Course work theme: technology in education teaching listening

COURSE WORK


THEME: technology in education.
teaching listening.

CONTENTS

INTRODUCTION 3
1.1.History of the development of educational technologies.7 7
2.1. Teaching the child to hear for the first time. 72
On the subject: methodological developments, presentations and notes 74
1. Dethrone the parents. 75
2. Be consistent with your requests. 75
4. Forget the words "no" and "no". 76
5. Unexpected repetitions 76
The algorithm is as follows: 77
2.2. Modern methods of teaching listening skills. 79
CONCLUSION 88
Educational media and tools can be used for: 88
task structuring support: help with how to do a task (procedures and processes), 88
access to knowledge bases (help user find information needed) 88
alternate forms of knowledge representation (multiple representations of knowledge, e.g. video, audio, text, image, data). 88
Numerous types of physical technology are currently used: digital cameras, video cameras, interactive whiteboard tools, document cameras, electronic media, and LCD projectors. Combinations of these techniques include blogs, collaborative software, Portfolios, and virtual classrooms. 88
The current design of this type of application includes the evaluation through tools of cognitive analysis that allow to identify of which elements optimize the use of these platforms. 88
REFERENCES 90

INTRODUCTION

The Association for Educational Communications and Technology (AECT) has defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources". It denotes instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning". As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments.
Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:

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  Educational technology as the theory and practice of educational approaches to learning.
  
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  Educational technology as technological tools and media, for instance massive online courses, that assist in the communication of knowledge, and its development and exchange. This is usually what people are referring to when they use the term "edtech".
  
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  Educational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS).
  
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  Educational technology as back-office management, such as training management systems for logistics and budget management, and Learning Record Store (LRS) for learning data storage and analysis.
  
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  Educational technology itself as an educational subject; such courses may be called "computer studies" or "information and communications technology (ICT)".
  

Modern electronic educational technology is an important part of society today. Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, edtech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education.
Each of these numerous terms has had its advocates, who point up potential distinctive features. However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack of agreement about the components of a personal learning environment. Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components, or delivery methods rather than being fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility, and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology.
In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology. Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world, for example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing. Virtual education and simulated learning opportunities, such as games or dissections, offer opportunities for students to connect classroom content to authentic situations.