The Challenges and Potential of New Educational

The Challenges and Potential of New Educational Technology
    Good morning, everyone. Today, we are going to talk about the challenges and potential of new educational technology.
    Many current criticisms of computers and multimedia technology in instruction stem from a lack of understanding of the nature and importance of computer literacy and of how new technologies can contribute to the revitalization (恢复活力) of education. In the past, the media, primarily films and television, were often used as a supplement or as a way for the teacher to take a break from the arduous (费力的，艰巨的) activity of interacting creatively with students. Even today, with the media and technology proliferating (激增) in the schools, media literacy is rarely taught, and imaginative use of media materials in the classroom occurs all too seldom. Traditionally, print literacy has held a position of privilege in education. A@form of elitism has blinded many educational theorists to the significance of the media in the everyday life of both teachers and students. Further, instruction has generally failed to develop the critical skills and analytic abilities that empower (使能够) both teachers and students in their interactions with media in all its forms. Yet, in this computer era, critical media literacy is essential for understanding and navigating within ever more complex technological and ideological (思想体系的，意识形态的) forms such as CD-ROMs and the World Wide Web. Indeed, there is a broadening mismatch between student experience, subjectivity, and culture and the institution of schooling.
    This is not to suggest that the instructional use of media and computer technology is inherently superior and without limitation. Indeed, we believe that print literacy and the fundamentals of education are more necessary than ever in today’s "high-tech" information age. In a world of information overload, it is increasingly important to teach students the skills of critical reading and analysis ,and clear and concise (简洁的) writing. Moreover, a good classroom teacher can provide context, appropriate application of course material to students’ situations, and a place for discussions and interactions that computers cannot provide. But we also believe that it is the responsibility of educators to make use of all available technologies for educational purposes. The relationship between print media and multimedia technology, as well as between classroom teaching and computerized teaching tools, is not an "either-or" situation, but rather inclusive—a sort of "both-and". In this conception, multimedia and print supplement each other, as do computers and classroom teaching.
    Yet traditional educators persist in blaming media and technology for declining Test scores and in defending problematic tools like Internet filtering software and the television V chip that enable censorship of material deemed objectionable (令人不快的) by some third party. It would seem more productive to teach students how to access and appreciate worthwhile educational and cultural media and to engage in critical analysis. Often censoring material makes it more appealing and seductive (有诱惑力的), so we recommend critical engagement with media materials rather than simple prohibition. We also recommend that media production be incorporated in the classroom. We have found that the production of alternative forms or parodies (滑稽的模仿作品) of the commercial media—anti-commercials or anti-rock videos, for instance—can break through barriers and extend the critical educational process in many exciting directions.
    To sum up, with the development of society, there may be more good methods for education. Thanks for your listening.