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Interactive radio instruction: developing instructional methods.

J Friend

    British Journal of Educational Technology : Journal of the Council for Educational Technology
    |January 1, 1989
    PubMed
    Summary
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    USAID-funded projects developed innovative educational radio methodologies for young children, enhancing active learning through interactive dialogue and varied teaching techniques across mathematics, language arts, and science curricula.

    Area of Science:

    • Educational Technology
    • Instructional Design
    • International Development

    Background:

    • The United States Agency for International Development (USAID) has supported educational radio initiatives since 1972.
    • Three key projects include the Radio Mathematics Project (Nicaragua), Radio Language Arts Project (Kenya), and Radio Science Project (Papua New Guinea).

    Purpose of the Study:

    • To develop and implement novel educational radio methodologies for young children.
    • To enhance active engagement and learning across various subjects, including mathematics, language arts, and science.

    Main Methods:

    • Interactive lesson design simulating a "conversation" between students and the radio, with strategic pauses for student participation.
    • Implementation of diverse teaching techniques such as choral responses, individual seatwork, and the use of simple materials.
    Keywords:
    AfricaAfrica South Of The SaharaAge FactorsAmericasBroadcast MediaCentral AmericaChildCommunicationDemographic FactorsDeveloping CountriesEastern AfricaEducationEducational ActivitiesEducational TechnicsEnglish Speaking AfricaGovernment AgenciesKenyaLatin AmericaMass MediaMelanesiaMethodological StudiesNicaraguaNorth AmericaOceaniaOrganization And AdministrationOrganizationsPapua New GuineaPopulationPopulation CharacteristicsProgram DesignProgramsRadioUsaidYouth

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  • Subject-specific strategies including patterned oral drill for English, "deferred" oral responses for mathematics, and "one-child" questions for English and science.

    • Main Results:

    • Successful development of educational radio programs for mathematics (grades 1-4) and English as a Second Language (grades 1-3).
    • Ongoing development of science programs for grades 4-6, incorporating complex instructions and collaborative activities.
    • Effective engagement of young children through active learning techniques tailored to different subjects and resource constraints.

    Conclusions:

    • Educational radio can be a powerful tool for active learning in early childhood education.
    • Adaptable methodologies, including interactive dialogue and subject-specific techniques, are crucial for effective radio-based instruction.
    • International collaboration and targeted funding can drive innovation in educational technology for developing regions.