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USA. Monograph on the current utilization of and possibilities for further use of cable television in the field of education - examines the uses in respect of preschool education, special education, language training, continuing education, higher education, library services, community activities, etc. Bibliography pp. 42 and 43, glossary and references.
"I'm impressed! I had little idea that cable TV could be such a valuable resource for classroom instruction at all grade levels. It deserves a place alongside the computer as an essential means for learning and communicating in our technological society." Jim Palavras, Principal, Paul P. Gates Elementary School, Acton, Massachusetts "This timely book offers educators an introduction, as well as a æhow-to' on using cable television in the classroom. Anyone with an academic interest in using cable television should read this encouraging book." Linda J. Miles, Library Media Specialist, Nottingham West Elementary School, Hudson, New Hampshire "Randi Stone has given educators a æpath to follow.' Provides a thorough yet practical approach for all us nontechnical classroom teachers." Elaine Driscoll Connolly, Teacher, Andover Public Schools, Massachusetts New Ways to Teach Using Cable Television is a unique guide that helps you unlock the riches of cable television in your classroom. Randi Stone, a 1996 Continental Cablevision National Cable Educator Award Winner, shares her experience in teaching with cable TV. Caters to techno-phobes as well as teachers already using cable who are looking for hot new ideas. Written in an easy-to-read, conversational style, this guide describes the programming offered to educators and the wealth of free support materials you can receive. Provides you with winning lesson plans, dozens of tips from award-winning teachers using cable in the classroom, and Internet connections. Use this time-saving guide to: *
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.