The Challenges and Potential of New Educational Technology I. Criticisms of computers and multimedia t

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问题                         The Challenges and Potential of
                        New Educational Technology
I. Criticisms of computers and multimedia technology
—A【T1】of understanding of the nature and importance【T1】______
of computer literacy and of how new technologies
contribute to a revitalization of education.
In the past:
—Media, mainly film and television, were used as a(n)
【T2】for teachers to take a break from teaching.【T2】______
Today:
—Media literacy is rarely taught.
II. The traditional【T3】position of print literacy in【T3】______
education
1. A form of elitism has blinded educational theorists to the
significance of media.
2. Instruction has failed to【T4】critical skills and【T4】______
analytic abilities.
3. Critical media literacy is essential.
—It is essential for understanding and navigating within
ever more complex technological and ideological forms.
—There is a broadening【T5】between student【T5】______
experience, subjectivity, and culture and the institution
of schooling.
III. Print literacy is more necessary in this "high-tech" Information Age
—The skills of critical reading and analysis, and clear
and concise writing are increasingly important.
—A【T6】teacher can provide context, appropriate【T6】______
application of course material to students’ situations
and a place for discussion and interaction.
—The relationship between classroom teaching and
computerized teaching tools is a sort of【T7】【T7】______
situation.
—Multimedia and print supplement each other.
IV. Educational and cultural media in critical analysis
1. Traditional educators persist in【T8】media and【T8】______
technology.
2. Several ways to make media materials more appealing and seductive
—critical【T9】with media materials rather than【T9】______
simple prohibition
—the incorporation of media production in the classroom
—the production of alternative forms or parodies of
【T10】【T10】______
【T8】
The Challenges and Potential of New Educational Technology
    Good morning, everyone. Today, we are going to talk about the challenges and potential of new educational technology.
     (1)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.(2)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.
     (3)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.(4)Further, instruction has generally failed to develop the critical skills and analytic abilities that empower both teachers and students 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.(5)Indeed, there is a broadening mismatch between student experience, subjectivity, 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.(6)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.(7)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.
     (8)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.(9)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.(10)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.
    To sum up, with the development of society, there may be more good methods for education. Thanks for your listening.

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