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Dissertations / Theses on the topic 'Instructional materials centers. Teaching'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Oldford, Rhona G. "Teaching and learning with technology : an integrated approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ36160.pdf.

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2

Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.

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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.<br>Ph. D.

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3

Smith, Marilyn Elizabeth. "A study of perceptions between the actual role and the ideal role of learning resource center coordinators/instructors as reported by administrators, vocational instructors, and learning resource center coordinators/instructors /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711446.

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4

Chung, Kin-wah. "Plover cove dam building." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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5

Wong, Chi-chung Max. "Christian media centre." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949652.

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6

Woo, Ching-hang Amy. "Chinese net : school complex primary school & resource centre /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946018.

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7

Wong, Chiu-lung Dennis. "An audio-visual centre at Stanley Street." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950174.

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8

Bevan, Blanche. "Centre for media and image." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-10122006-121826.

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9

Bedford, Janet D. McCarthy John R. "The utilization of the microcomputer in the administration of a media center in higher education institutions." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608946.

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Thesis (Ph. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 29, 2005. Dissertation Committee: John McCarthy (chair), John Brickell, Timothy Duffy, Kenneth Strand, Clayton Thomas. Includes bibliographical references (leaves 118-123) and abstract. Also available in print.

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10

Miah, Abdul J. "Automated library networking in American public community college learning resources centers." Diss., Virginia Polytechnic Institute and State University, 1989. http://books.google.com/books?id=5LbgAAAAMAAJ.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1989.<br>Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 148-159).

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11

Stevenson, Alexander. "Resource centres in secondary education with particular reference to teacher and pupil attitudes in selected secondary schools in Natal." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15826.

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Includes bibliography.<br>Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

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Padmaperuma, Gamini A. K. "Teaching strength of materials at distance : Instructional design for a computer-based solution." Thesis, University of Canterbury. Mechanical Engineering, 2005. http://hdl.handle.net/10092/7207.

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The concern of the academic staff at the Open University of Sri Lanka (OUSL) regarding the continued poor student performance in a core course in engineering (Strength of Materials) has prompted the researcher to undertake a research to solve this problem. Solutions to the student performance problem were sought using a general approach known as ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process and the specific instructional model of Smith and Ragan. Analysis phase identified the learner profile and specific learner needs and they also pointed to a computer-based solution. The analysis of the learning task was done using the Revised Bloom's taxonomy (RBT) and it resulted in a set of classified learning objectives. This classification helped in the selection of instructional strategies that were incorporated in the design of the CAL module. The identified learner profile and the learner needs were also considered in the design. An evaluation on the effectiveness of the CAL module showed that there has been a highly significant improvement in the student performances. Other evaluations carried out on the use of the CAL module and its user-interface also produced high satisfaction ratings. As result of this research a tested model for CAL module development to address learning performance problems at the OUSL and elsewhere has been produced. Also, a draft framework for selecting instructional strategies to suit different learning outcomes has been introduced as an outcome of this research.

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13

Duy, Nicole. "Revising instructional materials : uniformity among four revisers and their attention to learner data." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59883.

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Despite the emphasis that is placed on collecting learner data in formative evaluation, there has been little research to support its use in the revision of instructional materials. In addition, although the literature suggests that different revisers making changes to the same instructional materials will yield different revisions, little research has been conducted to confirm this. The present study addressed these two issues by having four instructional designers, acting as revisers, make revisions to a draft version of an instructional presentation while thinking aloud. A coding scheme was applied to the think-aloud protocols. Revisions were sorted using a product attribute categorization system consisting of three main categories central to evaluating instructional materials. The results suggest that revisers do give a considerable amount of attention to learner data when revising materials. In addition, there was a great deal of uniformity among the revisions that were generated by the different revisers.

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14

Ma, Wan Hing Wendy. "Preparing instructional materials for students of mechanical and manufacturing engineering in a technical institute." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/90.

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15

Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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16

Hardman, Melinda Clement. "Developing A Teachers' Handbook for Content-based Instruction at Brigham Young University's English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2907.pdf.

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17

Nyberg, James Ronald. "Learning Resource Center Characteristics of the 25 Most Profitable U.S. Industrial Corporations: Implications for Business and Higher Education." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279038/.

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This study is a descriptive analysis of corporate learning resource centers. The study was designed to incorporate historical background and current status, organization and personnel, types and amount of alternate delivery instruction, and selected cost considerations in the establishment and maintenance of a learning resource center. A functional definition was furnished, with a deliberative attempt to encompass related synonyms. Discussion included training types or instructional delivery medium distinctions. A contribution of this study was the development, field testing, and enhancement of a survey instrument, which reflects the steps to be followed by those planning implementation of any learning resource center. Findings of this study indicated that learning resource centers were young and transitioning to increased on-line individualized and self-paced learning. Training and learning will become much less interdependent. Training types will increasingly become nontraditional and technology driven. Courseware will be received and managed remotely. Partnerships and cooperative efforts are mandates for business and higher education. Learner mobility will become normative, not the exception. Internet training will rapidly increase, most quickly among small business. Learning resource centers will continue to become more cost effective. This study proposed the redefinition of both learner and educator roles within a changing learning resource center environment. It was suggested that the learner role must become more active and that the corporate educator role, as a result of technology, will increase in passivity, tending toward that of facilitation. Implications and recommendations were specifically noted for both business and higher education. Specified nomenclature of "learner centers" or clearly "learner centered" has been advocated, reflecting the continuing evolution of the learning resource center. Technology, instructional media, mobility, availability and sharing of resources, less formalization, life-long learning, fiscal issues, Internet access, information and knowledge explosion, and downsizing, all combine to provide the view and demarcation of the new "learner centers."

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18

Voroshina, Alexandra. "A comparison of iPad-based and traditional instructional materials for teaching academic skills to children with autism spectrum disorder." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52997.

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In recent years, research has emerged on the application of the iPad for teaching academic, communication, vocational, and leisure skills to children with special needs such as ASD (Kagohara et al., 2013). However, only 10 iPad studies to date have sought to teach basic academic skills (e.g., simple reading, math, or printing skills) to students with special educational needs, and only five of these compared iPad-based instruction to the traditional materials. This study aimed to expand the research on the application of the iPad for teaching academic skills by comparing the impact of the mode of instructional delivery (i.e., iPad vs. traditional materials) on the number of sessions required to meet mastery criterion, task engagement, and frequency of problem behaviour. The study employed an adapted alternating treatments design with two young children with autism spectrum disorder. Two tasks were identified for both participants: addition with pictures and word families, with equivalent task sets designed for each condition. All sessions were conducted in participants’ homes and lasted 20 to 40 minutes. The results for the number of trials to criterion provide evidence of a functional relation in favour of the TM condition for the word families task but not for the addition task. This is contrary to the hypothesis that a functional relation would be evident for both tasks in favour of the iPad condition. Results for engagement were mixed, with lower engagement in the iPad condition for one participant, and no meaningful difference for the other. No problem behaviour was observed during the study. Implications of the study are discussed as they apply to students with autism spectrum disorder in particular, along with suggestions for future research.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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19

Chung, Kin-wah, and 鍾健華. "Plover cove dam building." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31981999.

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20

Kingsriter, Marilyn G. "The effects of instructional methods and materials which integrate music and literacy on reading attitudes and interests of second graders /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901252.

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Kaplan, Allison G. "Benign neglect principals' knowledge of and attitudes towards school library media specialists /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 126 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220729.

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22

Pompea, Stephen M., and Nancy L. Regens. "The value of art-oriented pedagogical approaches to the teaching of optics and photonics." SPIE-INT SOC OPTICAL ENGINEERING, 2017. http://hdl.handle.net/10150/626009.

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Art-oriented pedagogical approaches have been successfully applied to optics and photonics education. We will describe how art-based programs that incorporate a Visual Thinking Strategies (VTS) approach can be used by optics and photonics educators. VTS encourages both a deep appreciation of the content of optics images and phenomena and a highly participatory approach to understanding them. This type of approach has been used by the authors in a variety of educational settings including teacher professional development workshops, museum and science center-based programs, after school programs and in two-week intensive summer academies for students. These approaches work well with multiple age groups including primary and secondary grade students, university students, and adults who may have little apparent connection to optics and photonics. This art-science hybrid approach can be used by university professors, optics/ photonics professionals who do public programs, museum educators, and classroom science teachers.

