Educational television

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Television:

The word television and its use in education for professionals and semi-professionals in education remind the mind of the use of three types of methods.

A: The method of using television (open circuit) in education, in this method, programs are sent through telecommunication waves and can be received by the antenna, that is, first of all, programming is done in a centralized manner, as a result, the flexibility of programs is less. In this method, it is possible to assign a network to education through the national network and simultaneously broadcast a subject. Like TV channel 2 of the Islamic Republic of Iran.

B: The second method is to use a (closed circuit system) in an educational complex. It is possible to transfer content in this way by cable or special wave. In this method, it is possible to broadcast several lessons simultaneously to different classes through the central control room. This method is decentralized and has better flexibility.

Nowadays, the closed circuit system is widely used in education, pastoral review, medicine, security, and industry. Using the micro-teaching system in teacher training.

C: The method of using mobile and studio video equipment, which in this method transmits waves through cables. This method is more flexible.

Although the word (television) in the public mind evokes the use of open-circuit televisions, in education and training, the use of television, in addition to the open-circuit system, also includes the closed-circuit system and the use of video equipment.
Educational television

The evolution of motion picture and television technology dates back to the second half of the 19th century and the beginning of the 20th century. But the beginning of broadcasting regular and consecutive programs goes back to the BBC in 1936, which has been broadcasting programs for the United States, Germany, and France before World War II. After World War II, television grew rapidly and other networks such as The NBC commercial began airing in 1947. Television was one of the most important factors that strongly influenced the audio-visual education movement in the 1950s. Because there was a growing interest in television as an educational medium. One of the factors that were very effective in the growth and development of educational television was the decision of the Federal Communications Commission in 1952 to separate 242 television channels for educational purposes only, which led to the development of a large number of government television stations.

Despite the heavy investment in the development of educational television, it did not take long for this interest to decline sharply in the early 1970s. Perhaps some of its reasons can be considered as such. Teachers used educational television in the classroom a lot, and the cost of using and setting up the television in schools was high. The inability of television programs to improve learning effectiveness as well as the one-sidedness of communication should also be added to the above problems.

Educational television is one of the most exciting and effective means of mass communication. Unlike radio, which transmits only sound, television can transmit visual experiences. Television, both at home and at school, has a significant impact on children’s education.

Live programs and moving images can be played on TV. Television has all the advantages of a projection device with the excitement of moving pictures.
Development of television

With the ever-increasing development of electronic knowledge, it has become possible to take an image of a normal television program and expand it to a place the size of a conference hall. In this way, the televisions used in schools will be able to cover larger groups in the near future, the group facing the television.
Basics of television

In TV, 25 consecutive images are formed in one second, and these images move. Each image is divided into 625 lines and each line is divided into a number of light points with different intensities. A high-intensity electron beam is directed toward a fluorescent plate. After these points are deflected by the battery currents, this beam produces light points with different intensities on the fluorescent screen. These moving points create the impression of continuous movement.
TV receiver

In order to receive television programs well, it is necessary to have a good aerial antenna. This antenna is installed in high places as much as possible.

Classification of television receivers

Classification is based on the following:

  1. The screen size, box to image ratio is 2 to 3.
  2. Use cases.
  3. The number of channels.

A channel on TV is like a band on the radio. Multi-channel television receivers have the ability to have 12 channels. New color televisions have electronic tuners that are able to receive about 90 channels. However, in our country (India), two or more channels are useful in one area. In new color televisions, there are channel selection buttons that can be reached by pressing each button. Usually, there is a slight difference in frequency between image and sound transmission, but with the desired resistance of the signals, this resistance does not affect the quality of the receivers.

  1. Portable receivers

Some of these receivers have rotatable telescopic antennas that can be adjusted in any direction.
Working with TV receivers

The antenna should be placed at the highest possible point and in a place where it can be rotated in the vertical axis to receive the desired signal. Its lead piece must be connected to the receiver in the middle. The location of the receiver is also important. Adequate ventilation around the receiver is essential. The best place is in the corner of the room with a distance of 24 cm from the wall. For a better view, it can be placed on a table with a suitable height. Direct light should not shine on the TV screen from the door or window. If direct light falls on the TV screen, the playback quality will change. In addition, the receiver should be placed in a dry and cool place.
watching TV

Ensuring the existence of suitable viewing conditions increases its educational effect. Watching TV in complete darkness should not be done. This action harms children’s vision. The viewer should not be placed at a distance less than 6 times the diameter of the TV screen. For example, for a 50 cm receiver, a minimum distance of 3 meters is suitable. In a classroom, the presence of 3 to 4 television sets is necessary. These receivers should be placed slightly higher than the students’ sitting level. To reduce the brightness, they are placed slightly below the light. After watching TV, students should participate in activities such as written tests and homework. The task of the teacher in the implementation of television education is to establish a suitable physical environment, to meet the individual needs of students, preparatory activities before the start, end, and during the broadcast of the program.

TV educational program

These programs are used in three ways:

  1. Pure television teaching.

In this method, the only teacher in the class is television, and in fact, the program replaces the teacher. This method can be used in teaching areas where there is no school.

  1. Television as the main supplementary educational source:

In this way, television is used as a foundation for education and other educational tools are also used.

  1. Television as a supplementary educational tool

In this way, TV brings the latest information to classroom topics.

The main steps in educational television programming

Selected materialï listening to the objectives of the programï listening to the teachers’ points

Approach methods, preparation of educational aids, practice programs, camera positions, fixing them, lighting

Final practice ï program execution ï program recording when facilities are available.
closed circuit television

In these televisions, signals are sent to the receiver through a wire. The number of these signals is limited and depends on the number of wires.
Advantages of closed-circuit televisions

A: They expand educational items to places outside the classroom.

B: They magnify shows and performances that are difficult to see in class and normally.

A: It provides opportunities for professors and course units to be exchanged between educational institutions.

D: Enables institutions to provide television training based on their training program and needs.

In teacher training centers, using closed-circuit TVs with video recording, teachers’ training is recorded, and by broadcasting it to the trainees, they are given the necessary feedback.

In medical colleges and hospitals, when surgery is being performed, no one is allowed to enter the operating room, but the operation can be shown to others through these televisions.

Benefits of using television in education

  1. The possibility of using live programs through cable, television channels, or satellites.
  2. The possibility of viewing and recording desired programs and reviewing and replaying them.
  3. The possibility of producing programs that fully match our educational goals and needs.
  4. The possibility of improvement of students who have problems in verbal learning.
  5. Breaking the temporal and spatial dimensions.
  6. The possibility of viewing and reviewing tests that cannot be directly viewed for any reason.
  7. The possibility of observing and reviewing behaviors that require analysis and as a result frequent reviews. Such as teachers’ teaching methods, sports competitions, and children’s behavior.
  8. Removing the compulsion of students to attend class in certain circumstances (not always).
  9. The possibility of observing and examining very small objects and phenomena.
  10. The possibility of observing and reviewing surgical operations for experts and medical students (Ahdian and others, 2016, p. 119).
  11. The programs are prepared in series
  12. Their design and planning are with the help of educational consultants (educational psychologist, educational technologist)
  13. Educational materials and textbooks are usually accompanied by others (lack of access and reference to TV programs)
  14. The use of these programs is evaluated by the teacher and student (Karimi, 1380, pp. 133-135).
  15. Transmission of live programs and moving images through cable, microwave [1], and satellite.
  16. Since the programs are broadcast nationwide, schools can record the needed programs through it, this work depends on the cooperation of education and radio and television.
  17. Television is the only media that can bring the outside world directly into the classroom.
  18. Giving new information about all scientific, political, and economic phenomena.
  19. The possibility of examining and analyzing individual and group behavior for teachers and psychologists.
  20. Using the micro-teaching system to train teachers in teacher training centers, which can be used to record teachers’ teaching during internships. Later, it will be checked by the teacher himself along with the students and the supervisor.
  1. The possibility of distance education is usually not possible in countries due to the increase in population and lack of teachers and other problems with establishing face-to-face classrooms. This deficiency can be compensated through television.
  2. Television is the only media that can engage the maximum human senses by using the experiences of other mass communication media and the appropriate use of color, light, and perspective.
  3. The scope and speed of transmission of television programs through the waves increases.
  4. Communication through television is effective because it can have a good and useful performance and bring audio-visual materials to the class.
  5. The world brings nature and developments to the classroom.
  6. It allows schools to share the best teachers among themselves.
  7. It saves students time and effort.
  8. Makes programs understandable for different age groups and different educational levels.
  9. In addition to educational use, television is also entertaining

The limitations of using television in education

  1. The problem of individual differences in learners in terms of learning speed and their interests and needs when using television in a group.
  2. The relatively high cost of producing and broadcasting programs and using television in general.
  3. The exorbitant cost of purchasing and operating television equipment.
  4. The one-sidedness of communication in its use and as a result the lack of interaction between teacher and student.
  5. Insignificance (depth) of programs due to intensive and varied programs.
  6. The discouragement of teachers due to the decrease in the effectiveness of their role in the education process (Ehdian and others, 2016, 120 and 121).
  7. Not paying attention to individual differences (unlike the teacher is not flexible).
  8. More emphasis on the use of television gradually reduces the teacher’s leadership role.
  9. The communication is one-way and the reaction of the learners is not measured.
  10. Due to the high cost of preparing television programs, the same program must be broadcast several times, and this practice may not be pleasant for the learners due to repetition.
  11. Lack of proper motivation for learners in appropriate and different situations.
  12. The depth of information on TV is less compared to books (Kirimi, 2010, pp. 133-135).
  13. Television communication is one-way. During the performance, it cannot be interrupted and students’ questions answered. TV does not allow discussion.
  14. There is no personal contact with the teacher. Programs are not tailored to individual differences.
  15. Television encourages the passive type of education.
  16. Compared to fluorescent images, the TV screen is smaller.
  17. Television equipment is expensive and complicated. A studio with a suitable design and controllable lighting facilities and soundproof walls are required. This equipment needs professional people