something " from " these communications. The instructional processes inherent in the“ from” approach to using media and technology in schools can be reduced to a series of simple steps:
1) exposing students to messages encoded in media and delivered by technology, 2) assuming that students perceive and encode these messages, 3) requiring a response to indicate that messages have been received, and 4) providing feedback as to the adequacy of the response.
Television and the computer are the two primary technologies used in the“ from” approach. The findings concerning the impact of television in education can be summed up as:
• There is no conclusive evidence that television stultifies the mind.
• There is no consistent evidence that television increases either hyperactivity or passivity in children.
• There is insufficient evidence that television viewing displaces academic activities such as reading or homework and thereby has a negative impact on school achievement. The relationship between the amount of time spent viewing television and achievement test scores is curvilinear with achievement rising with 1-2 hours of television per day, but falling with longer viewing periods.
• The preponderance of the research evidence indicates that viewing violence on television is moderately correlated with aggression in children and adolescents.
• Forty years of research show positive effects on learning from television programs that are explicitly produced and used for instructional purposes.
• Most studies show that there are no significant differences in effectiveness between live teacher presentations and videos of teacher presentations.
• Television is not widely in classrooms because teachers experience difficulty in previewing videos, obtaining equipment, incorporating programs into the curriculum, and linking television programming to assessment activities.
The findings concerning the impact of computer-based instruction( CBI) in education can be summed up as:
• Computers as tutors have positive effects on learning as measured by standardized achievement tests, are more motivating for students, are accepted by more teachers than other technologies, and are widely supported by administrators, parents, politicians, and the public in general.
• Students are able to complete a given set of educational objectives in less time with CBI than needed in more traditional approaches.
• Limited research and evaluation studies indicate that integrated learning systems( ILS) are effective forms of CBI which are quite likely to play an even larger role in classrooms in the foreseeable future.
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