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For 8619 Assignment No 1 Click on me
Course: Educational Technology (8619)
Q.1 Discuss the advantages and disadvantages of chalkboard in education. (10+10)
Blackboard/Chalkboard is one of
the ancient means of imparting education. Teachers
have started using chalkboards in place of blackboard in different
methods of teaching. These boards can be green, yellow, or of any other colour instead of being black. Social
studies and Science teachers have now started feeling that chalkboards are very
useful for them. They can used in different directions and for different
purposes. They can be used to draw format of the subject matter, accounting to
the work in progress, drawing figures, developing programmes and writing
summaries. The blackboard is placed near the teacher and it can also play
better role, if properly used by him. It needs to be mentioned here that this is
required in most of the teachers, whether he/she has been teaching social
studies, or it language, mathematics, science or any other subject.
It is indeed a sorry business that sonic teachers are not able to write
on the blackboard. It is a fact that the teaching of social studies requires
different types of maps pictures, diagrams and other materials which are
available in the market, but it cannot be denied that the best maps, pictures,
charts, graphs are those which are prepared in the presence of students. These types of teaching aids
may contain only those matters which are necessary and subsidiary to the
reference being taught. The map or chart, which is prepared in the presence of
students, is mare effective and useful than those which are already prepared.
This is why, preparing attractive
maps, diagrams and charts on the chalk board or blackboard by the teacher adds
to his ability and efficiency and effectiveness. There should not be too
excessive a collection of teaching aids. In order to reinforce different
meanings of the subjects matter different colours should be used. We can use chalk of different colours on
the blackboard for the purpose. In short there should be proper planning of
blackboard work.
The use of blackboard/chalkboard can be very inspiring if properly used.
Cleanliness, tidiness and speed can be developed by the effective use of
blackboards and chalkboards. A figure concerning a particular lesson drawn on
the blackboard attracts the attention of the entire class. The teacher can lay
stress on certain important aspects by writing on the blackboard and making
maps, charts and diagram on it.
Advantages of chalkboard in education
Using technology in today's classroom is a given. Far gone
are the days when slide-show presentations with attention-grabbing graphics
were the classroom's technological zenith. We live in the age where blogs, chat
rooms and podcasts are common teaching tools. Yet a classroom can still thrive
when stripped down to the basics -- chalk and a chalkboard. Using chalkboards
in teaching improves teaching effectiveness, classroom management and student
academic success.
Teaching
Effectiveness
Teachers have a better chance of reaching students if
they have a structured teaching style. Much of a teacher’s style is based on
how she presents information to students. Teaching too fast or too slow loses
students’ attention. Writing on a chalkboard makes it easier to control the
pace of a lecture because it encourages writing while talking -- a task that
requires instruction at a moderate speed. According to Barbara Gross Davis’
book, "Tools for Teaching," "students need time to assimilate
new information and to take notes, but if you speak too slowly, they may become
bored. Try to vary the pace to suit your own style, your message and your
audience."
Regulating the pace of a lecture helps control the amount
of content students receive. Teaching with chalk allows content to unfold
naturally. It eliminates the urge to force-feed information.
Classroom Management (For Assignment #1 8619)
Disruptive students may be less disruptive if they are
within a teacher’s visibility. A teacher that has a solid awareness of her
students’ actions during classroom instruction has a better chance at maintaining
a productive learning environment. Chalkboard instruction assists classroom
management because it requires light. Visual aides that require lights off
hinder a teacher’s ability to monitor students’ behavior.
Visual reinforcements, like diagrams, can be displayed on
a chalkboard to keep students’ attention. Sometimes, students are more willing
to engage in a classroom setting if they believe what they are learning has
real value. Students that see teachers construct diagrams on a chalkboard
witness the process of turning written information into visual information.
Teachers should emphasize the importance of this skill and its potential
applications.(this assignment was written by learningkidunya.com)
Student Comprehension
Writing information on a chalkboard helps teachers take
visible cues from students. Teachers can immediately address students’ body
language and facial expressions that suggest confusion about the material.
