The Importance of Context When Studying the Impact of Instructional Television.

Autor/in	Sanders, James R.
Titel	The Importance of Context When Studying the Impact of Instructional Television.
Quelle	(1983), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Educational Environment; Educational Television; Elementary Education; Media Research; Models; Research Methodology; Student Attitudes; Teacher Attitudes; Teaching Methods; Television Viewing + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsfernsehen; Schulfernsehen; Elementarunterricht; Medienforschung; Analogiemodell; Research method; Forschungsmethode; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fernsehkonsum
Abstract	To develop a conceptual framework for understanding the environmental variables that affect the impact of classroom television, the use of the instructional television series "ThinkAbout" (Agency for Instructional Television) was studied under natural classroom conditions using observations recorded as part of a series of studies conducted during the 1979-1980 school year. In order to provide conceptual organizers for the contextual factors identified in the study, findings were categorized by influences related to: (1) the school organization, such as pressures of accountability, the school schedule, and unscheduled interruptions; (2) the teacher, including preparation, teaching style, and enthusiasm; (3) the teaching process as an adjunct to the series itself; (4) the students, including their attitudes toward television as a learning medium and their expectations for television programs; and (5) influences of the distribution system such as dependency on public broadcasting station schedules and delays in receiving copies of the teacher's guide. The studies provided data on a rich variety of contextual influences, a clinical understanding of previously unmeasured individualized effects occurring in classrooms, and the finding that teachers are not a good source of data on how educational television is used. Fourteen references are listed. (LMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC