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Dissertations / Theses on the topic 'Educational Media In Teaching'

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Published: 4 June 2021
Last updated: 17 February 2022

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1

Moore, Linda Eve. "Educators and technology, using multimedia as a teaching and presentation tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2016.

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This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.
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2

Meabon, Bartow Susan L. "Teaching with Social Media: A Multiple Case Foucaudian Discourse Analysis of Participatory and Egalitarian Potential." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372339719.

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3

Lange, Shara K. "Teaching Media Ethics via Production." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3654.

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4

Giroux, Catherine. "Social Media in Educational Practice: A Case Study of an Ontario School of Nursing." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41028.

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Social media can provide a tool for nursing students, who frequently transition between learning in the classroom and clinical contexts, to consolidate both their formal and informal learning experiences. Furthermore, the majority of baccalaureate nursing students fall within the millennial generation, meaning that they have grown up with computers and other digital tools and likely already use them to share educational resources and maintain contact with their peers. We know little about how health professions outside of Medicine use social media in teaching and learning, especially outside the context of the classroom and assignments. This pragmatic three-phase sequential mixed methods case study explores nursing students’ perceptions of using social media to support their learning and teaching. Phase 1 involves a survey of nursing students at Nipissing University to understand their use of social media for teaching and learning purposes. Phase 2 consists of a digital artifact collection, which involves following nursing students’ social media accounts to see what content they share related to teaching and learning in nursing education. Finally, Phase 3 involves semi-structured interviews to gain a deeper understanding of what motivates nursing students’ decisions to use social media for teaching and learning purposes. Overall, the findings show that nursing students at Nipissing University’s School of Nursing use social media in their formal and informal teaching and learning; they also use it as a ‘third space’ to supplement existing educational and institutional structures. The findings also demonstrate that while nursing students are relatively motivated to use social media in their teaching and learning, issues of quality and reliability of evidence, professionalism, and faculty or program attitudes can influence nursing students’ decisions to use or not to use social media for teaching and learning purposes. Finally, the findings suggest that nursing students share content related to advocacy, health education, and their perceptions and realities of nursing practice. This study contributes practically to the existing conversations regarding teaching and learning, critical inquiry, communication and collaboration, and professionalism in nursing education and practice.
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Scott, Kathleen Ann. "A comparison of print and video as educational media for the development of historical thinking." Thesis, online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266901.

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6

Murray, Christina. "Teaching College Athletes Social Media Appropriateness." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3733.

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It may come as no surprise that Twitter is the most popular social media platform where student athletes, particularly men, post inappropriate content. Male student athletes’ inappropriate tweets have become such a problem for universities, athletic departments, and the NCAA that coaches are forced to place a ban on their players’ social media usage or hire third party monitoring systems. Unfortunately, these reactive responses have not alleviated the problem of athletes differentiating what content is appropriate or inappropriate to tweet on their Twitter accounts. Analysis of the data collected from scholarly journal articles, textbooks, and popular press articles revealed that social media education would be the most effective prevention method to lessen student athletes’ inappropriate tweets. This project uses Dr. Mark Robinson’s approach to Personal Player Development in constructing its two resources—multimedia workshops and an interactive Canvas site. The purpose of this project is for student athletes to be more aware of their social media content by knowing how to post appropriate tweet messages on their personal Twitter accounts in order to enable athletes, especially men, to comprehend why certain tweet messages are classified as inappropriate and, therefore, should never be made public. This project is significant because it proposes a preventative method based on increased social media awareness, as opposed to typical reactionary measures.
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Renner, Jasmine R. "Social Media and the Law : A Practical Guide for Educational Leaders." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/1493587552.

