Diocesan learning networks : alternatives and opportunities in instructional television


/ f

k
\

vScVimi 4 H Gi'le^

ADV' b<o^3i

DIOCESAN

LEARNING

NETWORKS

Mterndves

anl OppapUmlfles in

loslpuctioial Television

by

H. GILES SCHMID, Ph D.

UNITED STATES CATHOLIC CONFERENCE





Diocesan Learning Networks

Alternatives and Opportunities

in Instructional Television

by

H. GILES SCHMID, Ph.D.
DIRECTOR OF PLANNING AND EVALUATION

DEPARTMENT OF EDUCATION
UNITED STATES CATHOLIC CONFERENCE

1971

Publications Office

UNITED STATES CATHOLIE CONFERENCE

1312 Massachusetts Avenue, N.W.

Washington, D.C. 20005



Oeactdlfisd



CONTENTS

Page

Introduction 1

Instructional Television Concepts: 5

Entertaining, Influential and Instructional Television 5

Television Must Fulfill a Need 7
Reasons for ITV 8

The Learning Network 9

The Low Cost of Television 11

Opportunities and Alternatives for a Diocesan Network 12

The Neighborhood Center 12

The Regional Center 13

Alternative Delivery Systems 14

Commercial Television 15

Educational Television 16

Cable Television 17

ITFS 19

Cassettes 21

Tele-Cyclopedia 22

What Needs to be Done? 25

Appendix A: A Proposal for a Comprehensive Instructional
Communications Network for the Archdiocese

of Chicago 29

Appendix B: How TV Could Help the Parish Priest 35

Appendix C: Summary Description of Diocesan ITFS Net-
works 38

Appendix D: Evaluation Considerations 41

Appendix E: Fiscal Considerations 43

Appendix F: National Survey of Diocesan Media Involve-

ment 46

Appendix G: A Selected Bibliography 53



Digitized by the Internet Archive

in 2016

https://archive.org/details/diocesanlearningOOschm



Chapter I

Introduction

The ten Bishops and ten non-episcopal members of the Com-
mittee on Education of the United States Catholic Conference

have discussed the potential of television for all the Church's

efforts in education. Not only are they convinced that this me-

dium will make a great impact on education, but it can also serve
as the tool around which a renewal and revitalization of educa-

tional programs will take place. Hence, by resolution, they called

for a study to be made for the chief educational officials of the
dioceses throughout the United States.

The research began with a review of the nine dioceses which

have their own television stations employing the ITFS (Instruc-
tional Television Fixed Service) distribution systems. These dioc-

eses are: Boston, Brooklyn, Detroit, Los Angeles, Miami, Milwau-

kee, New York, Rockville Centre, and San Francisco. The ITFS
system is well documented in the EPIE Occasional paper #31
"Instructional Fixed Service" and in a NEA publication, "ITFS In-
structional Television Fixed Service—What it is . . . How to Plan."
Appendix A contains an excellent narrative of ITFS possibilities in
a diocese. Appendix B is an extended checklist of potential serv-

ices this system can provide a parish priest.

In the attempt to put ITFS into perspective, five other delivery

systems were studied and a model was developed within which

a diocese could design a learning network. The components,
opportunities and alternatives, are presented in Chapter III of this

report.

Several surveys are combined in Appendix F to: (a) illustrate
the extensive diocesan involvement in media, (b) to highlight the

fact that diocesan offices in both education and communications

have an overlapping concern in media, and (c) to underscore

advantages that would accrue to a diocese if there were greater
collaboration between these offices.

The research uncovered four issues that require prompt at-
tention: (1) an ITFS issue, (2) a cable legislation issue, (3) a cable

1



programming issue, and (4) the need for a diocesan plan for the
effective utilization of media.

An ITFS Issue. The first issue is the pending decision of the
Federal Communications Commission which may deprive dioceses
access to the ITFS portion of the wave band formerly reserved for
education. This decision will probably be made in 1971. This is
a natural resource which, if lost, will never again be available.

Cable Legislation. The second issue is cable television legis-

lation which is rapidly being written in every city in the nation.

The potential of cable television is enormous. But the Church

may lose much of this potential unless it actively participates in
the municipal legislation which grants an exclusive franchise to

the cable operator. There is no national regulation of this legis-

lation. Each municipality or city government enacts legislation

which specifies the conditions under which a cable company may
operate. These conditions will be in force for the next 15 to 30

years. Often education is given private channels, free hook-ups,

and even equipment if the legislation requires this as a public

service. It is imperative that diocesan officials be informed of

these developments and (a) secure equal access to the cable, and

(b) participate in the control of this resource with the public

schools. NEA has an excellent publication on this, "Schools and
Cable Television."

Cable Programming. Thirdly, some cable television operators
have already secured the exclusive franchise. But in their infancy

they need help in securing local programs as required by the FCC
April 1, 1971. The diocese can secure favorable support if they

assist these operators now when they need programs and ideas
for the creation of local programming.

Plan for the Diocese. Finally, this report concludes with

guidelines on how to initiate a study for the creation of a diocesan
learning network to serve the total teaching mission of the Church.

The Department of Education of the USCC stands ready and will-
ing to assist the dioceses on any of these four issues. The greatest

loss will occur if action is delayed.

There is only one note of caution in discussing media, teach-

ing and technology. Underlying all this effort is the simple goal

that Jesus Christ come alive to the people of God. Books, film,
hardware or software should not become instruments behind

2



which teachers and potential teachers hide their personal com-
mitment to Jesus.

The best medium in which the Gospel message is communi-
cated is through the life witness of another person. All else is a

secondary support. Schools, CCD, youth and adult education
programs, as well as television, are only occasions to bring the

living faith of one person to another. It is in the living community

of faithful that the Spirit breathes the life "which no man can take
from you."

When it is properly considered and understood, television
and an appropriate learning network can provide a mass com-
munications vehicle through which the best among us can speak.
It can also give confidence to the timid, that they too may speak
their testimony of God.

The Second Vatican Council recognized that media has the
capability of multiplying our arms and voices infinitely. In its

document on Communications:

"The Catholic Church has been commissioned by the Lord

Christ to bring salvation to every man, and is consequently

bound to proclaim the gospel. Hence she judges it part of
her duty to preach the news of redemption with the aid of
the instruments of social communication, and to instruct

mankind as well in their worthy use.

Therefore the Church claims as a birthright the use and pos-

session of all instruments of this kind which are necessary

or useful for the formation of Christians and for every ac-

tivity undertaken on behalf of man's salvation."

It also gave local directives to dioceses:

"Bishops in their own dioceses have the duty to oversee ac-
tivities and enterprises of this kind, to promote them, and to
regulate them insofar as they affect the apostolate in a public
manner.

A successful apostolate for an entire nation calls for unity
of planning and effort. Hence this Sacred Council decrees
and directs that national offices be everywhere established

and thoroughly supported for affairs of the press, motion

pictures, radio and television."

3



Other trends and events which are treated in this report are:

1. The proven 2 to 5 years experience of nine dioceses
which have their own educational television facilities;

2. The proven low costs to deliver quality educational ma-
terials to an entire diocese via television;

3. The new round of technological advances which are on
the horizon, such as cable TV, cassettes, and cartridge TV,

etc;

4. The proven effectiveness of television programming in
the area of education—an accumulation of 20 years of
effort;

v

5. The substantial evidence that printed media are no longer
the primary media in our society;

6. The increasingly felt need to revitalize and expand the
Church's educational effort in schools, CCD, adult and
youth programs and the emerging concept of a diocesan

learning network which includes but is not limited to

schools.

The effort of this report will be to present a model for a

diocesan learning network in order to facilitate a clearer vision

of what is possible in bringing the force of television to the serv-

ice of the Church. In the second chapter some distinction will be
made, key thoughts on effective employment of television will be
presented, and then the model for a diocesan learning network

will be sketched along with a notion of the costs involved.

In Chapter III the components, functions and alternatives

available for the design of a learning network will be elaborated.

The report will conclude with a chapter on "What needs to be
done." Appendices A through E exhibit ITFS proposals, some of
which apply to any television delivery system.

The author is grateful for the assistance and advice received

from Fr. Michael Dempsey, Brooklyn; Fr. Pierre DuMaine, San

Francisco; Mr. Frank Ryan, Rockville Centre; Fr. Patrick Farrell

and Dr. Robert Pirsein, Chicago; Fr. Gail Poynter, Cincinnati; Fr.

Robert Nygaard and Sr. Jean Smiset, O.F.B., St. Paul; Fr. Casimir

Pugevicius, Baltimore; Mr. Charles Reilly, USCC; Bishop Raymond
Lucker, USCC, and many others. However, the content of the
report must be the responsibility of the author.

4



Chapter II

Instructional Television — Concepts
and Principles

In this chapter three kinds of television programming are

presented to distinguish between the traditional responsibilities

of an office of radio and television and an educational office's use

of television. Next, three principles on the use of television in

education will be developed. Six suggested ways of using tele-

vision in the instructional setting are listed, and then an outline

of the components of a diocesan learning network will be pre-

sented. Finally a brief discussion of the costs of television will be

introduced.

Entertaining, Influential, and Instructional Television. It is

useful to distinguish three kinds of television programming. This

positions the effort of the Departments of Communications and

Education of the USCC, and their counterparts in dioceses.

The television with which most people are familiar is the

entertainment programming of the public commercial TV stations.
This needs no elaboration.

Influential television consists of the programs or short spots

which are seen on commercial and educational television stations.

These provide information, insight, and motivational messages.

They are the programs which we wish everyone would see. They
are usually self-contained and rarely viewed in sequence. Edu-

cators are particularly impressed with the capability of television

to carry both intellectual and emotional content. It shares with

the medium of the film the potential to carry and transmit a fuller
human experience. It makes ideas and understandings come alive
for the viewer. The printed word carries a verbal message, a sym-
bolic message. Radio carries the spoken word. Film and tele-

vision carry both plus human drama—a fuller message.
A third kind of programming is instructional television which

is planned as a sequence of programs which have instructional

guides and plans to facilitate a more thorough understanding and

5



involvement by an organized viewing audience. The programs
are of varying length, from 2 minute single concepts, 5 minute

discussion starters, to 20 minute lessons. Essentially the program

is an element of a planned curriculum. This type of television

programming is found more on the educational channels and
closed circuit television. It is aimed at an organized audience, a
class or discussion group.

