Pedagogical Foundation. The study of this research problem is based pedagogically by the origins of a strong traditional system of teaching English, which infers notably in the Xxxxxx Xxxxxxx´s Learning Theory by Discovering. This theory describes how innovation through new knowledge mold and maintain interest in learning. When the student has a complete overview of the benefits of implementing audiovisual teaching resources, know exactly which aims improve the student´s predisposition in the classroom to take advantage of all the elements to generate wealth of knowledge In this type of learning the individual has a great participation. The teacher does not expose the content in an entire way, its activity is directed at them about a goal that must be achieved and in addition to serve as a mediator and guidance for individuals being those who trod the path and achieve the objectives. In other words, learning by discovery is when the instructor shows all the tools required to the students to discover by themselves what they want to learn. Learning is very useful, because when it takes place so perfect, stays a significant knowledge and encourages research and rigorous habits in those students. Xxxxxx Xxxxxx attaches great importance to direct activity of individuals over reality. The principles governing this type of learning are as follows: According to Xxxxxx, intellectual development is a sequence that has general characteristics; at first, the child has the capacity to comprehend stimuli, and data that gives the environment, then when there is more development comes more independence in their actions with respect to the environment, such independence is gained by the manifestation of thought. Thinking is a characteristic of individuals (human species)
Pedagogical Foundation. Pedagogical use of technologies and media communication The new technologies applied in English's classroom. -
Pedagogical Foundation. The media and information use in the pedagogical practices are an indispensable resource to bring near the development of the competitions from the students to the dynamics of the contemporary world. The Educational Revolution8 intends to improve the learning fomenting the use of the electronic means, the television, the radio, the cinema, the video and the papers in the class classroom, even the Internet. The teacher is the main axe of this process for the transfer from teaching to learning. The Ministry of Education in Ecuador encourages the project of pedagogical use of electronic elements in the pedagogical practices of the teachers. In the politics quality frame, their objectives are guided to improve the development of the competitions of the students referring to the access to these means and, mainly, to the reinforcement of the skills and the confidence of the teachers for the effective use of these kind of resources in their pedagogical practices. The input that the audiovisual strategy gives to the classroom is infinite: you can use it to build knowledge, to meditate about a specific topic, to make investigation, to develop communicative competitions, to read the reality and make critical reading of messages. Induction9 is an analysis progression that incomes from the particular (observations, measurements, and data) to general (rules, laws, theories). Deduction goes in the opposite route. In inductive presentation of classroom material, one makes observations and infers governing or correlating values; in deductive presentation we begin with axioms, principles, or rules, deducing consequences, and formulating
Pedagogical Foundation. Learning is primarily the process through which we become the human beings we are, and it takes place through a variety of media, strategies, and processes, of which interactive multimedia is just one. Using these media and technologies, we internalize information and knowledge available in the external world to construct our own experiences. Researchers into human learning are primarily categorized into three distinctive groups: behaviorism, cognitivism, and constructivism. There are others who also believe in experiential learning and androgogy. All of these have significance for the design and development of interactive multimedia. In this part dealing with theoretical issues, Xxxxxxxxx Xxxxxxxxxx discusses the principles of designing educational software and emphasizes that ―construction of educational software should be based on some method; otherwise it is in danger of failing of costing too much or of being greatly delayed.‖ Xxxxxxx Xxxxxx, continues the discussion of multiple representations in multimedia materials. Xxxxxx reviews the issue of multimedia literacy of learners and investigates the learning styles, visual representations, and cognitive constraints experienced by the learners when information is presented in multiple ways. Based on these analyses, Xxxxxx suggests a set of 12 design principles. Xxxx Xxxxxxx discusses a four-stage model for learning critical thinking skills using multimedia. The four stages of Design for Multimedia Learning (DML) model are brainstorming cooperative group learning using synchronous media, lateral-thinking collaborative learning using asynchronous media, hypothesis testing in a collaborative synchronous manner, and experiential learning in cooperative synchronous media. Though this model is more about multiple-media use in teaching and learning, it has a new innovative framework to offer in the context of use of interactive multimedia on the Web. Xxxxx Xxxxxxxxx and others focus on multimedia and the effect of cognitive load on teaching, training, and learning. Based on a review of research, they present seven principles of multimedia design: Individuals learn, retain, and transfer information better:
1. When the instructional environment involves words and pictures rather than words or pictures alone (multimedia principle).
2. When the instructional environment involves auditory narration and animation rather than on-screen text and animation (modality principle).
3. When the instructional environment inv...
Pedagogical Foundation. The success of cooperative strategies is based on the following aspects: ⮚ The class develops in motivating environment and dynamic stress free, boredom, in view that each student have a paper or function to comply in the groups of work or in pairs, since of multiplicity of talents, abilities in the groups allows that each student feel with absolute freedom to exhibit your ideas with creativity and criterion due the students more able for the language is going to help in the class. ⮚ The role of teacher is guide; watch each group in the class, giving the necessary support. ⮚ The interaction teacher – students as well as between students, is going to arrive the socialization that develops each member of group, improving discipline, the organization, the human relations, the affectivity, creativity, the results are nice and funny class. ⮚ Equally, is necessary highlight the flexibility for combine this cooperative strategies with those than the teacher considerate the most appropriate in accordance the skills corresponding of the class develops (listening, understanding, reading, writing and oral). The importance of the interactions which provides the student with the people around you, so can not be neglected the analysis of educational influence exercised by the teacher and classmates. When participating in working groups, study, social or any other kind, we see that there are people who distinguish themselves by contributing ideas, and actions intended to benefit the work group should develop. In the cooperative strategies are very important attitude and positive qualities of character and personality, as the success of cooperative action is based on the positive expressions so as to achieve the best possible way the proposed objectives. Factor in the great changes that have been practicing curriculum in the universal context, we find an effective strategy in the classroom to develop cooperative work, that allows the student to participate fully, to acquire respect for the ideas of others and recognize that a team can solve big problems. This work aims to demonstrate that cooperative work effectively used by teachers teaches collaboration, require more effort, share experience and an opportunity to build life-long learning in the area of English that have a high rate of school failure. The success of cooperative strategies is based on the following aspects: ⮚ The class takes place in a truly free dynamic motivator and stress, boredom, given that each stud...
