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Laidy Zabala-Jordan

Television for Learning: Our Foremost Tool in the 21st Century - 0 views

www.unesco.org/...opinion7.htm

television learning technology

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Television for Learning: Our Foremost Tool in the 21st Century Ed Palmer
  • Many different program genres have been used to address diverse audiences for a variety of formal and non-formal learning purposes, with scientifically measured results. The record of accomplishments is impressive, yet TV is drastically underutilized as a teaching tool in countries that have the highest prevalence of urgent and otherwise unmet education needs.
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  • . Although these sets are purchased mainly for entertainment, the result is to make one of the world's most powerful educational tools available on a massively wide scale to many people in the world who have limited access to education through other means. A critical mass of TV viable countries now exists for educational purposes, to justify undertaking unprecedented levels of international coordination in such areas as experience exchange, training, resource development, and national and regional capacity building.
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Television during its earliest stage of growth in a given developing country is useful mainly as a means to reach and influence policy makers in urban settings.
  • It is no idle forecast to say that TV will be the preeminent tool in learning for development during at least the first half of the 21st century. It is happening already, but not with anything like the focus and intensity that the field deserves from the international assistance community.
  • The following ideas for capacity building to improve educational television in developing countries were chosen more to suggest a range of ways in which capacity can be increased than necessarily in all cases to address top priorities. Expand and improve technical facilities. Shortages of technical facilities for creating educational TV programs often result from prior failures in national planning. The best results come when planning is comprehensive and open to wide stakeholder participation, and when stakeholders and decision makers alike are well informed on how and how effectively television can be used to serve various national education needs. Helping them become so informed is a crucial early step in promoting increased investments in technical facilities.
  • The literature on educational uses of TV focuses, variously, on applications of particular TV program genres; research and evaluation practices; evaluation results; design of effective educational and motivational program approaches; specialized producer and researcher training; and patterns of international co-production. The Japan Prize Contest, now a decades-old tradition, serves as a screening center for identifying and honoring the best educational programs from all over the world, and as a venue for professional exchange. The NHK generously makes its library of prize-winning programs available for study at selected centers located around the world.
  • Ed Palmer
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
  • Laidy Zabala-Jordan on 14 May 14
     
    Television slide on google drive 
Laidy Zabala-Jordan

World Television Day 2012 | LIVE-PRODUCTION.TV - 0 views

www.live-production.tv/...world-television-day-2012.html

world television technology learning improves increase education

shared by Laidy Zabala-Jordan on 14 May 14 - No Cached
  • Evelyn Ode, 21/11/2012) This year, for the first time, European commercial broadcasters and television sales houses from public and private sectors take the opportunity of World Television Day, declared by the United Nations in 1996, to reflect on the values of television as a medium, including its multiple social roles.advertisementegta and ACT highlight the role of TV in communicating on key transnational issues, its relevance to the world economy and its contribution to social and cultural development through testimonials and first-hand accounts on a website set up especially for this occasion. Neelie Kroes, Vice-President of the European Commission, invited to comment on this occasion, said: “Television is still the way to reach the most citizens and talk to them – and with them – about how the EU affects their lives.”
Laidy Zabala-Jordan

Are You a Digital Native or a Digital Immigrant? - Big Design Events - 2 views

bigdesignevents.com/...-native-or-a-digital-immigrant

digital immigrant digital native

shared by Laidy Zabala-Jordan on 13 May 14 - No Cached
  • Are You a Digital Native or a Digital Immigrant?
  • A growing body of research on digital natives is started to emerge. A digital native can be defined as a person who was born after the introduction of digital technology. Digital Natives use online services like Facebook, YouTube, Hulu, and Twitter on various digital technologies, such as smart phones or a tablet device. Digital Natives have blended their online life with their offline life.
  • Researchers use the term digital immigrant to classify people born before the introduction of digital technology. For Digital Immigrants, the popular technology for them was radio, television, newspapers, books, and magazines. Digital Immigrants are adapting to the digital technology introduced during their life time. Ironically, some Digital Immigrants created the digital technology used by Digital Natives.
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  • Different Types of Digital Immigrants If you are a Digital Immigrant, it does not mean you are automatically technically inept. You can actually be very technically astute.  Digital Immigrants will have to deal with Digital Natives, as illustrated below by Rupert Murdoch.
  • Not all Digital Immigrants fit into a single category. Current research classifies Digital Immigrants into three categories: Avoiders. This group does not adapt to new technology quickly, if ever. For example, my father-in-law still gets the newspaper, orders cigars through the mail, and uses the USPS to deliver letters to his friends. He is happy with his life.
  • Reluctant Adopters. This group is aware of new technology and adopts to it at a slow pace. In many respects, I fall into this group. For example, I still have a second generation phone. It took me 10 years to finally get a DVR, even though I knew it would change how I watch television as soon as I saw it. I am happy with my life.
  • Eager Adopters. This group enthusiastically adapts to new technology. They embrace it. For example, Jeremy Johnson, one of the organizers of the Big Design Conference, falls into this group. He seems to be plugged into every device, network, tech trend, and so on. Jeremy personifies an Eager Adopter. Jeremy is happy with his life, too.
  • Digitial Immigrants can never become Digital Natives because they were not born after the introduction of digital technology.  Eager Adopters, however, are clearly the class Digital Immigrants that can relate more closely to most Digital Natives.
  • In the same way that Digital Immigrants can be classified into three distinct groups, some interesting research from Dr. Ofer Zur (a Digital Immigrant) and Azzia Zur (a Digital Native) classifies Digital Natives into three sub-categories: Avoiders. This group consists of people, who are born during the digital age, and do not desire new technology. They are not enamored with Facebook, Twitter, Netflix, or Hulu. For example, I know a 14-year old, who prefers to paint portraits. She owns an iPad, only because her school books are on it. She only watches public television.  She sings in the church choir.  She is very happy.
  • Minimalists. This group is aware that digital technology is a part of their daily life. They choose to interact with only the most interesting things to them personally. For example, I know a young person who does not have a Twitter account and avoids Facebook. She is not a gamer.  She sends emails and downloads books to her Kindle.
  • Enthusiastic Participants. This group is the largest group of Digital Natives. Like their Digital Immigrant cousins the Eager Adopters, Enthusiastic Participants embrace and use all forms of digital technology. This group prefers texting and tweeting over sending out email blasts. They are aware of the latest technology, trends, and tools. Their online and offline lives are blending together.
  •  Digital Immigrants are the parents, teachers, and managers of Digital Natives.
  • For designers, you want a diversity of viewpoints when you build your products. Consider recruiting Eager Adopters, Reluctant Adopters, Minimalists, and Avoiders for market research and usability testing purposes. The different viewpoints give you insights into what motivates these groups. The “tipping point” for any product occurs when Reluctant Adopters and Minimalists want your product. Their diverse insight is crucial to your design research and product success.
Laidy Zabala-Jordan

NYSED::OCE:Educational Television & Public Broadcasting:Continuing Education - 1 views

www.oce.nysed.gov/...cont_ed.htm

television public education

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • New York State’s Public Broadcasting stations are committed to lifelong learning.  Adult Education programming provided by the stations offers adults the opportunity to earn a high school equivalency diploma, develop literacy skills, focus on career skills, or learn English as a second language. Follow these links to find out about adult education series, as well as tele-tutoring and outreach from your public television station.
seabreezy

Education Week: Classroom-Tested Tech Tools Used to Boost Literacy - 0 views

www.edweek.org/...02literacy.h04.html

technology literacy education adolescent learning improves increase skills digital literacy digital fluency web2.0 television

shared by seabreezy on 14 May 14 - No Cached
  • For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students. “It gives them a mental image to connect to,” she says, “a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary.” Then the students can transition into a writing exercise, says Sullivan. Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to
  • seabreezy on 14 May 14
     
    "For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students. "It gives them a mental image to connect to," she says, "a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary." Then the students can transition into a writing exercise, says Sullivan. Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to"
Laidy Zabala-Jordan

figure1_strategicarch.gif (600×638) - 0 views

jiad.org/...figure1_strategicarch.gif

figure technology education improves literacy increase learning television digital literacy

shared by Laidy Zabala-Jordan on 15 May 14 - No Cached
  • Laidy Zabala-Jordan on 15 May 14
     
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