Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed March 11, 2009) Includes bibliographical references (p. 142-149)

Thesis (M.A. in Communication) -- University of Dayton. / Title from PDF t.p. (viewed 06/22/10). Advisor: James Robinson. Includes bibliographical references (p. 50-57). Available online via the OhioLINK ETD Center.

Thesis (M.A. in Communication) -- University of Dayton. / Title from PDF t.p. (viewed 06/22/10). Advisor: James D. Robinson. Includes bibliographical references (p. 48-53). Available online via the OhioLINK ETD Center.

This study examines the representation of Local Education Authority (LEA) secondary schooling in England and Wales as it was portrayed in non-fiction British Broadcasting Corporation (BBC) programmes in the twenty-one years that followed the 1944 Education Act. The primary sources drawn on for this study include the surviving microfilmed radio scripts, dating from 1944–1965 and held at the BBC Written Archives (BBC WAC). The correspondence files from contributors to programmes also provide a key source from BBC WAC. The majority of the programmes considered are radio broadcast, however some documentary films on the topic of secondary education, made by the BBC and transmitted on television, are also analysed. Where audio-visual copies have survived, the programmes were viewed at the BFI Viewing Services. The study draws on 235 BBC programmes in total, made in the years 1944–1965. The details of these broadcasts can be seen in the three Appendices accompanying this study. The study also employs the use of drawing to present key ideas. This study explores how broadcasts are formed as cultural products. The research questions address: what was the content of these programmes? Who collaborated to create and edit these programmes and how were the programmes devised to inform the public about the provision of secondary education? What was the role of the All Souls Group (ASG) in this collaboration? The public included a domestic audience in England and Wales and an overseas audience for whom distinct broadcasts were usually created. A further element of the research is a scrutiny of the BBC as an organization that positions itself as neutral. The considered programmes enabled a group of eloquent educationalists to use their rehearsed and edited ‘conversation’ on a public stage. As the study unfolds it becomes apparent that the members of the informal education discussion group, the ASG, were lobbying to encourage the topic of secondary education to resurface sufficiently often on air. The study concludes with recognition that the reinforcing of loyalties between overlapping networks, such as the BBC and the ASG, should no longer be approached with reticence in academic research.

Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as resilient survivors, while schools were positioned as safe havens designed to support them. We show how these narrative patterns were accomplished through the use of common discursive features, positioning refugee student populations and the institutional responsibility of schools in bounded ways. We consider these findings in light of how broader discourses visible in news media narratives shape and reflect the reality of refugee-background students’ educational experiences in the US.

