ERIC Number: ED216337
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Television in the Classroom: Critical Viewing/Thinking Skill Development.
Parrish, Berta; And Others
Before teachers can effectively use television technology in the classroom, many of their fears and uncertainties regarding the medium must be eliminated. For example, there are no studies indicating that television is nurturing a generation of dependent, passive watchers. Nevertheless, because children do spend one-sixth of their time between birth and age 18 watching television, direct instruction in critical viewing and thinking skills must be provided in the schools. One critical viewing skill is the identification of stereotypes. Students can analyze sex-role stereotypes by making a list of products advertised by women and those advertised by men, and by discussing the setting of the commercials. Age-role stereotypes can be discussed after watching a program that has an older character. A basic format helpful in using television to teach critical reading and thinking skills consists of four steps: (1) presenting students with a well-chosen segment from a television program to give them experience with a provocative event, portrayal, or analysis; (2) leading a discussion that elicits critical thinking from the students; (3) introducing reading selections that students will read silently; and (4) focusing a discussion on the content of the reading selection as well as on the application of the previously discussed critical reading and thinking skills. (Appendixes include a bibliography on television and reading, and sources of information for commercially prepared television curriculum materials.) (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (27th, Chicago, IL, April 26-30, 1982).