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As an educational medium, interactive television (ITV) is shaped by perceptions that all participants bring into the ITV classroom. Many articles, handbooks, and other support material already deal with standard operating advice for leading courses using ITV; here, the authors focus on the physical and mental spaces produced by ITV and explore the expectations created by the presence of such technological artifacts as television screens, microphones, and lighting banks. They explain the roles that teachers and students may assume in the ITV classroom and discuss how lack of familiarity with the technology's purpose and potential tends to reify those roles and the interactions they proscribe. Finally, they offer suggestions for responding to these issues by concentrating on students' crucial first impressions with the technology–impressions that instructors can help negotiate so they and their students can engage in pedagogically sound, educationally rich interactions in the ITV classroom.
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Using Interactive Television to Teach Professional Communicators: Overcoming Perceptions and Negotiating First Impressions
http://jbt.sagepub.com/cgi/reprint/14/3/348
 access restricted (by the publisher) to members/subscribers/customers only
 peer-reviewed
Racine, Sam J. and Denise Dilworth
Journal of Business and Technical Communication
2000
Abstract: As an educational medium, interactive television (ITV) is shaped by perceptions that all participants bring into the ITV classroom. Many articles, handbooks, and other support material already deal with standard operating advice for leading courses using ITV; here, the authors focus on the physical and mental spaces produced by ITV and explore the expectations created by the presence of such technological artifacts as television screens, microphones, and lighting banks. They explain the roles that teachers and students may assume in the ITV classroom and discuss how lack of familiarity with the technology's purpose and potential tends to reify those roles and the interactions they proscribe. Finally, they offer suggestions for responding to these issues by concentrating on students' crucial first impressions with the technology–impressions that instructors can help negotiate so they and their students can engage in pedagogically sound, educationally rich interactions in the ITV classroom.
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