Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Arts and Humanities
Story In Technology Classrooms: Teaching "Why" To Learn "How", Jeffrey S. Hill
Story In Technology Classrooms: Teaching "Why" To Learn "How", Jeffrey S. Hill
Theses and Dissertations
This qualitative action research project examined the experiences of high school students in a technology education course as they were taught accepted technology education standards in conjunction with storytelling principles through writing and producing their own short films. The data from the project demonstrate that incorporating the principles of storytelling into technology education can be effective in helping students not only become skilled with the tools of technology, but also become media literate and articulate in creative expression.
Media Meets Science: The Experience Of A Media Teacher And Science Teacher As They Implement Media Literacy In A Science Classroom, Matthew Jay Brown
Media Meets Science: The Experience Of A Media Teacher And Science Teacher As They Implement Media Literacy In A Science Classroom, Matthew Jay Brown
Theses and Dissertations
This qualitative action research study looked at my collaboration with a science teacher as we combined a Television Production class with an Advanced Placement Environmental Science class. This cross-curricular case study explored the implementation of the principles of media literacy, defined by the National Association for Media Literacy Education, into the science classroom where media literacy has traditionally been a non-factor. The impact of media and technology on everyone's daily lives is making it necessary for us to become media literate. The use of media literacy tools and strategies in a combined media production class and an AP science class …
Teaching Another Literacy Across The Curriculum, Jeana T. Rock
Teaching Another Literacy Across The Curriculum, Jeana T. Rock
Theses and Dissertations
Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing …