INTRODUCTION
then present the analysis of technological Observatory, a space for teachers teaching resources offered by the portal of the Institute of Educational Technology of Spain, in: Educational Resources / additional / technological or http://observatorio.cnice.mec.es Observatory / which in addition to browse and explore its diverse uses a new language is possible to approach a series of reflections on new ways to access knowledge and the needs that we are still taking to achieve integrated processes.
When a breakdown of technological observatory technical dimension, Aesthetics Interactive, Educational and Ideological supported by the writings of Martin Gutierrez, Van Leeuwen, Habermas, and others that I will quote on, I stopped at what I consider to exalt its virtues and its shortcomings due to offer some suggestions.
In line with this, I dare say that within the main motivations that drive a teacher to attend to these resources is the interest to counteract the monotony of the classroom, as routine as any passing on both sides will fall by interest if alternatives are not injected to mobilize the pace.
In recent years teachers have taken over many catalytic resources promoting new scenarios of "literacy" demanded another way of saying things, various positions, "rules and requirements" (Gee, 2005), signs, etc. With this restructuring or reinvention of the teaching model, students are faced with a mixed picture where the voices of various authors involved and innovative methods that provide autonomy to choose what position to take according to the interests and skills, or better, build on these foundations own discourse.
"In the modern world no longer enough to be literate in print. People need to be literate in a variety of different semiotic fields ... However, the vast majority of areas involving semiotic resources (symbolic, representational) other than print and some do not even involve the printed word as a resource "(Gee, 2005).
Utilities, tutorials, manuals, workshops, software, educational experiences, among others, are part of the Technology Centre offers a variety of teachers, who must have advanced user level and much interest in using ICT in their classes. However, if a novice want to experience it is recommended that you take the time to review in detail the tools because in some cases a language is handled very technical, but well explained. It is a space without barriers and sought to capture a select audience, has an open door for any teacher who has a computer, network and time, join the group of users and become familiar with resources. "It's not the meaning, or consensual representation, which unites members of society, but common practices, procedures, gender." (Van Leeuwen, 1998)
As space Observatory integration and technological participation was designed with a very basic style. The main menu on the left, easy navigation, clear tones, direct access additional resources and a summary for each proposed tool, which I think is very appropriate. In welcoming the teachers site invites visitors to share their work and views demonstrating their openness to new themes and ideologies. This can be considered an appropriate setting of "communicative action" as it is enabled so that "the interaction of at least two subjects capable of speech and action (either verbal or media means extraverbal) engage in interpersonal relationships ". (Habermas, 1987)
When a breakdown of technological observatory technical dimension, Aesthetics Interactive, Educational and Ideological supported by the writings of Martin Gutierrez, Van Leeuwen, Habermas, and others that I will quote on, I stopped at what I consider to exalt its virtues and its shortcomings due to offer some suggestions.
In line with this, I dare say that within the main motivations that drive a teacher to attend to these resources is the interest to counteract the monotony of the classroom, as routine as any passing on both sides will fall by interest if alternatives are not injected to mobilize the pace.
In recent years teachers have taken over many catalytic resources promoting new scenarios of "literacy" demanded another way of saying things, various positions, "rules and requirements" (Gee, 2005), signs, etc. With this restructuring or reinvention of the teaching model, students are faced with a mixed picture where the voices of various authors involved and innovative methods that provide autonomy to choose what position to take according to the interests and skills, or better, build on these foundations own discourse.
"In the modern world no longer enough to be literate in print. People need to be literate in a variety of different semiotic fields ... However, the vast majority of areas involving semiotic resources (symbolic, representational) other than print and some do not even involve the printed word as a resource "(Gee, 2005).
Utilities, tutorials, manuals, workshops, software, educational experiences, among others, are part of the Technology Centre offers a variety of teachers, who must have advanced user level and much interest in using ICT in their classes. However, if a novice want to experience it is recommended that you take the time to review in detail the tools because in some cases a language is handled very technical, but well explained. It is a space without barriers and sought to capture a select audience, has an open door for any teacher who has a computer, network and time, join the group of users and become familiar with resources. "It's not the meaning, or consensual representation, which unites members of society, but common practices, procedures, gender." (Van Leeuwen, 1998)
As space Observatory integration and technological participation was designed with a very basic style. The main menu on the left, easy navigation, clear tones, direct access additional resources and a summary for each proposed tool, which I think is very appropriate. In welcoming the teachers site invites visitors to share their work and views demonstrating their openness to new themes and ideologies. This can be considered an appropriate setting of "communicative action" as it is enabled so that "the interaction of at least two subjects capable of speech and action (either verbal or media means extraverbal) engage in interpersonal relationships ". (Habermas, 1987)
ANALYSIS:
- Technical Dimension: The Technology Centre is an open space for teachers which promotes collaboration and Update through the use of ICT, is easily accessible, their blogs are well enrrutados and load quickly, has a simple interface, omit not know if the way is the home icon or home an item that is part of "generally accepted standards" (Gutiérrez, 1997) to replace use the logo (see Image) in the upper right to return to the top, which not everyone could see it coming.
- Aesthetic Dimension: Aesthetically provides a very basic look, its layout is flat, almost like a Word document, it is notable concern of the creators to provide more information and tools to attract visually and stay at that level. The truth is that the sources could be modified to make the texts more dynamic and closer to the subject of technology, it is preferable to reduce the use of "clip art" and replace the custom icons suggested resources. is a good CMS (Content Management System) but I think it could improve the graphics if you look more attractive design and light to the end user, it is a portal that talks about technology but has a basic outline of web (a top, side menus and content areas).
- Dimension Interactive: has a variety of options related to the topic and well explained tutorials. It has a site map which summarizes what is in each of the sections and provides direct access to them. It has a simple hypertext navigation (we can jump between the information) but I think it has some shortcomings solved as
1. Do not have a ¨ breadcrumbs ¨, or route through which the user can follow and see where sections have been entering and likewise returned.
2. As long as it presents content should be at the bottom of the documents the main menu for easy navigation and usability of the site or perhaps the left main menu to be dynamic and as a fellow low and thus do not lose it view, that is what usability, end user has the everywhere to supply options to visit more pages, because if not the bounce rate will increase. If a section is too long it could handle an index that is anchored to each title or section so it could get faster to the topic.
- Teaching Dimension: "People learn best with words and images than with words alone. This means that it is better to provide explanations "(Mayer, 2003). The Observatory technological content consists of text and additional images and / or explanation of the issues. They have a sheet for each resource, A definition of each item and explain step by step when necessary.
- ideological dimension: is a website that promotes collaborative learning, is aimed at teachers but not a rule, access is open to all, registration is required contact the system manager and fill out a form. Promotes participation and the use of free software. "The cyber includes all (obviously those are computer training and economic conditions of use), design-word-image, are mixed in a cultural body of the times ... the word - however-weighted new sense, coexists with other modes of expression "(Entel, 2005).
References
- ENTEL, Alicia. Devising. In Constellation Magazine. Walter Benjamin Foundation. Year II, No. 2, 2005.
- GEE, James P. (2005) What video games teach us about learning and literacy. Ed Aljibe: Malaga. Chap.2
- GUTIERREZ MARTIN, A. (1997). Educational multimedia and new technologies. Madrid: Ediciones de la Torre.
- Habermas, Jürgen (1987). Communicative Action. Tomo I. Editorial Taurus. Madrid. Spain.
- MAYER, R. and R. Clark (2003) E-Learning and the Science of Instruction. Proven Guidelines for Consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pfeiffer.
- VAN LEEUWEN, Theo (1998) scheduled heteroglossia: a critical analysis of a computer interface. In: Martín Rojo, Luisa and Whittaker, Rachel (eds.) Power-say or the power of speech. Editorial Arrecife Madrid.
