Mass media and its advantages

Mass media and its advantages, Mass media, Important functions of Mass media, Merits of school broadcasting, Limitations and shortcoming, Suggestions for effective school broadcasting programmes, History of school broadcasting, ETV, Educational television, Significance of educational television, Merits of educational television, Limitations and shortcoming of ETV, Kinds of Educational TV programmes, Kinds of Educational TV, Advantages of CCTV, Role of teacher in school TV programme, Physical facilities for effective television education, Films in education, Main advantages of motion pictures, Limitations, Press as medium of Education, Advantages of internet, Disadvantages of internet,

1. Mass Media and its
advantages
By
Dr. I. Uma Maheswari
[email protected]

2. Mass media
•Massmediadenotesasectionofthemediaspecifically
designedtoreachalargeaudience.
•Thetermwascoinedinthe1920swiththeadventof
nationwideradionetworks,mass-circulationnewspapers
andmagazines.
•Someformsofmassmediasuchasbooksandmanuscripts
hadalreadybeeninuseforcenturies.
•MassmediaincludesInternetmedia(likeblogs,message
boards,podcasts,andvideosharing)becauseindividuals
nowhaveameanstoexposurethatiscomparableinscale
tothatpreviouslyrestrictedtoaselectgroupofmassmedia
producers.

3. •Massmediaaremeansofimpersonal
communicationviamedium,imported
throughmediatedsituation.
•Themattermaybeprintedlike
newspapersoritmaytaketheformof
radio,televisionandcinema.
•Inrecentyearstechnologyhasswept
throughsocietyfromresearchlaboratories
intomanufacturingcommunications,the
spaceage,andfinallynow,intoeducation.

4. •Inearlytimes,theteacherwastheonly
mediumofcommunicationsforchildren.
•Inventionofprintingpress,ledtothe
printingofbooks.
•Thencamenewspapers.
•Nownewmassmedialikeradio,TVand
internetareincreasinglyusedin
education.
•Theyreachlargemembersandalsohelp
inimprovingthequalityofeducation.

5. Important functions of Mass media
•Theyarehelpfulin
–Reachinglargenumberofpeople.
–Spreadingofcompulsoryeducationandadult
literacy.
–Beingmadeincreasinglyindistance
education.
–Makinginstructionmoreeffectiveand
meaningful.

6. •Itdiminishestheimportanceofthe
teacher.
•Itislikelytoreplacetheclassroom
teachers.
•Theyaresupplementarymedia.
•Inradiotelecastlotofworkbywayofpre
telecast,duringtelecastandposttelecast
remainstobedonebytheteachers.

7. Merits of School Broadcasting
1.Bringingtheschoolintocontactwiththe
worldaround.
2.Helpinginthespreadofelementary
education.
3.Helpinginthepromotionofadult
education.
4.Assistinginthespreadofnon–formal
education.
5.Enrichmentofschoolprogramme.

8. 6.Furnishingup–to–datematerial.
7.Developingcriticalthinking.
8.Developingleisuretimeinterestand
appreciation.
9.Providingopportunitiesforstudent
participation.
10.Providinganalternativeapproachtothe
educationofoutofschoolchildren.
11.Impartingvocationalskills.

9. 12.Popularizingsciencewithaviewto
developingscientificoutlook.
13.Promotingemotionalandnational
integration.
14.Providinginformationaboutpopulation
education,energy conservation,
preservationofwildlife,etc.
15.Servingasatrainingcomponentfor
teachers.

10. Limitations and shortcomings
1.Radiobroadcastisaone–way
communication.Studentscannotput
questionstothebroadcaster.
2.Theeducationalvalueofradio
broadcastingdependsmerelyontheuse
ofsenseofhearing.
3.Thestudentshavelittleopportunitiesto
participateintheinstructionalactivity.
Theyarepassivelistenersformostofthe
time.

11. 4.Broadcastingtimedoesnotsuitalleducational
institutions.
5.Thenumberofreceivingsetsisnotadequate
inthecaseofseveraleducationalinstitutions.
6.Itbecomesverydifficulttointegrateschool
programmeswithradiobroadcasts.
7.Acontinuinglisteningonthepartofthe
studentsmaymaketheminattentiveand
uninterestedinthetaskofgaininglearning
experience.
8.Nopre–information,manualorguides
regardingradiobroadcastswiththeresultthat
thestudentsandteachersbothfacedifficulties
inmakingnecessarypreparationforthe
utilisationoftheseprogrammes.

