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Administrative Technology - Coggle Diagram
Administrative Technology
Unit 4. The Media and the School Curriculum
4.2. The concept of curricular material
It refers to the different means for planning,
to the development and evaluation of teaching
4.1. The media in the school context
Structural components of the media
Typologies of teaching media
Manipulative materials: cutouts, cardstock
Games: architectures, tabletop games
Didactic boards: blackboard, flannelogram
Laboratory materials
Printed matter (texts): books, photocopies, newspapers, documents
Audiovisual materials
Conventional materials
Projectable still images (photos): slides, photos
The symbol system (textual, iconic, sound
The material content (software), made up of the elements
semantics of the contents, their structuring
The material content (software), made up of the elements
semantics of the contents, their structuring
The technological platform (hardware) that supports and
acts as an instrument of mediation to access the matter
Functions that the media can perform
Exercise skills
Provide information
Evaluate the knowledge and skills you have
Guide student learning, instruct
Motivate, awaken and maintain interest
Provide simulations that provide environments for
observation,
4.3. Materials in curriculum development. the logic technique vesus practice
Media design should be the responsibility of experts
technicians Media production is part of design tasks
curricular, These materials have a closed structure and little
flexible, In turn, they are conceived for a prototypical model of student and, the use that the teacher shold of the materiales requires his
4.4. The Inertia of Tradition: Teachers and School Books
text
It guarantees homogeneity in the rhythms of the students,
The teacher acts as a filter for relevant information
The inclusion of ICTs does not take place in a vacuum but in the
schools, organizations
It is more efficient, as it allows communication with the group
classroom more directly than with computers
The very nature of the content to be learned affects the
utility of hypertexts
It is more efficient, as it allows communication with the group
classroom more directly than with computers
It allows to answer comprehension problems
Unit 6. The New Technologies of Information and Communication in the Education
6.3. Pedagogical characteristics of the teaching materials
digital
Pedagogical approaches:
Pedagogical model: conception of learning; roles of students, teachers, teaching materials
Teaching plan: objectives, content sequencing, learning activities, methodology, evaluation
Databases, which constitute the contents that are present in the environment
Planned training itineraries
Roles of teachers, consultants and tutors
Informative texts: documents, links to web pages .
Teaching guides, aids, orientations
Complementary information sources: list of links to web pages of interest, bibliography, agenda
Didactic materials, which present information and use didactic resources to guide and facilitate learning
Self-assessment tests
echnological environment - interactive interface (program, campus)
that is offered to the student
Audiovisual environment: screens, multimedia elements
Navigation system: map, navigation metaphor
On-line communication systems (e-mail, webmail, chat,
videoconference
6.4. Didactic applications of the technologies of the
Information and communication
Graphics design and image processing (Paint,
CorelDraw, Autocad
Design of slides, transparencies and presentations
(PowerPoint, ...).
Using a word processor to write notes, teaching units, homework bulletins, practice scripts,
exams, etc. (Word)
Construction of maps or concept diagrams with
general tools (PowerPoint, Harvard Graphics)
Web page design or location of educational materials
Management of personal and academic data of students
Statistical treatment of evaluation data (Excel,
SPSS,
Design of simulation programs (Visual Basic, Delphi,
Java
6.2. The new information technologies and
communication (multimedia, Internet) and its educational potential
teaching through computers allows each subject to
is not subject to the rigidity of schedules and spaces for
teaching
technology, especially the latest generation, has a
huge potential to increase student motivation
machine has the potential to adapt the program of
teaching the individual characteristics of the subjects
thus facilitating individualization and personalization
teaching is capable of being packaged, converted
into a final product through an instructional design
Main characteristics of the teaching materials
digital
Materials with a multimedia format
Materials must be designed taking into account the
most outstanding attributes and traits of the students
Materials whose information is hypertextually connected
Materials adapted to the characteristics of its users
potentials
The didactic materials must integrate texts, graphics
still images, moving images, sounds
Curricularly integrated materials
Electronic teaching materials, unlike others digital materials, must be elaborated, and consequently
used, taking into account the characteristics and demands
curricular
6.5. The integration of new technologies in
school contexts
There is consensus that without institutional policies to support this process the use of computers in teaching will be
episode
The provision of infrastructure and computing resources
minimums in centers and classrooms
The configuration of external teams to support teachers and
to educational centers
The existence of an institutional plan that promotes and endorses the educational innovation using computer technologies
6.6. Distance education through computers: teletraining, e-learning,
virtual education
Interactive
Integrator
Open
Participatory
Innovative
Transparent.
Participatorym
With online search and query tools
Economic.- At a reasonable cost
Non-exclusive (Non-discriminator)
Easy to develop and maintain
With a variety of experts
6.1. Continue in the future motivated and interesd in the own problem thi subject
The dissemination and implementation of the curriculum in the centers and
classrooms is supported among other strategies
Every teaching process inevitably relies on the
use of some type of material resource
The social and cultural context in which we are currently
We develop is characterized, among other reasons, by being a
technological context.
goals
are able to develop, use and evaluate media and materials
in teaching and learning contexts
Acquire basic knowledge about the fundamentals
theorists of Educational Technology
Cultivate and develop some practical skills so that
are able to develop, use and evaluate media and materials
in teaching and learning contexts
Continue in the future motivated and interested in the
problems of this subject
The so-called new information technologies and
communication (videoconference, CD-ROM, Internet, ...)
Unit 5. Education and the Media
5.2. the media and its influence
sociocultural on youth
In the complex world we live in, all knowledge
practically pass through communication systems that are
increasingly become custodians of information
The mass media have become the
pole of attraction, of the whole family, thanks to the satellites
young people must accept the fact that they will become
adults, within a society of continuous changes
5.3. Characteristics and educational uses of the media communication audiovisual
The image will constitute a means of educational enrichment if and only if its use leads to an audiovisual diallectic
5.1. the media and its influence
sociocultural about childhood
communication and childhood, is to refer fundamentally to the
TV
Another reference is that we live in a violent society, not
we know if more or less than before
The media generally reflect the
cultural model to general the cultural model
of social communication fulfill a transcendental function
as instruments
Unfortunately, there is a lot of talk about violence, but the The reality is that we know rather little, and it has been studied
less
5.4. The integration of the media in the
school curriculum
The media are considered as fundamental resources and
essential for the practical development of the school curriculum
Unit 1. Information Society,
digital technologies and education
1.2. The sociocultural effects of the technologies of information and communication
The role that NTs are beginning to play in the
modification of the environments and classic and traditional communication
In it the message is defined and new
characteristics that do not exist in external reality
1.3. The educational problems generated by
technological omnipresence
They favor changes in the centers
Have adequate infrastructures and resources
Teacher training
Have an institutional project
The predisposition of the teaching staff and the educational community
The expansion of ICT
External advice to teachers
The great dissemination of information: TV, Internet
Changes in the nature and demands of profiles
labor
New Student Features
Make changes difficult
The opinion of teachers: (in various seminars on this
theme)
The main changes that have occurred in the last 15
years:
Resistance to incorporating new educational perspectives
The student body is different
The traditional roles of teachers
Some purposes of the school change
The rigidity of the organizational structures of the centers
Organizational changes Changes in the performance and methodology of the teaching staff
The main problems in the centers
Inadequate infrastructure
Lack of technical support for IT infrastructures
Lack of educational resources
Distance between school content (curriculum
official) and external reality
In general, little teamwork and little teacher coordination
School failure (especially in the ESO stage), absenteeism
of a part of the student body
In some cases, lack of communication between teachers to
solve joint problems
Lack of discipline and responsibility of the students
Lack of motivation on the part of the teaching staff, problems
attitudinal
1.1. Discourses on the information society
Ten features of the Information Society.
Multilaterality / Centrality
The technical capacities of contemporary communication
allows us to receive information from everywhere
Interactivity / One-sidedness
The new instruments for disseminating information allow
that its users are not only consumers, but also producers of their own messages
Speed.
Communication, except for technical failures, has become instantaneous
Inequality
the Internet is still alien to almost everyone
in the poorest countries
Irradiation
The information society is also distinguished by the today practically limited distance reached by the exchange message
Heterogeneity
the Internet has become a forum for demonstrations of of all kinds, although other media often exaggerate the
content existence
Omnipresence
The media has become the space for
social interaction par excellence
Disorientation
The information has become, at times of
personal and collective stunning
Exuberance.
We have a staggering and diverse amount of data
Passive citizenship
Information consumption prevails over creativity and mercantile exchange
more frequent than knowledge sharing
1.4. The challenges of education in the society of the
information
Need for Action for Development
Need for a Reformulation and Better Integration of ICT
in the curriculum
Need for Social and Communication Skills
Integration of Media and Expansion of Educational Content
Continuous and Rapid Expansion of Knowledge and Character
Peremptory of Contents and Skills
Infrastructure Expansion, Maintenance and Operation Informatics of the Education Sector
Need for Universal Access
Unit 2. Educational Technology as a field of
pedagogical study
2.2. Origin of Educational Technology
Educational Technology is
initially identifies with the media, after the Second War
World
2.3. Evolution of Educational Technology
First concretions
There was a need to establish a science bridge between psychological theories and their application to contexts
instructional
Approaches from the technical-empirical perspective: the media instructional, programmed instruction,
instruction
Instructional media-centric approach
Educative technology
The symbolic interaction
The change from behavioral views to cognitive ones, which recognize the interaction between external stimuli
presented by any means and processes
Critical-reflective
They are not neutral as they take place in a context
sociopolitical, promotes a movement called Technology
Educational
Educational Technology is initially identifies with the media, after the Second War world
2.1. Definition of educational technology
It is the set of means, methods, instruments, techniques and
processes under a scientific orientation
2.4. Educational Technology today
Underlying ET is a conception of the nature of the process
standardized and unidirectional instructional
TE totally disregards thought and cultures
teachers' pedagogical
Teachers and educational centers have been considered as
mere consumers of TE
ET is presented as a transformation approach and
improvement of education systems
The context of emergence and use of ET is typical of
instances and academic environment, no of schools
TE does not take into account the contributions of sociology
curricular
TE conceives the instructional process as an aseptic process
ideological influence
Unit 3. The means and teaching materials.
Conceptual foundations
3.2. Concept and types of teaching aids
It is any technological resource that articulates in a certain symbol system certain messages with instructional purpose
A classification of the types of media and materials of
teaching
Hearing aids
They are those resources and materials that use sound as
the predominant encoding mode
Teacher-oriented material
The logic blocks, strips, geometric figures and others
mathematical logic material, games and toys
Textbooks, Reading-writing material
Other textual materials
Informational media
The medium par excellence that is included in this category is the
computer
Audiovisual media
Medios de imagen fija
overhead projector of transparencies; projector
slides: episcope; the blackboard; poster, comic
Moving Image Media
The movie projector2; TV;
video
3.3. Media, cognition and learning
Frames and social situations.
These are associated with the use made of the
media
The content
They are usually the primary and most important purpose for great
pedagogical professional number
Technological attributes
They mainly affect the diffusion of the
information
The symbol systems.
requires a certain amount from the student
of mental activity
Individual differences of the subjects both in their development
cognitive as in the mastery of one or other cognitive skills
the task to be done (memorize, solve problems,
classify, ...) from the middle
3.4. By way of synthesis: teaching and learning with means and
materials
The teaching aids and materials have been defined as
a collection of pedagogical artifacts or physical supports
transmitters of the content or knowledge they must acquire
students in concrete teaching situations
3.1. From cave engraving to the computer. Short tour
historical by technologies and information and communication media in the
education
It has been intimately linked to the history of the human being
as a civilized and intelligent subject
Printed texts and schooling
The most remarkable thing about printed technology was the need to
organize educational processes around the book
need to organize educational processes
The digitization of information based on the use of
computer technology is the great cultural revolution of the present
The first footprints: icons in the stones
The need for expression of thought of the human being were the engravings made on the
cave walls