COMPUTER IN MEDIA-DIDACTIC DISCOURSE
1 Faculty of Philosophy (SERBIA)
2 Faculty of Pre-School Teacher Training in Kikinda (SERBIA)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Abstract:Computer has become inevitable media of learning which, in addition to computer games, surfing the Internet and chatting, focuses on series possibilities of usage, and it becomes a working tool in the world of school, similar to business and working environment. By the fact that it not only serves for fun, but it also reflects educational function, computer as medium of learning becomes interesting for school, and media-didactic discourse obtains a complete, broader and more intensive character in relation to the time when school media were identified with school radio and school programme.
Thinking about educational function has began in the 1980’s and development of computer technologies has offered a new direction in which a computer has become easy user device that enables the initiation of the programme through simple devices, by one click of the mouse.
In this paper, the model of multimedia networking will be explained through three essential aspects for those who educate themselves:
• as a replacement of calculations culture by simulations culture,
• as multimedia work environment and
• as a sphere of mediating virtual with real.
Computer competences were initially related with “culture of calculations” because it was believed that computers are “transparent” for the people when a user is able to see through a magic of mechanism and to manipulate the surface. In the meantime, computer was receiving fewer orders and people had interactive contact with it which shows a new standpoint where computer lessons do not have anything in common with calculating and rules and they greatly refer to simulations, navigations and interactions. "Interaction“ implies active use of the computer, not only mere consuming. In such experimental environment, the young can learn and understand simulations as a part of a meaningful everyday life, rather than science fiction which is located in some space, opposed to the reality of everyday life. Computers are machines which are not remote from reality and which could enable the young to develop their own interests.
Computer networking refers not only to communication channels (implied by them), and essential characteristic of multimedia represents the connecting of different media – text, image, animation, video, etc. – in one hypertext, therefore in one non-linear networked relationship. By connecting the language, image and tone, views from various perspectives are opened and different competences are required. Computers are thus equated with multi-purpose devices which support cognitive competences of the ones that are formed by image, tone documents and short clips.
Essential aspect of networked structure that is connected with computer is today commented as virtual reality, but therefore it is not necessary to immediately refer to abstract three-dimensional spaces. It is about virtual spaces that networkedly refer to “real” life, since one can today shop in some mall or chat in some private rooms, etc. In that sense, development of this network into some type of second world – the world in which it will be discussed, reported and decided on relations in the first “real” world. This “alternative” world would be imbued with real world, it would overlap with it, and the possibilities of their formation and usage are yet to be discussed.
Keywords: Computer, education, media, discourse.