Abstract
M.Ed. (Media Integration)
The curriculum cycle constitutes a simultaneously continuous and interactive
teaching design for the training of primary school teachers. Educational
theory, as well as educational training, should be presented within this context
to ensure that a measure of practical vocational direction is achieved.
This is the task of every lecturer at a college of education.
The situation analysis, aim and choice of learning content form the leading
introduction which culminates in the creation of the learning opportunity.
The learning gain is, however, closely linked to the learning experience
within the learning opportunity. A learning opportunity in which
educational-media are used, can be an effective opportunity if the media are
effectively integrated in the teaching situation, so that a two-directional
channel of communication is created.
The type of learning-experiences acquired by student teachers during learning
experiences must therefore be carefully considered, so that the necessity for
meaningful media-integration in the teaching and learning situation, and the
important functions that this media integration can fulfil, is both witnessed
and experienced. This should result in the creation of technological teaching
thought processes in the student teacher. The primary school child is
still very much bound to concrete ideas and the student teacher needs to be
made constantly aware of this. Even the student who functions on an abstract
level, has a need of concrete experiences, for example in Pedagogical Studies,
to aid and support him during learning occasions. Indirect (concrete) learning
experiences are created by the integration of educational media so that a
person can also acquire learning experience through symbols, images, et
cetera.
The creation of learning opportunities is an important aspect of curriculum
design. They must, however, be effective learning opportunities that must
define the learning gain during evaluation.