The introduction of innovation in an Ur setting is considered by examining the introduction of educ'al TV into the schools of Delhi, India. Whereas, innovations are introduced into Ru settings by personal contacts with individuals, a slow & difficult process, they are usually introduced into Ur settings by admin'ive fiats & through instit's. Sch TV was introduced in Delhi in 1961, after some preparation & with the aid of the Ford Foundation. 2 surveys were conducted by the author for its evaluation: (1) in 1962, by over 30 surprise visits to Sch's with observation & interviews; & (2) in 1964-65, by a systematic observation of 24 TV & 24 non-TV Sch's & 4 rounds of comparative tests in physics & chemistry. The results of the tests are not given, but it is noted that 'the 1st & overwhelming impression was that of a project not well received by a surprisingly large N of teachers who were supposed to be aided by it in their classroom teaching,' though this was counter-balanced by other, more favorable reactions. The reasons were: (a) teachers felt they should have been consulted beforehand; (b) the notion of team-work between class & TV teacher was not sustained; & (c) many teachers looked upon the experiment as an intrusion of an outside agency. It is concluded that: (i) the psychol'al preparation of the users is as important in Ur as in Ru projects; (ii) identification as 'ours' or 'theirs' will largely determine success or failure; & (iii) continuing contact between introducing authority & ultimate users is as necessary in Ur as in Ru settings. I. Langnas.
