It leads me to the thought that if the above assertions are true, then why do professionals in the field of education not try to turn television viewing into an opportunity for studying the values and counter-values that are explicitly or implicitly conveyed? In my opinion, the familiarity of learners with the context of watching television in their daily routine should be in consideration on manifesting the idea of using it for their educational purpose. Regardless of what subject it could be, television content may generate a logical context in making sense of what lessons are all about. The idea and the narrative provided from television content may not only facilitate a learners’ progress but as well as leading them to a better critical thinking in which they can relate what they have seen with what they have learned in schools. Last but not least, I would agree with the conclusion made by the scholar in which they emphasized that television narratives may offer many opportunities for the discussion of dilemmas and different situations that go well beyond the traditional curriculum. 

In my opinion, teachers may use popular films as it would enhance student’s learning and understanding of the topic. This may happen for several reasons such as repetition which is a good way to increase memory performance. Besides that, students benefit from using multiple modalities when learning about a topic. For instance, if they read about Independence Day in a textbook, have the teacher explain certain events to them, and watch a movie about it, this engages all senses which deepens their understanding. Related to the previous point, having students watch a movie in addition to reading the textbook is a form of dual coding which is one of the go-to learning strategies to enhance a performance. Last but not least, I believed that adding a movie to classroom instruction may be taken by students as an entertaining and welcoming change and in turn, may increase their motivation and interest in the topic.