This dissertation has been microfilmed exactly as received ® 7-2424 CARLE, Wayne M., 1930- REGIONAL PRODUCTION, DISTRIBUTION, AND UTILIZATION OF INSTRUCTIONAL TELEVISION PROGRAMS: A CRITICAL ASSESSMENT. The Ohio State University, Ph.D., 1966 Education, general
University Microfilms, Inc., Ann Arbor, Michigan REGIONAL PRODUCTION, DISTRIBUTION, AND UTILIZATION
OF INSTRUCTIONAL TELEVISION PROGRAMS:
A CRITICAL ASSESSMENT
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By
Wayne M. Carle, B.A., M.E.
**********
The Ohio State University 1966
Approved by
Adviser I School of Education ACKNOWLEDGMENT
To Professor I. Keith Tyler, who suggested the possibility of com bining my experience and interest in the fields of education and broad casting through graduate work in radio and television education.
ii VITA
March 9, 1930 Born - Rock Springs, Wyoming
1948-1952 . . Writer-Photographer, The Salt Lake Tribune
1952 .... B.A., Brigham Young University, Provo, Utah
1952-1953 . . Teacher, Union High School, Roosevelt, Utah
1953-1956 . . Teacher, Provo High School, Provo, Utah, and News Director, Radio Station K0V0
> 1956 .... M.E., Brigham Young University
1956-1958 . . Instructor, Brigham Young University, and Program Director, Radio Station K0V0.
1958-1959 . . Mass Media Fellow, the Fund for Adult Education, and Research Assistant, Bureau of Educational Research and Service, the Ohio State University, Columbus, Ohio
1959-1966 . . Successively Administrative Director of Research and Information and Assistant Superintendent for Profes sional Personnel, Akron Public Schools, Akron, Ohio
1966- . . . Assistant State Superintendent of Public Instruction, Ohio State Department of Education, Columbus, Ohio
PUBLICATIONS
"Analyzing the Administrative Team," Ohio School Boards Journal, Vol. 5, No. 12 (December 1961), p. 28.
"An Evaluation of the Ohio School of the Air." Columbus, Ohio: The Ohio State University, College of Education, Bureau of Educational Research and Service, June 1959 (mimeographed).
"The Classroom: First Line of Defense in the War Against Poverty," Ohio School Boards Journal. Vol. 9, No. 5 (May 1965), pp. 8f.
iii Education on the Air. Yearbook of the 1959 Institute for Education by Television. Columbus: The Ohio State University, 1959 (editor).
"Needed Research in School Broadcasting," Educational Research Bulletin. Vol. 38, No. 5 (May 13, 1959), pp. 120-130.
"Provo Qualifies for Professional Teacher Awards," Utah Educational Review. Vol. 48, No. 3 (January 1955), pp. 6f.
"Summary of Proceedings of the Instructional Television Workshop June 19- 30, 1961, and the Conference on Modern Educational Media: Instruc tional Television, June 29-30, 1961, at The Ohio State University." Columbus: The Ohio State University, Telecommunications Center, Office of Communications Seminars and Workshops, July 1961 (mimeo graphed) .
FIELDS OF STUDY
Maj or Field: Education
Radio and Television Education. Professor I. Keith Tyler.
Educational Administration. Professor John A. Ramseyer.
Adult Education. Professor Andrew Hendrickson.
Higher Education. The late Professor Earl C. Anderson.
iv &
CONTENTS
Page ACKNOWLEDGMENT ...... ii
VITA ...... ill
TABLES ...... vii
Chapter I. INTRODUCTION ...... 1
The Present Study Summary
II. FULFILLING THE POTENTIAL OF INSTRUCTIONAL TELEVISION 17
The New Alternatives Unfulfilled Potential The Quest for Quality L . Summary
III. REGIONALISM IN A M E R I C A ...... 43
Concept of Region Regional Cooperation in Education Summary
IV. STATUS OF REGIONAL INSTRUCTIONAL TELEVISION PROGRAMMING 60
Related Studies Universe of the Study Urban Regional Instructional Television Councils State and Regional Educational Television Networks Midwest Program on Airborne Television Instruction Regional Instructional Television Libraries Significance of the Data Summary
V. IMPLICATIONS FOR STATE DEVELOPMENT OF INSTRUCTIONAL TELEVISION PROGRAMS ...... 220
Implications of the Data Instructional Television in the State of Ohio
v Chapter Page Recommendations for State Action Summary
VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ...... 235
Summary Conclusions Recommendat ions
APPENDIXES ...... 249
A. Interview Schedule B. List of Respondents C. Abbreviations Used in Tables
BIBLIOGRAPHY ...... 259
vi TABLES
Table Page 1. Instructional Television Program Series Proposed for . Cooperative Production in Great Plains Region ...... 65
2. Instructional Television Courses Distributed in 1965-1966 By Metropolitan School Development Council of Atlanta, Georgia 83
3. Instructional Television Courses Distributed in 1965-66 By Southwest Texas Educational Television Council, Austin . . 86
4. Instructional Television Courses Distributed in 1965-1966 By The Twenty-One Inch Classroom, Boston ...... 89
5. Instructional Television Courses Distributed in 1965-1966 By Central Michigan Educational Resources Council ...... 93
6. Instructional Television Courses Distributed in 1965-1966 By Chicago Area School Television ...... 95
7. Instructional Television Courses Distributed in 1965-1966 By Greater Cincinnati Television Education Foundation, WCET 99
8. Instructional Television Courses Distributed in 1965-1966 By Educational Television Association of Metropolitan Cleveland 103
9. Instructional Television Courses Distributed in 1965-1966 By Classroom Ten Television Council of East Lansing ..... 106
10. Instructional Television Courses Distributed in 1965-1966 By North Central Florida Educational Television Project . . . 108
11. Instructional Television Courses Distributed in 1965-1966 By The Regional Educational Television Advisory Council of Los Angeles ...... 110
12.. Instructional Television Courses Distributed in 1965-1966 By Memphis Community Television Foundation ...... 113
13. Instructional Television Courses Distributed in 1965-1966 By The Minnesota Council for School Television, and By The Council for Instructional French in Minneapolis-St. Paul . 117
14. Instructional Television Courses Distributed in 1965-1966 By Metropolitan Board of Education of Nashville, Tennessee . . 119 vii Table Page 15. Instructional Television Courses Distributed in 1965-1966 By Educational Broadcasting Corporation, WNDT, New York City . . 123
16. Instructional Television Courses Distributed in 1965-1966 By Metropolitan Omaha Educaf'jnal Broadcasting Association . . . 127
17. Instructional Televisi a Courses Distributed in 1965-1966 By Tri-State Ins true t ior .1 Broadcasting Council, Philadelphia . 131
18. Instructional Television Courses Distributed in 1965-1966 By Metropolitan Pittsburgh Educational Television, WQED .... 134
19. Instructional Tele/ision Courses Distributed in 1965-1966 By St. Louis Educational Television Commission, KETC ...... 137
20. Instructional Television Courses Distributed in 1965-1966 By Bay Region Instructional Television for Education, KQED . . . 140
21. Instructional Television Courses Distributed in 1965-1966 By University of Washington Station KCTS, Seattle ...... 144
22. Instructional Television Courses Distributed in 1965-1966 By Southwestern Indiana Educational Television Council ...... 147
23. Instructional Television Courses Distributed in 1965-1966 By Greater Washington Educational Televisxun Association, WETA 149
24. Instructional Television Courses Distributed in 1965-1966 By Alabama Educational Television Network ...... 152
25. Instructional Television Courses Distributed in 1965-1966 By Delaware State Educational Television Board ...... 156
26. Instructional Television Courses Distributed in 1965-1966 By Eastern Educational Network ...... 161
27. Instructional Television Courses Distributed in 1965-1966 By Georgia Educational Television Network ...... 164
28. Instructional Television Courses Distributed in 1965-1966 By Maine Educational Network ...... 167
29. Instructional Television Courses Distributed in 1965-1966 By Nebraska Council for Educational Television ...... 170
30. Instructional Television Courses Distributed in 1965-1966 By North Carolina Educational Television Network ...... 173
31. Instructional Television Courses Distributed in 1965-1966 By Oklahoma Educational Television Authority ...... 175
viii Table Page 32. Instructional Television Courses Distributed in 1965-1966 By South Carolina Educational Television Network ...... 178
33. Instructional Television Courses Distributed in 1965-1966 By Midwest Program on Airborne Television Instruction ...... 186
34. Instructional Television Courses Distributed in 1965-1966 By Great Plains Regional Instructional Television Library . . . 197
35. Instructional Television Courses Distributed in 1965-1966 By The National Center for School and College Television .... 203
36. Instructional Television Courses Distributed in 1965-1966 By The Northeast Regional Instructional Television Library . . . 205
37. Cumulative Totals of Instructional Television Courses, Participating School Districts and Enrollments, 1965-1966 . . 208
38. Summary of Instructional Television Course Distribution By National and Regional Tape Libraries ...... 209
39. Sources of Operating Funds of Regional Instructional Television Distributors ...... 210
40. Summary of Instructional Television Courses Distributed Regionally in 1965-1966, By Subjects ...... 211
41. Summary of Instructional Television Courses Offered In “1965-1966, By T y p e ...... 214
42. Sources of Instructional Television Courses Distributed In 1965-1966 214
43. States With Educational Television Authorities, 1966 .... 224
ix CHAPTER I
INTRODUCTION
Although it was far from attaining the highest goals envisioned by its earliest and most enthusiastic proponents, education by television had expanded remarkably in slightly more than a decade of existence. By
December 1965, one hundred and fourteen educational television stations were on the air and some eighty others were in various stages of future development. More pertinently, instructional television was available to school systems enrolling some two-thirds of the nation’s pupils, as well as to four hundred colleges and universities. According to one 1 estimate, these included at least six hundred closed-circuit television installations.
Some of the earliest educational uses of television were in the classroom, but the growing importance of in-school use of the medium had given birth to the phrase "instructional television" to differen tiate the systematic school programs from more general educational broad casts. It is to this specific use of television, for instruction in the classroom, that the present study is directed. More definitively, the study is an attempt to appraise current and potential practices in em-
^Richard B. Hull, "The Danger in Impulse Buying," Ohio Schools. Vol. 44, No. 3 (March 1965), p. 28. ploying instructional television programs regionally in the United States.
Development of this large capacity for teaching by television dated from the country’s first telecourse, at Western Reserve University, in
1951, and the first educational television station, at University of
Houston, in 1953. Closed-circuit experiments in a number of colleges and a few schools preceded the construction of broadcast facilities in the mid ’fifties, but impetus for the latter can be attributed primarily to—
Federal Communication Commission’s allocating 242 channels for educational television, in 1952;
. The Ford Foundation's support of the Joint Council on Educational
Television, which united educators in protecting channel allocations, and of the National Citizens Committee on Educational Television, which mustered financial assistance for the earliest community educational television stations;
. The Fund for Adult Education’s granting of funds for station construction, establishing of the National Educational Television and
Radio Center, and giving video tape recorders to stations in 1959;
The Fund for the Advancement of Education's National Program in the Use of Television in the Public Schools, Continental Classroom courses, and the Midwest Program on Airborne Television Instruction;
. The Educational Television Facilities Act of 1962, authorizing thirty-two million dollars in matching funds for station construction and improvements and stimulating organization of state educational television authorities; The U . S. Office of Education's support of a national and two regional television libraries, beginning in 1962;
The National Defense Education Act of 1958, which provided match ing funds for purchase of classroom receiving equipment for the teaching of science, mathematics and modern foreign languages.
Thus were broadcast facilities, receiving equipment and a backlog of
taped programs brought into existence in sizable dimensions throughout
the country.
Yet, as will be discussed more fully later, indications were that despite the vast physical growth of television facilities for instruc
tion, television still had not won a place as a major resource for
teaching in elementary and secondary schools. The problem was not quan
titative: An annual compilation of television courses indicated cumula- 2 tive enrollments of 36,469,674 in 1,223 school systems. Further, the
number of series of lessons available on video tape for exchange or
distribution had grown from 96 at the elementary level and 70 at the
secondary and college level when a survey preliminary to establishing 3 lx regional libraries was conducted in 1960 to 157 and 114, respectfully.
Forty-three adult education and ten in-service education programs brought
the latter total to 324 in 1964, nearly twice the total of 166 programs
^Lawrence E. McKune (ed.), National Compendium of Televised Educa tion. Volume 12 (East Lansing: Michigan State University, Continuing Education Service, 1965), p. 1.
^University of Nebraska, "A Study of the Use of In-School Telecast Materials Leading to Recommendations As to Their Distribution and Ex change" (Lincoln: University of Nebraska, 1960, mimeographed), p. 34.
^Instructional Television Library Project, Instructional Television Materials, third edition (New York: the Library, 1964), p. 5. available in the earlier survey. This doubling of taped program resour ces in the three and a half years that regional libraries had been oper ating indicated a growing reservoir of selected, and presumably higher quality, instructional television materials, even if the increase in programs had not been as substantial as the expanse of capital invest ment in educational television facilities.
The forced concentration on facilities development in educational
television’s first dozen years permitted less concentration on explora
tion of new programming ideas and the relating of instructional televi
sion to basic learning theory than was desirable if the new medium was
to make an optimal contribution to the solution of educational program ming problems. Keith Engar, chief of the Federal Communications Commis
sion Educational Broadcasting Branch, was quoted as comparing the con
temporary mushrooming of educational television to the early burst in
AM educational radio stations. Between 1921 and 1936 the FCC had
licensed 202 of these stations, but because they "were not integral parts
of educational institutions" they declined to 38 by 1937 and only 37
(of 3,704 AM stations) in 1962.^ Such a decline in educational televi
sion stations seemed unlikely, however, since the majority were owned
by institutions— nineteen of them by school districts— and the remainder
were controlled by state commissions or community corporations. Most of
the radio licenses, by contrast, had been held by high schools for ex
perimental, not educational, purposes.
The educational television stations, moreover, while initially serv
iced Frederickson, "Television and the Educational Executive," Overview, Vol. 3, No. 9 (September 1962), pp. 27-29f. ing broad educational needs and interests, increasingly were turning to the more specific audience of classroom viewers. Instructional program ming had come to assume much of the daytime broadcast schedule, both to serve the growing interest in classroom use of the medium and to capi talize on boards of education and other educational institutions as viable sources of sustaining income. In addition to this, the growing number of closed-circuit operations presented a total need for instruc tional programs that was substantial.
It was almost certain to escalate. In 1966 the Carnegie Commission on Educational Television was studying long-range recommendations for the medium. The National Association of Educational Broadcasters con currently was urging that Congress expand and extend the Educational
Television Facilities Act to add five more years and fifty million dol lars to it. Further, emerging technological, political and educational developments, to be reported in the following chapter, indicated that educators would have a whole new range of alternatives from which to select in making instructional television even more accessible in the later years of the ’sixties.
The Present Study
Progress in television technology, stimulation from federal and
state legislation in use of the medium, and demand for new materials of
instruction to improve the learning opportunities of boys and girls com
bined to make television virtually an essential in educational plans and
strategies. The earlier question, "TV or not TV," had become "Tele- vision— when and how?’1 To many educators it seemed almost inevitable
that the medium be used in the classroom.
Virtually every major educational conference in America in the mid
’sixties— whether involving teachers, administrators, supervisors or
other educational specialists— included television as a topic for con
sideration. Wherever new school buildings were being planned, an inevi
table question was whether or not to install closed-circuit distribution
facilities or at least the conduit through which coaxial cable could be
pulled in the future. In the revising and updating of curriculum mater
ials in an era of geometrically expanding knowledge, decisions confronted
course of study writers on whether the growing body of televised lessons
should be included as resources. In the assignment of staff, school
administrators increasingly were giving consideration to television
Instruction for presentation of lessons when classroom teachers could be
freed for more individualized teaching.
Need for the study
Overriding these general considerations, however, were the more
fundamental questions as to production and availability of programs and
their suitability to local curricula. Revision’s ability to put every
pupil in a front-row seat made it potentially valuable as a magnifyer
of experience within a single classroom— such as enlarging a science
laboratory experiment. At the other end of the communications spectrum,
television had proven its ability to bring the big and the remote— such
^Donald G. Emery, "The Administrator's Role in Broadcasting for the Secondary School," speech at Indiana University, Bloomington, February 1966. as a presidential inauguration— to thousands of classrooms simultaneously
Neither the extension of a routine classroom demonstration nor the cap ture of a major contemporary event, however, represented the planned, sequential development of televised instruction essential to use of the medium as a major curricular resource. Involved in the latter were facilities and personnel that until recent years had been available only to the largest school districts. The realities of producing a series of televised lessons included a studio, cameras and recording facilities; a producer, director, artists and technical personnel; curriculum spe- t cialists and writers; exhibits, demonstration equipment and other visuals and, most important, a television teacher or teachers. Even where pro duction facilities were available on a university campus or at a commun ity educational television station, even medium-sized districts found the allocation of professional personnel to the production of television programs a major budgetary item. Furthermore, television had proven to be an insatiable consumer of talent and materials, so that production
costs were not a "one time" item. Fortunately, the possibility of preserving reusable lessons on video tape had promised to reduce costs
of reptition and replication.
Thus, school districts which had found the means of equipping
classrooms with receivers were confronted with decisions relating to
purchase of suitable programs for use in the schools. In more populous
areas of the Northeast, Midwest and South, many districts had begun to
explore the possibilities of providing higher quality programs at less
cost through regional or state production and distribution. As will be
discussed more fully in Chapter IV, such regional operations varied in the extent to which local districts participated in the planning and production of programs. There were urban regional councils which devel oped programs to serve a specific metropolitan area. There were state networks which transmitted centrally produced programs for local use.
There were networks and tape libraries which selected outstanding pro gram series from throughout the country for distribution, without the par ticipation of the users in the production process. And there was the
Midwest Program on Airborne Television Instruction, with its rather highly developed structure for member-user representation in policy mak
ing and programming.
The Midwest Program had been established under Ford Foundation aus pices with equipment developed by the Westinghouse Electric Company to
explore the feasibility of broadcast economies through high altitude
transmission. From an aircraft circling over Montpelier, Indiana, the
program's two channels could be received within a radius of approximately
two hundred miles. This brought television not only to small, relatively
isolated rural districts in a six-state area, but also served such major metropolitan areas as Chicago, Detroit, Cincinatti and Cleveland. The
experiment had demonstrated the feasibility of such a system, but had
not yet proven that subscriber support would be sufficient to assure
production of high quality programs capable of serving the diverse needs
of so wide a territory. Indeed, although the Midwest Program was broad
casting twenty-nine series of lessons in 1965-1966, it had funding for
the production of only one new series for the following year, and was
planning to secure several others through cooperative arrangements with
other producers. It seemed evident that greater financial support from users would be needed to assure continued production of suitable programs.
School administrators long had found more enthusiasm for capital expenditures than for operating funds among the public. With the availa bility of federal matching funds and the enthusiasm of parent-teacher organizations for participating in purchases, providing for receiving equipment often was no obstacle to the use of television. Justifying a fee for the use of programs, even if it was as nominal as a dollar a pupil a year— less than the cost of a single textbook— usually was a more difficult matter, particularly if the fee was to come from tax funds. Winning support for such expenditures was further compounded by some teachers' reluctance to try the new medium, even though, as will be pointed out later, a majority of the country’s teachers favored tele vision.
America's commitment to a tradition of local control of public education made inter-district cooperation difficult. Yet, the need for more and better education, as will be discussed in Chapter III, already was leading to consolidation of districts and to enabling legislation for cooperative services. Whether to share instructional television programs with other districts thus was an appropriate and, increasingly, a practical concern of local boards of education.
Although many observers of educational television had noted the need for improved quality in programs for school use, there was no compre hensive study of regional efforts to meet this need. Thus, this inves tigation is an attempt to determine the extent to which instructional programs are being produced, distributed and utilized in the United
States on a regional basis, and to appraise how such programming may 10 serve local curricula and be administered so as to fill the needs of school districts.
Statement of the problem
This study seeks to examine and characterize present regional produc tion, distribution and utilization of instructional television programs in the United States, to appraise regional programming as a means of serving the curricular needs of participating school districts, and to propose guiding principles for the further development of such regional programming efforts.
Specific questions— More specifically, the investigation seeks to develop answers to the following questions:
1. Assessing instructional television as a tool for public educa tion, what are its apparent potentialities and problems?
2. How do emerging concepts of regional planning and urban problem solving in America apply to regional development of a new educational resource such as television?
3. As instructional television enters what appears to be a region al phase of development,
a. What is the structure of program distributing organizations
and what is their relationship to local school districts?
b , What kinds of programs are being produced, how broadly do
they serve curricula, and how are they planned, produced and financed? I
11
c. What field services, in-service education programs and
classroom teacher guides are being provided?
4. What implications can be drawn for the participation of state agencies in the development of regional instructional television?
5. What broad principles should guide boards of education and state departments of education in decisions relating to regional expan sion of instructional television services?
Thus, this study, through an intensive examination of present pro grams of instructional television production, distribution and utiliza tion in the United States, will attempt to formulate functional guide- linges for regional efforts aimed at implementing local curricula and serving the needs of the associated school districts.
Delimitations— Broadly speaking, there is no dichotomy between edu cational television programming and instructional television programming.
Both are directed toward fulfilling individual learning objectives. As educational television has come to serve more of the specific, sequen tial needs of schools and colleges, however, a division between "educa tional" and "instructional" programming has emerged. Educational tele vision stations have come to devote much of their daytime schedules to in-school broadcasts, reserving their evening and week-end hours largely
for adult and general programming. Head observes, "There seems to be a distinct trend toward pulling apart of ETV interests into separate camps
— in-school teaching on the one hand and noncommercial broadcasting, as 12 such, on the other."^ Moreover, the existence of large numbers of closed
-circuit facilities in educational institutions represented a still larg er dimension of the particular area of instructional programming within the whole field of educational television. Thus, this study was limited to consideration of regional programs for instructional, or in-school, use, whether broadcast or utilized by closed circuit.
A second limitation relates to the level of instruction. Although the investigator realized that many of the same instructional television practices apply to programs for adult or higher education, the present study is limited to the production of such programs for public elemen tary and secondary schools. Similarly, implications for private and parochial uses of the medium largely were ignored in order to concen trate more effectively on the role of boards of education and state departments of education in the development of this new medium of instruc
tion.
Definition of terms— For purposes of this study, the following definitions were used:
Instructional television: Sequential, curriculum-related presenta
tion of lesson materials in a series of programs used at more or less
regular intervals in the classroom. Three principal types of instruc
tional programs are identified in the study:
Television as a basic resource, in which the television presen
tation comprises the fundamental and essential aspects of lesson
^Sydney W. Head, "A Friendly Critic on ETV Programs," Educational Television, the Next Ten Years (Stanford: The Institute for Communica tions Research, 1962), p. 127. 13
content, usually but not always augmented by the classroom teacher,
utilized daily or several times a week.
Television as a supplemental resource, in which television pre
sents a significant, sequential part of the lesson, typically once
or twice a week, extending and strengthening the basic presentation
by the classroom teacher.
Television as an enrichment resource, in which the classroom
teacher utilizes the additional, but not necessarily essential,
television material to enrich and add dimension to a lesson, much
as a film or recording might be employed.
Although instructional programs could be used by individuals studying alone, as well as in classes, the scope of this study was limited to classroom uses of such productions, within public elementary and secon dary schools.
Region: A geographical area bound by common interests or needs, a concept to be discussed more fully in Chapter III. In the current study, regions of various sizes are recognized, ranging from multi-state seg ments of the nation, to states or parts of states, to urban metropolitan regions serving multi-district school populations.
Production: The process of creating an instructional television series, including determination of need, planning, content development, selection of talent, technical services, broadcasting or recording, and provision of related teacher and pupil manuals.
Distribution: Dissemination of instructional television programs, 14 principally by broadcast or video tape means. Such programs can be
transmitted "live" by airborne television, microwave network, air-to-air
pickup, coaxial cable or translator repeating stations. Until the ad vent of video tape recorders, kinescope (film) recordings— a relatively
expensive and time-consuming process— were the only means of preserving
and replicating such programs.
Utilization: Use of instructional television programs by classroom
teachers within schools. Utilization comprises the pre-program prepara
tion, actual viewing, and post-program follow-up, including the distri
bution of materials and manuals for classroom teacher guidance and in-
service education in the use of instructional television.
Method of study
Four principal sources of data are employed in the current study.
One is represented by reports of recent research and other writing in
the field of instructional television and is utilized in establishing
the theoretical framework in Chapter II leading up to the need for
regional programming and in Chapter IV amplifying on the status of
regional programming as it existed.
A second source is literature from the field of regional planning
and. development, used to develop a concept of regionalism related to
education, and, more particularly, instructional television programming.
It is reported in Chapter II.
A third body of data comes from interviews with directors, or other
responsible officials, of existing educational television councils, net works, regional libraries and the Midwest Program on Airborne Television
Instruction. The interview schedule and list of sources appear in Appen dixes A and B.
Finally, records of the Ohio Educational Television Network Commis sion and recent state and federal legislation were reviewed pursuant to developing suggestions for regional instructional television development in the State of Ohio, discussed in Chapter V.
Summary
This introductory chapter noted the rapid technological development of educational television in its first dozen years; observed that des pite substantial and growing facilities for receiving instructional tele casts, such as yet had not won a place as a major resource in the curri cula of American schools; and indicated that demand for instructional television programs apparently would continue to grow if such programs could be produced inssuitable quality and content to serve basic curri cular needs. The present study is an attempt to appraise regional pro duction, distribution and utilization of instructional television pro grams as a means of meeting those needs. The need for a comprehensive
study to assist boards of education and state departments of education
in making decisions relative to regional instructional television was
discussed. Five specific questions were posed for study.
The investigation is limited to public elementary and secondary
school uses of instructional television. Sources of data are reports of
recent research, related writings, personal interviews with responsible 16 officials of organizations currently engaged in instructional television production or distribution, and records of the Ohio Educational Television
Commission and recent state and federal legislation in the field.
Results of the study are reported in the following four chapters, and the final chapter summarizes findings, conclusions and recommenda tions .
Chapter II discusses new alternatives open to schools in consider ing instructional television, notes the concern for quality programming, and asserts the possibility that regional production may serve to improve program quality.
Chapter III reviews concepts of regionalism as they have related to problems of resource development, economic growth and urban planning in
America and applies the concepts to emerging patterns of instructional television development.
Chapter IV surveys the status of regional distribution, production and utilization of instructional television programs, as reported by organizations currently engaged in such.
Chapter V projects the possibilities for regional instructional television services and their implications for the State of Ohio.
Finally, Chapter VI summarizes findings and conclusions and makes certain recommendations pertinent to the problem as outlined in this chapter. CHAPTER II
FULFILLING THE POTENTIAL OF INSTRUCTIONAL TELEVISION
As noted in Chapter I, emerging technological, political and educa
tional developments of the mid 'sixties indicated that educators would
have a whole range of new alternatives from which to choose in utilizing
instructional television.
The New Alternatives
Technological innovation
The spread of educational broadcast facilities virtually was mush
rooming by 1966. After years of seemingly fruitless discussion and
planning, Cleveland in 1965 had become the last major city to build an
educational television station. Some cities, including New York,
Chicago, Milwaukee, Pittsburgh, Miami and Minneapolis-St. Paul, had more
than one station. The significance of this coverage to elementary and
secondary education was not so much the channels of transmission it
provided, as it was the facilities for production it afforded. Poten
tially, most of these stations had become sources for instructional tele
vision materials.
One, or even two, stations, however, could not serve the wide range
17 i 18
of curriculum needs presented by a single school system, much less for
all of the school systems within a coverage area. For the most part,
therefore, instructional television had to be targeted to the subjects
and grade levels of greatest need and in time slots to serve the largest
numbers of pupils. This problem, of course, was not insuperable, as
demonstrated by the multi-channel closed-circuit network linking Washing
ton County (Hagerstown), Maryland, schools. Cable installation and
maintenance represented for most schools, however, a prohibitive cost.
Low-power transmitters— Thus, the emergence of low-power, low-cost
transmission equipment in the 2500 megacycle range opened new possibili
ties of multi-channel operations even in medium-sized cities. Such a
possibility had existed ever since the University of Utah had obtained
an experimental license to use a ten-watt translator station for trans
mission of educational programs in Salt Lake City.'*' The Federal Communi
cations Commission’s favorable action in opening the 2500 megacycle band
to educational broadcasting brought closer to resolution the problems of
scheduling and of diversifying programming which had seemed to limit the
use of instructional television as a major teaching resource. Under the 2 new low-power system, a school system could operate up to five channels.
Low-cost tape recorders— Equally significant in its implications
for more intensive use of instructional television was the advent of the
1-H. W, Holtshouse, "Utah's 10-Watt Educational Translator Station," NAEB Journal, Vol. 20, No. 3 (May-June 1961), pp. 48-52.
^For an excellent, non-technical discussion of 2500 megacycle trans mitters, see Oscar Reed, Jr., "ETV Technology: Broadcast and Other Dis tribution Systems," Audiovisual Instruction, Vol. 9, No. 7 (September 1964), pp. 414-17.
i 19 low-cost video tape recorder. By 1966 it was possible for schools to purchase a reliable machine for three thousand dollars, a remarkable reduction from the fifty-thousand-dollar models which the Ford Foundation had furnished to educational television stations in the late 'fifties.
These recorders— representing several manufacturers, price ranges and characteristics— were not necessarily compatible. That is, models pro duced by one manufacturer were not capable of replaying a tape recorded on another machine. It appeared, however, that this prbblem would be resolved and that even lower prices for recorders would be established
in the near future.
It had been the Ford Foundation's video, tape recorder gifts to educational television stations a half-decade earlier that had made pos sible the interchange of programs from one part of the country to another. Low-cost recorders now appeared to open this possibility of
exchange and distribution of recorded materials to individual schools or
even individual classrooms. Indeed, the growing array of electronic devices for classrooms was beginning to erase the traditional line of demarkation between audio-visual aids and the broadcast media, one which 3 kinescopes earlier had begun to erode.
Live networks— A third technological development, to be discussed more fully in the following chapter, was the growing proximity of the
larger numbers of educational television stations, bringing closer to
reality the possibility of live networks to serve large areas of the
^John C. Schwartzwalder and C. Donaldson, "ETV Scheduling: How a Problem is Solved by Film," Educational Screen and Audiovisual Guide, Vol. 44, No. 7 (June 1965), pp. 16-18. 20 country. Seven inter-connected state networks— in Alabama, Georgia,
Maine, Nebraska, North Carolina, Oklahoma and South Carolina— were in operation. While this linking of signals from one area to another held more potential general and adult programming, it also presented addition al means, particularly during school hours, of transmitting and distri buting instructional programs with the speed and convenience of the broadcast medium. Late night and early morning use of such hookups for relaying instructional programs around a region also was a possibility, taping the transmissions at the receiving end for replay later.
Airborne television— Finally, there was the Midwest Program on
Airborne Television Instruction, which had moved beyond the experimental stage in demonstrating the potential of regional distribution of mater ials from a flying transmitter. Although MPATI's application to expand from two to six ultra-high-frequency channels had been denied by the
Federal Communications Commission, MPATI had succeeded in securing six
2500 megacycle channel reservations, on the basis of unlimited trans mitter power. This would make it possible, hopefully, to maintain the same coverage area MPATI had established with UHF transmissions. Per haps more than any other development to date, MPATI had proven that instructional programs could be designed to serve large numbers of school districts simultaneously.
Political developments
Besides the federal stimulus for station construction and school
equipping noted in Chapter I, several political developments of the mid 21
'sixties opened up new possibilities of strengthening television instruc tion.
State plans— One was the emergence of state plans for the develop ment of educational television, required by the Educational Television
Facilities Act of 1962. State commissions and other authorities were in various stages of completion of plans for locating television facilities and for serving educational needs. Unfortunately, as will be shown later, most of these studies were being conducted independently of state departments of public instruction, partly because they dealt with ser vices to higher and continuing education as well as public, private and parochial schools.
Strengthening of state departments— A second political development, however, promised to improve state departments of education to exert
leadership in new media of instruction. Provisions of the Elementary
and Secondary Education Act of 1965 were intended to make the state
educational units more effective administrators of federal funds. Demon
stration programs were being conducted in various parts of the country
for the purpose of improving communication, personnel practices, research
and other services of state departments. Although not directly concerned
with educational television, such measures held promise of helping the
state agencies to assume greater leadership in all phases of instruc
tional improvement. Hopefully, this also could result in more attention
to instructional television as a basic curriculum tool.
The Compact Commission— Thirdly, and perhaps most significant, was
the creation, in 1965, of the Compact for Education, with more than a
third of the states as signatories. "Let the fifty states, or at least 22
fifteen to twenty of the more populous states, enter into a compact for
the creation of an ’Interstate Commission for Planning a Nationwide
Educational Policy,"1 James B. Conant had said in 1964.^ While the Com pact’s immediate aims related primarily to school finance, post-high-
school education, vocational and technical education, urban problems, and communication between political and educational leaders, it appeared
to open vast new possibilities for inter-state cooperation in the resolu
tion of educational problems. Such cooperation could be invaluable to
the development of high quality instructional programs while avoiding
the onus of a national curriculum.
These political developments of the mid 'sixties augured well for
creative and innovative solutions to educational problems by employing
state and regional leadership and resources. That instructional tele
vision could take its place as one of the major tools for the resolution
of some of these problems was not improbable. This seemed more possible
in view of several trends in education, as discussed below.
Educational developments
Although not crystalized as standard or even widespread practice,
new concepts of teaching were gaining attention in 1966. Many of them
had implications for improved use of instructional television.
ESEA innovation— Giving impetus to novel approaches to the new
problems of education, particularly in the nation’s growing centers of
^James Bryant Conant, Shaping Educational Policy (New York: McGraw- Hill Book Company, Inc., 1964), p. 123. urbanization, was Title III of the Elementary and Secondary Education
Act of 1965. While not directed specifically to the new media of in struction, there was no question but what innovation involving instruc
tional television could and would play an important role in some projects.
In addition, provisions of Title I of ESEA— directed specifically to low-
income or "poverty" districts— were being interpreted to include equip ping of disadvantaged classrooms for remedial and motivational teaching by television. The Akron, Ohio, public schools, for example, received
an allocation of sixty-two thousand dollars in the summer of 1966 to
equip eighteen inner-city schools to receive programs of the Midwest
Program on Airborne Television Instruction and Cleveland educational
television station WVIZ. Such projects would offer new possibilities
of experimental programming and the development of better research and
evaluative tools.
Systems approach— Instructional television, like many educational
innovations, owes much to military developments of the medium preceding
the early school and college uses. Television teaching in military
training establishments was part of a systems approach in which learning
outcomes and skills were categorized and analyzed, and processes devised
for accomplishing them. As the array of new materials and media avail
able to schools has grown, more attention has been given to the systems
approach— that is, assigning to the classroom teacher what he can do
best, and to other media and materials what they can contribute most to
the learning process.
Team teaching— One of the more attractive ways to utilize staff
more effectively and efficiently is team teaching, which gained national 24 attention in the late ’fifties under the leadership of Lloyd Trump. To an increasing extent, instructional television was being viewed as an element of team teaching— performing for several groups simultaneously what one lecture-demonstration not nearly so effectively might accomplish in a large assembly. So used, instructional television could become a major resource while freeing classroom teachers for individualized instruction, discussion and counseling.
Data retrieval— More sophisticated, but already under development at universities such as Western Reserve, were computerized data retrieval systems to help keep abreast of the geometrically expanding body of man’s knowledge. Seen first as a tool for libraries and research, such auto mated equipment potentially could be attached to video tape libraries comprising lessons in virtually every field. In fact, military educators already had demonstrated such equipment.
In summation, the new possibilities for multi-channel transmission of instructional television programs and the impending linkage of larger sections of the country for live distribution, along with growing poli tical action toward strengthened state departments of education and organizations for regional cooperation, and new concepts of education which assumed larger roles for the new media of instruction, all indi cated the potential for expanded use of television in the classroom.
Unfulfilled Potential
Television had been hailed by one of its most enthusiastic suppor
ters, the Fund for the Advancement of Education, as "the most powerful 25 medium of communication yet devised by man.""* Indeed, a major study of audience attitudes in 1963 left little doubt that television was the center of attention in America— as revealed in how people spent their time, what they talked about, and where they got their information.^
Whether television had made anywhere near the impact educationally as it had in entertainment, however, was subject to question.
Degree of acceptance
There was little doubt that, by and large, instructional television was received favorably in this country, as indicated by research find
ings, by teachers who had used it, and by other educators who had con
templated its potential benefits.
From research— The overriding conclusion from more than a decade of
research in instructional television was what some observers came to
call the NSD syndrome, for the "no significant difference" findings of
many experiments. After almost monotonous replication, scores of resear
chers had returned similar results: There appeared to be no significant
difference in measured learning outcomes between groups of pupils taught
by television or by conventional classroom procedures. This was authen
ticated by Holmes, who surveyed 281 studies in instructional television
to find that almost 90 per cent of the gross comparisons between tele
vision and the conventional classroom situation revealed no substantial
■’The Fund for the Advancement of Education, Teaching by Television (New York: The Ford Foundation, 1959), p. 2,
% a r y A. Steiner, The People Look at Television, a Study of Audience Attitudes (New York: Alfred A. Knopf, 1963). 26 differences in achievement or information gain;^ by Niven, who reached
"the general conclusion . . . that television is an effective teaching medium for the presentation of knowledge or information and psychomotor g skills"; and by Schramm, who summarized the results of 393 comparisons of instructional television with classroom teaching in schools and col leges by categorizing 65 per cent as showing no significant difference,
21 per cent as giving television the edge in effectiveness, and 14 per 9 cent favoring the classroom situation.
From educators— In one of its general opinion polls, the National
Education Association found that slightly more than half of elementary- school teachers and about two-thirds of principals believed that teaching by television held promise for at least "some" improvement in the quality of education, if class sizes were maintained at present levels.One journal implied that school administrators who had not used educational 11 television were as enthusiastic about it as others who had.
