Information and Communication Technology
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This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three models of CALL: (1) behavioristic CALL from the 1950s-1970s, which used computers to deliver instructional materials; (2) communicative CALL from the 1970s-1980s, which provided skill practice in a non-drill format; and (3) integrative CALL from the 1990s onward, which leveraged multimedia and the internet to allow language learners to communicate with others. It also discusses how information and communication technologies (ICT) have become important tools for development by gathering and analyzing information to support progress toward development goals.
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Act. 1.8
This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases of CALL: behavioral CALL from the 1950s-1970s based on drills, communicative CALL from the 1970s-1980s focused on authentic communication, and integrative CALL incorporating multimedia and the internet. Integrative CALL allows for integration of skills through multimedia and collaboration through computer-mediated communication. The document also discusses information and communication technology (ICT), noting its importance for economic growth. However, it notes issues like the digital divide and lack of local language content that present barriers to widespread ICT adoption.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main phases: [1] Behavioristic CALL from the 1960s-1970s focused on drill and practice exercises for repetition; [2] Communicative CALL from the 1970s-1980s incorporated more communicative approaches and technologies like multimedia and the internet; [3] Integrative CALL from the 1990s to present further integrates technology and focuses on meaningful communication. The document also discusses definitions of information and communications technology (ICT) and how ICT has been applied to development through initiatives like the World Summit on the Information Society.
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Act. 1.8
Computer Assisted Language Learning and information and communications technology
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CALL
The document discusses the history and phases of Computer Assisted Language Learning (CALL). It describes three phases: 1) Behavioristic CALL from the 1950s-1970s used repetitive drills, 2) Communicative CALL of the late 1970s-1980s incorporated more authentic communication activities, and 3) current Integrative CALL leverages multimedia and the Internet to seamlessly integrate reading, writing, speaking, and listening skills through authentic materials and global communication opportunities.
Act. 1.8
Computer Assisted Language Learning (CALL) has gone through three phases: behavioral, communicative, and integrative. The behavioral phase in the 1950s-70s used drill-and-practice programs based on behaviorism. The communicative phase of the 1970s-80s incorporated authentic communication. The current integrative phase uses multimedia like hypermedia to naturally integrate skills and give students control over their personalized learning paths. The Internet allows computer-mediated communication of documents, graphics, and authentic materials from around the world. Information and communications technology (ICT) includes computing, connectivity, content, and human capacity, and accounts for around 6.5% of global GDP. ICT is viewed as both a means and an end for
The definition of call
CALL refers to computer-assisted language learning, where computers are used to support language teaching and learning in significant ways. There are three main types of CALL: CALL-specific software designed for language learning, generic software like word processors that can support language learning, and computer-mediated communication programs. CALL has developed from behavioristic approaches focusing on drills in the 1960s-1970s, to communicative approaches in the 1980s-1990s providing interactive practice, to integrative CALL today utilizing multimedia and the internet. The history of CALL began in the 1960s with mainframe computer drills, became more significant in the 1980s with the rise of personal computers, and grew dramatically in the 1990s with the development of multimedia CD
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Act. 1.8
This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases of CALL: behavioral CALL from the 1950s-1970s based on drills, communicative CALL from the 1970s-1980s focused on authentic communication, and integrative CALL incorporating multimedia and the internet. Integrative CALL allows for integration of skills through multimedia and collaboration through computer-mediated communication. The document also discusses information and communication technology (ICT), noting its importance for economic growth. However, it notes issues like the digital divide and lack of local language content that present barriers to widespread ICT adoption.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main phases: [1] Behavioristic CALL from the 1960s-1970s focused on drill and practice exercises for repetition; [2] Communicative CALL from the 1970s-1980s incorporated more communicative approaches and technologies like multimedia and the internet; [3] Integrative CALL from the 1990s to present further integrates technology and focuses on meaningful communication. The document also discusses definitions of information and communications technology (ICT) and how ICT has been applied to development through initiatives like the World Summit on the Information Society.
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The document discusses the history and phases of Computer Assisted Language Learning (CALL). It describes three phases: 1) Behavioristic CALL from the 1950s-1970s used repetitive drills, 2) Communicative CALL of the late 1970s-1980s incorporated more authentic communication activities, and 3) current Integrative CALL leverages multimedia and the Internet to seamlessly integrate reading, writing, speaking, and listening skills through authentic materials and global communication opportunities.