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1. Understanding the legal issues regardIng social media and networking sites and their users -- 2. The role of social media and networking in education -- 3. Social media and the freedom of expression -- 4. Social media and faculty privacy rights -- 5. Social media and intellectual property rights -- 6. Social media discipline and suspension -- 7. Social media policies and guidelines for educators -- 8. Case scenarios: Social media and the law. "In "Social Media and the Law: A Practical Guide for Educational Leaders", Dr. Jasmine Renner engages educational leaders, faculty, administrators and students about the legal implications of their use of social networking sites (SNS) and how they can move beyond mere defensive mechanisms when confronted with legal challenges, to proactive measures and initiatives that curb or reduce legal liabilities.
https://dc.etsu.edu/etsu_books/1039/thumbnail.jpg
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8

Bruning, Merribeth J. "Use of integrated technology for teaching multicultural concepts for children in second grade." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861396.

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The purpose of the study was to determine if instruction with or without the use of integrated technology made a significant difference in the mean scores of second grade children in a unit of instruction concerning multicultural education and if there were any gender bias.The unit for Multicultural Education was created by the researcher. The researcher designed the Multicultural Cognition Assessment I (pretest), Multicultural Cognition Assessment II (posttest), and Child Preference Inventory instruments.The school corporation chosen as the site for the research had two elementary schools in neighboring towns with two sections of second grade each. Each school had a racially homogeneous population (Caucasian) and similar technology available. One class from each school received lessons with technology, and one class was taught without technology. There were 90 students in the study with complete data available for 78 students. After an initial observation, the researcher conducted the study on Wednesdays for six subsequent visits.ResultsA repeated measures analysis with one within-subject factor (pretest, posttest) and two between-subjects factors method (showing the difference between the use of technology and without technology and gender) was used to test Hypothesis I and II. Hypothesis I concerned the method of instruction and resulted in p = .445>.05. Hypothesis II concerned the effect of gender and resulted in p = .075>.05. No significant differences were found. Both hypotheses were accepted. There was no interaction effect between method and gender. There was a significant difference between the overall mean scores in the Pretest and Posttest analysis at p = .007<.05. A one sample t test was applied to determine if the mean of the overall preference was zero on the Child Preference Inventory. The result of the one-tailed t test resulted in t value of 13.32 with p = 0.000, indicating a positive response toward technology.
Department of Elementary Education
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9

Brandeis, Judy. "English language arts and media education : making links." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.

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The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy.
In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
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10

Smahi, Mohamed. "Utilizing Social Media in Higher Education Teaching by Ohio University's Patton College of Education Faculty Members." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489006349270767.

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11

Rogers, Christian. "A Study of Student Engagement with Media in Online Training." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364393833.

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12

Gerth, Michael, Gabriele Berkenbusch, Doris Fetscher, Rebecca Pates, Daniel Schmidt, Alessandra Malli, Anna Lena Müller, Jana Riedel, and Romy Wolff. "Einsatz von Social Media in den Sozial- und Geisteswissenschaften." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138187.

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Unter Social Media werden Medien und geeignete Werkzeuge verstanden, mit denen Internetnutzer/-innen gemeinsam Informationen, Erfahrungen und Wissen austauschen (Blogs, Foren, soziale Netzwerke, Wikis usw.). Neben sehr bekannten Plattformen wie facebook, twitter, youtube, blogspot oder linkedIn existieren hunderte weitere mit extrem wachsenden Nutzer/-innenzahlen, wobei die Hochschulen selbst an diesem tiefgreifenden Wandel scheinbar noch nicht strategisch beteiligt sind. Anhand der folgenden Best-Practice-Beispiele werden Möglichkeiten des Einsatzes von Social Media in der Lehre und im Wissenstransfer aufgezeigt.
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Crumpley-Fisk, Janine S. "Professors of reading educations' perceptions and practices surrounding the issues of teaching reading and learning through digital media." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/21.

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The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing them to meet the needs' of their future students. The four respondents that participated in this inquiry were professors of reading education at various California Universities. The guiding research question was stated as: What are the issues surrounding the teaching and learning of reading through digital media? Two sub-questions were also posed: What strategies and practices are reading educators using in teaching reading education with traditional and digital media? In what ways are reading educators connecting traditional and digital literacy skills? Multiple case study methodology was used to acquire various perspectives on the issues of teaching and learning through digital media. From the four cross-case analyses of interviews, documentation, and observations, four themes and an overarching theme emerged depicting the issues educators are discovering with digital media. Reading competency is driven by intrinsic motivation. Current practices which neglect "real-world" reading are producing student who know how to read, but do not have the desire to read. The pressures to conform to educational mandates has created a disconnect between "good teaching" strategies and mandated school district requirements. The use of updated practices utilizing digital media is tempered by the current knowledge and self-efficacy of professors of reading education, as well as, the inconsistent availability and/or limited technological accessibility. These four themes acted as the foundation in support of the culminating theme. The overarching theme indicated that meeting the needs of today's students by looking at education through a new lens and gaining tools and strategies for the 21st century is imperative. Since the professor of reading educations' knowledge and self-efficacy is essential in the process of integrating digital media, the respondents themselves are transforming the practices and perceptions of educators. Thus, professors of reading education are change agents in their own practices, Universities, surrounding schools and the community. Based on the results of this study, implications for practice and recommendations for further research are suggested.
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14

Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.

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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.

All issues of BAMBED become freely available after a two-year hold

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Woodbury, Patricia Powell. "Students with autism: A light/sound technology intervention." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618724.

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The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology to stimulate and desensitize these sensory channels to facilitate processing of incoming stimuli. The technology was furnished by Dr. Harold Russell and was programmed with a microchip to control the frequency patterns. Twelve subjects were selected to participate in this eight week study; only five subjects completed. They represented schools in the Tidewater region of Virginia and Illinois. Inattention, Impulsivity, and Hyperactivity were assessed with The Attention Deficit Disorder Evaluation Scale-Home and School Versions. Comparison of the results of these measures and qualitative data were incorporated into case studies. There was improvement noted in social skills, attention and on-task behavior. The results are supportive of research conducted with learning disabled and AH/HD students conducted by Drs. Carter and Russell.
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16

Calder, Nigel Stuart. "Processing mathematical thinking through digital pedagogical media the spreadsheet /." The University of Waikato, 2008. http://hdl.handle.net/10289/2662.

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Abstract This study is concerned with the ways mathematical understanding emerges when mathematical phenomena are encountered through digital pedagogical media, the spreadsheet, in particular. Central to this, was an examination of the affordances digital technologies offer, and how the affordances associated with investigating mathematical tasks in the spreadsheet environment, shaped the learning trajectories of the participants. Two categories of participating students were involved, ten-year-old primary school pupils, and pre-service teachers. An eclectic approach to data collection, including qualitative and quantitative methods, was initially undertaken, but as my research perspective evolved, a moderate hermeneutic frame emerged as the most productive way in which to examine the research questions. A hermeneutic process transformed the research methodology, as well as the manner in which the data were interpreted. The initial analysis and evolving methodology not only informed this transition to a moderate hermeneutic lens, they were constitutive of the ongoing research perspectives and their associated interpretations. The data, and some that was subsequently collected, were then reconsidered from this modified position. The findings indicated that engaging mathematical tasks through the pedagogical medium of the spreadsheet, influenced the nature of the investigative process in particular ways. As a consequence, the interpretations of the interactions, and the understandings this evoked, also differed. The students created and made connections between alternative models of the situations, while the visual, tabular structuring of the environment, in conjunction with its propensity to instantly manage large amounts of output accurately, facilitated their observation of patterns. They frequently investigated the visual nature of these patterns, and used visual referents in their interpretations and explanations. It also allowed them to pose and test their informal conjectures and generalisations in non-threatening circumstances, to reset investigative sub-goals easily, hence fostering risk taking in their approach. At times, the learning trajectory evolved in unexpected ways, and the data illustrated various alternative ways in which unexpected, visual output stimulated discussion and extended the boundaries of, or reorganised, their interaction and mathematical thinking. An examination of the visual perturbations, and other elements of learning as hermeneutic processes also revealed alternative understandings and explanations. Viewing the data and the research process through hermeneutic filters enhanced the connectivity between the emergence of individual mathematical understanding, and the cultural formation of mathematics. It permitted consideration of the ways this process influences the evolution of mathematics education research. While interpretive approaches are inevitably imbued with the researcher perspective in the analysis of what gets noticed, the research gave fresh insights into the ways learning emerges through digital pedagogical media, and the potential of this engagement to change the nature of mathematics education.
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17

Woodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.
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18

Gregg, Elizabeth A. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or socially-just games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.

