Research and theory department a study in instructional television

NSPI Journal ◽  
1980 ◽  
Vol 19 (4) ◽  
pp. 24-29 ◽  
Author(s):  
Catherine Dube
Keyword(s):  
Instructional Television

University Instructional Television Networks

1972 ◽  
Vol 1 (1) ◽  
pp. 35-55 ◽  
Author(s):  
Charles A. Martin-Vegue ◽  
Albert J. Morris ◽  
Gene E. Tallmadge
Keyword(s):  
Instructional Television ◽  
Cost Effective ◽  
Delivery Systems ◽  
Interaction Process ◽  
University Administration ◽  
Multiple Uses ◽  
Network Costs ◽  
The Cost ◽  
The University ◽  
Educational Delivery

University ITV Networks are “educational delivery systems.” In effect, they bring the university—often several universities—to students where they work. They overcome the need and the related problems of physically transporting either or both students and faculty to each other. For such networks to be academically, technically, and financially viable all parties involved in the interaction process must be simultaneously satisfied; the faculty, the university administration, the on-campus students, the remote students, and the employers of the remote students. Almost always, it is the employer who pays network costs. Employers have paid such costs where the system has been demonstratably cost-effective. This usually requires finding multiple uses of the network in order to maximize its benefit while, at the same time, finding ways to minimize the cost.

Parents Help Educate their Children Through Instructional Television

1963 ◽  
Vol 32 (2) ◽  
pp. 175-180
Author(s):  
John L. Hayman, ◽  
James T. Johnson,
Keyword(s):  
Instructional Television

Why use instructional television?

TechTrends ◽  
1987 ◽  
Vol 32 (4) ◽  
pp. 32-33
Author(s):  
Ruby N. Bostick
Keyword(s):  
Instructional Television

Connecting K-12 Schools in Higher Education

2011 ◽  
pp. 506-511
Author(s):  
Laura A.B. Dell
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
High School Teachers ◽  
Instructional Television ◽  
Learning Technology ◽  
High Stakes ◽  
Elementary And Secondary Education ◽  
K 12 ◽  
E Mail ◽  
Innovative Techniques

Videoconferencing is the latest distance learning technology to hit K-12 (elementary and secondary) education. Distance learning in all of its forms—including correspondence courses, Internet, e-mail, radio, phone/fax, instructional television, videotape, and videoconferencing—is helping elementary and high schools across the country bring new, relevant, and expert content into classrooms. Students and teachers are able to work and learn with those who they can only connect with through technology. Distance learning allows students to participate in classes located at a far away school, connect to expert college or government researchers, and converse with others who live in a different culture than their own. High stakes government testing and increased teacher accountability are pushing elementary, middle, and high school teachers to engage students by finding new resources and using innovative techniques in the classroom.

Security Model for Educational Satellite Networks

2011 ◽  
pp. 594-601
Author(s):  
Sanjay Jasola ◽  
Ramesh C. Sharma
Keyword(s):  
Satellite Communication ◽  
Instructional Television ◽  
Geographical Area ◽  
Satellite Networks ◽  
Security Model ◽  
Video Signals ◽  
Satellite Technology ◽  
Large Geographical Area ◽  
Television Experiment ◽  
The Masses

Education has been the greatest tool for human resources development. The advances in information and communication technology has brought out a paradigm shift in the educational sector by making it more accessible, relevant, qualitative, and equitable for the masses. The use of satellite technology like INTELSAT, PEACESAT, and ATS in education has enhanced the opportunities for learners to acquire new skills (Moore & Kearsley, 1996). Both on-campus and distance mode students can be benefited by it. The satellite technology can serve a large geographical area. It allows audio and video signals uplinked from a station to be received to any number of downlink earth stations (Willis, 1995). Oliver (1994) reported that the transmission costs do not increase with the increase in the number of downlink stations. Satellite Instructional Television Experiment (SITE), one of the India’s early experiments conducted during 1975 to 1976, produced and transmitted 150 different science programs of 10 to 12 minutes duration, offering them to more than 2,330 villages in six geographical clusters. According to Shrestha (1997) and Govindaraju and Banerjee (1999), this experiment demonstrates the effectiveness of satellite communication for educational purposes.

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