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The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the COVID-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many COVID-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the 'Keep Kenya Learning' initiative, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.

This study was conducted to find out the effects of Online Distance Learning in the Development of Macro Skills Communication. The study sought to answer the following questions: (1) "What is the status of Online Distance Learning in terms of: (1.1) Printed Modules; (1.2) Online Classes; and (1.3) DepEd TV"; (2) "What is the level of Macro Skills Communication of the respondents in terms of: (2.1) Reading Skills; (2.2) Listening Skills; (2.3) Speaking Skills; (2.4) Writing Skills; and (2.5) Viewing Skills"; (3) "Is the Online Distance Learning have significant effect to the Macro Skills Communication of the Learners?" In this study the researcher used a Descriptive Method to gather specific answers and her main tool in data gathering was a checklist questionnaire. A questionnaire via google form was used to gather data in the said study. Based on the gathered, different findings are hereby presented: The status of online distance learning in terms of printed modules, the weighted mean 4.18 and a standard deviation of 0.75 revealed that the status of online distance learning in terms of printed modules was interpreted as "Beneficial". The status of online distance learning in terms of online classes, the weighted mean 3.85 and a standard deviation of 0.86 revealed that the status of online distance learning in terms of online classes was interpreted as "Beneficial". The status of online distance learning in terms of DepEd TV, the weighted mean 3.94 and a standard deviation of 0.83 revealed that the status of online distance learning in terms of DepEd TV was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of reading skills, the weighted mean 4.19 and a standard deviation of 0.68 revealed that the level of macro skills communication of the respondents in terms of reading skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of listening skills, the weighted mean 4.09 and a standard deviation of 0.76 revealed that the level of macro skills communication of the respondents in terms of listening skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of speaking skills, the weighted mean 4.15 and a standard deviation of 0.74 revealed that the level of macro skills communication of the respondents in terms of speaking skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of writing skills, the weighted mean 4.18 and a standard deviation of 0.67 revealed that the level of macro skills communication of the respondents in terms of writing skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of viewing skills, the weighted mean 4.15 and a standard deviation of 0.64 revealed that the level of macro skills communication of the respondents in terms of viewing skills was interpreted as "Beneficial". Weighted mean, standard deviation, and F-test/Anova were used to accept or reject negative inference based on the results above, we can now conclude that online distance learning has no significant effect to the macro skills communication of the learner, therefore, the null hypothesis stating, "There is no significant effect on the Online Distance Learning in the Development of Macro Skills Communication." Was accepted.

The Reading Writing Hotline was originally conceived as phone support for viewers of an educational TV series. Celebrating it's 30th anniversary next year, it has evolved to become a national referral service for learners, as well as an information and advisory service for industry and community. It recorded a significant increase in call numbers and complexity during the pandemic. Because of its unique connections with learners and program providers, the Hotline's case studies and statistics are a valuable resource for governments and policymakers. The Hotline is trialing several pilot projects to address gaps in adult literacy provision.

This article provides an example of how a television station and a teacher education program located at the University of Central Missouri partnered to provide on-air lessons for kindergarten through fifth grade lessons to respond to the academic need due to the school shutdowns in spring 2020 because of COVID-19. The article highlights how three teacher candidates who were completing their student teaching semester were invited by the curriculum director of KMOS Summer Classroom to plan lessons to teach on-air. The curriculum director of KMOS Summer discusses the process of selecting the candidates and planning the lessons. The KMOS Summer Classroom perceptions of this project prepared them for their first year of teaching. Successes of KMOS Summer Classroom are highlighted along with next steps for implementation of KMOS Summer Classroom 2.0. This article aims to shares an experience other teacher preparation programs can consider when reaching their surrounding communities during a crisis or pandemic.

The aim of the study is to evaluate the National Education Council [NEC] decisions made from 1939 to 2021 in line with the components of inclusive education. In this context, the NEC decisions were examined in line with the themes of access, support, and participation, which are the components of inclusive education. In this study, document analysis was used and thematic analysis was performed. Access, support, and participation were determined as themes in this study. When the findings related to the access sub-theme are examined, it is seen that the decisions about equality of opportunity, special edification, rural-urban differences, disabled children, and technological support stand out. There are more decisions related the teacher education in the support sub-theme, and more decisions related the learning process in the participation sub-theme. According to the findings obtained from the study, it is seen that there are more decisions regarding inclusive education, especially since the 9th NEC. The highest number of decisions were taken at the 20th NEC. Considering that the NEC is an important meeting where decisions on education policies are taken for Turkey, it is recommended to increase systematic efforts to achieve the goals of inclusive education.

