ERIC Number: ED308820
Record Type: RIE
Publication Date: 1989-Feb
Applying Semiotic Theory to Educational Technology.
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)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (Dallas, TX, February 1-5, 1989). For the complete proceedings, see IR 013 865.