| Abstrakt: |
The article discusses educational television, the educational system and the social sciences in the context of Great Britain. The article attempts to show the extent to which what television does and how it is received depends on the nature of the educational system in which it operates, to stress the need for sustained research in this field and that of considering instructional television not in isolation but as part of a systems approach in which the learner, not television, occupies the center of the stage. The author analyses a ten year follow-up study of young adolescents who were first interviewed while in their third forms in secondary modern or grammar schools and then again as adults in their early twenties. Instruction by television on a given topic is seen as part of a flexible system of instruction where the particular characteristics of each part is used to fulfil the special function for which it is most suited in the particular context, within the limits of the sum total of money available. It follows that an essential prerequisite is a detailed knowledge of the characteristics of the three elements, school climate, teacher and pupil, so that flexibility can be built into the system to accommodate the differences among them. |
