Media And Ict
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This document discusses various media and technologies used for language teaching over time, from chalkboards and typewriters in the early 20th century, to tape recorders and language labs in the late 1920s-1940s, transistorized TVs in the 1950s-1981, computers and the internet in the 1960s digital era, and how information and communication technologies can now be used as vehicles for instruction, interaction aids, and learning resources, though good teaching remains most important.
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Audio media includes radio broadcasts and recordings that transmit sound through waves. Radio broadcasts can reach large audiences and be recorded to ensure accurate presentations, though they only allow one-way communication. Recordings allow two-way interaction and can be reused. Audio is effective for storytelling, stimulating imagination, teaching language, and aiding those with reading difficulties. Chalkboards and bulletin boards visually display information for teaching. Chalkboards allow for erasing mistakes and pacing demonstrations. Bulletin boards approach, develop and summarize units. E-boards act as digital libraries and data visualization tools to facilitate group discussions and decision making.
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This presentation is developed by the students of B.S Final year under the supervision of Madam Rizvana Faseel, Chairperson of Department of Education University of Karachi.
It was a class project and this presentation was developed by a group of students.
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Engaging learners is key to effective teaching. While lecture alone is less engaging, audiovisual technology can help build cognitive connections to content by appealing to multiple senses. There are many traditional and digital options for audio and visual media in the classroom, including document cameras, which allow anything placed on the table to be projected for all students to see simultaneously without crowding. Document cameras are useful for science experiments and other visual demonstrations. When using video, teachers should evaluate relevance, accuracy, engagement, and technical quality, and obtain consent if filming students. Proper implementation requires testing equipment, adjusting settings, and creating guides.
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This presentation is developed by the students of B.S Final year under the supervision of Madam Rizvana Faseel, Chairperson of Department of Education University of Karachi.
It was a class project and this presentation was developed by a group of students.
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Engaging learners is key to effective teaching. While lecture alone is less engaging, audiovisual technology can help build cognitive connections to content by appealing to multiple senses. There are many traditional and digital options for audio and visual media in the classroom, including document cameras, which allow anything placed on the table to be projected for all students to see simultaneously without crowding. Document cameras are useful for science experiments and other visual demonstrations. When using video, teachers should evaluate relevance, accuracy, engagement, and technical quality, and obtain consent if filming students. Proper implementation requires testing equipment, adjusting settings, and creating guides.
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This document discusses ways that information and communication technologies (ICT) can be integrated into teaching English language skills like prose, poetry, vocabulary, and grammar. It provides examples of how tools like PowerPoint, videos, audio recordings, online dictionaries, websites and games can be used to engage students and make lessons more interactive. For teaching prose, films and podcasts can connect words to pictures. For poetry, recordings and images can help recreate the musicality. Vocabulary and grammar can be taught through multimedia contexts and games to make learning more fun. Overall, ICT can motivate students and support collaborative learning when integrated effectively into language instruction.
Elementary Staff Illuminating Learning mini
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions students as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have greater access to information and opportunities to create and share digital content. Learners are expected to share what they know and collaborate. The document promotes teaching less and learning more, and connecting learners everywhere through various devices and online resources.
Module 6
The document discusses how the learning styles of today's students have been shaped by growing up in a technology-rich environment. It argues that educators need to recognize this and incorporate technology into their teaching methods to better engage students. Specifically, it provides examples of how tools like podcasts, online exchanges, and video resources can help bring foreign languages and cultures to life in the classroom. It also suggests that technology can act as an "equalizer" and that students themselves are a valuable resource for teaching teachers about new educational technologies.
Professional development plan zr
The document discusses effective use of multimedia for teaching. It defines multimedia and notes its use in classrooms has increased dramatically. Multimedia serves as an important teaching tool that allows students to see, hear, and interact with content in a way that engages different learning styles. Examples of multimedia tools discussed include SMART Boards, movies, music, and their benefits for teaching tasks like vocabulary, grammar, listening, reading, speaking skills, and more.
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The document discusses skills needed for the modern workforce and strategies for incorporating internet resources into the classroom. It advocates supplementing textbooks with tools that develop skills like collaboration, communication, critical thinking and problem solving. Specific strategies are proposed, like using online tools for writing assignments, projects and discussions to prepare students for careers that require adaptability, teamwork and managing information. The document argues that technology should be integrated pedagogically, not as a special task, to cultivate multiliteracies through activities involving instruction, practice and reflection.
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
This document outlines 10 challenges of 21st century education and learning. It discusses how education must transform to develop students' innovative and creative thinking skills to solve complex problems. It advocates for student-centered learning that inspires cognition and metacognition. Key aspects include teaching students how to critically read information, collaborate, multitask, and learn with technology. Schools must also focus on cultivating students' compassion and community skills, not just technical skills. The overall message is that education needs flexible, global approaches to prepare students for today's world.
Mulitmedia english v3
Multimedia involves combining different media like text, graphics, audio, video and animation to deliver information interactively. It benefits language learning by integrating the four skills and allowing students to be actively involved in constructing knowledge through exploration and social interaction within their zone of proximal development. Multimedia language learning software incorporates these elements to provide pronunciation practice, simulate real-life situations, teach grammar, and give feedback through speech recognition.
Part One
The document discusses the skills and approaches needed for 21st century teaching and learning. It asks questions about how to prepare students for unknown future jobs and problems, and the changing role of information. It advocates for teaching that develops skills like critical thinking, creativity, collaboration, and digital literacy to help students learn through inquiry using technologies like blogs, social networks and multimedia.
Part One
The document discusses the need to prepare students for 21st century skills and learning. It asks tough questions about how to define 21st century teaching and learning, examines big ideas around inquiry and questioning, and explores applications of technology like blogging and Web 2.0. It addresses the changing nature of jobs, information, and knowledge, and argues that schools must redefine themselves to remain relevant in preparing students for an uncertain future.
The Pedagogical value of eTwinning Projects
This document discusses the importance of 21st century skills for students and the role of teachers in developing these skills. It highlights how eTwinning projects can help foster skills like critical thinking, creativity, collaboration, cultural awareness, and digital literacy. eTwinning provides opportunities for authentic learning, motivation, and meaningful use of technology. It allows students to develop skills they will need for future jobs that may not even exist yet.
Literacy&web2.0 presentation
The document discusses the need for increasing literacy through Web 2.0 technologies in order to prepare students for the 21st century. It notes that today's students are digital natives who are comfortable with technologies like social media, videos, and multi-tasking. However, they still need to develop true digital and visual literacy. The document advocates for teachers to develop these literacies by using participatory media, embracing a remix culture in the classroom, and becoming 21st century educators themselves.
Excellence in education
Merriam Websters dictionary defines Excellence as the quality of being excellent.
To be Excellent means to be extremely good, to be outstanding, to possess superior quality, to be world class.
According to Wikipedia, Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.
Achieving Excellence in our Education means being able to stand at par with any Educational institution anywhere in the world.
It means our Students and Educators will not just excel locally, but, they will be able to compete favourably with their counterparts globally.
Fortunately for us, this is the 21st century and we have Technology tools at our disposals than any generation before us.
The advent of the Internet and the World Wide Web has made knowledge and information available to all and sundry. The world is now a global Library where any one with access to the internet can access knowledge and information at their finger tips.
In this presentation, we will highlight some of the ways technology can be instrumental to achieving excellence in our teaching and learning processes.
Excellence in education
Merriam Websters dictionary defines Excellence as the quality of being excellent.
To be Excellent means to be extremely good, to be outstanding, to possess superior quality, to be world class.
According to Wikipedia, Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.
Achieving Excellence in our Education means being able to stand at par with any Educational institution anywhere in the world.
It means our Students and Educators will not just excel locally, but, they will be able to compete favourably with their counterparts globally.
Fortunately for us, this is the 21st century and we have Technology tools at our disposals than any generation before us.
The advent of the Internet and the World Wide Web has made knowledge and information available to all and sundry. The world is now a global Library where any one with access to the internet can access knowledge and information at their finger tips.
In this presentation, we will highlight some of the ways technology can be instrumental to achieving excellence in our teaching and learning processes.
PSTI Monday
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
Ivy's Education Technology Timeline
Ivy Hsu attended kindergarten in 1990 and graduated from high school in 2002. She traces her experiences with educational technology over this time period. In kindergarten, technology was limited to traditional materials like paper, crayons, and felt boards. In elementary school, students had occasional access to Apple computers for typing practice. In high school, students had access to computer labs and were expected to type assignments, but classroom technology was limited. In college, students accessed course materials and submitted assignments online through Blackboard, and some classes were held in computer labs. Hsu envisions incorporating multimedia, blogging, and video chat into her future English classroom, while still valuing traditional materials like books and paper. She recognizes both
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Media And Ict
- 1. MEDIA AND INFORMATION & COMMUNICATION TECHNOLOGY FOR TEACHING
- 2. Kinds of Media • Audio: audio-cassette, radio program, etc • Visual: pictures, photo, poster, etc • Audio-visual: video or television program • Multimedia: Integration of text, pictures, animation, dan audio program.
- 3. How does a child learn? Teacher Professional Environment
- 5. What are the media for language teaching?
- 6. Before 1920s
- 8. Chalkboard & Typewriter Era Teacher as the only beholder of the knowledge • Teacher Centered • Memorize • Teacher can do no wrong
- 9. 1920s
- 12. Projector Era • Visual Aid • Introducing the outside world • Mass media
- 14. Late 1920s-1940s
- 16. Tape Recorder & Language Lab Era • Repetition • Substitution drills • Visual Learners are assisted • Teacher becomes a drill instructor
- 17. 1950s
- 18. 1981 Transistorized TV (USA) 2002
- 19. TV&Video Era • Express spread of information • Mass spread of information • Out of the classroom teaching • Reach those who are out of school • Schooling no longer bound to a place • Critical Thinking required Teacher should be knowledgeable with up-to- up-to- date information
- 20. 1960s
- 22. Computer, Internet, & Digital Era • Student Centered • Interactive Communication • Self Access Study • No time, space, and time boundary • Teacher as facilitator
- 25. Challenge ?
- 26. Or Threat?
- 27. The Use of ICT for Teaching • ICT as the vehicle for instruction • ICT as an interaction aid • ICT as learning resources • ICT as a tool for professional development
- 28. as a Vehicle of instruction
- 29. as a Vehicle of Instruction Students are able to write about their homes.
- 30. as an interaction aid in Instruction Students are able to interact with Jacques- Edoward Berger, A researcher for Borobudur temple from France
- 31. as an Interaction Aid in Instruction Example of CAI for Indonesian subject
- 32. as an Interaction Aid in Instruction Example of simulation
- 33. As an Interaction Aid in Instruction Students interact with their resource persons.
- 34. as Learning Resources The website of the Daily Kompas
- 35. as Learning Resource The website for bridges
- 36. for Professional Development Communication instrument
- 37. for Professional Development Digital library for Malay language
- 38. Good teaching is good teaching. However… Good technology in the hands of poor teachers can do more harm than good!
- 39. What is the “best media”?
- 40. It is the combined effect of good teaching, appropriate technology and a conducive environment that makes a difference in students achievement.