Of Program Offerings (Range and Frequency of Classroom Usage.Grade-Level Designation) Are Presented in Tabular Format

DOCUMENT RESUME ED 026 858 EM 007 033 By Stegeman, William J.; And Others An Evaluation of San Diego Area Instructional Television AuthorityEducational Program Activities; October 2, 1967 to May 17, 1968 San Diego Area Instructional Television Authority, Calif. Spons Agency-Office of Education (DHEW), Washington, D.C. Pub Date Jul 68 Grant OEG -4 -6-001249-0924 Note-185p. EDRS Price MF-$0.75 HC-$9.35 Descriptors-Consumer Economics, Data Analysis, Equipment Utilization, *Evaluation,Evaluation Methods, *Instructional Television, Interviews, Questionnaires, *School Districts, Surveys Identifiers-Elementary and Secondary Education Act Title III, ESEA Title III, *SanDiego Area /nstructional Television Authority. SDA ITVA An example of evaluation under the requirements of anESEA .Title III °Pace' project,thisreport encompasses the instructionaltelevision development and broadcast activities of the San Diego Area InstructionalTelevision Authority (ITVA). Qualitative data based on a series of teacher interview-questionnaire surveys in ten ITVA county school districts, and quantitative data based on a "Nielson° type survey of program offerings (range and frequency of classroom usage.grade-level designation) are presented in tabular format. Independent surveysfrom the school districts and a report on consumer innovations illustrate the reciprocitybetween producers and users of instructional television. The report outlinesthe budgetary. staff, production, and equipment problems of the project and providesinformation on ITVA organization, planning, hardware, and software in the appendices.(TI)

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la^ 71

JIM U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE C\J PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICtOF EDUCATION CD POSITION OR POLICY. C::1 An Evaluation of San Diego Area UJ Instructional Television Authority Educational Program Activities

October 2, 1967 to May 17, 1968

In response to

Evaluation Requirement, ESEA Title III Operational Grant

To Establish, Operate and Maintain Supplementary Educational Services- Instructional Television Experience Development and Distribution

Project No. 1249

Grant #0EG-4-6-001249-0924 California

The Work Presented or Reported Herein Was Performed Pursuant To A Grant From The U. S. Office of Education, Department of Health, Education, and Welfare

Dr. William H. Stegeman Assistant Superintendent Curriculum Services Division San Diego Unified School District

Stephen A. All, Manager-Producer July 1968 SDA/ITVA

DeGraff Stanley Project Evaluator, SDA/ITVA , 7r1.,

PREFACE

This report encompasses the ITV program development and broadcast activities of the San Diego Area Instructional Television Authority (hereinafter referred to as the Authority or ITVA) and related member school district ITV activities which occurred between October 2, 1967 and May 17, 1968.The report has attempted to describe, analyze and evaluate these activities by collecting and treating both process and product data for the purpose of:

1) Meeting the requirement that ESEA, Title III projects be evaluated; 2) Describing the goals, objectives and educational programs produced, acquired and broadcast by the Project; 3) Analyzing their utilization; Evaluating their effects on the project's consumers, the students and teachers who view these programs and; 5) Recommending future activity based upon needs and aspirations formu- lated from the data collected and treated.

This report was cast in a "story telling" mode. Its title, "Description, Analysis and Evaluation" represents the emphasis given in rank order of significance. The "story" touches on ITVA's history, emphasizes its 1967-68 accomplishments, and takes a "quo vadis" look at its future.

PART ONEBasic Evaluation Data, provides qualitative and quantitative data upon which enlightened decisions can be made. PARTS TWO and THREE, Supporting Surveys and Consumer ITV, VTR and CCTV Practices, bring to light prooucer-consumer and consumer-producer utilization and production practices that provide substantive evidence that interested, active-reactive involvement is taking place in most ITVA member school districts. PART FOUR, Problem Areas, shows that the ITVA is aware of its potential, yet not blind to its problems. PART FIVE, Summary Analysis and Evaluation, synthesizes already reported data and uses these resultant generalizations as rationales to undergird a series of recommendations. Appendices A, B and C present documentation of ITVA's organization, production-broadcast activity, consumer involvement and present-future aspirations.

Because, during the period reported, the project was organized to serve 24 San Diego County School Districts in all curriculum areas and K-12 grade levels, involvement characterized the frame of reference which determined the Authority's producer-consumer activity. This fact was and probably will remain ITVA's greatest blessing and bane, because trying to be and do so much for and with so many people and programs constitutes a herculean task.

By the same token, this study owes much to many San Diego County educators; too many, in fact, to attempt their listing without risking serious omission. Con- sequently, this investigator-reporter prefers to cast his appreciation in broadcast umbrella fashion to include each and every fellow educator who assisted in the development of this report by stating: If teamwork is the thread of continuity upon which the success of this project depends, then it follows that the project should become the embodiment of realized success.

DeGraff Stanley Project Evaluator TABLE OF CONTENTS

PART 1 Introduction 7 ONE: Basic EvaluationData. 7 I - GeneralProcedures Analysis QualitativeData 17 II - Summary 29 III - SummaryAnalysis QuantitativeData 30 TV - FindingsSummarized, Analyzed. . . 31 V - 1968 SpringSemester Surveys 39 Supporting Surveys 41 I - Chula VistaCity School District 55 II - Oceanside UnionSchool District 59 III - South BayUnion School District 64 rv - San DiegoTeacher's Association V - Cajon Valley-SanDiego Schools PhysicalFitness 65 & Testing Survey . VI - Cajon ValleyUnion SchoolDistrict-wide :TV- Teacher Reaction Survey 66 71 VII - ITVA CurriculumArea Study CommitteeReports. 75 THREE: Consumer ITV, VTR & CCTVPractices 75 I - UtilizationPractices 86 II - ProductionPractices 95 FOUR: Problem Areas. . 95 I - BudgetaryConsiderations. . OOOOO 96 It - IncreasedProfessionalism Needed 97 III - Planning Ahead OOOOO 103 IV - Problem AreasSummarized 107 FIVE: Summary Analysis & Evaluation OOOOO 107 I - Qualitative Data II - Quantitative Data 108

REFERENCES . 11 9

APPENDICES 121 A - ITVAOrganization/Activity/Reports B - Teacher Comment: ITVAProgramming 187 C "Completing The Circuit"; ConsumerSoftware Production LearningStrategy/Hardware Com- ponents ConceptualModel 201

=A? TABLES

October 2 Teacher Evaluation: Programmill Broadcast Between and November 29, 1967 11

Broad- II Average Scores of Merit: Elementary (K-6) Programming cast Between October2, 1967 and January 26, 1968 12

Broad- III Average Scores of Merit: Secondary (7-12) Programming cast Between October2, 1967 and January 26, 1968 15

October 2, TV 125 School, K-12 Surveyof ITV Program Usage Between 1967 and January 26, 1968. . . 19

22 V Rank Order of ITVA ProgramUsage By Subject MatterArea. . 25 VI Rank Order of ITVA ProgramUsage by Series Title 32 VII 1968 Spring Semester CountySchool Surveys 33 VIII 1968 Spring Semester CitySchool Surveys

Surveys . 34 IX 1968 Spring SemesterCombined City/County School 35 X 1968 Spring SemesterParochial School Surveys * California Cities.. 36 XI ITVA Programming inComparison With Other

FIGURES

by Grade Level 21 I Elementary/Secondary ITVA Program Usage Recommended II ITVA Programming, Listedby Subject Area and 23 Grade Level

vii

AIX:a

41' ,

GLOSSARY

teaching strategy CAP - Consumer As Producer. A principle that advocates a designed to induce greaterinvolvement on the part ofstudents and teachers by casting theseITVA "consumers" in therole of "producers" of on-site video tapedmini-productions. television CCTV - Closed CircuitTelevision. The system used to distribute a signal (both audio andvideo) from the point of origin tothe point of display by means of cables. using a common CATV - Community AntennaSystem. A re-distribution system antenna, generally ofhigh sensitivity, to intercept atelevision broadcast signal for relayvia CCTV to a number ofdisplay points. non-commercial tele- ETV - Educational Television. A generic term applied to Television, and vision operations. Instructional Television, Public School Television may beconsidered forms of ETV.

"com- EAVES - Electronic AudioVisual Education System. A system designed to plete the circuit" therebyenabling a synthesis of theelectronic components that comprise acomplete sender-receiver-sendercommunication system. advocates IPI - IndividuallyPrescribed Instruction. A teaching strategy that analysis of individual educationalneeds and the prescription oflearning experience designed to meetthe individual pupil needsidentified.

the student, ITV - InstructionalTelevision. Television programming aimed at either in the classroom orotherwise, in the general contextof curriculum oriented formal education.

ITVA - The abbreviated formof San Diego Area InstructionalTeleVision Authority and used as a referent to the samethroughout this report.

ITFS - Instructional TelevisionFixed Service. The 31 television channels set aside by the Federal CommunicationsCommission in the 2500-2690 megacycle band for use by educationalinstitutions and organizations fortransmission of instructional, cultural,and other types of educationallyrelated materials. Translators are necessary at placeof reception or origin of CCTV system. TRANSLATOR - An electronic devicecapable of picking up a TV signalfrom one source of transmission orchannel and re-transmitting it onanother channel.

UHF - Ultra High Frequency. For TV, the UHF frequency bandextends from 470-890 megacycles for channels 14-83.

VHF - Very High Frequency. For TV, the VHF frequency bandextends from 44-88 megacycles for channels 2-6 andfrom 174-216 megacycles for channels7-13. device VTR - Video TapeRecorder/Recording. The Recorder is an electronic capable of recording the audioand video signals from a TV system on a special magnetic tape which canbe re-played immediately or storedfor a later playback. The Recording is the magnetic tape sorecorded.

ix 4;1

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,se-$ Teacher-Producerfeaturing 5th - Lynn6th GradeBarrett Students introduces "Crossroads," ITVA Inquiry Development Program, and Guest Teacher-Moderator INTRODUCTION

BACKGROUND Superintendent ofthe San DiegoUnified School In 1965, Dr.Ralph Dailard, superintendents, region- together an ad hoccommittee of five District, called fifty-one schooldistricts, to of San DiegoCounty and its ally representative telecasting on acounty-wide basis. As a plan for a re-entryinto educational project for decided that anoperational grant result of thiseffort, it was to the television programsshould be submitted the developmentof instructional in- as an ESEA,Title III,(P.L. 89-10) Grant United StatesOffice of Education early submitted in February,1966, and approved aid proposal. This project was in April of the sameyear. innovative curriculum provided a basicstaff to produce The approved project mandated, (2) community television programsin (1) state related instructional learning areas. The project also pro- educational resource,and (3) pre-school from out- already producedinstructional telecasts vided limitedfunds to rent well the broadcastof these programs as side sources and tobuy air time for as forthose which wereproduced locally. interest on partof the San Diego project funds(1) stimulated The receipt of their plans to constructa Foundation to activelypush forward State College 15, which becameoperational broadcast facility,KEBS, Channel one-million watt of the San DiegoArea In- and (2) activatedthe organization in June 1967, by means of aJoint PowersAgreement, structional TelevisionAuthority, which, County SchoolDistricts for the purpose joined togethertwenty-five San Diego video tapes forthe broadcastof a daily of planning,producing and acquiring telecasts. schooltime scheduleof instructional developed its basicstaff. The staff included During the fall of1966, the ITVA Editorial Co- Educator-Producer, twoTeacher-Producers, an aManager-Producer, Illustrator and twosecretaries. The pro- ordinator, aPhotographer, an Artist began in studioslocated at San DiegoState duction of video-tapedITV programming 30, 1967 School broadcastingbegan on January College and 7 programswere produced. with those producedlocally. and included rentedVTR programs along second artistillustratt'r spring, threeteacher-producers, a During the ensuing Having obtained anincreased evaluator were addedto the staff. and a project production at SanDiego State College, staff, the Authoritystepped-up its studio via Channel 39until early Juneof producing 118 programswhich were broadcast elementary schoolheadquarters to The staff thenmoved from its temporary 1967. This move wasprompted by a dire offices located atStation KAAR,Channel 39. the fact that, owingto equipmentdelays need for additionaloffice space and KEBS, Channel 15from activatingits trans- that kept San DiegoState College's In then using Channel39's broadcastfacilities. mitter, the Authority was bene- made operationaland the Authority June 1967, thecollege transmitter was video strengthavailable throughthe fitted from theimproved direct antenna represented an increaseamounting to almost facilities of KEBS,Channel 15, which 39. four times thatof the DAVSbroadcast by Channel

0 The last few programs of the SpringSemester were transmitted via KEBS, Channel 15. The advent of this arrangementalso prompted the Authority's move to quarters inthe same building occupied by SanDiego State College's Broadcasting Department personnel.

ti An in-depth evaluation of theAuthority's activities and influence on educative experience was published inJuly 1967, and presented to the United States Office of Education,California State Department of Education and 1TVA School District Membership under the Title,"Analysis of SDA/ITV, January 30- May 29, 1967".

A request for continuation for theAuthority's ESEA, Title III Grant was developed in July 1967 and its approval, alongwith extended and improved local and state support, signalled the beginningof ITVA's second year of operation which is the subject of this report.

GOALS, OBJECTIVES

The umbrella goal of the Authority is the improvementof instruction. The activities by which the Authority sought toimplement this goal included:

(1) Producing curriculum related, video taped student andteacher learning experiences recommended by subject areastudy groups (of which there are thirteen) and approved by the Joint Curricu- lum Coordinating Council, Curriculum Steering end Executive Committees.

(2) Acquiring out-of-house ITV productions previewed, recommended and approved by the educator groups listed above.

(3) Developing and distributing supporting utilization materials in the form of utilization manuals, film (16 MMAIP and 35 MM slide), study guides and broadcast schedules. )

(4) Broadcasting the telelessons produced oe acquired (via KEBS, Channel 15) to student and teacher viewers during a five-and-one half hour schooltime broadcast schedule.

(5) Planning for the acquisition of hardware (TV receivers, antennas and VTR's) in conjunction with projects developed by the San Diego County Department of Education and San Diego Unified School District Audio-Visual and Instructional Aids Divisions. LJ (6) Developing programs and projects designed to meet local educational needs and criteria for funding with substantive assistance from the San Diego County Department of Education Supplementary Education Center (SF) and San Diego Unified School District Federal Project and Research Section.

2 (7) Coordinating the activitiesdescribed above wit'a other local, state and federally-supported programsand projects (ESL/Creativity/Read- ing/New Texts, etc.)

(8) Communicating the goals, objectives,problems and aspirations of the ITVA to San Diego County parents,teachers and citizenry by means of live and mass media presentations,(for details see Appendix A-6) and,

these activities with help from (9) Describing, analyzing and evaluating ITV producers and consumers.

Effective communication, involvement,analysis, synthesis and follow-up are required to make these broadspectrumedgoals and objectives work. This study has attempted to report and, in certain cases,evaluate the process and product of the ITVA activities which sought toimplement these goals and objectives.

PROBLEMS

ITVA's first year's operation mainly concernedthe selection and development of its staff and the implementationof working relationships with its constituents. The latter included the involvement ofeducators representing components of the ITVA's organizational flow chart mechanism, and itsstudio production-broadcast activity with San Diego State College.

During its second year of operation,these relationships and activities continued to be of concern, butITVA's chief problem areas shifted toward the nitty- gritty problems attendant to moreeffective program production and utilization. Problem areas in the latter area included(1) promoting the acquisition of TV receiver and VTR equipment in ratio morenearly commensurate with ITVA's increased locally-produced and acquiredbroadcast schedule, (2) adapting its broadcast schedule in an attempt to servethe greatest possible number of schools with programming appropriate totheir curriculum requirements and at times most suitable to their class schedules,(3) activating greater involvement with its subject area study committees, (4) producingand disseminating utilization aids (utilization handbook and study guides), (5) providingleadership to help create more effective classroomutilization practices, (6) disseminatinginformation about the project's goals, program objectives,organization and aspirations and (7) grappling with budgetary considerations.

In sum, ITVA's most persistent and pervasiveproblem area relates to the need to communicate understandingof its mission which is the improvement of learning environments that in turn can become agentsproductive of constructive behavioral change.

The cornerstone of this understanding isembodied in the concept described by the term "team teaching". Communication theory long has supported the idea that sender/receiver-stimulus/responsemechanisms need to be reciprochal. Be- cause broadcasting represents a one-way(sender) mode, like a textbook, it requires a learning facilitator-motivator-interpreter;namely, the teacher. Therefore, both studio end classroom teacher inevitably mustunderstand their team teaching relationship, each playing partand counterpart roles in order to give meaning to the content, processand product of the telelessons they produce and utilize for student growth. ".5

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4th Grade Cardiff School District studentsview ITVA "News of the Week" Program

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Same students hear "News of theWeek" Teacher-Producer Marge Frommer asregular teacher, Dora Crickmore and ITVADistrict Resource Teacher Sam Snyderlook on. PART ONE: BASIC EVALUATION DATA ITVADESCRIPTION/ANALYSIS/EVALUATION

I. General Procedures

A. Qualitative Data SDA/ITVA programming based upon To determine theQualitative value of information useful in the teacher observation andopinion, and obtain development of future plans,the ITVA conducted aseries of teacher SDA/ITVA member County group interviewquestionnaire surveys in ten used asked elementaryC1(-6) School Districts. The evaluative instrument series they used and secondary (7-12)teachers to identify the program from which and respond to a single-page,twelve-item list of questions obtained. average scores ofmerit based upon aten-point scale could be The data A sample copy of thisinstrument is shown beforeTable I. collected through this process wassubjected to item analysisand the averages werecomputed for Questions 1through 8 and 9 through 11 on original form, and 2through 8 and 9 through12 on a revised questionnaire form.

From these two scores, an averagescore of merit wasobtained for each elementary, and certain secondary programseries broadcast. interview survey con- An early, October 2through November 29, 1967 group ducted during the latter partof November yielded thirtyteacher responses. The work-up of these data wasdeveloped at the request of theITVA Execu- tive Committee. Results of this investigation appearin Table I.

Later these data werecombined with additionalteacher responses to the same questionnairecollected over the remainderof the fall semester. Results of these 194elementary and 7 secondarylevel teacher responses appear in Tables IIand III.

An independent, special surveyusing a similar datagathering technique was used to obtaininformation concerning the"Community" (local government in action) and "Crossroads"(Creativity-Inquiry development)locally-pro- III, where duced ITV program series, samplesof which appear before Table the product of these investigationsis shown.

Analysis of the data collectedfrom all group interview-questionnaire meetings follows these tables.

B. Quantitative Data

The Qualitative Survey wascomplemented by an ITV membership-wide,125 school QUANTITATIVE usage surveyof 25 ITVA program seriesbroadcast between October 2, 1967 and January26, 1968. This "Nielson" type survey sought to determine the numberand grade-level designation ofteacher users of ITVA program offerings. A sample of this instrumentappears before Tables IV through VI. Tables IV and V areelementary/secondary treatment of this data. A rank order listing of these programsby classroom usage,

4/7 including data received after the original tabulations had beenmade, is shown in Table VI. Treatment of quantitative data in terms of grade level usage is shown in Figure 1. Summary analysis of these data appears on the following page.

A head count of teacher users of ITVA in-service educationprogramming was obtained from County School teachers as an adjunct to thegroup interview/questionnaire survey. Reference to this inquiry appears in Section II of Summary Analysis of Quantitative Data.

A third-quarter 1968 Spring Semester Survey, conducted ina manner similar to the Fall Semester Study, forms the second sectionof Part TWo: Basic Evaluation Data. Results of this investigation are shown in Tables VII through X.

A final, 1957-68 ITVA Analysis and Evaluation Summary combinesthe results of both the fall and springsurveys. This treatment of ITVA's 1967-68 Evaluation Project is reported in PartFIVE: Summary Analysis and Evaluation.

S PART A: QUALITATrVEDATA SAN DIEGO AREAINSTRUCTIOUAL TELEVISIONAUTHCRITY ITV Teadher OpinionaireSurvey

Number Viewed PROGRAM SERIES TITLE

that best represents MUCH - LITTLE DIRECTIONS: Circle the SIhGLE nuMber your opinion ofthe educational valueof the program series EGAFP 10-9/8-7/6-5/4-3/2-1 and utilization aids beingevaluated.

10-9-8-7-6-5-4-3-2-1 The quality of the TVpicture and sound hasbeen

How well did the telelessonachieve its purpose asstated 10-9-8-7-6-5-4-3-2-1 in the study guide? 10-9-8-7-6-5-4-3-2-1 How much student interest wasstimulated by thetelelesson? provide for How much useful informationdid the telelesson 10-9-8-7-6-5-4-3-2-1 your class? of How much did the telecastcontribute to the curriculum 10-9-8-7-6-5-4-3-2-1 your class?

How much did thetelelesson enrich thesubject matter you 10-9-8-7-6-5-4-3-2-1 teach? vocabulary level for yourclass? 10-9-8-7-6-5-4-3-2-1 7. How suitable was the

Howr well did your classunderstand the content ofthe 10-9-8-7-6-5-4-3-2-1 telelesson?

guides? 10-9-8-7-6-5-4-3-2-1 9. How much use have youoade of the study

How well did the studyguide material help youPREPARE 10. 10-9-8-7-6-5-4-3-2-1 your class forthe telecasts?

activities? 10-9-8-7-6-5-4-3-2-1 11. How well did the studyguide aid in FOLLOW-UP experiences were motivatedby 12. What additional learning the telelesson? (Please circle appropriatenumber(s) Individual project 1. Discussion 3. 2. Class project (e.g., 4. Reports writing, further in- 5. Other vestigation, etc.)

Average Score of Aerit -Questions 2 through 8: 10-9-8-7-6-5-4-3-2-1 (Evaluating Teacherii3Optional) 9 through 12:10-9-8-7-6-5-4-3-2-1 (School)

('racle Level) TIZU-7) Please use reverse sideforcoiranents, anecdotal reports, etc. (Subject, e.g., social studies,etc.)

9 TABLE I. SUMMARY, 30 TEACHER RESPONSES Number of BROADCAST BETWEEN OCTOBER 2 & NOVEMBER 29, Number of TO 14 OF 25 PUPIL ORIENTED PROGRAAS Number of 1967* Questions 2through 8 Questions 9through 11 ALLProElementary ABOUT rams YOU (3)** Pro rams Shown 9 Xls Broadcast 17 Times Viewed 29 Av. Score of Merit 89 Utilization Aids 77 AMERICANSCHILDREN'S ALL LITERATURE (3)(1) 9 25 21 79 98 48 GEOGRAPHYCROSSROADS (2) 99 2617 2118 10 7 95 MEETMANHERITAGE INTHE SPACE ARTS (4)(1) 9 17 9 97 75 OFNEWS COURSE OF THE WE WEEKSPEAK (3)(3) 22 9 2584 2155 68 38 STEPPINGPLACESSPANISH /N INTO THE RHYTHMNEWS (3)(1) 99 2618 33 9 10 9 91 YOUEYESTHROUGH AND EYECHILDREN'S (1)(2) 99 1818 17 6 98 97 These evaluations were submitted by 30 139 teachers reported by their principals tothe best qualified to judge the 350 123*** educational value of the telelessons be the most consistent and en- 8.35 6.35 ***** Thebroadcast.thusiasticTotal figures average usersin parenthesistimes of ITV, viewed and represent =presumably 8.8 the number of evaluations submitted. m.,.,,,S77-77=777-777476,7;77777.W7477r777.-7=7MT.--.77777=777M TABLE II: RankElementaryExpressing Order & (K-6)TeacherAverage Programs Opinion;Score ofBroadcast theMerit Educational (Based Between on 10/2/67Value10 pt. of scale)& SDA/ITVA1/26/68 TITLE RESPONSESNO. OF LEVELGRADE SUBJECTAREA PROGRAMSNO. OF BROADCASTNO. OF X'S QUESTIONS 2-8 (Study GuideQUESTIONS Value, 9-11 2.1. Of P. Course E. & TestingWe Speak 5 4-6 Physical Ed. 15 . 29 (Ed. Value)9.00 5.80 4.3. All Meet About The YouArts Spanish 2118 4 4-61-2 6 HealthForeignArt/Music Lang. 151536 138 2928 8.558.758.83 6.756.617.29 7.6.5. GeographyStepping You and IntoEye Rhythm 3211 5 1-34-6 ArtSoc. Studies 1515 432930 8.038.098.50 7.757.267.63 1-4 9.8. RoundaboutAmericans All 13 4 Preschool Cultural Enrichment 4-6 U.S.%mix History 15 42 7.507.92 7.006.61 12.11.10. Children'sPlacesNews of in the the Week News 21 5 4-64-9 Current Events 15 4229 7.097.20 3.734.00 14.13. HeritageCrossroads Literature 2711 8 4-6K-35-8 Lang.Calif.Creativity Arts History 15 2943 6.816.876.88 4.545.375.72 15. Through Children's Eyes 194 9 4-6 Enrichment 246 15 626 30 7.776.55 6.136.00 EZID 1 C::3 CJ 1 ^ 1 j .4.1,

SDA/ITVA IhDIVIDUAL.ROGR.wi

Social Studies: Community Series

NALts orPRODRAM: (topic dealt with; e.g., police, elections, etc.J for teaching local goverhment. Please rate by circling appropriate number: E G AVF P 10-9/8-7/6-5/4-3/2-1

RELEVANCE: To what degree was the programle

A. Topic relevant? 10-9-8-7-6-5-4-3-2-1 B. Information relevant? 10-9-8-7-6-5-4-3-2-1 C. Insights/concepts relevant? 10-9-8-7-6-5-4-3-2-1

GRADE LEVLL APiROPRIhTENESS: To what degree did the program:

A. Directly contribute to the subject matter ofyour class? 10-9-8-7-6-5-4-3-2-1 B. Enrich the instructional program of your class? C. Suit the vocabulary level of your class?

CLASSROOM USE:To what degree did the study guide:

A. Help you to prepare your students for viewing the program? 10-9-8-7-6-5-4-3-2-1 B. Contain material usable for follow-up activities? C. Prove to be in concert with the material presented? 109-8-7-6-5-44-3-2-1

STUDENT INVOLVEME)rT: To what degree did the program:

A. Stimulate student interest/responsiveness? B. Provide students with useful information? 10-9-8-7-6-5-4-3-2-1 C. Structure content in a manner that helped students realize new insights/concepts? 10-9-8-7-6-5-4-3-2-1

RECOMMENDATIONS: Please circle appropriate letter(s).Use reverse side for comments:

A. Repeat program as is B. Repeat with changes: 1. Topical 3. A/V materials 2. Content 4. Method of presentation C. Do not repeat

Evaluating teacher: FOLD, STAPLE AND RETURN School: VIA SCHCOL MAIL Date:

, 41,7cr.

SDAATVA ILDIVIDUAL IROGRAN-EVALUalON

Creativity Project: "Crossroads to Discovery" Series

Dear Creative Teacher:

1. About how many times have you used "Crossroads"in your classroom?

2. To date what topics (e.g., weather computers) have proved most rewarding'

.M.M11.

3. What post-program activities have you used?(Please circle those that apply)

A. Inquiry session C. Class project (e.g., H. Discussion art, creative writing) D. Other

4. Plcase identity topics you would like to see explored in the future:

5. What broadcast times wyuld be most convenient for your viewing and follmwup?

6. Please rate"Crossroads" according to your opinion of its educational value by circling the appropriate number:

5 E G AV F P 106.9/8-7/6-5/4-3/2-1

Additional comments welcomed. (Please use reverse side).

.... _Evaluating Teacher:

P School: RETURN VIA SCHOOL MAIL

Date:

V`-3,M0E. Rank Order & Average Score of Merit (Based on 10 pt. scale) TABLE III: NO. OF GRADEExpressingSecondary Teacher(7-12) ProgramsOpinion; Broadcast Between SUBJECT the EducationalNO. OF Value of SDA/ITVA NO. OF X'S 10/2/67 C 1/2'/" qULSTIONS 2-3 ,UESTIONS 9-11 1.TITLE Man In Space RESPONSES 3 LEVEL7-12 Science (Enrich) AREA PROGRAMS 15 BROADCAST 29 7 Value) (u-2t ryuiee t: n 3.2. ProfilesImages of - AmericaMusic 21 7-129-12 U.S.Music History 15 3029 r.cr 4.5. FranklinArt Around to FrostUs 01 10-12 8-12 ArtLang. Arts 1513 2629 yl1-7. 6. MakingCommunity of Music 00 8-127-12 MusicCivics (Enrich) 15 2943 8.9. NuclearPeacefulProfiles Energy Uses - Language of 0 9-127-12 Lang.Enrichment Arts 1515 2830 10. Sportsmanlike Driving 70 10-12 Driver Ed. 148 15 330 57 5.37 3.71 INDEPENDENT SPECIAL SURVEY 42 8-12 Civics 15 43 Average Score of Merit P.28 CommunityCrossroads 4688 5-8 Creativity 1530 4386 7.5P6,89 . II - SUMMARY ANALYSISOF QUALITATIVE DATA 26, 1968 PROGRAMS EVALUATED BETWEENOCTOBER 2, 1967 - JANUARY

Elementary level programs rated high. I. Tables I and II: Elementary Programming. (10 point scale) A. Range, educational value.scoresof merit, 6.55 - 9.00 their B. Programs rated high for Spring1967 evaluation tend to maintain ranking.

C. When compared with Spring 1967evaluation, Fall 1967 SDA/ITVA program series scores of merit areapproximately one point higher (on a 10 point scale).

D. Programs most closely related toteacher-student curriculum needs tend to rank higher than thosethat might be classified as enrichment. In rank order these include mandated P.E. Es Testing, Spanish, Art, Science and Social Studies.

E. Scores of merit pertaining to overalleducational value were significantly higher than those assigned toutilization aids; mainly the study guides.

II. Table III: Secondary level (7-12) Programming.

A. Range, educational value scores of merit,3.00 to 8.28 (10 point scale).

B. These programs rated significantly lowerthan elementary programs. The population sample reporting was notstatistically significant except in the sense that it indicated poor usagein grades 7-12.

C. Of eleven secondary programs broadcsst,(one bridging elementary and junior high, 5-8) six series inducei 95teacher responses; of these programs, two rated 6 or above. They were "Community" and "Crossroads" (the latter representing a 5-8 grade range). Both were locally produced and ranged more than 3 points higher thanthe average of all other secondary level programs evaluated.

D. Although relatively small, secondary usage is morefrequent and consistent by teachers of special education groupsincluding EMR, Ad- justment and Very Able Classes in rank orderpresentation.

A/17 er?.

SAN DIEGO AREA ITV AUTHORITY

USAGE EVkLUATION OF 25 INSTRUCTIONAL TELEVISION PROGRAMS ON THE AIR 1967-68

The Executive Committee of the SDA/ITVA has requested information regarding programs presently being aired on instructional television.In order to intelligently evaluate the programs, the committee must determine extent of usage. Your cooperation in filling out this simplified survey and returning it by school mail or U.S. mail to SDA/ITVA at 5164 College Avenue, San Diego 92115, would be greatly appreciated. Please indicate combination grades in the "Other" column.

SCHOOL DISTRICT

SCHOOL RETURNING QUESTIONNAIRE NO. OF TEACHERS AT SCHOOL SITE

NO. OF TELEVISION RECEIVERS

rro am beriez Tltie numper or weacners usini Wile rroarNa

Grades: K1 2345 67 89101112,Other ALL ABOUT YOU T , , , . 1 ART AROUND US AMERICANS ALL , CHILDREN'S LITERATURE . 4 COMMUNITY , 1 4 p - CROSSROADS TO DISCOVERY * A FRANKLIN TO FROST , .. GEOGRAPHY

, , , , HERITAGE: THE STORY OF SAN DIEGO IMAGES OF AMEMICA . -. , . , , MAKING OF MUSIC I MAN IN SPACE MEET THE ARTS 1 . I 1 . NEWS OF THE:WEEK A ... A , AO V OF COURSE WE SPEAK SPANISH . , -4 , PEACEFUL USES OF NUCLEAR ENERGY 4 4 a V, PHYSICAL EDUCATION AND TESTING l I r . PLACES IN THE NEM A - . . PROFILES: LANGUAGE : . , A PROFILES: MUSIC r ROUNDABOUT 44 4. 1 I SPORTSMANLIKE DRIVING , STEPPING INTO RHYTHM THROUGH CHILDREN'S EYES . * , ,- - - 4 r YOU AND ETE

This survey is somewhat like the Nielsen Ratings; however, instead of 1200 households representing 200,000,000 people, we hope to have 12,000 teachers represent 12,000 teachers.

SGS:jb

12/1/67 IL

V74 4"4,05-14.4-k4. reportedof125 SDA/ITVA School by SurveyProgrammingcurriculum of Elementary areaBroadcast and grade& BetweenSecondary level 10/2/67 Classroom 6, Usage TABLE IV: (Page 1 of 2 pages) 1/26/68; ART Art Around Us 0K 41 82 93 12 4 215 22 6 27 28 09 10 1 11 1 12 3 18 0 Total 103 MeetYou Theand ArtsEye 0 11 25 17 81 1934 6 763331 100 4138 893037 024 02 00 0 1 01 03 1136 7 128374143 CREATIVITY Crossroads 0 2 0 0 4 32 26 5 5 0 0 0 0 9 83 ....DRIVER Sportsmanlike Driving EDUCATION 0 0 0 0 0 0 0 0 0 1 2 6 0 0 9 FOREIGN LANGUAGE Of Course We Speak Spanish 0 0 0 0 1 6 50 1 1 0 0 0 0 2 61 LANGUAGE ARTS FranklinChildren's to LiteratureFrost 27 0 88 0 114 0 84 0 17 4 10 2 63 02 03 03 12 0 20 40 28 0 374 35 ThroughProfiles: Children's Language Eyes 15 22 20 1 41 0 43 2 33 2 19 1 00 0 9. 1 02 03 05 20 0 184 20 GRAND TOTALS 33 106 93 152135 159125 147 66 185 47 194 29 12 2 11 3 45 1417 12 5 12 9 4895 1140 613 TABLE IV: Page 2 9 11 12 Total MUSIC Making of Music K3 51 21 23 43 35 66 73 08 0 10 11 13 23 021 2532 SteppingProfiles: Into Rhythm Music 7969 7 127132 0 102106 3 6058 0 .t09 261 039 025 00 00 02 40 05 2421 441384 PHYSICAL EDUCATION P. E. & Testing 0 0 0 0 2 14 47 17 3 3 0 2 2 2 7 99 PRESCHOOL ENRICHMENT . SCIENCE Roundabout 15 18 9 4 0 1 0 0 0 0 0 0 0 12 59 ° ManAll InAbout Space You 17 0 80 2 83 0 32 0 41 53 27 2 42 02 01 021 022 042 22 23 242 5655 P.U.NE 17 0 82 0 83 0 33 1 1611 2230 3910 Y1 -5-3 "I0 3 -4- -6- 27 353 SOCIAL STUDIES AmericansCommunity All 01 40 09 05 22 0 121 1 37 1 81 14 6 ' 05 01 06 12 0 00 192 62 Geography 0 0 0 0 21 85 53 55 3 0 01 = 0 01 0 0 217 HeritageImages of America 0 01 01 18 0 127 2 27 9 95 21 83 2 01 13 41 00 355194 32 PlacesNews Of In The The Week News 010 821 13 03 8035 1 312 6412 360112 37 280126 47 22 43 40 45 11 1 03 12 1 18 0 0 1160 108 FIGURE 1 GRADE LEVEL USAGE,ITVA PROGRAMMING OCTOBER 2,1967 to JANUARY 26, 1968

6(539 Kt145 1 (346 2 (363 3 (338 4 (498 5(629

600

500

400

300

7(49 8(59 9(17 1 104 1203 0065 12DU A 50

50 4

-=-Elementary K 6 Secondary7 12 special education, 0: Other (elem.& sec. ungraded & combinationclasses) Total Classrooms:3,252

ktlY TABLE V: Rank Order of Classroom Usage By Subject No. of Classes Viewing MatterOctober Area, 2, 1967Programs & January Viewed 26, Between 1968 No. of Series Bdc'st 1.SUBJECT AREA Social Studies By Subject Area 1160 By Subject Area 7 TotalSubject Classes Area PercentViewing 35.60 Viewing 5.08Index 3.2. MusicLanguage Arts 441613 34 13.5018.80 4.504.70 5.4. ScienceArt 353,374 3 10.8011.50 3.603.83 t3 7.6. CreativityPhysical Education 8399 11 02.5003.00 2.503.00 9.8. JfteschoolSpanish Enrichment 5961 1 01.80 1.80 10. Total No. of Classrooms Viewing: Driver Education 3252 9 25 1 00.2701.8099.57 0.271.80 NOTE: whenRank comparing order of percentprogram ofseries total classes viewing with the usage by subject matter area remains constant, but in truer perspective, viewing index: (V.I. = % of Total Classes Viewing) No. of Program Series g:zp C::D =3 1= 1=' FIGURE rx and Recommended Grade Level Listed by Subject Area ITVA PROGRAMMINGNovember 1967 ARTSUBJECT AREA SERIES INFORMATION 3 . C END D GRA L 'EL her /DUART(Twenty AROUNDAND EYE 15-minUS lessons) 1 4 CURRENT EVENTS SrhirtySThirty-fourNEWS PLACES20-min OF THEINlessons) THE15-minWMIC NEWS lessons) DRIVER EDUCATION .1WIKEDRISO?,VING(Six 30aminThirt -fourlessons) 20-min lessons FINEFOREIGN ARTS MEETOFLANGUAGLF"--"--'------COURSETHE ARTS WESeven SPEAK 30-min SPANISH lessons) HEALTH ALL(Sixty(Eleven ABOUT 15-min 15-minYOU lessons) lessons LANGUAGE ARTS CHILDRENIStaTERATUREFRANT.IN(Thirty(Thirty-four TO15-min FROST 30-min lessons) lessons) P/OrILES:Ten LANGUAGE 30-min ARTSlessons) (Page 1 of 2 pages) WIEJECT AREAFIGURE II: (Page 2 of 2 pages) MUSIC MAKINGSERIES(Sixteen OFINFOMATION MUSIC30-min lessons) RECOMENDE'D GRADE EVEL Ils STenSTEPPINGPROFILES: (Thirty30..min INTO 15-minlessons)MUSIC RHYTHM lessons) SCIENCEPHYSICAL EDUCATION MANPHYSICAL IN SPACE EDUCATf(Six 15-min N AND lessons) TESTING SOCIAL STUDIN AMER(Six(Thirt CAN30-min -oneALL lessons) 20-min lessons) HERITAGE1FifteenGEOGRAPHY7,om4uNrrrt(Thirtr-four 15-min 20-minlessons lessons OTHFR CROSSROADSIMAGES(Fifteen OF AMERICA15-min30-min(Special lessons)lessonC Ed.) ROUNDABOUTPEACEFUL(Ten(Thirty-four 30-min USES lessons) OF20-min NUCLEAR lessons) ENERGY Pre -schoo - (CER) THROUGH(Thirt(Thirtz_15-min(Thirteen CHILDREN'S 60-min lessons)EYES STONlessons SMEHONY Music 30-min lessons) TABLE VI: QUANTITATIVEDATA

The "Nielsen Rating" survey: A rank order presentationof theclassroom use of 25 ITVA program series broadcast between10/2/67and 1/26/68.

PROGRAM CLASSROOM USAGE

1. Stepping Into Rhythm 505

2. Children's Literature 458

3. News of the Week 355

4. All About You 318

5. Geography 217

6. You and Eye 189

7. Through Children's Eyes 184

8. Americans All 192

9. Heritage: The Story of San Diego 194

10. Meet the Arts 147

11. Of Course We Speak Spanish 125

12. Physical Education and Testing 119

13. Crossroads to Discovery 106

14. Art Around Us 103 15. Places in the News 108

16. Roundabout 73

17. Man in Space 61

18. Community 62

19. Franklin to Frost 35

20. Images of America 32 21. Making of Music 32 22. Peaceful Uses of Nuclear Energy 56 23. Profiles: MkIsic 25 24. Profiles: Language Arts 20

25. Sportsmanlike Driving (Driver Education) 10 3,726

NOTE: Tabulation of late returns changes totals shown inTables IV and V.

25 showsCustodian direct hurrying ratio to increasedmove TV sets availability between classrooms. of TV sets 41111111r Increased utilization of ITV 4 QUANTITATIVE DATA III: SUMMARY ANALYSIS OF

Elementary/Secondary Program Usage. I. Tables IV, V, VI,and FIGURE 1: of 25 ITV progremseries broadcast, 10 to505. A. Range of classroom usage

629. B. Range by gradelevel usage, 17 to correlation exists between Analysis of data showsthat a high positive C. educational value scores numerical program usageand the qualitative, of merit assignedparticular programs. elementary programming is Considering availabilityof TV receivers, D. substantial number of K-6 used frequently andconsistently by a than 3;700 teachers teachers. Data collectedindicates that better have viewed one or moretelecasts during theFall 1967-1968 semester. 12,852 full-time San This figure representsapproximately 297. of the Diego County certificatedpersonnel for 1967-1968. applies to secondary level The reverse of thefinding reported above E. (7-12) as compared with (7-12) usage. The fact that 228 secondary, reported, attests 3,024 elementary (K-6)teacher ITV program users was to the validityof this generalization. exerted by Where positive leadershipfavoring ITV utilization was F. curriculum special- district administrativepersonnel (superintendents, these districts showed ists, principals, andA/V-TV broadcast chairmen), than did those districts a significantlyhigher level of participation District in- where ITV usage waspermissively left to teacherchoice. "wait- volvement ranged from a"systems-go" attitude and support to a see" consideration of1,TV's educational value.

(Data collected at time ofteacher interviews) II. In-Service-Education viewing adjudicators of Most teachers intervieweddisqualified themselves as A. majority of them had In-Service EducationalPrograms because the vast viewed none. that they had viewed B. Of 201 teachers questioned,twenty-two indicated one or moreIn-Service Education programs. regular viewers of the C. Five of these teachersindicated that they were program series theychose to view. In-Service Education D. A large majority of theteachers reporting felt that program schedulingafter a full day of teaching,and when many expressed the need to prepare fortheir nexz day's work,mitigated against teacher participation, and that, unlesscollege or hurdle credit wasgiven, this situation probably would continue. view these programs E. A few teachers indicatedthat they would be willing to before school, but expressedcaution concerning thescheduling of on-going series during this time slotbecause yard duty and otherschool-day preparations probably wouldinterfere.

a2e129 IV. FINDINGS SUMMARIZED, ANALYZED

I. Inferences drawn from data collected: elementary level (K-6) programming.

A. All elementary program seriesreceived a high rating (6 or above on a 10-point scale).

B. Considering the shortage of TV receiversin all school districts and most schools, these programshave been used frequently and consistently, but not equally so by all ITVA memberdistricts.

C. Teacher comments stress the need for moreTV receivers and programs; more locally-producedseries; relevance to curriculum, socialsetting and local control were cited by teachers as reasonsfor this preference.

D. Scheduling problems remain as the principaldetriment to the optimum usage of ITV programming;the right program at the right time in consideration of what is being studied at agiven time.

II. Inferences drawn from data collected: secondary level (7-12) programming.

A. These programs are used by only a handful ofsecondary teachers indicating that consideration probably shouldbe given to reducing the amount of these broadcasts until usageis educationally and economi- cally more feasible. (Perhaps after on-site video tape recording and CCTV distribution becomes a reality.)

B. Locally produced, curriculum related ITV programs arepreferred over syndicated programs and therefore, should be amongthose retained.

C. Usage is more frequent and consistent byteachers of special education classes, suggesting that (1) programming forthese groups be given special consideration, and (2) strategies toinduce more involvement by other secondary level (7-12) teachers andstudents is needed. (The "Consumers as Producers" (C.A.P.) strategy should helpinduce more secondary level involvement."'

D. Same as I. - D. above, but much more so.

3 0 V, 1968 SPRING SEMESTERSURVEYS 1968 January 29,1968 to MAy 17,

questionnaire surveyswere conducted Follow throughmailed qualitative 1967-68 school year. The surveys con- luring the thirdquarter of the ducted included: investigations ofITVA countyschools Elementary andSecondary level 1. interview/questionnaire surveyscon- not contactedby means of the ducted during thepreceding fall semester. of San DiegoUnified Elementary and Secondarylevel investigations 2. The elementary surveyincluded School DistrictSchools' ITV usage. in each of thedistrict's 25 city schoolsrepresenting 5 schools All 31 of the SanDiego Unified five elementaryschool regions. polled. School District'ssecondary schools were questionnaire survey. 3. A ParochialSchools ITV qualitative The product ofthese surveys These investigationsyielded 271 responses. Elementary and SecondarySchools Survey, and appear in TablesVII, County Schools Survey. Table IX shows Table VIII, CityElementary and Secondary scores ofmerit. Table X combined County-CityElementary and Secondary shows results ofthe ParochialSchools Survey. combined with thefall interview/ Summary analysis ofthese data is of this report:Summary Analysis questionnaire surveysand forms Part Ftve and Evaluation1967-68 ITVA Activity.

31 TABLE VII. COUNTY SCHOOL SURVEYS - SPRING SEMESTER, 1968 ASM - Average Score of Merit ELEMENTARY SECONDARY COMBINED SG - Study Guide ASM NO. OF NO. OF NO. OF RESP'TS ASM S.C. RESP'TS ASM S.C. RESPONDEN1_ -- 7 1. Stepping Into Rhythm 7 8.29 7.28 ... 2 2. Children's Literature 2 5.00 3.00 8.00 8.00 9 3. News of the Week 6 7.17 3.16 3 3 4. All About You 3 7.32 6.67 -- 7.67 3.00 6 5. Geography 3 7.00 5,34 3 -- 4 6. You and Eye 4 7.75 7.75

OD SO 4 7. Through Children's Eyes 4 7.25 6.25 7 8. Americans All 5 8.00 6.40 2 7.50 7.50 -. 7 9. Heritage 7 8.14 5.86 2 10. Meet the Arts 1 6.50 4.42 1 7.50 9.55 22 11. Of Course We Speak Spanish 21 6.62 5.91 1 3.00 1.00

12. P. E. & Testing 3 7.00 5.34 2 7.50 6.45 5

13. Crossroads . 4 6.25 7.25 4 . 0 14. Art Around Us . 15. Places in the News 1 9.00 5.50 3 7.00 6.34 4 . 16. Roundabout . 0

17. Man in Space . 1 6.00 6.00 1

18. Community . 4 5.50 5.25 4

19. Franklin to Frost . 2 8.50 8.00 2 20. Images of America . 6 7.00 4.67 6 21. Making of Music . . 0 22. Peaceful Uses - Nuclear . 1 8.00 7.00 1 23. Profiles: Music . . 0 24. Profiles: Language Arts . - 0

25. Sportsmanlike Driving . 1 7.00 9,00 1 26. Exploring Sentences 2 7.00 9.00 1 9.0010.00 3 27. Looking at Language . 2 4.00 7.25 2 0111 TOTALS 69 7.29 5.84 37 6.846.64 106 1,

TABLE VIII.

CITY SCHOOL SURVEYS - SPRING SEMESTER, 1968

ASM ca Average Score of Merit ELEMENTARY SECONDARY COMBINED Study Guide ASM SC NO. OF NO. OF NO. OF RESP'TS ASM IC& RESP'TS ASM SG. RESPONDENTS

1. Stepping Into Rhythm 26 7.82 7.66 - - 26

2, Children's Literature 7 6.25 6.28 - - 7

3, News of the Week 13 7.38 6.11 3 5.33 1.33 16

4. All About You 8 8.50 6.25 - . 8

5. Geography 1 6.00 7.00 1 5.00 3.00 2

6. You and Eye 1 7.00 6.00 - - 1

7. Through Children's Eyes - - - - 0

8. Americans All 5 7.60 7.40 4 6.25 5.25 9

9. Heritage 1 7.00 9.00 - . 1

10. Meet the Arts 1 7.00 7.00 - - 1

11. O.C. We Speak Spanish - - 1 9.00 10.00 1

12. P. E. & Testing 1 9.00 1.00 - - 1

13. Crossroads - - 2 2.00 2.50 2

14. Art Around Us - - 4 5.50 3.25 4

15. Places in the News - - 11 6.18 3.90 11

16. Roundabout - - - - 0

17. Men in Space - - - - 0

18. Community - - 10 7.20 5.10 10

19. Franklin to Frost . . 4 7.25 5.75 4

20. Images of America - - 3 6.33 5.33 3

21. Making of Music - - - - 0

22. Peaceful Uses - Nuclear - - 2 5.50 5.00 2

23. Profiles: Music - - - - 0

24. Profiles: Language Arts - - - - 0

25. Sportsmanlike Driving . - 5 7.40 6.80 5

26. Exploring Sentences 16 6.68 7.87 - - 16

27. Looking at Languages 9 6.78 6.67 - - 9

TOTALS 89 7.38 6.59 50 6.11 4.83 139

33 11

TABLE /X.

COMBINED CITY/COUNTY SCHOOL SURVEYS

SPRING SEMESTER, 1968

ASM = Average Score of Merit ELEMENTARY SECONDARY COMBINED SG = Study Guide ASM NO. OF NO. OF NO. OF 1 RESPITS ASM S.G. RESP1TS ASH S.G. RESPONDENTS

1. Steppi-Ig Into Rhythm 33 8.06 7.47 33

2. Children's Literature 9 5.654.69 9 25 3. News of the Week 19 7.284.64 6 6.67 4.66 11 4, All About You 11 7.91 6.46 8 5. Geography 4 6.506.17 4 6.34 3.00

6. You and Eye 5 7.386.87 5

7. Through Children's Eyes 4 7.256.25 4

8. Americans All 10 7.806.90 6 6.88 6.37 16

9. Heritage 8 7.577.43 8

10. Meet the Arts 2 6.75 5.71 1 7.50 9.55 3

11. O.C. We Speak Spanish 21 6.62 5.91 2 6.00 5.50 23

12. P. E. & Testing 4 8.00 3.17 2 7.50 6.45 6

13. Crossroads - - 6 4.12 4.75 6

14. Art Around Us . - 4 5.50 3.25 4

15. Places in the News 1 9.00 5.50 14 6.59 5.12 15

16. Roundabout - - 0

17. Man in Space - - 1 6.00 6.00 1

18. Community -- 14 6.35 5.18 14 ak 4 19. Franklin to Frost - - 6 7.88 6.87 6

20. Images of America - - 9 6.67 5.00 9

21. Making of Music 06 MO 0

22. Peaceful Uses - Nuclear - - 3 6.75 6.00 3

23. Profiles: Music OD OD 10o 10o 0 24. Profiles: Language Arts - - - - 0

25. Sportsmanlike Driving - - 6 7.20 7.90 6

26. Exrloring Sentences 18 6.84 8.44 1 9.00 10.00 19 27. Looking at Languages 9 6.78 6.67 2 4.00 7.25 11

TOTALS 158 7.34 6.22 87 6.48 5.73 245

34 TABLE X.

Parochial School Survey

During the 1967-68 school year,the /TVA served eleven parochialschools by contractual arrangement based uponthe 75 cent per ADA formulaapplied to public schools. These schools represent RomanCatholic, Lutheran and Pentecostal faiths and acombined ADA of 2,321 students.

Ten questionnaire forms weremailed with a covering letter toeach ITVA member parochial school. Of the eleven schoolscontacted, three returned a total of 26 ITV Teacher SurveyForms. Inasmuch as the data collected was not in sufficient quantity tobe treated on a program-by-programbasis, it was grouped and treated by curriculum areadesignation. The product of this treatment appears in TableX.

TABLE X.

PAROCHIAL SCHOOLS SURVEY

AVERAGE CURRICULUM NO. OF SCORE OF STUDY AREA RETURNS MERIT GUIDES

ART 3 8.5 5.9

FOREIGN LANGUAGE 1 8.0 Not Available

SCIENCE/HEALTH ED. 6 8.1 7.0

LANGUAGE ARTS 8 7.6 6.1

SOCIAL STUDIES 4 7.7 5.3

MUSIC 4 9.2 6.0

TOTALS 26 8.2 6.6

Analysis of the data shown above revealsthat:

A. Parochial School teachers assigned scores ofmerit that correlated closely with those given by public schoolteachers, the average of these scores being 8.2 as compared with the 7.7 publicschool average.

B. Similarly comparable was the average scoreassigned to the educational value of study guide material, theproduct of which was 6.62 for parochial schools and 6.14 for public schools.

C. By inference, it can be concludedthat parochial school teachers, like public school teachers, need more(1) receiver and VTR hardware,(2) software, especially at the primarylevel, and (3) time and experience togain insight relating to effective utilizationpractices.

35 TABLE XI

ITV Programs for Classroom Use in California Public Elementary and Secondary Schools

STATION CHANNEL LOCATION NO. OF ITV PROGRAMS

KEBS Channel 15 San Diego 32

KQED Channel 9 San Francisco 28

KTEH Channel 54 Santa Clara 24

KVIE Channel 6 Sacramento 22

KIXE Channel 9 Redding 22

KCET Channel 28 Los Angeles 20

KVK-21 ITFS Fresno 16

KCOP Channel 13 Los Angeles 14

KVCR Channel 24 San Bernardino 13

KTLA Channel 5 Los Angeles City 10

KICU Channel 43 Fresno 5

KABC Channel 7 Los Angeles 1

207

TWo hundred seven (207) different televisionprograms for classroom use are being broadcast over 12* California stations- four of which are commercial broadcasting units, seven ETV and one ITFS.

The largest number ofprograms, 32, is carried by KEBS, Channel 15, San Diego Area Instructional Television Authority, San Diego,followed closely by KQED, Channel 9, San Francisco, with 28 in-schoolprograms. The number carried by each stationin rank order is listed above.

ETV Channel 14 is not broadcasting regularlyto public elementary and secondary schools. Arizona Station KIVA, Channel 11,and San Diego Station, Channel 8,are not included; the former is outside of California;the latter broadcasts adult education programs but not for classroomuse.

SOURCE: Instructional Television in California,State Dept. of Education, 1968 5/21/68

36 0 v°. "to

.P`tsit.

shows "News of theWeek" prior to taping View from MasterControl Room, KEBS-TV,

37 PART TWO: SUPPORTING SURVEYS

Unsolicited /nterest Shown interest in classroom situationshas been of considerable ITV program utilization people and pro- number of member schooldistricts, curriculum to an appreciable educators representative fessional educationalorganizations. As a consequence, and reported theirfindings of these groups havevoluntarily conducted surveys Several of these investigations independently of those initiatedby the ITVA. and are included inthis report have been made available tothe Project Evaluator the scope and depth ofthis study. because they make asubstantive contribution to in some cases,evaluation based on Brief descriptions,analysis of findings and, these data form this sectionof the report.

I. Chula Vista City SchoolDistrict Surveys was conductedby Mk. Ben The most extensive ofthe supporting ITVA surveys School Howard, AV/ITV Teacher onspecial assignment inthe Chula Vista City certificated and 300 classifiedpersonnel District. The district employs 595 regular and 144 pre-schoolpupils (as of May 23, 1968),has an ADA of 13,122 and a mobility rate housed in 21 schools, an averageclass size of 30 pupils 1967 Survey, ethnicdistribution of 20 (per 1,000). According to a November Spanish surname 197., otherwhite 267., other non white27., of its pupils is: of Chula Chinese, Japanese and Korean27. and Negro 17.. A sizeable number The largest Vista's adult population isemployed in San Diego'sCenter City. Rohr Corporation numbers employed in ChulaVista's incorporated area work at Men's Slacks). (9,209; Aircraft PowerPackages) or Vista SlackCorporation (900; the County Excepting for an ethnic mixratio that variessomewhat from that of speaking and lower than averageNegro at large(higher than average Spanish populations), the Chula VistaCity District, which istocated south-southeast border, serves well as a re- of downtown San Diegoand north of the Mexican 18,000 ADA) school districts presentative prototype ofthe medium large (12 - that are contiguous tothe center city. advent of ITV in San The Chula Vista City SchoolDistrict welcomed the A. providing its Diego County by subscribing tomembership in the Authority, and creating the teacher staff with receptionand recording hardware, coordinate AV and ITV position of AV-ITV teacher onspecial assignment to coordinator utilization throughout thedistrict. In addition, the ITV conducted surveys whichyielded both quantitativeand qualitative data including teacher "Suggestionsfor Improvement". Chief of these investi- 5 and December 13, 1967. gations was the ITV Surveyconducted between November analysis of (1) the Tables I, II and III of theChula Vista Study provide total number of classes inthe district, (2) thenumber of these classes shown as the per- viewing ITVA program series(tabulated by grade level and special, cent of the totalnumber of classes at eachgrade level including ofthe total ungraded class grouping) and,(3) a grade level analysis district-wide enrollment of number of students observingcompared with the "percent of total students K-6 and special educationclasses, expressed as the district-wide observing at each gradelevel." Table III also designates and the grand total total number of studentsviewing each program series of district-wide viewing.

3P°139 A second, single program usage survey B. CVCSD "Exploring Sentences"Survey. was conducted latein April 1968. It was reported that 140 Chula Vista School District teachers wereusing the ITVA's Roberts EnglishSeries "Exploring Sentences Program"(ESP). This report indicated that 3 third, 39 fourth, 50 fifth, 47 sixthgrades plus one E. H. classused the "ESP" Series regularly.

Excepting the E. H. Class, andfigured at 30 pupils per classroom times 139 classes, the reportindicates that 4,170 studentsviewed the "ESP" telecast during the week the surveywas taken.

To be fair to the wholepicture, it must bepointed out that Chula Vista of the ITVA's member City School District"ESP" utilization is atypical districts as a whole. Reaction to the ESP on acounty-wide basis indicates a divergency of opinionranging from strongly negative("It's so poor, we've discontinued viewing it") tostrongly positive ("We need more programslike that the this"). On the basis of all ESPdata received, it would appear central tendency of all opinionscombined would cluster slightly tothe left of the 50th percentile.

Chula Vista teacher anecdotal commentabout ITV programming and usage follows Table III of theChula Vista Study.

II. Oceanside Union School DistrictSurveys

Under the direction of Dr.Gladys Halvorsen, AssistantSuperintendent, Instruc- tional Services, this districtconducted two surveys. These investigations indicative of were (1) a school-by-schooland grade-by-grade quantitative survey series, and (2) a student regular or occasional viewingof specified ITV program attitude - interest inventory andteacher basic questions ForeignLanguage data is shown on Tables I and II. Survey. The product of the first survey Tables III and IV show theresults of the studentattitude-interest inventory and teacher basic questions surveyrespectively.

III. South Bay Union School DistrictSurvey

This school district conducted atwo-part survey. Part One lists program usage by grade level and a "Good, Fair,Poor" rating reflecting teacheropinion of the educational value of the programsviewed. Part TWo consists of teacher comments teachers believe about program quality, schedulingproblems and programs these should be included in the ITVbroadcast schedule.

Part I of South Ba)Ps ITV Survey appearsin Table I. Part TWo, teacher comments, follows Table I.

40 t".".

CHULA VISTA CITYSCHOOL DISTRICT January 9, 1968

ITV SURVEY

December 13, 1967 an ITVSurvey was During the periodNovember 5, 1967 - Audio-Visual/ITV, in all schoolsin the conducted by Ben Howard,Special Teacher follows: each Chula Vista City SchoolDistrict. The Survey procedure was as Each teacher in everybuilding was school was visited on aprescheduled date. asked: interviewed. The following werethe questions generally observing with yourclass? 1. What ITV programs are you 2. What is your evaluationof these programs? would you like to see onITV that is not now 3. What subject area or areas available? regard to reception,utilization or 4. Do you have anyspecific problems with availability of TV sets?

Data collected bythe survey was tabulatedin the following manner.

Table 1 represents:

1. Programs being viewedinthe district. 2. The number of classroomsin the district. observing each program. 3. The number of classrooms 4. The percent of the totalclassrooms represented.

Table II represents, by gradelevel the following information:

1. The programs being viewed. 2. The number of classes thisgrade level in the district. 3. The number of classes at agrade level observing. this particular program. 4. The percent of classes thisgrade level observing

Table III represents, by gradelevel the followinginformation:

1. The programs being viewed. 2. The number of students eachgrade level in the district. level observing the program. 3. The number of students each grade 4. The total number of studentsobserving the program. observing. 5. The percent of the totalstudents of a grade level

*Computation was carried to threefigures and rounded off.

Figures used for these twotables wereobtained from eachschool's weekly report felt of enrollment ending December8, 1967. (This date was chosen since it was period.) that this period represented a meanofthe enrollment during the survey This report lists each gradelevel andthe number of pupils perteacher.

4.0'1 ITV Survey - Coned

While teachers recognized that as ITVA grew there would be a wider selection of programs to cover specific areas and a closer correlation with the curriculum of the participating school districts, they oxpressly desired the following improvements:

1. Teachers K-6 wanted a science program appropriate for their grade level. 2. Second in importance was the definite need for a news program suitable for primary grades. 3. There were also concerns about programs for other areas of the curriculum:

Mathematics Social Studies Physical Education (primary) Music Art Literature Spanish (K-6)

The most generally recorded comment from teachers was that the programa presented were excellent and that they provided enrichment as well as new methods and materials for the children. Teachers recognized that there could also be an improvement in the quality of their teaching through their observation of good examples as demonstrated by the television teachers. As one teacher put it, "Television is the most outstanding contribution to the field of education in the past ten years."This statement reflects the attitude of most teachers in the district. There is complete acceptance of ITV as an adjunct to good teaching practices in the classroom.

There were alsomany responses concerning reception this year. Teachers were pleased with the increased output which has resulted in excellent reception. Other concerns were regarding TV set availability (as soon as the districtquota of six TV sets per building is achieved this problem will be alleviated) and problems of scheduling. The problem of scheduling is somewhat more complex. Teachers recognized that the ITV scheduling cannot be ideal at this time dueto the different schedules of participating school districts.

Some suggestions for improvement appear evident from this survey:

1. Provide multiple channel broadcasting to allow greater flexibility for scheduling. 2. Provide a broader scope of programs at all grade levels to allowmore discriminate selection. 3. Provide a means whereby teachers may preview new programs to test appropriateness for their grade level. 4. Provide guidance for selection and internal (school building) schedulingfor teachers to prevent repetition of programs in succeeding years for students. 5. Provide direct communication to teachers if program schedule is changed e.g., failure of transmitter, pre-empting of program, etc. 6. Provide opportunities for teachers to observe teaching methods usingITV teacher as model. 7. Provide ITV facilities for the0.H, classes at Rogers and for the T.M.R. classes at Ann Daly School.

42 CHULA VISTA CITY SCHOOL DISTRICT January 9, 1968 PROGRAM NUMBER OF CLASSROOMS IN DISTRICT TABLE I NUMBER OF CLASSROOMS OBSERVING CLASSROOMS OBSERVINGPERCENT OF TOTAL AmericansAll About AllYou 455 3682 6 18 18 ArtChildren'sCrossroadsCommunity Around Us Literature 118 26 3 26 61 .L GeographyHeritage 4348 3 11 91 L3 ManMakingImages /n Spaceof MusicAmerica 71 2OD MeetNews The of Artsthe Week 2377 4 17 51 PeacefulPlacesPhysical inUses Educationthe of News Nuclear & Testing Energy 221713 435 RoundaboutThroughSpanishStepping Children's Into Rhythm Eyes 111 6962 241514 YouToday & WeEye present 455 3816 84 CHULA VISTA CITY SCHOOL DISTRICT January 9, 1968 TABLE II NUMBER OF CLASSES ATI 5 4 3 2 1 E LEVEL (TOTAL - 455) PROGRAM 60 NUMBER OF 1 58 5 63 59 4 SES AT EA.68 GRADE LEVEL OBSERV/NG 3 58 67 2iciSpec 22 1 K S ec. PERCENT 07 TOTAL OBSERVING 5 4 3 2 1 K S ec./ AmericansAll About All You 6 25 0 15 1 23 28 15 10 3 43 0 25 2 34 48 12 23 5 ArtChildren's Around Us Literature 4 21 22 1 37 27 24 8 7 3 37 54 47 36 36 GeographyCrossroadsCommunity 11 6 1415 26 1 1 1 1810 2426 2 41 2 1 5 MakingImagesHeritage of of Music America 21 31 8 1 1 23 49 14 5 NewsMeetMen InofThe Spacethe Arts Week 22 83 2610 2 20 42 8 1 3713 5 4517 3 32 63 14 PeacefulPlacesPhysical inUses Educationthe of News Nuclear & Testing Energy 12 2 961 711 1 1 20 3 16 23 11 2 5 RoundaboutSteppingSpanish Into-Rhythm 60 6 13 1 21 1 28 45 421 100 10 22 2 31 1 48 6712 18 59 YouTodayThrough & Eye We Children'sPresent Eyes 11 88 1519 2 839 18 23 212 23 1318 2633 3 1314 5 31 51 3 93 SIM CHULA VISTA CITY SCHOOL January 9, TABLE III 1968 DISTRICT NUMBER1691 OF STUDENTS6 1781 5 181C 4 EACH GRADE LEVEL1725 3 1892 2 1898 1 (TOTAL - 13.006) 1916 K S ec. 293 PERCENT OF TOTAL STUDENTS AT EACH PROGRAM NUMBER6 OF STUDENTSIN 5 4 I 3 EACH GRADE tEVEL 2 1 1 K OBSERVING Spec. TOTAL_ 6 GRADE LEVEL 5OBSERVING 4 3 12 1 K Spec AmericansAll About AllYou 146 53 725 20 7828 418 11 650 839 225 8011 2293 117971 369 41 1 42 24 1 34 44 12 27 4 ArtCommunityChildren's CrossroadsAround Us Literature 295 97 413 34 582 19 1103 10 782 690 123 3200 708 63 17 23 2 341 1 58 1 41 31 42 GeographyHeritage 160 53 389 4831 931835 223 14 29 1615 12471413 84 93 22 32 4651 13 1 2 5 ManMakingImages In Spaceof of Music America 215 88 263 6834 132 58 30 214640 34 13 5 15 42 73 2 MeetNewsPeaceful The of Artsthe Uses Week of Nuclear Energy 709 58 775 33 590 27 220 22 2316 118 42 3 44 2 33 2 13 1 PhysicalPlaces inEducation the News& Testing 365 60 167266 227 31 29 15 498662 22 4 15 9 13 2 2 5 RoundaboutSpanishStepping Into Rhythm 1691 107 368 51 672 7 869 86 1159 222 6232 18563130 340 100 6 21 3 36 46 5 6.1. 1121 YouThroughToday & Eye We Present Children's Eyes 222220314 464574 49 232298 88 537 6857 562158 4326 10701787 470 1913 2632 3 1613 5 31 43 31 15 9 Anecdotal Comments fromTeachers on Programs

All About You

Excellent program Notify in advance if changes aremade Outstanding program Had to drop, too difficultfor my class Saw last year, shouldn't repeat sameprogram Didn't have guide soon enough Children react to this program Too factual Guides need more information Geared too low for my class The best program on ITV Teacher is learning too

Americans All

Very good Excellent Good biographies Outstanding program

Children's Literature

It's a fair program I believe I do a better jobof story telling What a sickeningly sweet voice An excellent program The teacher's voice is monotonous I had to drop this due to scheduleconflict Too low for my second grade Very poor teacher Program schedule conflicts withreading program Teacher has a terrible wice Story telling too primary Tell us when you have reruns I previewed, it's too juvenile Children laugh at TV teacher

Crossroads

Too structural, problems not practical Outstanding Very good Excellent I use this by watching theproblem presented and then turnthe set off and have children solve the problem then on a repeatshowing compare their solution. Children are learning!

g/47

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Geography

Don't announce grade level on TV Outstanding program Instructor is excellent Excellent Too difficult for 4th grade All programs are outstanding Difficult to understand Dropped - too primary for 6th grade Send Guides: Very good program

Heritage

It's too bed we are not studying this unit now. Not enough follow-up from one lesson to another We are watching this now, but are studying Japan. Hope it is repeated in spring Excellent program Children enjoy this very much Guide not related to program

Meet The Arts

Need more in this series. Outstanding program Excellent Started out as outstanding series but dropped off near the end A wonderful bringing together of the arts, something very difficult for the classroom teacher to attempt

News of the Week

We wouldn't miss this program ci Generally excellent Too much talking Programs not related to guide Had us make masks but then didn't use them enough

Children enjoyed very much, became very interested in news. r-1

Physical Education and Testing

Very good program. There is also a real need for such a program for primary grades: Hope this is repeated during our testing period in the spring.

48 Places In The News

Outstanding Excellent Need to know when repeat isscheduled

Roundabout

Excellent activities Dropped, too immature

Of Course We SpeakSpanish

Excellent Moves too slowly Should be extended K-6 Program very well done

Stepping Into Rhythm

Excellent Had to drop due to scheduling Children love this program Too immature Excellent directions Outstanding teacher Teaming schedule prevents ourviewing this program Very good This is by far the best programavailable in all respects Send guides

Through Children's Eyes

Excellent btr children stay in from recess towatch this program Outstanding Don't announce grade level This is by far the best program wewatch Had to drop - due schedule Television teacher talks too much

You & Eye

Dropped this; too elementary Excellent Outstanding Too sophisticated

k CHULA VISTA CITY SCHOOL DISTRICT

Follow-Up Study on ITV Survey

An ITV Survey conducted by BenHoward, AV-ITV Teacher on Special Assign- ment for all schools in theChula Vista City School District was reported January 9, 1968. The following improvements andsuggestions from that survey which have been acted upon by both theChula Vista City School District and the ITVA seem worthy of reporting.

1. Teachers 1(-6 wanted a Science Programappropriate for their grade level. The ITVA has added the science series:

Just Wondering K-1 Let's Investigate 3-5

2. There were also concerns about other areasof the Curriculum:

Physical Education (primary), Mathematics, Musicand Health Education.

As a result of comments on these concernsthe ITVA has added:

Decisions - Health 5-8 The Symphony Orchestra - Music 4-8 The Many Sounds of Music - Music 7-12

Physical Education Primary ) Scheduled for Geometry ) Spring 1969-70

3. Many adverse comments from teachers surveyed concerningthe literature program for primary grades influencedthe ITVA's dropping that program and replacing it with a more suitable series.

4. The Chula Vista City School District Administration following the recommendations indicated by the survey has completed the following:

a. Authorized purchase of additional television receivers to bring each school to a quota of six sets per school.

b. Provided ITV facilities for the O.H. class at Rogers School and for the TMR class at Ann Daly Center.

c. Authorized purchase of a 1/2" VTR Model TCV 2100 Sony and camera for experimental teacher In-Service training utilizing Micro- Teaching.

d. Authorized purchase of a 1/2" DVK 2400 Sony Videocorder and Camera Ensemble with zoom lens (portable unit-sling) for use in filming field trips, cultural arts demonstrations, administration and public relations uses.

50 Follow-Up Study on ITV Survey - cont.

e. Established the office of theSpecial Teacher which has provided a direct link betweenthe School District, schools andthe ITVA so that teachers areinformed of changes in scheduledue to failure of transmitter, preemptingof programs, etc.

f. At the school level therehas been a greater acceptance of ITV as an adjunct to goodteaching practices in the classroomthrough observation of good examples asdemonstrated by the television teachers.

g. School administrators have providedneeded assistance in scheduling and selection of programs therebyfreeing the teacher from this added responsibility.

h. It is also apparent that anattitude of acceptance of ITV by the building administrator provides theimpetus needed to involve teachers in utilization of available programs.

i. Forms have been providedwhereby teachers might continue reporting anecdotal comments concerning television programsthey are viewing.

j. Monthly scheduled meetings of the schooldistricts A-V/ITV committee provide the opportunity of airingand sharing comments and problems in the area of ITV. These are then forwarded to ITVA foraction.

Summary

Much remains to be done. Closer correlation between the schoolcurriculum and the ITV programs needs to bebrought about by continuous study to allowfor changes as they occur. Long range planning in scheduling of programsneeds to be developed so that programs arereplaced periodically to prevent continuous repetition. Continued improvement of productionwhich has a direct bearing on curriculum by turning to local productionguided by representatives of participating local districts who are knowledgeablein curriculum development,child growth and backgrounds of the students of this areashould be part of this plan. Funding also needs to be provided, however, sothat the quality of productiondoesn't suffer as the content of programsimproves. In curriculum areas where a specialistis generally required, e.g., physical education,music, programs are needed at all grade levels. Programs designed to exposestudents to the poitive aspect of good in society need to be developedand aired.

Multiple channel broadcasting to allow for greaterscheduling flexibility and conversion to color also are itemsthat need consideration.

