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The Center for Educational Television.Center for Educational Television. Inc., Manila (Philippines).Pub Date I68]Note -32p.EDRS Price MF -$0.25 HC -$1.70Descriptors -Audiovisual Centers, Audiovisual Instruction, Broadcast Television, Closed Circuit- Television.

Curriculum Enrichment, 'Developin9 Nations, Equipment Utilization, Fixed Service Television. InformationDissemination, Inservice Teacher Education, *Instructional Television, National Libraries. National Programs.

Networks. Resource Centers, Telecourses, *Televised Instruction, Television Curriculum, Video TapeRecordings

Identifiers-The PhilippinesAlthough 267. of the Philippine nationsal budget is spent on education, serious

problems still exist. To update and revitalize the curriculum, to bring efficient teachingto isolated classrooms, and to make available modern audiovisual aids the Center forEdutational Television on the campus of Ateneo de Manila.University in .0uezon City

broadcasts telelessons for 6 hours a day, 5 days a week. 10 months. of the year, to30,000 Philippine students in 112 schools. The Center supplies training, programingtransmission, production, publications, and school coordination services. Three

systems of broadcast are used--2500-megaheriz, closed-circuit, and openbroadcast. The Center plans to establish an instructional television service and, later.a national media service. Other plans include extending coverage to the provinces, atelecourse library, and a tape duplication service. In order to provide the additionalservice. the Center will buy more equipment. train more personnel and erect a newproduction service building. (JY)

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This is Juanito Quinteroof Sangandaan, Caloocan

Eleven-year-old Juanito is lucky but hedoesn't realize it. He benefits from a newprogram introduced into Philippine educa-tion: instruction by television.

Each year, the Philippine government spendsroughly 26% of the national budget for education.Still, serious problems, which are common to allschools in varying degrees in the cities, suburbsand provincial areas, remain unsolved year afteryear.

* There aren't enough schoolrooms for 11% ofall First Graders.

* Out of 100 pupils enrolled in Grade One, al-most half will drop out before Grade Six andonly 17 will finish high school.

* Textbooks are few; audiovisual aids, rare; andquality instruction, a luxury.

* There is an acute shortage of teachers inspecialized subjects like Modern Math, Eng-lish, Social Studies and Art. Overworked,overburdened, often inexperienced teacherson the elementary level are responsible forsix or seven subjects each day.

Juanito studies in Caloocan, a city north ofManila. Despite limited school resources in hislocale, he is being taught by a capable and ex-

perienced teacher who instructs him from a TVscreen. At the same time, he has in the classroom

with him a teacher who knows his personal andpedagogical background, his problems and talents.

Juanito's teachers form a team: the TV teacherpresents the lesson and the classroom teacher de-votes her time to individualized instruction.

Used as an integral part of a school's academicprogram, teaching by television opens wide awhole new avenue of educational opportunities.Instruction by television updates and revitalizesJuanito's curriculum by providing new courses ofstudy and the latest teaching techniques. More-over, ITV allows even the most isolated classroom toreceive effective teaching. Juanito receive& theservices of excdent teachers, he gets a "front rowseat" in the learning process, and he benefits fromthe most modern audiovisual aid materials likefilms, slides, still pictures and three-dimensionalmodels. He may even take a trip to Laos or toVietnam in the span of a 20-minute televisionlesson.

Instructional television can raise the quality ofinstruction throughout the nation: it offers a solu-tion to the teacher-shortage problem; and it pro-vides equal learning opportunities to a vast num-ber of school children.

Juanito may not realize it, but he has a worldof learning at his finger tips a wealth that thou-sands of students throughout the Philippines canshare through instruction by television.

1

clis is Juanito's School

Andres Bonifacio Elementary School in Sangandaan,Caloocan City is a two-story public school with 3,000 studentsand 78 teachers. Like most schools in the country today, itis confronted with two major problems: the lack of a dyna-mic, modern curriculum and the shortage,of adequate, com-petent teachers. Yet these problems can be alleviated bythis school with assistance from the Center for EducationalTelevision.

Mr. Filemon Cruz, Principal of Andres Bonifacio Elemen-tary School, points out that instructional television has donewonders for his school. He says, "It has made available toour students the services of excellent teachers and has intro-duced into our curriculum new courses which we would other-wise not have at all." Mr. Cruz has a wide selection of tele-courses to choose from from Art to Geography, fromScience to Pilipino.

Mrs. Helen Castro, a classroom teacher, says: "It's

amazing how Philippine Geography can be more interesting

on television with live guests and audiovisual aids. And, we

learn new teaching techniques by watching other teachers

in action."Eleven-year old Juanito exclaims, "I feel I have travelled

from Aparri to Jo lo. Our teacher has brought us to these

places in her television lessons. My TV teacher brings intothe classroom pictures, guests, and films which my hometeacher can't."

Mr. Porfirio Roque, father of two students from AndresBonifacio Elementary School,has this to say: "Instructionaltelevision has motivated my son to study more about thingson hjs own. At home he now reads more, clips pictures andwatches programs about the Philippines. He has begun toappreciate articles and reports about our country."

Arpresent, Juanito and his classmates spend no morethan 20% of their class time watching TV lessons. This gives

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Mrs. Castro more time to prepare her students for the telecastand supervise the follow-up and assimilation drills.

Through its use of instructional television, the AndresBonifacio Elementary School has found a way of minimizingits perennial problems. But the need to raise and maintainthe quality of education is not confined to suburban and cityschools alone, It is common to public and private schools inall tommunities big and small, rich and poor.

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This is the Center for ETV

Located on the campus of the Ateneo de ManilaUniversity in Quezon City, the Center for ETV is anon-stock, non-profit foundation set up accordingto the requirements of the National Science Deve-lopment Board and registered with the Securitiesand Exchange Commission.

Center: Services

The Center supplies six services to all its receiv-ing schools: training, production, programming-transmission,maintenance, publications, and schoolcoordination. Five departments are in charge ofthese services.

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Production Doportmont

The Production Department prepares lessons onvideotape in the studio. Actual taping in the studiois merely the second to the last step in the compli-cated process which must take place before anylesson is ready for Juanito and his classmates.

To see what goes into the preparation of onelesson let us follow a studio instructor for WorldGeography 5, as she plans her telelesson on"Laos."

This lesson aims at explaining the contented at-titude of the Laotian people despite their lack ofprogress. There's a lot of research to be done:magazines to look through, books to read and in-formation to digest. Since there is no LaotianEmbassy in Manila, the TV teacher must look toother sources for pertinent information. So, shechecks the Operations Brotherhood office in thehope of interviewing anyone who was formeriyassigned to Laos. She also contacts the RamonMagsaysay Foundation office for any informationthey might have from Laotian awardees. Once all

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the facts are gathered, the TV instructor writes herscript.

It is this script which she presents to her TVDirector for visualization. Together they decide onwhich audio-visual aids to incorporate into thelesson. They view films and film clips. The audio-visual librarian suggests slides and still pictures.Artists are asked to draw maps and prepare titlecards. Props and posters are borrowed. Musicand sound effects are chosen.

When all the materials have been collected,both TV reacher and director decide on the arrange-ment of visuals. They pace the lesson, payingspecial attention to timing. The lesson is nowready to be brought to the studio.

In the studio, the director instructs the crew menregarding the set to be used. Lights are turned on.Cameras are positioned. Movements, shot sizes,and special effects are rehearsed. Then thelesson is taped.

But there is still one final step to perform: thelesson must be evaluated. If it is satisfactory, itcan be telecast. If not, changes must be made.

The steps in the preparation of a lesson aremany and complex. The efforts of over 10 peoplehave gone into the making of this one lesson.

10

Juanito and his classmates will perhaps never beaware of the energies expended for their benefit.The rewards are not immediately tangible. Theycome later with better instruction for thousands ofstudents and the raising of educational stand-ards in the country.

But there is still one final step to perform: thelesson must be evaluated. If it is satisfactory, itcan be telecast. If not, changes must be made.

The steps in the preparation of a lesson aremany and complex. The efforts of over 10 peoplehave gone into the making of this one lesson.

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Juanito and his classmates will perhaps never beaware of the energies expended for their benefit.The rewards are not immediately tangible. Theycome later with better instruction for thousands ofstudents and the raising of educational stand-ards in the country.

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Training Department

The Center aims to introduce instructional tele-vision into more and more public and privateschools. To accomplish this objective, trainingprograms are conducted all year round for schooladministrators and classroom teachers.

During the summer, there is a special seminar-workshop in instructional television for school ad-ministrators from the provinces. During the school-year, the Center holds two semestral seminar-work-shops for school administrators from the GreaterManila area. These training programs explain thebasic concepts of instructional television, describeand demonstrate its usefulness, compare its advan-tages with its disadvantages and show how it canbe introduced into a particular school or region.In fact, the training programs were primarily res-ponsible for the participation of 112 public andprivate elementary and secondary schools. It wasby joining such a seminar that the principal of AndresBonifacio Elementary School decided to includetelevised lessons in Juanito's curriculum.

There are also subject area workshops held dur-ing the summer months for receiving teachers.These workshops introduce the telecourses to class-room teachers. They preview each television lesson;they read the textbook materials which are used inconjunction with the courses; and they discuss theproper use of these among themselves. Subjectscovered are Art, English, Geography, Physics,Pilipino and Science. Juanito's teacher, Mrs. Castro,attended the workshop in Philippine Geographylast summer.

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Publications Department

The Publications Office prepares and distributesmaterials which assist the teachers and students inutilizing the televised courses.

Mrs. Castro, the classroom teacher, is guided bya teacher's manual which outlines the aim andgeneral content of every televised lesson. Withthe help of this guide, she knows in advance whatwill be taught, the new words to be introducedand the skills to be mastered. With the manualshe can better motivate Juanito and his classmatesand maintain their interest even after the TV sethas been turned off. She is ready to explainmore fully the points presented by the ,TV teach-er and cope with any questions about the televisedlesson which Juanita and his classmates might ask.

Through a student's workbook, Mrs. Castro cancheck on Juanito's comprehension and his assimila-tion of the points which the TV teacher developed inher lesson. The drills contained in the workbookcome from the combined efforts of the TV teacherand the receiving teachers. The effectiveness of theexercises has been tested in actual classroom situa-tions.

rhe Center's publications, therefore, are invalua-ble aids made available to Mrs. Castro andJuanita Quinteroas well as to the thousands ofstudents and teachers who receive the Center'stelecourses.

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Engineering Department

While it is the Production Department's respon-sibility to present the lesson effectively, it is the en-gineer's job to transmit it. Using three differentsystems of transmissionthe closed circuit network,the 2500 megahertz system and the open broad-cast system the engineering staff telecasts 30telelessons 6 hours a day, 5 days a week, 10months a year to 30,000 students in 112 schoolsthroughout Manila, Caloocan, Pasay, Quezon City,

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and the provinces of Rizal, Cavite, and Bulacan.

The engineering staff is also responsible for themaintenance of all equipment used: televisioncameras, receivers, videotape recorders, studio and

control-room equipment. The center's engineerand his men see to it that when the classroomteacher turns on the TV set, Juanito and his class-mates receive the right telelesson clearly.

17

Academk Coordination Department

The Center produces Juanito's lesson, transmitsthem to his school and provides him with booksand manuak. But this is not all that the Centerdoes for him. Most important of all, it establish-es and maintains contact with Juanito's school tosee whether or not he is getting the most out of histelevision lessons. This is the responsibility of theAcademic Coordination department.

The Academic Coordinator schedules regularpreview sessions for the classroom teacher oneweek before the TV lesson is received. This way,Juanito's teacher has time to study the telelessonand to prepare motivational and follow-up activi-

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ties.Regular meetings of school administrators and

receiving teachers are also conducted at theCenter. During these meetings, the school princi-pals give their reactions to the telelessons bypointing out the merits and shortcomings of each.Receiving teachers give feedback reports on howstudents responded to the lessons. During thesemeetings too, Juanito's teacher meets teachersfrom other schools and they exchange ideas, thusenr;ching their teaching experiences.

The Academic Coordinator then sums up andevaluates the teachers' comments and suggestions

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and incorporates these in the guides and some-times in the next telelesson.

At times, the TV teacher also visits schools andobserves classes. This gives Juanito and his class-mates an opportunity to meet their television teach-er in person and to get to know her.

To assure the Center of regular feedback fromreceiving schools, receiving teachers are givenevaluation sheets to fill up and submit to theCenter.

With these meetings, conferences, and observa-tion sessions, the Center establishes and maintainscontact with the schools it services.

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Center: Geographical Coverage

The Center provides schools with televisedlessons in four different ways.

The Closed Circuit NetworkThe closed circuit television system operates

through cables which are like telephone lines. Thenetwork therefore only goes as far as its cablesreach. The system serves only a small number ofschools but in a big way. Linked to the Center bycoaxial cable, the two elementary and secondaryschools of the Ateneo and Maryknoll can receiveas many as six different lessons at the same time.

Although the network does not cover much terri-tory, it allows creative school administrators andCenter researchers to try out new teaching experi-ments.

The 2500 Megahertz SystemThrough this system, signals sent from the Center

are picked up by schools equipped with a specialreceiving antenna. Four simultaneous programscan be sent out to schools within a 20-kilometerradius of the Center. In effect, this system canreach all of the elementary and secondary schoolsand colleges in the Greater Manila area, an ad-vantage it has over the closed-circuit system.

