The planning and organization of audio-visual instruction media are placed within a communication theoretical reference frame which begins where audio-visual media cease to function for daily instruction. Media-bound disorders however, are only seen as the surface conflict between opposing communication paradigms. The decisive task of the teacher is to remove audio-visual media from a communication context which is contradictory to instruction. This is successful when the objectification performance of audio-visual ...

Our focus is the question as to how communication in school and instruction can be organized in an open-ended yet methodical fashion. Accordingly we proceed from the thesis that teaching methodology must be in accordance with the methodology od everyday activities so that school instruction can build on the structure of reflexive communication. We therefore adopt ethnomethodology as a theory of everyday activities in order to establish a repertoire of teaching methodologies. Taking an ethnomethodological perspective ...