Influential television and the public media are more prop-
erly the target area of the Department of Communications of the
USCC with its divisions for (1) News Service, (2) Motion Pictures,
(3) Radio and Television, and (4) Public Information. This depart-

ment's diocesan counterparts are found in the form of a Diocesan

newspaper, Information, Public Relations, Radio and Television,

or Media office. In addition to promoting information and sound
public relations for the Church in these media, these offices also

work to gain acceptance of motivational and attitudinal programs
on public networks.

Instructional television is more properly the target area of the
Department of Education of the USCC with its Divisions for (1)
Elementary and Secondary Education, (2) Religious Education

—

CCD, (3) Youth Groups, (4) Ministry to Higher Education, (5) Adult
Education, and (6) Research in Religious Education. This depart-

ment's diocesan counterparts may be the Office of Education,
offices of the same title as above, and may include the work of
seminaries, educational media centers, vocations and liturgy.

There is no intent to draw lines here of strict jurisdiction, the

intention is to alert the reader that in a particular diocese there is

more than one office concerned with television. Where an office
of television exists, that particular office may be devoted to either
influential or instructional television when in fact there is need in
both areas of television. Finally, both offices have much to offer
to one another for much influential material is very useful for
instruction and vice-versa.

It is not suggested that these offices be combined for the
communication office typically has developed excellent relations

and expertise in working with commercial and public media. This

expertise should not be swallowed up in the demanding and

absorbing work of curriculum design and the planning of the

sequential instructional efforts. By and large school offices do not

have these working relations with the public media, and public

6



media people do not have the expertise and background required

by learning sequences. If the respective expertise is honored,

great good can come from timely cooperation and collaboration.

Principles for the effective employment of television. The

flexibility of television is proving to be limited only by the imagi-

nation of the user. On the other hand, television is not a panacea,
nor is it just another audio-visual device. Still less is it a suitable

substitute for teachers and good teaching.

One golden rule of instructional television is never to use it
except where it fills a vacuum of need, and then always use it
professionally. Need identification is the first step, and it is sug-
gested that in the beginning users look to the things they cannot

now do. If properly employed, television should be one part of
a team effort, one component in the educational system. History
seems to bear out that to create permanent change, technology

must (1) introduce the change, and (2) support the change while

it is incorporated into a way of life and thinking.

What are the things a diocese cannot now do? This the
reader must answer for himself. But in answering this funda-

mental question it is suggested that television be viewed in the

context of a communications system, a learning network, a multi-

purpose system with diocesan-wide coverage. See especially Ap-

pendices A and B.

Some dioceses may wish to employ television to support a
revitalization of their schools. Some school systems have justified
a closed circuit network for a reading program; others for a wider

language arts and skills effort which was not able to be done with
conventional teaching methods. Some dioceses are thinking of
some new way to strengthen CCD instruction.

In both school and CCD the observation of Charles A. Siep-
mann in the Educational Television Journal illustrates a team ap-
proach with television.

"Teaching, whether in a large class, a seminar, or at opposite

ends of a log, involves two intimately related processes. The
first is exposition

,

the imparting of knowledge, and the stimu-

lation of ideas related to that knowledge and (always) to life.
Most of us overlook the fact that this is quite a job. . .

7



The second is evocation

,

meaning to get a child (or a college

student for that matter) to respond to the knowledge and

ideas that you've stimulated in terms relevant to him; to help

him get his bearings (by verbal reaction and by interaction

with his fellow students) within the ever-widening horizons

that you've opened up. This involves a teaching skill quite

different from, and as important as, that of exposition. Few
teachers combine both skills—or should be expected to."
It is suggested that television, with all the care that goes into

production, specialize in exposition, and that the teacher, a living

example of faith, specialize in the process of evocation.

Others suggest that the drama potential of television can

make a great contribution to this process of evocation—making
religion come alive—under the guidance of a living embodiment
of faith.

Reasons for Instructional Television. John A. Montgomery
cites three factors in the same journal which are a part of any
rationale for using television in the instructional process.

"1. To provide simultaneously broad and worthwhile experi-

ence possibilities that would not otherwise be available

for a large number of classes due to the scarcity or cost
of resources, the necessary preparation time, and/or lack

of classroom teacher skill.

2. To focus on relevant elements of the educational process,

such as skill building, attitude formation, growth in appre-

ciation, or concept development.

3. To build a logical, skeletal framework in a sequence of

related lessons which allows for maximum flexibility on
the part of the classroom teacher."

In the adult education area, with its wide variety of programs,

some of the above factors in a design may be useful. Some dio-
ceses are producing discussion starters, five to ten minute shows,

and the documentary show to set the background for a series of
discussion or community action programs.

The above is not exhaustive but merely intended to stimulate
thinking on what are the real needs which a multi-program ve-
hicle such as television can fulfill. Whatever the diocesan needs,
and whatever the chosen objectives, the selection of a delivery

system then follows.

8



Six ways of employing instructional television. To further en-

able the reader to envisage the great flexibility of television, the

following are presented:

1. Programming is used as supplementary and enrichment

material, similar to the current use of audio-visuals but, as

the nine dioceses have found, more convenient and more

extensively utilized.

2. Programming is used as complementary but direct in-

struction. The classroom teacher sets the pace and direc-

tion of the course but this programming provides the

student with a different style and treatment of the subject

matter.

3. Programming becomes the major resource, replacing the

textbook.

4. Student productions are a learning process and an expres-

sion of their integration of what has been learned.

5. Programming is, or presents, a master teacher, the class-

room teacher becomes a paraprofessional supervisor.

6. In a few instances the programming provides total teach-

ing service, a classroom teacher is not required.

The Diocesan Learning Network. Having briefly considered

the possibilities of television programming the components of a
network are sketched to illustrate the alternatives. The learning
network is a modification of the basic concepts operating in many
diocesan systems that have a diocesan center serving parishes and

schools. There are two elaborations. First, with the introduction

9



of technology greater attention must be given to an intermediary

component—the delivery system. The second deals with the
planned scope of services to be provided.

The paradigm below has three components (1) the resource
center, (2) the delivery system, and (3) the neighborhood center.

The scope of services to be offered must follow diocesan vision
of the total education mission of the Church in relation to needs

and resources.

Resource Center

Functions

Delivery System

Alternatives

Neighborhood Center
Functions & Alternatives

1. Materials

—

1 . Commercial TV 1. Assist teachers and
locate 2. Educational TV leaders of parish or school
order 3. Cable TV 2. TV sets
schedule 4. ITFS Video Recorder (VTR)

evaluate 5. Cassettes Portable VTR and set for
produce 6. Tele-Cyclopedia multiple room use

2. Assist local coordi- 7. Mail Delivery School wired for closed

nators circuit

3. Maintain equipment 3. Curriculum consultant
and Production Studio

The reader is encouraged to visualize the many different de-
signs possible with the above components. For example, at a

minimum the resource center could be a single person assisting
parish coordinators in locating and evaluating materials. The de-
livery system could be the mail. The neighborhood center could

be the parish director of religious education.

The learning network could become more complex. The
regional center could be a library with expertise and equipment

to produce audio-visuals or video tapes. The tapes could be

delivered via mail to cable operators and schools for re-distribu-

tion. The neighborhood center could be a school or parish hall

with either closed circuit television or a portable VTR on a cart.

Progressively greater complexity is required as the range and

volume of service is increased. Dioceses with ITFS feel that VTR's
in schools are not necessary due to the four channels available
to them. Also ITFS systems deliver programs to cable and com-
mercial stations for re-broadcast. This enables the diocesan office

to get into the homes.

Each component will be discussed in greater detail in the
next chapter.

10



The Cost of Television. A brief discussion at this point is in
order for educational television advocates continually speak of

pennies per lesson while budget in the neighborhood of $100,000

to a million dollars. This is explained by the principle of Eco-

nomics of Scale.

Sesame Street cost in excess of eight million dollars to pro-

duce, yet it cost the nation less than a penny per child per lesson

because it reached over seventeen million children. The most

widely used religious educational program is "Davie and Goliath."

It cost the Lutherans millions of dollars to produce, yet dioceses

rent and deliver this series at less than 50 per lesson per child.

A CCD teacher may rent 3 films for a 12-week course for $15 to
$20 per film. With 15 children in the class this costs more than

$1.00 per child per lesson, while Brooklyn provides this same

service at less than 20 per child per lesson. It is the large number
of potential viewers which makes television relatively inexpensive.

If a diocese has a reasonably well developed school system,

it is probably spending as much on audio visual material as an
elaborate diocesan television system. A recent survey in one
archdiocese indicated that in one year the high schools alone

spent in excess of $100,000 just on film rental. The nine dioceses

with ITFS are reaching 9,800 classrooms, 842,000 students, with

an annual operating budget of $1,800,000. This averages $200,000

per year for an entire TV network. (See Appendix C)

If a school could be designed to serve both the parochial and

public school child in addition to youth activities and adult edu-

cation programs, this would indeed merit your consideration.
What is being investigated is just such a facility.

We are considering an educational facility to serve an entire
diocese at the cost equal to one school. The opportunity here is

to revitalize our existing schools in addition to strengthening

CCD, parish youth and adult education programs.

11



Chapter III

Opportunities and Alternatives

of a Diocesan Learning Network

In this section of the report the components, functions and

alternatives of the diocesan learning network will be elaborated.

A major portion is devoted to alternative delivery systems to give
the reader a clearer idea of what nine dioceses have chosen.

ITFS is not a total package, it is one of several alternatives chosen
for specific reasons. The nine dioceses do not have identical net-
works, rather a network suited to their needs and problems. See

Appendix C. The reader will see how each component, Neigh-
borhood Center, Regional Center, and the Delivery System must

be designed to solve his problems given his present situation and

resources. Finally, each component will begin and end with the
recommendation for a need assessment.

