Thesis (M. Ed.)--Kutztown State College. / Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript (Xerox copy). Includes bibliographical references (leaves 148-151).

Thesis (M.A.)--Brigham Young University. Dept. of Theatre and Media Arts, 2007. / Includes bibliographical references.

M.Ed. (Education) / The use of media in the teaching and learning of the subject Technical Drawing at secondary school level rests on the narrow view as one of support only. On the one hand this view is held because the improvement of psychomotor skills is seen as the sole function of teaching the subject and on the other hand because the pedagogical meaning of the subject content and its exposition is not always properly appreciated. These assumptions often culminate in the irresponsible inclusion of teaching media in certain situations with a resulting lessening of the teaching effect. This study aims firstly to study this phenomenon and in so doing to gain the knowledge which brings about a more meaningful, acceptable, accountable, and functional attitude towards the integration of media, whether as teaching or learning media. To be able to do this the specific character and structure of the subject must be scrutinized. From this it appears that the function of the subject reveals a polarized character, i.e. the creation of a graphic representation of reality as opposed to the interpretation of a given graphic representation of reality, hut with a continual interaction taking place. Both these poles lie within the total field of experience of the pupil and figure within his cognitive, affective and psychomotor domain. This study proceeds from the assumption that teaching within this context often demands a specific teaching strategy, namely that of assisting visual spatial perception by means of media. To proceed from the concrete to the abstract demands a strategy of maximal integration of media because the fundamental problem lies in the appearance of the concrete subject content as that of two and three dimensional transformed forms which have spatial characteristics of position, direction, size, form and distance. Meaningful media integration requires that attention must be paid to the demands which the particular subject content addresses to teaching and learning and media usage. For media integration to be meaningful, attention must be paid to the demands which the particular subject content will make on the teaching, learning and media usage. These demands cover the whole spectrum (cognitive, affective and psychomotor field) of the subject which eventually culminates in three main.

No description available.

No description available.

Thesis (Ph. D.)--University of Southern Mississippi, 1989. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-105).

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--Seattle University, 1995. / A future search conference facilitated by an outside consultant was held in Yakima, Washington on October 12 and 13, 1994, and involved thirty-two participants representing eight stakeholder groups (library media specialists, principals, administrators, university educators, teachers, business representatives, technology experts, and students); they addressed the question of how information services could most effectively enhance learning in Washington State K-12 schools in the next five years. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 173-179).

Thesis (Ph. D.)--University of Maryland, 1991. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 100-108).

Thesis (Ed. D.)--Seattle University, 1995. / A future search conference facilitated by an outside consultant was held in Yakima, Washington on October 12 and 13, 1994, and involved thirty-two participants representing eight stakeholder groups (library media specialists, principals, administrators, university educators, teachers, business representatives, technology experts, and students); they addressed the question of how information services could most effectively enhance learning in Washington State K-12 schools in the next five years. Includes bibliographical references (leaves 173-179).