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The Open Broadcast SystemJuanito Quintero's school in Caloocan City re-

ceives its telelessons by open broadcast trans-mission. This system consists of a microwave linkfrom the Center to a commercial broadcast station

Channel 13. Channel 13 then broadcasts theselessons not only to the Greater Manila area but

also to extensive areas of Central Luzon. Thus,

even schools in the provinces (such as, Batangas,Cavite, Laguna, Rizal, Bulacan, Pampanga, NuevaEcija, Tarlac and Pangasinan) can receive instruc-tion by television.

Videotape Distribution Service

The fourth means of distributing lessons is

through videotape. The Center sends entirecourses on videotape to ETV Associations in the

cities o Bacolod, Cebu, and Davao. These tele-

courses are then broadcast via local televisionstations to receiving schools in the area. In this

way, the Center can also provide videotaped lessons

to individual schoois which have small videotaperecorders and closed-circuit systems of their own.

The coverage of the Center is now limitedto areas of the country which have commercial

television. As commercial television extends its

geographical coverage with the addition of tele-

vision relay stations and translators, the Center Iwill also be able to provide more and more stu-

dents all over the Philippines with instruction by

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Center: Plans for the Future

The Center is initiating the second of a three-phase program towards an Educational MediaCenter. The past four years constituted the firstphase: one of pilot program studies. These initialactivities included trying out planned experiments,initiatIng policies and procedures for the first timeand working personnel into new routines and teams.There has been modest but recognizable success.

Educational leaders, school administrators andclassroom teachers are convinced that instructionby television, perhaps the most important form ofeducational technology,can raise the quality ofPhilippine education.

Now, the Center has embarked on a develop-ment program aiming to establish a national in-structional television service and later a nationaleducational media service. The immediate objec-tive of the development program outlines the stepsfor more and better services for many moreschools throughout the country. Development isplanned in three areas: geographical coverage,better services and resources.

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ETV services should be extended to as manyschools throughout the nation as possible. Instruc-tion by television must be brought to the provinceswhere the need for it is perhaps greater than inthe city or suburbs. It must also be used for thecountless number of students in the widely populat-ed areas of Bacolod, Cebu and Davao.

There will be pilot receiving schools in all ofthese new areas by July 1969. School administra-tors of the initial receiving schools have alreadybeen trained. In July 1969, experimental programswill be set up in the provinces of Bulacan, NuevaEcija, and Tarlac, as well as the cities of Bacolod,Cebu and Davao.

By July 1970, there should be 10 elementaryschools and 10 high schools in the Greater Manilaarea receiving instruction via television throughthe 2500 megahertz system. There should be over100 elementary schools and 100 high schoolsthroughout the Central Luzon area receiving tele-

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courses through Channel 13. Finally, videotapedprograms will be transmitted to 10 v.hools throughthe television stations of Bacolod, Cebu and Davao.

ServicesNew and improved services should be added if

the Center is to adequately provide the basic ITVservices for all schools all over the country. Theseservices incl u de:

Research. A comprehensive research program isof primary importance. The validity of ETV as ateaching tool and its advantages over traditionalteaching methods must be measured. Scientificresearch can discover the conditions necessary forpresenting effective TV lessons under local circum-stances. Finally, research is demanded so thatcareful analysis and evaluation of all efforts canbe made.

Production. More telecourses on videotapemust be produced. A minimum number of courses

is necessary to make instruction by television eco-nomical for schools: to make the price of televi-sion sets and the training of teachers worth payingfor. The preparation of these courses will extenduntil 1973 when there will be a basic telecourselibrary for grade schools and high schools.

Telecourse Library. At present, the Centerhas ten elementary courses and five secondary-level courses. It hopes to stock a minimum tefe-course library of approximately 20 elementarycourses and 12 secondary courses. This will give

school administrators and teachers a wide selec-tion to choose from and make the introduction ofthis service into their schools more valuable.

Duplication. While master videotapes arestored in the Center Telecourse Library, there mustbe facilities to multiply these tapes for the librariesin other cities and in individual schools.

Transmission and Distribution. Once com-pleted, telecourses must be made available to asmany schools as possible. Channel 13 now trans-mits lessons to schools of the Greater Manila area;it can reach schools in all the provinces of CentralLuzon including Batangas, Cavite and Laguna inthe south,and Bulocan, Nueva Ecija, Pampanga,Pangasinan and Tarlac in the north. Still anothermethod of bringing telecourses to school childrenis by the distribution of videotaped lessons to tele-vision stations of Bacolod, Cebu and Davao, fortransmission to schools in those areas. Pilot pro-grams in these three areas should first be initiated.

Training. So for the best means of introducinginstruction by television to a new area has been thetraining of school principals and assistant princi-pals in a special seminar-workshop in instructionaltelevision for school administrators. This trainingprogram explains the idea of instructional televi-sion and indicates how it can be introduced into aparticular school. The Center for ETV plans to ex-tend these training sessions to more school admi-nistrators from the provinces.

ResourcesAn expansion in the Center's services demands

an increase in its resources: personnel, equipment

and physical plant.The present staff of 42 is finding it difficult to

handle the ever-increasing volume of work. Newpersonnel must be trained to perform the special-ized services offered by the Center.

At the same time, if the production and trans-mission of telecourses is to reach and maintain ahigh-quality level, newer and more sophisticatedequipment must be acquired.

Finally, the Center for ETV, which plans to ex-pand on a national scale, cannot continue tooperate in a single small building which was oncea university central kitchen. The lack of buildingspace creates a serious problem. This must beremedied by the construction of a productionservice building as soon as possible.

The third phase of the development programwill be an Audio-Visual Center where all audio-visual graphics and photographic materials will beproduced and distributed to schools throughoutthe country.

This multi-media development program wasbegun with the medium of television for economicaland practical reasons. The use of television ineducation provides a most economical and imme-diate solution to the chief educational problems ofa developing economy. It can combine many of thegood aspects of all the other media,e. g. films,audio and video tape, graphic and photographicmaterials, in a word, all the new technological aidsto education. Furthermore, it is felt that with thisbeginning, all other media can be more easily in-troduced into education on a large scale.

25

Center: CmrsThe expenses in the five year development and

expansion program total P2,143,500. These ex-penditures are for the Center but there will beother expenses for ETV Associations and receivingschools.

The Center expenditures are primarily for a newbuilding and more-up-to date equipment.

In 1968-1969, Production will need audio-visualequipment.

In 1969-1970, Production will require new studiocameras, a large videotape recorder, master tapesfor a telecourse library and a still photo labora-tory and dark-room equipment. Engineering willneed a small playback videotape recorder.

In 1970-1971, the Engineering Department willneed another small videotape recorder for the in-creased volume of programming-transmission.

ETV Associations (an organization of educatorsin a particular locality who want to utilize instruc-tion by television) in Bacolod, Cebu and Davaowill require organizational funds and capital ex-penditures for videotape recorders and videotape.

Juanito's school in Caloocan primarily needstelevision sets. If there are going to be many setsin the school, it is best that there be a master an-tenna on the roof and an inside distribution systemof coaxial cables. . Aside from these costs, therewill be a minimal service fee for each studentreceiving a course by television.

In terms of the nation's general welfare, thesum is not large. In terms of maintaining for ourpeople a significant addition to the nation's educa-tional resources, it represents a valuable investment

one that requires wisdom and foresigh. ForJuanito Quintero and his generation the success ofthe venture could mean a passport to prosperityand well-being.

CENTER EXPENDITURES: May 1968 to April 1972

Building P 500,000

Equipment 773,100

ProductionImage OrthiconCamerasVideotape recordersStill Photo LabFilming and processing facilitiesSlide-making equipment

Transmission 60,000Test equipmentMonitors

Other 29,900furnitureoffice equipment

683,200

Production costs of videotape library(Net of revenues on videotape

broadcasts)

TOTAL

870,400

P 2,143,500

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BOARD OF DIRECTORS

ADVISORY COUNCIL

STAFF

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Dr. Vitaliano BernardinoRev. Robert Bomeisl, S.J.Justice Pompeyo DiazRev. Thomas Fitzpatrick, S.J.Rev. Leo H. Larkin, S.J.Mr. Eugenio Lopez, Jr.Mr. Roberto V. OngpinMr. Sixto K. RoxasMr. Andres Soriano, Jr.Mr. Leonides Virata

Rep. Aguedo AgbayaniDr. Narciso AlbarracinDr. Vitaliano BernardinoSec. Onofre D. CorpuzSenator Eva E. Ka lawDr. Juan ManuelMr. Romulo Y. MendozaDr. Arturo M. GuerreroMr. Waldo PerfectoMr. Alejandro RocesAtty. Virgilio de los SantosMr. Fructuoso Yanson

Rev. Leo H. Larkin, S.J.Director

Miss Aurora R. AchacosoExecutive Assistant

Miss Maria Rita A. AlbertProduction Manager

Miss Cecilia V. BulaongPublic Relations Officer

Mr. John A. LauengcoChief Engineer

Mr. Tomas P. Ledesma

Academic CoordinatorMiss Maria Teresa T. Locsin

Publications Officer

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THE CENTER FOR EDUCATIONAL TELEVISION, INC.Ateneo de Manila University Campus, P.O. Box 154 Manila