The purpose of the study was to compare perceptions of county 4-H agents with the perceptions of state 4-H program leaders regarding media competencies needed by 4-H agents. Additional purposes were to identify when the competencies should be learned, and to determine possible relationships between the perceptions of media competencies and selected demographic and experiential factors of the respondents. A closed-form questionnaire was developed and distributed to state 4-H program leaders, and to 4-H agents attending the 1983 Annual Meeting of the National Association of Extension 4-H Agents. Means were obtained and reported for the perceptions of the importance of each competency. Correlations between perceptions and demographic variables were calculated using stepwise multiple regression analysis. Modes and percentages were used to analyze when each competency should be learned. In general, there were very few statistically significant differences between the two sample populations. Twelve competencies received overall mean scores of over 4.0 (high importance). Three competencies received mean scores of less than 2.0 (low or no importance). Statistically significant relationships were demonstrated between some of the competencies and selected factors of sex, age, title, tenure, and educational level of the respondents, as well as type of county served by the respondents. When determining when the selected media competencies should be learned, the majority of the respondents felt that all but four of the competencies should be learned on the job, and those four competencies should be learned before the agent begins to work. None of the competencies received a majority of the respondents indicating the competency should be learned through a graduate program. Recommendations are given for training using the media competencies, as well as for further study.

No description available.

No description available.

This research is an example of a multiple case study. It investigates the teaching strategies and resources currently being utilised in culturally diverse classrooms, ascertains the reasons for the use of such strategies and resources, and recommends strategies and resources that could be integrated and utilized in order to cater for a culturally diverse pupil population in the classroom. The research was conducted in five purposely-selected secondary schools in the Verulam-Phoenix area. The schools selected were former predominantly Indian schools in order to facilitate the work of the researcher with regard to data collection. The schools also had a pupil population composed of different cultural groups (in terms of religion, race and language) since the study was concerned with an emerging multicultural school situation. The study focused on the teaching strategies and resources utilised in five subject areas - English, Mathematics, Biology, Geography and Accounting. The subjects selected gave the researcher a cross-curricular perspective of the strategies and resources used. Data was collected primarily by engaging in non-participant and participant observation of school resource centres, teachers' centres, and actual teaching in the classrooms. The researcher also conducted structured and unstructured interviews with school principals, subject teachers, pupils, staff at school resource centres and teachers' centres, and also lecturers from universities and colleges of education. Questionnaires were used to supplement the data collected from teachers and pupils. Data was then analysed qualitatively and quantitatively to determine the strategies and resources most commonly utilised by teachers. The data gathered was analysed in terms of the present education system and current thinking regarding teaching strategies and use of resources in teaching. The outcomes of this analysis formed the basis for the recommendations made at the end of the study. / Thesis (M.Ed.)-University of Durban-Westville, 1998.

Educational Technology as a significant discipline within the educational landscape has been firmly accepted by many countries throughout the world. Most notably, countries such as the United Kingdom, United States of America, Australia, Hungary and Scotland are amongst the forerunners in implementing educational technology in their educational systems. The value and significance of educational technology is such that democracies throughout the world can ill afford to ignore. This study is thus an attempt to investigate, assess and identify the role and policies of educational technology in post apartheid South Africa. The rationale behind this study is thus to examine and ascertain whether the Government of National Unity has gone far enough to affect major changes in the educational landscape with special reference to the assimilation and in co-operation of educational technology. Based on this rationale, the study investigates amongst others, the perception and understanding of educational technology amongst educationists in primary and secondary schools in Phoenix which is located approximately 25 km north of Durban in the province of KwaZulu-Natal. This limitation of concentrating and restricting the study to Phoenix was unavoidable due to various mitigating circumstances amongst which were the factors of time, cost, human and financial resources and also the issue of security. However after all these concerns were analysed it was found that the majority of schools in the Phoenix area were ideally suited to the study as these schools were made up of a well balanced racial mix of pupils. In investigating the understanding of "educational technology" amongst the various respondents, a number of correlations such as the influence of age, tertiary institution where the respondents graduated, qualification levels, the role of media centre and it's staff, etc were made. Thus this study eventually strengthened the resolve in providing significant information on the previously uncharted territory of "educational technology" in South Africa. In fact this is one of the only known research studies that was undertaken on educational technology in KZN. The study also gleaned various other data to assess whether there exists any policy frameworks on educational technology within the educational landscape of South Africa. In the final analysis various conclusions were drawn, and were subsequently followed by recommendations. / Thesis (M.Ed.)-University of Durban-Westville, 1997.

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

M.Ed. (Media Studies) / Due to educational demands made by society, it is necessary to confront the elements that contribute to the formation of the individual learner, that is teaching, leaning and subject content. This subject content includes a variety of educational media fund in a school media center (hardware and software). The teacher's teaching has a considerable influence on the quality of knowledge, ability and skill that the learner should acquire for self-assertion and future mastery of study and knowledge. The child is exposed to technological influences in society daily.

The aim of this study was to gather information on whether or not the director’s commentary feature on a DVD could develop teachers’ Film Study knowledge and skills. This mini-dissertation was directed by the following research question: can the additional information on DVDs enhance teachers’ knowledge and potential for effective teaching of Film Study? In an attempt to answer the above question a literature review was conducted to establish the importance of Professional Development and Film Study. The director’s commentary feature was then investigated as a possible development resource. By means of a qualitative Case Study that used an open-ended questionnaire and focus group interviews, data was collected from nine respondents from two different East Rand High Schools. These findings were analysed, coded and written up. The literature study also incorporates a discussion on three different types of literacy, Film Study and Film Theory. This led to the director’s commentary feature being presented as a development resource for Film Study teachers. Research indicates that Film Study is viewed as important and is valued as a part of the South African Language curriculum. This research recognises that there is a need to develop Film Study teachers in South Africa. The director’s commentary feature found on DVDs was provided as a possible solution as a Film Study development resource. Literature findings state that a director is the person responsibility for a film’s decision making process. This highlights the importance of the director and the value of the director’s commentary. However, field research could not generate a definite result some respondents found the commentary useful, whereas others did not. Whilst certain conclusions can be made regarding the director’s commentary feature, literature and field research did not correlate. Thus, the director’s commentary feature as a Film Study development resource is open for further exploration. / Mrs. Catherine van der Merwe Mr. David Robinson

This study was motivated by the belief that teaching a student in a challenging way would increase his ability to apply what he had learned to new, though related, problems. A specific challenging teaching strategy was chosen, which attempted to challenge all students appropriately, and to give the minimum amount of help. It was administered by the computer, which considerably facilitated the use of such an individualised strategy. The evaluation was done by comparing the effects of the challenging teaching strategy with those of a linear program, also computer-administered. A linear program was considered to exemplify an unchallenging approach. Both programs taught elementary base five arithmetic to Grade Six students, the students being assigned to the programs at random. The effects of the two strategies were then measured by means of a post-test. This aimed at evaluating both the grasp of the basic material and the ability to extrapolate from it to solve new problems in the same general subject area. The results of the post-test showed that both strategies succeeded in teaching the basic material equally well, so that neither strategy gave the student an advantage in this respect. However, the challenged group of students showed far greater ability to extrapolate from the material than did the linear program group, with an average, score over 45% better. This was significant at the .007 level. These results suggest that further investigation of the merits and application of a challenging teaching strategy should be eminently worthwhile. / Education, Faculty of / Graduate