Cable in the Classroom
In what ways do educators use cable television to help children learn, and what evidence is there to support or not support this practice? With the advancement of society, it seems only natural that teaching styles would evolve too. Technology has advanced tremendously over the last ten years, and it would only make sense that teaching styles do the same. Cable in the Classroom (CIC) is a natural extension of the cable industry's ongoing effort to help educators keep pace with today's rapidly changing world. One way to advance is to use cable television in classrooms. The type of cable being discussed isn't the kind that shows boxing matches or soap operas. This type of cable is specially edited for content and closely regulated by a group of specially appointed teachers and the government. It is commercial free, and non-profit. Several reasons exist regarding whether or not cable in classrooms is even needed. Is it cost effective? Who will train the teachers to use the equipment? Who will decide what goes on the air and what does not? How will this benefit our children's ability to learn? These are questions that the school board must decide and vote on before any answers can be given.
George. P., (1997-98) Cable in the Classroom Comes Home. Cable in the Classroom and A first year composition course was broadcast twice each week over a local cable television service. Despite technical difficulties the instructors found that students who watched the broadcasts improved their writing skills as much as their counterparts in traditional classes (9. Baca, Palmer, 69). A Spanish teacher interacted with 3,959 elementary students at nine different sites through the use of studio and classroom cameras and televisions. The instructional television programming was interactive. It allowed the children to feel like they were part of the program. There was even a Spanish brainteaser for the children to phone in and try to answer (9. Baca, Palmer, 69). Students were very excited about learning, and couldn't wait until the next show was going to be on. About fifty percent of the class was counting to ten after the first lesson (9. Baca, Palmer, 93) Disney has shown thousands of students the secrets of animation through television. Students can lear! sion (ITV) generating 6.1 Percent, and commercial syndicates providing 4.4 percent. Miscellaneous productions make up for the remaining 5.2 percent. These figures vary from region to region, but all regions run along the same format. Educators need to be trained so that they know the proper times to use the cable resource for assistance in their daily activities. Government funded workshops are held twice a year in every state. The workshops show teachers how to handle the equipment, gain understanding about the programming, and allow them to gain experience with the cable television format. In January 1999, CIC was able to expand its mobile training through a generous grant from cable operator Media One (Vernon, 1988). Through the grant, CIC is able to deploy and staff three C.O.O.L. (Community Outreach and Online Learning) Buses in different regions. So far, the buses have served Florida, Southern California, the Mid-Atlantic States, the Atlanta area, and the Twin cities (MN) region. Each C.O.O.L. Bus provides ten to twelve workshops per week for teachers, parents, business leaders, and the general public. CIC will allow teachers to build their own video library with rel
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Approximate Word count = 1525
Approximate Pages = 6 (250 words per page double spaced)
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