The Neighborhood Center. The neighborhood center is the
focal point of all designing and planning within the learning net-

work. All services must key onto the question: what activity is

desired in the learning center? Previously, it was indicated that

the neighborhood learning center could be easily the parish or

the school. Great changes in utilization of these facilities will oc-

cur along with altering emphasis in the educational programs.

However, the prophets of the demise of the schools and parishes

are incorrect. Certainly the programs and methods will alter with

the changing needs of the people. But so long as there are homes
and neighborhoods, there will be neighborhood centers for edu-

cation requiring multi-media services. The task is to prepare the

schools and parishes for alternative educational programs em-
ploying reasonably low cost media.

Therefore, depending on the philosophy and operating pro-

cedures of the network, the neighborhood center is the first com-

ponent that should be designed. The following is only suggestive

of the types of things that could go on within the neighborhood

center.

12



The key to the neighborhood center is a coordinator to work

with teachers and discussion leaders. Teachers need support and

direction. If a regional center is well organized, the local coordi-

nator need only work with a diocesan catalog for materials. The

qualifications of this neighborhood coordinator would depend

largely on how much service will be given to teachers, group
leaders and to other parish activities.

A second function of the coordinator would be to assist these
teachers and leaders in using the equipment. In addition to sched-

uling their use, the coordinator would also be responsible for

repairs.

The equipment required at each school and parish will de-

pend on the delivery system employed. Generally, in addition

to the TV sets, a video tape recorder (VTR) is most useful. A VTR
is basically a tape recorder that carries the picture as well as the

sound. The tape is reusable as with audio tape recorders. Some
schools are wired to have close circuit television—just like the
old public address systems. In other schools the TV set is mounted
on a cart so that one set can serve several classrooms. This type

of mobility is more adaptable to CCD and adult education pro-
grams which may not wish to meet in a typical classroom setting.

The neighborhood center coordinator could take on added

responsibilities of becoming a curriculum consultant. In such an

instance, however, he will be more qualified than .one who would
confine himself or herself to ordering materials and keeping

equipment in working repair. In the nine dioceses with a tele-

vision system the school coordinator is a part-time task.

Regional Centers. The concept of a regional (or diocesan)

center is not new. There is a school superintendent's office, pos-

sibly a curriculum staff as well as audio visual centers for both

schools and CCD programs. In the past few months there seems
to be a trend for the development of diocesan media centers.

As of this writing there is no known complete list of them. These
may or may not include the services of the typical audio visual
center. The newer services include: (1) cataloging or actual
librarying of video tapes, (2) the creation of religious and adult

education discussion starters, (3) systematic distribution of over-

head transparencies of high quality, (4) a library of highly special-

ized religious educational or methods journals with zerox facilities

for distributing the better articles, and (5) training facilities for

13



teachers in creating the new low cost film strips and super 8 mo-
tion pictures.

There is increasing concern that intellectual formation be

accompanied with affective (emotional) formation. If an attitude
is defined as an idea supported by feelings for that idea, then we
are speaking of convictions that become operative in life. It is
held that if students are enabled to create film in addition to

writing compositions, then the student is given more opportunity
to express feeling as well as ideas. If multi-media is necessary

for the effective communication of the message of the Church,

students too should be given opportunities to express their learn-

ings in various media. For in addition to knowledge of doctrine

this message must come alive for the student. The new techniques
in making slides, film strips, and super 8 motion pictures are

sufficiently low cost to make this feasible. However, teachers do
need training and guidance.

Generally, however, the regional resource center would be

a diocesan office performing three functions. The first would
consist of locating, ordering, scheduling, evaluating, and engaging

in some production of quality material. These functions are now
performed in each school or parish, but the time-consuming

nature of these functions make the effective use of media rare.
Occasionally the resource center could be a library and thereby

eliminate the needless duplication of materials in each school and

parish which in the case of television and film is very costly.

The second function of the diocesan center would be to re-

cruit, train and then listen to the local coordinators. There is a

high turnover of local coordinators, and this service, provided by

the diocesan center, is of great assistance to the school or parish.

The local coordinator and his/her cooperation and participation

is critical to the success of a learning network.

The third function is to establish and maintain the equipment

in the network. It is again one of those functions which if per-

formed by each school individually can be very costly. The num-

ber of personnel at the nine diocesan television centers range from

4 to 21. The extent of services provided likewise varies.

Alternative Delivery Systems. The linkage between regional

centers and neighborhood centers is not given much thought.
It is usually the mail or phone. But here the delivery system is the

14



key to achieving low cost quality education via TV. This compo-
nent is concerned with the alternative methods of tying the

regional centers and neighborhood centers together. Futuristic

thinkers talk of each child and adult having his own television
cartridges, much like test and discussion booklets. While this may
be achieved in the next five to ten years there will remain the

problem of delivering these materials in a low cost fashion. Mail-

ing 100,000 tapes or cartridges per day or week is not an inex-
pensive operation. For the present as well as the future, it is the

technology of television which is the missing link in mass dis-

tribution of materials.

Six such systems are considered, a seventh being the mail on

trucks. They are: (1) Commercial television, (2) Educational tele-

vision (specifically ITFS), (3) Cable Television (specifically CATV),

(4) Microwave (ITFS) Transmission, (5) Cassettes and Cartridge

television, and (6) the Tele-Cyclopedia concept of transmission.

(1) Commercial Television. Commercial television is con-

cerned with quality programming which appeals to a large

audience. Therefore, inspirational rather than instructional pro-

gramming is the opportunity. A survey of Catholic school super-
intendents revealed a rather frequent usage of commercial

programming for class enrichment. See Appendix F. Use of the

VTR enables the taping of exceptionally good programs for view-
ing in small groups within the limits of the copyright laws.

Work with commercial television must be conducted within
the FCC regulations concerning public service and equal time.
These are both a constraint and an opportunity. As a constraint,

whatever a station does for one denomination, it may have to do
for all. Consequently, stations tend to have an advisory council

for public service broadcasting and the Catholic church should

be represented. Frequently a diocese will have an officer of com-
munications or radio and TV office to serve as the liaison. Father
Casimir Pugevicius, President of the Catholic Broadcasters Asso-

ciation and the Baltimore diocese's radio and TV officer, has
created a rather exciting ECUMEDIA group within which all de-
nominations work with commercial radio and TV.

Clearly there is a need for greater collaboration between the

education office which has audience and needs and the communi-
cations which has the working relations and technology. This was

emphasized by several reviewers of this study. Too often prob-

15



lems arise within a diocese when education personnel wish to
secure a Commercial TV opportunity and ignore the working
relation the diocesan media officer has created with the station
management. Equally unfortunate are the situations when the
media officers promote educational programming without con-
sulting the needs and on-going efforts of the diocesan education

office.

Finally, many dioceses are overlooking the opportunity of
utilizing the commercial stations' studio facilities. These stations

have idle resources from time to time and a real commitment to
public service. The production of tapes for replay at the parishes
and schools on VTR's has not been fully exploited. National

statistics show that 25 percent of all schools have a VTR while 75
percent have TV sets. But there is insufficient diocesan commit-
ment to the coordinated utilization of these resources.

(2) The Educational Stations. (More recently called Public

Television stations) These are typically owned by the State, Univer-
sity, school board or a community based corporation. They carry
quality instruction either from the National Public Network or

local production efforts. Influential programs are broadcast in

the evening and compete with the commercial stations for audi-

ences. The Board of Governors of these stations are usually made
up of major supporters, often public school officials. Some dio-
ceses have representatives on this board. The ability of the Church

to place programs on this channel is determined by policy; some
areas specifically prohibit religious broadcasting. In some dioceses
the parochial schools participate freely in all the services including

distribution of lesson plans, discussion guides as well as other

audio-visual aids. More commonly all school systems that par-
ticipate pay from $1 to $4 per child in the school system. Some
dioceses are using the service, some have discontinued.

Each station has a unique history, and in some states all the
ETV stations are forming a state-wide network. Again each sta-

tion varies on whether or not the diocese is able to place pro-

gramming on the air. The cost is about $75 per half hour.

There are two physical limitations: (1) the ETV station does

not cover an entire diocese, and (2) with a single channel, if ma-

terial is being shown for 1st and 2nd graders, the rest of the grades

do not have access to the programming.

There are advantages of working with ETV stations and the

16



public universities in terms of securing access to production fa-

cilities and TV expertise if the project fulfills governing policy.
Also 198 of these stations are affiliated with the Public Broadcast-

ing Service (PBS), the 4th national network. In addition to local

production of shows there are two national production centers,

NET in New York and NIT in Bloomington, Indiana. All these
video tapes are kept in four regional libraries: Eastern Educational

Network, Cambridge, Massachusetts; National Great Plains In-

structional Television Library, Lincoln, Nebraska; Midwest

Educational Television, Inc., St. Paul, Minnesota; and National

Instructional Television, Bloomington, Indiana. Besides national

policy regulating access to these tapes, each library may have its
own policy. The directors of the nine diocesan stations have ex-
tensive experience in working with these libraries.

(3) Cable Television (specifically CATV) is the process in
which the operator erects a tower to pull in the open air broad-

casting of Commercial and Educational Channels and transmit

these channels into the home over a cable. Home owners pay
about $5 per month for this service. To create a cable system there
are problems of securing pole rights and easements to cross pub-

lic roads and private properties. In the past Bell Telephone com-
pany leased cables to operators in small towns for about $100

per month per mile.

17



Because of public interests involved, easement problems and

the potential of cable TV, all systems must obtain local enabling

legislation. This legislation establishes the conditions under which

a cable system may be operated including the public service the
cable operator must provide. The public service the cable opera-
tor may be required to provide is of two kinds: (1) public service
broadcasting time, and (2) grants of equipment to public service
entities. Some communities have been able to secure free equip-
ment in all the schools (including video recording equipment)
and free reception facilities. The time of public hearings in a
locale is very important to the Church. If the Church is ade-

quately represented, Catholic schools may be treated on a par
with public schools. However, once the legislation is written the

issue is for all practical purposes closed! Most municipalities in

the United States have not written this legislation yet. This is

not state-wide legislation, but city by city and town by town.

