Educational
Television
The word television was first used for
the very earliest versions of the TV, around 1900. The word comes from the
Greek root tele, "far off," and the Latin visio, "sight.”
As
Wayne Coy says. "TV is the electronic blackboard of the future"
From 1958, there
were more than 50 channels of TV including educational programs.
Educational Television (ETV) is a system that presents learning content in various subjects produced by an agency. It is a means of providing direct instruction (formal) as well as continuing education (non- formal). It has the capacity to bring the world into a classroom and a classroom into a home.
Characteristics
of ETV
● Educational
Television combines both sensory and auditory experiences
● It
is an extension of the radio broadcasting
● It
was uniformity of communications
● It
is a versatile education vehicle
● It
is stimulates and reinforces ideas
● It
provides live broadcasts of ‘on the spot’ events.
● It
provides a powerful visual medium.
● It
is a means for leisure time activities.
Advantages
of Educational Television:
(1) Television
experience, which is a combination of sound and picture received
instantaneously on the TV screen, it comes closer than any other contrived
experience to that of real it)’.
(2) Television
makes it possible for the talents of the best teachers to be put at the
disposal of all schools.
(3) Television can
employ all other audio and visual aids and combine their effectiveness in the
air medium. Pictures, charts, films, micro slides, graphs, boards, overhead
projector can all be employed in the technique of teaching by TV.
(4) Educational
authorities can produce TV lessons made to their own requirements for specific
local needs.
(5) The TV teacher
is more real because of his frequent visual appearance in the classroom.
In
the classroom TV can be advantageously used to:
(1) Broaden and
enrich the classroom learning experiences of the students
(2) Create genuine
interest in the topic or the subject that is being taught.
(3) Evaluate the
quality of classroom teaching process.
(4) To provide a
wide variety of experiences, those are quite different from the routine
classroom-instruction.
(5) Stimulate less
passive slow learners by developing a more critical approach in them.
(6) Provides
opportunity to learn, to create productions that can improve students ability
to communicate.
Limitations
of Educational Television:
(1) Because of no
individual contact no further action is possible other than viewing and
listening. This can be overcome by organizing a kind of group discussion
between instructors and learners soon after the programme.
(2) The learners
may engage in day dreaming, during the programme, this can be overcome by
cautioning the students in advance that a follow-up discussion will be held
after the programme.
(3) There is
absence of learner participation during the programme. It is a one way
communication.
(4) The programme
cannot be adapted to individual learners. It can only be adapted to particular
group if their needs are identified and defined earlier.
(5) There is
dissimilarity in the intellectual background of the learners and the TV
programme does not cater to it. This can be overcome by instructors giving
additional background information before the programme enabling everybody to
follow it.
(6) The lesson
timings are inflexible and sometimes inconvenient.
(7) The class
teacher has no control over the pace of development of a TV lesson.
(8) It is
difficult to take account of variation in attainment and ability within an age
group.
(9) Interruptions
and distractions at the receiving end can seriously impair the effectiveness of
a lesson.
(10) The
effectiveness of any transmitted aid is limited to the range of the
transmitter.
(11) Teachers may
consider Television’s all absorbing quality in some way restrictive, in that
pupils participation is discouraged although not prevented entirely.
Television
programmes may be made on:
(1) Teaching
demonstrations
(2) Recordings of
student’s performance
(3) Recordings of
teacher’s performance
(4) Micro teaching
in teacher’s performance
(5) Image
magnification for demonstrations
(6) Records of
field trips
(7) Career
counselling programmes
(8) Critical
community problems
(9) Technical
training taps
(10) Guest
speakers files
Satellite Instructional Television
Experiment (SITE):
The SITE was first started in the
country in August 1975, for a period of one year. Under this experiment, two
types of programmes were telecast to 24000 villages, in six states, namely
Andhra Pradesh, Bihar, Karnataka, Madhya Pradesh, Orissa and Rajasthan. Types
of
programme
experimented were:
a. Educational
programmes in the area of agriculture and other related subjects. It also
organised some evening programmes related to community living, such as health,
family planning and social
education etc.
b. Programme for
rural primary school children of the age group of 5
to 12, in
different languages like Hindi, Kannada, Oriya and Telugu
on each school day
c. Post Site
Project: This project was mainly related to the subjects
pertaining to the
earth and their other related programmes. It was first started in Jaipur, in
March, 1977.
The earth stations at Delhi and
Ahmedabad telecasted four hours programmes every day. Programmes are classified
into two: Educational Television (ETV) and Instructional Television
(ITV).Educational television programmes designed for school children. Such
programmes focused on education. Broadcasted 1.5 hours programme on working
days at school hours. Students are exposed to these programmes as part of the
school activity. During holidays, the time is used for teacher empowerment.
Varieties of content developed to train teachers through the facilities
provided by the project. Almost 10000 primary school teachers became part of
the training programmes.
The purposes of
this project were to:
(a) Educate the
rural masses about the use of improved scientific methods for farming.
(b) Give them
knowledge of health and hygiene.
(c) Develop among
masses the sense of national and emotional integration, and
(d) Bring
awareness of the importance of education and healthy environment, among the
rural children.
CCTV
CCTV means close circuit television.
The main purpose of CCTV is to make surveillance of what goes on in the
classroom, opera, examination hall, and conferences. Closed-Circuit Television
(CCTV), also known as video
surveillance, is
the use of video cameras to transmit a signal to a specific place, on a limited
set of monitors. It differs from broadcast television in that the signal is not
openly transmitted, though it may employ point to point, point to multipoint,
or mesh wireless links. Though almost all video cameras fit this definition,
the term is most often surveillance in areas that may need monitoring.
CCTV can serve multiple purposes when
utilized by the educational sector. First and foremost, CCTV can provide
security services for educational buildings, guarding the technology and
premises from outsiders who have intentions to harm the children, steal costly
technology or vandalize school property. CCTV can also protect from threats
inside the school, such as proving or disproving accusations of sexual abuse,
bullying from other children, or theft from teachers or staff. More recently,
CCTV has been put to work as a direct educational tool, being used as a vessel
to funnel distance learning to remote areas or to non-traditional learners.
Types of CCTV cameras
1.
Dome Camera
Dome Cameras are the most commonly used
for indoor security
and surveillance
applications. The "dome" shape makes it difficult to tell the
direction that these cameras are facing. The popularity of these cameras is
driven by three major reasons, namely:
Easy installation
- Most Dome Cameras require only two or more screws to install. In addition,
they can easily be mounted on both horizontal and vertical surfaces such as
walls and ceilings.
Vandal-proof
feature: The dome-shaped, hardened plastic the casing that covers the camera
protects it from vandalism.
Infrared
Capability: Some of the Dome Cameras come fitted with IR illuminators, which
enable the cameras to capture video images in low lighting conditions.
2.
Bullet Camera
Bullet Cameras
have a long, cylindrical, and tapered shape, similar to that of a "rifle
bullet”. These cameras are ideal for outdoor use, particularly in applications
that require long distance viewing. Bullet Cameras are usually installed inside
protective casings, which protect against dust, dirt, rain, hail and other
harmful elements. A mounting bracket enables the camera to be pointed in the
desired direction. The cameras come fitted with either fixed or varifocal
lenses.
3.
C-mount camera
C-mount cameras come with detachable
lenses, and thus allow users can change the lens to fit different applications.
For instance, the standard CCTV camera lenses can only cover distances of
between 35 and 40ft. With C-mount cameras, it is possible to use special
lenses, which can cover distances beyond the 40ft.
4.
Day/Night Camera
The day/night CCTV cameras have the distinct
advantage of being capable of operating in both normal and poorly-lit
environments. These cameras do not require inbuilt Infrared illuminators
because they come with an extra sensitive imaging chip that can capture clear
video images in the dark. Hence, the cameras are ideal for outdoor surveillance
applications, where IR cameras cannot function optimally.
Countrywide
Classroom
For over two decades University Grants
Commission (UGC) of India has been using television for higher education.
Initially specially designed educational television programmes, imported from
abroad or locally produced at the media centres established by the UGC in
various universities across the country, were telecast on Doordarshan, the
largest public television network in the country, in what was called UGC
Countrywide Classroom. Today these programmes are also telecast on DD Bharti,
and VYAS - the higher educational channel of UGC.
DD Bharati
The UGC has also established Satellite
Interactive Terminals (SIT) across the country for Virtual Classroom
Operations. This helps students, scholars and teachers share information and
knowledge. The UGC has also launched a highly ambitious project of e-Content
development on the three year undergraduate syllabi that shall remain available
to the students through the internet.
Taking advantage of the Indian experience
from "Satellite Interactive Television Experiment" (SITE) and
Doordarshan's growing demand for television software, University Grants
Commission (UGC), the apex body of higher education in India, decided to
exploit the potential of television for the cause of higher education and
launched "UGC Countrywide Classroom" on Doordarshan National GYAN
DARSHAN
Countrywide Classroom Initially, from
August1984 to February 1985, the programmes were telecast on national network
of DD1, six days a week between 12:45 hours to 13:45 hours. From February 1985
the telecast was repeated from 16:00 to 17:00. The repeat telecast was made to
enable the students to watch programmes as per their convenience after they
return from the colleges. The timings since then have been changed back and
forth by DD1, obviously to accommodate other commercially viable programmes,
sports coverage and political coverage programmes and today, in 2008, the UGC
programmes are telecast on DD1 between 05:30 hours to 06:00 hours seven days a
week.
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