> However, I do think television is important for education, > has been since its inception but the changes were > exponential. The world is different now.
It's interesting (to me) seeing this today, as just this morning on the way to work I stopped by a photocopy store to make some copies of math papers from a few journals I had checked out and looked through this weekend, and one of the papers I made a copy of was the following:
Martin F. Fritz and John A. Greenlee, "Training TV teachers", Proceedings of the Iowa Academy of Science 60 (1953), 510-513.
Volume 60 contains the proceedings of the 65th meeting of the Iowa Academy of Science, held at Cornell College (Mt. Vernon, Iowa), on 17-18 April 1953.
Of course, this is not a math paper. It just looked like something useful to file away with my chronologically ordered "cultural items" I have in some loose leaf notebooks, which I use to get a better perspective of the various eras involved in some of my historical-math pursuits. (On the extreme off-chance that someone one day might come across this post and wonder what I was mainly after in this journal, it was some research reports by Henry P. Thielman, Buchanan Cargal, Newton B. Smith, and perhaps some others, that relate to work done by Henry Blumberg.)
Below are some excerpts from the paper that I offer for math-teach reader amusement.
- -------- from bottom p. 510 to top p. 511 ----------
It needs to be emphasized that knowledge of materials to be taught remains important and there is not the slightest evidence that television in any way reduces the need for mastery of a subject-matter field. In fact, TV places a premium upon mastery of information because there must be less verbal fumbling or trial-and-error explanation than would be tolerated in a classroom.
It is now clear that a memorized script is not necessary. A subject-matter specialist with teaching "know how" can talk informally with great effectiveness. The very fact of informality enables the viewer to empathize with the speaker and serves to increase the feeling of immediacy.
Rate of speaking should be deliberate and unlike radio it is not necessary to keep up a continuous stream of "chatter". When demonstrations are being presented, it is possible to have long periods of silence and still maintain a high degree of effectiveness.
- --------------- from middle of p. 512 ---------------
One justifiable criticism frequently made of television is that much of the material could just as well be transmitted by the more economical medium of radio. The rule for television is: maximize the visual!
New TV teachers should always be instructed to hold the end of a pointer (or pencil when it is used) against a chart, blackboard, or object. Unless this is done there will be a distracting waver. Also, the pointer must be held on a particular spot much longer than is ordinarily realized.