1. Anthony L. Tiamzon Elective 3
Bsed III-Math
1. Electronics equipment and devices use for teaching.
Computers and related electronic resources have come to play a
central role in education. Whatever your feelings about what some have
called the digital revolution, you must accept that many, perhaps most, of
your students are fully immersed in it. At the very simplest level, you will
rarely receive a paper or other assignment from a student that has not been
written with the help of a computer. Most of your students will have
considerable experience with the Internet and will, whether you like it or
not, make use of it for much of their academic work. Many of them will be
accustomed to using e-mail as a normal form of communication. But it is not
just students who find electronic resources valuable. Teachers can benefit
from these resources as well, by employing a series of useful tools.
2. What is Medium Media?
a. A means or instrumentality for storing or communicating information
b. The surrounding environment
"fish require an aqueous medium"
c. An intervening substance through which signals can travel as
a means for communication
d. (bacteriology) a nutrient substance (solid or liquid) that is used
to cultivate micro-organisms
- culture medium
e. A liquid with which pigment is mixed by a painter
f. (biology) a substance in which specimens are preserved or displayed
g. An intervening substance through which something is achieved
"the dissolving medium is called a solvent"
h. A state that is intermediate between extremes; a middle position
"a happy medium"
i. Someone who serves as an intermediary between the living and the dead
- spiritualist, sensitive
j. (usually plural) transmissions that are disseminated widely to the public
- mass medium
k. An occupation for which you are especially well suited
"in law he found his true medium";

2. 3. What is Media Education?
Media education is the process through which individuals become media
literate - able to critically understand the nature, techniques and impacts of
media messages and productions.
In Canadian schools, there is a growing awareness of the need to connect
classroom learning to the real world and to bring media content into the
classroom for analysis, evaluation and discovery.
Media education acknowledges and builds on the positive, creative and
pleasurable dimensions of popular culture. It incorporates production of
media texts and critical thinking - decoding, analyzing, synthesizing and
evaluating media - to help us navigate through an increasingly complex
media landscape. That landscape includes not only traditional and digital
media, but also popular culture texts such as toys, fads, fashion, shopping
malls and theme parks.
Media education encourages an approach that is always probing, posing
questions such as: Who is the audience of a media production and why?
From whose perspective is a story being told? How do the unique elements
and codes of a specific genre affect what we see, hear or read? How might
different audiences interpret the same media production?
In the digital age, the principles of media education are the same as they've
always been, but the existence of cyberspace is adding new and challenging
questions. How, for instance, does technology affect how we relate to
others? Is new technology enriching or undermining culture, learning and a
sense of community? What roles do ownership, control and access play?
What are the challenges in regulating a global, borderless medium like the
Internet?
Media education isn't about having the right answers: rather, it's about
asking the right questions. Because media issues are complex and often
contradictory and controversial, the educator's role isn't to impart
knowledge, but to facilitate the process of inquiry and dialogue.
This role of the teacher as a facilitator and co-learner in a student-centred
learning process is not only the model for media education; it has also
become an accepted new critical pedagogy. Today, the chief challenges are

3. to locate and evaluate the right information for one's needs and to synthesize
what one finds into useful knowledge or communication. Media education -
with techniques of critical thinking, creative communication and computer,
visual and aural literacy skills at its core - is a key part of a 21st century
approach to learning.
4. What is Media Literacy?
Media literacy is a repertoire of competences that enable people to
analyze, evaluate, and create messages in a wide variety of media modes,
genres, and forms.
a. Media literacy is the ability to sift through and analyze the messages that
inform, entertain and sell to us every day. It's the ability to bring critical
thinking skills to bear on all media— from music videos and Web
environments to product placement in films and virtual displays on NHL
hockey boards. It's about asking pertinent questions about what's there,
and noticing what's not there. And it's the instinct to question what lies
behind media productions— the motives, the money, the values and the
ownership— and to be aware of how these factors influence content.
Media education encourages a probing approach to the world of media:
Who is this message intended for? Who wants to reach this audience, and
why? From whose perspective is this story told? Whose voices are heard,
and whose are absent? What strategies does this message use to get my
attention and make me feel included?
In our world of multi-tasking, commercialism, globalization and
interactivity, media education isn't about having the right answers—it's
about asking the right questions. The result is lifelong empowerment of
the learner and citizen
b. The 3 Stages of Media Literacy
Media literacy is an overall term that incorporates three stages of a
continuum leading to media empowerment:
The first stage is simply becoming aware of the importance of managing
one's media "diet"— that is, making choices and reducing the time spent
with television, videos, electronic games, films and various print media
forms.

4. The second stage is learning specific skills of critical viewing— learning
to analyze and question what is in the frame, how it is constructed and
what may have been left out. Skills of critical viewing are best learned
through inquiry-based classes or interactive group activities, as well as
from creating and producing one's own media messages.
The third stage goes behind the frame to explore deeper issues. Who
produces the media we experience—and for what purpose? Who profits?
Who loses? And who decides? This stage of social, political and
economic analysis looks at how everyone in society makes meaning from
our media experiences, and how the mass media drive our global
consumer economy. This inquiry can sometimes set the stage for various
media advocacy efforts to challenge or redress public policies or
corporate practices.
Although television and electronic media may seem to present the most
compelling reasons for promoting media literacy education in
contemporary society, the principles and practices of media literacy
education are applicable to all media— from television to T-shirts, from
billboards to the Internet.