This study was an investigation to determine the instructional media competencies that inservice teachers of secondary education teaching disciplines recommend for pre-service teachers in their discipline. A literature review focused on four main questions: 1. What historical events mark the development of the field of instructional media? 2. What are some significant classroom media use studies? 3. What are some significant comparative media studies? 4. What are some significant instructional media course content studies? Secondary education teachers of twelve different teaching disciplines were randomly selected from schools in three states, namely Hawaii, Oregon and Utah. Four hundred and sixteen (416) responded to a mail administered questionnaire. A series of one-way analysis of variance with Duncan Multiple Range Tests, t-Tests, cross tabulations and means tables were computed to determine any significant differences in the recommendations of fifty-six (56) instructional media competencies among teachers in secondary education teaching disciplines. The findings of this study can be summarized with the following conclusions: 1. The teaching discipline influences recommendations by inservice teachers of secondary education for instructional media competencies to be included in a pre-service teacher education program. 2. The teaching discipline influences the perceived value of instructional media use in the classroom of inservice teachers of secondary education. 3. The perceived value of instructional media use in the classroom by secondary education teachers influences their recommendations of instructional media competencies to be included in a pre-service teacher education program. 4. Teachers of secondary education teaching disciplines recommend that instructional media competencies be taught as a part of the methods courses within their disciplines as well as being taught in separate instructional media courses. 5. There are two major factors affecting the non-use of instructional media by teachers of secondary education teaching disciplines are that they perceive: 1. "Arranging to use media is too great a hassle." 2. "Media materials in the school are outdated." 6. There are instructional media con1petencies that are common to all secondary education teaching disciplines as well as instructional media competencies that are unique to each of twelve secondary education teaching disciplines. / Graduation date: 1991

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The purpose of this study was to examine a ubiquitous/pervasive computing initiative from a Community of Practice perspective. It sought to understand how faculty fit technology use into the already paramount goals they had for their students learning, and how that technology’s role became a part of that essential domain. Furthermore, it sought to determine the extent to which a community of practice emerged around the use of technology as a central practice. Using case study methodology with mixed-methods data collection strategies, this study explored practice among faculty participating in a ubiquitous laptop initiative within a pre-kindergarten through fourth-grade teacher preparation program. This program was part of a college of education in a major research university in the southern United States. Doing so involved an examination of the roles of participants, primarily faculty, in the community or communities to identify the primary domains of concern, and to determine to what extent the use of laptops in the classroom has itself become a practice around which a community has emerged. Findings from this study suggested that instructors were, to varying extents, involved in an emerging community of practice that included the use of technology, specifically laptops, to enhance the development of elementary school teachers. This community of practice was heavily dependent upon infrastructure provided by the administration of the college and the ubiquitous laptop initiative. At the same time, these instructors were less involved with a domain that included teaching teachers to use technology, or Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006). / text

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According to Molnar (2014), full time virtual school education lacks a measurement tool that accurately measures effective virtual teacher practice. Using both qualitative and quantitative methods, the current study sought to understand the common practices among full time K-8 virtual school teachers, the extent to which teachers believed such practices impacted student learning, as well as the methods in which current standards, recommendations and practices were implemented in the full time K-8 virtual school setting. The relationship between virtual school teacher practices and their Technological Pedagogical and Content Knowledge (TPACK) was also explored. Using the standards, practices and recommendations developed for online learning from International Association for K–12 Online Learning (iNACOL), National Education Association (NEA), Southern Regional Education Board (SREB), and the International Society for Technology in Education (ISTE) a team of focus group members gave input on the common practices for teaching students in the full time K-8 virtual school environment. The results included 11 general virtual school teacher practices, 12 teacher practices relating to evaluation and three practices relating to special needs and diverse learners. Qualitative and quantitative findings indicated that teachers most frequently meet the established practices through the following strategies: phone conferences, live sessions with students, feedback on assessments, webmail communication, professional development, collaborating with peers/teacher collaboration, professional learning communities, curriculum based assessments on the phone, communicating with family stakeholders, and determining students in the bottom quartile. A framework for K-8 full time virtual school pedagogy which includes evaluating student learning and individualizing instruction through technology tools and collaborative methods was developed. Finally, the quantitative findings indicated that of the three virtual school teacher practice categories (teacher practice, evaluation and special needs and diverse learners), evaluation was the leading predictor of teacher TPACK scores. Specifically, collaboration, having an online voice and presence, and using data from assessments to modify instruction were found to significantly predict a teacher’s Technological Pedagogical and Content Knowledge. Using virtual school teachers’ expertise on the practices which most impact student learning and the methods for implementing virtual school teacher practices, the researcher created a draft full time K-8 virtual school teacher evaluation rubric. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.