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It traces how early television initiatives informed learning goals, then contrasts them with today’s ubiquitous digital devices that enable creation, sharing, and constant access. The report frames both opportunities and risks, including privacy and security concerns, distraction, cyberbullying, and uneven educational equity. Expert reflections organize big ideas alongside practical next steps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/revisiting-the-potential-uses-of-media-in-childrens-education-report-structure-and-contents/584536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/revisiting-the-potential-uses-of-media-in-childrens-education-report-structure-and-contents/584536.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What historical foundation does the report use to frame educational media?","Question",{"text":112,"@type":113},"It points to Joan Ganz Cooney’s 1966 vision for educational television and the subsequent efforts that manifested in Sesame Street, while emphasizing the continuing relevance of challenges and needs for developing minds.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major shift in media environment does the report highlight?",{"text":117,"@type":113},"It describes a move from limited scheduled television channels to portable, always-on digital devices that support knowledge access, entertainment, and social interaction worldwide.",{"name":119,"@type":110,"acceptedAnswer":120},"What risks does the report associate with newer educational media products?",{"text":121,"@type":113},"It cites privacy and security breaches, chronic distraction, and cyberbullying, alongside the possibility of inflated expectations about what media can achieve.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584536,1792051369,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Revisiting the Potential Uses of Media in Children’s Education  \nChris Berdik Winter 2020  \nThe Joan Ganz Cooney Center at Sesame Workshop  \nAbout the Author  \nChris Berdik is a freelance science and education journalist in Boston. A former staff editor at The Atlantic Monthly and Mother Jones, he has covered topics such as virtual schools, DNA forensics, and climate engineering for national publications, including The New York Times, Wired, Popular Science, Politico, New Scientist, and The Washington Post. Since 2015, he has also been a regular contributor to the Hechinger Report, a nonprofit education newsroom. His reporting has won grants from the Pulitzer Center on Crisis Reporting, the Society of Environmental Journalists, and the Solutions Journalism Network. In 2012, Penguin published his book Mind Over Mind, about medical and non-medical placebo effects. He is now working on a book about noise, expected to be published by Norton in 2021.  \nA full-text PDF of this publication is available as a free download [from www.joanganzcooneycenter.org](from www.joanganzcooneycenter.org).  \nCoNteNtS  \n4 — INTRODUCTION  \n6 — PART ONE  \n7 What’s Been Done (Or Overdone)?  \n7 Where Are the Gaps?  \n9 — PART TWO  \n10 Starting Points  \n11 Digital Do’s and Don’ts  \n13 — PART THREE  \n14 Encouraging Adults  \n15 Desperately Seeking Curation  \n16 Scaffolding  \n17 — PART FOUR  \n18 Media Literacy  \n19 Privacy  \n21 — PART FIVE  \n22 Big Picture  \n23 Small Steps  \n24 — CONCLUSION  \n26 — CONTRIBUTORS  \n3  \nINtroDuCtIoN  \nIn 1966, Joan Ganz Cooney presented her vision for the show in a report to the Carnegie Corporation of New York. Built on a foundation of research and interviews with cognitive psychologists, educators, and media professionals,“The Potential Uses of Television in Preschool Education” proposed to harness the power of television, still a relatively new medium, to key principles of children’s cognitive development and foundational learning.  \nCooney’s ambitions went well beyond creating an innovative TV program. She wanted to help remedy the shortfalls of America’s early education system by drafting parents and caregivers to watch the show with their children and to reinforce its lessons with branded workbooks, craft kits, and other products. In 1968, she and Lloyd Morrisett co-founded Children’s Television Workshop (renamed Sesame Workshop in 2000) to close achievement gaps with the help of an  \narmy of paid staff, social workers, and volunteers who would work within lower-income communities to incorporate the new show into classrooms, libraries, and daycare centers.  \nFive decades later, the many insights about successful educational media that Cooney outlined in her report and made manifest in thousands of episodes of Sesame Street are still just as relevant. The needs of developing minds remain the same, as do many of the challenges to meeting those needs fully and equitably.  \nAt the same time, however, our media and education landscapes have changed immensely. We have moved from a handful of television channels airing a limited menu of scheduled programming to ubiquitous, portable devices that can deliver a universe of knowledge, games, and entertainment. These devices are also powerful tools for making and sharing media,  \nable to connect people around the world instantly to chat, debate, and collaborate. And all of these functions are available 24 hours a day, 7 days a week.  \nA wave of new educational media products—some intentionally designed for the classroom and some not—has washed over an educational system that is transforming, too, albeit far more slowly. These products offer a myriad of exciting new learning opportunities but also carry real risks of overblown expectations and unexpected perils—from privacy and security breaches to chronic distraction and cyberbullying.  \nA half-century after Sesame Street’s debut is an opportune time to look back on the decades of children’s media efforts and to distill the most endur","cbCaijAPeZOItQkl","https://ap.wps.com/l/cbCaijAPeZOItQkl","pdf",543215,33,"English","# Introduction\n# Part One\n## What’s Been Done (Or Overdone)?\n## Where Are the Gaps?\n# Part Two\n## Starting Points\n## Digital Do’s and Don’ts\n# Part Three\n## Encouraging Adults\n## Desperately Seeking Curation\n## Scaffolding\n# Part Four\n## Media Literacy\n## Privacy\n# Part Five\n## Big Picture\n## Small Steps\n# Conclusion","[{\"question\":\"What historical foundation does the report use to frame educational media?\",\"answer\":\"It points to Joan Ganz Cooney’s 1966 vision for educational television and the subsequent efforts that manifested in Sesame Street, while emphasizing the continuing relevance of challenges and needs for developing minds.\"},{\"question\":\"What major shift in media environment does the report highlight?\",\"answer\":\"It describes a move from limited scheduled television channels to portable, always-on digital devices that support knowledge access, entertainment, and social interaction worldwide.\"},{\"question\":\"What risks does the report associate with newer educational media products?\",\"answer\":\"It cites privacy and security breaches, chronic distraction, and cyberbullying, alongside the possibility of inflated expectations about what media can achieve.\"}]","Revisiting the Potential Uses of Media in Children’s Education - Report Structure and Contents | PDF",83]