Public Broadcasting: Can It Teach?

Hezel, Richard T.

doi:10.1111/j.1460-2466.1980.tb02004.x

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…One of the primary missions of these stations was the presentation of instructional programs. As Hezel (1980) indicated: "The teaching role has been ascribed to public broadcasting since its origins. Especially prior to the 1960s, educational broadcasting was seen as a quick, effi ~ cient, inexpensive means of satisfying the nation's instructional needs" (p. 173).…”

Section: Instructional Televisionmentioning

confidence: 97%

“…In many cases, school districts discontinued instructional television demonstration projects when the external funding for those projects was halted (Tyler, 1975). Instructional programming was still an important part of the mission of public television, but that mission was now wider, encompassing other types of programming, such as cultural and informational presentations (Hezel, 1980). In light of these and other developments, in 1967 the Carnegie Commission on Educational Television concluded:…”

Section: Instructional Televisionmentioning

confidence: 99%

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A history of instructional design and technology: Part I: A history of instructional media

Reiser

2001

ETR&D

258

144

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This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the UnitedBefore I begin to discuss the history of the field of instructional design and technology, and before I provide my reasons for labeling it as such, let me provide a definition of field:The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to non-instructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important

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Section: Instructional Televisionmentioning

confidence: 97%

Section: Instructional Televisionmentioning

confidence: 99%

A history of instructional design and technology: Part I: A history of instructional media

Reiser

2001

ETR&D

258

144

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“…Nauczyciele widzieli w telewizji wielkie możliwości. Jej zaletą była szybkość i niskie koszty zaspokojenia potrzeb edukacyjnych 38 . Druga połowa lat 60. i lata 70. to wzrost znaczenia telewizji edukacyjnej.…”

Section: Nowe Technologie W Edukacji Na Przestrzeni XX I Xxi Wiekuunclassified

Wybrane problemy wykorzystania technologii w edukacji w ujęciu krytyczno-historycznym

Łuszczek¹,

Szczeciński²

2018

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SELECTED ISSUES IN USING TECHNOLOGY IN EDUCATION IN CRITICAL AND HISTORICAL PERSPECTIVEHigh educational hopes were put into the appearance of each and every medium. The history of media development in the 20 th century is also the history of high educational hopes and spectacular failures. It seems that at least some major links of these processes are repeated in the development of most important technologies for transmission of information. Many scholars (e.g. Neil Selwyn from Monash University) believe that critical approach provides accurate diagnosis of failures in educational technology applications. Historical perspective, on the other hand, allows for seeing the whole of certain processes and eliminating the phenomena that are negative from the researcher's standpoint, e.g. excessive enthusiasm that accompanied the introduction of new technologies. This kind of "emotional smog" largely disappears if we accept historical perspective. Critical and historical analysis of the use of technology in education may give the opportunity for its effective use and avoiding traps into which radio, television, and the Internet fell during the 1990s.

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“…Distance learning has been a part of education since the development of technologies that allowed for the affordable and efficient transmission of the voice of a teacher to students who were far flung from the location where the teacher was teaching (Carpenter, 1978;Hezel, 1980;Lewis, 1961). Over the years the technologies of distance learning have changed, and researchers and educational policymakers have shown a keen interest in understanding the way in which distance learning can impact a student's learning outcome.…”

mentioning

confidence: 99%

Distance Education as a Discursive Practice

Mitra

Hall

2002

Computers in the Schools

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Public Broadcasting: Can It Teach?

Abstract: The sekctive nature of the audience it attracts puts public broadcasting in the uncomfortable position of being an information service for the already infonned.

Cited by 4 publications

References 3 publications

A history of instructional design and technology: Part I: A history of instructional media

A history of instructional design and technology: Part I: A history of instructional media

Wybrane problemy wykorzystania technologii w edukacji w ujęciu krytyczno-historycznym

Distance Education as a Discursive Practice

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