In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-toface education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1st weeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems.

This article discusses the legacy of Fred Rogers, and bridges the connections of his work in early childhood development to the needs of older students. The author draws upon her own experiences as a child watching "Mister Roger's Neighborhood," and as a teacher who has tried to incorporate several of his ideas into her own high school English classroom. She argues that especially in this time of uncertainty, change, and political unrest, and when facing students after a long absence in a pandemic, teachers need to be equipped to meet their students' social-emotional needs before their academic needs. The article offers specific suggestions and insights from Fred Rogers and scholars on social-emotional learning to help teachers and students cope with the challenges they face today.

This study was conducted to reveal how parents perceive the distance education process during the COVID-19 pandemic. The study group consists of 15 participants in Lüleburgaz district of Kirklareli province. The case study design, one of the qualitative research methods, was used in the study and data were collected online with a semi-structured interview form. Demographic characteristics, problems experienced by parents in distance education during the COVID-19 pandemic, positive and negative experiences, and opinions were interrogated via "Google Forms". The descriptive analysis and content analysis methods were preferred to analyse data. The results showed that parents attributed the inability to learn efficiently during the COVID-19 process to the inefficacy of online education, distraction, anxiety, environment, and noise. Trainings can be given to parents so that they can help their children efficiently in the distance education process. It is recommended that internet infrastructure be strengthened to deal with connection problems.

This study aims to examine the opinions of classroom teachers about the remedial education of students who were out of education process during the covid-19 pandemics. The holistic single case pattern was adopted in the study. Personal information form and semi-structured interview form were used as the tools for data collection. The work group of this study consists of 11 teachers assigned as classroom teachers. Descriptive and content analysis techniques were applied for the analysis of the data, and the data were analysed and examined in the MAXQDA program. When the results obtained from the study are examined, teachers stated that the attendance rates for the classes were low and that there were students who could not attend the lesson constantly and frequently in the distance education process. In order to increase attendance to class, teachers stated that they used methods such as utilization of the zoom application, making efforts for the provision of donations of the PCs and tablets, and ensuring communication and giving homework assignments via whatsapp. Regarding students who cannot attend the class, problems such as lack of technological equipment, low level of motivation, parents going to work at the same time period, financial difficulties, family problems and irresponsibility of parents were stated besides the literacy problems for the foreign students. Regarding the practices applied, teachers stated that they carried out practices such as sending videos, sharing homework on WhatsApp, trying to provide motivation, making family visits, informing parents about the condition, providing private lessons for free, and offering gifts. Regarding the remedial education, the teachers presented solutions such as repetition of the course, conducting study sessions, offering copies of the texts, face-to-face education and offering rewards, etc. Regarding the possible suggestions, they state that there is a need to strengthen the technological infrastructure, to provide teachers training on web 2 tools, on the effective use of EBA, to develop cooperation with the parents/families, and to take the views of the students and the school administration regarding the pandemic process.

In the history of distance learning in Italy a crucial time is represented by the pre-history. After the mail-based learning an excursus relative to the second phase of distance learning in Italy corresponds to the development of radio and television and their pedagogical use to defeat the invasive illiteracy. Radio rurale, the first experiment of distance learning promoted by fascism (1920), "Non è mai troppo tardi" (1960), the first Tv program for adult learning and the birth of Raitre (1979), the first mainstream cultural channel with the "Dipartimento Scuola Educazione," are a milestone that prepares the ground for the birth of the actual e-learning. Afterwards, the transition from Tv-based distance learning to e-learning is embodied by consortium Uninettuno (1990), the first televisual and telematic University in Europe. Even nowadays the radio and tv distance learning experience with its cultural heritage represents a model for the modern e-learning and could be a key for its future evolution.

