The National Center for School and College Television - -A Demonstration of a National Program Agency for Instructional Television

REPORT RESUMES

ED 020655 64 EM 000 222 THE NATIONAL CENTER FOR SCHOOL AND COLLEGE TELEVISION - -A DEMONSTRATION OF A NATIONAL PROGRAM AGENCY FOR INSTRUCTIONAL TELEVISION. FINAL REPORT. BY- JORDAN, JAMES R. INDIANA UNIV. FOUNDATION, BLOOMINGTON REPORT NUMBER BR-5-0273 PUB DATE MAR 68 CONTRACT OEC-5-16-015 EORS PRICE MF-81.00 HC -$8.40 200P.

DESCRIPTORS- EDUCATIONAL TELEVISION, *TELEVISION RESEARCH, *INSTRUCTIONAL MATERIALS CENTERS, ELEMENTARY EDUCATION, SPECIAL LIBRARIES, ENROLLMENT TRENDS, EDUCATIONAL PROGRAMS, PHYSICAL EDUCATION, *INSTRUCTIONAL TELEVISION, *NATIONAL PROGRAMS, INFORMATION DISSEMINATION, *PROGRAM EVALUATION, ADMINISTRATIVE ORGANIZATION, EDUCATIONAL FACILITIES, ART EDUCATION, LANGUAGE INSTRUCTION, MUSIC EDUCATION, MATHEMATICS EDUCATION, SCIENCE EDUCATIONt

THE NATIONAL CENTER FOR SCHOOL AND COLLEGE TELEVISION WA i ESTABLISHED IN 1965 BY THE OFFICE OF EDUCATION AND THE INDIANA UNIVERSITY FOUNDATION AS A PERMANENT AGENCY TO PROVIDE QUALITY INSTRUCTIONAL TELEVISION MATERIALS AND COURSE DISTRIBUTION ON A NATIONAL SCALE. NCSCT MAKES MATERIALS AVAILABLE BY EVALUATION, ACQUISITION, REVISION, AND PRODUCTION, ENGAGES IN NATIONWIDE LIAISON WORK WITH TEACHECS, ADMINISTRATORS; AND ITV PERSONNEL, AND ACTS AS A CENTER OF INFORMATION ON INSTRUCTIONAL TELEVISION BY COLLECTING, ANALYZING, AND DISSEMINATING DATA. FINDINGS OF ITS TWO-YEAR DEMONSTRATION PROGRAM ARE--(I) THE EDUCATIONAL USE OF TELEVISION WILL EXPAND, CREATING GREATER NEED FOR EFFECTIVE MATERIALS,(2) FEW MATERIALS PRODUCED FOR LOCAL SCHEDULING ARE SUITABLE FOR WIDESPREAD USE,(3) A HIGH PERCENTAGE OF REUSE INDICATES THAT THE CENTER'S MATERIALS ARE SATISFACTORY, (4) ACCELERATED NCSCT ACTIVITY IS NEEDED MOST IN ELEMENTARY EDUCATION,(5) NSCST'S MATERIALS, RESEARCH, AND DISSEMINATION WILL STIMULATE WISER USE OF TELEVISION, AND (6) PROFESSIONAL EDUCATIONAL ORGANIZATIONS AND SCHOOL SYSTEMS WILL COMMIT RESOURCES TO NCSCT'S EFFORTS. AFPENDICES INCLUDE REPORTS CONCERNED WITH THE NATIONAL INSTRUCTIONAL TELEVISION LIBRARY, THE IV LESSON EVALUATION FORM, NCSCT SUBJECT AREA ASSESSMENTS, PRELIMINARY CONCLUSIONS, TABLES, AND A LIST OF AVAILABLE MATERIALS. (JO)

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FINAL REPGRT Project. No. S0273 Contract No. 0E-5-16.015

THE NATIONAL CENTER FOR SCHOOLAND COLLEGE TELEVISION: A DEMONSTRATION OF A NATIONAL PROGRAM AGENCY FOR INSTRUCTIONALTELEVISION

March 1968

U.S. DEPARTMENT OF HEALTH, EDUCATION, ANDWELFARE/

Office of Education Bureau of Research tu. DEpARTmER oF HF0TH, coiltATION & WELFARE

OFFICE Of EDUCA1ON

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATINGIT. MINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY. FINAL REPORT

Project No. 50273 Contract No. OE -5 -16 -015

'En NATIONAL CENTER FOR SCHOOL ANDCOLLEGE TELEVISION: A DEMONSTRATION OF A NATIONAL PROGRAM AGENCY FOR INSTRUCTIONAL TELEVISION.

James R. Jordan

Indiana University Foundation

Bloomington, Indiana

March 1968

The research reported herein was performed pursuantto a contract with theOffice of Education, U.S. Depart- ment of Health, Education, andWelfare. Contractors undertaking such projects under Governmentsponsorship are encouraged to expressfreely their professional judgment in the conduct of the project. Points of view or opinions stated do not,therefore, necessarily represent official Office of Educationposition or policy.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education Bureau of Research TABLE OF CONTENTS Page Chapter

. 1 . . SUMMARY ...... 1 THE ORIGINS OFNCSCT The Demonstration(1962-1965) 5 2 ORGANIZATION, ADMINISTRATIONAND PLAN OF OPERATION 8 Organization 9 Television Materials 9 Field Services 12 Research and Information 12 15 3 INSTRUCTIONAL TELEVISION(1965-1967). . Enrollments 15 Transmission Facilities 16 Programing 18 20 4 THE RESULTS Television Materials 20 Methods of Production 33 Field Representation 34 Research and Information 36 41 S CONCLUSIONS BIBLIOGRAPHY 43 APPENDIXES

I STATEMENT BY THE NATIONALADVISORY COMMITTEE OF THE NATIONAL INSTRUCTIONAL TELEVISION LII3RARY DEMONSTRATION PROJECT 46 II ADVISORY STATEMENT FROMSTATE LEADERSHIP PERSONNEL CONCERNING INSTRUCTIONAL TELEVISION PROGRAM EXCHANGE 53 60 III NCSCT STAFF (1965-1967) ...... 64 IV NATIONAL ADVISORY BOARD(1965-1967) VTELEVISION LESSON EVALUATIONFORM 66 VI REPORTS OF NCSCT SUBJECTAREA ASSESSMENTS 71 Art Education 72 Foreign LanguageEducation 87 Health and PhysicalEducation 104 Mathematics Education 121 Music Education 135 Science Education 147 Social StudiesEducation 161 Chapter Page

VII PRELIMINARY CONCLUSIONS FROM A STUDY OF THE SIZE AND GROWTH OF THE SCHOOL TELEVISION AUDIENCE SP.VE" BY .°TV STATI^NS THE PAST FIVE YEARS .176 VIII TABLES 180 1. Grade Emphasis of Courses Submitted for NCSCT Assessment Conferences 181 2. Courses Submitted for Nrcu

Assessment Conferences (1965- 1967). . . 182 3. Length of Lessons Submitted

for Assessment Conferences...... 183 4. Number. of Lessons in Courses Submitted for Assessment Conferences (1965-1967) 184 5. Weekly Lesson Frequency of Courses Submitted for Aksessment

e \ft 185 6. Total Hours of Instructional Television Programing Broadcast by Educational Television Stations 186 7. Suitability of Elementary Courses for General Use by Year of Production 187 8. Reuse Patterns of NCSCT Elementary Courses 188 IX MATERIALS AVAILABLE FROM NCSCT -- SEPTEMBER 1, 1967 189 X THE EVALUATION OF INSTRUCTIONAL TELEVISION 191 XI FIELD VISIT REPORT 196 XII EDUCATION'S DESIGN FOR SATELLITE COMMUNICATIONS 200 ERIC REPORT RESUME 204 PREFACE

The effort to create a national agency whose primary task is to provide meaningful instructional television materials for American education has been the resolve of a number of people and organizationssince 1961. With the establishment of the National Center for School and College Television (NCSCT) on an enduring basis, the vision of finding an effective way for television to achieve its potential in the classroom is realizable. The successful establishment of NCSCT is due to the effective efforts of a number of people. Especially significant has been the effort of Herman B Wells, president of the Indiana University Foundation; Elvis J. Stahr, president of Indiana University; John F. White, president of National Educational Television; the members of the National Instructional Television Library Advisory Board and the first NCSCT National Advisory Board; and instructional television coordinators across the United States whose business it is to present the most effective possible television schedule to American schools. The United States Office of Education has played a pivotal role since 1961. In demonstrating the need for an agency like NCSCT, the Office of Education'spartner was the National EducationalTelevision and Radio Center. The Indiana University Foundation completed the task of establishing NCSCT. INTRODUCTION SUMMARY

The National Center for Schooland College Tele- vision (NCSCT) was establishedin 1965 to provide for the development of instructionaltelevision materials of the highest quality in content,design and techniques. The Center was in its initial years anexpansion of a three-year investigation of the statusand the needs of instructional television in the UnitedStates. During its two-year demonstration,NCSCT was to explore ways to make available aquaaticy of effective instructional television materials, establish linesof communication with education and educationalbroadcasters, and provide a central source ofknowledge and information about instructional television.

On the basis of education'swillingness to commit resources to NCSCT's goalsand the success of its initial work, the Center has beenestablished as a permanent national agency.

Major findings leading to the successfulestablishment of NCSCT are presented below.

1. The use of television in educationwill continue to expand, 'creating greaterneed for increasingly effective television materials. Nearly ten million individualkindergarten through twelfth grade students now regularlyreceive some part of their instruction through television. This number will increase as the number of educationaltelevision stations, closed-circuit transmission facilitiesand Instructional Television Fixed Service systems grows.

2. American education cannot solely on local sources of programingfor the needed quantity of effective television materials. No single station or installation,existing or projected, is in a position to providethe needed range of programing, let alone the largereducational demand that may eventually cover 12 or more gradelevels in a variety of subjects. There are limitations upon dollars, staff, time an intellectual resources that restrict the quality of many new courses that canbe produced by a local facility.

. 3. NCSCT's commitment to distributethe best of, existing materials and toaccelerate development of new materials promises to fulfilltelevision's potential in education. Prior to the establishment ofNCSCT only minor attention was given to identifyingthe precise television needs of education and topossible sources of programing. Currently available materials arethe result of NCSCT's careful evaluation ofexisting programing. In some instancesmaterials were acquired to bedistributed as they existedand in others they were revisedwith NCSCT resources playing amajor role in the revision process. Through an increasingly efficient systemof field communication the Center is continuing toevaluate all existing materials. American education, however,has indicated that new materials must be developed iftelevision is to achieve its ultimate value. Therefore, as a permanent non-profit agency NCSCT willemphasize new material development. So successful has NCSCT'scollaboration with educators and instructional televisionproducers been that projects to provide new materialsin art, physical education, science, the social sciencesand early childhood education are now under way.

An increasingly high percentageof reuse (the use a second and third time of NCSCTprograming) indicates that the Center's materials arebeing well received. NCSCT is confident that its programefforts, especially in the area of new materials development,will introduce a more effective generation of instructionaltelevision for American education.

4. Accelerated NCSCT activity is requiredin elementary education where thereis greatest use and subsequent demand for instructionaltelevision materials.

More than seven millionindividual elementary students use television as aregular part of their instruction. The great majority of instructionaltelevision materials are created for elementary education. Educators who are working closely with NCSCT haveindicated that it is in elementary education that television can makeits most meaningful present contribution.

2 However, several specialinvestigations have convinced NCSCT that televisionhas great potential at other than the elementaryeducation level. Noteworthy beginnings have been made inearly childhood, secondary And higher education.

5. Wiser use of instructionaltelevision can be stimulated by NCSCT materialsand its research and dissemination activities. Education's acceptance ofinstructional television depends not only uponeffectiveness in materials. The intelligent support ofeducators, legislators, school board members and citizens alsodepends on meaningful research and its properdissemination.

In this regard NCSCT'scommunications functions are useful. It is along thesecommunications avenues that instructional televisionleaders can discuss their problems, their needs and theirproducts. Along these avenues NCSCT cancontinue to gather data,strengthen the concept of using programingfrom a variety of 'ther sources anddeliver the conclusions of itsinvestigations.

6. American education iswilling to commit considerable resources to RCSCT'stelevision effort.

In its assessments ofinstructional television's role NCSCT has turned to anumber of professional education organizations forhelp. The response has been gratifying. The majority of educatorsinvolved in NCSCT's work have madeextensive commitments because they feel television can havesignificant value for education. Equally important, school systemshave shared their investments in televisionmaterials with those of NCSCT to develop superior materialsfor widespread use.

3 Chapter 1

THE ORIGINS OF NCSCT

In the past decade instructional televisionhas grown in the United States at %rapid rate. Current predictions are that the growth will continuethrough the next decade. As a result a constantly increasing number of students will have access totelevision as a part of their formalinstruction.

In spite of this growth, educatorsquestion television's contribution to the Americaninstructional process. They wonder about the ".intru ion" of the medium in their work. Their crucial question, becoming more and more stridentsince 1960, is how well can and will television serve education. For central to the problem of the most meaningful use of thetransmission facilities that are rapidly multiplying isthe development of a sufficient quantity ofeffective television materials.

.Before 1960 educational broadcasters gave greatest priority to channel allocations and to theestablishment of adequate television facilities. In those times nearly all of instructional television's programs werelocally produced. Since 1960 federal funds have stimulatedcontinuing growth in the number of transmission facilitiesserving education. In 1962 the Office of Education funded a three.Tear demonstration project to examine the status and needs of L.structional television programing inthe United States. The demonstration showed that education cannot rely only on local program resourcesif television's full potential is to be reached.

In 1965, on the basis ofthe demonstration, the National Center for School andCollege Television (NCSCT) was establishedto perfect the function of anational program agency forinstructional television. This report considers the originsof NCSCT, its establishment and its accomplishmentsfor the 28-month period from May 1, 1965 to September1, 1967. The results of the earlydemonstration effort- which led to the establishmentof NCSCT--provide essential background for this reportand are considered in the 'remainderof this chapter.

4- The Demonstration(1962-1965)

In 1962, theOffice of Educationlaunched a demonstration project tostudy the educationaldesirability feasibility of exchangingrecorded instruc- and economic of a national tional materialsthrough the mechanism library system. evolved The instructionaltelevision demonstration from a 1961 reportwhich showeel that asubstantial number existed that couldbe of recordedinstructional series made available toothers. The report notedwidespread interest in the useof these seriesand documented the beginnings of exchangeactivity between variouseducational television organizations.1

The nationaldemonstration includedthree organi- Library zations: the NationalInstructional Television (NITL), a project ofthe NationalEducational Television and Radio Center inNew York City,the Great Plains Television Library(GPRITL), a Regional Instructional the project of theUniversity of Nebraskain Lir'oln and Northeastern RegionalInstructional TelevisionLibrary (NRITL), a project ofthe EasternEducational Network in three Cambridge, Massachusetts. While'results for all agencies were takeninto account, theNational Instruc- tional TelevisionLibrary was thepredecessor organization of NCSCT. The ultimate purposeof the three-yeardemonstration, if its experience soindicated, was to makepossible a permanent, self-supportingnational system thatwould help assure theeffective use of televisionin American education. The three-yeardemonstration made notable progress. Its major achievements were

(1) Appraisal of allinstructional television programing having anexchange potential. and (2) Development anddemonstration of policies procedures related tothe evaluation, acquisition and exchangeof recorded series.

Study of 1. Jack McBride and W.C. Meierhenry, A the Use of In-SchoolTelecast MaterialsLeadin to Recommendations astOTEIT-TIITETTETETon an xc ante. TUWFTFFiTFT-6Y-TaTiiiIi, 21-6.17.1 (3) Making available selected series forwide- spread use.

(4) Study of economic feasibility ofexchange.

(5) Development of better understanding ofthe character and needs of instructionaltelevision.

(6) Identification and assessment of crucial factors related to a permanentnational instructional television system.

Viewed as a whole, the demonstrationhad a significant impact upon thedevelopment and projected character of instructional television materials. By highlighting the program needs of instructionaltelevision and stimulating the exchange ofrecorded series to meet these needs, it provided nationalleadership, It created solid expectations that qualityrecorded programing could be made available tostrengthen future instructional television schedules,and it inspired hope that its continuing activitieswould be a major factor in assuring the effective useof television in education. By its very nature, however, thedemonstration could not be completed in three years. To be effective, it had to identify and assess aconsiderable accumulation of recorded courses, intensively involve numerouseducational leaders, acquire courses for pilot distributionthrough actual negotiation, repeatedly disseminateinformation to potential users, await thedecisions of local preview committees, provide broadcast materialsconsistent with school schedules, gauge the acceptanceof courses through analysis of user reactions and patterns ofsubsequent use and judge the operational and economicpracticality of a national system bystudying costs and income over a meaningful number of years.

After prolonged study, the advisoryboard and staff of the National Instructional TelevisionLibrary together with state leaders from across theUnited States were convinced that

(I) Television materials of the highest quality are essential tothe effective use and future development of instructional television.

6 (2) This necessary high quality can beobtained only if limited educational andfina cial resources at the locallevel are supplemented by readily available televisionmaterials produced in other places.

(3) Sole reliance on existing sourcesof programing will not assure the availabilityof such high quality television materials.

(4) The installation of new facilitiesis increasing at a rapid rate and willcontinue to do so for some time.

(5) Significant effort will be required to assure the satisfactory growth of instructional television.

(6) Improvement is needed in the wiseclassroom utilization of television.

(7) The instructional televisiondemonstration had a beneficial impact upon the development and projected character of instructional television.

In view of the original objectives ofthe demonstration, its accomplishments and theneeds of instructional television, the NITL Advisory Committeeand education and instructional television leadersstrongly recommended the continuation of the demonstrationleading to the effective use of televisionin Americaneducation.2

2 See page 46 for a full statement ofthe NITL Advisory Committee and page 53 for the statementsof state education leaders.

7 Chapter 2

ORGANIZATION, ADMINISTRATION ANDPLAN OF OPERATION

To this point an attempthas been made to provide an overview ofthe demonstration projectthat led to the establishment of NCSCT.

At the demonstration'sconclusion in 1965 it was evident that the use of televisionwould continue to expand. As evident was the growingneed of educators and instructional televisionspecialists to gain access to quality programmaterials. Intensive study of instructional television stressedthe need for an agency that would serve as a focalpoint for the development and distribution of highlyeffective television materials.

Thus, the U.S. Office ofEducation and the Indiana University Foundation establishedthe National Center for School and College Televisionto provide, through an expanded demonstration, not onlyfor instructional television course distributionbut for the broad development of instructional televisionmaterials of the highest quality in content, designand techniques.

During the expanded demonstration,the new national center was to be concerned with

(1) Stimulating and assisting in thecreation and widespread use of increasinglyeffective television courses.

(2) Articulating with the interests, resources and activities of regional, stateand local instructional television organizationsto accomplish this objective.

(3) Providing a central source ofknowledge and information about instructionaltelevision.

(4) Developing plans and accumulatingexperience necessary for theestablishment of a permanent and independent center.

-8 For the two-year period of the expanded demonstration the Center was to be operated by the Indiana University Foundation with Government support. Based on projects and evaluations then current, it was contemplated that the Center would continue beyond the contract period as a function of the Foundation until the Center became completely self-supporting.

In its first 28 months of activity NCSCT organized and devised methods to move toward the goals establ2shed for it as quickly as possible. The remainder of this chapter reviews the Center's organization and plan of operation.

Osvnization

The challenge of creating a national agency committed to instructional television attracted a management staff of high caliber to NCSCT. Appendix III on page 60 contains brief biographies. The management staff, charged with operational control of NCSCT, is based in Bloomington, Indiana. In July 1967, regional offices were established in San Francisco, Milwaukee and Boston. To that time NCSCT had part-time regional representation through associated television organizations.

The Center is operated on a nun-profit basis as a separately-organized project of the Indiana University Foundation. Required administrative and technical services are provided the Center by Indiana University at customary co't. Policy control resides with a National Advisory Board.4

Television Materials

To provide an adequate supply of highly effective television materta15, NCSCT explored three approaches: acvisition of existing materials, revision of promising courses and development of new materials. NCSCT continued

3. The demonstration period was extended to 28 months to allow NCSCT to complete studies of needs in specific subject areas ard fully assess acceptance of its materials.

4. See page 64.

9 its annual general evaluation ofmaterials initiated in 1962 and placed emphasis on revisingtentatively suitable materials. In areas where it was notuseful to revise existing m2terialsNCSCT stimulated the development of new materials byconstructing strong partnerships with leading educators and outstandinginstructional television production agencies.

Because of the greatest use and subsequentlythe greatest demand for instructionaltelevision exists in elementary education, NCSCT stressed materialsfor this area. However, the Center also examinedtelevision's status in secondary educationand began comprehensive evaluations of television's role in earlychildhood and higher education.

1. Evaluation and Acquisition

In each of its demonstration years,the National Instructional Television Library gatheredand evaluated materials that could be made available on anational basis. Although the results of these evaluations were disappointing in terms of the quantity of materials judged to be suitable for widespread useNCSCT continued evaluation of all available materials. Methodologically, one lesson from each identified telecourse was viewed by NCSCT staff educatorsand instructional television specialists. On the basis of this screening, courses judged unsuitable wereeliminated. Those with possibilities were evaluatedby another group which screened additional lessons andcarefully examined all related or integral materials. Courses selected for distribution were then evaluatedin their entirety by content specialists and engineers. The instrument used by NITL andNCSCT for general evaluation purposes from 1962 to 1967 is on page66.

01.1111

5. See page 187 for the results ofevaluations from 1962 through 1967.

-10- 2. Evaluation and Revision

In 1965, a promising addition .to direct acquisition of existing materials was to revise specific courses whose content; presentation and production could be improved. A number of series had been evaluated as nearm'sses.6 These are series that had such strengths as effcctIvJ teachers, subject areas of demon.;trated significar e and wise organization, but because of inadequate preparation, minimal production support or inferior recording were not immediately ready for national distribution.

Because of the urgent needs of television for quantities of stronger materials there appeared to be much promise in reworking some of the near miss series. Fundamentally, the revision process initiated by NCSCT is the "revised production" part of the larger production cycle that includes "initial production, use, revised production, use, revised production." This cycle is the way in which several excellent instructional television courses had evolved. To NCSCT, this revision process seemed both logical and a method by which an adequate number of quality series could be obtained at a realistic cost in sufficient time to meet the most urgent needs of school television.

3. Development and Production

While NCSCT worked to fill the most crucial needs as quickly as possible through course revision, it also planned for the longer range development of highly significant and effective materials.

To determine the general nature of the materials needed by schools and colleges, the Center enlisted the assistance of content authorities, national professional and regional education and television organizations and major curriculum projects. To do this, NCSCT assembled separate groups, each concerned with a specific subject area, to chart emerging curriculum directions and areas of major subject matter and grade level concern where television might make significant contributions and to assess the adequacy of television in these areas.

6. See page 187 for the number of near miss series identified by five years of general program evaluation. Specific evaluations of the status and potential of television were conducted in the areas of music, art, health and physical education, foreign languages, mathematics, at and the social sciences. Remaining is an assessment of language arts education. In large part these subject evaluations focused upon elementary education. However, wherever appropriate, the evaluations considered materials from other educational levels.

As has been mentioned, the Center committed itself at its establishment to comprehensive examinations of television's status and potential in secondary, higher and early childhood education. Special evaluations were accordingly designed for psychology and social work instruction at the level of higher education. An examination of television in early childhood education was initiated.

Field Services

The judgment of those concerned with the propel: use of instructional television indicated in 1965 that this field, like any other complex and growing field, suffers communication problems. Thus, in 1965, the National Center for School and College Television undertook the responsibility of establishing and strengthening liaison with teachers, administrators and instructional television personnel across the country.

The Center carried forward its primary articulation responsibilities from its Bloomington, Indiana headquarters. Additional liaison on a regional basis was maintained through existing regional organizations: the Northeastern Regional Instructional Television Library, the Great Plains Regional Instructional Television Library and the Western Radio and Television Association.

Research and Information

Instructional broadcasters are concerned with a variety of problems related to the production, availability and use of effective television programing. In those areas where there were problems to be solved and where there were practical or theoretical advantages to be gained, NCSCT conducted research and disseminated its findings. Thus, the Center's informationservice was designed to collect, analyze,maintain and disseminate data on such matters as courseproduction planned or underway, programing practices, evaluationtechniques, expenditures for television rvq-erinicand reaction to courses available. The Center also studied questionsrelating to production processes, professionalrights and distribution practices.

-13- FINDINGS Chapter 3

INSTRUCTIONAL TELEVISION(1965-1967)

To provide ameaningful context forNCSCT's activities, the status ofinstructional televisionin 1967 is discussed in this chapter. In its investigationof its field's status, NCSCTplaced special emphasis onelementary and secondary education. This chapter is basedfor the most part on four publishedand two unpublished reportswhich NCSCT prepared or inwhich NCSCT participated: The Status of InstructionalTelevision, 1964; One Weekof Educational Television, 1966; A Surveyof InstructionalClosed-Circuit Television, 1967; TheNational Compendium ofTelevised Education, 1967. This discussion is alsobased on seven of special quantitativeand qualitative NCSCT assessments particular subjectareas;/ a special examinationof the size and growth ofthe school televisionaudience; and a survey ofthe fiscal status ofinstructionaltelevision.8

Enrollments Based on NCSCT studiesof student enrollmentdata, the number of differentelementary and secondaryschool students using instructionaltelevision since 1961 has been as follows: 1961-62 School Year 2,250,000

1965-66 School Year 6,550,000

1966-67 School Year 8,250,000

1967-68 School Year 9,990,000

7. Special reports ofNCSCT's evaluation of specific subject areas arcincluded on page 71. studies, 8. Preliminary conclusionsfrom one of these A 3tudy of the Sizeand Growth of the SchoolTelevision Audience, can be found on page176. Final results of this study, togetherwith the fiscal status survey noted here, are still beingassembled.

-15- These enrollment figures,it should be stressed, ind4cate different individualstudents from kindergarten through the twelfth grade nowusing instructional television. The size of the schooltelevision audience is not ordinarily measured in termsof individual students. Rather it is measured in termsof a unit called "student enrollments"--the sum of "studentexposures" to regularly televised instruction. Employing this approachstudents who regularly view lessonsfrom two instructional series are counted twicein total televisionenrollment figures.

In 1967 total studentenrollments for all educational levels were 20,625,000. Of that number highereducation accounted for 465,000 enrollmentsand educational levels other than elementary andsecondary accounted for 115,000 /nrollments. Total student enrollmentsfor elementary andsecondary education in 1967 were 20,045,000. Thus elementary and secondary education account for97 percent of all student television enrollments in theUnited States.

However, the absolute sizeof the school television audience does not fully describethe growth of school television since 1961. On a penetration basis,NCSCT judges that by 1967 television wasbeing used by about 20 percent of the reachableschool audience whereas only 11 percent of the reachableschool audience was being served in 1961.9 The Center estimates that by1975 one of every four students fromkindergarten through the twelfth grade in the United Stateswill be using television as part of his instruction.

Transmission Facilities Students who receive part oftheir instruction by television are served byeducational stations, closed- circuit installations, InstructionalTclivision Fixed Service systems and commercialstation:; providing an educational service.

9. See page 180.

-16- In spite of a rapid increase in the use of closed- circuit television, most instructional programing is still provided by educational television stations. Of the channels operated by stations 115 offered instructional television lessons for elementary or secondary grades in 1967. On the average these stations provided 22 hours 10 minutes of school and in-service teacher education programing each week. In a general sense, service to schools is a distinguishing characteristic of the contemporary educational television station. It is the predominant or exclusive daytime activity of most stations. It further serves as the economic foundation supporting much of the operations of educational television.

In addition to educational television stations, programing for elementary and secondary schools was provided by 260 educational institutions with closed- circuit facilities, 48 Instructional Television Fixed Service systems and several commercial stations. Closed-circuit installations are used almost entirely for formal education and range in size from the extensive system in South Carolina to facilities within a single school.0 While the activity of commercial stations is noteworthy, their basic purpose is such that service to schools occupies but a small part of their total broadcasting.

It is significant that transmissionfacilities are increasing rapidly. In 1961 there were 56 educational television stations and approximately 325educational institutions with closed-circuit facilities. (More than half of the closed- circu:.t facilities serve higher education.) In 1967 there were 127 educational television stations and approximately 651educational institutions with closed-circuit and ITFS systemsin the United States. It is estimated that this markedgrowth in transmission facilities servingeducation will continue.

10. South Carolina is a good example tohelp distinguish what is meant by institutionsand closed- circuit transmission facilities. South Carolina is regarded as one educational institution with278 closed circuit facilities.

-17- .0

Programing educational televisionstations and As presented by is designed closed-circuit systems,instructional programing three different ways It is oftenintended to function in of to present themajor content or allthe basic concepts This use ofinstructional television as a a subject. teacher "major resource" stillallows time forthe classroom presentation. to clarify,reinforce and extendthe television Most instructionalprograming is used in a"supplemental" the television lessonis designed tocorrelate manner where present all of with local courses ofstudy but does not Such courses usuallyreinforce class- the major content. and treat- room activitiesby providing unusual resources ments of content notordinarily possible. Some programing is intended as"enrichment."Such programing is not the principal contentsof courses of related directly to guidance study but covers suchdesirable subjects as news, and symphonic music. These categories ofinstructional purpose are notrigid. Programing intendedoriginally as a major resourcemay beused best to supplement or conditions enrich instructiondepending on the particular that exist in a given area,school or evendifferent classrooms within aschool. Since existing materials weregathered for NCSCT's subject assessmentconferences, those materialsform the pk basis for most of thefollowing quantitative qnalysisof instructional televisionprograming in1967.11 The Status of TnstructionalTelevision, 2964 contains a similar analysis.

Lessons in television coursesare organizedand broadcast as sequencescovering specificsubject matter aimed grade level or levels. More than 80 per- at a particular 1967 were at cent of the coursesevaluated from 1965 to iqf all courses the elementary level. More than SO percent were intendedfor grades folir,five orsix.14 The emphasis ofinstructionaltelevision activity level is furtherrevealed when most at the elementary materials are grouped ....41existing elementaryand secondary The materialsconsidered are thetotal of 11. Appendix VI withineach those discussedand listed in At the time ofthis report, subject area report. still to be television in languagearts education was evaluated.

12. See Table 1 on page181.

-18- into the seven major subject area divisionsconsidered by NCSCT.13 Courses may also be classified as toindividual lesson length, number in a course andfrequency of transmission. Lesson length is related to gradelevel. About 80 percent of elementary grade lessons were15 or 20 minutes in length.14 The number of lessons in courses depends upon the frequency of lessons eachweek and the length of the course: a full academic year, asemester, a part of a semester. Courses ranged it number from two lessons to more than 120lessons.ls More than 60 percent of the time these courses were transmitted atthe rate of one new lesson a week for-a full academicyear.16

The total number of hours devoted to instruction each week by educational television stations increased from 754 in 1961 to more than 2500 in 1967 andthat the average number of hours each week increasedfrom 14 in 1961 to more than 22 in1967.17 Preliminary conclusions from a continuing NCSCT survey indicate that economiccommitment to instructional television is increasing. In 1967 the median budget for instructional programing via educational television stations was $194,000, up from $142,000 in 1963. In 1967 the median cost of a 30-minute instructional program locally produced and excluding recording and transmission costs was $250, up from $175 in 1963.

Particular attention has been paid to production sources. While information was obtained from all types of facilities, the procurement: pattern of educational television stations was especially significant. In 1962 almost 82 percent of all school programing was locally produced. Within four years, this percentage had been cut by half, bringing the 1967figure of local, production to 40 percent. This cutback inlocal production indicates the degree to which educationis using other - than- 1:-cal program sources.

13. See Table 2 on page182.

14. See Table 3 on page183.

15. See Table 4 on page184.

16. See Table 5 on page185.

17. See Table 6 on page186

-19- Chapter 4

THE RESULTS

Within this context,then, NCSCT movedtoward the establishment of anational program resourcefor instructional television. This section reportsthe Center's progress instimulating the developmentand distribution of effectiveprograming, in openingefficient communication channels and in creating auseful informationservice.

