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The media and the school curriculum - Coggle Diagram
The media and the school curriculum
The media in context
school
Assuming that any material can be used,
in certain circumstances, as a resource to facilitate processes of teaching and learning, but considering
that not all the materials that are used in education have been created with intentionality
didactics, we distinguish
concepts of :
Educational resource
It is any material that, in an educational context determined,
be used for educational purposes or tofacilitate the development of training activities.
Structural Components of
media.
The technological platform (hardware) that acts as a support and acts as mediation instrument to access the material.
The communication environment with the user, which provides some
certain mediation systems in Teaching and learning processes
The symbol system (textual, iconic, sound) used.
teaching materials
It is any material made with the intention to facilitate
A textbook or ato facilitate
A textbook or a processes
Functions they can perform
the media.
Provide information. Practically all
the didactic means explicitly provide information: books, videos, computer programs.
Motivate, awaken and maintain interest. A
good teaching material always
It must be motivating for the students.
Media typologies
didactic.
Didactic boards: blackboard,
flannel
Games: architectures, games
desktop
Conventional materials
The concept of material
curricular
Refers to different media intended for planning, development and to the evaluation of teaching.
His employment, in addition,it can fulfill various purposes (guide; guide; exemplify; to illustrate; divulge)
Materials in curriculum development.The logic
technique versus practice
The
curricular materials
They are a key strategy for dissemination and
development of educational innovations. These represent the
symbolic element most representative of the signs of identity of a reform or innovation proposal
educational.
The rationalist technical logic:
A
technical-rational orientation of innovation and development of
curriculum involves granting and concentrating interest
priority curricular design phase since
presupposes that, offering a structured program and rationalized, its implementation will raise few
difficulties.
The inertia of tradition: The The inertia of tradition: The
There is a tendency to take the need to incorporate
information and information technologies
communication (ICT) at school. Until the
moment, the results of the investigations point out that:
Guarantees homogeneity in the rhythms of the student body, which turns out to be a guarantee of discipline in the classroom.
It allows to give answer to the problems of understanding, the teacher being able to locate the specific origin of the difficulty of
understanding.
The very nature of the content to be learned affects the utility of
hypertexts, existing a type of content, those of the so-called ill-defined fields of knowledge that in principle should be more appropriate to the
hypertext teaching.