Name: ALI FAIZUR REHMAN

Father Name: AL NASIR REHMAN

Student ID: 0000087678
Course Code: 8619
Subject : EDUCATIONAL TECHNOLOGY
Assignment: NO 2
Tutor: SIR SALEEM ULLAH
Address: AIOU, REGIONAL CAMPUS PESHAWAR

Allama Iqbal Open University

1
Q.1 How can students be benefitted from exhibitions? Explain.

Exhibitions are typically designed to encourage students to think critically, solve challenging problems , and
develop skills such as oral communication, public speaking, research, teamwork, planning, self-sufficiency, goal
setting, or technological and online literacy—i.e., skills that will help prepare them for . Events and exhibitions
are a powerful marketing tool . They provide a platform to promote your product or service to a group that may
have little or no knowledge of your services. They also offer an opportunity to meet existing and potential
customers. Read on to discover further benefits of exhibitions. Exhibitions put students center stage as they
describe the process and products of their learning . Like a sports event or performance, they bring families and
community members together to celebrate the collective work of a class, a team, a school.
Benefits of Attending an Exhibition
 Meet and Connect with Potential Clients.
 Increase Your Brand Awareness.
 Gain More Knowledge of Your Industry.
 Benefit from Cost-Effective Marketing.
 Close Deals.
 You Learn What Works and What Doesn't.
 Launch a New Product.
Attending exhibitions allows you to get in front of your target audience , which is the perfect opportunity to
showcase your brand, boost your business' image, gain media (and social media) exposure, and, overall, draw
attention to your business. Technology is a very useful tool when it comes to exhibitions. There are so many
possibilities to take advantage of it. Nowadays, interactive exhibitions are in demand – they can be created by
using audiovisual techniques, playing films, incorporating objects that are responsive to contact. A great
example of that is Centrum Nauki Kopernik (Copernicus Science Centre) in Warsaw, which exhibitions are
based on combining technology with experiential learning. For example, the visitors can get to know facts
related to astronomy, chemistry, physics, or biology. When it comes to the examples of using interactive
objects, their anatomy section includes an opportunity for one to realise how long human bowels are by
dragging a long pipe.
Another experiment concerning the benefits of using technology while exploring exhibitions involved students
in taking pictures and notes during their visit. Afterwards, they were asked to prepare presentations using the
materials they have gathered. The results of the study showed that the students have remembered a considerable
amount of information, and were engaged in the post-presentation discussion. Changing the environment is also
a huge factor in learning improvement. Students spend most of their time at school in the same classrooms and

2
corridors on a daily basis. Do you remember the excitement when the teacher announced that today you are
going to watch a film, instead of reading textbooks and doing exercises? School trips are even more thrilling,
and using the time outside of the classroom to visit an exhibition and learn something new can be a more
enriching experience. It is advised to switch your study methods once in a while, no matter whether you are a
teacher, or a person who studies on your own.

3
Q.2 Evaluate the non-verbal factors in oral communication. Give
examples.

Facial Expressions

Facial expressions are responsible for a huge proportion of nonverbal communication.1 Consider how much
information can be conveyed with a smile or a frown. The look on a person's face is often the first thing we see,
even before we hear what they have to say.
While nonverbal communication and behavior can vary dramatically between cultures, the facial
expressions for happiness, sadness, anger, and fear are similar throughout the world.

Gestures

Deliberate movements and signals are an important way to communicate meaning without words. Common
gestures include waving, pointing, and using fingers to indicate numeric amounts. Other gestures are arbitrary
and related to culture.
In courtroom settings, lawyers have been known to utilize different nonverbal signals to attempt to sway juror
opinions. An attorney might glance at his watch to suggest that the opposing lawyer's argument is tedious or
might even roll his eyes at the testimony offered by a witness in an attempt to undermine his or her credibility.
These nonverbal signals are seen as being so powerful and influential that some judges even place limits on
what type of nonverbal behaviors are allowed in the courtroom.

Paralinguistics

Paralinguistics refers to vocal communication that is separate from actual language.

This includes factors such as tone of voice, loudness, inflection, and pitch.
Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong
tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitant tone of voice
might convey disapproval and a lack of interest.

4
Consider all the different ways that simply changing your tone of voice might change the meaning of a
sentence. A friend might ask you how you are doing, and you might respond with the standard "I'm fine," but
how you actually say those words might reveal a tremendous amount of how you are really feeling.
A cold tone of voice might suggest that you are actually not fine, but you don't wish to discuss it. A bright,
happy tone of voice will reveal that you are actually doing quite well. A somber, downcast tone would indicate
that you are the opposite of fine and that perhaps your friend should inquire further.

