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Significance Of Educational TV

Updated: March 31, 2012 1:27 pm

Television today occupies the central place in every family and television programmes are talked about in every social gathering. Television, therefore, is the most wonderful and most powerful medium available today and can effectively be used for the purpose of education and information. In rural India, where eighty per cent of the population lives, good teachers, good libraries, laboratories and other basic requirements for schools and colleges are hard to imagine. Against this backdrop, the educational television assumes importance in India.

Television, owing to its versatile characteristics, could have been effectively utilised for the purpose of taking quality education to the doorsteps of students across the country. But that has not happened despite the tremendous growth registered by television. This is what necessitated the need for a serious study of educational television in India. The aim of the book, therefore, is to analyse the present scenario of educational television in India, its growth and contribution to higher education. The book is also aimed at measuring the potential and listing the implication of using television, together with the new communication technologies, for higher education. The idea is also to take the advantage of the digital revolution and the convergence of information and communication technologies, to prepare a new paradigm of educational television in India.

The 252-page book is divided into seven chapters. The first chapter presents a detailed account of history and growth of television as a medium in general and educational television in particular. It provides a global perspective and discusses in detail the educational television in India. Chapter two examines the extensive research at national and international levels regarding television in general and use of television for education in particular. It provides a detailed account of the research conducted on use of television for higher education particularly on University Grants Commission’s (UGC) Countrywide Classroom on Doordarshan.

The next chapter presents a detailed profile of University Grants Commission’s Countrywide Classroom project. The chapter also analyses the establishment, growth, role and functioning of Consortium for Educational Communication (CEC) and their experience and significance of using television and new technologies for higher education in India. Chapter four elaborates the perceptions of people about television as a medium of education and the potential of television for education in India. The chapter is based on in-depth interviews with academics and broadcasters and makes various suggestions about how television and new technologies, along with the teacher, can make teaching and learning an enriching experience for students at large. Chapter five highlights a new paradigm for educational television. It explains in detail how a multi-pronged strategy, using educational television, new communication technologies and virtual classroom operations, can help make quality education available to all across the country.

Further, the book provides a detailed account of the television and educational television in the Valley of Kashmir. The chapter presents the present scenario of using television for education in the valley. Chapter seven is the synthesis of the entire study. It concludes the discussion, summarises the conclusions and makes recommendations for effective use of TV and new communication technology for higher education. This book presents a new paradigm of educational television in India. The new paradigm shall help in making the quality education available to all irrespective of their geographical locations.

By Ashok Kumar

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