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THE MEDIA AS SUPPORT OF NEW TECHNOLOGIES APPLIED TO EDUCATION - Coggle…

- - - - Following this classification, the media are grouped into:
        
        Means of transmission of information.
        
        Means of experimentation.
        
        Means of training.
        
        Means of teaching programming.
        
        Means of teaching programming.
        
        The means of transmitting information are the most used and have the basic function of transmitting information about the different study contents to the students. They can be divided into:
        • Means of direct perception (three-dimensional elements such as original objects and reproductions; didactic boards such as the blackboard and the mural; graphic elements such as maps, pictures and posters; and in printed materials such as teaching literature, books, magazines and newspapers) .
        • Still image projection media (Opaque or Transparent: Slides and transparencies).
        • Sound media (Natural or technical)
        • Media for projection of moving images (cinema, television and software).
- - - - The scope of this participation is very broad and begins with one's own favorable, positive disposition towards learning, continues with the planning of the corresponding tasks, the development of appropriate strategies, the application of the knowledge acquired and the evaluation of the results to lead to a new learning proposal.
- - - - Curriculum elements
        
        Regarding the contents and curricular objectives, each country has its peculiarities depending on the educational trajectory that has been followed in the field of media education.
        
        But, we can say that the fundamental objective is oriented to help both children and adults, have a greater understanding of their own experience through the media and are able to analyze the messages of the media.
        
        The methodology and evaluation, in the countries where it is specified, appear as participatory and formative respectively.
        
        Curricular policy proposals
        
        One aspect to highlight is the long tradition in the study and analysis of the social communication media in these countries, as well as the enormous diversity of organizations and institutions that are exclusively dedicated to the study of this subject.
        
        We have verified the lack of a concerted and explicit policy for the development of media education in some of the countries.
        
        Regarding both initial and permanent teacher training, this is where the Administrations make the greatest efforts, offering courses, seminars, colloquia, to exchange opinions or debate fundamental aspects of the media.
        
        To date, the European Union has not planned a common curricular policy for the incorporation of the media into school systems. We would say that media education in Europe is in a kind of vestibule, a stage of transition.
        As stated in the Declaration on Media Education, promulgated at UNESCO, "political and educational systems must assume their obligations to promote a critical understanding of communication phenomena among citizens" (Masterman, 1993: 285).
- - - - In the late 1940s, UNESCO decided to promote audiovisual education throughout the world. In November 1947, when the II general conference of this organization was held in Mexico, the Mexican delegation presented a report entitled "Audiovisual education, purposes and international organization", which was approved.
        In the 1950s and 1960s, the development of communication theory and systems promoted the study of the educational process, placing special emphasis on the possible interaction of the elements that intervened in the process: the teacher, pedagogical methods, the transmission of knowledge. , the materials used and the final learning by the students.
        
        ADVANTAGES OF AUDIOVISUAL EDUCATION
        The various studies of educational psychology have highlighted the advantages of the use of audiovisual media in the teaching-learning process.
        Its use allows the student to assimilate a greater amount of information by simultaneously perceiving it through two senses: sight and hearing.
        Another advantage is that learning is favored when the material is organized and that organization is perceived by the student in a clear and evident way.
        
        With the development and evolution of technologies, educational potentialities are increased.
        The rapid technological advancement of computer media, such as computers (computers), digital video discs and compact discs, allows the use of better tools for teachers and students in the field of education.
        Compact discs (CD-ROM and CD-I) are used to store large amounts of data, such as universal and specialized encyclopedias or movies on any topic of interest.
        
        These supports have the advantage that they offer the possibility of combining texts with photographs, illustrations, videos and audios to offer a more complete vision, in addition to presenting a high quality. With the latest technological advances, still in development, teaching and learning are beginning to be pleasant and even fun tasks.