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Unit 4. The media and the school curriculum clase-tecnologia-n_0 - Coggle…
Unit 4. The media and the school curriculum 
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Structural Components of the Media
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Functions that the media can perform
Provide information. Virtually all educational media explicitly provide information: books, videos, computer programs.
Guide student learning, instruct. They help organize information, relate knowledge, create new knowledge and apply it ... This is what a textbook does, for example.
Exercise skills, train. For example, a computer program that demands a certain psychomotor response from its users.
Motivate, awaken and maintain interest. Good teaching material should always be motivating for students.
Evaluate the knowledge and skills you have, as do the questions in textbooks or computer programs.
Provide simulations that provide environments for observation, exploration, and experimentation.
Provide environments for expression and creation. This is the case of word processors or computer graphics editors.
Typologies of Teaching Media
Conventional materials
Printed matter (texts): books, photocopies, newspapers, documents, Teaching boards: blackboard, flannelogram
Manipulative materials
cutouts, cardboard, Games: architecture, tabletop games
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Audiovisual materials
Projectable still images (photos): slides, photos
Sound materials (audio)
cassettes, records, radio programs
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The concept of curricular material
In relation to the sequence foreseen for each module, the different curricular materials that will be used by the teacher and by the participants will be established. The materials, which must be specially designed to fulfill functions related to the development of teaching and / or learning processes, are not valuable by themselves.
The concept of curricular material is broad. It refers to the different means used for planning, developing and evaluating teaching.
It admits various classifications and can be produced with different types of supports (textual or printed; audiovisual; auditory; computer science, among others.) Its use, in addition, can fulfill various purposes (orient; guide; exemplify; illustrate; disseminate) depending on the location and their role in the proposed didactic sequence.
The materials in the development of the curriculum. Technical versus practical logic
Media design should be the responsibility of technical experts. It does not make sense to offer teachers participation in these tasks since they would not be typical of their field of competence, nor do they have the knowledge and skills necessary to assume them.
Media production is part of the curriculum design tasks. These are elaborated from the logic and structure of the Program, responding to demands emanating from administrative decisions, based to a greater or lesser extent on rational principles.
These materials have a closed and inflexible structure. That is, they tend to preset and limit the type of learning process and experiences with which the student will interact in the classroom.
In turn, they are conceived for a prototypical model of student and cultural context
There is an excess of reliance on the media as the most effective strategy to enable teachers to develop instructional practices in accordance with the innovative program.
The use that the teacher should make of the materials requires their mechanical and faithful application in the classroom.
The inertia of tradition: Teachers and textbooks
The comparison between text and hypertext does not yield unequivocal results. For example, Chaome Chen and Roy Rada show that hypertext can be more effective but less efficient (it requires more time commitment to obtain the same learning results)
The very nature of the content to be learned affects the usefulness of hypertexts, and there is a type of content, those of the so-called poorly defined areas of knowledge that in principle should be more appropriate to teaching through hypertext.
The inclusion of ICT is not carried out in a vacuum but in schools, organizations oriented towards evaluation, so that if a new way of teaching is introduced without changing the old way of evaluating,
The teacher acts as a filter for relevant information (even in the face of evaluation, remembering that saying "what is taught is not evaluated, but what is evaluated is taught")
It is more efficient, since it allows communication with the classroom group in a more direct way than with computers, where the teacher pays more individualized attention
It guarantees homogeneity in the rhythms of the students, which turns out to be a guarantee of discipline in the classroom.
It allows to respond to comprehension problems, as the teacher can locate the specific origin of the comprehension difficulty.
In turn, the textbook reduces the teacher's workload by facilitating a faster development of certain tasks.
This master class + textbook combination allows the teacher to control the classroom just at the moment when discipline problems lead to teacher discomfort.