Television Materials

By September 1,1967, NCSCT wasproviding programing in music, art, health,the humanities, languagearts, For each mathematics, scienceand the socialsciences.I8 of its televisionofferings, the Centeroffered related materials for classroomteachers. When required, materials are offeredfor the use ofstudents. Although NCSCT is exploringhow it should develop television's role in earlychildhood, secondary and higher education, greatestemphasis has been placed on obtainingmaterials for elementaryeducation where the need and the use are.highest.

As outlined inChapter 2, NCSCTemployed three methods to obtain effectiveprograming: evaluation of those courses whose ownerswished them to beconsidered for widespreaddistribution, therevision of promising courses andthe development of newmaterials.

1. Evaluation and Acquisition

In assessing thesuitability of existingmaterials for widespread use,NCSCT wa,= able tomake some general to be distributed assumptions. Ir a general way, courses nationally were expected topresent subjectsand content commonly taught. in mostplaces. The courses mustimpress what is to be offeredin their ..educators who determine brief descrip- 18. Appendix IX on page 189 presents their development tions of all NCSCTmaterials and scarce of ,

as of September1, 1967. s

-20-- locales. In a technical sense, master recordings must be of good quality, as wide distribution requires duplicate copies, each of which will be less adequate than the master. In a human sense, the teaching and production quality must be exceptional to satisfy the double :;tandard that exaggerates local competence and diminishes outside achievement.

In assessing available series, NCSCT employs criteria and techniques that deal with their technical quality, content and instructional effectiveness. Technical assessment employs the same standards and methods applied to most educational television distributed nationally. Content is evaluated by subject matter experts responding to such broad items as relevance to curriculum, authenticity and organization of facts and ideas, suitability for grade level and currency.19

Of the 172 courses evaluated from 1962 to 1967, only 14 were found suitable for widespread use as they existed.20 Reasons for judging most of what was evaluated unsuitable were

(1) Poor technical quality.

(2) The assumption that the materials would be used only locally restricted the resources that could be invested in consultants, research and planning. Assumption of local use also limited the predicted instructional effectiveness of atarials.

(3) Too often, television teachers communicated poorly. They appeared more concerned with the material being presented than its effect upon learners. The content of many lessons was "clear only if known."

19. The approach employed for these evaluations, panel evaluation, is discussed along with other possible approaches on page 191.

20. See Table on page 187.

-21- After five years of these evaluations,it appears that very few materials producedoriginally for local schedules are suitable for widespread use.

7, Evaluation and Revision

The more valuable result of NCSCT'speriodic evaluation of existing materials was thedetermination that some courses had many excellentcharacteristics but were flawed by such things as poorrecording or inadequate prodpction support. While these near miss courses were notbelieved immediately suitable, it appeared likely they would be satisfactoryif reworked.

Following each evaluation the Centersought to improve promising courses and relatedmaterials so they might be available for general use asquickly as possible.

In these instances, NCSCTinterest, advice and involvement with the course madepossible better planning and higher production standards. As a result of this activity during the 28 demonstration months,NCSCT was able to put into distribution sevenenhanced courses21 and to enter into agreements forthe remodeling of five courses that will soon be available nationally. As an illustration of the revision process,Sing, Children, Sing, a course of 15 lessonsdesigned for the primary grades, had been used forfive years in the northeastern United States prior tothe Center's involvement with the course. NCSCT interest made possible reorganized lessons, improvedproduction and recording, and music especiallycleared for broadcast in all areas of the nation. In another instance, Tell Me A Story, a courseof 30 lessons designed for earlychildhood and primary grades, had been in use'in the northeastern statesin both original and revised forms for some time. NCSCT's interest made possible a further versionincorporating upgraded staging and recording as well as useof copyrighted material for national use.

21. A description of enhanced coursesand all other NCSCT materials is included on page189.

-22- The Communists, a course of eight lessons for senior high school students, was being used in California to provide students with essential knowledge about the growth and development of communism. The revision stimulated by NCSCT updated content and improved presentation.

3. Development and Production

Based on extensive evaluations of existing instructional television, it appears that much of it is of modest quality. As described earlier, panels of educators have evaluated programs from most courses available for general use. With few exceptions these materials represented the best of locally-produced instructional television. Yet the continuing judgment has been that most such recorded courses have only limited instructionaleffectiveness. A few are sound enough to be used as they exist and several more present possibilities of revision.

To stimulate higher standards of expectancy and production, NCSCT began in 1966 explorations of how television was being used and how television ought to be used in major subject areas.

The Status of Instructional Television: 1964 indicated major television activity in eight elementary and secondary curriculum areas. The Center began intense investigations into the status and potential of television in seven of the eight areas during the 28-month demonstration project. The eighth investigation, television in language arts education, will be conducted shortly.

Each investigation proceeded in much the same fashion. Each began with a national assessment conference at which specialists evaluated portions of television lessons and related materials representing almost every course being used in a specific subject. These evaluations gave the specialists the opportunity to form an overview of television in their disciplineand to discuss the directions the medium should take.

In each instance, NCSCT has taken appropriate steps to insure that the initial evaluation moved toward the determination of whether new materials should be developed and, if so, in what manner. To insure a continuity of

-23- effort and production results, representativesof major instructional television production agenciesattended each conference as potential producers.

On the basis of these extensivesubject considerations, NCSCT is row engaged in several developmentprojects. The Center has completed plans to producesix sequential levels of new materials in elementary art, scienceand physical education. The Center also has in various development stages similar projects in socialsciences, music, mathematics, health, foreign language and earlychildhood education. The pattern for new program development thathas emerged from NCSCT's subject area deliberationscombines the best available talent in instructionaltelevision production with equal educational expertise and incor- porates extensive validation ofproduction. Briefly, NCSCT's production pattern involves

. . critical assessment of existing use of television.

. . . development of a blueprint that identifies and explains the content a television course in a specific subject area ought to embody.

. . . experimental development of presentation formats.

. . . perfection of a chosen format and testing of sample lessons.

. . . revisions, local broadcast and classroom feedback.

Each group of specialists was dissatisfied withthe materials being assessed. However, in each instance, the specialists were drawn to television and itspotential as a means of Solving certainexisting problems. Each group was concerned that televisionin education is perpetuating traditional concepts of method and content. Each group thought most of the television it viewed was didactic in approach with no provision for student exploration, discovery and creativity. Yet in each instance the central conclusion was thatwell-designed television materials could have a significant impact upon each discipline.

-24- NCSCT is convinced that educationwill receive a more advanced generationof materials as a result of these subject area investigationsand the production efforts caused by them. Because of their importance, each of the special subject area assessmentsis described below.

Art

In this instance, eight specialistsin art and television education assessed televisionmaterials currently being used in arteducation and sketched directions for future television activity. In particular, they were concernedwith what is being taught through television. They emphasized that almost always telecourses dealtwith some aspect of the manipulation of materials. This, in spite of the fact that art education isconcerned increasingly with ways to improve the child's response toart as .opposed to the earlier stress onproductive activity alone. The assessors concluded that telecourses clearly indicated an almost complete unawarenessof the new direction.22 As an outgrowth of their concern,participants in the art education meetingrecommended the initiation of a course planning project to developguidelines for elementary school art instruction bytelevision. During and after the meeting plans wereformulated for such a project. As a direct result of the NCSCT assessment conference in television in art education, atask force met to develop guidelines forthe production of

no* 22. The full report of the first in a series,of meetings on television in arteducation is included on page 72.

-25- improved guidelines for the production of improved television materials for art education in elementary schools.23 The task force's master plan included a conceptual phase concerned with curriculum, experimentation to discover the most promising format and presentation devices, validated production of lessons, limited use of telecourses resulting in final revision and national availability. To insure continuity between phases, participants in the curriculum task force included persons who would ultimatelyproduce television courses based on the guidelines beingdeveloped.

After developing a master plane the task force perfected further a guidelines statement for television production. Those Guidelines for Art Instruction Through Television for the Elementary Schools were then evaluated, in a special study, by leading college and university art educators, state supervisors of art and supervisors of art in larger school systems across the country.

A panel of art historians, critics, teacher educators and school personnel supervising the teaching of art at local and state levels then met to discuss the Guidelines and the results of the special NCSCT evaluation.

The Guidelines for Art Instruction through Tele- vision for the Elementary Schools was.then published by NCSCT.24 The Guidelines is the backbone of the Center's project to produce new television materials for elementary alt education. New television materials are now in the pilot stage of developmentand will be field tested during the 1968-1969 school year. The

23. The task force consisted of Donald Allen, Denver Public Schools; Manuel Barkan and Laura Chapman, Ohio State University; Frances Hine, Los Angeles County Schools; Al Hurwitz, Newton (Massachusetts) Public Schools; Hilda Lewis, San Francisco State College; Alice Schwartz, Pennsylvania State University; and Richard Sperisen, San Mateo (California) City Schools.

24. The Guidelines are available from NCSCT.

-26- materials are being developed by NCSCT and the Denver (Colorado) Public Schools at educational television station KRMA in Denver.

Foreign Languages

Because of the amount of material requiring review in foreign languages, the assessment consisted of two meetings: a preliminary survey of allmaterials and in-depth analysis of the better telecourses. In these meetings the foreign language and televisionauthoritieo, concluded that "despite the generally poor quality of the programs so far, foreign. language instruction by television is here to stay. It will be increasingly needed, especially in the elementary school; it can make a unique contribution, at allacademic levels, by bringing the foreign country, culture and speakers into the classroom; its technical resources are otherwise unavailable in the classroom; and all of these resources provide motivation and depth of learning for the student and--for the local teacher--a broadened base for intensive systematic follow-up activities." In their assessment, the foreign language evaluators emphasized that "there has been, in the name o; economy, a tragic waste of money and timein the development of scores of locally produced television series, all of them starting from scratch, starving for funds and facilities and expert personnel, duplicating each other's mistakes, and eventually achieving a mediocre product which discredits the medium itself and the subject which it purports to teach. The stern fact is that good ITV, like the automobile and other high cost, high quality products, is feasible only with concentrated expert production and massconsumption;'

As a further step a small group ofevaluators26 conducted a depth analysis of certain existing materials. On the basis of this group's recommendations, NCSCT is

.11.101.00

25. See page 37 for the full report of the assessment conference.

26. Leo Bernardo, director of the New Yor City Bureau of :foreign Language, Elton Hocking of Purdue University and Joseph Michel of the University of Texas.

-27- -^".11.1,5r

investigating the possible acquisition of one existing course. This small group will continue to work with NCSCT in an effort to stimulate and create more effective materials for foreign language education.

Health and Physical Education

Twenty-five authorities on health, physical and television education assessed television materials presently being used in these content areas and outlined directions for future television activity. In particular, the evaluators were concerned about traditional concepts of method and content and about the didactic approach employed in most of what they viewed. The assessors concluded that television could have a significant impact upon health and physical education by providing a point of entry into the established curriculum of a school or college, serving,as both a classroom resource and aid to the professional development of elementary school teachers, and reducing the cultural lag between new concepts and thier assimilation into actual educational practice.27

As part of the assessment, those concerned with collegiate health education considered the cooperative development of a collection of "core" presentations th-t would be available to all institutions of higher education for local use. A small study committee was formed to draft an approach for the entire group to consider in the near future.

In the area of physical education for school a long range project was initiated. The project encompasses the development of a fully articulated and contemporary sequence of television materials for physical education in elementary schools through experimental development of an effective television format, production of validated television presentations for use in each of six consecu- tive years and creation of related print materials for teachers. Curriculum planning i§ in the hands of a committee of physicaleducators.'8

27. See page 104 for the full report of the assessment conference. 28. Anita Aldrich, Indiana University; Naomi Allenbaugh, Ohio State University; Margie Hanson, American Association for Health, Physical Education and Recreation; Chalmer Hixson, Ohio State University; and Robert McLaughlin, Milwaukee Public Schools.

-28- investigating the possible acquisition of one existing course. This small group will continue to work with NCSCT in an effort to stimulate and create more effective materials for foreign language education.

Health and Physical Education

Twenty-five authorities on health, physical and television education assessed television materials presently being used in these content areas and outlined directions for future television activity. In particular, the evaluators were concerned about traditional concepts of method and content and about the didactic approach employed in most of what they viewed. The assessors concluded that television could have a significant impact upon health and physical education by providing a point of entry into the established curriculum of a school or college, serving a- both a classroom resource and aid to the professional development of elementary school teachers, and reducing the cultural lag between new concepts and thier assimilation into actual educationalpractice.27

As part of the assessment, those concerned with collegiate health education considered the cooperative development of a collection of "core" presentations that would be available to all institutions of higher education for local use. A small study committee was formed to draft an approach for the entire group to consider in the near future.

In the area of physical education for school a long range project was initiated. The project encompasses the development of a fully articulated and contemporary sequence of television materials for physical education in elementary schools through experimental development of an effective television format, production of validated television presentations for use in each of six consecu- tive years and creation of related print materials for teachers. Curriculum planning i, in the hands of a committee of physicaleducators.'8

27. See page 104 for the full report of the assessment conference. 28. Anita Aldrich, Indiana University; Naomi Allenbaugh, Ohio State University; Margie Hansen, American Association for Health, Physical Education and Recreation; Chalmer Hixson, Ohio State University; and Robert McLaughlin, Milwaukee Public Schools.

-28- Bonnie Gilliom, whose selection as the television teacher reflects the reaction of the assessment group that her previous television work represents the most effective teaching observed, has worked with the content committee from the beginning.

The results of this committee's activities are now being translated into televisicn materials by NCSCT and educational television staff-:^n WVIZ in Cleveland. The first level of a new genera.. on of materials in physical education will be made available nationally in September 1968. The content group will continue its work through six sequential levels of materials for the el;mentary grades.

Language Arts

NCSCT will assess television in language arts education in the spring of 1968.

Mathematics

Eleven authorities on mathematical and television education assessed television materials presently being used in this content area and outlined directions for future television activity. The panel concluded that "Television teaching in mathematics is quite ordinary." While the content of programs is generally adequate it "ought to be mo::: than adequate." The group wab concerned that "There were mistakes in mathematics and the us' of television as a medium was pitiful."Overall, the r .el was of the opinion that "classroom instruction patterns had been transferred, like a decal, to television instruction."

In looking to the future, the assessors were convinced that "something must be done to make a television teacher more effective."They recommended "more professional- and more costly, perhaps--work on television programs4A. devoted to troublesome units of work and motivation."4

29. .See page 121 for the full rg,--* of the assessment conference.

-29- Intensive analys,s of several existing courses and futtyre planning is being carried forward by a small group.3u

Music

Seven specialists in music education and educational broadcasting were disturbed by the poor musicianship displayed by television teachers and the generally poor quality of their teaching. The specialists noted that most lessons exhibited little imagination and very little concern for motivating the student. No. On the positive side the conference concluded that television is being used widely in music education, it has a considerable number of desirable uses and certain elements of some coLrses are very promising.31

This assessment identified a musically accomplished television teacher. On the basis of the group's reaction, arrangements were made by NCSCT to revise the courses in which this teacher appeared in order to emphasize exemplary musical performance and works. The first level of this teacher's work, Stepping Into Rhythm, is now in distribution and a second level ofmaterials featuring this teacher will be made available in September 1968.

Science

A similar group surveyed the adequacy and future of television materials in science education. The group concluded that while "television in education is apparently here to stay...the role of school television in science education needs to be clarified,"To determine this role more clearly study of televisionin science education was recommended. Accordingly, additional meetings were held ..0....sed.x... 30. Philip Peak of Indiana University; Myron F. Rosskopf of Columbia University Teacher's College; and David W. Wells of the Oakland County (Michigan) Public Schools.

31. See page 135 for the full report of the assessment conference.

-30- with science and televisioneducators committed to the improvement of science televisionmaterials.32

As a result of these meetings,NCSCT is now engaged with the Georgia Educational TelevisionNetwork in the produCtion of the first level ofwhat will ultimately be six sequential levels of sciencematerials designed for elementary use. A task force representingNCSCT and a special team of consultantsfrom Florida State University are working on this scienceproject.33

Social Studies

Twelve specialists, representingvarious colleges and universities as well as publicschools and related professional groups, discussed televisionin this subject area by dividing thematerials into four caregories: social studies, history, geographyand civics-economics- government. While identifying major weaknessesin content and lesson presentation, they did point upseveral well produced lessons and some talentedtelevision teachers. The specialists urged that televisionin this discipline assist the teacher and not replacehim and asked that the problem-solving approachbe used in courses organizedaround basic concepts. They felt that someone should take theinitiative in aligning school television with thvAnewtrends and ideas in social studies education.." Additional plans are now beingdeveloped by NCSCT to deepen its involvementin social studies education, especially in the elementary school. A special task

32. See page 147 for the full reportof the assessment conference

33. The NCSCT task force consistsof Donald Stottler of the Portland (Oregon) PublicSchools; Mildred Ballou of Ball State University, Indiana;and Annie Sue Brown of the Atlanta (Georgia) PublicSchools. The Florida State University consultants, who areworking closely with the producers are, Martha G. Duncan,Charles C. Matthews, Darrell G. Phillips and Paul B.Westmeyer.

34. See page 161 for the full reportof the assessment conference.

-31- sowommorwioNW,,,-, :

force is working towardthe production of a contemporary affairs course to bedeveloped around the concept of social change. After examining existing contemporary affairs television materials,the group, though dis- appointed, concluded thattelevision could play a major role here.

Early Childhood Fifteen specialists in this areajoined the Center staff to'evaluate materialscurrently in existence. NCSCT coordinated its evaluationof early childhood education with the activitiesof an NDEA Media Institute conducted at the Oregon Collegeof Education in Monmouth, Oregon. As a result of the assessmentactivities, a special task force has beencharged with the specific resporisibility of developing arationale on which television materials for earlychildhood education can be developed. full report of NCSCT's.activitiesin this area is nowbeing prepared.

Higher Education

During the demonstration the Center assessed television in higher education in the United States and concluded nego- tiations to make available a significant collection of higher education television materials developed by the Harvard University-based Commission on Extension Courses and the U.S. Navy. The materials deal with subjects in the humanities, the social sciences and the natural sciences.

An assessment conference on television materials in social work education was conducted in association with the Council on Social Work Education. Three major conclusions emerged from the conference:

(1) There is an immediate need for television materials of less than telecourse length.

(2) There is a growing need for a counseling service to work with schools of social work education that want to turn to television but must have help to use and produce effective materials.

-32- (3) Plans must begin for a research and demonstration project to test the effectiveness of television as a major tool in the improvement of social work education.

In conjunction with the American Psychological Association, NCSCT conducted an assessment of recorded television materials in psychology instruction.

While shortcomings and deficiencies were identified, the specialists determined that

(1) Television can best serve higher education by supplementing the work or plans of local instructors.

(2) Television can be used to present direct and primary experience better than it can be used to present conceptualization.

The conference concluded "It is obvious that instructional television has not been employed to its fullest advantage in teaching psychology. It is hoped that further exploration will yield many improvements in the use of the medium for this purpose."

NCSCT is devising ways to intensify its explorations of social work and psychology. As well, the Center, basing its activity on extensive staff work, plans further investigations of television in higher education and in continuing education. However, the hard fact is that, in spite of the two assessment conferences and staff activities, there exists virtually no experience in the sharing of television materials for higher education. Accordingly, intensive investigation of other areas in higher education will be deferred until_some results have been gained from the collection of existing materials now available from NCSCT.

Methods of Production .1011111 All of NCSCT's new programing is produced under the supervision of program associates. As has been noted NCSCT sometimes arranges with producers to improve existing

-33- materials. Direct acquisition of the bestexisting programing is usually arranged for by programassociates.

Most of NCSCT's productionis done by educational television tations In each incfanc.P ctntinn personnel and facilities are used, sinceNCSCT possesses no production facilities of its own.

Field Representation Crucial to the activities of the Centerhas been the development of an efficientcommunication system to stimulate the widest and mostdesirable use of television in the nation's schools on the onehand and to reflect the attitudes, criticismand needs of American education on the other.

During the 28-month demonstration,contact with the field occurred in two phases.

For the first two years, theCenter was represented on a part orshared-time basis by the existing instructional television libraries inthe Great Plains and Northeastern regions and by the WesternRadio and Television Association. Similar services were provided the southern region directly fromthe Bloomington headquarters. In early 1967 it appeared thatthe best way of main- taining effective field contact wasthrough the creation of independent NCSCT regional offices. By July 1967, three independent regional centers werein operation in the northeast, the west and themidwest and active planning for a fourth in the south wasundertaken.

In effect, the regional centers aremicrocosms of NCSCT. Each office represents the Centerin terms of programing and information activities. With regional centers like these, NCSCTwill be able to visit periodically every majorinstructional television installation in the United States. Thus enabling the Center to maintain close contactwith sources of programingand information. Through personal visits regional representatives willgather data concerning each installation'sphysical plant, production capacities, personnel, preview and selectionpractices, existing program schedules and materialsavailable for

-34- acquisition.35 This kind of close contact together with periodic assessment of particular material supplantsthe annual evaluations of materials.

Inaddition to the face-to-face liaison established through regional center activity, NCSCT hasmaintained close contact with regional and nationaleducation and media organizations. As part of its field activities, NCSCT isconcerned with course promotion techniques, proper use ofits materials, and the development of efficienttechniques of duplicating and distributing materials.

1. Course Promotion Techniques

To stimulate use of its materials, NCSCT engages in direct mail campaigns, personal visits, national and regional meetings, and workshops and preview activities. In promoting use of its materials, the Centerhas had success with a variety of mail campaigns andwith exhibits and group presentations that explain its rationale and services. NCSCT's exhibits have been so successful thatparticipation in major meetings and conventions is being expanded. To the present NCSCT has used table-top and full exhibit presentationsthat feature excerpts from NCSCT's full programoffering. To stimulate use of its materials, NCSCTalso prepares special kits that contain one,two or three sample lessons and a copy of any relatedmaterials designed for use with the television offering. During the demonstration period, NCSCT distributedalmost 1000 such inspection or preview kits.

2. Use of Materials

NCSCT courses are now used by almost everyeducational television station serving schools in the countryand by a growing number ofclosed-circuit installations and

35. An outline of the data beingcollected by personal visits is included on page 196.

-35- The Instructional TelevisionFixed Service systems. of materials Center predicts acontinually expanding use the growth ininstallation facilities, related directly to the heightened in NCSCT's growing programinventory and in efficiency of theField effort. that has Of utmost importanceis the reuse pattern The fact that emerged after 28months ofactivity.36 of the time NCSCT courses arebeing reused 70 percent NCSCT courses. reflects education'sacceptance of

3. Duplication andDistribution

While mechanicalfactors tend tobe slighted in efficient operationshave been this kind of activity, The and will continue tobe crucial toNCSCT's goals. Center's masterrecordings aretechnically evaluated University Radio and then duplicatedby the Indiana The materials aredistributed and Television Service. Audio on video tape orfilm from theIndianl'! University Visual Center.

Research and Information

To establish acentral sourceof information television is along-range NCSCT about instructional possible goal. The Center hasmoved as quickly as toward such a goal. This activitydeveloped along research and two broadand interrelatedlines: dissemination.

1. Research directly to the Primary emphasisis on data relating affect NCSCT. field's activitiesespecially as they

Information about the status of open-circuit instructional television programing was developed cooperatively with Brandeis University and the Carnegie Commission on Educational Television. With the bi-annual report- One Week of Educational Television as abasis, 36. See Table 8 on page 188.

-36- items relating to instructional television were added so that the final reportcovered adequately the broadcast use of television in formal education.

One Week of Educational Television,Number 4, was published by NCSCT inearly 1967. Since its 1960 establishment the report has been a highly useful survey of the total programingpractices of the nation's educational television stations. The fourth such survey measured the program practices of the nation's more than 100 stations for the week of April 17. through April 23, 1966. It considered data in the areas of programs for general audiences,school audiences and college and adult audiences.

In a separate but related effort to gain a clear picture of the growth of school television NCSCT helped to plan and coordinate a National Education Association closed-circuit and Instruc- tional Television Fixed Service survey. A Survey of Instructional Closed-Circuit Television 1967, together with One Week, permitted the Center to obtain a thorough and timely quantitative analysis of instructional television, helped identify program trends and program gaps and enabled reliable forecasts concerning future courses of action.

In an indep-.ant study of the size and thegrowth of the student audience (K-12) served by educational television stations, NCSCT measured the pace at which television is becoming an integral part of American education. The first section of the special three-part study dealt with the current size of the school television audience. The second considered the growth of the school television audience. The third section, still in analysis, identified and described factors accounting for the trends established by the first twosections.37

Additional intelligence about the status of instructional programing was collected as part of the assessment conferences in specific subjectareas.'8

37. See page 176 for preliminary conclusions from this independent study.

38. See page 71 for full reports for these. conferences.

-37- For each subject conference,the Center measured the activity of all educationaltelevision stations as well as a number ofclosed-circuit facilities. Based on these measurements, the Centerprepared special quantitative analyses that described theactivity in eachsubject area.

NCSCT, in cooperationwith the Speech Associationof America, also initiated aspecial symposium concerning television in the nation'ssecondary schools. Its purpose was to enhancearticles being preparedfor a special issue of the NASSP Bulletin and toassist NCSCT in formulating methods of more effectivelyserving secondary education. The symposium's participantsincluded 12 educational broadcasters and educators who werepreparing articles for the National Associationof Secondary SchoolPrincipals' publication on television inthe coltemporary and future secondary cehnnl.

Discussion at the symposiumranged from computerized closed-circuit systems to theestablishment of a separate profession for televisionteachers, from color broadcasting to pleas for greater useof current commercial programs, from testingby television to predictionsof growing local use of telecoursesproduced elsewhere.

While an entire transcriptof the symposium is available from NCSCT, the symposium'scentral conclusion called for increased use ofhighly effective programing in the secondary school.

NCSCT also brought togetherrepresentatives of national education organizationsin Washington, D.C. to discuss possible usesof satellite communications in education. The purpose oi the meetiag wasto brief educational leaders on the natureof possible satellite communication systems and to enlisttheir aid in deter- mining the interest of schoolsin satellites. A second NCSCT meeting brought togetherrepresentatives of adult education for the same reasons. Executive secretaries of thenation's professional organizations--representatives of broadacademic interests, special content interests, preschooleducation, higher education and adult education--wereunusually enthusiastic about the potential of satellitecommunications for the schools. A special publicationsummarizing the satellite investigation is planned inconjunction with the Educational

-38- Technology Office and the Centerfor the Study of Instruction of the NationalEducation Association.39

2. Dissemination

From its beginning, the Centersought to disseminate as widely±s possible theresults of its research program as well as newsof its activities in other areas. The NCSCT NEWS was initiated as a wayof reaching those concerned with the moreeffective use of television in education. Circulation of the NEWS has reached10,000. Special reports werepublished and made widely available for each subject assessment. The reports covered in each instance a quantitativeanalysis of the data collected, an overviewof the discussion sparked by the materials evaluatedand a list of all materials considered. Special reports were also madeavailable for such activities as the Symposium onTelevision in Secondary Education and the Conference on SatelliteCommunications.

NCSCT also initiated an informationservice that makes widely available the resultsof other research projects related to television. In this activity, for instance, the Center is makingavailable the results of Office of Education project entitled"A Demon- stration of Programed TelevisionInstruction," an effort to demons/'rate new ways to usetelevision for direct instruction. NCSCT has worked through andcooperated Wth existing. educational communication anddissemination channels when- ever possible. Important steps have beentaken in informing a number of journals ofNCSCT's work. Among the groups with whom NCSCT hasdeveloped close liaison are the National ArtEducation Association, the Music Educators National Conference,the American Association for Health, Physical Educationand Recreation, the National Council of Teachers of English,the National Council of Teachers of Mathematics, and theNational Council for the Social Studies.

39. See page 200 for a specialNCSCT white paper el, he satellite conterences.

-39- " ; 6. , , 41 'f go. "11*.,...... ,

Chapter 5

CONCLUSIONS

It is clear that the useof television in education will continue to grow and thatthe urgent need for instructional television material ofhigh quality will heighten. Education, increasingly aware oftelevision's value, is unable to rely on existing sourcesof programing for the kinds of materials necessary. There is, therefore, a need for NCSCT toaccelerate the development of new programing while continuing to makewidely available, through ever refining fieldcommunications, selected existing materials. Through expanded researchactivities the Center must involve itselfand its advisors more and more in t%edevelopment of new materials. Through regular field and disseminationefforts, the Center must continue to stimulate the wisest useof television in education. As education and educationalbroadc-.sting become more deeply engaged in an effort tofulfill television's potential, special emphasis must beplaced on developing materials for elementary educationwhere the greatest use and subsequent demand now exist. However, both communities, acting in concert, must increaseresearch and development activities in early childhood,secondary, higher and continuing education where needs foreffective television materials are growing.

Because the National Center forSchool and College Television has made such an excellentbeginning in developing effective materials in cooperationwith distinguished educators and televisionproduction facilities, its National AdvisoryBoard and the Project Evaluation Committee have recommendedthat the agency be made permanent and that atthe very least its current activity level be maintained. TheIndiana University Foundation has committed the support necessaryto maintain the current directions and paceof NCSCT. The Celiter currently projects that it willbecome self-supporting by 1973. Both the Board and the Committee concurthat expansion of the Center's .activities arehighly desirable.

-41- SUPPLEMENTARY AND APPENDIX MATERIALS BIBLIOGRAPHY

Breitenfeld, Frederirk, Jr: The Financing of Educational Television Stations. The Report of aStudy Conducted ST-MaaaTOriiTTETTvision Stations, aDivision of The National Association ofEducational Broadcasters. Washington, D.C.: The National Associationof Educational Broadcasters, 1965.

Campion, Lee E., and Kelley,Clarice Y. Studies in The Growth of InstructionalTechnolo , II: A birectoa OTUrC)ia7ZIRTITTfiraTilon Installations in American Education with APattern of Growth. ccasiona 'aper o. 'eport 'repares for the Technological Development Projectof the National Education Association. Washington, D.C.: Department of Audiovisual Instruction,National Education Associ- ation, 1963.

Cooper, Bernarr (ed.). ITFS.Instructional Television Fixed oervice. What`t Is... How TO Plan. Washington, D.c.: Division onuucationa Tech- nology, National EducationAssociation, 1967.

Department of AudiovisualInstruction, National Education Association. A Surve of Instructional Closed- Circuit Television . asinT571717C7F--- Department of Audiovisual Instruction,National Education Association, 1967.

Gicivanninni, Daniel. Lit0ypf_theSize and Growth of the School Television ETV Stations "During the ast Five ears. npu is ed paper,

Godfrey, Eleanor P. The State of AudiovisualTechnolo &y: 1961-1966. Monograph No. S. Washington, D.C.: bepartment of Audiovisual Instruction,National Education Association, 1957.

Hobson, Carol Joy, andSchloss, Samuel. Fall 1966 Statistics of PublicSchools. Washington, D.C.: 1:17rkvernmeffFFIEfriii617ice, 1967.

Komoski, P. Kenneth. A Demonstration ofvrogramed Television Instruction. New York:Teachers College, ColumbriEIVeTilty, 1966. McBride, Jack, and Meierhenry, W.C. Study of the Use of In-School Telecast MaterialsLaTingto E FEWFRUFETUgKiTo TheirDistribution and RVEWWEY(7771WEEITE,W7EFFEWEYTfrelar7FFilfy of e ras a, 1961.

McKure, Lawrence E. (ed.). National Com endium of Televised Education. Vo ast Lansing, Michigan: Michigan State University, 1967.

Morse Communication ResearchCenter and the National Center for School and CollegeTelevision. One Week of Educational Television. Number Four. oomington, n lana: We NitioiiICifitiYTor School and CollegeTelevision, 1966.

National Center for School andCollege Television. Instructional Television in MusicEducation. oomington, n lana: 'ationa enter or School and College Television,1966. Instructional Television in ArtEducation. ----ETUOmington, atlona enter or c ool and College Television, 1966. Social . Television in Hi her Education: Eaucation. oomington, n lana: Cater for School and College Television,1967.

. Television in Health and Ph sicalEducation. -----FTUOmingtnETTOTTina: ffitTroTra. enter or coo and College Televirion, 1967.

