Showing papers in "Educational Technology Research and Development in 1955"

A conceptual model for communications research

Abstract: Because it so clearly represents the role of the professional journalist in communicating the news, the Quarterly publishes herewith a revision of an article which has excited extensive comment sin...

Television as a training and educational medium

Abstract: An attempt was made to summarize the implications of television research to date upon the training or educational use of the medium. The instructional and administrative advantages of television were discussed with respect to their potential teaching applications. In addition, research findings on instructor and student requirements and subject matter selection for television teaching were developed. Finally, the importance of testing and developing test-measurement procedures adapted to television was emphasized. There is general agreement that television has a promising future both for military and civilian training and education. There are many important areas of research and evaluation which remain to be explored. But research to date has already uncovered information and methods which permit both military and civilian users to bridge the gap between television research and its application to many everyday instructional and educational situations.

Enriching the curriculum through motion pictures

Abstract: The use of the motion pictures in the various classes was unquestionably worthwhile and profitable to the respective students. The advantages to these students becomes clearer when one recalls that there was a significant gain on every single film test; and further, that about one-sixth of the entire instructional time in the experimental classes was given over to the use of motion pictures. In spite of this time allocation, there were many gains for the experimental classes on the standardized tests, some of them significantly so, and not one single instance of a significant loss. Thus did the Nebraska Program of Educational Enrichment Through the Use of Motion Pictures document the case for the use of films in selected areas of the secondary curriculum.

Research on “fortuitous” communication: A review

Abstract: In these two articles we have proposed a schematic theoretical model for the study of communication, one which subsumes both face-to-face and mass communication but is intended as an orientation to a general theory of mass communication. In addition we have used the model as a framework for a review of a part of the literature of mass communication and have attempted a brief assessment of the present state of our knowledge of the field.

What can you do about educational television

Abstract: I HAVE an idea that many contributors to professional journals like this one leave many things unsaid on the assumption that their readers, their colleagues, already know them. Why "carry coals to Newcastle"? To avoid appearing intellectually incestuous or inbred we, therefore, frequently avoid the obvious, however crucial it might be. Educational television, for example, is in danger today. Every educator should be defending the right of education to at least test it. We should all be convincing as many fellow-citizens as possible that the frequencies reserved for educational television must not be allowed to slip away on the basis of any decisions taken in ignorance, or before the possibilities of this medium for education are fully explored. Yet how active are you as a disciple for this new medium? How seriously are we all, individually, taking our responsibility as educators to seize every opportunity to promote understanding of this new medium and a new conception of its use? How articulate are we when given an opportunity to talk ? How well-prepared are we to answer honest questions and refute false statements? How conscientiously are we making sure that no one can ever say of us as educators: "He certainly doesn't seem to care" or "There's one person who is certainly playing it safe"? It is in the hope that it may provide the rest of you, as col-

Audio-visual education in urban school systems

Abstract: In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is more wide-spread use of the materials.

The disenchantments of educational TV

Abstract: In contrast to the preceding paper, this article presents some views critical of educational television as a formal educational device and points out limitations of the medium. Sam Becker is assistant professor of speech, radio and television at the State University of Iowa. John Mercer is assistant professor of cinema at the same university and editor of the Journal of the University Film Producers Association.

Relation between learning by film and learning by lecture

Abstract: T PURPOSE of this report is to raise a somewhat neglected question. Let us suppose that in a given period of instruction an instructor presents facts and concepts to his students by two different procedures; for example, one procedure might be demonstration and the other procedure lecture. As another example, some materials might be presented through reading and discussion and others by sound motion pictures. Let us further suppose that each fact or concept is presented in only one of these ways and that the instructor can classify the materials by mode of presentation. This does not imply that presentation of facts and concepts in only one way is a desirable teaching procedure. Obviously, presentation of the materials of the course in several ways, rather than in only one way, should give greater learning. However, if a design such as this is established, it permits the instructor to measure achievement for the two sets of facts and concepts separately. The question of psychological interest that now arises is: What correlation between these two measures of achievement will be found? Phrased in another way, this is the question of the extent to which one can predict achievement under one set of learning experiences from

Conceptual legacy of audio-visual communication

Abstract: HE CONCEPT that direct or vicarious experience is basic to real meaning and understanding reached maturation remarkably early in the minds of the world's great teachers. Although audio-visual communication was not endowed with a formal appellation, an impressive number of early educators accepted its inherent principles. This paper will trace the development of the conceptual heritage of visual-sensory teaching in educational methodology through the periods of (a) Antiquity and the Middle Ages, (b) the Renaissance, (c) the Reformation, (d) the Enlightenment, (e) the Nineteenth Century, and (f) the Twentieth Century. ANTIQUITY AND THE MIDDLE AGES The germinal concepts of audio-visual communication have existed since primitive man first taught his children to observe, imitate, and participate in activities vital to the survival of the tribe. From the time that Aurignacian artists first sketched polychromatic, life-like bison on their cave walls, or sculptured animals in clay to exercise sorcery over hunted prey, audio-visual communication has been an intimate, integral component of the social, political, and religious life of man. Ages before the dawn of history, 274

History of A-V education in city school systems

Abstract: One of the significant movements in the history of audio-visual communication was the development of audio-visual departments in city school systems. This line of development took four forms. Educational school museums were founded, slide libraries were organized, film libraries were established, and nondepartmentalized audio-visual education developed.