Perhaps more pertinently, the North Central Association of Colleges
Presley D. Holmes, Jr., "Television Research in the Teaching-Learn ing Process" (Detroit: Wayne State University Division of Broadcasting, 1959, mimeographed), p. 74. g Harold Niven, Jr., "A Glance at ITV Research," NAEB Journal, Vol. 20, No. 3 (May-June 1961), p. 56. 9 Wilbur Schramm, "Learning from Instructional Television," Review of Educational Research, Vol. 32 (April 1962), pp. 156-67.
■^"Teaching by Television," NEA Research Bulletin, Vol. 40, No. 1 (February 1962), p. 7.
ll"Administrators Applaud ETV, Including Those Who Don't Have It; School Administrators Opinion Poll," Nation's Schools, Vol. 26, No. 10 (October 1965), p. 63. 27 and Secondary Schools, which ultimately must decide whether instruction by television meets acceptable standards for accreditation of its member schools, reported: MA careful examination of the first decade of educa tional television leads to a number of conclusions. It is certain, for example, that television is being used successfully as an educational tool at all age levels. It is clear that students can learn as well as in conventional situations
These endorsements were not to say, however, that schools using television utilized it equally well. As with most materials of learning, the best-staffed and best-equipped schools tended to use the new medium
13 best, somewhat detracting from the argument of those who praised its potential value for alleviating substandard conditions of teacher prepar ation and school facilities in many parts of the country.
From adult educators— While most programming for adults on educa tional stations had been in the informal, or liberal and cultural, con text, a number of instructional series had been produced for them. Among the most successful was "Operation Alphabet," produced by Philadelphia
Public Schools Extension Division. More than one hundred cities, includ ing nearly all of the largest ones in the United States, had shown
12 North Central Association of Colleges and Secondary Schools, Commission on Research and Service, "Ten Years of Educational Television," Education Digest, Vol. 27, No. 1 (September 1961), p. 30. 13 Stuart Kenneth Bergsman, "The Relationship of Selected School Dis trict Characteristics to the Use of Educational Television in Michigan High School Districts" (doctoral dissertation, Michigan State University, 1963, in Dissertation Abstracts, Vol. 25, p. 214). 28
"Operation Alphabet" by 1966, some for a second or third time, attesting to their judgment of its effectiveness.-*^
Element of dissent
Acceptance of instructional television had not been unanimous, how- 15 ever. After initial interest in the medium, at least one major city
— the nation's capital— and a state^— New Jersey-had backed away from plans to use television in the classroom. In the case of Washington,
D.C., the decision to drop out of local television operations was influ enced by the fact that the initial programming was aimed more to the pupils of participating suburban districts than to the large proportion of culturally disadvantaged and lower ability children in the central city, who understandably did not achieve well with the programs. Objec tions from other critics ranged from the general to the specific.
General objections— Dawson found little to commend television teach ing. She questioned its effectiveness with pupils at younger ages, wor ried about children's questions going unanswered, envisioned bored view ers with presentations geared to the average, objected to the concept of a "master" teacher on television and the reduced status of the classroom
^R. A. Luke, "Operation Alphabet: Literacy for Television," Inter national Journal of Adult and Youth Education, Vol. 16, No. 1 (January 1964), p. 12.
"^A. W. Bingham, "D.C. Schools Drop Classroom TV," Journal of Teacher Education, Vol. 11 (March 1960), pp. 29-30.
^Marjorie Granger Dawson, "Is Something Wrong with the ETV Pic ture?" NEA Journal, Vol. 50, No. 5 (May 1961), p. 44. 29 teacher, and found costs prohibitive. "In only one instance is TV unique,” she concluded sarcastically. "It can portray history in the making, at the time it is actually happening. The difficulty is that few history-making events take the trouble to occur during the day ses sions of schools in the United States."^ Other critics foresaw teach- 18 erless schools or unwarranted, technological interference in the 19 teaching art.
More research needed— On a more positive note, Tanner accepted the generally favorable findings about learning by television, but called for more sophisticated inquiries into instructional television’s impact on critical thinking, about the teacher’s freedom to handle controver sial issues on the air, into the "novelty vector"--or Hawthorn effect— as a factor influencing experimental groups, into a determination of optimum balance between television and classroom teaching, and into ascertaining the medium’s advantages as an enrichment for the 75 per 20 cent of American schools whose elementary classes were self-contained.
Control of content— Elam examined the South Carolina Educational
Television Network and raised a basic question as to who should deter mine what is taught by television. He saw possible political control of the South Carolina Educational Television Commission, independent
•^Ibid., p . 45. 1 ft F. L. Redefer, "Schools Without Teachers," Educational Forum, Vol. 24 (March 1960), pp. 337-43. 19 Earl Earnest, "Must the TV Technicians Take Over the Colleges?" American Association of University Professors Bulletin. Vol. 44 (Septem-
20uaniel D. Tanner, "Needed Research in Instructional Television," School Review. Vol. 69, No. 3 (Autumn 1961), pp. 311-21. 30 as it was from the State Board of Education, Educational decisions were particularly susceptible to pressure, he reasoned, because of the large stake Southern Bell Telephone had in the inter-connecting facilities.
Most of all, he deplored the apparent exclusion of the classroom teacher
— many of whom, he observed, were woefully unqualified— from planning 21 the programs. The teacher was not a "team" member.
Stereotypic use— Perhaps the most disturbing description of instruc tional television, from the point of view of those who saw it as a great force for educational advancement, came from one of the Ohio State Uni versity studies commissioned by the Midwest Program on Airborne Tele vision Instruction. In a careful examination of the teacher's role in television utilization, Guba and Snyder expressed near surprise at find ing virtually no role change as a result of such use. Sampling faculties of forty-six of the 316 elementary schools then using MPATI against a matched group of teachers from forty-six non-using schools, they labeled television use as "stereotypic." They found that the teachers using television were poorly prepared to use the medium, that they received insufficient help in using it, that they taught in inadequately equipped buildings, and that the television productions tested in their class- 22 rooms fell short of their expectations.
Another commentary on MPATI programs found them essentially to be extensions of what a "live" teacher might perform in class. "It seems
^Stanley M. Elam, "Is South Carolina ETV a Worthy Model?" Phi Delta Kappan, Vol. 45, No. 1 (October 1963), pp. 2-6.
^^Egon G. Guba and Clinton A. Snyder, "Instructional Television and the Classroom Teacher," AV Communications Review, Vol. 13, No. 1 (Spring 1965), pp. 5-27. 31 that MPATI programming,” said Kilbourn, ”mirrors one of the least effec tive of our present practices [lecture-demonstration] rather than the 23 best we can achieve." He warned that there is real danger of instruc tional television programming’s leading— because of its wide dissemina tion— to premature hardening of conceptions of the medium.
In balance
Setting forth instructional television's assets and liabilities,
Wigren categorized the medium's early and optimistic promises as falling within three categories or stages of fulfillment after a dozen years.
Promises which had been substantially fulfilled included bringing exci ting and worth while current happenings to the classroom, sharing good teachers via television, making up somewhat for the shortage of good teachers, providing a greater wealth of resources for classroom use, magnifying demonstrations, and training students in television produc
tion.
In the category of partially fulfilled promises, he placed produc
tion of exemplary programs which viewers would not normally see on com mercial stations, television's becoming an exciter and stimulator of
learning, serving as a means of building teacher competencies, keeping
professional men up-to-date, serving adults, teaching impoverished pre
school children, and speeding up education with advanced courses for
able pupils.
^Robert W. Kilbourn, "Midwest Airborne Television and the Technol ogy of Education,” Audiovisual Communications Review, Vol. 9, No. 3 (June 1961), p. 203. 32
As unfulfilled promises he listed television’s serving as an in strument for community action, becoming a rich source for children’s programs outside of school, and sharing the best in one classroom with other classrooms.
Finally, he designated as unrealistic, promises which had not, and should not have been, fulfilled: equally good education at less cost, alleviation of the teacher shortage, and savings on buildings and class room space.^
Accepting this assessment, perhaps a Federal Communications Commis sion chairman’s indictment was too severe: "The score against ETV now, a decade later, and against all of us, is that it still is far behind what we had expected of it."2-’
Summarizing the serious and responsible criticisms of instructional television after its first decade, it could be said that the medium had proven itself as an effective means of transmitting conventional teach ing, but much remained to be studied about other learning outcomes and about the optimum uses of television in education. These, of course, imply basic questions for which there hardly had been time in educational television's first decade. By the mid ’sixties, they indicated an encouraging concern, however, for quality programming in the future development of the medium for school use.
^Harold E. Wigren, "ETV: An unfulfilled Promise?" (speech to American Association of School Administrators Convention, Atlantic City, February 1966).
25E . William Henry, "Educational Television Is Still Just a Prom ise," American Education, Vol. 1, No. 2 (February 1965), p. 27. 33
The Quest for Quality
"There seems little doubt," Guba and Snyder had assured, "that if the obvious problems of production and reception are handled, the medium
[of television] will continue to be well received in the classroom and 26 continue to make a contribution to education," Their optimism was tempered, however, with the observation that "the field will simply regress unless the educational quality and significance of telelessons 27 and telecourses is significantly improved."
Encouraging the use of television
New teaching practices normally are not ushered in by revolution but tend to emerge after hesitant trials. Recognizing the traditional— if not wholely defensible— tradition of dividing pupils into classes of twenty-five or, more likely, thirty-five, and placing them in the charge of a teacher, anything which disrupts this pupil-teacher relationship may be regarded by the teacher as revolutionary. Teaching by television was so regarded by many traditionalists, and encouraging its use often was as difficult as producing the programs themselves.
An attractive resource— The challenge to instructional television producers was to place at the disposal of the classroom teacher "a signi
ficantly better and more flexible product than she herself could produce with her limited time and resources, [otherwise] she will see little
2^Guba and Snyder, op. cit., p. 24. Ibid.^ p. 26. 28 utility in finding a place for it in her teaching." It was not enough to have the receiver conveniently available in the classroom at all times— although that alone would have been a major improvement in schools where one or two sets were wheeled from room to room. "Television," said
Tanner, "should be used to provide learning experiences that are not pos- 29 sible under conventional conditions of classroom instruction." Tyler maintained that "the planning and production process must be of such a nature and quality as to justify the sacrifice of curriculum autonomy .,30 on the part of receiving teachers.
Once attracted to television, the receiving teacher not only may lose his reluctance to relinquish part of his own authority, but the new resource may be viewed by him as an asset. It can free him for more creative and special classroom enterprise. "Presentation," wrote Tyler,
"becomes one kind of learning situation which, when delegated to tele vision, enables teachers to concentrate time and energy upon planning and executing other kinds of group and individual learning situations which take into account individual differences in needs, interests and levels of achievement."^
Integrated in curriculum— Television, according to Harley, "needs to be used with intensity— as an integral part of the instructional pro-
^ I b i d . ^Tanner, o p . cijt., pp. 320-21.
30l. Keith Tyler, "Impact of Instructional Television on Teacher Roles and Functions," Audiovisual Communications Review, Vol. 10, No. 1 (Spring 1962), p. 56.
3^1. Keith Tyler, "Sharing Teaching with Television," The News Letter. Vol. 37, No. 4 (January 1962), p. 4. 35 32 gram." Such use was an exception rather than the rule by the mid
'sixties, however. McKune was able to observe a trend toward requiring students to view television programs at home, and more frequently than in previous years, he reported, institutions asked teachers and students to use television for required courses. This was mostly at the college level, however, and he cited only New Orleans' city-wide use of third- grade social studies and fourth-through-sixth grade French as an example 33 of such required use in schools. Guba and Snyder had observed that
"for whatever reason, television is not sufficiently integrated into the o / school situation to produce much of a change [in the teacher's role]."
Based on learning theory— To win its way into the instructional program, television would have to be part of needed study of the learn ing process through fundamental research designed to assess the medium's potential and optimal uses. "Far too much of our educational broadcast ing, as well as other instructional activity, is based on weakly docu mented theories about the elements which produce learning. Education's greatest need is for a program of original research into the how's and 35 why's of the learning process." Such research may need to re-examine many of education's basic assumptions. "We are operating today, in many
instances, on widely accepted assumptions derived from psychological and
sociological studies of the learner and of society and from philosophi-
32william g . Harley, speech to American Association of School Administrators, Atlantic City, February 14, 1966,
33McKune, loc. cit. 3^Guba and Snyder, 0£. cit.. p. 26.
33Carl E. Weller, "ETV: Education's New Frontier," NAEB Journal. Vol. 21, No. 5 (September-October 1962), p. 2. 36 36 cal considerations of the role of the school," wrote McKim. Many of those assumptions appeared by 1966 to be invalid and needed to be re examined in the light of new developments.
On the other hand, in instructional television, as in other areas of education, practicioners had not yet put to use all that they knew.
As indicated earlier, research showed that only small numbers of teachers had received training in the use of broadcast media. Although there was general agreement that television could produce results at least as effective as those produced by conventional classroom teaching, the special and differential strengths of both methods had received only cursory exploration. Numerous survey, evaluative, and testing instru ments existed for objectively quantifying some of the effects of instruc tional telecasts, but there were few methods of analyzing motivations, values and associations growing out of listening and viewing. Finally, throughout the research on programs of local and regional origination, there had been little investigation of the relative contributions of these two kinds of services.
Dawson claimed that research on the quality of educational tele- 37 vision had not been encouraged. Carpenter found many models from instructional television experimentation and research that could be used as means for solving difficult problems in education, but called for more 38 future research on "complex systems of instructional communications."
^^Margaret G. McKim, "Curriculum Research in Historical Perspec tive," Research for Curriculum Improvement, 1957 Yearbook (Washington: Association for Supervision and Curriculum Development, 1957), p. 35.
37 Dawson, op. cit., p. 45.
3^C. R. Carpenter, "A Commentary on Television Research 1948-1960," 37
Thus, greater use of the instructional television medium depended upon higher quality programs, integrated into the curriculum, based on learning theory, and undergirded by fundamental research. Such program ming would involve greater financial resources than yet had been avail able.
The cost of quality
The advent of television had been compared in significance to Guten berg's invention of movable type, and educational television, to the
textbook. A good textbook, however, is a complex and expensive produc
tion, and an instructional program requires similar research and skill
in presentation— resources not abundantly available in instructional
television's early years.
White observed that "too often we forgot a concern for programming;
the word 'quality,' until the past two or three years, was rarely even 39 found in our vocabulary." Ford Foundation consultant Theodore R.
Conant was quoted as saying about this country's educational television
ventures, "We're the leader in quantity, there's no doubt about that.
We also do the most with TV in the classroom. But the quality of lessons
is something else again.
Papers of the Regional Research Conference on Newer Educational Media (University Park: The Pennsylvania State University, Continuing Educa tion, 1961), pp. 15-16.
■^John F. White, "ETV's First Ten Years Were the Easiest— a Commen tary," Educational Record. Vol. 44 (October 1963), p. 392.
^"U. S. Classroom TV Criticized by Expert," The Pittsburgh Press. March 22, 1962, p. 12, Disturbing to many educational broadcasters— even years after the incident— was the Ford Foundation’s withdrawal from sponsoring a million- dollar project to produce a Television Course in the Humanities. After a preliminary grant which permitted the production of an initial twelve lessons, no additional support was given. Encyclopaedia Brittanica
Films eventually purchased the films for distribution to schools.
Quality of the dozen lectures, which employed Clifton Fadiman and pro fessional dramatics troupes supported by museum-quality visuals, was evidence to observers of what could be done by television in the class room if adequate funds for production were available. It also confirmed for others that the Foundation had an apparently greater interest in large-group instruction, through its National Program in the Use of Tele vision in the Public Schools, than in high quality productions. The cost of that projected series, regrettably, has not been matched in other production efforts shce that time.
Too little— Essentially, limitations in funds for programming were due to the vast capital needs for facilities. According to Kilbourn,
"proportionately, too much money in educational television is spent for establishing and maintenance of the technical facilities, too little for 41 development of programming." Viewing the shoestring operations of many educational stations, particularly those owned by community founda tions, Gould observed that "educational television, as it is presently structured, has an economic base that is almost whimsical in character
^Kilbourn, op. cit., p. 204.
^ S a m u e l b . Gould, "Educational Television in the Next Decade," Educational Record. Vol. 44 (October 1963), p. 381. 39
"Distinguished programming costs money," the Educational Media
Study Panel affirmed in 1961. "At the present time, the total program cost of educational television stations nationwide is about equivalent to the cost of one network series on commercial television."^
How much?— Estimating what it would cost to assure high quality productions for classroom television was difficult, but several observers offered guidelines. One former Federal Communications Commission chair man reported that "annual expenditures for programming on all educational television stations total about $8,500,000. The three commercial net works spend more than that on programming for one week."^ A later chairman estimated median educational television station programming expenditures at one hundred thousand dollars a year, for both instruc tional and general broadcasts. This would have amounted to $100 to $200 a broadcast hour. "There comes a point," he declared, "at which it's futile to expect brilliance, imagination, artistry and boldness to be supported by a bootstrap tied to a shoestring.
The central fact was that best use of the television medium was relatively expensive. "Television, whether it be commercial or educa tional, is not cheap," said Lynch. "Granted that educational institu tions and stations could never afford the commercial networks' extrava-
^Educational Media Panel, "A National Policy for Educational Tele vision" (Washington, D.C.: U.S. Office of Education, Educational Media Study Panel, 1961, mimeographed), p. 4.
^Newton N. Minow, "Our Common Goal: A Nationwide ETV System," Education Digest. Vol. 27, No. 5 (May 1962), p. 13.
^Henry, op. cit.. p. 28. 40 gant $200,000-an-hour budgets— but certainly they must be prepared to spend more than $50 or less per thirty minutes of program."^® The ob vious lack of programming funds led one observer to suggest some kind of tax to do the job; "How then do we secure funds to develop more quality programs for ETV? In Ohio, all motion picture theaters were taxed and the money was made available to the State Department of Education which used the money to buy films to be made available to the schools.A subsidy for educational television, however, was not mere idle thinking.
In August 1966, Ford Foundation President McGeorge Bundy proposed to the
Federal Communications Commission that a Broadcasters' Non-Profit Satel lite Service be organized to orbit communications satellites, lease to commercial networks, and use the profits for educational television. He reported "such a system might produce $30 million a year for ETV pro- Art gramming almost at once, and perhaps twice that much within ten years."
In conclusion, the mid 'sixties appeared to be a period of assess ment for instructional television, of looking toward a higher quality product for classroom use, and of searching for resources to do the job.
Summary
This chapter was devoted to an overview of instructional television, its promises and problems, as they existed in the mid nineteen sixties.
^James E. Lynch, "ETV Can Be Better," NAEB Journal, Vol. 21, No. 4 (July-August 1962), p. 9.
*7C. Scott Fletcher, "Testimony Before the Television Advisory Panel," Educational Television, the Next Ten Years (Stanford: Institute for Communications Research, 1962), p. 159.
^The Ford Foundation, Comments of the Ford Foundation in Response 41
Federal and foundation stimulus had greatly expanded facilities for dis
tribution and reception of instructional programs. New developments in
low-cost transmitters and recorders, in state and inter-state responsi bility for education, and in educational innovations seemed to hold promise for further expansion of television’s uses in education. It was noted that, whereas many advancements in the use of television in the
classroom had been achieved, the medium had not, as a rule, earned a place as a major curriculum resource; yet it appeared to have much poten
tial for earning it. Higher quality programs and more basic research
relating television to the total learning process were identified as
two of the major needs, and insufficient funds for production as one of
the major problems.
The foregoing conditions relating to instructional television can be itemized as follows:
1. Instructional television was a proven tool of teaching, capable
of transmitting intelligence as effectively as conventional classroom
instruction.
2. Its unique and special contributions to the learning process were yet to be explored fully, but presumably it offered some qualities
of presentation characteristic of the medium and attainable as well
through no other means.
3. With continued Federal stimulus, facilities for production and
dissemination of instructional programs would become increasingly ade
quate.
to the Commission’s Notice of Inquiry of March 2. 1966. in the Matter of the Establishment of Domestic Non-Common Carrier Communications-Satellite Facilities by Non-Governmental Entities (New York: The Foundation, August 1, 1966), p. 4. 42
4. Basic research into the learning process was needed to assure optimal use of television for instruction.
5. With more adequate funds for production, instructional tele vision as then conceived could become more fully integrated in the cur ricula of elementary and secondary schools.
6. More needed to be done in the pre-service preparation and in- service education of teachers to assure effective use of instructional television.
7. Whereas television instruction, like textbooks or courses of study, may be designed to serve the needs of any number of local school districts, it needed to be planned and produced under close cooperation and consultation with its users if it was to be most effective.
8. The availability of low-cost video tape recorders and 2500 megacycle transmitters, together with the growing number of standard educational television stations, afforded much flexibility in meeting a wide range of scheduling problems in schools.
9. Ways were opening up for increased cooperation among school districts and states for solving educational needs, and instructional
television continued to be a valuable tool for meeting certain of these
needs.
In the following chapter are examined concepts of regionalism in
America and the feasibility of regional approaches to educational prob
lems . CHAPTER III
REGIONALISM IN AMERICA
Broadcast television was a medium that knew only the theoretical boundaries of signal strength as related to antenna height and topography.
From the beginning of educational television stations, it was apparent that programming had to be designed to serve an area, not merely a locale. With the emergence of community owned stations came the organi zation of planning councils and committees representative of the many educational interests and agencies which function within a station’s coverage area. Late in the ’fifties, and especially in more recent years, an increasing proportion of broadcast time was given over to instructional programming. Increasingly, representatives of school sys tems came together to share in the selection, if not in the production, of what was broadcast. In some cases, such cooperation came to be on a regional scale.
Decisions relating to instructional television began crossing not only school district lines, but also state boundaries. Such inter-district activities raised philosophical, legal and educational questions. These were not unprecedented concerns, however, for governmental cooperation through regional planning and development already had become an accepted approach to many of the problems of a growing nation. From exploitation
43 44 of water resources to metropolitan facelifting with Urban Renewal, regi onal planning had become a fact in this country.
Concept of Region
Associated with land, and often with land use, "region" neverthe less was an indefinite term which had been used to designate an area, province, district or even country. In twentieth century American, how ever, it had become linked with conservation and development. Often it was used to describe an area bound together geographically, ethnically, economically, ecologically or by like interests or problems.
Early regional planning
Perhaps regional planning was born in the recovery days of the
South. No section of the country had been forced to view its problems so collectively as the South had to for recovery. As we shall note later, it was the South in the more modern era of television that formed the first truly regional council for the exploitation of this new resource.
It was the massive expansion of industry that accompanied the arri val of the present century, however, that brought awareness throughout the nation of the cataclysmic changes which were transforming an agrarian society into one of the major powers of the world.
Production plants were a magnet to labor, and the inexorable process of urbanization was under way. Population shifts brought with them prob lems of housing, city development, utilities, schools and new channels 45 of commerce. Social philosophers like Lewis Mumford"^ warned of the threat that urban living posed to human values and laid the philosophi cal foundations for the planning movement that was to come.
His humane concerns, however, antedated the mid-century concept of regional planning for improving the quality of human life. "Regional planning should, in the main," the National Resources Committee had said,
"confine itself to dealing with the physical resources and equipment out 2 of which socio-economic progress arises." Thus, natural resources be came the focal point of the nation's early regional thinking.
Development of resources— America of the ’twenties became conscious of the close relationship between availability of natural resources and the expansion of industry. Planning literature of the period through the 'thirties was repleat with studies for the provision of electrical power, for the conservation and development of water resources, and for 3 opening of new tracts in the expanse of land in the Northwest. The
Tennessee Valley Authority was the prime example of total regional plan ning of resources development for economic growth. In the TWA, as in many other projects, the Federal Government assumed a growing interest in studies and surveys for optimal development of the nation's resources.
Economic development— From the development and conservation of
^Lewis Mumford, The Culture of Cities (New York: Harcourt, Brace and Co., 1938).
^National Resources Committee, Regional Factors in National Plan ning (Washington: U.S. Government Printing Office, 1935), p. 11.
3See Benjamin H. Kizer, The U.S.-Canadian Northwest, a Demonstra tion Area for International Postwar Planning and Development (Washington: National Planning Association, 1942), and U.S. National Resources Plan ning Board, Regional Planning (Washington: U.S. Government Printing Office, 1936). 46 natural resources which characterized the nation's expansive years of early industrialization, regional planning turned to the more sophisti cated problems of economic development and of land use in areas of increasing population. The flow of commerce became one of the criteria for defining a region. Perloff wrote, "The term 'region' is generally used to describe a group of geographically contiguous areas which have certain common or complementary characteristics or which are tied by extensive interareal activity or flows.He went on, however, to note a fluid use of the term, all the way from describing a major section of the country to a metropolitan area. He identified as the "great regions" the Northeast, the Southeast and the West. In terms of economic develop ment and commerce, however, he divided the country into eight commonly used multi-state regions such as the Great Lakes and New England.
Finally, he discussed still another concept of regionalism based on the country's forty major markets.^
It is upon this latter classification, metropolitan regions, that regional planning centered in the nineteen sixties. Friedmann noted that from 1933 to the end of World War II, regional planning meant pri marily the development of water and adjacent land resources. In the postwar era, however, "attention shifted from the watershed to the metro- 6 politan region as the major planning area.
MacKaye had used similar metaphor in a treatise on regional plan-
^Harvey S. Perloff et al., Regions, Resources, and Economic Growth (Baltimore; the Johns Hopkins Press, 1960), p. 21.
^Ibid., p. 35.
^John R. Friedmann and William Alonso (eds.), Regional Development and Planning (Cambridge: M.I.T. Press, 1964), p. 498. 47 ning philosophy in describing the "old exploration" as being along the rivers and water streams, and the "new exploration" as following the traffic or commodity stream. "Our particular problem in regional plan ning," he wrote, "... deals with the distribution of a given popula tion within a region. Our particular goal is to guide the flow of popu lation into some form of the indiginous mold (the environment of real living) and to deter it from any form of the metropolitan mold (the 7 environment of mere existence)."
Urban regionalism
Population thus became an inevitable factor in the concept of regionalism. With the concentration of Americans in urban centers, the problems of planning became increasingly associated with the more com pact, yet populous, metropolitan areas. As Friedmann put it, "No effec tive regional planning can be done— in the sense of resources and econo mic development— without considering the role of cities, without consi- 8 dering the core of economic progress." He called the new regional order on that was based on "interdependence instead of a spurious homo- Q geneity," and went on to coin a phrase to describe it— the "city
„10 region.
Thought of this way, a region was not so much geographical as it was functional, in terms of a problem to be solved or a population to be
^Benton MacKaye, The New Exploration; A Philosophy of Regional Planning (Urbana: University of Illinois Press, 1962), p. 167.
^Friedmann, op. cit., p. 500. 9Ibid.^ p t 505. ^Ibid., p. 511. 48 served. Wirth could say of a region, "the component parts are not neces sarily similar or identical but stand in relationship of significant interdependence or integration of life in one or more respects. Such a region finds difficulty in delineating its boundaries, but is more likely to have a salient or dominant center.In urbanized America, the larger cities assumed dominance, not only because of size, but also because of being the locus of the nation’s major social problems.
Concern for services— Although land use continued to be a prime concern of planning, the problems of providing municipal services— water, sewage treatment, streets, police and fire protection, garbage disposal, traffic control, and so forth— made government and legislation increas ingly a regional concern. Solutions to America's countless urban regional development problems, concluded the Council of State Governments in 1962, can only be accomplished through joint governmental effort.
State governments, however, more than any other level of government, posess the implements to mold the setting that must exist if urban devel-
1 2 opment is to proceed successfully.
Emphasizing the role of state governments in planning and develop ment, the same agency held that "the state is, in fact, an established 1 2 regional form of government."
Merging local units— With some 80 per cent of the nation's popula
tion living in cities by the mid ’sixties, earlier concepts of municipal
l^Louis Wirth, "The Limitations of Regionalism," Regionalism in America, edited by Merrill Jensen (Madison, Wisconsin: University of Wisconsin Press, 1951), p. 383.
■^Council of State Governments, State Responsibility in Urban Regional Development (Chicago: The Council, 1962) , pp. 16-22.
13Ibid., p. 35. 49 governments and local school districts became obstacles to progress.
Freeways often swept from the city center to the impregnable borders of suburban communities whose voters could succeed in delaying further construction indefinitely. Densely populated areas often were served by multiple, sometimes overlapping, governmental agencies.
For example, in once agrarian Summit County, Ohio, the sweeping, manicured acres of land, by then worked by "gentleman farmers," in 1965 were providing employment for only four tenths of one per cent of a population of more than half a million persons. Yet within this one compact area were five city governments, a county government, thirteen other municipal governments and several townships— along with a similar number of school districts. Such fragmentation made cooperation and planning difficult, if not impossible in some instances.
The National Municipal League, recognizing the problem, had written,
"The more governments do, the more complex their problems become and the more points at which they tie in with each other and with private organi zations and enterprises, the greater is the need for analyzing and improv ing their methods, of avoiding conflicts and work at cross purposes, of foreseeing problems, of devising ways and means of dealing effectively with them, of fitting together the many departmental and functional „14 activities into considered, harmonious programs. Bringing together the functions of government in a region, however, proved to be as complex as the problems which it would help to solve.
•^National Municipal League, Model State and Regional Planning Law (New York: The League, 1955), p. 14. 50
"Barriers to effective and co-ordinated planning in metropolitan areas arise from both the fragmentation of aids for specific functions and fragmentation of governmental authority,said Mushkin. She reported that the Advisory Commission on Intergovernmental Relations recommended state legislation to authorize two or more local units to
exercise jointly or cooperatively any power possessed by one or more of
them, or to contract with one another for services. The Commission also
advocated advance approval by Congress of compacts creating inter-state planning agencies.
Thus, regionalism in 1966 was thought of in two principal contexts:
planning and intergovernmental cooperation within an urban or metropoli
tan complex, and interstate cooperation in solving problems of govern mental services, conservation of resources, and economic growth. At both
the state and federal levels, consideration had been given to legislation
enabling such regional planning and cooperation.
Regional Cooperation in Education
The Compact for Education
One of the more promising developments toward regional cooperation
in the improvement of education was the Compact for Education that grew
out of a conference of educators and governors in Washington in May 1965.
^Selma J, Mushkin, "Intergovernmental Aspects of Local Expenditure Decisions," Public Expenditure Decisions in the Urban Community, edited by Howard G. Schaller (Washington, D.C.: Resources for the Future, Inc.), p. 53. 51
By June 1966 the Compact had twenty-two member states and had organ
ized an Education Commission of the States as the working agency for the
Compact. The Commission, composed of seven members from each partici
pating state, included the governors, two state legislators and four
other appointees of the governor, from each state. Initially the Com
mission was to serve as an information center for the states, recommend
the best ways to solve educational problems, and speak as the voice of
the states on educational matters.
Seven projects were outlined for consideration at the outset. These
proposals called for studies of the methods of financing elementary and
secondary education, community-centered post high school education,
trends in vocational and technical education, methods of better planning
of higher education by the states, ways of attacking the problems of
urban schools, improvements in communication between educational, poli
tical and public leadership in each state, and problems resulting from
needed consolidation of school districts.
While instructional television was not an immediate consideration in
these studies, the problems as outlined had implications for the use of
the new media of instruction; more importantly, the Compact indicated
the extent to which cooperative action and regional thinking had perme
ated the educational milieu. There seemed to be little question that,
if determination were expressed, traditional barriers of district boun
daries and state lines could be set aside in assuring better educational
services.
Interstate cooperation— Mushkin supported this reasoning, maintain
ing that acts authorizing joint or cooperative activities on a general
i basis can be drafted for use between or among communities, whether or not they are located within a single state: "Interlocal agreements 16 across state boundaries can have the status of compacts." As will be reported in the following chapter, such interstate cooperation, while not having the force of law or formal compact, already had been under
taken in limited ways to provide instructional television on an urban
or interstate regional basis.
Trend toward larger educational units
With the shift of population from villages to citfes, enlarging
small school districts and decentralizing the super-large districts of
the great cities became one of the major organizational concerns of
education by mid century.
Some states— Utah, with only forty school districts early led the
way— began consolidating school districts early in the century. This
process had accelerated in the past decade. From a total of 59,270
school districts in 1955, the number had decreased to approximately
25,000 by 1965. The White House Conference on Education had noted in
1956 that school districts existed which had more board members than
pupils, and 37,781 districts employed ten or fewer teachers. ^ Such
units not only were expensive and inefficient, but were unable to pro
vide the services and materials of instruction for a modern educational
program.
16Ibid., pp. 104-109.
■^Committee for the White House Conference on Education, A Report to the President (Washington: Government Printing Office, 1956), p. 14. 53
In Ohio, which had 723 school districts in 1966, the problem of school district organization was called ’’the one most important problem 18 to be studied and resolved in order to improve education in the state."
The one hundred and sixth General Assembly had mandated a study leading to a master plan for school district reorganization, and an Ohio School
Survey Commission was directed to prepare recommendations for the 1967 session of the legislature. Among the proposals which had been consi dered in that state for larger educational units for the improvement of instructional services were the strengthening of county school systems 19 as intermediate "service centers" and the establishment among suburban 20 systems of inter-district "service units."
Both the reorganization of school districts and the establishment of intermediate service units were directed toward the same goal: better, more efficient instructional resources for schools.
Suburban Buffalo experiment— The intermediate service unit was a reality in New York State, where enabling legislation dated back to 1948.
Eighteen suburban Buffalo districts had joined in cooperative programs in vocational education, services for the handicapped, curriculum develop ment and teacher training, electronic data processing, shared teaching personnel, and exchange of pupil personnel. Organized under New York's boards of cooperative educational services (BOCES) plan, the Buffalo
■^Ralph D, Purdy, "Ohio Master Plan for School District Organization," Ohio School Boards Journal. Vol. 10, No. 3 (March 1966), p. 11.
■^John Shaw Rinehart, "The Function, Organization and Operation of the County School District in Ohio" (doctoral dissertation, The Ohio State University, 1957), p. 294.
^Robert L. Walter, "The Feasibility, Practicality, and Acceptabil ity of Cooperative Action Among Ohio Independent Suburban School Dis tricts" (doctoral dissertation, The Ohio State University, 1960). 54 experiment initially was assisted by the Fund for the Advancement of
Education, but by 1966 was fully financed by the participating districts.
Of particular significance was the regional Materials Production
Center, which had facilities for 8mm and 16mm film production, video tape production, tape duplication and publications services. Films and kinescopes were housed and distributed from Harkness Center Library.
The project's director termed the success of the experiment as evi dence that "regionalism has achieved respectability in education. It is now obvious to the most provincial school district that, unless it has achieved considerable size and wealth, it cannot offer certain unique and innovational programs."^
Greater Cleveland Educational Research Council— Another kind of regional organization for curriculum improvement was represented by the
Greater Cleveland Educational Research Council. An amalgamation of suburban school systems of the Cuyahoga County, Ohio, area, it had won national recognition for its widely used mathematics program. Although developed for the member school systems, the mathematics textbook and related teaching materials were sold commercially and used in districts widely throughout the country. The Council's annual reports occasionally mentioned interest in instructional television production, but none such had been attempted by 1966.
In an era of bursting knowledge and accelerating technology, the
traditionally small American school district lacked the resources and
2-*-Ira J. Singer, "A Regional Complex of Supplementary Educational Services," Phi Delta Kappan. Vol. 47 (November 1965), p. 142. 55 leadership to produce instructional programs and learning materials to meet the needs of the times. Hence, the merger and reorganization of
small administrative units, the emergence of intermediate service units, and the organization of cooperative councils for educational research
and curriculum improvement were characteristic of public school opera
tion in the mid sixties. The emergence of instructional television had begun to bring some school systems together to explore cooperative use
of this new medium.
Regionalism in instructional television
The reason for inter-district cooperation in the use of' television
related to the permeating nature of the medium, one which transcended man-made boundaries. The advantage of regional use of the medium in
schools, however, derived from the potential increase in quality and
the practical economies of sharing production costs among a larger num
ber of users. To put it another way, production of instructional tele
vision programs for regional use enhanced the possibilities of adequate
financing for a high quality product. To these basic advantages could
be added the greater possibiliti-s for identifying and selecting super ior teaching talent; for using the technical manpower and production
facilities of a large number of centers; and of bringing together the
best thinking and experience on learning theory, content and curriculum
planning.
Disadvantages— Such merits, of course, did not necessarily outweigh
the disadvantages of using regionally produced learning materials. By 56 tradition, if not by actual practice, the American schools were locally controlled by elected boards of education. Theoretically they were thus flexible to respond to the varying needs of, say, an industrial city as contrasted with a university community. With some twenty-five thousand school districts in the country, there conceivably were twenty-five thousand approaches to the educating of children.
In fact, the differences that distinguished districts often were superficial. Adoption of minimum standards of education by legislatures in most states had tended to assure at least basic curriculum similarity.
Few systems produced their own courses of study, and rarely did they publish their own textbooks. Such learning resources, sold by the publishing trade and allied commercial suppliers, were common to the education of children in widely separated parts of the country. Thus, the peculiar phenomena of "standard" English usage, of nearly uniform college entrance requirements, and of nearly universal acceptance of high-school diplomas throughout a country in which local differences presumably prevailed.
Nevertheless, state or regional production of instructional tele vision programs was a concern to some observers. "The larger the area covered by the telecasting," warned Aikens, "the less the programming can be related to a specific curriculum plan, and thus the less effec- 22 tive." This was true both in relation to the content of curriculum and to the scheduling of programs for use.
^Harold H. Aikens, "Educational Television and the Curriculum," Ohio Schools, Vol. 40, No. 3 (March 1962), p. 37. 57
Sherman, who had been close to the Midwest Program on Airborne Tele vision Instruction experiment, summarized the arguments against regional broadcasts thusly: (1) Loss of local control of program content, accom panied by loss of local interest and initiative, and (2) Fear of a na- 23 tional curriculum and a national airborne system.