12. Suggestions for effective school
broadcasting programmes
1.Itshouldnotbemerelycourselessonsbut
shouldhaveawiderhorizonofapplication
inday–to–daylife.
2.Itshouldbeplannedaccordingtotheneeds
ofthesyllabus,studentsandconcerned
teachers.
3.Teachersshouldoccasionallymeet,discuss
andplanthetypeofassistancerequiredon
massmediainstructionalfacilities.

13. 4.Theradioprogrammesshouldbe
intendedtogivesupplementary
informationtothevarioustopicsinthe
syllabus.
5.Goodplanningandadministrationis
highlyneededsoastomakethe
programmeseffectiveandworthwhile.
6.Broadcastingtimeshouldbesuitableto
schools.
7.Adequatefeedbackshouldbeprovided.

14. 8.Thereshouldbeproperfollow–upon
schoolbroadcastingprogrammes.
9.Adequatelisteningfacilitiesshouldbe
providedinschools.
10.Broadcastsshouldbemadeineasyand
simplelanguage.
11.Broadcastsshouldbemadeinapleasing
style.

15. Sixmainstagesofaradiobroadcasting
•Production
•Preparation
•listeningtotheprogramme
•Feedback
•consolidationofacquiredknowledge
•evaluation
shouldbecarefullyattendedto.

16. History of school broadcasting
•Schoolbroadcastingwasstartedinyear
1920byBritishBroadcastingCorporation
(B.B.C)forformaleducation.
•1923–therewereprogrammesin
accountingfromNewYork
•1924–programmeinarithmeticand
literaturefromOakland.
•1925–musicappreciationlessonfrom
Cleveland.

17. •InJanuary1929–Bombaystationputout
itemsofspecialinteresttoschoolchildren.
•April30,thecorporationofMadrashad
regularschoolbroadcastforhalfanhour
onallweekdays.
•In1932–Similarprogrammeswere
introducedbyCalcuttaStation.

18. Programmes for schools produced by Akashwani
Stations are for the following categories of people
1.Childrenofprimaryclasses
2.Childrenofsecondaryandhigher
secondaryclasses
3.Preparinglessonsforsecondaryand
HigherSecondary classesnear
examinationtime.
4.Teachers
5.Generalenrichmentprogrammefor
children.

19. •Broadcastscaneitherbe‘Live’or‘transcribed’
dependingonthephysicalpresenceofthe
personbroadcastingorhisrecordedspeech.
•Programmes arenormallyarrangedin
consultationwiththeheadsofvarious
institutions.
•Thereisatie–upbetweenradioand
educationalauthorities.
•Planningoftalksisundertakenwithgreatcare
andbypersonsofrepute.
•Theprogrammedispreparedtermwiseand
copiesaresuppliedtoschoolssufficientlyin
advancetoenabletheteacherstodiscussthe
subjectwiththepupils.

20. Educational Television (ETV)
•ETVorInstructionalTelevision(ITV)
•Itbecamechild’sthirdparentandafirst
teacher.
•Itisverypowerful,informative,socializing
andmobilizingforce.
•Solvesthedifficultiesandproblems
relatingtoeducation.
•Alargenumberofexperimentsin
instructionaltelevisionwereconducted.

21. •Ittelecastedaprogramme“Physicalofthe
AtomicAge”forscienceteachers.
•Modern chemistry,contemporary
mathematicsandnewbiologywerealso
telecasted.
•Atpresenttherearehundredsof
instructionaltelevisionprogrammesbeing
telecastinUSAandothercountries.

22. Significance of educational
television
•Itisthemostpotentialinstrumentin
educatingmassesandtherebynarrowing
downthegapofprogressbetweenthe
developinganddevelopedcountriesofthe
world.
•InIndiaTVcanbeanimportantcentral
mediainprovidingfunctional,formaland
non–formaleducationtothemasses.