(New York State and some New England communities, especially
Boston, have sound policies.)

A second issue of importance to the Church is the issue of
public service broadcasting. The FCC is looking to regulate the
cable operator in the best interests of the local community. The

FCC is gradually applying pressure for these operators to provide
local programs, and as of April, 1971, the operator must secure a

certain percentage of his programming locally. Operators are

historically not broadcasters and program developers. They are

looking for help in creating local programs and would welcome
the assistance of the Church as a source of local programs. (In

La Crosse, Wisconsin a nun secured complete day time use of

one cable channel exclusively for diocesan school programs free

of charge.)

The future of cable television is very uncertain. A single
cable now carries from 8 to 20 channels, installations carrying
20 to 40 channels are being designed. Physically a cable can carry

100 or more channels. If left unregulated some people project

that the cable industry would replace all the commercial and

educational open air transmission. However, this would limit

TV reception to only those who can pay for this additional serv-
ice. For these and other reasons the FCC had frozen all appli-

cations in the 100 largest urban areas. This year, 1971, this

prohibition ended, and legislation is progressing rapidly.

18



The best visionaries in the field project that some cable po-
tential will be reserved for pay television—much like making a
long distance call. Another portion of cable will be reserved for

private leasing purposes. Another portion will be reserved for

public service, as education, fire, police, and other government

broadcasting. No one is willing to project a time when all of this
will ultimately take place, but five to twenty years is a guess. But

the legislation is being written now.

The thrust of cable television is to promote local transmission

into the homes. Hence it is consistent that in large metropolitan

areas, the entire coverage of the entire area by a single cable

operator will be prohibited. This will make diocesan coverage
extremely difficult if not impossible. However the Church must
gain access to the public service channels regardless of difficulty.

In concluding the discussion of alternatives and opportunities

in public service television systems, three problems should be

kept in mind. (1) A single system rarely spans an entire diocese.
(2) Broadcast time on these services must be negotiated on an

individual basis in competition with other public service users.

(3) All three public TV systems are governed by the FCC and its
requirements of equal time for controversial or sectarian broad-

casting.

(4)

Microwave (ITFS) Transmission. Microwave is a direct

point-to-point audio-video system. ITFS (Instructional Television

Fixed Service) is an adaptation of micro-wave which allows mul-

tiple reception from a single transmitter and thereby enables very

low cost transmission and reception. Since each receiving site

requires a special antenna and down-converter, the ITFS is a

private distribution system. Hence the FCC regulations applying

to public television services do not hold. The signals have a

service range of approximately 5 to 20 plus miles depending upon

terrain (but this range can be increased by "repeater" transmit-

ters). This low power transmission avoids the high costs and

higher grade engineers required by the commercial and educa-

tional stations. ITFS systems are capable of transmitting several

channels simultaneously thus enabling the system to cope more

effectively with traditional scheduling problems caused by the

limitations of a single channel. And finally, ITFS can encode and
decode "hard copy" (printed messages), as well as computer data.

19



It is for these reasons—low cost, private, flexible and adapt-
able, capability of hard copy and computer data, and the capa-

bility of covering an entire diocese—that the nine dioceses have
chosen ITFS as the backbone of a diocesan communications sys-

tem. (Two more dioceses are seriously considering ITFS at this
time, and five more have applications approved by the FCC.)

The studio facilities may be as simple as a video tape player
for each channel. A single camera can be added for live produc-
tion. Or a studio can be added along with a complete diocesan
media center servicing all audio visual needs of the diocese.

The towers, transmitters, and repeaters required depend on

the geography of the diocese and the availability of tall buildings

or mountains. This requires an engineering study, for tall buildings

can obstruct the required point-to-point reception and transmis-

sion.

Each parish and school requires a receiving antenna and

down-converter. This makes the system private. An ordinary TV
antenna or set cannot receive and decode the signal. Finally, each

parish and school must be equipped with room to room cables
and a TV set. An ordinary TV set is used as the down-converter
decodes the signal for ordinary viewing.

20



The installation costs vary greatly among the nine dioceses.
This is due to the relatively simple to complex broadcasting fa-

cility, simple or complex geography, and because some of the
estimates include or exclude the in-school cable and TV sets. It
is common to speak of all hardware costs to and including the
roof tops, but not in-house cable and sets.

For these reasons the installation costs in the nine dioceses

have ranged from $500,000 to $2.5 million—the cost of one
school. The 1970 operating budgets ranged from $40,000 to

$325,000 ($1.00 to $10.00 per student) because of the range of

services offered and the amount of local production. To remind
the reader that these figures are low cost, an UHF single educa-
tional channel ranges from $2 million to $20 million for installa-

tion, and the annual participating costs range from $2.00 to $16.00

per student.

Diocesan consideration of ITFS evolves around the following

issues: (1) Low cost per pupil requires a relatively dense Catholic
population. (2) Geography, the density, distances, and physical

obstacles, must be favorable. (3) Inability to broadcast into the

homes directly is contrasted with the uncertain but expanded fu-
ture of cable television. (4) Does the diocese have needs it can-

not now meet?

On the first two issues, we estimate that ITFS is feasible for
about 20 to 30 dioceses for full coverage. Another 30 to 40 dio-

ceses could profitably employ ITFS if they are willing to use the

signal of a neighboring diocese. On the third issue this office is
of the opinion that ITFS is the only way to tie together the 20 to

50 cable operators of the future in a diocese. The cable operator

need only put a receiving antenna and down-converter on his

tower. This is already being done and adds greatly to the flexi-

bility of ITFS.

For the other dioceses, the learning network must be built

out of some combination of the other delivery systems discussed

in this report.

(5) Cassettes and Cartridge Television. The much publicized

cassette recorders and players have captured the imagination of

many as a new kind of delivery system. This is not true. Within
institutions the cartridge systems will have the same function as

21



a VTR (a 30 mm projector with recording and other capabilities).
For the homes they will become a "television phonograph."

On the drawing boards are cassettes that will operate like a
juke box. Twenty to fifty lessons will be made available. All the
viewer need do is push buttons to select a lesson or program. This

innovation will make a significant impact on the individual study
carrels.

However, the use of cassettes will pose the same problems as
the use of the video tape player and recorder, namely, you must

get the tapes and cartridges into the homes or school. The pos-
sibility of delivery systems available are described below under

Tele-Cyclopedia and the mail systems.

For the dioceses whose geography and population does not
lend itself to ITFS, the cassettes will be a real boon. The initial

efforts of the Archdioceses of Cincinnati and St. Paul in producing

a single series to serve a specific need will be the pattern. Further-

more, we foresee the capability of mass duplication of cassettes
for national distribution specifically serving the educational needs

of the Church. In any event this does not lend itself to a high

volume of instructional television utilization.

(6) The TELE-CYCLOPEDIA Concept of Transmission. Com-
ing from St. Paul, Minnesota, the system is operating in Minnesota

and Ohio. Tele-Cyclopedia is not a system in itself, rather it is

used in conjunction with open circuit facilities of VHF and UHF
or closed circuit facilities of ITFS or cable television. Tele-Cyclo-

pedia has many aspects, three of which are of interest to this
report.

First, to solve the problem of delivering video materials to

several hundred schools, the materials are broadcast in the "dead"

evening and early morning hours on VHF, UHF, or ITFS channels.

Each school will have a video tape recorder to record those pro-

grams it wishes to use the next day. The net effect of this is to

eliminate the daily or weekly mailing of a great number of tapes.
It also eliminates the need for each school to have a tape library

as video tapes are re-usable for recording at the end of each day.

Hence each school has one or two tapes with a video recorder

while having access to hundreds of tapes at the regional center.

The school only need notify the regional center by 3:00 PM each
day which programs it desires for the next day's classes.

22



Second, to solve the problem of having someone in the
school each evening to turn on and off the recorder, electronic

gear has been invented which will turn on and off the recorder

remotely from the broadcasting station.

These two concepts enable a highly flexible setup at a low

cost utilizing the existing facilities of a commercial or educational

television station. It also enables the multiple use of materials of

a regional media center.

The third concept capitalizes on the teacher control over

the time at which a film is presented to the students. Since the

materials are on a video recorder in or near the using classroom,

the costly introduction and conclusions of traditional tapes are

omitted. The teacher shows only the heart of the film, doing his

or her own introduction and summary. Hence these films tend to
approximate single concept presentations, the teacher creating

the necessary links over a time he or she chooses. This enables

greater interaction between the film and teacher, hence requiring

a somewhat different educational approach to television.

It is the opinion of this office that the Tele-Cyclopedia con-

cept of transmission is the only feasible alternative to ITFS in low

cost and flexible instruction television over which the diocese

has reasonable control.

The Archdiocese of St. Paul and the Diocese of Cleveland are

employing this concept to a limited degree, but since neither has

an adequate history to evaluate, we are left only to speculation.
The problems which will probably evolve here are the following:

First, the volume of video materials that can be delivered

may be very limited if extensive instructional television is planned.
Second, while it is a very good system, it does not provide the

basis for a diocesan communications system as does ITFS. While

as flexible as ITFS in video transmission, it does not have the other

transmission capability of ITFS, such as hard copy, live broadcast-

ing, and computer data. Fourthly, ITFS can employ the same type
of transmission, but can do so in the day time as well. Fifth, it
may not cover an entire diocese. Finally, realistic cost studies are
not available.

On the positive side, this concept may prove to provide a
superior service for adult education, CCD and high schools than
the type of transmission currently employed. Secondly, it may

23



be of such a comparative low cost that this may be the point at
which a diocese will want to begin working with instructional

television.

In summary

,

we recommend that some fifty dioceses could
profitably employ the ITFS system in the creation of a learning

network. It has a proven record in the dioceses of Boston, Brook-

lyn, Detroit, Los Angeles, Miami, Milwaukee, New York, Rockville
Centre, and San Francisco.

For the other dioceses we recommend a serious look at their
media requirements. The information explosion does not allow

our people the time for all the reading required. Many dioceses
have a communications officer working with the public media.

Many parishes and schools have interested people concerned with
the effective employment of media. A study could pull together
existing resources into a stronger educational effort.

There is not one best way for all the dioceses. A learning net-
work must be tailored to the needs and resources of each diocese.
We are concerned with the developments which are taking place
in all the dioceses and are willing to give assistance where pos-

sible.

24



Chapter IV

What Needs to be Done?

This report has confined itself to exploring the concept of a

diocesan learning network and an examination of feasible deliv-

ery systems. Many other factors need study. At USCC data is
being collected on available programming and on the variety of

diocesan media centers that are beginning around the nation.

This will be shared with you upon request.

However, the greatest need is for each diocese to re-examine

its educational posture with respect to media. Many dioceses
already have or are in the process of a self-evaluation or examina-

tion, but the USCC/NCCB Committee on Education is concerned
that the newer methods in media be given adequate attention.

Costs are no longer prohibitive and needs are arising which may
not be satisfied by conventional approaches to education.

The serious consideration of a media learning network must

begin with a very broad assessment of educational needs. It is

not recommended that new methods be employed where and
when conventional methods are doing the job.

In this report a conceptual scheme has been developed as a
potential model for all the dioceses. However, the real effort

must be made to particularize this model to fit the specific needs
and resources of each diocese. Attempts to transplant a system

from one diocese to another is doomed to mediocre performance
if not failure.

It cannot be overstressed, the design of a learning network

must be tailored to fit specified needs, desired outcomes, and

services. The philosophy and operational policies must be unique

to each diocese.

Here is an outline of the questions a diocese must ask itself

in order to determine the nature and feasibility of a learning net-

work which will truly do those things you cannot do now.

1. Specifically and in detail, what are the educational needs

of all your people? This is a need assessment phase.

25



2. What are the alternative educational activities which will
lead to a constructive satisfaction of these needs? No
decision is possible unless there is a choice.

3. Of those activities, which can be done as well or better
with media support? (In this phase the advice of media
specialists would be useful.)

4. From the above study, how do you visualize a sound and
ideal neighborhood center to facilitate the desired edu-

cational activities? There should be several designs, and

only then are choices made.

5. Now consider the constraints. What are the existing re-
sources?

6. To what extent can the present personnel work with a
redesigned learning center? What training programs will
be required?

7. Now, the design of the required coordination is to be
considered. What should the regional (diocesan) center
be like? What services should it perform which cannot
be done or done as well at the neighborhood center?

8. What are other communications needs of the dioceses?
To what extent can the facilities of the neighborhood and

diocesan centers be employed to service non-educational

but essential diocesan communications needs?

9. The selection of the delivery system is now appropriate,
along with cost projections.

10.

You are ready to ask what are the goals and objectives of

your learning network, what are the desired utilization

levels, operating policies, and evaluation check points?

(See Appendix D)

All of this can only be done by a team. However, to charge

a single team with the complete study would tend to predetermine

the results and offer few if any alternatives. Hence, the directive

and management of the study groups are critical to achieving
sound recommendations and plans. It is recommended that the
study be completed in parts, each with an adequate budget, clear

assignment of responsibility, and a two or three month time limit.

It would seem desirable that the first four questions be a separate

26



task from the second four. An adequate review of all the needs
will rarely be accomplished if a study team is required to get in-

volved in the fascinating yet confusing world of gadgetry.

From Father Robert Nygaard in St. Paul came the suggestion
that experimental use of VTR's by teachers be included in the

need assessment phase. Actual use of the medium, doing new
things in new ways, has a way of sorting out the feasible from the
possible. It enlarges the study team and introduces new thinking
in your educational efforts. He also suggested mobile laboratories.
This would lengthen the study phase, but would also strengthen

support, commitment to innovation, and demonstrate diocesan
seriousness of intent to revitalize the education programs.

In any event the highest priority is to begin. An official com-
mitted to conduct and complete a study within a limited time

span will overcome many difficulties. Most mistakes are made in
an half-hearted effort. And the greatest mistake is the failure to
think "big." All of us are too prone to underestimate our poten-

tial and available resources.

The final recommendation is concerned with the eminent

loss to the Church of the ITFS band and to cable television. Both

require immediate action.

In dioceses with a relatively dense Catholic population, it is

recommended that a construction permit be filed with the FCC
as soon as possible. A consultant can do this rather quickly. This
will reserve the channels required by an ITFS system if and when
the diocese chooses this type of delivery system. Whether or
not a diocese uses these rights is another question. But if the

rights are not reserved, options will be severely limited. Even with

the tremendous potential of cable television, potential users of

this type of transmission—be it for television, computer data, hard
copy transmission and others—will always exceed the number of
channels available.

Secondly, all dioceses should survey the present situation of

the cable television franchise process within each municipality

of the diocese. If legislation is not approved, work should be
initiated with the public school authorities to develop a sound

proviso for public service to education.

Obviously you wish to become an ally with the public schools
in both educating the educators to the enormous resource that

27



may be lost to education and in developing necessary political
support for sound legislation. The latter may be the more impor-
tant of the two. In exchange you want access to the cable's

education channels as well as a share in the control of its pro-

gramming.

These items deserve your immediate attention.

28



Appendix A

FROM: A PROPOSAL FOR A COMPREHENSIVE
INSTRUCTIONAL COMMUNICATIONS

NETWORK FOR THE ARCHDIOCESE OF CHICAGO
by Rev. Patrick Farrell and Dr. Robert Pierson

UTILIZATION

A Resume of Possible Uses

Is "educational television" an expensive toy or an economical tool?

Is it an incidental luxury or a critical necessity? The best way to
approach these questions is to outline the possibilities that this system

affords us.

Classroom Instructional Television

The first and immediate use for ITV is in the classroom as a com-
ponent of the instructional program. Under such a use we would be
able to flexibly design curriculum that would expand the educational
package in every classroom. At present we have this through Channel
11 and 20, but the use of these two channels limits the flexibility of
scheduling. The fact that many educational agencies are members of
CAST (Chicago Area School Television) prevents our needs from influ-
encing the programming content and the design in a way that would
truly make this source responsive to our needs. We visualize the use of
four channels exclusively at our command as being most conducive to
our curriculum and our unique scheduling problems.

Especially in the area of religious education where the commercial
channels have little to offer because of the equal time requirement—we
find a great void in the creative use of media.

In-Service for Teachers

Our philosophy demands Christian educators who wish to be part
of a faculty that is a Christian community. Our work to produce such
teachers is of prime and growing importance. Therefore, one of the
painful needs of our system is a flexible and comprehensive in-service
program for teachers.

There are 11,000 teachers in our system. With the capabilities of
ITFS we will be able for the first time to meet with teachers in their own
schools on a regular basis. At present, this is impossible. ITFS will allow
us to use more productively the consultants whom we hire and at pres-

29



ent transport great distances to many centers in repetitious programs.
It will make it reasonably possible to expand the gift of guest speakers
by letting their time be spent on what they have to offer rather than on
transportation or repeating the same program a second, third and fourth
time to a new audience. Economically we will improve the budget
picture by not requiring a consultant to spend a week here in order to
accomplish what could be done in a day if the means were available.

This system would not be used in a passive mode. The viewer
would be drawn into the program through the use of telephone lines
connected to the production site. In this way teachers in a designated
area would be able to ask questions of the TV speaker and have them
answered immediately. They would also be able to question teachers
in another location or share experiences. With this system through the
hard copy data component, teachers would be able to receive utilization
or enrichment materials directly from the speaker who would transmit
them to the schools right during the presentation. The combinations
of situations stagger the mind. With this instrument, the Christian
development of our faculties would not seem so insurmountable. The
professionalization in curricular and instructional design and process
would be available and practical.

Pre-Service for New Teachers

Pre-service training for future teachers would gain much from such
a system. Many of our teachers come from secular colleges and univer-
sities where little is known or developed that conforms with a Christian
philosophy of education. We must provide this component for new
teachers who enter our schools. ITFS will provide the avenue for such
an enterprise.

The school would also benefit by another flexible component being
married to this system (i.e., cable TV and cassette audio-visual equip-
ment). In the case of cassettes we would be able to have a central
resource library of teacher and pupil-oriented materials at our produc-
tion site that would be available upon request. Using ITFS we would
be able to send out during the off hours of midnight to 8:00 a.m. any

program that a school might need for the next day or week. With a
simple attachment to the school-owned video-tape recorder an unat-
tended machine could be programmed to turn on at a given impulse
and record the program transmitted over ITFS. When the teacher would
arrive in the morning what he needed would be available on the tape
for replay at his convenience.

Test Standardization

One use that is of limited scope but of great import is the use of
ITFS in connection with testing programs. One variable that is often
overlooked is the teache r variable. If one teacher gave the directions
to all students via TV and also timed the test we would reduce the
problem of poor instruction in the testing procedure. At the high school
level we could perform this service for all entrance exams.

30



Computers

One of the most expensive items in the use of computers is the
telephone line cost. TV would give us a future vehicle for computer
assisted instruction at costs that are manageable. At present there exist

computer uses that would be immediately available to us. The first
is a test item data bank with test scoring capability. The second is a
classroom activities data bank to help design instruction and improve
lesson plans. Both are uses that would relieve teachers of clerical jobs
that have drained the energy of good teachers.

Confraternity of Christian Doctrine

The CCD has a growing role in the Christian Education of Children.
With an elementary population of over 150,000 presently receiving in-
struction and aware that this is not the whole potential population, the
CCD would find many uses for such a facility.

Teacher training would be a first and immediate use for the CCD
office. (Like the schools, the CCD program develops gaps in its training
due to the immensity of the project.) Using many of the techniques
spoken of under teacher training above, the ability to have the best
available for all would be possible.

Since many teachers are still volunteers, we have the perennial
problem of insuring the quality of their teaching. ITFS will be a great
help. It will also be valuable as a component of the instructional pack-
age as an integral part of the soft ware materials that the office develops.

