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In order for the potential of cable television to be applied for educational benefit, educators must effectively communicate their priorities and needs to both licensing authorities and cable companies. This guide familiarizes educators and school committees with their options and prepares them to take part in local franchise negotiations. It deals with the following questions: How and when will schools and libraries be connected to the cable television system; what provisions will be made for educational channels; what facilities are needed to originate and transmit local programming; can cable television mean cable radio too; and, how can cable systems be interconnected? It then introduces cable basics which can help educators understand the magnitude of building a simple one-way community cable system. The possibility of two-way cable communication is also suggested. Finally, it offers a specific process and format to help the reader personalize the information presented in this guide. Throughout all parts of the book, it is emphasized that a cable system should be designed and operated to fit the particular structure and needs of a local community. Appendixes include: 1) procedural regulations for granting community antenna licenses, Commonwealth of Massachusetts; 2) Massachusetts television markets; 3) institutions in Massachusetts with studio facilities; and 4) potential sources of federal funding for educational technology projects. (CH)

The current (1972) status of cable television (CATV) in Massachusetts is reviewed in this guide. The tone of the guide is oriented toward more citizen participation and public access to CATV operations throughout the state. The legal and technical CATV considerations are briefly discussed. Short illustrated chapters on the possibilities of local programing, community involvement, education, and franchising are presented. Of particular importance are the tables, maps, and listings arranged throughout the guide that reveal the ownership of the CATV operations, the areas with cable, and market information. The guide is intended for any person or organization interested in cable television. (MC)

PARTICIPANTS IN THE NATIONAL CONFERENCE ON ETV HELD AT BRANDEIS UNIVERSITY IN 1963 WERE AGREED THAT ETV'S PROMISE IS MORE ANTICIPATED THAN ACHIEVED AND THAT ITS BUILT-IN ECONOMIC PROBLEMS MUST BE MET AND OVERCOME BEFORE REAL ACHIEVEMENT WILL BE POSSIBLE. PROBLEMS DISCUSSED DURING THE CONFERENCE INCLUDED COSTS, CAPITAL INVESTMENT, AND UNIONS. CONCLUSIONS AND RECOMMENDATIONS WERE THAT (1) TEACHERS SHOULD RECEIVE SPECIAL TRAINING IN INSTITUTIONAL TELEVISION USE, (2) EXTENSIVE RESEARCH SHOULD BE CONDUCTED INTO WHAT CONSTITUTES A GOOD INSTRUCTIONAL TELEVISION PROGRAM--IN TEACHING TECHNIQUES AND SUBJECT MATTER, AND (3) SCHOOL SYSTEMS SHOULD CARRY THE MAJOR ECONOMIC BURDEN OF INSTRUCTIONAL TELEVISION. (LP)

THE OBJECTIVE OF THIS STUDY WAS TO TEST THE EFFECTS OF SPECIFIED CONDITIONS OF TELEVISION PRESENTATION AND OF CLASSROOM ACTIVITY UPON THE ACQUISITION OF MEANINGFUL CONCEPTS AND GENERALIZATIONS OF CERTAIN NATURAL SCIENCE PHENOMENA. THE SUBJECTS CONSISTED OF 36 FIFTH-GRADE CLASSES (APPROXIMATELY 1,000 CHILDREN) SELECTED FROM 90 CLASSES WHICH HAD PARTICIPATED IN A PREVIOUS STUDY OF THE TEACHING OF NATURAL SCIENCES BY TELEVISION. TWO TYPES OF TELEVISION PROGRAMS WERE PRODUCED--INFORMATION-GIVING AND PROBLEM-SOLVING. TEACHERS FOR THE EXPERIMENTAL GROUPS HAD BEEN TRAINED IN THE USES OF THESE APPROACHES. THE TEACHERS IN A CONTROL GROUP RECEIVED NO SPECIAL TRAINING. FOLLOWING A TELEVISION SERIES OF 20 PROGRAMS EMPLOYING THE INFORMATION-GIVING APPROACH AND A SERIES (IDENTICAL SUBJECT CONTENT) ORIENTED TOWARD PROBLEM-SOLVING. TESTS WERE ADMINISTERED TO GAUGE THE EFFECTIVENESS OF ONE METHOD OVER THE OTHER. DIFFERENCES IN OUTCOMES OF THE EXPERIMENTAL AND CONTROL GROUP WERE NOT SIGNIFICANTLY DIFFERENT. THE PROBLEM-SOLVING FORMAT RESULTED IN A HIGHER DEGREE OF INTERACTION BETWEEN THE TELEVISION INSTRUCTOR AND STUDENT. OTHER OBSERVATIONS IN FAVOR OF THE PROBLEM-SOLVING PROCEDURE ARE DISCUSSED. (JC)