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19

Byrd, Nijia. "Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4047.

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In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational outcomes.
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20

Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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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.
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21

Al-Hail, Ali Bin Mohammed Abdulla Jasim. "The teaching of media studies : a study in theory and practice." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1036/.

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22

Taebi, Shala. "Theoretical foundations of media education : a critical analysis." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31143.

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The primary purpose of this study is the exploration of the theoretical and critical framework of media education. The major paradigms used as rationale for the study of media embody views of media as agents of cultural decline that stress discriminating against the media; media as popular arts, stressing discriminating within the media; media as agents of communication, featuring the behavioral models of media studies; studying the media as representational or symbolic systems; and an exploration of the interaction between the self and the media and the question of whether and how media empower or oppress. Developments in the fields of structuralism, semiotics, theories of ideology and the social context of media production are discussed as the contributing factors to a view of media as representational systems. The study is concluded with a discussion of the significance of the context of meaning and a brief discussion of the educational implications of the field of cultural studies.
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White, Andrew C. "Students' use of technology in an interdisciplinary multi-media course and the implications for teaching multi-media technology /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901299.

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24

Pourciau, Elizabeth Lewis. "Teaching and Learning with Smart Board Technology in Middle School Classrooms." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/45.

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Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.
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25

Gregg, Elizabeth Anne. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/199.

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Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or sociallyjust games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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26

Tenorio, De Azevedo Maria Rosalia. "Media Literacy and the Common Good| A Link to Catholic Social Teaching." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705460.

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In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?

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Smith, Kimberly S. M. (Kimberly Ann) Massachusetts Institute of Technology. "New materials for teaching computational thinking in early childhood education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112546.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.
Cataloged from PDF version of thesis. Page 104 blank.
Includes bibliographical references (pages 100-103).
The need for computer science education is greater than ever. There are currently over 500,000 unfilled computer science jobs in the United States and many schools do not teach computer science in their classrooms. Computers are powerful tools, and computational thinking-skills of problem-solving, logic, and abstraction that form the foundation of computer science-can be applied across other disciplines. Many current approaches to computer science education use computer screens. Though computer science education is important and effective from a young age, the American Academy of Pediatrics recommends we limit screen time in children; and research shows that excessive screen time is detrimental for a child's development. A 2006 research study by Angeline Lillard published in Science showed that Montessori students scored higher on academic, cognitive, social, and behavioral tests than students in a traditional elementary school setting. The Montessori Method is characterized by mixed-age classrooms, child-driven learning, and a series of sensorial, physical materials. Developed nearly 100 years ago by Dr. Maria Montessori, the Montessori curriculum does not explicitly include computer science in its curriculum. This research examines the Montessori Method as a way to teach computer science for early childhood education. Interpreting and extending Dr. Montessori's original pedagogy, I have developed a curriculum with new learning materials for young children that breaks down the fundamentals of computational thinking into a set of discrete concepts that are expressed in tactile, hands-on ways. This research evaluates this approach through direct observation and teacher feedback; and suggests the potential for this Method as an effective approach to teach computational concepts to young children.
by Kimberly Smith.
S.M.
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28

Powell, Mandy. "The origins and development of media education in Scotland." Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2550.

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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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Tenorio, de Azevedo Maria Rosalia. "Media Literacy and the Common Good: A Link to Catholic Social Teaching." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/191.

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In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?
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Wang, Huei Lan. "Teaching media literacy through critical pedagogy : an action research project in higher education." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2058/.

