order to rethink our educational task in the context of the characteristics of this society S. XXI, the aim of this paper is to review the concepts, meanings and different visions of educational resources have been raised over recent years, as well also consider the language that carry the new media and its potential in the teaching and learning. The introduction of ICT (Information and Communication Technologies) in the educational context entails a number of questions about why and how to integrate courtly practices.
As teachers, when planning our work we carry out a long decision process that responds to basic questions of what, how, why teach, what resources to select and how to evaluate.
Faced with this decision and returning to the inclusion of ICT could ask: any action that relates to the objectives and content of my plan can be "good"?, given the diversity of materials, what could be more convenient?
In this sense, be appropriate to consider not only their features but also the relationship that should exist between the inclusion of resources and innovation in teaching.
But stop a moment and try to conceptualize what an educational material.
There are different views about it. Some conceptions restricted limit the concept of educational material to one that has been designed exclusively for educational, and other broad concepts (which adhere) are conceived as "any tool that enriches the teaching approach" , whether or not originally designed with this objective. Then we would be talking of curricular materials.
This will be the teacher who, in identifying different resources, redefinition for the purposes for which they were created to implement in the context of his educational proposal.
Now, only the teacher redefines these resources?
may have read or heard the term "digital natives and immigrants " Alejandro Piscitelli concepts [1] used to name two types of subjects using different forms of thought, which relate to the emergence of technology in ways communicate with the media used for this purpose, creating new ways to think, create and imagine.
What do these two types of thinking?
Basically, with the use of two different logics.
To Vilches [2] the emergence of new technologies, together with the internationalization of markets, has led to a series of migrations that affect different areas: the technological imagery as convergence emerges new and old stories and myths in media content; to language and cultural market , which promotes the debate on new media culture and its dependence on the commercial requirements, at new narrative ; to user behavior, thanks to interactivity become content handlers, and finally , the way of knowing, archive and find the images produced by the company . (Piscitelli, 2005)
The semiologist G. Kress points out that the modes of writing and image are defined by different logics: first, by the logic of time and timing (linear and sequential), and second, by the logic of space and spatial representation (simultaneity and fragmentation)
Thus, we understand that according to the contexts in which they were developed and developing ones and other subjects, carriers of different ways to access knowledge as well built. Alicia Entel
[3] refers to "ways of thinking" that new generations have expressed the following: "It's as if they think simultaneously in two ways: a film-like assembly and the other to the typical linearity of writing. Perhaps the best word translation is not because they move from one language to another, rather go from one worldview to another, from the value of the body and sensitivity to another, one way to write and express to another of cognition to another. "
Returning to the question ... only the teacher redefines these resources?
Undoubtedly, no. The sense resources to be used in an educational, recreates appropriations in the way they are teachers and students.
Therefore, if we consider the characteristics of our students have thought that twenty-first century and the need to generate more complex cognitive skills, there is the importance of including different types of media that circulate in society practices teaching. The challenge comes in the quality of the materials we select and its relevance to the context in which they are used to give new meaning from a pedagogical use. And in this sense, yes we will be able to examine the relationship between the inclusion of resources and innovation in teaching. Of course not forget that this is only one element to consider in teaching programming.
But first ... let us reflect on why the importance of inclusion? What are their functions?
are several reasons why the educational materials can be configured as powerful tools in the teaching and learning.
One of them includes motivation. As discussed earlier, the new logic carrying students to access knowledge. If a student in the classroom, proposals varied and fun, and if in addition, are consistent with the logic action, achieve greater interest in the content to work.
Another reason is the multiplicity of voices and ways of saying ... get closer to different perspectives on the same topic as well as to various ways of presenting the same content (I speak here of the variety of media that can support styles learning of each subject in particular) [4]
A third reason is to think about the materials available on society as "cultural tools." This means thinking about ownership cultural instruments in society.
Keep in mind that "... the media are part of social mediations (plural) exist, pointing to the processes of interaction and cultural reconstruction ... The pedagogical mediations are represented by the action or activity, intervention, resource or educational material given in the fact for aiding the teaching and learning which has relational. Its central purpose is to facilitate communication between the student and counselors to encourage through intuition and reasoning, a comprehensive approach to the ideas through the senses (Eisner, 1994) within the horizon of education conceived as participation, creativity, expression and rationality ". [5]
Now retaking what was raised at first, "any action that relates to the objectives and content of my plan can be" good "?, Given the diversity of materials, what may be more convenient?
In evaluating the materials and methods used, the teacher should not only analyze the characteristics of the goods or the teaching situation in which they are located.
While many authors have guidelines to guide its analysis, it is important to stress that, first, the curriculum perspective should guide the decision on the type of material used. Second, if we are to develop a guide for selection, it must consider not only technical aspects but the form and content, thinking about who will use it, how and for what purpose.
Let's look through an example ...
Under the Digital Literacy Campaign of the Ministry of Education, Science and Technology Office, educ.ar [6] is developing a CD library and interactive digital contents, which are provided free of charge to all teachers of Argentina that request as well as to schools included in the EIIP Project (Programa Integral for Educational Equality)
can also access them online through the portal.
On this occasion, I invite you to discuss with me the CD 8 Let's talk about AIDS in school .
The contents of this CD aim to provide teachers in schools in Argentina materials to address HIV / AIDS institutions. Material
theoretical information, an educational video, educational resources, recommended web sites, are the repertoire of tools that teachers can select, combine and apply in the manner it deems appropriate, within the curricular areas such as theme cross, as an institutional project, among other possibilities.
worth noting that this software has been specially designed for educational purposes . This means that their purpose is not only transmit information to a certain type of audience but the reader / user to learn and understand the issues worked on it.
Let's start ...
This material presents a multimodal text type [7] and hypertext [8] . van Leeuwen and Kress [9] (2001) identified in the analysis of multimodal texts the following layers: discourse, design, production and circulation. Volume
these strata as a basis for analysis only as a guide, since I like to emphasize the pedagogical frames rather than technical details.
The speech is the topic of the material and generally has its origin in scientific knowledge, arts or humanities. In this particular case, the issue is the AIDS treatment school. Unusual subject in schools and yet, children and adolescents are informed about it through various media discourse.
is pertinent to consider at this point, the notion of representation (one of the basic principles of media education [10] ) This concept distinguishes the reality of media constructions performed on it in the messages we offer. These representations invite us to see the world in certain ways and not others. This dimension connected with the ideologies and values \u200b\u200bthat seek to transmit media.
This educ.ar CD collection is a very good example to think from the school in content as part of the daily lives of students and invites them to discuss and build their own representations, as well as builders become transmit knowledge to others involved in the educational community. James P.
Gee (in this case, referring to video games), observes: "One of the key tasks of schools should be to help students to think in contrast conflicting claims, made on various topics by different specialists and compare them with the claims made in the world of life. To do so, students would have to investigate the specialized areas and culturally vital characteristic different worlds, both internally, in terms of content, and externally, in terms of social practices and identities. " [11]
Let the design ...
is to clarify that the design and textual form, are also part of the content of the material. The designs are ways to make speeches in the context of a given communicative situation.
This software has been developed primarily for teachers, and he can see a variety of semiotic modes:
- A oral discourse, through a series of videos created to place the teacher in different situations and attitudes towards the subject (generating cognitive conflict) as well as the guidance to address since its courtly practice.
- A didactic discourse , with suggestions of things to do in school, including the use of various resources, corresponding to the thought forms of student S. XXI to those referred to above. Also presents the possibility of creation and participation in a national project and a guide for the design and development of prevention projects.
also adds the curriculum framework of activities to support the work of teacher planning.
An important point to consider is how, through the various proposals for educational activities are invited to "try" to "encouraged" to use materials and teaching strategies that include clear examples of "innovation" radio programs WebQuest, work with video, collaborative experiences, linguistic analysis of different discourses, among others, of which not only provides guidance but its theoretical basis.
- A argumentative discourse, which presents the theoretical framework that underpins the pedagogical approach to reading and useful information about HIV / AIDS in school.
Through the content of this CD the teacher access to a wide range of possibilities of why address the issue and how, recontextualizing according to their class group.
A single text has been designed for students as users. It's a cartoon that offers an adventure and educational information (for students GBS) developed by the Foundation Guest and The Painted Productions.
The production
... Here we refer to the means involved in producing the material. For the preparation of this software has been used powerfully two brackets: the written text and video.
is important to highlight that in order to avoid access problems that may arise by wide-band or similar, each video is the script written consent from the user can choose which format reception.
The circulation or distribution ...
generally refers to aspects technical material.
educ.ar
entire collection is organized so that you learn to navigate the CD, with clear guidance, help, tips and instructions to cover the contents.
conclusion, I recommend this material because it is very interesting when it comes to content, not only as a resource widely used by teachers but also as proposed curriculum material for teacher training, since the principles underlying the design could be transferred to other areas of interest to address these issues in the current media discourse and it is important rescue in education.
live in a world full of images and speeches, but there are copies, simply represent a possible vision of reality. Generate debate, teaching and learning to look, criticize, build, share, give meaning and significance to the technologies that we are not neutral, but modify our ways of doing, thinking and feeling.
