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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.
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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.
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Umarova, Zakhro. "Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment." Journal La Edusci 1, no. 5 (December 31, 2020): 1–5. http://dx.doi.org/10.37899/journallaedusci.v1i5.252.
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Today, in XXI century using digital media and media resources in learning and teaching process become a vital. Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.
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Basenko, Gyulnara, and Victoria Baskakova. "Podcasts in the teaching media space." E3S Web of Conferences 273 (2021): 12122. http://dx.doi.org/10.1051/e3sconf/202127312122.
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This article focuses on the podcasts in the learning media space. Modern educational technologies and the Internet resources have significantly expanded the possibilities of organizing the process of learning a foreign language. Podcasts as an innovative learning tool are an effective way of building socio-cultural and communicative skills. Podcasts are audio or video materials prepared by native speakers that are freely available on the Internet, available for download and reuse. The main difference between podcasts and television or radio is the ability to use them regardless of the specific time and place. The advantages of podcasts include their availability, variability, free choice, periodic updates, relevance, mobility. The teaching media space offers, along with specialized educational podcasts, information, music, comedy podcasts, audiobooks, news in politics and sports, game channels. The main features of educational podcasts are: authenticity, relevance, multi functionality, multi-channel perception, mobility of the used technical means, productivity. Based on the analysis of various foreign language educational podcasts, 5 types were identified, classified by the content. Such podcasts can be recommended and successfully used not only in class, but also at home. Using the theme “Food” as an example, the audio podcast RealLife English Podcast # 180: In the Kitchen (Cooking Expressions) aims to develop students’ auditory skills as well as communication skills using theme vocabulary in speech. Thus, podcast technology has great potential for further development, especially in the context of the actualization of distance learning.
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Kodrle, Svetlana, and Anna Savchenko. "Digital educational media in foreign language teaching and learning." E3S Web of Conferences 273 (2021): 12018. http://dx.doi.org/10.1051/e3sconf/202127312018.
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The article considers the ways of exploiting digital educational media in foreign language teaching at Kuban State University. The authors propose a comprehensive definition of digital educational media, which is an umbrella term for Internet-based media, computer-based media and mobile media used for educational purposes. The digital educational media exploited in foreign language teaching are classified into narrative, interactive, adaptive, communicative and productive according to the function they fulfil and the learning experience they support. The article outlines effective ways of incorporating podcasting, multimedia presentations, digital storytelling and other Internet-based media in foreign language teaching. The authors demonstrate that the ways modern media are applied in teaching English are determined by the teacher and depend on the learning objectives. The findings indicate that modern media can be effectively exploited for curricular purposes and assist in developing both foreign language skills and general learning skills. The research done shows that integration of media education and foreign language teaching proves to be the most promising innovative educational technology employed in modern universities today.
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Fuchs, Eckhardt, Anne Bruch, and Michael Annegarn-Gläß. "Educational Films." Journal of Educational Media, Memory, and Society 8, no. 1 (March 1, 2016): 1–13. http://dx.doi.org/10.3167/jemms.2016.080101.
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Instructional media serve multiple functions in a school setting. They can disseminate knowledge and skills while also informing and stimulating discussion. They not only convey information and support learning but also foster communication between teachers and pupils and between classmates and groups. However, despite the significant role of teaching media other than textbooks in the classroom, educational and media historians have largely ignored them. This is all the more remarkable because the current media revolution has made the media themselves particularly topical. “Contact with and access to media,” states Jelko Peters “presents a significant and fundamental problem of our time, which is closely linked with values such as freedom of communication and individual freedoms, pluralism, access to education as well as involvement in culture and participation in politics.”
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Brophy, Jere. "Media Review: Teaching Problem Students." Behavioral Disorders 22, no. 3 (May 1997): 179–80. http://dx.doi.org/10.1177/019874299702200301.
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Sakat. "Educational Technology Media Method in Teaching and Learning Progress." American Journal of Applied Sciences 9, no. 6 (June 1, 2012): 874–78. http://dx.doi.org/10.3844/ajassp.2012.874.878.
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Jie, Hou. "Modern Educational Technique Center Educational Media Management Based on Design and Practice of Questionnaire." International Journal of Advanced Pervasive and Ubiquitous Computing 3, no. 2 (April 2011): 35–38. http://dx.doi.org/10.4018/japuc.2011040105.
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Questionnaire on teachers periodically based on traditional and passive equipment management mode is put forward in order for better equipment maintenance, for the teaching demand and for maximize utilize of educational media. Questionnaire content is composed of educational media technique training, equipment faults, utilize and demand of electrified education resource and job evaluation. Practice has shown that questionnaire that was favorably reviewed in school has made manager have an insight into the operation of equipment and teaching demand, improved educational service level.
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Muhammad Asif Nadeem, Muhammad Shahzad, and Shakeel Sarwar. "Evaluating Usages of Social Media and Educational Teaching Methods in Consonance with the Teachings of Islam." Journal of Business and Social Review in Emerging Economies 6, no. 2 (June 30, 2020): 905–15. http://dx.doi.org/10.26710/jbsee.v6i2.1274.
