Jesus Vargas

EDTEC 561

 

Multimedia Research Article # 1

 

Chapter 11:  Research on Learning from Television

 

This review is from section 11.8.1.  The chapter discussed over thirty years of study in the area of learning from television.  Although the chapter covered a wide variety of areas, this particular section focused on the argument of “whether content should be controlled or taken into account in research of development of media literacy.

 

There is suggestion that I’d like to reflect upon.  It is mentioned that just as we aim to read critically and to think critically, we should also aim to view critically.  This left me thinking that that is a very difficult task to with today’s generation.

 

In a time when everybody seems to be rushing all the time, most have become headline people.  If someone wants to know what’s going on in the world, they can watch “Headline News” for five minutes.  Long gone are the days when a person could read every word of the newspaper while drinking a cup of coffee.  Quicker, more practical alternatives are now available.  Not only is it possible to get the world headlines in five minutes, but at the same time you can follow the news bars on the bottom and sides of the screen and learn if your favorite football team won and how the Dow Jones is doing.  All in five minutes and without switching the channel!

 

It seems to me that as a society we are viewing television less critically every day.  On television, the shows that get the highest ratings are definitely not ones that require the viewer to be very critical.  Today the major networks are dominated by talk shows, sitcoms, and reality shows.  None of these shows are likely to enhance are critical thinking/viewing skills.

 

Seels, B., Berry, L., Fullerton, K., & Horn, L.  (2001).  11.  Research on Learning from Television.  [Electronic version].  AECT: the Handbook of Research for Educational Communications and Technology.