Teaching with chalk is especially an advantage for teachers of students with
mixed learning abilities.
A teacher of students with various learning needs must
have flexibility within her teaching style. Necessary adjustments may include
not sticking to the lesson plan if students aren’t grasping the material.
Content written in chalk can be supplemented with additional information or
altered without hassle.
The notes a teacher writes on the chalkboard are
essential to a student’s understanding. According to a University of Michigan
study on notetaking, student notes are often incomplete and/or inadequate.
Providing notes on a chalkboard increases the chances of students taking
correct notes. With information clearly in front of them, students take better
notes they can later study.
Student Involvement
Getting students to participate makes class more enjoyable for teacher and students alike. (this assignment was written by learningkidunya.com)Teachers can have students write on the chalkboard to display their understanding of course material. Students may also take turns writing and answering questions, physically identifying areas of confusion or presenting alternative perspectives on the chalkboard that may help their peers.
Disadvantages of chalkboard in education
It can cause misconception
or misunderstanding if it is not used properly. Chalkboard work can be messy
(dirty). • Chalkboard is that the information written on the board is temporary
• We can’t illustrate maps, chemical reactions, mathematical formulas and
complex diagrams on board. • Chalk produces dust,it causes allergy and asthma
problems. • Chalk sticks are broken easily , it causes many problem. The major
drawback of the chalkboard is that the information written on the board is
temporary. This is particularly a problem if your discipline involves complex
illustrations such as maps, chemical reactions, mathematical formulas and
complex diagrams. In such cases you will probably want to use more permanent
media, such as flip charts and posters, for these illustrations.
In addition, you spend more time during lectures writing than when you
use handouts, slides or the overhead projector (OHP). This slows you down,
although some students might benefit from this slow pace. Some people have a
tendency to talk to the board as they write, and this can be annoying to many
students, especially those at the back of the room who cannot hear what you are
saying. With large classes, too, it may be hard for students at the back to
read what is on the chalkboard.
Q. 2 Write short notes on the following:
1. Linguist theory of communication
a) Linguistic
Theory of communication
Man has the ability to invent and use almost limitless combinations of
sounds. The sounds that the human being makes are known as 'speech' and the
language is the total sum of these sounds. Speech is the most immediate and
flexible way of communicating with each other.
Every
language has two key units, 'phoneme' and 'morpheme'. Phoneme is the unit of
description of the sound system of a language. It is the minimum distinctive
feature into which any given flow of speech can be divided. Morpheme is the
basic unit for grammatical description. It is a fundamental meaningful unit of
grammar which is recurrent in nature. Language is the best system of
communication as compared to the vocalization and kinesices systems of
communication. But, there is always the presence of vocalization and kinesies
in addition to proper language communicating.
In order to communicate
effectively, one should
know how pup together one's
words that are useful and acceptable and how to convey the
message without disturbing the feelings of others.
Control on vocal
channel and emotions is also essential.
To be a successful extend worker,
a person should make sure
that the people always understanding and he understands the people. He must
have their confidence and ft free
to say what he
wants to say.
Much
modern linguistic theory is based on the assumption that the primary and
fundamental function of language is communication. This is the assumption which
is apparent in definitions of language given in linguistic handbooks. For
example, in the popular introductory linguistic textbook by Fromkin and Rodman,
human language is contrasted to animal commun-ication. The assumption is that
an adequate definition of language is one which distinguishes natural human
language from other systems of communication. It is taken for granted that the
primary nature of human language is as a system of communication. Of course,
there are good reasons for this assumption. Language is a social phenomenon. It
is a shared system of codified values. Speakers are able to communicate by
virtue of their participation in this system of values, i.e., by virtue of
being able to recognize and interpret the values or meanings of words in a
given code. The code also includes rules for the combination of words, i.e.,
syntax. In definitions of language which contrast human language to animal
communication, syntax is usually taken to be the defining feature of the
linguistic code which distinguishes natural human language from forms of animal
communication. This is the position advocated by Noam Chomsky. The syntax of human
language is taken to be the creative aspect of the linguistic code which is not
present in other forms of communication.