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' 14- Ario4 OCEANSIDE UNION SCHOOL DISTRICT pROGRAM VIEWING - 1967 -68

*Abbreviations-School names Totals Title Schools S.M. S.0611g Occ *Dit., La. Lib. Miss. N.O. N.T. Palm SL ROROROR:0ROROROR R.,OR6 1 8 3 3 81.3 5 rAll About You 1 6 3 1

1 1 2 0 Art Around Us - 2 1 3 15 4 Americans All 22 3 1 3 1 1

4 41 18 8 thildren's Lit. 2 3 1 6 5 * 6 1 2 5 Crossroads 1 1 1 2 1 . 4 Geography 11 3 2 1 1 2 1 1 . , ,

2 2 2 1 1 Heritage 12 3 1 1 2 I _ r 4 T ' 2 4 Meet The Arts 13 1 1 1

3 242 24 11 News of the Week 25 5 2 4 2 3 1

Of Course We Speak 2 3 3 3 2 3 27 0 Spanish 2 3 3 3

1 4 4 1 111 2 2 P. E. & Testing 4 1 7 4 Places in the News 1 1 1 52 1 ,1 , 4 1 1 4 Looking at Language , 2 1 32 4 Exploring Sentences 7 118 1 1 3 10 2 , - 1 0 Roundabout 1 2 Stepping Into Rhythm 4 1 5 5 2 5121

Through Children's 1 1 1 4 1 6 6 Eyes 2 1 4 11 7 You and Eye (Art) 22 1 1 1 1 1 3

i.. 0 1 Today We Present 1 0 Newstime 1 r News 11t 1 r Total Teachers 2123052 9 16 8 138 361038029013 1 623- 72 Per School

*Special Ed. Teacher watchingthese programs regularly(Palmquist School) 0 55

4,t TABLE II PROGRAM VIEWING - 1967-68 R - Regular 0 - Occasional

- Title .n 6 7/6! Totals R 0RIOR 0R 0 R 0 elmR0Tot I I I 1 All About You 1 10 1211 11 7 1 2 1 1 11 '3d 51 35 4 4 4 1- 4 1 1 1

1 1 Art Around Us 1 1 1 1 11 1 21 I 2 1

I 4 4 I 4'

1 Americans All 1 I 1 11 131 2 1 12 51 4119

1 I # 1 4- I 1 1

1 1 1 Children's Literature 1 1 7 1 2 4 12 7 1 2 181 8 126 1 L 1- 1 4 Iv 4- 4 / 1

1 Crossroads to Discovery 1 1 1 1 1 11 1 113 21 51 7

I 4 ;- 4 1 I 1 I__ i

Geography 1 1 1 11 1 3 11 4 1 112 91 41 13

i I I 4 4 4 1 4' , 1

1 Heritage 1 1 1 1111 1 1 31 1 51 1 1 16 t I 4 4 4 1 I 1 I

1 1 Meet The Arts 1 1 1 2 1 2 312 51 41

I 4 4 4 1 1

News of the Week 1 1 1 2 1 1 8 1 2 9 1 2 516 e 4 1 1 11 35 1 1 I # 4 4 I, 1 i

1 1 1 1 Of Course We Speak 1 1 1 1 1

1 1 e71 1 27 Spanish 1 1 1 1 271

4 4 I 4 / 4 L 1 i

P. E. and Testing 1 1 1 I 1 1 2 3 1 2 41 41 1

1 Places in the News 1 1 1 21 41 114 71 41 11 1 1 I I 1 I 1 1

Looking at Language 1 1 1 1 21 11 1:1 41 1 1 5 1 1 I 1 I 1 L 1 I Exploring Sentences 1 1 1 1 1 1 10 11 8 1 1 1311 321 4 1 36 4 1 u L 1 I I 4 r 1 11 1 1 1 1 1 1 Roundabout 1 1 1 1 1 I 1 1 4 .1 I i Stepping Into Rhythm 21 9 11 7 1 1 1 3 1 1 1 2 1 2 1 23

I I 4 I I 1 1 ill 1 1 1 1 Through Children's 1 1 1 1 1

1 1 Eyes 1 2 1 2 1 2 1 12 1 12 6161 12 1 I i I I 4 4 1 i

You and Eye (Art) 1 1 1 3 1 4 12 2 13 212 111 71 18

1 1 11 Today We Present 1 1 1 1 1 1

1 1 i 1 Newstime 1 1 1 11 1 1 1

1 1 1 I 1 i News 1 1 1 1 i 1 ! 1 1 I I 4 I-

Total Teachers I 1 per grade level 3 33 25 34 62 63 86 51 721307

* Special Ed. Teacher watching these4. programs on a regular basis. 56 OCEANSIDE UNION SCHOOL DISTRICT April 2, 1968

ITV FOREIGN LANGUAGE AND ATTITUDE-INTERESTINVENTORY:

Item I. The class as a whole generally has a positiveattitude toward foreign language instruction.

Yes 11 No 8

Item 2: Interest in the program is:

High 0 Average 10 Low 7

Item 3: Compared to last year's "Aventura Espanola", the current program "Of Course We Speak Spanish" seems to be for thestudents:

More appealing 10 Less appealing 1 About the same 1

Item 4: Student interest in the program since its inception to the present has shown:

A rise in interest 1 A loss in interest 12

Interest has remained about the same 6

Item 5: The students seem to enjoy and react more favorably to the:

Telecasts 0 Drill records 0 Visiting Teacher 19

Item 6: The content of the telecasts has been paced:

Too fast 0 Too slow 6 About right 13

COMMENTS:

1. Use of children (on locally-produced programs) helps. Cultura 1 information is good.

2. The children could have cared less about the vocabulary presented. Poor content for sixth grade interests.

3. Not enough aids to go with program.

4. Well planned.

5. Program would be good if followed up more by Spanish teacher.

6. Not enough emphasis on high interest drill such as songs, games, etc.

sr. TABLE IV.

OCEANSIDE UNION SCHOOL DISTRICT

1 April 2, 1968

B. TEACHER FOREIGN LANGUAGE BASIC QUESTIONS: 11.

Item 1. Would you make use of reruns of lessons 41 to60 beginning Monday, April 15? P

No: 12 Yes: 7

Item 2. Are you interested in a regional workshop in Oceanside in the Fall specific to the "Of Course We Speak Spanish" series?

No: 6 Yes: 13

Itew 3. Do you have any specific ideas, suggestions, or problems related to the "Of Course We Speak Spanish" series?

Comments: 11 No Comments 8

1. The whole concept was outstanding and very challenging.

2. This series is an improvement over last year.

3. I think the planned program of four showings will allow for much greater flexibility in scheduling for the teacher.

4. Program much better than the one we used last year.

5. We need prepared cards and pictures for reinforcement.

6. We need more aids sent to us such as photos, phrases, tapes.

58 TABLE I. DISTRICT SOUTH BAYUNION SCHOOL IJ.V. SURVEY

NUMBER WHOARE WATCHING GOOD FAIR POOR REGULARLY OCCASIONALLY NAME OF PROGRAM TEACHERS KINDERGARTENLEVEL - 29 10 2 9 3 Children's Literature 12 10 2 Stepping IntoRhythm 1 1 Profiles inMusic 2 1 2 1 Roundabout

FIRST GRADELEVEL - 31TEACHERS 11 4 2 9 8 Children's Literature 9 2 2 9 4 Stepping IntoRhythm 8 7 1 All About You (Includes 4 -2nd/3rd gradeteachers) SECOND GRADELEVEL - 31TEACHERS 3 1 4 All AboutYou 7 2 1 8 2 Children's Literature 6 1 5 2 Stepping IntoRhythm 1 1 Through Children'sEyes 1 1 News

THIRD GRADELEVEL - 21TEACHERS 2 22 ThroughChildren's Eyes 4 2 4 2 Children's Literature 6 4 2 Stepping IntoRhythm 3 3 All AboutYou 1 News of theWeek 1 1 2 Americans All 1 3rd/4th Comb.) (Includes 3 -4th/5th Comb. - FOURTH GRADELEVEL - 26TEACHERS 1 Stepping IntoRhythm 1 1 1 1 1 Crossroads 14 13 1 Heritage*

59 NUMBER WHO ARE WATCHING NAME OF PROGRAM REGULARLY OCCASIONALLY GOOD FAIR POOR FOURTH GRADE LEVEL (CONTINUED)

California Heritage* 1 1

News of the Week 5 1 2 4

California History* 1 1 Geography 8 8

You and Eye 4 3 6 1 Physical Education & Testing 2 2

Meet The Arts 3 2 1 4

Americans All 4 3 1

Through Children's Eyes 3 1 3 1

Places In The News 1 1

Physical Education 2 1 1

Early California* 1 1

Franklin to Frost 1 1

FIFTH GRADE LEVEL - 21 TEACHERS(Includes 2-5th/6th grade teachers)

Meet The Arts 1 1

Through Children's Eyes 2 2

Crossroads 1 1 2

You and Eye 3 2 1

Americans All 6 1 7

Geography 3 1 4

Children's Literature 1 1

Places In The News 2 2

Images of America 1 1

Heritage 1 1 Physical Education & Testing 1 1

News of the Week 1 1

SIXTH GRADE LEVEL - 19 TEACHERS

Places In the News 5 3 7 1

News of the Week 4 2 5 1

We Speak Spanish 3 2 1

60 NUMBER WHO ARE WATCHING NAME OF PROGRAM REGULARLYOCCASIONALLY GOOD FAIR POOR SIXTH GRADE LEVEL (CONTINUED)

Meet The Arts 1 1

Man In Space 1 1 You and Eye 1 Geography 3 1 4 Americans All 2 2 Through Children's Eyes 1 A Crossroads 1 Linguistics & Language Learning Art Around Us

COMMENTS

I still think a Spanish series of lessonsbased on our textbook would be helpful. Also a science series based on our textbook. (6th)

I would like to have my class attend the program "All AboutYou" (Health) but it is broadcast at 9:45 when it is recess time. (1st)

We need more Science and Social Studies programs for grades 1-4. (3rd)

Programs often don't seem to be geared to grade level listedfor them - they seem high. Also don't hold interest of class - possibly because toohigh. Best program we have watched was "Africa" series onregular TV, not ITV. Perhaps borrowing ideas from commercial TV would pep up educational ideas. (4th)

No problems - better reception this year - thanks for the interest. (5th)

Very satisfied with the programs I've seen. (6th) I don't like the woman on "Children's Literature" (DeloresDudley) - her voice is not the best kind for story telling. Could use more pictures with story. (Rdg.)

Have choice of two times for Primary grades - before 2:15. (1st)

The %ealth series "All About You" creates the most interest for my firstgrade.(1st)

I find both of these programs very good ("All About You" and"Stepping Into Rhythm"). I wish ITV had more to offer to primary children. (3rd)

"Lit" program material good - cannot understand raconteur, poor inflections, etc. "Rhythm" not set up for class participation - no value in watching. "All About You" time impossible for our schedule - recess or after dismissal. No other programs suitable for grade level. (1st)

The teacher is speaking more slowly and clearly than at first. (Children's Lit)(2nd)

Seldom use because of the timing and my own schedule.Also not many programs are scheduled for grade 3. (3rd) 61 COMMENTS (CONTINUED)

I think more time could be spent oneach subject. The program moves much too fast. It is several weeks ahead ofthe class already (Heritage-S.D.) (3rd/4th)

These two programs are really wonderfulfor the needs of the children in my room - we have a language handicapand can't get enough of this type of enrichment. ("Children's Literature" and "Enrichment")(5th)

A schedule of what will be covered on each program. (Kdg.)

These programs are excellent - "Children'sLiterature" and "Profiles-Music". (Mg.)

All programs are well done and well planned - Iwish they could be continued longer into the year. (1st)

I am very pleased with the present programs.(3rd)

Time schedules are the biggest problems. Good programs always come at recess. Need better antennas - too much snow and interference. I get 15 solid at home on a high antenna. (6th)

The "Rhythms" program should try to repeat or review some of the songs learned i more often. (Kdg.)

1 i I do wish there were a science program for really primarygrades to implement our 1 text or perhaps a weekly presentation of operations onnumbers to help the , teacher develop new concepts for classroom reinforcement.

Teacher with a more soothing voice (Children's Literature) (1st)

The "Children's Literature" would be more effective if the selection of stories were more on the line of classics. (2nd/3rd)

So many more programs are given for grades 4-6 that it is hard to find something for Grade 3 that interests them and does not come at recess time. (3rd)

Very limited for 3rd grade. Often too primary for our use. Most programs come during a recess period. (3rd)

Good for enrichment and better students ("Franklin to Frost"). (4th/5th)

I wanted to see "Through Children's Eyes" but the two times it is offered interferes with our schedule. Could it be offered 3 times a week? (4th)

Some programs conflict with Standard School Broadcast on Thursday at 11:00 a.m. I suggest a broadcast on primary level at this time. Also most recesses end at 10:30 and 2:30 - both times TV is scheduled. (5th)

"Through Children's Eyes"-Hostess' voice irritating. New program suggestion - Sports Skills programs for intramural athletics. (6th)

"Children's Literature" - pictures are often hard to see. Stories chosen are only fair. The story teller could use more expression in her voice. (Kdg.)

Everything has gone smoothly so far. (6th)

62 COMMENTS (CONTINUED) ("News of Week" -"Places in News") If programs could bebroadcast early A.M. Others are alright. it would correlatewith our news times. Into Rhythm"). Lot of the Needs some follow up("Children's Lit." and "Stepping programs are duringprimary recess time. (2nd) and "Roundabout" is good for enrichment. "Stepping Into Rhythm" excellent little slow, but well children learn easily from it. Literature sometimes a planned. (Kdg.)

Missed part of series ("AllAbout You") so will pick upwhen repeats start. and a manual makes for Terrible time schedule(recess) and 3 classrooms to a set noisy, squirmy sessions. (1st) insects, sea life, Suggestions for new programs -children love science stoties, "Children's Literature" as presentedis too "babyish" - moreinteresting space. yah-yahyah: sweet talk! stories, more direct presentation,less moralizing, less (1st) The program There is no suitable time forsecond graders to watch ITV programs. available interferes with our recesstime. (2nd) Also there are not that I have not used it yet. The times are not convenient. many offered.(2-3) adaptability to the Calif- Have made an effort towatch "Heritage" because cf its presentation to be so poor ornia social studies unit.However, I find the dramatic the program is irritating towatch. I feel that the"Process to Product" program series presented last springis one of, if not the bestITV has presented. I would problems presented in the like to see this seriescontinued, possibly using the various levels of the "Concepts inScience" state texts. (3rd/4th)

Occasionally repeats of news or asecond week have caused awkwardmoments. Also, it may be more interestingif "Americans All" showed moreof the places about which they are talking. (4th)

The only improvements I can suggest aretechnical ones, involvingthe actual broad- and then casting process. It is very disappointing tohave a lesson all motivated turn on the set and seedouble pictures, static, snow, etc.Somettmes the screen doesn't clear up for the entire duration ofthe program. (4th)

Rarely watch - by the time I locate aTV, get it in room and set up,close curtains, etc., the program is half over. It seemsto be more troublethan it's worth.

Would prefer "Roundabout" on Friday AMif possible. (Kdg)

Have observed music and literature programand don't feel they fit into my program of study. (2nd) Illustrations used in Thanksgiving"Literature" program were very poor -much too "busy". (3rd) The Physical Education startedoff with a bang but is nowdragging with repetition. because of our location. Ihave not used We are unable to get a very good picture quite good and Iplan to regularly because of this, butI think the programs are try to use themregularly. (5th) 63 IV. The San Diego TeachersAssociation, Elementaryand Secondary Instruction Committee Surveys: which sought These SDTA Committees conductedelementaiy and secondary surveys of programs for the teacher opinion regarding theITVA's "proposed schedule is shown in the fall semester of 1968". Item analysis of these surveys tables that follow.

TABLE I. ITEM ANALYSIS SDTA ELEMENTARY INSTRUCTIONCOMMITTEE OPINION PROPOSED ITVA 1968 FALLBROADCAST SCHEDULE

NO YES NO RESPONSETOTAL

1. Would a 3 to 5 minute breakbetween each 24 program be helpful? 10 13 1 2. Programming originals on or nearthe hour and repeats on or near thehalf-hour. 12 2 10 24 3. In-service education - alternatetimes 4 6 24 offered. 14 1 7 24 4. Keep repeats separated by aday or two. 16 19 3 2 24 5. Begin afternoon programming at12:45.

6. Primary programs in the afternoon or 24 after 11:00 a.m. only. 12 7 5 16 3 5 24 7. Mbst primary programmingbefore 1:50 pm.

8. Grades 5 at 6: No programmingbetween . i 24 1:50 and 2:15 pm. 4 5 15

9. Keep programs of the same gradelevel at 24 the same time all week long. 15 1 8 10. Schedule as it stands is generally very 6 24 good. 13 5 11. Do you have suggestionsfor additional 24 programs? 11 7 6

ELEMENTARY: Number on Committee 50 Number of Responses 24

64 TABLE II. ITEM ANALYSIS SDTA SECONDARY INSTRUCTION COMMITTEEOPINION PROPOSED ITVA 1968 FALL BROADCASTSCHEDULE NO YES NORESPONSETOTAL 1. Would a 3 to 5 minute break betweeneach program be helpful? 2 0 2 4 2. Programming originals on or near thehour and repeats on or near the half-hour. 0 1 3 4 3. In-service education - alternate times offered. 1 0 3 4 4 4. Keep repeats separated by a day or two. 0 0 4 3 4 5. Schedule as stands is generally verygood. 0 1 *6. When would it be best to schedule secondary programs. 0 0 4 4 7. Would it be best to use video tape recorders for secondary schools? 4 o o 4 8. Do you have suggestions for.additional programs? 1 0 3 4

*Not transferable to analysis.

SECONDARY: Number on Committee 30 Number of Responses 4

V.The Cajon Valley Union School Districtand San Diego Unified School District "Physical Fitness and Testing" ITV Program Survey

Boyd Bevington, Physical Education andHealth Education Curriculum Specialist, Cajon Valley Union School District,conducted a district-wide survey concerning ITVA's locally-produced P.F. Is Testing series. Ashel Hays, P.E. & Health Education Specialist for the San DiegoUnified School District did the same. The Survey was in two parts: (1) Those programs (6) produced for student viewers, and (2) those produced as introductory,in-service education programs (2). Too few of the latter questionnaires werereturned to provide significant data save that by inference, it canbe concluded these in-service education programs, like in-service education programs as a whole, wereviewed by only a handful of teachers. An item analysis of this questionnaire surveyfollows:

I. INTRODUCTION: Stimulating 15 Adequate 13 Dull 1 2. DEVELOPMENT: Clear 25 Valuable 7 Weak 1 3. VISUALS: (a) Too many Just right 30 Too few 1 (b) Too long Just right 21 Too short 3 (c) Applicable to my grade 29 Not Applicable 4. TEACHER'S PRESENTATION: Stimulating _l7 Intelligible 12 Boring 0 Academic 2 5. LEVEL OF TELECAST: Too difficult 0 Satisfactory 30 Too easy 1 6. SUMMARY: (a) Effective .22 Adequate 8 Fair 2 Poor 0 (b) Too long 0 Too Short 5 Satisfactory 24 7. GUIDEBOOK OF TELECAST: Effective 6 Adequate 18 Inadequate 1 VI. The Cajon Valley Union School District ITV Teacher Reaction Survey

Bill Dawson, General CurriculumCoordinator, Cajon Valley UnionSchool District, conducted a district-wideK-6 elementary and 7-8secondary level TV This Past Year". surveys to determineteacher reaction to "Instructional Results of this investigation and report areshown on the pages that follow.

66 ITV SURVEY to determinetheir re- of the teachersin Cajon Valley We are attempting tosurvey all minutes to fill outthis Instructional TV thispast year.Please take a few actions to people in charge ofITV. The following that we may convey yourfeelings to the survey so year. If I have missed anythat of the programsshown during the past is a list of most them in the space atthe bottom of thelist. you watch orhave watched,please include either watchregularly or youhave watched the Simply place an"X" indicating that you "X" rating it eitherexcellent, average, or program atleast once. Then, place another the back of this about the program,please do so on poor. If you wish tomake comments sheet. 162 watched regularly;304 occasionally or once. K-6 -278 sent - 203returned (737.). -- ___ WATCH WATCH OCC. OR ONCE EXCELLENT AVERAGE POOR PROGRAM REGULARLY 8 16 24 31 All About You 7 10 18 21 Americans All 2 14 5 8 Art Around Us 1 35 11 28 Children's Literature 10 1 1 Community 17 8 8 Crossroads 1 11 1 12 21 21 Geography 11 2 11 15 14 Heritage / 6 1 4 Images of America 4 1 2 Making of Music 5 2 4 Man In Space 1 8 7 2 Meet The Arts 3 21 13 22 News of the Week 18 3 3 Peaceful Uses of NuclearEnergy 2 4 25 9 Physical Education & Testing 15 21 10 5 11 Places in the News 3 4 5 Roundabout 2 5 10 18 Spanish 21 26 23 15 Stepping Into Rhythm 14 12 5 Through Children's Eyes 5 11 3 5 Today We Present 9 6 3 10 9 You & Eye -- 12 8 12 Exploring Sentences 11 1 Learning About Language 1 Tell Me A Story Language New GrammarSeries that is not nowavailable? What subject area or areaswould you like to cee on ITV See reverse side ofsheet. to reception,utilizationor availability Do you have anyspecific problems withregard of TV sets? See reverse sideof sheet. 67 What subject area or areas would youlike to cee on ITV that is not nowavailable?

Up-to-date news programs 1 Calif. History Dramatized 1 Book review of books availablein our school 1 Drugs & Addiction 4-6 grades 1 libraries Zoo animals 1 Astronomy 1 More programs on: Social Studies - S.D. County 1 Oceanography 1 2 Science 8 Geography Primary Art 2 Animals from other continents 1 Social Studies 1 Geology 1 Topography 1 Progrms geared to 3rd & 4th grades 2 Programs geared to Kindergarten 4 Spanish - every day diclogue 1 History - 5th grade 1 Literature 3 Math 1 Math - 1st grade 2 Language 1 Primary Social Studies & Science 4 Latin America 1 Folk Dancing 1 Science for Kindergarten 1 Science related to our own text 1

Do you have any specific problems with regard to reception,utilization or availability of TV sets?

Reception 23 - Rios not included Time not convenient 16 Use of TV in another classroom not convenient - one should be available to each classroom 21 TV should be mounted on wall 1

SPECIAL COMMENTS

Neet the Arts" - not fit for TV, either adult or children. "Art Around Us" - some programs not suitable for children. "Spanish" - children do not respond well - do not relate TV and education. "Heritage" - outstanding - well done. "Exploring Sentences" - program spoiled by the poor quality of teacher's voice - moves too fast. Small children need larger images and at closer range. Improve the literature. Mk. Brereton, San Diego Zoo would be an excellent resource or instructor on zoo animals.

68 ITV SURVEY Valley to determinetheir re- all of theteachers in Cajon We are attemptingto survey few minutes tofill out this TV this past year. Please take a actims to Instructional people in chargeof ITV. The following that we may convey yourfeelings to the survey so past year. If I have missed anythat of the programsshown during the is a list of most them in the space atthe bottom of thelist. you watch orhave watched,please include have watched the that you eitherwatch regularly or you Simply place an"X" indicating either excellent, average or Then, place another"X" rating it progxt%111 atleast on.:e. of this sheet. about the program,please do so on back poor. If you wish tomake comments once. (461) - None watchedregularly, 50 occasionally or 7-8 grades - 109 sent,51 returned

WATCH WATCH OCC. OR ONCE EXCELLENT AVERAGE POOR. PROGRAM REGULARLY 1 1 All About You 4 2 2 Americans All ... 2 2 . Art Around 1.1:i - 5 . Children's Literature . 5 Community 4 1 3 Crossroads 2 1 Geography 7 4 3 Heritage Images of America .- 1 . Making of Music 4 2 1 Man in Space 1 2 3 , Meet The Arts 4 2 News of the Week 7 2 1 . Peaceful Uses ofNuclear Energy 3 1 Physical Education &Testing 1 3 Places in the News 4 - Roundabout Spanish . Stepping Into Rhythm Through Children's Eyes 2 1 1 Today We Present , You & Eye - ..,

ITV that is not nowavailable? What subject area or areaswould you like to see on See reverse side ofsheet. utilization or availability Do you have anyspecific problems withregard to reception, of TV sets? See reverse side ofsheet. APPROVED:

W. D. Unsicker /s/t/ Bill Dawson /s/t/ W. D. Unsicker Bill Dawson, Coordinator DeputySuperintendent General Curriculum 69 What subject area or areas would youlike to see on ITV thatis not now available?

Home Economics 1 Math 2 ( 7th Grade History 1 Earth Science 1 Art 1 Lessons on How to Use Library 1 History & Geography - Eastern Hemisphere 3 More programs geared to JuniorHigh Level 1

Do you have any specific problemswith regard to reception, utilization oravail- ability of TV sets?

Individual School Film Library 3

Programs Not Available for all classes 1 at time desired 21 Video Tape Recorder for each school 5 Visual Aid Materials 1 Reception 4 Programming 4 Equipment Not Kept in repair 1

COMMENTS:

"ITV Program a waste of money." L "An administratfve decision to fund somethingbefore classroom mechanics are worked out."

70 REPORTS: VII, ITVA CURRICULUM&STUDY COMMITTEE Committees" reflects the 68 Programs byStudy Area "Evaluation of 1967 - those re- committees aboutcurrently offered ITV programs, opinions of these for program series commended for continued useand cancellation-replacements these subject areastudy committee deemed unsatisfactory. A summary of evaluations andrecommendations follows: "You and Eye" ratedgood. All ART: "Art Around Us","Meet The Arts" and scheduled for next year.

Spanish" rated good. Scheduled for FOREIGN LANGUAGE: "Of Course We Speak next year. Scheduled for next year. HEALTH EDUCATION: "All About You" ratedgood.

"Franklin to Frost" and"Through Children'sEyes" rated good. LANGUAGE ARTS: intended; that "Looking at Language"rated fair for the purpose Will not be used being an interim seriesfor Grades 6 and7. fair for purpose in- next year. "Exploring Sentences" rated tended; will bescheduled for next fallonly.k "Children's Literature" - programrated good, objection tothe by "Tell Me A Story". TV teacher, willbe replaced next year

good. Will be "Meet the Arts" and"Stepping Into Rhythm" rated MUSIC: Will be scheduled for next year. "Making of Music" ratedfair. replaced next year with"The Many Sounds ofMusic". Scheduled for next year. PHYSICAL EDUCATION: "Pa. and Testing" ratedgood. Scheduled for next year. PRESCHOOL EDUCATION: "Roundabout" rated good. Energy" rated good.Scheduled for next year. SCIENCE: "Peaceful Uses of Nuclear "Heritage", "News of "Americans All","Community", "Geography", SOCIAL STUDIES: All scheduled the Week", and"Places in the News" ratedgood. Will not be for next year. "Images of America"rated fair. used next year.

Will be scheduled next year. SPECIAL EDUCATION: "Crossroads" rated good. good though limitedviewing MISCELLANEOUS: "Sportsmanlike Driving" rated audience this year. Will be scheduled next year.

71 Committees Following is a list of newprogramsrecommended by Study Area for inclusion inthe Authority's 1969Broadcast Schedule:

HEALTH EDUCATION: "Decisions" (Spring) (Spring) FOREIGN LANGUAGE: "English As A SecondLanguage"

LANGUAGE ARTS: "Hag c Carpet" (pos iblynext spring) "Cover to Cover" (In final approval from thecommittee for scheduling next fall, onlytentative) "Tell Me A Story" (Fall)

MUSIC: "SteppingInto Melody" (Fall) "The ManySounds of Music" (Fall)

(Spring) PHYSICAL EDUCATION: "Primary PhysicalEducation"

SCIENCE: "just Wondering" (Fall) "Let's Investigate" (Fall) "Ilan In Space" (Fall)

VOCATIONALGUIDANCE AND PRACTICALARTS: (2 Committees) "Today is Tomorrow" (Spring)

MATH: "Primary Geometry" (Spring)

Superintendent, Curricular Services, A letter from Dr, ErvenBrundage, Assistant Chairman of Combined Subject Area San Diego County Departmentof Education and Committee Chairmen Study Committees, and responsesfrom ITV Subject Area located in Appendix A-7-c. reporting theircommittee's 1967-68 activity are

72 S.

In.- MEM so

41111110.

San Diego City-County Educators on video tape recordingcommittee listen to presentation before conferring on equipmentneeds.

Alk

,7 I

ITVA Photographer Dave Bash, Teacher-Producer MargeFrommer, and Script Writer Henry Nakasone on location for a "Human Relations" programfilmed sequence.

73 PART THREE: CONSUMER ITV, VTR & CCTVPRACTICES

Utilization Practices: I. ITV and VTR utilization A considerable numberof creative and/or innovative potential for continued practices was reported tothe ITVA. In light of their promising were: use, thosepractices that appeared most School. La Mesa- "PROJECT SATURATION" EXPERIMENT: La Mesa Dale Elementary A. developed as a pilot lipg_LalleySsjIoolDistrist.LSrii This experiment was conceivably project to determine the amountand kind of ITV usage that made might take place where optimumopportunity for program usage was selected as the site wherethe in- available. La Mesa Dale School was stallation of apower-boosted antenna and cable-linkedreceiver and distribution system provided a TVsignal for each classroom,the auditorium, isn't com- cafeteria and teachers'work room. Because the system still not pletely operational, resultsof this experimental project are presently available.

Similar plans are projectedfor a 'unior High Schoolin the district. capability will be When this project is implemented,VTR and on-site CCTV included in order to determinewhat utilization practiceswill develop when these dimensions tothe electronic audio-visualeducation system are added. Lindo Park Elementary B. "ITV-AUDIO TAPE LEARNINGEXPERIENCE" EXPERIAENT: School, Lakeside Union SchoolDistrict. A creative ITV-Audio tape technique was developed atLindo Park School in aneffort to increase the learning experience potentialof the Roberts English Series,"Exploring Sentences" Program (ESP) broadcastby the ITVA. According to third-grade teacher Janet Anderson andPrincipal Truman Jensen, thecomplementary audio-tape lessons were"...designed to accompany theRES/ESP-ITV program at the third gradelevel." (because) "Having discoveredthat the program covered a great deal of informationin a short period of time, wedecided to make correlatingaudio tapes which would introduceand help reinforce the material to be covered onthe program. The tapes, along with sentence strips, board work, worksheets, and oral discussion wereused in all third-grade classrooms with 75pupils. We felt that this helpedthe children to better understandthe concepts to which they wereexposed."

PROGRAM) C. "ITV COMES TO OUR SCHOOL", (ANELEMENTARY SCHOOL ITV UTILIZATION Stevenson Elementar School San Die o Unified School District. Thoughtful consideration of how teachers andstudents might best use the ITV programming broadcast by ITVA promptedplanning and action that resultedin the report that follows:

*75 San Diego City Schools ROBERT LOUIS STEVENSON SCHOOL ITV COMES TO OUR SCHOOL

Last September we were pleased to find that we hadreceived four new ITV sets, but somewhat puzzled on how to use them mosteffectively. As we began to receive the several excellent ITV guides, some of the real possibilities of this new media began to become apparent. It was soon obvi:dus that we needed to discover from first-hand experience just what the new program had to offer. It was found as we looked at the scheduling that all gradescould view programs geared to their level provided they were viewed at the same time by any given grade level. It was administratively decided to hold a two week ITV blitz in the school auditorium. Each grade level, consisting of several classrooms, was asked to view each program listed for their grade for a period of two weeks. All of the ITV sets were arranged in the auditorium in such a manner that each child would have a clear view of at least one image. With four sets operating simultaneously, the total affect was most desirable, with the sound seeming to come from all directions, making for a good tonal quality and clarity of hearing.

All teachers cooperated during the two week period by bringing their classes faithfully to see each program listed for their particular grade level. At the end of the two week period, an evaluation was made to determine which programs were most effectively related to the several eifferent grade levels. The results of this evaluation are shown in Table I below, with x indicating grade levels and related programs.

TABLE I. APPROPRIATENESS OF SEVERAL ITV PROGRAMS TO THE GRADE LEVELS

NAME OF PROGRAM Kdg. Gr. 1 Gr. 2 Gr.3Gr.4 Gr.5 Gr. 6 EH EMR

x x x x x News of the Week I Meet The Arts x x x x x You and Eye x x x

Americans All x Children's Lit. x x x

Stepping Into Rhy. x x x All About You x x x Through Child. Eyes

Having decided which programs seemed to offer the greatest value it then became necessary to make a decision about the most effective way to use our ITV sets. A survey of the staff revealed that while most were willing to continue seeing the programs in the auditorium, it would be much better if they could see them in a classroom, preferably their own. Since it was obviously impossible for each classroom to have a set of its own, the next best solution was to schedule a set for

76 being offered for theirgrade each grade level, onthose days that a program was moved each day to adifferent class- It was found thatthree sets could be level. tmmediately being left in the cafeteria. As grade level classrooms are room with one opportunity for all classes to see adjacent (except for thebungalows), it offered an walk to the auditorium. A fourth their programs withouthaving to take the longer those teachers who might want to see set is left set up inthe school cafeteria for worked out for our certain programs on anunscheduled basis. The schedule finally four ITV sets is shownbelow:

THURSDAY FRIDAY /TV SET NUMBER MONDAY TUESDAY WEDNESDAY

Room 2 Cafe. 391 Room 3 Room 3 Room 2 5-6 5-6 6th Gr. 6th Gr.

Room 23 Room 23 392 Room 5 Room 13 Room 20 5th Gr. 2nd Gr. 1st Gr. Kdg. Kdg.

Room 4 Room 23 Room 8 Room 9 Room 10 523 EH-EMR Kdg. 4th Gr. EH 3rd Gr.

Room 13 574 Cafe. Cafe. Cafe. Room 22 EMR 2nd Gr.

With the sets being moved each dayby our custodian, littledifficulty has been experienced so far in makingthe new medium of instructionavailable to all who wish to use it.

Now that we have been using ITVsince October, what values inthis new media are being utilized? Over-all the results seem to be mostsatisfactory, with a late reportindicating-that 20 teachers out of a staffof 26 are making use of ITV in their classroom. How are they using this neweducational tool?

In an effort to obtain a moreprecise picture of how ITV ishelping us, a list of sixteen specific wayshas been composed, as shown inTABLE II on the next page. These items were gleaned from ITVguides and from teachers' opinions.

TABLE II also gives the namea ofthe programs and the number ofspecific techniques teachers have been able to usewith them.

77 TABLE II. ITV PROGRAMS AND SPECIFIC MEANS OFUTILIZATION (Numbers in squares Indicate Teachers Using the SpecificFor That Program

All NewsMeet Step ChildAmer-Heri-PhyYouThruGeogNumber MEANS OF About of the Into Lit.icanstage Ed. & Ch. of Tea- UTILIZATION You Week Art Rhy. All I Eyes chers Using a Teaching Specific Specific techniques in Art, Techni. Music, or P.E. 2 5 5 1 13

Teaching specific techniques in Geog. & Map Reading 2 1 3

To motivate more creative writing 2 1 3 Developing Language Skills 1 4 2 7 Providing Current Events & News for Class Use 8 8 4.... l'ocial Studies Background & Enrichment 5 2 2 2 1 12 Teaching Music Appreciation Teaching Art Appreciation Teaching Rhythms Developing literature appreciation 1 6 7 Develop. vocabulary Develop. Critical Thinking 1 3 1 5 Teaching Moral & Ethical Values 4 4 Teaching Personal Health, Anatomy,etc. 4 2 6

Total Specifics Per Program 4 20 13 16 23 2 7 6 3 0 2 96

78 provide the classroom II indicatesthat some programs A study of Table One of the most techniques or ideasfor teachingthan others. teacher with more teacher uses for this be Children'sLiterature. A total of 23 fruitful seems to by teachers (in Othei programs thatindicate a good usage program wasshown. Stepping Into Rhythm,and frequency) are: News of the Week, decreasing order of seemed to giveteachers more While these werethe programs that Meet the Arts. of Through teaching, all the ITV programswith the exception specific ideas for specific way in theclassroom. Children's Eyes are beingused by teachers in some utilization do ourteachers seem Which ideas, techniques, ormeans of Table II gives us someindication. Teaching to get from ITV?Again, a look at ITV in our school seemsto be most help that teachers arereceiving from use of techniques in Art, Musicand Physical Education. common inteaching specific Social Studies back- Other helps or uses(in descending orderof frequency) are: providing current events,develop- ground and enrichment,vocabulary development, appreciation for music, artand literature. ing language skillsand teaching

shows that ITV is beingintegrated by SUMMARY: An overallpicture of our school It also appears tooffer much teachers into theirdaily programs ofteaching. tool. A pressing promise of futuredevelopment into a mosteffective teaching the need for more ITVsets. It is hoped thatthe District problem at the moment is be bought in larger num- will recommend acheaper, smaller,portable set that can have its own set.While we are using bers, so that eachclassroom will eventually that we have only"scratched the surface". ITV as a teachingdevice, it is probable teachers begin todevelop their am As we get more setsinto classrooms and as a realgrowth in the ideas of how to use this newmedium, we are certain to see will find a new friendand ally as field of ITV classroomteaching, and teachers of the many new conceptsand they work increasinglyharder to teach children some ideas now coming into ourcurriculum.

79 77;

Valle Lindo "CROSSROADS - CREATIVITY -INQUIRY DEVELOPMENT"EXPERIMENT. D. This experiment uped Elementary School,Chula Vista CitySchool District. the "Crossroads" program in the initial and repeatweekly broadcasts on increments from these programsthan an attempt toobtain greater learning showing, single follow-up might be expected byusing them in a single sequence. of the problem por- The usage mode consistedof (1) viewing the statement turning off the TV receiverand tion of each"Crossroads" program, (2) involving the class in aninquiry session,(3) evaluating and recording viewing the repeat broadcastof the product of theirinquiry session, (4) and, (5) comparing their the program, this secondtime in its entirety those arrived own classes'hypotheses, "solutions"and conclusions with at by the studio-basedstudent inquiry group. of the "Crossroads" Having used both the usualand their own adaptive use program, the teacherand students concludedthat their usage was productive be obtained by employ- of more involvement andeducational gain than could ing the utilizationmethodology normallyfollowed. School, San Diego "ITV L/STENING POST" EXPERIMENT: Burbank, Primary Level E. warmed-over as Unified School District. Burbank School may be tradition etc.) far as its physical plantis concerned(two-story, brick, cloakrooms, oriented to the special needs but its educational programis as creatively of its students as the meaningconnoted by the NeologisticTerm, "adapt-a-cope-ability". first and Burbank serves pre-kindergarten,kindergarten, primary special, second grade children. It is on double session, yethas a serious lack it this way: "We of classroom facilities. Principal Itma Campbell puts have to use every nook and corner,cloakrooms, halls, office space, every place we can find to conduct oureducational program. There simply just isn't enough space for regularclassroom activities and TV too. So we used the only space available to us. We couldn't crowd classesof twenty- five or more students in these spaces,so we acquiredeight head-sets for each of our two TV receiversand placed the children andequipment in halls The head sets and cloakrooms. It's worked out better than weimagined. cut out auditory distractionswhile the TV picture attractedvisual attention. Also, eight students per viewing groupallowed our auxiliary teachersbetter opportunity to conduct pre and postviewing motivating andfollow-up activities. Now that we've gainedexperience with this technique, we are doubtful if we would strive forwhole class viewing at onetime. In other words, we're pretty much sold on ourITV listening post utilizationstrategy! Our only complaints concern theneed for more pre-school andprimary-level programming and the fact that the TVstands provided with our sets are too high for our young children.., mainlybecause they have to view while sitting on the floor."

80 .4T

,41.1 ' - a. t.'a,":" a ail qt7.r4tr

- eri g Is:.4112:X=E11/..- , .4.4ret. Physicalat Robert Fitness Mueller and School, Testing, Chula Vista City School "View and Do" ITV Utilization Experiment District. Robert L. Mueller F. "PHYSICAL FITNESS & TESTING'VIEW AND DO" EXPERIMENT: Elementary School, Chula VistaSchool District. The "view and do" experiment was conducted todetermine the feasibility ofinvolving student- viewers as active participantsduring certain P. E. & TestingPrograms. These programs demonstratedexercise warm-ups followedby specialized exercises designed to improvethe range, flexibility,strength and endur- Principal Robert ance of body musclesand tone-up the circulatory system. Montgomery (a former P.E./HealthEducation Teacher) decided that fit- "spectatoritis", was incompatible withthe intent of the ITVA physical ness program anddeveloped a process whereby studentscould exercise while viewing the program. To achieve this end, Mr.Montgomery (1) placed a TV receiver outside a classroom on ablack-topped area, (2) providedstudents with necessary exercise gear(towels, jump ropes and balls which were stored in canva,; bags and madeavailable before each program),(3) arranged the students in staggered lines topermit a better view of thereceiver, and (4) encouraged these students topractice the warm-ups and exercises in "Jack LaLaine" participationstyle. Inasmuch as the ITV Physical Fit- ness Program demonstratedform rather than providingexercises of a duration compatible with the needs of thesestudent participants, after program follow-up drills provided this neededingredient. Had the P. E. Programs been produced with this innovativeutilization mode in mind, theeffective- ness of this processdoubtless would have been increased. All of which suggests that considerationshould be given to the production ofPhysical Fitness programs especiallydesigned to activate student participation during the time of broadcast.

G. "PORTABLE TV RECEIVERS FOR PORTABLE CLASSROOMUSAGE", San Diego Unified School District. ITVA has received a number ofinquiries about how TV receivers that must be moved fromclassroom to classroom might be trans- ported with the least amount of disruption tostudents and possible damage to the sets. In the case of receivers mounted oncarts having large industrial-grade rubber-tiredwheels, class to class transportation on a common levelhas not been too great a problem.

However, where these sets need to bemoved up and down stairs or steep ramps, teachers andadministrators have expressed concern forthe safety of building personnel who move thesereceivers and for the equipment itself. This concern has particular relevance toportable-type classrooms which are built on raised foundations,requiring that entry and exit be made bj climbing up and down several stair steps.This situation has discouraged teachers assigned to portable classroomsfrom using ITV.

Information received from Jack Blake, AssistantDirector, A/V instruction, San Diego Unified School District,indicates that: "To meet this problem, the district has now begun to acquire what wecall portable 1" receivers in that they are approximately the 18" to19" tube size with carrying handles. This is a major problem because there areapproximately 1400 portable type classrooms in our district."Regarding the effectiveness of this operation, Mr. Blake stated: "As of this date, I have noinformation from participating schools as to the effectivenessof the portable receiver. On the other hand, I have had no complaintseither." SAN DIEGO CITY SCHOOLS EDUCATION CENTER PARK AND EL CAJON BOULEVARDS

DATE. MAY 7, 1968

MEMO TO: Stanley

FROM: Blake

SUBJECT: PORTABLE TV RECEIVERS

I. Rationale

The need for portable TVreceivers stems from thedifficulties encountered by teachers whose classes areheld in portable classroomswhen it comes to transporting our regular23" receivers and stands. Moving this equipment up the stairsand into the classroomhas discouraged teachers from using what we ITV.I1To meet this problem, thedistrict has now begun to acquire call portable TV receiversin that they areapproximately the 18" to 19" tube size with carrying handles. This is a major problembecause there are approximately 1400 portable typeclassrooms in our district. Please note one of the attachmentsto this memo is,a memofrom Thompson to Burgert dated January 3, 1968 whidisets forth the informationcontained in our original bids.

2. Participating Schools

At present there are 19 portablereceivers in the secondaryschools and these have been assigned on thebasis of one per school exceptin the Lase of the larger schools having moreportables.

Clairemont 1 Einstein 1 Crawford 2 Hale 1 Hoover 1 Lewis 1 Kearny 1 Marston 1 La Jolla 1 Memorial 1 Madison 2 Montgomery 1 Mission Bay 1 O'Farrell 2 Morse 1 Taft 1

I asked Ben Oumm to furnish asimilar list for the elementaryschools now using portable TV receivers,which is also attached to this memo.

3. Effectiveness schools as to the As of this date, I have noinformation from participating effectiveness of the portable receiver. On the other hand, I have had no complaints either.

84 .,,1-;7A",,,,,riv:

Stanley PORTABLE TV RECEIVERS Page 2 May 7, 1968

h. NDEA Pro ect there is in theworks a joint City- You might beinterested in knowing which calls for123 portabletelevision receivers County NDEA proposal and financed inits Should thisproject be approved for our district. portable receivers in entirety, it wouldpermit theassignment of 55 secondary schools and68 in elementary. helpful to you, andplease let me knowif you I hope thisinformation will be should have any otherquestions. N. `I RJB:ih

'-.Attachments

85 Similar consideration and action has been given by Dr.Henry McCarty, Director, A/V Section, the San Diego County Departmentof Education, who has joined the San Diego Unified School District inthe development of a "joint city-county NDEA proposal" whichincludes a request for funds to purchase portable TV receivers forportable classrooms in county school districts as well as for the city unified district.

II. Production Practices: With increased research and interest in individually-prescribedinstruction (IPI), (Scanlon, IPI Abstract) and emphasis on learning strategies productive of direct first-hand experience, increased interest and activityis developing in the utilization of electronic technology that involves teachersand students in the process of ITV production.

These on-site ITV "Consumer-Producers" have been increasing in ratio to the improvement, reduced cost and availability of VTR's. It seems reasonable to expect this trend to continue and possibly mushroom as newer,less expensive VTR's and Peter Goldwark's new invention, the Electronic Video Recorder(EVR) hit the market.

School based experience with VTR off-air recording and the development of mini-productions indicates that this consumer-producer trend should be considered complementary rather than competitive with centralized ITV production and open-circuit broadcast, because, owing to their ego involvement, on-site consumer-producers eventually develop greater appetites for productswith which they have been process involved, and subsequently learn to derive pleasure and attain personal growth from the "medium" that also is their II massage". (For summary of "Consumer As Producer" ideation, see Appendix C).

The San Diego Unified School District has provided leadership and funds for the acquisition of VTR and CCTV equipment. Similarly, several other ITVA member school districts have, or are in the process of doing the same. A resume' of selected ITVA member school district VTR and CCTV interest and activity follows:

A. Secondary Usage Those projects presently most representative of San Diego Unified School District VTR-CCTV activity are located at Morse and Clairemont High Schools and at Taft Junior High School.

Morse High School has both VTR and CCTV capability. Their 2" Sony Slant Track VTR is used to off-air record ITVA broadcasts for (1) replay at times more suitable to their class schedules, (2) recording their own productions, and, (3) distributing VTR'd program material via their CCTV system. Most Morse High School classrooms and their cafetorium are jay- jack wired. By moving eleven TV receivers into selected classrooms, most subject matter areas can receive programs appropriate to their needs simultaneously. Technical service for this operation has been provided by student members of an occupational development electronics class under the direction of James E. Hilsgen, CCTV Coordinator.

86 supervision from Mt.Hilagen and productionleader- 1. With technical High School students ship by CharlesWyman(Speech-Arts-Drama), Morse and a Sony VTRto'Oroduce": have used twoPackard Bell Vidicon cameras, (Charles Wyman, Drama) 1. lioments With The LivelyArts" Economics) 2. "Better Grooming WithFashions" (Home Wilson, EnglishDepartment) 3. "News Writing" (Jennifer (Charles Wyman, Drama) 4. "Producing Drama" 5. "Cafeteria Etiquette"(Hilsgen) (George Nowak, Biology) 6. "Bio Means Living" (Hilsgen and P. E.Staff) 7. "Athletic Events" Convention" (Hilsgen &English, Social Studies 8. "A Mock Political Staff)

John Conrad, ElectronicsTeacher at Clairemont 2. With leadership from 1micro-produced" and video- High School, teachersand students have tape recorded ontheir Ampex 7100: members in "The American PartySystem" featuring two faculty 1. works in our country. a dialogueabout how the party system opportunity pre- 2. "The Explorer Program" featuring vocational sentations by adult"world of work"representatives. aprocess-to-product presentationfor 3. "The Dress Designer" homemaking classes. sales pitch for "Selling Your Wares" showing atudents making a 4. of effective sales their product; usedfor critical analysis techniques by marketingclasses. of video tapedstudent speeches for 5. "Analyze Your Speech" ... use individual and speech artsclass evaluation. demonstrations. 6. "Lab Demos" three lab science Howard Taft Junior HighSchool, Mk. Edward H.Anderson, Principal at 3. that certain teachers,with San Diego UnifiedSchool District, reports have "micro-produced"and help from production teamsof 2-3 students, teacher in-service video tape recorded programsfor both student and included: education viewing. Student oriented programs students; VTR used for 1. "Safety First Practices"for industrial arts all new class members,late enrollees andnon-readers. orientation. 2. "Library Catalogue andReference Materials" off-air newscasts withstudent panel 3. "Current Events" including discussion follow-up. Eagle", a process-to-product report 4. "How To Make Up The Taft covering the stepsrequired to publishthe school's weekly news- paper. Bob Mills as host. "Awards Assembly" withcommercial telecaster 5. for replay and evaluation pre- 6. "Commencement Exercise", a program paratory to planningup-coming promotionalexercises.

87 1n-service Education Programs:

I. "AJV Usage Tips for Teachers" 2. "School Finance"

These programs were produced using:

1. 2 Panosonic cameras, one with a Sonymini-receiver viewfinder and Canon zoom lens; one with stationarytripod, the other on a dolly. 2. A Witcher 3. Outdoor or artificial room lightingsupplemented with a follow spot. 4. An Ampex 7500 VTR

4. John Westrick, Principal of Lakeside JuniorHigh School (Lakeside Unified School District) reports that "we are using ourVTR extensively in a number of areas; primarily in science."

Westrick further stated: "We have used it for teacher presintations, presentations to the school board and the P. T. A.,student presentations, for athletic events, teacher self-evaluation,for rehearsal evaluations of such things as dramatic presentations andstudent panels and skits and we have used it to re-record broadcasts such as"Meet The Arts", etc., for replay at more appropriate times.We plan a live broadcast of our student council in session as well as a tape to be used for 6th grade orientation."

5. Mk. John D'Amelio, Drama-Language Arts teacher at OrangeGlen High School, Escondido, reports that: Orange Glen has programmed 2-3 studentseach period to work with TV equipment. These students are on call to assist in the taping and viewing of programs. Teachers are requested to sign up for the use of the equipment one week in advance of planned activity.This allows time for charts to be prepared and scheduling verified.

Orange Glen has twelve classrooms on closed-circuit TV.Other classrooms receive material by movementof equipment to each location as needed. Future plans classify a viewing room a top priority. This will almost eliminate movement of equipment around the campus.

Basic Equipment: 2 Ampex recorders (YR 5000 and 7000) 1 Camera with standard and zoom lens 2 Microphones 12 27" Megnavox receivers 12 TV Carts 12 Closed-Circuit classrooms Cost of equipment and maintenance has been the biggest problem in our experiment. Repairs are costly. Labor for most repairs costs approximately eighteen dollars per hour. Perhaps districts should have qualified personnel available to keep machines in top operating condition. APPLICATIONS OF CLOSEDCIRCUIT TELEVISION AT ORANGE GLEN HIGH SCHOOL

Single classroomaudio-visual uses I. science labs, other areas (a) Overhead camerafor close-ups in (b) Image magnificationin other classes and other groups (c) Instructions anddemonstrations for teachers

Pupil training andevaluation 2. (drama, speech, etc.) forplay (a) Recordingperformances in skills back and evaluation private drill and (b) Student access to cameraand recorder for practice

Rescheduling and delayedbroadcasts 3. and playing them (a) Recording in-schooltelelessons off the air back to suit theschool's class schedule broadcasts, (b) Recording eveningcommercial and educational news documentaries, specials,for various classes (c) Recording studentproductions, conventions, etc.

"Library" uses ofClosed-Circuit Television 4. (Not (a) Exchange of ITV programsthrough a "libraryarrangement". completed - physicaldetails to be workedout) (Various (b) Distribution of A-Vfilms over closed-circuitTV. problems in coordinationof film and camera)

Non-academic programmingfor students 5. school for future use. (a) Recording special guestsand visitors to a students (Library materials (b) Orientation andlibrary programs for still being workedout) (c) Special needs and programsfor students: Eighth Grade ParentOrientation Student Orientation for presentation tothe (d) Recordingextra-curricular activities Problem - ties up largeamounts of school (NominatingConvention) tape.

6. In-Service teacher training (a) Special classroomdemonstrations and (b) Recording teachingperformances for self-evaluation critique playback for evening (c) Recording broadcastinservice programming to seminars. design, script writing, 7. (a) Establish class(es)in TV production, set etc. (Two such classes areplanned for Fall Semester)

8. Administration and PublicRelations Uses administrative messages. (a) Intra-school newsannouncements and for faculty meetings (b) Special messages andclassroom demonstrations (c) Public relations purposes: Recording special messages Demonstrations for P.T.A.meetings (this reallysells the program)

;1.1 B. Elementary Usage

.% William Link, Principal of Ella B.Allen Elementary School (Chula Vista School District) reportsseveral creative uses of his school's portable VTR equipment. His school invested in ahalf-inch video tape deck and camera with zoomlens about a year ago. This invest- ment was made possible throughmonies saved over a two-year period which were matched by funds providedby the School's Parents Club.

To date, the VTR System has beenused to record:

1) Individual Gifted Student Project presentationswhere these students made VTR showings andexplanations of their projects. The recorded presentations then weremade available for classroom and teacher loungeviewing.

2) The hatching of baby chicks. Preceding Easter vacation, fertilized, incubated eggs were placed on a table in afirst-grade classroom. The VTR camera was close-up focused onthe eggs and, when the chicks first began to peck their way throughtheir shells, the recorder was switched on. No attempt was made to make a formal presentation of this event. Rather, students could glance up toward the TV monitor and witness the chicks' activity asthey broke through their shells. Later, the VTR was made available forother primary grade classroom use.

Projected VTR usage at Allen ElementarySchool during its 1968 Summer Session includes taking their portable VTR tovarious public and private institutions and agencies to record thepeople who serve the community in their various capacities. It is anticipated that brief vignettes of the Mayor, City Councilmen, Policemen,Firemen, Public Health Officers, etc., will be recorded.

The major emphasis will be to personalize andhumanize the roles these community helpers play rather than toprovide detailed information concerning their functions'and responsibilities. Although these mini- productions are planned as a summer session activity, the tapeswill be saved for use during the ensuing regular school year.

2. Bruce McIntyre, 5th grade teacher at MagnoliaElementary School (Carls- bad Union School District) and talented artist featured on aweekly commercial television drawing program entitled"Drawing Anyone?", has experimented with VTR micro-productions over the pastthree years. Working with a minimum of equipment, the Carlsbad Systemhas produced:

1) A series of drawing lessons for use throughoutthe district, (McIntyre) 2) Art and Music Lessons (Fillius & Jones) 3) Sex education lessons (Thibault) 4) Spanish/ESL lessons (Martin)

90 "Bruce (McIntyre) Magnolia SchoolPrincipal, Thomas Neelstated: the equipment we haveand we plan is doing anexcellent job with and students with to get more. We feel thatinvolving teachers promote good utiliza- multi-media technology isthe best way we can tion practices." Dale Pleener outlined In a later discussion,Curriculum Director equipment and his plans for acquiringadditional camera and VTR by saying that he reinforced the attitudeexpressed by Thomas Neel facilities are needed felt VTR on-siteproduction and distribution broadcast by the ITVA. to complementthe programming

91 ;

4 MyronqualitySan DiegoTisdel, production. State Studio College Director, studio KEBS-TV, directors work very closely with studio Channel 15, calls camera shot during teacher and Educator-Producer for top production of SDA/ITVA program. PART FOUR: PROBLEM AREAS

I. BudgetaryConsiderations This amountrepresented support for 1967-68 was$371,292.00. The ITVA budget Local monies wereprovided by budgeted from local, stateand federal sources. Up to districts based on75 cents per ADA. contributions fromITVA member districts by the State these funds arereturnable to member fifty percent of S. B. 635),depending upon the per- of California,(Farr-Qutmby Legislation, of ITVA's Local supportamounted to 55 percent cent of ADA-ITVparticipation. provided the remaining Title III,(P.L. 89-10) Grant budget. A federal, ESEA 45 percent ofthe project'sfunds. be a lack of fundshas and continues to Despite thisbroad-based support, and within- has been pared,production reduced nagging problem. The ITV Staff measures. budget transfersmade as stop-gap Educational Servicesfor Los Angeles' James Loper,Director of of The New Breedof Trained new KCET,and a representative views of ITV: Communicators,endorsed the foregoing Educational $1,000 - Peanuts! TO get "The average KCETschool program costs triple that amount -that is, real quality, weshould double or with the processof teaching if we really wantto experiment It's about time we gotbeyond televised and try out newformulas. difference'. Precisely what instruction thatmakes 'nosignificant significantdifference." we need areprogramsthat WILL make a (Murphy & Gross, LearningBy Television)

A. Consumer Demand burdgeoning consumerdemand for additional Basic to thisproblem has been areas and atall grade levels,especially ITV programmingin all curriculum Most of theserequests werefor locally-produced, the primarygrades. series had to be curriculum-related programs. Several wanted program considerations. postponed or cancelledbecause of budgetary

B. Hardware Needed the need need for increasedlocal support was Adding to theproblem of the Budgeting for to tool-upfor reception andrecording. of local districts of needed the monies availablefor the production this purpose limited ratio in balancehas been software. Thus, keepingthe hardware-software and continues tobe a stickyproblem.

C. People and Pay ITVA cooperation fromall quarters,the fact that the Despite excellent educational service was cause represents a pervasive,centralized form of coordination andimplementation problems. for gargantuancommunication, has been a dedi- 111 best antidote tothese problems Since ITVA'sinception, the cadre of educatorsupporters. However, it cated, hard-workingITV staff and implementing the goals,objectives andaspirations must beadmitted that financial support toprovide for the of the ITVA willrequire increased needed to get thejob done. This need will Staff and materialresources III funding hasbeen exhausted. The become more criticalafter ESEA, Title 1969. expiration datefor this supportis June 30,

WI" II. Increased ProfessionalismNeeded

A. Production Know-How Technical aspects of productionknow-how, important as they are, are cause ideation pertinent to the for less concern thanthe proper handling of creation of ITV programs that caneffect behavioral changebeneficially. There is great need to attackthe problem of determiningwhat materials should be used and in what mix,and how these environmentalstimuli can and should be synthesized toproduce needed behavioralchange. In order teacher-producers need more clearly to produce suchdesired results, ITV defined program instructionalobjectives, stated in terms ofanticipated behavioral expectancies. The application of theprinciples set forth in Mager's, "Preparing InstructionalObjectives" should be helpful in this the evaluative aspect of experi- regard. This process would help make mental ITV programming moremeaningful because the educationaleffective- ness of such programmingthen could be determined with greaterprecision. The data obtained by this processcould be used to give direction tothe development of future productions even moreproductive of wanted behavioral change than is the case in thecurrently used production mode.

B. Utilization Know-How Lucille Miller, Elementary SchoolPrincipal in Washington County, Maryland observed: "The highestquality televised lesson in the world, if misused in the classroom,is worse than nothing." Gene Nichols in Boston believesthat "Scarcely one classroom teacher in a hundred understands(instructional) television and knows how to use it." (Murphy & Gross, Learning by Television) Workshop programs and other in-serviceeducation programs are needed to help professionalize ITV utilizationtechniques and practices. As stated elsewhere in this report, the ITVstudio-classroom teacher relationship needs to be understood better asdoes the application of multi-media approaches for the creation of moremeaningful learning experience.

C. Philosophical/Psychological Basis Needed

The problems stated thus far couldbe reduced considerably, if the nature, nurture and utilization techniquesof ITV were better understood. Clearer perception of ITV's advantages andlimitations could be induced through the process of questing for thephilosophical/psychological foundations which undergird the theory uponwhich ITV builds its rationale. Research on the effectivenessof TV as an educational tool is ingood supply and, generally speaking, makes a strong case forthe use of electronic media as an aid to learning. These investigations, coupled with currentlearning theory, provide some evidence of the causeand effect relationships operative in learning by TV and, from thisinformation, philosophical/psychological conceptual models can be deduced which shouldhelp synthesize and give meaning to the production..utilization stateof the art. Until more consideration is given to this need,ITV's potential effectiveness hardly can berealized. Development Labora- Much could be accomplishedtoward these ends if a Staff teachers, tory for urbaneducation aimed at thein-service education of administrators para-professionals, teacher-aids,principals, supervisors and might was implementedin San Diego County. Such an enterprise appropriately Workshop". The be called an "EducationalMulti-Media-Creativity Laboratory with that proposed by the Fund purpose of theWorkshop would be consonant meet the need for in- for Media ResearchWorkshop Plan and should serve to creased professionalism amongeducators. and should Next to better conceptualizationof the educative role ITV can ITVA's greatest pro- play (including Productionand Utilization practices) and programs it is blem and challenge stemsfrom the number of people organized to serve. To be effective, the ITVAmust involve and coordinate the efforts of classroomteachers and students, curriculumspecialists, administrative and communityeducational resource personnel. Much progress However, has been made in thisdirection as subsequent reportingwill show. considering the already heavyworkload of these people intheir primary responsibility areas, the taskof involving and coordinatingtheir efforts must be recognizedand treated as an on-goingproblem as the ITVA plans ahead.

III. Planning Ahead community educa- More teachers, counselors,curriculum specialists, supervisors, involved tional resource personnel,(CER), the ITV Staff, and administrators were with the planning of localproductions than any other adjunctof ITV planning. Following closely was theselection of "syndicated" programming,the development software utilization of the 1968-1969 broadcastschedule, hardware acquisition and Acquisition and plans and proposals (forscheduling, see Appendix A; Hardware directly through Software Utilization, AppendixC). These educators have worked Council, Joint the ITVAb organizationalmechanism including the Representative Curriculum Coordinating Committeeand JCCC Steering Committee, itsthirteen subject area study committees andseven-member Executive Committee. of A. Projected 1968-69 local-programproduction plans include nine series varying number for student use,and two in-service educatorseries. They are: Each program will be 1. NEWS OF THE WEEK - (32 productions, grades 4-6). 15 minutes long, aired weekly. Series is intended to supplement current eventsinstruction. The programs will contain newsitems of local, state, national and internationalsignificance, many of which will be examined in depth. Continuation and further development of series used in1967-68.

2. PRIMARY MATHEMATICS - (8 productions -grade 2). A series of learning experiences are planned to developintuitive background for concepts of the 3-Dfigures, sphere, cylinder, prism; circular, rectangularand triangular regions; open and closed curvesand the plane figures; circle, rectangle (includingsquare), triangle; line, line segment; point; congruenceand symmetry. Series scripted and ready for production.

AtIV 3. DECISIONS - (16 productions - grades5-8). This series concerns itself with the personal decisions of the student - building of the body and the destruction of the body. The decision-making process will be developed, along with problem solving. Areas of concern: body systems, tobacco, alcohol and narcotics - will complement the new state text.

4. PRIMARY PHYSICAL EDUCATION - (15 productions -grade 2). Included in

this series are 3 inservice programs on motor develop- t ment and motor learning in children, and the teaching techniques of motor learning. The 12 inschool programs will cover individual fitness activities, move- fi ment exploration, continuous movement, rope jumping, creative and fundamental rhythms, throw-catch skills, kicking and striking skills, stunts and tumbling skills, and apparatus skills.

5. TODAY IS TOMORROW - (8 productions - grades 8-9).This career development series will lead students in assessing their own interests, abilities and apptitude (self-appraisal). Series will cover self-appraisal, growth, vocation, leisure-time, family and friends, and the establish- ment. This series will lead into a world of work series intended for the students in grades 10-11 and a higher education series intended for grades 11-12.

6. ENGLISH AS A SECOND LANGUAGE - (75 productions, 30 of which will be produced this year - primary grades). Series will assist teachers working with non-English speaking children.

7. MAGIC CARPET - (30 productions, 10 of which will be produced this year - primary grades). Series will present stories designed Li to inform and entertain children and broaden their understanding of the world in which they live and of r)

the people with whom they share it, by using classical 1 foreign children's stories.

8. MUSIC IN-SERVICE - (4 productions - teachers of grades 1(-8). There will be one production for each of the following levels: K-1, 2-3, 4-6, and 7-8. The purpose of these programs will be to stimulate teachers to approach the new fl music textbooks with confidence and enthusiasm. The Li content of each program will include related materials which may be used as motivation or enrichment, specific songs and their learning possibilities, activity experiences for children involved in the learning and use of appropriate listening materials from the state text book. LI 9. INTRODUCT/ON TO THE ORCHESTRA -*(1 production.- grades 4-8). Program will be a demonstration of various musical instruments to 1 assist the instrumental music teachers during their 1 annual recruitment periods. LJ

98 10. OUR COMMUNITY - (15 productions,8 of which will be produced this year - grade 2). This series will include the geographyof San Diego, outlying communities,agriculture, (land use, growing,harvesting and processing), water, transportation (roads), airportsand air transportation, harbor, feeding the community,manufacturing, (workers and products), shopping centers,construction, recreation and government. Complete coordination of all AV materials are planned so thatduplication of efforts will not occur. Use of original materials developed will be duplicated for furtherextension of this program, i.e., slides forfilm-strip, flat pictures, models and overheadprojector masters.

(1 production to be used as a pilot 11. AUDIO-VISUAL IN-SERVICE EDUCATION - of a possible on-going series inthe coming years - all teachers grades K-12). This series is designed to assist teachers throughdemonstrations and explanations of effective and innovative usesof instructional media in all subject areas.

plans include programming from the B. Syndicated and other out-of-house program Great Plains NationalInstructional Television Library(GPNITL), National Center for School andCollege Television (NCSCT), KQED, San Francisco,Los Angeles County Schools, Penn StateUniversity and others. The ITV series selected for 1968-69 are:

1. ALL ABOUT YOU - This is a seriesof eleven, 15-minute programs intended for use in grades one and two. The programs are health-physical education oriented, and mayprovide valuable information for science instructionin the primary grades. The programs make extensive use of illustrative models, involving children inthe examination of their own bodies.

2. AMERICANS ALL - The thirty-one, 20-minute programsin this series discuss the lives and works of some great Americanswho helped make America great. The programs trace the growth of America from the early 17th century tothe present,' exploring the contributions made by suchnational leaders as Thomas Paine, AbrahamLincoln, Alldrew Carnegie, Albert Einstein and RalphBunche. The series is recommended for use in gradesfour through six.

3. ART AROUND US - The twenty, 15-minute programsin this locally-produced series for students in grades eightthrough twelve, develops the inter-relationships between manand nature, showing how man, throughvarious combinations of line, form, texture and design, usesthe elements of nature to interpret what he seesand feels.

99 Ii

30-minute programs 4. FRANKLIN TO FROST This series of thirty-four, traces the course ofAmerican literature for students in grades ninethrough twelve.

20-minute programs suggested for 5. GEOGRAPHY - A series of thirty-four, use with gradesfour through six, divides the study of geography into four areas:Learning to Think Geographically; Hot-Wet, Hot-Dry Lands;Highland- Lowland Regions and World of ManyPeople.

6. JUST WONDER/NG - The thirty-one,15-minute lessons in this series use the inquiry approach in presentation,directed toward the development of skills informing concepts, making inferences and generalizations,interpretating data and communicating ideas for studentsin grade one.

7. LET'S INVESTIGATE - This series of fifteen15-minute lessons in science for the intermediate grades (4)demonstrates the methods of science and leads childreninductively to a realization of someof the major patterns or pheno- mena of the physicalworld.

8. MAN IN SPACE The six programs in this series examiningAmerica's program Ll of space exploration will be broadcast as anenrich- ment offering for grades seventhrough twelve. Program titles include: "Today, Tomorrow and Titan III", "That He May Survive", "Footsteps on theMoon", "Probing The Unknown" and "Gemini".

9. MEET THE ARTS - The seven, 30-minute lessons inthis series for grades four through six include surveys of music,the theatre, dance, printing, sculpture, literature,photography and architecture. Using a variety of examples, this course introduces the components of art - rhythm, shape, mood, form and content.

10. OF COURSE WE SPEAK SPANISH - The sixty, 15-minute lessons inthis series intended for use with sixth graders provide pupils with an opportunity to learn andpractice a limited number of Spanish language patterns, using a limited vocabulary. For each telecast lesson, there is a supplementary recording intended for use in the classroom to reinforce the material covered in the telecast. In addition to presenting certain Spanish language patterns, the series supplies pupils with the opportunity to develop an appreciation for children ofLatin-America or Spanish backgrounds. (11

100 weekly telecasts 11. PLACES IN THE NEWS -This is a series of 20-minute suggested for use as supplementarymaterial with current events classes ingrades five through eight. This series highlights currentworld events having major political, economic,scientific or cultural significance. Background information necessaryfor understanding crucial events and issuesis provided by narrator, Jerry Silverstein.

from this series for the dis- 12. ROUNDABOUT - Thirty, 15-minute programs advantaged, preschool child willbe broadcast. The telecourse is intended to assistthe child in coping with his emotional reactions tonatural events, to acquaint children with occupationsand facilities found in most neighborhoods,and to provide experiences intended tostimulate a child's tmagination and creative expression, toheighten his perception and to broaden his world. this series 13. SPORTSMANLIKE DRIVING - Sixselected 30-minute programs from will be broadcast repeatedlyduring the school year to supplement drivereducation classes. Subject matter of the six programsincludes physical fitness and traffic safety, theattitude and behavior of a good driver, traffic laws madeby man, motor vehicle laws, traffic law observanceand enforcement and the effects of alcohol and drugs upondrivers.

primary 14. STEPPING INTO MELODY - Thirty15-minute lessons in music for the grades (especially grade two). Brenda Veal, Television Teacher, helps the schoolchild experience a wide variety of guided musical activities. series for 15. STEPPING INTO RHYTHM - Thethirty, 15-minute lessons in this use at thekindergarten and first-grade level strive to encourage pupils tofully develop their musical potential. The series presents a variety ofguided musical experiences leading fromsinging to rhythm and listening.

16. TELL ME A STORY - Thirty 15-minutelessons for kindergarten and primary grades, this course features storiesfrom the folklore of the world and from theclassic storytellers. It is a happy introduction to grouplistening.

17. THROUGH CHILDREN'S EYES - This seriescomprises thirty, 30-minute programs for children in grades fourthrough six. Subject matter of the series rangesfrom science culture and folklore to just plain fun. Titles include: "Story Into Music", "Spiders, Snakesand Stories", "Puppets and Puppeteers", "Of Art andArtists" and "All About The Sea". The series provides an enrichment opportunity.

101 18. YOU AND EYE - This series of thirty,20-minute programs for grades four through six introduces children to a variety of artistic media, and encourages creative activities with both the media and with forms. It provides experiences that cannot be duplicated in the classroom, and enables teachers to pursue with their nf

classes a highly satisfactory sequence of art lessons. 1

19. COVER TO COVER - This series of thirty20-minute lessons in literary appreciation for the fifth and sixth grades presents fl some of theworld's best literature for children. Never do the lessons unfold an entire story; rather, each lesson creates the kind of interest that leads students to their libraries.

20. LOOK TO THE FUTURE - Ten 30-minute lessons in vocationalguidance for non-college bound students in the eighth and ninth grades with the emphasis placed on career planning for life rather than on choosing a job.

21. INTRODUCING THE SYMPHONY ORCHESTRA - A series of seven 20-minute program for grades four through eight that explores the structure of the symphony orchestra,the contributions made by the various instrumental sections and the role of the conductor.

1 22. MANY SOUNDS OF MUSIC - A series of ten 30-minute lessons for grades seven through 12 to be broadcast essentially as an enrichment offering.

In addition, six locally-produced series will be carried overfrom ITVA's 1967-68 broadcast schedule. They are:

1. COMMUNITY - These weekly, 15-minute programs for grades 8 through 12will be locally-produced. These programs will explore such aspects of the San Diego community as health, education and welfare; housing and urban development, transportation, communication, city and regional planning, economic development, and law enforcement.

2. CROSSROADS - The primary purpose of the twenty-one, 15-minute programs in this series for children in grades five through eight is to give viewers, as well as a student group in the studio, a problem or creative situation designed to provide free choice in approaching and attempting to solve the problem.

3. EXPLORING SENTENCES - A series of twelve 20-minute three-to-sixth grade telelessons designed to introduce Roberts' English Series transformational grammar to students and teachers.

102

,K1 OF SAN DIEGO -These fifteen, 15-minuteprograms, 4. HERITAGE - THE STORY intended to supplementthe fourth-gradeCalifornia history unit, coverthe span of San Diegohistory from 1542 to1903, beginning wit'aCabrillo's given the explorations. Particular emphasis is Spanish, Mexican andAmerican culturalperiods of produced. San Diego's growth.This series is locally

ENERGY - Ten of the30-minute programs fromthis 5. PEACEFUL USES OF NUCLEAR locally-produced series willbe broadcast asenrich- The pro- ment offeringsfor grades seventhrough 12. grams featureleading scientists fromGulf General Atomic in San Diegodiscussing the historyand development of nuclear energy,and its peacefulapplications.

AND TESTING - There aresix pupil-oriented and two 6. PHYSICAL EDUCATION locally- teacher in-serviceeducation programs in this produced series thatdiscusses each of the items contained in "ThePhysical Performance Test forCalifornia". Series contentincludes rules andadministration of the test items,the components ofphysical fitness measured by the items,the importance of thecomponents of fitness, and suggestsactivities that willdevelop the components. The series is suggestedfor use at grades four through six.

shows that eleven programoffer- Analysis of the ProjectedProgram Schedule produced local programsrepeated, ings will be producedlocally, six already these telelessons willbe broad- and twenty out-of-houseacquired; that 16 of for secondary (7-12)school use, cast for elementary(K-6) schools, 7 will be levels, and 1 will befor preschool 5 will bridgeelementary-secondary grade these programs appearsin Appendix A-4). usage. (A complete listing of

IV, Problem Areas Summarized the Acquisition of Budgetary, Staff, Production,Broadcast, Utilization and the chief problem areasof Reception and RecordingHardware characterized into an interacting,synthesized this project. Coordinating these activities faced by the ITVA. In final mechanism represents thegreatest challenge And, if this project is to analysis, money matters,but people count! need to be counted upon. realize its potential, agrowing number of people related to The fact that a goodlynumber of educatorshave constructively regarded as reason for this project gives rise towhat can and should be The "animal" known asITVA has come into San DiegoCounty's cautious optimism. supported Curricular World, beenlicked clean by its"mother", protected and risen to its feet, and,though still by its "father",stretched, looked around, The next few monthswill be wobbly, assayed andadapted to its environment. ITVA's chances for survival crucial ones, but witheach succeeding week, Despite the dire needfor increased financialsupport, ITVA's improve. whom viability chiefly isdependent upon the"TLC" of educators, many of their own campuses. already are swamped withday-to-day problems on

103 IL

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KEBS-TV's lighting director lights set for"News of the Week." Professional equipment in a professionalstudio offers graduate students at San DiegoState College an opportunity to learn skills. SDA/ITVA programs originate from these studios.

