Pub. date: 2010 | Online Pub. Date: February 22, 2010 | DOI: 10.4135/9781412957403 | Print ISBN: 9781412956642 | Online ISBN: 9781412957403| Publisher:SAGE Publications, Inc.About this encyclopedia
David Richard Moore
Educational television followed a path of technical development, adoption, and implementation that was similar to that of educational radio. In many ways, television carried forward the goals and objectives of educational radio. Broadcast television allowed learners to be reached at wide and disparate locations with a relatively minimum investment at each location in equipment and support. Broadcast television is delivered through prees–tablished “bands of frequencies.” Frequencies are measured in hertz (Hz) or cycles per second. By defining these “bands of frequencies” as “channels,” interference can be limited. The downside of the creation of channels is that their number is limited and thus channels become a scarce commodity. As a medium, television faced an initial challenge of how to allocate frequencies fairly. And as with radio, initial allocations were primarily aligned with commercial interests and not for public uses such as education. In 1952, with the input of several educational associations, ...