Body Language and Posture

Posture and movement can also convey a great deal of information. Research on body language has grown
significantly since the 1970s, but popular media have focused on the over-interpretation of defensive postures,
arm-crossing, and leg-crossing, especially after publishing Julius Fast's book Body Language.
While these nonverbal behaviors can indicate feelings and attitudes, research suggests that body language is far
more subtle and less definitive than previously believed.

Proxemics

People often refer to their need for "personal space," which is also an important type of nonverbal
communication. The amount of distance we need and the amount of space we perceive as belonging to us is
influenced by a number of factors including social norms, cultural expectations, situational factors, personality
characteristics, and level of familiarity.

Eye Gaze

The eyes play an important role in nonverbal communication and such things as looking, staring and blinking
are important nonverbal behaviors. When people encounter people or things that they like, the rate of blinking
increases and pupils dilate. Looking at another person can indicate a range of emotions including hostility,
interest, and attraction.
People also utilize eye gaze as a means to determine if someone is being honest. 6 Normal, steady eye contact is
often taken as a sign that a person is telling the truth and is trustworthy. Shifty eyes and an inability to maintain
eye contact, on the other hand, is frequently seen as an indicator that someone is lying or being deceptive.

Haptics

5
Communicating through touch is another important nonverbal behavior. There has been a substantial amount of
research on the importance of touch in infancy and early childhood.
Harry Harlow's classic monkey study demonstrated how deprived touch and contact impedes development.
Baby monkeys raised by wire mothers experienced permanent deficits in behavior and social interaction. Touch
can be used to communicate affection, familiarity, sympathy, and other emotions.
In her book Interpersonal Communication: Everyday Encounters, author Julia Wood writes that touch is also
often used as a way to communicate both status and power.
Researchers have found that high-status individuals tend to invade other people's personal space with greater
frequency and intensity than lower-status individuals. Sex differences also play a role in how people utilize
touch to communicate meaning.

Appearance

Our choice of color, clothing, hairstyles, and other factors affecting appearance are also considered a means of
nonverbal communication. Research on color psychology has demonstrated that different colors can evoke
different moods. Appearance can also alter physiological reactions, judgments, and interpretations.
Just think of all the subtle judgments you quickly make about someone based on his or her appearance. These
first impressions are important, which is why experts suggest that job seekers dress appropriately for interviews
with potential employers.
Researchers have found that appearance can play a role in how people are perceived and even how much they
earn. One 1996 study found that attorneys who were rated as more attractive than their peers earned nearly 15
percent more than those ranked as less attractive.
Culture is an important influence on how appearances are judged. While thinness tends to be valued in Western
cultures, some African cultures relate full-figured bodies to better health, wealth, and social status.

---------------------

6
Q.3 Enlist different teaching models. Critically analyze the
important models of teaching.

Models of teaching and learning are critical pieces to instructional planning and delivery because they help
educators:
1) develop highly tuned and more varied professional repertoires;
2) allow them to reach larger numbers for students more effectively;
3) create either more uniform, or varied, or effective instructional events, guided by targeted subjects, content,
or processes;
4) understand curricular foci better, especially as different models can be matched specifically to both learning
outcomes and/or targeted learning populations;
5) gain needed insights into why some methods work with some learners, while others do not;
6) radically modify or redesign existing methods of teaching and instructional delivery so that emerging
or altered instructional techniques may better meet the needs of today’ s students.

Aligned to teaching beliefs

Traditionally, models of teaching are represented by a broad array of teaching systems, each system containing
a distinctive philosophical foundation, or theory of learning basis, with related pedagogical methodologies.
Most models can be loosely fitted into one of four or five distinct families of educational psychology – social;
information-processing; personal; behavioral systems are the traditional ones, with constructivist added
lately. Models falling into the first four categories have strong histories of research, development, and usage as
most have been both refined and tested in the field. Plus, each of these divisions, to include constructivism, has
a distinctive theory of learning orientation. (A test of four family preferences – see which one you believe in
most. Four Families Philosophy Survey and the four family test key )
Often what happens in schools is that school administrators buy into a certain philosophical orientation. Based
on those beliefs administrators may choose favorite models to want to see implemented in their schools. They
may also offer mandatory professional development training in related models with the strong expectations of
seeing all teachers using the selected methods.
But what happens when teachers don’ t have the same belief system that guides the chosen model? When there
is no alignment between one’ s personal beliefs and suggested or imposed practices, teachers tend to bulk at
using these methods, often simply shutting the door and hoping to teach in their preferred way.

