Thesis (M.A.)--B.Y.U. Dept. of Communications. / Includes bibliographical references (leaves [102]-105).

Thesis (Ed. D.)--University of Missouri--St. Louis, 1989. / Includes bibliographical references.

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 122-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11923

Thesis (M.S.)--Kutztown University of Pennsylvania, 1985. / Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).

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.

The problem of this study was to determine if significant differences in scores attained by students on academic achievement, problem-solving, and attitudes were associated with closed-circuit television observations. More specifically, the problem was resolved into seeking solutions to the following! 1. Will college students' academic achievement be extended through television observations of children in classroom situations? 2. Will college students' ability to solve problems be improved through television observations? 3. Will college students' attitudes toward teacher-pupil relationships be affected through television observations?

The purpose of this study was twofold--first was to investigate how the addition of Channel One to the school day influences student interest in current events. Secondly, to determine how teachers integrate the study of current events into the curriculum. A suburban county school division in the western part of Virginia was selected for the study. The population for this study consists of three groups: (1) all teachers on the faculty at the junior high school and senior high school serving as test sites, (2) all eighth grade Civics students at the junior high school test site, and (3) all twelfth grade U.S. Government students at the senior high school test site. Data was collected via two questionnaires. The responses to the questionnaires was tabulated by calculating percentages to provide data on the research questions. Student relationships considered important to the study were: the differences that exist between students concerning their news habits; opinions about Channel One; reactions to the commercials; and taught and a positive or negative view of the program; the treatment of Channel One in the classroom: and how they judge the quality of the program. Both teachers and students believe students take a greater interest in current events as a result of watching Channel One. The teachers claim Channel One to be an effective tool for instruction in the classroom. Teachers primarily use Channel One for current events discussions. But few integrate the news and information presented into their lessons. Social studies teachers make much greater use of the program than non-social studies teachers. The study concluded that Channel One is perceived as a success. / Ed. D.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

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.