Communication
in general is a broader concept which may not involve human beings or words.
Communication in the sense of human language may loosely be defined as the
ability of one human being to get his thought across to another by verbal
means. Whether communication has taken place may be tested behaviorally by
having the second person, who has understood the thought which has been
verbally communicated by the first person, then in his turn communicate the
same thought or message to another person. The study of human communication
would thus focus on the question of the conditions which make this process
possible or constrain it, e.g., the conditions which may prevent the second
person from fully understanding the message, and therefore from being able to
communicate it to somebody else. Language Form and Language Use Besides the
social dimension in language, there is also the individual dimension. Without
the individual's participation in the linguistic code, there would be no
language. These two dimensions are often known as the dimensions of language
form and language use. This distinction is present, for example, in Saussure's
definition of langue vs. parole 1 and in Chomsky's definition of form vs. use,
competence vs. performance. This is the difference between the code or shared
system of values and the individual's participation. The tradition of
linguistic theory which harkens to Saussure and Chomsky concentrates on the
study of linguistic form. In this conception of linguistic theory the
conditions or constraints on communication mentioned above would belong to the
domain of language use, i.e., the individual dimension, and would therefore lie
outside the domain of linguistic theory proper. In this conception, it is the
goal of linguistic theory to account for the nature of the linguistic code. The
model of language assumed by the conception of linguistic theory which concentrates
on the nature of the linguistic code is one which discounts the study of
communication itself, and the presence of factors such as comprehension or
understanding (and misunderstanding) and interpretation (and misinterpretation)
in the process of communication. This approach excludes the individual
dimension as irrelevant to the investigation of the linguistic code. For
example, in Aspects of a Theory of Syntax Chomsky proposes the postulate that
linguistic theory models the competence of "an ideal speaker-listener, in
a completely homogeneous speech-community, who knows its language perfectly and
is unaffected by [...] grammatically irrelevant conditions." 2 Such a
model of linguistic theory assumes that perfect communication is already taking
place, and that therefore the linguist need not study the process of
communication itself; that general linguistic theory is concerned with language
form, not language use. Chomsky's idealization of the model of language as one
that discounts the individual also enables him to put forth the postulate of
linguistic creativity in purely formal terms. Linguistic creativity in
Chomsky's conception is the presence of the feature of syntax in the linguistic
code, which enables human beings, as distinct from animals, to produce an
infinite number of sentences and therefore communicate an infinite number of
messages. This conception, however, discounts the creative role of the
individual in the process of communication, beyond the purely formal function
of producing a sentence according to the rules of syntax.
2. Information theory
Human communication is merely a chain of coupled systems. They are often
very long in mass communication. Concepts of entropy and redundancy have great
significance in information theory. Redundancy is a measure of certainty or
predictability. More redundant a system is, the less information it is carrying
in a given time. But at the same time increasing the redundancy wilt improve
the efficiency of communication.
Entropy
means the uncertainty or disorganization of a system. The lower the redundancy,
the higher the relative entropy. Noise is anything in the channel other than
what the communicator puts there. It is competing stimuli from inside or from
outside. An increase in redundancy may combat noise. Net-work is another
concept commonly mentioned in information theory. It is considered that every
function group is a communication net- work.
A correct view of teaching and learning must not be divorced from the teacher's primary relationship with instructional processes. In meeting this obligation, he should not only view the teaching process from the focal point of how it is done: he needs also to keep in sharp focus the broader view of what is being selected for teaching. The teacher must, therefore, realize that he is, or ought to prepare himself to be, a valuable member of the curriculum improvement team on the one hand, and capable implementer, facilitator, and helper in day-to-day classroom processes on the other. In exerting effort to develop valid points of view for making good decisions, it will be helpful for the teacher to consider the following discussions:
(1) curriculum designs and the use of audio visual materials,
(2) basic principles of teaching and learning, and
(3) effective implementation.