7
An example of a model vs. belief conflict: While intellectually I realized the potential power of behavioral
management models to actively change students’ actions, at least in the short term, throughout my public
teaching career at a deeply personal level I had a strong aversion to using these techniques as my first course of
action. Many of the methods labeled as behavioral modification use operant conditioning as a basis. At a
deeply rooted level I don’ t appreciate treating children like trained seals – for me it chafed at my professional
and personal beliefs. This aversion does not mean that I was incapable of using behavioral techniques. Indeed,
schools by the very nature of the organization of the institution are very rooted in behavioral models. If I
noticed that students were only motivated by external rewards or punishments, I could certainly implement
behavioral models, but emotionally I never felt fully committed to these methodologies. Indeed, if I started out
having to use extrinsic behavioral rewards, often I would gradually phase these techniques out in favor of more
intrinsic methods.
My end point is that each family of models has strengths and weaknesses, and there is a great deal of diversity
in the available array of models. A preference for one set of models over another does not necessarily imply
superiority or heightened usefulness. It may simply be the compatible alignment of ones underlying beliefs to
those that direct the model. There are no one-size-fits all models of teaching, and all models are not
appropriate for all instructional scenarios.
In point of fact, there are models that are a better match for certain tasks. And increasing the diversity of one’ s
teaching techniques is the primary power of learning about models. The more models teachers investigate and
practice, the more techniques they will have at their disposal and the better their chances at optimizing efforts to
successfully reach and teach their students.
Details – Families of models:
Basically there are two types of models of teaching – ones that can be cleanly categorized and placed into one
of the classic philosophical orientation groupings – social; information-processing; personal; or
behavioral systems; or ones that are hybrid/mixed models that have combined elements from different families
of learning like those that can be labeled as constructivist.
Descriptions of each of the traditional families:
Personal source (aka Personalist): This group of approaches acknowledges the uniqueness of each learner.
Methods in this category foster the importance of individuals in creating, directing, and structuring personal
meaning. Also models in this area are often targeted to foster things like self-esteem, self-efficacy, emotional
and personal understanding and acceptance. Carl Roger’ s Non-directive Teaching Model would be a good
example for this group.
Social interaction: This group of methods aims at building learning communities and purports to develop
productive ways of interacting in a democratic setting. These models also emphasize that human learning occurs
in social settings and through modeled behaviors and social exchanges. The Schaftel’ s Role Playing Model is

8
one of the more popular models in this group. Donald Oliver’ s The Jurisprudence Model also exemplifies a
form of social learning.
Information processing: This is the largest grouping of approaches aimed at emphasizing ways of learning
specific information and of acquiring and organizing data, solving problems, and developing concepts and
language. As the categorical title obviously implies, models confined to this category deal with intellectual
development, powers of reasoning and logic, aiding students in organizing and retaining information, and in
enhancing their metacognitive functions. Primary examples designate in this area of might be David
Ausubel’ s Advanced Organizers, or Jerome Bruner’ s Concept Attainment models.
Behavioral: Behavioral techniques are amenable to highly structured outcomes that concentrate on observable
objectives such as learning to read, physical skills, behavioral and emotional adaptations and restructuring.
These models are highly structured with finite goals toward specific pre-determined ends. B. F. Skinner is one
of the more well know developers of behavioral techniques like his Operant Conditioning.
Common features: Models usually contain common features and these may include:
 An identified purpose or area of concentration (For instance the Six Traits Writing Model is designed
for writing, while Synectics was formulated to stimulate creative thought and solutions both in academic
settings but mostly in industry);
 Underlying explicit and implicit assumptions about the characteristics of learners and about the
teaching-learning process (These are directly tied to guiding tenets of the different divisions of
educational psychology and theories of learning. For instance in Behavioral Models students are seen as
being generally passive but able to respond and to be motivated through different forms of directed
stimulation.)
 Guidelines for developing specific educational experiences;
 Definite patterns and requirements for each instructional event; plus
 A body of research surrounding their development and implementation, and/or an evaluation of their
effectiveness.
 In Joyce, Weil, and Calhoun’ s Models of Teaching, 9th ed. (2014) they note that in order to be
designated a bona fide model, it should qualify in 6 of the following areas.
 Focus is the central intent of the model. Focal components revolve around the main objective of the
model. Is it the focus of the learning event to encourage learning by manipulating thought or types of
thinking; growth in learning through external stimuli or rewards; social learning, or social and emotional
growth through interaction; or increased levels of self-achievement and personal growth through
personally directed choices? Models are usually developed with a focus, an end-game, or specific
intention in mind. For instance, Madeline Hunter’ s very popular Mastery Teaching concept focuses on
presenting materials in a tightly controlled, very repetitive way so that learners have optimal
opportunities to get content, concepts, or processes right the first time. Another example – in

