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Journal articles on the topic 'Educational television'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Alcívar Molina, Silvio Alejandro, Manuel Martínez Casanova, María Alejandra Alcívar Guillen, and Luis Ernesto Paz Enrique. "LA CULTURA POPULAR TRADICIONAL EN ECUADOR Y LA COMUNICACIÓN EDUCATIVA DESDE LAS TELEVISIONES COMUNITARIAS." Revista Cognosis. ISSN 2588-0578 2, no. 1 (February 24, 2017): 73. http://dx.doi.org/10.33936/cognosis.v2i1.280.

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Los procesos de construcción colectiva deben abordarse desde actividades educativas, tanto para aprender las rutinas de la televisión como para comprender la naturaleza de la participación en los medios de comunicación. El reflejo de la cultura popular y tradicional es vital para nutrir los mensajes de las programaciones que se diseñen. Se plantea como objetivos del estudio: identificar las expresiones de la cultura popular y tradicional en los medios de televisión locales del Ecuador y examinar la influencia de la cultura popular y tradicional en el medio televisivo local para el logro de una práctica de comunicación educativa. El estudio que se presenta y clasifica como investigación aplicada. Tiene un aporte teórico al identificar el sustento para lograr una verdadera televisión local educativa a partir del reflejo de la cultura popular y tradicional. Se combinan metodologías con enfoque cualitativo. Se emplean métodos en los niveles teórico y empíricos. Como técnica para la recogida de información se utilizó la revisión bibliográfica. Se concluye que el reflejo de la cultura popular y tradicional en los medios televisivos locales a través de la comunicación educativa favorecería las tradiciones nacionales y familiares del Ecuador. PALABRAS CLAVE: Cultura popular; Cultura tradicional; Educación sobre medios de comunicación; Ecuador; Televisión educativa TRADITIONAL POPULAR CULTURE IN ECUADOR AND EDUCATIONAL COMMUNICATION FROM COMMUNITY TELEVISION ABSTRACT Collective construction processes must be approached from educational activities, both to learn the routines of television and to understand the nature of participation in the media. The reflection of popular and traditional culture is vital to nurture the messages of the programs that are designed. The objectives of the study are: to identify the expressions of popular and traditional culture in the local television media in Ecuador and to examine the influence of popular and traditional culture in the local television medium for the achievement of an educational communication practice. The study is presented and classified as applied research. It has a theoretical contribution in identifying the support to achieve a true local educational television from the reflection of popular and traditional culture. Methodologies are combined with a qualitative approach. Methods are employed in the theoretical and empirical levels. As a technique for the collection of information was used the bibliographic review. It is concluded that the reflection of popular and traditional culture in the local television media through educational communication would favor the national and family traditions of Ecuador. KEYWORDS: Popular culture; Traditional cultures; Education for communication; Ecuador; Educational television.
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Fuenzalida-Fernández, Valerio. "A New Meaning of Educational Television: from School to Audience’s Everyday Life." Comunicar 18, no. 36 (March 1, 2011): 15–24. http://dx.doi.org/10.3916/c36-2011-02-01.

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When analyzing the reception of different Latin American television genres, it can be seen how education is conceptualized –from the point of view of subjects inserted in their daily social practices– as more greatly linked to affectivity than to cognition, thus distinguishing it from knowledge generated through formal schooling. In this sense, television programming has come to be redefined as educational, based on the audiences’ needs in each of their different home environments. Reception studies show that various programs are frequently classified as «educational programs », including news/journalistic programs, entertainment and fictional shows. This presents an opportunity for organizations and professionals of television to contribute to the improvement in the quality of life of their audience members, especially children and adolescents. With regards to the specific challenges that Latin American public television face, it is necessary to shift the axis from propaganda/situational to audiovisual programs that take into account the verbalized needs of various research projects in the region, especially for social groups that suffer not only financial disadvantages, but also those dealing with insecurity and ethnic exclusion.A través del análisis de la recepción de diversos géneros televisivos latinoamericanos, surgen dimensiones de una conceptualización de lo educativo –desde el punto de vista de los sujetos instalados en sus prácticas sociales cotidianas– más vinculada a lo afectivo que a lo cognitivo, conocimiento generado por la escuela formal. En este sentido, la programación televisiva es «re-significada» como educativa a partir de las necesidades de las audiencias, situadas en ambientes hogareños particulares. Los estudios de recepción muestran la calificación recurrente como «programa educativo» hacia espacios que, según la denominación académico-profesional, son periodísticos, magazines de entretenimiento y ficcionales. Esto plantea una oportunidad para las organizaciones y profesionales de la televisión, en términos de contribuir a mejorar la calidad de vida de las personas y, especialmente, de los niños y adolescentes. En el contexto latinoamericano, los retos de la televisión pública se sitúan en desplazar el eje desde lo propagandístico/ coyuntural hacia procesos comunicacionales audiovisuales que den cuenta de las necesidades verbalizadas en diversas investigaciones en la región, especialmente para los grupos sociales que viven en condiciones de vida carenciadas, no solo en lo económico, sino también en ambientes marcados por la inseguridad y la exclusión étnica.
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3

Victoria-Mas, Juan Salvador. "From the school in television to the (digital) television in the school." Comunicar 14, no. 27 (October 1, 2006): 98–103. http://dx.doi.org/10.3916/c27-2006-15.

