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Educational Television
IT is possible to make an assessment of educational television's development and effectiveness using a number of different criteria. In terms of the number of new ETV stations on the air, 1958 was the most productive single year since the Federal Communications Commission reserved channels for education in 1952. Twelve new stations went on the air in 1958, raising the total to 39 stations, serving an area with a total population of well over fifty million people.
A similar growth was experienced in closed circuit ETV oj^erations in this year. The Joint Council on Educational Television's recent closed circuit survey presents detailed information on the eqmpment and use of nearly 200
closed circuit installations.
Development may also be measured in terms of professional competence in the use of television for educational purposes. .\s more educators become familiar with television as an educational tool, new ]>rogramming services are devised to meet the challenging jiroblems of providing a better education to more children and adidts. In a 1958 survey of programming on educational stations, the Educational Television and Radio Center reported that nearly 400 more hours of programming were being shown on ETV stations during one test week than in the test week for 1957. This was more than twice the increase of 1957 over 1956, the largest increase up to that time.
Michigan State University's 1957-58 survey of telecourses reports that in this period 464 educational TV courses were offered during this school year. On-air courses increased 112% over total from 1951 to 1957, offered by 5J5 universities, 34 colleges, 20 public school systems, 3 networks and 2 state departments of public instruction.
By far the largest increase, however (in terms of program categories), was that of in-school telecasting. In 1958 the number of elementary teaching programs via television quadrupled and secondary teaching programs increased fivefold. There appears to be no change in this trend toward greater and more effective use of television in the public schools. Indeed, in 1958 two new educational stations went on the air for the purpose of jiroviding nearly 100 per cent of their programming time for in-school enrichment and direct teaching. Both supplemented the educational station programming already available in their areas.
Greater professional competence has strengthened public acceptance of television's role in education, still another, and more important criteria of development. A 1958 JCET survey revealed that 25 state legislatures have taken action which has directly affected the continued