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The interest in television as an educational medium has increased for several reasons. First, existing educational television programs that were developed to enhance the literacy development of both children (e.g., The Electric Company, Sesame Street, Ghostwriter) and adults (e.g., television supported distance learning programs from the Open University in Great Britain, second language programs produced by TV Ontario) have been quite successful in achieving their intended outcomes (e.g., Bates, 1983; Bryant, Alexander, & Brown, 1983; Soudack, 1990).

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કોઈપણ ફોટાને બેસ્ટ રીતે એડિટિંગ કરવા માટેની એપ માટે અહીં ક્લિક કરો

 Second, because television is a very accessible medium, it has the potential to reach learners that have not been able to participate in traditional adult literacy programs. Television is accessible both in terms of its technology and in terms of its content. By 1985, 99% of all US households had a least one television set (Nielson Reports, 1986). 

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Moreover, viewers are intimately familiar with the content of television and tend to associate it with pleasurable experience because of its power to entertain (Bates, 1983). Finally, the development of new visual technologies, (e.g., video recording and playback, CD-ROM and videodisk technology, multimedia computer technology) makes it possible to provide users with more control and interactivity and thus to adapt televised instruction to the needs of a variety of learners and learning styles.


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