Tanner, whose concern that controversial issues be a part of tele-
Vised instruction was noted earlier, feared that regional programming could limit the television teacher’s freedom even more than in local broadcasts. "Through the use of instructional television on an inter state basis with the exchange of video tapes and developments in air borne transmission, the studio teacher may find himself experiencing even greater caution in his treatment of controversial issues."^
Such concerns could be expressed with equal vigor, of course, for textbooks and other teaching materials used in the classroom. The potency of the television medium, however, seemed to justify the intense concern it sometimes generated.
Heeded diversity— On the other hand, persons experienced with instructional telecasts viewed loss of local autonomy as an unjustified fear. "We will fail to keep up with the world's technological advances," said Musmanno, "if we continue to fret about threats of usurpation of our educational leadership by television ’controls'".25 striking a balance,
^ M e n d e l Sherman, "MPATI at the Crossroads," Phi Delta Kappan, Vol. 46 (November 1964), p. 97.
^Daniel D. Tanner, "Needed Research in Instructional Television," School Review, Vol. 69, no. 3 (Autumn 1961), p. 319.
^Neal V. Musmanno, "Educators and TV," NAEB Journal. Vol. 20, No. 6 (November-December 1961), p. 39. 58 however, between local autonomy and regional control appeared somewhat difficult. What size of region was desirable? Certainly both geogra phical and demographic factors would need to be taken into considera tion. On the upper extreme, however, it seemed clear that a national program source would be too large: "It is fundamentally unhealthy," said Head, "for ETV to depend upon a single network source of program ming. Competition is needed, yet how to obtain it in a noncommercial ..26 setting is a difficult problem which requires study.
Noting that the cost of good programming is unattainable by the average school system, Aikens suggests a viable alternative: "It would seem that regional studios covering a portion of a state, and operated 27 by a state department of education, might be most feasible." Such a setup would differ considerably from the limited regional instructional television operations which existed in 1966. Their status will be dis cussed in the following chapter.
Summary
With the urbanization of America, land use, conservation of resour ces , and economic development became regional concerns. This chapter
surveyed the emerging concept of regionalism, the concurrent trend toward larger educational units, and regional aspects of instructional television.
^Sydney W. Head, "A Friendly Critic on ETV Programs" Educational Television, the Next Ten Years (Stanford: The Institute for Communica tions Research, 1962), p. 134.
^ A i k e n s , 0£. cit., p . 37. 59
In brief, it was indicated that—
1. The term "region" could refer to a geographically contiguous area whose components were not necessarily similar but were interdependent or integrated in some respect;
2. Increasingly, regions were associated with urban centers, the city serving as the core of the region;
3. Legislation at the state and federal levels was enabling area and interstate planning and cooperation;
4. In effect, state governments were regional governments;
5. The Compact for Education in 1965 was an indication of growing willingness to attack educational problems through interstate coopera tion;
6. The reduction in the number of school districts through merger and the advent of intermediate service units recognized the need for larger organizations to provide instructional services and materials demanded by an age of technology and expanding knowledge;
7. With reservations, educators accepted the concept of regional production of instructional television programs to achieve quality and usefulness of the medium.
The following chapter will explore the extent to which instructional
television programs were being produced, distributed and utilized region ally in 1966. CHAPTER IV
STATUS OF REGIONAL INSTRUCTIONAL TELEVISION PROGRAMMING
By 1966, four levels of multi-district or regional instructional television distribution had emerged in the United States. Not all of them represented program producers, however, and the extent to which assistance with utilization was given varied.
One level of distribution was represented by the urban councils associated with educational television stations which served metropolitan areas. Many of these councils had existed since the inception of plans for the stations, particularly the community-owned ones. Originally their purpose was to determine program policies and win support for the stations, which served, or proposed to serve, the wide range of cultural, educational and governmental agencies and schools and colleges existing
in an urban complex. As instructional programming assumed a larger part of the broadcast day, school districts often took an increasingly active role in determining what was programmed. In cities like St, Louis,
Cleveland, Pittsburgh and Philadelphia, conscious efforts were made to
design programs to serve the various school districts encompassed by the
station's coverage area. As will be noted later, many of these programs
became the nucleus of larger regional and national distribution systems.
Another level of distribution was represented by educational tele- 61 vision networks. Beginning with the Alabama Educational Television net work in 1953, networking expanded rather rapidly, particularly in the
South. This, perhaps, was influenced by the leadership of the Southern
Regional Education Board, organized in 1952, which, although it did not
operate its own facilities, led the way in reserving educational tele vision channels in the southern states. Instructional television became
such an important part of netowrk operations that by 1960 Schramm could
report, "The state network stations in our sample are, on the average,
longest on the air. A much smaller share of their programs comes from
NET [National Educational Television] than is the case with the other
stations. They concentrate to a greater degree than any of the other
stations on in-school and credit-course broadcasting. ..." In 1966,
state networks were operating, besides in Alabama, in Georgia, Maine,
Nebraska, North Carolina, Oklahoma and South Carolina, and stations in
three New England states were linked in the Eastern Educational Network.
A third level of regional distribution was represented by the Mid
west Program on Airborne Television Instruction. It had the widest
coverage of the "live" distribution systems, serving major parts of six
states from two ultra-high-frequency transmitters mounted in an aircraft
circling twenty-three thousand feet over Montpelier, Indiana. From the
outset, MPATI was designed as a regional service. The Ford Foundation
had granted four and a half million dollars to the Midwest Council on
Television Instruction, and the Council "was organized to afford educa
tors of the region an agency to search for solutions to some of the major
Hlilbur Schramm (ed.), The Impact of Educational Television (Urbana: University of Illinois Press, 1960), p. 16. 62 problems facing American education today— the problems of offering a greater quantity of education to meet the needs of a growing school popu lation and at the same time providing increased quality of instruction; and to do these things without raising the cost of education beyond 2 foreseeable means." The Council brought together state superintendents and city and county school administrators in meetings in 1959 to esta blish procedures for developing curricula, and a twenty-three member curriculum policy and planning committee was formed. Broadcasting began in 1961.
The fourth level of distribution was represented by non-broadcast systems, the national and regional libraries of instructional television video tapes. The video tape recorder had opened up new possibilities of using the television medium in schools. It offered three major advan tages: (1) the ability to record and store program materials economi cally; (2) the possibility of scheduling programs (or repeating them) at
the convenience of the users; and (3) distribution at a cost less than
that of microwave or coaxial cable systems. In 1962 the U. S. Office of
Education had made grants to establish or expand three such video tape
distribution systems. These were the National Instructional Television
Library of New York City (moved in 1966 to Indiana University to become
The National Center for School and College Television), the Great Plains
Regional Instructional Television Library at University of Nebraska, and
the Eastern Educational Network at Boston. Each of the three, as will be
discussed more fully, was to test a different aspect of library service.
^John E. Ivey, Jr., and Bryghte D. Godbold, "MPATI: Breakthrough in Educational Television," Phi Delta Kappan. Vol. 42, No. 5 (February 1961), p. 192. 63
The national center was to select and upgrade available materials for
use throughout the country. The Great Plains library was to investigate
and serve the needs of its twelve-state region. The Northeast Regional
(Eastern Educational Network) library e-sentially was a means of dubbing
and distributing materials among its member stations in Maine, New Hamp
shire, Massachusetts, New York, Pennsylvania and Washington, D.C.
As will become evident in the data reported in this chapter, these
four categories of regional distribution were not mutually exclusive.
Metropolitan instructional television councils which were producing pro
grams for urban regional use, for example, also were leasing or exchang
ing programs from or with other sources. The Eastern Educational Network vas, in effect, both a broadcast distributor and video tape library. The
Airborne Television project had developed a national video tape distri
bution service which equalled or exceeded the volume of distribution of
the federally assisted libraries. Thus, categorization of these distri
bution services by urban councils, networks, airborne and libraries was
arbitrary in this study and merely serves as a framework within which to
view the extent and kinds of programming and related services.
Before considering data relating to the present status of regional
instructional television, a brief review of relevant research may be
helpful. Many surveys of instructional television program needs and
resources had been made as stations and networks were planned and devel
oped. One of these surveys, that for Ohio, is reported in some detail
in Chapter V. Two recent studies, however, addressed themselves speci
fically to wider, or regional, use of programs. Both were conducted in
connection with video tape library projects. 64
Related Studies
Cooperative production in the Great Plains
When the Great Plains Regional Instructional Television Library project was begun, one of its purposes was to assess the need for region ally produced programs for the schools in its twelve-state area. Bell 3 conducted a study directed toward identifying needed program series and examining the feasibility of cooperative production; that is, of cooper ation among Great Plains educational television stations and institutions of higher learning in bringing the suggested series into being.
Over a period of fourteen months, representatives of all of the states in the region were involved in the study. Efforts were made to include representation from state departments of education as well as schools, colleges and the producers.
Suggestions for series— The study was able to identify six potential program series which were needed in schools of the Great Plains area.
The proposed titles, subject areas and grade levels are reported in Table
1. Three of the programs were to be for the elementary and three for the secondary level. As can be seen from the titles, only one of the six
series was designed specifically for the region. It was "Living in the
Great Plains," planned to teach the unique factors of life in that area, particularly with respect to economic, social, intellectual and physical
^Richard H. Bell, "A Study to Determine the Feasibility of the Cooperative Production of Recorded Instructional Television Materials for Exchange in the Great Plains Region" (Lincoln: Great Plains Regional Instructional Television Library, 1965, mimeographed). 65
TABLE 1
INSTRUCTIONAL TELEVISION PROGRAM SERIES PROPOSED FOR COOPERATIVE PRODUCTION IN THE GREAT PLAINS REGION
Series Title Subject Grade
Living in the Great Plains Social Science 4-6
Living and Working in the United States Economics-Language Arts 4-6
Living Together Human Relations 3-5
Health and You Health-Physical Education 7-9
Exploring the Human Frontiers Social Science 12-14
Reaching Your Learning Potential Work-Study Skills 7-9
interdependence of persons living in the region. Other series, however, were planned to use the resources of the region— that is, the lecturers, museums and production facilities— of the Great Plains states. They thus presumably xrould have somewhat of a regional stamp upon them. These programs had not been produced by 1966, although the Des Moines, Iowa, school district station KDPS was reported by the Library to be working on the possibility of producing the series on economics.
In the course of workshops and conferences on the study project, other subject matter areas were suggested for possible cooperative pro duction in the region. These included Great Plains heritage and cultural background; unique features of state government organization; driver education; preparation for effective community membership; pupil orien tation, study skills and guidance; vocational education; job opportuni ties in the context of guidance services; and need for continuing educa tion as related to the drop-out problem. 66
Participants also considered the feasibility of simultaneously pro
ducing courses at the elementary, junior high and senior high levels when resources were assembled for the production of a single level of
a course. Two of the six programs listed in Table 1, the elementary and
high-school social science ones, were considered in this context. "Great
economies of time and money could be a benefit of this procedure, plus 4 the added advantage of improved articulation from one level to another."
A further suggestion was to produce two or more courses simultaneously
at varying degrees of difficulty to meet individual differences in aca
demic ability.
Utilization series— One series of programs was produced from the
project, a ten-lesson in-service course for teachers. Designed to help
teachers utilize instructional television more effectively, it was
entitled "Channels to Learning." It was produced in 1964-65 and contin
ued to be distributed by the Great Plains library in 1965-66.
While the series was relatively unique— the Midwest Program on Air
borne Television Instruction's having the only other widely distributed
series of its kind— the study noted that there were problems associated
with producing the series cooperatively. Essentially, the problems
related to the fact that each of the ten programs was video taped at a
different production center. This resulted in inconsistencies in engi
neering, format and general tone. That is, a different person acted as
teacher in each of the programs. Additionally, there was difficulty in
maintaining continuity of content throughout the series. These problems
4Ibid., p. 3. 67 partly were offset, however, by the interest and variety injected in the separate programs: "This method provided variety and gave the viewer the opportunity to see instructional television as it is actually pro duced in many parts of the country.""’
Conclusions— The feasibility study, based as it was on the thinking of a Cooperative Production Committee, proved to be more of an explora tory than experimental venture. The program series on "Channels to
Learning," the only production resulting from the study, came about by what the study termed "luck" rather than being a planned part of the project. This was because implementation of the study was not integral to the project, and the initial proposal, calling for multi-level produc tion, was found to be too broad to be accomplished within the time and financial limitations of the study.
Nevertheless, the participants were able to reach several evaluative observations. One was that it was difficult to assemble and maintain a committee thoughout the period of the study. Although substitution of members during the project brought fresh thinking and involved more per sons in the problems of cooperative production, it was thought that the project could have been improved if all of the original committee members could have participated throughout all of the meetings.
On the other hand, success was noted in involving personnel from
schools and higher institutions who were concerned primarily with curri culum. It was believed that these participants felt free to think beyond the usual and existing curriculum and to avoid rigity. Participation proved to be a valuable experience for them.
5Ibid.. p. 42. As to succeeding in identifying specific curriculum needs which could best be served by cooperative production of instructional tele vision programs, however, the study fell short: "Some of the questions were vague. It [a questionnaire] should have been more specific— asking 6 about specific proposed projects rather than the unknown.
t The study concluded, however, that cooperative production of instruc tional material by television was feasible in the Great Plains region, and, by implication, in other parts of the country. This was because of the common elements of subject matter and curriculum objectives observed in the schools of the region.
Three means of cooperative production were suggested: (1) producing each program in a series at a different location, as was done with "Chan nels to Learning;" (2) producing a series at one center, with other cen ters contributing visual materials unique to their areas; and (3) cooper ative planning of a series, with production at one center. The virtue of using various centers was indicated to be that production expense could be borne by the producer of each program, making such ventures more feasible economically.
The study also suggested that the Great Plains Regional Instructional
Television Library was the logical organization in that area of the country to stimulate cooperative production. It was not proposed, how
ever, that the Library actually become a producer.
Other recommendations were made as to winning local acceptance for
cooperatively produced instructional television series, utilization of
6Ibid.. p. 92. 69 such programs, and arranging for their production. The study suggested establishment of a permanent Curriculum Committee for the Library, to study other potential areas of cooperation.
Thus, the study explored a new concept of meeting needs for instruc tional programs regionally, without actually having a regional production center. It would employ local production facilities and resources to carry out plans and curriculum designs developed through regionally organized committees. Such a process would capitalize on existing resources and make possible the production of new materials, shared regionally, which otherwise would not be available. Use of the regional library as stimulator, coordinator and repository for such materials was proposed. Such a proposal differed markedly from existing practices among local program producers, in that what regional distribution was being done was based on exchange of extant materials, rather than the development of new ones keyed to regional needs.
Exchange of existing programs
Another recent study had undertaken to evaluate available instruc tional television programs for general use.^ It was based on the assump tion that the value of such programs to the users is determined not on where they were produced but on how effective they are educationally.
The National Instructional Television Library (now the National
7National Instructional Television Library, "An Assessment of Instructional Television Series Available for General Use" (New York: the Library, March 1964, mimeographed). 70
Center for School and College Television) surveyed the total number of recorded courses and found two hundred and sixty-eight of them to be available for general use. Slightly more than a fifth of them, 22.8 per cent, already were being distributed by established agencies. The largest percentage of the total available courses, 55 per cent, were at the elementary level. Of the remaining, 22 per cent were secondary, 19 per cent were college level, and 4 per cent were for teacher in-service education.
The study employed trained panels to review these programs in three ways; they looked for technical quality, for content accuracy and ade quacy, and for instructional effectiveness. The study report implies that selection standards were rigorous: "We find that a course produced by outsiders is looked at quite differently from a local product; more 8 is expected of it." Among the expectations were a better television teacher, better production and more generalized content. "This means that evaluation for national use employs different criteria from the original assumptions under which most of the existing courses were g produced."
Applying the criteria, the panels were able to identify only eleven of the elementary series, produced between 1959 and 1964, which were deemed suitable for national distribution. The reasons for rejection included television teachers' inexperience with the medium, lack of appropriate visuals, insufficient evidence of pre-planning and rehearsal, and poor engineering quality. Foremost among the rejection factors, how-
8Ibid., p. 4. 9Ibid. 71 ever, was the judgment that programs did not represent good teaching.
"By and large, the largest number of courses was eliminated as a result 10 of the evaluations of instructional effectiveness." This overriding concern seemed to support the observation, documented here in Chapter
II, that instructional television program quality frequently left much to be desired.
Trends in production— Other aspects of the study threw light on recent trends in instructional television production. For example, a
listing of program production by years indicated that output reached a peak in 1961-1962 and had been declining since that time. Possible
reasons for this decline in production were postulated. They included
the increased availability of materials from video tape libraries and
the fact that 1961-1962 was the first year in which tape recorders were
available widely. Stations which had hurried to record a backlog of materials that first year presumably became more selective about what materials they recorded later.
Along with lowered production, however, the survey indicated a
downturn in quality. Whereas a dozen programs from the 1961-1962 output
had been rated tentatively as suitable— that is, acceptable with some
modification or improvement— only five of those from the following year
were so rated, and only three the next.
Subject matter of programs— Not surprisingly, the greatest number
of elementary courses available was in the field of science. The acute
nationwide shortage of qualified teachers in this subject— along with the
lOlbid., p . 9. 72 rapid expansion of scientific knowledge and the incentives of the
National Defense Education Act of 1958, which permitted school districts that used television materials in science, mathematics and modern for eign languages to obtain 50 per cent matching funds for television equip ment and materials— undoubtedly influenced production in this area.
Foreign languages represented the second-largest group of program series, followed by art, social studies, music, language arts, health and physi cal education and arithmetic.
Science produced the largest number of "suitable" or "potentially suitable" television materials for general use, followed by art, music and language arts. It was noted that suitable programs were lacking in, particularly, health and mathematics. The study did not rate the foreign language programs, since all but four had been produced in 1961-
1962 or earlier and many were already available for distribution from their owners.
Reasons for use— The study went on to survey extent of instructional program use and found that the elementary series most widely distributed were those handled by the National and Great Plains Regional libraries, and by the Midwest Program on Airborne Television Instruction. Users of
these series, and of "Parlons Francais I," distributed by National Edu
cational Television, were asked whether they intended to re-use them.
Ninety per cent of them said they did.
Most frequently given reason for using programs from a national or
regional distributor was because the programs filled a need the station was unable to fill locally. Other frequently given reasons were because
of the known or reputed quality of the series, their ease of availability 73 or the stations' prior experience in using them. They implied prefer ence for a local production, if a suitable one were available.
Regional differences— Particularly significant in the National
Instructional Television Library study was its analysis of potential local and regional differences in program needs. The study assumed that many subject areas, such as the "three r's," were taught almost univer sally; that some subjects are taught in many places but not in all, such as concentration on earth science rather than physical science in elemen tary science study; and that there was an important but small part of the instructional program which was strictly local, such as Minnesota
State History or Bay Area Geography,
To analyze these assumptions, the actual programming of eleven representative stations across the country was studied in detail. Of
140 courses carried on these stations, 7 were found to apply to the single locality, 7 to the particular state, 1 to the larger region,
18 to many places, and 107 to most places. Of the latter 107, 57 pro gram series had been produced locally and 50 produced from outside 11 sources. Thus, more than three-fourths of the programming analyzed was found to be suitable for examination and use in most places; another
eighth was applicable to many places. Like the Great Plains study, this
research indicated much in common among the content of instructional
television series across the country.
This was borne out further by an analysis of content of sixth-grade
science series produced in twelve different locales. Of ten subject
^ I b i d ., p. 20. 74 areas within the courses, nearly half of the producers included nine, and only one producer included as few as five. The analysis concluded that "the degree of agreement in these twelve cities as to what consti tutes the subject areas to be covered by a sixth grade science course is 12 quite high."
In summary, this study indicated that educational television sta tions had a well established pattern of procuring program series from outside sources, that there was much in common among the content of courses in similar subject areas, that only a tenth of the available courses seemed suitable for national distribution, and that production of new series seemed to be leveling off. The major conclusion was that effective instructional programs which were easily available would con tinue to be in demand and used by local stations.
To what extent were such materials being produced and distributed in 1965-1966? In the following sections are reported findings from urban region, network, airborne and video tape library organizations.
Universe of the Study
Determining which instructional television producers and distribu tors to include in this study required certain arbitrary choices. As noted earlier, the universe of regional instructional television opera tions was not defined clearly by current practices.
Urban councils— Most difficult to categorize were the instructional television services in urban areas. Size, or numbers of pupils served,
12Ibid.. p. 20. 75 could not be used as an arbitrary criterion, since some urban educa tional television stations serving large numbers of pupils, essentially
1 Q were operated for a single school system, such as was true in Milwaukee-*"3 or Detroit. The Ohio State University Station, WOSU-TV, had organized the Central Ohio Educational Television Foundation in 1961 with the hope of interesting area schools in instructional programming. In practice, however, the thirty instructional programs broadcast in 1965-1966 were by and for the Columbus Public Schools. The Foundation had earlier paid for the Heath "Parlons Francais" French series and the Physical Science
Study Course films for broadcast to suburban schools, but no production had been undertaken. Similarly, even though both Hagerstown, Maryland, ^ and Miami, Florida,had highly developed instructional television programs disseminated throughout Washington and Dade counties, respec tively, the schools involved were members of single school systems. On the other hand, councils in less populated areas, such as the Mohawk-
Hudson Educational Television Council in Hew York and the Jefferson
1 fi County and Kentuckiana Projects in Kentucky, were not necessarily urban regional in nature.
In Denver, the Council for Educational Television, Channel 10,
■^A. T. Shansky and A. T. Wilson, "Television in Milwaukee Public Schools," American Teacher Magazine. Vol. 45, No. 12 (December 1960), pp. 11-12.
M, Brish, "Hagerstown Experiment After Two Years," Nation’s Schools, Vol. 63, No. 2 (February 1959), pp. 83-86. 15 M. J. Martin, "Glimpse Into Dade County’s ETV Program," Instruc tor, Vol. 68, No. 6 (June 1959), pp. 77-78.
■^"What About Educational Television in Kentuckiana?", Kentucky School Journal, Vol. 38, No. 3 (March 1960), pp. 17-24. 76
Incorporated, reported serving eighteen school districts, the farthest being Casper, Wyoming. The twenty elementary courses it distributed in
1965-1966, along with the five high-school summer courses it broadcast in 1966, either were produced by and for the Denver Public Schools, or, in the case of three imported elementary courses, leased by those schools. Thus, the other participating districts were free riders that had no part in the planning, selection or production of the programs.
Their only contribution was in purchasing needed teacher utilization manuals.
It was recognized by the investigator that virtually every commun ity-owned educational television station had devised some means for the educational institutions in its coverage area to participate in its programming. Where more than one council existed in a state, as in
Texas and Florida, one was selected as exemplary of the other similarly organized ones.
A total of twenty-two urban regional instructional television organ izations were identified for inclusion in the survey on the basis of
current literature in the field, coverage of populous centers, and for mal organization to serve multi-district needs of schools. The list in
cludes :
. Atlanta— Metropolitan School Development Council
. Austin— Southwest Texas Educational Television Council
. Boston— Massachusetts Department of Education, Executive Commit tee for Educational Television
Central Michigan-Central Michigan Educational Resources Council
Chicago— Chicago Area School Television 77
. Cincinnati— Greater Cincinnati Television Education Foundation
Cleveland— Educational Television Association of Metropolitan Cleveland
East Lansing— Classroom Ten Television Council
Gainesville— North Cental Florida Educational Television Project
. Los Angeles— Regional Educational Television Advisory Council
Memphis— Memphis Community Television Foundation
. Minneapolis-St. Paul— Minnesota Council for School Television
Nashville— Metropolitan Board of Education
. New York— Educational Broadcasting Corporation
Omaha— Metropolitan Omaha Educational Broadcasting Association
Philadelphia— Tri-State Educational Broadcasting Council
Pittsburgh— Metropolitan Pittsburgh Educational Television
St. Louis— St. Louis Educational Television Commission
San Francisco— Bay Region Instructional Television for Education
. Seattle— University of Washington Station KCTS
Southwestern Indiana— Southwestern Indiana Educational Television Council, Evansville
Washington, D.C.— Greater Washington Educational Television Association.
Networks— Some difficulty was experienced in classifying educational television networks. Some network-like operations such as the inter- 17 institutional teaching exchange in Oregon and the Texas microwave sys- 18 tern could be excluded because they were concerned only with educational
17 Glenn Starlin and John E. Lallas, Inter-Institutional Teaching by Television in the Oregon State System of Higher Education (Eugene, Ore gon: Oregon State System of Higher Education, 1960). 18 R. C. Norris, "The Texas Educational Microwave Project," School Life, Vol. 45, No. 1 (January 1963), pp. 11-13. 78 programs at the higher education level. Similarly, New York State's 19 long-advanced plans for a State Educational Television Network were nearing fruition with the announcement that inter-connection would be completed by September 1967. In the meantime, video taped instruction was being exchanged between Buffalo, Syracuse, Schenectady and New York
City Station WNDT. The exchange, and the future Network, however, were restricted by legislation to higher, continuing and adult education.
In the Midwest, the proposed Six-State Educational Television Net work for Iowa, Minnesota, Nebraska, North Dakota, South Dakota and Wis- 20 consin had progressed to the point that some exchange by video tape was going on among higher institutions, but school instructional tele vision programs in the region were being distributed through the Great
Plains Regional Instructional Television Library.
A number of other states, listed in Chapter V, had established com missions or other authorities for educational television development, and several— among them Pennsylvania, Kansas, Michigan and Iowa— had 21 reported plans for networks as early as 1959, but still had not been able to develop them. In Florida, which had seven educational television stations functioning in 1966, the Florida Educational Television Commis sion established in 1957 had stimulated the exchange of instructional
19 James F, MacAndrew, "Program of the New York Regents," Journal of Educational Sociology. Vol. 32 (May 1959), pp. 434-6. 20 John C. Schwarzwalder et al,, "A Survey of the Administrative, Engineering and Programming Feasibility of a Six-State Educational Tele vision Network" (St. Paul, Minnesota: Twin City Area Educational Tele vision Corp., 1960, mimeographed).
^Betty McKenzie (ed.), The Feasibility and Role of State and Regional Networks in Educational Broadcasting (Washington: National Association of Educational Broadcasters, 1959), pp. 137-205. 79 programs among colleges and universities by video tape, but no inter connection had been achieved.
The National Association of Educational Broadcasters' Educational
Television Stations Division listed seven state networks as of December
1965. New York erroneously appeared in that list. To the six valid networks listed were added the Eastern Educational Network, the newly established Delaware Closed-Circuit Educational Network and the much older South Carolina Closed-Circuit System— for a total of nine networks in the survey, as follows:
Alabama— Alabama Educational Television Network
Delaware— Delaware Educational Television Board
Eastern Educational Network
Georgia— Georgia Educational Television Service
. Maine— Maine Educational Network
. Nebraska— Nebraska Council for Educational Television
North Carolina— North Carolina Educational Television Network
Oklahoma— Oklahoma Educational Television Authority
South Carolina— South Carolina Educational Television Network
Airborne— One producer-distributor clearly was in a class by itself,
the Midwest Program on Airborne Television Instruction. No other educa
tional broadcaster was using an airborne transmitter to cover a six-
state area as MPATI was. As mentioned earlier, however, MPATI had
expanded to non-broadcast distribution of its materials through its
video tape service, thus partly becoming national in its scope. Its
broadcast functions were surveyed as—
. Midwest Program on Airborne Television Instruction 80
Regional libraries— Simplest to identify were the video tape cen ters which were operating in 1966. Four of them existed—
Great Plains Regional Instructional Television Library
. Midwest Program on Airborne Television InstructionalNational Distribution
. National Center for School and College Television
. Northeast Regional Instructional Television Library
Although located regionally— in Lincoln, West Lafayette, Blooming ton and Boston, respectively— three of these centers, with the Northeast
Regional Library excepted, were distributing their materials nationally.
The Northeastern Library, while not distributing nationally, acted as regional agent for the National Center. Thus, even in this "easiest" to
categorize of regional instructional television operations, the term
"region" was applied somewhat loosely.
National organizations— Two national organizations closely associa
ted with educational broadcasting were not included in this survey, since neither was directly engaged in 1966 in production or distribution of
instructional programs for schools.
One of these was National Educational Television, which once had
distributed instructional programming but had phased out all but one pro
gram by 1966 to concentrate on adult and general educational programming
for its member stations. The one holdover in 1965-1966 was the third
level of the widely used "ParIons Francais," the first two levels of
which had been taken over and revised by Heath de Rochemont and would be
handled fully by the commercial distributor in the future.
The second national organization was the National Association of 81
Educational Broadcasters. NAEB had reorganized in a recent year into
four divisions: Educational Television Stations, National Educational
Radio, Instructional Division, and Membership Division. The Instruc
tional Division was conducting one of three special NAEB projects in
1966 (the other two being the Educational Communications System Project
and the American Samoa Television Project)— the National Project for the
Improvement of Televised Instruction. Under a three-year, six hundred
thousand dollar Ford Foundation grant, this latter project offered teams
of consultants to member broadcasters to assist with evaluation and
improvement of present or proposed instructional programs, and conducted
workshops for administrators, teachers, instructional television produ
cers and television teachers, for the purpose of analyzing and improving
practices in the field. The project is mentioned here because of its
relevance to the questions under investigation concerning television
quality and suitability for instruction.
Data reported in the following sections, which are organized in the
alphabetical order employed in the foregoing paragraphs, were secured by
interview, unless otherwise indicated in footnotes. The interview sche-
ule and list of respondents appear in Appendixes A and B.
Urban Regional Instructional Television Councils
Atlanta
Educational television was one of several functions of the Metropo
litan School Development Council in Atlanta. Its purpose was the improve-
i 82 ment of instruction in area schools. Since 1960 the Council had been engaged in production of instructional television programs.
Distribution— Broadcasting from WETV, the Atlanta City Board of
Education station, the Council distributed instructional programs to all
207 schools in Atlanta and surrounding Fulton County, Georgia. Most of the participating schools, it was reported, chose to use the Council programs rather than the Georgia Educational Television Network programs available from WGTV in nearby Athens. One factor in this selection probably was that reception from the Athens station was not as good as that from the Atlanta station. It was estimated that 147,000 pupils viewed one or more programs from the Council.
The governing board of the Council was composed of superintendents and board of education members of the city and county school systems.
Both boards contributed to the support of the programming, the City
Board directly through its operation of the station and the County Board by a per-pupil contribution of one dollar a year.
Production— All of the Council's instructional television programs were produced live; hence all of them originated in 1965-1966, as is indicated in Table 2. Although the entire program schedule was produced by the Council, it had in past years engaged in program exchange and had no policy against such exchanges. The Executive Director, however, cited the closeness of the Council as producer to the schools of the region
as users, as an asset. The curriculum specialists who planned and assis
ted in production of programs were available to help in classroom utili
zation, for example. This made possible a relatively close relationship between television teachers and classroom teachers. In addition, the 83
TABLE 2
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY METROPOLITAN SCHOOL DEVELOPMENT COUNCIL OF ATLANTA, GEORGIA
Times Grade Min a Year Series Name and Subi ect Level utes Week Produced Producer1 Code
Science 1 15 1 1965-66 Council S
Science 2 15 1 1965-66 Council S
Science 3 20 1 1965-66 Council S
Science 4 20 2 1965-66 Council S
Science 5 25 2 1965-66 Council S . j Science 6 25 2 1965-66 Council S
Science 7 25 2 1965-66 Council S
Social Studies 4 20 2 1965-1966 Council S
Here and Now 4-6 30 1 1965-66 Council S Social Studies
Physical Education 1 30 alt.1 1965-66 Council E
Physical Education 2 30 alt. 1965-66 Council E
Physical Education 3 30 alt. 1965-66 Council E
Physical Education 4 30 alt. 1965-66 Council E
Physical Education 5 30 alt. 1965-66 Council E
Physical Education 6 30 alt. 1965-66 Council E
Physical Education 7 30 alt. 1965-66 Council E
News— Social Studies 4-6 10 2 1965-66 Council E
Spanish 4 15 2 1965-66 Council B
Spanish 5 20 2 1965-66 Council B
Spanish 6 20 2 1965-66 Council B 84
TABLE 2— Continued
Times Grade Min a Year Series Name and Subject Level utes Week Produced Producer’*' Code2
Magic Book I 1-3 15 1 1965-66 Council S Language Arts
Magic Book II 1-3 15 1 1965-66 Council s
Music 3 15 1 1965-66 Council s
■^For abbreviations used in tables, see Appendix C. o B=Basic, S=Supplementary, E=Enrichment (see pages 12-13).
series on science, from grades one through seven, were designed specifi
cally to capitalize on laboratory equipment available in the classrooms
of the region— an advantage made possible because of the closeness of
the producer to the schools.
The Council's programs were limited to elementary instruction. The
science, social studies and language arts series were intended as major
supplementary resources to be incorporated systematically in the curri
culum. Elementary school Spanish was taught totally by television.
Physical education was in the context of an enrichment service, broad
cast every other week at each grade level.
Utilization— The Council developed teaching guides for each of the
series. As noted above, curriculum specialists and television teachers
participating in the production of programs also worked with classroom
teachers in utilization. Annual evaluative surveys were made to assess
extent of program usage and solicit feedback from classroom teachers. It
was noted that'Magic Book I", with 40,000 viewers, was most "popular."
i 85
In summation, the Metropolitan School Development Council of Atlanta produced twenty-three instructional television program series in 1965-
1966. All of the programs were produced live and were used by a cumula-
/ tive total of approximately 147,000 pupils in 207 schools in Atlanta and surrounding Fulton County.
Austin
Southwest Texas Educational Television Council in Austin was similar
to organizations in Dallas and Houston, in that all three operated com munity-owned educational television stations, served a number of school
districts surrounding the base city, and received a state subsidy in
addition to membership fees.
Distribution— The Austin Council's instructional television programs were broadcast on KLRN, the Council station, in a coverage area that
included San Antonio and San Marcos in addition to Austin. In 1965-1966
forty-three school districts with enrollments totaling approximately
200,000 pupils were using one or more Council programs.
Membership in the Council was based on an annual assessment of
seventy-five cents a pupil enrolled in each district, along with a Texas
State contribution amounting to forty-seven cents a pupil in 1965-1966.
Production— Of the seventeen instructional courses distributed by
the Council in 1965-1966, fourteen were produced in Austin. Eight of
the latter were produced during the 1965-1966 year, as listed in Table 3.
The Council’s instructional programming policies were determined by
a Superintendents Committee representative of the member school dis- 86
TABLE 3
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY SOUTHWEST TEXAS EDUCATIONAL TELEVISION COUNCIL, AUSTIN
Times Grade Min a Year Series Name and Subject Level utes Week Produced Producer^- Code2
Discovering Science 3 20 1 1965-66 Council S
Exploring Science 4 20 1 1965-66 Council S
Science Quest 5 20 1 1965-66 Council S
Focus on Science 6 20 1 1965-1966 Council S
Science Horizons 7-8 20 1 1965-66 Council S
The Changing Earth 4-8 20 1 1965-66 Council S Geography 1 Art 5-6 20 alt. 1963-64 Council E
Music 5-6 20 alt. 1963-64 Council E
Music for Young People 6-12 20 alt. 1965 NET E
Primary Spanish 1-2 15 4 1962-63 Council B
Active Spanish 3 15 4 1963-64 Council B
Speaking Spanish 4 15 5 1964-65 Council B
Spanish Today 5 15 2 1965-66 Council B
Language Arts Films 10-12 30 1 Various Various E
Science Enrichment 10-12 30 1 1961 PSSC E
American Government 10-12 30 alt. 1964-65 Council S
Project History 10-12 30 alt. 1965-66 Council S
^For abbreviations used in tables, see Appendix C.
o B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 87 tricts. Curriculum committees in each subject area planned the content and production of the various program series.
Utilization— The Council provided classroom teaching guides for each of its series. Four program series, in Spanish, were designed for basic television teaching and were representative of the strong regional interest in that particular foreign language in a Mexican border state.
The utilization staff at Station KLRN included a Coordinator and Assis tant Coordinator of Instructional Television.
In summary, the Southwest Texas Educational Television Council at
Austin distributed seventeen instructional television courses in 1965-
1966, fourteen of them its own productions. The Council had forty-three member school districts serving two hundred thousand pupils, and received approximately 40 per cent of its operating funds from state subsidy. In
this respect, it was similar to instructional television organizations
in Dallas and Houston, which are not included in this report.
Boston
Widely known as the Twenty-One Inch Classroom, instructional tele
vision programming in the Boston metropolitan region was a function of
the Massachusetts Department of Education, Executive Committee for Edu
cational Television,
Distribution— Using the production and broadcast facilities of
WGBH, the WGBH Educational Foundation station, the Committee served 205
school systems, including 19 private and 86 parochial systems. The
estimated enrollment in member systems included 710,000 public and 88
160,000 private and parochial pupils. Support for the instructional programming was entirely from membership fees assessed the participating systems. The fee had been figured on the basis of twenty-five cents per pupil enrolled.
Twenty-One Inch Classroom courses enjoyed wide distribution nation ally. They constituted four of the thirteen series in the Eastern Edu cational Network portfolio in 1966, and four of the nine series in the
1966 catalog of the National Center for School and College Television.
Production— The Twenty-One Inch Classroom produced no new programs in 1965-1966. This was attributed by the Director to higher production and administrative costs without an increase in the modest membership fee. Thirteen of the Classroom’s twenty-seven instructional series in
1965-1966 were replays of its earlier productions and the remainder were from other sources, as indicated in Table 4.
Program policies for the Classroom, since its inception in 1957, had been determined by a Program Advisory Committee representative of
the membership.
