Numerouseducatorshaveenvisionedtelevision'spossiblitiesasaninstructionaltoolandhavesoughtacknowledgementthroughouttheindustrializedworld.Educationaltelevisioninthedevelopingworldhasalsoincludedtrainingwhichdirectlyaffectsthequalityoflifeofitsaudiences.Forexample,inareaswheretelevisedbroadcastsareverylow,audiencesmaygatheratcommunitycenterstoviewprogramsonhygiene,literacy,childcareandfarmingpractises.Inthisrespect,educationaltelevisionequipsthegroupwithmatter-of-factinformationtoimprovelivingstandards.Suchbroadcastsbestexemplifytheglobalaimsofeducationaltelevision.

　　However,televisionbroadcastingevolvedasaprofit-makingentity.Withinthissystem,effortstoemploythemediumforeducationalpurposeshavealwaysstruggledtostayalive,nearlybesiegedbytheoverflowofentertainmentprogramsintendedtoattractaudiencestocommercialsthathaveeducatedviewersinanotherway-tobecomeactiveconsumers.

　　Televisiondoesnothavetobeviolentoroffensivetohavearepercussion.Excessivetelevisionviewingofanykindhasobviouspsychologicalandphysiologicaleffectsonspectators.Werefertothisasthe"couchpotato"syndrome.Severalstudieshaverecordedthatevenbenigntelevisioncontentlessonsourcreativityandimagination,decreasesphysicalactivity,andincreasesobesity.Inthecaseofyoungviewers,loweredgrades,decreasedabilitytohandlestressandconflict,andhigherlevelsofaggressivebehaviorwithpeershavealsobeenclearlydocumented.

　　Themoststudiedissuethatpointstotheirreparableharmoftelevisionhasbeentheimpactofmediaviolenceonchildren.Overathousandacademicstudieshavebeencompleted,withremarkablyconsistentresults:mediaviolencemakesourkidsmorehostile,lesstolerant,andmorefrightenedoftheworldaroundthem.Watchingviolencedesensitizeschildrentogenuineactsofviolence.

　　Despiteitsapparentpossibilitiesandtheearlyvisionsofpioneerbroadcasters,educationaltelevisionhasneverreacheditsfullestcapacityasaninstructionalmediumandthenegativeeffectsofTVviewingcontinuetooutweighthebenefits.

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