. Television in MathematicsEducation. Bloomington, Indiana: National- Center for School and College Television, 1967. Bloomington, . Television in Science Education. IndianEWlarre-ilter for Sehool andCollege Television, 1967. Blooraingtoatei737-Schoollqlflq!A911141TRTALTAJATIVAgqYducation- and College Television,1968.

-44,- Education. . Television in Social Science Bloomington, Indiana: gifiliirreifii1157gchool and College Television,1968. Television in HiaherEducation: Psvcholostv. tloomington, ationa enter c o0 and College Television,1968.

National 'InstructionalTelevision Library. The Status of Instructional Television. New York: National rigTaalWaT-TOWVIiTioriIlbrary, 1964.

Public Television. APro ram for Action. The Report OMM2SS ion on ucational Television. NewYork: Bantam Books, 1967.

United States Office ofEducation. Di est of Educational Statis!.:Icsil966. Washington, lute tates UifeFirletrirTfing Office, 1966. Statistics to 1975- . Projections of Educational Was mg on, ::---"="V"--ii..overnal-TiliTTRY--- Mice, 1966. Appendix I

STATEMENT BY THE NATIONALADVISORY COMMITTEE OF THE NATIONALINSTRUCTIONAL TELEVISION LIBRARY DEMONSTRATIONPROJECT

Demonstration of theeducational desirabilityand economic feasibilityof exchangingrecorded instructional television materialsthrough the mechanism of anational has agencyworking in cooperationwith regional agencies been excellently begunby the NDEA projectcalled the National InstructionalTelevision Librarydemonstration. The Library is operatedpresently by the NationalEduca- tional Televisionand Radio Center.

The NationalAdvisory Committee ofthe NITL believes it is highly importantthat this project becontinued. is now recognized as 1. Instructional television a valuablemedium of instructionthroughout the United States at alleducational levels, aswell as for thein-service education ofteachers. medium can Z. The potential ofthis instructional be realized fullyonly by the disseminationof programs ofhigh quality. ITV 3. It is current,professional judgment of leadership personnelthroughout the United States that thereis urgent need forsuch high quality televisionmaterials.

4. It is judgment ofthese leaders that locally 40, produced programs need tobe supplemented with materials fromother sources in order to st"engthen the localITV schedule.

S. These leaders urgethat the NITLdemonstration be continued as aneffective means towardthe solution of theseneeds.

6. Leaders in the southern,northeastern, midwestern and westernregions of the United States desire thatthe NITL become apermanent activity.

C why -46- 7. Leaders in the south, northeast and west recommend an expanded national center for ITV concerned with the stimulationof high quality materials.

8. The NITL demonstration project wascreated originally in light of local, stateand national needs comparable to those expressed above; in the months of its activity, it has identified available resources in every partof the country; evaluated these instructional materials;and evolved acquisition policies andprocedures that recognize the economic and educational concerns of owners, professional rightsand interests of television teachers, legal matters,distribution realities and needs of potential users. In addition, it has designed and is providing an information service consisting of currentand detailed descriptions and examples of ITV course materials to all those interested in the instructional use of television. Furttertii has stimulated a realistic appraisal ofthe planning and use of ITV course materials,and has made widely available selected coursesthat provide a valuable addition to localschedules and that serve as models of comparativeexcel- lence for ITV program3.

9. Many facts remain to be identified, manyproblems need to be solved, and much informationneeds to be disseminated reFpecting such matters ascosts, engineering standards and administrative arrange- mentS if American education is tomake the best use of television for the instructionof students.

The National Advisory Committee ofthe NITL demonstration project believes it is urgentthat the best possible contractor for the continuation ofthe project be found as soon as possible.

1. The demand for ITV courses of highquality is growing rapidly because of theincreasing number of television facilities. This increase has been accelerated by the availability of stateand federal support, equipment advancesand the availability of new channels.

-47- 46'

the 2. New installationsneed to rely heavily on existence of readilyavailable recordedmaterials. The very initiationof a new instructionaltelevision facilityoften depends uponthe availability of such recordedmaterials. in the pest, 3. In addition tosizable expenditures considerable investments arenow beingmade in excellent transmissionfacilities. School administrators, teachers,students, parents, tax- payers andlegislators shouldrightly expect the disseminationof programs commensurate with these facilities. continuing 4. Inability to satisfythese initial and expectations for qualityprograms canretard and frustrate the future useof ITV. quality can be madeavailable S. Materials of high for both old and newITV installationsif the momentum gainedby the NITL projectis maintained and the projectbecomes a permanentactivity. the success To assist theOffice of Education assure of the NITL project,the NationalAdvisory Committee suggests certaingeneral considerationsand specific criteria for therelocation of theproject. should respect In general,relocation arrangements These objectives are the originalobjectives of the NITL. characteristics of a 1. determination of the permanent, nationalmaterials service. of a significant 2. initiation and continuance national servicethat ultimately willachieve economic self-sufficiency.

To effect theseobjecives twooperational phases phase to Lave been designed. First, a demonstration evaluate available coursesat alleducational levels, rights for several courses,dupli- acquire distribution provide cate anddistribute tapes andfilms for broadcast, preview and informationmaterial, conductfield visits, gather and assessinformation meetings, investigate, of a relevant to the project, and tocreate a model the exchange of permanent nationallibrary system for Second,a servicephase where the major ITV materials. likely to be activities of thenational library are most

-48- in the areas of finance and materials. Initially, supporting monies will have to be found to augmentin- come generated by a nationalservice. At the same time the service will need to expand its procurement and distribution of course materials. Against the background of thew general considerations certain specific criteria for relocation can be enumerated. The NITL will have the best prospects for success iC it is associatedwith an established educational agency:

1. Experienced in: a. National distribution of instructional materials b. Instructional television at all educational levels c. Production of quality instructional materials

2. Having a national reputation for leadership in the educational media field.

3. Whose administration has a genuine and long term interest in the concept of an instructional television library.

4. Having, or being able to obtain without too much difficulty, a competent staff for NITL.

5. Within which the NITL can retain distinctive identity.

6. Centrally located with respect to transportation.

7. To which transfer of the NITL can be effected without interruption of service. Dr. Melvin W. Barnes Superintendent of Schools Portland Public Schools 631 Northeast ClackamasStreet Portland, Oregon

Dr. Walter K. Beggs Dean of Teachers College University of Nebraska Lincoln, Nebraska

Mr. William L1 Brish Superintendent of Schools Board of Education Box 730 Hagerstown, Maryland

Mr. Robert H. Carleton Executive Secretary National Science TeachersAssociation 1201 Sixteenth Street, N.W. Washington, D.C.

Dr. Kenneth A. Christiansen Director of Television Station WUFT-TV 234 Stadium University of Florida Gainesville, Florida

Dr. Lawrence G. Derthick Assistant ExecuthN, Secretaryfor Educational Services National Education Association 1201 Sixteenth Street, N.W. Washington, D.C.

Dr. Clifford G. Erickson Executive Dean Chicago City Junior College 3400 N. Austin Avenue Chi,Ago, Illinois

Dr. Elton Hocking Department of Modern Languages Purdue University Lafayette, Indiana

-SO- Mr. J. Harry LaBrum President of School District Philadelphia Board of Education Philadelphia, Pennsylvania

Mr. L. C. Larson Associate Dean

T Asian cf University Extension IlLdiana University Bloomington, Indiana

Miss Wanda Mitchell 1600 Dodge Avenue Evanston Township High School Evanston, Illinois

Dr. Thomas C. Pollock Vice President and Secretary New York University Washington Square New York, New York

Dr. Charles F. Ritch, Jr. Superintendent of Schools Department of Education North Haven, Connecticut

Dr. Lee J. Wilborn Assistant Ccmmissioner forInstruction Texas Education Agency Austin, Texas Dr. Paul W. F. Witt Professor of Education 111 Teachers College Main Hall Columbia University 525 West 120th Street New York, New York

Ex officio:

Dr. Virginia Biggy, Director Northeastern Regional Instructional Television Library Eastern Educational Network 238 Main Street Cambridge, Massachusetts Mr. Paul H. Schupbach, Director Great Plains Regional Instructional releVI5.L091 blulaly University of Nebraska Lincoln, Nebraska Appendix iI

ADVISORY STATEMENT FROM STATE LEADERSHIP PERSONNEL CONCERNING INSTRUCT)JivAL TELEVISION PROGRAM EXCHANGE

Between September 16 and 26, 1963; four regional meetings were called by the National Instructional Television Library with the authorization of the Educational Media Branch of the United States Office of Education for the purpose of providing advice and information for the Advisory Committee on New Educa- tional Media.

Representatives from 41 states and the District of Columbia met to identify and consider the major needs for instructional television materials in the future and the relation of instructional program exchange to these needs.

In each of the regional meetings there was complete agreement that the areas of greatest concern are

1. The urgent need for high quality television materials.

2. The need to supplement local resources with the most useful materials available from other sources.

Rapid progress toward the solution of these needs is essential. Accordingly, we urge that the National Instructional Television library, and the regional litTaries associated with it, be continued through the remainder of the demonstration period.

In view of the accomplishments of the Library Project and in light of the impetus being given to the expansion of instructional television through state and federal support, we believe that consideration must be given soon to an enlarged and permanent national and regional instructional television library service of the highest quality.

-53- ALABAMA Graydon Ausmus Dirertnr Rprindractinggarvirac University of Alabama

Edwin L. Williams, Jr. ETV Coordinator State Department of Education

CALIFORNIA Everett Chaffee Associate Superintendent Division of Instructional Services Los Angeles City School Districts

James Day General Manager Station KQED

Victor Hyden Director; School Telecasts Station KVIE

R. B. Walter Chief Deputy Superintendent Los Angeles County Schools

COLORADO Gerald Wilisea Director of Radio and Televisivn Activities Station KRMA-TV

CONNECTICUT Alfred L. Villa Consultant, Audio Visual Education State Department of Education

DISTRICT OF COLUMBIA Mary Jane Phillips Educational Coordinator Station WETA-TV

FLORIDA Harvey Meyer Dean, Division of Radio and Television Florida Institute for Continuing University Studies

-54- GEORGIA Gerald L. Appy Asse,cintA Director Georgia Center for ContinuingEducation University of Georgia

IDAHO Gordon Law Head, Telecommunications University of Idaho

ILLINOIS Robert Schultz Supervisor of Instructional Television Department of Public Information

INDIANA Jane Grills Office of Television Instruction Indiana State University

IOWA Clifford Kessler ETV ordinator Department of Public Information

KANSAS Gerald K. Barker Director of Educational Television Washburn University of Topeka

KENTUCKY 0. Leonard Press Executive Director Kentucky State Educational TelevisionAuthority

LOUISIANA Lucile Ruby Director, Recording Services Louisiana State University

MAINE John W. Dunlop General Manager State of Maine EducationalTelevision Network

-55.. MARYLAND Wesley Dorn Director, Research and Development State Department of Education

MASSACHUSETTS David M. Davis Assistant General Manager for Television Station WGBH-TV

Alan R. Stephenson Director The 21 Inch Classroom

MICHIGAN Charles Ruffing Coordinator of In-School Programs Station WMSB

MINNESOTA John C. Schwarzwalder General Manager Station KTCA-TV

MISSOURI James Hazlett Superintendent of Schools Kansas City

MONTANA Homer Loucks Director of Instructional Services Department of Public Instruction

NEBRASKA Jack McBride Director of Television University of Nebraska

NEVADA Donald Potter Director of Audio Visual Services University of Nevada

-56- NEW HAMPSHIRE Keith Nighbert General Manager Station WENH-TV

NEW JERSEY Robert Pellet Project Director New Jersey Educational Television Corporation

NEW MEXICO E. Wayne Bundy Program Manager Station KNME-TV

NEW YJRK Bernarr Cooper Chief, Bureau of Mass Communications State Education Department

NORTH CAROLINA John Young Director of Television University of North Carolina

NORTH DAKOTA M.F. Peterson Superintendent Department of Public Instruction

OHIO William H. Ewing Associate Director Telecommunications Center Ohio State University

Helen Seel Supervisor, Radio and Television Cincinnati Public Schools

OREGON Luke Lamb Director of Educational Media College Campus, Corvallis PENNSYLVANIA Rhea Sikes Director of School Services Station WQED

RHODE ISLAND Robert Danilowicz Audio Visual Section Department of Education

SOUTH CAROLINA R. Lynn Kalmbach General Manager South Carolina Educational Television Center

SOUTH DAKOTA Martin Busch Director Station KUSD-TV

TENNESSEE Robert Glazier General Marager Station WDCN-TV

TEXAS Robert Schenkkan Director, Radio and Television Services University of Texas

Lee J. Wilborn Assistant Commissioner for Instruction Texas Education Agency

UTAH Daniel A. Keeler Director, Educational Television Department of Public Instruction

VERMONT Ray V. Phillips Director Summer Session and Evening Division University of Vermont

-58- WASHINGTON James Hardie SuperviSOT, Audio Visual Services Department of Public Instruction

Lorc t B. Stone Manager Station KCTS-TV

WISCONSIN Harold B. McCarty Director, Division of Radio-Television Education University of Wisconsin

WYOMING Monroe C. Neff Coordinator of Special Projeccs University of Wyoming Appendix III

NCSCT STAFF (1965-1967)

Administration Executive Director --Edwin G. Cohen Business Manager Roderick Rhea

8222LelopProraiment andCourse Acquisition Director -- Robert W.Fox Program Associate --Rafael Gladfelter Program Associate Frank W. Norwood

Field Services Director -- Donald LSandberg Operations Manager --Michael Smith Regional Representative, Eastern Office --Margaret Thompson Regional Representative, Midwestern Office --William Perrin Regional Representative, Western Office --Patricia Nemes

Information Services Director -- Edward J.Pfister Editor -- Clarence H.Allen Writer -- Lois Schenck Administration Edwin G. Cohen -- Executive Director Mr. Cohen was the directorof the National Instructional Television Libraryfrom 1961 to 1965. From 1958 to 1961, he waswith the Natioftal Educational Television and Radio Center. Prior to that he was the supervisor of the NETFilm Service at Indiana University. Roderick Rhea -- Business Manager Mr. Rhea was engaged for a time asresearch analyst at NCSCT. Prior to this he was assistant manager for a drugchain in Bloomington, Indiana, and was collection manager for a yearwith Hertz Rent-A-Car in New York. Pregrannentand Course Acquisition Robert W. Fox -- Program Development and Course Acquisition Director Mr. Fox was formerly televisioncurriculum ,._rector for the Delaware ETVNetwork. From 1961 to 1965 he as instructionalcoordinator at educational television station KLRN at the Universityof Texas and a lecturer on television utilization atthe University. Rafael Gladfelter -- Program Associate Mr. Gladfelter was formerly withthe United States Army Command and Staff College asproduction director and educational television consultantfor the Instructional Branch, EducationalTelevision. From 1961 to 1964 Mr. Gladfelter was anassistant producer and production director at KCSD, Kansas City.

Frank W. Norwood -- Program Associate Mr. Norwood was College TelevisionCoordinator at San Diego State Collegebefore joining NCSCT. Prior to this, he was writer-producer atKSLH in St. Louis. In 1955-1956 he was assistant tothe director of the Institute for Educationby Radio- Television at Ohio State Universityand writer and assistant producer for television atthe University of Missouri. Field Services Donald I. Sandberg -- Field ServicesDirector -----ror eight years prior to joiningNCSCT, Mr. Sandberg served invarious executive capacities at NationalEducational Television. Prior to NET, he was engaged in publiceducation in Indiana.

Michael Smith -- OperationsManager ----P7Rff6 joining NCSCT, Mr. Smith was assistant traffic manager/studiotechnician at he Delaware ETV Network. Before that, he was a staff producer-director atWTMJ-TV, Milwaukee's NBC affiliate.

Margaret Thompson -- RegionalRepresentative, Eastern Office Before joining NCSCT, MissThompson was administrative assistant at the EasternEducational Network. From 1963 to 1965, she wasDirector of Promotion and Publicity forthe State of Maine Educational Television Network.

William Perrin -- RegionalRepresentative, Midwestern Office Mr. Perrin was formerly theInstructional Television Coordinator at theMilwaukee Educational Television Center, WMVS/WMVT. Prior to that he was a teacher inthe Milwaukee Public Schools. Patricia Nemes -- RegionalRepresentative, Western Office Miss Nemes, who has beenengaged in television for some time, helpedestablish NCSCT activities in the western United States in1965. She has been active in the work of the WesternRadio and Television Association.

Information Services EdwiFa-r-Pfister -- Information ServicesDirector Mr. Pfister was formerlychief of information services at National EducationalTelevision. Before joining NET, he was a newspaperreporter and a secvndary teacher.

Clarence H. Allen -- Editor a retired AirForce officer. He was director of public relations withWhirlpool Corporation and editor of EngineeringPublications for Ford Motor Company.

-62- Information Services (cont.) ---MISEFFEEE77Writer Mrs. Schenck writes criticism in musicand drama. Before joining NCSCT, she was assistant editor at *ha Columbia UniversityPress and earlier on the staff of SanFrancisco Magazine. She has taught French andtnglish.

Saul Rockman -- Research Analyst -----M77REEkman is a candidate for the Ph.D. in Mass Communications at Indiana University.

Paul Schneller -- Research Analyst Mr. Scineller is a candidate feT theEd.D. in Educational Media at Indiana University.

-63-

,.... I

Appendix IV

NATIONAL ADVISORY BOARD (1965-1967)

National Center for School and College Television

Kenneth A, Christiansen Director of Television University of Florida

The Reverend John M. Culkin, S.J. Consultant on Television National Catholic Educational Association

William g. Flaharty Deputy Commissioner of Edvcation State of Connecticut

Lawrence T. Frymire Educational Television Coordinator State of California

Robert O. Hall. Director of Instructional Resources California State College at Hayward

Robert B, Hudson Vice-President National Educational Television

James R. Jordan Assistant to the President for University Relations Indiana University

Lawrence C. Larson Director Audio-Visual Center Indiana University

Jack G. McBride General Manager Nebraska Educational Television Commission

John Meaney Assistant to the Chancellor University of Texas

-64- Lloyd S. Michael (Vice-Chairman) Superintendent; Evanston TownshipHigh School

Wendell H. Pierce Superintendent Cincinnati Public Schools

Harold E. Wigren Educational TelevisionConsultant National EducationAssociation

Lee J. Wilborr (Chairman) Assistant Commissionerfor Instruction Texas Education Agency

Elizabeth C. Wilson Director of CurriculumServices Montgomery County,Maryland

Ex Of?icio BoardMembers

M. VirginiaBiggy Director Library Northeastern RegionalInstructional Television

Edwin G. Cohen Executive Director National Center forSchool and CollegeTelevision

Paul H. Schupbach Director Television Library Great PlainsRegional Instructional

Robb Taylor Dissemination Branch U.S. Office ofEducation

Kenneth Winslow Executive Director Western Radioand TelevisionAssociation Appendix V

TELEVISION LESSON EVALUATIONFORM

--"-----Series No. Lesson, Title & Number

EViiiiil or

TELEVISION LESSON EVALUATIONFORM.

Instructional Effectiveness

This form has been designed to help youestimate objectively the instructional effectivenessof the television lesson you have just viewed(i.e., how well the learners will learn from it). Please read each item carefully and place a circlearound the number which represents your best judgment of thedegree to which the program satisfies each criterion. In addition, make any comments you wishunder each item that will help describe the factors enteringinto your evaluation.

1. Are the instructional objectives, asstated or implied In the lesson made clear in the film?

Ambiguous Clear 1 2 3 4 5 6

2. Does the content of the program relateclosely to the main objectives, or are there manyirrele- vancies?

Many irrelevancies Closely related 1 2 3 4 5 6

3. Is the manner of presenting the contentappropriate to the age, educatiolaiexperience and intelligence of the intended audience?

Inappropriate Appropriate 1 2 3 4 5 6 4. Is the amount of timetaken to develop each concept, procedure, or exampleappropriate or inappropriate?

Inappropriate Appropriate 1 2 % 4 5 6

5. Is the contentstructured or organized in a way that will facilitatelearning?

Organization confusing Good, clear organization 6 1 2 3 4 5

6. Are the techniquesused to involve thelearners, either overtly or covertly,relevant or irrelevant?

Irrelevant Relevant 1 2 3 4 5 6

7. Is the amount ofmaterial covered appropriate or inappropriate fel' the filmlength?

Inappropriate Appropriate 1 2 3 4 5 6

8. Does the presentationprovide for adequate repetition of the main ideas? (e.g., Summaries of main points from time to timeand at end; repetition with variation.)

Inadequate Adequate 1 2 3 4 5 6

9. Are the techniques to encouragethe student to go beyond the actual lessonby further reeding orstudy adequate or inadequate?

Inadequate Adequate 1 2 3 4 5 6 students' 10. Does the lesson appearto be related to personal learninggoals?

Unrelated Related A r 6 1 2 3

the 11. Does the presentationeffectively utilize video channel oftelevision? (e.g., Uses appropriate pictures,film clips,demonstrations, diagrams, etc.) Ineffective use of Effective use of visualization visualization A 5 6 1 2 3

made clearly 12. Is the visualpresentation that is perceivable by useof good lighting,appropriate camerashots, sharpnessof details, pointers, suitable backgrounds,etc.?

Visualization Visualization inadequate adequate 5 6 1 2 3 4

13. Is the audiointelligible?

Audio difficult Audio clearly to understand intelligible 5 6 1 2 3 4

intended 14. Is the vocabularyappropriate for the audience? Vocabulary level Vocabulary inappropriate appropriate 4 5 6 1 2 3

-68- and audio? 15. Is there a mutualintegration of video

Poor integration of Good integration of video and audio video and audio 5 6 A 2 3 4

of con- 16. Does the presentationgive the impression viction and sincerity?

Appears insincere Appears convincing or phony and sincere 6 1 2 3 4 5

interest 17. Will the presentationsustain the learners' and attention?

Monotonous or boring Interesting throughout 6 1 2 3 4 5

18. Will the presentationmake the learner want to learn what is in thelesson?

No motivation Strong motivating provided elements 6 1 2 3 4 5

of the 19. Does the personality,voice and appearance television teacher orteachers add to ordetract from the effectivenessof the presentation?

Detracts Enhances presentation 1 2 3 4 5 6

20. Does the teacher appear oncamera for an appropriate amount of time?

Inappropriate Appropriate 6 1 2 3 4 5 21. Does visual materialother than the teacher appear on camerafor an adequate amountof time?

Inadequate Adequate 1 2 3 4 5 6

detract from 22. Does the studiosetting enhance or the instructionaleffectiveness of the lesson?

Setting Setting appro- distracting priate, enhances effectiveness 6 1 .2 3 4 5

23. How would you ratethis lesson overall?

Very poor Average Outstanding 6 1 2 3 4 5

Recommendations revi- 1. Do you recommendthis course, without any sions, for furtherconsideration for distribution?

Yes No

Does this coursehave possibilities forbeing remade in order to besuited for distributionby a nationaldistributor?

Yes No

If yes, what arethe strengths?

What needs to beremade?

-70- Appendix VI

REPORTS OF NCSCT SUBJECTAREA ASSESSMENTS- List of Reports

12 Art Education...... 4 foreign Language Education trl Health and PhysicalEducation 104 Mathematics Education 121

. , 135 Music Education ...... Science Education 147 Social Studies Education 161

-71- Part 1

INSTRUCTIONAL TELEVISION INART EDUCATION This report concerns the NationalCenter for School and College Television's conference ontelevision in art education. The conference was conducted to assesstelevision materials now beingoffered in art areas in an effort to stimulate thedevelopiTient of increasingly effective +elevision materials forthe nation's schools. The report is divided into foursections.

*Part I is a status report of arttelecourses being offered in the United States byeducational television stations during the 1965-66 school year.

*Part II is an overview of thediscussion among the eight art and instructionaltelevision authorities who participat in the conference.

*Part III is G. tabular breakdownof the information gathered for the conference, Here at a glance is what is being offered to students acrossthe country.

*Part IV is a /isting ofdescriptions of the art telecourses offered in 1965-66. The descriptions are from the sample lessons andprinted information made available by stations for theconference.

The educational and instructionaltelevision authorities at the conference reviewedprinted materials (Teacher's Manuals), viewed samplelessons from telecourses, and, during the final session,considered the state of television in art educati.on.

The eight authorities whojoined the NCSCT staff at the conference are ManuelBarkan of Ohio State University; Vincent Lanier of the NationalArt Education Association; Gerald Wilisea of educationalstation KRMA, Denver; Erling Jorgensen, associate directorof the Instructional Media Center at Michigan StateUniversity; Harlan Hoffa, art educational specialist of theUnited States Office of Education; Hilda Lewis of SanFrancisco State College; Ben Bohnhorst, general. managerof the Mid-West Program on Airborne Television Instruction;and Mary Rouse of Indiana University:

-73- Part I--The Status ofITV in Art Education

For this study, NCSCT sentquestionnaires to 115 educational tclevision stntinnc. This sect ion of the report is based oninformation contained in the replies of 102 ETV stations. Thi3 report does not consider materials developed oroffered by commercial television stations and is concerned onlywith materials used in classroom instruction.

Of the 102 stationsreplying to the questionnaire, 67 reported the use of one or moretelecourses on art education in their broadcastschedules. The 90 art telecourses in use duringthe 1965-66 school year were produced by 38 stations. Twenty of these telecourses were beingused by more than one station.

ELEMENTARY GRADE LEVEL

GRADE Of the 90 reported arttelecourses, 82 EMPHASIS were intended forelementary grade level use. Fifty-seven percent of theelementary grade level telecourses were designed forthe primary grades (K-3) and 43 percent were designedfor the intermediategrades (4-6).

LENGTH OF On the elementary level;almost half LESSONS (45 percent) of the telecourseshad lessons The remainder of the telecom'ses fifteen milillt , in length. had lesson lengths of twentyminutes (38 percent), twenty- five minutes (5 percent),and thirty minutes (12 percent) .

NUMBER OF The number of lessons in atelecourse LESSONS IN was dependent uponthe frequency of TELECOURSE weekly or monthly broadcastand whether telecourses were intendedfor use throughout an entire school year, only one semester, orpart of a single semester. The number of lessons inthe telecourses in arteducation ranged from 6 to 80. Most of the telecourses(42 percent) had from 31 to 40 lessons. These were normally broadcast at the rate of one lesson perweek for the full academic year. The second largestgroUping (27 percent) had from 11 to 20 lessons. These were designed forbroadcasting one lesson perweek for a semester. The remaining telecourses weredistributed in these groupings:1-10 lessons (9 percent), 21-30 lessons(18 percent), and over 40 lessons (4 percent).

-74- BROADCAST Sixty-seven percent of thetelecourses FREQUENCY had one lesson broadcast weekly. Nine- OF LESSONS teen percent of thetelecourses had two lessons broadcast eachmonth. The remaining 14 percent were broadcast atvarious rates ranging fromfive lessons per week to onelesson every three weeks

RECORDED OR At the elementary level,82 percent of UNRECORDED the telecourses wererecorded for re-use. The remaining 18 percent wereunrecorded.

OUTSIDE Twenty-two percent or20 elementary tele- COURSES courses wereused by more than one station. These 20 telecourses,produced by eight stations,accounted for almost one half oftotal art telecoursematerial broadcast.

SECONDARY GRADE LEVEL

GRADE Six of the 90 art telecourses were EMPHASIS intended for the secondarygrade level. Three were designed forgrades 7 and 8, and threefor grades 9 through 12.

LENGTH OF Four of the six telecourseshad lessons LESSONS 30 minutes in length. The fifth had lessons 20 minutes inlength and the sixth hadlessons of 15 minutes.

NUMBER OF The number of lessonsmaking up the LESSONS IN telecourses ranged from 9lessons to TELECOURSE 37 lessons, Four of the telecourses were in the11-20 lesson grouping. The fifth telecourse had 9 lcssons, and thesixth, 37 lessons. Four telecourses weredesigned to be used for onesemester. the BROADCAST At the secondarygrade level, four of FREQUENCY telecourses werebroadcast at a rate of OF LESSONS one 1,;sson perweek. Two of the telecourses had twolessens broadcast monthly.

RECORDED OR All of the secondarygrade level art UNRECORDED telecourses were recordedfor re-use.

OUTSIDE At this level, notelecourse was used SOURCES outside the producingstation.

-75- IN- SERVICE TEACHEREDUCATION

LENGTH OF Of the 90 arttelecourses, only two were designedfor in-service teacher LESSON were 30 minutes education. Both of these telecourses in length.

NUMBER OF One of thein-service telecourses was LESSONS IN designed for use over a onesemester The TELECOURSE period and contained 6lessons. other telecourse wasintended for a fullschool year's use andcontained 32 lessons.

BROADCAST Of the two telecourses,the. one made up of 6lessons was broadcastat a FREQUENCY The OF LESSONS rate of two lessons permonth. 32-lesson telecoursehad one lessonbroadcast each week.

RECORDED OR Eoth of the in-serviceart telecourses replay. UNRECORDED were recordedand available for Neither of thein-service telecourses OUTSIDE station. SOURCES was usedoutside the producing

Part II--An Overview

A group ofnationally known arteducators and representatives ofeducational television metat the National Center forSchool and CollegeTelevision in Bloomington, Indiana, to surveythe adequacy of telecourses in art nowin use acrossthe nation and to develop guidelines forthe production offuture art telecourses. During the conferencethey viewed portions of some 70 coursestha,; represented the bulk of what wastransmitted to schoolsduring the 1965-66 academic year. They were able toreview enough of each lessonto permitvalid judgements.

Though the arteducators were especiallycritical of current classroompractices in arteducation that lead to similar pra:ticesin most cf thetelevision lessons they sampled,both they and thebroadcasters most concurred that instructionaltelevision can play a significant role inthis field if adequatematerials are developed.

-76- The art educators wereparticularly annoyed at the apparent breakdown incommunications betweenleadership in art education andthose working in the nation's art classrooms. What has happened in arteducation, according to one conferee,is that "the bestthinking in the field has changed quiteradically in the last halfdozen years so that thepeople who are nowoperating in the field- - even those who aregood--are now operating onthe basis of what were conceived tobe good ideas five, six, seven, andeight years ago."

TV Has Uniquit Opportunity

Television, as a vitalinstructional medium, has the unique opportunity,in the words of oneof the art educators, "tobring up to date theinstructional thinking of the people inthe field, the classroom teacher, and the supervisor."

Several other comments weremade regarding the television in art .:ducation: potent-Itov. ^f instructional

"What we want get across, is that artis thing guttural, somethinghighly significant...thatthe painter, the potter, thesculptor addresses himself to significant and major humanproblems...that they deal with the primary humanissues of who are we,where are we going,why are we here.... These are fundamental issues and growing outof these are many otherhuman problems. This is what television canput across- dramatically and visually."

"If art is going to betaught in the schools, something really radicalhas to be done; here's an instrument where somequality can be broughtinto the classroom." ...what we need are new conceptsin the field; some of them are beginning to emergeand they can perhaps be better exploited bytelevision than in some ofthe more classical, traditionalmeans." "...it makes good sensefor us to think ofdeveloping television materials thatreflect the most contemporary point of view."

-77- aspects of 1-ele- "Don't underestimatethe honorific and it's aninstrument vision today--it'sin every home think in the senseof being acatalist of authority...I really providethe for instructionalchange it can it can becauseit does have atremeldous service we think professofs authority--the kindof authoritythe college textbook may well nothave." the conferees' As a matter offact, so great was these possibilities,definite enthusiasm concerning adequate materials plans were made toinsure that more would become acertainty.