All schools in Turkey have quickly entered into the process of distance education because of the COVID-19 outbreak. In this process, mathematics teachers have become an associate of this process to teach math lessons at a distance. The subject of the current study is the experiences of teachers in this process of distance teaching of math, which is a compulsory subject in all secondary schools. The participants of the current study designed as a narrative study are 15 math teachers experienced on the subject. As a result of the study, a total of five super-themes emerged. The first super-theme includes codes related to the general structure of the math course. The second super-theme is theme of hardware and Web 2.0 tools. This sub-theme includes codes related to their experiences of EBA TV, EBA Internet and other alternative tools of distance education. The third sub-theme is the Socio Cultural super theme. This theme is consisted of sub-codes including political issues, state of the student, state of the parent and socio-economic situations. The fourth subtheme includes the codes related to psychological states arising from the extraordinary situation emerging in the pandemic (period of pandemic, cyber bullying, emotional links). The fifth sub-theme is related to the readiness of teachers.

The qualitative study was carried out under Thimphu Thromde, Bhutan, to assess the use of Google class and Television lessons during the emergence of COVID-19 in the 2020 academic year. The study used Google class & Television lesson observations to gain the first-hand experience and face-to-face interviews with students, parents, and teachers to get in-depth views. The Google class and television lesson observation and interview data were analyzed using emerging themes. The findings revealed that Google class and Television lessons played an essential role in making up lessons lost during schools' closure. However, the study further revealed some pertinent issues related to the Google class and Television lessons, including students resorting to copying assignments and homework directly from friends or copying directly from textbooks and the internet. Students were overburden by the heavy load of assignments assigned by different subject teachers, among many others. More preparedness and training for teachers in ICT based pedagogy was required. The study might draw policy attention to consider the problem and challenges before implementing Google class and Television lessons shortly to avoid pitfalls. The study was limited to the Thimphu Thromde, Bhutan, using a small sample size of students, parents, and teachers. A future mixed-method research approach uses surveys with students, parents, and teachers; focus group discussions with students, parents, and teachers; and policymakers' interviews are recommended.

The aim of this research is to reveal the problems faced by teachers in the education period during COVID-19 pandemic and to discuss their opinions regarding the process. As one of the qualitative research methods, the phenomenology pattern was used in the research. The study group consists of 80 teachers selected by using purposeful criterion sampling technique who work at public and private schools in different provinces of Turkey in 2019-2020 academic year. Within the context of the results of this study, it is observed that EBA TV/education portal plays an important role in meeting the educational needs of students and ensuring the continuity of education in COVID-19 pandemic process. Considering the themes and opinions that stand out in the context of teachers' opinions, EBA TV/education portal is considered positive while there are problems with content, presentation and connection. According to the findings, the most common problems faced by the teachers during COVID-19 pandemic are students' technical and hardware problems related to the internet connection, the inability of students to maintain their motivation to learn, the inability of parents to create a learning environment, and the lack of their support at home for their children. The majority of teachers have the opinion that the psychology of the students has been negatively affected during COVID-19 pandemic process, but there are also the students who could adapt to this process. An important finding in this study is that teachers think that their colleagues do not have necessary skills to use technology and they are low in motivation to use distance education technologies. Teachers think that after COVID-19 pandemic, things shall not be the same as before; the importance of school, teachers and face-to-face education shall be recognized again, and blended learning methods shall come to the fore.

This qualitative study explored student teachers' perceptions and feelings about teaching English in an emergency remote teaching platform, Educational Information Network TV. To this end, sixty-eight student teachers participated in this study. The participants were first invited to watch English language courses specifically designed for primary and secondary-level education provided through this medium of instruction. They were later asked to write two-page reflective journals on the strengths and weaknesses of these courses drawing upon their own feelings and opinions. Their written reflections were content analyzed, and the findings revealed two main themes: student teachers' concerns and self-efficacy beliefs. More specifically, the student teachers were concerned about macro-level factors, pedagogical issues, teachers' competencies, and context-dependent factors. Additionally, the findings shed light on the contributing factors to their self-efficacy beliefs. They attributed their future success to student-oriented factors, teacher-oriented factors, and parental involvement. The overall findings showed that their concerns outweighed their perceived self-efficacy beliefs. We hope that these findings will inform second language teacher education programs for the future since it could be of pivotal importance to prepare student teachers for distance or online learning platforms by helping them deal with their concerns and enriching their self-efficacy beliefs in their own teaching contexts.

This research examined whether parents can recognize modified brands in children's programming, and whether program educational value and active mediation intention would moderate perceptions of modified brand references. An experiment was conducted with 109 parents of child(ren) between 3-6 years old. Participants watched clips that systematically varied in brand reference type (i.e., actual v. modified brands) in product placements and program educational value. Results indicated modified brands were as recognizable as actual brands. Product placements in high educational value programs were less recognizable but generated more positive attitudes toward the brand than product placements in low educational value programs. The active mediation intention level moderated recognition and purchase intention of brands referenced in children's programming, and the negative perceptions of product placements were most salient when actual brands were used in low educational value programs. The practical implications for advertising and media practitioners were discussed.

Bojana Nikic Vujic: English teacher, teacher trainer, television personality, and textbook author are just some of the roles she has filled during her career as an educator. While still an undergraduate, Bojana worked part-time at kindergartens in Belgrade. She took home her master's degree in English Teaching and Methodology in 2005 from the University of Belgrade and worked as an instructor at the Faculty of Foreign Languages until 2007. Afterwards, she taught at a vocational secondary school specializing in pharmacy and physiotherapy, and because her course did not have a textbook, she wrote Explore Medical English. She continues to design and lead teacher-development courses, certified by the Institute for the Improvement of Education in Serbia. In 2014, however, she landed her current job at Ivo Andric Elementary School, and she has been there ever since. But a surprising new challenge arrived in 2020: a TV show. Bojana does not actually have a classroom that she can call her own. Her "My Classroom" is everywhere. Whether she is moving from room to room at Ivo Andric to teach children of several grades, running a professional development program for other English teachers, connecting with other schools in Europe for joint projects, or offering lessons on TV, Bojana is continually expanding her horizons and talents.

This study aims to determine the attitudes and perceptions of secondary school students, who live in Bingöl and take social studies course, towards this course broadcasted on TRT EBA (Education Information Network) secondary school channel in the second semester of the 2019-2020 academic year. A quantitative research approach was adopted and a cross-sectional survey design was used in the study. The population of the study is 150 students who are in the 5th, 6th and 7th grades of the secondary school located within the borders of Bingöl city center in the 2019-2020 academic year. The data collection tool is the "scale of attitudes and perceptions towards social studies course broadcasted on TRT EBA secondary school channel" developed by the researchers. Factor analysis, correlation analysis, Kaiser-Meyer-Olkin (KMO) and Bartlett's Test were used on the scale. Cronbach's Alpha test was conducted for the reliability of the measurements. IBM Statistical Package for Social Sciences 22.0 (SPSS, Chicago, IL) was used for data analysis. Independent Samples t-test and OneWay ANOVA were applied for differences of general attitudes and perceptions. It was concluded that the attitudes and perceptions of the students are on the border of positive-neutral; social studies courses were not presented in a way to attract the attention of students; and that some changes are needed regarding the studio environment and the presentation of the courses.

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers' and students' points of view in both secondary and higher education.

During the period of school closures in Iran, the authors were interested in the different types of platforms being used during quarantine associated with the COVID-19 pandemic, and the instructors and educators' point of view while using them in formal education. Student and teacher surveys assisted the authors to gain information about the work carried out during the school closures. The surveys were administered online and were designed to obtain information on the educational gateways, television channels, social media, and MOOCs, which were used during the school closures in Iran. Ninety-two K-12 instructors and five hundred and ninety-three K-12 students participated in the surveys. The results showed that the method most used was social media. The correlation between age and continuing teaching, gender, and continuing teaching during school closures by distance education methods, and age and using technologies, in the instructor surveys were evaluated to show any meaningful relationship. Students' surveys revealed that older students (in upper grades) use social media more for meeting educational purposes. Due to reasons such as culture and accessibility of technology, participants reported using social media for educational purposes making it more popular than other platforms. Further, the results indicate cause for concern in that every student cannot benefit from all types of Distance Learning.