No description available.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2015-12-21T13:23:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Alessandra_Silva_Santana_Camargo.pdf: 1266679 bytes, checksum: 24758c03a417603eff560c8b32df783c (MD5) / Made available in DSpace on 2015-12-21T13:23:36Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Alessandra_Silva_Santana_Camargo.pdf: 1266679 bytes, checksum: 24758c03a417603eff560c8b32df783c (MD5) Previous issue date: 2015-04-08 / Different ways of conceiving knowledge strengthen discussions on curriculum changes, active methods of teaching and learning and pedagogical innovations. Digital media are highlighted in this context and, thus, new questions arise to the pedagogical debate at the university. This research aimed to know and analyze the perceptions about the use of digital media as an educational resource for teachers who work in accounting courses offered in distance mode for two Higher Education Institutions - IES - Brazil, seeking to identify achievements and difficulties that may impact the performance of teachers facing the challenges and requirements regarding the use of technology in higher education. To this end, an exploratory research with a quantitative approach, in which data were collected through an online questionnaire and analyzed using descriptive statistics and content analysis was performed. It was found that the teaching practice is the main source of learning teaching 58 seconds questioned. As for the higher purpose of the internet stand out statements such as "seeking knowledge" and "doing research" with 63 responses (75%). The purpose of using the internet is presented as essential in the practice of teachers as 71 respondents claim to use it to "do research"; "Prepare lessons", 67 responses and "distributing materials via e-mail", 65 responses (77%). Stand out with lower average items "presentation classes", 51 responses (61%), and "develop forums, mailing lists and chats with students" with 42 responses (50%). As for the use of media in teaching practice has been that 78% of teachers have sufficient regarding the use of forums, mailing lists, chats, blogs, etc., followed by 82% who say they used social networks and 66% of teachers who say "create, edit and use videos in their classrooms." This shows that teachers have a good level of knowledge of the use of interactive digital media, as 95% of teachers say they use virtual environments in their classes. With regard to the perception of the field of knowledge on the use of digital media as an educational resource it has to be above 70% of teachers claim to have Total Domain or almost total in relation to: 1. Use AVA, and other virtual spaces ; 2. Using digital media as forums, mailing lists etc .; 3. Use social networks to create spaces of interaction and communication with students. For other media, approximately 40% claim to have Domain Enough about attitudes as: 1. Create learning situations with the use of interactive tools; 2. Create spaces for the student to carry out research. We conclude, therefore, that teachers use digital media more as teaching tools than as teaching resources. In many cases, teachers judge still has an insufficient mastery of the use of digital media in higher education. These limitations can be overcome, in the perception of teachers through training processes in which digital media are understood beyond the instrumental use, but as potentiating the expression and cultural production. / Modos diferentes de conceber o conhecimento fortalecem discuss??es sobre mudan??as curriculares, metodologias ativas de ensino-aprendizagem e inova????es pedag??gicas. As m??dias digitais ganham destaque nesse contexto e, desse modo, novas quest??es colocam-se ao debate pedag??gico na universidade. A presente pesquisa teve como objetivo conhecer e analisar as percep????es sobre o uso das m??dias digitais como recurso pedag??gico de docentes que atuam em cursos de Ci??ncias Cont??beis oferecidos na modalidade a dist??ncia por duas institui????es de Ensino Superior - IES - brasileiras, procurando identificar avan??os e dificuldades que podem impactar o desempenho docente diante dos desafios e exig??ncias quanto ao uso das tecnologias na educa????o superior. Para tanto, foi realizada uma pesquisa explorat??ria de abordagem quantitativa, onde dados foram coletados por meio de question??rio online e analisados por meio da estat??stica descritiva e da an??lise de conte??do. Foi poss??vel constatar que a pr??tica de ensino ?? a principal fonte de aprendizagem da doc??ncia segundo 58 questionados. Quanto ?? finalidade maior do acesso ?? internet destacam-se afirma????es tais como a ???busca de conhecimento??? e ???fazer pesquisa??? com 63 respostas (75%). Esta finalidade do uso da internet apresenta-se como fundamental na pr??tica dos docentes, pois 71 questionados afirmam utiliz??-la para ???fazer pesquisas???; ???preparar aulas???, 67 respostas e ???distribuir material via e-mail???, 65 respostas. Destacam-se com m??dias mais baixas os itens ???apresenta????o de aulas???,51 respostas (61%), e ???desenvolver f??runs, listas de discuss??o e chats com os alunos??? com 42 respostas, (50%). J?? quanto ao uso das m??dias na pr??tica pedag??gica tem-se que 78% dos docentes possuem n??vel suficiente quanto ao uso de f??runs, listas de discuss??es, chats, blogs, etc., seguido de 82% que afirmam utilizar-se das redes sociais e 66% dos docentes que dizem ???criar, editar e utilizar v??deos nas suas aulas???. Isso evidencia que os docentes possuem um bom n??vel de conhecimento do uso das m??dias digitais interativas, pois 95% dos docentes afirmam se utilizar de ambientes virtuais em suas aulas. No que se refere ?? percep????o sobre o dom??nio do conhecimento quanto ao uso de m??dias digitais como recurso pedag??gico tem-se que acima de 70% dos docentes afirmam possuir Dom??nio Total ou quase total em rela????o a: 1. Utilizar AVA, e outros espa??os virtuais; 2. Utilizar m??dias digitais como f??runs, listas de discuss??es etc.; 3. Usar as redes sociais para criar espa??os de intera????o e a comunica????o com alunos. Em rela????o a outras m??dias, aproximadamente 40%, afirmam possuir Dom??nio Suficiente quanto a atitudes como: 1. Criar situa????es de aprendizagem com o uso das ferramentas interativas; 2. Criar espa??os para que o aluno realize pesquisas. Conclui-se, assim, que os docentes utilizam as m??dias digitais mais como instrumentos did??ticos do que como recursos pedag??gicos. Em muitos dos casos, os docentes julgam possuir ainda um dom??nio insuficiente do uso das m??dias digitais na educa????o superior. Estas limita????es podem ser superadas, na percep????o dos docentes, mediante processos formativos em que as m??dias digitais sejam entendidas para al??m do uso instrumental, mas como potencializadoras da express??o e produ????o cultural.