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Taiwan was liberated from strict authoritarian rule in 1987, and freedom of the press was instituted in subsequent years. This was a big step forward for Taiwan, from closed authoritarianism to open democracy. Media had a hand in pushing Taiwan forward into the democratic age. Ten years later, in 1997, cable TV was introduced and the penetration rate of cable TV in Taiwan in 2007 is now the highest in the Asia-pacific region. Soon after cable TV was introduced, the internet emerged providing leading-edge, universal media access. In this information age, the process and pace of Taiwan democracy revolutionized further changes making media, as Helmsman noted, the boat transporting Taiwan to a world of new challenges. Reversing the long-term trend that had downplayed the media environment’s importance in Taiwan, media literacy has been gaining increasing interest among educators, government, researchers and observers in recent years. Although gradually adopting western standards, Taiwan media literacy education is nevertheless still in its infancy, focusing more on primary and secondary education rather than higher education. When surveying the literature on media literacy education, still very rare are instances encountered of systematic higher education teaching - either in Taiwan or worldwide - of media literacy education. Media literacy education's introduction in higher education will be a crucial component for media development in Taiwan. Given this context, this research aims to 1) outline the concerns and importance of media literacy education in Taiwan 2) demonstrate how youth consciousness is oppressed and manipulated by ideologies of power in society and the media 3) determine effective methods for improving university students' critical thinking about television. The research method I used applies action research to develop media literacy courses based on critical pedagogy to influence university students' television- viewing critical thinking abilities. I had a group of 13 university students taking general education program courses in their first through fourth year of study in Taiwan. As the teacher, I reflected on how best to beneficially change students’ knowledge, attitudes and behaviour during the course; this served to also enhance the relationship between teacher and students. The findings evidenced the effects of teaching/learning on media literacy by showing students' knowledge and critical thinking enhanced based on critical pedagogy; the findings also showed university students changing their media mindset by acquiring deeper internal media knowledge, while furthering their relationship to society and themselves through critical pedagogy; media literacy's teaching/learning effects produced through critical pedagogy were also identified. On the other hand, adoption of critical pedagogy to education - and then their dissemination into country and curriculum - needs further consideration to correspond with cultural issues
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Rock, Jeana T. "Teaching Another Literacy Across the Curriculum." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1866.

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Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.
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Traxler, Donald Leroy. "Media knowledge and skills required for an initial teaching certificate or license /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889186435.

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Gerth, Michael, Gabriele Berkenbusch, Doris Fetscher, Rebecca Pates, Daniel Schmidt, Alessandra Malli, Anna Lena Müller, Jana Riedel, and Romy Wolff. "Einsatz von Social Media in den Sozial- und Geisteswissenschaften." Hochschuldidaktisches Zentrum, 2012. https://ul.qucosa.de/id/qucosa%3A11318.

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Unter Social Media werden Medien und geeignete Werkzeuge verstanden, mit denen Internetnutzer/-innen gemeinsam Informationen, Erfahrungen und Wissen austauschen (Blogs, Foren, soziale Netzwerke, Wikis usw.). Neben sehr bekannten Plattformen wie facebook, twitter, youtube, blogspot oder linkedIn existieren hunderte weitere mit extrem wachsenden Nutzer/-innenzahlen, wobei die Hochschulen selbst an diesem tiefgreifenden Wandel scheinbar noch nicht strategisch beteiligt sind. Anhand der folgenden Best-Practice-Beispiele werden Möglichkeiten des Einsatzes von Social Media in der Lehre und im Wissenstransfer aufgezeigt.
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Butcher, Margaret Miller. "McLuhan revisited : adaptive instructional strategies for interactive television /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074382.

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35

Huffstetter, Olivia Claire. "Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619043241765287.

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Pennington, Robert, and Pamela J. Mims. "The Kids Will Have Their Say: Teaching Children with MSD/ASD to Write Opinions about Text." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3232.

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In this session, the presenters will describe the results of three studies involving the use of technology and response prompting to teach children with MSD/ASD to write their opinions about text. Further, they will describe the technology used and how it may be applied to other skills.
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Alsuhaymi, Dhaifallah S. "Understanding Factors That Influence Imam Abdulrahman Bin Faisal Faculty Members' Intentions to Adopt Social Media in Their Teaching Practices." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou151626969920133.

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Helsper, Charles Bernard. "Incorporating internet technology as as educational and learning tool." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1818.

