Thirty years ago, cognitive scientists worked separately from educators and classrooms, but now collaborate more directly with teachers, testing theories in real classrooms. As a result of these studies, educational technology shifted from a focus on devices to examining the teaching-learning process. Today the field integrates audiovisual materials and technologies as essential parts of the educational system.
Have you ever wanted to incorporate more technology into your lessons, but you don't really know where to begin? You can learn several types of user friendly technology that you and your students can incorporate in your classroom. Please bring your computer and your phone!
This document outlines several challenges and progress related to implementing smart schools in Malaysia. The key challenges included a lack of technological infrastructure and teaching materials in rural schools, high costs associated with upgrading facilities, a lack of teacher training, and negative attitudes from some teachers. However, the document also notes some progress, including improved academic performance on national exams, the establishment of standards to evaluate smart school qualifications, and over 75% of schools achieving at least a 3-star rating based on those standards.
This document discusses materials and their properties. It covers the cycle of materials from extraction to manufacturing to recycling. It defines raw materials, processed materials, and manufactured goods. It describes the four origins of materials: organic, synthetic, mineral, and metallic. Examples are given for each origin. Renewable and non-renewable materials are also defined. The document includes review activities where students classify examples into the appropriate categories. Key terms are defined. Hypothetical scenarios are posed about alternative materials to introduce the topic of materials properties.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses different types of instructional materials categorized into seven sections: (1) symbolic and graphic representations such as maps, charts, and diagrams; (2) microcomputer resources including hardware, software, and networks; (3) projectors, viewers, and players for slides, tapes, and videos; (4) resources for producing media like lettering devices, transparencies, and duplicating; (5) examples of instructional materials are presented.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Thirty years ago, cognitive scientists worked separately from educators and classrooms, but now collaborate more directly with teachers, testing theories in real classrooms. As a result of these studies, educational technology shifted from a focus on devices to examining the teaching-learning process. Today the field integrates audiovisual materials and technologies as essential parts of the educational system.
Have you ever wanted to incorporate more technology into your lessons, but you don't really know where to begin? You can learn several types of user friendly technology that you and your students can incorporate in your classroom. Please bring your computer and your phone!
This document outlines several challenges and progress related to implementing smart schools in Malaysia. The key challenges included a lack of technological infrastructure and teaching materials in rural schools, high costs associated with upgrading facilities, a lack of teacher training, and negative attitudes from some teachers. However, the document also notes some progress, including improved academic performance on national exams, the establishment of standards to evaluate smart school qualifications, and over 75% of schools achieving at least a 3-star rating based on those standards.
This document discusses materials and their properties. It covers the cycle of materials from extraction to manufacturing to recycling. It defines raw materials, processed materials, and manufactured goods. It describes the four origins of materials: organic, synthetic, mineral, and metallic. Examples are given for each origin. Renewable and non-renewable materials are also defined. The document includes review activities where students classify examples into the appropriate categories. Key terms are defined. Hypothetical scenarios are posed about alternative materials to introduce the topic of materials properties.
The role and design of instructional materials (2)SOMAYE BAGHERI
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
The document discusses different types of instructional materials categorized into seven sections: (1) symbolic and graphic representations such as maps, charts, and diagrams; (2) microcomputer resources including hardware, software, and networks; (3) projectors, viewers, and players for slides, tapes, and videos; (4) resources for producing media like lettering devices, transparencies, and duplicating; (5) examples of instructional materials are presented.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
7. Són els mitjans que en la seva distribució i exhibició està implicat l’ús de l’ordinador. Els
Nous Mitjans presenten les característiques següents:
.Són mitjans analògics convertits en una representació digital.
.L’ordinador és el dispositiu de representació multimèdia.
.Permeten un accés aleatori.
.Es poden realitzar còpies de manera il·limitada sense afectar la seva qualitat.
.Són interactius.
8.
9. Tots els objectes dels Nous Mitjans es composen de codi digital.
Per digitalitzar una dada, s’ha de passar per un ordinador. Quan la dada passa per
l’ordinador pateix una digitalització, és a dir canvia d’un estat “continu” (l’eix o les
dimensions en que es mesura no presenta una unitat indivisible a partir de la qual es
composa) a una representació numèrica.
Conseqüències de que els Nous Mitjans es composin de codi digital:
-Un objecte dels Nous Mitjans pot ser descrit mitjançant una funció numèrica.
-Un objecte dels Nous Mitjans està sotmès a una manipulació algorítmica. Modificant els
algoritmes adequats podem modificar, per exemple, característiques d’una foto.
10. Exemple: En el programa d’edició d’imatges Photoshop, els colors es representen amb
números (per exemple #999999). En el següent exemple veiem com canvia el color si
canviem de número:
11. Es basa en que els Nous Mitjans es poden composar de diferents objectes units per
composar un de nou més gran però sense perdre la independència de cadascun dels
objectes.
Exemple: a continuació veiem la “home” del diari “El País”, s’ha marcat alguns dels
diferents elements que formen la composició:
1.Un objecte flash
2.Un objecte Gif
3.Un objecte flash (vídeo)
4.Un objecte de text
(tots ells a la vegada estan
composats d’altres objectes que
conformen als que s’han
marcat a l’esquerre. Per
exemple, el Gif està composat
d’imatges, que aquestes estan
formades per píxels)
12. Aquest principi és el resultat de la suma de: Principi 1 + Principi 2. Els Nous Mitjans
permeten automatitzar moltes accions a l’hora de crear i manipular un objecte.
Hi ha dos tipus d’Automatització:
-Baixa: utilitza algoritmes senzills. Un exemple, són els filtres de Photoshop, que només
aplicant un filtre, canvia la fotografia totalment (apareix a la diapositiva següent).
-Alta: utilitza algoritmes molt més complicats. Per exemple, la Intel·ligència Artificial dels
jocs, que actuen d’una determinada manera en funció de l’acció de l’usuari.
Un altre punt important en l’Automatització dels Nous Mitjans, és l’accés. Donat el volum
d’arxius que tractem (ja siguin textos, vídeos, imatges...) és necessari programes capaços de
recercar en bases de dades l’objecte precís que busquem. Per exemple Google, seria un
exemple d’una base de dades gegant, on buscar la informació que nosaltres vulguem.
13. Exemple: a continuació una foto original i una tractada amb el programa Photoshop. A la
imatge s’ha aplicat un filtre de “Bordes resplandecientes” que automàticament et modifica la
imatge. Per fer aquesta modificació, Photoshop utilitza uns algoritmes sense que l’usuari hagi
de fer res.
14. Un objecte dels Nous Mitjans no és quelcom definitiu, fixat per sempre. Un objecte dels
Nous Mitjans pot evolucionar o canviar. Un mateix objecte pot presentar distintes versions.
Per exemple, actualment en algunes webs quan un usuari inicia la seva sessió, mostra una
web pròpia i única d’aquest usuari en qüestió.
Un punt important en la variabilitat és la Hipermèdia, que es tracta de crear, manipular o
examinar una xarxa de nusos que contenen informació i estan vinculats entre si per enllaços
relacionats (text d’una web).
15. Exemple: a continuació tenim un exemple d’una web en la que veiem com canvia depenent
del suport que utilitzis per visualitzar-la.
IPHONE
MAC
16. La transcodificació és, literalment, traduir alguna cosa d’un format a un altre.
Aquesta transcodificació es composa de dues capes:
-Capa Cultural: és l’experiència humana.
-Capa Informàtica: les diferents programacions informàtiques.
Ambdues capes s’influeixen l’una amb l’altre.
Exemple: a continuació es mostra una conversió d’un format físic com és el llibre a un format
digital, Ebook.