Implementing Educational Science Televison in the Third Grade Classroom
Graduation Date
Summer 2010
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madeliene Peters, EdD
Abstract
When educating children, teachers need to be aware of ways to make learning engaging. For young children, with their high exposure to current technology, listening to one person all day can be boring. Children today understand technology at a faster pace than did children of previous generations, so teachers need to implement more technology sources into their teaching.
The research literature reveals that educational television is in fact educational and does help teach children concepts. The major research supporting this information centers on the television program Sesame Street.
Textbooks are still primary resources for providing knowledge, but now technology can enhance textbook lessons. Specifically, lessons enhanced with educational videos will help third grade students enjoy learning. This paper discusses the implementation of educational science television programs in the third grade classroom. The use of educational television is supported by Gardner’s Theory of Multiple Intelligences (1979), and Piaget’s Theory of Cognitive Development (1972).
Several classroom teachers participated in an interview on the use of educational television in the elementary science classroom. Results indicated that in order for an educational television program to be a successful tool for a teacher, activities must be planned around the program. If students are only told to watch, then they will not get the most out of the program. By asking questions, taking notes, and discussing a program, students stay engaged and learn more. Educational television programs succeed as teaching tools when they are engaging, relevant to the unit, and age appropriate for the students.