Almost from birth, children are immersed in a technologically rich world yet they often enter preschools that offer little to no use of technology. Preschool learning is tied to more traditional forms of reading and writing; this may be inconsistent with the ways children are learning at home and will learn in elementary school. Despite growing interest in creating learning environments that better mirror the technological experiences of the home, there is a significant gap in current research about how learning is affected in preschool environments designed with multiple forms of technology. This qualitative single case study was designed to explore children's preferred uses of technology for learning in a Montessori preschool. The study was supported by the New London Group's theory of multiliteracies and the model of the Montessori method. Data were collected using pre and post teacher interviews, observations, and student generated video and audio recordings of learning activities. Data were coded to form preliminary categories, and open coding was used to generate themes. The findings revealed that children preferred to use technology to express ideas, to write stories, and to visually document and share their learning experiences with others. When technology was made readily available for learning, children became confident, independent, and responsible users. The inclusion of technology also increased learning and encouraged children to socially interact through new media. Implications for social change include the implementation of learning tools that are more closely aligned with those used in future schooling which may result in higher achievement.

Aquesta tesi doctoral constitueix un esforç per dur a terme una aproximació crítica a la relació que s’estableix entre educació, mitjans de comunicació i societat amb l’objectiu de proposar algunes concrecions per a la introducció de l’educació mediàtica al currículum escolar. La tesi presenta també un estudi sobre les dimensions d’introducció dels mitjans i les TIC a l’Educació Secundària Obligatòria de Catalunya, partint d’una mostra intencional de centres i d’entrevistes en profunditat a professors, directors i experts en educació i comunicació, així com grups de discussió amb alumnes. Aquest estudi ens permet establir les principals debilitats, amenaces, fortaleses i oportunitats d’un sistema educatiu sotmès a un convuls període de canvi i renovació en la qual els mitjans de comunicació juguen un paper important, no només com a suport o instrument educatiu sinó, i principalment, com a objecte d’estudi real a les aules de l’educació formal obligatòria. / La presente tesis doctoral constituye un esfuerzo por llevar a cabo una aproximación crítica a la relación que se establece entre educación, medios de comunicación y sociedad con el objetivo de proponer algunas concreciones para la introducción de la educación mediática en el currículo escolar. A su vez, esta tesis doctoral presenta un estudio sobre las dimensiones de introducción de los medios y las TIC en la Educación Secundaria Obligatoria de Catalunya partiendo de una muestra intencional de centros y de entrevistas en profundidad a profesores, directores y expertos en educación y comunicación, así como grupos de discusión con alumnos. Este estudio nos permite establecer las principales debilidades, amenazas, fortalezas y oportunidades de un sistema educativo sometido a un combulso periodo de cambio y renovación en la que los medios de comunicación juegan un papel importante, no sólo como un soporte o un instrumento educativo sino, y principalmente, como un objeto de estudio real en las aulas de la educación formal obligatoria. / This doctoral thesis constitutes an effort to carry out a critical exploration of the relationship between education, mass media and society, issuing specific recommendations regarding the introduction of media education in schools. Furthermore, this study presents an analysis of the dimensions in which media and ICT have been implemented in the Obligatory Secondary Education of Catalonia. The study is based on a selective sample of schools and in-depth interviews with teachers, principals, and experts on media education, as well as a focus- group survey with students. This methodology has allowed us to establish the principal strengths, weaknesses, opportunities and pitfalls of an educational system during an important period of change and renovation, in which the educational media play an important role not only as a tools and devices, but also as a real object of study of compulsory formal education.