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In this paper, first, three implicits insights are identified regarding relationships between education and television. Next is the description of one kind of development from television programs «sort of educational» to the properly educational television programs. Finally, we focus in the ideal of interactivity in one television alreadey converged, in some cases, with internet. In the epilogue, an insight is proposed regarding two platonic miths, one about participation in the communication and another about the breaking of the unidirectionality and of the mass communication media like television seems to carry us.En el presente artículo se identifican, en primer lugar, los tres implícitos principales en las relaciones entre educación y televisión. Se describe a continuación una evolución desde los programas de tipo educativo a los propiamente educativos. Y se apunta, finalmente, hacia el ideal de la interactividad en una televisión que ya ha convergido, en algunos casos, con el medio Internet. En el epílogo, se aporta una reflexión a propósito de dos mitos platónicos referridos a la participación en la comunicación y a la ruptura de la unidireccionalidad y de la comunicación de masas hacia la que parecían abocarnos medios como la televisión.
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4

Warsita, Bambang. "PEMANFAATAN PROGRAM SIARAN TELEVISI PENDIDIKAN UNTUK PENINGKATAN KUALITAS PEMBELAJARAN THE UTILIZATION OF EDUCATION TELEVISION PROGRAM FOR IMPROVING THE QUALITY OF LEARNING." Jurnal Teknodik 17, no. 3 (April 8, 2019): 126. http://dx.doi.org/10.32550/teknodik.v17i3.567.

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Tulisan ini bertujuan untuk mendiskripsikan tentang pemanfaatan program siaran televisi pendidikan dalam meningkatkan kualitas pembelajaran. Hasil kajian ini menunjukkan bahwa dari berbagai jenis dan macam media pembelajaran yang ada, media televisi mempunyai potensi tinggi untuk menyampaikan pesan pendidikan/pembelajaran maupun kemampuannya dalam menarik minat dan perhatian peserta didik. Pentingnya siaran televisi pendidikan dijadikan sebagai salah satu sumber belajar dalam kegiatan pembelajaran. Bahkan kenyataannya sebagian besar dari kehidupan peserta didik ada di depan televisi. Selain itu, hasil kajian ini menunjukkan pemanfaatan siaran televisi pendidikan dengan segala potensinya dalam kegiatan pembelajaran dapat meningkatkan kualitas pembelajaran. This study aims to describe about the use of educational television programs to improve the quality of learning. The results of this study show that the various types and kinds of the existing instructional media, television is highly potential in delivering educational/learning messages as well as highly enticing for getting attention of learners. The importance of educational television broadcasts is one of learning resources that can be utilized in learning activities. In fact, the majority of time spent by learners is in front of television. In addition, the results of this study demonstrate the use of educational television with all its potential in learning activities can improve the quality of learning.
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5

Moja, Teboho. "Educational Television in Bophuthatswana." Educational Media International 25, no. 4 (January 1988): 243–46. http://dx.doi.org/10.1080/0952398880250409.

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6

Ingle, Henry T., J. P. Baggaley, A. Duby, and A. Lewy. "Evaluation of Educational Television." Educational Evaluation and Policy Analysis 10, no. 4 (1988): 346. http://dx.doi.org/10.2307/1164176.

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7

Ojeda-Castañeda, Gerardo. "For a new educational use of radio and television in Latin america." Comunicar 13, no. 25 (October 1, 2005): 87–90. http://dx.doi.org/10.3916/c25-2005-012.

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Due to the development of so many different educational experiments in radio and television with more than 40 years of existence in many Latin American countries, the appearance of new institutional initiatives done by most of the educational institutions of Latin America and, facing the innovating approaches of technological convergence of telecommunications, the audiovisual means and computer science, with the possible complementarity and interrelation of radio, television and Internet in new broadband IP digital networks, it becomes necessary to raise new lines of future and intervention to encourage the Televisión Educativa Iberoamericana (TEIb) (Latin American Educational Television), Program of Cooperation of the Latin American Heads of States and Governments Summit, and its managing association, the ATEI. Debido al desarrollo de tantas y diversas experiencias de radio y televisión educativas con más de 40 años de existencia en muchos países iberoamericanos, la aparición de nuevas iniciativas institucionales que realizan la mayoría de las instituciones educativas de Iberoamérica y, ante los innovadores planteamientos de la convergencia tecnológica de las telecomunicaciones, los medios audiovisuales y la informática, con la posible complementariedad e interrelación de la radio, televisión e Internet en las nuevas redes digitales de banda ancha IP, se hace necesario plantear nuevas líneas de futuro y actuación para relanzar la Televisión Educativa Iberoamericana (TEIb), Programa de Cooperación de las Cumbres Iberoamericanas de Jefes de Estado y de Gobierno, y su Asociación gestora, la ATEI.
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8

Murray, J. F. "New Technology and Educational Television." Journal of Educational Television 14, no. 1 (January 1988): 5–25. http://dx.doi.org/10.1080/0260741880140102.

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9

Dean, Tony. "Educational Television and the Satellite." Media Information Australia 38, no. 1 (November 1985): 103–5. http://dx.doi.org/10.1177/1329878x8503800133.

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Tiene, Drew, Takashiro Akiyama, and Sachiko Imaizumi-Kodaira. "Educational television research in Japan." ECTJ 34, no. 3 (September 1986): 175–82. http://dx.doi.org/10.1007/bf02768424.

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Álvarez-Irarreta, María-Almudena. "An educational channel for on line university education." Comunicar 11, no. 21 (October 1, 2003): 159–62. http://dx.doi.org/10.3916/c21-2003-25.

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The author is aware of the important role that on line education plays as an answer to the needs of a world that is constantly changing. In this sense, she considers television is the most important medium in this area and for this reason she proposes the creation of an educational television channel. This paper reflects on the creation of this channel in the context of on line higher education on a national scale. Conscientes del importante papel que la educación a distancia desempeña como respuesta a las necesidades de un mundo en permanente cambio, se destaca el papel que el medio televisivo puede desempeñar en la misma y se propone la creación de un canal educativo. Estas reflexiones se proyectan en el nivel de enseñanza universitaria a distancia de ámbito nacional.
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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.

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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
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13

Karpenko, Kateryna, and Serhiy Gulevsky. "Educational Function of Documentary Television Series: Philosophical Understanding." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 273–86. http://dx.doi.org/10.31874/2309-1606-2019-25-2-15.

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The television series are viewed from the perspective of their potential educational role. It is noted that television as a whole, and separately its component – the television series, remain an influential form of media communication of our time, despite the diversification of the delivery channels of the media message and the rapid spread of digital devices. In the complex hierarchy of TV formats, genres and niches, the television educational series, when it had being appear, became a hybrid documentary broadcast format. Considering the specificity of the video footage, television as a media is characterized by a high potential for reliable reflection of reality (another thing is how television channels operate on this potential). It is no wonder, then, that scientific documentary, as a genre, existed since the "pre-television" era. The focus is on documentary television series that can directly perform educational functions. It is generalized the idea of creating of the television series that are specifically designed for educational purposes and which can be part of relevant educational programs. It is substantiated the expediency of using educational serials on special educational television channels that are already operating abroad and just beginning to develop in Ukraine. It is emphasized that in the broad sense of the word, all television series, even entertaining ones, have a certain educational function – through the translation of certain ideas, values and patterns of behavior embodied by the characters of these serials. Typical popular documentary series of recent decades have been analyzed in terms of their specific educational functions. It is substantiated that documentary serials of the present day are able to relay information of a household, scientific and educational value, which should partially rehabilitate both television and television series for educational functions, which are guarded by the culture of any level of the organization. Despite belonging to one television format, science and education serials communicate at the level of iconic and index characters, and more entertaining reality shows are saturated with symbolic signs. Because of their conventionality, uncertainty, to some extent, nebula, these shows widen the range of potential interpretations, so they can target a flexible and fragmented audience.
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Wade, B., and R. A. Poole. "Interpretative Responses to English Educational Television." Journal of Educational Television 11, no. 3 (January 1985): 171–76. http://dx.doi.org/10.1080/0260741850110303.

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Choat, E., H. Griffin, and Dorothy Hobart. "Language, Educational Television and Young Children." Journal of Educational Television 12, no. 3 (January 1986): 175–87. http://dx.doi.org/10.1080/0260741860120303.

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Duby, A. "Early Formative Evaluation of Educational Television." Journal of Educational Television 14, no. 1 (January 1988): 43–51. http://dx.doi.org/10.1080/0260741880140104.

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ANDERSON, DANIEL R. "Educational Television is not an Oxymoron." ANNALS of the American Academy of Political and Social Science 557, no. 1 (May 1998): 24–38. http://dx.doi.org/10.1177/0002716298557000003.

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Duby, Aliza. "Using Television as an Educational Medium." Educational Media International 28, no. 4 (December 1991): 190–98. http://dx.doi.org/10.1080/0952398910280405.

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Sterling, Christopher H. "1. CBQ REVIEW ESSAY:Pioneering Educational Television." Communication Booknotes Quarterly 41, no. 1 (January 28, 2010): 1–11. http://dx.doi.org/10.1080/10948000903492555.

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Baggaley, J. P., A. Duby, A. Lewy, Editors, and Henry T. Ingle. "Book Reviews: Evaluation of Educational Television." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 346–47. http://dx.doi.org/10.3102/01623737010004346.

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Kitley, Philip. "The Indonesian Market for Educational Television." Media Information Australia 73, no. 1 (August 1994): 97–103. http://dx.doi.org/10.1177/1329878x9407300119.

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Beadle, Mary E., and Alan Stephenson. "Frieda hennock: Leader for educational television." TechTrends 42, no. 6 (November 1997): 45–50. http://dx.doi.org/10.1007/bf02818115.

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Irwin, Mary. "Doreen Stephens: Producing and Managing British Television in the 1950s and 1960s." Journal of British Cinema and Television 10, no. 3 (July 2013): 618–34. http://dx.doi.org/10.3366/jbctv.2013.0161.

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Doreen Stephens, whose work and career are now largely forgotten, was very active in the production and management of British television during the 1950s and 1960s. This article will consolidate the author's earlier work on Stephens’ central role in the successful expansion of postwar women's television at the BBC. It will chronicle and explore Stephens’ involvement in other significant episodes at the BBC as well as her subsequent appointment in 1967 as London Weekend Television's Head of Children's Religious and Adult Educational Programmes. Such work continues the process of rewriting and repositioning Stephens into existing narratives of television history and demonstrates that the exploration of women's careers in television allows us to establish critical histories of women's professional expertise in television production and management.
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Miller, Lindsay Mae, Brett J. Deacon, and David P. Valentiner. "The OCD Project: Educational or Sensational?" Journal of Cognitive Psychotherapy 29, no. 2 (2015): 116–22. http://dx.doi.org/10.1891/0889-8391.29.2.116.

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Ninety-two young adults were randomly assigned to watch two episodes of The OCD Project, a reality television program depicting the treatment of obsessive-compulsive disorder using exposure therapy, or two episodes of another reality television program (Big Brother). Participants in The OCD Project condition (n = 35) endorsed significantly fewer negative beliefs about exposure therapy than participants in the Big Brother condition (n = 42). Participants’ obsessive-compulsive disorder symptoms did not moderate the beneficial effects of watching The OCD Project. These results provide preliminary evidence that reality television programs can have a modest psychoeducational benefit and might be used to change attitudes about mental health problems and their treatment.
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Sevillano-García, María Luisa, and Angélica Sotomayor-Baca. "Food Advertising and Consumption by Students in Huánuco (Peru)." Comunicar 20, no. 39 (October 1, 2012): 177–84. http://dx.doi.org/10.3916/c39-2012-03-08.

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The significant shortcomings detected in the nutrition of students in the district of Huánuco (Peru), together with the television advertising observed for products of dubious nutritional value, led us to design and conduct a research project intended to analyse the relationship between the two: The influence of television commercials on the consumption of food products advertised in 2010, which is summarised in this article. In the study we carried out a correlative study of a sample of 120 pupils at different educational establishments. They answered questionnaires, were interviewed and underwent physical examination. We also analysed the food commercials broadcast by television channels and the nutritional value of the products. Chi-square inferential analysis was used. The research showed that the pupils’ health has been adversely affected, with a serious incidence of tooth decay, a problem attributed to the consumption of certain foodstuffs. The study detected a positive relationship, which was highly significant statistically, between attachment to television advertisements and the consumption by the pupils of advertised foods which are rich in sodium, calcium, sugar and calories. Also demonstrated was the interdependence between exposure to television advertising and the consumption of foods with a high fat content, which should be monitored and controlled by government officials. Las importantes carencias nutritivas apreciadas en estudiantes del distrito de Huánuco (Perú), junto con la publicidad televisiva de productos de dudosa calidad nutricional observada, nos llevó a plantear y desarrollar una investigación con el objeto de analizar la relación entre ambos fenómenos titulada: Influencia de los anuncios televisivos en el consumo de alimentos publicitados durante el 2010, cuyo resumen se presenta en este artículo. En la investigación planteamos un estudio correlacional con una muestra de 120 escolares de diversas instituciones educativas, a quienes se aplicaron satisfactoriamente encuestas, entrevistas y guía de evaluación física; también se analizó la publicidad emitida por los canales de televisión sobre alimentos y su contenido nutricional. El análisis inferencial aplicado fue Ji cuadrado (?2). Con esta investigación se ha demostrado que el estado de salud de los escolares está afectado, siendo muy agudo respecto a la caries dental, problema que se atribuye al consumo de ciertos alimentos. Se constata que existe relación positiva, con alta significancia estadística, entre la adherencia a los anuncios televisivos y el consumo de alimentos publicitados de alto contenido en sodio, calcio, azúcar y de calorías por los escolares estudiados; así mismo, se prueba la interdependencia entre la exposición a los anuncios televisivos y el consumo de alimentos con productos de alto contenido en grasa que merecen ser vigilados y controlados por los responsables.
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Calvert, Sandra L. "Children's Attentional Involvement and Distractibility during Educational Computer Interactions." Journal of Educational Technology Systems 22, no. 3 (March 1994): 251–58. http://dx.doi.org/10.2190/8347-c3y9-frn1-aarb.

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Children's duration of attention to computer programs versus a television program was examined for two grades: kindergarten and third. Twenty-four children, equally distributed by grade and gender, participated individually in a twenty-seven minute session where they could interact with six familiar computer packages. A television program was played as a distractor task. Both age groups attended longer to the computer than to the television program. However, older children attended to the computer more than did the younger children who, in turn, were more distracted by the television program. There were no gender differences in attentional patterns. The results suggest that educational computer software provides an attractive alternative to television viewing and that attentional patterns to computer programs both increase and are more resistant to distraction with development.
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Musaiger, Aboulrahman O. "Evaluation of a Nutrition Education Program in Oman: A Case Study." International Quarterly of Community Health Education 17, no. 1 (April 1997): 57–64. http://dx.doi.org/10.2190/uf68-8cth-qtq2-mxwn.

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The aim of this article is to evaluate the nutrition education program for women in Oman. The multisectorial program used various methods of education especially television spots, radio programs, booklets, and posters. A sample of 1024 mothers aged fifteen to fifty years were selected from all geographical regions of Oman, and asked about radio listening and television watching behavior as well as their understanding of nutrition messages. The findings revealed that ownership of televisions was higher than radios (95% and 85%, respectively). Of mothers, 61 percent watched the health and nutrition program on television compared to 41 percent who listened to these programs on radio. Three posters were tested for their understanding by mothers. The percentage of mothers who gave the right explanation of the message in these posters ranged from 28 percent to 70 percent. Although many mothers were exposed to the nutrition education messages, it is difficult to say that the mothers changed their nutrition behavior. Mothers (or target group) should be involved in planning the educational materials and these materials should be pretested. The role of television as the most important educational tool is discussed. Suggestions to improve nutrition education programs in Oman are given.
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KUNKEL, DALE. "Policy Battles over Defining Children's Educational Television." ANNALS of the American Academy of Political and Social Science 557, no. 1 (May 1998): 39–53. http://dx.doi.org/10.1177/0002716298557000004.

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Adams, Kathy. "The Role of Television Shaping Educational Thought." Action in Teacher Education 9, no. 2 (June 1987): 11–14. http://dx.doi.org/10.1080/01626620.1987.10519341.

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Thornton, Lee R., and James C. Greene. "Cable Television and Educational Access: A Reconsideration." Community College Review 13, no. 3 (December 1985): 47–53. http://dx.doi.org/10.1177/009155218501300307.

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Koumi, J. "Narrative Screenwriting for Educational Television: a framework." Journal of Educational Television 17, no. 3 (January 1991): 131–48. http://dx.doi.org/10.1080/1358165910170302.

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32

Harmes, Marcus. "Education in the apocalypse: disaster and teaching on British television." History of Education Review 49, no. 2 (April 28, 2020): 165–79. http://dx.doi.org/10.1108/her-08-2019-0033.

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PurposeThe purpose of the study is to examine educational history through television's portrayal of educational activity in post-apocalyptic society. The paper examines how and why television drama set after a catastrophe is in dialogue with, but rejects, both contemporary government discourse of “protect and survive”.Design/methodology/approachThe paper treats television programmes as historical artefacts made during periods of heightened anxiety about nuclear and bacteriological war. This paper follows established methods for interpreting educational history by examining the representation of schooling and the discursive construction of teachers and their practices via television. This paper proceeds by tight selection of sections from two texts, examining them as documentary evidence of education in later-20th-century Britain and representations of specific types of schooling that were found in real-world Britain in the period, namely, the minor public school and educational television.FindingsTelevision drama showing education during and after an apocalyptic event was a reaction to and critique of official assurances that life would continue after a large-scale catastrophe. The representations of schooling reflect the preoccupations of the writers and depict the intersection of schooling, teachers and students with contemporary anxieties in a period where global war and large-scale catastrophe were prominent fears in popular consciousness. Representations of schooling enabled a twofold critique of education. One is critique of the industrial and civil society that had called formal schooling into existence, questioning the value of what in the 1970s and 1980s was being taught in schools. The second is the subversion of the assurances contained in “disaster” education, which promised that disaster would be a temporary setback and underlying social structures and institutions would survive. This paper suggests these sources of educational history present the need to unlearn old knowledge, urge the recourse to self-teaching and question the reliance on a television to teach.Originality/valueThis paper endorses educational, historical and popular cultural research that has found meaning and importance in popular television as a reflection of actual educational practice. Efforts to educate a civilian population about civil defence have received some scholarly attention; however, so far, the way educational practice is portrayed in television that shows the end of the world as we know it has received limited attention. These sources yield valuable insights regarding the interaction between education, disaster and popular consciousness.
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Morgan, J. H. "Television in School." British Journal of Special Education 3, no. 2 (May 31, 2007): 10. http://dx.doi.org/10.1111/j.1467-8578.1976.tb01056.x.

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Digón-Regueiro, Patricia. "Children programmes and sensationalist TV: entertaining, misinforming, miseducating." Comunicar 16, no. 31 (October 1, 2008): 65–76. http://dx.doi.org/10.3916/c31-2008-01-008.

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Children television in Spain is closely bound to the widespread commercial TV model. The analysis of children programmes broadcast in a regional channel of Spanish public television allows us to see not only the scarce investment for children programmes, but also the inclusion of some contents and values which could be considered as inappropriate from an educational viewpoint. El panorama de la televisión para niños en España está estrechamente vinculado al modelo comercial de TV imperante. El análisis de programas infantiles emitidos en un canal autonómico de la televisión pública española permite observar, no sólo la poca inversión realizada en los programas destinados al público infantil, sino la inclusión de toda una serie de contenidos y valores que se podrían considerar como poco adecuados desde un punto de vista educativo.
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Albero-Andrés, Magdalena. "Infancia y televisión educativa en el contexto multimedia." Comunicar 9, no. 17 (October 1, 2001): 116–21. http://dx.doi.org/10.3916/c17-2001-17.

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The author proposes to make a profit from the stimulating power of television for chil -dren so that we can make a favourable use of it to create an educational television. This is a reality in many places already but this paper adds the benefits of a multimedia background in order to give it interaction. La autora propone que aprovechemos el fuerte potencial motivador que para la infancia tiene la televisión usándolo a nuestro favor. Pero a esta propuesta, que ya es real en muchos lugares, se le añade en este artículo la posibilidad de que esta herramienta se complete con un contexto multimedia que la dote de interactividad.
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López Ortiz, Luis Miguel. "La desigualdad de género en televisión: la mujer en los nuevos formatos de telerrealidad / The Gender Inequality in Television: Women in the new Formats of Telereality." Revista Internacional de Cultura Visual 3, no. 1 (April 4, 2016): 31–43. http://dx.doi.org/10.37467/gka-revvisual.v3.491.

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ABSTRACTThe research analyzes the image of women in a specific television program as an example of inequality in all areas, not just communicational, but educational, economical, social and structural. The study of a television format shows the communicational discrimination under the presence of an androcentric and sexist language that categorizes a typology of women with the objective consequences of gender inequality between the sexes.RESUMENLa investigación se ha ocupado de comprobar la imagen que tiene la mujer en un determinado programa de televisión como ejemplo de la desigualdad en todos los ámbitos, no solo comunicacionales, sino educacionales, económicos, sociales y estructurales. El estudio de un formato de televisión nos da a conocer la discriminación comunicacional bajo la presencia de un lenguaje androcentrista y sexista que categoriza una tipología de mujer con las consecuencias objetivas de desigualdad de género entre ambos sexos.
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Khan, Huma, and Sajjad Ahmad Paracha. "Educational Programs on Children Television: A Content Analysis." Global Regional Review IV, no. IV (December 30, 2019): 388–97. http://dx.doi.org/10.31703/grr.2019(iv-iv).42.

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This research study is about childrens educational TV programs broadcasted by Top 10 International children entertainment TV channels. The researcher has adopted a content analysis method to analyze the number of educational TV programs broadcasted, their themes and genres. What kind of message these educational programs deliver, for which specific age group they were designed. The data was collected from educational television research organizations.TV has a vital place in childrens life. They consume a share of their leisure time in front of the television. This research study proved that watching educational programs in childhood improved their academic performance and it has a positive effect on their learning behavior, cognition, and socialization skill, emotional and intellectual development.
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Lockley, Tim. "Review: Between the Waters, South Carolina Educational Television." Public Historian 39, no. 4 (November 1, 2017): 194–95. http://dx.doi.org/10.1525/tph.2017.39.4.194.

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LINDO-FUENTES, HÉCTOR. "Educational Television in El Salvador and Modernisation Theory." Journal of Latin American Studies 41, no. 4 (November 2009): 757–92. http://dx.doi.org/10.1017/s0022216x09990587.

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AbstractThis article investigates the introduction of educational television in El Salvador in the late 1960s, an Alliance for Progress project, in light of the preoccupations of the Cold War, the application of modernisation theory, the growing influence of a development community grounded in the social sciences and the Salvadorean elite's particular obsession with communism. The top-down approach used by the military regime to introduce a flurry of changes in the education system was facilitated by the extensive resources provided by international aid agencies and the US government. However, the reforms alienated Salvadorean teachers and fuelled teachers' strikes that are still remembered as pivotal moments in the urban mass movements of the 1970s which preceded the civil war of the 1980s.
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Jennings, Nancy A., Steven D. Hooker, and Deborah L. Linebarger. "Educational television as mediated literacy environments for preschoolers." Learning, Media and Technology 34, no. 3 (September 2009): 229–42. http://dx.doi.org/10.1080/17439880903141513.

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Henning, K. "Educational Television in Israel: spotlight on the future." Journal of Educational Television 15, no. 2 (January 1989): 69–78. http://dx.doi.org/10.1080/0260741890150203.

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Tiene, Drew. "Educational Television in the Nineties: a global survey." Journal of Educational Media 22, no. 3 (October 1996): 151–59. http://dx.doi.org/10.1080/1358165960220302.

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Cook, Thomas D., and Thomas R. Curtin. "Evaluating the CTW model for producing educational television." ECTJ 33, no. 2 (June 1985): 91–112. http://dx.doi.org/10.1007/bf02769110.

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Griffin, Ken. "The Pioneer Vanishes: Midnight Oil and the Birth of Adult Education Television." Journal of British Cinema and Television 12, no. 2 (April 2015): 172–90. http://dx.doi.org/10.3366/jbctv.2015.0256.

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The pioneering work of Ulster Television (UTV) in the field of adult education television is among the most neglected chapters of UK regional broadcasting history. Between July 1962 and August 1963 the station produced 73 televised lectures in association with Queen's University, Belfast. UTV's initial effort, Midnight Oil (1962), was the first ever adult education series on UK television, while its sequel, The Inquiring Mind (1963), explored the medium's potential as an illustrative educational tool. Both series prefigured key aspects of the television broadcasts which supported the subsequent Open University. Their audience ratings also challenged established wisdom about the potential reach of televised adult education. Despite their innovative nature, UTV's series have been marginalised within accounts of the origins of adult education television in the UK. Such narratives have tended to focus on later English productions and generally identify Anglia Television's Dawn University (1963) as the first precursor to the Open University. One account, Sendall (1983) , even questioned the veracity of the UTV's claim to have brought adult education television to the UK. This article establishes the extent and nature of UTV's contribution to adult education television before examining the factors which may have led to the marginalisation of its role within narratives surrounding UK broadcasting history.
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Septiani, Eka. "TANTANGAN DI ERA 4.0 PADA PENYAJIAN PROGRAM TELEVISI TERHADAP PENGGUNAAN BAHASA INDONESIA." Pujangga 5, no. 1 (January 11, 2020): 9. http://dx.doi.org/10.47313/pujangga.v5i1.728.

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<p>ABSTRAK<br />Media televisi merupakan satu di antara tantangan yang saat ini kita hadapi di era 4.0. Tantangan yang kita hadapi melalui media televisi antara lain adalah bagaimana kita dapat memilih program tayangan televisi yang mendidik terutama yang masih mengedepankan penggunaan bahasa Indonesia yang baik dan benar dalam penyajiannya. Ironisnya, sebagian besar program televisi yang disajikan tidak lagi mengindahkan bahasa Indonesia yang baku. Penelitian ini bertujuan untuk mengetahui bagaimana remaja dalam hal ini adalah mahasiswa dapat memandang dan memilih program televisi yang mereka tonton setiap harinya. Berdasar pada tujuan tersebut, peneliti menggunakan metode analisis deskriptif melalui kuisioner. Sampel yang dipilih diambil sebanyak 30 mahasiswa secara acak. Hasil analisis didapatkan data bahwa program televisi saat ini merupakan tantangan di era 4.0 dan sangat berpengaruh terhadap penggunaan bahasa Indonesia yang baku di kalangan remaja. Program televisi saat ini banyak yang belum mendidik lagi terutama dalam segi bahasa dalam penayangannya sehingga hal ini menjadi sebuah tantangan bagi para remaja agar mereka mampu menjaga penggunaan bahasa Indonesia yang baik dan benar.<br />Kata kunci: program televisi, tantangan era 4.0, pergeseran bahasa Indonesia<br />ABSTRACT<br />Television media is one of the challenges we are currently facing in era 4.0. The challenge that we face through television media are, among other things,how we can choose educational television programs, especially those that still prioritize the use of Indonesian language that is good and correct in its presentation. Ironically, most television programs presented no longer heed the standard Indonesian language. This study aims to find out how teenagers in this case are students can view and choose television programs that they watch every day. Based on these objectives, researchers used descriptive analysis methods through questionnaires. The selected sample was taken as many as 30 student randomly. From the result of the analysts, the data shows that television programs are currently very influential in facing challenge in era 4.0 againts the standard use of Indonesian among teenagers. Today‟s television programs are lacking especially in terms of language in the screening so that it becomes a challenge for teenagers so that they are able to maintain the use of goog and correct Indonesian.<br />Keywords: television programs, the challenge of era 4.0, Indonesian language shift</p>
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Koustourakis, Gerasimos, Ioanna Pefani, and Chris Panagiotakopoulos. "Exploiting Television in Open and Distance Learning: The Case of Undergraduate Courses in Cultural Studies at the Hellenic Open University." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 6, no. 1,2 (January 1, 2010): 66. http://dx.doi.org/10.12681/jode.9745.

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This study aims to explore the level of integration television has in the educational process of the undergraduate courses of cultural studies of the Hellenic Open University (HOU), based on Bourdieu’s theoretical standpoints. Acquisition of the research data was performed through a suitable questionnaire. In this research 394 students participated, from the courses «Studies in the European Culture» and «Studies in the Greek Culture». The principal findings of the research are the following: Television is not integrated in the institutional habitus of HOU, regarding the way distance learning is provided. Nevertheless, the majority of the students of the sample approached educational knowledge in a constructivistic way, finally integrating television, which comprises an element of modern humans’ habitus, in personal learning tactics. Finally, the sample’s students desire the exploitation of television from HOU, like many Hellenic Open Universities do, in an international level. They also expressed their desire that HOU will create television educational courses, focusing mainly on presentation of museums, archaeological sites, historical documentaries as well as teachings and lectures clarifying the confusing parts of their educational material.
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Peralta-Ferreyra, Ilda. "TV: the star screen." Comunicar 13, no. 25 (October 1, 2005): 193–95. http://dx.doi.org/10.3916/c25-2005-026.

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At the height of the information society, in a society permeated by communication media, screens take a special relevance thanks to technological advances. Television continues undoubtedly to be the star of all screens, channeling global culture as it is influenced by large information businesses, which in turn are under the command of world economic and political powers. The big challenge for educators –parents, teachers, leaders and communicators– is to acquire enough strength, initially, to use the emotive and iconic power of the television for educational purposes. At the same time, we must put forward to those being educated –students and society in general– enough educational and didactic possibilities to convert the strength of television and its message into an essential vehicle or instrument for information searching, for appreciation of reality and as a door to research. En plena sociedad de la información, en una sociedad invadida por los medios de comunicación, las pantallas cobran una relevancia especial gracias a los avances tecnológicos. La televisión sigue siendo, sin duda, la estrella de las pantallas, encauzando una cultura global que es mediatizada por las grandes empresas de la información bajo el mando de los poderes económicos y políticos mundiales. El gran desafío de los educadores –padres, profesores, responsables y comunicadores– es adquirir la fuerza suficiente para, en un principio, utilizar el poder icónico y emotivo de la televisión con finalidades educativas, y al mismo tiempo, proponer a los educandos –alumnos y sociedad en general– las posibilidades educativas y didácticas suficientes como para convertir la fuerza de la televisión y su mensaje, en un vehículo e instrumento imprescindible de búsqueda de información, de apreciación de la realidad y de puerta a la investigación.
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Noviana, Ika. "The relationship between the parents' parenting activities and the habit of watching educational programs with the moral values." Jurnal Prima Edukasia 6, no. 2 (July 26, 2018): 136–46. http://dx.doi.org/10.21831/jpe.v6i2.9742.

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This study aims to examine: (1) the relationship between parenting style with moral values, (2) the relationship between habits of watching educational television with moral values, and (3) the relationship between parenting style and habits of watching educational television with moral values among the fifth grade elementary school group of Puren Condongcatur Depok Sleman. This research is a nonexperimental quantitative. The research sample is 149 students of the fifth grade elementary school group of Puren Condongcatur Depok Sleman. The results showed: (1) There is a positive and significant relationship between parenting style with moral values indicated by r 0.812 > rtable 0.159 and p < 0.05. (2) There is a positive and significant relationship between habits of watching educational television with moral values indicated by r 0.731 > rtable 0.159 and p < 0.05. (3) There is a positive and significant relationship between parenting style and habits of watching educational television with moral values indicated by r 0.841 > rtable 0.159 and F 176.828 > Ftable 3.06.
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Fierro, Julieta. "Using Television for Astronomy Teaching." Transactions of the International Astronomical Union 24, no. 3 (2001): 107–9. http://dx.doi.org/10.1017/s0251107x0000050x.

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AbstractThe full potential of television for education has not been used in developing nations. It is relatively inexpensive to produce astronomy programs that can be broadcast taking advantage of satellite transmissions.We suggest that these programs should have the following elements in order to be efficient: 1Be in the local language.2Be short enough so that the teacher has a chance to comment on them during a one-hour lecture.3Show experiments specially if they are meant for schools that do not have laboratory facilities.4Be produced for several educational levels, including programs aimed for teacher training.Inexpensive books should be edited in the local language in order to serve as an educational complement to the television series.
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Sherry, John L. "Formative Research for STEM Educational Games." Zeitschrift für Psychologie 221, no. 2 (January 2013): 90–97. http://dx.doi.org/10.1027/2151-2604/a000134.

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Millions in taxpayer and foundation euros and dollars have been spent building and testing educational video games, games for health, and serious games. What have been the fruits of this frenzy of activity? What educational video game has had the reach and impact of Sesame Street or Blues Clues television shows? By comparison, the Children’s Television Workshop (CTW) managed to get Sesame Street off the ground within a couple of years, writing the basic scientific literature on educational media design in the process. Not only is Sesame Street well known and proven, it laid the basis for every effective educational show to follow. This article explores the differences between the CTW scientific approach to educational media production and the mostly nonscientific approach consuming so many resources in the educational games, games for health, and serious games movements. Fundamental scientific questions that remain unanswered are outlined.
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