Q. 3 Discuss the significance of different elements of teaching strategies?
There are many teaching strategies in teaching-learning process in this
section of the unit, we are going to discuss some important strategies or
models of teaching.
Teaching strategies are just instructional designs. They describe the
process of specifying and producing particular environment situations which
cause the student to interact in such a way that specific change occurs in his
behaviour.
Teaching strategies consist of guidelines for designing educational
activities and environments. These strategies are meant for creating
environments. They provide specifications for constructing learning situations.
Strategies of teaching is a plan that can also be utilized to shape courses of
studies, to design instructional material and to guide instruction.
Before
acquainting oneself with the elements of teaching strategies, it is necessary
to know the basis of determination or assumptions of these strategies. These
are as follows:
i.
Teaching
strategies act as blue-print or framework for creating healthy atmosphere in
the classroom.
ii.
Inter-action
of teacher and pupils is fundamental in the teaching process. It must be
encouraged.
iii.
Different
methods should be used to make teaching as simple as possible.
iv.
The
teaching process is only a weapon to create the appropriate atmosphere.
The
following characteristics of teaching strategies become clear on the basis of
it class study of the assumptions given above:
a)
Teaching
strategies depend on personal variedness.
b)
There
are some basic assumptions for teaching strategies.
c)
They
are also affected by the philosophy on education.
d)
These
strategies utilize the interest of the pupils.
e)
A
teaching strategy is developed through practice and attention.
f)
Teaching
strategies are also known as teaching skills.
Following are the elements of' teaching strategies:
1.
Focus: Every teaching strategy has it focus or a central point.
2.
Syntax or Structure: Teaching strategies can organized properly to
inter-act between teacher and pupil. The whole teaching process is directed
towards this objective. This type of organization of interaction establishes it
connection between the steps of the process and the phases of activities;
3.
Social System: The teaching process is it social process.
Hence inter-action between pupil and teacher is organized at this stage. The
main function of the element is to control and change the behaviour of the
pupils. A teaching strategy has its own social
process.
4.
Support System: Future course of action is decided on the
basis of support system. The main function of this element is to improve the
teaching process and to bring profitable changes in it. It is connected with
success or failure of the teaching process and shows if the strategy to be used
in the teaching process is effective or not. The answer to this question is
obtained through this element.
5.
Principles of Reaction: Principles of reaction means the ways in
which teachers respond to the activities of students and the behaviour the
teacher and the reactions he expresses regarding the instructional strategy. It
needs to be noted that there are certain teaching strategies for undesirable
behaviour and indifferent attitude is manifested. In such eases the teacher has
to try and modify the behaviour of the learners. In those teaching strategies where
creation of mutual enquiry type behiavours are to be developed, the teacher can
use different principles of reactions. He provides opportunity to students to
express their views again and again and others evaluation comments on them such
as right, incorrect, does not present facts,
etc.
6.
Application: Application is treated as the final
characteristic element of the teaching strategy. This element acquaints us with
the application and utility of the teaching strategy, because ever' leaching
strategy is used in its own special conditions.
(a) The Important Strategies/Model of Teaching
Now we go on to discuss the following three strategies so that students
may understand the importance and the need to develop them:
a.
Glasser’s Basic Teaching Strategy: This strategy determines the relationship
between teaching and learning. Bruce Joyce and Marsha Weil (1992) called this
strategy the classroom meeting strategy.
b.
This is
known as the basic strategy because the fundamental principles of psychology
are used in it. Glasser tried to understand the teaching process through this
strategy. He has divided the teaching process in the following four elements.
c.
