the subject specialists, and producers. Once content and
context are established, programs may be produced. Borne out of creative, unique,
conceptualized works, educational television programs will certainly provide positive
influences on the learners.
This
trend in TV production has been affirmed by the well-conceptualized and
researched TV Program, Sesame Street (Fisch, 2005). Through the years, studies have found
how that educational TV program has shown the extensive influence it has on the learners,
most of whom exhibited greater growth of the academic skills and cognitive skills, school
readiness, development of reading skills and readiness on educational activities, adjustment in
school, higher self-esteem, and higher value on academic performance. The children learned to
relate well with people by their friendliness and positive reaction, altruism and cooperation, self
control and delay of gratification, reduction of stereotypes. The research may have included
some factors beyond control/measure for they claim that such behaviors are dependent on how
the children have been reared in the family.
researched TV Program, Sesame Street (Fisch, 2005). Through the years, studies have found
how that educational TV program has shown the extensive influence it has on the learners,
most of whom exhibited greater growth of the academic skills and cognitive skills, school
readiness, development of reading skills and readiness on educational activities, adjustment in
school, higher self-esteem, and higher value on academic performance. The children learned to
relate well with people by their friendliness and positive reaction, altruism and cooperation, self
control and delay of gratification, reduction of stereotypes. The research may have included
some factors beyond control/measure for they claim that such behaviors are dependent on how
the children have been reared in the family.
Moreover, researches on other educational TV series for pre-school and elementary
have shown that these programs can harness the children’s knowledge, skills and attitudes in a
variety of content areas. What traits would best yield toward the effectiveness of the
Educational TV Programs? They include activities and materials compliant to the needs,
interests and abilities of children which should be appealing, interesting, age-approapriate and
educationally
powerful and empowering (Fisch, 2005).
This
research confirms the importance of content ( what works) plus the approaches
and
techniques that can
contribute to help producers. Both studies featured the contribution of
interactivity with
the material, teachers and among the learners themselves.
Furthermore,
this interactive trait of the television had been investigated on in a study on
the potentials for
learning of the interactive digital television. Equipped with return channel,
remote control, set up box, DVB and iptv, the interactive television had been used in the ELU
project which literally combined eTV technology and pedagogical framework to revolutionize
remote control, set up box, DVB and iptv, the interactive television had been used in the ELU
project which literally combined eTV technology and pedagogical framework to revolutionize
the learning experience electronically, seeing how “the bridging of edutainment and
engaged
learning become a reality (Zajc et al, 2007. iDTV technologies will open a new era to
electronic learning using the mass market broadband TV. This may be found too
commercialized considering how far could service providers go in terms of using technology in
learning become a reality (Zajc et al, 2007. iDTV technologies will open a new era to
electronic learning using the mass market broadband TV. This may be found too
commercialized considering how far could service providers go in terms of using technology in
education.
Additionally,
other attempts explored the combined forces of technology and
pedagogy. In particular, the use of instructional video in e-learning was assessed on its impact
pedagogy. In particular, the use of instructional video in e-learning was assessed on its impact
to learning
effectiveness among four groups of students. These groups who would undergo
lessons on the basic navigation of the internet were clustered into four groups: the first group
had an e-learning environment with interactive video; the second group had an e-learning
with non-interactive video; the third group had an e-learning environment without an
instructional video; and the fourth group will have the traditional classroom. The e-learning
environments followed these steps; (1) An introduction, (2) pretest, (3) 5-minute training, (4)
online lecture, (5) posttest, and (6) questionnaire. .
lessons on the basic navigation of the internet were clustered into four groups: the first group
had an e-learning environment with interactive video; the second group had an e-learning
with non-interactive video; the third group had an e-learning environment without an
instructional video; and the fourth group will have the traditional classroom. The e-learning
environments followed these steps; (1) An introduction, (2) pretest, (3) 5-minute training, (4)
online lecture, (5) posttest, and (6) questionnaire. .
Research has found out that the
students in the e-learning environment which provided
interactive video achieved significantly better learning performance and a higher level of learner
satisfaction than those in the other settings. Meanwhile, the students who used the e-learning
environment that provided non-interactive video did improve( Zang, et al, 2005).
interactive video achieved significantly better learning performance and a higher level of learner
satisfaction than those in the other settings. Meanwhile, the students who used the e-learning
environment that provided non-interactive video did improve( Zang, et al, 2005).
Results showed that the value of the
video for learning effectiveness was contingent
upon the provision of interactivity. Personal and virtual interactivity is valuable to improve
learning effectiveness in an e-learning environment. The findings suggest that it may be
important to integrate interactive video into e-learning systems.
upon the provision of interactivity. Personal and virtual interactivity is valuable to improve
learning effectiveness in an e-learning environment. The findings suggest that it may be
important to integrate interactive video into e-learning systems.
As long as the forms of technology,
television (digital or analogue), or interactive video
in a classroom or an e-learning environment, are used at the service of human
development
and learning, the challenge for all proponents remain, i.e. to provide interactive
materials that
are compliant to the students’ needs, interests, and abilities and must be
appealing,
interesting, age-appropriate and
educationally powerful and empowering. This will produce
students who are engaged and
responsible for their lifelong learning though it would entail more
determination and
willpower of all the proponents in this learning enterprise.
References
Akyurek, F.
(2005),” A Model Proposal for Educational Television Programs”,Turkish Online
Journal of Distance Education-TOJDE,v.6.,no. 2,Eskisehir, Turkey, pp.55-64
Fisch, S. (2005).
“Children’s Learning from Television.”Televizion,Internationales
Zentraliinstititutfur
dar Jugend-und Biklungsfernsechen,Germany,pp 10-14
Zajc, M., Alic, K.,
Battelino, I, Tsic, J. ( 2007), “Challenges of Interactive Digital Television
for t-
Zhang, D., Zhou,
L., Briggs, R.,Nunamaker, Jr., J. (2005), “ Instructional Video in e-Learning:
Assessing the Impact of Interactive Video on Learning Effectiveness,”
retrieved at
.
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