Please enable JavaScript.
Coggle requires JavaScript to display documents.
Unit 6. The new information and communication technologies in education
…
Unit 6. The new information and communication technologies in education
Continue in the future motivated and interested in the problems of this subject
The social and cultural context in which we currently operate is characterized, among other reasons, by being a technological context. Artifacts such as television, video, radio, books, computers
All teaching process inevitably relies on the use of some type of material resource. The different types of media (print, sound, iconic, computer) encode information in very different ways, so its effects on student learning are also diverse.
The dissemination and implementation of the curriculum in schools and classrooms is based, among other strategies, on the availability and use of the so-called curriculum materials. The use of one means or the other inevitably affects what is taught and how it is done.
The so-called new information and communication technologies (videoconferencing, CD-ROM, Internet, ...) are making it possible to create new environments and contexts for teaching-learning processes.
Objectives
-
Critically reflect on the role of social communication media and new information and communication technologies in our society and on the educational challenges and applications of these media and technologies
Cultivate and develop some practical skills so that they are capable of elaborating, using and evaluating media and materials in both face-to-face and distance teaching and learning contexts
Acquire the knowledge that enables them to advise teachers and / or various institutions in the organization, selection, design, development and use of media and new technologies for pedagogical purposes
-
Las nuevas tecnologías de la información y comunicación (multimedia, internet) y su potencial educativo
Las nuevas tecnologías de la información y comunicación (ordenadores, equipos multimedia de CD-ROM, redes locales, Internet, T.V. digital...) que podríamos definir como sistemas y recursos para la elaboración, almacenamiento y difusión digitalizada
más educación fuera de la escuela en relación con la que se proporciona dentro de la institución escolar: a través de soportes multimedia, de software didáctico, de televisión digital, de programas de formación a distancia, de las redes telemáticas
Los usos pedagógicos de estas tecnologías son múltiples y variados estando todavía muchas de ellas en una fase de experimentación y desarrollo en distintos contextos educativos (la escuela, la formación ocupacional, la educación a distancia, el ocio.
La enseñanza programada primero, los paquetes instructivos en formato audiovisual después, el software educativo y la E.A.O.(Enseñanza Asistida por Ordenador), el multimedia en disco óptico de CD-ROM y, ahora, la enseñanza en línea o teleformación (a través de cursos de teleformación distribuidos a través de la WWW) son los ejemplos más claros de esta concepción del uso de ordenadores como máquinas que permiten empaquetar e individualizar la enseñanza.
conceptual and theoretical assumptions on which they are based, as in the type of products made, but share basic ideas such as the following:
teaching is capable of being packaged, converted into a final product through an instructional design
the machine has the potential to adapt the teaching program to the individual characteristics of the subjects, thus facilitating individualization and personalization of education compared to standard and uniform teaching programs
Teaching through computers allows each subject not to be subjected to the rigidity of schedules and spaces for teaching, but rather allows the student greater autonomy in deciding the rhythm, sequence and moment of study, so it is supposedly more flexible the learning process
technology, especially the latest generation, has enormous potential to increase student motivation and facilitate understanding due to its ability to use and incorporate multimedia resources and elements.
Main characteristics of digital teaching materials
-
-
-
Pedagogical characteristics of digital teaching materials
Multimedia educational resources are materials that integrate various textual (sequential and hypertextual) and audiovisual elements (graphics, sound, video, animations ...) and that can be useful in educational contexts.
Multimedia training environments, specifically designed to facilitate teaching and learning processes.
The courses taught in virtual learning environments (VLE), courses generally composed of various subjects that are developed through the functionalities of a "virtual campus" type environment.
Other materials to support education, which without being didactic materials have been created to facilitate other activities in the educational world: management of centers, school guidance, management of tutorials, diagnoses
Pedagogical approaches:
Pedagogical model: conception of learning; roles of students, teachers, teaching materials
Teaching plan: objectives, content sequencing, learning activities, methodology, evaluation.
-
Roles of teachers, consultants and tutors
Databases, which constitute the contents that are presented in the environment; learning is always made from a raw material that is information.
Distance education through computers: Tele-training, E-Learning, Virtual Education
Information and communication technologies have a notable impact on the process of reification of information and phenomenon culture, which, as we will see later, has its own translation in pedagogical activity.
Another characteristic of contemporary society is that the demand for training is growing from multiple areas and for various subjects.
In this sense, the new information and communication technologies are playing an important role in the objectification of education.