Submitted by RENATA DE OLIVEIRA SBROGIO null (renata_sbrogio@hotmail.com) on 2016-02-19T17:44:45Z No. of bitstreams: 1 DISSERTACAO RENATA SBROGIO FINAL.pdf: 6805689 bytes, checksum: 33226dd6c884acb2d88d57c040db4a82 (MD5) / Rejected by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br), reason: Submissão rejeitada a pedido da autora. Uma nova submissão deverá ser realizada contendo o arquivo PDF correto. on 2016-02-19T18:58:43Z (GMT) / Submitted by RENATA DE OLIVEIRA SBROGIO null (renata_sbrogio@hotmail.com) on 2016-02-19T19:32:02Z No. of bitstreams: 1 RenataSbrogio DISSERTACAO FINAL.pdf: 6807050 bytes, checksum: 9c19275af7315e4a9f188e039388e078 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-02-19T19:43:17Z (GMT) No. of bitstreams: 1 sbrogio_ro_me_bauru.pdf: 6807050 bytes, checksum: 9c19275af7315e4a9f188e039388e078 (MD5) / Made available in DSpace on 2016-02-19T19:43:17Z (GMT). No. of bitstreams: 1 sbrogio_ro_me_bauru.pdf: 6807050 bytes, checksum: 9c19275af7315e4a9f188e039388e078 (MD5) Previous issue date: 2016-02-01 / Os avanços tecnológicos, principalmente a difusão da internet e a conexão por banda larga, trouxeram uma nova realidade de acesso, produção e distribuição de informações, significando, assim, novas possibilidades de aprendizagem da população em geral. Viver na Sociedade da Informação requer domínio digital mínimo para o uso das tecnologias de informação e comunicação que afetam diretamente a convivência social, a produção da cultura e do conhecimento. Para que isso ocorra de forma positiva e crítica, é preciso disponibilizar os conhecimentos básicos necessários para se produzir um coletivo consciente, capaz de utilizar tais recursos com inteligência, consciência e eficácia; é preciso ser um alfabetizado digital e, mais desejável ainda, um letrado digital. Nesse contexto “aprender a ler” é conquistar a possibilidade de acessar, analisar, avaliar e optar por conteúdos que permitam o acesso às diversas concepções e conhecimentos socialmente elaborados. Para isso, a presente pesquisa propõe, por meio de revisão bibliográfica e um estudo de manipulação experimental, além de conceituar o letramento digital, a fim de compreensão da ação desse letramento, apresentar um conjunto temático de objetos de aprendizagem para o letramento digital em massa, considerando o alcance dos usuários multitelas (“multiscreeners”), facilitando uma aprendizagem informal por meio das diversas telas e dispositivos tecnológicos disponíveis. / Technological advances, particularly internet spread and broadband connectivity, brought a new reality of access, production and distribution of information, meaning, thus, new possibilities of learning processes for population. Living in the information society requires minimal digital domain of the use of information and of communication technologies, which directly affect the social life, as well as the production of culture and knowledge. For this to happen in a positive and critical way, we need to provide the basic knowledge that is needed to produce a collective conscious, which, in turn, would be able to use these resources intelligently, knowingly and effectively. Therefore, we consider that it is necessary to develop a digital literacy and, preferably, a digital literate student. In this context, "learning to read" represents gaining ability to access, to analyze, to evaluate and to choose contents that allow recognizing different socially produced knowledge and conceptions. In order to do that, the present research proposes, through a literature review and an experimental study, to conceptualize digital literacy with the objective of understanding that literacy action, to present a thematic set of learning objects for in mass digital literacy, considering the scope of the multi-screen users ("multiscreeners") facilitating informal learning through several screens and available technological devices.