Curriculum

It can be argued that Channel One (effective or ineffective) is useless unless it is integrated into a classroom curriculum. The way it is used is as important as what it contains. It has been said that "the real key to the program’s effectiveness is linked to how teachers tie in newscasts with other instruction" (Supovitz, 1991). This section discusses some of the current conditions in which the program is presented and ways teachers can use the news content more effectively in their coursework.

The three most common places a child will watch Channel One are in homeroom, cafeteria, or social studies class. The first two do very little to ensure that students will learn anything. Forum Press Online sarcastically puts it: "A few students are sleeping, and the teacher is correcting papers. John’s looking out the window. Lanie is playing with her hair...Yes, it’s 8:50; Channel One is on. Wake me up when it’s over." (Forum Press, 1998). This dark description is not too far off for many Channel One schools. Forum Press conducted an informal survey at a local high school. One social studies teacher liked news coverage on the program, but admitted that "homeroom is seen as a socialization time-- a short break between classes. Therefore, the program doesn’t get received well." For one high school, the showing of the program during homeroom was "a concession to parents, teachers, and administrators who were reluctant to sacrifice instructional time to show the program" (Celano, Neuman, 1995, 445). At some schools, students are required to be quiet and watch the program during homeroom. In others, they are allowed to socialize and pay little or no attention to the program. The showing of the program in a lunchroom affords students even less of an opportunity to comprehend the material.

It does appear that there are ample opportunities and resources for teachers to discuss the news on Channel One with their students. Channel One provides a monthly guide to schools that informs teachers about the stories appearing on the program and lessons that can be built around the newscast (Celano, Neuman, 1995, 446). The guide is an opportunity for teachers to lead discussions or teach specific lessons that correspond to what is shown. However, 75% of teachers claimed to have only skimmed the guide, and just over half claimed to use the guide only "once in a while" (Cramer, 1995, 71).

The part of the school day in which the program is shown is crucial to a teacher’s ability to discuss the newscast. There is little or no opportunity if it is shown during homeroom since the bell is likely to ring after it is finished. Unfortunately, showing the program during classes is no guarantee either. It would make sense to show the program during social studies or geography, but this is not always possible. One high school teacher commented, "Since Channel One is shown in my class, I feel as though I should discuss the program in order to lend it an academic feel. However, I teach mathematics, and I cannot afford to spend valuable time discussing something that is more appropriate for a history class" (Yeager, Pandiscio, 1993, 52).

Channel One does provide more than the daily twelve minute news program. Subscribing schools are also wired into the "Classroom Channel," a network devoted to educational resources. Programs on this network may be taped and shown at a later time to students. One survey showed that about 50% teachers used programs from the network in their classes at least five times per week (Tiene, Whitmore, 1995, 39). This is a significant figure considering an analysis of different studies of television viewing in schools found that once a day is fairly heavy (Russell, 1992).

Channel One newscasts may or may not be effective on their own, but much of their success depends upon the program being presented in an appropriate forum. In addition, the programs featured on the Classroom Channel may be an innovative way to teach (or help teach) certain subjects. The effectiveness of all the Channel One programming is closely linked to the way educators choose to take advantage of their resources.