October 17, 2022

KVWT ( K.V Vidhyamandir Weekly Test ) Detailed Report


SHREE K.V VIDHYAMANDIR, GARIYADHAR

KVWT ( K.V Vidhyamandir Weekly Test )




આજે હું વાત કરવાં જઈ રહી છું એવી સ્કૂલની જેમાં એક શિક્ષક તરીકે કામ કરવાની તક મળી એ નો ગર્વ થાય છે. હા, જેની છેલ્લા કેટલાય દિવસોથી રાહ હતી અને સાથે સાથે એટલો જ ઉત્સાહ અને એટલી જ શિક્ષકોની પૂર્વ તૈયારીઓ અને આગોતરું આયોજન હતું એવી શિક્ષણ ક્ષેત્રે નામના ધરાવતી એકમાત્ર શાળા  શ્રી કે.વી વિદ્યામંદિર ( વી.ડી વાઘાણી વિદ્યાસંકુલ ) ની આગવી ઓળખ સમાન KVWT ( K.V VIDYAMANDIR WEEKLY TEST ).









આ શાળામાં જોડાઈ એનું દોઢ વર્ષ પૂર્ણ થવાં આવ્યું. શરૂઆતમાં એક fresher શિક્ષક તરીકે જ્યારે આ KVWT  System વિશે જાણ્યું ત્યારે પહેલી વખતમાં જ આ સિસ્ટમ મારું પ્રથમ આકર્ષણનું કેન્દ્ર બની ગઈ હતી. જેનું એકમાત્ર કારણ છે જે પદ્ધતિ અને નિયમોથી આ ટેસ્ટ લેવાય છે એ એકદમ વ્યવસ્થિત, પૂર્વ આયોજન સાથે નિયમિત અને પેપરની બ્લ્યુપ્રિન્ટ મુજબ લેવાય છે. જેમાં વિદ્યાર્થીઓ એક એક માર્ક માટે ખુબ જ મહેનત કરે છે. 


📌કેવી રીતે આ ટેસ્ટ લેવાય છે ?


આ ટેસ્ટ ધોરણ 1 થી 9 ( English medium - ગુજરાતી માધ્યમ ) અને ધોરણ  9 થી 12 ગુજરાતી માધ્યમમાં અલગ અલગ દિવસે લેવાય છે. જેમાં ધોરણ 9 થી 12 માં આ ટેસ્ટનું આયોજન દર ગુરુવારે, ધોરણ 5 થી 8 ગુજરાતી માધ્યમમાં દર શુક્રવારે અને ધોરણ  1 થી 4 ગુજરાતી માધ્યમ તથા ધોરણ  1થી 8 English medium માં દર શનિવારે લેવાય છે. આ ટેસ્ટ દરમિયાન માત્ર વિદ્યાર્થીઓ જ નહીં શિક્ષકોની પણ સાથે સાથે ખુબ જ કામગીરી રહે છે. જેમાં ગુરુવારની ટેસ્ટ માટે એ ટેસ્ટ પેપર ફરજિયાત જે તે વિષય શિક્ષકે આગળના સોમવારે પ્રિન્ટ માટે જમા કરાવી આપવાની. ગુરુવારે આ ટેસ્ટ લેવાય ગયાં પછી સોમવારે એટલે કે પછીનાં ત્રણ દિવસ પછી દરેક શિક્ષકે આ ટેસ્ટ પેપર ચેક કરીને વિદ્યાર્થીઓને આપી દેવાના. ત્યારબાદ વિદ્યાર્થીઓએ એ ટેસ્ટમાં મેળવેલ માર્ક ધોરણ મુજબ જે તે sheet માં લખીને ઓફિસમાં માર્ક એન્ટ્રી માટે જમા કરાવી આપવાના. ત્યારબાદ એ માર્કની PDF ધોરણ પ્રમાણે WhatsApp માં વાલીઓના ગ્રુપમાં દર બુધવારે ફરજિયાત મુકી દેવાના. આ પ્રમાણે દરેક વિદ્યાર્થીઓ, વાલીઓ અને શિક્ષકોના સહકારથી આ ટેસ્ટ લેવાય છે. 


ત્યારબાદ આ ટેસ્ટના માર્કનો ધોરણ પ્રમાણે માસિક રિપોર્ટ તૈયાર થાય છે જેમાં 20 માર્કની આ ટેસ્ટમાં આખા મહિના દરમિયાન લેવાયેલી ટેસ્ટના માર્કનું કુલ ટોટલ થઈને ધોરણ અને ક્લાસ પ્રમાણે ટોપ 10 વિદ્યાર્થીઓનું લિસ્ટ તૈયાર થાય છે અને આ વિદ્યાર્થીઓને મહિનાના અંતે KVWT CHAMPION MEDAL થી સન્માનિત કરવામાં આવે છે. 


📌વિદ્યાર્થીઓ કેવી રીતે મહેનત કરે છે ?


📚📚📚📖📖📖


હા, એ કહેતા ખુબ જ આનંદ થાય છે કે આ ટેસ્ટના એક એક માર્ક માટે વિદ્યાર્થીઓ ખુબ જ મહેનત કરે છે. ટોપ 10 લિસ્ટમાં પોતાનું નામ આવે એ માટે વિદ્યાર્થી જો ટેસ્ટના દિવસે એટલે કે ગુરુવારે જો બહાર જવાનું થાય તો પહેલા વિદ્યાર્થી શાળાએ આવીને ટેસ્ટ આપીને પછી બહાર જાય છે. જો કોઈ વિદ્યાર્થી સાજો માંદો હોય અથવા ટેસ્ટ ના આપી શકાય એમ હોય તોપણ 45 મિનિટ શાળાએ આવીને આ ટેસ્ટ આપે છે. દરેક વિદ્યાર્થીઓનાં વાલીઓનો પણ આમાં ખુબ જ સાથ અને સહકાર મળે છે. ક્લાસમાં એન્ટર થઈએ એટલે બે દિવસ અગાઉ વિદ્યાર્થીઓમાં ટેસ્ટની ગંભીરતા જોવાં મળે છે. વિદ્યાર્થીઓ જે તે વિષયની આયોજન પ્રમાણે પૂર્વ તૈયારીઓ કરતાં જોવા મળે છે. સૌથી પોઝિટિવ પોઈન્ટ એ રહ્યો છે કે જે વિદ્યાર્થીઓ ક્યારેય ક્લાસમાં બોલતાં નહોતા એ હવે પ્રશ્નો પૂછતાં થયાં છે. 


📌 KVWT CHAMPION સન્માન સમારોહ


🎖🎖🏆🏆🥇🥈🥉🏆🏆🎖🎖


વિદ્યાર્થીઓમાં આ KVWT ટેસ્ટની આટલી તૈયારી અને ગંભીરતા જોઈને વિદ્યાર્થીઓ વધું મહેનત કરે અને જ્યાં તૈયારીઓ થોડી ખૂટે છે એ વિદ્યાર્થીઓ વધું મહેનત કરતાં થાય અને તેમને મહેનત કરવાનું પ્રોત્સાહન મળે તે માટે શાળામાં KVWT  CHAMPION સન્માન સમારોહનું ભવ્ય આયોજન કરવામાં આવ્યું હતું. જેમાં જે તે વિભાગ મુજબ ધોરણ 1 થી 12 ના તમામ ટોપ 10 વિદ્યાર્થીઓને KVWT CHAMPION MEDAL થી સન્માનિત કરવામાં આવ્યા હતાં. આ કાર્યક્રમમાં પ્રતિષ્ઠિત મહેમાનોની ઉપસ્થિતિમાં દિપ પ્રાગટ્ય કરીને કાર્યક્રમની શરૂઆત કરવામાં આવી હતી. આખા કાર્યક્રમનું સંચાલન શાળાના શિક્ષકો ઉજાલાબેન પિત્રોડા અને ભૂમિબેન દ્વારા કરવામાં આવ્યું હતું. કાર્યક્રમની શરૂઆતમાં શાળાના સંચાલકશ્રી હિમાંશુભાઈ વાઘાણી દ્વારા મહેમાનશ્રીઓનું શબ્દિક સ્વાગત અને પુષ્પગુચ્છથી સ્વાગત  કરીને શાળાના આચાર્યશ્રી કલ્યાણભાઈ સોરઠીયા દ્વારા પ્રાસંગિક ઉદ્દબોધન કરવામાં આવ્યું હતું. શાળાના શિક્ષકશ્રી અશ્વિનભાઈ ભુતૈયાએ વિદ્યાર્થીઓને મોટીવેટ કરવા માટે હરિવંશરાય બચ્ચન દ્વારા કહેવાયેલી પંક્તિઓથી વિદ્યાર્થીઓને પ્રોત્સાહિત કરતું વક્તવ્ય આપવામાં આવ્યું હતું.  ત્યારબાદ મુખ્ય મહેમાનશ્રીઓના હસ્તે દરેક ધોરણના ટોપ 10 વિદ્યાર્થીઓને મેડલ અને પ્રમાણપત્રથી સન્માનિત કરવામાં આવ્યા હતાં. આ કાર્યક્રમ દરમિયાન ધોરણ 12 આર્ટસની વિદ્યાર્થીની રાજ્યગુરુ રીયા કે જેમણે આ ટેસ્ટમાં ફુલ માર્ક ( 260 માંથી 260 ) મેળવ્યા તેમણે પોતાનો આ ટેસ્ટ વિશેનો અનુભવ રજૂ કર્યો હતો. આ રીતે બધાં જ વિભાગમાં આ કાર્યક્રમનું ખુબ જ સુંદર રીતે આયોજન કરવામાં આવ્યું હતું. 


And special thanks to the principal of this school 


Here I would like to share some of the best photographs of this function organized by K.V VIDHYAMANDIR GARIYADHAR. 


Thank you…
















June 11, 2021

Assignment: The African Literature

 Assignment 

The African Literature 

S.B Gardi Department of English, MKBU

Nirali Makvana 

Sem 4 ( M.A )

Roll no. 14

niralimakvana9599@gmail.com 

niralimakvana.blogspot.com 


📌Instances of Powerful family bond in Soyinka's The Swamp Dwellers 


📌Introduction 



The Swamp Dwellers focus on the struggle between the old and the new ways of life in Africa. It also gives us a picture of the cohesion that existed between the individual and southern Nigerian society. The conflict between tradition and modernity is also reflected in the play. The play mirrors the socio-cultural pattern, the pang and the sufferings of the swamp dwellers and underlines the need for absorbing new ideas. The struggle between human beings and unfavourable forces of nature is also captured in the play. Soyinka presents us with the picture of modern Africa where the wind of change started blowing. The Swamp Dwellers is a play of universal appeal. It talks about remote rural and urban society; family life; confrontation of old and new society; psychological conflicts between old and young generations; love for modernity and love for the swamp; the supernatural; unfavourable forces of nature; and so many problems.


📌 Love And Bond Found In Alu And Makuri


We observe in the play that parents hardly have their control over the sons. Moreover, they are found in the midst of calamities made by nature to some extent and mostly by their twin issues. They have failed to hold the bridle of the young. But they possess 

unbridled affection for the twins. On the other hand, Makuri and Alu are engaged in nonstop tiff on trivial matters. But the instances of such trivial matters cumulatively express a great concern for their twins. They are alienated in the swamp where even their sons do not feel interested to live and accompany them. Makuri continues his loving words to Alu while expressing his distress caused by their sons‟ ambitious immigration to the urban:


Makuri: … if they knew. If only they could see me take you out into the mangrove,and I so strong that I could make you gripe and swear and sink your teeth into my cheeks.


What a lovely expression of love it is! His love for Alu makes him more nostalgic, and more affiliated with a family bond even in the transitional Afircan society. We get more instances of love and bond between Alu and Makuri in the following dialogues:


Alu: You were always one for boasting.


Makuri: And you with your eyes shut so tight that I thought the skin would tear itself. Your eyes always shut, so that up till this day you cannot tell what I looked like when the spirit took me, and I waxed as hot as the devil himself.


Alu: Be quiet.


Makuri: You never feared the swamp then. You could walk across it day and night and go to sleep in the middle of it…. Alu, do you remember our wedding night?


These dialogues between the old marriage convey a love affair that was strong and powerful even in the swamp and in hardship. Their past is reminded because their sons‟ eccentricity to leave the swamp and to live in the urban, and because there is now a big gulf created between them and their twins. They were anxious about the twin sons and their old tradition, culture, society, and family tier. Throughout the play we come across their love for tradition, culture, and family ties.


📌 Love Between Awuchike And Desala


From Alu's clue in her dialogue with Makuri, we get an indication of love between Desala and Awuchike. One might discern faults in Desala‟s anticipation from her would-be husband of thriving urban life and convict Desala, Awuchike‟s wife, of breaking the tie between Awuchike and his parents as well as of the family. Desala might have love for an urban life but her love for Awuchike is exposed when she wants to get him more intimately not in the swamp but in the city, as if they would make a loving and prosperous world together there.


On the contrary, Awuchike is also a highly ambitious young man. He is fed up with the swamp life and hardship. Therefore, he has gone to the city for fortune. His love for Desala and dream for living together in private away from his root is more active than his fortune-seeking. The money he earns, he earns only for comfort and to win Desala‟s love. He loves Desala. That is why he loves to make money. One might blame Awuchike for his motivated attempt to leave his own parents in the swamp; to break the conventional family bond; to ignore culture and tradition; and to avoid rural life. But it should be noted that he breaks family ties only to tie another one, the younger one. His family tie with Desala is so strong that he even leaves his parents, and ignores the socio-cultural practices to win the love of Desala; he shows honesty to his love and beloved by shifting himself from the swamp to the urban.


📌 Tensions of Alu And Makuri


Makuri and Alu express their deep concern for their son, Awuchike. They have a continuous argument over his disappearance from home. No one knows about his existence. But a true mother in Alu is in action. She thinks her son is no more, but she is constantly pressing an earnest request to Makuri to find out Awuchike. Makuri's assumption is that Awuchike has gone to the city for a better life. Awuchike‟s absence in the village and home creates tensions among the swamp dwellers. On the other hand, his parents, out of tension and anxiety, engage themselves in constant oral fighting. Their argumentative conversation develops the story.


A dramatist's criticism of life is most fully embodied in the spirit and tendency of the action. Wole Soyinka in The Swamp Dwellers criticizes the life and culture of human community of a particular African state. Although the spirit and tendency of the action is of Nigerian Yoruba community, the universal appeal for humanity all over the world has explicitly been demonstrated in the play. The Swamp Dwellers are primarily concerned about social changes. An easy access to abruptly abundant oil has caused the social changes and has an impact on human relationships in many African countries especially in Nigeria during mid twentieth century. The play demonstrates how a money-making society is ruined, and falls into a deep tension, disappointment and frustration. The play concentrates on the conflict between the old and the young who are constantly approaching for a better life. The clash between custom and innovation is also reflected in the play. It also investigates the existentialist elements, and finds parity between the old and the new. It focuses on the struggle of human beings against the unfavourable forces of nature such as marsh, swamp, excessive water, rain, river, serpent, etc. Moreover, the play involves man's avarice and greed. The priest Kadiye becomes fatter with gifts demanded in the name of the serpent. The serpent is pacified whenever his high priest Kadiye receives gifts from the swamp dwellers. Igwezu becomes shocked to see himself in a dilemma of two cultures- the city one and the rural one. Two cultures have made him a union chamber causing deep frustration to him in the long run (The Toronto Sun). Through the depiction of transitional aspects, Soyinka‟s endeavour is to strengthen the sense of nationality.


