Some people say that television is a very useful tool when it comes to education. Others argue that television is a much overused, ineffective teacher.Discuss both of these views and give your opinion as to the usefulness of television as an educational t

Essay topics:

Some people say that television is a very useful tool when it comes to education. Others argue that television is a much overused, ineffective teacher.

Discuss both of these views and give your opinion as to the usefulness of television as an educational tool

Nowadays, television has become an essential necessity in most homes. While some people think that television serves as an efficient tool to enhance learning, others are of the opinion that this is ineffective. This essay will discuss both points of view.

To begin, television in isolation may not be too effective as a learning aid. This is because there might not be programs that are specific to what people want to learn. For example, if a person is interested in learning the construction and function of an automotive engine, it would not be possible for him to get a program scheduled as per his requirement. Further, even with those programs appearing on television, the viewer might not necessarily get the complete content and depth of understanding that he is looking for. Thus, television has limitations with regards to the customization it can offer to different people with varying learning requirements.

Nevertheless, in my opinion, television does provide considerable opportunities for people who are looking to improve their overall general awareness as well as looking for subject- specific information. For example, viewers can check the program content online on different channels and tune into programs that are of their interest. Further, they can purchase CD's on topics of their specific need and watch them on television to gain a better understanding. The viewer has a choice to select a CD that offers him the required depth of understanding of the subject. Watching the content on a 40-inch television may keep viewers more engrossed and interested, and give them a better learning experience than looking at the content on a laptop/computer.

Additionally, programs on channels like National geographic and Discovery are quite exhaustive and provide vital information to viewers. For example, the program on analysis of aircraft disasters can actually teach viewers/students the right approach to be followed in carrying out failure investigations and performing root cause analysis.

To conclude, people being dismissive of the role of television in education is not entirely correct. To a large extent its importance as a learning aid will lie with the user and the way it is utilised. Television can certainly be an efficient tool to aid learning and enhance the overall quality of education if the right approach is adopted.

The problem of the ineffectiveness of television as an educational tool is in fact not a problem of television itself, but of people who decide the content of the particular channel. It is hardly unlikely that content directors would abandon their high profits and change talk shows to lectures and video lessons. Therefore, those, who insist on the uselessness of TV, maybe right, but let us not forget that as technology improves new cheap ways of broadcasting appear, for instance, video broadcasts. They can prove the exclusive power of such learning tool as television.

Votes
Average: 8.4 (1 vote)
Essays by the user:

Comments

Grammar and spelling errors:
Line 9, column 90, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...information and a nice part of learning process. Educational Methodists have proved tha...
^^^^^^^
Line 13, column 556, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to tool'
Suggestion: to tool
...ve the exclusive power of such learning tool as television.
^^^^

Transition Words or Phrases used:
but, however, may, moreover, so, therefore, for instance, in fact, as a matter of fact

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 10.0 13.1623246493 76% => OK
Auxiliary verbs: 9.0 7.85571142285 115% => OK
Conjunction : 12.0 10.4138276553 115% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 16.0 24.0651302605 66% => OK
Preposition: 35.0 41.998997996 83% => OK
Nominalization: 3.0 8.3376753507 36% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 1555.0 1615.20841683 96% => OK
No of words: 299.0 315.596192385 95% => More content wanted.
Chars per words: 5.20066889632 5.12529762239 101% => OK
Fourth root words length: 4.1583189471 4.20363070211 99% => OK
Word Length SD: 2.96360325657 2.80592935109 106% => OK
Unique words: 186.0 176.041082164 106% => OK
Unique words percentage: 0.622073578595 0.561755894193 111% => OK
syllable_count: 488.7 506.74238477 96% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 5.43587174349 37% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 0.0 4.76152304609 0% => More preposition wanted as sentence beginning.

Performance on sentences:
How many sentences: 15.0 16.0721442886 93% => OK
Sentence length: 19.0 20.2975951904 94% => OK
Sentence length SD: 54.8729441528 49.4020404114 111% => OK
Chars per sentence: 103.666666667 106.682146367 97% => OK
Words per sentence: 19.9333333333 20.7667163134 96% => OK
Discourse Markers: 5.73333333333 7.06120827912 81% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.191403623391 0.244688304435 78% => OK
Sentence topic coherence: 0.0650593426523 0.084324248473 77% => OK
Sentence topic coherence SD: 0.075375299035 0.0667982634062 113% => OK
Paragraph topic coherence: 0.109117960198 0.151304729494 72% => OK
Paragraph topic coherence SD: 0.034279742455 0.056905535591 60% => OK

Essay readability:
automated_readability_index: 13.0 13.0946893788 99% => OK
flesch_reading_ease: 52.19 50.2224549098 104% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 10.7 11.3001002004 95% => OK
coleman_liau_index: 12.88 12.4159519038 104% => OK
dale_chall_readability_score: 9.33 8.58950901804 109% => OK
difficult_words: 90.0 78.4519038076 115% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 9.6 10.1190380762 95% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?

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Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.