首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
New Educational Technology: Challenges and Potential Many criticisms of computers and multimedia technology in(l)______stem
New Educational Technology: Challenges and Potential Many criticisms of computers and multimedia technology in(l)______stem
admin
2014-06-02
36
问题
New Educational Technology: Challenges and Potential
Many criticisms of computers and multimedia technology in(l)______stem from a lack of understanding of their nature and importance. That’s why even today, media literacy is rarely taught, and (2)______use of media materials in the classroom occurs all too seldom.
However, the everyday televisual and popular cultural texts are at least as significant sources of learning as the print texts. They could be employed to (3)______ the experience of education. But instruction has generally failed to develop relevant skills and analytic abilities. Indeed, there is a broadening mismatch between (4)______, subjectivities, and culture and the institution of schooling.
This is not to suggest that the instructional use of media and computer technology is superior and without (5)______. Indeed, we believe that print literacy, the fundamentals of education and a good classroom teacher are necessary. The relationship between print media and multimedia technology, as well as between classroom teaching and computerized teaching tools, is not an either-or situation, but a "both-and" ; they (6)______ each other.
Some educators defend tools like Internet filtering software. The fact is that censoring material makes it more (7)______, so we recommend critical engagement with media materials rather than simple prohibition. We also recommend that media production be incorporated in the classroom, because doing so can break through barriers and extend the (8)______ educational process in many exciting directions.
Hence arises the illogical but common practice of blaming the student and the technology itself. But some educators focus on criticizing but pay scant attention to devising strategies to ensure that disadvantaged and subordinate groups (9)______ computer education and technologies.
We need a shift toward positive deployment of new technologies for educational purposes. Teachers and students should learn to evaluate new (10)______. To do this, however, there should be a commitment to teaching media, computer, and multimedia literacies, and to incorporating the best of these programs in the classroom.
New Educational Teehnology:ChalIenges and Potential
Many current criticisms of computers and multimedia technology in instruction stem from a lack of understanding of the nature and importance of computer literacy and of how new technologies can contribute to a revitalization of education. In the past, media, primarily film and television, were often used as a supplement or as a way for the teacher to take a break from the arduous activity of interacting creatively with students. Even today, with media and technology proliferating in the schools, media literacy is rarely taught, and imaginative use of media materials in the classroom occurs all too seldom. Even in colleges of education where teachers are taught how to teach, media, computer, and technological literacies are rarely discussed, though there is some pressure developing to address this lack.
Traditionally, print literacy has held a position of privilege in education. A form of elitism has blinded many educational theorists to the significance of media in the everyday lives of both teachers and students. Some experts, however, are perceptive in their claim that "the everyday televisual and popular cultural texts that students encounter are at least as, if not more, significant sources of learning than the print texts educators deem as culturally relevant literacy texts". These common and shared media materials could be employed to intensify and enhance the experience of education, but this has not often been done. Further, instruction has generally failed to develop the critical skills and analytic abilities that empower both teacher and student in their interactions with media in all its forms. Yet, in this computer era, critical media literacy is essential for understanding and navigating within ever more complex technological and ideological forms such as CD-ROMs and the World Wide Web. Indeed, there is a broadening mismatch between student experience, subjectivities, and culture and the institution of schooling.
This is not to suggest that the instructional use of media and computer technology is inherently superior and without limitations. Indeed, we believe that print literacy and the fundamentals of education are more necessary than ever in today’s "high-tech" information age. In a world of information overload, it is increasingly important to teach students the skills of critical reading and analysis, and clear and concise writing. Moreover, a good classroom teacher can provide context, appropriate application of course material to students’ situations, and a place for discussion and interaction that computers cannot provide. But we also believe that it is the responsibility of educators to make use of all available technologies for educational purposes. The relationship between print media and multimedia technology, as well as between classroom teaching and computerized teaching tools, is not an either-or situation, but rather inclusive—a sort of "both-and". In this conception, multimedia and print supplement each other, as do computers and classroom teaching.
Yet traditional educators persist in blaming media and technology for declining test scores and in defending problematic tools like Internet filtering software and the television V chip that enable censorship of material deemed objectionable by some third party. It would seem more productive to teach students how to access and appreciate worthwhile educational and cultural media and to engage in critical analysis. Often censoring material makes it more appealing and seductive, so we recommend critical engagement with media materials rather than simple prohibition.
We also recommend that media production be incorporated in the classroom. Despite the fact that inexpensive video equipment is widely available in both schools and universities, teachers rarely teach students how to use the equipment to produce their own contemporary media forms. We have found that the production of alternative forms or parodies of commercial media—anti-commercials or anti-rock videos, for instance—can break through barriers and extend the critical educational process in many exciting directions. Unfortunately, it seems far more common for teachers to use film, video, or other media forms as a less valuable supplement to a printed text.