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PART FIVE: SUMMARY ANALYSISAND EVALUATION

data reported incombined Fall and Spring I. Summary, findingsof qualitative (1967-68) Semesterinvestigations.

A. Qualitative Data,Elementary (K-6) teacher responsesyielded an A total of 408elementary level 1. (on a 10-point scale). educational average scoreof merit of 7.82 utilization aids Approximately 300 elementaryteachers assigned ITV 2. of merit of 6.32. (chiefly study guides) anaverage score

scores of meritreported in Numbers1 and 2 3. The educational average score of meritof 7.07. above yielded anoverall educational average

B. Qualitative Data,Secondary (7-12) teacher responsesyielded an A total of 182secondary level 1. (N.B. Two locally pro- educational average scoreof merit of 6.47. "Crossroads" raised this average duced programs"Community" and almost one point onthe 10-point scaleused.) utilization aids 94 secondary level responsespertained to ITVA 2. educational average score (chiefly study guides)and yielded an of merit of 4.72. reported in Numbers 1and 2 The educational averagescores of merit 3. score of meritof 5.59. above yielded anoverall educational average collected and treated. C. Summary of allqualitative data qualitative data. Of those reporting,elemen- 1. 590 teachers reported for 408 responses ascompared with 182 tary (K-6)teachers accounted 1) reported bytheir secondary level responses(or a ratio of 2.24 to (7-12) counterparts. ITVA broadcastsassigned Teacher users of all(K-12) classroom viewed 2. 6.33 to thesetelelessons. aneducational score ofmerit average of educational scores ofmerit that Elementary (K-6)teachers reported 3. higher (1.48) thanthose re- averaged almost oneand one-half points ported by secondaryteachers. Score of Merit(6.33) correlates The overall 1967-68Educational Average 4. (6.21). closely with the same measurereported for 1966-67

/41107

A. The special 125 school quantitative data survey of elementary and secondary classroom usage of ITVA Programming Broadcast between October 2, 1967 and January 26, 1968 is shown in Figure 1, which appears in Part ONE between Tables Iv and V.

B. Tables IV, V and VI also are relevant to quantitative ITVA program usage. A brief summary of the findings reported in these tables appears in the "Summary Analysis of Quantitative Data", Part ONE of this report.

C. ITVA Programming in relation to other California cities shows ITVA first in the total number of school programs broadcast from a single open- circuit channel in California. While national figures are not immediately available, it can be assumed with reasonable certainty that the ITVA 5-day week, 5 1/2 hour per day, school broadcast schedule via a single open-circuit channel is at or near the top nationally.Los Angeles offers 35 compared with San Diego's 32 school program series, but uses three commercial channels to transmit these programs. For a comparison of ITVA's program schedule in relation to other cities in California, see Table XI, Part ONE of this study.

D. The 1968 Spring Semester Surveys asked teachers to report the approximate number of programs viewed with grade level designations of their classes. Too few responses to these inquiries were returned to form the basis for treating these data in a manner productive of any real significance.

E. Tabulation of late returns (Table VI, Part ONE) revealed that 3,726 classrooms had used one or more ITVA telecasts between October 2, 1967 and January 26, 1968. Because there is good reason to believe that this figure remained fairly constant during the Spring Semester, it can be assumed with reasonable accuracy that ITVA's total 1967-68 school year instructional services averaged slightly less than $100.00 per classroom (F. Y. budget $371,292 divided by 3,726 classrooms). Deducting teacher in-service education costs (close to 10 percent of total budget) from this estimate shows unit costs for student programming alone to be slightly less than $90.00 per classroom or $3.00 per pupil, based on an average of 30 pupils per class. Inasmuch as 5/6ths of the classroom usage reported represented grades K-6, it is itlear that the unit cost estimates given (in ratio to the number of elementary and secondary program series broadcast; 13 elementary, 8 secondary and 4 elementary-secondary) would be high for elementary (K-6) and low for secondary (7-12) schools.

Conclusions Drawn from the data collected and treated

A. Approximately 29 percent of the 12,852 1967-68 school year, full-time San Diego County Certificated Staff have viewed one or more ITVA telelesson:, wIth their classes. The 3,726 classroom usage figure reported (late tabulations inclusive) indicated that, in ratio to the approximately 1300 receivers on hand, nearly three classroom teachers madeuse of each set available.

B. Approximately 5/6ths of these teachers teach in grades K-6.

108 elementary school teachers The majority of theseself-contained classroom C. curriculum needs, and (2) found ITVA programmingadaptable to (1) their suitable to their daily programschedules.

stated above applied tosecondary level D. The reverse of the conclusions followed. (7-12) teachers, wheredepartmentalized class schedules are attitudes toward /TV E. Most elementary school(K-6) teachers hold positive as a teachingaid. stated above was held by mostsecondary F. The reverse of the conclusion level (7-12) teachers. tended to vary G. On a positive-neutral-negativescale, teacher attitude inversely to the grade leveltaught.

factor supporting ITVA programming was H. The most prevelant positive epitomized by the comment: "With so much to teach and solittle time to prepare eachday's lessons, ITV is the bestteaching aid that's come along during the pastdecade."

factors attributed to ITVAprogramming can be I. The most prevelant negative summarized by the statements: "Scheduling problems remain asthe principal reason why Ihave not used ITV programs only occasionally does a broadcast come along that presentsthe right program at the righttime for ITV's a my class(es);"and "Consideringeducation's shortage of funds, waste of money." its pervasive J. ITVA's organization is wellconceived and administered, yet character gives rise to moreproblems than its staff and supporters can reasonably expect to handleefficiently and effectivelywithout increased funds, equipment and personnel.

goals, objectives and K. If the ITVA is to beexpected to realize its stated aspirations, more money, a largerstaff and office facility,and additional electronic production, receiver,recording and CCTV distributionequipment will be required. dedicated, hard-working staff and its L. ITVA's greatest assets are its educator supporters who, byattitude and deed, cheer onITVA's efforts. However, the present ITVAstaff and its educator supporterscannot be expected to add to theiralready overbearing workloadand remain effective as creators of ITVproductions worthy of theproject's aspirations; synthesizing ITVA's educatorefforts and software-hardware components probably will remain ITVA's greatestchallenge.

109 IV. Recommendations

The recommendations included in this study stem from considerations directly related to pupil needs that can be met through the services of the ITVA. These needs have been defined by fifty members of San Diego County's Supplementary Education Center (SEC) Advisory Committee and Executive Council. The recommendations that follow have been suggested by (1) classroom teachers, (2) ITVA Sub- ject Area Study Committees, (3) Administrative Members of the ITVA Representative Council, JCCC, JCCC Steering and Executive Committees, and (5) inferences drawn from this study which reflect hoped for improvement of ITVA service as expressed by the educators listed above.

A. Budgetary Considerations: It has been recommended that funding sources other than those derived from P.L. 89-10 be determined and sought. To achieve this goal, it has been recommended that the listing of other Federally and Privately supported grant-in-aid programs compiled by the SEC be used in an effort to gain the additional funds needed by the ITVA to extend and improve program series recommended by the JCCC and ITVA Subject Area Study Committees. (A listing of possible funding sources with editorial comment forms Part 8 of Appendix A.)

B. Program Production: Recommendations attendant to the extension and improvement of ITVA produced programming can be categorized as (1) the production team, (2) pre-production planning and development, (3) continuity sheet or script writing, and (4) studio production.

1. The production team: The production and utilization of ITV telelessons requires teamwork. Teachers, students, resource teachers, curriculum specialists, administrators, ITVA Staff and Studio Production Personnel must form effective communicative links to get the job done and do it well. During the 1967-68 school year, these people have worked together exceedingly well, yet, analysis and systemization of these relationships should effect greater efficiency of operation. Therefore, it is recommended that:

a. A one-page graphic work-up of the responsibilities of each member of the production team be developed, duplicated and made available to each person who becomes a production team member. Such a conceptual model should help promote understanding, clarity of role, and create conditions that improve teamwork relationships.

b. Provisions be made on this form to include the names, positions, 'phone numbers, meeting dates and times of productionteam meetings as a means of identifying responsibility and effecting better communication.

c. The entire production team meet as a group before the pre-production process is initiated.

110

, '4,10.1'000-4.v Air"6-15 X,41 ;+ 2. Pre-Production Planning and Development. Granted that Letter "C" above is enacted, the production teamthen can react to a series of logically sequenced questions that shouldhelp "get-the-show-on-the-road". It is recommended that the considerationsthat follow be included as part of the pre-production process.

a. Program goals and pupil performanceexpectancies be clearly stated and carefully delineated.

b. Program objectives be stated in termsof anticipated pupil behavioral changes. (Mager's, "Preparing Instructional Objectives"should prove helpful in this regard.)

c. Program series and individual programtitles be agreed upon.

d. A rough outline of program contentbe developed by the curriculum specialists involved for presentation at alater meeting. Similarly, these specialists are doubtless inthe best position to advise ITV teacher-producer and technical staff personnelconcerning Letters (a) and (b) above.

e. The ITVA Staff be responsible fortranslating the desires expressed by curriculum specialists about Items(a) through (d) above into production modes of their own choosing.

f. A pilot program be produced,video taped and shown to the appropriate curriculum area study committee membersfor evaluation before other programs in the series areproduced.

3. Continuity sheet or script writing: In addition to imagination and intuition, a systems approach checklist canbe helpful in the development of continuity sheets orscripts. Therefore, it is recommended that a PERT systems approachproduction model checklist be used for this purpose. Such a checklist should prove especiallyhelpful to curriculum area study committeesand newly assigned ITV teacher-producers.

4. Studio Production: If the Studio Director has been involvedin Parts 1 through 3 above, few "hang-ups" shouldbe experienced while "shooting" a program. This observation assumes, however,that the Director and his staff have the "tools" needed totranslate the continuity sheet or script into a video taped recording. The "tools" required include properly prepared AV-ITV componentswhich are the responsibility of the ITVA, and the electronic capability andstudio staff which is the responsibility of the SDSC Broadcast Division.

Both of these production entitieshave shown good faith and their productions provide evidence of their growing skilland efficiency. There- fore, it is recommended that the broadcastersbe congratulated for their quest for excellence. Especially encouraging for all concerned areSDSC Foundation Plans to relocate and up-date itsstudio equipment. These plans include the relocation of their KEBS FMradio transmitter to Mount Miguel and the acquisition of newswitcher, slide and camera chain and image orthicon camera equipment.

111 r.

For ITVA's part, both ITVAStaff and a number of teacher ITVA program users have commentedthat adding animation to selectedproductions should greatly enhance theireffectiveness. Cost of this process will limit its use. However, it is recommendedthat animated material should become part of ITVA's technicalrepertoire (Whether developed internally or franchised) as soon aspossible.

Teachers' comments about program productionhave centered around two recommendations. They are:

a. That careful consideration be given tothe amount of information and number of concepts included ineach production. These teachers feel that frequently more material isincluded than their students can cope with successfullyduring and following a single telelesson. Several teachers reporting this criticismdifferentiated between audio and video aspects of those productionsthey felt covered too much material by stating that more visualization onfewer sub- topics should help ameliorate this situation.

b. That, although grade level designations areappropriate for Study Guide and Broadcast Schedule Materials,these designations should be omitted on broadcasts, thereby allowingteachers the freedom to use ITV programs wherethey are appropriate to special groups regardless of grade level designations. These groups include various tracking systems, EMR, THR andGifted Special Education Classes.

C. Rented programming: The previewing and acceptance or rejection of out-of- house productions by ITVA Curriculum Study AreaCommittees represents a basic and extremely important function ofITVA's activity. The difficulty of scheduling previews when a majority of theCurriculum Committee members can be present will be alleviatedsomewhat when preview tapes can be dubbed on the Ampex 7500 scheduled tobe installed in ITVA's conference room during the up-coming summer.

However, to facilitate recording committee evaluationsof the tapes previewed, it is recommended that:

1. Al preview checklist based on pre-determinedevaluative criteria be developed for committee use;

2. The checklist be printed in triplicate on sensitized paper to provide records that can be kept by committee members, the ITVA officeand made available to the JCCC;

3. The evaluations so recorded be used to report committee recommendations to the Representative Council, Executive Committee,teachers and mass media.

112

-V^ a Ac---rv-' r Clots'* ams.0 . OM* 17 "VC, tar.7 II JI - t..1 o..s. ,...... kiP 44.141116.1.11 . rairm",7,1 - w 4...... R 4 . , , - ...- ,.. liA D-41". -Mxws

EquipmentD. David Bash,is leased, SDA/ITVA borrowed and purchased to staff photographer, "mixing" build toward professional sound on equipment "adapted" sound studios. for use. recommendations have been made D. Program Utilization: A sizeable number of included relevant to programutilization. Those reported most frequently recommendations based upon theneed for:

level; multi-channel broad- 1. More programming, especiallyat the primary casting has been suggested as ameans ofimplementing an increased broadcast schedule. hardware requests 2. More receiver and VTRhardware; video tape recorder come from elementary aswell as secondary schoolpeople, but are stressed by the latter as arequirement before ITVAprogramming can be used. multi-media materials for on-sitefollow- 3. Additional program related audiotapes, up use. Requests include 35 MMslide and film strips, disc recordings, pictures, maps,graphics and in some cases,tests. workshops are 4. /TV utilization workshops. Although ITV utilization offered by SDSC, the need appearsto outstrip theiravailability.

scheduled at times other than immed- 5. In-Service-Education programming iately before or afterschool; that on-going programseries include follow-up interface dialogueunder the direction of a groupleader and allow collegeand/or hurdle credit. I and II for (Ed. Note: See Part THREE, I,Section G and Part FIVE, Sections evidence of ITVA's awarenessand activity relative toimplementing the recommendations listedabove.) of needed receiver and E. Hardware Integration: Mbre than the acquisition VTR equipment is required tomake ITV programmingavailable for classroom operational and usage at the rightplace and time. To become completely realize their full potential,ITV services ultimately mustbe processed single through an integrated circuit. This meana that, in addition to channel, open-circuit broadcasting,multiple-circuit, on-site VTR capability, CATV and CCTV distributionand an electronic program request, "integrated network" must beestablished. Such an undertaking requires imagination, money and time. However near or distantthis goal may be, developing plans for its advent, eventhough by hard-headed,gradualistic increments, requires a sense ofthe possible, practical and anoverall sense of direction. Therefore, it is recommendedthat: circuit" should become an activityof 1. Plans for "completing the ITVA the Authority. of 2. This activity be assigned.to aspecial committee representative ITVA's chief organizational components.

line and 1. Color, CATV, CCTV, VTR, EVR,2500 megahertz broadcast, time budgetary considerations be partof the special committee's investigation and report, and

115 /11(1 4. Information acquired by this Committee be developed as "navigational chart" guidelines upon which enlightened short and long term decisions can be based.

(Note: For a conceptual model of an "Electronic Audio Visual Education System" (EAVES), See Appendix C, Part 2.)

F. Program Utilization Experimentation: In light of ITVA's goal of developing i ITV programming that is creative, innovative and exemplary, it is recommended that experimental programs be initiated to determine:

1. What curriculum areas, subjects and grade levels are most amenableto enrichment as opposed to direct instruction and visa versa and/orto what degree should these approaches be blended.

2. What modes of presentation are most productive of desired behavioral change in the student population served.

3. What utilization aids and techniques provide conditions for learning most productive of pupil growth; e. g. the role of ITV "Look, Listen and Learn" carrels and small group viewing stationsappears worthy of investigation.

(Note: Basic R & D is available for use as guidelines for these productions. However, application of current learning theory and teaching strategies need to be implemented in an effort to determine how pupil growth can be effected most beneficially. In sum, television's capability as a multi-media, sight, sound, motion and color medium needs to be exploited if ITV's potential is to be realized.)

G. Project Evaluation: The recommendation section generally, butmore especially those recommendations dealing with program experimentation and utilization, are patently relevant to continuing investigation, evaluation and report. If ITV is to live up to the first letter of its name, the right questions have to be asked of the right people (including students) at the right time. Subsequently, these questions must be treated in such a manner that they yield data which can serve as the basis for enlightened decision making.

The emphasis should not beon basic R & D (N.B. Reid & MacLennan, Research In Instructional Television and Film), butupon the application of already produced evidence of The Conditions of Learning (Gagne) and teaching strategies designed for special studentgroups, teacher personality types, subjects, and grade levels. Therefore, it is recommended that project evaluation for 1968-69 include:

116 centralized mass media strategyemployed by 1. Consideration of the Prescribed Instruction ITVA broadcasting ascompared with Individually (IPI) promulgated by Dr.Richard Bright, Directorof Research for the U. S. Office ofEducation who calls IPI,"The greatest educational breakthrough in recent times." (San Diego Union,11/20/67, AP News Release, Washington, D. C.) Concerning IPI's potential as ateaching- learning mode, "Bright has nodoubt that all pupilswill learn more with IPI and that aboutthe top one-fourth willbe well into college work by the time theyfinish high school." (Op Cit) The Fund for Media Research, Research Council ofthe Great Cities Programfor School Improvement, also is recommended as asource ofinformation pertinent should result in better to this consideration. Questing this area ITVA Staff understandingof the nature and nurtureof their medium and of the self-understanding necessaryfor improving their professional stature and,subsequently, the state oftheir art. gains provided by one 2. One in-depth behavioralstudy of the educational of ITVA's program series. utilization in all curriculum 3. Continuing assessment of ITVA program areas and gradelevels. strengths and weak- 4. An investigation of studentopinion regarding the nesses of televisedinstruction, classroom usage 5. A cost analysis of programproduction in relation to and educational gain. grade level 6. A comparative study todetermine the amount, kind and usage ofITVA's open-circuit broadcasts inschools having off-air VTR capability is relation to thoseschools that do not; that thisinvestigation concentrate on secondaryschool usage first, but lateralso probe utilization factors effectedby VTR'd direct and CCTVdisseminated ITVA program usage atelementary schools. forms in 7. Discontinuing the practice ofincluding tear-out evaluation study guide manuals becaus e.of roughly 50,000 suchinclusions, fewer than thirty were returned tothe ITVA during the 1967-68school year.

ITVA's H. Recommendations Summary: The foregoing recommendations express recognition of the rapid technologicalchanges now occurring that are influencing educational methodology. The ITVA needs not only to keep pace, but play aleadership role by employingmethodology aimed at inducing desired learning experiences (e. g.,methods of discovery, criticalthinking, the association of pleasurableexperience with the process and contenteduca- tion, etc.). The ITVA is in a good position toimplement this goal because located in a it is staffed with creativepersonnel and, very fortunately, is community whose burgeoningcultural-scientific personnel andtechnical resources represent ahigh level of readiness 5,reducational research and development.

117 In this era of homo..cybernetics, the role men must play as compared with the function machines must perform inevitably is germaine to ITVA's activity. If the ITVA truthfully ascertains its present role in light of its potential, and charts its course accordingly, its contribution to the process and product of education should be substantive.

118 REFERENCES

Bright, Richard L., RevolutionaryEducationalMethod Being Developed, AP News Release, Washington, D. C., November20, 1967

Bruner, Jerome S The Processof Education,Alfred A. Knopf., Inc. and Random House, Inc. Vintage Book Series,V234, 1960

Gagne, Robert M., The Conditions ofLearning, Holt, Rinehart & Winston, Pub. Co., N. Y., N. Y., 1965

Loper, James, quoted from Learningby Television, Murphy & Gross, (Op Cit.below)

Mager, Robert F., PreparingInstructional Objectives, Fearon Pub. Co., 1962

Miller & Nichols, quoted from Learningby TelevisionMurphy & Gross. (Op Cit below)

Murphy, Judith & Gross, Ronald, Learningby Television, Academy for Educational Development, Inc. for The Fund for theAdvancement of Education, The Georgian Press, Inc., August 1966, LCCC No.66-28444

Reid, J. Christopher and MacLennan,Donald W., Research in Instructional Tele- vision and Film, U. S. Departmentof Health, Education and Welfare, U. S. Government Printing Office, Washington,D. C., 1967.

Scanlon, Robert G., Director, IPI Researchfor Better Schools, IPI Abstract, Research for Better Schools, Inc., Philadelphia,Pennsylvania

Stanley, L. DeGraff, The EAVES ConceptualModel

Stanley, L. DeGraff, The C.A.P. Principle

Suchman, J. Richard,"What About SoftTalent?", Acecent on Talent, Vol. 2, No. 4, May 1968, NEA Publication, Washington, D.C.

Taylor, Calvin W., Developing MultipleTalents in Classrooms to Reach All Students Acecent on Talent, NEA Publication, Vol. 2., No.2, January 1968.

119 APPENDIX A

ITVA ORGANIZATION/ACTIVITY/REPORTS

1. ITVA Flow Chart; OrganizationDescribed

2. Curriculum Area Study Committees

3. 1967-68 Broadcast Schedules

4. Projected 1968-69 Schedules

a. Student Programs b. In-Service Broadcast Schedule

5. Hardware: In hand/planning/acquisition

a. Receiver-Recording equipment b. NDEA TV & VTR Proposals c. VTR Study Committee d. Ad Hoc Committee on CCTV Equipment

6. Dissemination of Information Report

a. Live presentations b. Requests for Information & Letters Sent

4.t. Printed Matter d. Film - Radio - TV Coverage

7. Status Reports

a, Representative Council Report b, Curriculum Services Division, 3rd -.Quarter ITVReport c. Curriculum Area Study Committee Reports

8. Possible Funding Sources APPENDIX A

1. SAN DIEGO AREA INSTRUCTIONAL TELEVISION AUTHORITY

REPRESENTA11VE COUNCIL (Representation from each contracting district per Joint Powcrs Agreement)

EXECUTIVE COMMITTEE (Seven members appointed and elected per Joint Powers Agreement)

MANAGER-PRODUCER AND STAFF

STEERING COMMITTEE OF THE JCCC (Thirteen members appointed by the Executive Committee)

JOINT CURRICULUM COORDINATING COMMITTEE (JCCC) (One mcmber from each contracting district)

STUDY COMMITTEES

I I I I

Art I Foreign Language I Health Education I Language Arts I Mathematics I Music _ _ -1- WI,Nap I i L. _I_ ./_ _ _ s I Physical Education I Practical Arts and Vocational Education I Preschool Education I NIMIM IIIIM MINIO .111=11111 11 "1 I I Science i Social Science 1 Special Education Vocational Guidance I 1

Supt. of Schools, Dept. of Educ. San Diego County 12-67

1 23 THE JOINT CURRICULUM COORDINATING COMMITTEE for the

SAN DIEGO AREA INSTRUCTIONAL TELEVISION AUTHORITY

In an effort to present the Joint Curriculum Coordinating Committeein perspective, it was believed nccessary to also describe the affiliated elementsor organizations in the SDA/ ITVA. An organizational chart is attached and brief descriptionsare as follows:

Representative Council

The Representative Council is composed ofone representative from each school district that has membership in the SDA/ITVA, plusone additional member for each 10,000 ADA, and one member from the San Diego County Departmentof Education. The Representative Council's function is to set policy for the ITVA. The Councilholds a minimum ofone meeting per year.In most cases the members are the superintendents of theparticipating districts.

Executive Committee

The Executive Committee is composed of membersfrom within the Representative Council. There are three members selected by the SanDiego Unified School District, three members arc elected by the other school districts, and one is from the Departmentof Education, San Diego County.Its purpose is to put into action the policyset forth by the Representative Council. The Executive Committee meets monthly.

Joint Curriculum Coordinating Committee

The Joint Curriculum CoordinatingCommittee serves to advise the ExecutiveCommittee on all matters pertaining to the televisionprograms and materials developed by the ITVA. Its members must be professional educators.There will be one member from each participating district, appointed by the individual districtsinvolved.This committee helps in determining recommendations forprograms and methods of evaluation; it meetsupon call of the chairman.

Steering Committee

The Steering Committee of theJCCC is composed of thirteen members appointedby the Executive Committee. The function of theSteering Committee is to guide the workof the JCCC and to make recommendationsto the Executive Committee for programming.

124 -2-

Study Committees

The JCCC and its SteeringCommittee must depend uponadministrators, teachers, and curriculum specialists for programrecommendations. At the presenttime there are thirteen study committees. Studycommittees may be added ordeleted as the need arises. The guidelines for the studycommittees are as follows:

Organization A. Establishing a Committee.Any interested person may requestthat the Steering Committee of the JCCCestablish a new subject area committee.

B. Selection of Members 1. Appointment by SteeringCommittee of JCCC of onespecialist from San Diego Unified and onespecialist from the CountyDepartment of Education, who draw up a list ofapproximately 12 educators, competentin the subject area to serve ascommittee members and call afirst meeting. 2. Submit to Steering Committeeof JCCC names of membersfor ratification. 3.Election of a chairman at thefirst meeting.

Responsibilities A. Recommendation to theSteering Committee of the JCCCof instructional television programs in thedesignated subject area. 1. Survey of existing andpotential needs. 2.Identification of needs. a. Concepts b. Grade level 3. Review of existing materialswhich might meet identifiedneeds. 4.Consideration of' locally produced programsif nothing suitable exists. 5. Make recommendations for programsto Steering Committee.

B.Developing locally produced programs 1.Identification of need 2.Preparation of list of primaryobjectives for the series includinggeneral general scope and sequence. 3. Statement of concepts to becovered in each lesson of the series. 4.Identification of the grade level forwhich series is intended. 5.Indication of means for evaluation. 6.Acting as a resource advisor totelevision teacher.

C.Evaluation 1. Organize clusters ofteachers in each of the districtsrepresented on the committee who can serve as anon-going evaluation team answeringsuch

125 -3

questions as: a. Are desired concepts included? b.Is series meeting needs of the child? c. Are ITV lessons being used effectively by the classroom teacher? 2. Make provisions to observe programs. 3.Report results to Steering Committee of JCCC.

Supt. of Schools, Dept. of Educ. San Diego County 12-67

126 APPENDIX A

2. SAN DIEGO AREAITV AUTHORITY Study Committees

ART Curriculum Coordinator -Art Co -chairmen Ibby Hallam, County Dr. Leven C.Leatherbury, S.D.Unified - Art Specialist Members Thelma Arbuckle,NationalTeacher William R. Dawson,Cajon ValleyGeneral CurriculumCoordinator Monte DeGraw, S.D.UnifiedD. R. T.,Secondary Art Louis Demetre,S.D. UnifiedD. R.T.,Elementary Art Escondido Union ArtEducation Consultant Rex Hamilton, Art Teacher Sister Agnes Katherine,Academy of Our Ladyof Peace Vivian Longworth,Chula Vista - ArtConsultant Enid Miller,SweetwaterArt Teacher Floyd Mumert, OceansideUnionArt Coordinator Joseph Nyiri, S.D.UnifiedD. R. T.,Elementary Art Duane A. Peters,Escondido Union HighArt Teacher Pauline Ritter, LaMesa-Spring Valley -Art Coordinator Mona-Lee Trunkfield,SweetwaterArt Teacher Adita Wolfe, Lakeside -Teacher

FOREIGN LANGUAGE Foreign Language Co-chairmen Robert Landen, CountyCurriculum Coordinator - Hal Wingard, S.D.UnifiedForeign LanguageSpecialist Elementary Foreign Language Members Harold Bowerman, S.D.Unified - D.R. T. , Miriam Creter, Santee -Consultant Alice Francis, CajonValleySpanish Teacher David Guthrie, SweetwaterSpanish Teacher Herbert Ibarra, S.D.UnifiedESL Project Director Serafina Krear, ChulaVistaSpecial Teacher Sister Charles Leonard,Academy of Our Ladyof PeaceSpanish Teacher Helen Long, National -Elementary Teacher Margaret Lynch,Lakeside Union - JuniorHigh Spanish Teacher John Malovic, GrossmontUnion - Foreign LanguageTeacher Elizabeth Markey,CoronadoSpanish Specialist Nancy Martin, RanchoSanta Fe - SpanishTeacher Clifford Mendoza, S.D.Unified - D. R .T. ,Secondary Foreign Language Dr. William Norin,PowayDirector of Curriculum Don Phillips, LaMesa-Spring ValleyJunior High Coordinator Fernando Ramirez,Oceanside Union - JuniorHigh Spanish Teacher Elementary Foreign Language Nick Santiago, S.D.UnifiedD.R.T.,

127 IlEALTH EDUCATION

Co-chairmen Robert Dean, County Curriculum CoordinatorScience, Mathematics, Health, and Physical Education Asahel Hayes, S.D. UnifiedHealth and Physical Education Specialist Members Judith Bain, LakesideCoordinator of Special Services Boyd Bevington, Cajon ValleyPhysical Education and Science Coordinator Helen Brophy, S.D. UnifiedSupervising Nurse Robert Crumly, Chula VistaPrincipal Dorothy Davis, South BayElementary Teacher James Humphrey, SanteePrincipal Donald LeMay, Carlsbad - Secondary Science andMathematics Teacher Janice LeMay, CarlsbadNurse Howard Neff, La Mesa-Spring ValleyPrincipal Dr. Gage Wetherill, S.D. UnifiedDirector, Health Services

LANGUAGE ARTS

Co-chairmen Dr. Robert Bennett, S.D. UnifiedLanguage Arts Specialist John R. Walters, County Curriculum Coordinator - English, Language Arts r-- Members Frances Clare, S.D. Unified - Elementary Director Vivian M. Cooley, San Dieguito Union - Reading Laboratory Jacqueline Cooper, S.D. UnifiedEnglish Teacher William Dawson, Cajon Valley - Genera! Curriculum Coordinator William deLannoy, S.D. UnifiedD.R. T.,Secondary Speech A. s Mary Ferguson, Sweetwater - English Teacher Margaret Gaydos, S.D. UnifiedD.R.T.,Second Language Arts Dr. Viola Granstaff, S.D. Unified - Instructional Consultant, Secondary Lanpage Arts Sally Hannon, Carlsbad UnionTeacher Sister Mary Jean, Academy of Our Lady of Peace - English Teacher Truman Jensen, Lakeside UnionPrincipal Stuart Karzen, S.D. UnifiedInstructional Consultant, Upper Elementary Elizabeth Kay, Chula VistaSupe.visor Josephine K!rkland, S.D. UnifiedPrincipal Frances Lea, Grossmont Union - English Teacher Betty McCormick, South BayGeneral Supervisor Made Ion McGowan, S.D. Unified - English Teacher Wilhelmine Nielsen, Poway Unified - Principal Leah Nowell, Oceanside Union - Curriculum Coordinator Dr. John Otis, NationalCurriculum Coordinator Jimmy Phelps, Santee - Director of Curriculum Services Charlene Robbins, S.D. Unified - Instructional Consultant, Elementary Reading Mary Rodrigues, S.D. Unified - Instructional Consultant, Primary Grades Harry Roux, Chula VistaSpecial Teacher Ruth Steinmetz, La Mesa-Spring ValleyLanguage Arts Coordinator

128

a. MATHEMATICS Mathematics, Science Chairman Dr. Jack Price, CountyCurriculum Coordinator - Members Janet Abbott, Chula VistaSupervisor of Elementary Education Leslie Beatty, Chula VistaResource & Curriculum MaterialsDirector Warren Cox, SweetwaterMathematics Teacher Elizabeth Davis, S.D. UnifiedElementary Teacher William Dawson, Cajon ValleyGeneral Curriculum Coordinator Donna Doyle, ResidentCoordinator - Madison Project Donald Hankins, S.D. UnifiedMathematics Specialist Wilma Hunter, Lakeside UnionElementary Teacher Robert Ingrum, S. D. UnifiedActing Mathematics Specialist Dr. Richard Madden, SanDiego State CollegeProfessor Virginia Mashin, S.D. UnifiedInstructional Consultant, Secondary Mathematics Joseph Trotter, OceansidePrincipal Father Vogel, Academy of OurLady of Peace - Secondary MathTeacher

MUSIC

Chairman Ken Owens, S.D. Unified -Music Specialist Members Carl Baxter, S.D. UnifiedInstrumental Music Richard Braun, S.D. Unified -Instrumental Music Helene Champlin, Oceanside Union -Music Coordinator Josephine Cunningham, LaMesa-Spring ValleyMusic Coordinator John Eitzen, S.D. Unified -Instrumental Music Richard Ekhaml, S.D. UnifiedInstrumental Music Jessie Eller, Escondido Union -Consultant of Music Education Edward Fisher, S.D. UnifiedInstrumental Music Robert Henderson, S.D. UnifiedInstrumental Music Eugene Holloway, S.D. UnifiedInstrumental Music Sister Mary Jean, Academy ofOur Lady of Peace, SecondaryMusic Teacher Margaret Lee, S.D. UnifiedInstructional Consultant, Elementary Music Daniel Magnusson, S.D. UnifiedInstrumental Music Jane McCorkell. NationalVocal Music Teacher Damaris McNeill, S.D. UnifiedInstructional Consultant, Elementary Music Malcolm Pappin, S.D. UnifiedInstrumental Music Robert Parrett, S.D. Unified -Instrumental Music Walter Peterson, S.D. UnifiedInstructional Consultant, Secondary Music Stanlie Pugh, S.D. UnifiedJunior High Music Teacher Edna Jo Reed, County CurriculumCoordinatorMusic William Sell, S.D. UnifiedInstrumental Music Philip Simpson, S.D. UnifiedInstrumental Music Dick Slaker, S.D. UnifiedD.R. T.,Elementary Music Sara Switzer, Chula Vista -Vocal Music Supervisor Margaret Vanoni, Cajon Valley -Vocal Music Consultant

129

sArrekt,tt.Ve.eyel....L.4,,,,I,LetIoxa.elea PllYSICAL EDUCATION

Chairman Asahel Hayes, S.D. UnifiedPhysical Education Specialist Members Boyd Bevington, Cajon ValleyPhysical Education and Science Coordinator Charles Boucher, Chula VistaPrincipal Robert Dean, County CurriculumCoordinator - Science, Mathematics, Health, and Physical Education Robert Dewitt, Chula VistaAuxiliary Teacher Robert Eaton, South BayPrincipal Abe Friedman, San Diego State College -Assistant Professor Frederick Gallup, S.D. Unified -Instructional Consultant, Elementary Physical Education Raymond Kessler, Oceanside Union -Principal Robert Montgomery, Chula VistaPrincipal Don Phillips, La Mesa-Spring ValleyJunior High Coordinator Winnifred Robinson, S.D. UnifiedInstructional Consultant, Elementary Physical Education Mike Warren, Marion High - PhysicalEducation Instructor 9 Ray Waters, CarlsbadElementary Teacher Nelo Whidby, National - Principal Physical Education William Wittaker, Academy of Our Lady of Peace, %.. Instructor

PRACTICAL ARTS AND VOCATIONAL EDUCATION

Chairman William Steinberg, S.D. UnifiedSpecialist for Practical Arts and Vocational Education Members Dr. W. C. Anderson, San Diego StateChairman, Industrial Arts Dept. Dr. Nona Cannon, San Diego StateChairman, Home Economics Dept. David Fleck les, SweetwaterVocational Education Coordinator Virginia Klapp. GrossmontCoordinator of Work Experience Millard Lachman, County Curriculum CoordinatorVocational-Technical Education Rilla Lovell, S.D. Unified - Business EducationInstructional Consultant Ernest Montiel, S.D. Unified - Industrial ArtsInstructional Consultant Jesse Morphew, S.D. Unified - Coordinator ofOccupational Education Dr. L. A. Pemberton, San Diego StateChairman, Business Education Department Aina Summerfelt, S. D. UnifiedD.R. T., Home Economics

PRE-SCHOOL EDUCATION

Chairman Gerald Boosinger, Oceanside UnionProject Coordinator Members Dr. P. Marvin Barbula, County Dept. of EducationGuidance Coordinator Bernice Burnes, South BayKindergarten Teacher Miriam Creter, SanteeConsultant Dr. Salvador Flores, Chula VistaSupervisor of Special Projects

