This document discusses the use of technology in education. It makes several key points: 1. Educational technology refers to systematically applying knowledge resources and scientific processes to help students acquire and use knowledge. The focus should be on how technologies are applied, not just the technologies themselves. 2. Multimedia refers to using multiple audiovisual resources simultaneously or successively. In classrooms, a combination of analog and digital resources is still needed. Effective multimedia uses a variety of materials like discs, tapes, slides to develop a topic. 3. Technological advances in the last 10 years have proven that multimedia improves learning outcomes while reducing costs. Students have varying abilities and needs, so a wide range of experiences including real-world

1. The technology in the classroom
the educational technology is the sum total of activities that can make someone change their
environments external (material) or internal (behavioral). A systematic application of knowledge
resources scientific process that requires each individual to acquire and use knowledge. When it
comes to superficially "new technologies", we incorrectly using an adjective, as I confuse the
new with the latest, "the latest in application techniques. In educational technology, first place as
we have said repeatedly, we must not confuse machines or devices with application of
technologies that have more to do with the organization of means and resources with the same
means. The resort does not have to passing fashion, or be used while it lasts as usual do. An
appeal may be eternal if the mind uses creativity has adequately planned to make it useful. The
Socratic method we use it, with different content, like we use the blackboard or the book. An
encyclopedia on CD-ROM does not lose its character free; what changes is its method of use,
ease and speed in handling, quality, mobility and voicing of his illustrations.
Using multimedia
today we can not express in relation to audiovisual technologies related to media without
referring to "cross-media 'or' media 'consisting of the simultaneous or successive use of various
resources audiovisual. Currently, the term "multimedia" is trying to reduce to a set of computing
devices that form between them an operational unit. And the meaning is restricted, confusing
the part with the whole. We must forget that the term multimedia is already used in treaties of
1965 referred to any pooling of media. We are still far from being in classrooms all
computerized, and we must resort complementary manner to the analog and digital, video,
sound and the CD-ROM.
A realistic application of the concept of "multimedia" is the preparation of teams of various types
of materials that develop a particular topic. The kit contains discs, tapes, slides, sheets,
films, brochures, etc.. even three-dimensional objects, recordings, and laboratories for training
psychomotor, or foreign language teaching. Multimedia slide shows are already using audio and
video from various projectors, retrotransparent, etc.. This type of presentation can now be done
using projections from software, but we must not forget very creative systems, a few years ago,
but not by new technologies should be moot. The planning and programming for this kind of
presentation isotherwise very demanding as successful only if very careful preparation.
Technological advances in education
The last ten years have been extremely fruitful in technological advances applicable to
education to offer the best and the most important experiences for students and Extending this
to an increasing number major. It is absolutely proven that the use of 'multimedia' improves
student learning and at the same time reduces training time and costs of education. The
students need for their professional future use of technological means, they vary greatly in their
ability to sense and learning, therefore, in individual educational requirements. Some learn
easily and quickly through oral or printed information and experiences at least direct. Most
require more concrete experiences that include the broadcast media. There are many cultural
factors that affect learning and therefore students need a wide range of experiences that
includes real aspects, visuals and abstract symbols. The new requirements and work
expectations that the student has advised greater public participation in learning through active
methods of investigation and experimentation. Educational programs need to be assessed in
terms of efficiency and application flexibility as to time, personnel and resources available. The
job application requires a preparation that requires the knowledge of everything that has to do
with the information society, new technologies, multiple and professional variation, the
interaction of resources, and in short, anything that facilitates the occupational and
professional. Teachers using new technologies may be released for work
orientation. New teaching patterns in which one takes into account new technologies and media
to improve involve learning new roles for teachers. It is the teacher who must provide all
information, as this can be presented most effectively by appropriate means, either to give to
large groups or for each student to expand itself individually and for use in a small group
of discussion. Teachers and as individuals and as teams are released from routine work and