"... the impact of new technological developments need to be studied from a pedagogical perspective, as" the transformation of the ways of teaching does not occur for the renewal of artifacts, but for the reconstruction of educational frames of that renewal. " (Maggio, 2000)
[1] Piscitelli, Alejandro. Buenos Aires, 1949. Master of Social Science. Bachelor of Philosophy. Professor of Data Processing Workshop, Informatics and Telematics (UBA). Teaching graduate courses in national and Latin American universities. Educ.ar is site manager
[2] Vilches, Lorenzo. "The digital migration." Library Studies Television Gedisa, 2001 reference http://portal.educ.ar/debates/educacionytic/nuevos-alfabetismos/inmigrantes-digitales-vs-nativos-digitales.php
[3 ] Entel, Alicia, Dragon Fire: an approach to thinking Vlog. In: Gvirtz (ed.) Texts for rethinking the school's daily life: on bodies, changing rooms, spaces, languages, rituals and ways of living together in our school. Buenos Aires: Santillana, 2000
[4] The model of learning styles of Neuro-Linguistic Programming (NLP) takes into account the approach Neurolinguistic, who believes that the route of entry of information to the brain (eye, ear, body) is essential in the preferences of who learns or teaches. Specifically, the human being has three major systems to mentally represent information: visual, auditory and kinesthetic (VAK)
However, most people use unevenly systems, enhancing some and underused others.
representation systems grow more the more we use them and therefore use more than one system implies that there are systems that are used less, and therefore will have representation systems different stages of development. María Eugenia
Romo Ready. Delfina Lopez Real. López Bravo Ilse - Universidad de Chile
[5] EISNER, cognitive processes and curriculum. Martinez Roca. Barcelona, \u200b\u200b1994 - From http://portal.educ.ar/debates/educacionytic/nuevos-alfabetismos/el-concepto-de-mediacion-en-la-tecnologia-educativa-apropiada-y-critica.php
[6] educ.ar is the educational portal of Argentina intended to implement the policies defined by the Ministry of Education, Science and Technology on integration of Information Technologies and Communication in the education system.
[7] The "multimodal" refers to the various semiotic modes can integrate a multimedia document. Semiotic modes are the channels through which messages are transmitted in a communication.
[8] theorist George Landow defines hypertext as "text composed of blocks of words (or images) linked electronically in multiple paths, chains or trails in an open textuality, eternally unfinished. " The blocks of information called nodes or lexias and links, links.
Key features of hypertext Landow points out three. First, the intertextuality. Electronic links can connect blocks contextual information as a comment or text by making comparative reference is lost between the internal and external to the work, or between primary and secondary. Hypertext makes explicit the links that can produce text, extending, theoretically, to infinity.
Secondly, polyphony. Of all possible routes that make up the fabric hypertext is not possible any privilege. In addition, by placing a text within a network of texts, is forced to exist as part of a dialogue. Will give prominence to the reader to provisionally on a given sequence by reading the way you choose.
Finally, the runout. As the reader moves through the network of texts, their own interests makes the principal element of his reading. The center would be a passenger, and on mobile. But besides the ability to choose their way, readers could add their own text and links to expand the performance of its powers.
[9] van Leeuwen, T. and G. Kress, Multimodal Discourse: the modes and media of contemporary communication. London: Hodder Alrnold, 2001
[10] Media education is to analyze how the media (the plural and integrated manner) construct the world and present themselves as mediators between the world and we . The media not only help us learn more about the world, but also to give a particular meaning. Seek to structure our understanding of the universe, including and excluding realities, and providing maps and codes to mark our territory. The media messages carry signifiers mechanisms that stimulate and suppress certain other events. In the repeated representation of issues and groups social media seek to naturalize the message and symbolize a particular social group or subject as normal and acceptable to common sense.
This approach to media education that discusses how, from media representations, the receivers we come to accept as natural certain judgments about ourselves and others when we or they are represented in the media. It is an education purpose is to question the social representations of ours and the others in the media and society. In this perspective, media education analyzes the construction of identity in the media (women, men, family, poverty, black, Indian, European, African) to better understand the relationship between these representations and the real world. Roxana Morduchowicz. The sense of media education. http://www.rieoei.org/rie32a02.htm # a
[11] GEE, James P., What videogames teach us about learning and literacy. Ed Aljibe: Málaga, 2005 Cap. 2
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