The educational technology is the sum total of activities that can make someone change their environments external (material) or internal (behavioral). A systematic application of knowledge resources scientific process that requires each individual to acquire and use knowledge. When it comes to superficially "new technologies", we incorrectly using an adjective, as I confuse the new with the latest, "the latest in application techniques. In technology of the education, first place as we have said repeatedly, we must not confuse machines or devices with application of technologies that have more to see with the organization of means and resources with the same means. The resort does not have to passing fashion, or be used while it lasts as usual do. A resort can be eternal if the mind uses creativity has adequately planned to make it useful. The Socratic method that we use it, with different content, like we use the blackboard or the book. An encyclopedia on CD-ROM does not lose its character of encyclopedia; what changes is its method of use, ease and speed in handling, the quality, mobility and voicing of his illustrations. Using multimedia

Today we can not express in relation to audiovisual technologies related to media without referring to "crossmedia 'or' multimedia 'that it consist of the simultaneous or successive use of various resort audiovisual. Currently, the term "multimedia" is trying to reduce to a set of computing devices that form between them an operational unit. And the meaning is restricted, confusing the part with the whole. We must not forget that the term multimedia is already used in treaties of 1965 referred to any pooling of media. We are still far from being in classrooms all computerized, and we must resort complementary manner to the analog and digital, video, sound and the CD-ROM.

A realistic application of the concept of "multimedia" is the preparation of teams of various types of materials that develop a particular topic. The kit contains discs, tapes, slides, sheets, films, brochures, etc.. Even three-dimensional objects, recordings, and laboratories for training psychomotor or foreign language teaching. Multimedia slide shows are already using audio and video from various projectors, retrotransparent, etc.. This type of presentation can now be done using projections from software, but we must not forget very creative systems, a few years ago, but not by new technologies should be moot. The planning and programming for this kind of presentation is otherwise very demanding as successful only if very careful preparation.

Technological advances in education

The last ten years have been extremely fruitful in technological advances applicable to education to offer the best and the most important experiences for students and extending this to an increasing number major. It is absolutely proven that the use of 'multimedia' improves student learning and at the same time reduces training time and costs of education. The students need for their professional future use of technological means; they vary greatly in their ability to sense and learning, therefore, in individual educational requirements. Some learn quickly and easily through oral or printed information and experiences at least direct. Most require more concrete experiences that include the broadcast media. There are many cultural factors that affect learning; therefore students need a wide range of experiences includes real aspects, visuals and abstract symbols. The requirements and work expectations that the student and that new has

advised greater public participation in learning through active methods of investigation and experimentation. The educational programs need to be assessed in terms of efficiency and application flexibility as to time, personnel and resources available. The job application requires a preparation that requires the knowledge of everything that has to do with the information society, the new technologies, the multiple and professional variation, the interaction of resources, and in short, anything that facilitates the occupational and professional. the teachers, using new technologies may be released for work orientation. New teaching patterns in which one takes into account new technologies and media to improve involve learning new roles for teachers. It is not the teacher who must provide all information, as this can be presented most effectively by appropriate means, either to give to big groups or for each student to expand itself individually and for use in a small group of discussion. The teachers and as individuals and as teams are released from routine work and can make truly professional and creative guidance of students who until now had neglected. This work involves counseling and guidance: wide participation in planning and production of materials audiovisual to suit the needs of groups or individuals to whom they are intended.

The use of technology to improve communication necessary to change the routine methods faster in achieve educational goals. The great resistance of teachers to these changes is because the break with the routine upsets a usual situation. Also, incorrectly believed that the new media dehumanize the teaching, moving to teachers and education will therefore automatically without human quality gives communication between teacher and student.

Today, with increasing fields of study, the content thereof, specialization and increased demand for professional, what

really happens and what is generally forgotten by educators, is that genuine humanity and the personal touch can only be achieved with the proper use of resources technology, which releases the teacher from routine work and the mere transmission of information, to enable him to perform the work and guidance counselor in training their students.

The education planning taking into account technology

The new teaching patterns described above require careful planning and detailed generally neglected in traditional procedures. Now, must look not only to the subject, content and individual differences of students but to many other factors influencing the success of the process learning. Bringing all these elements, we can develop a systematic planning or design of the teaching. One of the essential elements of design, forecasting, and production organization and resources didactic. The specialists in the use of the media should work with teachers to help them develop plans are educational designs for their daily classes for work units or for a complete course. The success of these designs teaching requires careful planning and a realistic face many problems to be solved. This not achieved by chance and improvisation, but involves a rigorous method that the teacher knows what you must act, take appropriate decisions and action carried out systematically. The means to be used in the "design" are required by the objectives, content and methods. The additional means are not teaching, nor their support: they are the stimulus itself. In light of this concept can not accept the obsolete design of the media as auxiliary aids. You must determine what it

means, how and when they will provide more effective and efficient experience for students. Just as different objectives require different kinds of learning, and also the resources to be appropriate need to correspond to the required tasks. Certain media can be better than others for certain purposes (sound or impression, moving picture, CD-ROM, internet). In other cases, use of available equipment, convenience costs and other factors may be determinants of the election. This approach to teaching and learning taking place "specifically" with respect to the objectives of behavior and to meet the specific needs of students. Wanting to produce locally all materials that are needed is so expensive and impossible for the time lost. In new technologies, for example, CD-ROM, etc.. are still very limited availability of educational programs, much more precise video. Maybe in the future the producers try to develop materials carefully planned so that they can have the flexibility to adapt to different general topics, and with slight modifications in its use to circumstances premises. But leave the door open for own production purposes and supplementary material specific application.

The media are merely auxiliary professor

The audiovisuals, other media related to them, the media in general and those based on information technology, are much more than mere adjuncts. The means of this kind are often a forefront of educational progress and when used properly affect the structure of plans and programs and what indeed, come to modify the inner structure of the learning process. These media are central to achieving teaching effective communication in big groups and are the only means of communication teaching in many tutoring programs or independent study.

Why many teachers do not use media in classrooms

Most teachers do not understand or accept the didactic value of audiovisual resources. Many believe if you can not face the class, speaking, exhibiting or performing, learning fails. Others are refractory to use of the image, since in one form or another consider a "degradation" of academic dignity, dignity that their point of view can be maintained only by oral communication and reading. This attitude is understandable since "we taught as taught 'and teachers, with few exceptions, have received an education based on the verbalism throughout his life and especially in their professional training or university.

The use of visual aids had its difficulties in the past. Both the material and equipment should be requested well in advance. The machines were difficult to transport and operate; it was necessary to completely obscure classrooms etc. For these and similar reasons it was not worth using often movies or slides. The content of commercial materials, often left much to be desired with regard to the needs specific teachers in a given time or circumstance. The typical educational film was too overloaded with concepts. Students could not hold so much material or where it was related to the immediate situation. Possibly only a small part of the film containing the topic to be was studying, but it was very difficult to prepare in advance the part that should be used, and neither this part is presented as the teacher would have wanted. Finally, misleading or overzealous and premature audiovisual materials made by sellers and some teachers, coupled with the philosophy of our consumerist society, without having made a careful evaluation and testing has produced adverse effects on the acceptance and subsequent use of these resources.

For many teachers, unfortunately, have been ancillary audiovisual materials, accessories, to be used if enough time and always after having given the verb classes and studied the textbooks. On many occasions, making it truly the Spanish proverb that the best is the enemy of good, wise use, forget the good, it is for wanting the ultimate technological didactically not use a multitude of possibilities that can be creatively used appropriate source of learning.

-Training in the Third Millennium. -Learning to learn. -Learning to know, to penetrate the meaning of the information. -Learning to do, prepare for work and leisure time and unemployment. -Learning to live with others, reflecting attitudes and behaviors of respect, dialogue, and listening, practice tolerance and understanding of different cultures. -Learning to be, as learning oriented towards the construction of personal identity that includes a basic ingredient to finding the referents of meaning to life and live. -Learning to read critically information, icons, still and moving images, computer generated images, virtual reality, and all that, plus the culture of print, comes from the world of new technologies.

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