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Hove, Arthur (ed.) / Wisconsin alumnus
Volume 64, Number 6 (March 1963)

Television in the classroom and points beyond,   pp. 19-21


Page 20


each of the selected areas, the local
institutions of higher education sta-
tions will be able to receive and re-
cord on television tape various tele-
courses emanating from the campus.
This would be accomplished during
the period from midnight to 8 a.m.,
and would allow the local college or
center to utilize whatever portion of
the schedule transmitted they de-
sired for instruction during the fol-
lowing day.
  Under the plan, daytime broad-
cast hours would be devoted to in-
school programs, while evening
hours would be free for programs
relating to general adult education,
teacher in-service education, and
programs of a general cultural na-
ture.
  Because television   tape is ex-
tremely versatile, tapes could be
erased and used again for an indef-
inite period, or a particularly valu-
able program could be recorded and
filed for repeated use.
  Besides facilities in Wisconsin, the
state television network could make
arrangements with states bordering
Wisconsin to improve its program-
ming potential. The equipment for
links with   Michigan, Minnesota,
Iowa, and Illinois already exist, and
it would be a simple matter to work
out practical arrangements to make
the system a reality. Also, the re-
sources available for such a project
include  the facilities of: public
school systems, libraries, museums,
private schools and colleges, the Uni-
versity, and other state agencies.
  Under the plan outlined to the
Coordinating Committee, the pro-
posed television program will pro-
vide: elementary and secondary ed-
ucation service to all areas of the
state; service pertaining to post-high-
school education, in-service train-
ing, vocational and technical train-
ing, and adult education; opportun-
ities for general education and cul-
tural enrichment for the citizens of
the state; and closed-circuit televi-
sion conference possibilities between
and among schools in the state.
ACCORDING to Dreyfus, televi-
A   sion is one of the most effective
tools in modem education. To those
people who have some doubts about
the impersonality of the medium, he
points out that "Television is not im-
personal-it's a very intimate med-
ium. Our youngsters have become
adjusted to television. In a sense,
they've grown up with it.
  "'As an instructional tool, television
can serve an invaluable function.
For example, it can take a spe-
cialist-one of our noted professors-
anywhere in the state. And, with
television, everyone has a front row
center seat. This fact is especially
helpful in science courses where
demonstrations form a key part of
the instruction."
  What about the quality of televi-
sion teaching? "I think it's superior
in every way. Look at it this way-a
teacher isn't going to appear before
a television camera with only a
vague idea of what he's going to
cover in a given class period. It's
the other way around. When 'the
teacher realizes he is going to pre-
sent a subject over television, he
makes an extra effort to see that he
is prepared, to see that his material
is thoughtfully organized. The re-
sult is a high level of instruction that
can be shared by countless students.
   "This is significant if we look at
the University's enrollment projec-
tions for the coming years. If we
expect to double our enrollment by
1970, we must be prepared to offer
,the most effective Iinstruction pos-
sible tol a greater number 6f students.
Television will allow us to jrprovide
this service."
   Dreyfus also points out that tele-
 vision as an instructional tool is not
 limited to the classroom. "It's provid-
 ing us with new techniques for re-
 search. It aids the teacher in devel-
 oping new instructional techniques
 and, by the same token, we can
 teach the individual student how to
 improve his viewing habits, in much
 the same way we now teach him how
 to improve his reading. In. a more
 esoteric vein, psychologists, through
 the use of television techniques, are
 studying such things as the signifi-
 cance of delayed motion reactions."
   One of Prof. Dreyfus' main con-
 cerns in strengthening the television
Teaching via television is becoming an increasingly effective classroom tool.
Wisconsin Alumnus
20


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