9
 cooperative learning models the focus is on the importance of social interchange and peer support in
learning new things. Therefore models differ one from the other in terms of their primary objective or
focal point of their intended outcomes.
 Syntax describes the model’ s structure and includes the sequence of steps involved in the organization
of the model. It includes the major components and the phases of unfolding, or the sequencing of steps,
and describes how the model progresses. Obviously the syntax can be quite different for each model.
 Principles of Reaction tell the teacher how to regard the learner and how to respond to what the learner
does during the use of the model. Often responses in using a designated model should be appropriate and
selectively specific. This element is concerned with the teacher’ s reactions to the students’ responses.
This portion of the model alerts the teacher on how to react to the responses of the students. It is here
that the teacher learns whether the learners have been actively involved in the model’ s processes and
steps.
 The Social System describes the interactions between students and teacher as each model is viewed as if
it were a mini society. Since every teaching model is different, each model will have its own social
system and rules of engagement. This portion concerns the interactive roles and relationships between
the teacher and the student, expected norms, and which student behaviors should be rewarded. These
may be overtly described or simply inferred. Depending on the philosophical orientation of the model, in
some models the role of the teachers is dominant, while in others his or her role is passive. In some
models the roles center on the teacher, and in others the concentration is on the students. There are still
other models that require shared roles whereby teachers and students share roles equally. In this segment
both motivational strategies and tactics for engaging students could be discussed too.
Social Learning Models:
 Classroom Meeting: Strengthens responsibility towards self and others. This model has rules and
structure and specified intentions.
 Cooperative or Collaborative Learning: Collective arrangement and division of tasks, sharing results
and ideas. There are a number of authors claiming this model – significantly Johnson and Johnson, and
also Robert Slavin. There are also cooperative models that have more specific purposes like the Jigsaw
Model.
 The Graffiti Model: The Graffiti Model is a cooperative learning structure in which students are
divided into small groups in order to answer questions posed by the teacher. Answers are then
exchanged with all of the other groups until all groups have read and considered all of the written
responses. Rehearsal comes as students in different groups exchange their answers and discuss their
responses as compared to those of the other groups. These links include the specific steps – The
Graffiti Model, and prototype lessons:
 Graffiti Model 1,

10
  Graffiti Model 2, and
 Graffiti Model 3, and additional resources.
 Group Investigation: Focuses on interpersonal group skills as students engage in acquiring information
 Jigsaw Model: Originally, the jigsaw concept was developed in the 1960’ s to facilitate racial
integration. As an educational model it falls into the Social Family of methods. There are several
variations of this model. Here are General Instructions for the Jigsaw and sample Jigsaw Lesson
Plan 1 using this model.
 Jurisprudential: Uses the jurisprudential frame of reference to solve social issues (see 2nd example)
 Laboratory Method: Group/interpersonal skills, personal awareness, and flexibility skills are stressed
in this model
 Role Playing: Role play as a teaching strategy – In role play students assume roles and become the
source of their inquiry.
 Sociodrama – Students assume roles, acting out issues in order to facilitate awareness and
understanding about concepts or important issues
 Social Inquiry: Problem solving using social issues
Information Processing Models: (this is the fastest growing family of models)
 *Advance Organizer Model: Increases the efficiency of information-processing capacities. There are
several kinds so there is a lot of possibilities and varieties – expository, narrative, skimming, or graphic.
Study.com has videos and links — well worth the time to look. Study.com advanced organizers
 Cognitive Growth Development: Mainly focuses on general intellectual development
 Cognitive Views of Learning: Focuses on the processes within the learners. Strategies are developed to
encode and retrieve information.
 *Inductive Thinking Model/Inquiry Training Model: Focuses on the development of inductive
mental processes and academic reasoning.
 Concept Attainment: Focuses on developing inductive reasoning & conceptual knowledge
 Inquiry Training: Engages students in causal reasoning, and aids then in developing hypotheses
 Learning Styles Model: These plans are devised and written reflecting concepts developed by one of
the learning style theorists or followers (such as Kathleen Butler or Bernice McCarthy, Dunn and Dunn,
etc.)
 *Memorization: Improves memory capabilities through a variety of methods and tricks. There are a
number of inventive and helpful sites like Wiliamette’ s on ideal conditions for memorizing, or others
that offer step approaches to the process like those from the Memorize Academy. Study guides and
strategies also has a great page about create mnemonic devices to aid recall.
======================

