Audio Visual Technologies
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This chapter introduces audiovisual technologies that can be used in the classroom, including different types of video like broadcast, narrowcast, and cablecast videos. It discusses visual literacy and how it is learned and its importance in interpreting visuals. A variety of media is described, including non-projected media like real objects, models, and print materials, as well as projected visuals like overhead projectors, digital projectors, and document cameras. These technologies can be implemented in the classroom, with recorded videos shown, non-projected media displayed, and projected media used to demonstrate processes.
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Audio Visual Technologies
The document discusses different types of audio visual technologies used in schools. It describes broadcast, narrowcast, and cablecast video technologies as well as recorded video tapes. It defines visual literacy as the ability to accurately interpret visuals needed to function in society, and explains that it is learned through teaching and learning experiences. The document outlines different types of non-projected media like real objects, models, and print materials that can be brought into the classroom. It also discusses projected visuals such as overhead projectors, digital projectors, and document cameras. In closing, it notes how recorded video, non-projected media, and projected media could be implemented in the classroom.
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Sue Beers, Director, Mid-Iowa School Improvement Consortium, IA
Fusion 2012, the NWEA summer conference in Portland, Oregon
What are the skills students will need to successfully navigate the 21st century? What are the learning preferences of today’s learners? Participants will explore a model for 21st century instructional planning that integrates learner attitudes, motivation, and engagement; effective use of technology; subject area content; the three Rs (reading, writing and math); and the four Cs (creativity, critical thinking, communication, and collaboration.
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The document discusses different types of audio visual technologies used in schools. It describes broadcast, narrowcast, and cablecast video technologies as well as recorded video tapes. It defines visual literacy as the ability to accurately interpret visuals needed to function in society, and explains that it is learned through teaching and reinforced through experience. Finally, it outlines different types of non-projected media like real objects, models, and print materials as well as projected visuals like overhead projectors, digital projectors, and document cameras, and how they could be implemented in classrooms.
Powerful presentations
1) Powerful presentations require both visual and audio elements to engage students of all learning styles. Visual technologies like overhead projectors, digital projectors, and document cameras can display images, videos, and real objects.
2) Non-projected visuals such as flipcharts, magnetic boards, felt boards, chalkboards, and whiteboards provide additional presentation tools. Common video formats include broadcast, narrowcast, and cablecast.
3) When creating presentations, consider your audience, stay focused on the topic, use visuals appropriately, appear confident and comfortable, and add humor when possible. References are provided for further information.
Powerful presentations
1) Powerful presentations require both visual and audio elements to engage students of all learning styles. Visual technologies like overhead projectors, digital projectors, and document cameras can display images, videos, and real objects.
2) Non-projected visuals such as flipcharts, magnetic boards, felt boards, chalkboards, and whiteboards provide additional presentation tools. Common video formats include broadcast, narrowcast, and cablecast.
3) When creating presentations, consider your audience, stay focused on the topic, use visuals appropriately, appear confident and comfortable, and add humor when possible. References are provided for further information.
Ie403 development of curriculum materials
The document discusses the importance and uses of technology in education, specifically audio-visual aids like computers, projectors, and slides. It describes how these tools can be used to enhance teaching methods by making lessons more engaging, interactive, and visual. They help clarify concepts and motivate learning by providing hands-on, meaningful experiences for students.
Projected visuals
Projected visuals like slides and digital images can be used for instruction and entertainment. They allow teachers to illustrate concepts for all subjects and grade levels. Digital storage devices like CD-ROMs and DVDs allow large numbers of high quality images to be stored and projected randomly. Document cameras and overhead projectors are commonly used classroom tools that allow visuals like documents, objects, and transparencies to be projected for groups. Recent technologies like digital cameras and computer presentation software provide new ways to easily create and display visuals.
Learning Technology
Audio and visual technologies can engage multiple senses and learning styles to make information easier to learn. Capturing and playing audio, as well as using visual supports like photographs, models, and printed materials can help support learning and encourage listening. Digital formats like CDs, DVDs, and internet radio provide clear audio, while technologies like overhead projectors, document cameras, and whiteboards allow visual information to be designed, arranged and presented in the classroom.
Week 12
A digital projector projects digital images from devices like cameras, video cameras, or smart boards onto a large screen or whiteboard so that groups can see. Digital projectors allow teachers to incorporate more hands-on technology into lessons to engage students in new ways. There are different types of projectors including overhead projectors, document cameras, and digital projectors, which can be connected to computers. Using projectors in the classroom provides visual and interactive learning experiences that benefit diverse learners.
Week 12
A digital projector projects digital images from devices like cameras, video cameras, or smart boards onto a large screen or whiteboard so that groups can see. Digital projectors allow teachers to incorporate more hands-on technology into lessons to engage students in new ways. There are different types of projectors including overhead, document cameras, and digital projectors, with digital projectors connecting to computers to display content for large groups. The document discusses using digital projectors in classrooms to support various learning styles through visual, tactile, and kinesthetic activities like videos and interactive assignments displayed on the screen.
Week 12
A digital projector projects digital images from devices like cameras, video cameras, or smart boards onto a large screen or whiteboard so that groups can see. Digital projectors allow teachers to incorporate more hands-on technology into lessons to engage students in new ways. There are different types of projectors including overhead, document cameras, and digital projectors, with digital projectors connecting to computers to display content for large groups. The document discusses using digital projectors in classrooms to support various learning styles through visual, tactile, and kinesthetic activities like videos and interactive assignments displayed on the screen.
Week 12
A digital projector projects digital images from devices like cameras, video cameras, or smart boards onto a large screen or whiteboard so that groups can see. Digital projectors allow teachers to incorporate more hands-on technology into lessons to engage students in new ways. There are different types of projectors including overhead, document cameras, and digital projectors, with digital projectors connecting to computers to display content for large groups. The document discusses using digital projectors in classrooms to support various learning styles through visual, tactile, and kinesthetic activities like videos and interactive assignments displayed on the screen.
Why Use Technology In The Classroom
This document discusses the benefits of using different forms of technology in the classroom, including overhead projectors, digital projectors, and document cameras. It explains that overhead projectors allow teachers to face students while teaching, create reusable transparencies, and write on transparencies during instruction. Digital projectors and document cameras can display images, video, and 3D objects for lessons. The document concludes that incorporating technology keeps students engaged, helps them remember lessons through visuals, and outlines how the author plans to use a digital projector, overhead projector, and video study guides.
Ch9visualtech
Visualization tools allow learners to visualize ideas in ways that help interpret and communicate concepts. There are two main uses - interpretive tools help extract meaning from information, while expressive tools help convey meaning. Examples of interpretive tools include programs that enable visualizing science concepts like molecular structures. Expressive tools include drawing programs. Visualizing mathematics with technologies also helps comprehension through manipulatives and graphing calculators. Digital cameras, videos, and phones further aid visualization.
Audiovisual Technologies
Overhead projectors, document cameras, digital projectors, broadcast video, graphics, photographs, and digital video disks are audiovisual technologies that can enhance classroom learning. They allow teachers to demonstrate and illustrate concepts on a large scale for students to see in detail. Specific technologies like document cameras and digital video disks also enable frame-by-frame presentations for better student understanding. The document discusses the uses and benefits of various audiovisual technologies for teaching.
Audiovisual Technologies
Overhead projectors, document cameras, digital projectors, broadcast video, graphics, photographs, and digital video disks are audiovisual technologies that can enhance classroom learning. They allow teachers to demonstrate and illustrate concepts on a large scale for students to see in detail. Specific technologies like document cameras and digital video disks also enable frame-by-frame presentations for better student understanding. The document discusses the uses and benefits of various audiovisual technologies for teaching.
chapter 9
This document discusses how teachers can integrate multimedia tools into their classrooms. It defines multimedia as technologies like cell phones, videos, computers, and more. Teachers can have students create digital videos, presentations, and storyboards. PowerPoint and other programs allow students to incorporate text, graphics, sound, and video into multimedia projects. The document also addresses how multimedia can help students learn and develop creativity, research, and technology skills based on ISTE standards. It provides examples of classroom activities where students make multimedia presentations and discusses how teachers can support multimedia use in the classroom.
Ch.9 multimediatools
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.
Ch9 multimediatools
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.
Multimedia Systems
This document discusses multimedia systems and their components. It describes the typical components of multimedia like audio, video, animation, pictures and text. It then discusses common types of multimedia applications for entertainment, advertisements, training, education and business. It outlines the typical roles in a multimedia project team like project manager, graphic designer, programmer, script writer etc. It concludes with the key steps in designing a multimedia project, including brainstorming, storyboarding, prototyping, and media production.
Educational technology 2
The course that deals with the study of the different information and communications technology (ICT) tools and application in the teaching and learning process. Special emphasis is placed on the development of ICT skills as used in the different subjects.
Powerf ul presentations
The document discusses using visual technology in teaching to engage different learning styles. It identifies different types of visual aids like real objects, printed materials, and projected images from overhead projectors, document cameras, and digital projectors. It also provides tips for developing effective presentations, such as starting with goals, doing research, creating an outline, and organizing content with an engaging opening and repetition. The conclusion recommends choosing the right visual technology and following presentation best practices to create powerful presentations.
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Audio Visual Technologies
- 1. Audio Visual Technologies By Julie Alvarez
- 2. Chapter overview: This chapter will introduce you to media and visuals that you can use in the classroom. Also it will help you explore how each of the technologies can be used to address learning styles to support your children.
- 3. Types of video found in school: Broadcast Video – Commonly known as television. Narrowcast Video – Video’s targeted at smaller groups like schools. Cablecast Video– Video that is transmitted by a cable company with a coaxial cable to remote locations. Recorded Video Technologies - Tapes like VCRs
- 4. Visual Literacy Is a type of literacy that enables the viewer to accurately interpret the visuals necessary for functioning effectively in our society. How is it learned? Through the many teaching and learning processes you have experienced. Why is it important? It allows someone to accurately interpret the visuals necessary for functioning effectively in our society.
- 6. Non projected media: Real Objects – An object that can be brought into the classroom safely. This is useful for classrooms because learners can examine and explore the object.
- 7. Non projected media: Models – Three dimensional representations of concepts or real objects that can not be reasonably brought into the classroom. This is useful because models can bring kinesthetic versions of concepts into the learning environment and can be manipulated and handled.
- 8. Non projected media: Print Materials – Visual displays that remain a centerpiece in most learning spaces. These are helpful because they orient visuals for the learner.
- 9. Non projected media: Graphics and photographs – drawings or cartoons are useful in the classroom because they can represent and clarify concepts and relationships.
- 10. Projected visuals: Overhead projectors –Visuals that are created on thin sheets of clear acetate that can be written on with dry erase markers.
- 11. Projected visuals: Digital projectors – Attached to a computer and displays software or internet activities.
- 12. Projected visuals: Document camera – a mounted camera that captures and projects an image of the table and shows real time images.
- 13. Implemented in the classroom: Recorded video technologies will be used in the classroom. We could show television shows like Bill Nye the Science Guy. Non projected media could be hung on the wall or placed around the classroom. Projected media will be used to show the process of doing a math problem or show the process of a concept.