✒ Squabbles Between Alu And Makuri


In the very opening scene of the play, we see the hints of verbal bicker between the two old married Alu and Makuri. Alu seems more impatient than Makuri, and she is constantly nagging in the households. Alu has been waiting for long for her dear son and in her every household work she attempts to peep the doorways with great expectations of their son‟s return. Even the play starts with her question mingled with eagerness for their son:


Alu: Can you see him?


Her insinuating comment on Makuri's attitude towards their expatriate son apparently shows bitter relations with her husband. On the other hand, Makuri's instant response deepens tensions among the readers and the audience.


Alu: If you had any good at all in you, you'd go and look for him.


Makuri: And catch my death of cramp? … what's preventing you from going?


A minute reading discovers how strong relations they maintain with each other. Makuri even addresses his wife a fraud. She also has serious complaints against Makuri of making her a liar. 


Makuri: The older you get, the more of a fraud you become.


Alu: You are always trying to make me a liar.


Makuri: I don‟t have to make you one.


Alu speaks of Makuri and it is revealed when she addresses him as Frog-face. The indication of their sons death lies in their conversation. Alu humorously says that Makuri is a dead person as he is not looking for their son. When Alu angrily slaps herself on the arm to prevent the fly from biting it, Makuri insinuates her old age and decaying health.


Makuri: Don't tell me now that a fly has been trying to suck blood from your dried-up veins.


✒ To Conclude  


It is assumed that The Swamp Dwellers by Akinwande Oluwole Wole Soyinka widely known as Wole Soyinka focuses the life and culture of an African society, but the play goes beyond the border of a particular area. It expands the border of readers knowledge, and deals with tensions, problems, conflicts, calamities, and struggles ever-present in the human community across the world. The playwright through his powerful imagination has made the language of the play metaphorical, and we have got bundles of images reflecting his individual outlook of human life. His approach is not only of sociological sense, but of human beings. The characters presented in The Swamp Dwellers happen to exist in a particular place and time, but the universally significant the theme soars the play to a great height. The backbone of his writings, especially The Swamp Dwellers, may be the culture of Yoruba, but the play excels the demarcation and falls in the stream of international movements for humanity.




📌 Work Citation 


● Gusfield, Joseph R. “Tradition and Modernity: Misplaced Polarities in the Study of Social Change.” The American Journal of Sociology, vol. 72, no. 4, 1967, pp. 351–362. 

● Rahman, Muhammad Mushfiqur. “Instances of Powerful Family Bond in Soyinka's The Swamp Dwellers.” Journal of Humanities and Social Science, no. 19, ser. 4, pp. 1–4.

● Ratsika, Nikoleta. “Between Tradition and Modernity: The Occupation Choices of Young People in Rural Crete.” 2021. 

● Sherover, Charles M. “Forming the Mind of Modernity.” International Journal on World Peace,       vol. 15, no. 1, 1998, pp. 23–49. 


Assignment: Mass Communication and Media Studies

 Assignment 


Mass Communication and Media Studies 


S.B Gardi Department of English, MKBU 


Nirali Makvana 

Sem 4 ( M.A )

Roll no. 14


niralimakvana9599@gmail.com 

niralimakvana.blogspot.com 


📌TV as a medium of Education 


✒ Abstract 


Of all the mass media today, television attracts the largest number of viewers. Its audience is greater in size than that of any other media audiences. Since television is able to attract the audiences of all age groups, literate and illiterate and of all the strata of the society, it has an enormous audience. In India, from the beginning, television had been used more for education and information purposes than for entertainment. It had performed different other functions as compared to the televisions in the west. Even today, though commercials have entered Indian television in a big way, its basic purpose did not change. It continues to perform its function of development and national integration. Like movies, television also stimulates ideas, beliefs, and tendencies already possessed by the viewer. For example, television repeats and thereby reinforces the messages on family planning, the importance of educating girls, environment protection, energy conservation etc. Television can be the most powerful educational medium as it combines speaking, writing and showing.


