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This section of what we do know about utilisation factory. With these problems and as Lauren mentioned remind not me confident sometimes but if we don't present these solutions at the very least we ought to present certain areas of research or ways of attacking the problem at least we can indicate some direction in which a solution might be reached. Other panelist are all cuts when suddenly a war inside word myself about Suki and jungle Gumley all very capable people are losing. Right now for our ground rules we or the panel has picked out from a whole raft of things that could have six areas which they felt some comment was needed. Six areas of what we need to know about utilization and the way will work and
look at this on a real informal basis all afternoon or the rest of the hour. I'll start off by directing a question to a particular panelist and he'll have I just as long to reply until one of the other panelists in Europe see him and so will spend about five or six or at most seven minutes on each of the six areas and by force or 15 we were have supposed to create. We will have covered the six and so if you get up then why don't feel you're being rude you can't hurt us in any way. And then we will have the other 15 minutes until about 4:30 for your questions and comments and suggestions and so forth. So without further ado I'll start off with the asking the first question to Bob Zuki and that is what do we need to know about Lesson guards and what problems arise here about. You could stand here in this room. I'm going to stand because some of you were pretty far back but I'm glad to see an audience it's a front for a
change. I think they see the lesson guider the guidebook what has been one of the moons and also one of the problems that we have had in utilization too often. I know when our school system the feeling is almost that is you produced programs and you get the guy and you pretty well absolve yourself of any responsibilities. We forget that this kind of communication a sense of teachers sometimes is very far away from the transmitter of the people who planned them. All of you involved teachers in the planning you certainly can't involve all of them. We had a number of experiences that we find with guides. One of the most prevalent with particularly new teachers in the program. Is because they have the guide and we give them an outline of what is in the telecast some of them have the tendency to teach this all before time to time our cats for the telecast becomes an anti-climax to their work. Another problem that you face is sometimes in your zeal to kill the resources of follow up
activities you find that the teacher tends to feel that she must use the majority of these or all of these in order to do a good job in her efforts to do this. She becomes somewhat harassed in terms of these television programs because you just can't do it often and it results in a lack of understanding. I think the biggest problem that we have is where we try to describe this telecast usually in a few sentences or a brief outline as to what it is going to be I don't know how you work but the city this has to be done usually before the telecast is producer and so we can get it out to the schools. And so in April May or June somebody writes a few nice sentences or an outline about what this telecast is going to be to find out six months we're going to produce it. And sometimes the telecast doesn't come out to look like the outline and this is very frustrating to some teachers and they become somewhat concerned about it. We have tried to alleviate this a little bit in the guides and the fact that we write the guide now produce the entire series in advance and then we revise it
revise the guide to what the telecast is and this is help understand. It's a little difficult for teachers to make this switch because they don't know whether they're any good until quite a while later because nobody sees their programmes immediately happening. These are some of the problems that I feel we have with with the the lesson you guys are of course the solutions to these is better communication with teachers and maybe we should be using the medium. Of television to help in this communication. Because certainly in my opinion that the guide has manages but it has many problems as a communication device with teachers located in so-called remote areas from the transmitter and from the studio teacher and the planners. It's very difficult for us many times in print to put down particularly such things as the type of attitude you're trying to build in a telecast or try or the type of intangible things we're trying to get out of the program. It's very
hard but this is a brief comment if anybody wants to. I think probably Bob that we haven't looked at the television guide developmentally at one of our problems here that too often we have produced a guide for of course the first year and it has not been redeveloped throughout the year. By participating teachers in one of our most successful means of reading about effectiveness in the development of study guides is to have committees of utilizing teachers throughout the initial years of its youth come together periodically and working on the content of the guy. When it when it is really related to what they've been doing. One of the ways you solve this problem is write tentative at the top of the first ones so they can make mistakes they don't tell you not quite so. Vicious about it and their criticism because they realize you're feeling your way in a first year program.
