ABSTRACT
IT’S a child with a thousand names: critical viewing, visual literacy, media education, media literacy, media studies, and more. But if we are to ask the question, “Does TV belong in the classroom?” it is essential to explore the full range of possible meanings associated with the process of using a television set in an elementary or secondary classroom, most of which, at the current time, do not go far beyond the delivery system model provided for by the label “educational technology,” where television is merely a tool to teach traditional subject matter (Dorr & Brannon, 1992).