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23

Guedes, Jane de Fontes. "Production of teaching materials for distance education course of degree in Mathematics: the case of UAB/IFCE." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6776.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ<br>In the context of distance education, the teaching material occupies a central position and thus show up many issues relating to it. Thus, a major problem is around how they are being produced learning materials tailored to the needs and characteristics of the student, regardless of place and time, study and learn by mediating technologies, constituting a relevant research problem in this area. Some questions that guide the research are: How does the process of production of the degree in mathematics content, involving the author teacher and teacherâs training, occurs at the contentâs preparation? What elements produced in the educational materials for undergraduate in Mathematics promote dialogue with the student? How to establish an objective communication between the production team to make the necessary adjustments to the quality of the material, as well as learning objectives? Based on these questions, this research aimed to investigate the production of the material teaching to distance education using as a case study the undergraduate courses in mathematics at a distance in the context of the Open University of Brazil offered by the Federal Institute of CearÃ â IFCE (abbreviation in Portuguese). The research methodology has focused on analysis to identify how teachers are producing digital educational content based on the training received for this purpose, analyze the development and production compared to the relationship between teacher content way versus instructional designer (ID); and make an analysis of previous elements in the order to describe and identify the specificities, limits and potential of the training course. The results were shown in the statements of the individuals in which the training meets the purpose of production of the content of mathematics even if it needs to improve aspects of communication between the content author teacher and the DI, compliance with deadlines, the application of the methodology Contextualized Instructional Design - DIC (abbreviation in Portuguese) and diversification of activity in media content specific to mathematics<br>No contexto de EducaÃÃo a DistÃncia (EaD), o material didÃtico ocupa uma posiÃÃo central e, por isso, evidenciam-se muitas problemÃticas relativas ao mesmo. Nesse sentido, um dos principais problemas estÃ em torno de como estÃo sendo produzidos os materiais didÃticos adaptados Ãs necessidades e caracterÃsticas do aluno que, independente do lugar e do tempo, estuda e aprende mediado por tecnologias, constituindo mais uma problemÃtica em pesquisa nessa Ãrea. Dessa forma, alguns questionamentos que norteiam a pesquisa sÃo: como ocorre o processo de produÃÃo do material para licenciatura em MatemÃtica envolvendo o professor conteudista e a formaÃÃo deste docente para o processo de elaboraÃÃo do conteÃdo? Que elementos produzidos no material didÃtico para licenciatura em MatemÃtica favorecem o diÃlogo com o aluno? De que forma estabelecer uma comunicaÃÃo objetiva entre a equipe de produÃÃo, no sentido de proceder aos ajustes necessÃrios para a qualidade do material, bem como dos objetivos de aprendizagem? Com base nestas questÃes, essa pesquisa teve como objetivo investigar o processo de produÃÃo do material didÃtico para EaD, tomando como estudo de caso as disciplinas de licenciatura em MatemÃtica a distÃncia, no contexto da Universidade Aberta do Brasil, ofertado pelo Instituto Federal do CearÃ - IFCE. A metodologia da investigaÃÃo tomou como foco para anÃlise identificar como os professores estÃo roduzindo conteÃdos didÃticos digitais com base na formaÃÃo recebida para esta finalidade; analisar a elaboraÃÃo e a produÃÃo frente Ã relaÃÃo professor conteudista x designer instrucional (DI); e fazer uma anÃlise dos elementos anteriores no intuito de descrever e identificar as especificidades, limites e potencialidade do curso de formaÃÃo. Os resultados foram evidenciados nas falas dos sujeitos pesquisados, nas quais a formaÃÃo atende ao propÃsito da produÃÃo dos conteÃdos de MatemÃtica, ainda que precise melhorar nos aspectos da comunicaÃÃo entre o conteudista e o DI, do cumprimento dos prazos, da aplicaÃÃo da metodologia Design Instrucional - DIC e da diversificaÃÃo de atividade em mÃdias para conteÃdos especÃficos matemÃticos.

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Brown, Elaine Louisee. "An examination of the roles and responsibilities of health education professionals teaching methods courses and library science professionals directing curriculum materials centers in providing educational materials for use by teacher.. /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818137.

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25

Clayton, Angela. "Science Inquiry Kits and Teacher Preparedness to Teach Science as Inquiry in Elementary Classrooms." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3443.

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The National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher practices and their attitudes towards their preparedness to teach science with the support of the curricular program were examined. Data were collected through pre/post survey comparisons, observations, and a focus group session. Results indicated that these teachers' attitudes were positively impacted. Teachers' access to science kits provided resources which facilitated more inquiry experiences with their students; however, resources alone did not fully address teacher science content needs.<br>M.Ed.<br>Department of Teaching and Learning Principles<br>Education<br>K-8 Math and Science MEd

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26

Cutrim, Nubia Celia Berge. "Experimentos virtuais didaticos para ensino de mecanica dos fluidos." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/263762.

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Orientador: Kamal Abdel Radi Ismail<br>Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica<br>Made available in DSpace on 2018-08-04T06:27:46Z (GMT). No. of bitstreams: 1 Cutrim_NubiaCeliaBerge_M.pdf: 3687041 bytes, checksum: 975ed9a3f5e5a8994b9057e4f1ba91e6 (MD5) Previous issue date: 2004<br>Resumo: Neste trabalho procurou-se desenvolver experimentos virtuais didáticos para ensino de Mecânicas dos Fluidos com ênfase na utilização da equação de Bemoulli, a experiência de Reynolds e funcionamento de wn rotâmetro, permitindo a realização de experimentos computacionais, com base em experimentos teóricos já existentes. Utilizou-se softwares adequados e de comprovada credibilidade para o desenvolvimento dos experimentos virtuais. Os resultados obtidos foram analisados, testados e comparados com os resultados nwnericamente testados. Com a conclusão deste trabalho pretende-se uma melhor compreensão dos fundamentos relacionados às temáticas da disciplina mecânica dos fluidos e suas aplicações no ensino mediado pelas novas tecnologias<br>Abstract: In this work it looked for develop didatics virtual experiments to the Fluids Mecanics with emphasis on the utilization Bernoulli's equation, Reynolds' experience and the function of the rotameter, permiting the accomplisbment of computers experiment, allude to teorics experiments that already existo It used adequa te softwares and it has confirmed credit for the delopment of the virtual experiments. The results abtained were analized and comproved with the results numerical tested. With the conclusion of this work it wish the best compreension of the basis related by the tematic of the discipline fluids mecanics and their inclusion on the teaching mediated by the news tecnologies<br>Mestrado<br>Instrumentação e Controle Industrial<br>Mestre Profissional em Engenharia Mecanica

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Hsu, Shun-Yi. "An analysis of a model for developing instructional materials for teaching physical science concepts for grade 8 students in the Republic of China /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767164005672.

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28

黃朝龍 and Chiu-lung Dennis Wong. "An audio-visual centre at Stanley Street." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31986110.

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29

Woo, Ching-hang Amy, and 胡菁恆. "Chinese net: school complex primary school & resource centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986900.

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30

Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.

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Beaird, Marilyn Miller. "The Effect of Increased Collaboration Among the Library Media Specialist and School Personnel on Perceptions of the Roles and Responsibilities of the Library Media Specialist." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2221/.

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This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

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Chesus-Beck, Susana. "Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.

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This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.

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Gottheim, Liliana 1955. "A genese da composição de um material didatico para ensino-aprendizagem de portugues como segunda lingua." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269750.

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Orientadores: Jose Carlos Paes de Almeida Filho, Brian Tomlinson<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-08T21:46:02Z (GMT). No. of bitstreams: 1 Gottheim_Liliana_D.pdf: 35311287 bytes, checksum: b1ef646971b60466ed2a506f9b6ea582 (MD5) Previous issue date: 2007<br>Resumo: O objetivo, deste trabalho, foi estudar o processo de composição de um material didático em abordagem comunicacional para um curso de PLE (de 35-40 horas). O material foi construído com o propósito de propiciar momentos de uso de língua na comunicação, por meio de conteúdos da formação social e histórica da população brasileira. A ênfase deste estudo situou-se no entendimento da concepção de produção da autora, ou seja, no que ¿fez acontecer¿ certas ações na sala de aula, numa tentativa de explicitar os conhecimentos formais e informais envolvidos na produção de textos e atividades. A primeira versão desse material surgiu em trabalho de Mestrado (1994-1996) e a segunda, no Doutorado (2004); ambas elaboradas para alunos que já possuíam um nível mínimo de proficiência, suficiente para interpretar e produzir textos versados sobre o tema escolhido. A curiosidade para produzir um material alicerçado em conhecimentos teóricos hoje disponíveis e investigar esse processo partiu da dificuldade de entender como ¿autores produzem livros¿. Dois eixos permearam a narrativa e discussão desse trabalho: um de avaliação de MD, que possibilitou explicitar os conhecimentos formais e informais envolvidos na produção do material, assim como as atitudes tomadas; e outro, de produção, que permitiu estudar como formas de ação foram criadas segundo aqueles conhecimentos. Acrescemos à pesquisa dados da implementação do material e informação coletada com sete outros autores acerca de suas concepções próprias em obras que produziram. A metodologia utilizada foi a da pesquisa-ação, cujo foco num primeiro momento foi a tomada de conscientização de aspectos que envolveram a produção daquele material, para depois associar as exigências sentidas, à mobilização de modificações em um nível do ¿fazer¿, superando empecilhos encontrados. Além de sinalizar conhecimentos significativos à produção de um material, os dados mostraram padrões comuns e singulares à gênese de nossa composição e à dos sete autores analisados. Os resultados permitiram-nos apontar possíveis fatores de sucesso à produção de novos materiais e destacar a necessidade de se obter clareza das reais funções do autor na produção de materiais-fonte e do professor na condução desses materiais nas aulas (já menos difusas) para poder direcionar ações tanto de produção de obras como de preparação à docência em abordagem comunicacional. Dessa forma, poderemos modificar antigos papéis acríticos de subordinação e dependência do professor aos textos e atividades propostos em livros e incentivar o desenvolvimento da requerida autonomia do professor e a tomada de risco para novas produções<br>Abstract: The objective of this thesis was to study the process implicated in the development of a textbook of Portuguese for foreigners, which was built in accordance with the principles of the communicative approach in language teaching and intended for a 35- to 40-hour course. The textbook was organized around six topics dealing with the social and historical scenery at the time of the discovery of Brazil, focusing mainly on the ethnic groups that have contributed to form today¿s Brazilian population. The material was planned for students at an intermediate level of language who had already acquired enough language knowledge to interpret and produce short texts about the chosen content. This research was partly an attempt to make explicit the formal and informal knowledge and attitudes involved in gathering texts and creating learning activities for our material, and also an attempt to discuss the difficulties encountered in applying theoretical knowledge in AL to the production of materials. There were two versions of the same book used in this study: a first version done during our Master¿s course (1994-1996) and a second one which came out reformulated in the PhD programme (2004). The research was motivated by our interest on understanding ¿how authors produce books¿ with the purpose to shed some light on the production of materials based on recent theoretical knowledge. The methodology used for this study was the action-research through which we gained consciousness of many aspects involved in the process of producing textbooks. Some data collected from piloting the material in class relevant to the materials¿ design, was added to the research, plus data from interviews which we conducted with seven authors who talked about their own conceptions on producing textbooks. Besides signalizing some relevant aspects of our conception of production in the two versions of the same book, this study showed the common and distinctive patterns of the genesis of composing textbooks by different authors. The results pointed to possible factors of success in producing materials for PFL and made salient the necessity of obtaining clarification of the real role of the authors when producing support materials and of teachers when they apply them in class. Thus we direct actions not only to the production of textbooks in the communicative approach, but also to teacher¿s education. We hope that this research can help teachers reflect on ways to modify old roles of dependence on textbooks and encourage the development of their autonomy and attitudes of the risk taking needed for teacher¿s actions to be performed in alignment with this approach<br>Doutorado<br>Lingua Estrangeira<br>Doutor em Linguística Aplicada

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Imaev, Aleksey. "Design and implementation of a programmable logic controller lab an Internet based monitoring and control of a process /." Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1174663598.

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Arbogast, Michelle A. "Immersive Technologies in Preservice Teacher Education: The Impact of Augmented Reality in Project-Based Teaching and Learning Experiences." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1553266590134835.

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Bohney, Brandie L. "Force of Nurture: Influences on an Early-Career Secondary English Teacher's Writing Pedagogy." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1613140142916479.

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Wong, Chi-chung Max, and 黃至中. "Christian media centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3198261X.

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Wyatt, Frank Houston. "Total animation: A multimedia computer resource program for secondary art education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1308.

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This HyperStudio animation project covers the basic concepts, techniques, and procedures in producing animation. The purpose of this program is to furnish the user with enough information that will serve as a basic foundation to produce a simple animation for themselves.

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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.

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Everett, Inez Celeste. "Web accessibility: Ensuring access to online course instruction for students with disabilities." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2367.