OK second problem very good. And this is what I'll call the physical or the technical problem oh by the way they're about one two three four five. They're in the center row and if you're in the back can win your way into the center. The second area is the physical or technical problem about the teacher adjusting the TV set etc. etc.. What are some problems and maybe a couple solutions here. Well I'm not going to say too much about this because I think it's probably one of our less important problems although it is really a very important problem. Just say saying that for our purposes here today I'm not sure that we can do a great deal. I suppose everyone has had experience walking into classrooms where television is being used and finding the quality of the picture very unsatisfactory or the sound may be distorted like the layer on the SAT the students sitting too close or too far to one side or too far from the television set.
A lot of this I'm sure has been brought about at least in our own circumstances by the use of inadequate equipment by the relatively poor development of equipment that we have and it will in time be somewhat eliminated by the manufacturers of equipment themselves. On the other hand these are very real problems and they're not new problems in terms of the teachers adaptability to mechanical devices. Anyone who has worked in the audio visual field at all is aware that many classroom teachers are simply not inclined to the operation of projectors and other such things. Seems to me that we need to constantly work to help the teachers see and understand the importance of making these adjustments that in considering television on the long range basis we need to make it as simple for her as possible. For example in our newest schools we have placed a
central tutor in the office with immediate sound and picture available to the teacher simply by throwing a toggle switch on the wall. From a video monitor mounted or suspended from the ceiling and she has very little of this mechanical sort of operation to worry about. I think these kinds of problems. Have a great impact on the attitudes that receiving teachers have toward the TV and consequently they do need to concern us. I have noted that the major criticisms that come with regard to the use of ITV come from related problems problems of acoustics problems of lighting problems of an adequate seating problems of curriculum change and all of these things and the TV too often becomes the scapegoat that takes the blame and the criticism which is really a problem that is not directly a part of the medium itself. It's always been amazing to me how it's much easier to get a $23000 camera than
$138 receiver. And maybe this is because of our heritage of broadcasters but I think sometimes we could land a great deal of help to school systems and impressing upon them that the picture is only as good as the receiver and the conditions at the other end and I marvel many times as we're at the studio. The meticulous care taken with rehearsing to make sure that the gray scales are right and that the image size is right and you go out to school. This is all for nothing because at the other end the receiver kills it all. My guess is that those of you who are involved and supervising teachers in this particular problem this might be one of the most frequent things you have to do and that you find it's not done overnight. It's something you have to continually harp about. But I think that both John and Bob have indicated a couple of ways where by we might cut down the frequency with which the problem arises. Don did did mention one thing about teacher attitude and I think that this
same thing might be applied here. Teacher attitude that is in terms of lesson guides who are going there be having a teacher attitude through the side this way and many of these different areas will let's go into the third area then. And this is the area of curriculum problems and teacher commitment to a particular curriculum and then you throw away a little bit different course with a different background Adam or another some of the problems here. That it has occurred to me in looking at what is being done in television I'd have to confess first of all I'm speaking from a background of one who is not directly involved day to day in the operation of a television facility or in the provision of the services to the schools or for that matter within our university.
But the indications I think are rather clear that in television as in many other areas of education we're facing now a great deal of activity in the realm of curriculum reform reform I think is the appropriate word here at least curriculum modification. And the teachers out of the school are in many cases ill prepared to move with these new reforms so that as we encounter resistance in the acceptance of new programme series which are prepared this resistance may be based at least as much on an inability to comprehend and to deal comfortably and effectively with the new curriculum with its new concept its new structure of the
discipline to be taught as much as a problem with television and a resistance to the use of some new medium. Now I don't know as I think no one knows how exactly you deal well with teachers who have been trained in one set of convict traditions and who are asked now to move over to accept to be comfortable with a new set of ideas. But it does seem that the experience for example that the new physics series and some of the other new series that have gone into elementary schools and into secondary schools. These problems have relevance in television since you can see I think in most of these new curricula if not all of them that their willingness of teachers to adopt is a relatively low level of willingness and to bring about higher levels of
acceptance to bring about higher levels of use. Really recall requires a great deal more effort in the preparation of teachers and modifying really some of their most basic attitudes and some of the more their most basic inclinations with respect to teaching. So they are what I'm doing really and you recognize this is there is identifying a problem and indicating a parallel here with other problems that exist in other areas of curriculum change areas not using in most cases television. I don't know the solution I suspect. I think we can take as a given here that there is no easy solution to this otherwise you would see these new curriculum development being better utilized more widely utilized then most of them are. It's true that in mathematics there is much utilization of new math. But there are many new math programs and you find relatively little
utilization of any one of these in physics the same sort of thing applies there is some utilization of the new physics curriculum but by no means has it swept the country in spite of the fact that in several cases these are multimillion dollar effort with much effort devoted to convincing educators that these things are worthy of use just as you work to convince convince educators that television is worthy of use. What it suggests to me and perhaps I'm going ahead. The other problem areas. Is that the realm of advertising and promotion is one that has probably been given less attention still and have many efforts that have been made been given less attention than it warrants. And that if we're going to see these eventually being unhappy with our relatively low levels of utilisation then surely we must invest more heavily in actively
promoting and actively developing interest and favorable attitude and acceptance of these new efforts of ours to assist in the educational job because that too for one you know. No I say that I really feel that this is one of the greatest strengths of instructional television. I don't believe we really capitalized on it yet because I don't think we have involved enough curriculum people in the use of the media. If we want to bring about curriculum change in the school systems in which we work. I know of no means that will facilitate this change more rapidly than the use of instruction. Hello. But I think that it can't be right across the board immediately it seems to me this has to be a gradual sort of thing. For example in the new map what could be better in service training. What could provide the framework and
structure and structure within which a classroom teacher must work better than a demonstration of the type of teaching by a good studio teacher who is aware of the new curriculum. This teacher comes before our elementary school children once a week for 15 or 20 minutes or twice a week for 15 or 20 minutes every receiving teacher every classroom teacher who is supposed to be making this transition to the new curriculum observes this. Type of developmental instruction. Seems to me this is the greatest kind of in-service training training period that we cannot. This coupled with a special teacher telecast will enable the curriculum people of our schools to do what they really want to do and we need to make the curriculum people aware of the power of the media. Madison here I think one of the problems that we have in this new curriculum that very often we ourselves don't delineate what the real problems in a particular course or series are. We did this when
we introduced Spanish in the elementary level. We found that a great number of teachers folks did not like television did not like Spanish. We use the semantic differential on a sample of teachers we find out that there was no objection to television. There was no objection to Spanish or sex. The problem was that the teacher felt holy and adequate to face her students and do anything about this after a while. These were not the kind of comments though that we were getting. But once we found this out we began to work. With the teachers in what they could do to restore their confidence in being able to handle the situation themselves. I think this is a real crux problem in utilisation we so often just talk with nice slogans about what's the matter very quickly and it's a very complicated process that we're involved in. I believe one other thing that disturbs me greatly in education is I use the Marquis public schools as an example because I think we're no better or worse than most of us in the
country. I'm having a girl train two girls trained to run XP parts machine for us for data processing so that we can do this. They're being released for four days with pay in order to learn to run this machine. Very difficult time though getting any teachers released with pay back kind of time to do something much more complex in a classroom of the Nisshin use of television and particularly television combined with a new curriculum. And somehow we x expect that these are going to happen through after school sessions on your own time and so forth. I don't think that's true. I think we have put our money where our mouth is if we want these people trained it's going to cost money we actually need it. The other quick observation that I would like to make about the the use of this medium is that if we're going to ask teachers to make use of it we can't do what I asked we gentleman are doing up here
talking to you about how to do it. I think we have to use the media. If the superintendent doesn't use it to work with teachers and if the principals and so forth do not use it as a part of a method of communication instruction themselves why should the teacher use it with kids. And very often will rather groups of teachers in some central building. If you spend lecture sessions with them on how they should better utilize television I think we have to use the medium to do this. And by our own example show how we would Alize television as supervisors of utilization. Fortunately we're getting Mr. Tatham ors planes coming through that will help us Mr. Schu back to the Great Plains has produced a television series on utilization and how to help these I think our own ingenuity has to be here and bring the mountain to Mohammed and train by example. Thank you. I'm a recorder and recorded for me. But anybody who knows me knows that it doesn't last very
long. I'd like to me two contrary points to the panel who were supposed to speak. Perhaps I haven't understood them but the first person who said that he thought that the willingness of teachers to adopt or to adapt was at a low level. I disagree with that. I think that any time we offer in television something that will help a teacher do a better job she's going to grab it. And I don't think it has anything to do with I if this helps or to do the new math better by golly she's going to have. So I am less I misunderstood him I like to disagree with that point. And secondly I'd like to say to the person who said he thought the greatest strength of ITV was to involve the curriculum people. I don't see how we in television can ever do anything in television without the curriculum. You know how can you even begin. Instead of encouraging us to involve them I don't know how you can ever get started without them. So I would raise those two points and then I'll be quiet and
continue taking notes. I got a first chance to respond sure but I think I was trying to say that I find him probable that there is anyone within this room or any other person in attendance here who feels a pronounced degree of satisfaction with the level of utilization that he is getting far program series that he sends out. When he prepares these I think if he is if he has normal human frailties he expects that the offerings that he has to make have real value. He wants to see them used at a very high level he or she better make it to both genders. You want to see them used at a higher level. And in many encounters with many educational broadcasters which unfortunately I am not. But with them Nevertheless I find none who
are content with the level of utilization of the service that they provide. There are many of the NY sht out in the hinterlands that they are not reaching and they are the broadcasters are sure that if they can just reach to these people they could do some good. This is what I was trying to say. I agree with Ms. But I'm afraid as a matter of fact at least at the local level there is often yet the attitude among the curriculum people that it is the educational broadcaster not the broadcasting educator who is dictating what is being provided on the TV. I'd like to say too that I have frequently heard it raised as a criticism of instructional television that it is a lockstep type of instruction and we need to do everything we can to steer away from this kind of categorization. It is true that any instructional television course that is
interwoven into the scope and sequence of the general teaching learning situations of a classroom provides a certain pacing element for that course of study. A certain structural framework within which the classroom teacher has to work if she's going to utilize it and utilize it well. But it seems to me that this is far from being a criticism of TV. Some very important things in its favor having been a schoolteacher once myself. I well remember how I value the autonomy and liberty of my own class to the extent that I cheated the students in my classes from certain exposures to educational opportunities that was rightly there. In other words I taught the units I wanted to teach and I enjoyed teaching and thought I could teach well and I slighted the other units for which I felt myself inadequately prepared and disinterested. And I believe that this framework
within that is provided by ITV is a great asset to the total responsibility of the schools. I believe we can provide it without sacrificing the opportunities for ingenuity for individual adaptation on the part of each and every classroom teacher using it. This is what we need to explore. Real good. Let's run through our next era. And that is that some people say that there is a difference between learning from say reading a book and learning by watching a television screen and the business to them you can immediately see some problems arising here. Bob would you like to comment on this. Well there's no question in my mind and I don't think in many of yours that education in the United States is definitely a friend oriented education. If you do not believe this. Look at the average elementary curriculum in the
early grades probably the first several years of training is devoted exclusively to the skill of reading and the development of writing and I'm not saying that this is wrong. These are not important skills in our society today but now we are faced with another medium a medium that we are told from entertainment takes more time than all the reading and all the other things that are done. We begin to use it as an educational tool. There are some people who are be have been and are more concerned with the other auditory parts of our anatomy such as our ears and that ability to listen can be taught. Now most of us never had a course in listening but for elementary teachers we sure had courses in how to teach reading and writing and. Manuscripts and cursive and everything imaginable. But we have had very little contact with this. Unfortunately when most of us went to school the teaching of reading in the public schools consisted of.
All right kids be quiet and listen. I mean teaching of listening. We're making some progress but if we're going to use a medium that's so heavily Arianna to pictures and sound we're going to have to begin to take a more sophisticated look at how you really train people to use it to its maximum. I've become very frightened as we dismiss all of learning from television by the six easy steps or the five easy steps of you know prepare and get the machine and do this and view and follow up and so forth and in one nutshell we have collapsed all of the problems of learning from this medium. We don't do this in teaching reading and writing. We have come to recognize that the teaching of this is a very complex thing. We deal with it at all kinds of levels. We have almost philosophers in the city. I think we need to develop a sophistication here and not find ourselves trapped in 250 page booklets which describe everything on how to use television and what the teachers feel
this is accomplished. Hope I made myself. Will always say that I think. Here again the use of the medium provides an opportunity for us to teach some of these very important skills and skills that are important in all of life. Receptive as well as expressive communication skills. And I agree with Bob that other than the reading writing skills we have done a very good job of teaching I think every teacher would admit that she hasn't taught her youngsters how to serve discriminately how to listen discriminately and critically how to take notes how to develop outlining skills organizational skills and this sort of thing we have neglected this whole realm largely And I think here we have a medium which will enable us to do it if we can get some of these things down in terms of technique and where they fit into the instructional program.
Now I just clarify one thing piece of research was done on this and it's it may sound very simple in observational skills but this is the kind of thing I think we need to begin to look at was found at a university at one of the universities Audi's that if you show on a television screen a man performing an experiment. But the vast majority of the people who watch the screen don't watch the experiment they watch the man's face. Now this has implications for production but it also has implications of training the observer to be able to teach himself what it is that is important in a picture. Communication visual as it may be is still a two way street. There is a transmitter and a receiver and you have to have a pull to get good communication. Is this Uganda has worked for Ohio State. Yeah that was Ohio State Iowa Iowa state that's. I think her against me were but I had an hour up against a particular problems here too in view of the experience with which youngsters come to school these days. Related to
watching television I don't care whether it's kindergarten and 12th graders that they have an attitude built with challenging challenging the television set to entertain. And until we can teach youngsters that in using television in school they have a responsibility of seeing or hearing never again in the body of information that is presented there and they're reacting and interacting with the fact that we're not going to make very effective use of people who. Have dangerous thought I'd better not say. Let's go on to our next area and that is the one that Warren started in. One of advert one of advertising and promotion. I'm tempted to say something here but I won't. My temptation to your oh no the only thing I'd offer at this point is a game I've already stolen a bit of the thunder
by indicating that it does seem from the things that I come in contact with both through conversation and in reading that we are still faced quite frequently with the job of under promoting that although we send out brochures let's say to alert us to the fact that certain services are to be offered that there is the tendency out in education broadcasting circles just as there is I can recognise it on our own campus to feel that once this has been done that the job of informing people has not been accomplished. And it surely is not that simple. If it were that simple it would seem almost reasonable to think that Detroit would not be spending a third of a billion dollars this year to advertise new models as I just heard that it is. They will continue to promote actively throughout the year. The new models and they won't count on your being informed just want but an
almost infinite number of times and you're being informed on the merits the advantages of having a particular new model in your garage. So I think that there may be some impatience here on the part of all of us in expecting educational change to take place on a rather large scale. But based on a rather small level of communication with the potential users. Here is one of the big things I find in my own area that people are vastly unaware. Of what television is in an instructional way until they have had experience with it. So I think the more we can involve more people in terms of planning and television curriculum even if it's just one little committee meeting they can go away feeling that they've had some part in determining what is being televised and if they can
understand some of the complexity that goes into the production in the TV they will be much more ready to accept it. On the other hand. I understand that you know whether it is a good thing or not you have to use it. And how does a teacher or administrator get experience in this way until they get a television set in the classroom and really try it. Let me add a side comment to Warren's remarks about advertising and promotion. Not to oversimplify the problem but it seems that a lot of these things you've been talking about so far boiled down to communication problems. Well so this is a pretty stiff indictment against us because we're supposed to be experts in this field. Here we are failing at what we know or supposed to know most about. Well let's go on to the next area then. Can I throw in a question here which is something that I hope somebody will respond to later when it's
thrown open for comments from the floor. And that is I'm curious to know and I would hope others here are curious to know. Where in the country people are actively using their own medium television in order to inform the educators out in the schools about the educational uses of television I know there's some of that but I wonder just how actively The medium is itself being used to promote its own later use. The instances of it that I see there are fairly few and far between and I never quite understood why. Well let's go on to our last area and that is one of supervising teachers. John what problems do we think they have here. Well I want to back up to the seven justices that are not here that what I have to say will be too relevant here anyway. But I think a large part of this criticism
comes from non-users. And if if we put a good television series on the air and get people involved in utilizing it consistently then we're going to we're going to do it with more favorable attitudes and we're going to be solving some of our supervisory problems here to sort of shift this into the new realm and it appears to me that good teachers teachers who understand in some sense what the total teaching responsibility years are using television. Well it seems to me that this is where we have to begin. Applying. What think we had already accomplished during these two decades of trying to improve education but I don't believe we have too well. That is what we actually mean by teaching and what is involved in good teaching. Is it just telling is it just talk is it just verbal presentation or does it involve. Does it include involvement of the pupils. Does it involve
interaction and critical thinking. Discovering sifting organizing and applying facts on the part of learners that the Reds. I don't believe this is something that in everyday practice teachers really are aware of. Noticeably. Also I think we need to think much more broadly than we have here. This goes back to the guidebook again I see guidebooks developed on the what is called a unit basis but actually there is nothing there to provide any unit structure other than a division of lessons. Our television guide books might help the supervisory process by. Fostering better long range planning. Helping teachers see what their ultimate goals in a year's program of instruction were and then eventually working down to day by day plan. I'm afraid too much utilization of television is based simply on a lesson by lesson what do you do
before the telecast during the telecast and after the telecast. And there's not a good enough job of unit planning looking first at the hole before looking. At the parks. And again. We have to keep stressing that television is only a means to an end it's a it's only a part it is a resource perhaps equal in importance to the basic text book. But it's going to vary from subject matter to subject matter area depending on whether or not we're trying to change attitudes or teach or scale or develop a concept. And. These are exact purposes of any television course need to be determined to before we can tell exactly what our approach in the production is going to be and I don't know if I got that this question. But let's stop there. Man A quick final comment for one year. We always I think you have them too. Every year we set up a series of objectives for Carson and we had a beautiful
set for teaching general science is a very nasty thing to the studio teacher who asked him to identify specifically in every lesson that objective which he would spend his major emphasis on turned out that the number five or six out of the objectives was the one that kept popping up the top of every lesson to give the children how jump out became very difficult for him to begin to put into action those beautiful words that we had in the front of the book. He tried it in some cases and he found we were getting some success with it. But the problem that we have to look at that if it is so difficult for the studio teacher to consciously do this. How can a classroom teacher who is responsible for the entire learning process begin to figure out by guess and by gosh what part of the learning process you expect television to be acting in this particular situation. And without this you would
begin to lose the homie for a learning situation and that this leads to a great deal of confusion. And there you go. Well that concludes our six areas our six problems that we identified as well as some others that we kind of worked in by the back door. Now we'd like to turn the time open to open to your questions and comments about any of the six you might address to any member of the panel. Yes I would really stand up please. Can you stand up please. Elizabeth McGovern What are some of the Handsworth. I'm sure this is a basic question no. Matter how. Good you hear the question in the back. The question was Could you identify some of the ends that television television is trying to attain in general I conceive of our major purposes as being free people and I have hinted at some of
these I think already. One is to provide some measure of pacing or structuring of the course of study during the course of the year. I'd like to say this carefully because as I indicated this by some was looked upon as a weakness rather than a strength but it seems to me of him to be a real strength. Secondly I think what we need to be doing is to focusing is to focus on the important things that youngsters ought to learn whether it's a concept a skill or an attitude one. How do we want to change this youngster's behavior that's actually what we're trying to do we're trying to change behavior in terms of is understanding of something how well he can perform a certain act or is attitude toward it. And thirdly that by virtue of the medium with which we're working we have to do this in a way that is beyond the scope of the classroom teacher because she doesn't have the available resources because she doesn't have the time sometimes because she doesn't have the skill or knowledge of subject matter that is being done.
That's what I think of as the three major purposes of TV and I know of no other medium that can can do this quite so well. Wow. Why. Well the teachers right here the teachers what is the supervisor I'm not sure that I would like some more like I wouldn't want to list them in any order in terms of importance I think you excuse me John could you spell that one two three again I think some people would like to. Well I get identified with the fact that I'm not placing the risk in order of importance. What is the structuring element of the first study to do is focus on what is really important for the child to learn. And thirdly if you want to sum it up as a regiment it's all right. Yes. Yes. Well. I think. What he
did. Question was asked what can TV do that cannot be done in the classroom. Well I think you. Got another. Look at any classroom in terms of what that classroom has to offer. But taking the ivory tower class the very best that a television can bring in the scope of 15 or 20 minutes once a day. There are about resources that are beyond the reach of the classroom teacher because the living take the time to plan and to develop that material when the studio teacher works for crowd from 12 to 20 hours to develop the good stuff. The last of the classroom teacher doesn't have a question over here yes or no comment. Not really busy but in answer to this what he what would a
textbook with a lot of TV to say I'd like to say to the terms of the problems we face in utilizing it out here really no different than the problems we face and because of a textbook case that the matter of fact is we get to the north of these problems through the years of the textbook use reality TV. Yes or you are part of God. He is speaking for me. And. Birds. The media are. Reporting the serials on. No more details on why we're going to fire you here all of you. Marry me and let me have his fun little bit so often when we say what can be you the classroom teacher can't we somehow envision a person who has his medical degree a Ph.D. a psychologist who works 50 hours a day and does all of these miraculous things. The facts of the matter
are this isn't true in most classrooms around the country. And we went down to a certain city that will be written to name nameless and look at the programs and people see how awful these telecasts were. And someone finally commented just imagine oh this school system. Picked what it obviously thought and I think they have some good judgment was a good teacher spend all this time in planning it. And if this is as bad as you think it is a magine what it's like in the rest of the class or I think you have to be realistic in what you bring in and too often we sell this title by the expression the Nassau Gemini flights that we go all over the world with that well the average local producer isn't going to go all over the world yet. We're trying to make them better. But it's so much better than what the average classroom teacher can really and truly do in her classroom with the time and skills and materials allotted to work in many respects. Question.
This is going to be as you say I'm. Working with. Oh why. Well now I remember France a play that it's I'd say it's not it's it's the same thing to be 6000 feet over Tokyo as it is to be 6000 feet over Chicago and that the the medium is the message. Now those two things to me still carry a great deal of significance I'm afraid. I guess I. I admit to weakness here and not being able to get enough that is educationally significant at least as I can see out of the things that I read which Mr. McLuhan said.
But. I want to make one point in answer to this question what he knew that I feel better. This is a tricky question. Because I don't know if it should be answered because a classroom teacher doing some things he or she should be doing anyway. This goes back which is where many times what sort of television may not be in there. E.g. if you are the kind of resources. So is good or bad news I don't know jack. But is what that you can do who is now free from. I rather resent him now becoming not present and this is really the basic question that one can do you need a better. What did he use it in your eyes with the back teeth. I want to switch to my original question. You just said I think somebody here was like textbooks. You know we use text. Well well if this is true. And John you said if you run workshops you show the teachers how to
hold your words and use all the power you have. We don't think the pre-service teachers are strong experts this is. Are we soon because you were brought up in a textbook centered society education system really know how to use text. Now if you were for members of the panel Invision then a few years when we started getting into the schools where I understand we're getting now getting here. Teachers who have grown up with television as a teaching tool now tell me they have learned by telling. Of it Tom I do think our utilization problems will be and. They have been so so far to indicate that she because we do teach all of these things there isn't a trial that doesn't go through a good school system that isn't taught about paragraphing in indexing and glossaries and library science and all through his life he gets this training. We think this is so vitally important that he learns it starting with kindergarten. What I'm think we're going to have to do is begin to train all people to this other medium because this is
going to in my opinion become increasingly more important field of communication maybe than print. We know now that the average person spends more time with it than print. Whether it will become more important as a communication device I don't know but it's fast. The more important it becomes the more intricate it becomes in the kinds of messages it's sending out. The more the learner at the other end has to be able to recognize these and how to use them. So I'd say that more utilization more generally. Yes or in the back right. How it. Felt so. Right. Right. Where you are right or. Wrong. Something that happened. There might be right. Right. Right. Right here. Right. In the lobby or
right here. We have a series. Here right. Here. Is a. Sign. Here who are. Here. Now. And. Prices. Change. The Hero program. Where. There were people who were. Always All right. Out. Back. But I have. My have some growing. Pains. Right. Here and I. Hate. Them. For that. Oh. You. Blame I think. They. Were. The U.S. and Israel. Rather. Than. A.
Man. Also. You're. Right what a. Great. Workout. Yeah as long as Warren's question was brought up can institutions from the Great Plains region this last spring good get together to produce a 10 lesson series on utilisation which is beginning to give some of the kinds of materials that we've all been looking for the NABJ itself has been producing some excellent films in this area. They are beginning to be used unfortunately. The problem has been in our zeal with production to let utilisation kind of take care of itself and I'm very happy to see all the people here because it's showing there is a real interest in the other end of the communication line. It's too bad we don't have answers. Yes. Full. Time film and videotape. All right.
Yes I'd like to answer the man who asked about what television can do in print and we think that educational television. Is. The way of giving the classroom teacher our part in the teaching team. We visualize television as a team teaching you or the television teacher doesn't structure or pace the curriculum. There is no vision teacher is the most gifted teacher we can and this teacher is possessed of the the things out on the cutting edge the Frente are things that are going on in the curriculum. And therefore this individual in our television teaching work is able to bring this thing which are classroom teachers maybe are not as up on yet. It's a new way of teaching it's not a gathering of information in a boring in fact in all of our television series we try to do the inquiry approach to learning. But our teachers are a part of the team. It seems to me we ought to be able to do what she can do to bring all kinds of resources but the help or take up from there
and then I might say the other thing about utilization and I was speaking specifically not of classroom television teaching but professional growth series for teachers. We have the West Coast instruction television conference in Portland last year and one of our major sessions was on utilization and we got feedback from a large number of Portland teachers and their comment was concerning in-service education or professional growth village when you give it that makes the difference as to whether they use it. We don't have any difficulty in getting teachers to use classroom television but we have the difficulty in the professional afterschool television because they're worn out. This was their major problem. Where do you put in service television to ensure his position. That's the only difficulty we have. So these are two major things that I would like to contribute but I just think unless you use your television teacher as a part of the teaching team. Then you are simply just giving another lecture and you are really using television to its full potential.
You are. Right. Somewhere. Around. Here. Well yes I did. My. DRUG. Test. The question was if you were an add to what that suggested the ability to dramatize over television is that right. I mean my gifted teacher there are gifted teachers within the four walls of the classroom. And then there are gifted teachers who can communicate through this medium. And one has to find. But you want not to find one if she is your parents. Right. I think in our case sometimes to get television on the air that we shot for mediocrity. And we have not tried for excellence. I'd rather see people do less television in and and hope for excellence is that marvelous Pam one radio whether live
with the statement and share on this morning spoke about excellence then to try to put ALWAYS IN SCHOOL television programs out. And have them no better. Than some of the printed pages. OK I'm going to ask for a short yes. Once you find out where. Use the room service. We have a great many suggestions they asked for and the plan is a new one that has there's these free thinking. They suggested maybe to use these for television. They suggested I don't and after I'm home after noon for television they suggested extending the school day and paying teachers for a long really. They suggested doing television in the summer. They suggested television in their noon hour before school but they had all kinds of creative ideas. They'd watch it like a shot with it help them but they said at 3:30 they were neither physically or creatively able to take it in. So we don't know what to do yet we're working on it. I mean yes we can come before you know.
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Series
1965 National Association of Educational Broadcasters Convention
Episode
what We Need To Know About Utilization
Contributing Organization
University of Maryland (College Park, Maryland)
AAPB ID
cpb-aacip/500-833n137w
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Description
Description
No description available
Date
1965-11-01
Topics
Environment
Public Affairs
Media type
Sound
Duration
00:56:44
Credits
AAPB Contributor Holdings
University of Maryland
Identifier: 4362 (University of Maryland)
Format: 1/4 inch audio tape
Duration: 00:30:00?
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Citations
Chicago: “1965 National Association of Educational Broadcasters Convention; what We Need To Know About Utilization,” 1965-11-01, University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed August 17, 2022, http://americanarchive.org/catalog/cpb-aacip-500-833n137w.
MLA: “1965 National Association of Educational Broadcasters Convention; what We Need To Know About Utilization.” 1965-11-01. University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. August 17, 2022. <http://americanarchive.org/catalog/cpb-aacip-500-833n137w>.
APA: 1965 National Association of Educational Broadcasters Convention; what We Need To Know About Utilization. Boston, MA: University of Maryland, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-500-833n137w