A study to determine the media competencies recommended by inservice teachers from specific teaching disciplines Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/7m01bp87b

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 "Media materials in the school are outdated." 6.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