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The number of instructors introducing web-based elements in the course curriculum is growing and students need to be able to access content on the web to participate. As such, a campus website with accessibility design standards for course developers at California State University showed potential to greatly assist in equalizing the educational playing field for students with disabilities.

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Tonon, Juliana Burguez. "Dominio sociocultural, discurso e curriculo multidimensional na formação do docente de linguas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269663.

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Orientador: Silvana Mabel Serrani<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-08T09:54:30Z (GMT). No. of bitstreams: 1 Tonon_JulianaBurguez_M.pdf: 1772973 bytes, checksum: 9495bc368063729c9bec27832d005974 (MD5) Previous issue date: 2006<br>Resumo: Esta dissertação apresenta um estudo sobre o tratamento dado ao domínio sociocultural no processo de ensino e aprendizagem de línguas, no caso, a língua inglesa, no Brasil. Esse domínio é enfocado na perspectiva da materialidade lingüística/processo discursivo. Para tanto, selecionamos como campo de investigação instituições particulares de ensino superior (IESp) que oferecem cursos de graduação em Letras, com habilitação em inglês; portanto, cursos de formação de professores. Essas instituições estão localizadas na região metropolitana de Campinas (RMC). Tomamos por embasamento teórico as concepções da Análise do Discurso (Foucault, Pêcheux, Orlandi, entre outros); a noção de gênero discursivo de Bakhtin (2003) e, também, procedimentos de cunho etnográfico para a composição do corpus. Como categoria de análise, utilizamo-nos da noção de ressonância discursiva (Serrani, 1997) e dos critérios da Proposta Multidimensional-Discursiva (Serrani, 2005), apoiada na noção de currículo multidimensional de Stern (1993). A fim de responder nossas perguntas de pesquisa, operamos com um corpus complexo (Courtine, 1982) constituído por grades curriculares e ementas das disciplinas voltadas à área de ensino-aprendizagem de Língua Inglesa; materiais didáticos utilizados nessa disciplina; repostas dadas a questionário aplicado a professores da área; produções escritas de alunos dos cursos de graduação em Letras futuros professores de inglês feitas durante a realização de dois estudos de caso. O exame das ementas e de quatro dos materiais didáticos usados nessas instituições New Interchange, Focus on Grammar, Skyline, New Headway , nos mostrou que a materialidade da língua é amplamente contemplada através de atividades de leitura-escrita, fala e compreensão auditiva. Os aspectos socioculturais são abordados em textos com conteúdos meramente informativos e comumente estão restritos a temas como esportes, família, atividades profissionais e de lazer, comida, comemorações, entre outros. O mesmo foi constatado através das repostas dadas pelos professores das disciplinas de língua inglesa dos cursos de Letras, formadores dos futuros professores de inglês, sobre suas práticas metodológicas. Realizamos dois estudos de caso nos quais duas atividades de material didático de curso inglês foram planejadas baseadas na referida proposta, formada pela inter-relação de três componentes: intercultural língua-discurso práticas verbais. No primeiro estudo trabalhamos com o gênero discursivo biografia, tendo como eixo condutor uma atividade extraída do livro Skyline. Após a leitura de biografias de Mozart e Picasso, os alunos produziram biografias de artistas brasileiros do movimento Modernista. O segundo estudo apresenta uma complementação à atividade apresentada no livro New Intechange, cujo tema é o carnaval no Brasil. Os gêneros discursivos propostos foram drama e ensaio crítico com temática artístico cultural. As obras Orfeu e My Fair Lady compuseram o trabalho com o componente intercultural enquanto que os ensaios críticos sobre a temática sociocultural mostradas nas referidas obras, foram usados especialmente na realização das práticas de compreensão verbal, sobretudo, leitura-escrita. Tanto as obras quanto os ensaios foram trabalhados no componente de língua-discurso. Pode-se observar através da produção escrita dos alunos envolvidos nos estudos uma maior mobilização da dimensão afetivo-subjetiva do aprendiz ao enunciar na língua estrangeira, pois, ao se deparar com situações de conflitos vivenciadas na língua-cultura materna, esse sujeito vai de fato tomar uma posição no seu discurso. Portanto, o que se pretende é buscar critérios para analisar materiais didáticos à luz de uma proposta curricular que ponha em relevo o domínio sociocultural em uma perspectiva discursiva da linguagem. E, conseqüentemente, viabilizar práticas de ensino que considere a articulação do componente sociocultural ao componente de língua-discurso, sendo o primeiro o eixo condutor do planejamento de conteúdos e atividades.<br>Abstract: This study focuses on the way sociocultural domain is held in the learning and teaching process of languages, specifically, the English Language Teaching in Brazil. The focus is based on the relation structure of the language/ discourse process. In order to obtain elements for this research, it was selected private institutions of undergraduate courses located at the metropolitan region of Campinas, in the state of São Paulo, that offer the Language Teaching Undergraduate Course with emphasis on the teaching of English language. We work under the theoretical framework of Discourse Analysis (Foucault, Pêcheux, Orlandi, and others) the conception of discursive gender (Bakhtin, 2003), and procedures of the ethnographic research for the composition of the corpus. For the analysis of the data, we work under the notions of discursive resonance (Serrani, 1997) and the criteria of the Multidimensional-Discursive Proposal (Serrani, 2005), which is based on the idea of multidimensional curriculum proposed by Stern (1993). A complex corpus (Courtine, 1982) constituted by subject tables and the emends related to the English teaching and learning context; the lesson books used in these subjects; the answers given to a questionnaire by the professors/teachers and course coordinators of English teaching area; and the written productions of students ?English teachers to be ? done during the application of case studies. The analysis of the emends and four of the books used in this institutions ? New Interchange, Focus on Grammar, skyline, New Headway ? has shown us that the grammar contents are widely contemplated through activities of writing, reading, speaking and listening. The sociocultural aspects are merely mentioned on texts with information about food, family, work and leisure activities, celebrations, and others. The previous information was also observed in the answers the professors gave to the questionnaire about methodological practices. Two case studies were planned based on the Multidimensional-Discursive Proposal that considers the interrelation of three components: intercultural ? language-discourse ? verbal practices. Two of the four activities analyzed on chapter one were used as contents for the curriculum planning. The discourse gender considered on the first study was the biography, based on an activity from the book Skyline. After reading Mozart and Picasso biographies, the students wrote their own texts after choosing a Brazilian artist from the Modernist movement. The second study is a complement of the activity proposed on the book New Interchange. The theme is the Carnival celebration in Brazil. The discourse genders proposed are the drama and the critical essay with an artistic-cultural theme. The plays/ films Orfeu and My Fair Lady were used at the work with the intercultural component and the essays were specially used at the component of verbal practices, mainly the reading and writing ones. These texts show some of the sociocultural aspects of the Brazilian and British societies. Both plays/films and the essays were used at the language-discourse component. We could observe through the texts produced by the students a higher touch of the affective-subjective dimension of the learner when he enounces at the foreign language. This subject will face situations of conflict lived on the mother tongue and he will have to assume a position when enouncing on the target language. So, what we intend to do is to study criteria for the analysis of English teaching books after a curricular proposal that highly takes the sociocultural domain on a discursive perspective of language. As a consequence, we intend to make possible practices for the teaching of foreign languages that considers the articulation of sociocultural component to the component of language-discourse, having the leading role of the curriculum planning<br>Mestrado<br>Multiculturalismo, Plurilinguismo e Educação Bilingue<br>Mestre em Linguística Aplicada

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Brown, Elaine Louise. "An examination of the roles and responsibilities of health education professionals teaching methods courses and library science professionals directing curriculum materials centers in providing educational materials for use by teacher preparation students and faculty." 1995. http://catalog.hathitrust.org/api/volumes/oclc/34139877.html.

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Blake, Gwen. "Stop re-inventing the wheel : management of learning resources in institutes of technology and polytechnics. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Computing, Unitec NZ /." Diss., 2008. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1009&context=unitec_scit_di.

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Van, Wyk Benjamin G. "Die mediasentrum vanuit 'n didaktiese perspektief." Thesis, 2014. http://hdl.handle.net/10210/9397.

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M.Ed. (Media Studies)<br>Due to educational demands made by society, it is necessary to confront the elements that contribute to the formation of the individual learner, that is teaching, leaning and subject content. This subject content includes a variety of educational media fund in a school media center (hardware and software). The teacher's teaching has a considerable influence on the quality of knowledge, ability and skill that the learner should acquire for self-assertion and future mastery of study and knowledge. The child is exposed to technological influences in society daily.

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Bingham, Janice Elizabeth Mann. "A comparative study of curriculum integrated and traditional school library media programs achievement outcomes of sixth-grade student research papers /." 1993. http://books.google.com/books?id=P7LgAAAAMAAJ.

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Govender, Soobramoney. "Satellite teachers' centres as agencies for the development of educational technology at schools." Thesis, 1998. http://hdl.handle.net/10413/3875.

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The study focuses on a partnered facilitation involving teachers, the media and the learner. The implications of educational technology-based strategies of learning and the need for teachers to develop a theoretical framework of understanding educational technology are considered. The partnership between the teacher, the learner and the media are seen as crucial to the implementation and enhancement of educational technology-based strategies of learning. In recommending the need for ongoing, sustained training of teachers in educational technology-based strategies of learning, the study concludes that satellite teachers' centre is indispensable as an agency to drive the entire process forward. In this regard it is considered that satellite teachers' centres have the potential to take the focus of training and development of skills closer to schools and arrange on-site programmes. The large mass of under-qualified and untrained teachers will be able to enhance their educational technology skills to facilitate resource-based learning which is so crucial to the new outcomes based approach to learning and education. South Africa has the media and a large population of learners who are yearning for quality education. In addition, the country has a large store of teachers who are in need of ongoing sustained training in educational technology-enhanced strategies of learning. The study concludes that teachers' centres have been under-utilised and that satellite teachers' centres could operate on a more structured basis in terms of an approved national policy.<br>Thesis (M.Ed.)-University of Durban-Westville, 1998.

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"The implementation of educational media by biology teachers in the Thohoyandou area." Thesis, 2012. http://hdl.handle.net/10210/5598.

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M.Ed.<br>Teaching and learning activity is characterised by effective communication. Teaching and learning as communication is successful when the learner has taken in new information with understanding. Effective teaching cannot take place unless effective communication takes place. On the other hand effective communication depends on media that are used in the teaching-learning activity (Heinich, et al, 1989: 13). In the teaching and learning of biology, educational media are important. The study of biology is a practical venture that requires the use of media e.g. realia, models, pictures and chemicals. Biology needs to be learnt through active participation, experience, observation and investigation by both the learner and the educator. This is not possible without the . use of media. In real life, the learner's senses are stimulated by media such as real objects, pictures, radio, television, books, etc. In the teaching of biology, the learner's senses must be equally stimulated. It is therefore necessary that the biology teacher be continuously reminded of the Chinese proverb which says, " I hear, and I forget; I see and I remember. I do, and I understand" (Dwyer, 1993: 194).

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Hannis, E. Marilyn. "Assessment of the management strategies for learning resources in Vancouver schools." Thesis, 1996. http://hdl.handle.net/2429/6020.

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Significant changes to the British Columbia's educational system have been caused by new curriculums that are based on a resource-based learning and teaching model. The Ministry of Education evaluates learning resources and allocates funding to support the acquisition of learning resources at the district and school level. Learning resources selected for classroom use are to support the Principles of Learning: • learning requires the active participation of the student; • people learn in a variety of ways and at different rates; • learning is both an individual and a group process. The Ministry recommends that schools have a Learning Resource Committee to develop a school vision for learning resources, evaluate current school resources, establish selection priorities, evaluate resources and make recommendations for purchase, and identify learning resource management systems. A survey of Vancouver elementary and secondary schools indicates that 41% of the schools have Learning Resource Committees, but that their activities rarely include all the recommendations of the Ministry. The survey shows that only 25% of the Committees have an established procedure for selecting learning resources. This study includes an analysis of Learning Resources Committees at two secondary and one elementary school where interviews were done with administrators, teacher-librarians, teachers and staff assistants provide a picture of how learning resources are selected and managed and their impact on resource-based learning and teaching. This study found that systems for selecting and managing learning resources are in the developmental stage as teachers move from primarily print formats to a broad range of print and non-print learning resources.

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Porter, Melissa J. "Media specialists' perceptions of administration in censorship and access of information in school library media centers." 1997. http://catalog.hathitrust.org/api/volumes/oclc/39329818.html.

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Anderson, Gayle J. "Planning for the future of LaQuey R-V school district libraries a Delphi study /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/32298753.html.

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Thesis (M.S.)--Central Missouri State University, 1994.<br>Typescript (photocopy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [81]-84).

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