ParticipantsVoice Criticism of the conferencedevoted to the During the portion participants voiced viewing of existingtelecourses, the points: theunimagina- strong criticismconcerning several medium, the poorquality ofteaching, and, tive use of the of what most of all,the totallyunsatisfactory nature this last criticism,the was beingtaught. In expanding that thetelecourses almost it conferees emphasized of exception dealtwith some aspectof the manipulation that represents apoint of view now materials--a practice number of manipu- considered obsolete. There were a great shown includingmuch papier-mache, latory activities and a variety puppetry, andwork with clay,cloth, metal, Additionally, a searchof the teacher's of other materials. television lessonsshowed manuals act;vmpanying these sample telecourse included manykinds ofmaterials that almost every illogical fashion. and activitiesarranged inunrelated and fact that the"breadth" approachto Apart from the time in art has beendiscredited for some art instruction out an even moresig- education, theparticipants pointed has taken placewith respect tothe nificant shift This change canbe briJfly general objectivesof the field. increasing concernwith ways toimprove described as an well as to art(other's products as the child's response productive his own) as opposedto theearlier stress on that thesetelecourses activity alone. They agreed of this clearly indicated analmost completeunawareness newdirection. shown in One educatorexplained thatthe approaches (the stress onmanipulatoryactivities these telecourses materials) originally and inclusion ofsuch a widevariety of educators for many yearstended to cameabout because art

-78- construct curricula onthe basis of only onemodel: that the leaders of the artist. The feeling now exists among be developed in the field thatmuch better curricula can of multiplemodels. Thus the model of by the employment of the the artist willcontinue to berelevant but those critic and thehistorian will find equalimportance.

The educators werequick to emphasizethat the unawareness of newtrends evidenced inthe telecourses is not unique tothis medium alone. Indeed, it is dishearteningly evident atall levels of arteducation and forms one ofthe most pressingproblems presently confronting the field. The cause undoubtedly canbe ascribed to poorcommunication betweenthe leading thinkers and thoseworking elsewhere acrossthe country, communication resultingin a gap betweenplanning poor is now and action. As has beenpointed out, this gap that the majorityof art teacherscurrently so large thought to be are operating onthe basis of what was good practice ahalf-dozen years ago.

Points of Consensus

The conferees werequestioned as to whatmight be done to make futuretelecourses moreadequate in terms of of content. They agreed thatalthough the thinking the leaders may not yetbe completelyunanimous concerning there are at present all of the purposesof art programs, enough points of consensuson which tobase a series of These points are: TV lessons andaccompanying materials. is no longer 1. The manipulationof materials alone adequate and the"cafeteria approach"(one material today andanother tomorrow) isparticu- larly inadequate. art and 2. Children must betaught how to look at how to makejudgments about worksof art and other objects inthe environment,both natural and man-made. their abilities 3. Children must behelped to develop to verbalizeabout art. and 4. Art experiencesconcerned with both response production must beginwhen the child firstenters school and continuein increasinglycomplex patterns whichmatch the child's progressin achieving

-79- higher levels ofperceptual andconceptual maturity. This requires astructured, sequential program.

The group thenmoved on to otherpoints of criticism with theintent of providingexplicit assistance for thedevelopers of futureproductions. that most of the One major itemof agreement was exhibited adisturbingly low television materials This level of professionalpolish and imagination. failing was particularlynoticeable in thehandling which were usuallyoperated in static, of the cameras cummed up the group's unmoving patterns. One participant said, "The camerasjust sat there.... views when he imaginative way of There must be somebetter and more using them ratherthan simply thatof moving thirty The kids out of theclassroom and two camerasin." conferees suggestedthat camera shotsmight well stress close-upsof the artobjez:ts under discussion instead of focussing onthe teacher or the"talking fara.

The art educatorsfelt that qhilethis unimagi- native handlingmight well bedisturbing to other subject-matter fieldsit was particularlydamaging is assumed for an area which,almost by definition, and creative. This, they pointed to be both visual example of out, should beclassed as an outstanding how not to practicewhat one preaches.

Other considerationsto be male,they continued, include that of a morecareful selection ofthe individ- uals who are to serve asinstructors for thesecourses. While they would not go sofar as to listthe exact characteristics to bedesired in thesetelevision teachers they did agreethat, above all else,such personal persons mustbe able to communicatea deep commitment and involvementin art.

The question ofwhether teacher'sguides or manuals also considered. are importantadjuncts to the courses was While the group feltthat thoseaccompanying the current significance and telecourses showedlittle content of any well, they were some- weredisappointingly structured as what divided as tothe ultimate valueof this type of held that a well- written material. One participant constructed series of programsshould be entirelyself- Others contained and wouldneed no additionalmaterial. however; pointed outthat teachers who usetelecourses advance in the classroomsmost oftendesire some kind of information on what toexpect and why. Most conferees

-80- agreed that it probably would be valuable to include suggestions as to other supplemental materials and sources which the teachers and pupilscould consult if they desired.

Conference's Last Day

The most important part of the conference occurred in the final portion of the last day in which definite plans were made for the development of telecourses to be designed in accordance with the new goals and most recentthinking of the field. The group was convinced that one or two such properly conceived courses (perhaps one ior the lower elementary level and another for the intermediategrades) might function as most efficient instruments forthe field both in a communicative and innovative sense at a time when such efforts are badlyneeded. They believed that television is a particularly efficient medium for this purpose because of its immediacy. These new telecourses might thus influence not only the children but the teachers, the administrators of schools, and perhaps the parents as well.

The conferees received assurances of positive assistance for the development of at least one such telecourv, from offr:Aals of the NCSCT and began to organize operations which would in.1re the fastest possible production of such a course.

They proposed that two smaller sub-groups be formed. One, of five or six members, would be responsible for most of the policy-making, planning, and actual writing. The second, and larger group, would serve a critiquing function for the first. They also suggested that the best technical personnel possible should be obtained to proceed with theproject once the writing wasconcluded. The conferees hoped that through such cooperative efforts asuitable telecourse could be ready for use within the next two years and that this, in turn,would serve as a stimulus for other efforts. ELEMENTARYTELECOURSE TITLECOURSES PROD. Part III--ITY in Art PRODUCTIONLOCATION education LEVELGRAMWOW LESSONS LENGTH BRDCST. LESSON FREQ.OP OTHERSUSED BY ALLADVENTURES AROUND USIN APTART WKNOP.SI* Memphis,Memphis,Eugene, Tenn. Ore.Tenn. 43-41-35 171030 "SO'13'2o'21' 1l/wk 1l/wk/wk /wk RR* nono ARTANIMALS 24 IN ART HudsonMohawk- WCVE ETV Richmond,Schenectady, Va. N.Y. 452 18 15'15' 2/mo2/mo RR no ART:ART 5 GRADE 415-62-3 KPEC Tacoma,Tacoma, Wash. Wash. 413-65-62-3 3436163235 15'20' 2/mol/wk1 /wk URU nono ART 3-61-26 KOKH/KCTSP.S.KOKH/KETA Seattle,OklahomaSanta Ana, Wash. City, Calif. Okla. 1-263-4 3535 20'30'20' l/wk1 /wk UUR no ART 3-45-6 Art) WOSUKETAKOKH/ OklahomaColumbus, City, Ohio Okla. 15-6 3537 20'15' 1 /wk UR noyes **PublicART ARTSchools*Recorded 21 3(Enjoying(Discovering (Exploring or UnrecordedArt) Art) WOSU Columbus, Ohio 32 37 15' 1 /wk R yes ELEMENTARYTELECOURSE TITLECOURSES (cont) PROD. PRODUCTIONLOCATION LEVELGRADE LESSONSNO.OF LESSON LENGTH FREQ'.OF BRDCST. USEDOTHERS BY ART :546 (Adventures(Growing(Awareness in ininArt) Art)Art) WOSU WOSU Columbus, Ohio 645 3728 15'20' l/wk1/wk R noyes ART 4-6FOR GRADES 3-45-6 GRADE 6 WMSBWNEDKUON EastLincoln,Buffalo, Lansing; Nebr.N.Y. Mich . .476 3-415-6 3415 30'25' l/wk1/wk R nono Z:1 ARTART 1 23 KRETKRET Richardson, Texas 32 3434 15' l/wk R nono ARTAR1 54ABOUT6AND IMAGINATION US SCETV KFMEKRET Columbia,Richardson,Fargo, N.D. S.C. Texas 4-6641-35 3034 30'20'15' 1/wkl/wk1 1/wkl/wk/wk RR nono ART FORCOMESANDAT YOURYOU ALIVE 1FINGERTIPS WMVSWETAWENHWSIU Milwaukee,Washington,Durham,Carbondale, N.H. Wis.D.C. Ill. 4-612-3 15313224 15'15' 1/314s11/wk /wk R R noyes ART FOR YOU 432 WMVSWMVS Milwaukee, Wis. 4';25 2424 15'20' 1/314k;1/3wks1/34s1/3ds RR nono ARTART: FORIS HERE, EVERYWHEREYOU 65THERE, ANDEVERYWHERE WMVSKDPSP.S. Milwaukee,DesSanta Moines, Ana, Wis. Calif. Iowa 13-46 1824 15'20'20' 1/3wk;2/mo R R noyesno TELECOURSEELEMENTARY TITLE COURSES (cont.) PROD s LOCATION $ LEVEL LESSONS bitLENGTH BRDCST. TREQ.M. USED BY OTHERS ART:ART: HERE, HERE, THERE, THERE, ANDANDEVERYWHEREEVERYWHERE KDPS Des Moines, Iowa 32 1818 .15' 15' 2/mo R yesyes ARTART:THE LABORATORY HERE,ART LESSON THERE, ANDEVERYWHERE 1-3 GPITL KCSDKTPS Tacoma,Lincoln,Kansas Wash. City,Nebr. Mo. 3-55-61-31-6 373624 20'15'25'15' 3/mol/wk1 /wk UUR yesno 00 ART:ARTART: THINKING,TREASURES TO SEE, TOFEELING, DOAND DOING WUCTWHROKOET Jacksonville,Norfolk,Ogden, Utah Va. Fla. K-35 153430 20' l/wk1 /wk KR yesno ARTBUILDINGARTSBUILDING WORLDS AND CRAFTSBLOCKS BLOCKS OFOF ARTART WDCNWETAKWCSKWCS Nashville,Washington,Ogden, Utah Tenn. D.C. K-64-63-45 35637 30'20'20' 12/mo 1/wk 1/wk /wk RFtRR yesnoyes DISCOVERINGDESIGNEDCONTEMPORARYCOMEBUILDING AND SEEFORBLOCKS ART YOUCRAFTS OF ART WMVSWHAP.S.KWCSP.S. Milwaukee,Madison,Ogden,Santa UtahAna, Wis. Wis. Calif. K-264-65-6 3018331832 15'2.01ls'20'15' 1l/wk2/mo 2/mo/wk RK noyesno DOORWAYSDRAWINGS TO 4-61-3 ART WVIZKETA/KQEDKQED Norman,Cleveland, Okla. Ohio 4-54-61-3 601660 20'15'20' 1 liwk2/mo/wk UR nono TELECOURSE TITLE PROD. PRODUCT-ONLOCATION LEVELGRADE NO.OFLESSONS LENGTH BRDCST. OTHERS LESSON FREQ.OF USED BY ELEMENTARYDRAWING 1-3 ART:COURSES (cont.) WUFTKETAKOKH/ OklahomaGainesville, City, Fla.Okla. 1-21-3 1018 15'20' 1/3w1a;2/mo k U no ELEMENTARY ART: EYES ALERT 3-41-2 WUFT Gainesville, Fla. 35-6 1 10 330' 0-1 1/3wk;1/3w1 s R no CO EXPLORING ART EYES ALERT 5-6 KRMAKTPS Tacoma,Denver, Wash. Colo. 4-63-4 3437 20' 1/wk1 /wk UR no CJ1 LET'SKEYKALEIDOSCOPEINTERMEDIATE TOBE THEARTISTS CUPBOARD ART 5-64-6 P.S.WPSXWFMEKLRN UniversityAustin,Portland,Orlando, Texas Fla. Park,Oreg. Pa. 4-63-41-65-6 81180 15'30'20'25' l/wk1/wk5/wk2/mo RU yesno LOOKINGLET'S TALKMAKE INTO ABOUTPUPPETS ART ART WVWNYEP.S.KCTS I Z Cleveland,NewSeattle, York, N.Y.Wash. Ohio 41-23-65 16151034 15'30'20' 2/mo1/wk1 /wk R yesnono YOURTIMESEEINGPAINTING FORART THROUGH ARTISTHROUGH YOU ART THEAGES KFMEKOETKTCS Ogden,Seattle,Eugene,Fargo, Utah Oreg.N.D.Wash. 4-6 3034 20'30' 1 /wk Rk yesno TELECOURSE TITLE PROD. PRODU., LOCATION LEVELr. LESSONS LENGTH BRDCST. OTHERS O. SF SS FRE .OF USED BY CREATIVEARTSECONDARY 7-8 ART COURSES Auburn KETC Auburn,St. Louis, Ala. Mo. 10-127-8 3716 30'30' l/wkl/wk R no WORLDVISIONPROFILESLANGUAGE OF AND ART OF INART ART WPSXUnivP.S.P.S.KVCR UniversitySantaSan Bernardino, Ana, Park, Calif. Calif.Pa. 5-8 10.9-127 1516918 20'30'15' l/wk2/mo R no co0, ARTSFORMIN-SERVICE AND AND CRAFTS IMAGINATION TEACHER EDUCATION WQEDWDCN Nashville,Pittsburgh, Tenn. Pa. In-S 326 _30' 30' 12/mo /wk R nono TELEVISION.IN FOREIGN LANGUAGEEDUCATION This report concernsthe National Centerfor School and CollegeTelevision's conference ontelevision in foreignlanguage education. The conference being was conducted toassesstelevision materials now offered in foreignlanguages in an effort tostimulate the development ofincreasingly effectivetelevision materials for thenation's schools. The report is divided into threesections: of foreign language * Part Iis a status report telecourses beingoffered in the UnitedStates during the 1966-67 school year. discussion among * Part II is anoverview of the the language andtelevision authoritieswho participated in theconference. the informa- * Part III is atabular breakdown of tion gathered. The materials listedin this section form the basis forPart I. Lessons from mostof the te:lecourses listedhere were viewedduring the conference. The conferees viewedsample lessons fromtele- (teacher's manuals courses,reviewed print materials and student workmaterials), and, duringthe final in foreign session, consideredthe state of television language education.

The authorities whojoined NCSCT staffmembers for the conference areLeo Bernardo,director of the New York City Bureauof Foreign Language;Emma Birkmeier of the Universityof Minnesota; GuyCapelle of the University of Michigan;S.P. Corder of theUniversity of Edinburg inScotland; ClemensHallman of Indiana University; Victor E.Hanzeli of the Universityof Washington; EltonHocking of PurdueUniversity; Bordan Mace of the D,C.Heath Corporation;Joseph Michel of Texas; George Smithof the University the University of of of California atSanta Barbara;and Frances Taylor the IndianapolisPublic Schools. Part I--THE STATUS OF TELEVISION IN FOREIGN LANGUAGE EDUCATION

71111ilt To determine the extent to which television is used in foreign language education, NCSCT sent questionnaires to 116 educational television stations, several selected closed-circuit systems, and other .institutions and organizations known to be producing or distributing television materials. Information resulting from these questionnaires is summarized in this section of this report.

Several single programs designed as supplementary or enrichment pieces for schoolchildren or teachers were found in use, but are not heremeasured. Neither are programs for adultaudiences here measured. Only full courses designed for elementary and secondary education or for in-service teacher education are considered in this status report.

Ninety-four foreign language telecourses were found in use during the 1966-67 school year. Eighty- six were designed for students in elementary and secondary grades. Eight series were designed for in- service teacher education. Of the 94 courses, only 15 were not recorded for reuse.

Survey results indicated that tele- LANGUAGE vision is being used to aid instruc- EMPHASIS tion in three foreign languages; Spanish, French and German. Sixty- nine courses (73 percent of the total) were in Spanish. Only nine Spanish courses were not recorded. Twenty French courses were reported in use. Six were not recorded. The, three German courses in use were recorded. Two of the in-service teacher education coursesempha- sized the general problems connected with foreign language education.

-89- As indicated on the chart below,there FREQUENCY OF is considerable variation in the way TRANSMISSION television is used in foreign language education. Sixteen courses wAre. signed to be transmitted at the rate of one lesson per week. Six courses, all in Spanish, Levels I and II, were offered at a rateof five lessons per week. The greatest number of courses wasdesigned to be transmitted at the rate of two lessons per week (atotal of 26), and at the rate of three lessons per week(26). Eleven courses were offered on a four-lesson perweek schedule. Those using in- service materials did not specify transmission schedules. Of the 86 courses designed for students inthe elementary and secondary grades, only four(about five percent) were intended for use during a single semester. All of the eight in-service courses weredesigned for single semester use.

LEVEL ANALYSIS As indicated in Part III (page 98), the survey revealed the beginning or introductory levelof foreign language instruction (Level I in this report) takes place.at various grade levels. Therefore, foreign language materials considered here aremeasured by levels rather than by the traditional elementary- secondary breakdown.

LEVEL I

An analysis of the survey revealed 35 foreign language courses (37 percent of thetotal) in use at the beginning or introductory level of instruction. Level I Spanish courses totaled 28; four were not recorded. Three of the six French courses reportedin use at this level were notrecorded. The only Level I German course reported was recorded. Two of the Spanish courses were designed for useduring a single semester. All other Level I courses weretransmitted for a complete school year.

-90- (Elementary and Secondary Grade Courses). 1 LES.ON 'TRANSMISSION RATE OTHER OFTOTALPER COURSES LEVELNO. ANGUAGEPANISH LEVEL 1 1/wk 4 2/16k 6 3/wk 4/wk 96 45 5/wk 42 10 2824 III IV 12 52 03 10 00 00 11 3 FRENCH II I 21 21 2 01 00 00 . 65 III . 1 1 10 00 0 00 32 IVJ-w 10 1 0 0 0 0 1 .. GERMAN II VI 0 00 11 0 00 0 1 !TOTAL III 16 0 26 0 26 1 11 0 06 01 86 LEVEL II

Twenty-four of the 30 courses reported in Level II (32 percent of the total number of courses) concerned Spanish courses. Four were not recorded. There were five French courses (two not recorded) and one recorded German course. One Spanish course was offered at a rate of two lessons per month.

LEVEL III

Fifteen courses (16 percent) were found in use at Level III. The Spanish courses were recorded as was the one German course. One of the three French courses at this level was not recorded. All of the Level III courses were designed fo: use during the entireschool year.

LEVEL IV

Five courses (five percent of the total) were in use in Spanish and French at this level. One of the three Spanish courses was not recorded. One French course contained 16 lessons and was designed tobe offered at a rate of one lesson per week during a single semester. The other four courses were intended for use throughout the school year.

LEVEL V

Of the courses reported, only one recorded French course was in use at this level. As indicated in Part III, this course was designed for students in the eighth grade.

In-Service Teacher Education

All eight in-service courses(nine percent of the total) were recorded and designedfor use during a single semester. It is interesting to note(Part III), that two courses are non-specific asto language, three g are designed forSpanish teachers, and the three in- service French courses are notonly specific as to language but are concernedwith only one level of French instruction.

-92- PART II--AN OVERVIEW

A group cE prominent languagespecialists and educational broadcasters met with staffmembers of the National Center for School and CollegeTelevision to judge the adequacy of television materialforeign language now in use acrossthe nation and to begin the development of guidelines for the productionof future television materials.

During the conference they viewedportions of some 90 lessons that represented most ofwhat was transmitted to schools during the 1966-1967academic year. They were able to review enough of each lesson to permit preliminary judgments. Later, a sub-group of the original panel made a study indepth of the outstanding lessons. Immediately evident were two overridingfactors: the unprecedented and skyrocketing popularityof "FLES" (Foreign Language in the ElementarySchool), and the necessarily improvised nature of thetelevision programs which weredevised to substitute for the non- existent specialist teacher, The acceptance of FLES, added to the flexibility of schedulesin the elementary school, explain why the great majorityof the materials assessed were designed for the elementarygrades.

Here was a unique situation: a subject new tothe elementary curriculum was beingpresented through a new medium by inexperienced televisionteachers who had to devise new materials, and who couldonly hope that their broadcasts would be properlyfollowed up by classroom teachers who knew little or noforeign language. There have been hundreds ofsuch television presentations in the last 15 years. Obviously, this upsurge of televisioninstruction was a generous response by ourschools to a sudden, almost overwhelming public demand. No less obviously, it was often amake- shift response, conceived inenthusiasm and dedicated to the proposition thatall children can learn a foreign language by merely tuning intelevision. There were bri.11ant exceptionsto the rule, notably "Parlons Francais,"with its budget in seven figures, its highly professionaldirection (both technical and pedagogical),its elaborate services and aids for the classroom, and itsgifted teacher on the screen. Other programs ran the gamutfrom very good to very poor. Of the latter, the bestthat can be said is that they attempted too much too soon.

THE POTENTIAL OF FLES BYTV

The few outstanding series areproof of what is possible by capitalizing onthe unique qualities of television, combined withthe equally unique abilityof the young child to "absorb" astrange language -- especially its pronunciationand.melody -- and to accept the culturalpatterns of children inother lands. Advertising "commercials"have cleverly exploitedthe special capabilities ofboth the medium and thechild, but most of the foreignlanguage lessons have note For years we havesaid that films andvideotapes made abroad can break down thewalls of the school by bringing the foreign country,language and children into the classroom. But; as one conferenceparticipant commented: "Most of these programs usethe camera to look through the keyhole intothe classroom next door. We see onlyanother teacher and anotherblackboard." Here this medium is not "themessage" but only the mirror image of the AmericanclasSroom.

There were, however,several examplesof exploiting medium; for example, the capabilitiespeculiar to the dramatizations bynative children in conversations or with flash- realistic situations,followed by drills the skit. When these werewell backs to parts of clear, planned and capablyperformed, the meaning came single eventhough the viewersmight not understand a word, as such. "The thing that TV cando," insisted visual one of ourEuropean conferees,"is to present material, and thishas principally todo with the teaching of meaning." This is, in turn,the answer to language teacher'sproblem of providing every foreign It is also, meaning while av61-dingthe use of English. incidentally, a goodillustration ofMcLuhan's "The would still be medium is themessage," for the message clear if the audio wereturned off,

-94- In addition to providingthe verbal meaning, television is uniquely capable ofconveying the contextual or socio-culturalmeaning. For example, one program took place in a French classroom,with activities and furnishings unlike our own; anothershowed children greeting each other with ahandshake and starting off to school with knapsacksof books. There were various examples of foreign lifeand interactions between children and adults: at meals, in thepark, in shops. We learned, without beingtold, that French bread does not look like ourbread, that European childrenstand when given permission to speakin class or when an adult enters the room, thathomework is dutifully written in a prescribed notebookand countersigned by a parent. The foreign language becomes morethan a Morse code for English "equivalents"when all these insights give it depth and context. When interwoven with the"silent language" of gesture, facialexpression, body stance and movement, such insightsbecome the texture of another way of life andthought and feeling, of which the spoken language is theappropriate expression. And only television or film cancombine all these and thus provide a unique experience. It would seem tnat, ofall ctassroom subjects, foreignlanguage can benefit most from television and that our youngchildren, already fascinated by the medium,would profit greatly.

TV IN THESECONDARY SCHOOL

At this level thesituation appears very different: foreign languages have anestablished place in the curriculum; the teaching isdone by specialists; there is an abundance of printedand tape-recorded learning materials. However, the old order is nowdisturbed by a reform movement, parallel tothe "new math" and the, "new science." Generally known as New Key oraudiolingual teaching, with early emphasis on theoral-aural skills, this fer- ment would seem conduciveto bold experimentationwith television, but this has notdeveloped. Only a few courses have beenproduced for foreign languageteaching in the high school, and --perhaps inevitably -- they

-95- have generall), been expositions or extensions of the textbook. As with most PUS programs, we see theteacher expounding and drilling "the lesson," meaning grammar and vocabulary. In general, the inherent capabilities of the medium are not used. In some re'pects, the high school programs are superior to those for FLES: the technical production is usually less amateurish, for it is provided by a large school system; the teacher's confidence and poise are evidert, for essentially he is repeating what he has always done in his classroom. On the whole, however, the TV programs for the secondary school reveal the same weaknesses that one finds in the FLES programs.

THE CONSENSUS: ENDS AND MEANS

The conference agreed upon several major assumptions, and upon the means of fulfilling certain needs which are all too evident. There was agreement that, despite the generally poor quality of the programs so far, foreign language instruction by television is here to stay, amid that it win be increasinglyneeded, especially in the elementary school; that it can make a unique contribution, at all academic levels, by bringing the foreign country, culture and speakers into the classroom; that its technical resources (flashbacks, split screen, animation, graphics and other devices) are otherwise unavailable inthe classroom; and that all these resources provide motivation and depth of learning for the student and, for the local teacher a broadened base for intensive, systematic follow -up activities. On the negative side it was agreed that television cannot provide total teachingand that the television teacher should indulge only minimally in language drills, which serve primarily as suggestions for the local teacher; that the local non-specialist teacher will fail unless provided with recorded drills, film- s. fips, "props," and -- firstof all -- an outline guide of the course; that there has been a regrettable lack of teamwork, or even of communication, between television producers and the local teachers and administrators; finally (and ironically) that there has been, in the name of economy, a tragic waste of money and time La the development of scores of locally- produced courses, all of them starting from scratch,

-96- ,---;" .;.M..,46.0041ilivriiineumiteik,i-,- Ok.zr C.!, JP:2SM.. we -4 MOWS Wor ; Kfg111.1.4.111.111111""ot

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starving for funds and facilities and expertpersonnel, duplicating each other's mistakes, and eventually achieving a mediocre product which discreditsthe medium itself and the subject which it purports to tea:h. The stern fact is -uhat good school television, like the automobile and other high-cost,high-quality productc, is feasible only with concentrated expert productio:, and mass consumption.

IA order to overcome these problems, theconferees agreed that there should be an internationalclearing house to distribute information and materials, especially sequences filmed abroad, for suchproductions are obviously beyondthe resources of most school systems. Such an organization would also provide information and advice -- perhaps even scripts --for local production intended to complement thepurchased materials (related film and print materials). A further service might be advisory: expert information on how to revise an oldseries, or to extend it to higher levels. Basic to all this would be an exchange of information on who is doing what, or plans todo it, in order to prevent wasteful duplication. A summer works'op would bring together the technicaland subject-matter people involved in furtherproduction.

For the long run -- since school televisionwill increasingly be needed -- there is need of a genuine research and development center with facilities 42or experimental proeuction. Advanced courses in language and literature could benefit greatly fromforeign-made materials, but these must be plannedcarefully and then field tested. There is also the great potential of computer-assisted instruction, the integrationof professional cinema and recorded "readings," andother developments now on drawing boards. The future of school televisionand of foreign languageinstruction is full of promise, but it must not beallowed to "just grow," like Topsy. If we can learn from experience, we know that concerted planning is essential.

-97- Part IIITelevision in Foreign Language Education TELECOURSESpanish - TITLELevel I PROD. PRODUCTIONLOCATION GRADE LESS.NO. OF LENGTH FREQUEN. LESSON(MIN.) OF BDCT. 20 ConversationalCharlemosAquiAdelante Se Habla Amigos Espanol Spanish MPATISWIETVCPS Evansville, Ind. Anaheim,Detroit,Lafayette, Calif. Mich. Ind. 4532-47-9 173128 429897 151520 3/wk5/wk2/wk4/2k Y ForeignElElementary EspanolCamino Language EspanolAlSpanish Dia-I For You MCTIPS Milwaukee,Denver,SantaIndianapolis, Ana, Colo. Wisc. Calif. Ind. 9-10 53 110151 4866 .15 151S 3/wkS/wk2/wk YS CO HabloHablemosLa ClaseEspanol Espanol de Espanol Ky.KNMEKRET ETV Louisville, Ky. Albuquerque,Richardson,Los Angeles, N.M.Tex. Calif.6 335-6 906072 153010 2/wk3/wk YY QueOfSeSaludosPrimary CourseTal,Habla Amigos SpanishWeEspanol Speak Spanish PS MPATIKCTSKQEDKLRN Austin,SanLafayette,Seattle, Fran., Texas Wash,Ind.Calif. 4-k631-2 128116 6534 151520 l/wk4/wk2/wk Y Spanish-ISpanishSpanish-ISpanish.- I WFSUPSKERAPS Dallas,Rochelle,Tallahassee,Ottumwa, Texas Ill.Iowa Fla. 433-8 128150 663654 .15 152015 4/wk15/wk2/wk /wk YYS UnaSpanishSpanish-LevelSpanish-GradeSpanish-I Aventura - Espanola-II3 7 PSCHSDKCSD Lafayette,KansasEastPasadena,Franklin Lansing, City, Sq.,Calif. Mo. Mich.4 N.Y. 7 4-563 116 90 122015 3/wk3/wk4/wk YY dff-- - VivaTELECOURSESpanish Nuestra - LevelTITLE Amistad I (cont.) Ga.PROD. ETV Atlanta, Ga. PRODUCTIONLOCATION GRADE 3 NO.LESS. OF LENGTH36 FREQUEN. (MIN.) OF BDCT. 15 1 /wk Y SpanishYa Hablamos - Level Espanol-I II KTCAKTAN Austin,St. Paul, Texas Minn. 43 116 96 15 4/wk3/wk Y ElElementaryActive'foreignFiesta-II Espanol Spanish Language AlSpanish Dia-II For You MCTIGa.PS ETV Atlanta,S Ga, Milwaukee,EastIndianapolis, Lansing, Wisc. Mich.4Ind. 6410-11 151 483366 151520 3/wk15/wk2/wk /wk YYS HablemosHolaHablo Ninos Mas EspanolEspanol-II Espanol MPATIKy.PSKQEDPS ETV Louisville, Ky. Anaheim,SanDenver,Lafayette, Francisco,Cal. Colo.Calif. Ind. 6454-65-7 6432746898 15 3/wk2/wk1/wk2/wk YY LatinaLa ClasePuerta America de Abierta Espanol Cantaal Espanol PSRISDKTPS SantaRichardson, Ana, Calif. Texas 64-6 105 6830 152015 3/wk2/wk1/wk Y SpanishSe Hab.la - MasII Espanoly Baila II WFSUPSKERAKCTS Tallahassee,Ottumwa,Dallas,Seattle,Tacoma, Wash.TexasWash. Fla. 1 lwa 456 150 366665 15 152/wk /wk YY Spani,SpanishSpanil % -- Grade -Level II 8II 4 PSCHSDKCSD KansasLafayette,FranklinEast Lansing,City, Sq., Calif.Mo. N.Y.Mich.5 784 115128 8620 1520 4/wk3/wk2/mo. Y TELECOURSE TITLE PROD. PRODUCTIONLOCATION GRADE LESS.NO. OF LENGTH FREQUEN. 1"En7517- (MIN.) OF BDCT. YaUnaShishSpanish Hablamos Aventura Today Espanol Espanola-II - II Level II (cont.) KTCHPSKLRN Austin,St.Pasadena, Paul, Texas Minn.Calif. 4-655-6 116 9690 1515 3/wk4/wk YY DigaloAquiSwish Se en Habla Espanol el Espanol Level -III PS Anaheim,Santa Ana, Calif. Calif, 675 3:z9870 15 13/wk2/wk /wk YY SpanishSePasoFiesta Habla a Paso y Se Lee Espanol III III MPATIGa.KERAKCTS ETV Atlanta, Ga. Tallahassee,Dallas,Lafayette,Seattle, Texas Wash.Ind. Fla. 5-665 66656436 152015 12/wk 2/wk/wk Y CI YaSpanish-LevelSpanish Hablamos - III Espanol III - III Grade S WFSUKTCAPSKCSD St.KansasEastLafayette, Paul, Lansing, City, Minn. Calif.Mo. Mich.6 685 115 969161 15IS 3/wk3/wk4/wk2/wk Y ElSpanishSpanishFiesta Mundo -de -IV GradeEspanol 6 Level IV KCSDGa.PS ETV Atlanta, Ga. KansasIndianapolis, City, Mo, Ind. 68 673370 1515 12/wk 2/wk/wk YY BonjourFunFrench with I-les LevelFrench Enfants I MPATIPS RapidLafayette,Philadelphia, City, Ind.S.D. Pa. S44-6 100128 90 351520 4/wk3/wk YY FREQUEN. TELECOURSE TITLE (cont.) PROD. PRODUCTIONLOCATION . GRADE NO.LESS. OF LENGTH (MIN.) OF 'OCT. ParlonsParlaisLet'sFrench Speak -Francais Level French I I PSemontde Roch- Co.New Toledo,Baltimore, Ohio Md. York, N.Y. .4 64 602630 1515 I/2k1 2/wk/wk Y EnFrench Avant - Level II MPATI Lafayette, Ind. 4-65 6490 2015 3/wk2/wk YY FrenchParlonsJ'apprendsFun with 11 Francais French le Francais - II PSdeRoche-PS Toledo,RapidPhiladelphia, City,. Ohio S.D. Pa. 655 100 3360 1515 l/wk3/wk2/wk YY 1-4C: CausonsFrench -et Level Lison_ III montPS Co.New Toledo, Ohio York, N.Y. 6 33 15 3/wkl/wk Y FrenchParlonsFrench III Francais - Level IV III montdeRoche-PS Co.New York, Philadelphia, Pa. New York S 9060 15. 2/wk Y QuiIci Parle la France Francais HillMcGraw-PS Films Illinois Toledo, Ohio 9-127 1651 2015 2/wk1/wk YS TELECOURSEFrench - LevelTITLE V PROD. PRODUCTIONLOCATION GRADE NO.LESS. OF LENGTH FREQUEN. --LESSON (MIN.) OF BDCT. Moi,GermanKomm, je -ParleLach, Level Francaisand I Lerne KTCAPS Minneapolis,Toledo, Ohio Minn. 48 104 51 1515 .2/wk 3/wk Y HandGerman in Hand- Level ins II Kinderland KTCA Minneapolis, Minn. S 104 15 3/wk Y AufGermanIn-Service Deutsch - Level Bittel III KTCA Minneapolis, Minn. 6 104 /S. 3/wk Y ParlonsChallenges Francais-IIFrancais-I in ForeignLanguage Teaching montdeRoche-WYNEdeRoche- Co.New York, N.Y. Brooklyn, N.Y. In-S 14.15 1530 SpanishParlons In-ServiceFrancais-III montKLRNdeRoche- Co.New York, N.Y. Austin, Texas In-S 1511 3015 TeachingTELECOURSEIn-Service Modern TITLE(cont.) Foreign PROD. PRODUCTIONLOCATION GRADE NO.LESS. OF LENGTH FREQUEN. ---Et7".ON (MIN.) OF BDCT. UnaTeacher-to-Teacher Aventura EspanolaLanguagesSpanish montDPIdeRoche-Ga. Co.NewETV Atlanta, York, da.N.Y. Albany, N.Y. In-SIn-S 161221 303015 TELEVISION IN HEALTH ANDPHYSICAL EDUCATE* Part 3

TELEVISION IN HEALTH ANDPHYSICAL EDUCATION for This report concernsthe National Center Television's conference ontele- School and College The con- vision in healthand physicaleducation. conducted to assesstelevision materials ference was education in now beingoffered in healthand physical stimulate thedevelopment ofincreasingly an effort to divided effective televisionmaterials. The report is into three sections: Part I is a statusreport ofhealth and * offered in the physical educationtelecourses being United States. discussion among * Part II is anoverview of the the health andphysical educationand television authorities whoparticipated in theconference. Part III is atabular breakdownof the informa- * listed in this section tion gathered. The materials for Part I. Lessons from mostof the form the basis during the con- teleeourses listedhere were viewed ference. participants reviewedprint The conference which materials (forthe most partTeacher's Manuals television materials),viewed sample lessons accompany final session, from the telecourses,and, during the considered the stateof television inhealth and physical education. The nine authoritieswho assessedtelevision for elementaryand secondarygrade materials designed University; William levels are AnitaAldrich of Indiana American MedicalAssociation; MichaelE. Carlyon of the Lewis Flanagan, StateSupervisor ofPhysical Education; University; Chalmer C.Hixson A. Hess ofThe Ohio State University; RobertKaplan of the of The Ohio State Mileff of the American MedicalAssociation; Edward for Health,Physical Educationand American Association University of Recreation; LawrenceRarick of the Wisconsin; andJean Young of thePontiac, Michigan, public schools. The sixteen authoritieswho assessed television materials designed forhigher education are Loren Akers of the University ofIllinois, Fay Biles of Kent State University; William Bock ofBall State University; William Brennan of IndianaUniversity; William Carlyon of the American MedicalAssociation: Robert Goldberg of Illinois TeachersCollege-Chicago North; Chalmer G. Hixson of The Ohio State University;Robert Kaplan of the American Medical Association;John R. LeFevre of Southern Illinois University;Henry Mariotti of Edinboro State College; EdwardMileff of the American Association for Health, PhysicalEducation and Recrea- tion; Freda Phillips of OhioUniversity; Jack Richardson of Eastern IllinoisUniversity; Charles Stamps of Illinois TeachersCollege-Chicago North; C. Harold Veenker of PurdueUniversity; and Ray E. Wolf of Purdue University. ^ Y4

Part I--The Status of TV in Health and PhysicalEducation

For its conference,NCSCT sent questionnaires to all ETV stationsand state ETV networks, aswell as several closed-circuitfacilities.

