ABSTRACT
For more than 50 years, educators and policymakers have been expectantly waiting for the video 2 revolution in education. Indeed, research on educational programs such as Sesame Street (Bogatz & Ball, 1971; Fisch & Truglio, 2000; Rice, Huston, Truglio, & Wright, 1990) and Between the Lions (Linebarger, Kosanic, Greenwood, & Doku, 2004; Uchikoshi, this volume) has shown positive effects of educational television for the reading and language development of young children. Yet video has remained a minor medium in the classroom, where it has been seen as a replacement for teacher instruction rather than a tool for teachers.
