[PDF] Information And Communication Technology In Education Interactive Multi Media Instructional Strategies For Teaching Learning Process eBook

Author : Sanjaya Mishra
Publisher : IGI Global
Page : 438 pages
File Size : 11,60 MB
Release : 2005-01-01
Category : Education
ISBN : 9781591403944

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This text emerges out of the need to share information and knowledge on the research and practices of using multimedia in various educational settings. It discusses issues relating to planning, designing and development of interactive multimedia, offering research data.

Author : Dr. Madhu Parasher
Publisher : Ashok Yakkaldevi
Page : 71 pages
File Size : 27,24 MB
Release : 2021-11-29
Category : Art
ISBN : 179477209X

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The end of 20th century and beginning of the 21stcentury witnessed very existing changes, one of them being in the field of Information and Communication Technology. All concerned with education must realize that in the fast changing world of today, the students have to be prepared to cope intelligently with the social economic and technological changes. The educational environment is changing rapidly as a consequence of Information and Communication Technology and will continue to change. Information and Communication Technology are electronic or computerized devices and associated with human interactive materials that enable the user to employ them for a wide range of teaching and learning processes in addition to personal use The rapid development in Information and Communication Technology (ICT) and the use of computer in education have made it easier for users to access, deliver and store knowledge. Furthermore, the ability of Information and Communication Technology to deliver information quickly, correctly and attractively in the form of multimedia has also made learning more enjoyable .An enjoyable learning scenario is a necessity to effective instruction. Besides being an instruction that students enjoy, effective instruction also enables students to acquire specific skills, knowledge, and attitudes (Dick & Reiser, 1989). In order to achieve effective instruction, language instructors need to create an enjoyable learning environment and one of the methods is to use multimedia teaching instruction .Nowadays, it is common to see instructors use multimedia tools as their teaching aids in their efforts to reproduce or enhance their teaching.

Author : Delia Neuman
Publisher : Springer Science & Business Media
Page : 156 pages
File Size : 23,23 MB
Release : 2011-03-31
Category : Education
ISBN : 1441905790

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The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. Phrases like “the information revolution”, “the information (or knowledge) society”, and “the knowledge economy” underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that “The World Is Flat” and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the “war on terrorism” is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely—becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in “information behavior”—that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.

Author : Sidhu, Manjit Singh
Publisher : IGI Global
Page : 425 pages
File Size : 10,57 MB
Release : 2009-09-30
Category : Computers
ISBN : 160566765X

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Explores best practices in assisting students in understanding engineering concepts through interactive and virtual environments.

Author : Max Giardina
Publisher : Springer Science & Business Media
Page : 263 pages
File Size : 10,55 MB
Release : 2012-12-06
Category : Computers
ISBN : 3642777058

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Multimedia environments suggest to us a new perception of the state of changes in and the integration of new technologies that can increase our ability to process information. Moreover, they are obliging us to change our idea of knowledge. These changes are reflected in the obvious synergetic convergence of different types of access, communication and information exchange. The multimedia learning environment should not represent a passive object that only contains or assembles information but should become, on one side, the communication medium of the pedagogical intentions of the professor/designer and, on the other side, the place where the learner reflects and where he or she can play with, test and access information and try to interpret it, manipulate it and build new knowledge. The situation created by such a new learning environments that give new powers to individuals, particularly with regard to accessing and handling diversified dimensions of information, is becoming increasingly prevalent in the field of education. The old static equilibrium, in which fixed roles are played by the teacher (including the teaching environment) and the learner, is shifting to dynamic eqUilibrium where the nature of information and its processing change, depending on the situation, the learning context and the individual's needs.

Author : Charles K. Kinzer
Publisher : Taylor & Francis
Page : 313 pages
File Size : 16,33 MB
Release : 2023-05-31
Category : Education
ISBN : 1000939855

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Interactive Literacy Education combines the latest research and theory related to technology-based instructional design for children’s literacy development. It shows how technology can be used to build literacy learning environments that are compatible with students’ cognitive and social processes. Topics addressed throughout this enlightening work include: *technology environments and applications that preservice teachers can use with young children; *detailed information regarding the development and implementation of specific technological programs; and *various technologies, from interactive reading and spelling programs to speech recognition to multimedia, that teachers can use to enhance their literacy learning environments. Interactive Literacy Education is intended for graduate courses in methods of literacy instruction; educational technology; curriculum/curriculum design; general preservice education; special education; and applied psychology/cognitive studies. It is also appropriate for use as a supplement in undergraduate courses in methods of literacy instruction and educational technology.