130 Margaret Horton, Escondido UnionCoordinator of Compensatory Education Priscilla Maloney, NationalPre-school Coordinator Mervin Nerling. S.D. Unified - Project Follow Through Coordinator Frances Reed.. Chula VistaSupervisor of Elementary Education Mary Lou Sayler, S.D. UnifiedPre-kindergarten Resource Teacher Juan Solis, CarlsbadDirector of Special Projects Dr. Willard Unsicker, Cajon ValleyDeputy Superintendent Conrad Wagner, S.D. UnifiedCoordinator of Pre-kindergarten Programs

Co-chairmen Robert Dean, County Curriculum Coordinator - Science, Mathematics, Health & Physical Education Serafino Guiliani, S.D. UnifiedScience Specialist Members Mike Aragon, S.D. UnifiedElementary Teacher Boyd Bevington, Cajon Valley - Physical Education and Science Coordinator Dr. Sam Blanc, San Diego State CollegeProfessor of Education John Burns, Escondido UnionVice Principal Don Chamberlin, S.D. UnifiedAdministrator of In-Service Education Electa Davis, S.D. UnifiedVice Principal Ted Doughty, La Mesa-Spring Valley - Principal Clifford Fredrickson, S.D. Unified - D. R. T. , Secondary Science Donna Keenan, S.D. Unified - D.R. T. , Upper Elementary Grades Ernest Naveu, Sweetwater - Secondary Science Teacher Virl Nuttall, National - Principal Shirley Richardson, San DieguitoScience Teacher Vernon Semones, S.D. Unified - Elementary Teacher Father Smith, Saint Augustine - Science Teacher W. Arthur Thomas, Lemon GrovePrincipal John F. Vugrin, Chula VistaPrincipal

SPECIAL EDUCATION

Chairman Fred Bode, County Dept. of Ed.Coordinator of EMR Special Training Classes Members George Banks, S.D. UnifiedCoordinator of the Secondary Gifted Program Lyn Barrett, S.D. UnifiedTelevision Teacher Dr. Clayton Bennett, County Dept. of Ed.Special Education Coordinator Edward Brien, Santee - Teacher of Visually Handicapped Paul Curran, La Mesa-Spring ValleyTeacher of the TMR Evelyn Curry, S.D. UnifiedCoordinator of the Elementary Gifted Program John Dal ley, S.D. UnifiedSupervisor of Mentally and Educationally Handicapped Carmen Dixon, Chula VistaSpeech and Hearing Consultant Valeria Edinger, SanteeTeacher of the EMR Stella Grissom, S.D. UnifiedAdjustment Teacher Milton Grossman, SweetwaterDirector of Special Services Don Hammill, La Mesa-Spring ValleyTeacher of the Educationally Handicapped -7"

South BayDirector of GuidanceServices Clifford Hatch, Hearing Section Rex Hydorn, S.D.UnifiedChairman of Speech and UnifiedD.R. T.,Gifted Ole Kittleson, S.D. Gifted Mary Kniazeff,S.D. Unified -Elementary Teacher of the Donald Krebs,Director of theSpeech and Hearing Center Theresa McCan,Chula VistaPrincipal Frances Petefish,S.D. UnifiedAdjustment Teacher Frances Read,Chula VistaSupervisor of ElementaryEducation Ann Reed, S.D.UnifiedHearing HandicappedTeacher Ray Sippel, S.D.UnifiedSupervisor of Mentallyand Educationally Handicapped Leon Smelser, LaMesa-Spring ValleyTeacher of the Oral Deaf Charles Theodore,Santee - Teacher ofthe TMR Claudia Thompson,S.D. UnifiedTeleteacher Daniel Votaw, S.D.UnifiedPrincipal Tom Watts, S.D.Unified - Teacher ofthe EducationallyHandicapped Warner White, CajonValleyCoordinator of SpecialEducation Dave Wright, S.D.Unified - Director ofExceptional Child Services Betty Yarborough,S.D. Unified -Speech and HearingTeacher

SOCIAL SCIENCE Werner Stickel, CountyCurriculum CoordinatorSocial Sciences Chairman Elementary EnrichmentTeacher Members Joan Boeman, LaMesa-Spring Valley - Lawrence Boyd,South BayPrincipal Father Cain, SaintAugustine High - SecondarySocial Studies Teacher Richard Carey, Sweetwater -Secondary Social StudiesTeacher Sister Mary Dorothea,Academy of Our Lady ofPeaceSecondary Social Studies Teacher Ralph Finnerty, NationalPrincipal H. David Fish, S.D.UnifiedSocial Stuides Specialist Peter Frank, CountyCurriculum CoordinatorSocial Studies Karen Haas, SolanaBeachElementary Teacher Oceanside UnionAssistant Superintendent, Dr.. Gladys Halvorsen, Instructional Services Leroy Harris, S.D.UnifiedD. R.T.,Secondary Social Studies Ralph Hawley, EscondidoUnionPrincipal Rita Jones , S. D.Unified - D. R. T. , PrimaryGrades Florence Lyon, S.D.Unified - D. R. T. , UpperGrades Gerald Maryott, CajonValleyPrincipal Alyce McNealy, S.D.UnifiedD. R. T.Secondary Social Studies Thomas Neel, CarlsbadUnion - Principal Margaret Paradise,Chula VistaDirector of Curriculum Jimmy Phelps, Santee -birector of Curriculum Services Harvey Prokop, S.D.Unified - InstructionalConsultant, Secondary Social Studies A.R. Rikansrud, Julian -Secondary Social StudiesTeacher Jack Robinson, SweetwaterSecondary Social StudiesTeacher

132 -777-7tiviverars7as.7

Elementary Teacher Manuel Silva,Saint Agnes Reading Specialist Doris Sussan,Lemon Grove Principal Jack Whittinghill,Lakeside Union HighSecondary SocialStudies Teacher Roy Williamson,Escondido Union

VOCATIONALGUIDANCE Pupil Personnel Pierson, CountyDept. of Ed. Director of Chairman Dr. Glen Opportunities GrossmontDirector ofEducational Members John Barrons, Counselor Freyda Cohen,S.D. UnifiedCareer Development Father Da leo,Academy of OurLady of Peace Robert Este 11,RomanaGuidance Director les, SweetwaterDirector ofVocational Education David Fleck Counselor Arlene Gardiner,Escondido UnionHigh Knechtel, S. D.UnifiedDirector of CareerDevelopment Lawrence Counselor Mary Jo Liston,Oceanside-Carlsbad Michael Nugent,S.D. UnifiedSupervisor/Counselor DevelopmentCounselor, ESEA Emmett Skirvin,S.D. UnifiedCareer Harold Thornburg,PowayCounselor Dr. EdwinWhitfield, CountyGuidance Coordinator

Supt. of Schools,Dept. of Educ. San Diego County 12-67

133 SCHEDULE APPENDIX A - 3. FALL 1967 - SPRING1968 SDA/ITVA BROADCAST QUICKREFERENCE

GRADE SUBJ6CT BROADCAST TITLE LEVEL AREA DAY TIME Tuesday 2:50 1. All About You 1-2 Health Friday 9:45(Repeat)

8:45 2. Art Around Us 8-12 Art Thursday Friday 2:00(Repeat)

Monday 2:30 3. Americans All 4-6 U.S.History Thursday10:50(Repeat) Friday 10:30(Repeat)

Tuesday 9:30 4. Childrenls Literature K-3 Language Arts Thursday 1:30(Repeat) Friday 2:50(Repeat

Monday 2:50 5. Community! 8-12 Civics Wednesday 11:10(Repeat) Friday 9:30

6. Crossroads 5-8 Creativity Monday 10:30 I\iesday 10 :30(Repeat) Friday 2:30(Repeat)

Monday 1:00 7. Franklin to Frost 10-12 Language Arts Friday 10:50(Repeat)

8. Geography 4-6 Social Studies Wednesday 2:30 Thursday10:30(Repeat)

Wednesday2:50 9. Heritage 4-6 California History Thursday 11:10(Repeat)

10. Images of America 7-12 U.S. History Monday 8:45 Wednesday1:00(Repeat)

U. Making of Music 7-12 Music Tuesday 8:45 (Enrichment) Thursday 1:00(Repeat)

12. Man in Space 7-12 Science Tuesday 2:00 (Enrichment) Thursday10:00(Repeat)

13. Meet the Arts 4-6 Art/Music Monday 1:30 Friday 10:00 (Repeat)

14. News of the Week 4-6 Current Events Monday 9:30 Thursday 9:00 (Repeat) Friday 1:45 (Repeat)

15. Of Course We Speak 6 Foreign Language Monday thru Spanish Friday 9:15 Monday thru Friday 11:25(Repeats) 135 /3y/ A.WWW,

Page 2

16. Peaceful Uses of 7-12 Enrichment Tuesday 10:00 Nuclear Energy Wednesday1:45 (fispeat)

17. Physical Education 4-6 Physical Education Monday 9:45 and Testing Wednesday2:15 (Repeat)

18. Places in the News 4-9 Current Events Monday 10:30 Wednesday10:50 (Repeat)

19. Profiles - Language 9-12 Language Arts Monday 10:00 Thursday 2:00 (Repeat)

20. Profiles - Music 9-12 Music Tuesday 1:00 (Enrichment) Wednesday8:45 (Repeat)

21. Roundabout Preschool Cultural Enrichment Monday 11:10 Thursday 9:45 (Repeat) Friday 2:15 (Repeat) 0;

22. Sportsmanlike Driving 10-12 Driver Education Monday 2:00 Wednesday10:00 (Repeat) Thursday 2:30 (Repeat) Friday 8:45 (Repeat) H 23. Stepping Into Rhythm K-3 Music Wednesday1:30 Thursday 9:30 (Repeat) Friday 1:00 (Repeat)

24. Through Children's 4-6 Enrichment Tuesday 1:30 Eyes Wednesday9:30 (Repeat)

25. You and Eye 4-6 Art Tuesday 2:30 Wednesday10:30 (Repeat)

136

,W4,40x.141AK.04:- ''.i10,1.04411AV Ati t14 APPENDIX A

1968-1969 FALL BROADCASTSCHEDULE 4. (a) QUICK REFERENCE FOR THE series on primaryyhysical The Spring schedule willinclude a 14-program series of 8 programs. education, a new Sillanilsh, series,and a primary geometry All of these are to be locallyproduced

GRADE SUBJECT BROADCAST TDIE TITLE LEVEL AREA DAY Monday 1:10 1. ALL ABOUT YOU 1-2 Health Tuesday 1:15 (Repeat) Friday 9:45 (Repeat)

Monday 10:00 2. AMERICANS ALL 4-6 U.S. History Friday 2:15 (Repeat)

Monday 9:45 3. ART AROUND US 5-12 Art Tuesday 1:00 (Repeat) Friday 2:00 (Repeat)

Monday 8:45 4. COMMUNITY 8-12 Civics Wednesday 1:45 (Repeat) Friday 1:15 (Repeat)

Tuesday 10:00 5. CROSSROADS 5-8 Creativity Thursday 2:15 (Repeat)

Monday 10:40 *6. DECISIONS 5-8 Health Tuesday 11:10 (Repeat) Friday 1:45 (Repeat)

Monday 10:20 7. EXPLORING SENTENCES 3-6 Language Arts Thursday 2:00 (Repeat)

Tuesday 8:45 8. FRANKLIN TO FROST 9-12 Language Arts Thursday 10:20 (Repeat)

Wednesday 2:15 9. GEOGRAPHY 4-6 Social Studies Thursday 10:00 (Repeat)

10:55 10. HERITAGE 4-6 San Diego/Calif. Wednesday History Thursday 1:15 (Repeat) .

8:45 11. IMAGES OF AMERICA 7-12 U. S. History Wednesday Thursday 2:35 (Repeat)

Wednesday 10: 0 Al2. JUST WONDERING K-1 Science Thursday 1:00 (Repeat) Friday 10:50 (Repeat)

2:00 *13. LET'S INVESTIGATE 3-5 Science Monday Friday 9:30 (Repeat)

2:35 14. MAKING OF MUSIC 7-12 Music Enrichment Tuesday Thursday 8:45 (Repeat)

137 -2-

GRADE SUBJECT BROADCAST TITLE LEVEL AREA DAY Wednesday 1:00 15. MAN IN SPACE c-12 Science Enrichment Friday 2:35 (Repeat)

1:30 16. MEET THE ARTS 4-6 Art/Music Monday Wednesday 2:35 (Repeat) Friday 10:20 (Repeat)

Monday 9:30 17. NEWS OF THE WEEK 4-6 Current Events Tuesday 2:00 (Repeat) Wednesday 10:35 (Repeat)

Monday thru 18. OF COURSE WE 6 Foreign Language 9:15 SPEAK SPANISH Friday Monday thru Friday 11:25 (Repeat)

Tuesday 10:20 19. PEACEFUL USES OF 7-12 Science/ S. C 1:30 (Repeat) NUCLEAR ENERGY Enrichment Thursday

Tuesday 9:45 20. PHYSICAL EDUCATION4-6 Physical Education 2:00 (Repeat) AND TESTING Wednesday

Tuesday 2:15 21. PLACES IN THE NEWS 4-9 Current Events Thursday 10:50 (Repeat Friday 10:00 (Repeat)

11:10 22. ROUNDABOUT Preschool Cultural Monday Enrichment Thursday 9:45 (Repeat)

11:10 *23. SOUNDS LIKE MAGIC K-1 Language Arts/ Wednesday Speech.DevelopmentFriday 1:10 (Repeat)

2:30 24. SPORTSMANLIKE 10-12 Driver Education Monday 8:45 (Repeat) DRIVING Friday 1:30 *25. STEPPING INTO 2-3 Music Wednesday 9:30 (Repeat) MELODY Thursday Friday 11:10 (Repeat)

1:15 26. STEPPING INTO K-1 Music Monday 11:10 (Repeat) RHYTHM Thursday 10:55 *27. TELL ME A STORY K-3 Language Arts Monday Tuesday 9:30 (Repeat) Friday 1:30 (Repeat)

1:30 28. THRU CHILDREN'S 4-6 Enrichment Tuesday 9:30 (Repeat) EYES Wednesday 9:00 *29. TODAY IS TOMORROW 7-10 Vocational Monday Guidance Tuesday 10:50 (Repeat) Monday 2:15 30. YOU AND EYE 4-6 Art Wednesday 10:00 (Repeat)

*New Programs 138 APPENDIX A

TELEVISION AUTHORITY 4. (b) SAN DIEGO AREA INSTRUCTIONAL OCT. 7, 1968 - JAN. 11,1969 IN-SERVICE SCHEDULE % reuests andrecommendations received to Preared accordi to ITV subect area committee date pay 211 1968).

1 OCT. 7 - 7:45P.E. di TESTING, program 1 (Repeat) OCT. 8 - 3:15P.E. di TESTING, program 1 OCT. 9 -8:15ENGLISH PACT & FANCY, program 1 (Repeat) OCT. 10 -3:30ENGLISH FACT 6 FANCY, program

OCT. 14 - 7:45P.E. 6 TESTING, program2

OCT. 15 -3:15P.E. 6 TESTING, program2 (Repeat)

OCT. 16 -8:15 ENGLISH FACT 6FANCY, program 2

OCT. 17 -3:30ENGLISH FACT 6 FANCY, program2 (Repeat)t

OCT. 21 - 7:45AUDIO VISUAL AIDS, program1

OCT. 22 -3:15 AUDIO VISUAL AIDS, program1 (Repeat)

OCT. 23 -8:15ENGLISH FACT is FANCY, program3 (Repeat) OCT. 24 - 3:30 ENGLISH FACT 6FANCY, program 3

OCT. 28 -7:45 MUSIC TEXT, program1

OCT. 29 - 3:15 MUSIC TEXT, program1, (Repeat) 4 OCT. 30 -8:15ENGLISH FACT 6 FANCY, program (Repeat) OCT. 31 - 3:30 ENGLISH PACT 6 FANCY,program 4

NOV. 4 - 7:45 MUSIC TEXT, program2

NOV. 5 -3:15 MUSIC TEXT, program2 (Repeat) 5 NOV. 6 -8:15ENGLISH FACT la FANCY, program 5 (Repeat) NOV. 7 - 3:30 ENGLISH FACT 6 FANCY, program

NOV. 12 -3:15 MUSIC TEXT, program3 6 NOV. 13 -8:15ENGLISH FACT & FANCY, program (Repeat) NOV. 14 - 3:30 ENGLISH PACT 6 FANCY,program 6 3 (Repeat) NOV. 18 -7:45 MUSIC TEXT, program program 7 NOV. 19 - 3:15ENGLISH PACT 6 FANCY,

139 NOV. 20 -8:15ENGLISH FACT & FANCY, program 7 (Repeat)

NOV. 21 - 3:30ENGLISH FACT & FANCY, program 8

NOV. 25 - 7:45MUSIC TEXT, program 4

NOV. 26 -3:15 MUSIC TEXT, program 4 (Repeat)

NOV. 27 - 8:15ENGLISH FACT & FANCY, program 8 (Repeat)

DEC. 2 - 7:45P.E. & TESTING, program 1

DEC. 3 - 3:15P.E. & TESTING, program 1 (Repeat)

DEC. 4 - 8:15ENGLISH FACT & FANCY, program 9

DEC. 5 -3:30ENGLISH FACT & FANCY, program 9 (Repeat)

DEC. 9 - 7:45 P.E. & TESTING, program 2

DEC. 10 - 3:15 P.E. & TESTING, program 2 (Repeat)

DEC. 11 - 8:15ENGLISH FACT & FANCY, program 10

DEC. 12 - 3:30ENGLISH FACT & FANCY, program 10 (Repeat)

DEC. 16 - 7:45 SCIENCE TEXT, program 1

DEC. 17 - 3:15SCIENCE TEXT, program 1 (Repeat)

DEC. 18 -8:15ENGLISH FACT & FANCY, program 11

DEC. 19 -3:30ENGLISH FACT & FANCY, program 11 (Repeat)

JAN. 6 - 7:45SCIENCE TEXT, program 2

JAN. 7 - 3:15 SCIENCE TEXT, program 2 (Repeat)

JAN. 8 -8:15 ENGLISH FACT & FANCY, program 12

JAN. 9 - 3:30ENGLISH FACT di FANCY, program 12 (Repeat)

JAN. 13 - 7:45 SCIENCE TEXT, program 3

JAN. 14 -3:15SCIENCE TEXT, program 3 (Repeat)

JAN. 15 -8:15ENGLISH FACT & FANCY, program 13

JAN. 16 -3:30ENGLISH FACT & FANCY, program 13 (Repeat)

JAN. 20 - 7:45 CTA READING, program 1

JAN. 21 - 3:15CTA READING, program 1 (Repeat)

140 .c.

JAN. 22 -8:15ENGLISH FACT & FANCY, program 14

JAN. 23 -3:30 ENGLISH FACT & FANCY, program 14 (Repeat)

JAN. 27 - 7:45P.E. & TESTING, program 1

JAN. 28 - 3:15P.E. 6 TESTING, program 1 (Repeat)

JAN. 29 -8:15ENGLISH FACT & FANCY, program 15

JAN. 30 -3:30 ENGLISH FACT & FANCY, program 15 (Repeat)

141

',,,,,,,,,tgt,,4s0A0ikowta;.:M*4344,4=4:74.4,3sAyeAW1$404AIN444w14exordaigi.14.54 APPENDIX A AUTHORITY 5. (a) SAN DIEGO AREAINSTRUCTIONAL TELEVISION Tape Rocorders in SanDiego County Number of TelevisionRecei:ers and Video

NO. OF SETS: 3167 SETS: 9/67 SETS: 1/68 SCHOOL DISTRICT SCHOOLS 20 45 47(36) a(29) 'CajonValley Union 8 16 17 Cardiff 2 45 22VTR 62, 2 VTR Carlsbad Union 5 45 60 92(39)21 VTR 100(35)21 VTR Chula Vista City 21 7 14(7) 14(7) Encinitas 3 0 18(27) 45 Escondido Union 9 0 15,1 VTR 15, 1 VTR Escondido Union High 3 0 4,1 VTR 4(15)21 VTR Falibrook Union High 1 1 2 2 Jamul-Las Flores 1 1 Julian Union High 1 40,1 VTR 40,1 VTR Lakeside Union 0 20 86 86 La Mesa-Spring Valley 20 16 16(16) 16(16) Lemon Grove 8 20 20(15) 30(10 National 9 10,1 VTR 10,1 VTR Oceanside-Carlsbad Union High 2 0

18 44(84) 124(2 1,TR) Oceanside Union 12 20 20 20(6) Rich-Mhr Unified 4 6(5) 6(5) Ramona Unified 3 331 508,3 VTR 508(50) 25 VTR San Diego Unified 155 (5 VTR 10 10(10) 10(10) Santee 7 4 6 Solana Beach 2 4 21 45 South Bay Union 9 45 52 52 Sweetwater Union High 4 Valley Center Union 1 4 1119(239) 1298( TOTALS 314 628 10 VTR 12 VTR (7 VT

*Parentheses indicate purchasesto be made spring1968.

SGS:jb A/43 2/6/68 SAN DIEGO AREA ITV AUTHORITY

Fullowing are the plans for acquisition of television receivers and video tape recorders during the next yearor two. All districts are planninR to expand; however, these figures havebeen speculated on.

1968-69 and/Or SCHOOL DISTRICT 1969-70

Cajon Valley VTR's in the future

Encinitas 20 additional recievers

Etcondido Union High 10 additional receivers for two or three years, 2 VTR's

La Mesa/Spring Valley Additional receivers as district grows. Planning purchase of VTR's.

National 20 additional receivers

Oceanside-Carlsbad Union High 2 VTR's

Ramona Unified 16 additional receivers, 1 VTR

Rich-Mar Unified 1 VTR

San Diego Unified Additional receivers, 20 VTR's

Santee 30 additional receivers

Sweetwater Union High Additional receivers as district grows. Planning.purchase of VTR's.

Valley Center Union 6 additional receivers

Oceanside 50 additional receivers

SGS:jb 2/6/68 APPENDIX A SCHOOLS 5. (b) SAN DIEGO CITY EDUCATION CENTER PARK AND ILL CAJON DOULCVARDS

DATE. April 22, 1968

MIENIOTO: Stanley

FROM; Blake TV AND VTR SU BJ ECT: NDEA PR POSALS FOR

to pull thisinformation together I am pleased tohave this opportunity much useful datawhile I was for you, especiallysince you provided so preparing the NDEAproposal on VTR.

copies of pp.10-15 taken from VTRproposal which, Attached you will find How- back to me with anassigned project number. to date, has not come A section, A-6, is astatement of theoverall proposal. ever, this 13 with the two the evaluationprocedure begins on p. description of sheet marked identified on pp.14-15. There is also a key committees submitted in our jointcity-county "Appendix D" showingthe 194 receivers Henry McCarty. application forwardedearly in March to hand and requested,here is a As for San DiegoCity Schools equipment on current summary: TV Receivers VTR Units

On Hand Requested On Hand Requested

Elementary Schools 0 On Hand 337 90 0 Req. under NDEA

Secondary Schools 5 On Hand 200

To be purchased upon bid award early in 5 Mgy 0 20 Req. under NDEA 104 5 25 Totals 537 1914

RJB:mh Attachments 145 7/-" .1') A44. A-6 i VII.PaeoPosED PaoEC! 10

4. How will the projectchange your present program? Title 11 relate to long-range in- The title should be specificand descriptive of the pro- I. How does the proposed project posed project. It should fill no morethan two or three structional plans? tines. 6. What new equipment,materials, spaces, etc., will be available? Objectives 7. What specific strands, concepts, orgeneralizations will I. State both theimmediate and long-range intellectual achieved by this be attained or developed? and behavioral objectives expected to be selected for the project. S. I low will teachers and students be project? 2. In what ways is itexpected that this project will improve learning? Devdopment I. How was this project developed? Description ) 1 developing the project? I. Describe the proposedproject. 2. What personnel were involved in 2. What innovations areinvolved? 3. How were the personnel selected? 3. How is this projectdifferent from your present program?

televised instruction inall critical areas of the Di Title: A project to improve of closed circuit VTR secondary school curriculumthrough the utilization of ITV in secondary schools. systemsfor the primary purposeof increasing the use

Objectives be realized throughthig project Immediate Objectives: The primary objective to of televised instructional programs is to significantlyincrease the utilization Additional objective offered by SDA/ITVA in thesecondary schools ofthis district. circuit VTR systems can also berealized through theutilization of the closed possible to gain the advantages described in this proposal. One is to make it objects affordel by a small offered through the televisedenlargements of minute within camera attached toand used as an integralpart of an existing microscope Anither objective may be realiz the confines of a scienceclassroom or laboratory. to students who will be trained in terms of the occupationalskills which can accrue

in the care and operation ofthe equipment.

146 A-6

VII. Proposed Project(conit) I and behavioralobjectives to be achieved Long Range Objectives: The intellectual 4hose for all critical areacourses through this proposal areexactly the same as school curriculumand supplemented throughthe of study offeredin the secondary SDA/ITVA. The most significant of program oftelevised instructionoffered by

these are: interest in all phasesof learning throughthe 1. To stimulate student medium of televisedinstruction. teacher with the regular To combine the resourcesof the television 2. clear and objective classroom teacher towarddeveloping habits of science, that are consistent thinking, particularlyin the areas of with the maturity levelof each student. the problem solvingskills To develop throughthe television medium 3. processes withemphasis and the ability toutilize orderly thought uponthose.relating to mathematicsinstruction. writing, and speaking, To develop skill incommunications: reading, 4. for Ohich not only in theEnglish language butin foreign languages televised instructionis especially wellsuited. observations, in perceiving To develop abilityin making intelliwt 5. useful implications and important relationships,and in deriving generalizations. geographical, historical,cultural, To develop anunderstanding of the 6. countries throughout the political and economicdevelopments in other dimensions afforded by ITV. world utilizing theunusual and impo4ant future social, scientificand To develop an awarenessof current and their potentialsolutions which thetelevision cultural problems and than medium can assist indoing through theimpact of immediacy more any other medium. understanding and appreciationof the value of the 8. To stimulate lasting American way, and toequip students tofunction intelligently and ideals and traditions; an worthily within theframework of American of insecurity and unrest. objective of primaryimportance in this age

with the improvement ofinstruct Description:This project isconcerned primarily utilization ofSDA/ITVA secondary 1 in the secondary schoolsthrough the increasel to make possible theacquisition, the assignment, programming. The project seeks

,i.MXZV:AiiiktraiSiald044144Z40717NtoWalittibii`41Y4Wagit:.414,' ,7444 A-6

VII. Proposed Project (con't)

and the broad utilization of a mobile, self-contained closed circuit video tape

recording system, together with appropriate inservice training, in each secondary i

school of the District.

This project will make possible a much wider use of secondary level SDA/ITVA

broadcasting than is now realized. It will change the present television program=

by making it practicable to increase the number of programs offered to secondary

schools as usage and utilization increases. The usage of televised programs will

increase throughout the spectrum of the broadcast series, and utilization will

increase as more teachers find it possible to use in depth the programs geared to their courses of instruction.

As the instructional advantages of the television programs are shared on a wider basis, so will the long-range objectives of the various coprses of study become more readily realized.

The new equipment sought in this proposal consists of twenty closed circuit video tape recording systems, self-contained, each ccmprising the following components:

1 ea. Video tape recorder: a rugged and relatively sma].l unit capable of recording and playback of video and audio signals on one-inch video tape.

1 ea. Camera, small and light-weight: capable of attachment to and use with a microscope in science classes for microscopic enlargements.

1 ea. Modulator, audio-video, suitable for supplying both picture and sound to one or more standard unmodified television receivers.

1 ea. Receiver/Monitor, capable of receiving modulatei signals off-the-air and simultaneously providing unmodulated video and audio signals to the video tape recorder.

148

5,11 . , A-6 (conet) VII. Proposed Project

legs and worm gearelevator head; havingstrut braced 1 ea. Tripod and tilting downward90 degrees The head mustbe capable of column. and attachedto an existing the camerato be lowered capable to permit that the caneraand tripod be microscope. It is desired laboratory from one scienceclassroom or of detachmentand movement will be that the useof the cameraand microscope to another so classrooms orlabs. permitted in anyof the science and neck-cordattachment. lavalier; with18-feet of cable 1 ea. Microphone, and for the storageof Console; providingfor nobility I ea. Mobile CCTV audio-mixer, recorder,receiver/monitor, modulator, the video tape tapes; andelectrically componentsincluding video and other small movement to anypart of theschool connected internallyfor immediate immediate use. building forplug-in and of the secondaryschools, already beenselected in some Teachers andstudents have members in theremaining schools principals andfellow staff and will beselected by Operator training and utilizationof thisequipment. for trainingin the operation current bid. successful bidder asspecified in the is to beprovided by the and the videotape of televisedprograms Inservice coursesin the utilization Division and the by theCurriculum Services recorder units arebeing arranged of televisio Courses in theinstructional use Administrator ofInservice Education. State College. offered throughSan Diego have for thepast year been

after a mostthorough investigat has beendeveloped only evelopment: This project closed circuitvideo tape andoperationalcapabilities of 11/%19°):41Olfinto thecharacteristics in the began inSeptember,1967, and resulted recording systems. The investigation demonstratio systems. Actual operating review of rotless thanfourteen commercial weeks, with eachof the San Diego over aperiod of ten were scheduledand held in of themanufacturer anddistributor. systems beingdemonstrated bylepresentatives received fromeach of therepresentatives Complete proposals wererequested and part in eachsystem and the necess indicating the makeand model ofeach component

technical data aswell as estimatedcosts.

149

- 1/"..c co.__ krtcc 1.044. VII. Proposed Project (conft)

A committee of teachers and specialists under the chatrmanship of the assistant

direkAor of audio-visual instruction was organi7ed in September, 1967, to evaluate(

the equipment demonstrated and to review each of the proposals. Some of the

members of the committee were selected by the chairman on the basis of their

demonP"crated interest and participation in instructional television,some for ii their involvement with existing VTR equipment in the District, and othersfor

their knowledge and skills as electronics teachers.

This committee was instrumental in evaluating all of the equipment andthe

proposals and in establishing guidelines for the development ef the bidspecifi-

cations now being used by the District.The reconmendations of this committee

were also used in the preliminary preparations for this project.

The members who served on this committe, together with their regularassignments, are.,

(e) VIDEO TAPE RECORDER CCIINITTr, MEIBEFIS

Name Title Location

James E. Hilsgen Teacher on SpeciF.3 Assignment Morse High

Harold M. Hallett Teacher Electronics Lincoln High . 4

John Conrad Teacher Electronics Clairemont High

Charles Parker Teacher Electronics, Communication, Mesa College Department Chairman

Herbert Ibarra Project Director ESL-ESEA Center

Stephen A. All Manager SDA/ITVA--San Diego

Sam Snyder Curriculum Coordinator SDA/ITVA, EducationCen

Robert H. Purgert Director, Instructional Aids Education Center

Jesse Morphew Coordinator, Occ. Educ. Education Center

William B. Steinberg Specialist, Practical Arts & Education Center Vocational Education 150

4Vritt4.4i: 10'A flr Prf

A-6

VII. Proposed Proalst(con't)

OWL VIDEO TAPE RECORDERCOI,EITTEE MMBERS(conit) Location Name Title Hoover High Ronald D. Mahoney Teacher Electronics,Electronic Occupation Mission Bay High Max A. Keener Teacher Electronics,Drafting Crawford High Mrs. Elinor Lueth Teacher Chorus, Choir,Music Appreciation Point Loma High Richard Marshall Teacher General Math,Algebra Senior Math

Hale Junior High Norman W. Dupuis Teacher General Math,Advanced Math, Algebra Education Center Jack Blake, Chairman Assistant Director,Audio-Visual Instruction reviewei by a second, higher level The recommendations ofthe above committee were in connection with the committee having responsibilityfor the financing required This committee also acquisition of the closed circuitvideo tape recording systems.

contributed to the developmentof this application.

CIRCUIT TELEVISION E4IPMENT 50 (d) AD HOC COMMITTEE ON CLOSED Locaticn Name Title Education Center Dr. George V. Hall Associate Superintendent Operation of Schools

Education Center Dr. Dwight E. Twist Assistant Superintendent Secondary Schools

Education Center Dr. William H. Stege-Assistant Superintendent man Nrriculun Services

James D. Clark Director-Secondary Schools Education Center

William B. Steinberg Specialist-Practical Arts & Education Center Vocational Education

Norman D. Houser, Specialist-Secondary Education Education Center Chairman

151 1 '

APPENDIX D

XIV.Liu or PIK:motto1.7tis.msNy earGas 1 11111, PAO.

4111. Item I, ,.i.e.type. Atotos maftef Item ocut Total caot number . (uimiuty obto suns) P./.../Ki!ectilef

1 Y11.-e

$P 500 1. 123 Portable TV Motorola 100.00 12000. Resolvers, 18" screen

2. -- 71 Standard TV Admiral MTV. Lz3.00 46733. Receivers, 3731m 23" screen

t T-142111 42 Television , Bretford 29.00 1,21a. 3. 1 'Mobile Stands,

! 42"

: T -4SE 4. 29 Television Bretford 31.00 $99. Mobile Stands, 1 i

, 48" 1

II - m.ermitture for equipment 23 150.00

.S% percent sales tax 1 157.50 Ii Transportation cost 232 50

Total equipment expaichture(trander (Igure to kern III) Ne,500.00

152 ii

+64. Agr,t' APPENDIX A - 6

6. Dissemination of InformationReport

a. Live Public Presentations "story telling" The ITVA Staff has participatedin a goodly number of ITVA presentations were made in SanDiego presentations. By and large these At County before P.T.A., businessclub and educationalorganizations. least a dozen were madeoutside of the County atconclaves and conferences called by the California StateDepartment of Education,the West Coast Radio and Television Association,Audio-Visual Education Associationof California (AVEAC), (So. Sectionand Statewide Conferences)and the National Association of EducationalBroadcasters (NAEB); (Regionaland National Conferences).

A partial listing of thesepresentations follows:

DATE ITVA STAFF MEMBER LOCATION

Sept. 19, 1967 Stephen All Central School P.T.A. Sept. 20, 1967 Stephen All Bay Park P.T.A. Sept. 21, 1967 Stephen All Gage Elem. P.T.A. Sept. 25, 1967 Stephen All South Bay Union School District Board Meeting Sept. 25, 1967 Sam Snyder Alcott School Faculty Sept. 27, 1967 Sam Snyder Jamul-Los Flores School Faculty Sept. 27, 1967 DeGraff Stanley Bay View Terrace Elem. School - Area ITV Orientation Conference Oct. 6,798, 1967 Marge Frommer Radio Program Stephen All San Oct. 11, 1967 DeGraff Stanley Horace Mann jr. High School, Diego Institute for Creativity, ITV Evaluation Report Oct. 13, 1967 Stephen All KGB Program Oct. 16, 1967 Sam Snyder Webster School Faculty Oct. 16, 1967 DeGraff Stanley Samuel Compere Jr. High School, Social Studies Staff, Oct. 19, 1967 Stephen All Oak Park P.T.A. Work- Oct. 21, 1967 Stephen All San Diego State College ITV Shop, Dr. Wylie's Class Oct. 23, 1967 DeGraff Stanley Calif. Western University Student- Teacher Education Class, ITVFilm and Discussion Oct. 23, 1967 Sam Snyder Cubberly School Faculty Oct. 24, 1967 Sam Snyder Perry School Faculty Oct. 25, 1967 DeGraff Stanley Valley jr. High School,Carlsbad Union School District, NorthCounty AV Conference. Principal Speaker, "TV or not TV; that's NOT the Question". of Oct. 27, 1967 DeGraff Stanley Roosevelt Jr. High School, Univ. Calif. extension class "ITV & Creativity".