Act. 1.8
Computer Assisted Language Learning (CALL) has gone through three phases: behavioral, communicative, and integrative. The behavioral phase in the 1950s-70s used drill-and-practice programs based on behaviorism. The communicative phase of the 1970s-80s incorporated authentic communication. The current integrative phase uses multimedia like hypermedia to naturally integrate skills and give students control over their personalized learning paths. The Internet allows computer-mediated communication of documents, graphics, and authentic materials from around the world. Information and communications technology (ICT) includes computing, connectivity, content, and human capacity, and accounts for around 6.5% of global GDP. ICT is viewed as both a means and an end for
The definition of call
CALL refers to computer-assisted language learning, where computers are used to support language teaching and learning in significant ways. There are three main types of CALL: CALL-specific software designed for language learning, generic software like word processors that can support language learning, and computer-mediated communication programs. CALL has developed from behavioristic approaches focusing on drills in the 1960s-1970s, to communicative approaches in the 1980s-1990s providing interactive practice, to integrative CALL today utilizing multimedia and the internet. The history of CALL began in the 1960s with mainframe computer drills, became more significant in the 1980s with the rise of personal computers, and grew dramatically in the 1990s with the development of multimedia CD
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This document discusses the history and evolution of computer-assisted language learning (CALL) and the role of information and communication technologies (ICT) in education. It describes three phases of CALL: behavioral CALL from the 1960s-1970s, communicative CALL from the 1970s-1980s, and integrative CALL from the 1990s onward. Each phase was based on advances in technology and developments in theories of second language acquisition. The document also defines ICT as encompassing any communication devices/applications like radio, TV, phones, and computers. While ICT provides opportunities, challenges include adequately funding and planning ICT initiatives in education programs.
Activity 1.8 information and communication
This document discusses the history and uses of computer-assisted language learning (CALL). It explains that CALL was originally focused on drill-based practice but later shifted to a more communicative approach. The computer can serve as a tutor for language drills, a stimulus for discussion and interaction, or a tool for writing and research. Most importantly, the effectiveness of CALL depends not on the technology itself but how it is implemented and used for language teaching.
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The document discusses the history and applications of information and communications technology (ICT). It addresses the 4Cs framework of ICT as computing, connectivity, content, and human capacity. It also discusses two broad categories of ICT applications - those dependent on telecommunications networks and those that are human independent. The document notes that ICT is viewed as both a means and an end for development and that economics is a major factor in the digital divide between developed and developing nations. Finally, it outlines three phases in the history of computer-assisted language learning (CALL): behavioral, communicative, and integrative.
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The document appears to be an assessment sheet testing knowledge of the history of educational technology. It contains multiple choice and tick box questions about key events, inventions and technologies in the development of educational technology, including the invention of the typewriter, debut of the Sesame Street TV show, and rise of instructional computer programs.
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This document discusses the evolution of information and communication technology (ICT) in education from the printing press to modern computers. It outlines how computers now allow students to interact with content through computer commands in reading and computer languages in writing. The document also lists different types of ICT tools used in education today, including personal computers, communication media like email and chat rooms, audiovisual tools like PowerPoint and multimedia, and educational software and websites.
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The document discusses how information and communication technologies (ICT) can help achieve the United Nations Millennium Development Goals by increasing efficiency, transparency, competitiveness, and empowering citizens. ICT can help gather, store, and analyze information more accurately to support the goals. While developing countries have lagged in internet connectivity due to historical factors, ICT presents opportunities if implemented effectively as part of a solution. Computer-assisted language learning also allows students to access authentic materials online and publish their own work.
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This document discusses the use of information and communication technologies (ICT) to help achieve the United Nations Millennium Development Goals. ICT can increase efficiency, transparency, and competitiveness, open new opportunities and business models, and empower citizens. ICT helps gather, store, and analyze information more accurately and comprehensively. While developing countries lag behind developed countries in internet connectivity due to historical factors, ICT can generate business opportunities when used effectively.