Fifty-five differenttelevision courses werefound in use at the elementary,secondary, and college levels.

ELEMENTARY GRADE LEVEL

GRADE Of the 55 telecourses, 58percent (33 EMPHASIS courses) was designed for use atthe elementary grade level. Sixteen were intended forthe primary grades (K-3), 16 weredesigned for the intermediate grades (4-6), one wasintended for use by grades 1-6.

FREQUENCY OF Of the 33 telecourses, 64percent was TRANSMISSION designed for usl throughout afull academic year and 36 percent wasintended for use for only one semester. Twenty-nine of the 33 telecourses were designed tobe transmitted at a rateof one lesson each week; two telecourses, at arate of two lessons each week; one telecourse, at arate of one lessoneach month; and another, at a rateof two lessons each month.

RECORDED OR Thirty telecourses (91 percent) were UNRECORDED recorded and available forlater use; only three telecourses werenot recorded.

USED BY Only 36 percent (12telecourses) of the OTHERS 33 telecourses wasused by stations other than the producingstation. Sixty-four percent (21 telecourses) was usedonly by the producingstation.

SECONDARY GRADE LEVEL

GRADE Only seven of the 55telecourses (nine EMPHASIS percent) were intended forgrades seven through 12. Of the seven telecourses,just over half (four courses) weredesigned for use throughout afull academic year; three courses wereintended to be used for one semester.

-107- 1) 71

FREQUENCY OF Five of the telecourses were tobe TRANSMISSION transmitted at a rate of one lesson each week; one, at a rate of onelesson every two weeks; and anotherat n rateof one lessor. -ach month.

RECORDED OR Only two of the seventelecourses UNRECORDED were recordedand available for future replay.

USED BY Only one of the seventelecourses OTHERS was used by astation other than the producing station.

COLLEGE LEVEL

GRADE Thirty-three percent of thetelecourses PMPHASIS (18 courses) was for thecollege

FREQUENCY OF Of the eighteen courses,all were de- TRANSMISSION signed to be used in one semester, Eight of the telecourses had atransmission rate of one lessoa each week, and ten had a rateof two lessons each week.

RECORDED OR Sixteen of the 18 telecourses(89 UNRECORDED percent) were recorded andavailable for later use.

USED BY Norm: of the collegelevel telecourses OTHERS were used beyondthe production point. Part II--An Overview

0114-1-1^,p4+;ac in health and nhArciral tion and specialists in instructional television participated in two recent conferences conducted by the National Center for School and College Television. The confereis studied the status of school television in present day health and physical educationand constructed some general guidelines for future production and utilization of television materials in the two areas.

Attached to the second conference was a special meeting of heb_th educators from colleges and universities in the Midwest which conduct a -general education" type of health education course. As a result of the high degree of "sameness" in college television materials, this special group explored the potential of a coordinated project tcproduce television resources for collegiate health instruction which wouldbe

7.4 availCole for interinstitutional use.

'the participants viewed raterials produced for the schools and colleges in 1965-66. Adequate time for viewing, analysis and discussion was provided so that valid group judgments were reached.

OBSERVATIONS

None of the conferees had anticipated an extensive use of television inhealth and physical education. They were, therefore, impressed by the obvious commitment of talent, resources and time to whatrepresented a major effort byspecific schools and colleges to meet perceived needs through television. Each television course had been developed inits own locale with little or no exchange of information amongthe professional groups in health and physicaleducation. Most of the elementary school television courses assessed were designed to cover several adjacent grade levels: that is, one course would be designed for grades :one, two and three,while another course was designed for grades four, five and six. This seemed to encourage' groupings of students and repetition of contentundesir- able for effective learning.

-109- The elementary school materials were all designed to fit the graded school's organizational pattern. None were available for the ungraded school or for the maturatjonal placement of children in health and physical education.

Men and women were featured as studio teachers, thus providing an opportunity for elementary school children to identify with male or female figures.

While there was general agreement that the materials viewed would "upgrade" many ongoing programs, television is perpetuating traditional concepts of method and content. The bulk of the televised lessons were didactic in approach with no provisions for student exploration, discovery or creativity. In the same way, lessons feature. the traditional content of skill and activity.

The materials did not utilize the medium; television usually served as a carrier to transport the teacher. Talk crowded the lessons. There were too few visuals, film clips and demonstrations. Neutral, backgrounds, poor camera angles, and unsuitable clothing for teacher and demonstrators detracted from the productions.

Too-hurried a pace combined with too much content decreased effective learning and increased problems of recall.

Many of the television lessons were directed et several groups simultaneously: the viewing classroom teachers, the students being taught in the studio, and the viewing students in the classrooms. It was the opinion of the conferees that such ambivalence of purpose was confusing especially for classroom students whose roles would oiten change abruptly from listening- in on their teachers' in-service education, to the vicarious experience of observing other children being taught in the studio, to the central role of being taught by the studio teacher.

Of particular note was the lack of television materials for health and physical education in secondary schools, and the very limited quantity designed for the adjacent grades in junior high schools. Use of television in the upper grades may be prevented by the ready availability of secondary school teachers possessing epertise

-110- in these areas, the limitations of the traditional purposes of activity and "perspiration,"and the common tendency of the public to focus its attention to boys' interscholastic athletics while ignoring the insiructional program for all students.

The sameness of content and basic approach in the lessons for collegiate health instruction was striking. With very minor changes, most of the materials could have been used in any of the other health courses represented. The duplication of resources, talent and time in the voduction of the same materials was most obvious. What represented a major effort by each of a number of institutions had produced a quantity of similar television lessons, only a few of which could be labeled anything but ordinary.

CONCLUSIONS

While the conferees held mixed reactions to the materials viewed and while some had reservations concerning any use of television in physical education, there was consensus that well designed television materials could have a significant impact. Such materials could

(1) provide a point of entry for health and physical education into the established curriculum of a school or college;

(2) provide both resource and in-service education for the already overburdened elementary school classroom teachers; and

(:I) provide a means of reducing the cultural lag between new concepts and their assimilation into actual educational practice.

Traditionally physical education has centered on skill and exercise -students engaged in vigorous activity. The profession is busily identifying other concepts that should be included with skill and exercise in physical education. These include a wide range of vi_ual presentations to expand the sensory-percerytual expeyiences essential to full development; immeaiate parti.cipation in vigorous activity and motivation to extend such 'ctivities into future adult life; effeciency of movement; instruction in safety of movement; the develo; ent of an appreciationof movement; andthe development of themselves an adequateself-concept. These concepts lend to television treatment.

In health educationthe same lineardimensions in learning are sought as inphysical education and television can assist inthe teaching-learningof health practices, healthknowledge, and attitudesabout health problems in society. At the college leveltelevision can participatein a more meaningfuland sophisticated dialog between science and healthbehavior. The traditional approachthat all students inhealth and physical education areto be performersis no longer adequate. Students must becomeperformers and consumers to livethe fullest lives. Knowledge and appreciations which provide powersof discrimination and appreciation for sportsand the health issuesof contemporary society areessential.

POTENTIAL ROLES FORTELEVISION

Unless some drasticchange in conditions occur which no conferee wouldpredict, the supply ofqualified specialists in health andphysical education,especially at the elementaryschool level, will meetbut a fraction of the need. Television, then, can serve as a"specialist" in instruction for numerousstudents now enrolledwho would otherwise be"alandoned" as recruitmentand preparation of neededspecialists are expanded. The impact of television's use in this waycould result in immediate improvement in instruction.

In established programsof health and physicaleducation, television couldinitiate new activitiesand materials as well asenrich the traditional ones. Intellectual content, models of motorperformance, unlimitedvisual experiences and aninvolvement with thestudio teacher's methodology would provide acontinuous in-serviceeducation for the classroomteacher. In the multi-section courses of acollege or universityand the multi-schools assured core of of a school systemtelevision provides an material to be taught.

Television materials,teacher guides andworkshops can be especiallydesigned as in-serviceeducation to accompany theregular in-classtelevision lessons for all students. Certainly, theadmihkistrative problems of

-112- .1,, ,94

in-service educationwould be present inthese activities. Definite commitmentsfor at least a fullsemester of participation by theteacher seems to berequired if television is to beeffective.

Television couldprovide an effective meansof sharing concepts,models and methodsthroughout the profession. One participantpointed to television as "the great ..,nveiler"in any effort toimprove instruction.

In pre-serviceeducation the collegesand universities could utilize, insimilar ways, materialsspecifically designed for theprospective teachers. In addition, television materialsdescribed above couldenrich the courses ofteacher 'reparation.

RECOMMENDED GUIDELINES

The conferees agreedthat a minimum of onetele- vision lesson perweek is required iftelevision is to be The most a majorfactor in the coursebeing taught. satisfactory lesson length seemsto be 14-15 minutesin primary grades, 15-20minutes 3n upper elementary,20-30 minutes in secondaryschools, and 20-45 minutesin higher education. Realizing that effectiveinstruction in health End physicaleducation cannot alwaysbe packaged in the same timemodule, the confereesrecommended that time be determinedby the instructionaltask at hand. should It was the con-sn.susthat television lessons be designed for aparticular viewingaudience. In-service education for the teachers'i-suld not monopolize thein- class time of students;in-class lessons shouldbe designed occurring as a by- for students within-service education product. The most important componentof the televisionlesson is the studio teacher. Thoughtful selection is necessary. While the confereesagreed that certaintelevision teachers were moreeffective than others,they found it difficult However, to list thequalifications unique for success. they did say thatsuccessful televisionteachers should be expert in theappropriate subject,should "involve" the viewer, should bevital and enthusiastic,-should be able to make visualpresentation andexplanations, and should be able to analyzeand explain movement.

-113- The use of students in studio demonstrations was highly recommended. Demonstrations should include highly skilled models as well as readily attainable ones for the viewingstudents.

Too little is known to determine thedesirability of using different students in the preparationof each lesson as opposed to using t: .e same studentsfor all lessons. No consensus could be reached here. Emphasis should be given to each of the important ideas in a lesson, and time must be provided torefine those ideas. The density of content and the pacing of presentation should not overwhelm the viewerswho need some opportunity toassimilate ideas and information during the telecast. The widest possible use of audio-visuals is an .important component of each lesson. The medium lends itself to presenting many materials. which would be impossible in.the traditional presentation in a gym- nasium or classroom. New materials demand a more sophisticated use of television than was viewed. at the conference. The conferees pointed out one additional component of a television lesson: a summary and/or evaluation. It was emphasized that itneed not, in fact ought not, be verbal in nature. Opportunity fur follow-up activities foreach television lesson is r,!commended. Current practice usually provides one additional periodeach week following the television lesson. Of course the nature of the television lesson and its contentwill be factors here, as well as the availability of suitable spaceand facilities. The most desirable plan presented provided for follow-up activities as soon aspossible after the television lesson. The conferees suggest that the problemof the viewing space for physicaleducation classes needs study and research, It seemed logical to view those lessons involving participattm in gymnasiums andsimilar spaces. Other types of lessons, health educationfor example, could be viewed in a classroom. Of course, the traditional con- trols of environmental conditions conduciveto learning should be provided.

-114- Television lessons should be as interestingand stimulating as possible. Students can tune-out television mentally just as they can classroomteachers. Dull, drab lessons which merelytransfer the lecturer frnm podium to screen are notadequate. Here again the medium lends itself to interestingand unusual presentations. Television lessons and courses should have a minimum level of adequacy built intothem. The receiving teachers do not bring similar amountsof preparation skill and experience tothe lessons. Experience has shown that some do notread the teacher's manuals or fallow up the televisionlessons. Therefore, the television materials must provide at leastminimum levels of quantity and quality of instruction.

The conferees also recommended a planned program of in-service orientatich and preparaticn toassist the teachers with the problems of receptionand utilization of television. This should parallel and be related to the course being used bythe teacher. The studio teacher should participate in these activities where possible.

The planaing process for televised instructionshould be lengthened and involve resources outsidethe institution and locale producing the mterials. Pilot programs should be produced, used and evaluated. This should insure quality control and an increasinglyeffective use of the television medium in health and physicaleducation.

THE FUTURE

Suggestions for future directions as television is developed for these fields were discussed. Televised instruction should develop as an integral partof the school program and not as an addition which must necessarily usurp time assigned to othersubjects. It should be integrated with other subject matter areasof the curriculum as well.

Future programs in healthand physical education should be developed for each grade leveland be progres- sive from grade to grade. Each course should provide approximately spaced in-service lessonsfor the teachers.

-115- Innovative approaches and content aredemanded by the future. Series on the howl and whys of Physical Education, and on contemporary intellectual content are needed since many certified teachers active inschools and colleges have not takensuch materials from their own pre-servicepreparation.

A series on Dance whichcould be utilized by teachers much as the Durlacher Recordshave been used would be an invaluable addition.

The future should bring an extensive sharingof resources throughoutthe professional groups. Materials will be developed for widedistribution which can be used to meet the varying needs from school toschool and community to community. This will advance as the basic skills, knowledges and attitudes areidentified for each grade level. The future demands coordinated and cooperative efforts by the Curriculum Commission, DesignCommission and other planning groups of the American Association for Health, Physical Education and Recreation. New concepts of curricula and pedagogyshould appear in television form as well as printed form forwide dissemination. In conclusion, the conferees wereconfronted time and again with the lack of scientificresearch devoted to television in health andphysical education. The future must provide for the stimulationof valid research in this area. The most important neat step occurred onthe last day of the second conference. The collegiate health educators were receptive to proposals forproducing a core of televisionmaterials for college level health education from which cooperatinginstitutions could draw video tapes. In the judgment of the conferenceeach cooperating college would be relievedof the burden of all the lessons and materials it needed forits oval course; each could, therefore, concen.rate itstalent, finance and facilities on the production ofthose materials best produced locally. A small study committee was formedand charged with the responsibility of developing aproposal for the conference to examine inthe near future.

-116- Part IIITelevision in Health and Ph sical Education RADE N670E---LETSWFTWOY PRIMARYTELECOURSE COURSES TITLE PROD. LOCATION LEVEL LESSONS LENGTH BRDCST. 15' l /wk ELEMENTARYALLFOCUS ABOUT ON YOUFITNESSHEALTH SCIENCE 3-4 WGBHKCTS AlabamaSeattle,Boston, ETV Massachusetts Washington Comm. .2 3-41-22 3311151S 15' 1 2/mo/wk HEADSGROWTHGUIDELINESFUN ANDUP THROUGH FITNESS 1-6 PLAY K-3 WFPKKQEDKUSUKYNE Omaha,Louisville,SanLogan, Francisco, Nebraska Utah Kentucky Calif. K-32-31-6 14124 15'10' 1 14.,i/../mo /wk .k v HEALTHPHYSICALPHYSICAL EDUCATION EDUCATION 3-41-2 WOSU MilwaukeeColumbus,OklahomaColumbus, EDIPublic Ohio Ohio Comm. Schools 3-41-231-2 36363515 15' 1liwk 1/wk /wk PHYSICAL EDUCATION FOR YOU 1 1-2 KPEC MilwaukeeTacoma,Milwaukee Washington Public Public Schools Schools 11-22 302730 15'15' 1 /wk PRIMARYPHYSICAL PHYSICAL EDUCATIONFOREDUCATIONFOR YOU YOU 2 3 KTEH MilwaukeeSan Jose, PublicCalif, Schools 13 -3 30 10'15' 1/wk ELEMENTARYINTERMEDIATE HEALTH COURSESSCIENCE 5-6* Alabama ETV Comm. S-6 33 15' 1 /wk ----ORME NO.OP LESSONLENGTH FREQ.OFBRDCST. TELECOURSEINTERMEDIATE TITLE COUtSES (cont.) PROD. LOCATION Washington LEVEL LESSONSS IS 15' 1 /wk FUNFOODFOCUSGROWTH AND TO ON GROWTHROUGH FITNESS FITNESS ON PLAY 4-6 WMEMKCTSWFPKKUSU Orono,Seattle,MilwaukeeLogan,Louisville, Maine Utah Public Kentucky Schools 44-65-6S 1215103015 10'15'20'20'IS' 1/wkl/wk2/wkl/wk HEALTHPHYSICALLET'SI'MPHYSICAL FINE,WHO ASK DR.EDUCATION EDUCAl:ON 3-4 ARE YOU? TENNEY 5-6 WHAKTEH Madison,SanOklahomaTacoma, Jose, Wisconsin ETV Washington Calif. Comm. 4-634-63-65-6 1 153527 15'15'IS'15' l/wk1/wk1 l/wk/wk PHY(:sTCALPHYSICALPHYSICAL EDUCATIONEDUCATIONEDUCATION WITFKPECWOSUKOET Hershey,Ogden,MilwaukeeColumbus, Utah Pa. PublicOhio Schools 4-64-65-65 303036 15'20'15'15' l/wk1/wk1/wk PHYSICALPHYSICALPHYSICAL EDUCATIONFORFOR FORYOU YOU YOU4 5 6 EDUCATION MilwaukeeMilwaukee Public Public S'dloolsSchools 46 3030 15'15' 1 l/wk/wk HEALTHSECONDARYHEALTHFULHEALTH 8 7 COURSES EDUCATIONHEALTHFUL LIVING FOR KCSD Youngstown,LibertyKansas City.City, Local Ohio Mo.Mo, Schools 87 3471 25' l/wk2/wk

s. TELECOURSESECONDARY TITLECOURSES (cont.) PROD. p-it LOCATION Schools LEVEL LESSONS' LENGTH 10'-15' BRDCST. l/wk HEALTHTOLIFEFUNDAMENTALS YOUR EDUCATIONOR DEATHHEALTH OF GOLF WMUBKUSU Youngstown,LibertyAlabamaLogan,Oxford, 01.0.oLocal UtahETV Ohio Comm. 9-12 6610 45'27'30' 1/wklimo1/wk COLLEGEFUNCTIONAL COURSES PHYSICALEDUCATION WUSFKOAP/ Tampa,Corvallis, Florida Oregon Col. 1912 25'-45' 45' l/wk2/wk GENERALHEALTHBUILDING HYGIENEEDUCATIC A BODY FOR LIFE KCSMMAC Carbondale,SouthernSan Mateo, Ill. Ill. Calif. Univ., Col,Col.Col. 4294 30'-45'15'-25' 30' 2/wk2/wk2/wk FIRSTFOUNDATIONS AID AND PHYSICALFITNESS MichiganEastMichiganKent,Kent Lansing, State OhioState State Univ., MichiganUniv.,Univ., Col.Col. 1015 20'-30' 45' l/wk1 /wk FOUNDATIONSFOUNDATIONSFUNCTIONAL OF OFHEALTHEDUCATION-WOMENEDUCATION-MEN PHYSICAL MichiganEastEdinboro,EdinboroEast Lansing, Lansing, State StatePa. T1 Mich.Mich. Univ.,College Co!Col. . 432 151-25' 50' 1 2/wk/wk TELECOURSE TITLE PROD. PRODUCTION,LOCATION LEVEL LESSONSRADE LENGTH 0.0F LESSON FREQ.OF BRDCST. FUNDAMENTALSCOLLEGE COURSES OF (cont.)PHYSICAL EDUCATION Madison,Univ.Fresno of StateWisc.Wisc., College Col. 2315 10'-20' 50' l/wk2/wk HEALTHHEALTHFULPERSONAL LIVINGHEALTH Fresno,atCalif.Carbondale,Southern Los Calif.AngelesState Ill. Ill. CollegeUniv., Col. 1518 30°30' 12/wk /wk cD-PHYSICAL EDUCATION PERSONALPRINCIPLES HEALTH OF HEALTHFULSCIENCE Mt.CentralColumbus,OhioSan Pleasant, StateDiego Mich. OhioUniv.State Mich.Univ., Col. Col.Col. 82924 20'-35' 45'45' l/wk2/wk2/wk PROBLEMSSOCIAL DANCEOF PERSONALLIVINGCOMMUNITY HEALTH AND MichiganSacramentoSanEastSacramento, Diego, Lansing, State. Calif.State Calif. Mich.Univ., Univ., Col.Col. 1517. 35'-50' 45' 2/wk1 /wk Part 4

TELEVISION IN MATHEMATICS El(CATION

-121- This report concernsthe National Center forSchool and College Television'sconference on televisionin mathematics education. The conference wasconducted to assess televisionmaterials now beingoffered in mathematics in an effort tostimuhate the developmentof increasinglr effectivetelevL-ion materials forthe nation's schools. The report is dividedinto threo se,7tiohs:

*Part Iis a status reportof mathematicstelecourses being offered in theUnited States during the1966-67 school year. *Part II is an overviewof tne discussion among the eleven mathematicsand televisionauthorities who participated in the entireconference.

*Part III is a tabularbreakdown of the information gathered for theconference. At the conference,lessons from most of thetelecourses listedhere were viewed.

The eleven confereesviewed sample lessonsfrom telecourses, reviewedprint materials(teacher's manuals and student workmaterials), and, duringt1 final session, consideredthe state of televisionin mathematics education. Those who joined NCSCTstaff members at theconference Kane of PurdueUniversity, Don R.Lichtenberg are Robert B. the of the Universityof South Florida,Lola June May of Winnetka Public Schoolsin Illinois, RobertE. Morrill of the Bay RegionInstructional Televisionfor Education in California, Philip Peakof Indiana University,Billy E. Rhoades of IndianaUniversity, Myron F.Rosskopf of Columbia University'sTeachers College,Isabelle P. Rucker of the VirginiaState Department ofEducation, Raymond L. Smith ofeducational televisionstation KQED, David W. Wells of, theOakland County Schoolsin Michigan, and mathematicsctinsultant Robert W. Wirtz. Part I--The Status of TV in Mathematics Education

For its confArPnce; NCSCT sentquestionnaires to 115 'ETV stations and threeclosed-ci'cuit facilities. This report does not considermaterials developed or offered by commercial television stations. Fifty-seven television courses wereidentified in the elementary, secondary,and in-service areas.

ELEMENTARY GRADE LEVEL

GRADE Of the 57 telecourses, 59 percent(34 EMPHASIS courses) was designed for theelementary grade level: 12 for primary grades (K-3)and 22 for intermediate grades (4-6).

FREQUENCY OF Of the 34 telecourses forthe elementary TRANSMISSION grades, only 15 percent wasintended for use during one semester. 7ighty-five percent of the telecourses was designedfor use during a full academic year. Twenty-six of the 34 telecourses weredesigned to be transmitted at a rate of one lessoneach week. Four telecourses were offered on atwice each week basis, two telecourses on a threelessonseach week basis, one telecourse on a four lessons each week basis, andanother on a two lessons each month basis.

RECOR-JED OR Only one of the 34 courses was notrecorded UNRECORDED and available for reuse; eventhat telecourse was recordedin part.

USED BY OTHERS The majority (21 of 34) ofthe telecourses was used by stationsother than the producing station.

SECONDARY GRADE LEVEL

GRADE Of the 57 telecourses reported,19 percent EMPHASIS (11 courses) was designed forthe secondary grade level.

FREQUENCY OF At the secondary level, lessthan ten per- TRANSMISSION cent of the telecourses wasintended for use for only onesemester. The remaining 91 percent of the telecourses was designedfor use through a fullacademic year. The frequency of lessontransmissions was greater at the secondarylevel than at theelementary level--77 percent of theelementary le' -e1telecourses was transmitted at the one lessoneach week rate while onlynine percent 'of of the secondary materials was sodesigned.

One secondary course wasdesigned for a transmission rate of one lessoneach week, four telecourses were designed on the basis of twolessons eae. weel, andfour lessons each week, and twotelecourses ;,.re intended to be used at the rate offive lessons each week.

RECORDED OR Just over half (sixof 11) of the tele- UNRECORDED courses wererecorded and available for IfttAlliaa1Nieve

USED BY OTHERS Just unchr half (fiveof 11) of the telecourses wereused by stations otherthan the producing station.

IN-SERVICE TEACHER EDUCATION

Twenty-one percent (12series) was designed for tc'cher in.serviceeducation.

FREQUENCY OF Only eight percent ofthe in-service TRANSMISSION teacher education series wasdesigned for use throughout a completeacademic year. Ninety-two percent of the series wasintended to be used during one semester. Eight of the series were tobe transmitted at a rate of one lesson eachweek, three of the series wereto be shown at the rate of twolessons each week, and oneseries was to beshown at a rate ofthree lessons each week.

RECORDED OR All of the in-serviceteacher education UNRECORDED series were recorded andavailable for reuse.

USED BY OTHERS Only three of the 12series were used by stations other than theproducing station.

-124- PK.T II--An Overview

During the last two daysof February this year(1967), 11 men and women withwide and varied experiencein mathematical education met atthe National Center forSchool and College Television inBloomington, Indiana, tostudy video tapes and kinescopesthat had been gatheredfrom all parts of the country. The purposes of theconferen...e were (a) to viewlessons from a largenumber of telecourses dealing with different phasesof mathematicaleducation; (b) to assess theadequacy of existing televisionmaterials for school or teacherinstruction; and (c) tomake sugges tions for the developmentof more effectivematerials. Some of the 11 confereeshad boen, or were,mathematics television teachers. Others were noted fortheir development of materialsfor elementary andsecondary school programs. A few were primarilyinterested in production of television materialsfor educational purposes. To use language that was common toall of the vidc3 tapesviewed: The intersection of thesesubsets was not empty.

With a quarter-inch thickstack of rating sheets before them, the panel settleddown to watch the replays of sample lessons from 57telecourses in mathematics. These had been gathered from everypart of the country- - north, south, east, and west. Most of the lessons were at the elementaryschool level, but some wereintended for secondary schoolconsumptim--at both thejunior and senior high school levels. Each tape, or film, was viewed long enough to serve asthe basis for valid judgment. Occasionally, the screeningmembers asked that a tape be cut off at theend i'ff a few minutes, forthe familiarity of the materialand the methodology shown gave an adequateindication of the whole program. At other times, one or moremembers insisted that a tape be run for its whole length,for they desired to see how the television teacherworked out the lesson.

A retrospective look atthe television teachers seen leads to someinteresting observations. There seemed to be a design tothe choice made. The television teacher looked, spoke,and acted (taught) as theintended audience had become used toin ordinary classroomsitua- tions. If the audience waselementary school teachers, then the televisionteacher looked and spokelike any in- service teacher wouldhave for the particularviewing

-125- p lic. On the other hand, forelementary school children there was a teacherwho was personable, but not glamorous; who spoke as anelementary school teacher does; and who was able to generategreat enthusiasmfor child-like activities. In short, the classroom was transferred to video tapewithout the stimulating presence of pupils or students orother teachers. Consciously or unconsciously the televisionteachers appeared the very image of a classroomteacher. In just one case didit seem thatefforts had been made to secure adynamic personality as teacher, onewho could almost qualify as a professionalperformer.

MATHEMATICS TELECOURSES TODAY

Current use. Judging on the basis of thepanel's viewing, there are fourprincipal uses of television as an instructionalmedium: (a) in-service teachertraining, (b) classroom instruction,(c) enrichment, and (d) provision of a course inmathematics that would not be available otherwise.

The in-service teachertraining telecourses are directed at elementary schoolteachers. Quite clearly, such a course originated in astate or a school system large enough to have access toeducational television facilities. Everyone of the tapes used astraight lecture method of instruction. Sometimes a few physical objects were used to illustrate aconcept, but usually a smallboard served for this purpose. The reaction of the panel was that mass exposure to someof the ideas of a new mathematics programhad been attained at asacrifice. Such tapes never involved anyonebut the television teacher.

Classroom instruction viatelevision is going on at both the elementary and thesecondary school levels. With only a few exceptions, noaudience of any sort is present. These telecourses have materialsrelated to each broadcast lesson for both the classroomteacher and students. Some- times such a telecoursehas dual purposes of pupil instruction and teacher training.

It was not clear tothe panel how a school usesthe enrichment television programs. Usually these are broadcast once each week. Does a whole classparticipate, or just a part of the class?

-126-

C4=- -` ^t^-^."-.' -^ Perhaps the most well-knownexample of mathematics material not otherwiseavailable are the NBC-"Continental Classroom" courses, "ModernAlgebra and the Teaching of Modern Algebra" and"Probability and Statisticsand the Teaching of Probabilityand Statistics." These courses included material for seniorhigh school teachers, as well as providing acomplete course in modernalgebra and probability and statistics. At the conference, there eras one instanceof such material forthe elementary grades. The others were intendedfor high school students. Such courses serve aneed that exists, for manyschools have too few studentsinterested in advanced mathematicsto justify scheduling a class. Via television, and the elaborate print materialsinvolved, such students can obtain the instruction theydesire. Calculus, for example, might be such acompletely taped course.

Quality and adequacy. Television teaching in mathematics is quite ordinary. The panel did not see any televisionteacher that it was willing toclassify as a masterteacher. It is faint praiseindeed to call the content of the programs"adequate."The content ought to be morethan adequate. There were mistakes in mathematics;the use of television as a medium was pitiful; theinvolvement of an audience was missing. Really, the panel was ofthe opinion that classroom instruction patternshad been transferred, like a decal, totelevision instruction. The limitations of classroom instruction became even morelimiting when the narrow rangeof a camera and the25-inch screen of a receiver had to be takeninto account. Television as a basic andsupplementary source. The majority of the panel'smembers were not willing toadmit that mathematics telecoursesserved as a basic resource for instruction today. They were skeptical ofthe effectiveness of a programwith the double purposeof pupil and teacherinstruction. However, a minority clung to the point ofview that a metropolitanschool system with itshundreds of new elementaryschool teachers each Year needed some sortof mass in-servicetraining.

A telecourse,ostensibly for pupils, thathad elaborate print materials for bothteachers and pupils served aneed that no other means ofinstruction could. Such a course illustrated for teachersthe "what" and "how" of themathe- matical concepts presentedand carried these aspectsof the course further withthe print materials. It seemed to this minority'that such a telecourseleft a great deal for the teacher to do,actively involving herand the pupils.

-127-- The panel grudginglyadmitted that a television course was a resourcefor students inisolated sections of the country. Some schools are sosmall that many capable students cannot getthe courses they desire and need for effectivelygoing further in theiredu- cation. The panel affirmedwholeheartedly that these students deserved betterinstruction than illustrated by the lessons it viewed.

As a resource forsupplementary instructionin mathematics, televisionhas an important role toplay. Perhaps because it issuch a troublesomeproblem for mathematics teachers,the panel emphasizedthe necessity for programs that would serve asmotivation for topics in mathematics. Another supplementary resource mentioned by severalmembers of the panel wasillus- tration of ways to teachtroublesome units. The division algorithm and introductionof negative r.embers were cited as examples. A third use oftelevision that the panel envisioned wasfor enrichment. By this the panel meant exploring atopic more deeplythan a classroom teacher was able to do. Such a unit would useall of the visual techniquesavailable to a studiobut not to the classroom teacher. Also by enrichmentthe panel meant development ofsupplementary topics fordifferent levels of studentcapabilities. There was a firm belief expressed that low achieversneeded such material, especially prepared for them,just as much as honors students needed to gobeyond a standard syllabus.

MATHEMATICS TELEVISIONTOMORROW

The television teacher. The panel becameconvinced as le:;sonfollowed lesson thatsomething must be done to make a televisionteacher more effective. As mentioned earlier, the prototypefor choice of a teacherseemed to be a rather ordinaryclassroom teacher. Some quite obviously had had littleinstruction in what todo when working in this newmedium. Direction was not apparent at all. Camera work wasmediocre. The present fad for camera close-upshas no mace inschool television. It isn't the teacher thatthe camera needs towatch but the mathematics being taught orthe visual being used.

The panel at one pointerupted into a period of lamenting that it seemed asif nothing had beenlearned from ETV's experience. Most tapes showed noevidence of knowledge of whathad been learned inschool television during the past decade. Something must be donefor the television teacher. -128- One suggestionmade by the panel wasthat the National Center forSchool and College"elevision going to establish workshops forthose persons vilo are institutes, be televisionteachers. Such workshops, or would serve to informparticipants of theinformation them to a gleaned from evaluationof ETV and expose variety of points ofview as expressedby experts in There might boillustration alsoof effec- the field. function when on tive ways for atelevision tedaler to Dress, voice, gestures,and cooperationwith camera. the camera crewsand directors--allcould form part of have instruction. Such workshopswould not need to participants from the samesubject, for theemphasis would be on techniquesthat transcendsubject matter. panel was An unusua., suggestionthat came from the teacher who viewsthe television that the classroom went on program needsinstruction. In fact, the panel to suggest thattelevision itselfmight be used to train a teacher. It is not clearwhose re:Tonsibility becomes. Is it that of anindividual such training perhaps, belong teacher educationprogram? Or does it, to the schoolsupervisory program? In the latter case, it would be on-the-jobtraining, a placewhere the instruction often provesto be mosteffective.

The characteristicsof an effectivetelevision teacher, other thanknowledge of themedium's techniques, those of a masterclassroom teacher. rlo are the same as there must be are worthyof mention. He must be dynamic; apparent on the screenmovement, action,and involvement be willing to subject of the audience. Secondly, he must criticism. By examining his own himself to severe self tape, he canand actions, perhapswatching a rehearsal should improve. There was some An effectivetelevision lesson. discussion of therequirements ofdifferent sections of Perhaps some regionsneeded a different the country. little sort of programthan another. This idea received favorable comment, forthe majority ofthe panel members National Center was felt that theresponsibility of the country wide. need for a Rather, the panelasserted, there was variety of materials,well focused,and with a carefully circumscribed audience. The panel believed described and A that distributionof programsshould be selective. corollary is that a usershould be discouragedfrom using

-129- a program for anaudience that did not fit the one described in the program. In the opinion of the panel, too many of the lessonstried to be all things to all people. That is too many mathematical ideas were touched upon. Too many audiences were contemplated. The better lessons treated one mathematical conceptin some depth,contained good methodology, and focussed, for example, on a particular elementaryschool grade. Somehow, the viewing group felt much moreinvolved in a lesson if there were students present, notprimed with answers but actively trying tounderstand and to master the concept being presentedby the television teacher. In view of the recommendation ofthe preceding paragraph, it seems that some children willbe necessary participants in future mathematics television. With them present, a television teacher candemonstrate the sort of classroom procedures that are preferredtoday. The panel asserted that one important function of ETVmight be to present new and better ways toinvolve children, elementary and secondary, in the learning ofmathematics.

A problem that the panel spent sometime discussing should be mentioned. This is the potential danger of a telemtrse alienating teachers. The :.ambers felt that danger existed if the points of view presentedvia television differed in too many respects fromthose of the on-ground teachers. An implication seems to be that a mathematics telecourse cannotbe revolutionary in character but must be evolutionary. The differences between the viewing teachers and thetelevision teacher might occur with respect to methods or content or, particularly at the elementary school level,approaches to the standard algorithms. These days there are strong opinions about the language, the wordsused in mathematics programs. If the television teacher's use oflanguage does not meet the standards ofthe viewing teachers, there is likely to be a complete rejection ofthe program.

What might be done?Teachers are aware of the need to improve the teachingof mathematics, and they also know that there are ways to learn moreabout mathematics. But the panel insisted the time israpidly passing in Nany sections of the country for in-servicemathematics courses for teachers. Success for future telecourses willdepend upon new approaches toteacher education. A possibility for such a new approach, suggestedby a member, is to design a telecourse that presentsgood mathematics in the way in which viewersmight teach the mathematics. That

-130- might say methodology. Epigrammatically, one is, turn to and now they want to that teachersknow the mathematics know what to dowith it. exists At the end ofthe two days oflooking at what mathematics telecourses,the panel'sconclusion now in been used was thatthe medium oftelevision had not yet shoestring operations. to advantage. There are too many idea writes aproposal, secures agrant, Someone with an to produce and goes intoproduction. This is not the way in mathematics orin quality schooltelevision programs, for moreprofessional- - any otherfield. The time has come perhaps--work ontelevision programs. The and more costly, of panel felt thereought to be moreinformal evaluation For example, aprototype tapecould be made, programs. Only then tried out in a fewplaces to securecriticism. should the full programbe developed. units of work Besides programsdevoted to troublesome the panel believedthere and motivationmentioned earner, should be some programsthat made clearthe, relationship other parts of thecurriculum. Perhaps of mathematics to motivational, but that such programs canbe classified as really the tenorof the paneldiscussion. Rather was not responsibility to make as the panel feltthere exists a the inter-relationsof mathematicsand clear as possible Also found ourincreasingly technicallyoriented culture. missing by the panel wereprograms thatmade clear the just a structure ofmathematics. What is desired iF it presentation of their usein list of axiomsand a formal mathematical proof but adevelopment, throughpresentation of statementscharac- of many examples,of how the same set terize all of thoseexamples. Part III--Television in PRODUCTION Mathematics Education LESSON FREQ.OF ELEMENTARYTELECOURSE..E.MININ.M111! COURSESTITLE PROD. LOCATION GCELEVEL NO.OF LESSONS LENGTH BRDCST ARITHMETIC-3 WUAnKUON 1 sz. Madison,Lincoln, Wisconsin Nebraska 3 3230 15'15' l/wk1 /wk MATH-A-MAGICARITHMETIC-3ARITHMETIC-2ARITHMETIC-1MATHEMATICS-1 WHAWUPTWHAKRMA Madison,Denver,Gainesville, ColoradoWisconsin Florida 3213 48352764 20'15' l/wk2/mo2/wk1 /wk MATHEMATICS-3MATHEMATICS-2SHAPES IN SPACE WTVSWETAKRMA Washington,Denver, Colorado D.C. 3222-3 3537834 .15' 15'20' l/wk2/wkl/wk1 /wk tJ TODAY'SSETSINTERMEDIATE AND MATH-2MATH-3 SYMBOLS COURSES WCVE Richmond,Detroit,Richmond, MichiganVirginia Virginia 32 3031 15'20' 1 /wk ARITHMETIC-4PATTERNSADTPUMVTIr IN ARITHMETIC-6ARITHMETIC-5A WHA WHAKUON Madison,Madison,Madis43n,Lincoln, Wisconsin Wisconsin WisconsinNebraska 6445 3068 15'15' 13/wk2/wk /wk ARITHMETIC-6ARITHMETIC-5EXPLORING*Public MATHEMATICS Schools Co.P.S.* WNDTKUON NewLosLincoln,Linccln, York, Angeles, N.Nebraska Y. Calif. 5-665 306427 20'15'20' 2/wk1 /wk TELECOURSEINTERMEDIATE TITLE COURSES (cont.) PROD. P ..111 LOCATION LEVEL LESSONS LENGTH nUN-FREQ.OF BRDCST. ,MATHEMATICSLET'S FIGURE-4SOLVE IT-5 WILLKQEDKQED Carbondale,SanDenver, Francisco, Colorado Illinois Calif. 45-6 122731 30'20'20' l/wk1/wkl/wk1l/wk /wk MATHEMATICS-4MATHEMATICS-5 KRMLKRM1, Denver, Colorado 65 3531 20' l/wk MATHEMATICS-6SPEAKINGPRIMARY CONCEPTSOF NUMBERS OF MATH WNYiWMH1D21.KRML.Denver, Brooklyn,StateSanSchenectady, Francisco,of N.Y.Pennsylvania N.Y. Colorado Calif. 3-46656 152728 30'15'20'20' 1/wk1 l/wk/wk WONDERFULTODAY'STAKETODAY'S A NUMBERMATH-4 MATH-6MATH-5 WORLD OF WCVEMPAT:KQEL Lafayette, Richmond,Richmond, Virginia Virginia Indiana 46 3012830 20'20'25' 1/wk4/wk11/wk /wk SECONDARYNUMBERS COURSES 160 30' 5/wk ALGEBRACALCULUSCALCULUS III WHROWENH Aorfolk,SouthDurham,South Carolina Carolina VirginiaNew Hampshire ETV ETV 8-910-129-106-910-12 15120125160 30'30'30' 4/wk4/wk5/wk1 /wk MATHEMATICS-7MODERNMATHEMATICS-8GREATER MATHEMATICS-7 CLEVELAND Department of Public MATH Instruction WVIZWFPKKTCA Minneapolis,L')uisville,Cleveland,Louisville, Ohio Ky.Ky.Minn. 78 14462 20'30'20' 4/wk2/wk TELECOURSESECONDARY COURSESTITLE .(cont.) PROD. PROD LOCATION ION LEVELGRADE LESSONSNO.OF LENGTH BRDCST. =ON FREQ.OF PATTERNSTHESEEING THIRD THROUGHIN MATHEMATICS RMATHEMATICS 1 WHA Madison,Arling':onAlabama Wisconsin ETV Hts.,I11. 8-911-127 387676 20'25'25' 2/wk2/wk COMPUTATIONALIN-SERVICE TEACHER SKILLS COURSES City RS! Los Angeles, Calif. In -s 4 30' 1 /wk ,J441., MATHEMATICSMATH IN-SERVICEEDUCATION WFSUKFMEKTCA Tallahassee, Minneapolis,Fargo, N.D. Minn.Florida In-sIn-sTn -s 101228 30'25' 1l/wk /wk MODERNMATHEMATICSSMSGSETS MATHEMATICSMATHAND SYSTEMS WPSXWETAPINEDKFME Univ.WashiLgton,Buffalo,Fargo, Park,N.D. N.Y. Penn.D.C. In-sIn-s 301524 30'50' 2/wk1l/wk2/wk /wk TEACHINGSTRUCTURETHETFACHING THIRD MATHEMATICS OF MODERNANDR ARITHMETIC ALGEBRA MATH WPSXKDPSKTCA Minneapolis,Mohaw:c-HudsonUnive::sityDes Moines, Park,Minn.Iowa ETV, Penn. N.Y. In-sIn-s IS353815 30' 2/wk3/wk1 /wk INSTRUCTIONAL TELEVISION IN MUSICEDUCATION In a singular effort to stimulate the development of increasingly effective television materials for the nation's schools, the National Center for School and College Television is conducting conferences to assess television materials now being offered in specific subject areas.

This report concerns NCSCT's conference on television in music education. It is divided into four sections:

*Part Iis a status report of music telecourses being offered in the United States by educational television stations during the 1965-66 school year.

*Part II is an overview of the discussion among the seven music and instructional authorities who participated in the conference.

*Part III is a tabular breakdown of the information gathered for the conference. Here, one can see at a glance what is being offered to students across the country.

*Part IV is a listing of descriptions of the music telecourses offered in 1965-66. The descriptions are drawn from the sample lessons and printed information made available by stations for the conference.

At the conference, the educational and instructional television authorities viewed sample lessons from telecourses, reviewed priated matcTials (Tanrhear' C manual), and then, during the final session, considered the state of television in music education.

The authorities who joined the NCSCT staff at the conference are Emile H. Serposs, director of the Division of Music for the Chicago Board of Education; Jack Watson, dean of the College-Conservatory of Music, University of Cincinnati; Raymond L. Smith, director, Instructional Television Service of KQED, San Francisco; Colby Lewis, professor of Television and Radio, Michigan State University; Imogene Schwanke, music supervisor, Monticello Public Schools, Monticello, Indiana; Dorothy G. Kelley, professor of. Music Education, Indiana University; and Donald Jones, coordinator of institutional radio and television, Standard Oil Company of California.

-136- Part T--The Status of ITV in Music Education

For theconferenc'.., NCSCTcontacted116 educational television stations. This portion of the report is based upon materialsand information made available by 75 educational television stations. The report does not consider the materials beingdeveloped and offered by closed-circuit facilities or by commercialtelevision stations. It was reported that 138music telecourses were being offered by 55 educationaltelevision stations. Of these courses, 103 weredifferent and the remaining 35 were broadcast by more than onestation.

GRADE The division of the total offeringsof EMPHASIS instructional television series according to grades showed that94 percent were intended for elementary grades, with 56 percentaimed at primary and 38 percent at intermediategrade levels. Secondary grades were being offeredonly five percent of the total, with one percentdesigned for grades 9-12 and four percent designed for grades 7and 8. The remaining one percent was beingbroadcast for in-service teacher education.

LENCTHr nr Elementary grade lessons most frequently ...... LESSONS were 15 minutes inlength; secondary lessons, most frequently 30 minutes;and all in-service teacher education telecourses were30 minutes in length.

On the elementary level 62 percentof the lessons in all courses being offered were15 minutes in length. At the secondary level, 67 percent were30 minutes in length and 33 percent, 20 minutes. Lesson length ranged from 10 to30 minutes.

NUMBER OF The number of lessons in an entire tele- LESSONS IN course wasdependent upon the frequency TELECOURSE of lessons each week and whetherthe telecourse was broadcast for a fullacademic year, a semester, or part of a semester. Telecourses ranged in number from one lesson to 180. The largest number of courses had 61 or more lessons: generally,these were the courses

-137- that had two lessons a week for a fullacademic year. Series with 31-40 lessons, the secondlargest grouping, were usually designed tohave one lesson a week. Remaining telecourses were evenly distributed amongthese groupings: 1-10 lessons, 11-20 lessons, 21-30lessons, and 51-60 lessons.

WEEKLY Eighty-five percent of the telecourses FREQUENCY had one or two lessons a week. Forty- OF LESSONS eight percent of the telecoursest had one lesson a week: 96 percent for K-6 aad four percentfor secondary. Thirty-seven percent of the telecourses had two lessons a week: all forK-6. Forty-nire percent of the telecourses had lessons that wererebroadcast at least once during theschool year.

TAPE OR Eighty-seven percent of the educational LIVE television stations reporting indicated that the telecourses they broadcast were recorded on 'videotape (83 percent) or on film (four percent) to insure reuse. The remaining 13 percent of the telecourses being offered were unrecorded.

OUTSIDE One-fourth of all music courses offered SOURCES were produced in places otherthan the broadcasting station. Of the stations broadcasting music courses, one-third wereoffering courses produced outside of their locale.

Part II--An Overview

Seven authorli.les in music educationand instructional television found little to be enthused about afterviewing portions of 70 lessons from almost every telecoursebeing broadcast in the United States today. The seven met with NCSCT staffers in Bloomington, Indiana.

Greatest concern was for lack of musicianshipdisplayed by some of the teachers and the generally poor qualityof their teaching. While concern was also expressed for the evident lack of imagination, creativity, performance, and continuity, special emphasis was placed on the pivotal importance of the television teacher, the qualityof his teaching, and the adequacy of his musicianship.

-138- One conference participantforwarded the discouraged opinion that "television in musiceducation is existing iii spite of itself." However, one of the conference'sfindings was that televised music education--whether or notthe classroom teacher welcomes it and whether or notit is as effective as it mightbe--is being widely used in thenation's schools. More and more administrators areturning to. television in an effort to reach largenumbers of students with too few teachers and tobolster the quality of a school system's music instruction.

While the music and instructionaltelevision authorities appreciated the difficultyof producing music lessons for television,they insisted that steps must be quickly taken toimprove the quality and effectiveness of what is being telecast. They pointed out that both educatorsand broadcasters have a decade of experience that must bemeasured and used. Yet, in spite of their disappointment,they remained optimistic about television's potential in musiceducation.

Consensus was that television inmusic education can be used as a major classroom resource toinitiate instruction as a comrlemeritary resource toreinforce the classroom teacher's presentation, or asenrichment to extend the range of cont ntand to broaden student experiences. There was general agreement thattelevision can also play a metIningful partin in-service and pre-serviceteacher education.

i considering the crucial components of aneffective television lesson in music the participantsstressed the importance of selecting an effectivetelevision teacher. (Throughout the conference, each authorityreturned again and again to the importanceof the teacher.) The teacher must appreciatehis own limitations, must be aware of the sensitivitiesand the needs of both the classroom teacher and thestudent, must involve the classroom teacher, mustbe musically competent, must beable to make available to the classroomfirst rate performances, and must possess certain uniquecharacteristics necessary for a television teacher.

In selecting materials tobe used in the television lesson, television teachers mustmake careful decisions about learning objectivesand how best to reach those

-139- objectives. Then, and only then,should lessons be planned and materials developedfor presentation. Consensus was that musicselected for either singing or listening mustbe musmusically valid and that television lessons ought to berelated to major texts at levelswhere texts are being used. Another suggestion generally agreed upon wasthat supplementary classroommaterials might be made available for usewith a television course,should not be too long,should contain scores for themusic used in the television lesson,and should not assume thatthe classroom teacher has much timefor before and after-lesson activities.

There was agreement thattelevision teachers must do more to motivate students and that they should strengthen both lesson and coursecontinuity, organization, and structure.

"The sample television lessonsdemonstrate very little thoughtful motivation. There is little genuine effort to interest students inwhat is being presented or in trying tomake students like music," oneauthority commented. Without adequate two-waycommunication between the television teacher and the classroom,singing should be taught only on a "This is howit ought to be done" basis. There was general agreementthat songs ought to betaught for a purpose consistent withthe lesson's overall objectives. "Enjoyment in music educationthrough television should not be equated with fun,"another authority said. "Enjoy- ment, he continued, "is amajor but not the soleaim of music education. Music education must alsocontribute to the individual's totaldevelopment--for instance, listening and analytic skills." The others agreed andoutlined other goals toward which televised music educationought to be striving: television ought to helpstudents understand what makes music--melody, singing,instrument playing, listening, body movement.

television ought to helpdevelop certain basic concepts about music.

-140- objectives. Then, and only then, should lessons be planned and materials developed for presentation.

Consensus was that music selected foreither singing or listening must.be musically valid and that television lessons ought to be related to major texts at levelswhere texts are being used. Another suggestion generally agreed upon was that supplementaryclassroom materials might be made available for use with a television course,should not be too long, should contain scoresfor the music-used in the television lesson, and should not assumethat the classroom teacher has much time for beforeand after-lesson activities. There was agreement that television teachers must do more to motivate students and that they should strengthen both lesson and course continuity,organi- zatioA, and structure. "The sample television lessons demonstrate vary little thoughtful motivation. There is little genuine effort to interest students in what is beingpresented or in trying to makestudents like music," one authority commented.

Without adequate two-way communicationbetween the television teacher and the classroom, singingshould be taught only on a "This is how it ought to bedone" basis. There was general agreement that songs ought tobe taught for a purpose consistent with the lesson'soverall objectives. "Enjoyment in music education through televisionshould not be equated with fun," anotherauthority said. "Enjoy- ment, he continued, "is a majorbut not the sole aim of music education. Music education must also contribute to the individual's total development--forinstance, listening and analytic skills." The others agreed and outlined other goals toward which televised music education ought to bestriving:

television ought to help students understandwhat makes music--melody, singing, instrumentplaying, listening, body movement.

television ought to help devallop certain basic concepts about music.

-140- television ought tohelp develop astudent's techniques of perceptionand performance. television ought todevelop a refined tastein music.

television ought tocontribute to the student'stotal development by furtheringhis understandingof the creative his process and adeeper understandingof himself through by the own emotionalresponse tothe music being used television teacher. television ought tobring into theclassroom materials usually not available. television ought todevelop materialsthat appeal to both girls and boys.

Calling for anincrease in depth ofmusical under- ,Jtanding as students move upthe academic ladder,the conference noted thattelevision in musiceducation is currently most widelyused at the elementarygrade level. At the elementarylevel, the expertsemphasized that television teachers maketheir lessons enjoyableand teachers stress develop- imaginative. They also urged that ment of listeningskills as opposed tosinging skills. suggested that a teamof To accomplishthese goals, they television teachers may proveeffective. TELECOURSE TITLE PROD. Part PiaTOTTUff-LOCATIONIII,z-dTV in Music EducationLEVELGRADE 11070FLESSONS7-10 LENGTH 8 LESSON FREQ.OF USED 30' BRDCST.1/mo OTHERS T* yes BY ACCENTAMERICACONCERTS ON SINGSMUSIC FOR YOUNG Classroom21 inchWOK WQEDKYNE Omaha,Boston,Pittsburgh, Neb. Mass. Pa. 4-95 431 30'15' l/wk TT nono DO RE MI PEOPLE GeorgiaCouncil ETV 4-59-12 335 20'30' 1/wk TT nono FEDORFROMFINEINTRODUCING KABALINARTS:THE RECORD MUSIC MUSICSYMPHONY SHOPWORKSHOP WUCMKVTEKTCAKLRN Austin,MichiganUniversitySacramento,St. Paul, Texas City, Minn. Calif. 64-63-6 3214S 20'25'20' 12/mo /wk TL ** yesno INVITATIONIT'SINVITATION MUSIC TO TIMETO MUSIC MUSICORCHESTRA Los .Ang Schls. KERACity LosDallas, Angeles, Texas Calif. 43K-31-2 326216 15'30'15' l/wk1 2/wk/wk TT noyesno JANLET'SKEYSKEYNOTES KOK TO ENJOYMUSIC MUSIC OF MUSICTHEATER WFMEWENHKTPSKYNE Omaha,Orlando,Durham,Tacoma, Neb. N.H.Fla.Wash. 1-642 18070..31 - 15'20' 2/wk15/wk /wk TLT nono LET'SLET'S EXPLORE MAKELISTEN MUSIC MUSICAND SING WCVEWCVEKYNEKTPS Richmond,Omaha,Tacoma,Richmond, Neb. Wash. Va. Va. 21I3 337026 30'15'30' 1l/wk1/wk2/wk /wk TT nono 1*L -Live*TLIVINGLET'S -Tape MAKESINGWITH MUSICTOGETHERMUSIC WCVEKYNEKCTS Omaha,Richmond,Seattle, Neb. Va.Wash. 463 692631 15'30'15' 12/wk /wk T noyes TELECOURSE TITLE PROD. LOCATION'Oli 1 LEVEL 1-6 LESSONS LENGTH 34 25' I 1 l/wkBRDCST.FREQ.OFUSTUN7 OTHERS T no MAGICMERRILYMELODY MUSIC TIMESING WJCTWDCNKCTS Nashville,Jacksonville,Seattle, Wash.Tenn. Fla. .132 7033 20'15' 2/wkl/wk2/wk 'TTL noyes MUSICMUSIC ONETWO THREEFOUR KPECKPEC Tacoma,Tacoma, Wash. Wash. 4325 10070100 20' 3/wk L nono MUSICMUSIC-2MUSIC-1 FIVESIX KETAKPECKETA Tacoma,Norman, Wash. Okla. 6321 7072 15'20' 2/wk2/wk TL nono MUSIC-3MUSIC-6MUSIC-5MUSIC-4 KETAKETA Norman,Norman, Okla. Okla. 4655 72 1St15'15' ?2/wk /wk T nono MUSIC-5MUSICMUSIC-6 GRADE 32 KWCSKRMAKWCS Ogden,Denver, Utah Col. 64-6.32 70353170 20'20'207 1/wkl/wk2/wk1/wk- LTL ncno MUSIC-2MUSIC-1MUSIC 5-6GRADE 4-6 WNEDKTCAKRMAKTCA Buffalo,Denver,St. Paul, Col.N.Y. Minn. 3215-6 121128 15'20'15' 1/wkl/wki /wk TT _ yesyesiiu MUSIC-4MUSIC-3MUSIC-KMUSIC-6MUSIC-5 KTCAKTCA St.St. Paul, Paul, Minn. Minn. K465 - 1110 15'15' l/wk1 /wk TT yes TELECOURSE TITLE PROD. ---PROTITCnON LOCATIUN LEVELGRM1115:171.0F LESSONS LENGTH BRDCST. USED OTHERS BY MUSICALMUSIC BOX CARROUSEL WFPKKOAP/KOAC Corvallis,Louisville, Ore.Ky. 453 722972 15'20' l/wk2/wk LL nono MUSIC FOR YOULISTENING MPAT I WMVS/Ala.ETV Montgomery,Milwaukee,Lafayette, Ala. Wis.Ind. 4-615-6 32864 15'20'30' 1/3WksTl/wk1/wk TT noyes MUSIC FOR YOU (middle(lower primary)primary) WMVS/WMVT Milwaukee, Wis. 32 88 15'15' 1/3wksT1/314ksT no MUSICMUSIC FOR YOU 4-6 (upper primary) FOP. YOUNG PEOPLE WMVTWDCNNETWMVTWMVS/ Milwaukee,Nashville,New York, Wis.N.Y. Tenn. 44-6 6138 30'20' 1/3wksl/wk T T yesnono MUSIC MAKERSROOM 321 WKNOWMSB Memphis,East Lansing, Tenn. Mich. 3211-2 606960 IS'15'10' 2/wk T noyes MUSICMUSIC ROOM 654 WKNOWKNO Memphis,Memphis, Tenn. Tenn. 645 3560 15'15' 1/wk TT no 31*K -KinescopeMUSICMUSIC TIMETIME KDPS LesDesDes Moines, Moines, Iowa Iowa 426 3535 15'151 l/wk1/wk TT no lomaimmicioillimiNWW -ffWATT1075F MUSICTELECOURSE TIME TITLE PROD.KDPS PRODUCTIONDes Moines,LOCATION Iowa LEVEL LESSONS13 LENGTH 35 LESTONFRtQ.Og7=ITTFT35'15' BRDCST,l/wkl/wk OTHERS TT no MUSICMUSICPATHWAYS TIME TIME I TOII DISCOVERINGMUSIC ETVKDPSETVGa. Atlanta,DesAtlanta, Moines, Iowa GeorgiaGeorgia 3-4INS5-6INS 33434 30'30' TT nono PRIMARYPATTERNSRHYMES, MUSIC INRHYTHMS MUSIC OVERVIEW &MUSIC WCVEKOAP/KCTSKOAC Portland,Richmond,Seattle, Ore.Va.Wash. 45INS 68301 30'25'15' l/wk12/wk TT yesno SINGSING,SING A ANDSONGCHILDREN, PLAY AT SIGHTROUNDS SING WGBHGa.ETVKCSD Boston,Atlanta,Kansas City,Mass. Georgia Mo. 4K-3K-21-3 16153352 20'15'15' 2/mo2/wk1/wk LKT noyes SINGING,SINGINGSING HI, ANDSINGLISTENING DOING LO DOING & MPATI NETKYNE NewLafayette,Omaha, York, Neb. N.Y. Ind. K-33 3464 1/2-20' 15' 1 2/wk/wk TL yesno SINGINGSOUNDS,SONGS ANDTOGETHER SONGS SOUNDS AND KCTSKTCA St.Seattle, Paul, Minn.Wash. 33 6468 %-l5'2 15' 2/wk1 /wk T yes THERETAKESTEPPING NOTE IS MUSICINTO RHYTHMIN THESYMBOLS AIR WVIZWNEDKQET Ogden,Cleveland,Buffalo,Cleveland, Utah N.Y. Ohio Ohio 4-6K-1K-21-2 36322228 15'20'20' 12/wk /wk TTT nonono TELECOURSE TITLE IMIOR WMSBPROD. EastPRODUCTION Lansing,LOCATION Mich. GRADELEVEL NO.OF LESSONS3-4 LENGTH 33 LESSON 30' FREQ.OFBRDCST.l/wk USED OTHERS BY T no UTIME AND FOR I INMUSIC MUSIC Central MichETVKQET Marquette,Ogden, Utah Mich. 3-44-6K-3 3552 15'15'15' 1/wk2/wk TT noyesyes UNDERSTANDINGU AND I IN MUSIC MUSIC I WMHTWW1KQET Ogden,Schenectady, Utah N.Y.N.Y. K=225-63-4 32333130 15'15° 1/141/wk1l/wk /wk TT nono C' WEWORLDWORDS READ ANDOFAND MUSIC MUSICSING WEDUETVGa.KYNE Atlanta,Tampa,Richmond, Fla. Georgia Va. 64-6 -7 3334 20'25' 1l/wk /wk T noyes Part 6

TELEVISION IN SCIENCE EDUCATION

-147- This report concerns theNational Center for School and College Television'sconference on television in science education. The conference was conducted to assess televisionmaterials now being offeredin science in an effort to stimulatethe development of increasingly effective television materialsfor the natior's schools. The report is divided intothree sections:

*Part Iis a status report ofscience elecourses being offered in the UnitedStates during the 1966-67 school year. *Part II is an overviewof the discussion among the eleven science andtelevision authorities who participated in the conference.