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Beach, Lindsay Brooke. "The Interaction of Color in the Context of Electronic Media: Providing a New Platform for Exploratory Learning in the Additive Color Space." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338511062.

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Hill, Jeffrey S. "Story in Technology Classrooms: Teaching "Why" to Learn "How"." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4113.

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This qualitative action research project examined the experiences of high school students in a technology education course as they were taught accepted technology education standards in conjunction with storytelling principles through writing and producing their own short films. The data from the project demonstrate that incorporating the principles of storytelling into technology education can be effective in helping students not only become skilled with the tools of technology, but also become media literate and articulate in creative expression.
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Johnson, Gavin P. "Queer Possibilities in Digital Media Composing." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158816717940897.

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42

Xu, Wen, and 徐雯. "Promoting media literacy education in China: a case study of a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50662272.

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With the changing media environment, media literacy education begins to be an emerging field in China. There are many studies showing the significance of media literacy education; however, few studies on school practices are presented. The existing studies are mostly based on the context of western discourse. Even the curriculum framework in this case is influenced by western scholars. There have been a few studies investigating media literacy education in the Asian context. It is still struggling for the foothold in schools in China compared with countries where it has been practiced for a long time. Based on this understanding, this study is to explore the entry and approaches of media literacy education in a Chinese primary school. It aims to shift media literacy education from an international context to its local setting, and offers a point of reference to enrich the theory and practice in the process of localization. The research questions are concentrated on how media literacy education was initiated in the context of the national curriculum reform, and two ways in which it implemented in the HZMHT primary school. It is a qualitative case study, using observation, interviews, focus groups, group meetings and document analysis as the main methods of collecting data in the field. The introduction of media literacy education in the HZMHT primary school is consistent with the national curriculum reform, which provides an opportunity for the development of media literacy education. Through the changes in management structure and curriculum standards, the HZMHT primary school gets officially support to promote its curriculum innovation through media literacy education. The school practice becomes a response to curriculum reform in return. In this study, the curriculum practice is a result of a collaborative effort between a university and a primary school. With the endeavor of teachers in the HZMHT primary school and the team members from BBU, media literacy education was exercised both as a school-based curriculum and as an integrated component of multiple subjects. In the curriculum practice of media literacy education, students’ media culture is brought into the classroom and they are encouraged to interact with a digital society from the perspective of constructivism and critical pedagogy. Students construct new knowledge and fulfill personal growth by interacting with teachers and peers in a student-centered dialogue. In addition, they become aware of media environment and their roles in a world with dominant media. Five conceptual understandings of media literacy education are practised in the school-based curriculum, while priority was given to achieving the objectives of the original subjects in the integrated curriculum, where media literacy education is integrated with moral education, math education, information technology and integrated practical activities in a constructivist approach. Students’ engagement and interactive activities indicate the effectiveness in the curriculum practice. The research gaps on the process of contextual adaption and pedagogical exploration for media literacy education are filled through this school initiative in this case study. First, the changing paradigm of school practice and moral cultivation of the curriculum in China enrich the theory of localization for media literacy education. Second, the school initiative of a curriculum innovation fulfills the pedagogical exploration for the promotion of media literacy education and its legitimacy in Chinese context.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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43

Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.

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Carro, Olvera Adriana, Hernández Felipe Hernández, Gutiérrez José Alfonso Lima, and Serrano María Mercedes Corona. "Vocational training and teaching skills in the state of Tlaxcala." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/117793.

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This paper presents the contributions of the first stage of the investigation«Theories and challenges in teacher education in Mexico,» which analyzes aspart of the transition from the current educational reform mastery of teachingskills of teachers. The aim of this study was to identify the education and trainingof teachers of primary and secondary higher state of Tlaxcala to develop theirteaching skills and education. The research was conducted with a cross-cuttingdescriptive quantitative methodology, were surveyed 346 teachers from the threeeducational levels. In the results it is emphasized that a considerable number ofteachers lack pedagogical training and acquire specific skills for the exercise of theteaching function.
El presente artículo expone las contribuciones de la primera etapa de lainvestigación «Teorías y retos en la formación del profesorado en México», la cualanaliza en el marco de la transición de la Reforma Educativa actual el dominio delas competencias docentes de los profesores. El objetivo de este estudio consistióen identificar la formación y práctica de los maestros de educación básica y mediasuperior del estado de Tlaxcala para el desarrollo de sus competencias docentes.La investigación se realizó con una metodología descriptiva transversal de cortecuantitativo, se encuestaron a 346 docentes de los tres niveles educativos. Enlos resultados se resalta que un número considerable de docentes carece de la formación pedagógica y adquieren las competencias específicas durante el ejercicio de la función docente.
O presente artigo expõe as contribuições da primeira etapa da investigação «Teorias e desafios na formação dos professores no Mexico», o qual analisa no marco da transição da Reforma Educativa atual, o domínio das competências docentes dos professores. O objetivo deste estudo consistiu em identificar a formação e pratica dos professores do ensino básico e fundamental do estado de Tlaxcala para o desenvolvimento de suas competências docentes. A investigação realizou-se com uma metodologia descritiva transversal de corte quantitativo, 346 docentes dos três níveis educativos, responderão a um questionário. Nos resultados ressalta-se que um número considerável de docentes carece de formação pedagógica e adquirem as competências especificas durante o exercício da função docente.
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45

Yurasek, Kevin J. "Social Media Use During The College Transition." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5160.

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Starting college is an exciting and pivotal time for students. During this time, the student will be faced with challenges of his or her social identity and will need to develop or modify identities based on new social situations. Previous research shows that social media play a role in identity development, but there is little information regarding the extent. Are new college students using Facebook during their transition to communicate their new identity/social group to new peers? Are they using Facebook to maintain nostalgia for previous identities/social groups? This information will be valuable to higher education professionals working with these populations - particularly in determining the most effective methods to communicate support during their transition. Using a phenomenological, qualitative approach with individual interviews of new college students in their first semester of college, this study seeks to clarify the college transition and identify what ways new college students are using Facebook during their transition. Participants identified three key themes of their college transition: a fear of not fitting in, wanting a sense of belonging, and wanting to stay connected with high school friends. Overall, the students interviewed had a successful transition and utilized Facebook to assist in each of the three themes they identified. Specifically, though, new college students are using the Group feature of Facebook to create a community of peers. The use of Facebook and Groups leads to a more successful student with a quicker and stronger adjustment to college. Higher education administrators can take advantage of this data to enhance existing strategies to increase student success.
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Woods, Timothy. "The effect of faculty performance measurement systems on student retention." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/631.

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Institutions of higher learning have been tracking student course-drop rates as a measure of student success along with faculty performance data. However, there is a lack of understanding as to how faculty performance data influences drop rates. The purpose of this study was to determine whether faculty knowledge of performance data creates a difference in drop rates. This study combined theories of performance measurement, decision support, self-determination theory (SDT), and personal decision making (PDM) as a conceptual foundation that linked faculty knowledge to student success. The specific research question addressed if data can be used to assist faculty efforts in reducing student attrition. This experimental longitudinal study tested the effect of faculty knowledge of personal performance measures on student course-drop rates. A sample of 32 subjects from a major university were randomly selected and assigned to equivalent-groups that included an experimental group, which received performance feedback and instruction, and an uninformed control group. Paired sample t-tests indicated a significant 32.8% reduction in student attrition for faculty in the experimental group, compared to a 10.3% increase in attrition observed for the control group faculty. Results suggest that providing faculty access to performance data via a decision support system will result in a reduction of student course drop rates. The key social value for this study is to provide a blueprint in collecting, structuring, and disseminating data that assist faculty and institutions in addressing student persistence. Students who persist in their courses have a greater potential of completing their studies and thus gaining access to better paying careers, higher levels of self-esteem, and an overall improved quality of life.
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Roberts, Jennifer M. "A mixed methods study of secondary distance-learning students: Exploring learning styles." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.

