limitations. One of these is that a viewer may forget to tune in to the desired programme since there Thus, 1owers' understanding of what is being taught may be impaired. They may therefore not be able It appears then that the television is the ideal tool for imparting knowledge. It is however not without its could he other activities vying for one's attention. So, taking mental note of television programmes may Nov. 2018 WASSCE f distraction can impede learning trom a television programme. not be conducive to watching a television programme for learning. Noise, movements and other forms not festure on many people's priority list. Even when one remembers to tune in, the atmosphere may Chapter fifty-six umiers of teaching and learning materials on television are not physically accessible to viewers. This Presci diicult for viewers to interact through asking questions and receiving immediate feedback. Thanise and develop the insights gained logically in a written form. Time is also a crucial clement in ducing any leaming material on television. So much information is usually packed into a short time and the pressure on viewers to obtain maximum learning within this short period is immense. Very often, therefore viewers' attention span is tasked and in no time they lose interest in the entire learning process. Even when a viewer endures to the end, recalling and writing the content usually become a herculean task. Reading a book may be difficult, but one is in control of the process and can always flip back through the pages as necessary. This is not possible with television. Whatever the viewer is unable to grasp at any point is lost. The transient nature of television programmes makes them least suitable for icarning. Besides viewers' constraints, other factors involving production militate against producing educational programmes on television. The fact is that producers do not have enough sponsors and without sponsorship, television airtime may be too expensive. This makes the production of television educational programmes unattractive. Although there appears to be more downsides than benefits to using television as a means of teaching, most of the drawbacks are surmountable. Topics may be discussed in modules and there could be repeat broadcasts. If Non-Governmental Organisations take interest in such programmes and sponsor them. there would be no financial pressure on producers. There could also be phone-in segments or social media platforms where interactions could continue. Questions a) In two sentences, one for each, state two advantages of using the television for teaching and learning. b) In four sentences, one for each, state four problems associated with using the television for teaching and learning.