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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 5 of 5 (0.316 seconds)| 1 |
Foundation for Media Alternatives -A qualitative study of women empowerment through ICT -Englund, Victoria January 2019 (has links)
In recent years ICT has gotten sustained interest in which it’s seen as a tool for development andsocial transformation. There have been a rise of ICT4D (ICT for development) initiatives in theinternational arena. The Philippine organization Foundation for Media Alternatives (FMA) isworking with the intersection of ICT and women’s empowerment to advocate women’s rights andissues in the online space as well as increasing women’s strategic use of ICT. This paper is aMinor Field Study conducted in Quezon City, the Philippines, which explores FMA’s Gender andICT program. The aim of the study is to examine the strategies and practices for womenempowerment through ICT as well as mapping the major challenges in their work. The study wasconducted through observations and interviews with the members of FMA as well as women froman assisted urban poor community. The result outlines the main practices taken in the program toreach an understanding of the work done for women’s empowerment. Furthermore, the studyportrays that the full potential of the practices can’t be fulfilled due to the current environmentFMA are operating in. The experienced challenges in their work have been characterized into fivecommon areas; funding, the political environment, the cooperation, the unsafe online space andlastly the socioeconomical divide in the society.
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The Study on the Intention of Adoption in Mobile TVShih, Hui-Chi 26 August 2007 (has links)
Television is the most important media in modern life. Recently, the rapid development of information and telecommunication technology has created opportunities for new media usage. In order to expedite the adoption of digital technology,the government has initiated the ¡§challege2008- national important development¡¨project. Mobile television is one item included in the project. So far, not much research has investigated issues related to the adoption and use of this new media.
The purpose of this research is to investigate motivations and factors that influence people¡¦s willingness to use mobile digital TV. Potential motivations, including fashion, information, mobility, social and entertainment, and their effects on the perceived usefulness and attitude are investigated.
The research used quantity analysis, Snowball Sampling and convinence sampling to collect 316 samples. The data were analyzed using LISREL, the structural equation modeling tool. The result shows that information and fashion are two major motivations that had positive influence to the perceived usefulness. Social motivation and entertainment motivation had positive influence on attitudes. Attitudes and the perceived usefulness had positive influence on the intention to adopt mobile TV. Social norm did not have significant effect on the intention. The implications of the findings and research limitations are discussed.
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The origins and development of media education in ScotlandPowell, Mandy January 2010 (has links)
This study combines analytical and narrative modes of historical enquiry with educational policy sociology to construct a history of media in education in Scotland. It uses the development trajectory of a single case, media education in Scotland's statutory education sector, to deconstruct and reconstruct a history of the institutional relationship between the Scottish Film Council (SFC) and the Scottish Education Department (SED) that stretches back to the 1930s. Existing literature describes media education in Scotland as a phenomenon located in the 1970s and 1980s. This study disaggregates media education discourse and dissolves chronological boundaries to make connections with earlier attempts to introduce media into Scottish education in the context of Scotland's constitutional relations within the UK. It employs historical and socio-cultural methods to analyse the intersections between actors and events taking place over six decades. The analysis and interpretation of the data is located in three time periods. Chapter 3 covers the period from 1929 until 1974 when, on the cusp of the emergence of the new texts and technologies of film, the SFC was established to promote and protect Scottish film culture and audio-visual technologies. During this time, the interdependence of teachers, the film trade and the educational policy-making community led to the production, distribution and exhibition of new and popular forms of text to national and international acclaim. By juxtaposing public and private documents circulating on the margins of statutory education, this chapter generates a new understanding of the importance of film and its technologies in Scotland in the pursuit of a more culturally relevant and contemporary model of education. It also describes how constraints upon Scotland’s cultural production infrastructure limited its capacity to effect significant educational change. In the 1970s, cultural, political and educational ferment in pre-devolution Scotland, created a discursive shift that gave rise first to media education and then to Media Studies. Articulating documents with wider discourses of educational and cultural change and interviews with key players, Chapter 4 describes a counter-narrative gaining momentum. The constraints of the practices of traditional subjects and pedagogies combined with the constraints on Scottish cultural production gave shape and form to the media education movement. Significantly for this study, the movement included influential members of Scottish education’s leadership class. Between 1983 to 1986, the innovative Media Education Development Project (MEDP) aimed to place media education at the centre of teaching and learning in Scottish education. This was fully funded by the SED, managed by the Scottish Council for Educational Technology (SCET) and the SFC and implemented by the Association for Media Education in Scotland (AMES). The MEDP overlapped briefly with another initiative in SCET, the Scottish Microelectronics Development Project (SMDP). During this period, Media Studies enjoyed rapid success as a popular non-advanced qualification in the upper secondary and further education sectors. Media education, however, did not. Chapter 5 explores the links between the MEDP and the SMDP through the agency of three central actors: SCET, the SFC and AMES in the context of a second term of Margaret Thatcher’s Conservative government. This study concludes that between 1934 and 1964, the SFC was a key educational bureaucracy in Scottish education. The SFC’s role as an agent of change represented the recognition of a link between relevant and contemporary Scottish cultural production and the transformation of statutory education. Between 1929 and 1982 three iterations for media and education in Scotland can be discerned. In 1983, the MEDP began a fourth but its progress faltered. The study suggests that if a new iteration for media and education in Scotland in the twenty-first century is to emerge, an institutional link between media culture, technology and educational transformation requires to be restored.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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