VIOLENCE FROM

TELEVISION

Prepared by:
Padua, Lyle Marie V.
• Another question which most concerns adults is
undoubtedly the moral effect upon children of radio and
television program.
• Programs where games are played are usually are
devoid of provocative ideas and morally insignifcant.
Shows of violence usually point out that “crime doesent
pay.”
• Dramas develop universal truths and are therefore
morally instructive to a degree.
• For the most part children are not being turned into
delinquets through the mass media. But values and
tastes can be distorted by too much television and
radio.
• Psychologist hypothesized that viewing violence in the
unreal world would have cathartic effect and thus
reduce the chance of violence in real world.
• Other psychologist began to doubt this nation when
their research with children revealed that much action
on the TV screen is perceive as real by children.
• (Huesman and Eron 1986) who studied effects of media
violence, children behaviour was influence by television
specially if the youngsters were viewed by violent
programming.
• Television violence according to reseachers provided a
script for children to act out agressive behaviours in
relationship with the others.
• These children were also likely to perform poorly in
school and often unpopular with their peers.
• Huesman and Eron stated that television is not the only
varriable involved, but their many years of research
have left them with no doubt that heavy exposure to
media violence is a highly influenctial factors and later
in their adult lives.
• Public communication also supports the conclusion that
exposure to television violence increased rate of
aggression and violent behaviours.
• Centerwall (1980,1983) analyzed crime datas with or
with out television.
• Homicide rates doubled ten to fifteen years after T.V
was introduced for the first time into specified areas of
the United States and canada.
• There would be 10,000 fewer homicides, 7,000 fewer
rapes, 700,000 fewer injurious assult (1993).
 POSITIVE
APPROACH
TO
TELEVISION
• According to slabby (1994), ‘until recently, reseachers’
had been drown out in the din of dinial and
disinformation coming from the excutives of television
and movie industries, whos self-serving defense of
violent programming has been prevailed.
• Programs are mere reflection of the society, and that
any effort to modify the programming would interfere the
guarantees of freedom of the press.
• Giving the public “what they want” and take no
responsibility for the effects on the viewers
(Hepburn,1998).
• Students should be aware on how persistent viewing of
violent acts and violent language and music can
motivate violent behaviours.
Arbuthnot (1964) gave the following measures to
improve the situation of delinquency and negative
influence of television:
• Children should have guidance from adults in the use of
television.
• The television industry should continually work for self-
improvement.
• Parents and teachers can help students by talking over
programs and in the case of soap operas.
If parents and educators are to buy the premise of
limiting T.V viewing, they must first recognize its full
power on a child.
• Statistics on the result of scholastic achievement test in
US in 1941 compared with the previous decade that the
average student who took the test last year is more
intelligent than todays (Trelease, 1995).
• Parents have the responsibility in making reasonable
regulations and then inforcing them.
Here are some questions Arbuthnot (1964) gave that
might be asked in determining whether or not the
program os suitable for children:
1. Are the interest of the program and the children
compatible?
2. Is the emotional tone of the program wholesome? Or
is there a preponderance of violence and brutality?
3. Is the humor original, kindly?
4. Does the drama have convincing characters?
5. Is there enough plot for a good story?
6. Is the theme logical and worth while?
7. Is the news objectively reported?
8. Are there harmful propaganda techniques?
9. Are news reports distinguished from news
commentaries?
10.Does advertising detract in both time and
presentation?
11.Is the advertising honest and appropriate for
chtheren?
The effects of television on children and adults alike
depends on what is brought to these media.
TECHNOLOGY
POTENTIAL IN
SCHOOL
• There is no qiestion that technology holds significant
potential in improving classroom practices and
encouraging more effective learning.
• Bost the reach of highly effective teacher allowing more
students to study with the best math and reading
teachers, for instance.
• Technology also create grater personalization of
educational materials.
• Technology can also improve testing by making it less
expessive, As well as more adaptive.
• Teachers use technology for drills and practice
programs to home students’ basic skills.
• Something that may change their current approach.

Educators should consider how technology might

dramatically improve teaching and learning and ultimately
use technological devices to adequately serve the
students, school and the economy.
THANK YOU
FOR
LISTENING.