Comparison Between Educational Television and Traditional Methods of Teaching.-signed

7/31/2019 Comparison Between Educational Television and Traditional Methods of Teaching.-signed

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B.A. Part 2 (Honours) Examination 20

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"Educational Television.


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Contents

Introduction ................................................................................................................................................................... 3

What exactly is Educational television? ..................................................................................................................... 3

A BRIEF OVERVIEW OF HISTORY OF EDUCATIONAL TELEVISION: HOW IT EVOLVED? ......................................................................... 3

THE BEGINNING. ............................................................................................................................................................. 3

THE INDIAN BEGINNING. ................................................................................................................................................... 4

HOWDOES EDUCATIONAL TELEVISION PROMOTECHILDRENS LEARNING? ................................................................................ 4

PRESENT SCENARIO. ........................................................................................................................................................ 5

AIM: ........................................................................................................................................................................... 6

Objectives .................................................................................................................................................................. 6

In This Section Of The Project: .............................................................................................................................. 7

EDUCATIONAL SHOWS:.............................................................................................................................................. 8

QUIZ SHOWS: ............................................................................................................................................................. 8

DRAMA SHOWS ......................................................................................................................................................... 8

DOCUMENTARY FILMS ............................................................................................................................................... 8

INTERACTIVE EDUCATIONAL SERVICES: ..................................................................................................................... 9

Comparison between Traditional Methods of Teaching and Educational Television ............................................ 11

Language ................................................................................................................................................................. 11

Hierarchy ................................................................................................................................................................. 11

Unity of Time and Place ........................................................................................................................................... 11

Compulsion .............................................................................................................................................................. 12

Peers ........................................................................................................................................................................ 12

SESAME STREET ....................................................................................................................................................... 14

Influence of Sesame Street. ..................................................................................................................................... 14

Backyard Science ..................................................................................................................................................... 15

Discovery Channel .................................................................................................................................................... 15

National Geographic Channel .................................................................................................................................. 16

RESEARCH METHODOLOGY ................................................................................................................................. 17

Sample of Questionnaire ......................................................................................................................................... 18

Sample of Work Sheet.............................................................................................................................................. 20


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Introduction

What exactly is Educational television?

Sunny day. Sweepin the cloud away. On my way to where the air is sweet. Can you tell me how to get

to sesame street? during the early 1950s Programs like sesame street came into being, and gave rise to

a new category of television Educational Television.

Educational Television is the use of television programs in the field of education. It may be in the form of

individual programs or a dedicated television channel. Many children's television series are educational,

ranging from dedicated learning programs to those that indirectly teach the viewers. Some series are

written to have a specific moral behind every episode, often explained at the end by the character that

learned the lesson.

Television is deemed 'a useful appendage' to teaching, its combination of multiple symbol systems

that is, its mix of spoken language, text, still images, and moving images yields greater learning gains

and is more effective than traditional teaching methods. It serves multiple purposes of entertainment,

information and education andschoolchildren tend to view television as an easier medium than Books.

A BRIEF OVERVIEW OF HISTORY OF EDUCATIONAL TELEVISION: HOW IT EVOLVED?

THE BEGINNING.

Varying cultural needs motivated the rise ininterest in the educational potential of

television. This interest developed in the

USA during the educational crisis of 1950s

that was spawned by an alleged

deterioration in the ability of the American

society to compete with the development

of post-second-world-war industrialized

countries. This situation was attributed to

exist, due to shortage of well trained

teachers and outmoded curricula. In many

developing countries television was

perceived as the best means to be effective

in advancing social change through the

educational system since it was accessible,

inexpensive, democratic, highly attractive,

Children in an American household watching

Educational programs during the early 50's.


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multi-sensual, and felt to have other significant potential. Hence many hopes were invested in its ability

to contribute to the resolution of a variety of social hardships.

Earlyeducational television programs in the 1950s and the 1960s where characterized by talking

heads: a television teacher usually assisted by simple teaching aids, such as blackboard and still

pictures, talked to the camera , i.e., to the target audience of pupils. Production was simple, non-

creative, and rarely realized the potential of the medium.

Thus, in its early days educational television did not soar. Viewing surveys suggested that given a choice

children preferred to watch commercial over educational television. It became clear that in order for

educational television to survive, it needed to undergo a dramatic transformation from focusing on

school instruction to a wider scope of offering children quality television that broadens their intellectual

horizons and challenges them in enjoyable ways. A breakthrough in this approach came about with the

establishment of the Childrens television workshop (CTW) in New York, best known for its revolutionary

educational program Sesame Street.

