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New Educational Technology:Challenges and PotentialI. The criticism of computer
New Educational Technology:Challenges and PotentialI. The criticism of computer
游客
2023-12-13
9
管理
问题
New Educational Technology:Challenges and Potential
I. The criticism of computers and multimedia technology
—A (1)_____of understanding of the nature and the
importance of computer literacy. —How new technology contribute to the revitalization
of education. In the past; —Media, mainly film and television, were used as
(2)_____for teachers to break in teaching.
Today:
—Media literacy is rarely taught. II. The traditional (3)_____position of print literacy in education
1. Elitism blinded the significance of media
—Media materials could intensify and enhance the experience of education.
2. Critical skills and analytic abilities failed to (4)_____.
3. Critical media literacy is essential.
—It is essential to understand and navigate within more complex technological and ideological forms.
—There is broadening (5)_____between student experience, subjectivities,and culture and schooling.
III. Print literacy is more necessary in " high-tech" information age
—The skills of critical reading and analysis, and clear and concise writing is increasingly important.
—A (6)_____teacher can provide context,appropriate application of course material and a place for discussion and interaction.
—The relationship between classroom teaching and
computerized teaching tools,is a sort of (7)_____
situation.
—Multimedia and print supplement each other.
IV. Educational and cultural media in critical analysis
1. Traditional educators persist in (8)_____media
and technology.
2. Several ways to make media materials more appealing and seductive
—critical (9)_____with media materials rather than
simple prohibition —media production be incorporated in the classroom —production of alternative forms or parodies of commercial media
V. Common practice of blaming the victim
—Computer software and Internet technologies are
being (10)_____.
—Teachers and students should learn to evaluate new
cultural forms. [br]
New Educational Technology: Challenges and Potential
Good morning,everyone. Today, we are going to talk about the challenges and potential of new educational technology.
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)ln 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. An expert called Luke is perceptive in her 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. (4)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. (5) 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. (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.
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. 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 on e-mail, in chatrooms, or surfing the Web, or use the Internet to cheat on assignments and engage in plagiarism. 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 and democratic social transformation. 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 longed 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.
To sum up, we mainly talked about the challenges and potential of the new educational technology. With the development of society, there may be more good methods for education. That is all. Thanks for your listening.
选项
答案
mismatch
解析
本题为细节题。文中提到:Indeed,there is a broadening mismatch between student experience,subjectivities and culture and the institution of school—ing.学生的经验和主观性与文化和教育越来越不匹配。此处填人mismatch。
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