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New technologies applied to education - Coggle Diagram

- - - - • Internet and Email.
      - • Educational applications (construction and simulation modules, encyclopedias, dictionaries, simulators).
      - • Computer applications (basic logo programming language, word processor, slideshow presenter, spreadsheet, database, publication presenter, text editor, web page designer).
    - - • Present the new information in a varied and attractive way (web pages).
      - • Organize the contents in a dosed and understandable way for the students (presenter of slides).
      - • Use a variety of resources such as examples, cases, situations, models, charts, graphs, summaries or others to guide the work of analysis and synthesis of information (spreadsheet).
      - • Enable communication between students and teachers in interconnected communities (chat, interest lists, e-mail and videoconference).
- - - - • In handling complex texts where iconic and linguistic texts are involved (books, magazines, advertisements).
      - • In the preparation of visual, audiovisual or three-dimensional academic and didactic materials.
      - • In the appreciation of all kinds of artistic manifestations (painting, photography, dance, crafts, cinema, theater, etc.)
      - • By favoring a reflective and responsible axiological stance, as well as civic, critical and supportive attitudes towards all types of messages, including iconic and complex ones.
  - - - A denotative message (objective meaning). It is the coded message, which constitutes a material substructure (made up of points, lines, planes, color, proportions, figures) that prepares and facilitates the connotation.
      - A connotative message (subjective meaning). It is a significant substructure, which depends on the ideology of the interpreter-receiver, and makes it possible for the number of readings of the same image to vary according to individuals (it is polysemic).
    - - • Iconographic competence: allows to identify forms and associate them with the real world;
      - • Encyclopedic competence: it will go as far as our visual memory of the world.
      - • Linguistic-communicative competence: makes it possible to describe the content of the image through verbal or written words.
      - • Modal competence (space-time): allows to identify different spaces and times.
      - • Aesthetic competence: assesses the aesthetic component.
      - • Connotative competence: mediates the vision of the image according to the ideology and the world concept of the recipient of the image;
    - - Sonesson and Gibson distinguish several forms of image production:
        
        • Chirographic, that is, the image made manually using the fingers, a pencil, a compass or an instrument to record.
        
        • Technographic, which uses technical elements, such as photography, cinematography and videography.