23. •Itcanhelpinbringingaboutsocialand
culturalchangesbearingonart,music,
dramaandliterature.
•Stimulatingandthoughtprovokingviews
ofrenownedstatesmen,scientists,
educationists,artistsandteacherscanbe
sharedbyall.
•Ithelpsinenforcingthepublic
understandingofsocial,politicaland
scientificadvancementofacountry.

24. Chief Merits of Educational
Television
•Itpermitstheuseofthebestavailable
teachertoteachasubjectforalarge
numberofstudentviewers.
•Itpreservestheexertteachingskillsof
suchteachersonvideotapeorfilmforlater
use.
•Itprovidesthecommonexperiencetoall
studentswhentheyallseethesamebasic
ideasortechniquesontelevision.

25. 4.Itprovidestheteacheranopportunityto
observetheinstructionalmethodsand
ideasoftheirexpertsandtoincreasehis
ownknowledgeofteachingmethodsand
stimulatenewideas.
5.Itprovidestechnicaladvantagesnot
readilyavailableinnormalclassrooms
forillustrationordemonstration.

26. a)Itmakespossibleclose–upmagnificationof
smallobjects,components, intricate
mechanisms,diagramsetc,givingstudenta
‘front–rowseat’.
b)Itallowsinstantaneouschangeofperspection
byswitchingfromawidecameraangletoa
close–uporby“zooming”in.
c)Itpermitsrelationshipsbetweentwo
illustrationsortimelapsebetweentwostages
ofaprocessbydissolvingonepicturesinto
another.

27. 6.Itdirectsforcomparisonoftwoormore
illustrationsbysuperimposeor“split
screen”effects.
7.Itmakesquickandlastingvisualand
ruralimpressionswhichcanoftenreduce
thetimenecessarytoteachanideaor
technique.
8.Itmakesitpossibletobringlarge,newor
refinedequipment“intotheclassroom”
electronically.

28. 9.Itincorporatesusefulfilmsequences,slides,
graphicartandmakeavailableteachingaids
withinatelevisionpresentation,tailoredtomeet
theneedsofaparticularcourseorsubject.
10.Itsavestime,effortandcostofsettingup
classroomasneededwithnospecial
classroompreparation,nodarkeningofrooms
oruseofspecialventilationintheroom.
11.Itbringsinstructionalfilmsintoclassroom.

29. 12.Itprovidesmore“immediacy”thaninstructional
films.
13.Itbringslivedemonstration,video–tapeor
filmpresentationstotheclassroomatthe
instantorimmediatelyaftertheyoccur.
14.Itpermitsinclusionofup–to–date
information,modifications,newequipmentor
techniquesintotheclassroominstruction.
15.Itallowstheteachertimetoobserveindividual
studentsortoassistthemduringthetelevision
presentation,ortodeterminewhatneeds
furtherapplicationafterthepresentation.

30. Limitations and shortcoming of ETV
1.Themediumislimitedtooneway
communicationfromteachertostudents.
Studentscannotputanyquestion.
2.Thetotalcostofteachingbytelevisionis
morethannormalclassroominstruction,
unlesstelevisionisusedtoreachlarge
numberofstudentsatonetimeor
sequentiallyoveraperiodoftime.

31. 3.Televisionhasspecialandunique
techniquesandrequiresoccasionalre–
arrangementofsubjectsequence.
4.Individualdifferencesofthestudentsare
notattendedtoinaTVlesson.
5.TVlessonsmaynotsuittheschool
timings.
6.TVlessonsarenotflexible.
7.InstructionthroughTVisnotchildor
learnercentred.

32. Kinds of Educational TV
Programmes
1.TotalTVteaching.
2.TVasacomplementary(matching)basic
resource.
3.TVasasupplementary(additional)
environment.

33. Kinds of Educational TV
1.Opencircuittelevision:Itistheusualtype
oftelecastbycommercialornon–
commercialstations.
2.Closedcircuittelevision(CCTV):Itisthe
selectivetelecastwhichcanbeusedonly
byspeciallyequippedreceivers.
•Itsrangeislimitedtothelengthofthecable.
•CCTVcanbeusedtogreatadvantagein
educationalinstitutions.