11
Q.4 What measures should a teacher adopt to organize a service
program? Discuss.

Quality teaching and student learning are tightly interconnected. Together they form two sides of a triangle. The
third side of this triangle is often overlooked, but is also integral to teaching quality and student
learning—quality instruction and preparation for teachers.
Unfortunately, all too often, the children who could benefit most from quality teaching—children in low-income
contexts, in crisis or conflict settings, in remote or remote geographical environments—have little exposure to
quality teaching.
And unfortunately, all too often, in these same settings, the teachers who could benefit most from quality
professional development (PD) that would equip them with the skills to help more children learn either receive
no PD or take part in ineffective professional development.
As with any vocation, teachers need to develop strong identities as professionals. In addition to obvious factors
such as recruitment, remuneration, and opportunities for advancement, teacher professionalism is also impacted
by access to quality professional development.
It’ s hard to feel like a professional when you don’ t feel competent, when you get no training or support, when
you teach children with severe academic and emotional needs and when you have no idea how to address these
needs.
But not simply any PD will do. As the guide notes, teacher professional development must focus on helping
teachers employ “ high-yield” instructional practices—formative assessment, feedback, clarity in
explanations—that have shown direct measurable impacts on student learning (Hattie, 2009).
The research on teacher collaboration—everywhere—is unequivocal. Collaborating with colleagues—and the
culture of trust and knowledge sharing that collaboration produces— has been linked to increased teacher
effectiveness, improved student test-score gains (Kraft & Papay, 2014), and teacher willingness to adopt new
innovations (Granovetter & Soong, 1983).
But collaboration does not happen ex nihilo—people must have a reason to collaborate, be oriented on how to be
a productive team and collaborative groups must, at least at first, be facilitated by a “ more knowledgeable
other.”
To further promote teacher collaboration, the INEE guide proposes three actions:
 Design for collaboration, for example by promoting peer-to-peer classroom visits with time for
feedback
 Strengthen peer-to-peer instruction,

12
  Promote and nurture effective and active teacher learning communities.
Teacher “ support” is not monolithic, but rather a multilayered array of different types of assistance that help
teachers successfully transfer learning from a professional development setting to a classroom setting. It can
include administrative, instructional, resources, peer support, supervisory support and instructional support from
a “ more knowledgeable other.”
The research on ongoing teacher support notes that teachers who receive on-the-job support, guidance and
feedback from a supervisors or a trained support person apply new skills and strategies more frequently and
appropriately and adopt a more diverse range of instructional practices than teachers who do not receive such
supports
To address this situation the guide proposes four actions:
 Develop systems for (real, “ high touch” ) instructional coaching—not just monitoring or data
collection that we misbrand as “ coaching”
 Use appropriate and available technologies to provide ongoing support
 Shift PD away from workshops to more support-based interventions—modelling, coaching,
observations and feedback
 Strengthen school leadership so that head teachers and directors can provide ongoing support.
Teacher educators or teacher trainers, in- or pre-service, are often the weakest link in the teacher education
ecosystem. Implementing agencies eagerly inventory the shortcomings associated with many teacher training
colleges and ministry of Education-run in-service providers.
But implementing agencies deserve their share of blame when it comes to unqualified teacher trainers. As noted
in other posts, many implementing agencies entrust professional development in critical areas such as literacy or
numeracy to people who have never been teachers —or whose sole experience teaching may be confined to a
year in the Peace Corps.
Imagine for a moment a person who has never performed surgery “ training” a group of surgeons or someone
who’ s never flown a plane telling commercial pilots how to do their job. Therein summarizes one of the great
weakness in donor-funded teacher professional development (See again Recommendation 2).
Teacher educators need the same skills as teachers—among these are deep content knowledge; different models
of instructional strategies and assessment practices; learning and development of children and adults; clinical
and supervision skills; the ability to model effective instructional and assessment practices; the ability and
disposition to coach and support teachers and hold planned or informal meetings with teachers; and the ability
to support teachers through observations, feedback, modeling, workshops, coaching, and/or planned/informal
meetings (Cordingley et al., 2007).
To ensure those who are employed to advance teaching are effective in their work, the guide proposes the
following:

13
 Recruit professional development providers with extensive teaching experience
 Strengthen teacher-professional development provider capacity
 For areas with no teacher educators offer audio/radio instruction, or didactic materials, and draw on
skilled community members and other teachers to provide instruction in key areas.

