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An interactive whiteboard that allows teachers to project content from any device, annotate lessons digitally, and gather real-time student feedback and responses. This would help make lessons more engaging while streamlining content sharing and assessment. An artificial intelligence teaching assistant that understands concepts being taught and can provide individualized help to students. This could take some grading and repetitive tasks off teachers' plates. Finally, an augmented or virtual reality platform that brings subjects like science, history or foreign languages to life through immersive simulations. This type of experiential learning could help cement ideas that are traditionally more difficult to grasp.
An interactive whiteboard that allows teachers to project content from any device, annotate lessons digitally, and gather real-time student feedback and responses. This would help make lessons more engaging while streamlining content sharing and assessment. An artificial intelligence teaching assistant that understands concepts being taught and can provide individualized help to students. This could take some grading and repetitive tasks off teachers' plates. Finally, an augmented or virtual reality platform that brings subjects like science, history or foreign languages to life through immersive simulations. This type of experiential learning could help cement ideas that are traditionally more difficult to grasp.
An interactive whiteboard that allows teachers to project content from any device, annotate lessons digitally, and gather real-time student feedback and responses. This would help make lessons more engaging while streamlining content sharing and assessment. An artificial intelligence teaching assistant that understands concepts being taught and can provide individualized help to students. This could take some grading and repetitive tasks off teachers' plates. Finally, an augmented or virtual reality platform that brings subjects like science, history or foreign languages to life through immersive simulations. This type of experiential learning could help cement ideas that are traditionally more difficult to grasp.
In learning and training environments, media are
the means of communicating and transferring a learning concept or objective to another individual. Media are the replicable “means”, forms, or vehicles by which instruction is formatted, stored, and delivered to the learner (Schwen, 1977). MEDIA
According to Arsyad (2003), in teaching and
learning activities using the media said the teaching was replaced by terms such as tool of view heard, teaching materials, communication of view heard, educational teaching aids of view, educational technology, teaching aids, and explanatory media. MEDIA
But some of the terms of the educational media
have limitations therein include: educational media has a physical sense that is known as the hardware, educational media that have non-physical sense, known as software, MEDIA
But some of the terms of the educational media
have limitations therein include: emphasis on the visual and educational media audio, educational media have understanding aids in the learning process both inside and outside the classroom, educational media used in the context of communication and interaction between teachers and students in the learning process. Hardware
This the classification of machines or equipment
used in the instructional process.
It is upon these gadgets that the software is
transmitted. Software
This classification consists of all materials used
Projected media – they require light source from
projection.
Non-projected media – they do not require light
source. Electronic Media
Audio media – this form a media carry sounds
ALONE.
Visual Media – These are the ones that can be
seen.
Audio-visual Media – these are instructional
material which provide students audio and visual experiences Characteristics of Media Education According to Gerlach & Ely (1971), there are three characteristics of the media which is a clue why the media is used and what can be done by the media that teachers may not be able to do so. Feature fixative (Fixative Property)
These characteristics are developing the ability of
media to record, store, preserve, and reconstruct an event or object. With the characteristics of this fixative, the media allows a recording events or objects that occur in a certain time to be transported without knowing the time. Manipulative traits (Manipulative Property) Transformation of an event or object was possible because the media has a manipulative traits. The incident, which took several days, can be presented to students within two or three minutes with the media-making techniques of teaching time-lapse recording. Distributive characteristics (Distributive Property) This characteristic allows an object or event to be transported through space, these events are presented simultaneously to many students to experience the same relative stimulus of events. Once the information recorded in any media format, information can be reproduced several times and ready to be used simultaneously in different places or used repeatedly in one place. Distributive characteristics (Distributive Property) This characteristic allows an object or event to be transported through space, these events are presented simultaneously to many students to experience the same relative stimulus of events. Once the information recorded in any media format, information can be reproduced several times and ready to be used simultaneously in different places or used repeatedly in one place. Selection of Media Materials Selection of Media Materials
Do the materials contribute meaningful content to
the topic under study?
Do the materials help you achieve the instructional
objective?
Is the material appropriate for the age, intelligence,
and experience of the learners?
Is the physical condition of the material satisfactory?
Selection of Media Materials
Is there a teacher's guide to provide a briefing for
effective use?
Can the materials in question help to make
students better thinkers and develop their critical faculties?
Is the material worth the time, expense and
effort involved? Goal-oriented
Media are selected based on instructional goals
have been established which generally refers to one or a combination of two or three domains of cognitive, affective, and psychomotor. Appropriateness
Different media, such as films and graphic
symbols and codes that require different, and therefore require different mental skills and to understand them. In order to assist the learning process effectively, the media must be aligned and fit with the task of learning and mental abilities of students. Practical, Flexible and Enduring
If not available time, funding or other resources
to produce, does not need imposed. Media is expensive and time consuming to produce it is not guaranteed as the best medium. Skilled Teachers
Whatever the media, teachers must be able to
use them in the learning process. Values and benefits so the media is determined by the teacher who uses it. Collaborative
Effective media for large groups may not be as
effective if used in small groups or individuals. There is an excellent medium for this type of large groups, groups of medium, small groups and individuals. Activity
Ifyou were given a chance to invent one
media technology that will help you teaching in the 21st century easier, what would it be and why?
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