The dramatic features of this change of approach included: the adoption of commercial formats and

genres; involvement of psychologists and educational advisors in production stages; addressing unique

issues with well defined and attainable goals; targeting specific audiences; incorporating social as well as

educational goals; and the like. As a result, innovative educational programs were designed that

followed the new patterns of commercials, quizzes suspense movies, and drama.

THE INDIAN BEGINNING.

Television has been used in India also, as an educational resource, assisting in the process of learning, indifferent manners. Television first came to India [named as Doordarshan (DD)] on Sept 15, 1959 as the

National Television Network of India. The first telecast started on Sept 15, 1959 in New Delhi.. For many

years the transmission was mainly in black & white. Television industry got the necessary boost in the

eighties when Doordarshan introduced color TV during the 1982 Asian Games.In India, since the

inception of TV network, television has been perceived as an efficient force of education and

development. With its large audience it has attracted educators as being an efficient tool for imparting

education to primary, secondary and university level students. Educational television was brought to

India with Secondary School Television Project (1961).This project was designed for the secondary school

students of Delhi. With an aim to improve the standard of teaching in view of shortage of laboratories,

space, equipment and dearth of qualified teachers in Delhi this project started on experimental basis in

October 1961 for teaching of Physics, Chemistry, English and Hindi for students of Class XI. The lectureswere syllabus-based and were telecasted in school hours as a part and parcel of school activities.

According to Govt. funded researchs by and large, the television schools did somewhat better in the test

then did the non-television schools.

HOW DOES EDUCATIONAL TELEVISION PROMOTE CHILDRENS LEARNING?

Television can be entertaining and educational, and can open up new worlds for kids, giving them a

chance to travel the globe, learn about different cultures, and gain exposure to ideas they may never


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encounter in their own community. Shows with a prosaically message can have a positive effect on kids'

behavior; programs with positive role models can influence viewers to make positive lifestyle changes.

Given the vividness of colored, moving images and the time, money and research that underpins

educational programmes, it is extremely difficult for teachers in the classroom to compete with the

educational television. Thus childrens viewing of educational television has been shown to support

significant and lasting learning gains, while too much viewing of other types of programming may be

associated with a lack of academic achievement.

PRESENT SCENARIO.

Over the past 30 years, shows such as the Sesame Street, Teletubbies and Dora the Explorer. Have

provided academic learning opportunities for preschool-aged children. For older children programs such

as Backyard Science, I Didnt Know That, And Big Bang Theoryare replete with informative, scientific

facts. For pre teens and teenagers, cable channels such as Discovery Channel, Fox History and National

Geographic offers a wide range of educational fare .Todays Childrens homes are packed with media

options, including TVs, computers, DVD players and video game consoles. Nearly all children (90%) live in

a home with a TV set, half (50%) have three or more TVs, and one-third (36%) have a TV in their

bedroom. This therefore proves that Television is very deeply integrated in a childs life. In short

Television is the one of most shared and homogenizing mechanisms of childrens lives today. Whether

they have a television in their bedroom, share the family set in the living room, or watch it in the

classroom or the community center. It is taken for granted everydayexperience of most children


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AIMS AND OBJECTIVES:

AIM:

This research project aims to.

Find out how effectiveness of learning from educational television in comparison to traditionalteaching methods and what mode of learning kids and pre teens prefer.

Objectives

This research attempted to examine and answer the following questions:

Explain Different approaches of learning/teaching by using television as a medium Explain Traditional methods of teaching. Compare television as an educational tool with traditional methods of teaching. Determine Parents perception of Television's Impact and how they influence Childs TV viewing

habits?


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In This Section Of The Project: Different approaches of learning/teaching by using television as a medium have been

explained.

Traditional methods of teaching have been elaborated. A comparison has been made between traditional methods of teaching and

educational television.


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DIFFERENT APPROACHES OF LEARNING/ BY USING TELEVISION AS A MEDIUM.

Television is among the most significant of the socializing agents of our times. It teaches children and

youth facts, values, and howthe world works. As it is very deeply integrated within the lives of kids and

early teens of today, itis deliberately being used as a medium for teaching preschoolers, teens.

Television is used as a learning medium for pro-social learning, and compensatory education. Various

educational programs directed specially for toddlers and teens, channels dedicated entirely for

dissemination of knowledge are being regularly transmitted. In recent times with the coming of digital tv

set top boxes numerous interactive services have evolved too. These are all various approaches in which

teaching by using television as a medium is carried out. Some of these approaches are namely

EDUCATIONAL SHOWS: are shows intended for educating toddlers, kids, and teens. These shows explain

various scientific, natural and environmental phenomenons in an easy-to-understand way.

QUIZ SHOWS: are shows in which members of the public or celebrities play a game which involves

answering questions or solving problems usually for money and/or prizes.

DRAMA SHOWS: are the series written to have a specific moral behind every episode, often explained at

the end by the character that learned the lesson.

DOCUMENTARY FILMS: are entertaining, educational and enlightening films based on scientific or

environmental themes, these films even deal with pressing issues related to society and create

awareness among kids and teens

EDUCATIONAL CARTOONS:these cartoons are intended not to deliver a punch line, or to be

particularly funny, but to impart knowledge

on some aspect of science or to address an

issue related to the society.Meena is a fictional character who

through her stories in comic books,

animated films, and radio series

(affiliated with the BBC) educates the

children of South Asia on issues of

gender, health, and social inequality.

The secondary characters of her

stories include her brother Raju, and

her pet parrot Mithu. Her audience

goes on her adventures as she

attempts to get an education, have an

equal share of food as Raju, and

learns about the HIV virus. All of her

Meena and her Mitthu


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INTERACTIVE EDUCATIONAL SERVICES:are educational television services designed specially for

children which enable the viewer to learn by playing quizzes based on science math and language,.

Screen Shot of the Whiz Kid Interactive Service Offered ByTata Sky


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TRADITIONAL METHODS OF TEACHING:

Under traditional methods of teaching theres a controllable class where the teacher would teach on

the blackboard, explain the lessons, ask students to copy and make sure students pay attention and

listen.

Under traditional method teaching may be carried out in several ways: Questioning, explaining, and

collaborating.

Questioning

A teaching method that includes questioning is similar to testing. A teacher may ask a series of questions

to collect information of what students have learned and what needs to be taught. A teacher tests the

student on what was previously taught in order to identify if a student has learned the lesson.

Explaining

Explanation is one of the traditional methods of education. It is widely used by teachers and professors

and is expressed verbally. Its structure repeats that of a speech having all characteristic parts followed by

arguments and rhetorical questions.

Collaborating

Having students work in groups is another way by which teachers direct a lesson. Collaborating allows

students to talk amongst each other and listen to all points of view in the discussion. It helps students

think in an unbiased way

.


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Comparison between Traditional Methods of Teaching and Educational

Television

Our society these days are divided in to two different way of thinking on the education. Some believe thatmodern methods are better than the traditional method of teaching and some prefer the educational television

over the traditional teaching methods.

A detailed comparison between the two on the basis of Language, Hierarchy, Unity of time and Place,

Compulsion and Peers has been done here:

Language

Learning in schools is directed primarily to verbal languages in spoken, written, print modes. Verbal

languages are linear, as they require expression in a particular order.

Educational Television, on the other hand, is based on the audio-visual language. One interprets the

moving pictures (changing in front of our eyes over 20 times per second) as a whole entity, since the

detailed linear analysis undertaken with verbal texts is impossible.

Hierarchy

Schools are hierarchical institutions that are based on pupils accumulative knowledge and skills. Children

must progress through a unified course of study from kindergarten, or even earlier in some societies, and

continue on in a fixed order.

Educational Television, on the other hand, is not a hierarchical institution. One can participate in

any one of its classes (i.e., programs) without skills and knowledge prerequisites, at any age, or having

earned specific graduation certificates.

Unity of Time and Place

Most schools and most of the activities that take place within them are characterized by unity of time

and place; i.e., most of the pupils in a particular class engage in the same topic during a predetermined

time period.

Any attempt to be involved in another activity is negatively sanctioned (e.g., doodling, drawing, chatting,

sending a note to a friend, talking on the mobile phone, eating, reading a book etc).

In contrast, though Educational television channels offer the audience a predetermined schedule,

viewing lacks any uniformity of time and place. No one has to view the same program at the same time

and place. Each child can view according to his her own schedule and preference, can stop viewing in the

middle, switch to another class, delay viewing, and be involved in many secondary activities at the

same time.


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Compulsion

Traditional teaching methods followed in Schools have a direct intervention into childrens lives. They

hardly have any say in the matter, certainly not in societies that impose mandatory schooling, leaving

parents with at most the choice of schools.

Educational Television viewing, on the other hand, is mostly undertaken voluntarily, with limited adult

supervision. It does not make any demands or obligations.

Peers

Under traditional teaching methods in mass schooling contexts, children learn from and are influenced

directly by their peers, in terms of ideas and experiences shared, the pace of learning, disturbances, and

so forth. Most children in each class are of similar age and often quite similar in regard to their

demographic variables, such as socio economic status, ethnicity, and religion.

In contrast, learning from Educational television is usually undertaken in isolation from ones peer group,

occasionally in the intimacy of one or two close friends, or within a multi-age family unit. Educational

televisions curricula is far from being tailored individually. On the contrary, often it aspires to be as

global as possible, to attract as wide and divers an

audience as possible.

Education is not always

somber or laborious. It is

coextensive with the full

range of human experience

and Includes joy and gaietyas well as hard intellectual

endeavor. Educational

television should be no less.

The Report and

Recommendations of the

Carnegie Commission on

Educational Television, 1967


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HYPOTHESIS

To achieve the objective of the study, the following null and alternative hypotheses have been

formulated. The key hypothesis of this study is:

H1

: There is significant difference in the academic performance of students who watch educational

programs and the students who do not watch educational programs. This will be tested against the

alternative:

H0:There is no significant difference in the academic performance of students who watch educational

programs and the students who do not watch educational programs

Viewing educational television enriches the store of ideas from which children can draw when engaged inimaginative play or creative tasks

It has been suggested that educational viewing might encourage childrens imagination; studies have

shown that that educational childrens programs can promote imaginative play and creativity.

The question about whether and how television viewing affects childrens imagination has been debated

since the medium became part of everyday life, and there is still no agreement on this issue. On the one

hand, television viewing is believed to produce an inactive brain and reduce creative capacities. On the

other hand, there has been enthusiasm about educational television viewing promoting childrens

creative skills. People have conflicting opinions about the influence of television on kids and teens, some

believe that television encourages participation and creativity and can be beneficial.

There are several Educational shows and channels being transmitted under educational television known

to this world as discussed earlier, but in order to make the research less complicated I have selected two

educational Shows and two knowledge channels that the children of the selected locality generally

watch .

SHOWS:1. Sesame Street A.K.A Gali Gali Sim Sim,2. Backyard Science.

CHANNELS:1.Discovery channel,2.National Geographic channel.


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SESAME STREET

Sesame street is an American children's television series and a pioneer of the contemporary educational

television standard, combining both education and entertainment. Sesame Street is well known for its

Muppets characters created by Jim Henson. It premiered on November 10, 1969, and is the longest

running children's program on television . The show is produced in the United States by the non-profit

organization Sesame Workshop, formerly known as the Children's Television Workshop (CTW), and Ralph

Rogers. Founded by Joan Ganz Cooney.Sesame Street uses a combination of animation, puppets, and live

actors to stimulate young children's minds, improve their letter and word recognition, basic arithmetic,

geometric forms, classification, simple problem solving, and socialization by showing children or people

in their everyday lives. Since the show's inception, other instructional goals have been basic life skills,

such as how to cross the street safely, proper hygiene, healthy eating habits, and social skills; in addition,

real-world situations are taught, such as death, divorce, pregnancy and birth, adoption, and even all ofthe human emotions such as happiness, love, anger, fear, sadness, and hatred. Also, recently, the

Sesame Street Muppets discussed the late-2000s recession with their most recent prime-time special

Families Stand Together: Feeling Secure in Tough Times. Coordinating "the clever use of Muppets and

animation" with educational curriculum required what the CTW researchers called "careful thought and

influenced the show's structure. For example, they had to decide how to distribute the letters of the

alphabet throughout each 130-episode season

Influence of Sesame Street.

In Sesame Street's first season, the Educational Testing Service (ETS) reported that the cognitive skills of

its young viewers had increased by 62%.. They found that children who viewed the show the most often

did 62% better at correctly recognizing a rectangle than less frequent viewers.

As a result of its extensive influence, Sesame Street is one of the most highly regarded, and most

watched, educational shows for children in the world.The show has been called "perhaps the most

Sesame Street's Logo


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vigorously researched, vetted, and fretted-over program". As of 2009, the series has received 118 Emmy

Awards, more than any other television series.An estimated 77 million Americans watched the series as

children

Backyard Science

Backyard Science is an Australian educational children's television show based on the Dorling Kindersley

books. it is a show about science for kids by the kids. No Bunsen burners or laboratories. Here, this is

science for everyone, anywhere. Backyard Science lives in the garden, in the kitchen, the shed

wherever the kids want to take it.. In this series, children experiment

with everyday items in order to make something fun and practical and

also provide scientific insights in a child's world. Three experiments areconducted in each episode. It teaches kids how to perform simple

science experiments using common tools that everyone has lying

around. Since its debut in April of 2004, Backyard Science has become

increasingly popular Backyard science is broad casted on Disney

channelandHungama channelin India.

Discovery Channel

Discovery Channel (formerlyThe Discovery Channel) is an American

satellite and cable TV channel, founded by John Hendricks and

distributed by Discovery

Communications. It provides

documentary programming

focused primarily on popular

science, technology, and

history, similar to that of the


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National Geographic Channel and History. The programming for the main Discovery network is

primarily focused on reality-based television themes, such as speculative investigation (with shows such

as MythBusters, Unsolved History, and Best Evidence), automobiles, and occupations (Dirty Jobs and

Deadliest Catch); it also features documentaries specifically aimed at families and younger audiences.

MythBusters and How It's Made; Dirty Jobs about blue collar occupations; a quiz show Cash Cab,FutureWeapons, about cutting edge weapons technology and Man vs. Wild, showing how a man can

survive in the wild, are very popular among children and teens

National Geographic Channel

National Geographic Channel, also commercially abbreviated as Nat Geo, is a subscription television

channel that airs non-fiction television programs produced by the National Geographic Society. Like

History and the Discovery Channel, the channel features documentaries with factual content involving

nature, science, culture, and history.

Nat Geo Junior

Nat Geo Junior is broadcast in Netherlands, Belgium, India and created specifically for children. Nat Geo

Junior also features as a block of programming on the National Geographic Channel in Asia.


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RESEARCH METHODOLOGY

In order to conduct the study, two residential complexes were selected,-

Ganges Residency New Alipore, Kolkata. Sheetal Sadan, New Alipore, Kolkata.

The study was conducted on the children between the ages 6-16, They were given questionnaires to fill

in. Besides this 10 children from standard 4 and 5 were divided into two groups, and were settled in two

rooms and were presented with a story. The story was presented in either television (audiovisual), or

print (written text) format. The text of the story was usually kept the same, whereas the presentation

modality was varied. After the presentation of the story, children were given a creative task. They were

asked, for example, to fill up a worksheet that was based on the story.

The data analysis was carried out based on the following procedures:

The responses gathered from the children using the questionnaire were tabulated and analyzeddescriptively, i.e. using frequency and percentages.

The results of the observations of story activity were also tabulated and summarized in figuresand percentages for interpretation.

Finally, based on the data obtained, conclusions were drawn and recommendations were made. Sample Survey Questionnaire and worksheet has been given in the upcoming pages


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Sample of Questionnaire

Tick Your Choices

Your Age:

How Many Hours A Day Do You Watch Tv?

Do You Have A Tv In Your Bedroom?A) Yes B) No

Do Your Parents Encourage You To Watch Tv?A) Yes B) No

According To You What Subjects Does Educational Tv Supports The Most?A) Science

B)Math

C)Language

D) Others

What Do You Prefer Watching?A) Drama Shows With Scientific Themes

B) Shows Of Documentary Genre

C) CartoonsD) Quiz Shows.

E) Sports

F) Serials

G) Educational Shows

6-12 13-16

1-2hrs 3-5hrs More Than 5 Hrs


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Have You Ever Been Shown A Movie/Documentary Related To Your Curriculum In YourSchool/ College?

A) Yes B) No

If Yes, Has That Helped You In Understanding The Topic In A Better Way?A) Yes B) No

Do You Watch Channels Like Discovery, National Geographic, Toppers , Gyan DarshanAnd The History Channel?

A) Watch At least 1 Of These Channels On A Regular Basis

B) Watch Them Once In A While

C)Dont Watch Them Much

Do You Watch Any Of These?A) Sesame Street A.K.A Gali Gali Sim SimB)I Didnt Know ThatC) OswaldD)Backyard ScienceE)Dora The ExplorerF) Others _____________________.

Does Your Classroom Have Any Of These?A) Television.B) Cd Player.C) Computer.

Given A Choice How Would You Prefer Being Taught?A)By Using Books, Chalk And Black Board.B)By Using Videos, Dvds, Cd Roms, Computers And Television.


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Sample of Work Sheet

Beauty and the Beast

My Name is _________________________. I am ____________ years old. I am in class

___________.I watched/ readBeauty And The Beast.

A) On a scale of 1-10 rate how much I enjoyed?/10

B)Given a choice I would have chosen?

1. Watching the movie.2. Reading the story.

Answer the questions to test your comprehension.

C1. What does the Beast turn into?

1. a. A prince2. b. A cub3. c. A bear

2. 2. Who falls for the Beast?1. a. Belinda2. b. Betty3. c. Belle

3. 3. Where does the Beast live?1. a. A cave2. b. A castle3. c. A house

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