Wednesday, October 16, 2019

The importance of radio and television in education

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Radio and TV sets are to be found in virtually all the homes of the developed countries. In domocracies a large measure of political freedom is allowed, so that programmes are usually independent, balanced, and not necessarily pro-government. In terms of general education, therefore, radio and television rank alongside books as valuable tools. A general education must incorporate a good knownledge of the world we live in. In serious broadcasting, programmes are planned to cover a wide range of topics from wild life to medical matters to space exploration, plus a host of others.


Many countries provide programmes specifically aimed at schools, for examination purposes, and at senior students who wish to obtain external qualifications. For example, Britain has an Open University which offer a wide range of subjects up to degree level for home study, with text books supplied on demand.


Schools broadcasts have long been established. These are designed to supplement the work of the class teacher and nowadays most modern schools provide all classes with radio and TV. The importance of these broadcasts lies in the use to which they are put. The over-use of TV and radio may well lead to mental laziness on the part of both teacher and student. A radio or TV broadcast should never be a soft option. Notes should be taken and work set on the subject-matter. Properly used, broadcasting is a useful visual and aural aid, but it is no substitute for traditional methods. Attractive programmes on the agricultural, industry, social traditions, wild life and general topography of a foreign country undoubtedly stimulate class in history and geography. These subjects can admittedly be made boring and laborious, but they do demand factual, sometimes statistical knowledge for examination purposes. Perhaps the students who gain most from broadcasting are those of average, or average-minus intelligence.


The acid test is the question, has broadcasting really raised class standards? In some countries the answer is yes. Yet in other countries, such as Britain, the period of its use has coincided with a general decline in standards of marking, so that actual result may not appear to have dropped too alarmingly. This cannot be blamed on broadcasting, but broadcasting in Britain happens to be part of a system use in the public sector which is anathema to the older generatoin. In the old days, pupils had no visual aids apart from the blackboard and chalk. Facts and figures were learnt by heart. This was often tedious, but at least that generation was literate and numerate, which is more than can be said for many British school-leavers to day.


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Zora Neale

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