This dissertation investigated the media literacy experiences of middle school students enrolled in a Texas school. The literature review suggested that middle school students may be overlooked as a distinct population in media literacy research. The primary guiding questions for this inquiry were (1) How is media literacy exhibited by middle school students within a formal school context? (2) How does an elective film and media class impact middle school students' media literacy? And (3) How do middle grade students' responses to media correspond with theoretical models for media literacy? The phenomenological research methodology included a reflective analysis of students' textual responses to non-print media clips (N=24) and a reflective analysis of follow-up personal interviews with a smaller group of middle school participants (n=5). A questionnaire completed by participants provided descriptive statistics about the sample group. Additionally, theoretical models of media literacy were used to evaluate participants' media responses in relation to theoretical constructs for media literacy. The findings resulted in 11 emergent themes which can be used to further discourse about media literacy and its role in middle school curriculum. The dissertation includes implications for educators based upon the emergent themes, as well as recommendations for further research.

Digitalization is more than ever the top topic in economics, science and societal developments. Infrastructures and competencies are at the forefront of many debates. The question of which industry is or will be affected by digitization next and to what extent is not only driving executives around. While information technology innovations were something for so-called ‘(hyper-)nerds’ until recently, it has become an everyday item. We seem to have embarked on permanent change. But where does the journey actually go? Are large amounts of data a threat or an opportunity? Can we even process them or do we need fundamentally changed tools and methods - such as Visual Analytics, Virtual Reconstruction, Virtual Engineering? The 22nd GeNeMe has taken up these issues and will present them in various discussions. [... from the introduction]

Teachers are increasingly aware of the technological world in which their students live. They are aware that the use of computers affects the motivation and attitudes of learners. There has also recently been governmental pressure to integrate ICT in the teaching and learning at school level. The question remains how exactly these technologies should be implemented, particularly to aid in the acquisition of a second language. This study investigates if the use of CALL in the teaching of second language Afrikaans has affected the attitudes and motivation of learners and if it had any effect on the results they achieved. A comparative study was conducted with a group Grade 11 learners in which they completed a series of research tasks that included no technology or computerrelated input. The same group was also exposed to lessons with a computer-assisted approach, where a series of comparative research tasks were completed with the use of technology. The group completed reflective questionnaires on the tasks they had completed. The sets of tasks were analyzed and compared to each other and the reflective questionnaires were analyzed and general trends and findings were noted. The findings in this study suggests that learners respond well to computer-assisted tasks and that there is a marked improvement in attitude and motivation when they are exposed to technology in the second language classroom. Furthermore it is evident that the shift in motivation contributes to an overall improvement of their results, which in computerassisted tasks are on average 8%-12% higher.

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Im Rahmen eines vom Hochschuldidaktischen Zentrums Sachsen ausgelobten Projektes im Rahmen des Verbundes „Lehrpraxis im Transfer“ wurde eine online Lehr-/Lern-Plattform konzipiert und prototypisch implementiert. Dabei stand die Förderung des Wissenstransfers zwischen den verschiedenen sächsischen Hochschulen im Vordergrund, wodurch Lehrende und Lernende effizient im Wissenstransfer unterstützt werden sollen.

Die multimediale Aufbereitung von Lerninhalten zu E-Learning Einheiten ist heute in der Aus- und Weiterbildung allgegenwärtig. Häufig wird dabei jedoch die Perspektive der Nutzer der virtuellen Lehr-/Lernsysteme vernachlässigt [1]. In der Regel erfolgt eine standardisierte Aufbereitung der Lerninhalte, welche während der Konzeptionsphase die späteren Konsumenten der E-Learning Einheiten weitestgehend außer Acht lässt. Entsprechend werden meistens weder die Potenziale zur Kostenersparnis durch Teilstandardisierung von Weiterbildungsmodulen noch zur Qualitätssteigerung durch verstärkte Individualisierung annähernd ausgeschöpft. [2] Dabei bleiben individuellen Lernpräferenzen der Teilnehmer unberücksichtigt und Potenziale zur Verbesserung der Lernergebnisse werden nicht genutzt. Um diese Lücke zu schließen, wird basierend auf der Theorie der neurolinguistischen Programmierung ein Online-Werkzeug entwickelt, welches die zur Informationsaufnahme präferierten Sinneskanäle der einzelnen Teilnehmer analysiert und auswertet. Mit diesem Wissen kann die zukünftige Entwicklung und Aufbereitung von E-Learning Inhalten individueller auf die jeweiligen Konsumenten zugeschnitten werden. Zusätzlich soll das Online-Werkzeug den Nutzern Empfehlungen geben, wie sie ihren Lernerfolg verbessern können.

Als Erweiterung des klassischen virtuellen Klassenzimmers wird in diesem Beitrag das Konzept des mobil-virtuellen Klassenzimmers (MVK) erläutert. Dieses basiert hauptsächlich auf einem Tool zur automatischen Analyse des textbasierten kollaborativen Dialogs in virtuellen Praxisgemeinschaften. Der aktuelle Entwicklungsstand des MVK umfasst quantitative empirische Modelle und Befunde zu Expertise, Partizipation und Expertenstatus in Praxisgemeinschaften, zur Akzeptanz der eingesetzten Technologie sowie zur Validität des Analysetools. Zwei Lernszenarien des MVK werden geschildert. Abschließend wird die entsprechende Forschungsagenda präsentiert.

Adolescents and teens are surrounded by a myriad of influences that affect how they see and present themselves. Contemporary communication for these young people frequently happens in an online forum through digital social media. The primary purpose of this master's thesis is to examine the affect of digital social media on adolescent and teen identity construction and perception of self and other. Further research was performed to identify how that identity can be expressed through theatrical performance. The first chapter is a review of current literature, theory and practice of those within the educational paradigm who are trying to incorporate media literacy skills into contemporary pedagogy. An action research project was formulated to create lesson plans that aid students in engaging critically with digital social media and then empowering them with the skills to access, analyze, evaluate and create that media. Students then use their findings in the creation of a devised theatre piece. Chapter Two discusses the methodology involved with the gathering of the data and the process of analysis using open coding. Chapter Three presents the findings and exhibits student work and Chapter Four analyzes the findings and presents a course for future study, research and use of the findings in the contemporary drama classroom.

This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

"Broadcast News Production in the Classroom as a Student Mediation for Bilingual Education" describes a curricular design to meet interactive literacy projects for the K-12 Bilingual Education classroom. The author has designed or adapted mediation structures for use to implement "Broadcast News Production" in the classroom specifically for Bilingual and Cross-cultural Education. The study is theoretical and based on research.