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Public education in the United States has experienced an increase in distance-learning (DL) opportunities. Because research has focused on student achievement in post-secondary DL programs, little is known about secondary students' experiences. The purpose of the current study was to explore DL applicability within secondary education. Specific research questions addressed by the concurrent mixed methods nested study included examining students' opinions and experiences in a secondary DL course and determining whether individual learning styles were addressed. Structured interviews, group discussions, and a survey were used to gather data over 2 months from 14 students in grades 9 through 12 participating in a state wide Alabama DL program. Surveys were used to assess and match DL activities to Gardner's 8 learning styles. Interviews and discussions explored students' opinions about activities and components and perceptions of their academic achievement. Quantitative data indicated that students reported some activities related to all learning styles with the greatest coverage observed for linguistic methods. Qualitative data were open and axial coded within each research question and the coded data was analyzed to define common DL practices used to meet specific styles and emergent themes related to student perceptions. Triangulation of results showed DL students felt successful based on their participation in a spectrum of activities including interactive video, e-mail, online discussion boards and tutoring sessions, and self-directed learning. The study contributes to positive social change by documenting a variety of strategies employed to successfully engage secondary DL students who present a variety learning styles and challenges related to DL curricular content and modes of delivery.
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Jones, Janet. "Multiliteracies for academic purposes : a metafunctional exploration of intersemiosis and multimodality in university textbook and computer-based learning resources in science." University of Sydney, 2006. http://hdl.handle.net/2123/2259.

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Doctor of Education
This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.
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Rodriguez, Decina H. "Interpretive Phenomenological Analysis of Student Perceptions of Bullying Based on Family, School, and Media Influences." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2286.

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Though many studies have been conducted on bullying and ways to prevent it, there is still little evidence that bullying has been reduced (Bauman, 2008). Since bullying behaviors have become prevalent, incidences of negative outcomes for students who are bullies and victims have increased, hence more discussion of the topic is taking place at school, home, and in the media (Bauman, 2008; Kaiser & Raminsky, 2001; Salmon, James, & Smith, 1998). This study proposes to learn how students make sense of these multiple messages. Through an Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), 8-10 year old students were interviewed through semi-structured interviews, in addition to student drawings and elaborations from the draw-and write-technique (Williams, Wetton, & Moon, 1989). These methods were used to explore student bullying experiences and the process in which they make sense of the education provided to them. The study is framed through Bronfenbrenner’s (1979, 1994) ecological systems theory considering the multiple influences that individuals face through systems and their interactions. Data from the semi-structured interviews and the draw-and-write technique were analyzed through coding according to IPA guidelines, compared, and converged. Results showed that students confuse conflict with bullying, and receive conflicting messages about how bullying should be handled. Students are confused by what is the best reaction to a bullying situation due to conflicting messages from school and home, and the possibility of disappointment or trouble if they do not follow suggestions from one or the other. The media had minimal influence on children of this age in regards to bullying.
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Holder-Ellis, Marlene Natalie. "The Role of Social Media Technology Tools in Higher Education Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1540.

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Although instructors at a Western Caribbean university use technology in the instructional process, they rarely use social media tools for teaching and learning. This exploratory qualitative case study addressed faculty members' perceived role of social media technology tools in higher education instruction at the local university. The conceptual frameworks that guided this study were the theory of planned behavior and the technology acceptance model. Ten faculty members at the local university were selected through a purposeful sampling process and were interviewed. Interview transcripts were organized using an iterative coding process and were analyzed for recurring themes. Trustworthiness was established through peer review, member checking, peer debriefing, and triangulation. The themes that emerged from the interviews revealed factors that encouraged the use of social media tools such as freedom in learning, growth in inferential skills, ease of communication, or access to a repository of online lessons. In addition, factors that discouraged the use of social media were also discovered, such as unreliability of the tools, hindrance to cognitive growth, or the increased number of cyber bullies. The resulting project consisted of a white paper that will disseminate the findings from this study to stakeholders with the goal of initiating a collaborative process focused on the use of social media tools in instruction. Recommendations from this project study may help to implement and integrate social media tools in instruction. The project contributes to social change through faculty members' stronger understanding of both those factors that encourage the use of social media tools and the barriers that prevent their effective use in instruction.
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