This study was an investigation to determine the instructional
media competencies that inservice teachers of secondary education
teaching disciplines recommend for pre-service teachers in their
discipline.
A literature review focused on four main questions:
1. What historical events mark the development of the field
of instructional media?
2. What are some significant classroom media use studies?
3. What are some significant comparative media studies?
4. What are some significant instructional media course
content studies?
Secondary education teachers of twelve different teaching
disciplines were randomly selected from schools in three states,
namely Hawaii, Oregon and Utah. Four hundred and sixteen (416)
responded to a mail administered questionnaire. A series of one-way
analysis of variance with Duncan Multiple Range Tests, t-Tests, cross
tabulations and means tables were computed to determine any
significant differences in the recommendations of fifty-six (56)
instructional media competencies among teachers in secondary
education teaching disciplines.
The findings of this study can be summarized with the following
conclusions:
1. The teaching discipline influences recommendations by
inservice teachers of secondary education for instructional
media competencies to be included in a pre-service teacher
education program.
2. The teaching discipline influences the perceived value of
instructional media use in the classroom of inservice teachers of
secondary education.
3. The perceived value of instructional media use in the
classroom by secondary education teachers influences their
recommendations of instructional media competencies to be
included in a pre-service teacher education program.
4. Teachers of secondary education teaching disciplines
recommend that instructional media competencies be taught as
a part of the methods courses within their disciplines as well as
being taught in separate instructional media courses.
5. There are two major factors affecting the non-use of
instructional media by teachers of secondary education teaching
disciplines are that they perceive:
1. "Arranging to use media is too great a hassle."
2. "Media materials in the school are outdated."
6. There are instructional media con1petencies that are
common to all secondary education teaching disciplines as well
as instructional media competencies that are unique to each of
twelve secondary education teaching disciplines. / Graduation date: 1991
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37151 |
| Date | 11 October 1990 |
| Creators | Jensen, Edward A. |
| Contributors | Strowbridge, Ed |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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