This article analyses recent developments in Danish film and television education through a case study of a new training initiative for creating content for children and young audiences. Following an outline of traditional training and career trajectories in the Danish screen industries in general, and for working with children's film and television specifically, the case study investigates the guiding ideas behind Manuskriptskolen for børnefiktion ('The Cross-Media School of Children's Fiction'), which was established in 2020. The school marks a new approach to Danish film education in several ways. First, by creating a training ground focusing on a specific audience, rather than on screenwriting or film-making more generally. Second, by thinking of content for this audience as fundamentally multiplatform and teaching students storytelling across different media from the outset. Third, by insisting that creating content for this audience calls for having knowledge about the current lives of young people and their media use, and encouraging strategies for engaging or even co-creating content with them. The article builds on qualitative interviews, document analysis and observations at industry events as part of the research project Reaching Young Audiences: Serial Fiction and Cross-Media Storyworlds for Children and Young Audiences.

The paper aims to describe the problems faced by some school administrators during COVID-19 pandemic in different cities and to present their opinions regarding the process. As one of the qualitative research methods, phenomenology pattern was used in the research. Data of the study were collected by using the interview technique through semi-structured School Administrators Interview Form. The study group consists of 32 school administrators selected by using purposeful criterion sampling technique. As a result of the research, it is observed that school administrators evaluate the application of Education Information Network (EBA) TV and education portal, which was put into practice by the Ministry of National Education (MoNE) due to COVID-19 pandemic, as a positive and urgent measure. School administrators expressed that the most common problems faced during COVID-19 pandemic are low learning motivation of students, parents' inability to create a learning environment at home, and the lack of access to live broadcasts from the EBA TV/education portal. The majority of school administrators observed that teachers were reluctant to teach in live lectures using the EBA education portal or other programs for various reasons and their motivation gradually decreased in the process. It is observed that half of the school administrators did not have an emergency action plan regarding the pandemic process, and they followed the instructions given by MoNE. School administrators stated that skills of technology leadership and crisis management are important requirements during the pandemic process.

This study investigates the equity of access to government e-learning platforms for Ethiopian primary and secondary school pupils. In order to achieve this, secondary data were accessed from the Mini-Demographic and Health Survey (Mini-DHS-2019) and the Planning and Development Commission's document on Poverty and Economic Growth in Ethiopia. According to the findings, only a small proportion of primary and secondary school students from urban areas and economically privileged families who could afford computer, television, smartphone, and internet access can benefit from the digital library and educational televised programs. Thus, the digital learning program that was intended to increase educational accessibility exacerbated the existing inequities and intensified the pre-existing disparities between economically privileged and economically disadvantaged students and urban and rural resident students. The findings provide grounds for several recommendations on the implementation of e-learning through digital libraries and televised education programs in low-income countries like Ethiopia.

Purpose: We aim with this report to provide information on how the Covid-19 pandemic affected education and citizenship education in Turkey. Design: The report is based on literature review, the analysis of social media, and the observations of the authors. We provide a general framework of Turkish education after the pandemic using sources such as official statements from government offices; social media entries were analyzed to provide different perspectives. Finally, observations of the authors based on their experiences with distance learning were included in the report. Findings: We argue that despite the efforts of the state, there are still problems in the distance learning process, mainly relating to the access to online classes and the very limited room given to Covid-19 as a topic in social studies courses. In addition, we find that social media have played a significant role in increasing citizen participation as a consequence of the pandemic.

With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learning systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student's right to education. The expression "School Never Stops" ("La Scuola non si ferma") is a clear response to the country's isolation and a demonstration of the school staff's commitment. This paper describes Italy's educational response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by private and public organizations. The challenges of distance education during the pandemic emergency and future directions for the reopening of schools in September are also examined and discussed.

The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International's Making Ghanaian Girls Great! (MGCubed) project used phone-based surveys to assess the uptake of a Ghana Learning TV (GLTV) programme implemented in partnership with the government. Due to the emergency context and the need for real-time information to guide the implementation of this intervention, there was little time to undertake a major statistical analysis of survey data. This paper discusses how the MGCubed project adopted a simple data disaggregation method using a logic tree technique to gain valuable insights from the survey data. The method allowed for exploring the insights of the data set in real-time without requiring more complex and time-consuming analysis. All views expressed in this article are the author's and not of FCDO.

The main thrust of this study is to find out the teachers' attitude generally toward instruction television (ITV), also to find out the impact of length of work experience on its use. This survey study was carried out in selected secondary in Ekeremor LGA of Bayelsa State. The Mann-Whitney U test was used in the analysis because it is based on ordinal scale intervals. On the general attitude of teachers towards the use of instructional television, the smaller U (47) is higher than the critical U is (2.3). The null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude and secondary school teacher towards the use of (ITV). Also, the use of ITV based and the length of teaching experience, the computed U value (32) and the smaller U is (3.0), the null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude among secondary teachers with different length of teaching experience towards the use of instruction television in Ekeremor L.G.A of Bayelsa State Nigeria. The study portrayed that they have a favorable disposition towards the use of ITV and it was recommended that some television stations should broadcast well tutored and design suitable lesson to learners.

Too many of today's children spend too much time indoors, often interacting with screens. They don't get enough physical exercise. Their learning about nature comes from books and teachers rather than from firsthand exploration of natural phenomena. These issues affect most modern American children, but they are particularly prominent among low-income children in high-need neighborhoods. Walks (and other activities) in the park, if properly designed, could go a long way toward improving children's health and developing their cognitive skills. Many out-of-school time (OST) programs already serve low-income children; many incorporate physical activity, STEM (science, technology, engineering, and mathematics), or both. Dealing with these and other priorities while keeping children safe, aligning with school learning goals, and sometimes being held responsible for academic outcomes such as grades and test scores can overwhelm the most dedicated afterschool professionals. As surprising as it may seem, technology can provide part of the answer. This article describes "PLUM LANDING," an all-digital PBS program that helps OST programs and families get outdoors to explore nature. Findings from the program evaluation suggest lessons for OST programs that want to incorporate outdoor STEM learning, no matter what curriculum or resources they use.

Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content analysis to examine (1) the extent to which these programs focus on vocabulary in two languages, (2) dual-language instructional supports used in media; and (3) the quality of words taught on screen. We analyzed 50 episodes from five leading dual-language educational programs. Using a flow chart and an iteratively-developed codebook, we identified vocabulary clips and screen-based pedagogical supports used in these programs. Results indicate there were strikingly few vocabulary clips in the videos analyzed. Moreover, most of the clips were of simple vocabulary words taught primarily in English rather than Spanish or Mandarin. The most prevalent screen-based pedagogical supports included repetitions, visual supports, and demonstrations. However, there were noteworthy differences in the types of supports by program and language. Findings suggest that the dual-language appeal of programs may serve more as a marketing tool than an instructional tool for vocabulary development. Implications for research in dual-language vocabulary instruction are discussed. [This article was published in "Bilingual Research Journal" (EJ1214856).]

Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines specific SBPSs that engage children's attention. The sample consisted of 106 3- to 5-year-olds from a poverty-impacted neighborhood. Participants viewed 12 video clips of Sesame Street that used four different SBPSs to support vocabulary: visual effects, visual + sound effects, explicit definitions, and explicit definitions + repetitions. Results indicated that children attended significantly more to the SBPSs with definitions. Findings also revealed differences in screen composition. Children attended more to people than objects, and attended more to on-screen conversations than conversations cut between screens. This study demonstrates the importance for educational media to use appropriate SBPSs and on-screen compositions to engage children.

Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time.

The new media landscape is characterized by the fragmentation and disaffection of the audience towards traditional television. Such a context requires innovative strategies to meet the needs of the public and connect with it. This article analyses the ability of Neuroscience to optimize the production of content adapted to audiences. For this purpose, a review of management and economic reports and corporate websites of the European public broadcasters (n = 100) was carried out, as well as the evolution of the audience in the period 2010-15. Also, an exploratory analysis and in-depth interviews with open and closed questionnaires was undertaken. The data collect the opinion of neuroscientific experts, Neuromarketing consultants, academics and professionals in European public television (n = 22) on the usefulness and introduction of this science for audience research, its possible application in programming, and the role of Neuroeducation in the design of educational programmes. The findings determine that almost a dozen public service media in Europe are already applying audiovisual Neuromarketing as an incipient and innovative tool to test entertainment programmes, commercial spaces and competitiveness improvement strategies. However, it has not been implemented in educational content, which is a core mission of public broadcasters.

