M.Ed. / Please refer to full text to view abstract

Esta pesquisa apresenta uma reflexão sobre a televisão digital como forma de ampliação do acesso da sociedade a informações relevantes para sua formação cultural e promoção da cidadania e o cenário de sua inserção nos contextos escolares e educativos brasileiros. O trabalho fornece subsídios teóricos, conceituais e históricos necessários para os debates de educadores e agentes dos sistemas de educação sobre a implementação e uso da televisão digital no cotidiano escolar. Resgata experiências anteriores de utilização da televisão na escola no período pós-LDB, além de mapear as pesquisas sobre o tema. Estão agrupadas informações sobre a origem e a história da televisão convencional analógica, sobre o computador e sobre a televisão digital apresentando os preceitos técnicos e teóricos relacionados com a integração dessas três tecnologias. Em seguida, desenvolve uma reflexão que articula os conceitos, o contexto e as perspectivas para uso educativo da televisão digital no Brasil com base em implicações pedagógicas constatadas na revisão de estudos anteriores. São propostos tópicos específicos relacionados à prospecção e ao desenvolvimento dos futuros projetos de implementação da tecnologia no contexto educativo contemporâneo nos domínios da televisão digital e dos recursos computacionais. A metodologia se desenvolveu na esfera da pesquisa bibliográfica e documental por meio do método da documentação indireta, predominantemente, embora também baseada em documentos de fontes primarias (documentação direta), em menor escala. A investigação infere que alguns dos princípios norteadores para a implementação e uso da televisão digital nos contextos escolares são a criação de condições de acesso dos alunos e professores à tecnologia para expansão da construção coletiva de conhecimentos; a concepção de meios para o desenvolvimento de competências e habilidades que valorizem a formação dos agentes da educação; o desenvolvimento de uma rede universal constituída por diferentes agrupamentos sociais; e integração do uso com os programas curriculares. A incorporação da televisão digital na escola numa perspectiva inovadora requer uma revisão dos projetos político-pedagogicos; uma ampliação dos recursos financeiros para capacitação técnico-pedagógica de seus usuários do contexto escolar; fomento para o desenvolvimento de experiências que explorem suas possibilidades pedagógicas; e criação de oportunidades para o desenvolvimento do trabalho autoral cooperativo e colaborativo. / The article treats a reflection on the digital television as a tool to expand the society access to information for its cultural formation and promotion of the citizenship as well as the role of its insertion in both educational and school Brazilian contexts. This study supplies the required theoretical, conceptual and historical support necessary to the debates among educationalists and agents of the educational system on the implantation and use of the digital television within the school daily life. It recovers previous experiences of use of the television within the school during the post LDB period, besides tracking other research on the theme. The study gathers information on the origin and history of the conventional analogical television, the computer and the digital television, presenting the technical and theoretical precepts related to the integration of these three mentioned technologies. Afterwards, it develops a reflection which articulates the concepts, the context and the prospects for the educational use of the Digital Television in Brazil. It also proposes specific topics related to the marketing and development of further projects of implementation of the technology in the contemporary educational contexts in the domains of the Digital Television and computational resources. The methodology used was based on the literature, mainly by the secondary documentation method although primary documentation was required in lesser scale. The research shows that some of the guiding principles for the implementation and use of the digital television within the school contexts are the creation of conditions of access of the students and teachers to the technology for expansion of the collective construction of knowledge; the stance of means for the competences and abilities development which value the formation of the educational agents; the development of a universal network formed by different social groupings; integration of the use with the current curricular programs. The incorporation of the digital television in the school in an innovative perspective requires a revision of the political-pedagogical projects; extension of the investments for the technical-pedagogical qualification of its users in the school context; promotion for the development of experiences which explore its pedagogical possibilities; and creation of opportunities for the development of the cooperative and collaborative work.

Thesis (Ed. D.)--University of Missouri--St. Louis, 1989. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Television is an extremely powerful and influential medium and if utilized appropriately it could promote literacy and revive a culture of teaching and learning in South Africa. The significance of educational television can only be realized if all role players are equally committed to this powerful medium: the National Broadcaster, the Department of National Education, school management team, parents, learners and perhaps the most important component, the educators in schools. School TV is an ideal vehicle to sustain and promote new teaching and learning strategies such as Outcomes Based Education. This research study concluded, that Educational Television is instrumental in supporting learners and educators in new teaching and learning strategies such as Outcomes Based Education. The research findings from this study provide valuable information on the preference and usage of SABC School TV in foundation phase classrooms. / Thesis (M.Ed.)-University of Durban-Westville, 2000.

This research explores the use of the Learning Channel biology programmes by Grade 12 biology educators and learners. These television programmes are broadcast by the South African Broadcasting Corporation (SABC) and are aimed at supporting Grade 12 learners. Support for Grade 12 learners, especially in public schools with limited resources, is an important factor in determining learners' success. The producers of the Learning Channel claim that their programmes are used extensively and with great success. To test the extent of the use and effectiveness of the programmes, an urban area in Durban was chosen as the focus area for this research. This area was chosen because it has several public secondary schools, all with access to television, and all with learners from the previously disadvantaged race groups. Data collection was devised in three phases. Questionnaires were the main instruments used to collect data. In the first phase, questionnaires were directed to all the schools in the focus area. The findings at this phase indicated that the Learning Channel programmes were not being used in any of the schools. This was due to the very low level of awareness of the programmes among educators and learners. In the second phase, data was elicited to provide information that may enhance the use of Educational Television programmes. The findings at this phase indicated that Grade 12 learners watch television daily yet they do not watch the Learning Channel programmes. It was also found that the role of the educator is the most important factor in determining whether Grade12 learners watch the programmes or not. The findings with regard to educators were that they were not averse to using the programmes. Although educators felt distanced from the programmes, they would consider using the programmes if the programmes were shorter and if educator support material was more readily available. In the third phase, the Grade 12 biology educators and learners watched the same programme of the Learning Channel. They then commented on its effectiveness. The teaching method employed in the programme was liked the most by learners. This methodology incorporated strategies such as the pace of the lesson, use of repetition, etc. to make the programmes understandable. The lack of learner involvement and the constant talking by the presenter was liked the least by learners. The producers of the Learning Channel programmes, therefore need to drastically increase the level of awareness of the programme, provide opportunities for educators to become involved with the programme, and provide greater, sustained educator and learner support strategies. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Thesis (Ed.D.)--Teachers College, Columbia University, 1962. / Typescript; issued also on microfilm. Includes tables. Sponsor: Norton L. Beach. Dissertation Committee: Phil C. Lange. Includes bibliographical references (leaf 158).

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997. / Source: Masters Abstracts International, Volume: 45-06, page: 2706. Typescript. Abstract precedes thesis as preliminary leaves iii-iv. Includes bibliographical references (leaves 62-63).