"The development of school libraries is an indication of the increasing awareness among our schools of the value of instructional materials in a good school program. With a better understanding of the teaching-learning process has come the realization that library materials should include audio-visual as well as printed materials. Many of the teachers, principals and supervisors did not have the opportunities to learn about audio-visual materials because it is comparatively new. Many of these people have used these kinds of materials once or twice with little or no success and given up hopes of further use. Just get the teachers to use these materials correctly and the quality of the educational program will be greatly improved. This paper is prepared in an attempt to show the simplicity or ease with which these materials may be used and the benefits derived from using them by making teaching more effective. It is also a justification for the use of audio-visual materials in the school program. This has been justified, for reading matter on audio-visual materials is volumnous"--Introduction. / "August, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: H. Dean, Major Professor. / Includes bibliographical references (leaves 27-28).

The general supervisor for Seminole County works co-operatively with the supervisor of negro schools who directs the instructional program in the negro schools. Consequently, this study is limited to a consideration of the facilities in the twelve white schools as the beginning of a county-wide program to improve materials of instruction. Recognition of the constant need to see the educational program in Seminole County as a whole, to provide first for strengthening those aspects of the program which will benefit most directly the work of each teacher in every classroom has lead the general supervisor for the county to examine critically the materials of instruction and the facilities for making them available to children and teachers alike. / Typescript. / "March, 1949." / "Submitted to the Graduate Council of the Florida State University in partial fulfillment of the requirements for the degree of Master of Arts Plan II." / Advisor: R. L. Eyman, Professor Directing Paper. / Includes bibliographical references (leaves 52-54).

"It is the purpose of the writer to explore, through this paper, the field of materials of instruction in order to ascertain how a supervisor of instruction in a small rural county might work effectively so as to improve the learning opportunities for children through a better use of materials. Through a survey of the literature in the field of materials of instruction and a consideration of the nature of supervision in a small county, the writer hopes (1) to gain an understanding of need for a variety of materials, (2) to gain a knowledge of instructional materials, (3) to see the role of the supervisor in aiding the teacher in certain aspects of materials, and (4) to make recommendations in regard to the improvement of instruction in Wakulla County as influenced by materials"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 54-56).

The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry unit posttest after using the GeoLeg manipulative tool. There were 317 students in the study. The research found that students using the GeoLeg manipulative tool produced significantly better student performance on a posttest in this particular school setting. Although these results cannot be generalized to other school sites, it is plausible that these results could generalize to school sites whose demographics are similar. The research findings revealed that there was no statistically significant difference between male and female students within the treatment group. The significant finding is that the GeoLeg manipulative tool appears to work equally well with both genders. None of the learning styles, as identified by the Honey and Mumford Learning Styles Questionnaire, were correlated with student posttest score achievement on the tested geometry unit. In addition, there was no evidence to suggest that a student's learning style moderates the effectiveness of the use of the GeoLeg manipulative tool. There is no evidence to suggest that the effectiveness of the GeoLeg manipulative tool is any different depending upon the student's gender or learning style. The results of this research provide strong support for the use of the GeoLeg manipulative tool for improving student performance. Further research is needed to confirm these results in similar and different populations. / by Phyllis Pacilli. / Thesis (Ed.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

"In this study an experiment was conducted to determine the effectiveness of the S.R.A. Reading Laboratory as compared with other instructional materials used in remedial reading classes for tenth grade pupils at Hillsborough High School, Tampa, Florida, in the school year 1957-58. The S.R.A. Reading Laboratory is a kit of reading materials designed to help pupils improve in reading skills by providing highly interesting factual prose selections of varying degrees of difficulty. Essence of the Reading Laboratory plan is provision for each pupil to read selections of the right degree of difficulty for him. Suitable comprehension and word-study exercises follow each reading activity. Pupils check and evaluate their own work and keep a graphic record of their progress in individual student record books. Each pupil advances to a higher reading level when he is ready"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology. One of the fields in which technology is making great strides is education. This study focused specifically on the use of the interactive whiteboard in the teaching of history. South Africa’s educational system has undergone many changes over the past decades. One of the biggest changes has involved the use and application of information and communication technology in schools. There has been a move from the traditional method of teaching (the use of the traditional blackboard) to the use of the interactive whiteboard. The swift change in pedagogy has been ascribed to the growing use of information and communication technology in classrooms and the worldwide informational and communicational era in which we live. Like other countries, South Africa has also made certain changes to be in line with the rest of world. South Africa’s development in the use of the interactive whiteboard is still very limited and, as its counterparts, it has its own specific challenges. Research has shown that new opportunities and possibilities for teachers of history have arisen through the use of the interactive whiteboard and that they need to be exploited. Against this background, the following research question was formulated: What are the innovation possibilities in the use of the interactive whiteboard in the teaching of history? The purpose of this qualitative study was to analyse, describe and explain the experiences of five history teachers who were working with an interactive whiteboard in their classrooms. The study was conducted within an interpretive paradigm which guided the qualitative research design. A multiple case study was used within the qualitative research design. Data were generated by means of semi-structured individual interviews. The interview data were transcribed and analysed. The findings show that the use of the interactive whiteboard has many advantages for learning and teaching. Learners are now stimulated visually, perceptually, kinesthetically and auditorily. The different interactions allow the learners to be stimulated in more than one way at a time. The interactions can be pedagogical, physical, conceptual, technical or dialogical. The findings also shown that, traditionally, too much emphasis was placed on the source-based approach and the analysis of historical sources. It is no longer sufficient for a history teacher to teach learners just one historical skill. There should be deliberate attempts to teach learners to acquire all the historical skills. It is essential for schools to emphasise the integration, the implementation strategy and the maintenance of the interactive whiteboard. Moreover, it is essential for teachers to be trained in the use of this educational tool, and regular opportunities must be given for training. Teachers must first learn the basic computer skills before an interactive whiteboard is installed in the classroom. The user’s outlook will determine how effectively and successfully the interactive whiteboard will be used in the classroom. / AFRIKAANSE OPSOMMING: Die huidige era word gekenmerk deur die snelle ontwikkeling van nuwe tegnologie. In die onderwys is een van hierdie ontwikkelinge die gebruik van die interaktiewe witbord. In hierdie studie het die kollig geval op die aanwending van die interaktiewe witbord in geskiedenisonderrig. Die Suid-Afrikaanse onderwysstelsel het oor die afgelope dekades verskeie veranderinge beleef. Een van die grootste veranderinge was ten opsigte van die benutting en aanwending van inligting- en kommunikasietegnologie in skole. Daar is van die tradisionele manier van onderrig (gebruik van die gewone skryfbord) na die gebruik van die interaktiewe witbord beweeg. Die rede vir hierdie skuif in die pedagogiek is die groeiende gebruik van inligting- en kommunikasietegnologie in die klaskamers en die wêreldwye snelle toename in die gebruik van inligtingstegnologie op alle terreine. Soos die meeste lande het Suid-Afrika ook die skuif gemaak om in pas te kom met die res van die wêreld ten opsigte van die gebruik van die interaktiewe witbord. In Suid-Afrika is die ontwikkeling van die interaktiewe witbord nog redelik beperk en soos die ander lande het Suid-Afrika ook sy unieke uitdagings en probleme. Navorsing het getoon dat die interaktiewe witbord nuwe geleenthede en moontlikhede vir die geskiedenisonderwyser na vore bring wat behoorlik ontgin moet word, met die gevolg dat die volgende navorsingsvraag omstaan het: Wat die innovasiemoontlikhede ten opsigte van die interaktiewe witbord in geskiedenisonderrig? Die doel van hierdie interpretatiewe navorsing was om vyf geskiedenisonderwysers wat tans met ’n interaktiewe witbord werk se ervarings te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Binne die kwalitatiewe navorsingsontwerp is ’n meervoudige gevallestudie gebruik omdat meer as een geval ondersoek is. Data is deur middel van semi-gestruktureerde individuele onderhoude gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Stellenbosch University https://scholar.sun.ac.za iv Bevindinge het getoon dat die interaktiewe witbord baie voordele vir leer en onderrig inhou en dat die leerders nou visueel, perseptueel, kinesteties en ouditief gestimuleer word. Hierdie voordele is te danke aan die verskillende interaksies wat die leerders met die interaktiewe witbord het. Daar vind nou pedagogiese, fisiese, konseptuele, tegniese en dialogiese interaksies plaas. Verder is daar bevind dat daar tradisioneel te veel klem op die brongebaseerde benadering en die analisering van historiese bronne geplaas is. Dit is vandag nie meer vir ʼn geskiedenisonderwyser voldoende om vir leerders net enkele geskiedenisvaardighede aan te leer nie. Daar moet dus doelgerigte pogings aangewend word om vir die leerders al die vereiste historiese vaardighede aan te leer. Dit is duidelik dat skole voortaan baie groot klem op die integrasie, implementeringstrategieë en instandhouding van die interaktiewe witbord moet lê. Daarbenewens is die opleiding van die onderwysers van kardinale belang en gereelde geleenthede vir opleiding moet geskep word. Onderwysers moet ook eers oor die basiese rekenaarvaardighede beskik voordat die interaktiewe witbord by ’n skool geïnstalleer word. Die effektiwiteit van die interaktiewe witbord en hoe suksesvol dit in die onderrig gebruik word, sal grootliks deur die ingesteldheid van die verbruiker daarvan bepaal word.

Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.

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.

by Pang Cheung Chu Georgina. / Bibliography: leaves 104-109 / Thesis (M.Phil.)--Chinese University of Hong Kong, 1982

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