153 DATE ITVA STAFF MEMBER LOCATION

Oct. 30, 1967 Sam Snyder Holmes School Faculty Nov. 6, 1967 Stephen All National Association Educational Broadcasters, Denver, Colorado Nov. 7, 1967 Sam Snyder Valley Center School Faculty Nov. 14, 1967 Stephen All Grant Jr. High, Escondido, P.T.A. Dec. 13, 1967 Sam Snyder Buena Vista School Faculty Jan. 9, 1968 DeGraff Stanley Grossmont College Teacher Aid Education Class, ITV Film Jan 15, 1968 DeGraff Stanley U. S. Grant Hotel, Doiontown Lion's Club, ITV Film & Discussion Jan. 18, 1968 Stephen All Euclid Elem. P.T.A. Jan. 22, 1968 Stephen All Harbison School P.T.A. Jan. 22, 1968 Sam Snyder Valencia Park School Faculty Jan. 25, 1968 DeGraff Stanley Atlantis Restaurant, S.D. County Red rl Cross Conclave; "The Role of ITV & 13 Public Service Broadcasting" Jan. 30, 1968 Stephen All Hardy School P.T.A. Jan. 30, 1968 Sam Snyder Lindo Park School Faculty Jan. 31, 1968 Sam Snyder Hebrew Day School Faculty Feb. 2, 1968 Stephen All Principals - ITV Programing Feb. 5, 1968 Sam Snyder Burbank School Faculty Feb. 6, 1968 Stephen All Florence School P.T.A. Feb. 16, 1968 DeGraff Stanley Calif. Western Univ. Student-Teacher Ed. Class, ITV Film & Discussion Feb. 20, 1968 Sam Snyder Lindo Park School Faculty Feb. 20, 1968 Sam Snyder imperial Beach School Faculty Feb. 23, 1968 Sam Snyder Chase Avenue School Faculty Feb. 23, 1968 Stephen All WRTA-WCITV, San Francisco Feb. 27, 1968 Sam Snyder San Luis Rey School Faculty n Feb. 28, 1968 Stephen All University City Women's Club Feb. 29, 1968 Stephen All Clearview School, Chula Vista, P.T.A. Mar. 1, 1966 Sam Snyder Magnolia School Faculty Mar. 2, 1968 Stephen All San Diego State College ITV Work- shop, Dr. Wylie's Class Mar. 4, 1968 Sam Snyder Rolando School Faculty Li Mar. 5, 1968 Sam Snyder Buena Vista School Faculty Mar. 6, 1968 Sam Snyder Santee School Faculty Mar. 6, 1968 Stephen All Los Angeles County Schools Mar. 7, 1968 Sam Snyder Mueller School Faculty Li Mar. 12, 1968 Sam Snyder Bird Rock School Faculty Mar. 13, 1968 Sam Snyder Maryland Avenue School Faculty Mar. 15, 1968 Stephen All Stella Maris Catholic School Faculty Mar. 15, 1968 DeGraff Stanley Santee School District Professional Growth Day; "The Advantages & Limitations of ITV" Mar. 18, 1968 Stephen All La Mesa-Spring Valley Board of Ed. 3 Mar. 18, 1968 Sam Snyder Fuerte School Faculty Mar. 19, 1968 Sam Snyder Nestor School Faculty Mar. 19, 1968 Sam Snyder Orange Glen High School Faculty Mar. 20, 1968 Stephen All Anaheim School District

154 DATE IWA STAFF MEMBER LOCATION

Mar. 21, 1968 Stephen All Pepper Drive (El Cajon) P.T.A. Mar. 21, 1968 Sam Snyder Gage School Faculty Mar. 21, 1968 Sam Snyder Franklin School P.T.A. Mar. 22, 1968 DeGraff Stanley Escondido Union School District P.T.A. "ITV Charts & Discussion" Mar. 25, 1968 Sam Snyder Kimball School Faculty Apr. 1, 1968 Sam Snyder Marshall School Faculty Apr. 2, 1968 Stephen All Interdistrict Committee on VTR's Apr. 19, 1968 DeGraff Stanley KOGO: Cajon Valley Professional Growth Day: "The Care & Feeding of Project Evaluators" Apr. 19, 1968 Stephen All Secondary Principals Conference DeGraff Stanley Tom Clayton Gregg Payne May 1-4, 1968 Stephen All Great Cities Research Council, Boston, Mass. May 6, 1968 Sam Snyder Encanto School Faculty May 8, 1968 Sam Snyder Pershing Jt. High School Faculty May 8, 1968 Sam Snyder Santee School Faculty May 8, 1968 Tom Clayton Pershing Jr. High Workshup May 13, 1968 Sam Snyder Cardiff-by-the-Sea School, TV Teacher Demonstration May 16, 19ES Sam Snyder Finney School Faculty May 24, 1968 DeGraff Stanley Carlsbad Union School District, Supts. Advisory Council, ITV & VTR Presentation b. Requests for Information and Letters Sent

(1) In-State

Delta Kappa Gamma W. W. Turkington Hon. Educational Society U. S. Naval Facility, Point Sur Mesa College, San Diego, Ca Big Sur, California

Sally Y. Davis, Consultant in TV AV Services County of Sacramento Kern County Sacramento, California Bakersfield, California

Educational Service Center Department of Audio-Visual Santa Barbara County State Department of Education Santa Barbara, California Sacramento, California

Valley Instructional TV Assoc. Sacramento, California

155

w (2) Within Continental United States

Education Service Center C. Peter Denehy, CCTV Coordinator Fort Worth, Texas Rockland County Schools (Also sent 4 people to tour New York, New York facilities)

The Boeing Company University of New Mexico Audio-Visual Support Supervisor Department of Languages Renton, Washington Albuquerque, New Mexico

North Central, West Virginia West Kentucky Project Learning Resource Center Innovative Curriculum Programs Morgantown, West Virginia Paducah, Kentucky

Dept. of Educational Media Duval County Board of Public Orange County Board of Public Instruction Instruction Jacksonville, Florida Orlando, Florida

Inschool Television Services Director of TV Education University of Wisconsin Tacoma Public Schools Svool of the Air Tacoma, Washington Maoison, Wisconsin

Radio-Televisica Director of School Services Illinois State University KETC - Channel 9 Normal, Illinois St. Louis, Missouri

Superintendent of Schools Mott Education Program Genesee County Schools Flint Public Schools Flint, Michigan Flint, Michigan

National Association of EducationalBroadcasters Instructional Division Washington, D. C.

(3) Outside Continental United States

Edward 3. Cronin, Principal Supplementary Educational Sys Department of Education Anchorage Borough School District Pogo Pago, Attila Anchorage, Alaska American Samoa Department of Education Center for Educational Television Educational Media Center Manila University Honolulu, Hawaii Manila, Philippines

Mr. Anthony C. Manyel Minister of Education Maseru Lesotho, Africa (Also toured ITVA facilities June 19, 1968)

156 era 44 +4 IC 01:7) U -0a) itS O. . 0 - cif 0lb- +1a)

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157

vf,1-Y,rti rp.!.

c. Printed Matter distribution of utiliza- of the ITVA is theproduction and A major function with Traffic Control, isthe tion all* forthe project. This job, along Coordinator, Gregg Payne. A brief resume' responsibility ofITVA's Editorial of this office's1967-68 activityfollows: This was Produced locally about1.5 million pagesof printed matter. 1. printed and distributed;all written, edited,prepared for printing, being done internally. functions, includingprinting in some cases, books ranging inlength The material tookthe form of some 15 separate from 16 to 150 pages,newsletters, etc.

about 30,000 teacherguides acquired from 2. Distributed, additionally, UNIV. OF MICHIGAN,ETC.) various sources(NCSCT. )IPATI, GPNITL,

approximately 130 of Processed about 150locally-produced programs, 3. broadcast which were producedduring F.Y. 1967-68,for scheduling, receipt, broadcast andshipment of and storage. Processed scheduling, acquired from various approximately 700 othervideotapes and films sources includingthose listed in Item2 above. the ITVA has developed, utilization andmaterials sent to schools, In addition to through educational duplicated and disseminatedinformation about the project house organ and massmedia outlets. Board, official publications include(1) the Staff Bulletin The house organ during the school publication of the SanDiego City Schools,issued each Monday (2) the Education Newsletter,published year by theSuperintendent of Schools, Education, and distributed to monthly by the San DiegoCounty Department of presidents, colleges and news school personnel, schoolboard members, P.T.A. Catalyst, a monthlypublication developed media in the County,(3) The Education Center (SEC) reportinginformation by San Diego County'sSupplementary Education education (PACE) to a14000 relating to projects toadvance creativity in Newsletter, and (4) Teleline, readership list similar tothat used by Education highlights and activity a 2000 copymimeographed, monthly reportof ITVA program distributed among teacher usersof ITVA telecasts. and aspirations haveappeared One of a kind articlesdescribing ITVA activity These include the SanDiego Teachers' in local, state andnational publications. Association of California Association Bulletin, theAudio Visual Education Instructional Television (AVEAC) Journal, and publicationsof the Great Plains Television and the National Laboratory, National Centerfor School and College Association of EducationalBroadcasters.

provided reporter coveragefor most representativecouncil Local news media have policy decisions and executive committeemeetings. As a result, status reports, of public record. and program proposalshave been made a matter pamphlet entitled, "This In addition, theITVA has developedand had printed a Instructional Television". This publicationsuccinctly Is San Diego Area has been made available describes ITVA's history, purposeand organization and community agencies andorganizations. to a wide rangeof public and private

Arc(11 59 d. Film - Radio - TV Coverage

Beside their regular ITV program production work, ITVA's Program Production Staff has combined its talents to produce photographs, 35 MM color slides and 16 MM motion picture accounts of ITVA activity. A special, 16 MM color, 24-minute motion picture entitled "Television Techniques for Teachers" was team produced by ITVA personnel for local and national (GPITL) distribution.

Live and pre-recorded audio and video-taped presentations were made by ITVA staff members on commercial and non-commercial radio and television stations. Local channels 6, 8 and 10 have been generous by making public service program time available to the ITVA for these presentations.During California Public Education Week, April 15 - 22, these stations ran spot announcements encouraging parents to visit their children's schools.They also provided school-day air time for program specials after ITVA's regular broadcast year was completed. Similarly, San Diego State College's KEBS, Channel 15, provided air time for an on-going series of teacher in-service education programs in transformational grammar.

As a consequence of ITVA's effort and the cooper:lion of these broadcasters, ITVA's program and story was disseminated to a wide ranging audience.

160 STATUS REPORT 7. (a) of the SAN DIEGO AREAINSTRUCTIONAL TELEVISION AUTHORITY

January, 1968

Television In its fifteenth monthof operation, the Sanale90 Area Instructional and eleven private andparochial Authority is servingtwenty-five school districts 31, September 1967 over1,120 schools, or a total of230,000 students, in314 schools. total of 1,400 before the end television sets were beingused, with an anticipated of the 1968 school year. weekly, 5-1/2 hours each day. This The ITVA broadcaststwenty-five program series Programs broadcast apply tosocial studies, includes in-service programsfor teachers. art, driver's education, language arts, music,foreign language, current events, Over 700 programs California history, physicaleducation, science, healthand civics. 15; 225 of these programs were have been broadcast viaone-million-watt KEBS channel (See attached for production ofSeptember, 1967 to January,1968). locally produced. the Week," The SDA/1TVA has received anaward for programexcellence for "The NOW Of Litter Campaign and the SanDiego County and citations from theRed Cross, the Anti The series, Dental Society for "TheGirl From SWile," a dentalhygiene program. "Peacefk4 Uses of Nuclear Ehergy,"produced in cooperationwith Community Educational Also currently Resources, will be nationallydistributed by Great PlainsITV Library. Around VS," a secondary art being considered for nationaldistribution are, "Art series using the inquiryapproach to program, and"Crossroads TO Discovery," a program The series "Erploring learning and designed todevelop creative thinkingabilities. This series introduces Sentences" is being requestedfor use throughoutCalifornia. The foreign language the student as well as theteacher to the new language artstext. has been requested for useby five in-service series,"Canfield Speaks," (15 programs) produced on narcotics,"LSD out-of-state institutions, ashas the special program California ITV producers Today." Previewing of SDA/ITVA seriesby a group of southern of production and content. This caused much comment regardingthe superior quality evaluating has resulted from theJoint Curriculum CoordinatingCommittee's previewing, The close allianceof and recommending programs foracquisition or production. teacher reflects the Subject Area Committees with theproducing team and television evaluation, programs producedby value of such organization. According to a "useage" that the Authority are used morethan programs acquiredfrom other sources, proving ITV programs must be geared tolocal curriculum needs. received excellent comment Teacher guide materials providedfor the programs have booklet entitled "The from other ITV institutions. qumerous requests for the with the staff and Utilization of InstructionalTelevision," written in cooperation JCCC, have been received.

Plans are underway to develop aseries of programs onnarcotics, alcohol and teachers for the series of language artsin-service programs to prepare tobacco, education pro- new text, a musicseries on the elementarylevel, additional physical the "Magid of Work." grams, additional programsin Spanish and a series on SAA DIEGO AREA IqSTRUCTIOALTELEVISIOA AUTHORITY PROGRAMS IA PRODUCTM 9YFALL OF 1967

Total Number of Studio ProductionsFrom July 11 1967 to January26, 1963 107 for students in grades 0-12, Title: Art Around Vs. Fifteen 15-minute programs developing the interrelationshipsbetween man and nature,showing how man through various combinations ofline, form, texture anddesign uses the elements of nature to interpret whathe sees and feels in art. Locally recognized artists and their artifacts werebrought into the classroom via ITV. This series is being consideredfor national distribution by Aational Center for School and CollegeTelevision.

of social studies - civics, Tltle: Community. Fifteen 15-minute programs in the area for the secondary level, exploring such aspectsof the San Diego community as health, education andwelfare, housing and urbandevelopment, transportation and communication, city and regionalplanning, economic development and law enforcement. ITV was able to bring people andplaces, not readily available through any other media, into theclassroom. Current civic problems were discussed and local orientation to bothcity and county implications helped make this series an excellent sourceof information for teachers ofcivics.

for children Title: aloseroadi to Discovery. This series of twenty 20-minute programs in grades 5-8 gave viewers, as well asstudent groups in the studio, aproblem or a creative situationdesigned to provide free choicein approaching and attempting its solution. The inquiry approach, designed tostimulate student creativity, was used. It gave the teacher in-serviceexperience and permitted students free choice in approachingproblems from a personal viewpoint: to reason, to solve or attempt tosolve as they saw fit. The Great Plains ITV Library is interested in distributingVroscroads" as an excellent in-ser4ice program for trainingteachers in the inquiry approach toeducation. A format has been adopted of introducing theproblem at the beginning of each program and opening the solving situation to a group9f children in the studio, with the teacher acting as the catalyst.

Title: Mcptorinq Sentences. A series of twelve 20-minute programsin the area of language arts to accompany the Robercs EnglishSeries, this series is designed to prepare elementary schoolchildren and their teachers to usetextbooks in the Roberts English Series. Ella Lou Butler and Bob Bexer of Harcourt,Brace and World Publishers were made available tothe SDA/ITVA for the series. Requests for state distribution are underconsideration.

Title: heritage - The Story of San Diego. This series of fifteen 15-minute programs is intended to supplement the fourth-gradeCalifornia history unit, covering the span of San Diego history from1542 to 1903, beginning with Cabrillo's explorations. Particular emphasis was given the Spanish,lexican and American cultural periods of San Diego's growth. Using original art work, filming the dioramas made available by the San Diego UnifiedSchool District, and blending creative film work and dramatic narration, thisseries received full cooperation from the community in obtaining "one-only" copiesof pictures, artifacts, etc. As a fringe benefit of this series, all art workhas been put on colored slides and is available to he processed into film strips.With the addition of an audio sound track this could be used as anadditional supplement to the fourth grade history unit.

162 _3_

current Thirteen 15-minute programs,intended to supplement Title: News of theWeek. of local, state,national in grades4-6, include news items events instruction examined in depth topeovide significance. Aany events are and international narcotics, thedevaluation understanding of suchthings as Red China, a better designed to supportwherever of the Britishpound, etc. The programs were in the elementarygrades, including possible the socialstudies curriculum could be eailly A study guidewith maps, that geography, historyand economics. made available toteachers. This duplicated for usein the classroom, was award for, "Excellencein Children's News series received theAssociated Press Copley Press throughtheir Educational Programming."Cooperation from the Department is beingutilized by theAuthority. beginning of Two 30-minute programsproduced at the Title: The Effective Useof ITV. understanding of the provide teacherswith a better the school year to by the J.C.C.C. utilization of ITV in the classroom. A booklet initiated Television, was developedand made titled, 4Utilizctionof Instructional available to allteachers using TV. teachers for Two 30-minute programsto prepare Title: gyachiceteinseLL produced in cooperationwith SerafinoGiuliani use of the newscience text were to and providedbackground materialfor teachers relative and Robert Dean, Actual films ofteachers using' both the textbook and theexperimental kits. of how to implementthe new science the materials gave abetter understanding text. 30-minute programscontracted by the San Human Relations. A series of four Title: cooperation with theSOA/ITVA to provide Diego UnifiedSchool District in understanding of currentproblems facing both classroom teacherswith a better with them. students and teachersin their relationships completing fourteenlocally produced Also produced was asingle half-hour program "Peaceful Uses ofNuclear Energy." Theseries was 30-minute programsin the series in San Diego,featuring leadingphysicists developed in cooperationwith General Atomic of nuclear energyand its peacefulapplication. discussing the historyand development Greet Plains considered for nationaldistribution by the This series iscurrently being There is alsopending a citationfrom the Library at theUniversity of lebraska. Chapter, toSOA/ITVA. lational AuclearSociety, San Diego held for theposition of Spanishteacher, Two sessions ofteacher auditions were Also a series ofin-service music programs a possiblefuture need of theAuthority. Currently, News ofthe Week and theCrossroads series is being tentativelyplanned. planned for a seriesin spring semester,with pilot programs will continue during pilot for a seriesin cooperation titled "Decisions."A possible narcotics, tentatively first aid, in-service programsin the area of with the San DiegoZoo and numerous also physical fitness andhealth education are language arts, music,social studies, in the planning stages.

SAA/fc

163 7. b. CURRICULUM SERVICES DIVISION

QUARTERLY REPORT: JANUARY-MARCR 1968

1. INSTRUCTIONAL TELEVISION

Efforts are being made to obtain moreparticipation of teachers in recommending, selecting, planning, using,and evaluating television programs. A 15-month progress report on instructionaltelevision was made available to anumber of local, state, and national groups. Contracts with the original 25 districts wereapproved and new school districts were encouraged to join theSan Diego Instructional Television Authority.

A weekly executive session has been developed toreview ongoing projects of key television personnel.

The television staff has made a number ofpresentations to parent- teacher associations, administrative andteacher groups, and interested community and civic organizations. Meetings have been held with elementary principals for better schedulingof programs. Pre- production planning sessions with teachere are now in operation on the narcotics series. Coordination is being developed between all groups, i.e., state,regional, and local on the production of television programs.

Subject areas committees continue to meet monthly, previewingand reviewing instructional television programs. Specific recommendations are being developed into a series oftelevision programs for production. Priorities have been established by the representative council for summer and fall production.

We are currently developing an innovative television seriesin decision making and problem solving in the area of narcotics. In- volved in this program are teachers, district resourceteachers, curriculum specialists, and community resource personnel.

Four television programs on human relations have been presented. We are currently developing a fifthinservice education program to provide a better understanding of the complex problems of teaching students.

A series entitled "Today is Tomorrow" has been completed and isready for scripting. The series will cover self-appraisal, growth, vocation, and leisure time. Students will be encouraged to assess their own interests, abilities, and aptitudes. Production is planned for early fall.

Six language arts programs were completed to follow the State text, one first aid program for teachers wascompleted, and a presentation was made on the utilization of television toapproximately 20 groups throughout the county.

ft,Lt/165,

s,1/2v4 i DEPARTMENT OF EDUCATION SAN DIEGO COUNTY 6401 LINDA VISTA ROAD. SAN DIEDO CA 92111AREA CODE 714 TEL. 278-6400 CECIL 0. HARDESTY suPaSINTaroweir oft scwooLe

January 11, 1968

Mr. DeGraff Stanley San Diego Area thstructional fl Television Authority 5164 College Avenue San Diego, CA 92115

Dear De: fl The Steering Committee of the JCCC discussed evaluationprocedures in their October meeting and again briefly in December.Since we do not plan to meet again until February, I though perhaps I shouldrespond to your letter even though presently I do not have all the informationyou need.I will take the opportunity to review the evaluation procedureswith the Steering Committee in February and willsee that you get a copy of El the minutes, which will reflect their reaction.

In October it was decided that the JCCC would think ofevaluation in four different ways:

1. A formalized evaluation to be conducted byDeGraff Stanley which would, among other things, satisfy the requirements of the Federal government.

2.Utilize the existing broadcast chairmenas a subjective "sounding board" for evaluative information.

3. To request that subjectarea committees organize "clusters" of teachers whom they couldtap regularly for evaluative reaction.

4. To request that subjectarea committee members take individual responsibility for evaluating theprograms in their respective subject matterareas.

166 2 Mr..DeGraff Stanley January 11, 1968

The subject area chairmen have been apprisedof this projected means of gathering evaluative data. Thus far we have nothad any feedback, and it is assumed that they are still in the processof getting organized.I discussed the matter with Sam Snyder on January 10,1968, and as he cmtacts the subject area committees he will remind themof the evaluation task. We will hope for some valuable feedback inethe future.

A letter has gone out today (January 11,1968) to all subject area chairmen, requesting reactions to the programs. We willforward you any appropriate information that is received.

Good luck on your evaluation task!It is not an easy one.

Sincerely yours,

"eorm- Erven Brundage Assistant Superintendent Curricular Services

EB:GG

1 67 SAN DIEGO CITY SCHOOLS EDUCATION CENTER PANIC AND EL CAJON NOULEVANDE

DATE: January 22, 1968

MEMO TO: Brundage

FROM: Leatherbury

SUBJECT: 1968-69 ITV SCHEDULE - ART

The Art Advisory Committee for ITV at its meeting on Janumry 17 considered the request made of it in your memo of January 10 and made the following recommendations regarding the scheduling of art ITV programs for 1968-69:

1. It is recommended that the following three program series currently used be repeated during 1968-69:

"You and ge" "Art Around Us" °Meet the Arts"

2. Regarding broadcast time, the following pointsweremade:

a. Schedule the first viewing of each program in the morning and the repeat in an afternoon.

b. Avoid scheduling art lessons on Friday afternoons and allow at least one day between the inittal viewing and the repeat viewing.

3. In anticipation of repeating the 14 programs locally produced this year in the "Art Around Us" series, it is recommended that the teachers gulde for this series be revised and expanded eitheron an hourly writing basis between now and June or during the summer.

4. The committee recommends that the development of the "Art Around Us" series be continued with the production of additionalprograms to complete the total projected series.

5. In addition to continuing the three programs currently being televised and completing the "Art Arund Us" series, it is ommendedrecothat a new series of 15 programs be developed locally for use in the primary grades. Tentatively it is suggested that a series of 15 programs include three-four which would serve as in-service programs for teachers and 11-12 directed for viewing by children in grades1-3.

The Art Advisory Committee has established two subcomzitteesto develop specific suggestions for title, objectives and content forthe proposed continuation of "Art Around Us" series and thenew program series in primary art.

160 Brundace January 22, 1968 Page 2

of the Steering appreciate yourreactions, or those We would veryLcuch Committee,to these reeom- Committee of the Joint CurriculumCoordinating appreciate guidance asto the plans for mendations. Wewmad particularly in use and thepossibilities for develop- repeating the threeart series now ing the suggested newprograms.

LCL:ea

169 SAN DIEGO CITY SCHOOLS EDUCATION CENTER PARK AND IL CAJON BOULEVARDS

June 7, 1968

Stanley

Landon and Wingard

EVALUATION OF FL ITVPROGhANKAU

MDf Course We SpeakSpanisho is the onlyforeign language program broadcastby the San DiegoInstructional Television Authority. This program isutilized by certain of the county school districts.

During the course of theacademic year 1967-68, manyteachers have reported and administrators indistricts using the program to members of the FLITV Committee and tothe committee's co- chairmen, Mr. RobertLandon, Curriculum Coordinator,and Mr. Harold B. Wingard, ForeignLanguage Specialist. These reports have Consensus is that the been enthusiasticallycomplimentary. program has been auseful means for providinginstruction in Spanish to classes whoseregular teachers are notproficient in the Language.

The FL ITV Committee recommendsthat the schedule ofbroadcasts for 1968.69 should be the same asthat for 1967-68.

170 0.f tra 00° ii kw( StaffITVA MembersConference discussing Room dialogue proposed primary between Physical Education Study level Physical Fitness Program Area Committee and ITVA Series. Production irwnlki-,J;W;Tog;Ttc.i M-av,,,,epwtpom,.ym

SAN DIEGO CITY SCHOOLS EDUCATION CENTER PARK AND XL CAJON SOULIVANDI

DATE: June6, 1968

MEMO TO: Stanley

FROM: Hayes

SUBJECT: ITV COMMITTEE REPORTS

ITV Health Education Committee, Activities for1967-68 Year.

The committee recommended and planned a program on first aid for teachers. A sa-committee worked with the Television Authority staff in production of the program. A second first aid program has been developed and is ready for production.

A second project was the development of the outlines for a seriesof classroom programs on alcohol, drugs and tobacco for grades five to eight.

The committee recommended to continue the health series "AllAbout You" for 1968-69.

ITV Physical Education Committee, Activitiesfor 1967-68 Year.

The committee conducted the following activities:

1. Preview of tapes from other centers. 2. Recomrended continuation of the "PhysicalEducation and Testing" series for upper elementary grades during1968-69. 3. Undertook revision of the guide to accompany "Physical Education and Testing" for 1968-69. I. Developed outlines for a series of programs at the primary grade level including two or three in-service programs for teachers and 12 to 14 classroom programs.

AEH:sc

r91173

Je4.4olbu ." 1,5 SAN DIEGO CITY SCHOOLS EDUCATION CENTER PARK AND EL CAJON OULEVARDS

DATE: hpril 29s 1968

MEMOTo: DeGraff Stanley

FROM: Kenneth Owens, Chairman Music ITVCommittals -

SUBJECT: EVALUATION OF ITV PROGRAPS

Responding ta Dr. Brundagels requestfor evaluation of the music programs being used on ITV,there has been great acceptance of the music programs aired for elementaryschools and the majority of teachers, especially at the primarygrades level, indicate that the programs have helped to upgrade theclassroom music programs.

The secondary music teachers find itdifficult to utilize the music programs offered for thesecondary school level, due to the great variety of scheduling existing withinthe schools.

The Music ITV Committee has recommendedthat programs be developed for the elementary level to introducethe new music textbooks which will be available in Septamber,1968. Committees have been working to develop programs to cover theintroduction of the new music texts for the primary level and uppergrade level. The written material will be completed by May21 and discussions are plannad with Mr. Clayton to arrange forproduction and filming during the coming summer.

KDO:es

174

t4t SOCIAL STUDIES ITVCOMMITTEE REPORT

sent to ten schools in Rating sheets for fourSocial Studies programs were and culturally- hopes of getting reactionsfrom both culturally-deprived few but the quality ofthe picture advantaged schools, the responses were and the physical make-up of received, the inconvenienttimes of programs, reason why theteachers the plant itself werementioned again and again as a in a school did not takeadvantage of these programs. All" including 1 teacher of a 7 teachers from 3 schoolsrated "Americans gifted cluster group. from the same school are 2 teachers rated"Heritage". These teachers, both from different gradelevels. cluster, from 3 schools. "News of the Week" was ratedby 6 teachers, 1 gifted 1 teacher "Geography" was rated by 5teachers from 4 differentschools. doesn't use the program. would seem to be 'Good' for The overall rating givenby these few teachers all four of the SocialStudies programs producedfor the Elementary Grades.

The rating sheet usedand product of thisinvestigation follow. Grade School Title E G AV F P Please rate by circlingappropriate number. 10-9/8-7/6-5/4-3/2-1 Is the program appropriatefor your grade level? Does the program: Directly contribute to thesubject matter of yourclass? 10-9/8-7/6-5/4-3/2-1 10-9/8-7/6-5/4-3/2-1 Enrich the instructional programof your class? 10-9/8-7/6-5/4-3/2-1 Are the concepts presentedrelevant to your unit? 10-9/8-7/6-5/4-3/2-1 Is the vocabulary appropriatefor your grade level?

Does the programstimulate studentinterest/responsiveness which leads to furtheractivity? 10-9/8-7/6-5/4-3/2-1

Does the study guide: 10-9/8-7/6-5/4-3/2-1 Help prepare your studentsfor viewing the program? 10-9/8-7/6-5/4-3/2-1 Contain material usable forfollow-up activities? will be appreciated. Your suggestions for the mosteffective use of this program Use the back.

175

4 A

AMERICANS ALL HERITAGE GAV F E GAV F P :- ;5454.4. 0.* 4*6, 6654 y+

APPROPRIATE ! 4 APPROPRIATE 1l V r - , - CONTRIBUTES CONTRIBUTES I 1 TO SUBJECT 4 TO SUBJECT 1 ,. . II *, V ENRICH PROGRAM .4 ENRICH PROGRAM 11 - 4 If ..- 1 1 CONCEPTS RELEVANT 43 1 CONCEPTS RELEVANT 1 1

, , *, 4 4 VOCABULARY VOCABULARY c APPROPRIATE APPROPRIATE 1 , STIMULATES STUDENTS STIMULATES STUDENTS, 11 1i . 1 TO FURTHER ACTIVITY1 1 1 TO FURTHER ACTIVITY!

, 1 li

: I GUIDE: HELPS PRE- GUIDE: HELPS PRE- I PARE FOR VIEWING PARE FOR VIEWING 12 1

. . , 4 4 .111 SUGGESTS FOLLOW-UP SUGGESTS FOLLOW-UP 1

ACTIVITIES 12 I. ACTIVITIES ' I . 11i. I Language and Creative Projects. Fine for 6th. This program is very beneficial especially Let's continueto produce programs like in the combination grades were American this! History is not covered. I use this program Latin America. weekly as a language class. Vocabulary is too stiff for 4th grade. Even going over words before viewing does not always help.

NEWS OF THE WEEK GEOGRAPHY E GAV F P E GAV F P 654654654654654 6e654654654651 ,

APPROPRIATE APPROPRIATE 11 1 1 I 1

A CONTRIBUTES , CONTRIBUTES TO SUBJECT 1,2/1 2 1\ TO SUBJECT 12 1

ENRICH PROGRAM 12 2 1 ENRICH PROGRAM Ill11 1 _ . 4 t- . ._

CONCEPTS RELEVANT 1 13 CONCEPTS RELEVANT !J. , t1I., 1

I 4 1 f,.. ,-, ,

VOCABULARY VOCABULARY i APPROPRIATE 1 22 1 APPROPRIATE ill 1 11 1

STIMULATES STUDENTS STIMULATES STUDENTS I i

TO FURTHER ACTIVITY12 1 11 , TO FURTHER ACTIVITY 1 t 11 1 t i I - GUIDE: HELPS PRE- GUIDE: HELPS PRE-

PARE FOR VIEWING PARE FOR VIEWING 1 2 1 i A i is 6 I

SUGGESTS FOLLOW- SUGGESTS FOLLOW ' 1 i I UP ACTIV/TIES UP ACTIVITIES , 12 t 11

i . t ; Interviews with people from other lands The vocabulary is not new but the way the are techniques which only TV could use. program is presented we see things in a The class looks forward to it. way the teacher could not otherwise do in a classroom,i.e. seeing land forms from a 3 space vehicle while hearing the actual voices of the astronauts.

176 DEPARTMENT OF EDUCATION At, uIh :q yx=z-A, :um SAN DIEGO COUNTY TEL 6401LINDA VMTA ROAM SANDm Go CA 92111AREA CODE714 278-6400 CECIL D. HARDESTY SUPERINTENDENT OF SCHOOLS

May 14, 1968

Mr. De Stanley San Diego Area ITV Authority 5164 College Avenue San Diego CA 92115

Dear De:

A very informal survey of programsin the area of science that weretelecast in the past school year indicatesthe following:

Man in Space Program. Very few indications ofviewing this program by schools in the county.

Personal observations that weremade are (1) the lengthof each program tends long a to diminish its effectiveness;(2) the series was extended over too period of time during the school year -fifth or sixth grade classesnormally study this area for no more thanthree to four weeks; no juniorhigh school offers a course in space science, perse; (3) the guideappeared to be of little value. that very few classes Peaceful Uses of Nuclear Energy. An informal survey indicated were viewing this program.

Personal observations that weremade are (1) scheduling forjunior and/or senior high school classes is difficultand may have been a deterrent;(2) the nature of and/or physics the program limited the possibleaudience to physical science classes where, once again, theemphasis of study on thisparticular area would be over a period of amonth, and not for the lengthof time of the series.

Both programs, Man in Space andPeaceful Uses of Nuclear Energy, serve asexcellent background material for the classroomteacher and would be valuablefor inservice consideration if programmed at aconvenient time of the day andoffered in conjunction with assistance from a college oruniversity. The limited The Four Program Series onInservice for Elementary SchoolScience. number of schools viewing the programfound aspects of series helpfulin intro- Changes of ducing the newly adopted State ofCalifornia science textbookseries. times, dates and a repetition ofthe first program in placeof the second program produced some frustration. by arranging Personal observationsare(1)we initiated the fall 1967 programming when the schools for some sort of an inservice programalmost every day in the week magnitude were still accustomedto a faculty meeting oneafternoon a week; (2) the part, ovefwhelm- of this number of inservice programsavailable was, for the most ing on the part of the staffs inthe schools; (3) thefactor of a convenient time

177 Mr. De Stanley May 14, 1968 Page Two

to televise instructional or inservice programs needs to be further studied. When the school day is based on arrival time of the school buses at the school, and when many schools in the district have different starting and stopping times, the need for videotape equipment at the school site becomes a necessity.

Next year the ITV Science Committee will have time to initiate a more elaborate means of evaluating the effectiveness of programs in this curricular area.

Sincerely,

Robert A. Dean Curriculum Coordinator - Science

RAD:GS cc: Dr. Brundage S. L. alliani :* 5.7 7. _

DEPARTMENT OF EDUCATION SAN DIEGO COUNTY

6401 Loso4 Vssr4 Ro*o SAN DIEGO CA 92111 . AREA CODE 714 TEL. 278-6400 CECIL D. HARDESTY SUPS ISIN 1Nnt P4 II Of IC NOOL. 11

May 7, 1968

Mr. De Stanley San Diego Area ITV Authority 5164 College Avenue San Diego, CA 92115

Dear De:

Since this is the first year for the Special Education ITV Study Committee I do not have very much information to help you in your evaluation.

So far the televised programs in special education have been well- accepted as far as I know. We are very enthused about "Dialogues with Literature" and feel that this will be well-received if accepted.

Other interest areas in the Physically Handicapped, Educationally Handicapped and Mentally Retarded are working on ideas for program development.

Perhaps next year we will have more to report. Hope this will help you in your evaluation efforts.

Fred R. Bode, Chairman Special Education Committee ITV

FRB:FB

179 8. POSSIBLE FUNDING SOURCES

I. Public Sources Other than P. L.89-10 ESEA, Title III

Funding locally-produced programs: A concerted effort needs to be made to develop single andshort series program proposalsspecifically designed to meet criteria for grantfunding offered to educational institutions. From the "Report on InstructionalTelevision, Possible Sources Of Funding" (other than P. L.89-10 ESEA, Title I10, the sources that appear to be mostpromising include:

P. L. 85-864, NDEA Title VII: Provides funds for research or demonstrations involving the New Media(computer, teaching machines, television, film, etc) Also, these funds can be used for film (program) development, as well as their evaluations. Comment: ITVA has proven its capability ofproducing both video tape and ML.P.film educational programming. "LSD Today" is representative of the ITVA's ITV production capability and "TelevisionTechniques for Teachers" a prime example of itsfilm production capability.

P. L. 89-209, National Foundation onthe Arts and the Humanities Act of 1965: Grants in aid to individuals or groupsfor supporting new and existing projects andproductions in the arts. Funds may be used for educational andpublic media. Comment: "The Seven Cardinal Arts" and "The Thread ofContinuity" are possible titles for Fine Arts Program Productionsthat synthesize the elements common to the fine arts, e. gmelody, rhythm, harmony, symmetry, asymmetry, color, motion, symbolism, etc.

P. L. 89-209, Section VII: Support for Special Education Programs and Projects in the Humanities. Grants are awarded to eligible organizations andindividuals for the support of programs to disseminate humanities curricula to public schools. Comment: With change already having accellerated to escapevelocity, there is great social-psychological need forprogramming in the arts and humanities; especially those programs thatemphasize the oneness and unity of nature and the human condition. (Considering the extent to which the arts and humanities are able to express meaningthrough synthesis, and in light of ITV's potential to combine multi-media(sight and sound and motion and color and ideation), it would appear that theSDA/ITVA should seek funds for the production of fine arts and humanitiesprogramming. Granted funding, the Authority is in an excellent position to createVTR's examplary of the "Thread of Continuity" that leads toappreciation of the wholeness of life, and which can help combat thepsychological dangers resulting from over-specialization and compartmentalization.

/891 81 Therefore, it is recommended that the Authority seek Arts and Humanities Grants and capitalize on San Diego's rich C.E.R.'s in the Arts and Humani- ties to develop a program series which appropriately might be called "The Thread of Continuity". As already divulged, these programs could feature the elements common to all the arts and humanities, thereby giving students the opportunity of discovering oneness and unity in diversity and visa versa; the universal in the particular and visa versa; the catalytic forces that give meaning to human existence.

P. L. 89-210, Section III: Vocational Education Act of 19631 its related amendments (amended both the George Braden and Smith Hughes Acts): Funds may be used for me- Brame of vocational instruction, such as subjects related to home economics, trades and industrY, distributive occupations, business and office education, the health occupations, vocational & guidance counseling services, programs for pre- employment, and inservice teacher training. Comment: ITVA's projected "Today is Tomorrow" vocational guidance series is representative of programming related to the intent of P. L. 88-210. Spin- off programming from the "Today is Tomorrow" series could be planned that meet the funding criteria of the Vocational Education Act of 1963 and its related amendments. The SDUSD's "World of Work" project appears a likely candidate for broadened dissemination and utilization were it to be VTR'd for ITV viewer consumption. Similarly, the para-professional health occupations field appears to qualify for P. L. 88-210 funding and represents an area the ITVA might do well to consider in its projected production plans.

P. L. 89-209, Section XII: Funds can be used for the acquisition of special equipment, including audio visual materials and equipment. Comment: The ITVA has substantive need for portable, remote VTR equipment. E.g., to produce "The World of Work" project mentioned above, the ITVA should have on-site VTR capability.Consequently, it is recommended that a rationale be developed for projects like the "World of Work" and certain other proposed ITV productions described in this section with the view that such work-ups might well serve ITVA's need for special funding for special projects.

Public Television Act of 1967: Designed to encourage the growth and development of non-commercial educational, radio, and television broadcasting. Nine million dollars was authorized for 1968, but no actual money has been ted to date. Also, there is to be established a nonprofit corporation for public television to aid non-commercial stations in television and radiopro- gramming. The bill also authorizes $500,000 to HEW for a study of instruct- tional television to be completed by January 1, 1969. The Corporation for Public Television, along with the Ford Foundation, will investigate communication aatellites for ETV. The Corporation, along with the Carnegie Commission will look at future financing of ETV, hopefully arriving at $100 million-a- year budget. Comment: Stephen All, Authority Manager, is keeping close tabs on this potential source of funded support. Nearly everyone knowledgeable about this legislation agrees with its intent and value. Many interested parties are anxiously awaiting the time when actual moniesare appropriated.

182 I/. Private Sources Among those that appear to These sources alsoneed to be investigated. be most promising are: (CALIFORNIA)

Battenfeld Foundation, The de Mille (Cecil B.) Trust 7884 Lookout Drive 2010 de Mille Drive 90027 La Jolla, California Los Angeles, California Broad purposes, grants for education Broad purposes. * * Erody (Frances & Sidney)Charitable Fleet Foundation Fund, Inc. 1410 Bank of America Building 92101 9477 Brighton Way San Diego, California Beverly Hills, California 90210

Broad purposes; generalassistance Broad purposes; assistance limited individuals only to established institutionsand primarily to institutions or organizations that furtherthe bene- connected with San Diego County. fits to humanity ineducation, and cultural advancement. No grants to individuals. * * * *

Lloyd (The Ralph B.)Foundation McCone Foundation 9441 Olympic Boulevard 612 South Flower Street Beverly Hills, California90212 Los Angeles, California 90017 Broad purposes; grants primarily Grants primarily to education, for educational institutions. largely in southern California. * * * * Foundation Pauley (The Edwin W.)Foundation Scripps (The Ellen Browining) 10000 Santa Monica Blvd, Suite200 Miramar Ranch Los Angeles, California90067 Miramar, California 92145

Grants principally for construc- General purposes; support forlocal tion programs for culturaland educational and health or anizations. educational institutions.

Union-Tribune Charities 940 Third Avenue San Diego, California 92112

Broad purposes; primarily local giving, with emphasis on community funds and education.

183 Li

Careful note also should betaken in connection with the State Committee on Public Education(SCOPE) Report, (Davis, Charles, education writer, San Diego Union, June 12, 1968). The SCOPE Committee came up with "...cost projections for educational innovationsthat are likely 'to yield great benefits from the citizens of California". Among six recommendations made by the Committee, the Committee's fifthrecommendation was one-hour- per-day of "well prepared instructionaltelevision". The cost of this proposal was set at $8,000,000. As an ITV production agency of demonstrated ability, the ITVA would do well to keeptabs on this proposed legislation.

184 P 4.; Jr. PIIIPM1.1 ` =go into16mm SoundITV student Camera andmakes teacher filming of student activities inservice education programs. in classrooms possible. Film then is inserted APPENDIX B

TEACHER COMMENT: ITVA PROGRAMMING

1. Program Comment

a. Favorable b. Unfavorable

2. Utilization Aids Comment

3. General Comment

so Program Requests b. Highlights, Promising Practices c. Constraints, Deterrents

APPENDIX C

CAP Principle 1. The Consumer As Producer or (EAVES) Conceptual Model 2. The Electronic AudioVisual Education System

/SeCI, APPENDIX B

TEACHER COMMENT: ITVA PROGRAMMING

1. Program Comment - (a) Favorable

Americans All - "John Rugg - excellent"

Geography - "John Rugg is one of the very best of the television teachers."

Community. - "Very helpful. Key terms - excellent. Classes enjoy the program and I believe are benefiting from them."

"The Community program on 'The Schools' was equally as good as the one on the 'Election Process'. I have American Government classes at present but will be looking forward to using these again next semester."

Community - "Perhaps more should have been said about 'direct democracy' and its importance in California's political process. It was 'touched' but the discussion left many questions unanswered, (Election Process). There has been much interest in these programs in our school."

"Donner Party and Minor Theft Crossroads programs have led to worthwhile discussion and evaluation."

Crossroads - "Weather (water storage) very rewarding."

Crossroads - "All topics have proved rewarding except the music program. Used inquiry session, discussion and class projects as follow-up."

"The Crossroads Stealing episode; mood interpretation through music and color have proved most rewarding."

"Cheating and the Donner Pass Crossroads programs brought good discussion."

"The Crossroads program in Creative Arts (art, music, physical education)com- bining all these subjects was excellent."

"The gal who teaches 'All About You' isvery good. She does an excellent job and the children get a lot out of the lessons. my children always respond to her questions and listen attentively."

"my class has a language conflictas one-half of them are from Spanish speaking homes. The narrator in All About You speaks clearly and slowly and my children respond to her readily."

All About You- "Very outstanding presentation. Teacher personality superior. Material well organized and stimulating to first-grade level."

All About You - "Outstanding program- instructor uses techniques which heighten interest in many ways- summarizes the topic daily - uses pupil participation at the time program is being viewed."

188 All About You - "We viewed two programslast time it was on, and we have just started the series over again. We watched the first one last week, and will see the second one tomorrow. This show is excellent. The children are so interested in the material and thoroughlylook forward to seeing the program. We will be watching each one in order as theyshow this time."

All About You - "The puppet mediumused in this program gives great interest and understanding even to kindergartenchildren. There are some, of course, who have difficulty concentrating for the 15 minutesof this program, but those children have difficulty in concentrating evenfor a few minutes on any subject because of their immaturity. Many times we have reviewed things learnedseveral weeks ago in these programs when the children themselvesinitiate the discussion. I have not had a guide available at most -perhaps this has been my own fault."

Americans All - "I think this program is excellentfor introducing children to basic history. The people chosen are very interesting to thechildren. I myself enjoy the outstanding facts about thesepeople. I truly believe this program has enhanced my classroom teaching.We all look forward to seeing the program."

Children's Literature - "Excellent; class looks forward to the'story telling' with great enthusiasm and interest.Has enriched the library reading and story telling program."

Geography = "Fine program - well paced - good useof vocabulary - well within grasp of children - excellentfor large concepts of Geography - very good for combination rooms - have found fine carry-over in conversation."

Geography - "Have used twice - good reaction fromstudents."

"I watched the News programs, You and Eye and P. E. a few times, but not on a regular schedule. The quality of all programs was good."

"My class views Images of America just as enrichment in U. S. History."

"Man In Space is excellent as an up-to-date source of science information. Some of the vocabulary is quite technical but the photography helps clarify most of the main points."

Meet The Arts - "Excellent - good on a 7-program series so programs can berepeated."

News of the Week - "Excellent programs - highlights have been editorials, and personalities interviewed. Example: Archie Moore. Also, coverage of county news has been good and fairly current. Example: Range fire in north county."

"Of Course We Speak Spanish has been of great value in the classroom.The regular teacher is not well versed in Spanish, however, the class is progressing quite well at this level. I feel this program is much stronger than a similar one produced by the Pasadena City Schools.Primarily because of the excellent use of children in the telecast. I think this has been an excellent motivating factor."

189

"ak.44.4t...44"rn A. Schools is interestingand "Of Course We Speak Spanish,though geared for L. They are always eager and have informative to nearly everymember of the class. a 'can't wait to seewhat's next' attitude." deal. I do feel that Of Course We Speak Spanish -"We enjoy the program a great format. I the children could go alittle faster afterthey once get used to the The format is always think that a lot of words arewasted during explanations. The children get the feelingthey the same and some things areover-explained. are babies." times a week, but also use 'We not only watch 'Of Course WeSpeak Spanish' three the class has been tre- the two repeat programs asdrill. The progress shown by The program has given mendous compared to previous yearswithout the use of TV. its cultures as well asteaching us a us better insightsof Latin America, and second language." excellent and results Of Course We Speak Spanish -"I find class attention Spanish. This TV gratifying. Over an 8 year spanI've used 3 methods of teaching combined with a simple one of my program is by far thebest method of the three, own. It is consistent andvaried. Hope it continues."

Physical Education and Testing -"The most important outcomeof the telelesson was the change in attitude of thechildren toward P. E. They became very interested in using items like the bars,and jump-ropes. The guide also provided many good warm-up exercises thatthe children enjoyed." The Places In the News - "The program onLSD and smoking were especiallygood. children got a lot from them."

Stepping Into Rhythm - "The children seemto really be interested inthis program. The teacher is very good. She speaks in a pleasant voiceand moves at a good pace. The children seem to enjoy thevariety in the lesson. I feel this is a good and beneficial lesson. / feel the teacher isdoing a fine job."

Stepping Into Rhythm - "The lady onthis program has a very pleasingvoice tone and a relaxed, instructive manner."

Stepping_ Into Rhythm - "Thought the teacher on this program wasexcellent."

Stepping Into Rhythm - "This is aterrific program. The teacher is excellent. Quality of material chosen - excellent. Really down to children's level ofunder- around to standing. The picture could be clearer. Suggest light colors be shown make the picture brighter. The listening approach is justgreat."

Stepping Into Rhythm - "This is excellentfor rooms that do not have pianosand other rhythm instruments. The units are appropriatefor the season, etc. However, she doesn't involve the class enough -just a few children. And she spends too much time with her piano signals. (Example: 'Please sit down') when thechildren have already done the appropriate thing."

"I found Americans All, ThroughChildren's Eyes and the Geography series tobe very helpful and veryinteresting to the children. We particularly liked Mr. Rudd in both Americans All and the asmahyseries. He had a great appeal for my 3rd and 4th graders and covered many facts in a shorttime."

"Primary teachers never miss All AboutYou and the one oncreativity."

190 and Eye, All "I rated these programs astops for my4th grade this year; You About You, Process toProduct, News of theWeek." especially the art and health programs "The calibre of programsis quite good, for the primarygrades."

"I like having programsrepeated. Can't wait to get started." enrich and help my teaching." "TV programs are filledwith variety - enough to interesting and informative. my "I have found News ofthe Week stimulating, selection and presentation of class seems to respondwell to its effective important, pertinent newsitems." positive and local in the Newsof the Ne especially enjoy lookingat things both important aspects!. Also, Week Program. How often othermedia fail in these two fascinating!" the program dealingwith TV behind the scenes was this year." "The children have reallyenjoyed Thru Children's Eyes

I. Program Comment - (b)Unfavorable child can place self - not "Would like to see Crossroadssituations in which a specifically creative writing." teacher decided. Situations that motivate, difficult at "The Crossroads program is tooabstract. Getting a spontaneity is There is a self consciousnessabout best. It doesn't come off inthe program. I do admire your attempt." the children. I know this is a verydifficult area.

"Crossroads hasn't been useful to usbecause all three times thatit is broad- in my classroom. Please cast are impossiblefor us. I'd like to use this program reschedule if possible." how far to go, as far "In the Crossroads Program,it's certainly hard to decide feel, on the last several programs, as putting ideasinto children's heads. I rather than leading the Miss Barrett, possibly gavethe children their ideas topics. I feel discussion. I think I am mainlyconcerned about the programa ideals rather than new fields that they should deal withdaily involvements and variations in music and weather most childrenhaven't experienced (theme and subjects, but not really experiencedthem. satelites). They have heard these It's easier for them to reactand give meaningful commentswhen they have a and involvement in 'How total involvement. It's not hard to create interest Does it Feel to be aThief?' or 'Why Are Some PeopleSo Shy and Others Aggressive?' Children are ready to identifywith these concepts." They decided that "My class has not especiallyenjoyed the Crossroads programs. the programs were not aseducational as others we haveviewed." material and her "The woman teacher in ThroughChildren's Eyes races through her guests. We no longer viewit."

Americans All - "Vocabulary toodifficult for children. Too much lecturing for this age child."

191 Americans All - "The programs need moredramatization to hold the interest and attention of E. H."

"News of the Week centers on too muchlocal news. No science programs. No literature or creative writing programs(good books, etc.) Need 5 minutes between programs for wrap-up orpreparation."

"Our children seem very uninterested inthe Children's Literature program. I feel for this level, the kindergartenteacher has be ter contact with the child. For the more mature child, I feelit would be more profitable."

Children's Literature - "The storyteller talksdown to children - no feeling to the story - longer program - too short -should use classical (traditional) stories. She reads instead of tells. A needfor this - but could be improved."

"Was very enthused about Crossroads afterfirst program but was progressively disappointed by structured questions andillogical vocabulary and answers of children. Unrealistic. Other 6th grade room of sameopinion."

Geography - "So much is covered in each program. I think unless a teacher has thoroughly covered the subject matter, thechildren lose interest. I would like to see more time spent onbasic geographical facts of the U. S. So little is taught concerning these facts of the U.S."

IF.... Heritage - "This program could include moredialogue, pictures could be clearer and better. Covering too much of San Diegohistory in one showing; could be less condensed, and in greater detail."

Heritage - "In my estimation, the presentationof this program is downright corny."

"The content of News of the Week I find is notwhat the program title leads one to believe. I expected a Friday program to reviewworld and local news of that week, not of two weeks previous. The children read newspapers and are awareof the events of the week, if they could seethese events in film clips from local TV news broadcasts of theweek, this would be better than the program asseen."

"News of the Week" is often very elementaryalthough many good items are discussed. The idea of the 'newshound' (dog) is very immature, especially for eighth graders. Emphasis is upon the local news. This is good to a certain extent, but there should also be more national and international news. The reporters vocabulary is very simple and their approach is toochildish. My low ability eighth graders don't mind too much, but I wouldn't even considershowing this program to an average or above-average class. They would be insulted and find itridiculous."

"Of Course We Speak Spanish is boring. Why do we have to have it at all? Change the teacher once in a while.Why do they treat us so babish? Too slow. I hate the hokey way they switch after they dance ortalk about those dumb countries. The only thing that makes the recordsbetter than the TV is that we don't have to look at those kids. They make stupid mistakes. It's a good way to learn. It should be an hour long." L. "Of Course We Speak Spanish is excellent forthe teacher and class but by now class interest is dropping. Am woniering how the 5th will react to seeingthe same next year in 6th. The follow-up records are tooslow. Too much time between bands."

1,2

J`" My classes were too "I was not able to viewProfiles in Music consistently. guide for this young toappreciate this fine program. I did not have teaching discussion but the and so preparation wasnil. Follow-up was easy to do in material was too far advancedfor the background of myclasses."

"In Roundabout there is toomuch vocabulary and vocalizingdone for a pre-school many negro people? or kindergartenlevel. Also, why is it necessary to use so of children viewing. Why In some cases, thereisn't one negro childin the class not some Mexican,Japanes, etc."

"Roundabout is most effectivefor the pre-school andkindergarten children in disadvantaged areas. The time problem is animportant one - our recess break is on the half-hourand the program startsbefore the time indicated."

StEmarmInkall/Ethz2 -"We always followupthe television lesson with someof children enjoy these the suggestions in themanual. These are excellent and the the programs, many different ways - songs tremendously. We try the songs, after The children using various instruments,movements, rhythms,feelings, etc. enlarged enjoy all of these activitiesand have had their music classroom program and have greatly benefitedfrom their learnings."

Stepping Into Rhythm -"There were a couple programs that werebehind schedule relative to calendar dates -Halloween songs came in November. Clock timing off."

Stepping Into Rhythm -"One program was a repeat of theprevious lesson. This Our viewing was upsetting tothe children as they wereprepared for another. situation is rather poor."

"Presentation of history film on TV oneday per week would take much pressure from film distribution."

"I find programs listed forother grade levels excellent for my4th; example: Process to Product, andAll About You. It is fine tonote grade level on schedules, but don't announceit on TV."

"I feel the quality of the programshas been excellent, and haveonly a few suggestions - it would helpmuch if we could know in advancethe content of the telecast, e.g., not just'Making Music', but at least a little morespecific information such as 'Choral Musicof the Baroque Era' or'Contemporary American Mimic', etc. I also think programs shouldavoid prolonged periods of uninter- This meant rupted music. One telecast consisted of anuninterrupted symphony. I had to lower the volumeoccasionally and inject my own running comments;otherwise the class would havecertainly lost interest. Not knowing the particular symphony in advance made it difficultfor me to ad lib pertinentcomments."

"Don't appreciate schedules that areunclear. One set is not working well. Not worthwhile because it is hard toplan for when the programs turn outdifferently."

"I use it in E.M.R. The pictures are good. The presentation is too sophisticated all." and esoteric. TV reception is unreliable. Many times I get no reception at

193 Of Course We S eak S anish -"I believe in the audio-aural approach to teaching foreign languages. However, I don't understand why anindication in written language is forbidden. I realize that ITV is notresponsible for this, since it is basic to the philos phyof how to teach foreign language. However, I felt I should mention what neglects toconsider different styles of learning. Some children have a need to see the languagewritten as well. The emphasis of course would still be onthe audio-aural approach."

Of Course We S eak S anish - "Program is toorepititious." ^

Of Course We Speak Spanish - "Spanish was toofast for low children so I stopped watching. I have watched some Art and Sciencepresentations. I didn't see any- thing that I haven't seen or triedbefore."

"As a group of third grade teachers we felt that there wastoo much talking-telling in Through_Children's E. The manner ofthe story teller seemed to be too affected to be pleasant. When interesting props were used by the scientist, more value was derived but even that was not lengthyenough. The whole makeup of the program was poorgenerally."

"The Foreign Language Department feels the programofferings are too elementary 1 for use at this high school."

"Images of America was strictly lecture andstudent's comment was, 'Too boring for our age.' More programs with presentations outside theclassroom teacher's ability."

"Three TV sets for a staff of 140 teachers more orless defines the importance of this program in the minds of teachers."

"Response of ITV at this school has been less enthusiastic than I hadhoped. We do have at least two teachers who are using it quite extensively. More will follow next year."

2. Utilization Aid Comment

"I did not have a study guide."

"All ETV materials are giving too much information for cluster groups. There should be a specific point early in the program indicating atwhich time an accelerated class take over. This would be after only basic and minimal introduction and motivation. Get schedule into teachers' hands and early. Poor scheduling."

"Programs are relevant, etc. but- at 11:10 a.m. all of our departments have lunch. I understand there has been a breakthroughon the cast of tapes that maybe we will be able to have these muchas we do films for showing- when they will best serve our purposes- is this correct?"

Wm.

194 There was only one "I did not see the studyguide so was unable to useit. often below grade level availatle for entire grade. The level of stories was range toowide." after the first program." "There were not enough guidesand / never saw one again will not be eltminated. "I feel Geography is veryvaluable and hope that it Psychologically, the Grade4 is bad on the title,because it is not really exclusively Grade 4 - it is,in fact, more 6th gradein content and appeal. correlates well with World Around Our principal fall unitis Geography and it Us and WorldView." of the Fourth Grade. However, "I was very much interestedin the history lesson Our book since the lessons beganwith the explorers - andthis wasn't good. Thus, even before we have spent much time onCalif. Indians and beganhere. history really begun, the historylesson is beyond us. I would suggest that the lesson more closely followthe text - CaliforniaIndians, Explorers, Settling California, then Missions. There Was a film on theGold Rush Days when we were March." only on explorers. We won't be to the GoldRush area until around of the TV programs - "I have found that my lowlowsthoroughly enjoy the majority than during the movies Ioccasionally show." lessons. They are much more attentive hence the vocabulary News of the Week -"My students are from a poverty area, been very would tend to be more out oftheir reach. Most of the programs have interesting; however, my classis difficult to interestin any unknown or new things."

News of_the Week -"We felt that the Halloweenand Christmas programs were shown out of place, aseach appeared after theholidays."

3 (a) General Comment -Program Requests showing Glee "I would like to have a Music programintroducing instruments and like Carmen and other enjoyable Clubs from area schools. Also enrichment music works could be presented."

"I wish the teacher would useher left hand when she says'Do this with your right mirror and when she says rightthey use hand.' The children tend to view TV as a do this." left. From years of observingballet teachers, I know they Scheduling is such that "We would like a science programfor kindergarten age. programs are unavailablefor afternoon kindergartenclasses."

"The Math Department would recommend someenrichment lessens on areas such as non-Euclidean Geometry or LinearAlgebra, etc." Language would be a "I think programs for elementarygrades in Music, Math and great addition."

"There is a need for programs gearedtoward secondary readingimprovement."

"Programs geared to the new science textswould be particularly helpful."

195 "There should be some kindergarten through sixth grade music programs."

"Many of the teachers expressed an interest.in music and science enrichment, especially science for the primary work. Cpngratulations on a fine start this year. We have enioyed many of the offerings, especially the News of the Week."

"More on-site San Diego productions such as 'Inside Sea Lab /' would be Ii excellent for enrichment."

"Need more programs to involve children."

"How about some language and art programs graded somewhere around (2-5 grades)?"

"Subject areas for primary grades seem very limited to me. (How about an interesting science program for first and second graders?)"

"I'd like a good program on communication - appropriate for second graders.A good literature program. We did not have a g221 one this year."

"How about doing a continuation of the Process to Product program of last year using the problems presented in the Concepts of Science texts?This program has probably done more to improve my teaching than any other TV series."

"Man in Space suggests 'field trips in reverse'. Would like to see a children's hobby show program. Use children with outstanding projects on camera and have them explain their product - how, where, when, why, etc."

"The first Crossroads program - very excellent. I would lite to see more like this."

All About You - "I do not feel that we need a children's literature program as much as we need a primary science program. Any teacher can tell a story well but many teachers need help with science lessons. For instance, Through Children's Eyes, is very good in respect to the science section, but the story telling part is a waste."

"I would like to see a listen lesson at the kindergarten or primary level.For example: sounds of environment, sounds of letters, differences and likenesses."

"It would be most beneficial to have a 'listening' program suitable for K-3 or 2. This would include much reading readiness material, i.e. sounds, phonics sounds, rhyming words, etc. The voice quality of a ITV teacher seems important, a shriller, more piercing tone such as on the literature program is less attractive and less instructive."

"L. A. City Schools have a good news program and social studies program that follows the state text series. Could we in San Diego buy programs from them? The news would be better and I think the social studies program more interesting and educational. Films are used in both programs. This, I think, makes more involvement possible for the viewer."

196 Li b. General Comment - Highlights,promising practices

Ve shall continue to perticipateactively in the program and commend yourstaff that has, in one semester,planned, prepared, previewedand proposed instructional techniques that will be accepted partnersin tomorrow's classroom."

"Continue same type of programming!"

"Parents were invited to one particularmusic class on 4/28/67, inwhich ITV had been injected for twenty minutes. I wanted to get theparents' reaction. They were sincerelyimpressed with this new dimensionof learning which they had never expreienced inschool, and felt strongly that itenriched the learning situation; that the students werefortunate in being afforded thisopportunity."

"My class of second graders are all E. S.L. students with pre-first toprimer reading level currently. I've tried to explain or add to materialpresented with extra pictures that / dohave. The more cultural and academic programsthat these youngsters are exposed to isfor beneficial purpose in ESL andvocabulary development." c. General Comment - Constraints,deterrents

"At the beginning of the year my TVreception was so poor that I had towatch Channel 5. While watching Channel 5, we saw twoother programs that were offered in the L. A. area. These programs were better thanthe ones we have seen on Channel 12. One was Science Experiments for5-6 grades at 10:30 on Friday, and the other was Bookshelf which wasshown on Monday at 9:30.

"The Halloween program was presentedthe week after Halloween. Also a Christmas program was scheduled aweek after the holidays I think they should be scheduled when it has more meaning for thechildren."

"We only saw Through Children's Eyes once. It was on 'Big and Little'.We did not watch it again for several reasons: (1) the length of the program (one half hour) was too long for the 4th grade children(at least as the format of the program was set up),(2) the children were interested inthe literature selection but when there was a lecture or discussiongoing on they figited, (3) the idea of bringing areas on a certain theme is good,but on the program we saw were big and little clocks, big and little horse, whichin the way it was presented had little appeal even to an adult.

"It is difficult for me to believe that any programcould appeal to both a five year old and a second yearcollege student, i. e., What's New inArt, (Today We Present). I feel programs try to cover toowide an age range and therefore lose their value."

"Study should be made of percentage of teacherswho use this classroom technique and Cost of programs compared to valuesderived."

Perhaps one of the discouraging factors isthe poor reception in some classrooms which might reduce pupil interest." "A survey of all secondary school schedulesshould be taken and an average "time" schedule developed."

"There is a definite problem in scheduling repeats. I hope the repeats will be scheduled at the same time, but on anotherday."

"Teachers have also become disenchanted with ITVwhen programs have been shown out of announced sequence. After preparing a class for a program that isthen not shown, several teachers havebecome discouraged and discontinued viewing altogether."

"Americans All and Geography are slated at 10:50when most elementary schools are at recess. Thus, for the same reasons as above, manyclasses were left out. These were two of the more popularprograms."

"Most of the teachers felt that they needed morethan just a program title before they could make a decision about theirclasses viewing the program."

"Until I can show ITV in my room or be sure of program,it's not worth the bother." g

"The biggest concern among the teachers isthe difficulty in coordinating time schedules, and realizing the difficulty ofthis problem no criticism is intended."

"The television reception has been so erratic at ourschool that very few teachers have continued to view the programsfor which they have signed up. If reception does not improve when the newstation goes on the air, I feel that ITV will be of little value tous! "

"Have not used ITV this semester; previewed 2 shows -did not fit needs; too elementary. Entire program needs re-evaluation in tevmsof cost and education value to classroom."

"Programs too often fall during the passing periodand therefore cannot be utilized by anyone."

"The programs need better production and someonewho knows what junior high kids will be interested in."

"A start, but too small a start."

"I didn't ask for guides for the remaining partof this year unless I thought we were using the series. Also used discretion in asking for guides for next year. There are many limiting factors regarding ourusing TV. Scheduling is one of the big problems. The programs do not come at a feasible time for many of theteachers. That was their main complaint."

"There are very few programs actually at 3rd gradelevel. The K-3 programs are really 'syrupy' and those going 3-6 eventually go overtheir heads."

"I am unable to even see, much less use, any of these programsbecause they're not shown during the periods I can use them."

198 because of its poorscheduling. I don't feel it is fair to "I have not used ITV Keep your TV's the students to show a programto one class and notto another. and send me a A221 16MM projector!"

school. We have to go to "We have recess at 10:50. TV is seldom used at our auditorium. Very inconvenient." the programs are not shown at "I cannot use any programin this series because times my classes can usethem." of these programs." "Due to lack of television setsand time we have seen none these programs is scheduling, "The greatest difficulty Ihave found in using being taught in the both in time of day and inconnection with areas currently classroom." Week and Crossroads "Our bell schedule makes itdifficult to see News of the both of which areworthwhile." time. However, "As is unavoidable with TV programs,this one comes at the wrong TUesday so we have changedthe time of our recess andthe rest of the schedule on the children are able to view. However, our schedule issuch that any follow-up entranced by the stories." comes sometimelater. Third grade children are (according to our clocks) "This program always startsaround 28 minutes after 1:00 It's scheduled for 1:30 so itshouldn't start early - as a matterof fact, there should be 5 minutes in-between programs sowe can takethe TV and set it up from room to room."

"Too much repetition year to year. So if seen one year afteranother, interest will be lost."

"Poor scheduling - special holiday programswere transmittedduring week following the holiday. Children were interested atfirst, but gradually seemed to lose interest."

"Some programs were after holidayspassed, e. g., a Halloween programafter Halloween and a Christmas programafter Christmas. The children seemed to get a lot out of the programs and enjoythem but the teacher's tone ofvoice and facial expressions irritated thestudents."

"Have not viewed the story hour recentlysince the program is on at recesstime."

"I think we could be more effective if wehad a set to keep in our room. I realize this is not a problem which can besettled by anyone other than thedistrict."

"Time schedules are not always the bestfor classes, i. e. broadcastingduring recess - after schoolhours."

"Stopped watching when show moved aheadof class."

"Telecasts should come in order, and if not,let people know."

199 d. General Comment - Method of Presentation

"Repeat programs with changes- more animation is suggested."

"Repeat Communitx program with change in method of presentation. More challenging questions in preparation for the film would be useful.Have been didactic."

"In my estimation, the presentation of Heritage is downright corny."

"Would appreciate hearingpoems in the Children's Literature program with the art pictures when time permits; perhaps in relation toseason or story of that day."

"Having two stories in one program makes eachstory too short. There seems to be too much confusion when you switch stories. The children lose their train- of-thought. Having Halloween and Christmas stories after those occasions doesn't contribute to class interest."

"Repeat Community series with change- more A/V materials."

"Possibly the Communityprogram could be enhanced more by less time spent with interview style, and replace it with film clips andnarrator. Student attention span appeared to be strained by excessive time spent with justtwo people on camera discussing issue. Statistics could be presented visually, preferably animated, and shots of polling places, ballotingmachines, etc., could be used as background to a narration."

000 APPENDIX C

THE CONSUMER ASPRODUCER

OR CAP PRINCIPLE

It is designed to improve The CAP Principle is ateaching-learning strategy. providing special impetusfor creative "The Conditions ofLearning" (Gagne) by of involving students and activity through the process(in this application) development of video-taped"mini" their "growth facilitators"(teachers) in the productions. Principle assumes that to capture As applied to electronictechnology, the CAP questers", in addition to view- the secondary school ITVmarket, these "growth television instruction, mustalso become involved inthe ing already-produced Properly planned and development of video-tapedproductions of their own. learning environments charac- executed, this process wouldcreate team approach (2) provision for individual terized by (1) direct,first-hand experience, differences, and (3) impetus tothe expression ofcreative behavior. educational strategy stemsfrom The ideation for this"Let's Strive Together" Taylor's plan for "DevelopingMultiple Talents a conceptualImarriage" of Calvin (relevancy is its by-word)and "quester" in Classrooms to TeachAll Students" Talent?") in the productionof school- involvement (Suchman,"What About Soft this learning mode,and based video-tape recordings. The rationale supporting already-produced ITV programs,is based on the ideathat, owing (3 its relevance to experience with electronictechnology, to their egoinvolvement and first-hand (1) develop greater appetites these consumer-producersinevitably would tend to better understood, and for media with which they wereinvolved and therefore personal growth from theImedium" (2) subsequently learn toderive pleasure and recognizes that elec- that also would be their"massage".The rationale also educational experience mustbe tronic technology used forthe creation of "E" and "I" TV, unless it cognizant of its metaphoricallimitations; viz, that therefore productive ofmeaningful is relevant to pre-experienceand interest and "I" prefixes. follow-up involvement, hardlydeserves its "E" and technology, involving schoolpeople Because TV employes awide range of media understand the in its use, also shouldhelp both studentsand teachers better approaches to learning. And, what, where, when, howand why of multi-media least 15,000 hours viewingTV McLuhan aside, the studentwho will spend at what the medium is doing tohim before he graduates needsand ought to know teachers. and why. For that matter, sodo his parents and Both conditions Involvement and synthesis iswhat young peopleneed and want. VTR production ex- can be metthrough the applicationof the CAP Principle - allergic to second-handexperience perience learning mode. These young people are punch-card "Do not fold,spindle and the cyborg impersonalitycharacterized by the be (1) involved,(2) active, (3) or mutilate"syndrome. They want and need to strategy represents one waythey can productive! The CAP/VTR teaching-learning be all three.

201

It How the process works:

1. A teacher and his/her students select atopic or problem of their own choosing.

2. Using Taylor's "Talent Processes inStudents" as a guide, student committees would be formed. These might include academically talentedstudent researchers, creative students (art, music,writing, dancing, etc.) effective communicators (extroverted,sales-pitch and public-relations oriented students), planners (those adept atthe creation of ideation), leader-organizer-decision maker student types andothers.

3. These committees would approach their problem asif an ITV program were to be produced. Research would be initiated, continuity outlinesdeveloped, audio and visual elements selected andproduced, and on-camera talent chosen. These elements would be synthesized andvideo tape recorded on school VTR equipment.

4. The pre-production video tapes would be used by on-siteteachers and students via their schools' CCTV distribution system toevaluate the product of their learning activities. Later/outstanding productions could be previewed by ITVA staff members to determine whatelements of these mini- productions, if any, should be adapted for the productionof secondarylevel ITV telelessons.

Coping with change has been identified as theworld's greatest problem and challenge. Certainly this holds true in education as well;therefore, why not give this new eeaching-learning strategy a try?

"Some men see things as they are and say 'Why?' ... (Some educators) dream things that never were and say, 'Why not?" (Lines adapted: George Bernard Shaw)

DeGraff Stanley, 1967

202 ELECTRONIC MULTI - MEDIA

Instructional Materials Random Access Production Open Circuit Center Computer TUtor, Nati - Channel Micro film Broadcast Auto - Scheduling Facility System Facility 6 5 On Site - Data Phone 4 On Site - Off Air Teacher Program Video Tape

Scheduling On - Site Recording CCTV Facility Facility Production & Distribution

Facility

THE ELECTRONIC AUDIO VISUAL EDUCATION SYSTEM (EAVES) CONCEPTUAL MODEL*

"How these (multi-media) aids and devices should be used in concert as a system of aids is, of course, the interesting problem." (Bruner, The Conditions of Learning)

1. Instructional Materials Center AV-ITV Production Studio: Houses AV-ITV Multi-media production personnel including a multi-media curriculum specialist, ITV Director-administrator, educator and teacher-producers, photographers, artist illustrators, etc.

*DeGraff Stanley, 1968 multi-channel broadcastfacility: A 2. Open Circuit(VI1F, UHF and ITFS) and/or UHF channelssupported by severalsatellite minimum of two VHF by the latter probablyowned and operated 2500 megahertz stations, could form local and state- individual schooldistricts. These channels wide networks. "slave VTR facility: VTR's could be electronically 3. School based off-air telecasts according to actuated" to automaticallyrecord ITV open-circuit could record between1:00 pre-determined AV-ITVdirectory code numbers; commercially-owned broadcastchannels and 6:00 A. M. usingschool and/or below normal day andevening time rates. Fascimile print- at a cost far avoiding any need out capabilitycould be added tothis system, thereby to "bicycle"printed or VTR'dmaterial. Ideally this School based CCTV productionand distributionfacility. 4. chain (one camerawith zoom lens) EAVES component wouldinclude a 2 camera listed in Number 3above, microphones, and switcher, plusthe VTR equipment receivers/monitors lighting equipment, RFModulator, jay-jackoutlets and be capable of producingmini- for each classroom, etc. The facility would audio-video signals simultan- productions and distributing oneor more VTR throughout a school eously to receiverstations located System) multi-media materials School based data'phone (Dial Access Retrieval 5. the option of dialing facility: Would allow teachers and program request A coded instruc- AV-ITV requests to their ownCCTV or the EAVESfacility. determine digits tional materials-ITV programdirectory would be used to immediate or delayedtransmission. to be dialed. Requests could be for Material-ITV-Auto Schedulingfacility: 6. ComputerTutor-Microfilm-Instructional with random Would be actuated bydata 'phone dialingand provide students information access audio-videocomputer-tutor programsand micro-filmed Multi-Media or Regional stored in the "library"section of the Electronic in multi-media Data Access RetrievalCenter. Either individual students could use this ser- learning laboratory carrels, orsmall or large groups more classroomsized vice, the latter by5atching-in" circuitry to one or audio-video screens.

"The Technological Future future than the useof one single Of even greaterpromise to ITV's is the prospectof using the recenttechno- technological innovation chief of the combination. As Robert Hilliard, \ logical advances in Broadcasting branch,remarked recently: ) FCC's Educational manifestations of 'In the next ten yearsthese technological Even now we have television will beused less and lessalone. signal may be trans- them in combination,where an ETV broadcast recorded, mitted by a translator orITFS system orCATV system, time over a closed- stored, thenredistributed at a future circuit facility.' the old rivalry ofbroadcasting Today there is arefreshing change from vs. closedcircuitP (Murphy and Gross,Learning byTelevision)

204