EDTECH 2 ACTIVITIES

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LESSON NUMBER 1.

MY REPORT IS HERE

LB#18

ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

Educational media center is a facility designed for the housing and utilization of all educational media with in the school.

Activities concerned with the use of all teaching and learning resources, including hardware, and content materials. Educational media are defined as any devices, content materials, methods, or experiences used for teaching and learning purposes. These include printed and non-printed sensory materials.

Educational Media Center

Under the supervision of the Director of Computing and Communications, the Educational Media Center, located in the Basement of the Eli M. Oboler Library Building, is comprised of media production, audio visual, and photography services (see specific section for further information, i.e., audio visual services, photography, etc.).

Editorial, production, and design staffs are available to assist faculty, staff and students in the preparation of media presentation materials and publications. Training and support in desktop publishing is also available to departments through the Center.

 Educational Media renders various kinds of services. Its services boil down to improving the teaching learning process by making it more interactive, collaborative, interesting and authentic.

It is useful i order to gain different knowledge that can help us individual to have a better understanding and to gain plenty of knowledge, that can use in our everyday life. 

LB#17

ASSESSMENT IN A CONSTRUCTIVIST , TECHNOLOGY - SUPPORTED LEARNING

"Complex learning cannot be assessed or evaluated using any single measure. We must examine both the processes and products of students learning."

As a student we must go beyond memorizing for tests and we should not study only for a passing score and a passing grade cause if we're just thinking of that certain thing we are not learning any out from our discussion cause in memorization there's a big possibility that we tend to forgot what we memorize in just blink of our eyes.

In authentic assessment, students perform real world tasks, thus the word authentic. Authentic assessment measures collective abilities, written and oral expression skills, analytical skills and ability to work collaboratively.

To be a teacher a someday we must see to it that every time we discussed  we must cover all the different skills needed in order for the students to have a balance learning from knowledge to emotions or feelings and also to application of all the theories learned.

LB#16

USING THE PROJECT - BASED LEARNING MULTIMEDIA AS A TEACHING - LEARNING 

STRATEGY

Goals and objectives are always the starting points of planning in a way that you can't think of what's your best strategy to be used if you don't have goals and objectives.Since  this strategy requires much time, we need to 

be realistic in the amount of time we have to spend as seen against time available or run the risk of failure of dis appointment afterwards cause being a teacher someday achieving the goals and objectives every discussion is very important in a way that if you attain your goals and objectives theres a big possibility that your students can learn many things out from you discussed. Another important thing is to determine the resources available its either from library materials, Internet and a lot more. Being a teacher materials is considered one of the important thing needed in order to be successful in your discussion in a way that with the help of  materials you can gain different information that you can use in your discussion in order for your learners to learn easily and effectively.

LB#15

PROJECT - BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

Project-based multimedia learning is most of all anchored on the core curriculum . This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire  as laid down 

in the minimum competencies of the basic education curriculum.Engaging students as multimedia designers extends multimedia authoring by placing students in a designer's position. Instead of merely learning the technical skills and creating a project, the designers need to consider such issues as the needs of the audience, the distribution of work in a group, the management of time and resources, and the deadline. They need to implement steps such as planning, designing, evaluation, and discussion. The authenticity and complexity of the design tasks provide students a learning environment where they can develop cognitive skills and skills of high value to the work place. This study investigated the effect of being multimedia designers on middle school students' learning of design knowledge, their cognitive strategy use, and their motivation toward learning. The findings showed that such an environment could facilitate the development of cognitive skills for the middle school students and actively engage them in learning. Students significantly increased their understanding of the importance of the cognitive skills involved in a design task from pre to posttreatment. They have internalized the design knowledge to some extent. However, sustaining these middle school students' motivation toward learning while they are engaging in a series of "boring" activities (e.g., planning, testing) for an extensive period of time presents a challenge and calls for creative teaching techniques.