The teacher-interactive videodisc interface: Explicating the dynamic.

Persistent Link:
http://hdl.handle.net/10150/187132
Title:
The teacher-interactive videodisc interface: Explicating the dynamic.
Author:
Oleson, Jonathan Everett.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
As educators plan for utilization of new technologies which hold promise for improving student learning experiences, they must understand how to assist classroom teachers in efficaciously approaching their use. Twenty nine of a randomly chosen pool of 100 grades 3-12 classroom teachers from a large north central United States school district were exposed as novices to Interactive Videodisc (IVD) and their experience with this relatively new technology examined. Responses to IVD use and background variables were compared in an effort to isolate predictive factors of teachers who are more prone to experience a positive initial interface with IVD. Subjects experienced an IVD multicultural lesson either in a small group or in relative isolation. Qualitative and quantitative data are presented which show teacher/subject responses to IVD as an instructional/learning medium. Although a generally favorable response to IVD was demonstrated, stronger positive experiences were reported by those who initially used IVD with a small group of colleagues than those who worked alone. Comfort level indicators (criterion variables) in novice use of IVD are found to correlate significantly to eight predictor variables through a multiple regression analysis.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Administration; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Sacken, Donal M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe teacher-interactive videodisc interface: Explicating the dynamic.en_US
dc.creatorOleson, Jonathan Everett.en_US
dc.contributor.authorOleson, Jonathan Everett.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractAs educators plan for utilization of new technologies which hold promise for improving student learning experiences, they must understand how to assist classroom teachers in efficaciously approaching their use. Twenty nine of a randomly chosen pool of 100 grades 3-12 classroom teachers from a large north central United States school district were exposed as novices to Interactive Videodisc (IVD) and their experience with this relatively new technology examined. Responses to IVD use and background variables were compared in an effort to isolate predictive factors of teachers who are more prone to experience a positive initial interface with IVD. Subjects experienced an IVD multicultural lesson either in a small group or in relative isolation. Qualitative and quantitative data are presented which show teacher/subject responses to IVD as an instructional/learning medium. Although a generally favorable response to IVD was demonstrated, stronger positive experiences were reported by those who initially used IVD with a small group of colleagues than those who worked alone. Comfort level indicators (criterion variables) in novice use of IVD are found to correlate significantly to eight predictor variables through a multiple regression analysis.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairSacken, Donal M.en_US
dc.contributor.committeememberRichardson, Virginiaen_US
dc.contributor.committeememberMedina, Marcello Jr.en_US
dc.identifier.proquest9531150en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.