Electronics equipment and devices use for teaching
Anthony L. Tiamzon Elective 3Bsed III-Math 1. Electronics equipment and devices use for teaching. Computers and related electronic resources have come to play a central role in education. Whatever your feelings about what some have called the digital revolution, you must accept that many, perhaps most, of your students are fully immersed in it. At the very simplest level, you will rarely receive a paper or other assignment from a student that has not been written with the help of a computer. Most of your students will have considerable experience with the Internet and will, whether you like it or not, make use of it for much of their academic work. Many of them will be accustomed to using e-mail as a normal form of communication. But it is not just students who find electronic resources valuable. Teachers can benefit from these resources as well, by employing a series of useful tools. 2. What is Medium Media? a. A means or instrumentality for storing or communicating information b. The surrounding environment "fish require an aqueous medium" c. An intervening substance through which signals can travel as a means for communication d. (bacteriology) a nutrient substance (solid or liquid) that is used to cultivate micro-organisms - culture medium e. A liquid with which pigment is mixed by a painter f. (biology) a substance in which specimens are preserved or displayed g. An intervening substance through which something is achieved "the dissolving medium is called a solvent" h. A state that is intermediate between extremes; a middle position "a happy medium" i. Someone who serves as an intermediary between the living and the dead - spiritualist, sensitive j. (usually plural) transmissions that are disseminated widely to the public - mass medium k. An occupation for which you are especially well suited "in law he found his true medium";
3. What is Media Education? Media education is the process through which individuals become media literate - able to critically understand the nature, techniques and impacts of media messages and productions. In Canadian schools, there is a growing awareness of the need to connect classroom learning to the real world and to bring media content into the classroom for analysis, evaluation and discovery. Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. It incorporates production of media texts and critical thinking - decoding, analyzing, synthesizing and evaluating media - to help us navigate through an increasingly complex media landscape. That landscape includes not only traditional and digital media, but also popular culture texts such as toys, fads, fashion, shopping malls and theme parks. Media education encourages an approach that is always probing, posing questions such as: Who is the audience of a media production and why? From whose perspective is a story being told? How do the unique elements and codes of a specific genre affect what we see, hear or read? How might different audiences interpret the same media production? In the digital age, the principles of media education are the same as theyve always been, but the existence of cyberspace is adding new and challenging questions. How, for instance, does technology affect how we relate to others? Is new technology enriching or undermining culture, learning and a sense of community? What roles do ownership, control and access play? What are the challenges in regulating a global, borderless medium like the Internet? Media education isnt about having the right answers: rather, its about asking the right questions. Because media issues are complex and often contradictory and controversial, the educators role isnt to impart knowledge, but to facilitate the process of inquiry and dialogue. This role of the teacher as a facilitator and co-learner in a student-centred learning process is not only the model for media education; it has also become an accepted new critical pedagogy. Today, the chief challenges are
to locate and evaluate the right information for ones needs and to synthesize what one finds into useful knowledge or communication. Media education - with techniques of critical thinking, creative communication and computer, visual and aural literacy skills at its core - is a key part of a 21st century approach to learning.4. What is Media Literacy? Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. a. Media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to us every day. Its the ability to bring critical thinking skills to bear on all media— from music videos and Web environments to product placement in films and virtual displays on NHL hockey boards. Its about asking pertinent questions about whats there, and noticing whats not there. And its the instinct to question what lies behind media productions— the motives, the money, the values and the ownership— and to be aware of how these factors influence content. Media education encourages a probing approach to the world of media: Who is this message intended for? Who wants to reach this audience, and why? From whose perspective is this story told? Whose voices are heard, and whose are absent? What strategies does this message use to get my attention and make me feel included? In our world of multi-tasking, commercialism, globalization and interactivity, media education isnt about having the right answers—its about asking the right questions. The result is lifelong empowerment of the learner and citizen b. The 3 Stages of Media Literacy Media literacy is an overall term that incorporates three stages of a continuum leading to media empowerment: The first stage is simply becoming aware of the importance of managing ones media "diet"— that is, making choices and reducing the time spent with television, videos, electronic games, films and various print media forms.
The second stage is learning specific skills of critical viewing— learningto analyze and question what is in the frame, how it is constructed andwhat may have been left out. Skills of critical viewing are best learnedthrough inquiry-based classes or interactive group activities, as well asfrom creating and producing ones own media messages.The third stage goes behind the frame to explore deeper issues. Whoproduces the media we experience—and for what purpose? Who profits?Who loses? And who decides? This stage of social, political andeconomic analysis looks at how everyone in society makes meaning fromour media experiences, and how the mass media drive our globalconsumer economy. This inquiry can sometimes set the stage for variousmedia advocacy efforts to challenge or redress public policies orcorporate practices.Although television and electronic media may seem to present the mostcompelling reasons for promoting media literacy education incontemporary society, the principles and practices of media literacyeducation are applicable to all media— from television to T-shirts, frombillboards to the Internet.