*Part III is a tabularbreakdown of the information gathered. The materials listed inthis section form the basis for Part I.'Lessons from most of thetelecourses listed here were viewedduring the conference.

The eleven confereesviewed sample lessons from telecourses, reviewed printmaterials (teacher's manuals and student work materials),and, during the final session, considered the stateof television in science education.

The eleven authoritieswho joined NCSCT staff members at the conference areMildred Ballou of Ball State Teachers College in Indiana;Lawrence Binder of the National Science Foundation;Lee Franks, executive director of television forthe Georgia State Department of Education; RobertGerletti of the Los AngelesCounty Schools in California; RichardHaney of the University of Wisconsin; Arthur Livermoreof the American Association for the Advancement ofScience; Rhea Sikes ofeducational television station WQED inPittsburgh; Donald Statler of the Portland, Oregon,Public Schools; Fred Tuttleof the National Aeronauticsand Space Administration;Paul Westmeyer of Florida StateUniversity; and Donald Wood of the Educational TelevisionBranch of the Hawaii Department of Education.

-148- Part I--The Statusof Television in Science Education

For this conference,questionnaires were sent to 116 educational televisionstations and two closed- circuit facilities. Information resulting fromthose questionnaires is the basisfor this section of the report. This report does notconsider materials developed or offered bycommercial television stations. It is concerned withmaterials used only in classroom instruction. Seventy-nine differenttelecourses were found in use at theelementary%and secondary levels. One program was designedfor use at the elementarygrade level.

ELEMENTARY GRADE LEVEL

GRADE The division according togrades re- EMPHASIS vealed a heavy but anticipated emphasis on materials designedfor elementary education. Eighty-two percent of thetelecourses (66 courses) was designed for use at the elementarygrade level.

Seventy-three percent (47courses) was intended for the intermediategrades (vales four throughsix) while 27 percent (19 courses) wasintended for the primary grades (K throughthree).

FREQUENCY OF Of the sixty-six elementarygrade TRANSMISSION level telecourses, 73 percent was designed to be used throughoutanentire academic year, and 27 percent wasintended for use for a single semester.

Of the sixty-sixtelecourses, 40 had atransmission rate of one lessoneach week, 22 telecourseshad a rate of two lessons each week,and four telecourses had a rate of three lessonseach week.

RECORDED OR Almost 90 percent of thetelecourses at UNRECORDED the elementary grade level wasrecorded and available for later use.

USED BY Less than one-third ofthe telecourses was OTHERS used by stations otherthan the producing station.

-149- SECONDARY GRADELEVEL

Thirteen telecoursesweredesigned for GRADE grade level. This was EMPHASIS the secondary 17 percent ofthe total numberor tAlArmirses. Of the 13secondary gradelevel tele- FREQUENCY OF designed courses,nearly 77 percent was TRANSMISSION and 23 percent for use for acomplete academic year, wasdesigned for onesemester. rate Five of the13 telecourseshad a transmission each week, threetelecourses had arate of one lesson had the of two lessonseach week, asingle telecourse week, and fourtelecourses rate ofthree lessons each had a rate offour lessonseach week. recorded and RECORDED OR Eleven telecourses were UNRECORDED available for later use. Six of thetelecourses wereused by USED BY than the producing OTHERS stations other station.

IN-SERVICE TEACHEREDUCATION teachers Only one 30-minuteprogram wasdesigned for education.

Part II--AnOverview meetings withscience NCSCT isconducting additional authorities as aresult of itsfirst assess- and television The science ment oftelevision inscience education. of television'spotential inscience authorities, convinced to permi further education, urgedadditional conferences development ofstandards fortelel-Ision analysis, the and ti sting production, and thedevelopment of review those standards. methods for .terials based on status of The 11 authoritiesexplored the current lessons forelementary andsecondary televised science discussed At the conferencethey viewed and schools. the output ofmost portions of 80lessons, representing television stationsin the country. of the educational to permit They were able toreview enoughof each lesson valid judgments. Among the subjects considered werethe quality of the television teaching, the science contentof the lessons, the validity of television as aninstructional medium in science education, the objectivesof televised science lessons, and the usefulness ofrelated materials such as teachers' guides. Comparisons were made between the functions of the television teacher andthose of the classroom teacher. While there was not complete agreement amongthe conferees on all points considered, several generalizations and questions concerning the overall useof television in science teaching was formulated. These are here reported. There was agreement that improvements areneeded in all phases of school television in scienc education.

Use of the Medium. Four major functions of televised science lessons were identified. Some telecourses apparently are intended as the sole instructionavailable. In a large number of instances televisedlessons represent the major portion of the science program. These lessons are intended to receive support from aclassroom teacher in the form of introductory lessons, summary lessons, drill, and testing. A third kind of situation involves the use of television as a minor contributor to the instructional program which, in turn,is accompanied by other instructional activities and media. Still a fourth use is the influence the television lesson's content and method has on the classroom teacher. In one instance the in-service education of the teacher was the explicit aim. In most other instances possibilities. for the television lesson to effect the classroom teacher in terms of his subject matter competency, his attitudes toward science teaching, and his teaching techniques were obvious. These influences caused considerable speculation among the conferenceparticipants.

The effectiveness with which televisedscience lessons can serve these functions mustbe explored. In spite of the use of television for instructional purposesthere still remains a great need for classroomteachers who are well prepared in terms of subject matterand teaching ability. On the other hand, the television teachertends to assume a significant place in thescience program and his influence cannot be ignored.

-151- Quality of Television Teachin &. The role and influence of the television teacher is not fully understood at present and should be the subject of further research. The conferees identified two attributes of a good television teacher:

. .(l) He must have the ability to develop some form of rapport with his audience and tobe skillful in communicating with his unseen pupils.

. . .(2) He must have an excellent understanding of his subject matter. These qualities, of course, are related. It appears that the quality of the teaching in a majority of the television lessons is not superior to that in many classrooms. Very likely increased attention must be given to the selection and training of television teachers. Perhaps there is a need also for supervision of the television teacher in termsof the validity of the subject matter, the organization of the lesson, the use of scientific apparatus,and the use of appropriate teaching procedures. Throughout the discussions at the conference it was difficult for the participants toseparate in their thinking the performances of the television and classroom teachers. The following comment was typical. "Regardless of what we want television to contribute, the television teacher becomes a model for all other teachers; if he stresses verbal learning the classroom teacher will do likewise." Few generalizations concerning classroom and television teachers were possible because of the great variation in the quality of teaching. Some television teachers are better than some classroom teachers and vice versa. Attempts to make this comparison are complicated by the fact that these two teachers are not always trying to do the same thing. The criteria for judging who is "better" are not clear at present. The fact that these comparisons were attempted probably illustrates the conferees' uncertainty concerning the roles of these two persons. The prominence of the television teacher in the lessons was questioned by some who thought that perhaps the content should be more dominant than the teacher. On the other hand the personality of the television teacher

-152- may have an importantinfluence on learning, a fact which is not fully understood or exploited at present. Since the televised science lesson is usuallyemployed as part of a larger instructional programcarried on within the school, the classroom teacherand the situation within which he operates shouldbe the subject of research.

In The lessons that were viewed one or twoattempts were made to involvethe pupils as more than passive receptors of information. In one lesson the television teacher provided a three-minute breakduring which the pupils were to discuss the points madeearlier. Other possibilities for stimulating pupil involvementemerged during the discussions. Among these was the suggestion that the television lesson be so structuredthat the classroom teacher could turn it off whenthe students had reached a desirable level of readiness forwork on their own. It was also thought that the television teacher could suggest pupil activities to beperformed in the classroom or at home.

Contents of the Lessons. In many lessons there were subject matter errors which could have beencorrected had the lessons been viewed by subject matterspecialists. Two types of errors occurred, both common totelevision and classroom instructor. Errors committed in televised lessons, however, are perhaps more seriousbecause of the size of the viewing audience. One type of error occurs when the teacher is trying to simplify inorder to adapt material to the level of pupil maturity. The problem of reducing the frequency of this type of error willbe solved only after curriculum workers have a greaterunder- standing of the ways in which children conceptualize natural phenomena. To what extent can an adult topic be simplified without d'stroying itsvalidity at the pupils' level of understanding? The second type of error results simply from the teacher'smisunderstanding of the subject. These errors can be reduced by improvements in the education and selection of teachersand the use of science curriculum consultants during theproduction of television lessons. The appropriateness of much of the contentfor presentation by means of television can alsobe questioned. In many of the lessons the content was notselected on the basis of the unique qualities ofthe television medium. Much of what was viewed could just aswell have

-153- been taught byclassroom teachers. This leads to the question of exactlywhat the role or rolesof school television should be.

Validity of Television as anInstructional Medium. participants in the The 80 televisionlessons left the conference with a strongimpression that the roleof school television inscience educationneeds to be clarified. There is a need todefine what aspects of the science programshould be dealt withby means of television. Who should determinethe science curriculumfor a particularclass? Several participantsexpressed the point of view thatthe classroom teachershould be the one to selectthe specific content tobe taught and the learningactivities to be employedin the classroom and thattelecasts should beemployed along with other media. "The -ontent has to besupplied by some route and television can be oneof these routes,"said one conferee. The effectiveness of atelevised lesson depends not only on itssubject matter but also onthe ways in which the videotapeis used in theclassroom. To aid the teacher,guides are needed thatshow the relationship of the lesson tothe total science unit and course. Guides should alsocontain suggestions for introductory andfollow-up lessons. Many of the guides accompanying thesample lessons studiedduring the conference couldhave been improved.

One of the uniquefeatures of television isthe rigid schedule of thebroadcasts which requiresthat children in all participatingschools view a given lesson at the same time. Some confereesregarded this as a "straightjacket" that inhibitsthe flexibility of the program inindividual schools. Others defended it in terms of thestimulus it providesfor all schools to keep from laggingin their treatment ofthe subject. To overcome thisattribute of televisedlessons that are broadcast someproposed that a "systemsapproach" be developed in whichvideotaped lessons or portionsof lessons would beaccessible to classroomteachers over closed-circuit systems atthe push of a button.

-154- Objectives of Television Instruction. Participants inthiFEEFFIFEFIEFIiaTiiiiiigest and explore other innovations in the use of televisionin science education. At one point they were asked,"If we could remake science instruction, whatrole would you like to see television playing inthe near future with the use of the presenttechnology?" Among the response were the following:

. . .(1) Television should be used for the in-service education of teachers in terms of bothsubject matter and instructional methods. Lessons might be used to describe and to show ways of implementingthe materials produced by recent science curriculumprojects. tele- . . .(2) Emphasis should be placed on the use of vision to aid the classroom teacherand not to replace him. Lessons should be designed to come at avariety of places in a science unit and tobe more peripheral than central, so that the predeterminedbroadcast schedule would not set an unrealistic pacefor many schools. Televised lessons that supplement thescience unit by raising questions, showingapplications of principles, and bringing in relevant currentevents are of the type thatcould serve this function.

. . .(3) Televised lessons should be subject to continual revision and innovation. The medium's flexibility should be exploited to keep thetelevised materials up to date, free from error, and asrelevant to the courses of study as possible. func- . . .(4) Television can serve a public relations tion for the schools. Parents should be encouraged to view the broadcast and learn fromthem ways in which they can work with their children inscience. Good public relations can also be achievedby means of telecasts describing the schools'science program and objectives.

Conclusions. The major accomplishments ofthe conference were the general explorationof the status of the art, the identificationof problems, and the exploration of issues. "Need research" was a recurrent theme in the discussions. Television. in education is apparently here to stay. At present it has many faults and unrecognized potential whichneed to be explored.

-155- Teachers are usingtelevision and we have tofind out how and why. Above all, the questionof how television ought to be used remainsunanswered. This exploratory conference is beingfollowed by anotherNCSCT-sponsored conference in whichschool television in scienceeducation will be more thoroughlyanalyzed and standards for the development of televisedlessons will be suggested. PRIMARYTELECOURSE COURSES TITLE Part III--TelevisionPROD. in Science TODUCTION LOCATION EducationLEVELGRADE LESSONSNO.OF LENGTH BRDCST. LESSON FREQ.OF ALIVEALLFIRST ABOUTAND-ABOUT LOOK YOU AT SCIENCE WGBHWEDHKCTS Hartford,Seattle,Boston, Mass.Conn.Wash. 311-2K-3 33112629 20'15' 1/wk1 1/wk /wk JUSTDISCOVERINGISN'T WONDERING IT WONDERFUL SCIENCE KOAPKDPSKLRNKOAC/ Eugene, Oreg. Austin,DesBoston, Moines, Tex. Mass. Ia. 312 351531 15'15' 3/wkl/wk1/wk iL EXPLORINGPRIMARYLAND AND SCIENCESCIENCE-2SEA WXXIWGBHKDPSKCET DesLosRochester, Moines,Angeles, N.Y.Ia. Calif. K-3321-2 351632 15' l/wk1i 2/wk/wk SCIENCESCIENCELANDSCIENCE-3 ISCORNER DISCOVERYEVERYWHERE MPATIMPATI WTVSKTCA Minneapolis, Minn. Detroit,Lafayette, Mich. Ind. 31-22 353632128 15'20' 12/wk1/wk /wk WONDERINGNEIGHBORHOODSCIENCE IS WITHWITH FUN EXPLORERSCHARLIE SCIENCE WGBHWKNOWTVSETV Memphis,Detroit,Boston,St. Lawrence Tenn.Mich.Mass. Valley, N.Y. K123 14351556 15'20' 1l/wk 2/wk/wk A ATIME TIME*PublicINTERMEDIATE TO TO DISCOVER WONDERSchools COURSES P.S.*P.S. Santa Ana, Calif. Santa Ana, Calif. 34 7171 15'15' 2/wk PRODUCTION----- GRADE NO.OF LESSON FREQOOF BRDCST. TELECOURSEINTERMEDIATE TITLE COURSES (cont.) PROD. LOCATION LEVEL LESSONS5 LENGTH 20' ADVENTURESELEMENTARYALL ABOUT IN SCIENCESCIENCE-5 SCIENCE WHROWDCNKNME Norfolk,Nashville,Albuquerque, Virginia Tenn. N.M. 4665 70703472 30'20' 2/wk2/wk EXPLORINGELEMENTARY SCIENCENATUREWITH SCIENCE-6 SCIENCE MPATI WYNEWGBHKNME Albuquerque,Brooklyn,Boston,Lafayette, Mass. N.Y. Ind.N.M. 55-6 3064 20'30'30' l/wk1/wk2/wk2/wk co FOCUSLET'SINQUIRY ON EXPLOREINVESTIGATE SCIENCEINTO LIFE SCIENCE WXXIWGBHWETAKOACKOAP/ Washington,Boston,Rochester,Eugene, Mass. Ore. D.C.N.Y. 4-65-74 153014 30'15' l/wk1/wk NOWPROBINGPRIMARY WHAT? SCIENCECONCEPTS OFSCIENCE WQEDD.P.r!PennsylvaniaKYNE Pittsburgh,Buffalo,Omaha, Nebr. N.Y. Pa. 3-44-64-55 101533 20'20'15' 1 2/wk1/wk /wk SCIENCE-4SCIENCE 4-5 WHROWQEDWNEDP.S. Anaheim,Norfolk,Pittsburgh, Va.Calif. Pa. 445 616834 25'15'20' 1 2/wk/wk SCIENCE-5SCIENCE-6**Department of Public InstructionMPATI WQEDWQEDP.S. Anaheim,Pittsburgh,Lafayette,Pittsburgh, Calif. Pa.Ind. Pa. 65 4932496 20'25' 12/wk 1/wk2/wk/wk TELECOURSE TITLE PROD. PRODUCTIONLOCATION GRADELEVEL NO.OF LESSONS LENGTH LESSON FREQ.OF BRDCST. SCIENCEINTERMEDIATE ADVENTURES COURSES (cont.) KYNE Hartford,Omaha, Nebr. Conn. 4-64 3226 20'15' l/wk1/wk SCIENCESCIENCESCIENCE ISIN AND FORAINDUSTRY WAYYOU YOU OFTHINKING WEDHKQEDP.S.KDPS DesSanLos Moines,Francisco, Angeles Ia. (City), Calif. Calif.6 4-665 65283317 30'20'15' l/wkl/wk3/wkl/wk SCIENCE LABTODAYSPOTLIGHTROOM II WETAWVIZKERAKYNE Omaha,Washington,Cleveland,Dallas, Nebr.Tex. OhioD.C. 565,75-6 30322931 15'30'20'20' l/wkl/wk UNDERSTANLINGSEARCHSCIENCE LIGHTFOR QUEST SCIENCE ONSCIENCE SCIENCE WVIZKLRNWNYEKDPS Austin,DesCleveland,Brooklyn, Moines, Tex. N.Y.OhioIa. 445 32563055 30'20'15' 3/wkl/wk2./wkl/wk WONDERINGWONDERWORLDWONDERING WITH WITH OF SCIENCE SCIENCE WKNOWHRO Memphis,Memphis,Norfolk, Tenn. Tenn. Va. 656 60307060 20'20' 2/wk12/wk 2/wk/wk: WORLDWORLDWORKINGWORLD OF OF OPCHANGE WITHSCIENCE SCIENCE SCIENCE WEDUWDCNWGBHWNDTWCVE NewTampa,Nashville,Boston,Richmond, York, Fla. Mass.N.Y. Tenn.Va. 466 72205235 30'20'30'25' 1/wk3/wk2/wkl/wk SECONDARYTELECOURSE COURSES TITLE PROD. PROD LOCATION LEVEL LESSONS LENGTH BRDCST. s NO SO FRS07U ASTRONOMYAIBSFROMEARTH BIOLOGY DARKNESS AND SCIENCE INTO D.P.I.D.P.I. Pennsylvania PennsylvaniaWILLKTCA Minneapolis, Minn. Carbondale, Ill. 11-1210-127-910-12 2012 13 48 30'20' 1/wkl/wk1,3/wk /wk HORIZONSGENERAL SCIENCE-9 OF SCIENCELIGHT WEDUKNME Tampa,Albuquerque, Fla. N.M. 9 1463.4 . 30'25' 4 l/wk/wk 0. NEW DIMENSIONS IN NATUREINVESTIGATING OF MATTER THE WORLDOF SCIENCE MPATI MPATI WHRO Norfolk,Lafayette, Va. Ind,Ind. '7-107-107 326426 30'30' 2/wk WONDERINGSECONDARYOURSCIENTIFIC PHYSICAL SCIENCEWITH GEOGRAPHYWORLD SCIENCESCIENCE WHROWKNOWEDUKOKH Memphis,Tampa,Norfolk,Oklahoma Fla. Va.Tenn. City, Okla. 8-1098-97 13714613656 25'20'25' 4/wk2/wk4/wk ELEMENTARYORIENTATIONIN-SERVICE SCIENCE TEACHER EDUCATION KNME COURSES Albuquerque, N.M. In-S 1 30' Part 7

TELEVISION IN SOCIALSTUDIES EDUCATION This report concernsthe National Center forSchool and College Television'sconference on televisionin social studies education. The conference wasconducted to nccrbcc television materials nowbeing offered in social studies educationin an effort to stimulatethe development of increasinglyeffective television programing. This report is dividedinto three sections: *Part I is a status reportof social studies education telecourses beingoffered in the United States. *Part II is an overviewof the discussion among the social studiesand television specialistswho participated in the conference.

*Part III is a tabularbreakdown of the information gathered. The materials listed inthis section form the basis for PartI. Lessons from most ofthe telecourses listed here wereviewed during the conference. The courses arecategorized by the followilig division: social studies, history,geography and civics-economics-government.

The conference participantsreviewed print materials (mainly"Teacher's Manuals" which accompany television materials),viewed sample lessons fromthe telecourses, and, duringthe final session,considered the state of televisionin social studieseducation.

The authorities whoassessed the television materials are RobertAckerman, University ofOmaha; Ben.Cox, University ofIllinois; Stanley Dimond, University of Michigan;Richard Drake, BereaCollege; Maxine M. Dunfee, IndianaUniversity; Lester Jipp; State Department ofPublic Instruction, Vermont; Theodore Kaltsounis, StateUniversity of New York; Carl Planinc, SouthernIllinois University;Vincent Rogers, University ofMinnesota; Malcolm Searle, National Council forthe Social Studies;Frederick R. Smith, Indiana University;and Huber Walsh, University of Toledo.

-162-

4 Part I--The Status ofTelevision in Social Studies Education

For this conference, NCSCTdirected more than 125 questionnaires to ETV stations,closed-circuit television facilities, public school systemsand state departments of education. The replies to thosequestionnaires form the quantitative basis ofthis report. No commercial materials are considered.

Ninety-nine telecourses werefound in use in elementary, secondary, and highereducation.

ELEMENTARY GRADE LEVEL

GRADE Fifty-five percent of all telecourses EMPHASIS were designedfor use at the elementary level, primarily in theintermediate grades (43 percent of all telecourses). Primary materials accountedfor 13 percent of all offerings(23 percent of all elementary level telecourses).

Of the 55 elementarytelecourses, 33 were in social studies, 11 in history, sevenin geography and four in civics-economics-government.

FREQUENCY OF As can be seen fromthe chart below, the TRANSMISSION majority of elementary leveltelecourses (36) were transmitted at the rateof one lesson each week. The twice weekly rate was nextin frequency (eight), followed by the three timesweekly rate (five), four times weekly (four) and twice monthly(two).

RECORDED OR Approximately 20 percent of thetelecourses UNRECORDED at the elementarylevel were not recorded. A few of these telecourses(and some on other levels were recorded, but within a day or two wereerased, and thus were unavailablefor later use or for replay.

SECONDARY GRADE LEVEL

GRADE Forty-one percent of allthe telecourses EMPHASIS were designedfor use at the secondary grade level. Ten of these were inthe social studies area, 16 inhistory, four in geographyand 11 in the civics-economics-government group.

-163- FREQUENCY OF Fifteen cf the 41secondary level tele- TRANSMISSION courses had atransmission rate of one lesson each week. Next most frequent rate wasfour times weckly (1n), followed bythree lessons weekly (7), twice weekly (6) andtwice monthly (1). Only one telecourse wastransmitted daily.

RECORDED OR Fourteen of the 41telecourses were not UNRECORDED recorded for later use. Here again, some telecourse lessons wererecorded but almost immediately erased, eliminating thepossibility of repeated usage.

HIGHER EDUCATION

Only two series weredesigned for college level use and one for in-serviceteacher education. The in-service series was in geography,while the collegiatematerials were inhistory and economics. All three telecourses were recorded for later use.

Transmission Collegiate and Rate Elementary Secondary In-Service Total

l/wk 36 15 1 52 2/wk 8 6 2 16 3/wk 5 7 0 12 4/wk 4 10 0 14 5/wk 0 1 0 1 2/mo 2 2 0 4 55 41 3 99

Part II--An Overview

Under the auspices ofthe National Center forSchool and College Television, 12specialists in social studies and school television,representing various collegesand universities as well aspublic schools and related professional groups,evaluated existing television materials, discussed thepotential of television in social studies educationand made suggestions forthe development of more effectivematerials. Materials viewed were divided intofour categories: social studies, history, geography andcivics-economics-government.

-164- METHOD OF VIEWING

Lessons were notviewed in their entirety. If aftel viewing theinitial part of alesson the group 'elt that it couldmake a validjudgment, it would ask that the film orvideo tape be stopped. Occasionally, end of a one of theviewers would requestto see the particular lesson, butfew lessons wereviewed from beginning to end. The viewingestablished a general impression of television'sadequacy in socialstudies rather than detailedcriticism of particularlessons.

For each one ofthe lessons thespecialists used The form an evaluationform for theirimpressions. indicated the overallobjectives of theseries each lesson represented andprovided space forgeneral evaluation of each lesson'scontent, overalleffective- ness and theteaching techniquesemployed.

This overview summarizesthe deliberationsof the of group bypresenting (1) theidentified weaknesses the telecourses, (2)the strengths whichcharacterized them and (3) somesuggestions for futuredirections.

IDENTIFIED WEAKNESSES

The major weaknessesof the telecourses are related to lesson contentand lesson presentation.

The content. Especially at theelementary level, content consistsmostly of givinginformation or describing events, placesand situations. School television is not using aswell as it mightthe concept- oriented approach toteaching socialstudies. Whether lesson concernsthe local community or a particular to some fardistant country,there is little effort identify a limitednumber of "big ideas"and to allow these "ideas" to bethe criteria forthe selection of facts and otherspecifics to betaught.

In certain telecourses,an attemptis made to use overload the concep'c approach. Here, however, concepts Children clearly cannotdevelop all the the lessons. children do not use concepts presented. As a result, facts to understandbetter the concepts. What is necessary is abalance between factand concept.

-165- More often at thesecondary thr' at the elementary level is content in many waysbiased. The bias is obvious in lessonsdealing with such topics as"Communism" and "Thp Depression." But even in lessonsdealing with housing in this countrybiased content shows only beautiful suburban homesand overlooks urbanhousing and its problems.

Most lessons leavelittle room for children to deliberate. In most cases,television treats children as passivelisteners and observers. Too often there are too manylessons in one course,thus forcing classes to spend alltheir social studies timewith television.

The presentation. Because of poorintroductions, studefiTg often have to wait toolong to find out what the lesson concerns. A parallel weakness appearsin the teacher's manualswhich accompany thetelecourses. The objectives listedin the manuals are toooften teacher-oriented in terms ofwhat he ought to do rather than student-oriented in termsof what the children should learn or develop.

An impressive numberof activities and someeffective audio-visual aids are in use atthe elementary level. Activities, however, areusually presented for thesake of having activities,and not for the purposeof clarifying concepts. Many activities are toolong. While some of the audio-visual aids arewell-planned and effective, maps and globes,basic instruments in socialstudies instruction, can be more oftenused.

At the secondary levelactivities decreases and lecturing increases. Indeed, there is just toomuch lecturing. Most such lecturepresentations could be accomplished without television. Generally speaking, the secondary teacher isless inventive in his presentation than his elementaryschool counterpart.

Several televisionteachers demonstrate unusual talent but there is atendency among them to actrather than teach. In presenting currentevents, for instance, teachers often imitate newsbroadcasters rather than use techniques more appealing tochildren. In dealing with foreign countries, teachersoften sound like tourguides.

-166- IDENTIFIED STRONG POINTS

Some courses arepolished production. The better produced programs are atthe secondary level.

Many of the teachersdo demonstrate greatpotential, but need tc become morefamiliar with television'sstrengths especially well and weaknesses. Elementary teachers seem acclimated to the medium.

At the secondarylevel the content is moresubstantial than at any other level.

SUGGESTIONS FOR FUTUREDIRECTION

Social studies instructionby television is not accomplishing what it ought. Generally speaking, the majority, if not all ofthe members of the assessment group, feelthere is a need for someoneto take the initiative to alignschool television withthe new trends and ideas insocial studieseducation.

It is clear thattelevision should Le used to assist the teacher and notto replace him. Consequer-Ay, one oftelevision's main functionsshould be to bring to the classroom thatwhich the teacher isunable to do. It is impossible,for example, for everyclass in the nationtr.; visit theUnited Nations, butthe United Nations can bebrought to every classthrough television. The specialists opposelong series of lessons providing complete andcomprehensive coverageand favor a limitednumber of excellentdepth studies designed to stimulateclassroom analysisanddeliberation. In relation to theneed for open-endedlessons, those involved in producingmaterials are urged tobecome familiar with theproblem-solving approach. Social studies deals with humanrelationships. Television can present actual conflicts andissues and allowchildren to suggest possible solutions. For example, theU.S. war on poverty should be presentedin terms of theconditions that create how to it rather thanin terms ofoff--1..1 statements on abolish it. When children ..0me awareof the conditions of poverty they cansuggest and discusspossible solutions and even evaluatethe government'sproposed solutions.

467- 1

To eliminate theinformation giving, descriptive approach in teaching socialstudies, telecourses ought to be organizedaround ba3ic concepts. Furthermore, skills, including map skills,should be taught in context. There is a need for an expertproducer-director who should be a memberof a team consistingof teacher, subject matter specialistand possibly apsychologist.

Toward the end of thedeliberations the question was raised as tothe exact role of anational organization such as the NationalCenter for Schooland College Television. Should it simply advise orshould it produce programsfor national distributionand consumption? Though these questions werenot answered to everyone's completesatisfaction, a number of interesting thoughts wereexpressed. One member argued that nationalproduction might beimpractical since many social studiesconcept; are based on regional and contemporaryspecifics. Another member argued that on sensitive topics,such as Communism, it is better to have expertproductions for national use to avoid biases due toprovincial pressures. A third specialist expressed theview that any national program agency wouldimpose itself uponindividual schools. However, others counteredthat schools at the local level are not obligated to use anyprograms. Part III--Television ---PRODUCTION in Social Studies Education GRADE NO.OF LESSON FREQ.OF TELECOURSEPRIMARYSOCIAL STUDIESLEVEL TITLE PROD. LOCATION LEVEL LESSONS LENGTH BRDCST. BAYELEMENTARYCOMMUNITY AREA ADVENTURE HELPERSSOCIAL STUDIES WNEDKQEDKCSD KansasBuffalo,San Francisco, City, N.Y. Mo. Calif. 3K-13 1861528 15'20' 3/wk1 /wk GREATERLEARNIN AND WITHOMAHA- OUT ME, OF- I,THE II, WINDOWCITY III TO THE WEST WDCNKCTSKYNE Nashville,Omaha,Seattle, Nebr. Wash. Tenn. 31-32 10518 15'20'15' 312/mo /wk SOCIALLET'S TAKESTUDIES--GRADESTUDIES A FIELD TRIP 2 ValleyInstr. KDPSKUSU TV Assoc.DesSacramento,Logan, Moines, Utah Calif.Iowa 23 3028 15'15' l/wk1/wk2/wk YOURINTERMEDIATE WORLDCOMMUNITY LEVEL NetworkGa. ETV MPATI Atlanta,Lafayette, Ga. Ind. 13 6616 15'20' l/wk2/wk AMERICANACHILDREN OF OTHER LANDS AnaSanta UnifiedWNDT & Jr. Col. NewSanta York, Ana, N.Y. Calif Dist. 4-63-45 30104 20' 3/wk2/wk1 /wk DISTANTCOMMUNITYEXPLORATIONSDOWN MEXICO NEIGHBORS VOLUNTEERS WAY WITH BUCKYBEAVER WDCNWEDUKOAPKTCA Nashville,Tampa,St.Portland, Paul, Fla. Minn. Tenn.Ore. 646.1-6 10835.18 15'20'29'25' 11/wk l/wk1/wk /wk TELECOURSEINTERMEDIATE TITLE LEVEL (cont.) PROD. PRODWITOTMME,LOCATION NO.OF LEVEL LESSONS LENGTH LESSON FREQ.OF BRDCST. EXPLORINGIT'S YOURA WIDE OUR COMMUNITY WORLDWORLD WVIZKDPSKTCA DesCleveland,St. Moines, Paul, Minn. IowaOhio 43-4 4063327 15'29'15'20' 3/wk12/wk /wk PATHWAYSOUTOUR NATION'SOFWORLD THE.PAST TO WINDOWS PEOPLE CAPITOL WHROWDCNWDCNKERAKQED Nashville,Nashville,Norfolk,Dallas,San Francisco, Va.TexasTenn. Tenn. Calif. 64-54 16133428 29'20'14'20' 1l/wk 1/wk/wk TACOMA,SOCIALROADS TOSTUDIES WASHINGTON,USADISCOVERY 5 AnaheimElem. Schls. WDCNKTPS Anaheim,Nashville,Tacoma, Calif.Wash. Tenn. 45 92632 18'29'20' l/wk3/wk1/14:i/wk WONDERWHERETHISTENNESSEE'SYOUR IS ONMINNESOTAWHY CONNECTICUTEARTH? CAPITOL CITY WSIUWELSHKTCAKQED Hartford,Carbondale,SanSt. Francisco, Paul, Conn. Minn.Ill. Calif. 4-663-54 26126427 20'15'20' l/wk12/wk /wk AMERICANSSECONDARYCULTURESBEYOND THE ALLLEVELAND AMERICAS CONTINENTS WDCNWCNYKRMA Nashville,P.S.*Syracuse, Denver, Tenn. N.Y. Colo. 75-810-12 673113 29'20'29'30' 2/wk1 11/wk/wk /wk NEWOFFAR-AWAY*PublicPEOPLE HORIZONSTHE PEOPLE ANDSchoolsPLACES THEIR WORLD WDCNWQEDWNEDKERA Nashville,Buffalo,Dallas,Pittsburgh, TexasN.Y. Tenn. Pa. 6-75-86-77 40301016 14'20°20' 1/wkl/wkl/wk CRAM NO.OF LESSON FREQ. F TELECOURSESECONDARY TITLELEVEL (cont.) PROD. LOCATION LEVEL LESSONS 36 LENGTH BRDCST. 20' 1/wk VIRGINIA:WORLDPLACES CULTURES IN CRADLE THE NEWS OFNATION OUR WNYEWHRO Norfolk,Brooklyn, Va. N.Y. 7-997 100130 20'GS'' 3/wk4/wk HISTORYELEMENTARYPRIMARY LEVEL SOCIAL STUDIES P.S. Baltimore, Md. 1K-3 6 5 l/wk INTERMEDIATE LEVEL Birmingham, Ala. 4 31 15' 2/wk ALABAMAAMERICAN STORIES HISTORIC SHRINES WNYEBirminghamETVKYNE& NYC BD. Areaof ED. NewOmaha, York, Nebr. N.Y. 44-5 9Gy-)n 20'15'20' 1 1/wk/wk REDOURSEE RIVERNEWNEBRASKA FOR HAMPSHIRE YOURSELFBASIN LAND COUNTRY Eugene WENHWVIZKFME Durham,Cleveland,Fargo,Salem, N.H.No. Oreg. Dak.Ohio 4-6455-6 10162022 20'15'20' l/wk1l/wk2/mo2/wk /wk THETHISUTAH ARTS--PACIFICARTS--OUR IS GLIMPSES UTAH NORTHWEST Sch. Dist. KUSUUNITKUSU Logan, Utah 44 3210 15'20' 1 /wk PROD. PRODUCT-MNLOCATION GRADELEVEL NO.OF LESSONS LENGTH LESSON FREQ.OF BRDCST. TELECOURSEALABAMASECONDARY HISTORY TITLELEVEL ETV Birmingham, Ala. 9 48 30' 3/wk AMERICANAMERICAN HISTORY HISTORY WCVE/WHROWFPKBirminghamP.S. Richmond, Area Va. Norfolk,Louisville,Detroit, Mich.Va. Ky. 1187-8 6013014173 30'23'25' 4/wk2/wk4/wk OKLAHOMANEWISSUES ENGLAND AND HISTORY IDEASFIELD TRIPS WGBHWCVWKETAKOKH/ Oklahoma City, Boston, Mass. Okla. 95-811 621015 25'30'20' 4/wkl/wk2/mo ".3 I UNITEDTENNESSEEPROJECT:UNITED STATES STATESHISTORY HERITAGE HISTORY HISTORY WDCNKLRNKETAKOKH/ Oklahoma City, Nashville,Austin,Oklahoma Texas] City,Tenn. Okla. Okla. 9811-1210 2466186 30'24'24' 4/wk3/wk2/wk WORLDUTAHU.S.UNITED HISTORY INHISTORY STATESPERSPECTIVE HISTORY WDCNWDCNWUNCKUSU Nashville,Nashville,ChapelLogan, Hill, Utah Tenn. Tenn. N.C. 11-129-12107 726532170 30'29'29'20' 3/wk2/wk15/wk /wk THECOLLEGIATE AMERICAN LEVEL HERITAGE YoungBrigham Univ. Provo, Utah Col. 36 45' 2/wk 111111r TELECOURSE TITLE PROD. LOCATION , LEVELGRADE LESSONSNO.OF LENGTH BRDCST. LEN FREQ.OF PRIMARYGEOGRAPHYLET'S TAKELEVEL A TRIP WFPK Louisville, Ky. 3 70 2U' 4/wk ADVENTURESINTERMEDIATE IN LEVELGEOGRAPHY S WFPK Louisville, Ky. 65 70 20' 4/wk4/wk t--8 UNITEDADVENTURESGEOGRAPHY--4th STATES IN GEOGRAPHY-GEOGRAPHY GRADECITIES 6- OF THE U.S. WFPKWFPKP.S.KRMA Detroit,Denver,Louisville, Colo.Mich. Ky. 445 183470 20'20'25' 4/wk1/t4l/wk WHEREWORLDSECONDARY IN GEOGRAPHY THE LEVELWORLD? BirminghamETV Area Louisville,Birmingham, Ky. Ala. 4 34 15' 2/wk WORLDTHEOTHERSCIENTIFIC CHANGING LANDS--OTHERGEOGRAPHY GEOGRAPHYEARTH WAYS KOKHP.S.KDPSKLRN Austin,DesOklahomaBaltimore, Moines, Texas City, Md. Iowa Okla. 6-777-9 100124529 20'25'15' 3/wk1/wk4/wk TEACHINGIN-SERVICE GLOBES AND MAPS KPEC Clover Park, Wash. In-S 20 30' 2/wk TELECOURSE TITLE PROD. PR DU LOCATION I LEVELGRADE LESSONSNO.OF LENGTH LESSONFREQ.OF BRDCST. ECONOMICSCIVICS-ECONOMICS-GOVERNMENTINTERMEDIATE EDUCATION LEVEL KTCA St. Paul, Minn. 5-6 11 15' 1 /wk NEWSJAPAN:SPOTLIGHT OF THEA WAY WEEKON OF AFRICA LIFE DiegoKCETKCETSan State College Hollywood,Hollywood,San Deigo, Calif. Calif. 444-7 87 * 20'15' 1/wk1/wk1 /wk AMERICANSECONDARY GOVERNMENT LEVEL KLRN Austin, Texas 11 20' 2/mo AMERICANISMCITIZENSHIP VERSUS COMMUNISM WTVIETVBirminghamETVFlorida Comm. Area Birmingham,Tallahassee,Charlotte, Ala. N.C.Fla. 99-129-12* 483032 30'60' 3/wk4/wk3/wk PERSONALKNOWGOVERNMENTCOMMUNISM YOUR FINANCE WORLDVERSUS DEMOCRACY WGBUWHROKCETKOKH Norfolk,Hollywood,OklahomaBoston, Va.Mass.City, Calif. Okla. 9-125-88 46015124 20'15'20' 4/wk1/wki /wk **Varies THEPRACTICALfrom*Also COMMUNISTSREDAMERICAN year usedMYTH POLITICSto as WAYyear IN-SERVICE WDCNKQEDKVIE Nashville,SanSacramento, Francisco, Tenn.. Calif. Calif. 9-121212 13768 30'20'29' 11/wk2/wk /wk PROD. PRODUCTIONLOCATION LEVELGRADE NO.OFLESSONS LENGTH LESSON FREQ.OF BRDCST. TELECOURSECOLLEGIATEBASIC ECONOMICS TITLE LEVEL WCVWWCVE/ Richm, d, Va. Col. 30 45' I /wk Appendix VII

PRELIMINARY CONCLUSIONS FROM A STUDY OF THE SIZE AND GROWTH OF THE SCHOOL TELEVISIONAUDIENCE SERVED BY ETV STATIONS DURING THE PAST FIVEYEARS ,

At present thereis considerablespeculation about the significance andimpact of instructionaltelevision. While research abouttelevision as a teachinginstrument there is no reliableinformation about the is plentiful, After size and growth ofthe school televisionaudience. mere than adecade of availability,how many students actually use televisionin their classrooms? While this has the nurfLer clearly hasincreased over the years, increase been due solelyto new transmissionfacilities and overall growthof the schoolpopulation or does account for the greater acceptanceof television help expanded audience?

To answer thesequestions, the NationalCenter for School and CollegeTelevision (NCSCT) isengaged in a special three-phasestudy. Part one seeks toestablish the number of differentstudents using classroomtele- of vision. Part two dealswith the growth pattern television in education overthe past five years. Part three attempts toidentify and describefactors related to gains andloss,s in the schooltelevision audience. phases of Preliminary conclusionsbased on the first two this study are presentedbelow.

SIZE OF THE SCHOOLTELEVISION AUDIENCE

In the United States,the traditional unitused to measure thesize of the schooltelevision audience is of "student enrollments." The term means the sum "student exposures" toregularly televisedinstruction. Employing this approach,students who regularlyview lessons from two instructionalseries are counted twice in total televisionenrollment figures. Thus, previous reports oftotal enrollmentshave necessarily overstated the actualnumber of individualstudents using television. Based on its studyof enrollment data,NCSCT has determined that the numberof different elementaryand secondary school studentsusing broadcastsprovided by ETV stations was asfollows: 1961-62 school year 2,250.300 1965-66 school year 6,550,000

It should beemphasized that whilethese figures account for mostof the schoolstudents receiving televised instruction.they are incomplete. The figures refer

-177- ^11."

in only to studentsin schoolsofficially participating stations. Undoubtedly, the instructionalservice of ETV additional students usethe service eventhough many affiliated with it. More their schools arenot fnrmally include the school importantly, thefigures do not (about 585,000for the 1965-66period) aud4ence of MPATI reached by currently unknownnumber of students nor the television trans- closed-circuit, ITFSand commercial Reliable figuresfor theclosed-circuit and missions. compiled by theNational ITFS audiences arenow being Education Association. Using the NCSCTfigures only,and in relation to grade twelvepublic the totalkindergarten through for the twoperiods, ETV stations school enroll'-tent in 1961-62 and served about 6%of this enrollment nearly 16% in1965-66.

GROWTH OF THESCHOOL TELEVISIONAUDIENCE size of the schooltelevision audience The absolute television does not fullydescribe the growthof schlol five years. When increasesin the total over the past the NCSCT school population weretaken into account, that for 43% ofETV stationsthe school study revealed this period. The audience decreasedmoderately during of ETV stations study noted modestincreases for 26% broadcasting in the years1961-1966, markedaudience increases for 27%,and no change for4%. in audiencesize were analyzed Five-year changes population within further by comparingthe total school area ofETV rtationswith the the reliable coverage On this actual number ofstudents served bytelevision. the average ETVstation servedalmost "penetration" basis, By 1966 the reachable schoolaudience in 1961. 11% of the stations was about19%. corresponding figurefor the same based on the Since thepenetrationcalculation is television in bothelementary andsecondary use of predominantly in grades, and sincetelevision is used television wasactually used far elementary education; education more inelementary and farless in secondary than the percentagesindicated.

-173- Although analysis ofthe factors influencingthe size of the schooltelevision audience isstill in progress, certaingeneraiizations have emerged. First, the total audiencefor school televisionis growing rapidly. Second, where it isavailable television is reaching substantialnumbers of students,especially at the elementary level. Appendix VIII

TABLES

List of Tables

1. Grade Emphasis of Courses 181 . . . 182 2. Courses Submitted fo/NCSCT Assessments 183 3. Length of Lessons 4. Number of Lessons 184 185 5. Weekly Lesson Frequency 186 6. Programing Transmitted byStations . . 187 7. Suitability of Existing ElementaryCourses. 8. Reuse Patterns of NCSCTMaterials 188 Table 1

Grade Emphasis ofCourses Submitted for NCSCT Assessment Conferences

Grade um er Percent Level of Courses of Total

K-3 168 31.5

4-6 273 51.0

7-9 59 11.0

10-12 34 6.5

Totals 534 100.0 Assessment Conferences Courses Submitte0. Table 2 for NCSCT(1965-1967) Sub'ect No.Courses of Percentof Total ElementaryNo.Courses of ElementaryPercentCourses ot-4--17-(775F------PFFEFFFEar-- SecondaryCourses SecondaryCourses ?or.Art Lang. 8886 16.516.1 7382 .16.518.612.5 4113 6 4L.114.0 6.5 I.)00 Math.Soc. Stud. 4596 18.0 8.4 3455 7.7 11 11.8 MusicPhys. Ed. 100 40 18.714.8 7.5 986633 22.215.0 7.5 13 72 14.0 2.17.5 111110.010.0,411MScienceTotals 79 100.0 441 100.0 93 100.0

..../..../e07.10.1.M.***IOAMP,M110...... NNOMI for Assessment Conferences Length of Lessons Salmi' ad Table 3 (1965-1967) Minutes CoursesNo. of Percentof Total ElementaryCourses'o. o Elementary Courses ercen 0 CoursesSecondary o. CoursesSecondaryPercent or--- 202515 245167 31 47.432.3 6.0 233146 21 51.031.9 4.6 211210 20.035.016.7 Over 30 30 72 2 13.9 0.4 457 57 0 100.0 12.5 0.0 6015 2 100.0 25.0 3.3 *Totals Lesson length varied for 517* 100.0 several courses. Table 4 Numberfor Assessment of Lessons Conferences in Courses (1965-1967) Submitted No. o ercen of LessonsNo. of Courses 2-9 No. of 29 -----176:67"--"Percent767ofPercent Total 5.5 ElementaryCourses Elementary 18 Courses 4.1 CoursesSecondary 11 SecondaryCourses 14.912.5 20-29lo-1930-39 176 44go 17.033.3 8. 162 4177 17.536.8 9.2 1314 3 15.9 3.4 60-6940-5970-79 382159 11.2 7.24.o 501432 11.4 7.33.2 769 10.2 7.96.2 Over100-119 12080-99 2031 3.85.93.8 171910 4.32.33.9 21 31 23.9 3.-1.1 *SeveralTotals courses varied in number 528* 100.0 440 of lessons transmitted 100.0 each year. 88 100.0 11111.101.1MIIM Table 5

Weekly Lesson Frequency of Courses Submitted for Assessment Conferences(1965-1967)

41=111111111.111111.111 Percentage Percentage Frequency K-6 (k-6 7-12 __0-1g)__

1 per week 292 66.2 40 43.0

2 or more per week 149 33.8 53 57.0

Totals 441 100.0 93 100.0

-185- Total Hours of Instructional Television Programing Broadcastby Edu-2ational Television Stations (1961-19 7) HoursTotalIn-School perNumber Week: Broadcast of 754:12 1961 839:55 1962 1963-641451:15 1965-661906:00 2579:101966-67 a)f-, Average Number of 14:00 14:00 17:55 18:12 22:10 1 TotalIn-SchoolHoursHours perNumber Broadcast Week:Broadcast of 2114:20 2502:50 3676:35 5620:00 Not Available AllIn-SchoolBroadcastsPercentage ETV Programing Broadcasts forof Total 35.67 33.56 39.47 33.92 Not Available Suitability of Elementary Courses by Year of Production for General Use YearProduction of aN1 Suitable --Percenfaie---TentafTWITNY7Fntageer Year Suitable er Year Unsuit. 14 71eFFFETIOFer Year 82.4 1960-611959-601961-62 211 9.55.82.9 12 32 14311.834.3 22lb 62.876.2 1963-641962-63 61 28.6 3.6 35 47,114.317.8 2212 6 35.357.182.2 TotalF1965-661964-65 14 03 17.6 0.08.1 39 68 18.222.7 119 27 69.281.8 .41 ,` 1.

Table 8

Reuse Patterns of NCSCT Elementary Courses(1967)

No. of Two No. of Possible Course Time Users Two Time Users Percen.

All About You 23 34 67.7

Sing, Children, Sing 12 15 80.c

Wordsmith 13 18 72.2

World of Change 1 3 33.0

44....41.411.monnes...orrs..... 41.111MNIM1114.48.1111104.4.1q44144140 Totals 49 70 70.0'

-188- Appendix IX I, 1967 MATERIALS AVAILABLEFROM NCSCT--SEPTEMBER

EARTY rHTLnHOnDEDUCATION lessons to 1. Roundabout: Fifty-two 15-minute enhance the educationalexperience ofdisadvantaged acquisition, is preschool children. The course, an the result of a U.S.Office ofEducation-sponsored project.

ELEMENTARY EDUCATION lessons in 1. All About You: Eleven 15-minute science and healthfor the primarygrades. An acquisition. lessons 2. Let's Investigate: Fifteen 15-minute A revision. in science forthe intermediategrades. Meet the Arts: Seven 30-minutelessons in 3. An the humanities forthe intermediategrades. acquisition. lessons 4. Sing, Children,Sing: Fifteen 15-minute in music for theprimary grades. A revision. Stepping Into Rhythm: Thirty 15-minutelessons 5. A in music forkindergarten and theprimary grades. revision. TeZZ Me A Story: Thirty 15-minutelessons in 6. A language arts forkindergarten and primarygrades. revision. lessons 7. 21e WordSmith: Twenty-eight 20-minute grades. An in language; artsfor the intermediate acquisition. The World ofChange: Twenty 20-minutelessons 8. An acquisition. in science forthe intermediategrades. lessons in art 9. You and Eye: Thirty 20-minute for intermediategrades. An acquisition.

-189- SECONDARY EDUCATION of 1. Accent on Music: Eight 30-minute lessons concerts and commentaryfor grades 7 through10. An acquisition. for 2. The Communists: Eight 20-minute lessons the senior high school. A revision. in 3. Project: History: Ten 20- minute lessons U.S history for the seniorhigh school. A revision..

IN-SERVICE EDUCATION

1. English- -Fact and Fancy: Fifteen 30-minute programsdesigned to improveEnglish instruction, An acquisition.

2. Pathways to DiscoveringMusic: Four 30-minute programs forelementary teachers. A revision.

3. Sets and Systems: Fifteen 30-m lute programs for elementary teachers. An acquisitio,t.

-190- Appendix X

THE EVALUATION OF INSTRUCTIONALTELEVISION L. P. Greenhill, Director University Division ofinstructional Services The Pennsylvania StatiUniversity

The evaluation ofan instructional television lesson or course is, it seems tome, a difficult and complex task. It might be considered inthree main phases

1. technical quality

2. content accuracy and adequacy

3. instructional effectiveness

A lesson or course might,therefore, be evaluated under each of the aboveheadings and in that order, If the tapes are inadequatetechnically, theycan be rejected atonce. If passed and they thenmeet the criteria relating tocontent accuracy and adequacy, they should be evaluated interms of their instructional effectiveness, i.e., how well theywill stimulate learning. If they are technicallyacceptable but are unacceptable in terms ofcontent, they should be rejected.

Assuming now thatwe have a lesson or course that is acceptable in terms oftechnical quality andcontent, how can we perform thethird phase of evaluation,that is, assess its instructionaleffectiveness?

I would like to consider brieflyfive possible approaches, the firsttwo of which are objective and the last three subjective.

Learning to a Criterion

The first method could betimed learning toa criterion. This method has been proposeda number of times in the past, but onlyrecently, with the development of refined principlesor programed learning, has it found actual application.

-191- This method involvesfirst the definitionof lesson and course objectivesin terms of detailedbehavioral outcomes (terminalbehavior of learners)desired as a result of exposure tothe lesson. Second, it involves the construction of anadequate criterion measurefor each lesson; and third,it requires theestablishment of a passing performance onthe pa:t of an appropriate group of learnersfor which the courseis designed. With these three parametersestablished, one can select content, build apresentation, and thempre-test the prototype lessonwith an appropriate groupof learners. If they reach theestablished level of performance on the criteriontest, the lessonis accepted; otherwise, it isrejected or is reworked and tested again. The United States Air Forceis attempting toapply this method to thedevelopment of a basicelectronics course fortelevision presentation. Detailed objectives for terminal behavior aredeveloped, an acceptablecrite- vi-In test is built,and a passing standardof 90/80 has been agreed upon (90 percentof the students should score 80 percent or moreon thetest). While this method isstrongly recommended forthe development of new coursesand represents a great step forward ininstructional development,it is time- consuming and expensive. It is probablyimpractical for the evaluation of alarge volume of existing recorded courses, exceptin instances wheregood tests exist andpnloramnce data areavailable.

Comparative EffectivenessMethod

The second objectivemethod is one widely usedin film and televisionresearch. It involves theproduction of several differentversions of a lesson(differing in some systematicway), the constructionof an adequate criterion test, and theassessment of therelative effects on learningof the severalversions. A variation on this method is to produceVersion A, have itevaluated by pre- testing or oae of thesubjective techniques tobe discussed below, thenproduce a modifiedVersion B, and compare itseffectiveness with A,and so forth.

-192- Again this method is time-consumingand relatively expensive. It is perhaps most appropriatefor the production of a new series or the remaking of anexisting series, rather than for the ass-Ismentof the bulk of extant materials. The next three methods are subjectiveand represent more economicalapproaches to the predictions of learner performance.

The Audience Analysis Method

A third method involves the use ofrating scales and, possibly, audience response equipment. A sample of the intended audience ratos the lesson onsuch criteria as:

I am learning - I am not learning

I understand the lesson - - I do not understand it

I like it - - I do not like it This technique is used by the people whoproduce and evalu-te commercials for television. The problems are those of obtaining representatives of the targetaudience, the use of a limited number of ratingscales, the reli- ability of the judgments, etc.

Panel Evaluation

A fourth method of assessingthe instructional effectiveness of a television lesson (orfilm) is through the use of a ratiag form containing anumber of criteria by a trained panel of raters. The criteria are drawn frominstructional film research studies and deal with variables which have beenshown to relate to the instructional effectiveness of acommunication.

We have had some experience inapplying this method with groups of naval trainingofficers in the evaluation of naval training filmsand with the National Council of Churches in evaluatingfilms 12or religious instruction or attitude change.

-193- In general, the ratingshave been used as a basis for evaluating a scrips or afilm in rough-cut formwith the object of improvingits final form. The method has been applied, however, tothe evaluation ofcompleted films .ith a view to theiracceptance or rejectionsfor a specified use.

It has been foundthat a critical element inthis procedure is the training ofthe panel of individualswho are to makethe evaluations. The procedure adopted has been to have the panelview a series of severallessons which are known or estimateu to varysomewhat in their instructional effectiveness. This is done to seewhether the panel can select the mosteffective version and also to correlate itsratings with similar ratingsby learners. After viewing the lessonthe panelists each indepen- dently rate the lesson onthe criteria relating to instructional effectiveness. The ratings are then tabulated in frequencies on achalk board. Where the ratings on a particularcriterion cluster togt;therclosely, it is assumed that thepanel is in agreement. Where the ratings are spread acrossthe scale or are bunched in two clusters at eachend of the scale, the raters then discuss the reason fortheir ratings. It usually turns out that thereis some misunderstandingof the meaning of a particularcriterion or how to apply it. After several such exercises, asurprisingly high degree of agreement is achieved amongthe raters, who become quite sophisticated intheir evaluations of the instructional effectiveness oflessons. It might be claimed that the criteriahave a reasonable degreeof face validity, and if you canobtain a reasonable degree of agreement amongjudges, you have a fairlyreliable measure. Generally, experiencedinstructors or those with some interestand background in learningmake the best raters for such a panel.

There is of course theproblem of how to interpret and use the ratings. Where a panel gives a lowrating on a specificcriterion, an effort wouldbe made to improve the lesson on filmin this respect, if thisis possible. Where this is not possible,then a judgment will have to be madewhether low ratings on certain criteria warrant nonacceptanceof the lesson.

494- Loca] Acceptance Method

The final method which I would like to mention is one which is likely to be used and iscommonly used for accepting or rejecting text books. A local committee of curriculum experts views the lesson and decides whether or not it is acceptable to meetlocal needs.

While this method will undoubtedly be used in the final analysis, it is recommended that the panel evaluation procedure is a satisfactory one for eliminating much of the inadequate material that now exists but whic' would not be given wide circulation.

1 Appendix XI

FIELD VISIT REPORT

FIELD VISIT REPORT by;

Institution Visited:

I. PHYSICAL INFORMATION

I. Type of Transmission Installation

a. Open-Circuit:

b. Closed-Circuit:

2500 mc:

c. Expansion Plans:

d. Type of Playback Machine or Plans:

II. PEOPLE VISITED Names: Titles:

-196- III. PREVIEW AND SELECTION PRACTICES

1. Will the institution previewrecorded television materials produced inother places?

2. What kinds of materials areof interest?

3. Name and address of person(s) toreceive course information.

4. Name and address of personarranging previews.

5. Time of year when previewingis generally done.

6, Desired schedule for previewing:

7. Final date for determinationof program schedule.

8. What NCSCT courses have beenpreviewed?

9. Reaction to NCSCT coursespreviewed.

-197- IV. COURSE POSSIBILITIES FOR ACQUISITION

1. Provide a select list of recorded and retained courses most likely to have value for other television facilities.

2. Evaluation of production capabilities.

V. EXTSTING PROGRAM SCHEDULE

1. What NCSCT courses are they now using?

2. Reaction to NCSCT courses now being used.

3. What other leased courses are they now using?

4. Reaction to other courses not being used.

5. Percentages and amounts of air-time devoted to leased materials and other materials.

-198-

N Appendix XII

EDUCATION'S DESIGN FOR SATELLITE COMMUNICATIONS

A summary report of NCSCT'S satelliteconferences

4 1. -200- The Ford Foundation'sproposal for a non-commercial satellite system withchannels reserved forinstruction-- first introduced inAugust, 1966, and sincerefined-- received an unusuallyenthusiastic response fromthe educational community. The Foundation'sforesight not only caused education totake stock immediately of its interest but to quickenits planning for thewise and effecient use of anysuch satellite system.

Aware that theeducational communityneeded a basis from which to beginits assessment ofsatellite technology and mindful of theFord proposal's urgency,the National Center for Schooland College Television,acting as a catalyst, designed severalconferences as a forumfor education. Invited were executivesecretaries of the nation's professionalorganizations -- representativesof broad academic interests,special contentinterests, preschool education,higher education andadult education, At the conferenceseducational leaders werebriefed on the nature of possiblesatellite communicationsand their aid was enlistedin determiningeducational interest and in planningsubsequent steps. To permit as manyviewpoints as possible,the conferences were unstructured. Each participant wasasked to prepare a paperout- lining what his groupexpected to be doing in1977. These papers weresummarized and served asthe starting point for a discussion ofhow satellite communicationsmight hasten the achievementof 1977's goals. The vigorous 1 and positive action atNCSCT's conferencescaused Professor W. C, Meierhenryof the University ofNebraska to comment inHis paper, "It ishoped that these current activities represent aturning point in concernfor new developmentsrelated to the transmissionof all kinds of messages." Participants in theconferences quicklyasserted education's deep interestin the potential ofsatellite communications. Not only did they arguethat satellites will have an importantrole in tomorrow'seducational system but thatthey will need multiplechannels to insure a wide offeringand to fulfill the newresource's potential. They urged thatresearchers, while evaluating proposals for satellitecommunicacions in this country, consider the role of asatellite system within abroad multi-media approach toinstruction. They also emphasized that Americaneducation, if it is to meetfully its commitment both to theUnited States anddeveloping nations, must have access tointernational satellitechannels.

-201- .

In stressing the importance of a demonstration of a satellite system's potential, participating educators urged that there be demonstrated at least such a system's capacity as an information transfer device, as a structured learninresource and as a means for theiiiiediate transmission of signi icant events.--Tley also emPEasized th.t s.,h Aninnnstratinn shrmiA prnetInt catAll=tc,Ic capacity to bring visual and/or audio material into the classroom. Materials chosen for a demonstration should be appropriate to a satellite system, should reflect a genuine educational need and should contain promise of exceptional utilization. From the outset, consensus was that satellite communications must become an integral part of this nation's educational pattern. Thus, what appeared might become the conferences' most perplexing problem- - education's interest in and need for satellite channels- -was not considered. Rather, conference participants sought to define the most pressing specific problems connected with any satellite system and to refine possible solutions. Questions related to control, administration and management were prevalent:

. . . Who will supply adequate fiscal support?

. . . Who will control the s stem?

. . . Who will IeTiseLeconLeat2ftheararaming?

. . . Who will oriiiiiieidequite quality control?

. . . Who will, determine scheduling?

Suggestions as to the control of any satellite system for education included the establishment of a governing board similar to a State Board of Education, a policy group similar to the one governing the instructional activities of the British Broadcasting Corporation, or regional consortia of cultural and educational representatives. While these were only suggestions relating to a satellite system's control, the conferees stressed that content committees with broad representation should be created to insure widely-acceptable programing. They also erig5iFized that a policy board would have to determine needs to be filled by.a satellite system, the producers of programing, time to be allocated to each subject area and other similar questions.

The Joint Council on Educational Telecommunications was selected as a secretariat to coordinate and disseminate information, to poll professional education when necessary and to be available to raise one voice in support

-202- of plans when appropriate. As well, JCET was charged with tEe design of a theoretical model for a national group Concerned with satellites ineducation.

Conference participants urged every sector of education to submit its thoughts on a satellite system to the ?CC., They asked for a continual dialog between commercial and non-commercial groups concerned with satellites, and for a study of the relative merits of a satellite system withchannels allocated for instruction as opposed to an independent satellite system for education's use. From NCSCT's conferences, therefore, it can be concluded that

. . . education has a deep and abiding interest in a satellite system and wants continual involvement in its planning and demonstration;

. . . educators perceive such a system's role in their work as much more than one of providing "immediacy"; and

. . . education feels that crucial problems related to the use of a satellite system can be solved. OE 6000 (REV, 9-66) DEPARTMENT OF HEAL TH. EDUCATION, AND WELFARE orric-t.UPiii)1Jt.A 1 IUN ERIC ACCESSION NO. OP) ERICREPORT RESUME RTI CLEARINGHOUSE IS DOCUMENT COPYRIGHTED? YES NO laj ACCESSIONNUMBEM RESUMEDATE P, A. T.A. 0 NO 0 3 27-68 FP ICR EPRODUCTION RELEASE' YES el 01 "II LL and College Television: 00 The National Center for School A Demonstration of a National Programfor Instructional 101 102 Television Zriq 1.Ntf PERSONAL AUTHORiSi 200 Jordan, James R. SOURCE CODE INSTITUTION (SOURCE/ 00 Indiana University Foundation,Bloomington, Ind.47401 REPORT/SERIES NO. 310 SOURCE CODE OTHER SOURCE 320 OTHER REPORT NO. 330 SOURCE CODE OTHER SOURCE 340 OTHER REPORT NO. 400 PUIS'L. DATE 3 -2768 CONTRACT/GRANT NUMBER0E-5-16-015 PAGINATION. ETC. 500 501 203 ages RETRIEVAL TERMS teleVision foreign language education 00 early childhood 01 school television health education instructional television physicaleducation education 602 higher education 03 television facilities mathematics education 04 television programing music education 605 program evaluation science education 06 art education social studies education IDENTIFIERS 607 National'Instructional Television Library ABSTRACT 00 This report summarizes the successfulestablishment of a 01 permanent national resourcefor instructional television pro- 802 graming. Because the use of television ineducation will expand, 03 there is an increasing need foreffective instructional television 04 NCSCT was established in 1965 toprovide for the 805 programing. development of television materialsof the highest quality in 06 content, design and technique. Education has become deeplyengaged 07 in NCSCT's activities and iscommitting considerable resources %JO toward making television a more integraland meaningful educational 809 Together with its educational advisorsNCSCT has evaluated 10 medium. the status of existing televisionmaterials, with emphasis on 11 elementary education, and has startedexaminations of television 812 in early childhood, secondaryand higher education; As a result, 13 NCSCT is distributing, the bestof existing materials to achievethe 14 potential )ducation feels television possesses. Thro'igh activities 815 involving its advisors and its staff 816 like these evaluations NCSCT is in new materials development. Through existing communications 817 channels, NCSCT is stimulating wise useof current materials and 18 for materials now being developed. 819 is establishing the rationale 320 821 822 _. ASAMOMIs 01MIONE.Okliel.... FROM: ERIC FACILITY SUITE 601 1735 EYE STREET,N. W. WASHINGTON, a C. 20006