THE EFFECTS OF SEVERAL INDEPENDENT TEACHER VARIABLES IN AN INSTRUCTIONAL APPROACH USED IN CONJUNCTION WITH A TELEVISED, 2-YEAR FRENCH CURRICULUM WERE INVESTIGATED. THE VARIABLES WERE TWO VARIATIONS EACH OF TEACHER TRAINING, CLASSROOM PRACTICE, AND TEACHER FLUENCY IN FRENCH--(1) TEACHER TRAINING BY HALF-HOUR TELEVISION PROGRAMS VERSUS TRAINING BY HALF-HOUR TAPE-RECORDINGS, (2) PRACTICE PREPARED AND DIRECTED BY TEACHERS VERSUS PRACTICE VIA SPECIALLY PREPARED TAPE-RECORDINGS, AND (3) THE USE OF TEACHERS JUDGED FLUENT VERSUS THOSE JUDGED TO BE NONFLUENT ON THE BASIS OF SPECIALLY CONSTRUCTED ORAL TESTS. EFFECTS OF THESE VARIATIONS ON THE ACHIEVEMENT OF 45 SECOND-YEAR FRENCH CLASSES OF FIFTH-GRADE CHILDREN WERE MEASURED AT THE END OF 1 YEAR OF INSTRUCTION. LISTENING COMPREHENSION PROVIDED THE MAJOR BASE FOR MEASUREMENTS. THE TWO FORMS OF TEACHER TRAINING PROVIDED LITTLE DIFFERENCE IN PUPIL GAIN. THIS STUDY FOLLOWED AN EARLIER ONE CONDUCTED DURING THE PREVIOUS YEAR WITH THE SAME STUDENTS WHEN THEY WERE ENROLLED IN 1ST-YEAR FRENCH. OVER THE 2-YEAR PERIOD, SIGNIFICANT DIFFERENCES WERE OBSERVED IN FAVOR OF FLUENT AND MODERATELY FLUENT TEACHERS WHEN CLASSROOM WORK WAS CONTINUED BOTH YEARS BY THESE TEACHERS. (JH)

THIS REPORT REVIEWED THE RESEARCH CONDUCTED, 1960-61, IN METROPOLITAN BOSTON ON THE AUDIENCE OF AN EDUCATIONAL TELEVISION STATION. THE DESIGN OF THE STUDY WAS A TWO-WAVE SURVEY--THE FIRST WAVE BY 9,140 TELEPHONE CALLS IN EARLY 1960, AND THE SECOND WAVE 1 YEAR LATER BY PERSONAL INTERVIEWS WITH SOME OF THE SAME PEOPLE. THE INTEREST IN THE PERSONAL INTERVIEWING SESSIONS WAS FOCUSED PRIMARILY ON THE ETV VIEWERS. OF 511 INTERVIEWS, 222 WERE WITH ETV VIEWERS, 83 WITH "MARGINAL CASES," AND 137 WITH A REPRESENTATIVE SAMPLE OF NONVIEWERS. BY EVALUATING AND COMBINING THESE THREE SAMPLES, IT WAS POSSIBLE TO OBTAIN A CROSS SECTION OF BOSTON METROPOLITAN AREA ADULTS. THE 20 PERCENT OF THOSE WHO WATCH ETV IN BOSTON WERE DESCRIBED AS PERSONS OF A SPECIAL KIND--ALERT, ASPIRING, AND INTELLIGENT. DESPITE A NUMBER OF CONSIDERATIONS, THE POTENTIAL FOR INCREASING THE AUDIENCE OF THE BOSTON ETV STATION WAS SMALL SINCE THERE WERE FEW PROSPECTIVE RECRUITS AMONG NONVIEWERS. IT WAS RECOMMENDED THAT ATTEMPTS BE MADE TO INCREASE THE THREE-QUARTER HOUR PER WEEK VIEWING TIME OF THE POPULATION WHO WATCH ETV. (JC)

DURING 1959, BOSTON UNIVERSITY CARRIED OUT A RESEARCH PROJECT TO STUDY THE EFFECTS OF TELEVISED INSTRUCTION WITH 90 FIFTH-GRADE CLASSES PARTICIPATING IN A SERIES OF TELEVISED NATURAL SCIENCE PROGRAMS. OBJECTIVES OF THE STUDY WERE TO DETERMINE HOW MUCH CHILDREN LEARNED FROM THE PROGRAMS, THE EFFECTS OF THE SERIES ON CHILDREN'S INTERESTS, ATTITUDES, AND REASONING ABILITY, AND WHICH OF CERTAIN COMBINATIONS OF AUXILIARY CLASSROOM PROCEDURES WERE THE MORE EFFECTIVE. IN ADDITION, THE STUDY WAS CONCERNED WITH THE QUESTIONS REGARDING THE RELATIONSHIP OF CHANGE TO DIFFERENCES IN SEX, INTELLIGENCE, AND PARENTAL OCCUPATION. OF THE 90 CLASSES IN THE STUDY, 18 WERE DESIGNATED AS CONTROL CLASSES AND 72 AS EXPERIMENTAL. THE 72 TEACHERS OF THESE CLASSES WERE DIVIDED INTO 3 TEACHER GROUPS--(1) THE FIRST GROUP OF 24 TEACHERS RECEIVED SCIENCE WORKSHOP TRAINING, (2) A SECOND GROUP OF 24 PARTICIPATED IN A WORKSHOP CONCERNING TELEVISION INSTRUCTION, AND (3) THE THIRD GROUP OF 24 TEACHERS RECEIVED NO SPECIAL TRAINING. TWO MAJOR SETS OF COMPARISONS WERE MADE, THE FIRST BETWEEN THE CONTROL AND EXPERIMENTAL GROUPS, THE SECOND BETWEEN AND WITHIN EXPERIMENTAL ASSIGNMENTS. MAJOR CHANGES WERE OBSERVED IN GAINS IN FACTUAL INFORMATION. OBSERVED EFFECTS ON INTERESTS, ATTITUDES, AND REASONING WERE NEGLIGIBLE. THE VALIDITY OF THE MEASURING INSTRUMENTS WAS QUESTIONED. (JC)

A REGIONAL SCHOOL TELEVISION SERVICE WAS ESTABLISHED ON A PILOT BASIS FOR THE NORTHEASTERN UNITED STATES FOR LOCATING AND ENCOURAGING THE PRODUCTION OF QUALITY INSTRUCTIONAL TELEVISION PROGRAMING FOR USE IN SCHOOLS OF THE AREA. THE FIRST PROBLEM OF THIS PROJECT WAS TO ANSWER QUESTIONS CONCERNING THE EFFECTIVE EXCHANGE OF SCHOOL BROADCASTS, SOURCES OF QUALITY PROGRAMING, AND BETTER USE OF INSTRUCTIONAL TELEVISION. OTHER ACTIVITIES INCLUDED THE IDENTIFICATION OF CRITICAL CURRICULUM AREAS IN WHICH TELEVISION COULD PLAY A MAJOR PART, AND BRINGING TOGETHER TELEVISION EXPERTS AND PROFESSIONAL EDUCATORS TO DISCUSS (1) TECHNIQUES FOR BROADCASTING EXCHANGE, (2) THE ACCEPTANCE OF PROGRAMING IN THE VARIOUS EDUCATIONAL COMMUNITIES, AND (3) THE TYPES OF SUPPLEMENTARY TEACHING MATERIALS WHICH COULD MAKE A SUBSTANTIAL CONTRIBUTION TO SUBJECT-MATTER OFFERINGS OF SCHOOLS. DEMONSTRATION OF CENTRAL COORDINATION BEGAN WITH THE MANAGEMENT OF A SERIES SELECTED FOR REGIONAL EXCHANGE AND DISTRIBUTION. A SCHEDULE TO SUIT THE REQUIREMENTS OF EACH STATION IN THE REGION WAS WORKED OUT AND SENT TO EACH FOR APPROVAL. DURING THE FIRST TRIAL SEMESTER, THE MEMBER STATIONS EXCHANGED ALMOST 1,080 HOURS OF INSTRUCTIONAL TELEVISION PROGRAMING WHICH REACHED ABOUT FOUR MILLION ELEMENTARY AND SECONDARY SCHOOL CHILDREN. (JH)

A TELEVISION COURSE IN ELEMENTARY SPANISH IS DESCRIBED. GIVEN MAINLY IN SPANISH, IT BUILDS FROM ZERO KNOWLEDGE AND TEACHES A SMALL HIGH-UTILITY VOCABULARY. INTAKE OF VOCABULARY AND STRUCTURE IS GENTLY GRADED IN SENTENCES MADE UNDERSTANDABLE BY MEANS OF PICTURE-SITUATIONS. THE TELEVISION SERIES CONSISTS OF 24 PROGRAMS OF 30 MINUTES EACH, TO BE SHOWN ONCE A WEEK WITH AS MANY REPEATS AS DESIRED. THE PROGRAM DESIGN CONSISTS OF THE FILM LESSON OF THE WEEK, LIVE APPLICATION OF VOCABULARY AND STRUCTURE, AND ONE OR MORE EARLIER FILM LESSONS AS REVIEW WITH SOMETIMES A PREVIEW OF THE NEXT LESSON TO COME. THE RELATION OF THE PROGRAM TO THE TEXT, "SPANISH THROUGH PICTURES," IS EXPLAINED. A FILM LESSON PRESENTS A CHAIN OF ABOUT 30 RELATED SENTENCES PICTORIALLY EXPLAINED. THE FIRST TWELVE LESSONS FOLLOW THE POCKET BOOK SELF-TEACHING TEXT AND DEVELOP THE PICTORIAL INTERPRETATION MORE FULLY. AFTER THE FIRST 12 LESSONS, ORIGINAL SEQUENCES ARE GIVEN, WHICH MAKE FOR ACTIVE MASTERY OF THE VOCABULARY AND STRUCTURE CONTAINED IN THE BOOK BY APPLYING IT IN A RANGE OF NEW SITUATIONS WHICH HOLD THE STUDENT'S INTEREST. THE LESSON PROCEDURE IS ANALYZED, AND INFORMATION IS GIVEN ON THE KINDS OF STUDY AIDS ASSOCIATED WITH THE COURSE, SUCH AS THE TEXTBOOK, WORKBOOKS, RECORDINGS, AND FILMSTRIPS.

INVESTIGATED WERE DIFFERENCES IN AMOUNT AND QUALITY OF LEARNING WHEN TWO DIFFERENT APPROACHES TO TEACHING PROBLEM-SOLVING AND INFORMATION-GIVING WERE USED IN TELEVISION-AIDED INSTRUCTION IN THE NATURAL SCIENCES. INVOLVED WERE 36 RANDOMLY SELECTED FIFTH-GRADE CLASSES, AND 36 TEACHERS. TWO DIFFERENT SERIES OF TELEVISION PROGRAMS, AND TWO DIFFERENT SERIES OF CLASSROOM MATERIALS, ONE USING PROBLEM-SOLVING TECHNIQUES, THE OTHER FACTUAL PRESENTATIONS, WERE DESIGNED AND USED IN VARIOUS COMBINATIONS. STUDENTS WERE TESTED FOR INTELLIGENCE, AND BOTH PRETESTED AND POST-TESTED FOR SCIENTIFIC KNOWLEDGE, PROBLEM-SOLVING ABILITY, AND REASONING ABILITY. AN ATTITUDE INVENTORY WAS USED TO ASSESS TEACHER SELECTION. NO STATISTICALLY SIGNIFICANT DIFFERENCES IN AMOUNT AND QUALITY OF LEARNING AMONG THE GROUPS WERE REPORTED. THIS DOCUMENT IS AVAILABLE AS ORDER NUMBER 66-201 FOR $3.00 ON MICROFILM, $7.80 XEROX, FROM UNIVERSITY MICROFILMS, 300 NORTH ZEEB ROAD, ANN ARBOR, MICHIGAN 48103. (DH)