Harry Griffin – författare

Little attention has been given to the potential of video recorders and cameras in children's learning. This book attempts to counteract such neglect by giving examples of good practice based on classroom experience. Educational television has been an established resource in primary, secondary and some nursery schools for many years, and the video recorder and camera are now both widely available for classroom use. However, little attention has been given to the potential of these media in children's learning and a lack of guidance on initial and in-service training courses has led to many cases of ineffective and unimaginative practice.The authors of this book attempt to counteract such neglect by giving examples of good practice based on classroom experience. They provide practical and viable suggestions for integrating video material into the modular curriculum and building up resources. Although the book's focus is on primary age children learning with television and will therefore be invaluable to primary teachers and students, many of the ideas will also be useful for teachers of pre-school and secondary children.

Teachers & Television (1987) examines the use of television in education. With television being the most powerful medium of mass communication, with tremendous potential as an educational tool, to what extent are teachers considering educational television as a component of the curriculum? This book looks at children’s reactions to educational television, their abilities to process information, and the uses of educational television by schools.

Teachers & Television (1987) examines the use of television in education. With television being the most powerful medium of mass communication, with tremendous potential as an educational tool, to what extent are teachers considering educational television as a component of the curriculum? This book looks at children’s reactions to educational television, their abilities to process information, and the uses of educational television by schools.

Little attention has been given to the potential of video recorders and cameras in children''s learning. This book attempts to counteract such neglect by giving examples of good practice based on classroom experience.

Little attention has been given to the potential of video recorders and cameras in children''s learning. This book attempts to counteract such neglect by giving examples of good practice based on classroom experience.

Little attention has been given to the potential of video recorders and cameras in children's learning. This book attempts to counteract such neglect by giving examples of good practice based on classroom experience.