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This document summarizes the history of educational technology. It discusses early uses of films, radio, and television in classrooms in the 1900s-1950s and some reasons for their infrequent use including lack of skills, cost, and flexibility. It also covers the emergence of computers in classrooms starting in the 1980s and debates around optimal student-computer ratios. Benefits of technology in education included more engaging course materials and improved student writing, while disadvantages included lack of teacher training and limited access to technology. The key idea is that technology should be used to enhance learning rather than be the focus.
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This document discusses the use of computer technology and information and communication technologies (ICT) in education. It covers three main points:
1. Through computer technology, educators saw amplified learning along with computer literacy, and modern students can now interact with and respond to computer messages and programs, as well as form messages using computer languages.
2. ICT includes technologies like computers, the internet, broadcasting, and telephony that are used to communicate, create, disseminate, store and manage information digitally. ICT helps expand access to education through asynchronous learning and access to global resources.
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The document summarizes the key lessons and takeaways from an Educational Technology 1 course. The course equipped students to use educational technology tools from traditional to modern media. It provided a thorough treatment of the history of educational technology and its role in the 21st century. Students were also oriented on averting the dangers of technology, such as propaganda and financial fraud. The course showed the four phases of applying technology to instruction and refined the distinctions between educational technology, instructional technology, educational media, and audio-visual aids. Overall, the course served to orient students to the role of technology in education and society and teach how technology can be utilized in the teaching-learning process.
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This document discusses the use of computer technology and information and communication technologies (ICT) in education. It covers three main points:
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The document summarizes the key lessons and takeaways from an Educational Technology 1 course. The course equipped students to use educational technology tools from traditional to modern media. It provided a thorough treatment of the history of educational technology and its role in the 21st century. Students were also oriented on averting the dangers of technology, such as propaganda and financial fraud. The course showed the four phases of applying technology to instruction and refined the distinctions between educational technology, instructional technology, educational media, and audio-visual aids. Overall, the course served to orient students to the role of technology in education and society and teach how technology can be utilized in the teaching-learning process.
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Educational technology has evolved over the decades from early uses of radio in schools in the 1920s to modern tools like word processors, websites, and e-learning. It offers benefits like easy access to course materials, increased student motivation, and opportunities for differentiated instruction. However, critics point to potential downsides such as a lack of proper training, limited access to technology resources, and the additional time required for educational technology integration.
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The document discusses the use of information and communication technologies (ICT) in education. It notes that traditional English classes are often seen as boring, relying on didactic tools and repetitive activities. ICT can help make lessons more engaging by introducing a diverse set of technological tools for communicating, creating, and managing information. This allows teachers to convert lessons into more interactive environments. ICT gives students new roles as self-learners, team members, and knowledge managers, while teachers take on roles like designer, trainer, and evaluator. While ICT provides advantages like facilitating updated materials and interactions, it also presents disadvantages such as focusing too much on technology over homework.
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This document discusses the use of information and communication technologies (ICT) in education. It notes that traditional English classes are often boring and lack technology. ICT in education refers to using diverse technological tools to communicate and create information. The document outlines how teachers can use technology resources like tutorials, exploratory tools, and communication networks to engage students and transform lessons. This shifts students into more active self-learners and knowledge managers, while teachers take on roles as designers, trainers, and collaborators. The advantages of educational technology include facilitating updated materials, interactive lessons anywhere and anytime, and giving students more control over learning. However, disadvantages can include distracting students with games or inaccurate information online.
I
The document discusses how integrating information and communication technologies (ICT) into education can help address problems with traditional classroom instruction. ICT refers to technological tools that can be used for communication, creating, sharing, and managing information. When used in education, ICT allows teachers to make lessons more engaging and students to take a more active role as self-learned, team members, and knowledge managers. While ICT provides advantages like facilitating updated materials and interactive learning anywhere anytime, it also presents disadvantages such as distracting students from homework and exposing them to inaccurate information online.
ICT in Education
The document discusses using information and communication technologies (ICT) to improve education. It notes that traditional English classes are often boring and repetitive. ICT in education refers to using diverse technological tools to communicate and create, disseminate, store, and manage information. When used in classrooms, ICT can make lessons more engaging than traditional methods. Some technologies are used for tutorials, exploration, and applications to help students. ICT also allows new roles for students as self-learners and team members, and for teachers as designers and collaborators. Advantages include easier updating of materials, better interaction, and learning anywhere. Disadvantages can include overuse of technology distracting from schoolwork. The conclusion is that with I
Technology Powerpoint (W-200)
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article describes a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are also noted. The document concludes that as educators, it is important to keep up with technology and how it can benefit student learning.
Technology Powerpoint
This document summarizes three articles about the use of technology in education. It discusses how 95% of classrooms had internet access in 2005 but many teachers felt unprepared to use technology. One article described a 4th grade class that was issued laptops. Surveys of pre-service teachers found mixed experiences with and attitudes towards technology. Benefits of devices like PDAs for both students and teachers are outlined. The document concludes that as educators, it is important to keep up with technology and how it can enhance learning.
MIDDLE SCHOOL ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL TECHNOL...
This study examined middle school English teachers' perceptions of instructional technology implementation in North Cyprus. The researchers surveyed English teachers and found that while traditional technologies like textbooks and whiteboards were commonly used, modern technologies were significantly underutilized. The top barriers to technology integration cited by teachers were lack of technological resources in schools and lack of time. However, teachers felt that with adequate access to equipment and time, technology could provide interactive learning environments and improve students' English skills. The study concluded that instructional technology should be more fully utilized to enhance English language teaching.
Ict, 2nd presentation
This document discusses the integration of information and communication technologies (ICT) in English language learning. It covers lessons for teachers, including the advantages of ICT, teachers' required competencies, and their roles. It also discusses lessons for students, such as learner-centered experiences and opportunities for communication. Finally, it outlines requirements for successfully integrating ICT, such as accessibility, training, and commitment from the school community.
Assignment Nº 1: History of educational technology
Educational technology has evolved over time from the use of silent films and radio in classrooms to today's use of computers and Internet connections. Key developments include the rise of audiovisual education aided by World War II, the introduction of educational television stations, and the widespread adoption of microcomputers in schools during the 1980s. While technology provides benefits like improved access to materials and student motivation, its implementation also faces challenges such as adequate funding, training for teachers, and ensuring media literacy.
30 32
1) The document analyzes technology utilization in teaching physical education curriculum based on a survey of 250 students and faculty in PE colleges in Vidarbha, India.
2) The survey results were shocking and adverse, finding that only a small percentage of students are taught to use latest technologies, are aware of technologies before admission, and are proficient in using technologies.
3) Faculty members also reported low levels of using technologies in the curriculum, being trained to use technologies, and making optimal use of computer laboratories.
History of Educational Technology
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in classrooms today. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely adopted in schools. Today, technologies like interactive whiteboards, mobile devices, and online media are commonly used as tools to enhance learning and engage students. However, critics note that technology integration faces challenges like lack of teacher training and limited access to resources. The conclusion discusses how educational technology aims to facilitate learning through appropriate uses of software, hardware, and internet applications as tools in teaching.
History of Educational Technology
This document provides a history of educational technology from the introduction of computers in schools in the 1960s to modern uses of technology in the classroom. It describes how early computers were not well suited for education but that views changed over time. By the 1980s, computers like the Apple II were widely used and the internet became a valuable educational resource in the late 1990s. The document also discusses theories around how technology enhances learning, including constructivism, and notes technology should be used as a tool to promote higher-level thinking and collaboration, not simply for behaviorism.
Ict applied to english teaching form
The document contains an assignment on the history of education technology. It lists 10 multiple choice questions about key concepts and developments in the history of educational technology, including the origins of instructional media, early uses of technologies like films and radio in education, and benefits and criticisms of incorporating technology into teaching. It asks the reader to choose the best answer for each question.
The history of educational technology 2003 final
The document traces the history of educational technology from school museums in the early 20th century to modern digital technologies. It discusses how various technologies like films, radio, television and computers were adopted in schools over time. Benefits of educational technology include easy access to materials, improved student engagement and writing, and differentiated instruction. Drawbacks can include lack of teacher training, limited access to technologies, and increased time demands.
The history of educational technology
The history of educational technology began with school museums in the early 20th century that collected and loaned instructional media like films and slides. Films saw limited use in schools due to teachers' lack of skills, high costs, and accessibility issues. Radio was used for instruction in the 1920s but was replaced by television in the 1950s and 1960s when educational TV stations aimed to provide programming to schools. Computers began to be used in schools in the 1980s with the rise of microcomputers, though student access was limited. Modern technologies used in classrooms include computers, websites, blogs, wireless devices, smartboards, and online media. Benefits include easy access to materials, student motivation, and differentiated instruction, though draw
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MIDDLE SCHOOL ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL TECHNOL...
MIDDLE SCHOOL ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF INSTRUCTIONAL TECHNOL...
Assignment Nº 1: History of educational technology
Assignment Nº 1: History of educational technology
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Abridgement
Mao launched the Cultural Revolution to reignite socialist ideals in China and purge "bourgeois influences" like writers, artists, and teachers. He encouraged young Red Guards and students to "rebel" by closing schools and sending them to attack these groups. The Red Guards traveled freely by train to meet with and worship Mao in Beijing. They destroyed private homes and cultural relics from the past as part of attacking the "four olds." Their actions led to a cruel persecution of teachers and officials, as well as infighting between Red Guard factions that caused many deaths. While the economy was spared in rural areas, factories shut down, causing major problems, and the official death toll from the period was 34,800.
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Greek mythology
Greek mythology consists of stories about gods, goddesses, and heroes told by Ancient Greeks to explain natural phenomena. Some of the major figures include Zeus, the god of the sky; Hera, Zeus' sister and wife who protected marriage; and Poseidon, Zeus' brother who was the god of the sea. Other gods discussed are Hades, god of the underworld; Demeter, goddess of the harvest; and Athena, goddess of wisdom. The document provides brief descriptions of these and other gods such as Apollo, Artemis, Ares, Dionysus, Aphrodite, and Hermes. It aims to introduce the key characters and concepts of Greek mythology.
Translation procedures
The document outlines several translation procedures proposed by Newmark (1988b), including:
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2. Naturalization - adapting source language words to the normal pronunciation and morphology of the target language.
3. Cultural equivalent - replacing cultural words in the source language with target language equivalents.
4. Through-translation - literally translating common collocations and names.
5. Shifts or transpositions - changing grammar, such as from singular to plural, when direct translation is not possible.
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Meeting students need no matter the age
The document discusses adult education and the teaching of English to adult learners. It notes that more adults are returning to school to finish their primary and secondary studies or pursue tertiary education. While adult learners have different needs than children, effective teaching requires understanding the characteristics and motivations of adult learners. Specifically, adult education methods should recognize that adults learn based on life experiences, education must have a clear purpose for them, and they should become more self-directed in their learning. Additionally, implementing English for Specific Purposes courses tailored to students' fields and needs can help balance their motivations for learning with what is taught.
Subjective analysis
This document summarizes the evaluation of an English language textbook called "New English File" for pre-intermediate adult learners studying marketing in Argentina. It compares the objectives of the potential course to the objectives, content, methodology, and other aspects of the materials. Both the needs of the course and characteristics of the materials are analyzed in detail. The conclusion is that the textbook largely meets the needs of the course, as it covers the appropriate topics, language points, and skills in a motivating way that focuses on communication. It also allows flexibility in its use. Therefore, the textbook is deemed a suitable core material for the syllabus.
Subjective analysis
This document summarizes the evaluation of an English language textbook called "New English File" for use in a pre-intermediate marketing course for Argentinean students. It compares the subjective needs analysis of the course against the objective analysis of the materials based on Hutchinson and Waters' four-step evaluation process of defining criteria, subjective analysis, objective analysis, and matching. Overall, the document finds that the textbook adequately addresses the language points, skills, topics, methodology, exercises/tasks, and flexibility needed for the course, making it a suitable core material.
Utn
The UTN was founded in 1952 under Peron's administration to provide popular education in science, technology, and culture. It aimed to educate workers and open universities across Argentina, including in provinces, to give more people access to education. The UTN was designed with input from trade unions and focused on both theoretical and practical learning with an emphasis on the social role of work and using research to inform its development.
Lesson pla3
The lesson plan provides an overview of 3 lesson plans about Greek mythology. The first lesson plan focuses on introducing students to Greek mythology through telling the myth of Zeus' birth and having students complete a true/false activity. Students are then split into groups to research gods and create a family tree. The second lesson plan reviews what students remember and has them complete a crossword puzzle. Students then read myths in groups and present what they learned. The third lesson plan reviews Hercules and has students complete a web quest to learn about his life, producing a chart with the information. Students then discuss quotes and questions about Hercules. The document also evaluates several websites for accuracy, currency, content and functionality in relation to information about H
Form protegida
This document summarizes the history of educational technology. It discusses early uses of films, radio, and television in classrooms in the 1900s and some reasons for their infrequent use. It also covers the emergence of computers in education starting in the 1980s and debates around optimal student to computer ratios. Both benefits and disadvantages of educational technology are outlined, concluding that technology should be a means to an end, not the end goal of classroom instruction.
Lesson plan
This lesson plan is for a 4th grade class about describing animals at the zoo. It will begin with activating prior knowledge about monkeys and their characteristics. Students will then read a short passage about a day at the zoo and provide characteristics of other animals. They will complete several interactive activities using Hot Potatoes software to match animals to descriptions, order words to form sentences about animals, complete a crossword on animal characteristics, and fill in a paragraph about a day at the zoo. The lesson will conclude with students identifying sentences that do describe animals.
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Form protegida
- 1. Benedetti, Ludmila Nappi, Daiana HISTORY OF EDUCATIONAL TECHNOLOGY Assessment Sheet 1. Educational technology is the study and practice of facilitating learning and improving by creating; using and managing appropriate technological processes and resources. 2. The first administrative organizations in schools to manage instructional media were . 3. Some of the reasons for infrequent use of films were: Lack of skill in using equipment and film Students’ lack of interest in the topics of films Authorities’ lack of support Cost of films, equipment and upkeep Inaccessibility of equipment when needed Teachers’ inflexibility towards modifying the curricula Time involved in finding the right film for each class 4. The obstacles that were overcome regarding the use of radio in the classroom were: poor audio , cost of equipment and the lack of fit between the broadcast and . 5. After enormous efforts, educational television programs could be broadcasted according to individual teachers’ needs. T F 6. Enthusiasm for computers in the classroom started with the appearance of . 7. According to the Office of Technology Assessment (1995) the optimum radio of computers to students was: One to five Four to one Five to one
- 2. One to one 8. Some benefits of the use of technology in the classroom are: - - course materials, student motivation, wider , improved student writing, subjects made easier to learn and instruction. 9. Some of the disadvantages of using technology in the classroom are: lack of and the limited to technology. 10. Technology is not properly used in the classroom when technology is the not the .