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Social media plays a very important role in the present education system of the world on the whole and in Islamic Republic of Pakistan in special. People in this area prefer to find information on social sites rather than find them face to face. Social media sites provide a variety of mediums for interacting and communicating while learning. However, this widespread use of social media is misused by some of the less responsible. The use of social media that is not Islamic values can be harmful to society. Integrity in the dissemination of information on social media has been an issue often overlooked by some writers. Therefore, the application of Islamic values is important in preventing these problems from continuing to spread and producing less educated communities. Based on the analysis of the study, there are four topics that cover teaching methods through social media from an Islamic perspective. Firstly think of social media as a medium of teaching. Subsequently, this article addresses the issue of using social media as a medium of instruction. The application of Islamic values in communicating information through social media is also elaborated. Finally, this article also discusses the importance and benefits of emphasizing Islamic values in communicating information on social media.
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Hardiman, Hardiman. "PENGEMBANGAN PEMBELAJARAN BERBANTUAN KOMPUTER (PBK) MATA KULIAH ILMU PENDIDIKAN DI JURUSAN PENDIDIKAN AGAMA ISLAM (PAI) FAKULTAS TARBIYAH IAIN PORWOKERTO." Jurnal Pendidikan Agama Islam 11, no. 2 (February 9, 2017): 289–300. http://dx.doi.org/10.14421/jpai.2014.112-09.
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The study at (1) developing the software of computer-assisted instruction (CAI) of Eductional Science Cource as one of the alternatives of learning source and teaching media, useable to solve students learning problems, especially those of limited learning source, and to achieve student effectiveness, efficiency and interest and (2) revealing its feasibility to be implemented.The number of respondent involved in all phases of this study was 44 consisting of 2expert of non Educational Science course, 2 lecturers of Educational Science Cource, 3 individually learning students, 8 lecturers of small grup learning and 29 studentt of large group learning. The data collected in this study included the accuracy of the design and media, effectiveness of contents of teaching, effectiveness of teaching material and revies by 2 experts of non-Educational Science cource and 2 lecturers of Educatioal Science Cource, questionnaires for student and participant observation. The data ware analyzed using the descriptive qualitative technique.The findings showed that the software developed for the CAI of Educational Science Cource conform to the syllabi of Educational Science Cource and thereforce it could be used as teaching media. CAI is an effective strategy for teching objectives attainment; it is a strategy which is very efficient relative to the shortage instructors, time allocation, and learning resources. As part of teaching strategies, CAI is very attractive.
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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.
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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
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Wahidin, Unang, and Ahmad Syaefuddin. "Media Pendidikan Dalam Perspektif Pendidikan Islam." Edukasi Islami : Jurnal Pendidikan Islam 7, no. 01 (April 16, 2018): 47. http://dx.doi.org/10.30868/ei.v7i01.222.
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The development of science and technology increasingly encourage renewal efforts in the utilization of technology results in teaching and learning process. One of the technology that can be used in teaching and learning process is education media. Educational media used must be adapted to the development and demands of the times. Support the right educational media used in teaching and learning process will facilitate the achievement of learning objectives can be. Therefore, the education media will affect the absence of a complete and appropriate learning information target, and affect the outcome of the learning process. At the beginning of the spread of Islam has been known teaching and learning activities, when the media has been there and education has been applied by the Prophet Muhammad SAW in teaching science and Islamic law to the friends. Some educational media clusters expressed in the Qur'an and al-Hadith, among others: Audio education media contained in al-Qur'an letter al-'Alaq (96) verse 1; Al-Isra '(17) verse 14; Al-Ankabut (29) verse 45; Al-Muzammil (73) verse 20. In addition, in the hadith there are several terms used to indicate the use of visual media in learning, such as drawings, gravel and fingers. Keyword: Media, Education, Islam, Al-Qur’an
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Augustsson, Dennis. "Collaborative Media in Educational Settings: Teaching as a Design Profession." International Journal of Design Education 13, no. 2 (2018): 1–19. http://dx.doi.org/10.18848/2325-128x/cgp/v13i02/1-19.
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Nicolaou, Constantinos, Maria Matsiola, Christina Karypidou, Anna Podara, Rigas Kotsakis, and George Kalliris. "Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece." Journalism and Media 2, no. 2 (April 27, 2021): 155–92. http://dx.doi.org/10.3390/journalmedia2020010.
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In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.
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Umarova, Zakhro. "Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 756–64. http://dx.doi.org/10.47059/revistageintec.v11i2.1710.
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New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.
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AlYoussef, Ibrahim Youssef. "An Empirical Investigation on Students’ Acceptance of (SM) Use for Teaching and Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 04 (February 26, 2020): 158. http://dx.doi.org/10.3991/ijet.v15i04.11660.
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Abstract—The current work aims at developing a model of teaching and learning measurement through using social media, incorporating the literature of social media adoption on resource sharing, collaborating and communicating for educational purpose. The current study hypothesizes that perceived usefulness, perceived ease of use, attitude toward use, and social media use have certain influence on adoption of resource sharing, collaboration and communication for educational use. Therefore, resource sharing, collaboration and communication influence educational use, while educational use influences perceived ease of use, perceived usefulness, social media use and attitude toward the use of social media for teaching and learning. A Technology Acceptance Model (TAM) version was utilized in this research to be the main framework. Both the processes of collecting and analysing the data followed the quantitative approach. The main tool of data collection was a survey that has been distributed among 236 students using stratified random sampling technique. The view of the students and their implication of social media use for teaching and learning were solicited through the survey. Structure Equation Modelling (SEM) was used as the main tool in the process of data analysis. The results of this study were related to two main constructs: teaching and learning as well as educational use. According to the results, it appears that perceived usefulness, perceived ease of use, attitude toward use, and social media are considered powerful determinants of the former while resource sharing, collaboration and communication were significant indicators of the latter. Educational use, perceived usefulness, perceived ease of use, attitude toward use succeeded in explaining 65.5% of social media use for teaching and learning.
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Bajorek, Kinga, and Sławomir Gawroński. "The Use of the Educational Function of Media in Foreign Language Teaching." Social Communication 4, no. 1 (June 1, 2018): 48–57. http://dx.doi.org/10.2478/sc-2018-0006.
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Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.
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Levis, Diego. "Educational Networks 2.1. Social media, collaborative environments and teaching-learning processes." RUSC. Universities and Knowledge Society Journal 8, no. 1 (January 13, 2011): 7. http://dx.doi.org/10.7238/rusc.v8i1.965.
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صالح, م. م. فائزة عدنان. "Using social media as an interactive tool for learning and teaching purposes." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 1, no. 7 (November 25, 2019): 13–26. http://dx.doi.org/10.36473/ujhss.v1i7.979.
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This study explores the fulfilment of teachers and students in utilizing social media as educational platforms at university of Baghdad, Iraq. It aims to investigate whether the actual process of knowledge attainment and communicative interactions is completed at the virtual atmosphere. The current study includes three facets of social media_ engagement, interpersonal teaching and learning, and school performance. Random selection of (180) digital users at some of academic institutions has participated in the study. The results reveal that recruiters require social media platforms to connect teachers and students virtually. They tend to utilize social media for enhancing teaching and learning route which contributes the development of campus community. Virtual platforms completes the actual process of academic attainment in a meaningful way despite the traditional sense of learning and teaching at the academic level. The results conducted maintain its validity and reliability by means of knowledge dynamics, intellectual capital, and educational expertise.The study recommends experiencing technological education for carrying out relevant tools and applications which activate academic communication and empower guidelines and practices of institutional settings.
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Nicolaou, Constantinos, Maria Matsiola, and George Kalliris. "Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media." Education Sciences 9, no. 3 (July 24, 2019): 196. http://dx.doi.org/10.3390/educsci9030196.
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Contemporary rapid advancements in science and technology have brought about and continue to convey change in all sectors of everyday life. Education as one of the institutions of utmost importance is directly and indirectly affected by these changes and needs to redefine its role to keep pace. Nowadays, information and communications technologies (ICTs), in which audiovisual media technologies are encompassed, are omnipresent in all educational levels and disciplines, including media studies. New approaches in traditional teaching methodologies, which demand many skills and abilities by the educators, are reformulated through utilization of audiovisual media technologies, aiming at administering enriched outcomes that support the objectives that are set, especially in the field of media studies, where audiovisual media technologies are an integral part and even inherent in many of the courses (journalism, radio, television, social media, public relations, communication). The purpose of this paper is to summarize, through a theory and bibliographic review, the various implementations of audiovisual media as the educational techniques and tools that will provide technology-enhanced learning. As this paper is an investigation of the effects of audiovisual media in technology-enhanced learning and teaching methodologies, the contribution to the discipline of media studies is straightforward.
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Hartono, Meilani, Andri Guna Santoso, Crisantus Lebu Raya, Budi Yulianto, and Suwarno Suwarno. "Audio Visual Media Components in Educational Game for Elementary Students." ComTech: Computer, Mathematics and Engineering Applications 7, no. 4 (December 31, 2016): 255. http://dx.doi.org/10.21512/comtech.v7i4.2515.
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The purpose of this research was to review and implement interactive audio visual media used in an educational game to improve elementary students’ interest in learning mathematics. The game was developed for desktop platform. The art of the game was set as 2D cartoon art with animation and audio in order to make students more interest. There were four mini games developed based on the researches on mathematics study. Development method used was Multimedia Development Life Cycle (MDLC) that consists of requirement, design, development, testing, and implementation phase. Data collection methods used are questionnaire, literature study, and interview. The conclusion is elementary students interest with educational game that has fun and active (moving) objects, with fast tempo of music, and carefree color like blue. This educational game is hoped to be an alternative teaching tool combined with conventional teaching method.
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Bjørgen, Anne Mette, and Yvonne Fritze. "When student-activating teaching conflict with students' desire for efficiency. A communication perspective on undergraduate students' media use." Seminar.net 16, no. 2 (December 17, 2020): 19. http://dx.doi.org/10.7577/seminar.4049.
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This article explores how students on a bachelor's course in Media Education understand the educational framework for teaching based on how they choose to participate in the teaching communication. The Norwegian Educational Quality Reform has promoted expectations of student-activating teaching methods to increase the scope of student-active learning. Digital technology was introduced in response to this challenge. Data was gathered through group interviews, a survey, and information from activity logs in the university college's learning platform. The article aims to shed light on what media practices the students consider as important and how their experiences correspond with the teachers' academic use of media. Students seem to prefer to study effectively, at the expense of activating teaching methods and of being active producers of learning. Although students are expected to be digitally competent, it should not be assumed that they master technology as expected in higher education. By drawing on Luhmann's communication theory the educational consequences of the students' media use in teaching and in independent study work is discussed.
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Arbryan, Anggry. "FLASH MEDIA IMPLEMENTATION IN TEACHING READING." Research and Innovation in Language Learning 1, no. 2 (May 21, 2018): 111. http://dx.doi.org/10.33603/rill.v1i2.1143.
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The media if used in the educational setting will complement the teaching-learning process. It will make the English language teaching better and more effective, and will also ‘enhance the students’ ability and to attract students’ attention in order to understand and experiment with the language. This research aims at: (1) describing how Flash Media used in teaching and learning of reading, (2) describing the other media that are used to support Flash Media in teaching and learning of reading, and (3) describing the difficulties of implementing Macro Media Flash Player in teaching and learning of reading. This research applies a case study method as one of qualitative research. The subject of the research were the English teacher and students on the ninth grade of one junior high school in Wonogiri. The data were collected through non-participant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman. The findings of the research show that the implementation of the Macromedia Flash Player has shown positive relation in supporting teaching and learning process. The other supporting media were also play the role to complete the teaching and learning experiences. It is hoped that the result can encourage English teachers to explore more medium and implement it in teaching and learning.
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Miller, Sidney R. "Media Review: Understanding and Teaching Emotionally Disturbed Children." Behavioral Disorders 11, no. 4 (August 1986): 297. http://dx.doi.org/10.1177/019874298601100404.
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Morrow, Lonny. "Media Review: Teaching Mildly and Moderately Handicapped Students." Behavioral Disorders 12, no. 2 (February 1987): 146. http://dx.doi.org/10.1177/019874298701200204.
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Rutherford, Robert B., and John W. Maag. "Media Review: Teaching Behaviorally Disordered Students: Preferred Practices." Behavioral Disorders 13, no. 4 (August 1988): 288–89. http://dx.doi.org/10.1177/019874298801300403.
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Samudra, Preeti G., Kevin M. Wong, and Susan B. Neuman. "Promoting Low-Income Preschoolers' Vocabulary Learning From Educational Media: Does Repetition Support Memory for Learned Word Knowledge?" Journal of Cognitive Education and Psychology 18, no. 2 (October 1, 2019): 160–73. http://dx.doi.org/10.1891/1945-8959.18.2.160.
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Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.
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Muryukina, Elena, Marina Pevneva, and Tatiana Poliakova. "Distance learning: integration of media education into teaching of social-pedagogical disciplines." E3S Web of Conferences 210 (2020): 18102. http://dx.doi.org/10.1051/e3sconf/202021018102.
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New time challenges cause new contradictions that are peculiar for educational environment in Russia and they require instant solutions. We have identified the contradictions which defined our target to determine the techniques and methods of distance education for students of pedagogical specializations based on practice-oriented approach, implementation of media educational technologies into the preparation of university students aimed at the development of knowledge, competencies and skills in distance learning in different types of educational institutions. Media educational technologies are conditioned by general pedagogical and didactic principles and the choice of pedagogical methods directly depends on the content of educational discipline, conditions of its implementation and other factors. Media educational technologies used for the completion of social-pedagogical disciplines for university students consist of creative and game tasks. Using them it is essential to consider special features of various media and the target of the lesson. Practice is another relevant purpose in the process of distance learning. We believe that this problem will be dominating in the nearest future as practice in distance learning is focused on by higher education institutions. In this article some techniques and types of this practical training are presented being shaped by the format of distance learning. During various practices the students of pedagogical specializations will be able not only to prepare for their future work but also to assist subject teachers, social pedagogues in schools and to make considerable contributions in this work.
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Abidin, Zainal. "WAWASAN HADIS TENTANG ALAT DAN MEDIA PENDIDIKAN." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 2 (October 18, 2018): 107. http://dx.doi.org/10.30821/ansiru.v2i2.2026.
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Hadith is Everything that is based on the Prophet Muhammad PBUH from words, deeds, taqrir or nature. Educational tools are everything that serves to support the achievement of educational goals or anything that helps the implementation of education in achieving educational goals, both tools in the form of objects and non-objects. Whereas the media of education or learning is an object that can be sensed, especially vision and hearing, both inside and outside the classroom, which is used as a liaison tool (communication media) in the process of interaction in teaching and learning to improve the effectiveness of student learning outcomes. In the history of his life, the Prophet Muhammad PBUH being the Messenger of Allah also had a role as an educator who delivered and taught the message of the great Islamic religion. In the process of teaching the Messenger of Allah. has used tools and media in the form of objects or non-objects that helped him in educating students who at that time were early Muslims who in science terms Hadith known as the Companions of the Prophet. Recorded in the master books of the Prophet's Hadith, Muhammad PBUH have used several educational tools and media in the process of teaching to Muslims at that time known as the generation of friends in the term of Hadith science. The tools and media that were used by the Prophet Muhammad. is the person of the Prophet Muhammad PBUH itself then some things like silk and gold, sun, moon, pulpit, fingers, pictures and photos.
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Mallinder, Stephen, and Debbie Flint. "Sharing higher education learning and teaching resources in art, design and media." Art Libraries Journal 35, no. 3 (2010): 35–39. http://dx.doi.org/10.1017/s0307472200016527.
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Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.
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Smith, Carl R. "Media Review: Teaching Disturbed and Disturbing Students: An Integrative Approach." Exceptional Children 54, no. 2 (October 1987): 179–80. http://dx.doi.org/10.1177/001440298705400216.
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Munfadlila, Asef Wildan, Deni Mustopa Mustopa, and Ismail Suardi Wekke. "Articulate Studio for Teaching and Learning Language." AL-ISHLAH: Jurnal Pendidikan Islam 17, no. 1 (June 30, 2019): 45–56. http://dx.doi.org/10.35905/alishlah.v17i1.986.
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The development of educational technology produces various educational concepts and practices that utilize media as a learning resource. Efforts to improve the quality of education have a variety of ways and in various components of education. To realize functions and achieve educational goals, improving the quality of learning in class is an important thing. The use of Articulate Studio in language teaching and learning is one of various ways as an alternative medium in the development of educational technology. Language classes only have activities once or twice a month that make students feel unable and the textbooks used there only provide limited practice for listening. To help teachers not only read listening scripts from books and use LCD, Audio, and Computer Laboratories available at school.
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Lancaster, Kent M., John D. Leckenby, and Judith A. Stern. "Teaching Advertising Media Planning Using Interactive Media Models." Journal of Marketing Education 7, no. 1 (April 1985): 22–28. http://dx.doi.org/10.1177/027347538500700106.
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Sulaymonova, D. "ИНФОРМАТИКА ФАНИНИ ЎҚИТИШДА МЕДИАТЕХНОЛОГИЯЛАРДАН ФОЙДАЛАНИШНИНГ АМАЛИЁТДАГИ ҲОЛАТИ." Education and innovative research, no. 3(3) (June 30, 2021): 191–97. http://dx.doi.org/10.53885/edinres.2021.89.59.025.
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Background. This article examines the concept of «cognitive independence», as well as «cognitive activity» and analyzes the main ways and means of forming these abilities in the educational process. To study the individual psychological characteristics of a student as a subject of activity by identifying the dependence of mental independence on the parameters of the cognitive style, which is the basis for success in educational activities and further implementation of self-education. Methods. In this article were used methods an objective study of the subject of research; study in development, considering the conditions and influencing factors; study in activity, as one of the main conditions for development; systemic - structural approach; the concept of individuality. Results. The technologies successfully used in the practice of teaching a foreign language are analyzed as modern personality-oriented technologies that ensure the formation of linguistic and professional competence, readiness for self-education. Conclusion. Only a combination of all types of tasks represents the optimal organization of independent activity, contributes to the best assimilation of the material and forms students’ independence in the learning process.
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Desriant, Dewi Immaniar, Untung Rahardja, and Reni Mulyani. "AUDIO VISUAL AS ONE OF THE TEACHING RESOURCES ON ILEARNING." CCIT Journal 5, no. 2 (January 6, 2012): 124–44. http://dx.doi.org/10.33050/ccit.v5i2.145.
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Technological developments continue to rise rapidly pushing the educational system to keep pace with technological developments. Education by delivering a good and interesting by utilizing technology as a medium of communication systems to support quality learningquality. But the current system of education and learning is still used conventional and monotonous. Besides the lack of an attractive medium of communication technology make rapid saturation and sometimes student learning materials submitted become fully absorbed. Therefore needed a system and way of teaching a modern and attractive. By using iLearning and utilizing audio visual media as content support can make learning more interesting and certainly more optimally absorbed by the students. This article will discuss the current educational system, identification of problems facing the implementation of iLearning systems that are used as learning, audio visual definition of these, the types of audio visual media that can be applied in learning, a learning system architecture in iLearning. Besides, there are advantages and disadvantages of audio visual media in learning iLearning. In the implementation program listing is displayed by using x-code in iLearning iBooks content. And surveys of student achievement are conveyed through the comparison chart. Audio visual media is a medium that is very helpful in learning, especially in the delivery of educational material with iLearning.Previous learning very monotonous and uninterestingto be a quality learning and optimal absorbed by students.
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Dyakina, Anzhelika A., and Alexandr N. Puzatykh. "MEDIA EDUCATIONAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE: TO THE QUESTION OF KNOWLEDGE INTEGRATION." Educational Psychology in Polycultural Space 54, no. 2 (2021): 66–75. http://dx.doi.org/10.24888/2073-8439-2021-54-2-66-75.
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In modern society as a result of the processes of globalization of both the media space and the educational environment, the need for learning the English language is actively promoted. The economy of the new information, communication and technological level makes special de-mands to the modern person. They must be a versatile personality who knows how to find neces-sary information, criticallyanalyze it, navigate well in the media space and know a foreign lan-guage. This article discusses the possibility of creating such a model for conducting English languageclasses which would contribute to the formation of media educational competencies in students of various fields of training that meet the requirements of the modern digital economy. The authors of the article suggest that this problem can be solved by using media education technologies during English classes. The authors analyze in detail the use of the original content of the TED Talks portal, which for 5 years (since 2016) has been usedat English language classes with students of non-linguistic specialties at Bunin Yelets State University. The authors are confident that this ap-proach allows students to more actively immerse themselves in the language environment, get better acquainted with cultural realities of the country of the target language and listen to mod-ern live English speech. The article describes the development of an integrative lesson for students of the depart-ment of journalism, where the media content of the TED Talks portal is used. It is concluded that modern education requires closer integration of a foreign language and media. This can be partly realized by the systematic use of the modern content of the TED Talks portal, which con-tributes not only to the development of language skills, but also teaches to critically analyze me-dia materials of various genres and create own communicative media product.
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Thota, Neena, and Joao G. M. Negreiros. "Introducing Educational Technologies to Teachers: Experience Report." Journal of University Teaching and Learning Practice 12, no. 1 (January 1, 2015): 59–72. http://dx.doi.org/10.53761/1.12.1.5.
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The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the digital age that emphasizes interaction with digital media and active engagement in sharing digital artefacts. The learning outcomes are constructively aligned with learning and teaching activities and assessments. We share the insights we gained of the learning needs and the disparity in the technological skills and competencies of the students. The course design is evaluated in terms of the students' learning outcomes and progress through the stages of learning with technology. We present evidence from journal writings that show metacognition, active reflection and critical evaluation, and we identify anxiety and increased confidence with digital tools, as well as concerns about group work. This article contributes to the discussion on teachers learning to teach with technologies.
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Godiš, Tomáš, and Ildikó Pšenáková. "Kommunikationsmittel und Medien im Fremdsprachenunterricht." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 265–86. http://dx.doi.org/10.37384/va.2020.16.265.
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Continuous technological development affects other possible areas of human activity, including the educational process. Current mass media such as press, radio, television, social networks, as well as new information and communication technologies and devices such as computers, tablets, mobile phones and interactive whiteboards are very often used in the educational process. Computer technology provides new and effective learning opportunities in the form of a variety of didactic electronic learning materials, interactive educational programs and applications that not only modernize lessons but also make them more illustrative and interesting. New technologies have also significantly changed teaching methods. All these facilities provide educators with a suitable environment to make their teaching more interesting, modern and efficient. These facilities allow students to learn any time outside school hours and at home. Using new media for language learning brings many advantages, but also several disadvantages. On the one hand, it is possible to present the curriculum more clearly, which results in students acquiring the content of the curriculum more quickly and efficiently. On the other hand, the design and creation of teaching material, the planning and organization of lessons require a lot of time from the teacher, as well as high-quality media and information-communication competences. The use of media in foreign language teaching has also changed the roles of teacher and student. Today’s teaching focuses on the student as an active part of the teaching process and not just as an object of teaching. Now, the teacher becomes the driving element of the lesson management. Different didactics summarize the concept of media differently. Some didactics perceive the medium as a purely electronic tool for technical education, while others include printed material such as pictures, graphics, but also visualizations and animations. In this article we would like to clarify the function of media in education, to explain some important concepts such as “media competence”, “blended learning” or “e-learning”. We will also summarize the advantages of using different media in the educational process as well as some of their functions. Various teaching programs and interactive didactic applications are currently used in pedagogical practice, which can also be used in foreign language teaching. Therefore, we will also focus on brief characteristics of some of them; describe their possibilities and ways of usage in education. We also provide a specific example of the appearance of an interactive German language lesson developed in Hot Potatoes. The example was created by a German language student at a computer science lesson in collaboration with a teacher. Tasks, such as this one, are used by the authors in the class and they are proved in practice.
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Chiappe, Andrés. "Understanding Mobile Educational Content." Journal of Educational Media, Memory, and Society 10, no. 2 (September 1, 2018): 1–19. http://dx.doi.org/10.3167/jemms.2018.100201.
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The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
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Panganiban, Teejay D., John Gabriel G. Contreras, Kenneth D. Malabanan, and Jen Patrice A. Sayas. "The Effects of Integrating E-Media Piano in Teaching Music." International Journal of Applied Science 1, no. 2 (December 31, 2018): p117. http://dx.doi.org/10.30560/ijas.v1n2p117.
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Historically, schools, universities and adult education providers have used a “lecture-based” teaching model. This approach to learning was developed during the industrial age, some two centuries ago. The concept is for students to sit passively in rows of chairs or tables all facing the presenter, who usually resides at a lectern. A lecture is a “one-to-many” form of communication, involving little or no audience participation. It is authoritarian, by nature. For an information dump a lecture works fine. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the plain classroom lecture to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of students.
Due to the fast changing society and modernization, there is also change in interest of the students learning styles, so the researchers conducted a study about the effect of educational software in teaching music.
This research determined the effects of integrating e-media piano in teaching music at Santiago National High School. Specifically, it dealt with the following: the pretest result of the control and experimental group, the post-test of the two groups; and the significant difference between the pretest and posttest results of the two groups.
The input of the study was determined by administering the researcher-made test which is the principal tool for gathering the needed data. The gathered data underwent statistical treatments such as mean, standard deviation, t-test for independent means and t-test for dependent means.
A pretest was administered from the two study groups before the conduct of the experiment; this is to determine if the groups were equally comparable in terms of intellectual ability. The validated and reliability teacher-made test is composed of twenty-five (25) items. This covered topics about the different elements of music such as melody, tempo, dynamics, rhythm, pitch, harmony, texture, and timbre. Moreover, both groups were given posttest after the experimental period had been conducted. The same 25 multiple choice item tests was given to the experimental and control group to find out if the use of E- Media piano software had an effect to the students’ performance in music. Nevertheless, the latter was superior than the former. Thus, the effectiveness of E-media is notable, enhancing the learners’ capacity for acquisition and retention of information.
The integration of e-media piano software to traditional classroom instruction may be encouraged. Educational software specifically designed to fit the learning objectives can be used as motivation, enrichment activity, and as an assessment tool to classroom instruction. The active participation and interest that educational software may provide to the teaching and learning process should be exploited. Educational software made and developed appropriately to the level of the learners may be adopted not only in music but in the other components of M.A.P.E.H as well. Other strategies which may integrate other trends articulated with the interest of today’s learners may also be adapted as exposing students to modernized school can achieve a quality education and can produce lifelong learning.
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Hujakulova, Dilorom. "MOTIVATIVE EFFECTS OF MEDIA ON STUDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 23–25. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-06.
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The article is devoted to the motivational influence of information technologies on the teaching of schoolchildren. The article also highlights the issues of youth education, types of education and its pedagogical measures, education of youth in the context of globalization, innovation and youth, the impact of modern information technologies on the consciousness of youth and its motivating factors.
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Heryanto, Gerry, and Silpia Rahayu. "THE INFLUENCE OF POWTOON MEDIA IN TEACHING LISTENING." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 86. http://dx.doi.org/10.22460/project.v4i1.p86-90.
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The development of technology and information greatly affect the use of media as a tool in teaching process. The role of the teacher here is not just to convey the material, but is expected to be able to utilize the technology to support teaching and learning activities, the selection of appropriate learning media is very influential on the achievement of educational goals. The purpose of this study was to determine how the influence of the use of powtoon media in the process of learning listening in eighth grade students at one of the junior high schools in Cimahi. The research method used is descriptive qualitative. Subjects in this research were eighth grade students with a total 25 students consisting of 10 male students and 15 female students. The instrument used was a questionnaire with 10 statement items, consisting of 5 positive statements and 5 negative statements. The results of this study indicate that the influence of the use of powtoon as a media in learning listening of eighth grade students at one of junior high schools in Cimahi is categorized very well with an average percentage of 100%. Keywords: Case Study, Listening, Powtoon Media
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Zhao, Hong, Song Zhu, and Lan Li. "Education of Master of Engineering via Constructivist Perspective." Applied Mechanics and Materials 44-47 (December 2010): 4050–52. http://dx.doi.org/10.4028/www.scientific.net/amm.44-47.4050.
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In the paper, the relationship between tutors and students, and relationship between instructing and learning have been studied on the basis of analyzing educational teaching characteristics of Master of Engineering. Constructing Teaching Methods fit to engineering master's teaching idea and teaching method and teaching media is an important security of promoting teaching quality and bringing up Master of Engineering.
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KHANNANOVA, O., and T. SHKURA. "FEATURES OF THE USE OF AUDIOVISUAL TEACHING AIDS IN TEACHING THE COURSE "BIOGEOGRAPHY"." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 215–18. http://dx.doi.org/10.33989/2075-146x.2020.26.227657.
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The article is devoted to the consideration of pedagogical and organizational conditions for the use of audiovisual teaching aids in teaching the course "Biogeography" at Poltava Pedagogical University named after V.G. Korolenko. The ways of introduction of modern video teaching aids in the educational process are analyzed.
It is proved that the use of audiovisual teaching aids in the study of disciplines "Biogeography", "Biogeography with the basics of landscape science" is aimed at deepening the acquisition of knowledge, skills and abilities about the peculiarities of the distribution of living organisms on Earth. Learning material illustrated using audiovisual teaching aids is an effective form of learning. The optimal use of audiovisual media allows you to develop classes more informative, interesting and meaningful, but requires much more time to prepare from the teacher in order to clearly organize the participants in the educational process.
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Harahap, Ahmad Sukri, Nurul Hafizhoh, Agustian Agustian, and Dinna Utami. "PEMBELAJARAN PAI BERBASIS DARING." Jurnal Bilqolam Pendidikan Islam 1, no. 2 (November 21, 2020): 82–97. http://dx.doi.org/10.51672/jbpi.v1i2.4.
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The purpose of this research was to describe educational innovation in managing instructional media in SMP Baitul Aziz Tembung. The formulation of the research problems are (1) Do teachers have educational innovations? and (2) What educational innovations are applied by teachers in managing learning media. The results of this study indicate that based on the description of the research results in the field, the authors can draw conclusions, namely: (1) Educational innovation using learning media is through video calls to see students' ability to understand the material being taught, showing videos to teach students to understand the material and especially wudhu and shalat. (2) Educational innovation through video and video calls carried out in groups and privately (3) Constraints experienced in teaching students through educational innovations using learning media are network problems, package problems, and understanding of the learning media used.
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Al-Harbi, Badr Abdullah. "The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning." International Education Studies 12, no. 11 (October 28, 2019): 154. http://dx.doi.org/10.5539/ies.v12n11p154.
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The aim of this study was to identify and analyse the Islamic Education teachers’ attitudes, difficulties and purposes while using social media in the educational processes in the Saudi context. In doing so, this study adopted a quantitative, descriptive approach based on empirical data collected by means of a questionnaire. The study sample consisted of 124 teachers of Islamic Education in Hail, Kingdom of Saudi Arabia (KSA). While the participants reported positive attitudes towards the use of social media in the educational processes, the results showed their low use of social media which was limited mainly to personal purposes rather than using them for teaching learning activities. Based on the results, the study recommends developing teachers’ knowledge and skills to make them aware of the use of social media in education and encourage them to utilize them for teaching and learning activities. Since social media are ubiquitous and being widely used for personal reasons, their integration into the curricula and syllabi may further increase the teaching and learning of Islamic Education in Saudi Arabia.
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McHaney, Roger, Merrill Warkentin, David Sachs, Michael Brian Pope, and Dustin Ormond. "Teaching Social Media in Business." Journal of Information Technology Education: Innovations in Practice 14 (2015): 039–62. http://dx.doi.org/10.28945/2164.
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The ways people connect, interact, share, and communicate have changed due to recent developments in information technology. These developments, categorized as social media, have captured the attention of business executives, technologists, and education professionals alike, and have altered many business models. Additionally, the concept of social media impacts numerous sub-disciplines within business and has become an important issue with operational, tactical, and strategic considerations. Despite this interest, many business schools do not have courses involving social media technologies and applications. In those that do, the placement and focus of the course varies considerably. This article provides motivation and insight into the process of developing an approach for effectively teaching social media use in business. Additionally, it offers implementation examples of courses taught at three major universities. The article concludes with lessons-learned that will give instructors practical guidance and ensure that social media courses taught in a business school provide students with a solid basis for integrating social media into business practice.
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Lai, Huizhen. "Research on the Intelligent Teaching Model of Principles of Economics Course under the New Media." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 131–35. http://dx.doi.org/10.26689/jcer.v5i8.2445.
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With the rapid development of the internet, smart classroom has become the research interest of modern-day educational informatization. With Tiktok, WeChat, QQ, and other new media, the intelligent teaching model of “new media + education” has been derived. The research subject in this study is the economic and management undergraduate course, Principles of Economics. In regard to that, it is expounded based on the new media and an intelligent teaching model is designed in line with the development of colleges and universities in the new era to change the plight of the traditional classroom teaching model, stimulate learners’ enthusiasm and interest in learning, as well as improve the teaching effect.
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Kasman, Dr Adi. "وسائل التعليم واستخدامه فى تعليم اللغة العربية." 'ARABIYYA: JURNAL STUDI BAHASA ARAB 10, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.47498/arabiyya.v10i1.471.
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Media of learning or learning tools are very significant and one of critical factors that contribute to meeting learning outcomes and achieving successful teaching and learning process. Hence, media are the integral part of all teaching and learning developments process. In a broader understanding, media of learning can generally be understood as all of the resources; power, data and finance.All of these can indeed support and complete the learning process so that the objectives can be more easily, effectively, and efficiently realized. Media development is a must-be-met demand in the world of teaching and learning, and because media is also a part of educational technology, it always develops, changes, and increases along with the development of knowledge and technology. Nevertheless, developing media of learning is not that easy, especially when the media are expected to turn the teaching and learning process of Arabic language become more effective.
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Khamzayev Otakhon. "Use of multimedia technologies in teaching foreign language." International Journal on Integrated Education 3, no. 12 (December 9, 2020): 136–37. http://dx.doi.org/10.31149/ijie.v3i12.950.
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The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.