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Four historical perspectives on educational technology are discussed: 1) Media and audiovisual communications, 2) Instructional systems, 3) Vocational training, and 4) Computer systems. Media focused on delivering information through tools like slides and films. Instructional systems applied a systematic approach to design and deliver instruction. Vocational training viewed technology as tools for business and industry skills. Computer systems were initially hoped to transform instruction but implementation challenges emerged. Currently, educational technology draws from all four perspectives through combining resources like media, instructional design, and computer-based systems to support learning.
Act. 1.8
This document discusses the history and phases of computer-assisted language learning (CALL). It describes three phases: behavioral CALL from the 1950s-1970s focused on drill-based practice; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL from the 1990s onward combined multimedia like text, graphics, sound and video to more authentically integrate skills. The document also discusses how computer-mediated communication and the internet, particularly the World Wide Web, facilitated collaborative writing and access to authentic materials. Finally, it briefly outlines the role of information and communication technologies in international development efforts according to the World Summit on the Information Society, and some challenges to ICT adoption like various digital divides.
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The document discusses the roles of computers in language learning and CALL (computer-assisted language learning). It outlines some of the benefits computers provide such as interactivity, flexibility, and the ability to act as a tutor. It also notes some disadvantages such as potential eye strain and irritation. The document also examines students' positive views of CALL, finding that they viewed the systems as easy to use, interesting, clear, and well-structured.
ICT and CALL
The document discusses the history and evolution of information and communications technology (ICT) and computer assisted language learning (CALL). It notes that ICT goes beyond computers and the internet, and its role in development has grown in importance. The World Summit on the Information Society emphasized ICT's relevance in the global domain. CALL started with behaviorist drills in the 1950-70s, added communication in the 1970-80s, and now uses multimedia and the internet through integrative approaches.
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- Educational technology has evolved significantly over the past few centuries from early public schools adopting teacher-led instruction to today's wireless classrooms.
- In the 1960s, computers were first introduced for educational purposes through programs like PLATO and funding from the Elementary and Secondary Education Act.
- Throughout the 1970s and 80s, technology advanced rapidly with the development of the microprocessor, personal computers, CD-ROMs, and the internet, transforming how information and education are delivered.
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The document summarizes the history and key concepts of educational technology. It discusses how educational technology has evolved from early educational films in the 1900s to use of mobile technologies today. It also outlines different philosophical frameworks that inform the use of technology in education, such as behaviorism, cognitivism, and constructivism. Additionally, the document discusses benefits and drawbacks of educational technology and important legal issues to consider regarding technology use.
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Act. 1.8
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
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Question 2
The document discusses how different aspects of the opening film sequence are designed to represent social groups and relate to the target audience. It describes how using a young, white, British male character along with British music and setting helps attract a British audience who can identify with the character. Examining the character's clothing, watch, and large home suggests he comes from wealth, though his profession and background are ambiguous. As the target audience is males aged 15-25, a young male protagonist is used who has mystery to engage viewers.
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Activity 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL) and the role of information and communication technologies (ICT) in education. It describes three phases of CALL: behavioral CALL from the 1960s-1970s, communicative CALL from the 1970s-1980s, and integrative CALL from the 1990s onward. Each phase was based on advances in technology and developments in theories of second language acquisition. The document also defines ICT as encompassing any communication devices/applications like radio, TV, phones, and computers. While ICT provides opportunities, challenges include adequately funding and planning ICT initiatives in education programs.
Activity 1.8 information and communication
This document discusses the history and uses of computer-assisted language learning (CALL). It explains that CALL was originally focused on drill-based practice but later shifted to a more communicative approach. The computer can serve as a tutor for language drills, a stimulus for discussion and interaction, or a tool for writing and research. Most importantly, the effectiveness of CALL depends not on the technology itself but how it is implemented and used for language teaching.
Activity 1.8
The document discusses the history and applications of information and communications technology (ICT). It addresses the 4Cs framework of ICT as computing, connectivity, content, and human capacity. It also discusses two broad categories of ICT applications - those dependent on telecommunications networks and those that are human independent. The document notes that ICT is viewed as both a means and an end for development and that economics is a major factor in the digital divide between developed and developing nations. Finally, it outlines three phases in the history of computer-assisted language learning (CALL): behavioral, communicative, and integrative.
Ppt ict group 1_1314
This document provides an overview of an ICT induction presentation by Group 1 members Ruri Febrian Siti Hidayati and Syaiful Hayat. The objectives of the ICT induction are to gain basic knowledge and understanding of ICT in language learning and experience using ICT tools. The content of the presentation includes defining ICT, comparing past and present technologies in education, demonstrating ICT applications, and discussing how to stay safe online. The presentation aims to familiarize attendees with common ICT terms, applications, and considerations for using technology.
Assesment sheet
The document appears to be an assessment sheet testing knowledge of the history of educational technology. It contains multiple choice and tick box questions about key events, inventions and technologies in the development of educational technology, including the invention of the typewriter, debut of the Sesame Street TV show, and rise of instructional computer programs.
Lesson ix.criza at chama lesson9
This document discusses the evolution of information and communication technology (ICT) in education from the printing press to modern computers. It outlines how computers now allow students to interact with content through computer commands in reading and computer languages in writing. The document also lists different types of ICT tools used in education today, including personal computers, communication media like email and chat rooms, audiovisual tools like PowerPoint and multimedia, and educational software and websites.
activity 1.8
The document discusses how information and communication technologies (ICT) can help achieve the United Nations Millennium Development Goals by increasing efficiency, transparency, competitiveness, and empowering citizens. ICT can help gather, store, and analyze information more accurately to support the goals. While developing countries have lagged in internet connectivity due to historical factors, ICT presents opportunities if implemented effectively as part of a solution. Computer-assisted language learning also allows students to access authentic materials online and publish their own work.
actividad 18
This document discusses the use of information and communication technologies (ICT) to help achieve the United Nations Millennium Development Goals. ICT can increase efficiency, transparency, and competitiveness, open new opportunities and business models, and empower citizens. ICT helps gather, store, and analyze information more accurately and comprehensively. While developing countries lag behind developed countries in internet connectivity due to historical factors, ICT can generate business opportunities when used effectively.
Perspectives of Technology Education
Four historical perspectives on educational technology are discussed: 1) Media and audiovisual communications, 2) Instructional systems, 3) Vocational training, and 4) Computer systems. Media focused on delivering information through tools like slides and films. Instructional systems applied a systematic approach to design and deliver instruction. Vocational training viewed technology as tools for business and industry skills. Computer systems were initially hoped to transform instruction but implementation challenges emerged. Currently, educational technology draws from all four perspectives through combining resources like media, instructional design, and computer-based systems to support learning.
Act. 1.8
This document discusses the history and phases of computer-assisted language learning (CALL). It describes three phases: behavioral CALL from the 1950s-1970s focused on drill-based practice; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL from the 1990s onward combined multimedia like text, graphics, sound and video to more authentically integrate skills. The document also discusses how computer-mediated communication and the internet, particularly the World Wide Web, facilitated collaborative writing and access to authentic materials. Finally, it briefly outlines the role of information and communication technologies in international development efforts according to the World Summit on the Information Society, and some challenges to ICT adoption like various digital divides.
CALL (Computer Assisted Language Learning)
The document discusses the roles of computers in language learning and CALL (computer-assisted language learning). It outlines some of the benefits computers provide such as interactivity, flexibility, and the ability to act as a tutor. It also notes some disadvantages such as potential eye strain and irritation. The document also examines students' positive views of CALL, finding that they viewed the systems as easy to use, interesting, clear, and well-structured.
ICT and CALL
The document discusses the history and evolution of information and communications technology (ICT) and computer assisted language learning (CALL). It notes that ICT goes beyond computers and the internet, and its role in development has grown in importance. The World Summit on the Information Society emphasized ICT's relevance in the global domain. CALL started with behaviorist drills in the 1950-70s, added communication in the 1970-80s, and now uses multimedia and the internet through integrative approaches.
Assignment Nº 1: History of Educational Technology
- Educational technology has evolved significantly over the past few centuries from early public schools adopting teacher-led instruction to today's wireless classrooms.
- In the 1960s, computers were first introduced for educational purposes through programs like PLATO and funding from the Elementary and Secondary Education Act.
- Throughout the 1970s and 80s, technology advanced rapidly with the development of the microprocessor, personal computers, CD-ROMs, and the internet, transforming how information and education are delivered.
History of Educational Technology - PPP
The document summarizes the history and key concepts of educational technology. It discusses how educational technology has evolved from early educational films in the 1900s to use of mobile technologies today. It also outlines different philosophical frameworks that inform the use of technology in education, such as behaviorism, cognitivism, and constructivism. Additionally, the document discusses benefits and drawbacks of educational technology and important legal issues to consider regarding technology use.
Introduction to FOSS
This document discusses the history and development of free and open source software (FOSS). It notes that FOSS began in the 1960s-1970s with volunteer programmer communities and was further advanced by Richard Stallman's GNU project and the creation of Linux by Linus Torvalds in 1991. FOSS became competitive for desktop and end users in the 2000s. The document also discusses how FOSS is beneficial for Cambodia by allowing customization for local needs like translation and by being well-suited to the Cambodian economy. It outlines the work of the KhmerOS project from 2004-2007 to develop FOSS applications and an operating system in the Khmer language.
Computer Assisted Language Learning
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
Ict
This document discusses the importance of information and communication technology (ICT) in education. It first defines ICT as involving information, communication, information technology, and communications technology. It then defines education as the process of facilitating learning through teaching, training, storytelling, discussion, and research. Finally, it states that ICT in education uses technology to support and optimize the delivery of information, and that the benefits of ICT in education include opportunities to learn programming and web development, improved student learning, and better teaching methods.
English and ict
The document discusses the use of information and communication technologies (ICT) in teaching English as a foreign language. It defines ICT as equipment and software used to collect, store, process, transmit and present information in various formats. It states that English is one of the most important languages in the world and can be learned online through programs that allow students to practice speaking, listening, reading and writing English. Some advantages of using ICT include students having opportunities to chat with native English speakers, access radio stations, and find information easily.
Act. 1.8
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
Lesson 2 internet language learning
This document outlines objectives for a lesson on the internet. It will define internet terms, describe the history and development of the internet from the 1960s onward. It will analyze educational uses of the internet and how it can be used for language learning. Specifically, it provides opportunities for authentic content, vocabulary practice, communication and language exchange through forums, email and voice chat. Learners can also find learning materials and cultural information online as well as create their own materials to share.
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Assignment Nº 1: History of Educational Technology
Assignment Nº 1: History of Educational Technology
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Question 2
The document discusses how different aspects of the opening film sequence are designed to represent social groups and relate to the target audience. It describes how using a young, white, British male character along with British music and setting helps attract a British audience who can identify with the character. Examining the character's clothing, watch, and large home suggests he comes from wealth, though his profession and background are ambiguous. As the target audience is males aged 15-25, a young male protagonist is used who has mystery to engage viewers.
Pitch for film opening title sequence
The document summarizes the opening sequence of a crime thriller film. A mysterious man returns to London with a large sum of money, raising questions about where he got it and whether he will use it to pay off a debt. The opening establishes the man's character as cool yet mysterious. It also sets an ominous atmosphere through the use of "Money" by Pink Floyd. Only late in the sequence do clues reveal the film's crime and thriller genres, as the money is seen to be bloodstained. The target audience is identified as males aged 18-25 due to the focus on material goods, mystery, and potentially relatable male protagonist.
Film institutions research
Film producers are responsible for financing films and supervising the filmmaking process, including finding distributors. Film distributors market and promote films to sell them. Common UK film production companies include BBC Films, Working Title Films, DNA Films, and Vertigo Films. Directors oversee all aspects of filmmaking, while producers handle financial aspects and finding distributors. Camera operators shoot footage under the direction of the cinematographer. Editors work with directors to assemble footage and add effects to meet time limits.
Diksi
Laporan kegiatan ekstrakurikuler DIKSI (Dedikasi Siswa Inspiratif) SMA Negeri 1 Kotagajah mencakup tujuan, peserta, hasil kegiatan, susunan pengurus, analisis, kesimpulan, dan saran untuk perkembangan selanjutnya.
Evaluation q4
Our target audience is mainly 15-25 year old British males, but the inclusion of cigarette imagery may require an 18+ rating, limiting the audience to those ages. As a British crime thriller focusing on suspense and independent films, the intended viewers would be fans of those genres, particularly British males around age 18 interested in psychological thrillers, criminal shows, and British rock music.
Paper
1) Sets are collections of symbols whose order does not matter, while strings are defined by the sequence or arrangement of symbols.
2) Key set problems discussed include set cover, set packing, and their applications to graph problems. Greedy algorithms provide effective heuristics for set cover.
3) String matching finds instances of a pattern string within a text string. Boyer-Moore and Knuth-Morris-Pratt provide efficient algorithms, while approximate string matching allows for errors using costs.
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Activity 1.8 Computer Assisted Language Learning
This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
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This document discusses the history and evolution of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
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The document discusses three phases of computer-assisted language learning (CALL): behavioral CALL based on repetitive drills, communicative CALL focused on authentic communication, and integrative CALL utilizing multimedia and the internet. It also discusses the role of information and communication technologies (ICT) in international development by bridging the digital divide and providing equitable access. Key challenges to ICT include digital divides in awareness, availability, accessibility, and affordability that require extensive research.
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2) Communicative CALL emphasized authentic communication over drills
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This document provides a history of educational technology from ancient times to the modern era. It discusses how early technologies like the abacus aided counting and calculations. In the 19th century, technologies like textbooks, blackboards, and improved writing implements were introduced. Important developments included the invention of photography and instructional television. During World War II, the US government encouraged the use of technology for military training, spurring the development of technologies like microteaching and computer-assisted instruction. The introduction of computers in the 1950s, the development of the Internet and World Wide Web in the 1990s, and the rise of mobile technologies have transformed educational technology.
Techedhistory
The document summarizes the history of educational technology from ancient times to the present. It discusses abacuses, mechanical calculators, punched cards, vacuum tubes, transistors, integrated circuits, and the development of computers. It outlines the evolution of computers from mainframes to microcomputers and personal computers. It also covers the development of the internet and World Wide Web and how these technologies have impacted education. The document reflects on how technology has changed education and what we've learned about effective technology integration.
History of educational technology ppt
The document provides a history of educational technology from the 1780s to the present, outlining key developments like the introduction of computers in schools in the 1960s, the creation of the internet and web in the 1970s and 90s, and the growing role of wireless devices and digital content in classrooms over the past 20 years. It traces how technology has transformed learning and teaching by facilitating new forms of computer-assisted instruction, online resources, and digital tools.
Jd def
This document discusses the history and definitions of computer-assisted language learning (CALL). It notes that CALL dates back to the 1960s and was first introduced on university mainframe computers. It has evolved through three phases - behavioristic CALL in the 1950s-1970s, communicative CALL in the 1970s-1980s, and integrative CALL embracing multimedia and the internet in the 1990s. CALL encompasses issues of material design, technologies, and pedagogical theories. Materials can include purpose-made language learning programs as well as adaptations of existing computer-based resources.
Educational technology
Educational technology is the study and practice of facilitating learning through appropriate technological processes and resources. It involves using technology in education, such as computers, tablets, mobile devices, audio/video, whiteboards, and learning management systems. The history of educational technology dates back to the 1940s and has evolved with developments like the first mainframe computers in schools in the 1960s, the internet in the 1990s, and web-based tools now. It can be implemented through synchronous methods like virtual classrooms or asynchronous methods using email/discussion boards.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL) through three phases: behavioralistic CALL, communicative CALL, and integrative CALL. Behavioristic CALL involved repetitive drills while communicative CALL focused on using language forms communicatively. Integrative CALL is based on multimedia and the internet, allowing various media and hypermedia as well as computer-mediated communication. The document also discusses information and communication technologies (ICT) and how ICT goes beyond just computers/internet to include technologies like telephony. ICT is viewed as both a means and an end for development.
Lesson 9 jona o. mancera
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.
3. ICT can improve quality of education by motivating learning, enabling collaborative and integrative learning, and allowing evalu
The history of educational techonology laura rolando and marina marquez tp1
Educational technology refers to the use of technology in educational settings and has a general meaning of using computers, TVs and other electronics for instructional purposes. The history of educational technology shows that radios were one of the first technologies used in schools in the early 20th century, and during World War II audiovisual tools supported military training. In later decades, behaviorsim and constructivism influenced the development of computer-assisted instructional programs, and instructional television was a focus of the 1950s-1960s with the establishment of educational TV channels. By the 1980s, computers were widely used in schools for instruction.
The history of educational techonology laura rolando and marina marquez tp1
Educational technology refers to the use of technology in educational settings and has a general meaning of using computers, TVs and other electronics for instructional purposes. The history of educational technology shows that radios were one of the first technologies used in schools in the early 20th century, and during World War II audiovisual tools supported military training. In later decades, behaviorsim and constructivism influenced the development of computer-assisted instructional programs, and instructional television was a focus of the 1950s-1960s with the establishment of educational TV channels. By the 1980s, computers were widely used in schools for instruction.
Computer assisted language learning act 6
The document discusses the history and evolution of Computer Assisted Language Learning (CALL) through three phases:
1) Behavioristic CALL in the 1950s-70s focused on repetitive drills and exercises. 2) Communicative CALL in the 1970s-80s emphasized authentic communication over drills. 3) Integrative CALL from the 1980s onward aims to fully integrate technology, including multimedia and the Internet, into the language learning process to support meaningful communication. The document outlines how tools like email, concordancing, audio recordings, and web resources can help create an authentic environment for language practice and cultural exchange between students.
Call activity 17 5 2014
- Computer-Assisted Language Learning (CALL) uses computer technology as an aid for presenting, reinforcing, and assessing foreign language material, usually with an interactive element.
- Early CALL focused on drill-and-practice programs but now includes more innovative simulations and interactive programs that present real-life cultural situations.
- Strengths of CALL include interactivity, multimedia capabilities, rapid access to information, data storage, consistency, and a learner-centered environment. However, programs must have engaging and effective content and methodology.
An integration in ICT and language in teaching and learning
ICT (Information and Communication Technology) has become an essential part of education in Indonesia and is appealing for its potential to significantly progress language learning. ICT tools like interactive multimedia, computers, the internet, audio devices, television, telephone, mobile gadgets, social interfaces, and interactive whiteboards can be used for language teaching and learning. They provide easier access to information, support innovation in learning, and allow virtual classrooms through progress in ICT.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Information and Communication Technology
- 1. Universidad Autónoma del Carmen Facultad de Ciencias Educativas Lic. En Lengua Inglesa Henry Jiménez Balboa TIC’s Aplicadas a la Enseñanza del Ingles Act. 1.8 Rafael Ferrer Méndez September 28th, 2015.
- 2. Computer Assisted Language Learning • Nowadays, computer have become in an important tool in our society, in fact, they can help us to learn new languages. Click Here Continue
- 3. Behavioristic CALL • Conceived in the 1950s and emplemented in the 1960s and ‘70s. • It was based on the then-dominant behaviorrist theories of learning. • The computer serves as a vehicle for delivering instructional materials to the student. Back
- 4. Communicative CALL • It was based on the communicative approach to teaching which became prominent in the 1970s and 80s. • Several types of CALL programs were developed and used during this • There were a variety of programs to provide skill practice, but in a non-drill format. • The third model of computers in communicative CALL involves the computer as tool or, as sometimes called, the computer as workhorse. Back
- 5. Integrative CALL • It was based on two important technological developments of the last decade - multimedia computers and the Internet. • It allows a variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine. • language learners can communicate directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from school, work, or home by internet. Back
- 6. Information and Communication Technology (ICT) • In 2002, The International Telecommunication Union (ITU) estimated the worldwide ICT market was almost $2.1 trillion. • The 4 C’s of ICT: Computing, Connectivity, Content and (human) Capacity. • ICT is more than Computers and telephony.
- 7. ICT and Development • Many developing countires have accepted ICT as a national mission. • ICT value towards the MDGs is in gathering, storing, and analyzing information with greater and greater accucy and granularity.
- 8. References • Warschauer, M. (2012, February 27). Computer Assisted Language Learning: An Introduction. Retrieved September 28, 2015, from http://www.ict4lt.org/en/warschauer.htm • Information and Communication Technology (ICT). (n.d.). Retrieved September 28, 2015, from https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf