Media-integrering in onderwysersopleiding
- Authors: Pretorius, Beatrix Aletha
- Date: 2014-02-18
- Subjects: Elementary school teachers - Training of , Media programs (Education) , Schools - Study and teaching (Elementary) - Audio-visual aids , Educational technology - Study and teaching (Elementary)
- Type: Thesis
- Identifier: uj:4126 , http://hdl.handle.net/10210/9473
- Description: 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.
- Full Text:
- Authors: Pretorius, Beatrix Aletha
- Date: 2014-02-18
- Subjects: Elementary school teachers - Training of , Media programs (Education) , Schools - Study and teaching (Elementary) - Audio-visual aids , Educational technology - Study and teaching (Elementary)
- Type: Thesis
- Identifier: uj:4126 , http://hdl.handle.net/10210/9473
- Description: 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.
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Die begeleidingstaak van die mediasentrumonderwyser in rekenaargeletterdheid
- Joubert, Petronella Johanna Maria
- Authors: Joubert, Petronella Johanna Maria
- Date: 2014-03-11
- Subjects: Instructional materials personnel - South Africa , Computer literacy - Study and teaching - South Africa , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/372835 , uj:4278 , http://hdl.handle.net/10210/9633
- Description: M.Ed. (Media Studies) , The twentieth century is characterised by technological development, and even more by electronic development. It is therefore logical that the computer is increasingly used in the labour market and at home. This puts greater pressure on schools to educate and train pupils to attain computer literacy. As it appears that teachers are insufficiently trained to convey these skills, there is a definite need for in-service training regarding computer literacy. The function and task of the media centre teacher are such that he is the most suitable person to present this in-service training. In-service training is non-formal and andragogically grounded. The presentation of in-service training must .therefore be based on specific principles. To be of any value it must be directed at the teacher's professional needs. These needs determine that in-service training may be presented from the macro-, meso- and microlevels. The direct involvement of the media centre teacher in computer literacy occurs at microlevel and it is indicated that In-service training and guidance are related matters. The computer, as an aid and a medium, has qualities which make it useful in education. Although the computer has many advantages as an educational medium, many didactitions object to its being regarded as a super medium. At present there are many limitations which curtail the maximal usage of the computer as an educational medium. The concept of computer literacy is non-static and differs from culture to culture and person to person; consequently a variety of knowledge and skills is needed for computer literacy. An effort has, however, been made to identify the generally valid knowledge and skills. A model of the guidance activity, as a teaching skill, has been applied to computer usage. The given reference framework and guidance activity are followed by guidelines for the media center teacher's androgenic guidance task regarding computer literacy.
- Full Text:
- Authors: Joubert, Petronella Johanna Maria
- Date: 2014-03-11
- Subjects: Instructional materials personnel - South Africa , Computer literacy - Study and teaching - South Africa , Teachers - In-service training - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/372835 , uj:4278 , http://hdl.handle.net/10210/9633
- Description: M.Ed. (Media Studies) , The twentieth century is characterised by technological development, and even more by electronic development. It is therefore logical that the computer is increasingly used in the labour market and at home. This puts greater pressure on schools to educate and train pupils to attain computer literacy. As it appears that teachers are insufficiently trained to convey these skills, there is a definite need for in-service training regarding computer literacy. The function and task of the media centre teacher are such that he is the most suitable person to present this in-service training. In-service training is non-formal and andragogically grounded. The presentation of in-service training must .therefore be based on specific principles. To be of any value it must be directed at the teacher's professional needs. These needs determine that in-service training may be presented from the macro-, meso- and microlevels. The direct involvement of the media centre teacher in computer literacy occurs at microlevel and it is indicated that In-service training and guidance are related matters. The computer, as an aid and a medium, has qualities which make it useful in education. Although the computer has many advantages as an educational medium, many didactitions object to its being regarded as a super medium. At present there are many limitations which curtail the maximal usage of the computer as an educational medium. The concept of computer literacy is non-static and differs from culture to culture and person to person; consequently a variety of knowledge and skills is needed for computer literacy. An effort has, however, been made to identify the generally valid knowledge and skills. A model of the guidance activity, as a teaching skill, has been applied to computer usage. The given reference framework and guidance activity are followed by guidelines for the media center teacher's androgenic guidance task regarding computer literacy.
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Die oudiokasset as onderwysmedium in tersiêre onderrig
- Authors: Schuman, Lucas
- Date: 2014-05-08
- Subjects: Audio-visual education - South Africa , Education, Higher - South Africa - Audio-visual aids
- Identifier: uj:10936 , http://hdl.handle.net/10210/10509
- Description: M. Ed. (Media in Education) , In January 1989 the University of Pretoria will start with a component of distance education in the Eastern Transvaal. As it is a residential university, it will now have to incorporate alternative instructional methods to satisfy the needs of the distance education requirements. It is believed that audiocassettes can be used as instructional media to facilitate the above mentioned situation. Audiocassettes have as yet, not been used to their full potential in education and training. This study focuses on the effective use of audiocassettes as instructional media. An explanation illustrates how audiocassettes comply with certain didactical aspects fundamental to education. A system approach for the integration of instructional media is provided. Each step is discussed. Certain attributes of audiocassettes which are favourable to education are explained. Three possible uses of audiocassettes are named: Firstly, an audio cassette can be used to record the central ideas of a lecture, or a number of lectures. This is given to the student to use as a "pacemaker", for study and to refresh ideas on the lecture.
- Full Text:
- Authors: Schuman, Lucas
- Date: 2014-05-08
- Subjects: Audio-visual education - South Africa , Education, Higher - South Africa - Audio-visual aids
- Identifier: uj:10936 , http://hdl.handle.net/10210/10509
- Description: M. Ed. (Media in Education) , In January 1989 the University of Pretoria will start with a component of distance education in the Eastern Transvaal. As it is a residential university, it will now have to incorporate alternative instructional methods to satisfy the needs of the distance education requirements. It is believed that audiocassettes can be used as instructional media to facilitate the above mentioned situation. Audiocassettes have as yet, not been used to their full potential in education and training. This study focuses on the effective use of audiocassettes as instructional media. An explanation illustrates how audiocassettes comply with certain didactical aspects fundamental to education. A system approach for the integration of instructional media is provided. Each step is discussed. Certain attributes of audiocassettes which are favourable to education are explained. Three possible uses of audiocassettes are named: Firstly, an audio cassette can be used to record the central ideas of a lecture, or a number of lectures. This is given to the student to use as a "pacemaker", for study and to refresh ideas on the lecture.
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A utilitarian perspective on geography curricula
- Authors: Colyn, Ronelle
- Date: 2014-03-10
- Subjects: Geography - Study and teaching (Secondary) - South Africa - Evaluation , Geography - Curricula - Evaluation
- Type: Thesis
- Identifier: uj:4234 , http://hdl.handle.net/10210/9593
- Description: M.Ed. (Curriculum Studies) , "The gap between school and work has widened because schools have taken too little account of the realities of the working world. Indeed, despite massive expansion in the upper secondary school system, little has been done in this direction in changing the basic curriculum content, ..• the deficiencies found can be traced back to this root cause. [With a] lack [of] practical orientation and guidance, expectations and aspirations become untenable and attitudes towards employment wrong. Yet, occupational choice, as well as aspirations for a certain type of job are, to some extent at least, conditioned by those aspirations nurtured both in the school and in the social environment, both of which, it would seem, are divorced from reality. Inevitably, disappointment and disillusion are the outcome of this. Often the type of information given to young people about the world is either unrealistic [or] superficial, both. It is then hardly surprising that those initially motivated towards choosing an occupation suited to their needs and skills soon find their expectations thwarted. Convinced that, having given of their best, society apparently does not need them, they withdraw into themselves" (Sellin, 1978 : 54/55).
- Full Text:
- Authors: Colyn, Ronelle
- Date: 2014-03-10
- Subjects: Geography - Study and teaching (Secondary) - South Africa - Evaluation , Geography - Curricula - Evaluation
- Type: Thesis
- Identifier: uj:4234 , http://hdl.handle.net/10210/9593
- Description: M.Ed. (Curriculum Studies) , "The gap between school and work has widened because schools have taken too little account of the realities of the working world. Indeed, despite massive expansion in the upper secondary school system, little has been done in this direction in changing the basic curriculum content, ..• the deficiencies found can be traced back to this root cause. [With a] lack [of] practical orientation and guidance, expectations and aspirations become untenable and attitudes towards employment wrong. Yet, occupational choice, as well as aspirations for a certain type of job are, to some extent at least, conditioned by those aspirations nurtured both in the school and in the social environment, both of which, it would seem, are divorced from reality. Inevitably, disappointment and disillusion are the outcome of this. Often the type of information given to young people about the world is either unrealistic [or] superficial, both. It is then hardly surprising that those initially motivated towards choosing an occupation suited to their needs and skills soon find their expectations thwarted. Convinced that, having given of their best, society apparently does not need them, they withdraw into themselves" (Sellin, 1978 : 54/55).
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Media in die onderrig van die gehoorgestremde leerling
- Authors: Snyman, Darelle
- Date: 2014-04-03
- Subjects: Hearing impaired children - Education - Audio-visual aids. , Educational technology.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363587 , uj:4635 , http://hdl.handle.net/10210/9977
- Description: M.Ed. , Hearing-impaired pupils differ from normal-hearing ones in that they have neither language nor speech. The result is an incapability to communicate. To overcome this immense problem, hearing-impaired children are educated with great empathy. The teachers of these children need to have patience, dedication and the capability to implement any available means to fulfil the special needs of their pupils. Media gives the teacher the ways and means to introduce the real world and its components to the child, starting with the wearing of a hearing aid. The hearing aid allows the child to step out of silence into a world of some sound. The education of the hearing-impaired relies on the use of media (that is: printed material, the overhead projector and transparencies, the computer, video, television, music, hearing aids and real objects). Each of the ,above mentioned, fulfils a special need in the education of the hearing-impaired - it brings about more effective teaching and learning. It gives the hearingimpaired the chance to be part of the normal living life .
- Full Text:
- Authors: Snyman, Darelle
- Date: 2014-04-03
- Subjects: Hearing impaired children - Education - Audio-visual aids. , Educational technology.
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363587 , uj:4635 , http://hdl.handle.net/10210/9977
- Description: M.Ed. , Hearing-impaired pupils differ from normal-hearing ones in that they have neither language nor speech. The result is an incapability to communicate. To overcome this immense problem, hearing-impaired children are educated with great empathy. The teachers of these children need to have patience, dedication and the capability to implement any available means to fulfil the special needs of their pupils. Media gives the teacher the ways and means to introduce the real world and its components to the child, starting with the wearing of a hearing aid. The hearing aid allows the child to step out of silence into a world of some sound. The education of the hearing-impaired relies on the use of media (that is: printed material, the overhead projector and transparencies, the computer, video, television, music, hearing aids and real objects). Each of the ,above mentioned, fulfils a special need in the education of the hearing-impaired - it brings about more effective teaching and learning. It gives the hearingimpaired the chance to be part of the normal living life .
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Media as faktor by "versnelde leer"
- Authors: Vorster, Martie Adriana
- Date: 2014-07-28
- Subjects: Academic achievement - Effect of study, method of on , Motivation in education , Media programs (Education) , Learning, Psychology of
- Type: Thesis
- Identifier: uj:11885 , http://hdl.handle.net/10210/11614
- Description: M.Ed. (Psychology Of Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Vorster, Martie Adriana
- Date: 2014-07-28
- Subjects: Academic achievement - Effect of study, method of on , Motivation in education , Media programs (Education) , Learning, Psychology of
- Type: Thesis
- Identifier: uj:11885 , http://hdl.handle.net/10210/11614
- Description: M.Ed. (Psychology Of Education) , Please refer to full text to view abstract
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Prescriptive computer-assisted learning environments from a teaching perspective
- Authors: Van der Vyver, John
- Date: 2014-02-18
- Subjects: Computer-assisted instruction - Research , Computer-assisted instruction - Computer programs - Evaluation , Educational technology - Research
- Type: Thesis
- Identifier: uj:4170 , http://hdl.handle.net/10210/9517
- Description: D.Ed. (Media Science) , The education system in South Africa is at the moment in a state of flux and various strategies are being investigated to address and redress inequities in the system. Many persons would see the computer as playing a significant role in this process. The problem, however, is not whether but how to use the computer effectively and appropriately in the classroom. Should the computer merely be used as a recordkeeping facility, a tool to assist the teacher or as an instrument for assisting learners to develop their full potential as human beings (Schostak, 1988:147; HSRC, 1983a:38; HSRC, 1983b:163). Computer-assisted learning environments have variously been described as the best of learning environments and the worst of learning environments. No doubt, opinions as to the value of such environments can be found at every point along the continuum that joins these two contradictory viewpoints (Doulton, 1984; Hart, 1984; Roach, 1984; Merrill, Tolman, Christensen, Hammons, Vincent & Reynolds, 1986:279). It is the purpose of this study to systematically examine the literature regarding one of these computer-assisted learning environments and to describe its underlying theoretical assumptions in order to assess its significance for education and to provide guidelines for the development and evaluation of software that can be used in the learning environment...
- Full Text:
- Authors: Van der Vyver, John
- Date: 2014-02-18
- Subjects: Computer-assisted instruction - Research , Computer-assisted instruction - Computer programs - Evaluation , Educational technology - Research
- Type: Thesis
- Identifier: uj:4170 , http://hdl.handle.net/10210/9517
- Description: D.Ed. (Media Science) , The education system in South Africa is at the moment in a state of flux and various strategies are being investigated to address and redress inequities in the system. Many persons would see the computer as playing a significant role in this process. The problem, however, is not whether but how to use the computer effectively and appropriately in the classroom. Should the computer merely be used as a recordkeeping facility, a tool to assist the teacher or as an instrument for assisting learners to develop their full potential as human beings (Schostak, 1988:147; HSRC, 1983a:38; HSRC, 1983b:163). Computer-assisted learning environments have variously been described as the best of learning environments and the worst of learning environments. No doubt, opinions as to the value of such environments can be found at every point along the continuum that joins these two contradictory viewpoints (Doulton, 1984; Hart, 1984; Roach, 1984; Merrill, Tolman, Christensen, Hammons, Vincent & Reynolds, 1986:279). It is the purpose of this study to systematically examine the literature regarding one of these computer-assisted learning environments and to describe its underlying theoretical assumptions in order to assess its significance for education and to provide guidelines for the development and evaluation of software that can be used in the learning environment...
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Illustrations and the development of reading in the primary school
- Authors: Ralph, Shirley Elizabeth
- Date: 2014-11-17
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Visual education , Pictures in education
- Type: Thesis
- Identifier: uj:12811 , http://hdl.handle.net/10210/12701
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Ralph, Shirley Elizabeth
- Date: 2014-11-17
- Subjects: Reading , Reading (Primary) , Reading - Aids and devices , Visual education , Pictures in education
- Type: Thesis
- Identifier: uj:12811 , http://hdl.handle.net/10210/12701
- Description: M.Ed. (Education) , Please refer to full text to view abstract
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Self-instructional programs in the teaching of geomorphology to standard 10 pupils in black secondary schools
- Authors: Mbatsane, Nyavane Louisa
- Date: 2014-04-15
- Subjects: Geomorphology - Study and teaching (Secondary) - South Africa , Blacks - Education - South Africa - Geography , Independent study
- Type: Thesis
- Identifier: uj:10708 , http://hdl.handle.net/10210/10220
- Description: M.Ed. (Curriculum Studies) , In his Introduction, Heunis (1984) describes Geomorphology as a "part-discipline of Geography that has as its field of study the landforms occurring on the Earth's surface". Geomorphology is a study of how these landforms are formed and the processes which have led to their formation. The content in Geomorphology has been extended to include new concepts. Selfinstruction is a program of study in which the pupil studies on his own. According to Swanevelder (1976:3) a model is a figure or diagram accompanied by a verbal explanation which clarifies the diagram. The problems in the teaching of Geomorphology will be stated, followed by the aim of the study and the program of study...
- Full Text:
- Authors: Mbatsane, Nyavane Louisa
- Date: 2014-04-15
- Subjects: Geomorphology - Study and teaching (Secondary) - South Africa , Blacks - Education - South Africa - Geography , Independent study
- Type: Thesis
- Identifier: uj:10708 , http://hdl.handle.net/10210/10220
- Description: M.Ed. (Curriculum Studies) , In his Introduction, Heunis (1984) describes Geomorphology as a "part-discipline of Geography that has as its field of study the landforms occurring on the Earth's surface". Geomorphology is a study of how these landforms are formed and the processes which have led to their formation. The content in Geomorphology has been extended to include new concepts. Selfinstruction is a program of study in which the pupil studies on his own. According to Swanevelder (1976:3) a model is a figure or diagram accompanied by a verbal explanation which clarifies the diagram. The problems in the teaching of Geomorphology will be stated, followed by the aim of the study and the program of study...
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Indiensopleiding in mediabenutting aan onderwysers
- Authors: Edwards, Lindy Jane
- Date: 2014-07-28
- Subjects: Teachers-In-service training-South Africa , Educational technology-Study and teaching-South Africa
- Type: Thesis
- Identifier: uj:11910 , http://hdl.handle.net/10210/11639
- Description: M.Ed. (Media Studies) , Since the use of media could contribute greatly to the solving of many problems in the teaching situation in South Africa, knowledge of all aspects of media use in education has become essential. Schools have a responsibility to provide serving teachers with training in this respect. An attempt is made to - define· in-service t r a i n i nq r discuss critically two in-service training models currently in practice, i.e. course-based in-service training and school centred in-service trainingj and - create a strategy and make recommendations to be implemented by the media committee when planning in-service training for teachers in the meaningful use of media. A school centred in-service training model has the greater potential for the training of teachers in media use. With this as a point of departure, a strategy is created and recommendations are made for planning a programme for in-service training of teachers in media use. The media committee will need to adapt the general approach outlined in this study to the circumstances and/or requirements of a particular school. In-service training for teachers in the use of media should be a team effort, and the school management should be made thoroughly aware of the importance of such in-service training. Without a clear policy, it is unlikely that this strategy will be applied in any meaningful way. For it to be successful, the media committee (under leadership of the headmaster), the media teacher and the teachers should all be involved in the various phases of planning and implementation of such o. in-service training. Media teachers in particular should be fully trained in the field of Educational Media Science, the nature and extent of adult education and principles of planning, organisation, gu i dance and con tro I .. Empirical research may be necessary later to support this study; such research, however, lies presently beyond the scope of this dissertation. There is also a clear need for research into the implementation of a scientifically accountable core curriculum for the in-service training of teachers in media use. This need extends to the training of all teachers in media use in a multi-cultural milieu.
- Full Text:
- Authors: Edwards, Lindy Jane
- Date: 2014-07-28
- Subjects: Teachers-In-service training-South Africa , Educational technology-Study and teaching-South Africa
- Type: Thesis
- Identifier: uj:11910 , http://hdl.handle.net/10210/11639
- Description: M.Ed. (Media Studies) , Since the use of media could contribute greatly to the solving of many problems in the teaching situation in South Africa, knowledge of all aspects of media use in education has become essential. Schools have a responsibility to provide serving teachers with training in this respect. An attempt is made to - define· in-service t r a i n i nq r discuss critically two in-service training models currently in practice, i.e. course-based in-service training and school centred in-service trainingj and - create a strategy and make recommendations to be implemented by the media committee when planning in-service training for teachers in the meaningful use of media. A school centred in-service training model has the greater potential for the training of teachers in media use. With this as a point of departure, a strategy is created and recommendations are made for planning a programme for in-service training of teachers in media use. The media committee will need to adapt the general approach outlined in this study to the circumstances and/or requirements of a particular school. In-service training for teachers in the use of media should be a team effort, and the school management should be made thoroughly aware of the importance of such in-service training. Without a clear policy, it is unlikely that this strategy will be applied in any meaningful way. For it to be successful, the media committee (under leadership of the headmaster), the media teacher and the teachers should all be involved in the various phases of planning and implementation of such o. in-service training. Media teachers in particular should be fully trained in the field of Educational Media Science, the nature and extent of adult education and principles of planning, organisation, gu i dance and con tro I .. Empirical research may be necessary later to support this study; such research, however, lies presently beyond the scope of this dissertation. There is also a clear need for research into the implementation of a scientifically accountable core curriculum for the in-service training of teachers in media use. This need extends to the training of all teachers in media use in a multi-cultural milieu.
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Visuele geletterdheid as faktor by die onderrigleergesprek
- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
- Full Text:
- Authors: De Lange, Jacques André
- Date: 2014-02-11
- Subjects: Visual literacy , Teaching - Aids and devices , Geography - Study and teaching (Secondary)
- Type: Thesis
- Identifier: uj:3871 , http://hdl.handle.net/10210/9238
- Description: M.Ed. , The underlying reason for this study was to establish the role that media and communication may play in the solution of the problem of visual illiteracy. The object of this study was basically to indicate that with the use of proper communication and appropriate media, visual illiteracy may be eliminated. Chapter One sets out the aims of the study,- clarifies some of the relevant terminology, states the problems within Geography at secondary level and indicates the frame of reference for this study. Chapter Two concentrates on the didactic perspective with specific reference to the didactic triangle. Factors which influence the didactic situation, were discussed. Chapter Three mainly concerns media with its diversity of attributes. The common functions of media; media and symbol systems; the development of cognitive skills; the content of cognitive skills; the interaction between symbol systems and cognitive processes, different kinds of media and deterrents to media usage are discussed. Chapter Four comprises a discussion of the didactic situation, and its principles; the aim of education; theories of conveying content; the classroom as didactic space; communication within the didactic situation; the focus and context principle; functionalizing; the dimensions of comprehension; the improvement of skills and symbols of cartography. Different kinds of media for teaching Geography at secondary level are also suggested. It furthermore reflects the conclusion of the study; states recommendations and suggests possible fields of study. The conclusions reached in this study are the following: 1. A prerequisite for attaining pre-knowledge is mastering the cognitive skills which depend on isomorphic symbols, elements, codes, concepts and constructs of media; 2. Salomon refers to the schemata of the pupil. The author would like to state that this is meant in the singular form. Closer to reality, one would find that within one universal schemata, several sub-schematas would have to exist. 3. All the aforesaid cannot be possible without the pupil reaching visual literacy, which starts at birth. Any further development depends on factors such as the socioeconomic setting in which the pupil was raised; the level of cognitive stimuli the pupil received and various others. 4. Media and communication plays a pivotal role in the development of visual literacy. The following recommendations may be made: 1. It is recommended that TV viewing by the pupil in the secondary phase should be limited because of the fact that the pupil does not get adequate practise in developing his semantic skills while watching the icons on TV and negating the digital symbols. 2. Educators should plan their lessons in such a way that the pupil is able to move from known facts to the unknown, also known as the inductive to deductive method. By doing so, it would be much easier for the pupil to internalize the facts and knowledge conveyed to him. 3. Educators should furthermore lead the pupil in perceptual discrimination in such a way that this process becomes an automatism.
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Die telefoon as medium in afstandsonderrig
- Authors: Huygen, Johanna Oranje
- Date: 2014-04-03
- Subjects: Distance education - Aids and devices. , Telephone in education.
- Type: Thesis
- Identifier: uj:4636 , http://hdl.handle.net/10210/9978
- Description: M.Ed. (Media Studies) , The lack of guidelines for the use of the telephone in distance tuition often leads to either the indiscriminate use or underutilisation of the medium. It can cause the lecturer to be inadequate at the structuring of individual telephonic conversations or telephonic presentations such as telelectures, teleconferences and multimedia telephone usage. The aim of this study, from the context of distance tuition and the usage potential of the telephone, is to provide guidelines for the use of the telephone by both the lecturer and the learner. An effort was made to elucidate the uniqueness of distance tuition and the specific possibilities of the telephone by means of a literature study, supplemented by personal practical experience and that of colleagues and experts in the field of distance tuition. In order to get a perspective on distance tuition, the different components involved in the integration of the telephone were considered. Subsequently the potential of the telephone as a medium was discussed. The aspects above culminated in the provision of guidelines. The conclusion drawn from the study is that the average distance lecturer is not fully conversant with the possibilities of the telephone, with the result that the telephone is underutilised locally. The possibilities of the telephone as part of a multimedia package are often underestimated and warrant further investigation.
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- Authors: Huygen, Johanna Oranje
- Date: 2014-04-03
- Subjects: Distance education - Aids and devices. , Telephone in education.
- Type: Thesis
- Identifier: uj:4636 , http://hdl.handle.net/10210/9978
- Description: M.Ed. (Media Studies) , The lack of guidelines for the use of the telephone in distance tuition often leads to either the indiscriminate use or underutilisation of the medium. It can cause the lecturer to be inadequate at the structuring of individual telephonic conversations or telephonic presentations such as telelectures, teleconferences and multimedia telephone usage. The aim of this study, from the context of distance tuition and the usage potential of the telephone, is to provide guidelines for the use of the telephone by both the lecturer and the learner. An effort was made to elucidate the uniqueness of distance tuition and the specific possibilities of the telephone by means of a literature study, supplemented by personal practical experience and that of colleagues and experts in the field of distance tuition. In order to get a perspective on distance tuition, the different components involved in the integration of the telephone were considered. Subsequently the potential of the telephone as a medium was discussed. The aspects above culminated in the provision of guidelines. The conclusion drawn from the study is that the average distance lecturer is not fully conversant with the possibilities of the telephone, with the result that the telephone is underutilised locally. The possibilities of the telephone as part of a multimedia package are often underestimated and warrant further investigation.
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Die benutting van media in swart tegniese kolleges en -sentra
- Authors: De Vos, Hendrik van Niekerk
- Date: 2014-07-23
- Subjects: Educational technology - Study and teaching (Higher) - South Africa , Blacks - Education (Higher) - South Africa , Universities and colleges, Black - South Africa , Media programs (Education) - South Africa
- Type: Thesis
- Identifier: uj:11768 , http://hdl.handle.net/10210/11494
- Description: M.Ed. , The problem of the acquisition of knowledge that is taken note of in this study, is closely related to the fact that an individual has a right to, as well as a need for basic education. The only way in which the learner can acquire such knowledge and skills, is through learning. Learning content can be conveyed in no other manner than through a medium. This indicates the important place when it is noted how the handling of relevent media broadens the insight of a learner in new teaching-learning situations. The purpose of this study is to acquire knowledge from a technical college and a technical centre in respect of: The role of the selection and integration of media from a didactical perspective and the present situation regarding the utilisation of media in the classroom. From the empirical part of the research, the following findings have been arrived at: various media, of which the overhead projector is apparently the most accessible, are at the disposal of the trainers. The demand for more modern media is not as substantive as was expected. About one third of users of media indicated that they have received training at a university or a college.Informal courses and programmes have made a much poorer impact. Trainers are positive about the general use of media in the teaching situation. In the light of the findings, the following recommendations may be made: Media should enjoy a high priority during the phases of planning and curriculating of learning content. Workshop sessions should more often be initiated by the Department of Education in order to acquaint trainders with the most recent developments in respect of the making of programme material and the utilisation of the more "modern" teaching media. In conclusion, it should be mentioned that pace should be kept with the electronic era in which we find ourselves as well as with pronouncements regarding teaching media and, as far as possible, to sensibly implement them in the educational situation.
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- Authors: De Vos, Hendrik van Niekerk
- Date: 2014-07-23
- Subjects: Educational technology - Study and teaching (Higher) - South Africa , Blacks - Education (Higher) - South Africa , Universities and colleges, Black - South Africa , Media programs (Education) - South Africa
- Type: Thesis
- Identifier: uj:11768 , http://hdl.handle.net/10210/11494
- Description: M.Ed. , The problem of the acquisition of knowledge that is taken note of in this study, is closely related to the fact that an individual has a right to, as well as a need for basic education. The only way in which the learner can acquire such knowledge and skills, is through learning. Learning content can be conveyed in no other manner than through a medium. This indicates the important place when it is noted how the handling of relevent media broadens the insight of a learner in new teaching-learning situations. The purpose of this study is to acquire knowledge from a technical college and a technical centre in respect of: The role of the selection and integration of media from a didactical perspective and the present situation regarding the utilisation of media in the classroom. From the empirical part of the research, the following findings have been arrived at: various media, of which the overhead projector is apparently the most accessible, are at the disposal of the trainers. The demand for more modern media is not as substantive as was expected. About one third of users of media indicated that they have received training at a university or a college.Informal courses and programmes have made a much poorer impact. Trainers are positive about the general use of media in the teaching situation. In the light of the findings, the following recommendations may be made: Media should enjoy a high priority during the phases of planning and curriculating of learning content. Workshop sessions should more often be initiated by the Department of Education in order to acquaint trainders with the most recent developments in respect of the making of programme material and the utilisation of the more "modern" teaching media. In conclusion, it should be mentioned that pace should be kept with the electronic era in which we find ourselves as well as with pronouncements regarding teaching media and, as far as possible, to sensibly implement them in the educational situation.
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Leerdereienskappe as 'n faktor in mediaseleksie
- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Smit, Jan Gabriel
- Date: 2014-11-05
- Subjects: Learning, Psychology of , Visual learning , Visual literacy , Programmed instruction , Teaching - Aids and devices
- Type: Thesis
- Identifier: uj:12801 , http://hdl.handle.net/10210/12693
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
Multimedia programmes in individual learning
- Authors: Seuoe, Maria Mankonono
- Date: 2014-03-25
- Subjects: Blacks - Education (Secondary) - South Africa. , Media programs (Education) - South Africa , Independent study.
- Type: Thesis
- Identifier: uj:4459 , http://hdl.handle.net/10210/9800
- Description: M.Ed. (Media Science) , Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.
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- Authors: Seuoe, Maria Mankonono
- Date: 2014-03-25
- Subjects: Blacks - Education (Secondary) - South Africa. , Media programs (Education) - South Africa , Independent study.
- Type: Thesis
- Identifier: uj:4459 , http://hdl.handle.net/10210/9800
- Description: M.Ed. (Media Science) , Aim of the study: To explore the theories, principles, new models and strategies of teaching and learning in order to provide an alternative to the traditional way of teaching and learning. To develop a multimedia programme in which individual learning is enhanced, using a Guided Self-study programme, being a combination of the Keller Plan and the Postlethwait system. 1.4 Method of investigation An exploration of literature as regards the use of particular media in individual learning. Studying media that will be used in drawing up an alternative programme in individual learning, utilizing a picture, a tape and study guide, bearing the models of learning in Chapter 2 in mind. 1.5 Structure of the study In the first chapter literature will be reviewed to gain an overview of the situation in Black education. Probable causes of the high failure rate in English will be examined through reports by examiners of English Second Language Higher Grade (1990a) and Motau (1990). Standard 7, 8 and 9 results will be studied to recognize the trend in performance especially in English literature, as this will be used in developing individualized programmes later in this study (see Appendix A and B). Bearing this knowledge in mind, the principles of learning by Mursell (1954) and Romiszowski's new model of learning will be examined in the light of the aims of teaching English, which emphasize the acquisition of certain skills and the use of the senses in teaching and learning (Compare paragraph 1.2.3). Romiszowski's model revives this awareness. Various learner-centred approaches will be highlighted in the second chapter (compare paragraph 2.5). The third chapter will concentrate on media. It should, however, be observed that media which have been thoroughly dealt with by other researchers in other studies will merely be alluded to. The author of this study acknowledges the views of previous researchers and would like to use only media that are affordable, and can easily be manipulated and duplicated. The fourth chapter will focus on a synthesis of the script and recommendations for further research. In Appendix A a multimedia programme for standard 9 is described. Appendix B contains a proposal for a multimedia programme for teaching English literature to standard 10. An attempt will be made to include Pottas's steps in drawing up a study guide, Romiszowski's new model (compare paragraph 1.3.5) and also skills, hierarchical frameworks and feedback models (compare paragraph 2.3). In this study the emphasis will be on individual learning. It will be endeavoured to use media and approaches by which individual learning is enhanced and which will motivate the learner to study independently.
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'n Modulêrgestruktureerde indiensopleidingsprogram vir tegniese onderwysers
- Authors: Heath, Jan Hendrik
- Date: 2014-06-02
- Subjects: Teachers - In-service training - South Africa - Case studies , Technical education teachers - Training of - South Africa , Technical education - South Africa - Planning , Continuing education - Curricula
- Type: Thesis
- Identifier: uj:11313 , http://hdl.handle.net/10210/10905
- Description: M.Ed. (Education and Curriculum Studies) , In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).
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- Authors: Heath, Jan Hendrik
- Date: 2014-06-02
- Subjects: Teachers - In-service training - South Africa - Case studies , Technical education teachers - Training of - South Africa , Technical education - South Africa - Planning , Continuing education - Curricula
- Type: Thesis
- Identifier: uj:11313 , http://hdl.handle.net/10210/10905
- Description: M.Ed. (Education and Curriculum Studies) , In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).
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Media and the teaching of gifted children
- Authors: Senekal, Peter William
- Date: 2014-11-17
- Subjects: Gifted children - Education - South Africa , Library orientation for gifted children , Gifted children - South Africa - Identification , Media programs (Education) - Planning
- Type: Thesis
- Identifier: uj:12859 , http://hdl.handle.net/10210/12750
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
- Authors: Senekal, Peter William
- Date: 2014-11-17
- Subjects: Gifted children - Education - South Africa , Library orientation for gifted children , Gifted children - South Africa - Identification , Media programs (Education) - Planning
- Type: Thesis
- Identifier: uj:12859 , http://hdl.handle.net/10210/12750
- Description: M.Ed. (Education) , Please refer to full text to view abstract
- Full Text:
The tape slide sequence and the promotion of reading in the primary school
- Authors: Crow, Joan Bernice
- Date: 2015-10-13
- Subjects: Reading (Primary) , Reading - Audio-visual aids
- Type: Thesis
- Identifier: uj:14276 , http://hdl.handle.net/10210/14735
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Crow, Joan Bernice
- Date: 2015-10-13
- Subjects: Reading (Primary) , Reading - Audio-visual aids
- Type: Thesis
- Identifier: uj:14276 , http://hdl.handle.net/10210/14735
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
Media training at the Soweto College of Education
- Authors: Van der Vyver, John
- Date: 2014-06-11
- Subjects: Instructional materials personnel - Training of - South Africa - Soweto , Audio-visual education - South Africa - Soweto - Teacher training , Blacks - Education - South Africa
- Type: Thesis
- Identifier: uj:11492 , http://hdl.handle.net/10210/11188
- Description: M.Ed. (Media Science) , In 1981 the Human Sciences Research Council published the findings of its comprehensive investigation into all aspects of education in the Republic of South Africa. The work committee on educational technology made, inter alia, two recommendations that are pertinent to this study, namely: "Educational technology should be accepted as a fundamental factor in the planning, development and implementation of the educational system at all levels (1981:36). " and "In order to expedite the extension of educational technology in solving problems confronting education, the concepts of educational technology should form part of the pre- and continuing training of all categories of personnel involved with teaching, training and extension services (1981: 37) " Aspects of these two recommendations were also taken up in the White Paper on the Provision of Education in RSA. "The Government accepts the importance of educational technology as one of the modern and potentially extremely valuable aids in education.
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- Authors: Van der Vyver, John
- Date: 2014-06-11
- Subjects: Instructional materials personnel - Training of - South Africa - Soweto , Audio-visual education - South Africa - Soweto - Teacher training , Blacks - Education - South Africa
- Type: Thesis
- Identifier: uj:11492 , http://hdl.handle.net/10210/11188
- Description: M.Ed. (Media Science) , In 1981 the Human Sciences Research Council published the findings of its comprehensive investigation into all aspects of education in the Republic of South Africa. The work committee on educational technology made, inter alia, two recommendations that are pertinent to this study, namely: "Educational technology should be accepted as a fundamental factor in the planning, development and implementation of the educational system at all levels (1981:36). " and "In order to expedite the extension of educational technology in solving problems confronting education, the concepts of educational technology should form part of the pre- and continuing training of all categories of personnel involved with teaching, training and extension services (1981: 37) " Aspects of these two recommendations were also taken up in the White Paper on the Provision of Education in RSA. "The Government accepts the importance of educational technology as one of the modern and potentially extremely valuable aids in education.
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Die oorhoofse projektor in die onderrig van wiskunde laer graad van standerd 6 en 7
- Authors: Kotze, Jacomina Petronella
- Date: 2014-07-23
- Subjects: Mathematics - Study and teaching (Secondary) - South Africa - Audio-visual aids , Overhead projection
- Type: Thesis
- Identifier: uj:11752 , http://hdl.handle.net/10210/11479
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Kotze, Jacomina Petronella
- Date: 2014-07-23
- Subjects: Mathematics - Study and teaching (Secondary) - South Africa - Audio-visual aids , Overhead projection
- Type: Thesis
- Identifier: uj:11752 , http://hdl.handle.net/10210/11479
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text: