There are no homes without television in the contemporary society. Some believe that it is a valuable device for academic purpose. Although, others debate that it is addictive, and its efficiency is questionable. In this essay, I will outline both the statement and give my nuanced notion on how television can be used as a learning device.
There are two main components of television in education. They are creativity and learning opportunity. Primarily, creative ideas can be enforced into a child by television. Cartoon characters in TV shows, for instance, influence kids’ imaginary response. This will boost storytelling skills in a child. Learning can be implemented by television as it is enjoyable than studying. Fictional characters like Popeye promotes healthy food and explain their nutritional values. This encourages children to maintain healthy habits as well as learn about its necessity.
It is undeniable that television has a bad nature. It can be time-consuming and unproductive. Firstly, children tend to spend a lot of time on watching programs, which is unnecessary. This affects their concentration on other activities. Secondly, it can fruitless, if used inappropriately. As, it not only focusses on knowledge but also on entertainment, which can be less productive. Therefore, not effective unless used appropriately.
From the mid stance, I feel that television brings teaching moments for children and adults. New languages can be learned through mass media from the television. Any languages like English can be improvised by watching movies and news, for instance. However, it distracts people from the concept of learning and instead our attention can be shifted to the storyline.
In conclusion, television denies the real value of education as it promotes unwanted contents. Despite having potential to reinforce academics, it stays as a useful component for entertainment only. This essay has argued that television is a bridge for fun and learning. Thus, it can be beneficial, but it cannot replace a studying environment.