Objectives 


▪ To ponder upon the brief history of the television and types of television. 


▪ To ponder upon the major objectives and background of television. 

▪ To find out why Television play a vital role among all other mass communication mediums.


▪ How Television plays a vital role as a medium of Education. 



✒Brief History of Television 



It has become one of the most common ways people view the larger world beyond them, as well as being one of the best ways for people to escape from the world. In the 1880s a German inventor created simplistic moving images using a filtered light viewed through a spinning disk, laying the foundations for the modern television. During the 1920s a number of scientists began experimenting with sending still images using radio waves. However, it was in 1928 that General Electric first combined the idea of a device that could show moving images with the technology to wirelessly broadcast them.


During the 30s and 40s the technology was gradually improved upon. In America the first regular broadcasts began in 1939 though it was not until after the Second World War that the television as a standard home appliance began to really take off. After 1945 television sales in America skyrocketed. The first 

colour broadcast was made in 1954. Throughout the rest of the world, television came years later, and it wasn’t until the late 1960s that a television was commonplace in houses throughout the West. By the 1970s, television had become the dominant media force it is today, with 24 hour programming, mass advertising and syndicated shows. In the 1980s satellite television shrunk the world, making live feeds from other countries and time zones possible. The new millennium brought the advent of digital television, which is the future of television.


✒History of Television in India



Television began in India on 15th September 1959 as an experiment. It offered a two-hour programme for a week. Initially the authority was AIR. The early programmes. These experimental broadcasts were generally educational programmes for schoolchildren and farmers. By the 1970s, television centres were opened in other parts of the country also. In 1976, Doordarshan, which was All India Radio՚s television arm until then became a separate department. Several community television sets were distributed as a part of one of the important

landmarks in the history of Indian television, the Satellite Instructional Television Experiment (SITE) . It was conducted between August 1975 and July 1976. Under this programme, the Indian government used the American satellite ATS-6 to broadcast educational programmes to Indian villages of six states. The telecasts happened twice a day, in the morning and evening. In 1982, Doordarshan telecasted the 9th Asian Games using INSAT 1A satellite.


In 1997, Prasar Bharati, a statutory autonomous body was established. Doordarshan AIR was converted into government corporations under Prasar Bharati. From its humble beginning as a part of All India Radio, Doordarshan has grown into a major television broadcaster with around 30 or more channels. This includes Regional Language Satellite Channels, State Networks, International Channel and All India Channels like DD National, DD News, DD Sports, DD Gyan darshan, DD Bharati, Lok Sabha Channel and DD Urdu.


Television as a tool of Education 


Television, which has an important place in mass communication, has a significant role in distance education with its special position, the way of presentation and qualities peculiar to itself.   Technological developments in the field of communication can be adapted in the field of education as it is adapted to many fields of life. Thanks to the new technologies available in this field and the advantages they provide, television can already be seen as an outdated tool. Yet as long as the opportunities it provides still keep its validity, television technology is not far from the new developments. Thanks to its special features, television in distance education fulfills the functions mentioned below:  


  • Supporting and enhancing teaching 

  • Instructing  

  • Explaining , clarifying 

  • Summarizing  

  • Reinforcement 

  • Motivation and encouragement 

  • Using as supplementary for the other materials 

  • Imposing study speed ( determining rate of study)

  • Presenting a reference to large masses  

  • Changing behavior  

  • Presenting unreachable facts and events  


Of these special features, perhaps the most important one is that television is a very familiar and attractive source from the point of view of buyers. It is also part of our daily life.


✒ Benefits of Educational Television


With so much controversy surrounding the effects of television on the minds of young people, there is concern that TV is doing more harm than good. Since many channels are geared toward an adult audience, stick to channels like PBS, History Channel, Discovery Channel, and Animal Planet for your kids. With supervision and monitoring, television can actually be a positive experience.


Here are a few ways in which television is beneficial for children:



TV can help a child’s intellect


In many studies, researchers have observed how educational programs can aid in boosting children’s intellect. Surprisingly, children aged 2 to 7 who watched a few hours of educational television programs per day performed better on academic tests than those who didn’t watch TV. They also found children who spent most of their television time watching shows like cartoons scored lower than those who viewed educational ones. Therefore, it is important to monitor what your children are watching and show them educational programs as opposed to simply letting them watch cartoons.


TV can be a teacher for children


Whatever your child may be interested in, there is likely an educational show on that subject. Television is a great way to open your child’s mind to a variety of things and help them learn about topics they may not be exposed to at school. On the other hand, television can reinforce what children learn in school and provide a supplementary method to teaching children about important subjects.


Television has been given considerable importance in many countries as a source and a tool of teaching.  The success stories of using television for education in many countries has negated the concept that television is basically an entertainment oriented medium and it is hostile to thoughts.  Television is adaptable and can follow different approaches when used in different educational situations.  The medium is used for formal, non-formal and informal education.  To support formal education, television usually functions as a supportive and reinforcement tool.  Television can be attached with school curriculum and time tables.  When systematically organized it takes the form of school broadcast.  In non-formal education, television has a more specific role to play.  When used as a part of multimedia communication tool, television can directly or indirectly teach the subject matter.


Importance of television to communicate information, ideas, skills and attitudes has been affirmed by researchers.  You should attempt to study various reports published on educational television in different countries in different situations.  In the words of the Director BBC “next to home and school I believe television to have a more profound influence on the human race than any other medium of communication.” If media is to work as an effective teaching tool then certainly it is helping hand towards, achieving the aim and objectives of education.  Media is an agent of boosting cultural economic and social development activity.  Television, as an important mass medium disseminates education through formal and information methods. Television also continues to benefit the masses by making them conscious of the environment, rights, duties and privilege.  It is a source of teaching etiquette, language skills, hobbies, social relations and religious beliefs. Role of television is neither fixed nor easily tangible and measurable. The role is directly related to the question of how the planners are serious and determined to use television.  The role could either be enormous or, on the contrary, very meager depending upon the specific tasks and available resources.  Generally television can help to achieve the following objectives:


a)        Social quality in education

b)        Enhance quality in education

c)         Reduce dependency on verbal teaching and teachers

d)        Provide flexibility of time and space in learning.

e)        Stimulates learning

f)         Provide mass education opportunities.


✒To Conclude 


The first step in  successful educational television  production is getting  children to choose  and  pay  attention  to  the  program.  Fortunately,  we  know  a  considerable amount about attention to television. Many programs, such as Sesame Street and Blue’s Clues,  have  made use  of  this  knowledge  (Anderson, 2004).  The  second  step is  to ensure that the production  is comprehensible  and does not distract from the  core educational content of  the program. In this regard, productions benefit enormously from  formative research done with storybooks  based  on  scripts,  storyboards,  and animatics (usually black and white drawings and partial animation with audio from voice actors and stand-ins). Such formative research ensures that children can com-prehend and remember the content. Systematic formative research was an aspect of Sesame Street’s innovation (Lesser, 1974) and is currently employed in many successful educational children’s programmes. 


📌Work Citation 


▪Anderson, Daniel R., et al. “The Educational Impact Of Television.” The International Encyclopedia of Media Studies, 2012, doi:10.1002/9781444361506.wbiems134.


▪Duby, Aliza. “Using Television as an Educational Medium.” Educational Media International, vol. 28, no. 4, 1991, pp. 190–198., doi:10.1080/0952398910280405.


▪Naveed, Fakhar. “ROLE OF TELEVISION IN THE FIELD OF EDUCATION.” Mass Communication Talk, 9 Nov. 2019, www.masscommunicationtalk.com/role-of-television-in-the-field-of-education.html.


▪Saglik, Mediha, and Serap Ozturk. “Television as an Educational Technology: Using Television at Open Education Faculty, Anadolu University .” Turkish Online Journal of Distance Education , vol. 2, no. 1, Jan. 2001, pp. 74–82.