Again the data transmission and the system of transmitting upon
request programming that the local center would video-tape for later
use would add flexibility and quality to the program.

Diocesan Administration

The agencies of the diocese spend a great deal of time and energy
communicating with priests, teachers, coordinators, parents, etc. Too
often we have been late and limited in what we were able to say to
them. With ITFS we will each be able to talk to the people we want in
a regular and comprehensive way. The Cardinal might arrange confer-
ences with pastors and associate pastors on a regular basis. The superin-
tendent could speak with principals, teachers, parents or students, the

CCD director with his constituency and so on.

Fund Raising

Fund raising by means of ITFS is a use other dioceses are exploring.
We would be able to benefit from this system both in the production
of materials and in a means of managing any such campaign both for
those involved and those toward whom we are directing our appeal.

31



Pastoral Ministry

The needs of the priest and religious as well as the adult com-
munity are continually changing. The ITFS staff together with the inter-
ested group would be able to design programs for priests and religious
in scripture, theology, liturgy, counseling, management, group dynamics,
etc. We would be able to use better the time of the participants who
wouldn't have to travel and the teachers who have at present limited
exposure to small audiences. The system would also be able to offer
many services that at present are not offered. We would be able to
help every parish with their bulletin by transmitting articles and items of
interest as well as art designs for inclusion in the pamphlet. We could
in accord with a computer system supply many aids to manage the
parish professionally. ITFS could design help in the area of homiletics.

It would provide a way for many to profit from visiting experts who are
only in town for a day or just passing through. In this last case we could
tape an interview or even a whole series in a short time and play it back
at times that are convenient to us. Clergy conferences and the work of
the new senate would not need such massive planning nor would we
be so slow to call meetings because it dislocates so many.

Liturgy Commission

The training programs both with regard to the understanding of the
new forms and with regard to the execution and performance of the
liturgy would be greatly expanded. One obvious need that could be
supplied is in the area of setting. Here we could help those involved
in music for liturgy. Those who have a talent for design would be given
advice on the physical appointments that can do so much for the feeling
about the new liturgy.

The many liturgy committees presently constituted in parishes
would benefit from this improved communication with the central com-
mission. Future conferences would use this medium. The changes yet
to be announced will have a ready vehicle for disseminating the news
and the technique for implementation.

CANA Conference

Here we find a rich source of possibilities. Imagine the types and
depth of program this provides a very overworked and dedicated staff.

The needs of Pre-Cana and Cana itself demand constant innovation for
survival. The work of the Home-School Association would take on new
possibilities. This office like all other agencies has a constituency that

needs in-service and needs constant communication and encourage-

ment. We would be able to meet more often with help that presently
is unavailable. ITFS would be a great help in the Becoming a Person
program by adding a media component to a textual curriculum.

Adult Education

Adult education is where the action is. If we are to build a future
for the church we must be available for our people. We have to share

32



with them the foundations for a relevant mature faith. We are limited
in personnel. We are limited by the times when we can gather a group.
We are limited by space. If we design an indepth ongoing program we
neglect some other place that could use this as much. ITFS would make
our personnel omnipresent if we so desired. It would make quality
programming part of the style of every parish and we could concentrate
on improvement rather than movement from one location to another.
Here again data transmission and telephone feedback would make this
a very responsive tool. In addition, we would not have to worry about
equal time for programs that might offend other communions since we
own the system.

Religious Communities

In Brooklyn and New York City religious communities are using
ITFS to conduct chapters and other annual or occasional meetings that
otherwise would have required great outlays of money for such a gath-
ering. They are designing pastoral ministry programs for all where
formerly this was impossible.

High School Diplomas and College

We could help those who need to complete high school by design-
ing programs to give them a high school equivalency course. This is
already a part of most diocesan systems presently operating. We would
also be able to establish relationships with our colleges and universities
to produce credit courses. We might even be able to have our own TV
college. There is one such institution already existing in Chicago. Our
college would be able to provide a Christian philosophy and because of
the design would again be active in involving students by use of the data
transmission and the telephone feedback.

Special Education

Given what has been said above, it seems easy to see what special
education might be able to do. Children who are handicapped in some
way, especially those who have a learning disability, benefit most from
a visual approach to education—being more visually oriented. Media
is one of the arms of such an approach. The tailoring of a program for
this special audience is long overdue.

Private Industry

In Rockville Centre, New York they hope in the very near future to
make their operation self-supporting by selling time to industries that
need a way to reach many salesmen at one time in a wide geographic
area on a regular basis. They are also going into commercials and indus-
trial films. In this way they hope to be able to give the diocese a sys-
tem that is supported by fees from private industry. We could also
explore such a possibility.

33



Catholic Charities

Catholic Charities has its programs both in child care and counsel-
ing. In its fund raising we see the obvious uses for TV. Charities has a
clientele that also demand in-service for quality control. ITFS will pro-
vide this capability.

Diocesan Linkage

Milwaukee already has this system of ITFS. Our engineering design
will immediately make us a network overlapping with Milwaukee. We
will be able to share with them the things they are doing as they share
our offerings. Our transmission network will also hit a great part of the
Gary, Joliet, and Rockford dioceses. Smaller places with large geo-
graphic limits have our problems in a magnified version. We should be
helping each other. ITFS will make this possible.

High Schools

Programming at the high school level at present demands a dif-
ferent design than at the elementary level. Here we would use the
vehicle of transmission-on-request of a large library of materials. Schools

wishing media materials would call the station then we would provide
a time for such programming. These programs would be taped by the
school onto their own tape for flexible use at a delayed time.

The uses of computers is fast becoming a necessity for high schools.
We could transmit master schedules and test results as well as use the
Center and computer as a resource center for computer assisted instruc-
tion.

Hospitals

The medical agencies of the Archdiocese could use help in general
areas. In-service for the professional staff would benefit from ITFS.
Training for nurses and other personnel could be designed for television

with improved quality and savings in personnel, time and money. Pa-
tient programing could also be designed for creative use of convalescent

time as well as entertainment.

Conclusion

The above list is not exhaustive. As a matter of fact, it represents

only the beginning of the many uses that this system will make possible.
The medium is the message. And the message will be heard and seen
through this medium if we harness this tool creatively.

34



Appendix B

HOW TV COULD HELP THE PARISH PRIEST

by Father Michael Dempsey
Diocese of Brooklyn

1. CCD—More and better programs on all levels
a. Preparation for First Communion and Confirmation

b. Sex Education

2. Adult Education—More and more varied programs
a. Theology

b. Family Problems

c. Sex Education

3. Provide a year's program via TV for Home School Association

—

Common programs all could use

4. Provide a year's program for Parish Societies

a. Holy Name
b. Rosary Society

5. Training adults for work in youth programs
e.g., CYO's Impact Program

6. Show on TV how a priest could teach in Elementary School via
pre-recorded programs (if his schedule prevented his being in

school himself)

7. Preview films, etc., via TV before renting or purchasing for local
use

1. Improve communications between the inner and outer city

2. Information distribution on jobs, medical care available

3. Assist better racial understanding

a. Programs showing frank discussions between blacks and
whites

b. Programs geared to educate parish groups about the prob-
lems of race

35



1.

Liturgy

a. Get a top liturgist to talk about the latest changes in the
liturgy

b. Demonstrate the newest changes in the ceremonials
e.g., new funeral liturgy

c. Film and playback for all parishes what kinds of approved
liturgical changes have been developed in some parishes
within the Diocese

2. Telecast a summary of the Priests Senate meetings

3. Extend Diocesan News Programs

4. Have up-to-date Diocesan pastoral announcements made via
TV—perhaps on Saturdays

5. Have an occasional forum for imaginative pastoral ideas, perhaps
including filming already going operations

6. Make it possible for priests to observe what is being taught to
children in school

7. Permit priests to record worthwhile TV programs, Diocesan or
commercial, off-the-air for use later in their own parish pro-
grams

IV. 1. Advertise worthwhile programs

e.g., Parish Play, Propagation of Faith, parish outing

V. 1. Have the Bishop talk to his priests on Saturday nights 5:30 or
7 PM

2. Pastoral Institute

a. Put individual talks or whole courses on TV for priests who
cannot get to Douglaston regularly

b. Create a library of such materials that could be made avail-
able virtually on demand

3. Telecast worthwhile special talks

a. Father Glimm's presentation at St. Rita's.

4. Telecast a successful Parish Council Meeting

VI. 1. Live coverage of Important Events

2. Providing closed-circuit coverage for overflow crowds in local

parishes

3. Pull in distant giant football games—one parish, at least, uses
this to earn some income

4. Show good full length feature movies without interruption

36



5. Provide surveillance and security for otherwise unguarded areas
in parish buildings (cuts down insurance costs)

6. Videotape yourself or others preaching, swinging a golf club,
etc., to see mistakes and correct them

7. Assist in parish elections by making it possible for all voters to
see and hear all prospective candidates
(e.g., St. Saviour's Parish Council Election)

37



Appendix C

BRIEF SUMMARY OF DIOCESAN ITFS NETWORKS

by Rev. Patrick Farrell and Dr. Robert Pierson

New York

Working from transmitter sites at the Empire State Building, Staten
Island, and the localities of Beacon, Cheescote, and Rhinecliffe, the New
York ITFS operation covers a wide expanse of territory. A $2.00/ele-
mentary child/year and 75^/secondary child/year operating assessment

covers approximately 65% of the total yearly operating budget—the
diocese picking up the remainder. RCA was prime contractor, installing
TV equipment originally used in the New York World's Fair. 20% of
total output is self-produced. Organizationally, ITV is part of the De-

partment of Education and serves as a Service Agency for the diocese.
A close contact is maintained with various curriculum organizations.
Few ties are maintained with the Diocesan Radio-TV department. Also,
there are no plans to branch into the other areas of instructional tele-
communications. The ITFS operation is housed in a building designed
and built for the diocesan ITV project.

