Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--University of Massachusetts, 1990. / Includes bibliographical references (leaves 244-260).

Thesis (Ph. D.)--Utah State University. Dept. of Instructional Technology, 1991. / Includes bibliographical references (leaves 56-62).

Thesis (Ph. D.)--University of Oklahoma, 1990. / Includes bibliographical references.

Thesis (Ph. D.)--University of Pittsburg, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 259-263).

Thesis (Ph. D.)--Florida State University, School of Library and Information Studies, 1995. / Vita. "95-40057." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 233-236).

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

M.Ed. (Media Studies) / As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation

Thesis (Ed. D.)--Boston University, 1994. / Includes vita. "94-23441." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 161-166).

D.Ed. / Contemporary attempts to maximise the potential of ICT in the classrooms broadly seek to move away from conventional didactic instructional approaches, in which teachers do most of the talking and learners listen (Peter Cuttance, 2007: [Online]). ICTs are purported to have the potential not only to cause a shift or change but also a means for achieving it (Rai, 2006:2). This thesis describes how the introduction of Information and Communication Technology (ICTs) has necessitated this paradigm shift in pedagogical practices of the participants. Three of the participants in this study are teaching at a former advantaged school while two are teaching at what is generally regarded as disadvantaged school. The thesis examines, by way of an integrated research methodology that incorporates activity theory as a theoretical framework, ethnography and collective case study research methods, participants’ emerging practices and also concomitant epistemologies or beliefs regarding engagement with mediational tools of ICT in the classroom. The research tools that were formulated from activity theoretical concepts of the Eight Step Model; the Activity Checklist; historical types of activity; contradictions; and boundary crossing are utilised to examine the teachers’ emerging practices, beliefs and attitudes. Data was obtained from fieldwork, interviews, and video recordings by means of the aforementioned activity theoretical tools. Additionally, activity theoretical tools, blended with content analysis, were utilised in the data analysis. As a result, this study demonstrated that without effective use of a variety of research methods at appropriate times, the quality of evidence on this inquiry would have suffered, and interpretations of causality would also been constrained (Chatterji, 2004:9). The essence of the findings in this study, which is the visible changes in the pedagogic practices of the participants revealed that it is not only the mediational tools of ICT that have an effect but also the way they are used that brings about the change in their teaching practices. This thesis, therefore, adds to the body of literature that considers the potential of Information and Communications Technology in the transformation of teaching practices.