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The Media and the School Curriculum (The media in the school context…
The Media and the School Curriculum
The media in the school context
STRUCTURAL COMPONENTS OF THE MEDIA
The system of symbols (textual, iconic, sound) that you use.
The material content (software)
The technological platform (hardware)
FUNCTIONS THAT MAY BE PERFORMED BY THE MEDIA.
Provide information. Virtually all didactic means explicitly provide information: books, videos, computer programs.
TYPES OF DIDACTIC MEDIA
Conventional materials:
Printed (texts): books, photocopies, newspapers, documents ...
Didactic boards: slate, franelogram ...
Manipulative materials: cut-outs, cardboard ...
Games: architectures, table games ...
New technologies:
Telematic services
Educational software (CD or online)
ADVANTAGES ASSOCIATED WITH THE USE OF RESOURCES
The symbolic system used to transmit information: texts, voices, still images, moving images
The content you present and the way you do it
The technological platform (hardware)
The materials in the development of the curriculum. The technical versus
practice
As we have already indicated, curriculum materials do not only influence what students can learn.
Curricular materials are a key strategy for the dissemination and development of educational innovations.
The curriculum can be understood as a
Global project, as an essentially cultural frame of reference
The existence of this type of materials represent a form of control over what teachers teach and what students learn
The concept of curricular material
Materials, which should be specially designed to fulfill functions related to the development of teaching and / or learning processes, are not in themselves valuable.
It refers to the different means of planning, development and evaluation of education.
Their use, in addition, can fulfill several purposes (to guide, to guide, to exemplify, to illustrate, to divulge)
The proposal underlies the views on vocational training, teaching and learning
The Inertia of Tradition: Teachers and Textbooks
The comparison between text and hypertext does not yield unequivocal results.
The very nature of the content to be learned has repercussions on the usefulness of hypertexts
The teacher acts as a filter of relevant information
Ensures homogeneity in students' rhythms