Since the inception of instructional television (ITV) in the 1950s and 1960s, public broadcasting has been a valued source of quality video resources for the nation's classrooms. From the early days of "television teachers," whose expertise could be broadcast across wide geographical areas, to today's digital video delivery, public television…

Describes a small television network set up by four southeast Iowa school districts that uses microwave transmission to allow full interaction between a teacher in one school and students in that school and three others. Notes the savings realized and gives the reactions of students, teachers, and administrators. (RW)

Five years ago, the TI-IN Network launched the first private long-distance interactive television network. Via satellite, it now beams live televised interactive courses taught by master teachers to thousands of high school students scattered across 29 states. Begun as a public and private joint venture with the Education Service Center Region 20…

Describes how televised writing instruction works, why television is used to teach writing, what the programs are like, the effectiveness of this kind of instruction, and what the problems of telecourse instruction are. (JK)

Twelve suggestions are offered for producing successful video presentations for educational television. Although most suggestions focus on ways to improve video presentations, it is emphasized that if material doesn't lend itself to visual treatment, other media (lectures, texts, slide/tape presentations) should be investigated. (Author/JN)

Explains how a teacher teaches to some of her students via television, how it has developed as a medium in a particular school, some of its distinct advantages, and some of the concerns with it. Gives a detailed picture of how the hardware affects the classroom situation. (TB)

Two-way interactive television (ITV) can broaden the variety of instructional programs available to students, ease the logistical problems of teacher inservice, provide new services to community members, and sometimes be a magnet for the collaboration of business and education. This special report, third in a series, examines the technology,…

This essay discusses useful techniques for the presentation of college courses on television, based on the author's year-long programming of television courses in American history. Suggestions include comments on program organization, effective use of visual aids, pacing the lecture, methods of on-camera relaxation, and working with the program…

Discusses advantages of offering telecourses at the college level and offers suggestions to make the courses first-rate educational offerings and first-rate learning experiences for students. (Author/JN)

Describes the Education Network of Maine, an interactive television system which uses one-way video and two-way audio to provide an interactive connection between the seven campuses of the University of Maine. Highlights ways of personalizing distance learning instruction, strategies for increasing student-teacher interaction, and the value of…

Describes the development and implementation of television courses in the Coast Community College District. Discusses telecourse operations, enrollment, and student characteristics. (MA)

This report describes two-way interactive television and its use by Minnesota's elementary and secondary schools, and discusses the potential of two-way interactive television systems for education in the next decade. While the report describes a diversity of current uses of two-way interactive television, it is argued that these applications by…

Describes cable television tutoring systems presently in use by and for students and teachers in various schools, including prepackaged and self-made educational programming. Provides information on negotiating a cable franchise and on setting up a nonprofit management access corporation. (TE)

Discusses the use of television as a teaching medium by the Open University, and identifies five basic ways in which case studies can vary. These differences are used to argue that the less experience students have in using television case studies, the greater the need for didactic, structured programs. (JEG)

Describes a freshman composition course which was broadcast twice weekly over a local cable television service. Notes that despite technical problems and complicated recordkeeping procedures, the instructors found that students improved their writing skills as much as their counterparts in traditional classes. Notes that a large number of highly…