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THE MASS MEDIA AND THE SCHOOL (PRESS, RADIO, COMIC AND TELEVISION) -…

- - - - There is no commercial content in the programs aimed at preschool, programs that must be 30 minutes long and without advertising. However, a limited amount of advertising is allowed in C programs, in recognition of the need for programmers to fund quality programs.
        
        A program does not necessarily have to include boys or girls. But it must address topics of interest to them or treat them from their perspective. Many programs fail because they are adult-oriented, use overly complex language and concepts, or use tedious interviews with adult "experts."
      - The content and language of a C program must be appropriate for the age group for which it is intended. For example, a program aimed at the lower level of age group C should not include language that would be better understood by an older group.
        The language should be easily understandable, without being too simplistic or poorly articulated. To achieve this, it is necessary to know the stages of child development and to be able to appreciate the level of development of a child and the extent to which new concepts (and information) can be introduced to broaden their awareness and knowledge (see also CTS 2 (d ).
        
        Just because a program is cartoon does not automatically mean that it is aimed at children. Sometimes animated shows show a mishap; the animation style is appealing to a young audience, but the concepts and language are appropriate for an older audience, which can range from older youth to adults.
- - - - Examples of educational television in relation to the culture of diversity
        As the first example of educational television, we collect the experience of ATEI (Ibero-American Educational Television Association), especially significant for its respect for the culture of diversity.
        Among its objectives, the Ibero-American Educational Television Association has fulfilled that of launching the Ibero-American Educational Television within its international cooperation program of social interest.
        Its educational television programming seeks maximum respect for the cultural diversity of the different contexts in which it is broadcast. The production is also very diversified; In addition to the co-productions, programs have been broadcast from Colombia, Mexico, Chile, Spain and Venezuela.
        
        CONCLUSION
        In the area of special educational needs and, more broadly, in the context of attention to diversity, it is important not to forget some key aspects.
        It must be considered, first, that the use of material resources has not been defined so much in terms of the type of school population as of the educational response to the special needs that each student poses.
        On the other hand, we must not forget that the culture of diversity starts from the thesis that we are all different, so that there are no supposed homogeneous groups of special students.
        Deaf children are not a homogeneous group with similar needs who require similar materials.
        Neither will students with severe learning difficulties or those with motor difficulties.
        A quality educational television has to consider the differences when considering the design of its programming. For this, it will be essential to have the collaboration of professionals who know well the work environment in which they move, professionals who must also form multidisciplinary teams.
- - - - Pedagogical interest in them has increased in recent years (Fernández Paz, 1981; Rodríguez Diéguez, 1988; Bardavio and Bardavio, 1989; Luri and Segales, 1992), although until recently they were disregarded from a point of view. educational view, being even perceived as harmful resources and distractions from school tasks (Resemar, 1988).
        
        Martin (1987) affirms that the comic can be an excellent means of initiation for the critical reading of the image, for its analysis and for artistic and literary creation. Although it is not the only means of introducing students to audiovisual language, he considers that at school, the comic has many advantages since it is easily manipulated; it is inexpensive; motivates and attracts the attention and interest of students; and by combining text with image, it helps students to develop both reading habits and the ability to express themselves in iconic codes.
        
        THE PREPARATION OF PRINTED TEACHING MATERIALS
        The production of printed material from a technological rationality. This perspective of the production of printed material is characterized by wanting to design these media by applying the scientific knowledge available on learning with texts to produce materials that effectively communicate instructive messages.
        
        The production of printed material as a consumer product of the cultural market.
        It is well known to all educational agents that most of the printed materials used in the school system are of commercial origin. That is, they are produced by private companies, so there is a market for pedagogical materials (especially around textbooks) that has its own rules and mechanisms for the production of school printed materials.
        
        The preparation of printed materials from the experience or practice of curriculum development.
        From this perspective, the production of printed material is understood as a product developed mainly by teachers from their professional experience in putting the curriculum into practice. They are materials that do not usually respond to logical-technical criteria or administrative demands, much less the interests of the publishing market.
- - - - There are three types of educational communication: communication for the media, communication in the classroom, and communication through the media.
        The first one has the objective of educating the subjects to make proper use of the media.
        The second, is carried out inside a classroom, may or may not involve the use of technological communication tools and there is the presence of the teacher.
        Finally, educational communication through the media is one that is carried out through the use of specific media.
- - - - Application phase of the newspaper to the learning process
        Phase II: Application of the newspaper to the learning process is carried out through a Didactic Action Plan aimed at students of the I and II Stage of Basic Education in Basic Schools (EB): “Ángel Álvarez Domínguez” and “Marcial Hernández ”under the coordination of the university students assigned to the research project (Figs 2 and 3, Table 3).
        
        Didactic action plan: working with the newspaper
        The Didactic Action Plan represents the operationalization of the application phase of the newspaper to the learning process; therefore, it constitutes a tool for planning, executing and evaluating the curricular contents in Stage I and II of Basic Education.
        
        Objective of the Plan
        It is proposed as a general objective: to promote the use of the newspaper for the development of learning activities in the I and II Stage of Basic Education, broken down into three (3) specific objectives: 1) Disseminate the importance of the newspaper as a means of information ; 2) Promote graphic expression and creativity with the newspaper; 3) Develop learning activities supported by the newspaper (Table 3).
        
        Results of the experience
        For the analysis of the results, the phases and groups that participated in the research are taken into account.
- - - - Application phase of the newspaper to the learning process
        Phase II: Application of the newspaper to the learning process is carried out through a Didactic Action Plan aimed at students of the I and II Stage of Basic Education in Basic Schools (EB): “Ángel Álvarez Domínguez” and “Marcial Hernández ”under the coordination of the university students assigned to the research project.
- - - - All users access the WebCT using a browser (Netscape 2.0 or higher). Apart from this browser it is not necessary to install any other program. Yes, it is necessary, of course, that the user has a computer connected to the Internet.
        The WebCT server, to which users connect when they follow the course, can be installed either on a UNIX machine or on a Windows NT with an Apache server and a PERL compiler program. A WebCT-ready server can host a large number of courses.
- - - - Again to point out that with these functions we do not intend to exhaust its possibilities in the teachings, but rather to open up perspectives for reflection and analysis.
        Again to point out that with these functions we do not intend to exhaust its possibilities in the teachings, but rather to open up perspectives for reflection and analysis.