34. Advantages of CCTV
•Itincreasedtherangeofinstructiontoone
ormorelocationsbeyondtheclassroom.
•Itenablesinstitutionstopresenttelevised
instructioninaccordancewiththeirspecific
needsandschedules.
•Itprovidesopportunitiesfortheexchange
ofprofessorsandcoursesbetweenone
institutionandanotherlinkedtoacircuit.

35. •InteachertraininginstitutionsCCTVwith
video–tape–recorderscanbeusedto
recordperformanceoftheteachertrainee
duringmicroteachinglessons.Video–
tapesprovidesthenecessaryfeedback.
•CCTVisusedinmanymedicalcollegesin
developedcountries.Theentireoperation
canbecoveredbyusingasingle
televisioncameraorabattery(series)of
cameraslocatedatvariouspoints.

36. Role of the teacher in school TV
Five stages
•Planning and Preparation.
•Presentation.
•Production.
•Utilization.
•Evaluation

37. 1. Teacher in the planning and
preparation of TV programmes
•Athoroughknowledgeoftherequirements
ofthestudentsofdifferentagelevel.
•Suitabilityofthematerial.
•Thesequenceandthecontentsarevery
vitalandthiscanbemetfullyonlybythe
classroomteacher.
•Wellknowledgeinthemechanicsofa
goodTVlesson

38. 2. Teacher in the production of TV
programme
•Productionisatechnicalthingbutthe
knowledgeaboutthemechanicsof
productionmustbeknowntothe
classroomteacherifheistoappreciatea
goodlesson,i.e.,tolocateitsstrongand
weakpointsandsuggestimprovement.

39. 3. Teacher in the presentation of TV
programme
•Onlytheclassroomteacherwhocandeliverthe
goods–nodoubtateacherwithinitiative,
imaginationandsubjectcompetency.
•Thepresentationinvolvesonlyaselected
numberofteacher.
•Thescopeofselectioninvolvesalltheteachers
ofthesubject.
•AgoodselectioncanbepossibleonlyfromaTV
trainedgroup.

40. 4. Utilisation of TV programme and the
teacher –pre-telecast and post-telecast
•Theteacheristhemasterofthesituation.
•NoTVlessoniscompletewithoutthe
introductionandfollow–upexerciseinthe
classroombythesubjectteacher.
•Theteacherhastoinspirethestudents,prepare
themandarousetheircuriositybeforethe
telecastofthelessonandafterwardhasto
clarifythedoubts.
•HehasalsotointegratetheTVlessonwithhis
classroomteaching.

41. 5. Teacher in the evaluation of TV
programme
•Evaluationcontributesconsiderablytothe
qualityandusefulnessofTVlessons.
•Theteachermustbefullyconversant(up
todate)andproperlytrainedtoevaluate
andassesstheTVlessonsfromallangles

42. Physical Facilities for Effective
Television Education
a)Spaceandseatingarrangement.
b)TVsets,Antennaandotheraccessories.
c)Literature.

43. a) Space and seating arrangement
•To view a TV lesson, each class should have TV set,
fitted in the classroom itself but it is not possible.
•Provision of a room, which can be converted into a TV
room.
•Hall is another alternative for large number of viewers.
–Placement of TV set and its adjustment.
–Seating arrangement
–Lighting
–Ventilation.
–Space for demonstration, pre –telecast and post –telecast
activities.

44. b) TV sets, Antenna and other
accessories
•The various factors that put operating off
are
–Defective power points and plugs.
–Defective antenna
–Misadjustment of TV controls.
–Major defect in the TV.
–Voltage fluctuations.
–Operational procedure like locked cupboards
etc.

45. c) Literature
•Theschooltelevisionprogrammesare
syllabusbasedprogrammesandtherefore
thestudentsmustknowtheconnecting
linksbetweentheirclassroomteaching
andtelevisionprogrammes.

46. Films in Education
•Afilmisamultiplemediaof
communication.
•Itpresentsfactsinarealisticway,
dramatizedhumanrelations,arouses
emotionsandtransmitsattitudes.
•Itmaybeusedforthecommunicationof
ideas,attitudesandexperiencestothe
massesofpeople.
•Itisveryeffectiveinadulteducation.

47. •Aneducationalfilmhasbeendescribedasthe
greatestteacherbecauseitteachesnotonly
throughthebrainbutthroughthewholebody.
•Ithasaverypowerfulinfluenceonthemindsof
childrenandinshapingtheirpersonality.
•Themainaimoftheeducationalfilmisto
evaluateandeducatethemaccordingtothe
patternsandprinciplessetbythesociety.
•Agoodeducationalfilmshouldhelpthestudents
todevelopasenseofcitizenship.
•Afilmonnationalintegrationcanbepreparedto
helpinculcateideasofonenessandunity.
•Avarietyoftopics–historical,biographicaland
ofcurrentinterestcanbecovered.

48. Main advantages of motion pictures
•Increasedreadinginterestsofthestudents
–Theyarestimulatedtogetmoreinformation
aboutthefacttheyhaveobservedinafilm
show
•Reallearningsituations.
–Thechildseessomethinghappeningandhis
experienceisdirect.Heisdeeplyimpressed.
•Selectedlearningsituations
–Theyhaveagreateducationvalue.

49. •Quicknessofmovement
–Theeventsinafilmshowrunveryquicklybut
withoutlosingcontinuityandessenceof
development.
•Vividness
–Everythingishappeninginsuchawayasifit
ismorethanlivingandactual.
•Motivation
–Thefilmmotivatesteaching.Thechildtakesa
greatinterest.

50. •Recreation
–The child learn through playway. He feels light
and happy after the show.
•Development of study habits.
–Educational films develop study habits as
children like to know more about the facts
they have learnt in the show.
•Illustration of all the learning situations

51. Limitations
•Educationalfilmssometimesincludeanelement
offiction(imaginarytales)inhistoricalevents.
•Recapitulationisnotpossibleonthespot
•Reallygoodeducationalfilmsarenotavailablein
ourcountry.
•Thewholeprocessisverycostly.Alltheschools
cannotaffordtohavegoodhalls,theprojectors
andotherequipmentforthepurpose.
•Itmayhavesomebadeffectoneyesight.
•Generallyteachersarenottrainedtohandlethe
projectorandorganizetheshow.
•Itneedelectricity.Manyvillageschoolshaveno
electricity.

52. Suggestions for making the
optimum use of educational films
•Thefilmmustberelevantandpurposeful.
•Theteachershouldseethatitisreally
neededinconnectionwiththestudies
whicharegoingon.
–Preliminarytalkaboutthefilm.
–Presentationofthefilm.
–Discussionandfollow–uponthefilm.
–Recapitulationandrecordingofsalient
features.

53. Press as Medium of Education
•Thepressisaninformalbutveryinfluential
agencyofeducation.
•Thepressincludesnewspapersandmagazines.
•Theycoveralmostallareasofknowledgeand
keepuswell–informed.
•Theyareveryusefulintheteachingofvarious
subjects.
•Instructionthroughnewspapersintroduces
varietyandanelementof‘play–way’.

54. •Thenewspapersareveryusefulforthe
studyoflanguages.
•Regardingsocialstudiestheylearnhow
thesocietyisdevelopingdaybyday.
•Thereismuchgeographicalandscientific
informationalsoindailypapersand
magazines.
•Forinternationalunderstandingthestudy
ofnewspapersisessential.

55. •Childrencometoknowhowtheworldis
progressing.
•Howtheeventsoccurringinonecountryaffect
alltheothercountriesoftheworld
•HowweshallhavetosufferiftheThirdworld
warbreakout.
•Intheteachingofarithmetic,thenewspapercan
furnishexampleofbuyingandsellingratesof
differentcommodities.
•Informationconcerningbanks,intereston
savingsaccounts,depositsisalsoveryhelpfulin
theteachingofeconomicsandcommerce.

56. Internet
Advantages
•Itreachespeopleattheirconvenience.
•Itcanprovideagreatamountofcompany,product
andserviceinformation.
•Itisaninexpensivewaytoreachandinteractwith
potentialcustomers.
Disadvantages
•Noteverybodyhasaccesstotheweb.
•Promotingon-lineisdifficult.Howdotheyfindyou?
•Yourwebsitemaybecome“lostinspace”.Your
messagecanbelostinthevastamountofspamand
won’tberead.