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Internet and Intranets

As we have seen in previous chapters, computers can be used for a variety of instructional activities. Until recently, educators have perceived the computer as a device that stands alone in the class room running selected software for students to use. With improvements in technology and telecommunication systems, however, it has become possible and viable to use computers to connect students to people and re sources outside of the classroom. Once you connect computers in ways that enable people to communicate and share information, you have a network. Networks connect schools, homes, libraries, educational institutions, organizations, and businesses so that students, families, and professionals can access or share information instantly in the following ways: • Exchange messages with one or more persons, nearly instantaneously, anywhere in the world that is linked to the network, using electronic mail (E-mail). • Communicate with many people simultaneously (like a meeting), referred to
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Multimedia

Previous chapters have focused on various audio P media, visual media, and computers. This chapter discusses combinations of these media, including combinations managed by computers. The generic term multimedia refers to the sequential or simultaneous use of a variety of media formats in a given presentation or self-study program. Multimedia systems may consist of traditional media: in combination or they may incorporate the computer as a display device for text, pictures, graphics, sound, and video. The term multimedia goes back to the 1950s and describes early attempts to combine various still and mo tion media for heightened educational effect. Multimedia involves more than simply presenting information in multiple formats; it involves integrating these formats into a structured program in which each element com plements the others so that the whole is greater than the sum of its parts. Today examples of multimedia in educa tion and training include slides with synchronized audio ta
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Computers

The computer provides virtually instantaneous response to student input, has extensive capacity to matched in its ability to serve many students simultaneously. It has become a tool of choice in instruction. The computer's role has changed because of its ability to pro vide rich learning experiences for students, giving them the power to influence the depth and direction of their learning. It has the ability to control and integrate a variety of media-still and motion pictures, graphics, and sounds, as well as printed information. The computer can also record, analyze, and react to student responses typed on a keyboard or selected with a mouse. There are two major applications of computers in instruction: computer-assisted instruction (CAI) and. computer-managed instruction (CMI). In CAI stu dents interact directly with the computer as part of the instructional activity. This may be in the form of material presented by the computer in a controlled sequence, such as a drill-and-prac
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Video

Originally, the concept of video was synonymous with that of broadcast television, but the concept has expanded dramatically in recent years. In this text we use the term video to refer to the electronic storage of moving images (videotapes, videodiscs, DVD, etc.) Television is the transmission of live moving images electronically, either through the air or through wires or cables. New technologies connected to television sets have proliferated, such as home computers, videocassette recorders, video games, and specialized cable TV services. Other hybrids are still emerging. These new services con tinue to multiply because it tends to be cheaper and more efficient to transmit information electronically than to transport information, goods, and people physically. The Latin word video means "I see." Any electronic media format that employs "motion pictures" to present a message can be referred to as video. Thus, we have videocassettes, videodiscs, DVD, interactive vide
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Audio

HEARING AND LISTENING Hearing and listening are not the same thing, although they are, of course, interrelated. At the risk of over simplification, we might say that hearing is a physio logical process, whereas listening is a psychological process. Physiologically, hearing is a process in which sound waves entering the outer ear are transmitted to the cardrum, converted into mechanical vibrations in the middle ear, and changed in the inner ear into electrical impulses that travel to the brain. The psychological process of listening begins with someone's awareness of and attention to sounds or speech patterns (receiving), proceeds through identifi cation and recognition of specific auditory signals (de coding), and ends in comprehension (understanding).  Hearing and listening are also teaching and learning processes. As with visual communication and learning, a message is encoded by a sender and decoded by a re receiver. The quality of the encoded message is affected by the ability
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Visuals

Not all media plug into an electrical outlet. There is a variety of nonprojected media that can make your instruction more realistic and engaging. Pic tures, charts, graphs, posters, and cartoons including those that students themselves produce-can provide powerful visual support to abstract ideas. These nonprojected media can be displayed in a variety of ways. Projected media, such as overhead transparencies and PowerPoint slides, can enhance a presentation made by students or teachers. NONPROJECTED VISUALS Nonprojected visuals can translate abstract ideas into a more realistic format. They allow instruction to move down from the level of verbal symbols in Dale's Cone of Experience (see Chapter 1) to a more concrete level. Nonprojected visuals are easy to use because they do not require any equipment. They are relatively inexpensive. Many can be obtained at little or no cost. They can be used in many ways at all levels of instruction and in all disciplines. You may also use them t
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Visual Principles

THE ROLES OF VISUALS IN INSTRUCTION Attempts to make broad generalizations about the role of visuals in learning invariably fail to yield simple answers. For example, a major synthesis of research stud ies comparing visual-based lessons (those using photographs, overhead transparencies, video, and the like) with conventional instruction indicated a small overall superiority in achievement for students who ex perienced the visual treatment (Cohen, Ebeling, & Ku lik, 1981). However, on closer examination it was found that the degree of superiority depended on many fac tors, including the subject matter and the utilization practices of the teacher. As discussed in Chapter 3, indi vidual students vary in terms of their visual "intelligence" and in the way they process and use visual information. One role that visuals definitely play is to provide at concrete referent for ideas. Words don't look or sound (usually) like the thing they stand for, but visuals are iconic-that
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