RTV Theory and Practice - Special Issue

® group reception under the leadership of a nonprofesional • a group teaching aid used by a trained teacher, 3. educational approach • conventionial teaching methods (authoritarian) ® ”active” involvement (in Yugoslavia, the spirit of of self-managemenl) • self-teaching • permanent self-teaching Educational TV in a varietv of models is the history of this new human undertaking. It is the history of painstaking endeavors to arrive at the most suitable TV’s participation in educational processes... Have analyses of these endeavors been made from which we can determine the stage we have reached in our educational programming for television? In what direction are we moving? How can we heighten the impact of television? What are the obstacles to effective educational TV. A study of the documents of UNESCO and regional meetings on educational TV will show the largest number of programs being made for classroom use and their most intensive use for anti-illiteracy drives. Мапу hours ofTV programing worldwide are dedicated to teaching the basic skills of reading and writing. Television in my country has had a large part in awakening national consciousness to the importance of eradicating illiteracy and the need for large-scale engagement to this end. Television has a large number of notable achievements in this агеа, but, unfortunately, the illiteracy rate has not decreased in the degree we have sought and has, in fact, increased. Shouldn’t we be able to find an answer in television to this growing need? Studies made of educational television programes and ailied activity reveal a pattern of causes and effects. The body of information collected over the last ten to 20 years is considerable. It has been cited in numerous publications, especially those of UNESCO. Among the foremost conclusions reached is that television can only be effective if used as an integrated part of the multi-media system. Апу real success depends on

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