2. can make truly professional and creative guidance of students who until now
had neglected. This work involves counseling and guidance: wide participation in planning and
production of materials audiovisual to suit the needs of groups or individuals to whom they are
intended. The use of technology to improve communication necessary to change the routine
methods by more agile in achieve educational goals. The great resistance of teachers to these
changes is because the break with the routine upsets a usual situation. Also, incorrectly
believed that the new media dehumanize the teaching, moving to teachers and education will
therefore automatically without human quality gives communication between teacher and
student. Today, with increasing fields of study, the content thereof, specialization and increased
demand for professional, what really happens and what is generally forgotten by educators,
is that genuine humanity and the personal touch can only be achieved with the proper use of
resources technology, which releases the teacher from routine work and the mere transmission
of information, to enable him to perform the work and guidance counselor in training their
students.
The education planning taking into account technology
The new teaching patterns described above require careful planning and detailed generally
neglected in traditional procedures. Now, must look not only to the subject, content and
individual differences of students but to many other factors influencing the success of the
process learning. Bringing all these elements, we can develop a systematic planning or design
of the teaching. One of the essential elements of design, forecasting, production organization
and resources teaching. Specialists in the use of the media should work with teachers to help
them develop plans or educational designs for their daily classes for work units or for a
complete course. The success of these designs teaching requires careful planning and a
realistic face many problems to be solved. This not achieved by chance and improvisation, but
involves a rigorous method that the teacher knows what you must act, take appropriate
decisions and action carried out systematically. The means to be used in the "design" are
required by the objectives, content and methods. The additional means are not teaching, nor
their support: they are the stimulus itself. In light of this concept can not accept the obsolete
design of the media as auxiliary aids. You must determine what it means, how and when they
will provide more effective and efficient experience for students. Just as different objectives
require different kinds of learning, and also the resources to be adequate need to correspond to
the required tasks. Certain media can be better than others for certain purposes (sound or
impression, moving picture, CD-ROM, internet). In other cases, use of available equipment,
convenience costs and other factors may be determinants of the election. This approach to
teaching and learning taking place "specifically" with respect to the objectives of behavior and to
meet the specific needs of students. Wanting to produce locally all materials that are needed is
so expensive and impossible for the time lost. In new technologies, eg CD-ROM, etc.. are still
very limited availability of educational programs, much more precise video. Maybe in the future
the producers try to develop materials carefully planned so that they can flexibility to adapt to
different general topics, and with slight modifications in its use to circumstances premises. But
leave the door open for own production purposes and supplementary material specific
application.
The media are merely auxiliary professor
Audiovisuals, other media related to them, the media in general and those based on information
technology, are much more than mere adjuncts. The means of this kind are often a forefront of
educational progress and when used properly affect the structure of plans and programs and
what indeed, come to modify the inner structure of the learning process. These media are
central to achieving teaching effective communication in large groups and are the only means of
communication teaching in many tutoring programs or independent study.
Many teachers do not use media in classrooms
Most teachers do not understand or accept the didactic value of audiovisual resources. Many
believe if you can not face the class, speaking, exhibiting or performing, learning fails. Others
are refractory to use of the image, since in one form or another consider a "degradation" of

3. academic dignity, dignity that their point of view can be maintained only by oral communication
and reading. This attitude is understandable since "one taught as taught 'and teachers, with few
exceptions, have received an education based on the verbalism throughout his life and
especially in their professional training or university.
The use of visual aids had its difficulties in the past. Both the material and equipment should be
requested well in advance. The machines were difficult to transport and operate, it was
necessary to completely obscure classrooms etc. For these and similar reasons it was not worth
using often movies or slides.
The content of commercial materials, often left much to be desired with regard to the needs
specific teachers in a given time or circumstance. The typical educational film was too
overloaded with concepts. Students could not hold so much material or where it was
related to the immediate situation. Possibly only a small part of the film containing the topic to
be was studying, but it was very difficult to prepare in advance the part that should be used, and
neither this part is presented as the teacher would have wanted.
Finally, misleading or overzealous and premature audiovisual materials made by
vendors and some teachers, coupled with the philosophy of our consumerist society, without
having made a careful evaluation and testing has produced adverse effects on the acceptance
and subsequent use of these resources.
For many teachers, unfortunately, have been ancillary audiovisual materials, accessories, to be
used if enough time and always after having given the verb classes and studied the textbooks.
On many occasions, making it truly the Spanish proverb that the best is the enemy of good,
wise use, forget the good, ie, wanting the ultimate technological didactically not use a multitude
of possibilities that can be creatively used appropriate source of learning.
Training in the Third Millennium Learning to learn Learning to know, to penetrate the meaning
of the information Learning to do, prepare for work and leisure time and unemployment
Learning to live with others, reflecting attitudes and behaviors of respect, dialogue and listening,
to practice tolerance and understanding of different cultures.
Learning to be, as learning oriented towards the construction of personal identity that includes
as a basic ingredient to finding the referents of meaning to life and live.
Learning to read critically information, icons, still and moving images, computer generated
images, virtual reality, and all that, plus the culture of print, comes from the world of new
technologies.