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Li Junyan

How to use ICT - 0 views

  • You will be familiar with the use CD-ROMS or WWW to extend knowledge of artists or designers and locate examples of artwork. But ICT can support art and artists in more diverse ways than this......... ICT can be used to facilitate the process of developing ideas and recording that process - in effect a digital sketch book (see example) ICT can be used as a tool to transfer images from one medium to another (see example) It can be used to to promote easy experimentation with changing effects (see example) Consider ICT as a new medium giving different outcomes (see example) It can be used to manipulate images easily It also has a role in adapting artwork for different purposes for example conventional artwork may be photographed and incorporated into a multi media presentation, an on-line gallery or used to make posters to advertise an art exhibition (see example) In summary, we can use ICT toRESEARCH, CREATE, MANIPULATE and TRANSFER.      
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    How can artists use ICT?
Zou Shiling

Education in ICT - 0 views

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    Education in ICT
Shen Houkun

ICT-Supported Subject Teaching & Learning | Faculty of Education, University of Cambridge - 0 views

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    A lot of projects papers avaialable
zhang xin

Knowledge Media Institute | The Open University - 0 views

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    The Knowledge Media Institute (KMi) is an R & D lab at the UK Open University, undertaking research into knowledge and media technologies including distributed collaboration media, semantic web, knowlege management, presence and messaging, virtual classrooms, multimedia environments for disabled learners, intelligent agents, organisational memories, digital documents, scientific visualisation and simulation tools, informal and formal representations of knowledge - in short, innovative approaches to sharing, accessing, and understanding knowledge.
Leigh Newton

English Teaching: Practice and Critique - 0 views

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    This article takes a look at two kinds of new media used within English and sister subjects: digital video and computer games. It argues that the kinds of text made by young people with these media require us to attend more urgently to the range of signifying modes they combine, where language may or may not be the dominant mode.
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