M.Ed. (Media Studies) / In the present career orientated education no guidelines exist for the utilisation of media in the teaching of Mechanotechnology. In this study research is undertaken in the various teaching methods and the concomitant integration of media to make the teaching of Mechanotechnology easier. Firstly, the nature of the subject, as well as the defining of aims and objectives, is investigated. The various levels of aims and objectives are discussed with reference to Bloom's theories of learning. In the study reference is also made to the taxonomies and learning objectives according to De Block's study. In lesson planning it is very important to establish the background situation of learners. Various factors play an important part in this case, like, for example, intelligence, reading ability, background knowledge and development. After the level of knowledge has been established, the lecturer can decide upon a particular teaching strategy. The teaching strategy determines the method according to which the lecturer may best unlock the selected content for the pupil. an acceptable strategy is Maarschalk heuristic model. A distinction is made between heurostentic and ostensive approaches, with a variety of blended forms in between. It is clear that a didactic situation can bot be easily conceived without media. A given teaching medium may be applied in various ways. Modern technology provides the possibility to present particular objects or events in a variety of ways. Media integration may, however, not be taken lightly but must be preceded by systematic planning. The lecturer must make sure that optimal learning gain is obtained.

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School based administrators must often determine the use of potentially powerful computing resources for the school's instructional program. While site level administrators have allocated many kinds of resources within the schools, the allocation of this new technology has little precedent. A decision guide is proposed to assist site level administrators. This guide explores three major sources of information to assist the site level administrator in making computer-related allocations. First, the context of the school, such as the school profile, and the district plan for instructional use of microcomputers, forms a basis for investigating the allocation of computing resources. Second, because both access to and applications for instructional computing resources are critical issues, the moral dilemma of equity-excellence is examined. Finally, empirical information from the existing literature and from a possible school based research effort are analyzed. A procedure for using this information to make decisions is proposed. By weighing these three sources of information, it is contended that the administrator is better able to allocate potentially powerful computing resources. Woven into the decision guide are specific examples from one administrator's efforts to make decisions about word processing at an intermediate school. The context, equity-excellence issues, and empirical information are examined in this particular site to illustrate one application of the guide and to share findings about word processing as an instructional tool. / Ed. D.

This study's purpose was to investigate the factors related to the use of technology by intermediate elementary public school teachers and determine how significantly these factors correlated with the amount of technology used by teachers. Five variables (teachers' beliefs about behaviorism, teachers' beliefs about behaviorism, teaching practices, teachers' beliefs about the advantages of technology, and teachers' beliefs about the disadvantages of technology) were identified in the literature as influential factors in technology use by teachers. Responses to the survey instrument completed by 219 regular intermediate public school teachers at randomly selected schools in 21 school districts in Florida during the Fall, 2000 were the basis for the data analyses of this study. The research sought to address the problem of the variance in teachers' use of technology. Specifically, "What relationship, if any, existed among the following constructs: (a) educational beliefs, (b) teaching practices, (c) beliefs about technology and, (d) technology use in the classroom?" The findings showed there was a statistically significant weak correlation between teachers' beliefs about constructivism and teaching practices, and a statistically significant moderate correlation between teachers' beliefs about behaviorism and teaching practices. It was also determined that there was a statistically significant moderate correlation between the variables of teaching practice and technology use. A statistically significant positive relationship was also demonstrated between the variables of teachers' beliefs about the advantages of technology and technology use, while a statistically significant negative relationship was demonstrated between teachers' beliefs about the disadvantages of technology and technology use. Using all five predictor variables the results of the regression procedures revealed Multiple R was .558, with an R Square of 0311 indication approximately 31% of the variance in technology use was explained by the five predictor variables. Increases in the R and R Square values were shown to be statistically significant as each new variable was added to the equation. Teaching practice was the independent variable that accounted for the largest portion of the variance in technology use which underscored the importance of specific teaching practices and the differences between these practices in terms of the ease with which technology integration was possible. Although significant relationships were identified, only 31% of the variance in technology use was explained indicating that are other factors that account for the variance in technology. Recommendations for future research included investigation into other factors that influence teachers to use technology including teacher training, teacher background on educational theories, beliefs about how students learn, and how technology supports a standard-based accountability system.

The purpose of this project is to develop a website that helps left handed students, their parents, and teachers to help left-handers, whether they are left-or-right-brain dominant, succeed. This website will be a tool to get to know their children and students better. The project consists of a paper and a website to educate about left-handed people.

published_or_final_version / Education / Master / Master of Education

It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.

<p>The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.</p>