Hence arises the illogical but common practice of blaming the victim—or, in this case, the student—and the technology itself. The computer has become an object of disdain and disrespect within some education settings and contexts. Like the television programming and Hollywood films that have been blamed by so many educators for the failings of contemporary students, computer software and Internet technologies are also being demonized. Some object to computer games; others complain that students spend too much time surfing the Web, or use the Internet to cheat on assignments. Many educators simply denounce new computer technologies rather than embarking on serious exploration of how such tools can be used to enhance education and further research. Others make the admittedly compelling argument that the new technologies are far more accessible to the middle and upper classes and thus reinforce class hierarchies. But these educators focus on criticizing and pay scant attention to devising strategies to ensure that disadvantaged and subordinate groups have access to computer education and technologies.
What is needed is a philosophical and pedagogical shift toward positive deployment of new technologies for educational purposes. This reconstructive process should seek to empower and enlighten both teachers and students and to assist them in recognizing the difference between good and bad, mediocre and beneficial. Teachers and students should learn to evaluate new cultural forms in the same manner in which they have long judged and evaluated print material. This approach, however, necessitates a commitment to teaching media, computer, and multimedia literacies, and to incorporating the best of these programs in the classroom.
选项
答案
imaginative
解析
由于人们对计算机和多媒体技术的本质和重要性的认识不足,所以如今利用媒体的能力(media literacy)和对媒体材料的创造性使用(imaginative use of media materials)在课堂上很少出现。
转载请注明原文地址:https://kaotiyun.com/show/75pO777K
0
专业英语八级
相关试题推荐
Pen-palLetters:TheCross-curricularExperienceIaskedmycousin,ateacherinTucson,Arizona,tohaveourclassesbecome
MedicineinMedievalEnglandThemedicalpracticesinMedievalEngland:Basedupon(1)______,ancienttexts,mythorthe
TheVikingsbegantoattackvariouspartsofEnglandfromtheendofthe______century.
AgricultureinBritainI.Britishagricultureanditssupportingareas:accountforaround(1)______ofGNP.II.Smallpercentage
HowmuchwouldCanadaspendeachyearonclimatechangeinthe2020saccordingtothenewanalysis?
A、wantingtodestroyEurope’swelfarestate.B、destroyingcapitalismacrossthecontinent.C、encouragingpoliticalintegrationa
TheGameoftheNameHerecomesJohnSmithwalkingtowardme.Eventhoughbeisbutapassingacquaintance,theAmericangree
Afterthirtyyearsofmarriedhappiness,hecouldstillremindhimselfthatVictoriawasendowedwitheverycharmexceptthethr
Humansareforeverforgettingthattheycan’tcontrolnature.Exactlytwentyyearsago,theTimemagazinecoverstoryannounced【
A、Enthusiastic.B、Indifferent.C、Critical.D、Neutral.A
随机试题
《疫苗流通和预防接种管理条例》规定,因接种第二类疫苗引起的预防接种异常反应需要对受种者予以补偿,补偿费用的承担者是
案例:A局办公室共有工作人员6人,其中正副主任各1人。干事4人。多年来.办公室主任老王一直主持办公室的日常工作,副主任老张平时与办公室其他4名干事一样从事一些具体工作。随着经济体制改革的深入和业务活动的展开.局办公室的工作任务日益增多,繁忙的
脊柱结核的X线表现为
A.肺部有固定的细湿啰音B.呼吸困难的程度C.发热,频咳D.除呼吸系统表现外有其他系统受累的表现及全身中毒症状E.白细胞增高轻症、重症肺炎区别的重要依据是()
某公司随机抽取的8位员工的工资水平如下:800、3000、1200、1500、7000、1500、800、1500则该公司8位员工的工资的中位数是()。
长江公司2015年实现销售收入800万元,固定成本235万元(其中利息费用20万元,优先股股利15万元),变动成本率为60%,普通股80万股。2016年长江公司计划销售收入提高50%,固定成本和变动成本率不变。2015年度的利息费用和优先股股利在2016年
关于“师爱”,下列说法正确的是()。
下列著名诗人与其代表作对应有误的是:
Catalyst6500的VTP域名是bupt,在该交换机上建立ID号为128,名为phy128的VLAN,修改ID号为223,名为phy223的VLAN的名字为mat223,并为端口3/10分配128号VLAN,交换机正确的配置是()。
LastmonthHansenTransmissionsInternational,amakerofgearboxesforwindturbines,waslistedontheLondonStockExchange.
最新回复
(
0
)