THIS STUDY REVIEWS THE EDUCATIONAL USES, EFFECTIVENESS AND COSTS OF THE NEW MEDIA (RADIO, TELEVISION, PROGRAMED LEARNING, CORRESPONDENCE STUDY, AND FILMS AND AUDIO-VISUAL AIDS) AND MAKES SUGGESTIONS TOWARDS THEIR EFFECTIVE USE IN EDUCATION. NEW MEDIA HAVE BEEN USED FOR UPGRADING INSTRUCTION, TEACHER TRAINING, EXTENSION OF EDUCATION, LITERACY AND FUNDAMENTAL EDUCATION, ADULT EDUCATION AND COMMUNITY DEVELOPMENT. GENERALLY, THEY HAVE BEEN EFFECTIVE, DEPENDING PARTLY ON THE USE TO WHICH THEY HAVE BEEN PLACED, PROGRAM CONTENT, TECHNICAL AND ORGANIZATIONAL SUPPORT, AND THE CONTEXT IN WHICH RECEPTION TAKES PLACE. INITIAL, OPERATING, AND EXPANSION COSTS ARE VARIABLE. WHILE THE NEW MEDIA ENTAIL HIGHER TOTAL COSTS, ECONOMIES OF SCALE MAKE LOW UNIT COSTS POSSIBLE, AS A GUIDE TO PLANNERS, CHECK LIST OF 17 KEY ELEMENTS RELATED TO PLANNING, ORGANIZATION AND SUPPORT, PRODUCTION, RECEPTION, AND FEEDBACK IS PRESENTED AND DISCUSSED. EMPHASIS IS LAID ON THE DISTINCTIONS BETWEEN PRODUCTION AND RECEPTION AND AMONG TECHNICAL COMPONENTS, CONTENT AND TEACHING, SUPPORTING COMMUNICATIONS AND EVALUATION, AND TRAINING PROVISIONS. PLANNERS ARE URGED TO TAKE A SYSTEMS ANALYSIS APPROACH AND TO VIEW THE NEW MEDIA AS EFFICIENT SYSTEM COMPONENTS WHICH MAY BE USED TO MEET A RECOGNIZED EDUCATIONAL NEED. THIS DOCUMENT IS AVAILABLE AS A.2315 FROM UNESCO, PLACE DE FONTENOY, 75 PARIS-7E, FRANCE, FOR $2.95. (GG)