The purpose of this study was to determine the current status of the educational media programs in six teachers' colleges in Bangkok by analyzing the educational media programs as they are perceived by teachers, educational media teachers, and administrators with regard to utilization, administration, and personnel. The survey instrument was distributed to the 120 teachers, thirty-seven educational media teachers, and sixty administrators in the six major teachers* colleges in Bangkok. The total number of responses was 185, or 85.25 per cent of the population of teachers, educational media teachers, and administrators. The data were tabulated, and categories of availability and usage of educational media were established. The t test was applied to the data obtained from teachers and administrators to determine if significant differences existed at the 0.05 level with regard to the ranking of qualifications needed by educational media teachers. The findings from this study indicate that the teachers, educational media teachers, and administrators surveyed are basically in agreement regarding the utilization of educational media. Teachers and administrators agree on the qualifications of educational media teachers who serve in the teachers" colleges and in the majority of teachers' colleges the educational media center is a separate entity. Recommendations with regard to the training of educational media teachers and classroom teachers and suggestions for further study of the us. of educational media in other types of institutions of higher learning in Thailand are made.

M.Ed. (Media Integration) / The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.

An assumption that Information and Communication Technologies (ICTs) and economic development have an automatic linkage has gained wide acceptance over the last decade. As a result, developing countries are under pressure to apply this prescription as a solution to poverty. With the help of development partners in the developed world and the United Nations, developing countries have embraced this call to increase access to ICTs to bridge the ever-widening gap between the ‘information rich’ and ‘information poor’ (Castells, 2001). One of the strategies has been the establishment of telecentres where the least privileged people might access ICTs for their own development needs. However, this strategy has tended to overlook contextual factors and circumstances in developing countries. ICTs are thus being introduced in an environment of mass poverty, illiteracy and poor infrastructure, exacerbating existing inequalities in some cases. Much attention has been focussed on initiatives aimed at expanding the ICT infrastructure for wider population access without addressing what the users actually do with such access. This study aims to make a contribution in that direction. The study focuses on Nakaseke Community Multi-media Centre(CMC), the first telecentre introduced in Uganda in 1997. Using a combination of quantitative and qualitative research techniques, the study sets out to develop deeper insights into how the Nakaseke community uses, engages with and relates with communication technologies installed at the telecentre. It probes whether these practices advance the dominant view that ICTs are a panacea for rural development. The findings indicate that while access to communication technology has expanded, albeit at a slow pace, the benefits might take very long to have a significant effect as many targeted users do not make use of the facilities because they lack the human skills and financial resources to exploit the technologies. Other problems such as poor electricity supply and sustainability also actively militate against the potential of the project to deliver. Besides, people tend to appropriate technology in ways different from those intended by its promoters. As Burton (2002) explains through the concept of ‘affordances’ and ‘culture’, some users perceive technologies essentially as something that bestows the status of being modern or sophisticated on their community, rather than as a development tool. In conclusion, it is argued that if used for development, ICTs can indeed make a difference in the lives of rural people. However, besides investing in technology, there is need to invest more in empowering the people themselves with skills, particularly literacy, to enable them use ICTs productively.

M.Ed. (Education) / Please refer to full text to view abstract

M.A. (Media Studies) / One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.

Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2005. / Suggestopedia, as an innovative method of teaching, inter alia, second and foreign languages, has reportedly achieved exceptional results. With the development of this multimedia program it was decided to base the program on suggestopedic principles. In this thesis, I discussed the theory of adult second language acquisition, cognitive learning theory, constructivist learning theory and the consequences these theories have on language teaching. The overview of literature incorporates a description and analysis of Suggestopedia and looks at Suggestopedia from the following perspectives: • a description of suggestion • a description of suggestology • the basic premises of Suggestopedia • the purpose of Suggestopedia • the principles of Suggestopedia • the suggestopedic cycle • the suggestopedic text • the classroom module • the computer program. The multimedia computer program was developed to enhance the classroom module of the first year students of German at the university. In this thesis, I describe the interface and design of this program in terms of colour, incorporating colour theory, the name of the program, the overall design and the structure of each scene.

M.Ed. / Teaching and learning activity is characterised by effective communication. Teaching and learning as communication is successful when the learner has taken in new information with understanding. Effective teaching cannot take place unless effective communication takes place. On the other hand effective communication depends on media that are used in the teaching-learning activity (Heinich, et al, 1989: 13). In the teaching and learning of biology, educational media are important. The study of biology is a practical venture that requires the use of media e.g. realia, models, pictures and chemicals. Biology needs to be learnt through active participation, experience, observation and investigation by both the learner and the educator. This is not possible without the . use of media. In real life, the learner's senses are stimulated by media such as real objects, pictures, radio, television, books, etc. In the teaching of biology, the learner's senses must be equally stimulated. It is therefore necessary that the biology teacher be continuously reminded of the Chinese proverb which says, " I hear, and I forget; I see and I remember. I do, and I understand" (Dwyer, 1993: 194).

This study was designed to determine the general volume of multi-image production in Dallas County, Texas from 1979 through 1981 as categorized by: the presentation, number of projectors utilized, and by relevant aspects of presentation with analysis of 85 respondents. The questionnaire yielded 633 variables in the computer analysis. The study revealed significant growth in multi-image production with the 1981 total being more than twice the 1979 total. 1988 consensus indicates that the multi-image use is dictated by the business climate. Having been adopted initially, it is retained by those who find it effective and a suitable medium for larger screens.

Thesis (M. Ed. (Educational technology)) -- University of Limpopo, 2002 / Refer to document

University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese