A.

Teachnology
Reasons for Using Technology in English Language Teaching Jacqui Murray (2015)
taxonomies the rationale for using technology in English language teaching as follows:
1) Technology allows students to demonstrate independence.
2) Technology differentiates the needs of students.
3) Technology deepens learning by using resources that students are interested in.
B.Media
Media can be defined by its technology, symbol systems, and processing capabilities.
Teaching media is a media that bring messages or information that contain the aim or goal of
teaching. Learning and teaching a foreign language needs a lot of patience, energy, time,
creativity and competence.
 Kind of Teaching Media
A. Audio Media
Example: (cassette recorder or tape recorder) song, music, reading story, etc.
B. Visual Media
Example: Book or textbook,Magazine or newspaper,Flashcard, picture or poster.
C.Audio-visual Media
Examples of audio visual media are: television, computers, and Vidio etc.
C.Learning
The learning environment includes the physical facilities, the psychological
atmosphere, instructional technolog, media and method
 The Role of Technology and media in learning
Media and technology in education has many approaches, but there are two major
approaches for using media and technology in education.
1.students learn from media and technology
2. they can learn with media and technology.
Learning from media and technology is often referred as integrated learning system.
Learning with technology is referred as constructivist learning environments.Currently, the
education system is undergoing rapid changes.
 Importance of Media and Technology in Learning
Why media and technology has created so much attention in education? With respect
to media, there are many issues concerning to students, parents, educators, governments and
society as well. While, with respect to technology, people want to know whether various new
technologies are more effective for teaching and learning than more traditional classroom
approaches, whether some technologies are more motivating than others, or at the very least,
whether technologies can be used to increase access or reduce costs within education.
 Instructional systems
An instructional system consist of a set of interrelated components that work together,
effectively and reliably, within a particular framework to provide learning activities necessary
to accomplish a learning goal.
a) Component of an instructional system
The goals and objectives will often indicase the nature of the message and giving
learning activities. A very important component of most instructional systems is people.
Unless it is a self-instructional activity, people are directly involved.
 Cooperative learning
Cooperative learning involves small heterogeneous groups of students working
together to achieve a common academic goal or task while working together to learn
collaboration and social skills.
 Games
A game is an activity in wich praticipants follow prescribed rules that differ from
those of real life as they strive to attain a challenging goal.
 Simulations
In simulations, pasticipants usually play a role that involves them in interactions with
other people or with elements of the simulated environment.
 Simulation game
A simulation game combines the attributes of a simulation (role playing, a model of
reality) with the attributes of a game.
 Programmed instruction
Programmed instruction was chronoloically the firt instructional system and is and
explicit application of principles of learing theory-operant conditioning or reinforcement
theory.
 Programmed tutoring
In programmed tutoring the tutor’s responses are programmed in advance in the form
of carefully structured printes instructions.

B. The ASSURE Model

The ASSURE model, you begin creating the learning experience by assessing your
students’ characteristics and the learning objectives to be attained. With these in mind you are
in a good position to select the types of media or instructional system to use and to consider
specific materials that you might need.
 A. Analyze Learners
Several factors for making good methods and media decisions are :
1) General characteristics
Include broad identifying descriptors such as age, grade level, job or position, and
cultural or socioeconomic factors.
2) Specific entry competencies
Refer to knowledge and skills that learners either possess or lack: prerequisite skills,
target skills, and attitude.
3) Learning style
Refers to the spectrum of psychological traits that affect how we perceive and respond
to different stimuli, such as anxiety, aptitude, visual or auditory preference, motivation, and
so on.
B. State Objective
An objective is a statement not of what the instructor plans to put into the lesson but
of what learners ought to get out of the lesson. An objective is a statement of what will be
achieved, not how it will be achieved
C. Select Methods, Media, and Materials
The selection process has three steps:.
 Choosing a method
Methods are the procedures of instruction selected to help learners achieve the
objectives or to internalize the content or message.
 hoosing a media format
A media format is the physical form in which a message is incorporated and
displayed. Media format include, for example, flip charts (still images and text).
 Obtaining specific material
Obtaining appropriate materials will generally involve three alternatives: (1) selecting
available materials, (2) modifying existing materials, or (3) designing new materials.
C. S – Select Strategies, Technology, Media, and Materials
Learning is at its best when the teacher merely leads the student into discovering the
correct answer to a problem themselves. An effective teacher is merely a facilitator to the
process of learning.
Once you select your teaching strategy, then it’s time to figure out which technology, media,
and materials best support the method of teaching that you’re using.
D. U – Utilize Technology, Media, and Materials
 This step in the ASSURE process concerns making a plan as to how you will utilize
the technology, media, and materials that you have selected. As with all of the instructional
steps, you must make sure that your plans contribute towards producing the objectives that
you have laid down.
It’s important to follow the “five p’s” process to achieve this:
a) Preview the Technology, Media, and Materials
This means that it’s important to plan ahead of time just how you’re going to use them
b) Prepare the Technology, Media, and Materials
c) Prepare the Environment
There is some minimal preparation required to set up the learning environment.
Simple things like making sure that you have enough desks are important.
d) Prepare the Learners
First, you need to clearly inform the learners as to what the learning objectives are.
This will help the learners create a mental map of what they need to absorb. Next, it’s
important to tell the students how they will be assessed.
e) Provide the Learning Experience
You then actually carry out the lesson. This is where all of your planning takes effect.
You should be prepared to carry out the lesson with every prior step of the process in mind.
This will insure your success as a teacher.
E. R – Require Learner Participation
This step actually belongs within earlier steps. It requires that you make plans to how
you are going to actively engage your students in the material that you are teaching. This
needs to be figured out both at the class level and the individual level.
The most basic step that you can take is requiring participation of the students in class
discussions. You might try even allowing individual students to lead classes or discussions in
the style of a seminar.
F. E – Evaluate and Revise
In this step, you evaluate the impact of your teaching on student learning. This
includes an evaluation of your teaching strategies and the technology, media, and materials
that you used. The following questions are useful to ask during this evaluation:
Did your lesson meet the learning objectives that you planned?
Can this lesson be improved?
Was your choice of media and materials a good one?
Is it possible that other technologies, media, and materials would have done a better job?
The final step in your evaluation should focus on feedback from your students.
In conclusion, the ASSURE process is really just a matter of common sense. However, it is
good to follow a regimented guide to improve your teaching technique. Any effective teacher
knows that the perfection of their technique does not come overnight, and there is always
room for improvement. By following the ASSURE process, you will be sure to improve your
teaching for many years to come.
C. VISUAL LITERACY
Research on visual literacy examines the influence of the visual processing system on
the acquisition of knowledge, skills, and attitudes
Visual Literacy can be developed through two major approaches :
1. Input strategies
Helping learners to decode, or ‘’read’’ visual proficiently by practicing visual analysis skills.
(e.g., through picture analysis and discussion of films and video programms).
2. Output strategies
Helping learners to encode, or “write’’, visuals, to express themselves and communicate with
others. (e.g., through planning and producing photo and video presentations)
D.GOALS Of VISUAL DESIGN)
• Ensure legibility A visual cannot even begin to do its job unless all viewers can see the
words and images. The goal of good visual design is to remove as many obstacles as possible
that might impede transmission of your message.
• Reduce the effort required to interpret the message As a designer you want to convey your
message in such a way that viewers expand little effort making sense out of what they are
seeing and are free to use most of their mental effort for understanding the message being
conveyed.
• Increase the viewer’s active engagement with the message. Your message doesn’t stand a
chance unless people pay attention to it. So a major goal is to make your design as appealing
as possible to get the viewers’ attention and to entice them into thinking about your message.
• Focus attention on the most important parts of the message. Having enticed viewers into
your display,you then face the callenge of directing their attention to the most important part
of your message.

D. PROCESSES OF VISUAL DESIGN

We will group these decisions into three sets :
• Elements : Selecting and assembling the verbal/visual elements to be incorporated into the
display.
• Pattern : Choosing an underlying pattern for the elements of the display.
• Arrangement : Arranging the individual elements within the underlying pattern
Pattern
It is very important to attract the viewers’ sights so they will flow across the display in front
of them.. They are such as.
1. Alignment
It is considered to be most effective way to establish a display with a clear visual relationship
to each other so the viewers can understand more about the message being conveyed.
2. Shape
It is an important thing to arrange the visual display with the shape familiar to the viewers.
3. Balance
Balance is achieved when the weight of the elements in a display are equally distributed on
each side of an axis either horizontally or vertically.
4. Style
Different audience and setting call for different design styles.
5. Color scheme
Viewers are more likely to linger over and to remember a display having pleasant color
harmony than the display done with clashing color.

A. Visual Principles

1) The Role of Visual In Instruction

On role that visuals definitely play is to provide a concrete referent for ideas.Visual
can simply information that is difficult to understand.diagram can make it easy to store and
retrieve such information.They can also serve an organizing function by illustrating the
relationship among elements,as in a flowchart or timeline.
2) Visual Literarcy
Visual literacy can be developed through two major approaches :
 a) Input Strategis. Helping learners to decode,or “read” visuals proficiently by practicing
visual analysis skills.
b) OutputOutput Strategies : learners to encode,or “write” visual to express themselves
and communicate with others.
One aspect of visual literacy,then is the skill of interpreting and creacting meaning from
surrounding stimull.
3) Goal of Visual Design
For purposes of information and instruction, good in terms of improving communication :
a. Ensure legibility
b. Ensure legibility
c. Reduce effort
d. dIncrase active engagemen
e. Focus attention

 PROCESSES OF VISUAL DESIGN

1. Elements : selecting and assembling the verbal/visual elements to incorporate into the
display
2. Pattern : choosing an underlying pattern for the elements of the display
3. Arrangement : arranging the individual elements within the underlying pattern. As a
final step, check your decisions againts the goals and revise as needed.

4) Elemets
a) Tools for Visual Planning
b) Storyboard
c) type of lettering
d) Drawings Sketching, and cartooning
e) Drawings Sketching, and cartooning
f) Digital images
g) Digital Cameras

B. VISUAL

A. NONPROJECTED VISUALS
Nonprojected visuals can translate abstract ideas into a more realistic format. They
allow instruc tion to move down from the level of verbal symbols in Dale's Cone of
Experience to a more concrete level. Nonprojected visuals are easy to use because they do
not require any cquipment. They are relatively inexpen sive. Many can be obtained at little or
no cost. They can be used in many ways at all levels of instruction and in all disciplines. You
may also use them to stimulate cre- ative expression, such as telling or writing stories or
composing poetry.
Some nonprojected visuals demand special caution. Because the images are visually
symbolic rather than fully representational, they leave more room for viewers to misinterpret
the intended meaning.For example, research on newspaper readers' interpretations of editorial
car toons indicates that a large proportion of viewers may draw conclusions that are opposite
of what the artist in tended.
The term slide refers to a small-format photographic transparency individually
mounted for one-at-a-time projection. The standard size of slides is 2 by 2 inches (5 by5
centimeters) measured by the outer dimensions of the slide Mount. When 35mm and other
popular types of slide film are sent out to be processed, they are mounted.
- Automatic projectors
- Collection building
- Individualized instruction
B. DIGITAL IMAGES
As computer technologies advance, creating visual im ages has moved into the digital
world. Students may use digital cameras to create originals or may transfer images into
digital formats using scanners. Digital imaging allows users to capture, edit, display, share,
and network still and video images. The technol- ogy makes the process very easy for both
teachers and students. Users may send images to other digital devices, store them in
computers, or share them through the In- ternet. Digital images are another example of
nonlinear Naedia. The picture and video quality provides clearer tails and richer colors than
their analog counterparts. These technologies provide students with the tools to create visual
images, including drawings and photo- graphs, and to integrate them into computer-based
terials such as desktop published documents, hypermedia projects, World Wide Web pages,
and e-mail messages. Students may import digital images into their documents as they are or
enhance or change them by using special software, and can quickly make their documents
morc ex- citing by using pictures as part of their message.

C. DIGITAL IMAGE PROJECTION

DIGITAL IMAGE PROJECTION Digital (and analog) images can be shown to
individu- als using computer monitor. For showing these images a group, you can use a large
television monitor (see Chapter 8 for size guidelines), an LCD panel on an overhead
projector, or a data projector. Designed for use with presentation graphics ware, liquid crystal
display (LCD) projection pancls project computer images onto a screen-the electronic
equivalent of an overhead transparency. An LCD pancl is plugged into a computer and placed
onto the stage of a high-intensity overhead projector (but not the table- top reflective type),
The overhead projector light shines through the LCD panel, projecting the image on screen
(Figure 6.18). Directions for this process are given in"How to... Operate an LCD Panel.
 The importance, then, of audio experiences in the classroom should not be under-
estimated. Audio media actually for recording and transmitting the human voice and other
sounds for instructional purposes.
Hearing and Listening
Hearing and Listening are not the same thing. Because hearing is physio-logical
process, whereas listening is psychological process. Hearing is a process in which sound
waves entering the outer ear are transmitted to the eardrum, converted into mechanical
vibrations in the middle ear,and changed in the inner ear into electrical impulses that travel to
brain. Hearing and listening are also teaching and learning process. The quality of the
encoded message is affected by the ability of the sender to express the message clearly and
logically.
Developing Skills
Hearing is the foundation of listening. Developing skill can use a number of
techniques to improve student listening abilities :
1) Guide listening
2) Give directions
3) Ask students to listen for main ideas, details, or inferences
4) Use context in listening
5) Analyze the structure of a presentation
6) Distinguish between relevant and irrelevant information
Audio Formats
1) Audio Tapes
2) Compact Discs
3) MP3
4) Producing Class Materials On Cassette
5) How To Record Audiocassettes
A major advantage of audiotapes is the ease with which they can be prepared by
teachers and learners.

 AUDIO TECHNIQUES
1. Physical Environment
a) Tape Recorder
b) Microphone
c) Tape Content

 DUPLICATING & EDITING AUDIOTAPES

It is a relatively simple procedure to duplicate an audiotape. You can duplicate your
tapes by one of three methods: the acoustic method, the electronic method, and the high-
speed duplicator method.
  SELECTING AUDIO MATERIALS
In selecting audio materials to use in your instruction, first determine what materials
are available locally. Consult with a media specialist to determine what is available in your
media center.
Utilizing audio Material
This step in the ASSURE process concerns making a plan as to how you will utilize
the technology, media, and materials that you have selected. As with all of the instructional
steps, you must make sure that your plans contribute towards producing the objectives that
you have laid down.
It’s important to follow the “five p’s” process to achieve this:
1 Preview the Technology, Media, and Materials.
2. Prepare the Technology, Media, and Materials.
3. Prepare the Environment
4. Prepare the Learners
5. Provide the Learning Experience
Require Learner Participation
This step actually belongs within earlier steps. It requires that you make plans to how
you are going to actively engage your students in the material that you are teaching. This
needs to be figured out both at the class level and the individual level.The most basic step that
you can take is requiring participation of the students in class discussions. A more
sophisticated approach would require that students prepare questions and comments at home
to bring into the class. You might try even allowing individual students to lead classes or
discussions in the style of a seminar.
Evaluate and Revise
In this step, you evaluate the impact of your teaching on student learning. This
includes an evaluation of your teaching strategies and the technology, media, and materials
that you used.
VIDEO
Video Formats
Video versions of the moving image are recorded on tape or disqc, each packaged in
forms that vary in size, shape, speed, recording method, and playback mechanism.
a.1 Videotape
a.2 DVD
Videodisc
a.4 Internet Video
 SPECIAL ATTRIBUTES OF VIDEO
b.1 Manipulation of Time
b.2 Compression of time
Expansion of Time
Manipulation of Space
Animation
Understanding Video Convention

Computer
A. Roles of Computer in Learning
 Object of Instruction
The computer itself may be the object of instruction. For example, in computer
literacy courses students learn about computers, in computers literacy courses students learn
about computers, and in vocational courses students learns how to use computer on the job
data for processing and analyzing purpose.
 Tool
In it`s role as tool, the computers assist both teachers and students. Some of the roles
of the computers are relatively simple, such as sophisticated calculator and typewriter.
 Instructional Device
Computer Assisted Instruction (CAI) is helping students learn specific skill. Such as
Math Blaster who helping the students about math in detail or National Inspirer to engage
students for learning geography easier. There more example such using computer for learning
grammatical, correcting grammar, an providing the new vocabulary such as Grammar.ly and
Kamusku.
B. Integrating Computers into curriculum
We also using technology for some activity, such as
1.Concept Processing
It create helps the students creating their Mind Mapping to navigate them when
making the writing
2. Drill & Practice
In normal, we need at least 3 aspect for doing that drill, classroom, tutor, and book.
But we can collide all of those now, thanks for the help of program.
3. Tutorial
 we can learn anything online by opening some site that giving us the visual
explanation about how to do something anytime anywhere. We can look for the example such
as Youtube.
4. Graphic Tools
we can also use the help of technology software, such as Paint tool sai, Photoshop,
Autocad, etc. The effectively of it also significantly better then the old style, it decrease the
using of paper everytime we make mistake.
C. Integrated Learning System
Is your school have the “Computer Lab” or “Language Lab?” that’s the example of
ILS (Integrated Learning System). Its using the advancement of technology as the media for
learning and providing the information between the students to each other, and students to the
teacher. However there still some of minus in our ILS now, such as low courseware quality,
lack of the evidence for work, still lack much to the curriculum itself, but by time to time it
will be answered by itself along with the evolution of technology.
D. Computer Hardware
There are some device that conducting in one computer that sorted by some aspect,
such as input device, CPU, Memory and the Storage.
Here is the kind of storage :
- Floppy Disk/ Disket
- HardDisk (Extern or Intern)
- Compact Disk/ CD-ROM,RW, DVD-R, DVD-RW
- Flashdisk
- Memory Card
E. Computer Facilities
The amount of tis type are depend on how much the computer are avalible in the
class, such as One-Computer Classroom, Multiple-Computer Classroom, The Computer
Labotary.
2. MULTIMEDIA
A. Introduction of Multimedia
The generic term multimedia refers to the sequential or simultaneous use of a variety
of media formats in a given presentation or self-study program. Multimedia systems may
consist of traditional media in combination or they may incorporate the computer as a display
device for text, pictures, graphics, sound, and video. Examples of multimedia in education
and training include slides with synchronized audiotapes, videotapes, CD-ROMs, DVD, the
World Wide Web, and virtual reality.
B. Multimedia Kits
 A multimedia kit is a collection of teaching/learning materials involving more than
one type of medium and organized around a single topic. Kits may include CD-ROMs,
filmstrips, slides, audiotapes, videotapes, still pictures, study prints, overhead transparencies,
maps, worksheets, charts, graphs, booklets, real objects, and models
Some multimedia kits are designed for the teacher to use in classroom presentations.
Others are designed for use by individual students or by small groups. Examples of
application of multimedia is a teacher-made multimedia kit, she incorporated real objects,
such as musical instruments, magnets, small motors, rocks, harmless chemicals, and insect
specimens in the kits. She also gathered pictures associated with each topic from magazines
and old textbooks.
Hypermedia
The term hypertext was coined by Nelson in 1974 to describe "non sequential
documents" composed of text, audio, and visual information stored in a computer. The goal
of hypertext is to immerse users in a richly textured information environment, one in which
words, sounds, and still and motion images can be connected in diverse ways. Hypermedia
refers to computer software that uses elements of text, graphics, video, and audio connected
in such a way that users can easily move within the information.
Computer hypermedia systems can be used for several different purposes:
1. Browsing. Users browse, or navigate through the information, by choosing routes
that are of interest. You can explore features in detail as it suits your personal learning style.
2. Linking, Users can create their own special connections, or links, within the
information.
3. Authoring. Users can author, or create, their own unique collections of information,
adding or linking text, graphics, and audio as they wish. They can retain this creation for their
own individual use, or share it with others, or use it to prepare a report or presentation.
● Advantages of Hypermedia
1. Engrossing. The opportunity for deep involvement can capture and hold student
interest.
2. Connections. By using "hot buttons" students can connect ideas from different
media sources.
3. Individualized. Web structure allows users to navigate through the information
according to their interests and to build their own unique mental structures based on their
exploration.
4. Teacher and student creation. Software allows teachers and students to easily create
their own hypermedia files; student projects can become opportunities for collaborative work.
● Limitations of Hypermedia
1. Getting lost. Users can get confused, or "lostin cyberspace, " when using
hypermedia programs because of limited clues as to where they are in the material.
 2. Lack of structure. Students whose learning style requires more structured guidance
may become frustrated. Students may also make poor decisions about how much information
they need to explore.
3. Noninteractive, Programs can be simply one-way presentations of information with
no specific opportunities for interactive practice with feedback.
4. Complex, More advanced programs may be difficult to use, especially for student
production, because they require the ability to use a scripting language.
5. Time consuming, Because they are nonlinear and invite exploration, hypermedia
programs tend to require more time for students to reach prespecified objectives.
● HyperStudio
HyperStudio is a multimedia authoring system that offers teachers and students the
ability to bring togetherics, and video in a single presentation, Teachers can prepare materials
in exciting ways and address student learning through multiple modalities. Students of all
ages can create their own colorful multimedia projects. All the students had an opportunity to
utilize hypermedia in a manner appropriate to their learning levels, and everyone enjoyed
their learning experiences.
D. Interactive Media
The video portion of interactive media is provided through a CD-ROM, DVD, or the
Web. Because CD-ROM discs can store many types of digital information, including text,
graphics, photographs, animation, and audio, they are popular in school settings, library
media centers, and classrooms of all sorts. Anything that can be stored on a computer disk
can be stored on a CD- ROM. Multimedia CD-ROM products are commonly found in school
library media centers, primarily in the form of encyclopedias or other reference databases.
The images can be presented in slow motion, fast motion, or frame by frame (as in a slide
show). The audio portion may occupy two separate audio channels, making possible two
different narrations for each motion sequence.
There are examples of the interactive media used among others:
1. CD-ROM and Videotape like a "Rainforest Researchers"
2. Multimedia Encyclopedia like a "Mammals" magazine
3. CD-ROM like a "The Tell-Tale Heart"
4. Interactive songbook like a "Cartoon Jukebox"
E. Virtual Reality
Virtual reality (VR) is one of the newest multimedia applications of computer-based
technologies. Virtual reality is a computer-generated three-dimensional environment where
the user can operate as an active participant. Virtual reality is still largely experimental in
formal education. Still in its infancy because it is expensive and time consuming to develop,
VR requires specialized equipment and accessories, and cannot run on a typical desktop
computer with its limited memory.
 ● Advantages of Virtual Reality
1. Safety. Virtual reality creates a realistic world without subjecting viewers to actual
or imagined danger or hazards.
2. Virtual reality puts the user "into" a multisensory experience.
3. Expansive. It provides students with opportunities to explore places not feasible in
the real world (e-g- outer space or inside an active volcano),
4. Opportunities to explore. Virtual reality allows students to experiment with
simulated environments.
● Limitations of Virtual Reality
1. Cost. The equipment is extremely expensive.
2. Complexity. The technology is complex and does not lend itself to most classroom
uses.
3. Limited titles. There are limited software "realities" available at this time.
F. Expert Systems
Example of expert system is the Intelligent Catalog, helps a student learn to use
reference tools. Any learning task that requires problem solving. Another expert system is
Scholar, it is on the geography of South America. It is an example ofa "mixed-initiative"
system. The student and the system can ask questions of each other.
One example that involves individualized learning is an expert system called Class
LD. