Data collected in a study of cable television use for in-service training by teachers in elementary schools were analyzed in terms of learning about new ideas to be used in the classroom.
The findings present a direct challenge to the traditional bias of strict reliance upon the individual as the unit of analysis in television research in general. Learning about and implementing new ideas did not emerge as simple linear effects of viewing. Rather, they proved to be processes strongly related to differences in viewing contexts (viewing alone or with others) and levels of feedback (interpersonal or technological interaction), as well as a function of communications structure within the organization (amount of talking and levels of agreement about good teaching within a school).
Get full access to this article
View all access options for this article.
References
1.
ComstockG. A.ChaffeeS.KatzmanN.McCombsM. and RobertsD., Television and Human Behavior, Columbia University Press, New York, 1978.
2.
SchrammW., Big Media Little Media, Sage Publications, Beverly Hills, California, 1977.
3.
RogersE. M., Communication of Innovations, The Free Press, New York, 1962.
4.
SchrammW., Channels and Audiences, in Handbook of Communication, de Sola PoolIthiel (eds.), Rand McNally Publishing Co., Chicago, pp. 116–140, 1973.
5.
BryanE. F., A Comparative Study in the Teaching of High School Chemistry and Physics, Oklahoma State Department of Education, Oklahoma City, Oklahoma, 1961.
6.
CorleC. C., Mathematics Teaching Behavior Changes Made by Intermediate Grade Teachers During a 15-Week Period of Instruction by Educational Television, Pennyslvania State University, University Park, Penn., 1967.
7.
McIntyreC. J., An Application of the Principles of Programmed Instruction to a Televised Course in College Economics, University of Illinois, Urbana, Illinois, 1966.
8.
RockR. T.Jr.DuvaJ. S. and MurrayJ. E., Training by Television: The Comparative Effectiveness of Instruction by Television, Television Recordings, and Conventional Classroom Procedures, Report 476-02-3, Special Devices Center, Port Washington, New York, 1953.
9.
WilliamsD. C.PaulJ. and OgilvieJ. C., Mass Media Learning and Retention, Canadian Journal of Psychology, 11, pp. 157–163, 1957.
10.
DorrA., Television as a Teacher: Interpersonal Factors Mediating Viewing and Effects, National Institute of Education, Washington, D.C., 1974.
11.
WinickM. P. and WinickC., The Television Experience, Sage Publications, Beverly Hills, California, 1979.
12.
SteuerF. B.ApplefieldJ. M. and SmithR., Televised Aggression and the Interpersonal Aggression of Preschool Children, Journal of Experimental Child Psychology, 11, pp. 442–447, 1971.
13.
ThomasS., The Role of Cognitive Study Variables in Mediating the Influence of Aggressive Television Upon Elementary School Children, ERIC Document Files No. ED 065 175, unpublished doctoral dissertation, University of California, Los Angeles, 1972.
Corder-BolzC. R. and O'BryantS., Teacher vs. Program, Journal of Communication, 28, pp. 97–103, 1978.
16.
FreidrichL. K. and SteinA. H., Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior, Child Development, 46, pp. 27–38, 1975.
17.
SingerJ. L. and SingerD. G., Fostering Imaginative Play in Preschool Children: Effects of Television Viewing and Direct Adult Modeling, paper presented at the annual meeting of the American Psychological Association, New Orleans, 1974.
18.
BallS. J. and BogatzG. A., The First Year of “Sesame Street': An Evaluation, Educational Testing Service, Princeton, New Jersey, 1970.
19.
BertramC. L.PenaD. and HinesB. W., Home-Oriented Preschool Education Program: Summative Evaluation Report, Appalachia Educational Laboratory, Charleston, 1972.
20.
SalomonG., Effects of Encouraging Israeli Mothers to Co-Observe “Sesame Street” with their Five-Year-Olds, Child Development, 48, pp. 1146–1151, 1977.
21.
BrownsteinC., Interactive Cable TV and Social Services, Journal of Communication, 2, pp. 142–147, 1978.
22.
BaldwinR. F.GreenburgB.BlockM. and StoyanoffN., Rockford, Illinois: Cognitive and Affective Outcomes, Journal of Communication, 2, pp. 180–195, 1978.
23.
ClarkeP.KlineF. G.SchumacherH. and EvansS., Rockford, Illinois: In-Service Training for Teachers, Journal of Communication, 2, pp. 195–201, 1978.
24.
LucasW. A. and SpartanburgS. C., Testing the Effectiveness of Video, Voice, and Data Feedback, Journal of Communication, 2, pp. 168–179, 1978.