Preference was expressed by the Director for local, that is, urban
regional, production of programs instead of importing courses from
elsewhere; but he was aware of the difficulty of meeting the wide range
of needs of an urban area with limited production resources. For exam
ple, producing a particular course in two or more series adapted to
various ability levels of pupils had been impossible. It was hoped that
a state network, offering greater production facilities, would be devel
oped in Massachusetts, although no support had become available from the
Commonwealth by 1966. Adequate production would be possible, it was 89
TABLE 4
INSTRUCTIONAL TELEVISION PROGRAMS DISTRIBUTED IN 1965-1966 BY THE TWENTY-ONE INCH CLASSROOM, BOSTON
Times Grade Min a Year „ * 2 Series Name and Subiect Level utes Week Produced Producer'*' Code
Sounds to Say— Phonics 1 15 1 1962-63 21 Inch S
Children's Literature 1 15 1 1964-65 KUONS Language Arts
All About You— Science 1 15 1 1963-64 21 Inch S
Sing, Children, Sing— Music 2 - 15 1 1964-65 21 Inch S
The Bookworm— Literature 2 15 1 1964-65 21 Inch S
Neighborhood Explorers 2 15 alt.’*’ 1962-63 21 Inch E
You Come, Too— Literature 3 15 alt. 1964-65 21 Inch E
Land and Sea— Science 3 15 1 1962-63 21 Inch S
Exploring Our Language 4 25 1 1965-66 WETAS Language Arts
Survival in the Sea 7-9 30 1 1964 WSEC S Science
Accent on Music 7-9 30 alt. 1959-60 21 Inch E
Shakespeare Specials 10-12 30 1 1962 Michigan E English
Practical Politics 10-12 15 1 1962-63 21 Inch S Social Studies
Science Reporter— Science 10-12 30 1 1964 NET E
Humanities Films 10-12 30 1 1959-60 EBF E English
Exploring Nature 5 30 1 1958-59 21 Inch S Natural Science
Art at Your Fingertips 5 15 alt. 1963 WENH E 90
TABLE 4— Continued
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer1 Code^
World of Change 6 20 1 1964-65 21 Inch S Science
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1960-61 Heath B
Parlons Francais ill 6 15 2 1961-62 NET B
Places in the News 5-7 20 1 1965-66 WNDTE Social Studies
Field Trip Specials 5-7 30 1 Several Indiana E Social Studies
United States Geography 5-7 15 1 1964 Indiana E Social Studies
English Fact and Fancy Tchr.1 30 1 1964-65 WETA
Sets and Systems— Math Tchr. 30 alt. 1963-64 WETA
Teaching of Reading Tchr. 30 alt. 1963 WNDT
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). stated, only with "a concentration of resources" such as a network would provide. In the meantime, such production as could be accomplished would be for elementary use. "We would just as soon rent secondary pro grams; with bell schedule problems, it is as well that others invest in them."
Utilization— The Twenty-One Inch Classroom provided teacher utili zation manuals for all the series it distributed. Other field services 91 included utilization workshops, consultation with participating school systems and teacher^ and assistance with reception problems.
In summation, the Massachusetts Executive Committee for Educational
Television, producers of some of the nation's most prestigeous and widely used instructional television programs from the Twenty-One Inch Classroom in Boston, produced no new programs in 1965-1966 because of limited funds.
It distributed twenty-seven series, thirteen of them repeats of previous
Twenty-One Inch Classroom productions, to 205 school systems in the
Boston metropolitan region enrolling 890,000 pupils.
Central Michigan
Headquartered at Central Michigan University, Mount Pleasant, the
Central Michigan Educational Resources Council began as an amalgamation of eleven school districts in 1959— "unique in that it is completely i.22 school organized and controlled.
Distribution— By 1966 the Council was serving seventy-nine member districts in the upper thirty-nine counties of Michigan. As such, it was one of two indiginous regional educational broadcasting services in that populous state, the other emanating from East Lansing. The Central
Michigan Council relied solely on contributed public-service time on com mercial television stations in Flint, Cadillac, Sault Sainte Marie,
Traverse City and Cheboygan, for distribution of its programs.
Distribution was by air-to-air pickup between the stations. As
22Lewis A. Rhodes, "Council Brings ETV to Central Michigan," Ameri can School Board Journal, Vol. 151, No. 3 (September 1965), p. A3. 92 would be expected, however, availability of time varied and schedules were not identical among the stations. Consequently, membership fees were assessed on the basis of the availability of programs in the parti cular area of the region in which each district was situated. In prac tice, membership varied from seventy cents to ninety cents a pupil a year.
In 1966 the Council had secured two grants, a $65,000 Title VII
National Defense Education Act appropriation and a $50,000 Michigan
State appropriation, to investigate means of becoming independent from the commercial stations.
It was estimated from a 1965-1966 membership survey that 316 schools enrolling 104,000 pupils were using the programs of the Council, and the number of viewers was expected to increase to 175,000 the following year.
Production— The Council produced seven of the twelve instructional series it distributed in 1965-1966, as summarized in Table 5. Program policies were established by an Executive Council of twelve members representative of the member districts. In addition, an annual meeting each year brought together representatives of all of the districts to review progress and approve plans for the coming year.
Production of Council programs was accomplished at Central Michigan
University, which, however, did not have broadcast facilities. Tapes were delivered to a commercial station for air transmission on a delayed schedule of approximately two weeks after recording. The Director indi cated a preference for such regional production over using programs from national sources. The only non-Council programs used in 1965-1966 were those from Classroom Ten of East Lansing, Michigan. 93
TABLE 5
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY CENTRAL MICHIGAN EDUCATIONAL RESOURCES COUNCIL
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer^ Code^
American History 11 25 3 1965-1966 Council S
Junior High Science 7-8 25 2 1965-1966 Council S
Upper Elementary Science 5-7 25 2 1965-1966 Council S
Science 4 15 1 1965-1966 Council S
Music 1-2 10 2 1965-1966 Council S
Art 1-2 15 1 1965-1966 Council S
Art 1-2 15 1 1965-1966 Council S
Modern Mathematics 6 30 1 1965-1966 Class 10 S
Art 5-6 30 1 1965-1966 Class 10 S
Michigan Social Studies 3-4 30 1 1965-1966 Class 10 S
Music 3-4 30 1 1965-1966 Class 10 S
World Understanding 6 30 1 1965-1966 Class 10 s Social Studies
"^For abbreviations used in tables, see Appendix C. 2 S=Supplemental Resource (see pages 12-13).
Utilization— Teacher guides were provided for each of the program
series.
In summary, Central Michigan Educational Resources Council distri
buted twelve programs on five commercial stations to 79 school districts
in 1965-1966, producing seven of the programs live. It was estimated 94 that the programs reached 104,000 pupils in 316 schools in upper Michi gan.
Chicago
Organized in 1964, Chicago Area School Television produced no pro grams but distributed a large schedule of instructional telecasts to member schools on WTTW and WXXW, the Chicago Educational Television
Association stations.
Distribution— The CAST area covered the ten counties surrounding
Chicago, from Wisconsin to Michigan. Membership included 240 school districts with approximately 1,200 schools and a potential viewing audi ence of two million pupils. It was estimated that approximately one million pupils used one or more of the CAST programs. Membership fees were on the basis of assessed valuation of real estate in the partici pating districts.
Together with the Midwest Program on Airborne Television's two channels, CAST was able to provide most member schools in the area with four-channel service. MPATI programs made up a large part of the CAST schedule, as indicated in Table 6.
Production— The Director of CAST indicated the desire of the organi zation to take advantage of regional resources in program production, but noted that membership fees were barely adequate to provide for adminis-
e • tration and broadcast expenses; hence no production had been attempted since the organization of CAST.
Program policy was under the direction of a thirty-member Board of 95
TABLE 6
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY CHICAGO AREA SCHOOL TELEVISION
Times a Year Grade Min 2 Series Name and Sub.iect Level utes Week Produced Producer'*' Code
The Nature of Matter 7-9 30 1 1964 MPATI S Science
Investigating the World 7-9 30 2 1961 MPATI S of Science
Adelante, Amigos— Spanish 7-9 20 4 1963 MPATI B
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Your State Today 7-9 20 1 1964 MPATI S Social Studies
Franklin to Frost 11 30 2 1961 MPATI S English
Scienceland 1-2 20 1 1961 MPATI S
The Science Corner I 3 20 2 1961-62 MPATIS
The Science Corner II 4 20 2 1961-62 MPATI S
Exploring with Science 5 20 2 1961-62 MPATI S
The Adventure of Science 6 20 2 1964-65 MPATI S
Patterns in Arithmetic 5 15 2 1960 WHAS
Patterns in Arithmetic 6 15 2 1960 WHAS
Your Community 3 20 1 1961 MPATI S Social Studies
Art at Your Fingertips 4-6 15 1 1963 WENH E
Listen and Say— Phonics 1-2 15 1 1963-65 MPATIS
Learning Our Language 3-4 20 2 1961 MPATI s English 96
TABLE 6— Continued
Times Year Grade Min a 1 2 Series Name and Sub.iect Level utes Week Produced Producer Code
Singing, Listening, Doing 1-3 20 2 1961-62 MPATI S
Music for You— Music 4-6 20 2 1961-62 MPATI S
Que Tal, Amigos— Spanish 4 20 4 1961 MPATI B
Hablemos Espanol— Spanish 5 20 2 1962 MPATI B
Paso a Paso— Spanish 6 20 2 1962 MPATI B
Bonjour Les Enfants— French 5 20 4 1961 MPATIB
En Avant—French 6 20 2 1962 MPATI B
Patterns in Arithmetic 4 15 2 1960 WHA S
Patterns in Arithmetic 5 15 2 1960 WHAS
Patterns in Arithmetic 6 15 2 1960 WHA S
Quest for the Best 5 20 1 1964 KRMA S Literature
Geography 4 20 1 1964 KRMA S
Exploring Nature 4-6 30 1 1959 21 Inch s Science
Science in Our World 6-7 30 1 1958-59 KQED s
One, Two, Three K 15 1 1960 KTEC E Kindergarten Activities
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 NET B
Astronomy for the Gifted 4-6 30 1 1964-65 WILL E
Geography for the Gifted 4-6 30 1 1964-65 WILLE 97
TABLE 6— Continued
Times Grade Min a Year Series Name and Sub.iect Level utes Week Produced Producer'*’ Code^
Mathematics for Gifted 4-6 30 1 1964-65 WILL E
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Suppleraental, E=Enrichment (see pages 12-13).
Directors composed of representative superintendents, members of boards of education, university personnel, and parochial schools. This was augmented by a Curriculum Advisory Commission.
Utilization— CAST procured and distributed teacher guides for each of the programs it carried.
Summarizing, Chicago Area School Television, while producing no programs of its own, leased and distributed thirty-eight instructional television programs on two Chicago educational television channels.
These programs included twenty-two of the twenty-nine courses broadcast by the Midwest Program on Airborne Television Instruction, creating four-
channel service for MPATI in the Chicago area. It was estimated that a million pupils in 240 school districts used one or more of the programs.
Cincinnati
One of the earlier metropolitan organizations to enter the field of
educational television, the Greater Cincinnati Television Education
came into being with the development of Cincinnati's educational tele 98 23 vision station, WCET, in 1954. Relatively well known for its school programs, the Foundation was producing no new series in 1966 and had not done so for two years.
Distribution— The Foundation in 1966 was serving 47 school systems in Cincinnati and the surrounding area of Southwestern Ohio, Eastern
Indiana and Northern Kentucky. An estimated eighty-one thousand pupils in 237 schools were viewing one or more of the programs on WCET. There were a total of 730 schools enrolling 391,598 pupils in the coverage area.
Rebroadcast of Midwest Program on Airborne Television Instruction courses through special arrangements with WCET gave schools in the Cin cinnati area three-channel MPATI service. The Cincinnati Public Schools' support of the television station was in lieu of membership; other dis tricts paid two dollars a pupil for MPATI service and an additional one dollar a pupil for the standard WCET schedule.
Production— Several of WCET's past instructional television courses had been selected for national distribution in recognition of their quality. Several reasons were given for the suspension of new production during the 1964-65 and 1965-66 school years. One was the death of the
Cincinnati schools supervisor most closely associated with television production and the resulting period of reorganization. This was followed by the death of the longtime manager of the television station.
Another reason was that video tapes from past telecourses had been
22R. P. Curry, "Cincinnati's Adventure into ETV," American School Board Journal. Vol. 138, No. 9 (March 1959), pp. 32-34f. 99
TABLE 7
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE GREATER CINCINNATI TELEVISION EDUCATION FOUNDATION, WCET
Times Grade Min- a Year _ Series Name and Subject Level utes Week Produced Producer Code
Scienceland 1-2 20 1 1961 MPATIS
Listen and Say— Phonics 1-2 15 1 1963-65 MPATI S
Singing, Listening, Doing 1-3 20 2 1961-62 MPATI s Music
The Science Corner I 3 20 2 1961-62 MPATIS
Your Community 3 20 1 1961-62 MPATI s Social Studies
Learning Our Language 3-4 20 1 1961 MPATI S Language Arts
Science Corner II 4 20 2 1961-62 MPATI s
Que Tal, Amigos— Spanish Elem. 20 4 1961 MPATI B
Bonjour Les Enfants Elem. 20 4 1961 MPATIB French
Exploring with Science 5 20 2 1961-62 MPATIS
Exploring with Mathematics 5-6 20 2 1962 MPATI s
The Adventure of Science 6 20 2 1961-62 MPATIS
The Nature of Matter 7-9 30 1 1964 MPATI S Science
Investigating the World 7-9 30 2 1961 MPATIS of Science
Our Changing World 10 30 4 1961 MPATI B World History
Franklin to Frost 10-12 30 2 1961 MPATIS English
Kindergarten Programmming K 20 1 1963-64 WCETE 100
TABLE 7— Continued
Times Grade Min a Year ^ 2 Series Name and Subject Level utes Week Produced Producer Code
Grade 1 Programming 1 20 1 1963-64 WCET E Various Subjects
Reading for Slow Children 1 20 1 1963-64 WCET S
Grade 2 Programming 2 20 1 1963-64 WCETE Various Subjects
Reading for Slow Children 2 20 1 1963-64 WCET S
Grade 3 Programming 3 20 1 1963-64 WCET E Various Subjects
Reading for Slow Children 3 20 1 1963-64 WCETS
Science 4 20 alt.'*' 1963-64 WCET E
Science 5 25 alt. 1963-64 WCET E
Science 6 25 alt. 1963-64 WCETE
Arithmetic 5-6 25 alt. 1963-64 WCET E
Language Arts-Social 4-6 25 2.5 1963-64 WCET S Studies
English for You 8 30 3 1962-63 WCETS
Biology 9 30 2.5 1959-61 WCET B
Driver Education 10-12 30 2.5 1957-58 WCET B
■*Tor abbreviations used in tables , see Appendix C.
B=Basic, S=Supplemental, E=Enrichment
stockpiled for a six-year period, representing an ample reservoir of
materials to be broadcast. In addition, the use of MPATI courses on
WCET, listed in Table 7 above, represented a new source of materials to 101 be broadcast to many of the schools in the area which were on the outer fringe of the airborne reception area. The MPATI portion thus made up more than half of the WCET schedule in 1966, Plans were under way, however, to resume local production of programs in Fall 1966.
Program policies in the development of instructional materials were determined by the Foundation's In-School Committee, composed of repre sentatives of public school districts and private and parochial schools which participated in the Foundation.
Utilization— The Foundation employed a Director of Instructional
Television to assist in membership services. These included provision of teacher guides for all series broadcast, consultation on utilization problems, and organization of classroom teacher workshops.
In summary, the Greater Cincinnati Television Education Foundation was an early explorer in metropolitan regional broadcasting to serve urban area districts. Although no new programs were being produced in
1965-1966, the Foundation was making available sixteen programs of the
Midwest Program on Airborne Television Instruction, as well as fifteen of its own past productions. These were broadcast to schools in 47 districts in the Cincinnati region, serving some eighty-one thousand pupil viewers.
Cleveland
One of the newest organizations to bring instructional television programming to urban school districts was the Educational Television
Association of Metropolitan Cleveland, beginning in February 1965. 102
Distribution— In its first year and a half of operation, the Foun dation counted as members thirty-one school districts, including twenty- five of the thirty-three districts in Cleveland's home county, Cuyahoga.
The thirty-one districts had a total enrollment of 275,000 pupils in five hundred schools. It was estimated that 155,000 pupils in 425 schools were viewing one or more programs. The potential audience in the surrounding ten-county area was considerably larger.
Programs were broadcast on WVIZ, the Foundation’s station in Cleve land. Membership fee for participating school systems was one dollar a pupil a year.
Production— Inauguration of WVIZ programming followed two years in which the Cleveland Public Schools had produced elementary and junior- high school instructional programs on Cleveland commercial stations.
These later were merged with the WVIZ productions.
In the 1965-1966 school year, the Association produced seven instruc
tional series and a teacher in-service education program on human rela
tions, as listed in Table 8. After thi£ full year of production, the
Director of Instructional Services found "less difference than one might
expect" in adapting instructional courses to the varied needs of the
participating districts. The major exception he found was in what was
taught at specific grade levels in different districts; thus, programs
were not labeled by grade, in order to minimize adjustment problems in
the member schools. He also found acceptance for the regionally designed
programs in the Cleveland Schools, which formerly had produced their own.
The major difference was in the support given by supervisors in encourag
ing classroom utilization of programs. They naturally had assumed more 103
TABLE 8
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE EDUCATIONAL TELEVISION ASSOCIATION OF METROPOLITAN CLEVELAND
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer"*" Code^
Stepping Into Rhythm K-l 15 1 1965-1966 WVIZ S Music
Doorways to Art 4-5 15 alt."*" 1965-1966 WVIZ E
Let’s Talk About Art 2 15 alt. 1965-1966 WVIZ E
It's Your Community 3 15 1965-1966 WVIZ S Social Studies
Science ’Round About 3 15 1 1965-1966 WVIZ S
The Science Room 5 20 1 1965-1966 WVIZ S
Songs, Sounds, Symbols 4-5 20 1 1965-1966 WVIZ S Music
All About You 1 15 1 1963-1964 21 Inch S S cience-Health
Magic of Words 3-4 15 1 1962-1963 WETAS Language Arts
Land and Sea 3 15 1 1962-1963 21 Inch S Science
Quest for the Best 4-5 20 1 1962-1963 KRMAS Literature
Places in the News 5-6 20 1 1965-1966 WNDT E Social Studies
Americans All 5-7 20 1 1965 KRMA E Literature-Biography
The Humanities 10-12 30 1 1958-1959 EBF E English
Shakespeare Specials 10-12 30 1 1962 Michigan E Fnol1sH 104
TABLE 8— Continued
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer^" Code^
Science Reporter 10-12 30 1 1964 WGBH E 1 Human Relations Tchr. 30 1 1965-66 WVIZ
English Fact and Fancy Tchr. 30 1 1965 WETA
Teaching of English Tchr. 30 1 1963 NCTE
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). responsibility for the earlier programs in which they had engaged more closely in the production.
The Association, however, made considerable effort to give partici pating districts a voice in what was produced and how. The WVIZ Televi sion Curriculum Council was a senate representative of the thirty-one participating districts. At the policy level, a Superintendent’s
Advisory Board included a seat for each county in which schools were participating.
Utilization— The Association produced teacher guides for each of its own productions and distributed guides for others it broadcast. A
Director of Instructional Services acted as consultant to schools in use of programs and was liaison with member districts in determining program needs. Each participating teacher was invited to submit an evaluation form at the end of the year, indicating how programs were used and the extent of satisfaction with each series. 105
In summation, the Educational Television Association of Metropoli tan Cleveland, although modestly financed with a dollar a pupil member ship fee, produced eight instructional program series in 1965-1966 and broadcast eleven others to thirty-one participating districts with an estimated 155,000 pupils viewing.
East Lansing
Since 1958 the Classroom Ten Television Council of East Lansing,
Michigan, had been producing television materials for classroom use.
Distribution— By 1966 the Council was serving ninety-five school districts within the coverage areas of WMSB, the Michigan State Univer sity station in East Lansing; WZZM, a commercial channel in Grand Rapids,
Michigan; and WUCM, the Delta College station at University Center,
Michigan. An estimated 124,000 pupils were viewing the programs in 1965-
1966, based on a membership fee of ninety cents a pupil for the first year of membership and forty-five cents a year thereafter.
Production— Although the Council produced only two new series in
1965-1966, its policies provided for "20 per cent remake," that is, revision of an earlier production to the extent of 20 per cent each year.
Thus, most of the ten programs it broadcast in 1965-1966 were at least partly revised that year. The list of programs appears in Table 9.
An Executive Committee of fourteen members, representative of the total membership, determined production policy, and programs originated at Michigan State University. 106
TABLE 9
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY CLASSROOM TEN TELEVISION COUNCIL OE EAST LANSING
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer’*’ Code^
Art 1-2 15 1 1965-66 Central M. S
Children’s Literature 1-2 15 2 1965-66 Council S
Music 1-2 10 2 1965-66 Central M. S
Open Door to Michigan 3-4 30 1 1963-64 Council S
Music 3-4 30 1 1965-66 Central M. S
Spanish I 5 15 3 1960 Council B
Spanish II 6 15 3 1960 Council B
Children’s Hour K 15 1 1963 WTVS E
Science Is Fun 1-2 15 1 1963 WTVS E
Parlons Francais— French 4 15 2 1959-60 Heath B
Science 3-4 15 1 1965-66 Central M. S
Art 4-6 30 1 1964 Council S
Science 5 30 1 1963-64 Council S
Science 6 30 1 1963-64 Council S
Modern Mathematics 5-6 30 1 1963-64 Council S
World Understanding 6 30 1 1965-66 Council S Social Studies
Physical Education 1-2 15 alt.'*' 1960-61 WOSU E
Physical Education 3-4 15 alt. 1960-61 WOSU E
■^For abbreviations used in tables, see Appendix C.
n B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 107
Utilization— Besides teacher guides for each of the series it dis tributed, the Council provided other field services. These included a
Coordinator to assist schools with utilization problems, and an annual evaluation card on which program usage could be reported, commends made and suggestions given.
Summarizing, Classroom Ten Television Council of East Lansing in
1965-1966 distributed eighteen instructional television programs to ninety-five Michigan school districts enrolling 124,000 pupils. Ten of
these productions were by the Council at Michigan State University, two of them new in 1965-1966.
Gainesville
Organized in 1960, the North Central Florida Educational Television
Project of Gainesville was similar to projects in Tampa, Jacksonville and Orlando areas in which combinations of counties joined together to use instructional television programs on educational stations.
Distribution— The Project was supported by seven counties in the
Gainesville region, with Alachua County serving as the administering
county. Membership in the project was based on assessment of one dollar
per pupil a year, paid by the participating counties.
In the 1965-1966 school year, the Project served fifty-seven schools with 33,652 pupils viewing instructional programs.
Production— Of the thirteen instructional series distributed by the
Project in 1965-1966, listed in Table 10, eight were produced at Gaines
ville using the facilities of the University of Florida. Only one pro- 108
TABLE 10
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE NORTH CENTRAL FLORIDA EDUCATIONAL TELEVISION PROJECT
Times Grade Min Year a 2 Series Name and Subiect Level utes Week Produced Producer1 Code
Arithmetic 4 15 1 1962-63 Project S
Arithmetic 5 15 1 1962-63 Project S
Arithmetic 6 15 1 1962-63 Project S
Adventures in Science 5 30 1 1963 WCVE S
The World of Science 6 30 1 1963 WCVES
New Dimensions in Science 7 30 1 1963 WCVES
Art 1 15 alt.^ 1964-65 Project E
Art 3 30 alt. 1964-65 Project E
Art 5 30 alt. 1964-65 Project E
Americanism vs. Communism 10-12 30 1 1961-62 Project S Social Studies
Story Time— Language Arts 1-6 15 1 1965-66 Project E
Roots and Branches 7 30 1 1964 Oregon S Language Arts
Land and Sea 4 15 1 1962-63 21 Inch S
^For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Suppleraental, E=Enrichment (see pages 12-13).
gram, "Story Time," was produced new in 1965-1966, but those tape record
ed in previous years were revised each year as necessary.
Utilization— Distribution of Teaching guides and coordination of
program use was administered by the Alachua County Superintendent's 109
Office. There was a full time Educational Television Coordinator for this purpose.
In summary, the North Central Florida Educational Television Project produced instructional programs for fifty-seven schools in seven counties with 33,652 pupils participating in 1965-1966. It was representative of other similarly organized projects, jointly sponsored by county admini
strative units in Florida.
Los Angeles
In addition to the instructional programs of the Los Angeles City
Schools, the Regional Educational Television Advisory Council was produ
cer of instructional series used in both City and Los Angeles County
schools.
. Distribution— Through facilities of KCET, the Community Television
of Southern California station, some ninety school districts with more
than a thousand schools enrolling 396,000 pupils participated in RETAC
programs in 1965-1966. Membership was based on an assessment annually of
fifty cents a pupil. Three of the program series were broadcast on com
mercial stations, a holdover from an earlier period when all programming
was on commercial public-service time. These included "Spanish I" and
"Spanish II" on KCOP and "Focus on Our America," on KHJ. Total coverage
encompassed eight Southern California counties.
Production— Of the sixteen programs distributed by the Council in
1965-1966, ten were produced locally, as indicated in Table 11. Its pro
duction of programs on Spanish, Japan, Latin America and Southern Cali- 110
TABLE 11
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE REGIONAL EDUCATIONAL TELEVISION ADVISORY COUNCIL OF LOS ANGELES
Times Grade Min a Year o J 2 Series Name and Sub.iect Level utes Week Produced Producer'*’ Code
Spanish I 5 15 3 1959-60 Council B
Spanish II 6 15 3 1959-60 Council B
Parlons Francais I— French 5 15 2 1959-60 Heath B
Parlons Francais II 6 15 2 1959-60 Heath B
Primary Science K-2 15 1 1965-66 Council E
Japan— Social Studies 4 20 1 1964-65 Council S
Music Enrichment 5 20 1 1965-66 Council E
Latin America 6 20 1 1964-65 Council S Social Studies
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Music 4 4 20 1 1963-64 Annaheim E
Focus on Our America 6-8 30 1 1962-63 Council S Social Studies
Frontiers of Southern 4 15 1 1962-63 Council S California Social Studies
Let's Figure— Arithmetic 4 20 1 1961-62 KQED s
Let's Solve It 5 20 1 1961-62 KQED S Arithmetic
Exploring Mathematics 6 20 1 1965-66 Council s Ill
TABLE 11— Continued
Times Grade Min a Year 1 2 Series Name and Subiect Level utes Week Produced Producer Code
Spotlight on Africa 4 20 1 1964-65 Council S
^For abbreviations used in tables, see Appendix C
B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). fornia reflected a regional emphasis, in a section of the state with substantial minorities of Spanish and Japanese ethnic groups.
The Council was governed by a representative board, which determined program policies. Curriculum directors of the districts assisted in production.
Utilization— Teacher guides were provided for each of the program series distributed by the Council. Curriculum and educational media specialists in both the City, County and other participating districts assisted classroom teachers in utilization.
In summary, the Regional Educational Television Advisory Council of
Los Angeles, using one educational and two commercial channels, in 1965-
1966 was distributing sixteen instructional television series to ninety school districts comprising 396,000 pupils. Two of the ten series produced by the Council were new in 1965-1966.
Memphis
State assistance was a key factor in the instructional television
operations of Memphis Community Television Foundation, organized in 1956. 112
Distribution— Using the Foundation’s station, WKNO, the broadcast service spread over thirty-one counties in Tennessee and parts of Missis sippi and Arkansas. A total of ninety school districts was served in
1965-1966, seventeen of them in Tennessee, twenty-three in Mississippi and fifty in Arkansas. It was estimated that 420,000 pupils were within the coverage area and that 105,000 of them were viewing one or more pro grams, based on distribution of study guides.
Basic financial support was from Memphis City Schools, Shelby
County Court, the State of Tennessee, and a membership fee. The State subsity, based on seventy-five cents per pupil enrolled in the receiving districts in Tennessee, amounted to $115,000 a year. In return, Station
WKNO entered into a contract with the State to produce no less than four instructional television series suitable for distribution within the
State. Member schools in Tennessee paid an additional twenty-five cents a pupil, for a total of one dollar, taking into account the State sub sidy to the station. The assessments for out-of-state users were at fifty cents a pupil enrolled in the participating districts. As will be reported, similar arrangements prevailed in Nashville.
Production— The state subsidy was a means for encouraging the pro duction of state-approved television courses and for building a reser voir of suitable materials for exchange within the state. The Memphis
Foundation produced six new series in 1965-1966, as listed in Table 12, but it had not as yet exchanged programs with other Tennessee producers.
All but one of the nineteen programs distributed were Foundation produc
tions .
Instructional program policies were determined primarily by two 113
TABLE 12
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY MEMPHIS COMMUNITY TELEVISION EOUNDATION
Times Grade Min a Year 2 Series Name and Subiect Level utes Week Produced Producer'*' Code
Adventures in Art 3 20 1 1965-66 Foundation S Art
Adventures in Art 4 20 1 1964-65 Foundation s
Adventures in Art 5 20 1 1965-66 Foundation s
Adventures in Art 6 20 1 1964-65 Foundation s
The Music Room 1 15 2 1963-64 Foundation s Music
The Music Room 2 15 2 1963-64 Foundation s
The Music Room 3 20 2 1964-65 Foundation s
The Music Room 4 20 2 1964-65 Foundation s
The Music Room 5 20 2 1965-66 Foundation s
The Music Room 6 20 2 1965-66 Foundation s
Wondering with Science 3 20 2 1964-65 Foundation s Science
Wondering with Science 4 20 2 1962-63 Foundation s
Wondering with Science 5 20 2 1965-66 Foundation s
Wondering with Science 6 20 2 1963-64 Foundation s
Wondering with Science 7 30 2 1961-62 Foundation s
Look Around 1 15 1 1965-66 Foundation s Science
Driver Education 11 30 1 1964 WMVSB
Senior High Supplement 10-12 30 1 Various E Varied Films 114
TABLE 12— Continued
Times Grade Min a Year 1 2 Series Marne and Subiect Level utes Week Produced Producer Code
Journey (Films) 10-12 30 1 Various E Social Studies
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). means. One was an annual questionnaire to program users seeking evalua tive comments and suggestions. The other was meetings, two of them a year, with representatives of the participating districts. In addition, special committees were formed to consult in the production of each series.
Bulk of the Foundation's programming was in three groups of elemen tary courses in art, music and science. There were one first-grade pro gram in social studies, a high-school driver education course, and two high-school programs (not courses) made up of a variety of motion pic tures .
Utilization— The Foundation provided teachers' guides for each of its programs. In addition, a utilization manual had been developed to assist classroom teachers with problems in preparing for, using, and following up the programs. A teacher commentary form, or complaint form, was supplied regularly to teachers to transmit their suggestions to the station.
Summarizing, the Memphis Community Television Foundation in 1965- 115
1966 was transmitting nineteen instructional programs to ninety partici pating school districts with 105,000 pupils viewing. All but one of the programs were produced by the Foundation, and all but three were at the elementary level; two were made up of selected films. A state subsidy assisted in program production.
Minneapolis-St. Paul
Although it served the schools both of Minneapolis and St. Paul, the Twin City Area Educational Television Corporation stations KTCA and
KTCI were not organized under a regional council for instructional tele casting as was the practice in many metropolitan centers. Each of the twin cities produced its own instructional programs, and although they might utilize each others products, it was on a unilateral basis.
Similarly, although many surrounding schools used programs from the Twin
Cities, they neither shared in planning them nor in paying for them.
Likewise, the Roman Catholic Archdiocese produced programs unilaterally for its schools.
Thus, none of these three services of the Twin Cities stations represented regional production of instructional programs, but two other activities of the stations did. They appeared to be unique in the country in that they were regional councils organized to support specific program series.
One was the Minnesota Council for School Television, which produced and distributed three elementary-school Spanish courses (and, unoffi cially, two other series as noted below), and the Council for Instruc
tional French, which sponsored use of the three ’’Parlons Francais" 116 courses in the region. The following information summarizes activities of these two councils.
Distribution— By 1966 the Twin Cities stations were inter-connected by microwave with stations in Duluth-Superior and Appleton, Minnesota, both of which used many of the Minneapolis-St. Paul programs. These were considered to be the first three legs of a long-proposed Upper Mid west Six-State Educational Television Network. As noted earlier, the
Network had not been completed, nor was it distributing school programs.
In 1965-1966 the Minnesota Council for School Television’s elemen tary Spanish series was used by twenty-seven school districts with approximately sixty schools, plus twenty-five parochial schools, for a total of eighty-five schools. It was suggested that some 23,000 pupils were participating.
In the same year, the Council for Instructional French made avail able the Heath de Rochemont Company "Parlons Francais” series to three thousand pupils in twelve schools. Both the Spanish and French series
are listed in Table 13.
Two other instructional series were issued regionally, with the
Minnesota Council administering the fees from the participating schools.
They included "Modern Math" and "Earth and Space Science,” also listed
in Table 13.
Fees were established at $1.50 per participating pupil per series.
Production— Programs were produced for the Minnesota Council by
Twin City Area Educational Television Corporation at KTCA. None of the
programs used in 1965-66 was produced that year. 117
TABLE 13
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE MINNESOTA COUNCIL FOR SCHOOL TELEVISION, AND BY THE COUNCIL FOR INSTRUCTIONAL FRENCH IN MINNEAPOLIS-ST. PAUL
Times Grade Min a Year 2 Series Name and Subject Level utes Week Produced Producer"^ Code
Ya Hablamos Espanol I 4 15 3 1960-61 Council B Spanish
Ya Hablamos Espanol II 5 15 3 1960-61 Council B
Ya Hablamos Espanol III 6 15 3 1960-61 Council B
Earth and Space Science 4-6 30 2 1962-63 Council S
Modern Mathematics 4-6 30 2 1965 WHAS
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Utilization— The Minnesota Council employed the television teacher
of Spanish as Language Consultant, and he prepared utilization materials
and visited classroom teachers who used the series. In addition, audio
tapes were produced for classroom use two days a week, alternating with
the telecasts.
Summarizing, the Twin City Area Educational Television Corporation
stations in Minneapolis-St. Paul did not have a conventional instruc- 118 tional television council for the major part of their comprehensive school programming, but a flexible policy provided for organization of special-purpose regional organizations for production and distribution of specific courses. In 1965-1966 these councils distributed eight programs to ninety-seven schools in twenty-seven school districts, with an estimated 26,000 participating pupils.
Nashville
As in Memphis, the Metropolitan Board of Education in Nashville enjoyed a subsidy from the State of Tennessee in producing instructional television programs on its station, WDCN.
Distribution— Parts of Kentucky, Alabama and Tennessee were within the WDCN signal area, and school districts in all three states were par ticipating in the station's instructional telecasts. In 1965-1966, a total of fifty-seven school districts and twenty private and parochial schools, for a total of approximately seven hundred fifty buildings, were members. A survey indicated that 235,629 of the 250,000 pupils in the participating districts had viewed one or more of the program series.
Membership was based on a fee of a dollar a pupil a year. Tennessee
districts, however, paid twenty-five cents, because of the state subsidy.
This was paid directly to the station (see foregoing discussion under
Memphis).
Production— The Metropolitan Board distributed nineteen instruc
tional courses and two enrichment program series, listed in Table 14,
in 1965-1966. It produced all but one of them. The latter was obtained 119
TABLE 14
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY METROPOLITAN BOARD OF EDUCATION OF NASHVILLE, TENNESSEE
Times Grade Min a Year ^ Series Name and Sub.i ect Level utes Week Produced Producer Code
Learn with Me 1 30 1 1962-63 Board S Seven Basic Subjects
Learn with Me 2 30 1 1962-63 Board S
Learn with Me 3 30 1 1962-63 Board S
Science 3 30 1 1961-62 WKNO S
Melody Time 3 30 1 1963-64 Board S
The World of Science 4 30 2 1961-62 Board S
Tennessee's Capital City 4 30 1 1964-65 Board S Social Studies
Exploring Science 5 30 2 1963-64 Board S
Our Nation's Capitol 5 30 1 1964-65 Board S Social Studies
Adventures in Science 6 30 1 1965-66 Board S
Out of the Past 6 30 2 1964-65 Board S History
Beyond the Americas 7 30 2 1965-66 Board S Geography
Lab Thirty-Seven 7 30 1 1965-66 Board S Science
Lab Thirty-Eight 8 30 1 1965-66 Board S
Spanish 7-8 30 1 1961-62 Board B
Tennessee Heritage 7-8 30 1 1965-66 Board S
Biology 7-8 30 1 1963-64 Board S 120
TABLE 14— Continued
Times Grade Min a Year 1 a 2 Series Name and Subject Level utes Week Produced Producer Code
United States History 11 30 2 1964-65 Board S
The American Way 12 30 2 1964-65 Board s History
Library Orientation 4-6 30 alt.^ 1965-66 Board E
Instruments of the 4-6 30 alt. 1965-66 Board E Orchestra
1 For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
from WKNO, Memphis. One of the programs, biology, was required viewing
for all pupils in Davidson County, Tennessee. Two science courses,
Lab Thirty-Seven and Lab Thirty-Eight, were produced in 1965-1966 and
used to introduce junior high school science instruction in that region.
The station was under the same contract as was WKNO, Memphis, to
produce at least four instructional television series suitable for state
wide distribution, although none was exchanged in 1965-1966.
Determination of programming policy and production of instructional
materials was the responsibility of the station's Advisory Committee on
In-School Programs. It was composed of representatives of the partici
pating districts. In addition, special committees were formed to consult
in the production of each program series.
In summation, the Metropolitan Board of Education of Nashville dis- 121 tributed nineteen instructional courses and two enrichment series to fifty-seven school districts in Tennessee, Alabama and Kentucky with a total audience of 235,629 pupils in 1965-1966. All but one of the pro grams were produced by the Board, and production was assisted by an appropriation of seventy-five cents a pupil in the Tennessee districts utilizing the series, from the State of Tennessee.
New York City
Although it was relatively late in securing an educational televi sion station, New York City and its schools were early experimenters with 24 instructional programming on commercial channels. By 1965-1966 there were two non-commercial channels in Manhattan, WNYC, operated by the
City of New York Municipal Broadcasting System and devoted heavily to municipal employee in-service training, and WNDT, owned by Educational
Broadcasting Corporation. The latter channel served as a regional dis tribution station for schools in three states.
Distribution— In a highly populated metropolitan region of at least three million pupils, it was estimated that 1,300,000 pupils in ninety- five districts in parts of New York, New Jersey and Connecticut were using one or more WNDT programs in 1965-1966. Participating districts paid a fee based on seventy-five cents a pupil enrolled, with an addi tional subsidy of approximately 50 per cent that amount coming to the station from the New York Board of Regents.
ft # J. A. Fellows, "View from the Schoolhouse," New York State Educa tion, Vol. 48, No. 1 (January 1961), pp. 21-23. 122
Production— Many WNDT programs had been produced with the coopera
tion of the New York City Public Schools, This arrangement continued
through 1965-1966, but the New York schools were planning to establish
separate operations on a third non-commercial channel, WNYE-TV, begin ning in 1966-1967.
A school advisory council including the commissioners of public
instru ction of the three states established policy for the instructional programming on WNDT. Representative curriculum directors of the parti
cipating districts made up a curriculum committee that was actively
engaged in the development of programs.
Quality of WNDT programming was attested by the substantial number
of instructional television courses selected for national distribution,
one of the most widely used in 1965-1966 being "Places in the News," a
current events series.
Of the thirty-eight different series distributed by WNDT in 1965-
1966, the station was producer or co-producer of twenty of them. Only
one, however, "Places in the News," was produced new in 1965-1966. Three
others, "American Historic Shrines,""Children of Other Lands" and
"Exploring Science," were produced partly in 1964-1965 and partly in
1965-1966. The list of programs is summarized in Table 15.
Utilization— Besides comprehensive utilization manuals for elemen
tary and secondary teachers, WNDT provided a number of field services.
These included utilization consultation, workshops and visitations, and member access to kinescope library programs for classroom or in-service
education use. A Utilization Committee, composed of audio-visual coor
dinators of participating districts, assisted in determining needs and TABLE 15 123
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY EDUCATIONAL BROADCASTING CORPORATION, WNDT, NEW YORK CITY
Times Year Grade Min a 2 Series Name and Subject Level utes Week Produced Producer^- Code
Places in the News 5-6 20 1 1965-66 WNDT-NYCE Social Studies
American Historic Shrines 5-6 20 1 1964-66 WNDT-NYC S Social Studies
Children of Other Lands 4-6 20 1 1964-66 WNYC-WNDT S
Planet Earth— Home of Man 5-6 20 1 1963-64 WNDT-NYC S Social Studies
Challenges of the Space 4-6 20 1 1963-64 WNDT-NYC S Age— Science
Tell Me a Story 1-3 15 1 1963-64 WQED s Language Arts
The Magic of Words 1-3 15 1 1963-64 WETA s Language Arts
The Wonder of Words 3-4 20 1 1962-63 WNDT-NYC s Language Arts
Adventures in Language 5-6 20 1 1964-65 WNDT-NYC s Language Arts
Exploring Our Language 4-6 25 1 1964-65 WETA s Language Arts
Sounds to Say, Letters to 1 20 1 1962-63 21 Inch s Learn— Phonics
Mathematics 5 5 20 1 1964-65 WNDT-NYC s
Once Upon a Day with Char K 30 1 1964-65 WNDT s ity Bailey— Childhood
Once Upon a Day with Geor- K 30 1 1964-65 WNDT s gine & Laurry— Childhood
Let's Make Puppets— Art 3-6 20 1 1964-65 WNDT-NYC s 124
TABLE 15— Continued
Times Grade Min a Year Series Name and Subject Level utes Week Produced Producer"*" Code^
Art at Your Fingertips 4-6 15 1 1963 WENH S
Hable Espanol— Spanish 4 15 3 1964 KEMAB
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
Sing, Children, Sing— Music 1-3 15 1 1964-65 21 Inch S
Time Now for Music 3-4 20 1 1964-65 WNDT-NYC S
Music for You 5-6 20 1 1963-64 WNDT-NYC S
Exploring Nature— Science 4-6 30 1 1960 21 Inch S
Time Now for Science 2 20 1 1963-64 WNDT-NYC S
Alive and About— Science 1-3 20 1 1963 WENH S
Exploring Science 5 20 1 1964-66 WNDT-NYC S
Working with Science 6 20 1 1963-64 WNDT-NYC S
All About You 1 15 1963-64 21 Inch S Health-Science
Your Place in Business 11-12 20 1 1964-65 WNDT-NYC s Business Education
Cultures and Continents 10-12 30 1 1963-64 WNDT S Social Studies
Cultural Backgrounds of 10-12 30 1 1964-65 WNDT-NYC s Latin America— Social Studies
Books That Live 7-9 20 1 1963-65 WNDT-NYC S English 125
TABLE 15— Continued
Times Grade Min a Year 2 Series Name and Subject Level utes Week Produced Producer’*' Code
Franklin to Frost 10-12 30 1 1963-65 MPATI S English
Electronics at Work 10-12 30 3 1963-64 SCETVC B Vocational Education
English: Fact and Fancy Tchr 30 1 1964-65 WETA
America's Cultural Heri- Tchr. 30 1 1964-65 NYC
Negro in America— History Tchr. 30 1 1964-65 WNDT-NYC
For abbreviations used in tables, see Appendix C. 2 B=Rasic, S=Supplemental, E=Enrichment (see pages 12-13). and solving problems. Teachers were asked to submit an evaluation form each semester.
Summarizing, WNDT, the Educational Broadcasting Corporation station in New York City, was a major producer of instructional television pro grams in the United States. In 1965-1966 it distributed thirty-eight series, twenty of them WNDT productions, to ninety-five school districts in New York, New Jersey and Connecticut, with estimated enrollments totaling 1,300,000 pupils.
Omaha
Located within the reception area of the Nebraska Educational Net work and the distribution region of the Great Plains Regional Instruc 126 tional Television Library, the Metropolitan Omaha Educational Broadcast ing Association brought additional services to the schools of the Omaha area.
Distribution— Organized with the beginning of the 1965-1966 school year, the Association used the broadcast facilities of KYNE, the Nebraska
Educational Television Commission station in Omaha. There were eighteen participating districts with 120 schools and 104,000 pupils in the initial year. Membership was based on a fee of two dollars a pupil a year from the participating districts.
Programming— The rather ambitious instructional program schedule, listed in Table 16, was produced live in 1965-1966, except for twelve of the thirty-one series which were imported from other sources.
Program policies for M0EBA, as the Metropolitan Association called itself, were established by a Board of Directors on advice from a sub committee, the Conference on Instruction. Chairman of the subcommittee was the assistant superintendent of the Omaha Public Schools.
M0EBA chose not to use any of the Nebraska educational network pro grams. Most of its borrowed series were procured, however, through the
Great Plains Regional Instructional Television Library at Lincoln.
Utilization— In its first year, the Association was able to produce and distribute teacher guides for all of its programs. In addition, orientation programs for teachers,weekly broadcasts, were conducted.
Each study guide contained evaluation sheets for feedback comments and suggestions.
KYNE was one of seven stations in a projected statewide educational television network. It was constructed and operated by the Nebraska 127
TABLE 16
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY METROPOLITAN OMAHA EDUCATIONAL BROADCASTING ASSOCIATION
Times Grade Min a Year 2 Series Name and Subject Level utes Week Produced Producer’1' Code
Americans All 5 & 8 20 1 1964 KEMA S Social Studies
Quest for the Best 5 20 1 1964 KEMA S Literature
Geography 4 20 alt.^ 1964 KEMA S Social Studies
Art at Your Fingertips 6 15 1 1963 WENH S
Art Here, There, Every 1-3 15 1 1964 KDPS S where
All About You 2 15 alt. 1963-64 21 Inch s Health-Science
Neighborhood Explorers 2 15 alt. 1962-63 21 Inch s Science
Land and Sea— Science 3 15 alt. 1963-65 21 Inch s
Scienceland 1 20 1 1961 MPATI s
Places in the News 5-8 20 1 1965-66 WNDTE Social Studies
Our Talking Circus 1 15 1 1965-66 MOEBAS Speech
Blast Off to Better Speech 2 15 1 1965-66 MOEBA s
Let's Listen and Sing 1 15 1 1965-66 MOEBA s Music
We Read and Sing 2 15 1 1965-66 MOEBA s Music
Singing and Doing 3 15 1 1965-66 MOEBA s Music 128
TABLE 16— Continued
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer1 Code^
Keys to Music 4 15 1 1965-66 MOEBA S
America Sings— Music 5 15 1 1965-66 MOEBA S
Living with Music 6 15 1 1965-66 MOEBA S
Come Along, Listeners K-l 15 2 1965-66 MOEBA S Literature
Let's Visit Storyland 2 15 1 1965-66 MOEBAS Literature
Art for You 4-5 15 alt.1 1965-66 MOEBA S
Look at Art 4-5 15 a l t . 1965-66 MOEBA S
Our Nebraska Land 4 20 alt. 1965-66 MOEBAS Social Studies
Science Adventures 4 15 1 1965-66 MOEBAS
Probing Science 5 15 1 1965-66 MOEBA S
Science Today 6 15 1 1965-66 MOEBAS
Greater Omaha 3 15 alt. 1965-66 MOEBA s Social Studies
Lands Beyond the Oceans 7 20 1 1965-66 MOEBA s Social Studies
Sets and Systems Tchr,1 30 1 1965 WETZ
Channels to Learning Tchr. 30 1 1964-65 GPRITL
Driver Education Tchr. 30 1 1965-66 MOEBA
"^Eor abbreviations used in tables , see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 129
Educational Television Commission with state and federal matching funds.
The MOEBA Program Council regulated programming and curriculum.
In summary, the Metropolitan Omaha Educational Broadcasting Associa tion produced nineteen of the thirty-one instructional television series it broadcast in its initial year, 1965-1966. The programs were distri buted to eighteen school districts with 104,000 pupil participants, approximately half of them in the City of Omaha.
Philadelphia
The Philadelphia Public Schools were early users of educational television and gained nationwide attention as one of the districts in 25 the National Program in the Use of Television in the Public Schools.
It was another organization, however— Tri-State Educational Broadcasting
Council— which served the larger regional instructional television needs in the Philadelphia metropolitan area. The Council was formed in 1962.
Distribution— The Council used WHYY, Channel 12, and WUYY, Channel
35, in Philadelphia, along with a translator in Delaware, to distribute instructional programs in Southeastern Pennsylvania, Middle New Jersey and the State of Delaware.
In the 1965-1966 school year the Council served fifty-three member districts enrolling 490,000 pupils. They included the City of Philadel phia, which, as noted above, also had its own television service.
^Martha A. Gable, "TV in the Classroom, Effective for Large Clas ses," Nation's Schools, Vol. 62, No. 2 (October 1958), pp. 59-61. 130
Membership fee was figured at one dollar a pupil a year. With the inauguration of the Delaware State Closed-Circuit Network in 1965-1966, membership status of Delaware schools became indefinite.
Production— Known for the high proportion of live programming it did, the Council produced twenty-one of the thirty-two instructional series it distributed in 1965-1966 as live productions. All are listed in Table 17.
Council programs were produced at the studios of WHYY, Channel 12, by the Philadelphia Public Schools in cooperation with the Council.
Curriculum advisory committees representative of the participating dis tricts advised in the planning and production of courses. Council head quarters were in Yeadon, Pennsylvania.
Utilization— The Council made available classroom teacher guides for each of the courses it distributed. Four of the five teacher in- service education programs it broadcast were designed to assist class room teachers in the use of the instructional courses it carried.
In summation, the Tri-State Educational Broadcasting Council of the Philadelphia metropolitan region distributed thirty-two instructional television series in 1965-1966. Twenty-one of these were produced live, continuing a reputation for live production. The programs were used in fifty-three school districts, including Philadelphia, in parts of three states, with enrollments totaling 490,000 pupils. 131
TABLE 17
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY TRI-STATE INSTRUCTIONAL BROADCASTING COUNCIL, PHILADELPHIA
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer'*' Code
Parlons Francais I— French 4 15 33 1965-66 Heath-WHYY B
Parlons Francais II 5 15 3 1965-66 Heath-WHYY B
Parlons FrancaisIII 6 15 3 1965-66 Heath-WHYY B
Spanish I 4 15 3 1965-66 Council B
Spanish II 5 15 3 1965-66 Council B
Spanish III 6 15 3 1965-66 Council B
Science 4 15 2 1965-66 Council S
Science 5 15 2 1965-66 Council S
Language Arts 5 15 1 1965-66 Council S
Science 6 15 2 1965-66 Council S
Linguistics 7 15 1 1965-66 Council S
Science 7-9 25 3 1965-66 Council B
Mathematics 8 25 3 1965-66 Council B
Books in Action 7-9 20 1 1965-66 Council S Language Arts
Creative Writing 7-9 15 1 ' 1965-66 Council S Language Arts
Biology 10 25 3 1965-66 Council B
Concepts in Science 3 15 1 1964 Penna. S
Scienceland 1-2 20 1 1961 MPATI S
Social Studies 5 25 2 1965-66 Council S 132
TABLE 17— Continued
Times Grade Min a Year Series Marne and Sublect Level utes Week Produced Producer1 Code^
Geography 4 20 1 1964 KRMA S
Concepts in Mathematics 4-6 15 2 1964 Penna. S
Exploring Our Language 3-4 25 1 1963 WETAS Language Arts
Sets and Systems— Math Tchr.1 30 1 1963 WETA
Reading Tchr. 30 1 1965-66 Council
Science Tchr. 30 1 1965-66 Council
Foreign Languages Tchr. 30 1 1965-66 Council
Arithmetic Tchr. 30 1 1965-66 Council
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Under Billy Penn's Hat 4-6 25 1 1965-66 . Council S Social Studies
Franklin to Frost 10-12 30 2 1961 MPATI s English
Advanced Mathematics 12 20 2 1965-66 Council s
Developmental Reading 7-9 30 1 1965-66 Council s
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 3 To the twice-weekly Heath "Parlons Francais" lessons the Council added a third lesson, produced live at WHYY. 133
Pittsburgh
One of the best-known instructional television producers in the nation, Metropolitan Pittsburgh Educational Television's Station WQED held claim to having been the first station to broadcast supplemental programs for classroom use (in 1954) and to telecast basic instruction
(1955) as an educational channel. By 1965-66 Metropolitan Pittsburgh
Educational Television was operating two stations for educational purposes, WQED and WQEX, with the former concentrating on school pro
grams and the latter on specialized programs in medicine and other
fields.
Distribution— Within the stations' twenty-county coverage area were 256 school districts, including Pittsburgh. Because of the hilly
terrain, however, not all of these districts potentially could receive
a signal. The actual number of districts that were members of the ser vice in 1965-1966 was eighty, comprising 664 schools. A survey disclosed
that of the 821,000 pupils in the coverage area, 25 per cent, or 205,052,
viewed one or more programs. This latter number represented 44 per cent
of the enrollment of member districts. Membership fee, which was volun
tary, was a dollar per annum per pupil, and schools could join on either
an elementary, secondary or combined enrollment basis.
Production— To guide production policies, a School Curriculum Advi
sory Committee met monthly. Its work was supplemented by evaluation
committees composed of teachers to whom evaluative questions were directed
for assessing program effectiveness. Of the series listed in Table 18, 134
TABLE 18
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY METROPOLITAN PITTSBURGH EDUCATIONAL TELEVISION, WQED
Times a Year Grade Min 1 Series Name and Subject Level utes Week Produced Producer Code
Tell Me a Story K-2 15 1 1963-65 WQED S Language Arts
Talking Town— Speech 1-3 15 1 1963 WQED S
Sing, Children, Sing 2 15 1 1964-65 21 Inch S Music
Far and Near 1-3 15 1 1965-66 WQEDS Varied Subjects
All About You 1 15 1 1963 21 Inch S Health-Science
Learning Our Language 3-4 20 2 1961 MPATI S Language Arts
Today's World 4-6 15 1 1965-66 WQED E Current Events
Science 4 4 20 2 1963-64 WQEDS
Science 5 5 25 2.5 1963-64 WQED S
Science 6 6 25 2.5 1963-65 WQED s
Exploring Our Language 3-4 25 1 1963 WETA s Language Arts
Children of Other Lands 5-6 20 1 1964 WNDT s Social Studies
People and their World 4-6 25 1 1965-66 WQED S Social Studies
Developmental Reading I 7-12 25 1 1964-65 WQED s
Developmental Reading II 7-12 25 1 1964-5 WQED s
Earth and Space Science 7-9 20 3 1963 KTCA s 135
TABLE 18—— Continued — — — — j ______i
Times Grade Min a Year 2 Series Name and Subiect Level utes Week Produced Producer1 Code
Language Sense and Struc - 7-9 25 1 1965-66 WQED S ture— English
Franklin to Frost 10-12 30 2 1961 MPATI S English
At Issue (Films) 10-12 30 1 1965-66 Various E Social Studies
The Humanities 10-12 30 1 1958-59 EBF E English
Demand Performance 10-12 20 2 Various Various E Films
Form and Imagination Tchr.m T. 1 30 1 1965-66 WQED Art
English: Fact and Fancy Tchr. 30 1 1964 WETA
Electronics at Work 10-12 30 3 1963-64 SCETVC B
WQED Kindergarten Pre-K 30 3 1965-66 WQED E
Astronomy for Gifted 5-6 25 1 1964-65 Illinois E
^For abbreviations used in tables, see Appendix C.
B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). all but three were broadcast exclusively on WQED, leaving the other channel for other educational purposes.
Of all twenty-six programs distributed in 1965-1966, thirteen were produced by WQED, five of them new productions that year.
Utilization— Teacher guides were provided for each of the series.
In addition to the teacher evaluation committees mentioned above, WOED 136 followed a practice of having television teachers observe their programs in classrooms at least once a week, both as a means of assessing their own effectiveness and of helping classroom teachers in the use of pro grams.
Summarizing, Metropolitan Pittsburgh Educational Television, WQED, distributed twenty-six instructional programs to 664 schools in eighty school districts enrolling 821,000 pupils in 1965-1966. Half of these programs were produced by WQED, and several WQED instructional series were distributed nationally.
St. Louis
Ongoing costs of operating and maintaining KETC, its educational television station, limited production funds to the extent that the
St. Louis Educational Television Commission produced no new instructional programs in 1965-1966. St. Louis, however, continued to be one of the metropolitan regions where school districts long had cooperated in the 26 use of instructional programs.
Distribution— Member districts in the immediate St. Louis metropoli tan region in 1965-1966 numbered twenty-nine. It was anticipated that eight to ten districts across the river in Illinois would join the following year, under enabling legislation which would permit them to pay the dollar a pupil fee assessed the participating districts. An estimated three hundred thousand pupils were in the member districts,
26 E. G. Herminghaus, "In Metropolitan St. Louis, Districts Enjoy TV Facilities Cooperatively," Nation’s Schools. Vol. 62, No. 2 (October 1958), pp. 63-65. 137 including the City of'St. Louis. It was estimated that 195,000 of the pupils viewed one or more KETC instructional programs in 1965-1966.
Production— Lack of sufficient funds for production was attributed by the Executive Director of the television station to rising operating costs, particularly in engineering expenses, and inadequacy of funds raised by member fees. It was hoped participation in Illinois would improve the situation.
Of the eighteen instructional series telecast in 1965-1966, as listed in Table 19, eleven were replays of former KETC productions.
Utilization— Teacher guides were provided for all of the series broadcast. They were in the form of a single manual in 1965-1966, but were to be divided into separate publications for each series the following year. Among the field services provided by KETC were a Direc tor of School Services, summer workshops on instructional television utilization, and visits to individual faculties during the school year.
TABLE 19
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY ST. LOUIS EDUCATIONAL TELEVISION COMMISSION, KETC
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer"^ Code2
One, Two, Three K 20 2 1963-64 KETC S Kindergarten Subjects
Initial Teaching Alphabet K-l 20 2 1964-65 KETCS Reading
Road to Reading 1-2 20 2 1962-63 KETC S Phonics
Scienceland 1-2 20 1 1961-62 MPATI S 138
TABLE 19— Continued
Times Grade Min a Year 2 Series Name and Subiect Level utes Week Produced Producer"*" Code
Singing, Listening, Doing 1-3 20 1 1961-62 MPATI S Music
Why and How— Science 3 20 1 1961-62 KETC S
Learning Our Language 3-4 20 2 1961 MPATI s Language Arts
Learn to Spell 3-4 20 2 1961-62 KETC s Language Arts
I Like to Listen 4“5 20 2 1963-64 KETC s Language Arts
Exploring with Science 4-6 20 2 1961-62 MPATI s
Music for You 4-6 20 1 1961-62 MPATI s
Geography 7-9 20 2 1963-64 KETC s
American History 7-8 30 1 1962-63 KETC s
This Is Missouri 7-8 20 2 1962-63 KETC s Social Studies
Missouri Constitution 7-8 20 2 1962-63 KETC s
Art Appreciation 7-8 20 1 1963-64 KETC s
Driver Education 10-12 30 3 1961 WCET B
Franklin to Frost 11-12 30 2 1961 MPATI s English
"*"For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Summarizing, the St. Louis Educational Television Commission dis
tributed eighteen instructional programs to 195,000 pupils in twenty- 139 nine school districts in 1965-1966. All of the program series were replays of earlier productions or courses secured from other producers, because lack of current funds prevented new production that year.
San Francisco
Unlike some metropolitan educational television councils which owned or operated television stations, Bay Region Instructional Televi sion for Education had no control over KQED, the station which produced programs for use in the fifteen-county BRITE region. The station itself was owned by Bay Area Educational Television Association. The function of BRITE, which was supported directly by the participating counties with an annual budget of $27,000, was to determine instructional needs and stimulate and supervise utilization of television programs in the schools.
It employed a curriculum specialist for these purposes. The television station, meanwhile, contracted for program production and received membership fees directly from participating school districts.
Distribution— It was estimated that in 1965-1966 123 school dis
tricts were paying the dollar a pupil a year for participation, and that
they enrolled two hundred thousand pupils. A 25 per cent increase in membership was anticipated for the following year, when an expanded pro
duction project was planned. Some 10,000 pupils in 63 private and paro
chial schools also were being served.
Production— KQED’s production philosophy in instructional television
had been to "go to the core of the curriculum first;" that is, do direct
teaching in the basic subjects, then add the so-called "cultural" sub 140 jects. Thus, its earlier productions were in science, mathematics and
English. The list of programs for 1965-1966, in Table 20, represented a broadening of that philosophy.
TABLE 20
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY BAY REGION INSTRUCTIONAL TELEVISION FOR EDUCATION, KQED
Times Grade Min- a Year Series Name and Subject Level utes Week Produced Producer Code
Heads Up— Music K-2 15 1 1964-65 KQED S
Let's Talk— Spanish It-2 15 1 1961-62 KVIE S
Singing, Listening, Doing K-3 20 2 1961-62 MPATI S Music
All About You 1-2 15 1 1963-64 21 INCH S Health-Science
Let's Find Out 2 15 1 1961-62 KVIES
Science Far and Near 3 20 1 1962-63 KQED S
Bay Area Adventure 3 20 1 1962-63 KQEDS Social Studies
It All Adds Up— Mathematics 3 15 1 1963-64 KQEDS
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Science in Your Life 4 20 1 1964-65 KQED S
Math on the Move 4 20 1 1965-66 KQEDS
Music for You 4-6 20 2 1961-62 MPATI S
Una Adventura Espanola I 4-5 15 3 1964 Heath B Spanish
Una Adventura Espanola II 5-6 15 3 1964 Heath B 141
TABLE 20— Continued
Times Grade Min a Year Series Name and Subject Level utes Week Produced Producer^" Code2
Science in Our Work 5 30 1 1961-62 KQEDS
Let’s Solve It— Mathematics 5 20 1 1961-62 KQED S
The Word Smith 5-6 20 1 1964-65 KQEDS Language Arts
Where on Earth 6 20 1 1963-64 KQED S Geography
Take a Number— Mathematics 6 20 1 1963-64 KQED S
Space Science 7-9 30 1 1961-62 KQED S
Exploring the News 7-9 20 1 1965-66 KQED s Social Studies
What's the Matter? 7-9 20 1 1963-64 KQED s Science 1 Parlons Francais— French Tchr. 30 1 1964 Heath
Understanding Rational Tchr. 30 2 1965 California Numbers— Mathematics
Espanola Para Maestros Tchr. 30 1 1961-62 KQED Spanish
Elementary Geography Tchr. 30 1 1961-62 KQED
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (seepages 12-13).
As this study was being completed, KQED had just expended $28,000
for animation sequences as part of the cost of revising "Math on the
Move.” Another series, in science, was to be improved the following year
with the addition of on-location films from many parts of the world, 142 to be secured at a cost estimated at $10,000. The Director of the
Instructional Television Department stated as well that KQED budgets
$50,000 for each instructional series and that it intended to produce five new series at a total cost of $250,000 in 1966-1967. One of its earlier productions, "Space Science," was selected by the Canadian Broad casting Company for network use in 1964.
Utilization— As mentioned above, BRITE served as liaison with school districts in the use of programs and in the evaluation of their effec tiveness. Teaching guides were provided for each of the series telecast.
KQED also broadcast four in-service education programs for teachers, two of them designed specifically to assist in utilization of the French and
Spanish programs. One, "Understanding Rational Numbers," was a course for credit from University of California.
In summary, KQED, in cooperation with Bay Region Instructional Tele vision for Education, distributed twenty-seven instructional program series in 1965-1966, sixteen of them produced by KQED. Two of the latter were produced in 1965-1966. There were 123 participating school districts enrolling two hundred thousand pupils.
Seattle
University of Washington’s educational television station KCTS was capable of being received by two-thirds of the populated area of the
State of Washington. It provided an instructional television service available to the schools of that region. 143
Distribution— In the school year 1965-1966, twenty-five districts paid a dollar a pupil to receive KCTS instructional programs. It was estimated that, of three hundred thousand potential viewers, one hundred thousand pupils were using one or more programs that year.
Production— Instructional programs distributed by the station and listed in Table 21 were under the general control of a Superintendents
Committee, the policy-making body of the participating districts. In addition, a Curriculum Directors Committee composed of specialists of the districts helped determine program needs and design instructional series for production. Special committees were formed to consult in the pro duction of each subject area.
The station engaged in no new production in the year 1965-1966, except for some revision of "Listen and Say," a phonics course produced in 1964 for Midwest Program on Airborne Television Instruction. Twenty- two of the thirty courses used that year, however, were produced in prior years by KCTS.
Utilization— KCTS employed a Director of School Broadcasting to implement instructional programming and to arrange consultation for schools with utilization problems. Teacher guides were provided for each program, with the exception of "Let's Imagine," a language arts enrich ment series.
The station also produced two in-service education programs for teachers, neither of them, however, directly related to the use of other instructional programs being broadcast.
In summation, Seattle educational television Station KCTS distri- 144
TABLE 21
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY UNIVERSITY OF WASHINGTON STATION KCTS, SEATTLE
Times Grade Min a Year 1 Series Name and Subject Level utes Week Produced Producer Code
All About You 1-2 15 1 1963-64 21 Inch S
Do You Know?— Science 1-2 15 1 1960 KCTS S
Focus on Fitness 2 15 1 1962 KCTS S Physical Education
Focus on Fitness 5 15 1 1962 KCTS s
Cholla's Corner K 20 1 1965 KTPS s Kindergarten Activities
Let's Imagine K-6 15 1 1965 KCTS E Language Arts
Let's Sing Together 1 15 2 1963-64 KCTS s Music
Listen and Say 1-2 15 1 1964-66 KCTS s Phonics
Merrily Sing— Music 2 15 2 1965 KCTS s
Safety Education 1-6 15 1 1965 KCTSE
Science A 3-4 15 2 1962 KCTS s
Science B 3-4 15 2 1963 KCTS s
Se Habla Espanol— Spanish 3 15 2 1964 KCTS B
Se Habla Espanol II 4 15 2 1964 KCTS B
Se Habla Espanol III 5 15 2 1965 KCTS B
In and Out of the City 2 15 1 1965 KCTS s Social Studies
Songs and Sounds— Music 3 15 2 1963 KCTS S 145
TABLE 21— Continued
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
Art 6 30 1 1962 KCTS S
Biology 5-6 15 1 1961 KCTS S
Explorations with Bucky 6 20 1 1964 Oregon s Beaver— Science
Learning Our Language 3-4 20 1 1962 WHA s Language Arts
Looking Into Art 4 30 1 1963 KCTS s
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Haces in the News 5-6 20 1 1965-66 WNDT E Social Studies
Rhymes , Rhythms, Rounds 4 15 2 1962 KCTS S Music
Science 5-6 15 2 1964 KCTS S
Seeing Through Art 5 30 1 1965 KCTS S
Geology of the Pacific Tchr. 1 30 alt. ^ 1964 KCTS Northwest
Science Tips Tchr. 30 alt. 1964 KCTS
1 For abbreviations used in tables , see Appendix C. o B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
tributed thirty instructional program series to twenty-five member school districts enrolling one hundred thousand pupils in 1965-1966. The sta
tion had been a prolific producer of instructional programs, but engaged
only in minor new production in 1965-1966. 146
Southwestern Indiana
Although not a metropolitan service as most of the other instruc tional councils surveyed were, the Southwestern Indiana Educational
Television Council was illustrative of regional school telecasting on a commercial television station, at Evansville, Indiana.
Distribution— Members of the Council included fourteen school cor porations in six school districts with 113 schools. There also were thirty-eight "support schools," that is, schools which were individual members but not part of a member school corporation. Altogether the total was 151 participating schools in Southwestern Indiana, with a few scattered in nearby parts of Kentucky and Illinois.
Membership assessment was at two dollars apiece per pupil a year.
A total of 23,500 pupils participated in 1965-1966.
Production— Organized in 1958, the Council once was producing three and a half hours of school programming. This had been reduced to about two and a half hours a day in 1965-1966, due to conflicting network commitments of the station.
All six of the Council’s program series were produced live and represented intensive television teaching,in the subjects, five days a week. The courses are listed in Table 22.
Representatives of each of the six participating school districts served as a committee for planning, producing and evaluating the courses.
Utilization— Teacher guides were provided for follow-up to the
television presentations. 147
TABLE 22
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY SOUTHWESTERN INDIANA EDUCATIONAL TELEVISION COUNCIL
Times Grade Min a Year , 2 Series Name and Subiect Level utes Week Produced Producer'*’ Code
English 9 25 5 1965-66 Council B
United States History 11 25 5 1965-66 Council B
Government and Economics 12 20 5 1965-66 Council B
Intermediate Science 5 20 5 1965-66 Council B
Junior High Science 7 20 5 1965-66 Council B
Conversational Spanish 3 15 5 1965-66 Council B
"*Tor abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
In summary, the Southwestern Indiana Educational Television Council produced six instructional television courses in 1965-1966 for distri bution to a membership of 23,500 pupils in six school systems. All of the programs were intended as basic resources in the curriculum.
Washington, D. C«
Because of the withdrawal of the District of Columbia Public Schools, use of the programs of Greater Washington Educational Television Associa tion was limited to perimeter school districts and parochial schools within the District in recent years. 148
Distribution— In 1965-1966, eighteen school districts comprising approximately eight hundred schools with enrollments totaling 285,000 pupils were participating in the Association, in Virginia and Maryland, plus the parochial schools of the District of Columbia. Membership was based on one dollar per pupil per annum.
The District of Columbia schools, which had participated when the
Association was formed in 1958 with support from two philanthropic foun dations, withdrew subsequently. This was attributed to the cost of par ticipation after doundation support was withdrawn, and to programming which did not appear to be adapted adequately to the needs of schools in the District. At the time of the present study, however, conferences were being conducted relative to the possible participation of sixteen
District schools in the Association in 1966-1967, pursuant to a proposal for enrichment programs to be financed under anticipated Elementary and
Secondary Education Act projects.
Production— WETA had earned a national reputation for quality pro- grammirJg,>and several of its instructional programs were distributed widely by the Eastern Educational Network and instructional television libraries.
Of the twenty-four instructional series distributed by the Associa tion in 1965-1966, fourteen were WETA productions. Of the latter, eleven were produced new that year, as indicated in Table 23.
Curriculum councils in the various subject areas and representative of the participating districts helped to determine program needs and designs. 149
TABLE 23
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY GREATER WASHINGTON EDUCATIONAL TELEVISION ASSOCIATION, WETA
Times Grade Min a Year Series Name and Subject Level utes Week Produced Producer"*" Code^
Art Comes Alive 2-3 15 1 1965-1966 WETA S
The Magic of Words 1-3 15 1 1965-1966 WETAS Language Arts
Window on Our World K-2 15 1 1965-1966 WETAS Social Studies
All About You 1 15 1 1963 21 Inch S Health-Science
Sing, Children, Sing 2 15 1 1964-1965 21 Inch S Music
Alive and About 2-3 20 1 1964 WEDHS Science , 1 Tell Me a Story 1-3 15 alt. 1963-1964 WQED E Language Arts
Children's Literature 1-3 15 alt. 1963-1964 KUON E Language Arts
Art World 4-6 20 1 1965-1966 WETA S
Shapes in Mathematics 3-4 15 alt. 1965-1966 WETA E
Shapes in Mathematics Tchr.'*' 30 alt. 1965-1966 WETA
Exploring Our Language 4-6 20 1 1965-1966 WETA S Language Arts
The Performing Arts 4-8 30 alt. 1965-1966 WETA E Various Subjects
Reading Newspapers 5-7 15 1 1965-1966 WETA S Journalism
Inquiry Into Life 4-6 30 1 1965-1966 WETA S Science 150
TABLE 23— Continued
Times Grade Min a Year Series Name and Sublect Level utes Week Produced Producer1 Code^
Science Spotlight 5-7 30 1 1963-64 WETA S
Changing Patterns of Liv 4-5 20 1 1965-66 WETA S ing— Social Studies
Franklin to Frost 10-12 30 1 1961 MPATI S English
English: Fact and Fancy Tchr.1 30 1 1964-65 WETA
Sets and Systems— Math Tchr. 30 1 1963-64 WETA
Parlons Francais— French Tchr. 30 1 1964 Heath
Parlons Francais I 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
'*'For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Utilization— The station's Manager of School Television Service assisted schools in use of programs. Teaching guides were distributed for all series.
The Greater Washington Educational Television Association won an
Emmee Award for "English: Fact and Fancy," an unusual achievement for an
educational broadcaster.
In summary, the Greater Washington Educational Television Associa
tion distributed twenty-four instructional television courses, fourteen 151 of them its own productions, to eighteen school districts surrounding the District of Columbia in Virginia and Maryland, in 1965-1966. The participating districts enrolled an estimated 285,000 pupils.
State and Regional Educational Television Networks
Alabama
Chronologically as well as alphabetically the first educational
television network in America, Alabama’s Educational Television Network
dates back to the linking of the educational stations of Mount Cheaha and 27 Birmingham in 1955. Andalusia was joined by microwave relay the fol
lowing year, followed by Mobile, Montgomery and Huntsville.
Distribution— Programs of the Alabama State Department of Education
were available to, but not required in, all 1,500 schools of the state.
It was estimated that approximately 850 districts were using network
programs, for a total of 180,000 pupil viewers of a potential audience
of 373,671 pupils. Originally funded by Ford Foundation's Fund for the
Advancement of Education, the Network in 1966 was subsidized entirely by
the State of Alabama.
Production— Virtually all of the network programming— a total of
thirty-seven program series in 1965-1966— was done live to permit revi
sion of courses from year to year. Information about programs is tabu
lated in Table 24.
^ K e n n e t h B. Hobbs, "A New Dimension in Teaching," Phi Delta Kappan, Vol. 40, No. 4 (January 1959), pp. 161-63. 152
TABLE 24
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY ALABAMA EDUCATIONAL TELEVISION NETWORK
Times Grade Min a Year 2 Series Name and Subject Level utes Week Produced Producer Code
Creative Art 10-12 30 2 1965-66 Network S
Junior High Mathematics 7-9 30 2 1963-64 Network S
Music Fundamentals 10-12 30 2 1965-66 Network s
The Two R's— English 10-12 30 2 1965-66 Network S
Elementary Health-Science 3-4 30 2 1965-66 Network S
Elementary Health-Science 5-6 30 2 1963-64 Network s
Elementary Science 5 30 2 1965-66 Network s
Science 6 30 2 1965-66 Network s
United States History 11 30 1 1965-66 Network s
Biology 10 30 3 1965-66 Network B
Improve Your Reading 4-9 30 2 1965-66 Network s Reading
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
Let’s Learn More 1-3 30 2 1965-66 Network s Various Subjects
Music Time I 3-4 30 2 1965-66 Network s
Music Time II 5-6 30 2 1965-66 Network s
Music for Listening 1-6 30 2 1965-66 Network s
Talking Shop— Speech 1-3 30 2 1963-64 Network s TABLE 24— Continued
Times Grade a Year Min „ , 2 Series Name and Subiect Level utes Week Produced Producer"*- Code
Spanish I 4-5 30 2 1965-66 Network B
Spanish II 5-6 30 2 1965-66 Network B
Spanish, High School 10-12 30 1 1965-66 Network S
Learning Our Language 3-4 20 2 1961 MPATI S Language Arts
Chemistry 10-12 30 1 1965-66 Network S
Literature 10-12 30 1 1965-66 Network S
American Geography 10-12 30 2 1965-66 Network S
World Geography 10-12 30 2 1965-66 Network s
Alabama History 9 30 3 1965-66 Network B
Civics 9 30 3 1965-66 Network B
Social Studies 4-6 30 1 1965-66 Network S
Nature Study— Science 4 30 1 1965-66 Network S
Elementary Alabama Studies 4-6 30 1 1965-66 Network S Social Studies
Handwriting 4-6 30 2 1965-66 Network B
Tomorrow’s Mathematics Tchr. 1 30 1 1965-66 Network
Elementary Mathematics Tchr. 30 1 1965-66 Network
Physics for Teachers Tchr. 30 2 1965-66 Network
New Mathematics Tchr. 30 2 1965-66 Network
^For abbreviations used in tables , see Appendix C. 2 B=Basic, S=Supplemental, El=Enrichment (see pages 12-13) . 154
No demand was made of schools to adhere to the network programs, and there was no cost to the school other than for receiving equipment.
The State Board of Education, however, had a policy encouraging the utilization of high-school television courses and allowing these to be counted toward graduation, in certain instances. Programs were broad cast simultaneously on all stations, regardless of which production cen ter was the point of origin.
The Alabama Network programs represented a greater concentration at the secondary level than was typical in other parts of the country.
These programs also consumed more classroom time— most of them an hour a week— than was true of most other instructional television programming in 1966. This probably reflected the early efforts of the network to improve teaching in Alabama through total television teaching in a num ber of subjects.
Utilization— The Alabama State Department of Education published thirty-five thousand teaching guides for use with the network programs in 1965-1966. These were supplemented by field services conducted by the Educational Television Coordinator in the Department, as well as by supervisors in the various fields of study.
In earlier years, under Fund for the Advancement of Education spon sorship, state-wide utilization and progamming workshops were conducted.
Later, drive-in conferences serving the same purpose were undertaken by
the Department of Education. By 1966, contact with most classroom
teachers was limited to annual questionnaires on program usage and evalu
ation. 155
Summarizing, the Alabama State Department of Education, through the
Alabama State Educational Television Network, distributed thirty-seven instructional television series to 180,000 pupils in an estimated 850 schools in 1965-1966. Most of the programming was live and the courses largely were conducted by supervisors in the Department.
Delaware
Although not yet a production unit, the Delaware Educational Tele vision Board in 1965-1966 succeeded in inaugurating a completely closed- circuit system inter-connecting all of the public schools in the state.
Distribution— Leased from Diamond State Bell Telephone Company, a three-channel coaxial cable system in 1965-1966 connected all 163 schools in the State of Delaware, serving 107,000 pupils. The system also inter-connected the Delaware State College and University of Dela ware. Distribution of programs from a temporary headquarters fashioned from three truck trailers began in September 1965, even though wiring within all of the schools was not completed until later.
Both video tape and kinescope recording equipment were installed in
the temporary quarters, and a permanent production center was under
construction in 1966. Appropriations of $l,325,000and $1,100,000, res
pectfully, were made by the state legislature for the first two years'
operation of the network. Of this, one-half million dollars was allo
cated annually for lease of lines. 156
Production— The first year’s operation was limited to the use of
video tapes, kinescopes and films from other sources. The forty series
which were selected for use are listed in Table 25.
TABLE 25
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY DELAWARE STATE EDUCATIONAL TELEVISION BOARD
Times Grade Min a Year 1 Series Name and Sub.iect Level utes Week Produced Producer Code
The Bell System— Science 7-12 30 1 Telco E 1 Earth Science 4-8 15 alt. EBFE
Exploring Nature 4-6 30 1 1958-59 21 Inch S Science
Scienceland 1-2 20 1 1961-62 MPATI S
Secrets of Life 4-6 15 alt. Disney E Science
True Life Adventures 4-8 30 alt. Disney E Science
Books That Live 7-12 30 1 1963-65 WNDT S English
Developing Reading 7-12 30 alt. Coronet E Maturity
Franklin to Frost 10-12 30 2 1963-65 MPATI S English
The Humanities 10-12 30 1 1958-59 EBF E English
Language Corner 1-2 15 1 1964 WCVES Language Arts
Language Lane 2-3 20 1 1964 WCVE S Language Arts
I 157
TABLE 25— Continued
Times Grade Min a Year -j. 2 Series Name and Sub-ject Level utes Week Produced Producer Code
Listen and Say— Phonics 1-3 15 1 1963-65 MPATI S
Literature for Primary 1-3 15 1 1963 Nebraska S Grades
Quest for the Best 4-6 20 1 1964 KKMA E Literature
Sounds to Say— Phonics 1-3 15 1 1962-63 21 Inch S
Word Magic— Language Arts 1-2 15 1 1964 WCVE S
Accent on Music 4-6 30 alt. 1959-60 21 Inch E
Sing, Children, Sing 1-3 15 1 1964-65 21 Inch S Music
Art at Your Fingertips 4-6 15 1 1963 WENH s
En France I— French 10-12 15 1 Hachette E
En France II 10-12 15 1 Hachette E
German 10-12 10 alt. McGraw E
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Spanish 10-12 15 alt. McGraw E
Vistas a la America de 10-12 5 alt. Bailey E Sur— Spanish
Physical Education I 1-2 15 1 1960 WOSU S
Physical Education II 3-4 15 1 1960 WOSU s
Physical Education III 5-6 15 1 1960 WOSU s
All About You 1 15 1 1963-64 21 Inch s
The Lincoln Story 10-12 30 alt. McGraw E Social Studies 158
TABLE 25— Continued
Times Grade Min a Year ^ 2 Series Name and Subject Level utes Week Produced Producer Code
Geography 4 20 1 1964 KKMA S
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Your Community 2-3 20 1 1961 MPATI S Social Studies , 1 English: Fact and Fancy Tchr. 30 1 1964-65 WETA
Parlons Francais— French Tchr. 30 1 1964 Heath
Sets and Systems— Math Tchr. 30 1 1963-64 WETA
Teaching English Tchr. 30 1 NCTE
Channels to Learning Tchr. 30 1 1964-65 GPRITL
■*"For abbreviations used in tables, see Appendix C.
B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Programming of the network was under the control of the Delaware
State Educational Television Board, separate from, but including the full
membership of, the State Board of Education. In arranging the initial
schedule of courses, the Director and Curriculum Director of the Network
brought together advisory groups from various schools in the state.
Utilization— Because of the variety of materials used, teacher
guides were not available for all series. The Network prepared handbooks
to assist teachers in the use of programs, however. Courses were shown
on a regular schedule, as in a broadcast network. In summary, the Delaware State Educational Television Closed-Cir- cuit Network, new in 1965-1966, distributed forty instructional programs to the 163 schools of Delaware with enrollments totaling 107,000.
Eastern Educational Network
Largest of the educational television networks in existence in 1966 was the Eastern Educational Network. Partly inter-connected and partly associated by video tape distribution, the programming members of EEN included the following:
Station Location
WETA-TV Washington, D.C. WHYY-TV Philadelphia, Pennsylvania WLVT Bethlehem, Pennsylvania WITF Hershey, Pennsylvania WPSX University Park, Pennsylvania WOED Pittsburgh, Pennsylvania WNDT New York City, New York WMHT Schenectady, New York WNED-TV Buffalo, New York WEDH Hartford, Connecticut WGBH-TV Boston, Massachusetts WENH-TV Durham, New Hampshire WCBB Lewiston, Maine WMEB-TV Orono, Maine WMEM Presque Isle, Maine WMED Calais, Maine WTTW Chicago, Illinois KQED San Francisco, California KCET Hollywood, California k v i e Sacramento, California
In addition, stations in Wilkes-Barre-Scranton, Pennsylvania, and Roches ter and Syracuse, New York, were to join the Network in September 1966.
Distribution— The four stations in Maine— which themselves consti tuted a state network— along with Durham and Boston were inter-connected 160 all other members of the Network received instructional program series by video tape. In fact, much of the interchange of instructional materials among the inter-connected stations was by tape, since school use did not require live transmission or pickup on the Network.
Estimating the audience of the Network was difficult. In the thir teen Northeastern States and Washington, D.C., it was estimated there were at least eight million pupils, of whom perhaps four million were using one or more Network programs.
Production— With one exception, the Network had not been a produ cing agency. In 1963 it had been the national producer for "Sets and
Systems," the widely used teacher in-service education program on new mathematics. This was in cooperation with WETA, the Washington, D.C., educational television station which served as production center. Later the National Center for School and College Television became national distributor for the series.
Network personnel, however, recognized program production as an urgent need to serve schools better. "Production money is the topic of every conversation among member stations this year," it was stated.
The Network, through its Curriculum Committee, composed of representa tives from each of the principal areas being served, had designed three programs "on the cutting edge" of new instructional developments. At the time of the present study, funds were not available to produce them.
It was also reported that the Network was developing a proposal for foundation assistance to make of the Network a production and develop ment center in instructional television. 161
Thirteen instructional series, three of them in-service education programs for teachers, were distributed by the Network in 1965-1966.
They are listed in Table 26.
TABLE 26
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY EASTERN EDUCATIONAL NETWORK
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer"*" Code^
All About You 1 15 1 1963 21 Inch S Health-Science
Children's Literature 3 15 1 1962 Nebraska E Language Arts
Children of Other Lands 5-6 20 1 1964 WNDT S Social Studies
Exploring Our Language 3-4 25 1 1963 WETAS Language Arts
Magic of Words 2-3 15 1 1963 WETAS Language Arts
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Sing, Children, Sing 2 15 1 1964-65 21 Inch E Music
Tell Me a Story 1-3 15 1 1963-64 WQED E Language Arts
World of Change 6 _ 20 1 1964-65 21 Inch S Science
Practical Politics 12 15 1 1964-65 21 Inch S Social Studies
Teaching of Reading Tchr.1 30 1 1963 WNDT 162
TABLE 26~Continued
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
English: Fact and Fancy Tchr.1 30 1 1964 WETA
Sets and Systems— Math Tchr. 30 1 1963 WETA
Eor abbreviations used in tables, see Appendix C. 2 E=Enrichment, S=Supplemental, B=Basic (see pages 12-13).
Utilization— Teacher guides were furnished for all of the instruc tional series distributed. No other direct field services were conduc ted, but the Network brought together the instructional television directors of the member stations regularly to discuss problems and consult on plans.
In summary, the Eastern Educational Network— comprising six inter connected and fourteen other educational television stations— distri buted thirteen instructional program series in 1965-1966 for use by an estimated four million pupils. The Network's tape library operations will be discussed more fully in a subsequent section of this chapter.
Georgia
Owned and operated by the Georgia State Board of Education, the
Georgia Educational Television Network was initiated in 1961.
Distribution— By 1966, four stations in Athens, Columbus, Savannah and Waycross were in operation and five more were under construction to 163 begin broadcasting in October of that year. It was estimated that 74 per cent of the 196 school districts in Georgia could receive the Net work programs, and that 63 per cent of them were using the series. As noted earlier, however, schools in the Atlanta area tended to use pro grams by the metropolitan council there. The participating schools in the Network, however, were estimated to enroll approximately 450,000 pupils.
Even though additional Network stations were being built, thinking in the state, it was reported, was towards use of 2500 megacycle sta tions for low-power, multi-channel coverage of individual cities, and for the exchange of instructional programs by tape rather than by net work inter-connection. As it was, stations on the Network were encour aged to video tape programs from the Network and repeat them at conven ient times locally.
Production— Georgia State Department of Education Television Ser vices, the agency directly responsible for instructional programming, had a staff of seventy-two professional persons. These included tele vision teachers, curriculum and utilization specialists, and two signal measurement engineers to conduct field tests. The Network was entirely state supported.
All but one of the twenty-four instructional programs distributed by the Network in 1965-1966 were produced by the Network, as indicated in Table 27. Production policies were established by the Georgia State
Department of Education, Curriculum Division.
Utilization— In addition to the utilization and engineering specia
lists indicated above, the Department provided teacher guides for all 164
TABLE 27
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY GEORGIA EDUCATIONAL TELEVISION NETWORK
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
Franklin to Frost 10-12 30 1 1961 MPATI S English
One, Two, Three 2-3 20 2 1965-66 Network S Mathematics
Time for Numbers 4-5 30 1 1963-65 Network S Mathematics
Number Notions 5-6 30 1 1963-64 Network S Mathematics
Symbols— Mathematics 6-7 30 1 1965-66 Network S
Sing and Play— Music 1-3 20 1 1964-65 Network S
Do, Re, Mi— Music 4-5 20 1 1965-66 Network S
Science and You 2 20 1 1963-64 Network S
How Do We Know Everything? 3 20 1 1965-66 Network S Science
Speaking of Science 5 30 1 1962-63 Network S
Nature of Things 7 30 1 1963-64 Network S
Physical Science 9 30 1 1962-63 Network S
Life Itself 10 30 1 1962-63 Network S
Story of America— History 5 30 1 1965-66 Network S
Georgia History 8 20 1 1965-66 Network S
Fiesta I— Spanish 2-3 20 1 1963-64 Network S
Fiesta II 3-4 20 1 1965-66 Network S
Fiesta III 5-6 20 1 1965-66 Network S 165
TABLE 27— Continued
Times Grade Min a Year ^ ^ Series Name and Subiect Level utes Week Produced Producer Code
Fiesta IV 6-7 20 1 1965-66 Network S
Music 6-7 30 1 1965-66 Network S
Mathematics for Teachers Tchr.1 30 1 1963-64 Network
Reading Tchr. 30 1 1963-64 Network
Science Tchr. 30 1 1965-66 Network
Music Tchr. 30 1 1962-63 Network
■^For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Suppleraental, E=Enrichment (see pages 12-13). of the programs it produced.
In summary, the Georgia Educational Television Network was program med for instructional television by the State Department of Education
Television Services, a well staffed organization which had produced all but one of the twenty-four series distributed in 1965-1966. An esti mated 450,000 pupils used one or more of the programs.
Maine
Among the several states that early made legislative studies of the 28 potential uses of educational television, the survey by the State of
28 Maine Department of Education, Report to the 99th Legislature of a Study of the Uses and Potential Uses of Educational Television in the 166
Maine in 1959 was one of the few in the country that had borne fruit by
1966.
Distribution— In 1966 the Maine Educational Network had four inter
connected stations, at Augusta, Calais, Presque Isle and Orono. Their
combined signals covered 95 per cent of the area of the state. Thus,
virtually all of the public, private and parochial schools in Maine were
capable of receiving the Network's programming. In 1965-1966, it was
estimated that 146,000 pupils viewed one or more of the instructional
telecasts. Both the network operations and program production were
supported entirely by state funds.
Production— The Maine State Department of Education was the program
ming agency for school telecasts on the Network, with the Network manag
ing the actual production at WCBB, Augusta. The Network carried twenty-
eight instructional courses for school use in 1965-1966. Of these, the
Department of Education had produced five, all of them in previous
years. It had future plans for three new productions— a Maine history,
series and a course on study skills to be subsidized by the Ford Founda
tion, and an innovative program in health education with a $33,000 grant
under Title III of the Elementary and Secondary Education Act.
To plan and evaluate network instructional programs, the Educa
tional Television Supervisor in the Department of Education was assisted
by a representative Curriculum Committee, as well as advisory committees
in each subject area. Programs of the 1965-1966 school year are listed
in Table 28.
State of Maine (Augusta: The Department, 1959). 167
TABLE 28
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY MAINE EDUCATIONAL NETWORK
Times Grade Min- a Year ^ Series Name and Subject Level utes Week Produced Producer Code
All About You 1 15 1 1963 21 Inch S Health-Science
Children of Other Lands 5-6 20 1 1964-66 WNDT S Social Studies
People and Their World 7-9 20 1 1964-1965 WQED s Social Studies
Places in the News 5-6 20 1 1965-1966 WNDTE Social Studies
Secondary Developmental 7-12 20 1 1964-65 WQEDE Reading
Sets and Systems— Math Tchr.1 30 1 1963-64 WETA
Sing, Children, Sing 2 15 1 1964-65 21 Inch s Music
Tell Me a Story 1-3 15 1 1963-64 WQED S Language Arts
World of Change 6 20 1 1964-65 21 Inch S Science
Sounds to Say 1-2 15 1 1962-63 21 Inch S Phonics
Neighborhood Explorers 5-6 15 1 1962-63 21 Inch S Social Studies
Land and Sea— Science 3 15 1 1962-63 21 Inch S
Primary Concepts in Science 4 15 1 1964 Indiana S
Exploring Nature— Science 5 30 1 1958-59 21 Inch S
Exploring Living Things 7 20 1 1964-65 Network S Science 168
TABLE 28— Continued
Times Grade Min a Year 1 2 Series Name and Subiect Level utes Week Produced Producer Code
Food to Grow On 4 20 1 1964-65 Network S Science
Jon Kok Music Theatre K-3 15 2 1960-61 Network S
Accent on Music 7-8 30 1 1959-60 21 Inch S
Art at Your Fingertips 5 30 1 1963 WENHS
Field Trip Specials 5-7 30 1 Several Indiana E Social Studies
High School Reading 9-10 30 1 1963-64 Network M
The Humanities 10-12 30 1 1958-59 EBFE English
Books that Live 7-9 20 1 1963-65 WNDT E Language Arts
Parlons Francais I— French 4 15 2 1959-60 EBF B
Parlons Francais II 5 15 2 1959-60 EBF B
Parlons Francais III 6 15 2 1959-60 EBFB 1 Teacher Utilization Work Tchr.1 30 alt. 1964-65 Network shop
Parlons Francais Tchr. 30 1 1964 Heath
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Utilization— State Department of Education supervisory personnel helped to promote and improve classroom use of programs. Teacher guides were provided for each series. 169
Summarizing, the Maine Educational Network distributed twenty-eight instructional television series, five of them produced by the Network, during 1965-1966. Virtually all of the state's schools were capable of receiving the programs, and an estimated 146,000 pupils used one or more of them. The Department of Education had secured foundation and federal assistance for future innovative programming.
Nebraska
Nebraska Council for Educational Television was the programming agency for the Network constructed by the Nebraska State Educational
Television Commission.
Distribution— KUON, the University of Nebraska educational televi sion station at Lincoln, served as production center for the Network, which had two satellite stations in 1966, at Lexington and Omaha. One hundred and ten of Nebraska's two thousand schools were members of the
Council in 1965-1966, paying a fee of two dollars a pupil. It was esti mated that there were ninety thousand pupils in member districts, and the sale of teaching guides indicated that more than fifty thousand of them were viewing one or more programs.
Production— The Council produced fourteen of the twenty-two instruc
tional series it distributed in 1965-1966, listed in Table 29. All of
former either were produced new or substantially revised in that year.
The Director of the Council stated that "production takes precedence
over all else" in Council operations, but that financing program produc- 170
TABLE 29
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY NEBRASKA COUNCIL FOR EDUCATIONAL TELEVISION
Times Grade Min- a Year Series Name and Subject Level utes Week Produced Producer Code
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
Physical Education 1-2 15 1 1960 WOSUE
Physical Education 3-4 15 1 1960 WOSU E
Physical Education 5-6 15 1 1960 WOSU E
World of Science 5 30 1 1964 WCVE S
World of Science 6 30 1 1964 WCVE S
Arithmetic 3 3 15 1 1965-66 Council S
Arithmetic 4 4 15 1 1965-66 Council S
Arithmetic 5 5 15 1 1964-65 Council S
Arithmetic 6 6 15 1 1964-65 Council S
Art 3-4 30 alt.^ 1965-66 Council E
Art 5-6 30 alt. 1965-66 Council E
Nebraska Studies 7-9 30 1 1965-66 Council S History
American History 10-12 30 alt. 1965-66 Council E
American Literature 10-12 30 3 1965-66 Council B
Arithmetic, K-6 Tchr. 30 1 1965-66 Council
Project English, K-12 Tchr. 30 1 1964-65 Council
American Literature Tchr. 30 1 1965-66 Council 171
TABLE 29— Continued
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
American History and Tchr.1 30 1 1965-66 Council
Parlons Francais— French Tchr. 30 1 1964 Heath
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
tion was a major problem. Of a budget of $175,000 in 1965-1966, all but
one thousand dollars was spent. It was hoped $210,000 would be available
the next year. The Council followed a policy of waiting until the second year of a program’s presentation to tape record it, in order that revi
sions could be made. Little use was made of the Great Plains Regional
Instructional Television Library on the Network, "because our member
schools are provincial and want their own programs." Even more provin
cialism was evident at Omaha, which produced its own programs rather
than using the Network's.
To satisfy the members' needs, a fifteen-member Steering Committee
of elementary and secondary curriculum specialists, teachers and admini
strators guided overall production policy under a Board of Directors
elected by the membership. In addition, the Council had ten subject-
area subcommittees.
Utilization— Local teacher guides were produced for each course,
including the non-Council ones. A Utilization Coordinator was available 172 to visit schools, as were the television teachers. The Council produced five teacher in-service education programs related to utilization of the instructional courses.
Summarizing, the Nebraska Council for Educational Television in
1965-1966 distributed twenty-two instructional television program series to 110 school districts enrolling ninety thousand pupils. A large proportion of these programs were produced that year by the Council.
North Carolina
School programming on the North Carolina Educational Television
Network began in 1961.
Distribution— In the 1965-1966 school year, the two microwave
inter-connected stations of the Network covered about 45 per cent of the area of the state, which had 850 school districts. It was estimated
that 275 schools participated in the telecasts, involving approximately
55,000 pupils. Both stations of the Network, at Chapel Hill and Colum bia, were owned by the University of North Carolina.
Production— Instructional telecasts were planned by the North Caro
lina Department of Education and produced in studios at Chapel Hill,
Greensboro or Raleigh. In addition, the University of North Carolina
School of Eduation produced two enrichment programs for middle and
junior high grades.
The Department's programs were credit courses, that is, ones which
could count toward graduation for students who participated in them. 173
They involved thirty minutes of intensive television teaching five days a week, with a similar amount of follow-up time in the classroom. The programs are listed in Table 30.
TABLE 30
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY NORTH CAROLINA EDUCATIONAL TELEVISION NETWORK
Times Grade Min a Year 2 Series Name and Sub.iect Level utes Week Produced Producer"*" Code , 3 Mathematics 8 30 5 1965-66 Network B 3 Physical Science 9 30 5 1965-1966 Network B 3 World History 10 30 5 1965-66 Network B 3 United States History 11 30 5 1965-66 Network B 4 Science and Nature 7-9 30 1 1965-66 Network E
Music 4-6 30 1 1965-66 Network^ E
Methods for the Modern Tchr. 1 30 1 1965-66 Network^
"*"For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 3 By North Carolina State Department of Education
^By University of North Carolina School of Education
Utilization— Utilization materials were prepared and distributed by
the State Department of Education, which had a Supervisor of Instruc
tional programs.
In summary, the North Carolina Educational Television Network dis 174 tributed ten Instructional courses to 275 schools and an estimated
55,000 pupils in 1965-1966. The courses planned by the State Department of Education were intensive, daily presentations by the television teachers.
Oklahoma
Oklahoma Educational Television Authority, headquartered at Univer sity of Oklahoma, Norman, owned and operated educational television stations at Oklahoma City and Tulsa. The Authority was created in 1956.
Distribution— Because the two stations covered the major population centers of Oklahoma, a high proportion of the state's schools were able to be served by the Authority. It was estimated in 1965-1966 that 260 elementary and 60 high schools with enrollments totaling 150,000 were participating in the Authority's instructional courses.
Production— The Authority broadcast thirty-seven instructional tele vision series in 1965-1966, all but three of which were its own produc tions. Furthermore, the Authority productions were done live, either from the University studios in Norman or in cooperation with the Okla homa City Schools, which also operated a television station, KOKH.
Five of the programs listed in Table 31 were broadcast four or five days a week and constituted intensive television teaching. Three of these, tenth-grade United States History, ninth-grade Oklahoma History, and tenth-grade Algebra II were authorized to be counted as fulfilling partial requirements for graduation of participating students. All of the costs of production and distribution were fully state supported. 175
TABLE 31
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY OKLAHOMA EDUCATIONAL TELEVISION AUTHORITY
Times Grade Min- a Year Series Name and Subiect Level utes Week Produced Producer Code
Safety Education 4-6 25 1 1965-66 OETAS
High School Guidance 10-12 15 5 1965-66 OETA B
United States History 10 30 4 1965-66 OETA B
Oklahoma History 7-9 30 1 1965-66 OETA S
Mathematics 5 5 20 1 1965-66 OETA S
Parlons Francais I~French 3 15 2 1959-60 Heath B
Parlons Francais II 4 15 2 1959-60 Heath B
Parlons Francais III 5 15 2 1959-60 Heath B
Mathematics 6 6 20 1 1965-66 OETAS
Music 5 15 2 1965-66 OETA S
Spanish I 3 20 2 1965-66 OETA s
Spanish II 4 20 2 1965-66 OETA S
Spanish III 5 15 2 1965-66 OETA s
Spanish IV 6 15 2 1965-66 OETA s
Physical Education 5-6 15 1 1965-66 OETA E
Music 6 15 2 1965-66 OETA S
Music 4 15 2 1965-66 OETA S
Music 2 15 2 1965-66 OETA s
Mathematics 2 15 1 1965-66 OETA s
Physical Education 1-2 15 2 1965-66 OETA s 176
TABLE 31--Continued
Times Grade Min a Year Series Name and Subiect Level utes Week Produced Producer^- Code^
Science 6 20 1 1965-66 OETA S
Science 3-4 20 1 1965-66 OETAS
Oklahoma History 9 25 4 1965-66 OETAB
Algebra II 10 30 5 1965-66 OETAB
High School Spanish 9 30 5 1965-66 OETA B
Music 1 15 2 1965-66 OETA S
Science 1-2 15 1 1965-66 OETA S
Mathematics 4 15 1 1965-66 OETA S
Music 3 15 2 1965-66 OETAS
Mathematics 3 15 1 1965-66 OETA S
Art 1-2 20 1 1965-66 OETAS
Art 3-4 20 1 1965-66 OETA S
Art 5-6 20 1 1965-66 OETA S
Drawing 4-6 20 1 1965-66 OETAS
Drawing 1-3 20 1 1965-66 OETAS
Physical Science 8 20 3 1965-66 OETA S
Fun Time— Varied 4-6 15 2 1965-66 OETA E
^For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Utilization— Teachers' guides were provided for each of the program series. The Authority in earlier years had provided field services to 177 assist with utilization problems, but these contacts with schools had tapered off as teachers became accustomed to using the medium. Every participating school, it was learned, had at least two television receivers.
In summation, the Oklahoma Educational Television Authority engaged in live production of thirty-four of the thirty-seven instructional courses it distributed in 1965-1966. Three of these were high-school courses that met state standards for credit toward graduation in the res pective subjects. The networkfe two television stations reached approxi mately three hundred schools enrolling 150,000 pupils.
South Carolina
The South Carolina Educational Television Center at Columbia became the first statewide closed-circuit educational television network.
Beginning with a single high school in 1958, it reached seventy high 29 schools in twenty-one of the state’s forty-six counties by 1961.
Distribution— By 1966 the Network had a combination open- and closed-circuit system. Educational television stations at Greenville and Charleston covered parts of twenty-four counties, closed-circuit lines entered all forty-six counties, and another station under construc tion would bring open-circuit coverage to eleven more counties by 1967.
Altogether, it was estimated that 108 school districts with some
29 South Carolina Educational Television Center, A Report on the Nation's First Statewide Closed Circuit Educational Television Network (Columbia, South Carolina: The Center, 1961). 178
four hundred schools were being served by the Network* In 1965-1966
there were 105,000 pupils using one or more courses.
Production— Programming on the Network was weighted toward intensive
teaching in courses that met state standards for partial graduation
requirements. Of the twenty-nine courses listed in Table 32, fifteen were produced by the Network, only one of them new in 1965-66.
TABLE 32
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY SOUTH CAROLINA EDUCATIONAL TELEVISION NETWORK
Times Grade Min a Year ^ ^ Series Name and Subiect Level utes Week Produced Producer Code
Elementary Algebra 10 30 4 1964-65 Network B
Intermediate Algebra 11 30 4 1965-66 Network B
College Algebra 12 30 5 1963-64 Network B
Trigonometry 12 30 5 1963-64 Network B
Mathematics I 8 30 3 1963-64 Network S
Mathematics II 9 30 3 1961-62 Network S
French I 9 30 5 1960-61 Network B
French II 10 30 5 1961-62 Network B
French III 11 30 5 1962-63 Network B
Patterns in Arithmetic 4 15 2 1963 WHA S
Patterns in Arithmetic 5 15 2 1963 WHA S
Patterns in Arithmetic 6 15 2 1963 WHAS
Music Room I 1-2 15 2 1963-64 WKNO S
Music Room II 3-4 15 2 1963-64 WKNOS 179
TABLE 32— Continued
Times Grade Min a Year 1 2 Series Name and Subiect Level utes Week Produced Producer Code
Children's Literature K-3 15 2 1963 KUON S Language Arts
Let's Find Out 2-3 15 2 1964 KCTSS Science
How Do You Say It? 4-6 30 1 1961-62 Network S Language Arts
Geography 4-6 15 2 1964 KBMAS
Physical Science 9 30 4 1963-64 Network B
Chemistry 10-12 30 4 1964-65 Network B
South Carolina History 8-10 30 4 1960-61 Network B
Driver Education 10-12 30 3 1961 WCET B
Electronics at Work 10-12 30 4 1962-63 Network B
College English Compo 12 30 2 1962-63 Network S sition
Parlons Francais I— French 4 15 2 1959-60 Heath B
Parlons Francais II 5 15 2 1959-60 Heath B
Parlons Francais III 6 15 2 1959-60 Heath B
Contemporary Crafts 4-6 15 2 1963 WHAS
Art and Imagination 4-6 30 1 1963-64 Network S
^For abbreviations used in 'tables, see Appendix C.
"B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Program planning and evaluation was the responsibility of a repre
sentative Educational Advisory Committee. The Network and its produc-
/ 180 tion operations were supported entirely from South Carolina State appro priations .
Utilization— Manuals were provided for the assistance of classroom teachers.
In summary, the South Carolina Educational Television Network served
108 districts enrolling 105,000 pupils, with twenty-nine courses, many of them designed to present the basic course content to meet standards for high-school graduation in the respective subjects.
Midwest Program on Airborne Television Instruction
As a new concept in distributing instructional television materials, the Midwest Program on Airborne Television Instruction is unique. It mounted two ultra-high-frequency transmitters aboard a four-engine air craft and broadcast from an altitude of twenty-three thousand feet.
Based on three years of technical experimentation by Westinghouse Elec tric Company, the high-flying antenna was lofted in 1961. Early esti- 30 mates were that a receivable signal would be transmitted from one hundred fifty to two hundred miles in radius, greatly exceeding the coverage of thirty-five to fifty miles obtained from a high-powered land-based transmitter. The enlarged radius, extended from the plane circling over Montpelier, Indiana, encompassed parts of Illinois, Indi ana, Kentucky, Michigan, Ohio and Wisconsin.
30 Ivey and Godbold, op. cit., p. 192. 181
Distribution
In some instances, the plane's transmitters exceeded expectations.
Usable signals were picked up as far as Summit County, Ohio, a hilly region more than two hundred air miles away. In cities like Detroit and
Chicago, however, signal absorption by man-made barriers of steel and concrete were so impenetrable that translator satellites were needed to boost the signal. In addition, local educational stations, such as those in Cincinnati and Chicago, rebroadcast many MPATI programs to boost coverage and assist with local scheduling problems in schools.
By 1964, however, enthusiastic reports were being written about use of the new airborne medium. Nearly five hundred schools in Illinois 31 were reported to be using twenty-five MPATI courses. Some four hun dred public, parochial and private schools were tuned to MPATI in Michi gan, which had four of the eighteen universities that were serving as 32 resource centers for MPATI. Similarly, enthusiastic reports came from 33 Kentucky and other states in the region.
Added channels— The airborne experiment thus appeared to be a
success from a technological standpoint. The problem of how to serve
the diverse needs of a region encompassing more than two thousand schools
31"MPATI in Illinois," Illinois Education. Vol. 53 (December 1964), pp. 174-75. 32 "The 'Airborne' Takes Hold in Michigan," Michigan Education Jour nal, Vol. 42, No. 4 (October 1964), p. 20. 33 "Report on MPATI," Kentucky School Journal. Vol. 43 (November 1964), pp. 18f. 182 and five million pupils remained, however. The problem of meeting bell schedules in at least two time zones made transmitting even more com plex. Early in the project, consideration had been given to long-range plans for expanded transmitter service to employ six, rather than two, channels.
Hearings were conducted before the Federal Communications Commis sion in 1965 on HP ATI's application for four additional ultra-high- frequency channels. With growing use of the ultra high frequencies, partly due to federal requirements for the manufacture of all-channel receivers, the Commission disapproved the application. The door remained open, however, for assignment of six new 2500 megacycle channels
to MPATI to serve the same purpose. Conversion to this special service
spectrum, however, would leave open questions about coverage, even if
transmitter power were unlimited, as seemed likely. The FCC in effect was reluctant to eliminate from the available ultra-high-frequency
spectrum six channels throughout the six-state Midwest region. It would be possible, of course, to locate several land-based transmitters on
each of the frequencies within the area covered by the airborne signals.
With the greater availability of 2500 megacycle channels, that problem would be obviated.
Acceptability— From the beginning, success of the MPATI project was
to be based on evaluation. "The staff will develop or select instru ments for measurement, and will assist the schools not only with their
part of the general evaluation program but also with such evaluation as
individual schools may wish to undertake independently for their own 3 4 purposes." An annual membership survey had come to be part of this ongoing evaluation program by 1966.
The 1965 report of this survey (the 1966 one had not been completed at this writing) covering the 1964-65 school year indicated the degree of acceptability of MPATI programs in 1,132 member schools (a separate survey was undertaken for the Chicago area, whose schools participated in MPATI through the Chicago Area School Television, Incorporated). Of these member schools, then, 39 per cent reported their "reactions to telecasts" as "well satisfied," and another 45 per cent were "fairly satisfied." Only 7 per cent were "neutral," 8 per cent "somewhat dis- 35 satisfied" and 1 per cent "completely dissatisfied." Thus, MPATI pro grams seemed acceptable in 84 per cent of the member schools.
Returns in the Chicago area were comparable. Of the 240 schools
surveyed by CAST, 91 per cent were "well satisfied" or "fairly satis- 36 fied." It was estimated that the CAST figures represented only 40 to
50 per cent of the total users of MPATI materials in the Chicago area.
Use related to city size— Data from the survey made possible an
analysis of MPATI course utilization by size of community. In the MPATI
Coverage area were communities whose populations varied in size from
less than 2,500 to more than 100,000. The distribution of pupils using
MPATI telecasts was approximately evenly divided between communities of
34 Ivey and Godbold, op. cit.. p. 195. 35 Midwest Program on Airborne Television Instruction, Inc., "MPATI Member School Survey, 1964-65" (West Lafayette, Indiana: MPATI, May 1965, mimeographed), p. 10. 184 more than 25,000 population and those of less. The largest categories were 23 per cent of the pupil users in cities of 100,000 population or 37 more, and 22 per cent in communities of 2,500 population or less.
Since the figures excluded the Chicago area, the grand totals presumably would have been skewed toward the large-city users.
This dichotomy of users, ranging as it did from relatively well
financed and developed city districts to small, poorly equipped and
staffed rural districts, posed difficult problems for airborne curricu
lum planning. Courses originally designed as major resources for small
districts sometimes were desirable only as supplemental instruction or
enrichment in city classrooms. Thus, some MPATI programs tended to be
reduced in length and, more frequently, in the number of times broad
cast a week, in order to adapt to the needs of the cities. As will be
shown in the following section, only five of the twenty-nine courses
telecast in 1965-1966 involved more than two twenty-minute broadcasts a
week.
Production in 1965-1966
All of the instructional courses distributed by airborne television
in the school year 1965-1966 were replays of earlier productions, many
of them from MPATI's first two years of operation.
The present study found that MPATI, struggling to survive on mem
bership fees basically established at two dollars a pupil in member
37Ibid.. p. 3. 185 schools, was operating at a deficit in 1965-1966, but hoped to break even the following year. Without Ford Foundation subsidy for production of new programs, a changing concept based on a "balanced philosophy" of course development was emerging. Essentially, it provided that instead of producing all of its own materials, as MPATI had started out doing, the airborne program would consider alternative methods of securing instructional television courses. These included lease of existing courses or undertaking cooperative funding with a co-producer.
The 1965-1966 programs, listed in Table 33, included four courses and an in-service educational program for teachers which were produced from other sources. In addition, "Freedom to Read," a remedial reading course based on the Initial Teaching Alphabet and produced at WTTV in
Indianapolis, was broadcast for summer shool use in 1966 and was to be added to the MPATI schedule for 1966-1967. MPATI earlier had secured national distribution rights for "ITA Reading" from St. Louis Public
Schools and was broadcasting it, also, in summer 1966.
Subjects broadcast— As Table 33 indicates, MPATI programming includ
ed science, mathematics, social studies, language arts, foreign languages,
art and music. Science was the most frequently broadcast subject,
accounting for seven of the twenty-nine courses. Social studies,
including current events, was next, followed by foreign languages and mathematics.
Of the twenty-eight series intended for classroom use, more than
two-thirds, or twenty, of them were for elementary grades. In the sur
vey cited previously for the 1964-65 school year, programs were ranked 186
TABLE 33
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY MIDWEST PROGRAM ON AIRBOBNE TELEVISION INSTRUCTION
Times Grade Min- a Year ^ Series Name and Subject Level utes Week Produced Producer Code
Scienceland 1-2 20 1 1961 MPATIE
The Science Corner I 3 20 2 1961-62 MPATI S
The Science Corner II 4 20 2 1961-62 MPATI S
Exploring with Science 5 20 2 1961-62 MPATIS
The Adventure of Science 6 20 2 1964-65 MPATIS
Patterns in Arithmetic 5 15 2 1964 WHA s
Patterns in Arithmetic 6 15 2 1964 WHA s
Exploring with Mathematics 5-6 20 2 1962 MPATI s
Your Community 3 20 1 1961 MPATI s Social Studies
Art at Your Fingertips 4-6 15 1 1963 WENH S
Listen and Say— Phonics 1-2 15 1 1965 MPATI S
All That I Am 1-2 20 1 1961 MPATIS Language Arts
Learning Our Language 3-4 20 2 1961 MPATI S
Singing, Listening,Doing 1-3 20 2 1961-62 MPATIS Music
Music for You 4-6 20 2 1961-62 MPATI S
Que Tal, Amigos— Spanish 4 20 4 1961 MPATIB
Hablemos Espanol— Spanish 5 20 2 1962 MPATI B
Paso a Paso— Spanish 6 20 2 1962 MPATI B 187
TABLE 33— Continued
Times Year Grade Min a 1 2 Series Name and Subiect Level utes Week Produced Producer Code
Bonjour Les Enfants— French 5 20 4 1961 MPATIB
En Avant— French 6 20 2 1962 MPATI B
The Nature of Matter 7-9 30 1 1964 MPATI S Science
Investigating the World 7-9 30 2 1961 MPATIS of Science
Adelante, Amigos— Spanish 9 20 4 1963 MPATIB
Places in the News 5-7 20 1 1965-66 WNDT E Social Studies
Your State Today 7-9 20 1 1964 MPATI S Social Studies
Franklin to Frost 10-12 30 2 1961 MPATI S English
Our Adventure in Freedom 10-12 30 4 1961 MPATI B American History
Our Changing World 10-12 30 4 1961 MPATIB World History
Sets and Systems— Math Tchr.m 1. 1 30 1 1964 WETA
1 For abbreviations used in tables, see Appendix C.
B=Basic, S^Supplemental, E=Enrichment (see pages 12-13). in order of use. The list of programs was nearly identical to the 1965-
1966 offerings. In this ranking, elementary program usage far exceeded 38 secondary courses; none of the latter ranked higher than fourteen.
3 8 tIbid., v j p . 5. c 188
Even though MPATI was employing two broadcast channels and repeat ing each program several times during the week so as to make it available at different periods during the day, scheduling undoubtedly was a major factor in the lesser use of secondary programs. In fact, should there be any doubt, scheduling problems ranked second only to reception prob- 39 lems in the list of comments made by member schools in the survey. No broadcast medium yet had been able to match the varied bell schedules that existed in a school system, let alone the various systems within a region.
The 1965 MPATI survey also confirmed that science programs, in addition to being the most numerous, were the most widely used. The first four, highest ranking, programs in order of usage were elementary . 40 science programs.
Membership— In 1966 the Midwest Program had 1,608 member schools with a total enrollment of 729,825 pupils, excluding the Chicago area.
Sixty-one per cent, or 443,428, of these pupils were reported to be using MPATI programs during the 1965-1966 school year. These figures represented increases in the number of school memberships and pupil viewers over the 1964-65 school year in the survey cited earlier. At that time there were 1,517 member schools with a total enrollment of
759,700 pupils, of whom 52 per cent, or 394,500 were viewing one or more 41 MPATI programs.
In the 1966 membership figures were included 1,194 elementary schools, 32 junior high schools, 36 senior high schools, 237 schools of
39Ibid.. p. 11. 40Ibid., p. 5. 41Ibid., p. 2. 189 combined grade levels, and three penal institutions. Of these, 1,354 were public schools, 251 were non-public schools, and three were penal institutions.
No similarly comprehensive figures were available for the Chicago area. It was estimated by MPATI, however, that approximately 1,222 school districts were members of Chicago Area School Television. These districts contained approximately 2,500 individual schools, and it was estimated that between 750 and 1,000 of these schools used television as a regular resource. Through a cooperative arrangement between MPATI and
CAST, schools in the Chicago area were provided with a four-channel school television service. The MPATI programs and other materials were available from four sources— airborne channels 72 and 76, Chicago Educa tional Television Association station WTTW (one of two channels operated by the Association), and from time leased by CAST on a commercial chan nel.
A survey by MPATI in the CAST area, which covered only 40 to 50 per
cent of the schools estimated to be using airborne television, indicated
a total enrollment of 191,678 pupils in 253 schools, with 95,523 pupils 42 viewing the telecasts.
Although extrapolation from these data was hazardous, it appeared
that as many as six hundred thousand pupils in MPATI's six-state region
may have viewed one or more MPATI programs. This could be compared to
a total estimated enrollment of more than five million pupils poten
tially to be served in the region.
42Ibid., p. 13. 190
A similar cooperative arrangement between the Greater Cincinnati
Television Education Foundation, MPATI, and the Cincinnati educational
television station, WCET, provided schools in that area with three-
channel school television service. These schools were included in the
Midwest Program membership figures reported above.
It should be noted that in addition to the airborne channels 72 and
76 in the Chicago area, MPATI provided two translators (channels 79 and
83) carrying identical programming from the plane. In the Chicago area,
27 per cent of the using schools (of 257 respondents) reported using
the airborne channels, 6 per cent the translators, 93 per cent the edu
cational channel WTTW, and 27 per cent the commercial channel WCIU. The
percentages total more than 100, since schools may have used more than
one station. The same schools rated reception on the educational chan- 43 nel as far better than on the others.
In Cincinnati, approximately twice as many schools received MPATI
from the local educational channel, WCET, as from the airplane, by 39 to
19 of 45 respondents (again, schools may have used both sources).
MPATI also had translators in the Detroit and Parma, Ohio, areas,
but figures relating to use of these transmitters were not available.
Rep r es ent at ion— The Midwest Program developed a highly structured
means of involving member schools in program and policy development. In
addition to an annual meeting, where all schools could be represented as
members of the corporation to elect officials and vote on the corpora
tion's business, committees and consultants were used widely. A Curri-
43Ibid., p. 14.
i 191 culum Policy and Planning Committee would harmonize with the require ments of the states in the airborne reception area, to secure the sugges tions of professional educational organizations, and to develop course content to meet the needs of the region, panels of subject-matter speci alists assisted with the development of each course.
Production and taping of MPATI courses was contracted to several production centers, chiefly educational television stations, with another
Ford Foundation agency, the Learning Resources Institute, as contracting agent for production. As indicated earlier, there were indications in
1966 that this policy would change to one of leasing other-originated programs or entering into cooperative production with other centers.
Utilizatigfl
The Midwest Program developed an elaborate network of field services
to assist schools and to promote use of the new medium. These were based at the eighteen cooperating colleges and universities assisting with
MPATI in the region.
Field services— MPATI representatives were available as consultants
both in the installation of receiving equipment and the in-service educa
tion of staff for utilization of the programs. These services took
several forms.
One was the securing of engineering data for antenna, head-end and
distribution equipment, Weakness of the MPATI signals in much of the
coverage area necessitated central distribution systems for most schools.
To help overcome reception problems, MPATI mounted an expert engineering 192 staff and area consultants. Among other things, they early completed signal-strength surveys for much of the region; analyzed peculiarities of the airborne transmission pattern relating to line of sight, antenna tower heights, and signal deflection due to natural or man-made barriers; and made available a mobile antenna tower system for on-location probes to assist installers in locating the signal.
MPATI engineers also developed model specifications to help schools obtain bids for installation, and compiled general and technical manuals describing reception problems and their solutions. These were dissemi nated in Installers Clinics conducted at Purdue University early in the
’sixties and continued in other ways as late as June 1966, when a demon stration was conducted in a Toledo, Ohio, school, on new equipment for
the reception and distribution of ultra-high-frequency signals without
converting them to very high frequencies. In 1960 and 1961, MPATI
also financed installations in model schools throughout the region,
designating them as Demonstration Schools, where persons interested in
the airborne program could see the "hardware" and programs in use.
Field services relating more directly to utilization included the
organization of local, state and regional workshops. Under the direction
of Professor I. Keith Tyler of The Ohio State University, for MPATI, and
Theodore Conant, for the National Project for the Use of Television in
the Public Schools, a series of utilization programs was prepared.
These were used in summer workshops throughout the region in 1961, under
the direction of Professor Tyler, with the utilization programs emanat
ing from the plane. These programs demonstrated pre-broadcast prepara
tion in the classroom, viewing, and follow-up instruction, giving the 193 classroom teacher insight into the television teacher's role, as well as that of his own.
In 1960, representatives of the cooperating colleges and universi ties which were to conduct area workshops for teachers, administrators and others who were contemplating use of MPATI programs, traveled to
Purdue University for background and briefing. After these sessions they, in turn, oriented other educators in college workshops or meetings at the local district level. By the mid 'sixties, this pattern of utilization clinics had come to use the airborne medium almost exclusi vely, with demonstration programs and the utilization series broadcast
directly to local districts from the plane.
Teaching manuals— All MPATI courses were accompanied by manuals to
assist classroom teachers in utilization. Besides outlining the courses
the manuals summarized objectives, gave suggestions for pre-planning
and follow-up, and served as a resource for related studies and activi
ties.
As a special resource for classroom teachers, the Midwest Program 44 in 1961 published a book, Using Television in the Classroom. It
attempted to introduce the classroom teacher to television by surveying,
briefly, the history of instructional television, discussing the partner
ship between studio and classroom teachers, and introducing sources and
resources available to the latter. It discussed the role of the class
room teacher in lesson preparation, organizing the classroom, utilizing
the televised material, and providing for evaluation. It introduced
44Mary Howard Smith (ed.), Using Television in the Classroom (New York: McGraw-Hill Book Co., Inc., 1961). 194 several Instructional programs in various subjects and at both elemen tary and secondary grade levels.
Summation
The Midwest Program on Airborne Television Instruction thus had suc ceeded not only in demonstrating the feasibility of transmitting instruc tional television materials from an aircraft, but also had established an
effective regional organization for the production, distribution and utilization of such materials. It had brought together regional repre
sentatives to design televised courses of study and had financed, with
Ford Foundation support, production of the courses in established cen
ters using nationally recognized television teachers. It had developed
resource materials for the classroom teacher and provided in-service
education for educators associated with the program. It had not yet be
come the model its organizers foresaw when they said, "If the airborne
experiment fulfills its promise of success, it may serve as a pilot
project for similar regional programs in other parts of the country
but it continued to be of interest to educators throughout the country.
In addition, MPATI*s National Distribution, to be discussed later, was
extending the use of MPATI programs far beyond the Midwest Region.
If MPATI programs could be criticized, it was for the same short
coming of most contemporary instructional television; that is, that the
courses consisted primarily of a television teacher presenting the
material. Documentary, dramatic and other techniques seldom were a part
^ivey and Godbold, op. cit., p. 196. 195
of this approach. MPATI was incomplete, Kilbourn maintained, because it
proposed to extend lecture-demonstration teaching, which, in his judg- 46 ment, was "the least promising of methodologies."
Nevertheless, MPATI had programmed courses which gained high accept
ability among their users. Due to economic stringencies, unfortunately,
MPATI had ceased to produce new programs by 1965-66. It had developed,
perhaps, the best financed approach to creation of telecourses and uti
lized experienced production centers and carefully selected master
teachers. MPATI now was forced to look to other producers for program
sources, and the only "new" courses it was broadcasting in 1965-66 were
on lease from elsewhere.
In summary, the Midwest Program on Airborne Television Instruction
broadcast twenty-nine instructional program series in 1965-1966 to a
total of 1,608 schools enrolling 729,825 pupils— excluding the Chicago
area— 61 per cent of whom used one or more of the programs. Twenty-four
of the series were MPATI productions, but none was produced new in 1965-
1966.
Regional Instructional Television Libraries
Although substantial numbers of educational television stations were
inter-connected or capable of air-to-air pickup of programs from neigh
boring channels, exchange of video tapes had come to be a major means of
^Robert W. Kilbourn, "Midwest Airborne Television and the Technol ogy of Education," Audiovisual Communications Review. Vol. 9, No. 3 (June 1961), p. 204.
i 196 distributing instructional television programs by 1966. Bowden had fore
seen this in 1959 when he wrote, "If microwave networks are too expen
sive and complicated to be established in the next two to four years,
efforts should be made soon and quickly to organize videotape networks ,,47 for cooperative production and exchange of programs.
Video tape instructional libraries were a phenomenon of the nineteen
sixties. Stimulated by federal grants, three libraries to serve national
and regional needs were established in 1962 in New York City, Boston and
Lincoln, Nebraska. One of their purposes was to determine the best methods of effecting exchange of recorded instructional television 48 materials. A fourth source of recorded programs came into being when
the Midwest Program on Airborne Television Instruction created a national
distribution service with its programs.
Great Plains Regional Instructional Television Library
The Great Plains Regional Instructional Television Library, at the
University of Nebraska, Lincoln, came into being with a United States
Office of Education grant in 1962. It was to explore the need for
instructional programs in the twelve-state Great Plains Region and to
establish distribution services for programs suitable to meet the needs.
^William Bowden, "Regional Overview— The South," The Feasibility and Role of State and Regional Networks in Educational Broadcasting, edited by Betty McKenzie (Washington, D.C.: National Association of Educational Broadcasters, 1959), p. 147.
^Paul Schupbach, "Instructional TV Libraries," NAEB Journal, Vol. 22, No. 2 (March-April 1963), p. 13. 197
Distribution— During the 1965-1966 year, the Library held forty- six telecourses, listed in Table 34. As can be seen from this listing, the programs came from producers throughout the nation. Similarly, the
Director reported that the video tapes were distributed to approximately fifty educational television stations, mostly in the Great Plains but partly elsewhere throughout the country; to several closed circuit sys tems; and to one 2500 megacycle station. Although the intent of the
Library was to serve the immediate region, it became apparent "that when schools in other parts of the country wanted materials, there was no justification to restrict distribution to state lines." Hence, the
"regional" service in effect had become nationwide,
TABLE 34
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY GREAT PLAINS REGIONAL INSTRUCTIONAL TELEVISION LIBRARY
Times Grade Min- a Year , _ Series Name and Subject Level utes Week Produced Producer Code
Mathematics 1 20 1 1965-66 KRMA S
Mathematics 2 20 1 1965-66 KRMAS
Mathematics 3 20 1 1965-66 KRMAS
Mathematics 4 20 1 1965-66 KRMA S
Mathematics 5 20 1 1965-66 KEMA S
Mathematics 6 20 1 1965-66 KRMA S
The Science Room 5-6 20 1 1965-66 WVIZ S
Art About Us 2 15 1 1965-66 KFME-TV S 198
TABLE 34— Continued
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
Language Corner 1 15 1 1963-65 WCVE S Language Arts
Word Magic 2 15 1 1963-65 WCVE S Language Arts
Language Lane 3 20 1 1963-65 WCVES Language Arts
The Magic of Words 1-3 15 1 1963-64 WETAS Language Arts
Neighborhood Explorers 2 15 1 1962-63 21 Inch S Science
Americans All 4-6 20 1 1964-65 KRMA S Social Studies
Land and Sea— Science 3 15 1 1963-65 21 Inch S
New Dimensions in Science 7 30 1 1964 WCVE S
Adventures in Science 5 30 2 1963 WCVE s
The World of Science 6 30 2 1963 WCVE s
History of American Civi 10-12 30 3 1963-64 Texas B lization
Komm, Lach und Lerne! 4 15 3 Robbinsdale B3 German
Hand in Hand ins Kinderland 5 15 3 Robbinsdale B3 German
Auf Deutsch, Bittel 6 15 3 Robbinsdale B3 German
Hablo Espanol— Spanish 5 15 3 1962 KRMA B
Hablo Mas Espanol 6 15 2 1962 KRMA B Spanish
i 199
TABLE 34— Continued
Times Grade a Year Min 2 Series Name and Sublect Level utes Week Produced Producer'*" Code
Children's Literature 1-3 15 1 1963 KUONE
Sounds to Say— Phonics 1 15 1 1963 21 Inch S
Quest for the Best 4-6 20 1 1964 KRMA E Language Arts
Rails West— History 4-11 30 alt.*" 1963 KUON E
Geography 4 20 1 1964 KRMA S
Places in the News 5-6 20 1 1965-66 WNDT E Social Studies
Television Project for 5-6 30 1 1964-65 Illinois S the Gifted— Astronomy
Television Project for 5-6 30 1 1964-65 Illinois S the Gifted— Mathematics
Television Project for 5-6 30 1 1964-65 Illinois s the Gifted— Geography
Art at Your Fingertips 5 15 1 1963 WENH s
Art Here, There, Everywhere 1-3 15 1 1964-65 KDPS s
Physical Education I 1-2 15 1 1962-63 WOSU s
Physical Education II 3-4 15 1 1962-63 W0SU s
Physical Education III 5-6 15 1 1962-63 WOSU s
Earth and Space Science 7-9 20 3 1963 KTCA s
Introduction to Basic 10-12 30 1 1962 KRMA B3 Electricity
Modern Mathematics for Adult 30 alt.^ 1964 KRMA
Channels to Learning Tchr.1 30 alt. 1964-65 GPRITL Television Utilization 200
TABLE 34— Continued
Times Grade Min a Year 1 2 Series Name and Subject Level utes Week Produced Producer Code
You Can Draw It Tchr.^ 30 alt.'*’ 1964 Colorado
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13). 3 Manual or workbook provided for pupil.
Production— As discussed earlier in this chapter, the Great Plains
Library Project had investigated the possibilities of regional coopera tion in the production of instructional courses and found such to be 49 possible and likely. Only one series, "Channels to Learning," a utili zation course for teachers, had been produced by the Library. It was circulated among the programs offered in 1965-1966.
A total of 141 courses was distributed in 1965-1966, representing
3,812 individual lesson recordings, The Library also did "custom" dupli cation of materials for certain institutions. One hundred sixty-six such lessons were reproduced on tape.
The forty-six telecourses in the Library included forty-three at the elementary and secondary level and three at the college level.
In effect, the Library Project tended to indicate that programs produced in one part of the country were acceptable in other parts; that few regional limitations existed. The Library Director pointed out that
49 Bell, op. cit. 201
television was a "fluid" medium that required flexibility in thinking.
Local stations, he believed, tended to specialize in producing what they
could do best, and to rely on libraries or exchanges for other material.
Utilization— The Library made available teacher guides for the
programs it distributed.
In summation, the Great Plains Regional Instructional Television
Library in 1965-1966 distributed forty-three elementary and secondary
instructional courses to approximately fifty educational television
stations across the country, along with supplying several closed-circuit
and 2500 megacycle systems. It had produced one series, on utilization.
Midwest Program on Airborne Television Instruction National Distribution
The Midwest Program on Airborne Television Instruction not only had
become the biggest broadcaster of instructional television courses, but
also, through its National Distribution, a major distributor of taped
instructional materials.
Distribution— Besides the broadcast schedule of programs listed in
Table 33, page 186, MPATI made available the same courses for national
distribution by video tape. A total of one hundred twenty-five courses
were distributed to fifty-two educational television stations, including
five state networks, in 1965-1966.
Production— As discussed earlier, MPATI did no new programming in
1965-1966.
Utilization— Teaching guides were available for all programs dis
tributed nationally.
I 202
In summary, the Midwest Program on Airborne Television Instruction
National Distribution extended MPATI programs to fifty-two stations in twenty-four states in 1965-1966.
National Center for School and College Television
Perhaps most selective of the four major distributors of recorded instructional television programs was the National Center for School and
College Television. After three years as the National Television Library attached to National Educational Television in New York City, NSCT had moved to Bloomington, Indiana, and Indiana University, in 1966. Its
first publication announced that "NCSCT will acquire existing lessons suitable for national distribution, place major emphasis on improving
telecourses already produced and develop new materials designed for .,50 widespread use.
Distribution— The Center's 1966 catalog listed nine instructional series for distribution. The cumulative total courses distributed in
1965-1966 was forty-one, to twenty-five different educational television
stations.
Production— Although not a producing agency, the Center had funds
for the upgrading of programs for national distribution. During 1965-
1966 it selected for distribution, and assisted Station WGBH, Boston, in
revising, "Sing, Children, Sing." Two other series had been selected for
"^"Quality Program Service for Nation's Schools Is Goal of New ITV Center," NSCT News, Vol. 1, No. 1 (Spring 1966), pp. 1-2. 203 upgrading in the Summer of 1966 for distribution beginning in 1967. They included a primary music program and a secondary course on Communism.
The 1966 list of NCSCT programs appears in Table 35,
TABLE 35
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE NATIONAL CENTER FOR SCHOOL AND COLLEGE TELEVISION
Times Grade Min a Year 1 Series Name and Subiect Level utes Week Produced Producer Code
All About You 1-2 15 1 1963-64 21 Inch S
Sing, Children, Sing 2-3 15 1 1964-65 21 Inch S
Songs and Sounds— Music 3 15 2 1963 KCTS S
The Wordsmith 5-6 20 1 1964-65 KQEDS Language Arts
World of Change 6 20 1 1964-65 21 Inch S Science
Accent on Music 7-10 30 alt.'1' 1959-60 21 Inch E
English: Fact and Fancy Tchr. 30 1 1964-65 WETA
Pathways to Discovering Tchr. 30 alt. 1964 Georgia Music
Sets and Systems Tchr. 30 1 1963-64 WETA Mathematics
^"For abbreviations used in tables , see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
Utilization— The Center employed a Director of Field Services to assist stations and schools utilizing the series. A handbook about the 204 programs and teacher guides were made available for all of the series.
In summary, the National Center for School and College Television in 1965-1966 distributed a cumulative total of forty-one instructional courses from its list of nine series, to twenty-five educational tele vision stations.
Northeast Regional Instructional Television Library
The Northeast Regional Instructional Television Library Project was established January 1, 1962, under a grant from the United States Office of Education to the Eastern Educational Network. The term "library" became a misnomer, since the Project ultimately became concerned not with storing but with locating and exchanging quality programming for use in the schools of the Northeastern States.
Distribution— Users of the Project's video tapes mostly were the stations listed earlier on page 145, the Eastern Educational Network stations. A total of 128 programs, or courses, was distributed to the twenty educational television stations associated with the Network during the 1965-1966 school year. The fifteen series offered appears in
Table 36.
Production— Like the Great Plains Regional Instructional Television
Library Project, an objective of the Northeast Regional Project was to explore the need for production of new instructional materials. Confer ences were conducted on this subject, and a 1963 report listed the 205
TABLE 36
INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966 BY THE NORTHEAST REGIONAL INSTRUCTIONAL TELEVISION LIBRARY
Times Grade Min a Year ^ 2 Series Name and Subject Level utes Week Produced Producer Code
All About You 1 15 1 1963-64 21 Inch Health-Science
Americans All 4-6 20 1 1964 KRMA Social Studies
American Historic Shrines 5-6 20 1 1964-66 WNDT Social Studies
Children of Other Lands 5-6 20 1 1964 WNDT Social Studies
English: Fact and Fancy Tchr.^ 30 1 1964 WETA
Exploring Our Language 3-4 25 1 1963 WETA Language Arts
Magic of Words 2-3 15 1 1963 WETA Language Arts
People and Their World 7-9 20 1 1964-65 WQED Social Studies
Places in the News 5-6 20 1 1965-66 WNDT Social Studies
Secondary Developmental 7-12 20 1 1964-65 WQED Reading I
Sets and Systems Tchr. 30 1 1963 WETA Mathematics
Sing, Children, Sing 2 15 1 1964-65 21 Inch Music
Tell Me a Story 1-3 15 1 1963-64 WQED Language Arts
Time Now for Music 3-4 20 1 1964-65 WNDT 206
TABLE 36— Continued
Times Grade Min a Year 1 2 Series Name and Sublect Level utes Week Produced Producer Code
World of Change 6 20 1 1964-65 21 Inch S
For abbreviations used in tables, see Appendix C. 2 B=Basic, S=Supplemental, E=Enrichment (see pages 12-13).
following subjects as "priority" needs for cooperative program planning
and production:
Elementary Grades— World Cultures; American Heritage
Secondary Grades— Comparative World Ideologies; Humanities; Driver Education Theory
Teacher In-Service Education— Utilization of Instructional Televi sion; Modern Mathematics; World Ideologies (in conjunction with the secondary course).
The utilization program and the series on new mathematics were given highest priority, and proposals were drawn to seek federal funding. A
survey of available utilization programs and those under development at
the time by the Midwest Program on Airborne Television and others indi
cated none fit the needs expressed in the Northeast. No grant was
forthcoming, however, and the project was dropped.
The in-service course in new mathematics, however, won support and
the Network, in cooperation with WETA, Washington, D.C., produced the
series "Sets and Systems" in 1963. It has been used widely across the
country since then.
Report on the Northeastern Regional Instructional Television Library Project (Cambridge, Massachusetts: The Library, 1963), p. 3. 207
Utilization— The Project made available teaching guides for each of the series it distributed. At the end of 1966 the Project was to go on a self-sustaining basis, with the conclusion of the federal funding.
In summary, the Northeast Regional Instructional Television Library became a means for Identifying and exchanging quality instructional programs produced by member stations. It was also the representative in the Northeast Region for instructional courses distributed by the
National Center for School and College Television. In the 1965-1966 year, fifteen series of programs were distributed to twenty member sta
tions of the Eastern Educational Network.
Significance of the Data
The foregoing sections of this chapter have presented information
about regional distribution, production and utilization of instructional
television programs as obtained from responsible officials of twenty-two
urban regional councils, nine state and regional networks, the Midwest
Program on Airborne Television Instruction, and four national and region
al instructional television tape libraries. The following tables are a
recapitulation and analysis of much of these data.
Distribution
Among the twenty-two urban councils, a total of 1,458 school dis
tricts were cooperating in the use of instructional television programs. 208
They served schools with total cumulative enrollments of 6,399,824 pu pils, as shown in Table 37. Among the nine state and regional networks, at least 1,488 school districts were receiving instructional telecasts
(the total being incomplete) and their enrollments were estimated at
5,243,000 pupils. The Midwest Program on Airborne Television Instruc tion reached 1,608 schools (no estimate on current number of districts was available) enrolling 729,825 pupils, exclusive of the Chicago area.
TABLE 37
CUMULATIVE TOTALS OF INSTRUCTIONAL TELEVISION COURSES, PARTICIPATING SCHOOL DISTRICTS AND ENROLLMENTS, 1965-1966
School Cumulative Districts Estimated Number of Distributing Agencies Served Enrollments Courses
Urban Councils 1,458 6,399,824 494
State and Regional Networks l,488a 5,243,000 237
Midwest Airborne a 729,825 29
TOTALS 2,946a 12,372,649 760
Totals incomplete because some agencies lacked figures.
Altogether, the three types of regional distribution services
reached in excess of 2,946 school districts enrolling 12,642,824 pupils.
It was probable that some of these were duplicated services, however,
since in compiling totals some overlapping areas were included.
The same table, 37, indicates a cumulative total of 760 courses was
distributed by these three types of services. 209
The four national and regional instructional television tape libra ries served a total of 147 educational television stations. They listed
96 separate courses and distributed these a cumulative total of 435 times in 1965-1966. These data are summarized in Table 38.
TABLE 38
SUMMARY OF INSTRUCTIONAL TELEVISION COURSE DISTRIBUTION BY NATIONAL AND REGIONAL TAPE LIBRARIES
Educational Courses Cumulative Television Listed by Courses Distributing Agencies Stations Served Library Distributed
Great Plains Regional 50 43 141
Midwest Airborne National 52 29 125
National Center 25 9 41
Northeast Regional 20 15 128
TOTALS 147 96 435
Table 39 shows that eighteen of the twenty-two urban councils depended upon fees from participating school districts as their source of operating and program production funds. Four of the councils received partial state subsidies. Annual fees per pupil ranged from twenty-five cents (where this amount was supplemented by state funds) to two dollars and fifty cents per pupil per annum, with a dollar a pupil a year the most common fee. Among the nine state and regional networks, seven were totally state supported and two depended upon fees from users. Midwest
Airborne Television Instruction National Distribution was financed from 210 user fees, as was its "broadcast service. The three other libraries received partial federal subsidies.
TABLE 39
SOURCES OF OPERATING FUNDS OF REGIONAL INSTRUCTIONAL TELEVISION DISTRIBUTORS
Fees Total Fee and Fee and From State State Federal Distributing Agencies Users Support Support Support
Urban Councils 18 4
State and Regional Networks 2 7
Midwest Airborne 1
Tape Libraries JL -- _3
TOTALS 22 7 4 3
Production
Table 40 indicates that courses in all of the basic subjects of the curriculum— science, mathematics, English language arts, history and social studies— were distributed regionally in 1965-1966. Instruction in special subjects— art, music, physical education and modern foreign lan guages— was more frequently done at the elementary level. Four-fifths of all the courses directed to pupils were at the elementary level.
Science was the most frequently telecast subject, accounting for nearly one in four (24 per cent) of all elementary and secondary pro grams. Foreign languages, English language arts, social studies, music, 211
TABLE 40
SUMMARY OF INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED REGIONALLY IN 1965-1966, BY SUBJECTS
Twenty-Two Nine Urban Regional Midwest Four Subi ect Councils Networks Airborne Libraries Total
Elementary Grades
Science 102 30 5 15 152 Foreign Languages 58 28 5 10 101 Language Arts 51 20 3 14 88 Social Studies 49 11 2 9 71 Music 39 20 2 7 68 Arithmetic 25 16 3 9 53 Art 29 11 1 4 45 Physical Education 11 7 3 21 Various Subjects 10 2 12 Kindergarten 8 8 Accelerated Courses 4 3 7 Remedial Courses __3 .. . . 3
Sub Totals 389 145 21 74 629
Secondary Grades
Science 20 12 2 3 37 English 20 10 1 1 32 History 9 11 2 4 26 Social Studies 12 6 1 2 21 Foreign Languages 1 10 1 1 13 Mathematics 8 8 Remedial Courses 3 2 1 6 Vocational Education 3 1 1 5 Music 2 2 4 Driver Education 3 1 4 Accelerated Courses 1 2 3 Various Subjects 2 1 3 Art __1 __1 ------2
Sub Totals 77 67 7 13 164
Teacher Education 28 25 __1 __ 9 63
GRAND TOTALS 494 237 29 96 856 1
212
arithmetic and art were the next most frequently distributed courses at
the elementary level. English, history, social studies and foreign lan
guages were, next to science, the most frequently distributed courses at
the secondary level.
Distributing agencies in each of the categories surveyed made avail
able in-service education programs for teachers. Programs designed for
exceptional pupils, that is, remedial and accelerated courses, were
negligible, accounting for only 2.5 per cent of the total offerings.
There were few secondary programs in vocational and business education
and none in home economics, industrial arts, special education and many
other specialized fields.
Little evidence was found of courses having been developed consci
ously to meet a regional need, although curriculum councils almost uni
versally assisted in determining what was taught and how. There were
some obviously regional programs, however. Following are some examples
gleaned from the course listings:
Los Angeles— With sizable oriental and Mexican minorities, courses on Japan, Latin America, Spanish and "Frontiers of Southern California" seemed regionally oriented.
Nashville— A secondary course in "Tennessee Heritage" and an elemen tary one on "Tennessee’s Capital City" were distributed.
Omaha— Course listings included "Our Nebraska Land" and "Greater Omaha."
Philadelphia— For elementary children, a program, "Under Billy Penn’s Hat," served in the area of social studies.
St. Louis— Courses on "This Is Missouri" and "Missouri Constitution" were offered.
San Francisco— "Bay Area Adventure" was a third-grade social stud ies supplement. 213 Seattle— "in and Out of the City" was presented for elementary children, and teachers participated in an in-service program on "Geology of the Northwest."
Alabama Network— Ninth graders saw "Alabama History," and interme diate grade pupils could study "Elementary Alabama Studies."
Georgia Network offered "Georgia History" for eighth graders.
Nebraska Network— "Nebraska Studies" was a junior-high history course with a teacher in-service program to accompany it.
Oklahoma Network— "Oklahoma History" was offered for junior high.
South Carolina Network— Eighth to tenth grade students could study "South Carolina History."
On the other hand, the almost universal distribution of some pro grams, such as the WNDT current events series, "Places in the News," and the Twenty-One Inch Classroom first-grade course, "All About You," indicated that instructional television materials produced in one part of the country could have wide applicability elsewhere.
Two-thirds of the instructional courses for pupils distributed by all of the organization surveyed were "supplemental resource" series.
Proportionally, the state networks produced more "basic resource" courses than did the other kinds of instructional program distributors. Data are summarized in Table 41. Of all the series distributed, programs intended for teacher in-service education accounted for slightly more
than 7 per cent.
Altogether, the four major groups of instructional program distri butors produced 55.3 per cent of the courses they offered in 1965-1966.
Only about half of these, however— 26.3 per cent of the total— were pro
duced that year, the other 29.0 per cent of the total being reruns from
prior production years. This left 44.7 per cent of the courses to be 214
TABLE 41
SUMMARY OF INSTRUCTIONAL TELEVISION COURSES OFFERED IN 1965-1966, BY TYPE1
Enrich- Supple- All Distributing Agencies______ment_____mental Basie Teacher Series
Urban Councils 79 317 70 28 494
State and Regional Networks 33 134 49 21 237
Midwest Airborne 2 18 8 1 29
Tape Libraries __ 8 __ 64 15 __ 9 96
TOTALS 122 533 142 59 856
Percentages 14.3% 61.8% 16.8% 7.1% 100%
1 For definitions, see pages 12-13. obtained from other sources, as shown in Table 42. Proportionally, the state networks did more live producing than any of the other groups.
TABLE 42
SOURCES OF INSTRUCTIONAL TELEVISION COURSES DISTRIBUTED IN 1965-1966
Own Own Obtained Production Production From Other Distributing Agencies In 1965-66 Prior Year Source Total
Urban Councils 132 161 201 494
State and Regional Networks 93 38 106 237
Midwest Airborne 24 5 29
Tape Libraries - 26 70 96
TOTALS 225 249 382 856 Percentages 26.3% 29.0% 44.7% 100% 215
Without exception, the regional producers and distributors of instructional television programs reported structured means of consult ing with representatives of schools using their programs, to determine curriculum policies, content and production plans. The structure of these advisory organizations seemed more highly developed in the urban councils than in agencies of the states.
On the other hand, there appreciably were more resources, as a rule, for producing instructional programs in state-supported agencies than among those relying solely on membership fees.
Utilization
With minor exceptions, all producers and distributors of instruc tional television courses reported that they provided classroom teacher manuals for the series they distributed. The exceptions were likely to be current events or film programs, as distinguished from formal courses.
In a few instances, particularly with regard to elementary foreign lan guages, rather elaborate pupil handbooks and/or supplementary audio tape materials for classroom use had been developed.
Feedback and evaluative procedures were provided for in most cases, usually in the form of a periodical questionnaire to be completed and returned by the classroom teacher.
Except where staffs were limited virtually to a director, most of the agencies provided one or more field representatives to assist with faculty meetings, workshops and conferences on utilization. When a distribution system was new, field engineers tended to be available to 216 assist schools in resolving reception problems and to advise them on in stallation of receiving equipment.
Summary
This chapter has examined the current status of regional instruc
tional television in the year 1965-1966. Following is a summary of the
findings:
1. Prior studies generally have indicated the feasibility and desirability of regional production and distribution of instructional
television programs.
2. In 1965-1966, at least twenty-two urban councils, nine state
and regional networks, the Midwest Program on Airborne Television
Instruction and four national and regional instructional television tape
libraries were among agencies distributing programs regionally.
3. They had succeeded in bringing together large numbers of school
districts (at least 2,946) to plan, produce or use instructional pro
grams cooperatively.
4. These districts enrolled more than twelve million pupils.
5. Programs in most of the basic curriculum areas had been used
regionally, but four-fifths of them were at the elementary level,
primarily because of scheduling problems in secondary schools.
6. Science was the subject most frequently distributed.
7. In none of the 856 courses listed by the various distributors
were there programs offering more than one level of instruction in a 217 single grade level, to meet individual pupil differences. Some courses, however, were suggested for more than one grade level, to adapt to pupil readiness. A few remedial or accelerated courses were discovered, but they accounted for only 2.5 per cent of the total. It should be added that many of the utilization guides suggested means for the class room teacher to adapt follow-up materials to varied ability levels.
8. None of the agencies surveyed reported engaging in basic research on instructional television and the curriculum, but several either had just received grants or were seeking such assistance for developing innovative programs.
9. Although more than one-fourth of the courses distributed by the agencies included in this study were produced live in 1965-1966, several of the major producers of widely used and highly regarded instructional programs reported a dropoff in, or complete cessation of, production of new programs in the past two years, because of lack of funds. Invar iably these were supported by membership fees.
10. Where estimates of production expenses were mentioned, a thousand dollars per half-hour or fifty thousand dollars per typical course seemed to be regarded as minimums for quality programs worthy of regional or national distribution.
11. Officials of most of the agencies indicated a preference for using their own productions. They relied on programs from other sources in subjects for which they lacked competence, resources or funds to produce themselves.
12. Although prior studies had emphasized the need for programs to meet indiginous regional needs, fewer than a score of courses were 218 found which appeared to be designed for, and limited to, a specific region.
13. Conversely, many instructional programs produced in a given urban region were being used widely across the nation. Three of the four major distributors of taped lessons, which started out as regional services, by 1966 were procuring and distributing materials nationally.
14. Two-thirds of the courses distributed for pupil use were supplemental resources to the teacher, typically used less than forty minutes a week. Television used as a basic resource, particularly where the telelesson was daily, occured more frequently in the South than in other regions.
15. The lecture-demonstration method was the prevailing means of presentation on instructional television programs used regionally,
16. Only one commercial distributor, the Heath de Rochement Com pany, appeared to have entered the regional instructional television field in a significant way. Heath had taken over distribution of
"Parlons Francais," the highly popular elementary French series pro duced by WGBH in Boston and distributed originally by National Educa tional Television.
17. Utilization of instructional programs was reported to be most effective when curriculum supervisors participated in the planning and production of a series, then assisted classroom teachers in using it; likewise, when television teachers could visit classrooms periodically and meet with teachers in workshops.
18. Provision of classroom teacher guides for use with television lessons appeared virtually to be a universal practice. 219
19. Most producers provided for systematic means of feedback, or classroom teacher evaluation, of programs.
20. Several of the distributing agencies had produced in-service education programs for teachers, and in several cases these were keyed to the utilization of instructional television courses for pupils, in the same subjects.
21. Agencies which received state or federal assistance appeared to be better financed than those depending solely upon fees from users.
The latter ranged from twenty-five cents to two dollars fifty cents, with one dollar the most common.
22. Most of the distributing agencies indicated that field ser vices were important. Besides the production of manuals, these included workshops, visitations and consultation on utilization or equipment problems.
The following chapter will examine the implications of these find ings as they relate to development of school instructional television within a populous state. CHAPTER V
IMPLICATIONS FOR STATE DEVELOPMENT OF
INSTRUCTIONAL TELEVISION PROGRAMS
In the previous three chapters have been examined the potentiali ties of instructional television and the need for quality programs; the trend toward regional planning in the solution of urban problems; and the status of regional distribution, production and utilization of school television courses. In this chapter, implications are drawn from these data and offered as a guide for development of improved instruc tional television programs, using the State of Ohio as an example.
Implications of the Data
Information examined in the foregoing parts of this study indicate that school uses of television for instruction is entering a regional phase. As more programs are distributed for wider use, as school dis-
- f tricts increasingly cooperate in developing instructional television courses, and as more teachers and pupils utilize this new medium of learning, the following implications seem evident:
1. Television is an effective medium of instruction and seems des tined to play a larger role in public school education.
220 221
2. For optimal use of the medium, the production of programs basic to the curriculum, designed as essential resources for classroom tea chers, should be stressed. This implies fundamental research relating television to the basic objectives and processes of education.
3. Programs of high quality should be available in greater abun dance.
4. Additional financial resources are needed for planning and pro ducing instructional television materials; costs of distribution consume too high a proportion of available funds at present.
5. Widespread similarities in curricula among American schools make it possible to design instructional television materials to serve school districts with widely varying characteristics as to size, organi zation and location.
6. More attention should be paid, however, to instructional minor ities— pupils in specialized subjects, vocational and business courses, and classes for the handicapped, for example— who could be served regionally.
7. Geographical size of a region for instructional television services is not important, provided that facilities for distribution and adequate resources for operation and production exist in adequate mea sure. If developments in this field follow those in economic, social and governmental planning, urban metropolitan regions will continue to grow in significance.
8. Federal and state assistance in the construction of broadcast and receiving facilities has stimulated the growth of educational tele- 222 vision markedly. Similar assistance urgently is needed in producing instructional television programs for schools.
9. To the extent possible within the reasonable limits of size of a region, representative users should be involved as programs are plan ned and produced for school utilization.
10. To stimulate maximal utilization of instructional television,
communication between teachers, supervisors, school administrators,
television teachers and program producers should be encouraged.
11. Multi-channel 2500 megacycle distribution systems and/or
school video tape recorders seem to offer the most promising means, at
the present, of serving the wide range of curriculum needs and meeting - -
the varied scheduling requirements of urban schools.
12. Although few commercial producers have entered the instruc
tional television field as yet, the recent mergers of electronic and
publishing firms— such as the recent announcement that General Electric
Company and Time, Incorporated, will form a jointly owned affiliate—
indicate that commercial activity in the whole field of new media of
instruction will grow.
13. Although local and independent by tradition, school districts
can cooperate regionally in the production and use of instructional
television; cooperation in the use of this medium can lead to cooperation
in other areas of educational improvement.
14. Television lends itself to supporting instruction in most, if
not all, school subjects.
15. Instructional television appears to be best suited as a major
resource, systematically and regularly supplementing the classroom 223 teacher in presentation of the fundamental and essential elements of the lesson.
These implications indicate that instructional television will con tinue to make necessary major curriculum decisions on the part of local school administrators and boards of education, as well as state legis latures and departments of education in the foreseeable future. Let us consider the implications relative to the development of instructional television in a specific state.
Instructional Television in the State of Ohio
The public schools are an arm of the state government. The state prescribes standards of public education and delegates to local boards of education the authority to operate schools within specified limita tions. To only a limited extent, however, have state legislatures acted to enable or encourage television instruction in the schools.
With the exception of a half-dozen state educational networks, most of the financial responsibility for instructional television production has been borne by local boards of education. In some states, boards of education are not even empowered to expend funds for such purposes.
Spurred by Public Law 87-477, the Educational Television Facilities
Act, twenty-seven states have acted to designate a state educational
television authority, to qualify for federal matching funds for the con struction and improvement of facilities. These states are listed in
Table 43. 224
TABLE 43
STATES WITH EDUCATIONAL TELEVISION AUTHORITIES, 1966
Year Crea State Educational Television Authority ted
Alabama Alabama Educational Television Commission 1953
Arkansas Arkansas Educational Television Commission 1961
California State Television Advisory Committee 1961
Connecticut Connecticut Educational Corporation 1961
Delaware Delaware State Educational Television Board 1964
Florida Florida Educational Television Commission^ 1957
Georgia State Board of Education 1964
Kentucky Kentucky Authority for Educational Television 1962
Maine University of Maine Trustees 1961
Maryland Maryland Educational-Cultural Television Commission^-1966
Massachusetts Massachusetts State Board of Education 1961
Nebraska Nebraska Educational Television Commission 1963
New Mexico "Step" Commission, Appointed by Governor 1965
New York Regents of the State of New York 1960
North Carolina University of North Carolina 1963
Ohio Ohio Educational Television Network Commission 1961
Oklahoma Oklahoma Educational Television Authority 1953
Oregon Advisory Board to the State Department of Education 1961
Pennsylvania State Public School Building Authority 1963
Rhode Island Educational Television Advisory Commission 1955
South Carolina State Educational Television Commission 1962 225
TABLE 43— Continued
Year Crea State Educational Television Authority ted
Tennessee Tennessee State Board of Education 1963
Utah Joint Committee on Educational Television of the State Board of Education and Coordinating Council on Higher Education
Vermont University of Vermont and State Agricultural College 1966
Virginia Virginia State Educational Television Council 1962
Washington Washington State Educational Television Commission 1965
West Virginia West Virginia Educational Broadcasting Authority 1963
^"Responsible to the state board of education.
Source: Robert M. Shultz, "State ETV Legislation Survey" [Spring field, Illinois: State Educational Television Authorities Legislation Committee, June 1966, mimeographed].
As noted in Chapter IV, some of these authorities, as in New York and Florida, were empowered to operate networks only for higher educa tion. In seven states, however, school uses of television facilities were assured by designating the state board of education as the televi sion authority or by making the television authority responsible to the board. In several other states, the state department of education acted as the production and programming agency for school programs on a network operated by a separate authority.
Ohio Educational Television Network Commission, organized in 1961, is an independent organization created by the Legislature. Its member ship, however, includes the State Superintendent of Public Instruction. 226
Ohio Network Plans
Impetus for the establishment of the Network Commission in Ohio came first from the Ohio Council on Educational Television and then from the report of the Ohio Interim Educational Television Study Commission submitted to the legislature in February 1961.^
Concurrently, an engineering study was undertaken to determine the facilities which would be needed for a statewide network. In the report 2 of the study, a development in four phases was proposed. Each phase, it was estimated, could be completed in approximately two years. The project as then envisioned would have required some eight years to com plete.
Essentially, the proposal was to start with the four then existing educational television stations and to expand to a complex which would include twenty-nine transmitting stations of various types, along with eleven producing studios. The plan was intended to be flexible to allow for modifications as improvements in the state of electronic science and educational practice changed. It would provide service for areas of greatest population density first, adding statewide coverage in succes sive stages. All of the stations would be in the ultra-high-frequency range, since all very high frequency channels already are occupied.
■''Ohio Interim Educational Television Study Commission, "An Educa tional Television Network for Ohio" (Columbus, Ohio: The Interim Commis sion [February 1961], mimeographed), p. 5. 2 "Report to the Ohio Interim Educational Television Study Commission on the Engineering Aspects of Establishing a State-Wide Educational Tele vision System for the State of Ohio" (Washington, D.C.: Jansky & Bailey, October 1960, mimeographed). 227
The phases— Phase One would complete ten full-power (12 kilowatt) transmitters and production studios and inter-connect them by microwave relay. Phase Two would add five more full-power transmitters and inter connect them. Phase Three would add six more full-power, inter-connec ted transmitters. In the final Phase Four, three low-power, inter-con nected transmitters would be added, along with five translator systems for off-the-air rebroadcast into areas not reached by the independent stations.
Progress to date— After creating the Network Commission, the General
Assembly provided only token funds, for administration. Although no progress was made in inter-connecting stations nor in building a central production facility for Network programs, existence of the Commission made possible the participation of Ohio educational television stations in the Educational Television Facilities Act. Ohio was one of eight original states permitted a temporary maximum allocation of one million dollars from the Act. By 1966, five stations had received $695,422 in federal grants. The remaining $304,578 of the available federal funds had been requested by other stations who as yet were unable to raise the matching funds to qualify. Operating without capital funds, the
Network Commission has been unable to participate in Section 214 of the
Appalachian Act, which grants additional assistance to ongoing federal grant-in-aid programs which qualify. 3 In August 1966 the Commission requested a further study assisting
3 Report to the Ohio Educational Television Network Commission on the Engineering Factors Involved in the Establishment of Television Closed Circuit Distribution Systems and Interconnection Systems (Wash ington, D.C.: Jansky & Bailey Broadcast-Television Department, August 1966). 228 state universities with specifications and feasibility estimates for linking branch classrooms with main campuses for transmission of instruc tional programs. A later phase of this plan would inter-connect the main university campuses themselves, a step which would he almost iden tical with an early phase of the original Network plan.
State Legislation
Except for facilities at its state universities, Ohio has not invested capital funds in educational television. It was one of the early states, however, to enable local boards of education to make contributions to educational television foundations, thereby permitting use of community educational television stations for instructional pro grams. The legislation was passed in 1955.
In 1959 the Ohio Interim Educational Television Study Commission was created, followed by authorizing of the nin-member permanent Commis
sion in 1961.
Also in 1961, the School Foundation Program was amended to provide
payments of five dollars for each approved teacher unit allocated to
each local, city and exempted village school district which participated
in an educational television course approved by the State Board of Educa
tion. The effect of this provision was to make available approximately
five dollars per classroom per annum, and these funds helped defray for
many school districts some of the costs of installing receiving equip
ment in schools.
The General Assembly repealed the 1955 legislation enabling contri- 229 butions, within fixed limitations, to educational television foundations and enacted, instead, a more liberal statute permitting boards of educa tion to secure educational television courses and programs from nonpro fit educational television corporations (such as the Midwest Program on
Airborne Television Instruction) and pay such membership fees or charges as necessary to receive the programs, materials and other educational services. The new law became effective in 1963.
A 1965 amendment to the School Foundation Program erased the five dollar a classroom payment for use of educational television, but per mitted the State Board of Education to determine an amount to be paid.
The same General Assembly increased the Network Commission to eleven members.
Thus, although the State of Ohio had established a permissive atmos phere legislatively for educational television to grow on its own, it had not, except at its state universities, given financial stimulus
either to an inter-connected network or to the production of television materials for schools. It had given token assistance to school districts
in equipping classrooms or joining production organizations.
Current Status
Little by little, educational television has expanded in Ohio, as
have instructional uses of the medium in Ohio schools. It was not until
1965 that the state’s most populous region, the Cleveland metropolitan
area, had an educational television station. In 1966, Youngstown, Ohio,
still was without such service. 230
Ohio became, however, the first state in the nation to have eight educational television stations. These included community-owned, state- owned and school system-owned facilities, along with several closed- circuit systems that were among the larger operations of their kind in 4 the country. As reported in Chapter IV, both Cleveland and Cincinnati had highly developed urban regional organizations bringing instructional telecasts to large numbers of cooperating school districts.
With more large cities than any other state in the nation; with a State Department of Education responsible for the education of more than two and a half million boys and girls; and with more educational television stations on the air than in any other state, Ohio was in an excellent position to lead out in expanded regional instructional tele vision services.
Indicating a relatively sophisticated level of instructional tele vision production, three Ohio stations by 1966 had contributed school programs to national distribution. These included W0SU in Columbus’ three series in physical education, WCET in Cincinnati's "Driver Educa tion," and several other series, and a music program from WVIZ in Cleve
land which the National Center for School and College Television selec
ted for 1967 distribution.
In view of the Ohio Board of Regents apparent interest in expanding
instructional television in higher institutions, as evidenced by growth
of campus use of the medium, along with the plans for extending closed-
circuit facilities to their branches, it appeared to be time for Ohio
^"Close-up on Ohio ETV," Ohio Schools. Vol. 44, No. 3 (March 1965), pp. 15-28. 231 schools to consider comprehensive plans for development of the television medium. Such would require leadership at the state level.
Recommendations for State Action
Concistent with the findings and implications reported earlier, the following suggestions are made for state action in Ohio to strengthen and extend instructional television on an urban regional basis:
1. Reconstitute the Ohio Educational Television Network Commission so as to relate it more directly to the State Board of Education and to the Ohio Board of Regents. These agencies should assume more direct responsibility for the use of television in schools and higher educa tion.
* 2. Request that the Network Commission undertake a feasibility study to explore optimal ways to equip schools for the use of instruc tional television, and to develop model specifications to guide schools in purchase and installation of equipment, according to the present state of electronics development.
3. Secure capital funds, perhaps by associating the project with a general state capital improvement program as has been successful in meeting other recent capital.needs of the state, to proceed with an
inter-connected educational network, consistent, however, with Item 2
above. Current cost estimate for the Ohio Network plan is fifteen 5 million dollars.
^E. H. Gillis, Jr., "A Prospectus for the Ohio Educational Televi sion Network" (Columbus, Ohio: Ohio Educational Television Network Commission, June 1966, mimeographed), p. 6. 232
4. Use existing educational television station studios, particu larly those in Cleveland, Columbus and Cincinnati, as production centers for instructional television programs, adding the state network produc tion center included in Network Commission plans,
5. Include in the State Foundation Program a reimbursement factor for school districts paying annual membership fees to non-profit produ cers and distributors of instructional television materials, provided that said materials are approved by the State Board of Education.
6. Provide matching funds for city school districts to construct and operate multi-channel 2500 megacycle transmitters for the distribu tion of instructional television materials and/or enact legislation enabling districts to invest capital funds in such equipment coopera tively .
7. In the administration of federal funds through Title VII of the National Defense Education Act, Titles I and III of the Elementary and Secondary Education Act, and the Economic Opportunity Act (particu larly in adult basic and preschool programs), encourage research, devel opment and use of instructional television materials.
8. Involve, through special appropriations, colleges of education of the state universities in designing creative and innovative programs
for the in-service education of teachers, utilizing television and other new media of instruction.
9. Organize a state library for the replication and exchange of
recorded instructional television materials.
10. Create in the State Department of Education a Supervisor of 233
Instructional Television to oversee production of school programs on the
State Network, to coordinate supervisors in the various subject areas in planning, production and utilization of suitable instructional series, and to administer state funds for instructional television.
11. Encourage the free exchange of suitable television courses among urban regional, state and national sources.
Such actions could infuse present instructional television efforts with state and federal support, while leaving to local school districts the initiative to design and begin specific programs. They would also buttress local efforts with programs produced by state institutions of higher education and the State Department of Education through the State
Network. Additionally, they would stimulate creative and innovative programs by encouraging the use of federal funds and other grants in the areas of research, development and production of instructional television materials.
Summary
This chapter was a listing of implications drawn from data reported in the previous three chapters. These implications were used as a basis for suggesting greater state participation in encouraging regional devel opment of school television programs. Specific suggestions were made with respect to implementing and extending the Ohio Educational Network
Plan to provide greater emphasis on school uses of the television medium. 234
The following chapter is a summary of the study, followed by con clusions and recommendations derived therefrom. CHAPTER VI
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
The major objectives of this study have been to examine and charac
terize present regional production, distribution and utilization of
instructional television programs in the United States, to appraise
regional programming as a means of serving the curricular needs of par
ticipating school districts, and to propose guiding principles for the
further development of such regional programming efforts.
Data were gathered, presented and discussed in relation to five
specific questions, in the four preceding chapters. This information will be summarized in the following section. From these data, certain
conclusions are drawn and listed in the next section. Finally, guide
lines for further development of instructional television on a regional
basis are presented in the form of recommendations.
- t
Summary
Sources of data included reports of recent research and other rela
ted writing in the field of instructional television and regional plan
ning; personal interviews with responsible officials of organizations
currently engaged in instructional television production and/or distri-
235 236 bution; records of the Ohio Educational Television Network Commission;
and recent related legislation. Findings are reported in detail in
Chapters II through V.
Major findings are summarized here in the same sequence that ques
tions for investigation were presented in Chapter I.
1. Assessing instructional television as a tool for public education, what are its apparent potentialities and problems?
Abundantly replicated experiments have established television as
an effective medium for instruction, comparable in measured results to
conventional classroom teaching.
Federal and foundation assistance have stimulated rapid expan
sion of educational television stations and of classrooms equipped to
receive instructional programs.
. The emergence of low-cost, multi-channel transmitting equipment
and video tape recorders appear to offer new flexibility in classroom
uses of television.
. A trend toward greater state and federal participation in public
education and a growing climate for educational innovation could result
in greater development of instructional television.
. On the other hand, experience indicates that, although teachers
and administrators generally have a receptive attitude toward use of
television, more needs to be done in the pre-service preparation and
in-service education of teachers to assure effective utilization. 237
. A need for basic research in curriculum development, relating television to learning theory and objectives, is a valid concern of critics of instructional television.
Insufficient funds for production of programs is a major obstacle to the production of higher quality programs that are needed if televi sion is to earn a place as a major resource in the curriculum of American schools.
2. How do emerging concepts of regional planning and urban problem sol ving in America apply to regional development of a new educational resource such as television?
. Born, perhaps, in the South's post Civil War reconstruction
years, regional planning more accurately can be described as a twentieth
century development in this country.
. Evolving from natural resources conservation in the Northwest,
to river and water development, to economic development, to urban plan
ning, regionalism has focussed more and more sharply on the human prob
lems of the nation's metropolises.
. Increasingly, state and federal legislation is encouraging inter
state and urban governmental cooperation in providing needed services
and in reorganizing for efficiency and effectiveness.
. The 1965 Compact for Education is an indication of the growing
willingness of educators and other government leaders to consider inter
state cooperation to improve education. 238
. Obversely, the rapid decline in the number of school administra tive units over the past decade and a half indicates increased awareness of the inefficiencies and limitations of extremely small school systems.
With some reservations, evidence suggests that educators view favorably the concept of regional instructional television services to develop the quality and usefulness of the medium.
3a. What is the structure of program distributing organizations on the regional level, and what is their relationship to local school districts?
. Four basic kinds of regional instructional television organiza tions were identified— urban regional instructional television councils, state and regional educational networks, the Midwest Program on Airborne
Television Instruction, and video tape instructional television libra ries .
The most common form of participation by school districts in these organizations is on a "membership" basis, whereby a fee ranging from twenty-five cents to two dollars fifty cents per pupil per annum is paid for the service. In a minority of cases, notably the state-owned networks, partial or total subsidy obviates the need for a membership fee.
. Significant numbers of school districts have entered into coop erative relationships as members of instructional television organiza tions, indicating that traditional concepts of local school districts' unremitting independence are not insurmountable barriers. 239
. In all urban councils, committees representative of the member ship participate in policy development and program planning; in state wide and inter-state regional organizations, such representation is less structured and more typically functions through subject area advisory committees.
3b. What kinds of programs are being produced, how broadly do they serve curricula, and how are they planned, produced and financed?
, Four-fifths of the cumulative total of 793 instructional tele vision courses being distributed regionally in 1965-1966 were at the elementary level; scheduling problems were listed most frequently as the factor limiting secondary use of the medium.
Science is the most frequently offered subject at both the elementary and secondary levels, but courses in all basic curriculum areas, as well as in many special subjects such as art, music and physi cal education, are being telecast regionally. Lacking are a significant number of programs geared to various ability levels, courses in special ized secondary fields and in vocational and business education.
Slightly more than half of the instructional programs distribu ted regionally were produced by the distributor; the remainder were
obtained from other sources. Program production among leading instruc
tional television producers had dropped off in the past two years; lack
of funds was given most frequently as the reason. 240
. Few programs distributed regionally are planned specifically for one region; the courses used most widely throughout the country typi cally were chosen for their quality and were not designed for national use.
Two-thirds of the programs used regionally are "supplemental resource11 programs, used regularly and sequentially by classroom teachers. State networks were the principal producers of "basic resource" courses, particularly in the South.
. All regional producers report structured means for involving representatives of schools using their programs in determining curricu lar needs and planning program content. In the case of urban councils, there tended to be two levels of consultation, one with superintendents for policy development, and another with supervisors and teachers on program planning.
Except for the state-assisted networks and councils, producers depend almost exclusively on membership fees to finance productions.
Many report that normal operating and administrative costs leave little production money with which to work.
3c. What field services, in-service education programs and classroom teacher guides are being provided?
. With the exception of a few courses such as current events, all producers and distributors of instructional television courses in this study provide classroom teacher manuals for the series they distribute. 241
, Field services tend to vary in proportion to available staff, but consultation on reception and utilization problems seem common to all services.
. Many regional organizations provide workshops and in-service education programs— several of them produced on television— to assist teachers with utilization. Often these services taper off as faculties gain experience with the medium.
Usually a regular means for teacher evaluation of programs is provided, such as a form to return at the end of a semester.
4. What implications can be drawn for the participation of state agen cies in the development of regional instructional television?
Only twenty-seven states have designated an educational televi sion authority for development of the medium.
Of these, all but a half-dozen are independent authorities, where state boards of education are not responsible for developing instructional television.
The desirability of more participation by state departments of education in planning, development and financing of regional instruc tional television services was set forth in relation to progress and needs in this field in the State of Ohio.
. A list of implications from data in this study was drawn and presented as appropriate for consideration. 242
Emphasis was placed on state leadership while maintaining local initiative for cooperation in the development of instructional televi sion facilities and programs in urban regions,
5 What broad principles should guide boards of education and state departments of education in decisions relating to regional expansion of instructional television services?
Based on the foregoing summary and the more extensive data developed in earlier chapters, a list of guiding principles is presented in the concluding section of this chapter, as recommendations.
Conclusions
Weighing the evidence suggested in the foregoing findings in light of the objectives undertaken by the investigator in this assessment of regional instructional television, the following conclusions seem justi fiable:
1. That television as a medium of instruction has much to offer the public schools as a major teaching resource, particularly if ways can be found to provide programs of higher quality in greater abundance.
2. That cooperation between school districts in the production and use of programs can bring to bear the research and experimentation needed to make television materials an integral part of the curriculum.
3. That regional organizations can serve the needs of local school districts if adequate provision is made for representation and feedback and for communication between administrators, teachers, supervisors, television teachers and producers.
4. That, unless significantly increased, membership fees are not an adequate source of funds to produce programs of high quality, in a wide range of subjects, at various grade and ability levels, and with correlated teacher and pupil guides, to serve regional needs.
5. That not enough resources have gone into serving true regional needs, and that such can best be accomplished in metropolitan areas by urban regional councils. Such should not preclude, however, larger regional services such as airborne television or video tape libraries.
6. That most of the instructional television programs being used now are designed as major elements in the curriculum; as the responsible agents for state educational standards, state departments of education should assume more responsibility for assuring high quality programs.
7. That state departments of education should stimulate more pre service and in-service education of teachers in effective utilization of new media of instruction, especially television.
8/ That research and development projects are needed to coordinate instructional television more effectively with textbooks, curriculum guides and other materials of instruction.
9. That present regional distribution systems based on broadcast
from educational stations are inadequate to serve secondary schools, and 244 that six-channel airborne television and five-channel local 2500 mega cycle transmitters are two promising means for providing multi-channel service.
10. That low-cost video tape recorders appear to offer needed flexibility in scheduling programs, particularly in secondary schools, as well as facilitating exchange of programs.
Recommendations
The following guiding principles are offered as recommendations for the consideration of school administrators, boards of education and state departments of education in approaching decisions relative to the initiation or extension of regional instructional television services.
As basic principles in such consideration, it is recommended:
1. That the fundamental purpose of instructional television be to improve education, and that the decision whether or not to use televi sion programs be based on whether they can perform an educational task that otherwise could not be accomplished, or done as well.
2. That instructional television become one of the major resources considered when school districts and state departments of education undertake course of study revisions.
3. That consideration be given to including television— along with other new media of instruction— in experimental or developmental projects
submitted for federal or foundation assistance by schools. 245
4. That development of television courses be articulated with the various grade levels, and that provision be made for ranges of ability within particular grade levels.
5. That to assure technical quality and optimal use of the visual
dimension of television, production facilities be selected or developed
in major centers of television activity.
6. That to assure appropriate content and effective teaching methods, production control be vested in educational specialists, not broadcasters.
7. That to provide these kinds of facilities and specialists, ways be found to underwrite production costs of program series to separate
them from the ongoing administrative and operating costs of program
distribution.
8. That, whether instructional television services are financed
by local contributions or from state or federal sources, adequate pro
vision be made for local district representation in program policies
and in content and presentation of television courses.
9. That instructional programs on state-owned networks be under
the supervision of state departments of education.
10. That television courses be shared from one part of the country
to another, where basic content appears to serve curricula suitably, but 246 that regional needs, particularly in natural science, social studies, art and music, not be neglected.
11. Similarly, that further study should be given to means of serving "educational minorities" in urban populations— handicapped chil dren, the disadvantaged, home-instruction pupils, vocational students, and others who are in small numbers in any one school but who exist in substantial numbers within an urban region.
12. That consideration be given to the development of state and regional networks as one means of distributing instructional materials— particularly during "off" hours of the night and early morning, to be recorded for later use.
13. That ways be explored to furnish multi-channel distribution systems by the most economical means— airborne television, 2500 mega cycle service and tape libraries, or a combination— appearing to be the lowest in cost at present.
14. That teacher and pupil utilization materials be an integral part of the production of an instructional program, and that plans for regional organizations include provision for regular and systematic assistance to classroom teachers in utilizing television courses.
15. That, ideally, regional organizations for instructional improvement grow out of regional instructional television councils; that this new medium of instruction be viewed as one tool in many and a support to all that is done in schools to educate children. 247
16. That classroom teachers actively be involved in evaluating and making suggestions about instructional programs, and that, whenever
possible, television teachers visit classrooms and view programs in use.
17. That consideration be given to integrating television with
other new approaches to education, particularly as a factor in a systems
approach, or as a resource in team teaching.
18. That supervisors, whether on the city, county, state or
regional level, become a major link between the television producers, on
the one hand, and the classroom teachers, on the other, giving their
expert advice on the content and techniques of television teaching, and
their consultation on utilization to the classroom teacher.
19. That when a choice exists as to whether to produce a program
locally or import it from elsewhere, the decision be based not alone on
relative cost, but on how effectively the television material will serve
local purposes.
20. That use of programs from elsewhere be welcomed, when the
material is appropriate, as a means of infusing new ideas and making
available to teachers new or different approaches to instruction.
21. And finally, that major emphasis in instructional television
be placed upon programs giving basic support to classroom instruction,
rather than supplementing or enriching it. This is especially practi
cable in areas of rapidly changing content (science), in subjects where 248
classroom teachers may lack adequate preparation (foreign languages) or
in introducing new approaches (modern mathematics). It could bring in basic content and approaches in subjects where specialists may be lack
ing (physical education, art or music) so as to support classroom
teachers. It could be used to introduce new courses such as guidance,
driver training or vocational education. But always it would be an
essential, not dispensable, resource.
It is hoped that these basic principles, if applied as decisions
are considered relative to the development of instructional television
in the years immediately ahead, may provide for an increasingly useful
and effective new medium of instruction in public education. APPENDIXES
A. Interview Schedule
B. List of Respondents
C. Abbreviations Used in Tables
249 250 A. IKTEKVOT SCHEDULE
Organization Address ______Respondent______
Districts Schools In Schools Per Cent Title . Served Districts______Participating Participating______Year Description of Region Pupils in Districts______Pupils Visaing Per Cent Viewing Organized
Kind of Organization______~ Sources of Pinandal Support '
i Member Participation Quality of regional programs Technical______in comparison with others Shat unresolved problems available in the area, in general: Content j meeting local n e e d s ? ______
I. Programs Distributed in 1965-66 and Produced tv Organization
Total Year Times Grade TeacherPupil Suppl. ProductionKeans of Program Title ProducedLength /SeekSubiect Levels Gpide? Guidf? Enrich Center Evaluation Notes
!
II» Programs Distributed by Organization In 1965*66 with Other Producers
Total Year Times TeacherPupil Suppl, ProductionKeans of Program Title Produced Length /SeekSubiectLevels Guide? Guide? Enrich Center EvaluationBotes __ — ---
—t v * ...... ______B. LIST OF RESPONDENTS
Urban Councils
Atlanta— Metropolitan School Development Council
Gil Tauggner, Executive Director of Educational Broadcasting
Austin— Southwest Texas Educational Television Council
Myrtle Boyce, Assistant Instructional Coordinator
Boston— Massachusetts Department of Education, Executive Committee for
Educational Television
Lauriston Ward, Director
Central Michigan— Central Michigan Educational Resources Council, Mount
Pleasant
Les Morford, Director
Chicago— Chicago Area School Television
Marjorie Vaseff, Executive Director
Cincinnati— Greater Cincinnati Television Education Foundation
Charles Vaughn, Manager, Station WCET
Grace Richardson, Program Coordinator, WCET
Cleveland— Educational Television Association of Metropolitan Cleveland
Alan R. Stephenson, Director, Instructional Services
Columbus— Central Ohio Educational Television Foundation
Dr. Chalmer G. Hixson, Acting Director
251 252
Denver— Council for Educational Television, Channel 6, Incorporated
Gerald J. Willsea, Director, Radio and Television, Denver Public Schools
East Lansing— Classroom Ten Television Council
Chauncey Berdan, Coordinator, Classroom Television
Gainesville— North Central Florida Educational Television Project
Mrs. Nora Webb, Educational Television Coordinator, Alachua County Public Schools
Los Angeles— Regional Educational Television Advisory Council
Dr. Robert Gerletti, Director of Educational Media, Los Angeles County Schools
Memphis— Memphis Community Television Foundation
Howard Holst, Managing Director, Station WKNO
Minneapolis*»St. Paul— Minnesota Council for School Television
Howard Hathaway, Foreign Language Consultant
Nashville— Metropolitan Board of Education
Robert L. Shepherd, General Manager, Station WDCN
New York City— Educational Broadcasting Corporation
Richard Myers, Director, School Television Service
Ellen Kelly, Program Manager, School Television Service
Omaha— Metropolitan Omaha Educational Broadcasting Association
Dr. Paul Miller, President; Superintendent of Schools, Omaha
Philadelphia— Tri-State Educational Broadcasting Council
Robert Maull, Executive Secretary
Pittsburgh— Metropolitan Pittsburgh Educational Television
Rhea Sykes, Director of School Services, Station WQED 253
St. Louis— St. Louis Educational Television Commission
Robert Glazier, Executive Director, Station KETC
San Erancisco— Bay Region Instructional Television for Education
Raymond Smith, Director, Instructional Television, Station KQED
Seattle— University of Washington Station KCTS
June Dilworth, Director of School Broadcasting
Southwestern Indiana— Southwestern Indiana Educational Television
Council, Evansville
Robert Edelman, Director
Washington, D.C.— Greater Washington Educational Television Association
Mrs. Mary June Phillips, Manager, School Television Service
State and Regional Networks
Alabama— Alabama Educational Television Network
Dr. Edward Williams, Educational Television Coordinator, Alabama State Department of Education
Delaware— Delaware Educational Television Board, Dover
Dr. William Hanford, Director
Eastern Educational Network
Donald Quayle, Executive Director
Georgia— Georgia Educational Television Services
Lou Peneguy, Public Information, Georgia State Department of Educa tion Television Services
Maine— Maine Educational Network
Terry Ann Poulin, Educational Television Supervisor, State Depart ment of Education 254
Nebraska— Nebraska Council for Educational Television
Victor Christensen, Director
New York State— New York State Educational Television Network
Robert Carlisle, Director, State University of New York
North Carolina— North Carolina Educational Television Network
John Young, Director of Television, University of North Carolina, Chapel Hill
John R. Haws, Jr., Supervisor of Instructional Programming, North Carolina State Department of Education
Oklahoma— Oklahoma Educational Television Authority
John Dunn, Director
South Carolina— South Carolina Educational Television Network
Thomas Stepps, Assistant to the Executive Director
Midwest Airborne
Midwest Program on Airborne Television Instruction, Incorporated
Donald L. Mahoney, Assistant Director, Professional Development
Instructional Television Libraries
Great Plains Regional Instructional Television Library
Paul Schupbach, Director
Midwest Program on Airborne Television Instruction National Distribution
Paul Patton, Director, Membership and Program Services
National Center for School and College Television
Donald L. Sandberg, Director of Field Services Northeast Regional Instructional Television Library
Dr. M. Virginia Biggy, Director of Instructional Television C. ABBREVIATIONS USED IN TABLES
Alt. Alternates every other week
Annaheim Annaheim Public Schools Closed-Circuit System, California
Bailey Bailey Films Corporation, Hollywood, California
Board The Board listed in the table heading
California University of California
Central M. Central Michigan Educational Resources Council, Mount Plea sant
Class 10 Classroom Ten Television Council, East Lansing, Michigan
Colorado University of Colorado, Boulder
Coronet Coronet Instructional Films
Council The Council listed in the table heading
Disney Walt Disney Productions
EBF Encyclopaedia Brittanica Films, -istributor for Massachu setts Council for a Television Course in the Humanities
Foundation The Foundation listed in the table heading
GPRITL Great Plains Regional Instructional Television Library, Lincoln, Nebraska
Georgia Georgia Educational Television Network
Hachette Hachette Corporation, New York City
Heath Heath de Rochement Company, successor to National Educa tional Television in distributing "ParIons Francais"
Illinois University of Illinois, Urbana
Indiana University of Indiana, Bloomington
256 KCTS University of Washington station, Seattle
KDPS DesMoines, Iowa, Independent Community School District station
KFME North Central Educational Television Association station, Fargo, North Dakota
KQED Bay Area Educational Television Association station, San Francisco
KRMA Denver Public Schools station
KTEC St. Louis Educational Television Commission station
KTPS Tacoma, Washington, School District station
KVIE Central California Educational Television station, Sacra mento
MOEBA Metropolitan Omaha Educational Broadcasting Association
MPATI Midwest Program on Airborne Television Instruction
McGraw McGraw-Hill Book Company
Michigan University of Michigan, Ann Arbor
NCTE National Council of Teachers of English, Commission on English Teaching
NET National Educational Television, New York City
NYC New York City Board of Education
Nebraska Nebraska Council for Educational Television, Lincoln
Network The Network listed in the table heading
OETA Oklahoma Educational Television Authority, Norman
Oregon Oregon State Department of Education, Eugene
PSSC Physical Science Study Course, Massachusetts Institute of Technology
Penna. Pennsylvania State Department of Public Instruction
Purdue Purdue University, West Lafayette, Indiana
Robbinsdale Robbinsdale, Minnesota, School District 258
SCETVC South Carolina Educational Television Center, Columbia
Texas University of Texas, Austin
21 Inch Twenty-One Inch Classroom, Massachusetts Executive Commit tee for Educational Television, Boston
WCET Greater Cincinnati Television Educational Foundation sta tion
WCVE Central Virginia Educational Television Corporation, Rich mond
WEDH Connecticut Educational Television Corporation, Hartford
WENH University of New Hampshire station, Durham
WETA Greater Washington, D.C., Educational Television Associa tion station
WGBH WGBH Educational Foundation station, Boston
WHA University of Wisconsin station, Madison
WILL University of Illinois station, Urbana
WKNO Memphis, Tennessee, Community Educational Television Foun dation station
WNDT Educational Broadcasting Corporation station, New York City
WNDT-NYC WNDT in cooperation with New York City Schools
WNYC City of New York Municipal Broadcasting System station
WOSU The Ohio State University station, Columbus
WQED Metropolitan Pittsburgh Educational Television station
WSEC Dade County, Florida, Board of Instruction station
WTVS Detroit Public Schools station
WVIZ Educational Television Association of Greater Cleveland station BIBLIOGRAPHY
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259 260
Instructional Television Library Project. Instructional Television Materials. New York: Instructional Television Library, 1964.
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"Close-up on Ohio ETV," Ohio Schools, Vol. 44, No. 3 (March 1965), pp. 15-28.
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I 263
Elam, Stanley M. "Is South Carolina ETV a Worthy Model?" Phi Delta Kappan. Vol, 45, No, 1 (October 1963), pp. 2-6.
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Speeches and Unpublished Material
Bergsman, Stuart Kenneth. "The Relationship of Selected School District Characteristics to the Use of Educational Television in Michigan High School Districts. Doctoral Dissertation, Michigan State University, 1963 (Dissertation Abstracts. Vol. 25, p. 214).
Burns, John L. Speech before the NAEB-IERT Luncheon, Columbus, Ohio, April 28, 1961. Reprinted in NAEB Journal. Vol. 20, No. 3 (May- June 1961), pp. 12-18.
Emery, Donald G. "The Administrator's Role in Broadcasting for the Secondary School." Unpublished speech to Indiana University Invi tational Educational Television Seminar, Bloomington, February 1966.
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Lawson, Richard G. "The Role of Socio-Economic Environment in the De velopment of Educational Television: A Descriptive Analysis of Educational Television in Alabama and Illinois." Doctoral disser tation, University of Illinois, 1964 (Dissertation Abstracts. Vol. 25, pp. 6585-86.
Midwest Program on Airborne Television Instruction, Inc. "MPATI Member School Survey, 1965-1966" [West Lafayette, Indiana: MPATI, May 1965].
Ohio Interim Educational Television Study Commission. "An Educational Television Network for Ohio" [Columbus, Ohio: The Commission, February 1961].
Ribicoff, Abraham. Speech before the 1961 NAB Convention, Washington, D.C., May 1961. Quoted in NAEB Journal. Vol. 20, No. 3 (May-June 1961), p. 7.
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Walter, Robert L, "The Feasibility, Practicality, and Acceptability of Cooperative Action Among Ohio Independent Suburban School Districts." Doctoral dissertation, The Ohio State University, 1960.