Instructional
objectives are determined before starting teaching. These are determined by the
teacher before starting any process which is necessary to determine as to why
this process is being adopted. The same thing applies to the field of teaching
also. The main aim of teaching is to bring about a change in the behaviour of
the student. How this change should be brought about with the help of teaching,
the complete explanation of this aspect only is called Instructional
objectives.
(b)
The behaviour of students at the time of commencement of teaching
process is called entering behaviour. This entering behaviour includes the
pupils' previous knowledge, level of intelligence, motivation and learning
abilities. It is the duty of the teacher
to find out whether a pupil has expected abilities, intelligence, etc. On the
basis of these abilities, the teacher selects the instructional objectives.
Level of pupils is decided keeping in view the three facets of behaviour of the
pupils' cognitive, affective and psychomotor.
a.
Instructional
procedure is related to the activities used in teaching. A teacher takes his
decision on the basis of these procedures. These procedures should not be
static and should go on changing alongwith instructional objectives. If there
is a difference between these instructional procedures and instructional
objectives, the teaching and learning process will be affected adversely.
Therefore, I. P. is functional part of I.Q. The interaction of teachers and
pupils is organized under these procedures.
(c)
Performance Assessment is used to test and observe the level of
achievement of instructional objectives in the pupil. This clement also
provides feedback to the other three elements i.e. the pupils and teachers
conic to know about their successes and failures. This element also evaluates
the third element vis-a-vis the first and second elements Distances are removed
in these elements. Methods like observation, rating scale, questionnaire,
projective techniques and interviews are used for this purpose.
The
above four elements of teaching are closely related with other and any one
element affects the other.
Q. 4 Critically examine your role as teacher in using the audio-visual materials to make the teaching-learning process effective.
It is generally accepted that the best learning takes place when the greatest number of senses are stimulated.The use of devices or audio-visual materials will stimulate the greatest number of senses. For this reason, good teachers have always used devices or audio-visual materials. A device is any means, other than the subject-matter to the learner.
A device is an incentive introduced into the method of teaching for the purpose of stimulating the pupil and developing understanding through experiencing. The basis for all learning is experience, and usually the most effective type of learning is gained by concrete, direct, first-hand experience.
Teachers are often unable to give pupils first-hand experiences and resort to the written and oral use of words. The experienced teacher, however, realizes that the use of words alone cannot and will not, provide vivid learning experience.
Good teachers are constantly on the alert for methods and devices that will make learning meaningful. With the wise selection and use of a variety of instructional devices or audio-visual materials, experiences can b; provided that will develop understanding.
A device is an incentive introduced into the method of teaching for the purpose of stimulating the pupil and developing understanding through experiencing. The basis for all learning is experience, and usually the most effective type of learning is gained by concrete, direct, first-hand experience.
Teachers are often unable to give pupils first-hand experiences and resort to the written and oral use of words. The experienced teacher, however, realizes that the use of words alone cannot and will not, provide vivid learning experience.
Good teachers are constantly on the alert for methods and devices that will make learning meaningful. With the wise selection and use of a variety of instructional devices or audio-visual materials, experiences can b; provided that will develop understanding.
In directing the learning of the pupils through normal activities, the teacher will find that visual or audio-visual materials are used very extensively, Since the seventeenth century, when Comenius produced the Orbis Pictus, the extent to which teachers have been turning to visual materials as instructional aids has been increasing.
Likewise, Rousseau” stressed the value of visual education in his book, Emile.
Object-teaching and object-lesson were also emphasized by Pestalozzi. Dr. Sheldon44 of the Oswega Normal School in Canada introduced the idea into the United States. The experience of the American Army during the last world war showed the educational importance of devices such as movies, film- strips, the radio, and other pictorial materials for educational purposes.
The Army contrived devices that served well to awaken interest. Our society today is blessed with modern trends of communication. Never before have teachers possessed materials which will allow their pupils or students so completely to relieve the past, visit foreign lands, hear speeches of the world’s great men and women, or view planets of outer space.
These modern media are among the tools the modern teachers utilize in promoting growth and development of the pupils. The number of devices that maybe employed in teaching any subject will depend upon the nature of the subject-matter and the resourcefulness of the teacher.
Psychologists have long recognized the importance of concrete illustration in teaching. Devices whether visual or audio-visual materials, are valuable in the learning-teaching process because they stimulate interest and make possible the enrichment of the pupil’s experience.
It is generally admitted by educators that some people are able to comprehend abstractly, while others are more dependent upon concrete materials as aids to thought. It has been generally recognized that the more brilliant the individual is, the greater is his power for abstract thought; the lower the mentality, the greater is the dependence upon visual imagery as a medium of thought.
Recent studies show that the average and dull pupils need the use of material devices more than the bright pupils. The modern pupil is literally surrounded with endless profusion of aids to his learning, such as workbooks, drill cards, graphs, pictures, maps, slides, film strips, motion pictures, radio and exhibits of all kinds.
Television also offers great possibilities for use in the classroom. This situation grows out of the demands of an enriched and diversified curriculum and of the urge to vitalize instruction by providing a broader background of experience for the pupils and means of adjusting learning to the differences in interest and aptitudes of children.
In brief, the use of visual and audio-visual devices maybe given as follows:
1. To challenge the attention of the pupils:
The teacher who uses devices can usually maintain the full attention of the class. (this assignment was written by learningkidunya.com)This is generally true in the lower grades. Devices should never be used by the teacher as mere attractions. Exposure to visual or audio-visual material and nothing more is not educative.
2. To stimulate the imagination and develop the mental imagery of the pupils:
Devices stimulate the imagination, of the pupils. Mental imagery can be used as a vehicle of thought and as a means of clarifying ideas.
3. To facilitate the understanding of the pupils:
The most widely accepted use of devices, whether visual or audio-visual, is its use in aiding understanding. Learning can be sped up by using models, movies, filmstrips, and pictorial material to supplement textbooks. Material devices give significance and colour to the idea presented by the teacher. Abstract ideas can be made concrete in the minds of the pupils by the use of devices. Diagrams and graphs, for example, are very useful in developing understanding in social studies and in mathematics. The graph is a good device in representing mathematical facts.
4. To provide incentive for action:
The use of devices, such as pictures and objects, arouses emotion and incites the individual to action. The teacher must select the right kind of &vice to excite the pupils to worthwhile intellectual activity. Asking the pupils to collect pictures representing water, air, land transportation wilt stimulates them to action.
5. To develop the ability to listen:
The ability to listen can be developed best through the use of audio-visual materials. It is also the responsibility of the school, to provide training for our pupils to be good listeners. Training in the art of listening is one of the aims of audio-visual education.
Inspection will show that curriculum designs, as they are presently operating in schools, are similar in some respects and widely different in others, but all need appropriate instructional materials, the best possible teachers, capable leadership and financial support for audio-visual method if they are to be effectively implemented. Each locally adopted curriculum pattern will be certain to emphasize characteristic values congruence. The entropy of communication within it functional group decreases as the group becomes fully organized into work roles Similarly, with the increase in leadership perception, relative transitional entropy of communication in the group also decrease. The total time required to do the job and the amount of communication decreases as the organization becomes more stable.
Information Theory is one of the few scientific fields fortunate enough to have an identifiable beginning - Claude Shannon's 1948 paper. The story of the evolution of how it progressed from a single theoretical paper to a broad field that has redefined our world is a fascinating one. It provides the opportunity to study the social, political, and technological interactions that have helped guide its development and define its trajectory, and gives us insight into how a new field evolves. We often hear Claude Shannon called the father of the Digital Age. In the beginning of his paper Shannon acknowledges the work done before him, by such pioneers as Harry Nyquist and RVL. Hartley at Bell Labs in the 1920s. Though their influence was profound, the work of those early pioneers was limited and focussed on their own particular applications. It was Shannon’s unifying vision that revolutionized communication, and spawned a multitude of communication research that we now define as the field of Information Theory. One of those key concepts was his definition of the limit for channel capacity. Similar to Moore’s Law, the Shannon limit can be considered a self-fulfilling prophecy. It is a benchmark that tells people what can be done, and what remains to be done – compelling them to achieve it.
Information Theory was not just a product of the work of Claude Shannon. It was the result of crucial contributions made by many distinct individuals, from a variety of backgrounds, who took his ideas and expanded upon them. Indeed the diversity and directions of their perspectives and interests shaped the direction of Information Theory. In the beginning, research was primarily theoretical, with little perceived practical applications. Christensen says that the innovator's dilemma is that he cannot garner support for his new ideas because he cannot always guarantee an end profit. Fortunately, Information Theory was sponsored in anticipation of what it could provide.(this assignment was written by learningkidunya.com) This perseverance and continued interest eventually resulted in the multitude of technologies we have today.
Q. 5 Critically examine the use of projector and epidiascope for 7th grade students?
In the era of modern science and technology, the latest portion has been added in teaching. With the progress of technology, new innovations are being brought up in teaching. At present, teachers are using multimedia projector to facilitate the teaching process in 7th grade or middle level. Along with text books, language teachers are likely to use pictures, audio clips, videos, power point slides, in language classrooms by the multimedia projector. (this assignment was written by learningkidunya.com) The purpose of this study is to investigate the benefits that the language teachers as well as the learners get in using multimedia projector in teaching. A qualitative process has been followed to collect the data of this research. It has been found that the use of multimedia projector supports both the teacher and the students in learning language skills. As well as this research shows that by using the relevant audiovisual substance how the teachers overcome from teacher oriented classrooms.
Many teachers find
chalkboards to be almost a thing of the past with the advent of projectors in
the classroom. Rather than writing notes across a board, teachers can make use
of PowerPoint presentations, images and even film as teaching tools through the
use of projectors. Consequently, teachers and students alike find projectors to
be useful classroom devices.
Easier Note Taking
Projectors enable
teachers to create bulleted PowerPoint presentations or other highly organized
notes for the class. With the use of projectors in the classroom, students can
take better notes with the ability to discern what information the teacher
displays is most useful to them. Additionally, students can ask the teacher to
repeat a slide if they missed information, or even ask that the teacher to
email the presentation for further review.
Greater Teaching Versatility
Projectors release
teachers from being bound to chalk and dry-erase boards to present information
to their students. With the use of projectors, teachers can now use films,
slides, and images to teach students about the world and places they have never
seen and can't imagine. Students can listen to lectures given by worldwide
experts. Teachers will also find that the Internet is more useful since
projectors can display web content to an entire class, rather than each student
accessing information on small individual computers. Many projectors also
deliver exceptional sound quality, which is advantageous when listening to
music or nature films.
Better Use of Class Time
Prior to the use of
projectors in the classroom, teachers had to spend time writing notes on the
board, as well as erasing information due to limited space. Projectors
facilitate the planning process so teachers can decide on lecture content and
important points ahead of time instead of making decisions spontaneously.
Projectors require a simple click of a button or mouse, thus, freeing valuable
class time. By using projectors, teachers can more easily prepare all notes
prior to class for easy presentation. Teachers may also find that they spend
less time repeating or rewriting information that is now accessible with a
simple click.
Better Student Presentations
Students will appreciate the use of projectors as they prepare class projects that they can now create in PowerPoint or other electronic mediums. (this assignment was written by learningkidunya.com)Consequently, students will find that presentation creation will go faster with each person using their own computer to create their section of the presentation. Presentations on a projector, additionally, reduce the need to make copies of materials to pass out to classmates during presentations that can now be displayed for the entire class to view at once.
For Assignment 8619-1
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