Fourth in a series, the 1997 Study of School Uses of Television and Video , demonstrates the increase in complexity of technology use, with integration of television and other electronic media. The study analyzes key measures of the use of television and video for instruction in terms of availability of equipment, programming, support, and other resources. Also addressed are patterns of use in classrooms, educators' attitudes and expectations for outcomes, and the impact of computer technologies on classroom practice, especially the use of the Internet. Teachers point out the effectiveness of video in reaching students who learn visually, as well as in motivating reluctant learners and students with learning disabilities or those from at-risk populations. Most teachers view television and video programs from videotapes rather than live broadcast.
Live programming is used most commonly only for distance learning classes.
In a typical week, teachers use TV or video for 88 minutes. Public television is the largest single source of programming used in the classroom at 27 minutes per week. Most popular television program is Reading Rainbow , with nearly twice the use of the second ranking series, Magic School Bus . Contact Biography Civil War Nature Wishbone Teachers report that, despite the wealth of programming available to them, they still frequently have difficulty finding appropriate programming, i.e. the right level of complexity, length of segment, and such. Teachers at all grade levels expressed a need for programming to be used in the teaching of mathematics.