============================

14
Q.5 Critically examine the role of educational broadcasting in
the teaching learning process.

Educational broadcasting refers to TELEVISION PROGRAMMING and RADIO PROGRAMMING providing

or related to courses of study. The term "educational" is also applied at times to other programs that are
particularly enlightening, informative or intellectually stimulating. Educational broadcasting can be received in
the home or in an educational institution. Learning by yourself in the home is often called "distance education."
Educational programming on radio has had a long, interesting history in Canada going back to the late 1920s.
The University of Alberta was probably the first educational institution to get a radio broadcasting licence in
Canada (CKUA in 1927).
By the 1960s some provinces were saying they wanted educational television facilities and programs of their
own. An agreement was reached between the provinces and federal government in 1969 so that a province
could establish a specially incorporated provincial educational authority to hold broadcasting licences issued by
the Canadian Radio-Television and Telecommunications Commission (CRTC). At the beginning, each
provincial broadcaster depended entirely on funds voted by the provincial legislature. However, all now depend
at least partly on public donations and corporate sponsorships; some also seek advertising revenues to
supplement their funds.
All educational broadcasters use various communications technologies to distribute their programs; the
commonest technologies are over-the-air transmitters, cable television, and satellite distribution. In the 1980s
there were discussions between the provinces about developing a nationwide educational television network
using the existing broadcasters' resources, with contributions from the other provinces of programs or funding.
However, provincial government funding cutbacks in the 1990s have made it more likely that a national
educations television network will be developed by private corporations.
It is difficult to give an account of educational broadcasting in countries where broadcasting is largely or wholly
a matter of private management and where the larger and more important stations and networks are private
commercial enterprises. Nevertheless, considerable numbers of educational transmissions are made in the
United States and Latin America by universities and colleges and sometimes by municipal or state-owned
stations. The Public Broadcasting Service in the United States has increased the amount of educational and
generally more thought-provoking material available on the air, and in Latin America some countries use
broadcasts not only to support the work of teachers in schools but also to combat illiteracy and to impart advice

15
to isolated rural populations in matters of public health, agricultural methods, and other social and practical
subjects. Japan’ s NHK has the most ambitious educational-broadcasting output in the world. Each of its two
television and AM radio services is devoted wholly to education, while general television services and FM radio
also transmit material of this nature. Japan prepares programs for primary, secondary, and higher education,
special offerings for the mentally and physically handicapped, and a wide range of transmissions under the
general heading of “ social education,” which includes foreign languages, vocational and technical instruction,
advice on agriculture, forestry, fisheries, and business management, plus special programs for children,
adolescents, and women. The educational broadcasts of NHK reach more than 90 percent of Japan’ s primary
and secondary schools.
In Europe the French state broadcasting service devotes more than one-half of its radio output to educational
and cultural broadcasts in the arts, letters, and sciences; and on television about 14 percent of its first and
second networks are devoted to adult education. Primary and secondary instruction is offered, as are refresher
courses for teachers and university-level courses.
Although Italian radio devotes less than 1 percent of its output specifically to educational programs for children,
nearly 20 percent is given to cultural and allied offerings. Educational television began in Italy in 1958 with
courses of a vocational nature, followed by transmissions aimed at secondary schools. In 1966 special programs
were initiated for areas where there are no secondary schools. By the early 1980s, 17 percent of Italian
television time was devoted to educational and school broadcasts and 4 percent to cultural programs.
Swedish radio offers a comprehensive service of educational and cultural broadcasting, with the output on
television higher than that on radio. There is also a substantial output of adult education at the primary,
secondary, and university levels, with about 1,400 school broadcasts a year, and Sweden has concentrated on
vocational training and refreshment for teachers. German broadcasting, by contrast, has been used much less for
formal education. In the Netherlands more than two and a half hours of school and continuing education
broadcasting are broadcast weekly on the radio; in addition, nearly eight hours of educational television
are transmitted every week.

======================
THE END
======================

16