Rockville Centre

The diocese covers its area on Long Island with three transmitters.
Pupils are assessed $3.00/year to cover the operational budget with the

diocese subsidizing about 40% of the total costs. The ITV center
handles all servicing for the diocese at no cost. The chief administrator
answers directly to the Superintendent of Education for the Archdiocese.

A monthly program guide with an elaborate per program evaluation
response is in effect. The ITV center is spacious and designed and built
for the ITV operation as well as future expansion into other areas of

instructional telecommunications.

Brooklyn

Working with three repeaters plus the main transmission site,
Brooklyn presents the greatest amount of locally produced program-
ming—almost 50% of the entire schedule. Staff curriculum experts from
various diocesan agencies write and produce programming. The ITFS
operation is a part of the Department of Education with the chief
administrator being an assistant Superintendent. Renovated facilities in

a high school serve as headquarters for the operation. These facilities

underscore the need for an adequate amount of space since the Brooklyn

38



diocese is very cramped in existing facilities. Because of an initial cost
factor, Brooklyn (and San Francisco) are the only two diocesan opera-
tions broadcasting on a helical tape format instead of quadraplex.

Miami

Miami presents a minimum ITFS diocesan operation. A small staff
(two engineers) plays back a program schedule composed almost 100%
of leased or rented programs from available national and similar pro-

gram libraries. The Archdiocese subsidizes the entire operating budget
of the ITFS system via a separate budget from the School Board. Detailed

studies were conducted on lease versus direct buy for respective school
sites, the costs of which were borne by the respective parish/school.
The chief administrator was Superintendent of Schools at the inception
of the project and is now the Archdiocesan Director of Radio-TV.

Los Angeles

The diocese covers its area with repeaters broadcasting from the top
of Mount Wilson covering a four county area in the area. The system
was built on the principal that less than 50% total programming time
would be involved in "formal" in-school broadcasting—the remaining
50% would be devoted to CCD, adult education, etc. The Archdiocese
subsidizes the entire operational cost of the system—each parish/school
pays for a yearly service contract for their reception equipment. An
elaborate evaluation system stressing program accountability is now in
effect. The ITFS system presently uses space at Loyola University but
will shortly be moving into its own facility. The Chief Administrator
is the head of the Archdiocesan Department of Communications—major
curricular and related decisions are effected by the Department of Edu-
cation.

San Francisco

Using three repeaters and the original transmitting site, the Arch-

diocese of San Francisco ITFS system covers a difficult topographical

area. A $1 .00/child/year assessment covers a minimum of costs with
the Archdiocese subsidizing the major share of the operational budget.

Chief Administrator for the system is also the Assistant Superintendent

for Schools. The system uses helical scan video-taping equipment (simi-
lar to Brooklyn).

Milwaukee

With New York, the Milwaukee system covers the greatest geo-
graphical area. When completed, the Milwaukee ITFS system will con-
tain six separate ITFS repeater transmission sites. A $1 .85/child/year
operating assessment covers the major portion of the operating budget

with the Archdiocese assuming the difference. The system is housed in

39



a building constructed for the purpose. The Chief Administrative Officer
has a 'Mine" authority with the Department of Education.

Summary Data for the Nine ITFS Dioceses

Number of studios per diocese 0 to 2
Average of 1

Number of channels per diocese 2 to 4
Average of 4

Total staff per diocese 4 to 21

Average of 11

Number of transmitters per diocese 4 to 21
Average of 12

Dates on the air 9/65 to 2/70
Average of 2/67

Radius of Coverage 15 to 80 miles
Average of 45 miles

(New York covers
4000 sq. miles)

Hours on air per day 12 to 35
Average of 21

Number of receiving sites 51 to 260
Average of 80

Number of students served 20,000 to 200,000
Average of 60,000

Number of classrooms reached 460 to 2,134
Average of 1000

Installation Costs $500,000 to $2.5 million

Average of $800,000

Annual Operating Costs $40,000 to $325,000
Average of $225,000 or

$2.50 per student

Totals for the nine dioceses 9,800 classrooms

842,000 students

$1,800,000 annual

operating costs

40



Appendix D

EVALUATION CONSIDERATIONS

(From the Archdiocese of Chicago)

A continuing evaluation process must be an integral part of the
operational procedure of the Archdiocesan Instructional Communica-
tions System. The evaluation will be designed, developed, and imple-
mented to gather a data base of pertinent information from the actual
users and key curricular personnel. Feedback will be analyzed in order

to determine strengths and weaknesses of the Archdiocesan program.
The primary objective behind this analytical and evaluative procedure
is to present relevant and effective programming, utilization materials,
and supportive services for the end user. Evaluation results, summations,
and recommendations will be submitted to and scrutinized by the Arch-
diocesan Council on Instructional Communications, Archdiocesan School
Office, and other Archdiocesan programming sources.

NOTE:

The following reflects in-school usage. Appropriate changes will
be effected where necessary for programming other than in-school. Also,
on-going evaluation of programming in production will take place.

Implementation Procedure

The following is a summary of the organizational steps involved in
planning and implementing the evaluation process:

1. The Archdiocesan Instructional Communications Staff structures the
forms, etc. design required to meet the specific objectives of the
evaluation.

2. TV orientation sessions are held with Parish 1C Coordinators. Evalu-
ation rationale and operational procedures required to complete the
project are outlined.

3. The Parish 1C Coordinator supervises the evaluation procedure
within the individual school.

4. The information is processed to produce the desired reports.

5. The Archdiocesan Instructional Communications Staff synthesized
the individual and school report into a final summary report. The
data is analyzed and submitted to the Archdiocesan Council on
Instructional Communications and/or the Archdiocesan School
Office, and related Archdiocesan programming sources. These

41



agencies (agency) review(s) the recommendation(s) of the evaluators
and provide(s) the decision-making mechanism relative to retaining
or omitting course offerings, scheduling dilemmas, and future pro-
gramming possibilities, directions, etc.

Substantive Areas of ITV Evaluation

The following is a suggested synopsis of the major areas of stress
provided for in an Archdiocesan 1C Evaluation Instrument:

1. Analysis of need assessment by teacher's preference for a series of
subjects.

2. Total students viewing the series by school.

3. Statistics and percentages of teachers using a particular series and
the extent of its use.

4. A percentage breakdown of the various grades viewing a series.

5. The relationship of the material presented in the programming to
the level of ability of the students.

6. A breakdown of the student reaction to a series from enthusiastic
to poor.

7. Evaluation of scheduling activities in terms of repeating lessons at

the alternate times they are shown.

8. Analysis of why the teacher used the alternate time slot(s) for a
particular series.

9. A breakdown of teacher reaction to particular programming.

10. A percentage analysis of lesson development from clear to poor.

11. A general overall analysis of each series (individual programming)
on development of lessons, speed of lessons, vocabulary, lesson
difficulty, etc.

12. An evaluation of teacher recommendations as to the most appro-
priate grade for a particular series (program).

13. Percentage breakdown of those that used a series as to its:

a. Contributions to the student's personal development.

b. Contribution to the professional growth of the teacher.

c. Fullfillment of the series' enrichment objectives.

14. Analysis of teachers' reaction to the utilization materials accompany-
ing the programming.

15. Analysis of preparation and followup activities on a given series by
the teacher.

16. Analysis of why a teacher did not choose to view a particular pro-
gram (series).

42



Appendix E

FISCAL CONSIDERATIONS

Archdiocesan Support—School, Parish Support Overview
(From Archdiocese of Chicago)

The Archdiocese has a sufficient population base from which to
adequately fund the operating expenses of this proposal. With few
exceptions, existing diocesan and archdiocesan ITFS systems lack an
adequate population base for suitable financial support. It costs as
much in the areas of basic staffing, capital outlay, etc., to serve 40,000
as it does to serve 300,000, or more. Therefore, this discussion of areas

of support is predicated upon the immediate inclusion of a maximum
population base into the proposed system. This base shall be the ele-
mentary population of the Archdiocese. It will be augmented by the
viewing audiences of CCD, Adult Religious Education, etc.

It is therefore proposed: the Archdiocese shall incur the following

costs:

1. Transmission facilities (transmitters, towers, antennas, and
related).

2. Renovation (and/or construction) of a facility (the Archdio-

cesan Center for 1C). This facility will house the staff, pro-
duction and playback equipment, Archdiocesan film library,
etc.

3. Production, origination, playback and maintenance equip-
ment.

4. All site reception equipment "above the roof line" for each
respective parish or school building (this will include the

tower, receiving antenna, 2500 MHZ down-converter, down-
converter power supply).

5. Certain operating costs during the initial phases of the project.

An individual parish (or school) will incur the following costs:

1. Reception equipment "below the roof line" of a respective
building (this includes the distribution amplifier, internal dis-

tribution system, purchase or lease cost of hard-copy data
transmission equipment, and television sets).

43



2. Maintenance of reception equipment (See note below).

3. Per child and/or CCD, and related religious organization
assessment for the total Archdiocesan 1C operating budget.

4. Cost of specific utilization materials.

NOTE:

Many schools in the Archdiocese own a number of TV sets. These
can be used to receive the Archdiocesan signal with no modification to
the individual set. A small electronic attachment to the VHF antenna
terminal is all that is required. This will be made available via the Arch-
diocesan 1C Center for $7.50 per attachment.

A number of Archdiocesan schools have installed internal distribu-
tion systems of wiring connecting to either a master antenna or even
including a small production origination studio. Certain elements,

therefore, of the reception site costs, are already in existence. With
slight modification at the "originating end" of these systems, such
schools will be able to use their existing wiring and equipment to receive
the Archdiocesan signal.

PROPOSED CAPITAL COSTS

1. Transmission

Master Site 54,900.00

Repeaters (2) 100,000.00

$154,900.00

2 . Reception

(Archdiocese incurs cost of equipment
average of $1,650.00 per site)

150 Sites

200 Sites

300 Sites

421 Sites

(500 Sites

"above the roof line" at

247.500.00

330.000.

00

495.000.

00

694.650.00

825.000.

00)

3. Production, Playback, Studio

(Noted on next page)

Black and White—Total 209,500.00
Color—Total 248,050.00

4. Renovation of Existing Building for Communication Facility

(Includes interior renovation, rewiring, air conditioning and related)

Estimated Total 75,000.00

44



RECEPTION SITE CAPITAL COSTS

Per Site: (Because of varying site factors, these figures are average

approximations—specific on-site examination is required for final esti-
mate)

Distribution Amplifier

Hard Copy Print Out Equipment

(Lease at $1 5-25/unit/month) Yearly Cost

Average Outlet

Receiving Set Package

(Includes 23" B/W Set, Stand, Lead-in
Connection, Etc.)

Color Package

$200.00

500.00

180.00-375.00

80.00

200.00

350.00 - 400.00

A. Total per site minimal installation with pur-

chase of print out machine.

(Minimal: distribution amplifier, hard copy
print-out machine, three outlets,* using

existing TV sets) 940.00

B. With lease of hard-copy print-out machine-
first year (low to high quote) 620.00-815.00

*Three outlets would include: multi-purpose school room, rectory, and
convent.

OPERATIONAL BUDGETS SUMMARY

Summer 1971-June 1972

Consultation $ 10,000

Secretarial (By Archdiocesan School Board Office)

Travel and Related $ 5,000

*July 1972-June 1973

TOTAL $193,300

*July 1973-June 1974

TOTAL $338,000

* Details presented elsewhere

45



Appendix F

SURVEY OF DIIOCESAN INVOLVEMENT IN MEDIA

To indicate the degree of diocesan involvement in media and to
suggest areas of cooperation and collaboration, two studies are pre-
sented here.

From the Department of Communications, USCC, a survey of Rev.
Vincent Lewellis, Director of Information for the Diocese of Allentown,

Pennsylvania, was combined with the Department's Directory of Cath-
olic Communications Personnel in 1970. From these we find:

99 Diocesan Newspapers

169 Dioceses with some form of Communications Office

Reviewing the titles of these diocesan offices we find:

A. Office of Information 112

B. Office of Radio & TV 30

C. Office of Public Relations 4

D. Office of Communications 22

E. Media Office 1

In interpreting this data we recognize (1) incompleteness and (2) the
fact that often one man wears several hats in a diocese.

A second survey was taken in November of 1970 by H. Giles
Schmid, Ph.D., for the Department of Education, USCC. It was a check
list questionnaire sent to the diocesan superintendents of schools, and
therefore represents the extent of television in the schools only. His

results are:

Diocesan Responses 130

A. Some schools- use Commercial TV programming 74

B. Participate in educational TV programming 68

C. Work with local cable TV 21

D. Some schools have closed circuit TV 43

E. Have an on-going schedule of TV 33

F. Occasionally produce TV programs 22

G. Know of another diocesan office in TV 22

46



Nine dioceses have their own closed circuit television system, two are
seriously planning them, and six have made a study or applied for a
license but have discontinued. About ten states have an excellent ETV
station in which the schools participate, some free and some must pay.
Another ten states have ETV but diocesan participation is sporadic.

Due to the self-reporting nature of the survey the extent of involve-
ment and commitment to instructional television in the various cate-
gories is not known. Also there was not a 100% return on the question-
naire. The reader must keep these limitations in mind when interpreting
the tables.

In the following table, the first column is the list of states and dio-
ceses. The second column contains the codes of the responses from the
Communications survey and the third column contains the codes of the
responses on the Education questionnaire.

Codes for Communications Codes for Education

A=Bureau of Information
B=Office of Radio & TV
C=Office of Public Relations
D=Office of Communications
E =Media Office
* =Diocesan Newspaper

A=Some schools use
Commercial TV

B=Participate in

educational channel

C=Work with local cable TV
D=Some schools have closed

circuit

E =On-going schedule of
educational TV

F=Occasionally produce
TV programs

G=Know of another diocesan
office in TV

Communications
Diocese Offices Education Usage

ALABAMA
Mobile-Birmingham * B

ALASKA
Anchorage A G
Fairbanks A
Juneau

ARIZONA
Phoenix

Tucson A

ARKANSAS
Little Rock * B D

47



Communications
Diocese Offices Education Usage

CALIFORNIA
Fresno * A CD
Los Angeles * B ACDEFG
Monterey ABC
Oakland *c ABDE
Sacramento A A
San Diego * D A B D
San Francisco * AB ACDEF
Santa Rosa A
Stockton * A BG

COLORADO
Denver * B B D
Pueblo * B ABC

CONNECTICUT
Bridgeport AE
Hartford * D ABDEG
Norwich B

DELAWARE
Wilmington * B A D E F

DISTRICT OF
COLUMBIA
Washington * A B BG

FLORIDA
Miami A D DEFG
Orlando A A B
St. Augustine A
St. Petersburg A A B

GEORGIA
Atlanta

* A
Savannah * A A

HAWAII
Honolulu A B E F

IDAHO
BOISE * A D

ILLINOIS

Belleville * A E
Chicago A B D E F
Joliet * A E
Rockford * A CDEFG
Springfield A E
Peoria * A 6 D E F

48



Communications
Diocese Offices Education Usage

INDIANA
Evansville * AB A B
Fort Wayne-South Bend A ABD -
Gary * BC E
Indianapolis * AD A
Lafayette * A ABC

IOWA
Davenport * D ABCDEG
Des Moines * A A B
Dubuque ABCD
Sioux City * A A B D E

KANSAS
Dodge City * A
Kansas City * A B
Salina * A
Wichita A

KENTUCKY
Covington * A B D E
Louisville * AB B E
Owensboro A B E

LOUISIANA
Alexandria * A ABF
Baton Rouge * A A
Layfayette * A
New Orleans * ABC

MAINE
Portland * A B F

MARYLAND
Baltimore * A B ABD

MASSACHUSETTS
Boston * A B B D E FG
Fall River * A B A
Springfield * AB
Worcester A ABCD

MICHIGAN
Detroit * A D ABDEFG
Grand Rapids * A A E
Lansing A
Marquette

Saginaw * D A B EG

49



Communications
Diocese Offices Education Usage

MINNESOTA
Crookston * A A
Duluth CD A B
New Ulm A A
St. Cloud * A ABCG
St. Paul-Minneapolis * A B A B D F
Winona * A AF

MISSISSIPPI

Natchez-Jackson A E

MISSOURI
Jefferson City * AD G
Kansas City-St. Joseph * AG A FG
St. Louis * A A B D
Springfield-Cape Girardeau A

MONTANA
Great Falls A AG
Helena * A A

NEBRASKA
Grand Island * D Withdrew ETV
Lincoln * A
Omaha * A D BCG

NEVADA
Reno ABE

NEW HAMPSHIRE
Manchester A BC

NEW JERSEY
Camden A B
Paterson * A B A
Newark D
Trenton * A

NEW MEXICO
Gallup

Santa Fe AE

NEW YORK
Albany * A B AB
Brooklyn * A ACDEF
Buffalo B D E F
New York * AB ACDEFG
Ogdensburg * AB BEG
Rochester * D B
Rockville Centre * A B A B D E FG
Syracuse * AB B D E

50



Communications
Diocese Offices Education Usage

NORTH CAROLINA
Raleigh

* A

NORTH DAKOTA
Bismarck * A B A
Fargo A

OHIO
Cincinnati * A B ABCDEF
Cleveland * A B D BDE
Columbus * B
Steubenville * C D ABCE
Toledo * A ABDF
Youngstown * A B ADEFG

OKLAHOMA
Oklahoma City-Tulsa D A

OREGON
Baker A
Portland * A B ADFG

PENNSYLVANIA
Allentown A BCDG
Altoona-Johnstown A A
Erie * A BDC
Greensburg * A ABC
Harrisburg * A B D
Philadelphia * A D ABDF
Pittsburgh * A D BEF
Scranton * A B A

RHODE ISLAND
Providence * A B BEG

SOUTH CAROLINA
Charleston A AB

SOUTH DAKOTA
Rapid City AD A B
Sioux Falls A AE

TENNESSEE
Nashville * D AD

TEXAS
Amarillo A
Austin A B E
Beaumont * BE
Brownsville * AD
Corpus Christi * D BE

51



Diocese

Dallas-Ft. Worth
El Paso

Galveston-Houston

San Angelo
San Antonio

UTAH
Salt Lake City

VERMONT
Burlington

VIRGINIA
Richmond

WASHINGTON
Seattle

Spokane
Yakima

WEST VIRGINIA
Wheeling

WISCONSIN
Green Bay
La Crosse

Madison
Milwaukee
Superior

WYOMING
Cheyenne

Communications
Offices

* A
A
* A D
* A
* A

* AB

A

* A

* A
A

* B E

* A
A
* A
A
* A

A

Education Usage

B DG

ABE
A
B E

A D

ABD

B D E

A B
B

A

ABCG

ABF
A D E
B E

ABCDE
AE

52



Appendix G

BIBLIOGRAPHY

Pamphlets

1. Basic Planing for Television Distribution Systems

A Guide for Administrators (A series of five pamphlets) by Mary-
land Center for Public Broadcasting, 1970

2. Instructional Television Facilities

A Planning Guide by Witherspoon and Kessler
U.S. Department of Health, Education and Welfare
OE-34043
(Pages 1-10 are must reading.)

3. Instructional Television Fixed Service

EPIE Report Number 31
by Educational Products Information Exchange, 1971

4. Schools and Cable Television
Division of Educational Technology
National Education Association, 1971

5. Television Cartridge and Disc Systems
What are They Good For?
by National Association of Educational Broadcasters, 1970

6. The Communications of the Roman Catholic Church
Doctorial Dissertation of Rev. John Lee

The Newman Center at University of Minnesota, 1971

7. To Improve Learning
An Evaluation of Instruction Technology
Academy for Educational Development Inc.
R. R. Bowker Co., NY, 1970

Journals

1. Educational Television

C. S. Tepters Publishing Company
Ridgefield, Connecticut

2. Educational Technology
Education Technology Publications
Englewood Cliffs, New Jersey

3. Media and Methods
Methods and Media Institute
INK, Division of North American Publishing Co.
Philadelphia, Pennsylvania 19107

53



'