Applying Semiotic Theory to Educational Technology.

Autor/in	Hlynka, Denis
Titel	Applying Semiotic Theory to Educational Technology.
Quelle	(1989), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Communication (Thought Transfer); Educational Technology; Media Research; Models; Research Methodology; Semantics; Semiotics + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Unterrichtsmedien; Medienforschung; Analogiemodell; Research method; Forschungsmethode; Semantik; Semiotik
Abstract	When education (teaching and/or learning) is considered to be an art, then it seems obvious that the methods of artistic inquiry would be appropriate analysis techniques. Such analysis seems to be rare or non-existent in educational technology. Semiotics, the theory of signs, provides one such set of methodologies for examining text. This presentation uses a variety of semiotic critical methods to explore the products and processes of educational technology as text. Semiotics is often divided into syntactics, semantics and pragmatics, and semiotic criticism can be based on just one or two of these divisions, or it can include all three. Syntactic criticism focuses on the structure of the work. These structures can be assessed simply in terms of the evolution of structural form (and the possibility of revolutionary change in form), or the forms can be evaluated in relation to the use of the work. Semantic criticism stresses meaning manifest in the work. While semantics are normally applied to textual materials, critics have also used semantics as a formal approach to visual literacy concepts. Pragmatics link antecedents (causes), features of the work, and results. Such inquiry can address unintended or unanticipated effects a work might have on its audience. (CGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01