6a i). Examine broadcasting in the context of the teaching process
6.1 What this chapter is about
This unit tries to give a historical overview of educational broadcasting, the broad purposes of broadcasting and discusses some of the teaching qualities of radio (audio)and television when used in classroom teaching. The unit will also look at the limitations of using live transmissions besides giving hints on how to handle a radio lesson effectively. Finally, the unit will take the reader through the steps of producing an audio lesson.
The first question we are going to ask is, What is broadcasting? This question can be answered by analyzing the word broadcasting. The word composed of two parts namely broad and casting. Turned the other way round the word becomes casting broad. Broadcasting can, therefore, be looked at as casting broadly messages to some audience just as the sower in the parable of the Sower as outlined in the Holy Bible. The audience is therefore not within reach of the source. The source must, therefore, employ the use of some channel. The channel can be in the form of radio or television.
Broadcasting can, therefore, be defined as the transmitting to the general public information over the radio on the television. Educational broadcasting can, therefore, be defined as the process of transmitting and distributing to schools and the general public educational information over the radio or the television. Educational broadcasting is mostly for schools and colleges but it can also serve individuals working on their own at home. The learning system must be designed in such a way that it has the required support in the form of the printed package. The printed package should include the broadcast timetable, teachers’ notes/manual, posters, diagrams, maps and any other teaching materials deemed necessary by the producers.