Parents and caregivers can maximize children's engagement with educational television programming by co-viewing and discussing concepts and issues during and following episodes, and parents and caregivers can poach ideas and processes from these programs and apply them to their own interactions with children. School librarians might also consider taking a few pages from the educational television playbook and applying them to storytime. This article focuses on encouraging and presenting pointers to school librarians to consider how they can apply lessons learned from educational TV to storytime in the school library.

This is a study of the perception of teachers on the use of television for concept analysis in the classroom. The population of the study is all the 9,784 Secondary School teachers in Bayelsa State of Nigeria out of which 110 teachers were randomly selected using the proportional sampling method. The instrument is a questionnaire designed by the researcher but validated by experts in test and evaluation and tested for reliability using the Pearson Product Moment Correlation Coefficient. It was established at 0.87 which shows that the instrument is reliable. One hypothesis was designed for the study and the data was analyzed using the Mann-Whitney U-test statistical analysis. The findings of the study reveals that there is no significant difference in the perceptions of male and female secondary school teachers on the use of television as an instructional tool for concept analysis in the Secondary Schools. It was therefore recommended that the use of television should be an accepted innovation and should be encouraged to broaden and encourage learning activities in schools.

As young children encounter animal and plant life, they are eager to figure out where plants and animals come from, which plants are edible, and which animals like to eat different plants. Gardening experiences provide ample opportunities to explore how plants grow, what plants need to grow, how to care for plants, and how to harvest the edible parts of plants. The surrounding world is a child's classroom, with endless opportunities for exploration and learning. In this article, the authors remind teachers and parents that opportunities to promote and support young children's learning and development abound in the outdoors with learning experiences specific to STEM/STEAM (science, technology, engineering, arts, and math). The following three learning activities are presented in this article: (1) What Plants Need to Grow; (2) Planting Seeds; and (3) Parts of Plants.

In 1971 the National Science Foundation contracted with the MITRE Corporation (MIT Research Corporation) for the production of an experimental system to test the computer-assisted delivery of information and instruction to homes: the TICCIT system--an acronym for "Time-shared, Interactive, Computer-Controlled Information/Instructional Television". The networking concept of TICCIT linked minicomputers through coaxial cables to color television sets. The theoretical design challenge was that the agreement with NSF specified that the instructional component of TICCIT would be learner-controlled. TICCIT system specifications produced a type of instruction that adapted moment-by-moment to the choices of the learner.

It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born.

The establishment of the Indira Gandhi National Open University (IGNOU) in 1985 has been a milestone in the growth of higher education in India. A very special feature of the University is that a composite of several instructional methods in practice are aimed at giving effective support to distance learners. Self-instructional print materials are the mainstay of the courseware. Besides this, at the support centres, the learners attend a few face-to-face counselling sessions and get access to audio-video materials stocked in the library. Gyandarshan and Gyanvani, the educational television and radio channels broadcast programmes with academic content. The curriculum-based audio-video programmes developed by the University are supplementary in nature. This blending of traditional printed self-learning materials with electronic courseware is a conscious decision of the University which is intended to enhance the quality and effectiveness of learning. Over the years, audio and video cassettes have made way for digital compact discs. Resultant development in information and communication technology heralded virtual campus initiatives of IGNOU, conspicuous among them being the creation of eGyanKosh, the digital repository of the learning materials of IGNOU. Nevertheless, majority of the academic programmes are not being provided audio video supports. The paper analyses the application of electronic media in IGNOU's course delivery platform.

This paper presents a curriculum and design analyses of an Emmy-award winning children educational television series, Cyberchase. Using Posner's (2004) four process of curriculum analysis framework, this paper addresses each of the components and relates it to the design principles undertaken by the Cyberchase production team. Media and document analysis techniques were used to examine selected samples of the series. Findings indicate that the series succeed in teaching mathematical concepts, generate interest in mathematics learning and assist in development of mathematical problem-solving skills. This paper may provide information on how the series effectively used multimedia elements to deliver serious academic content in the most entertaining ways.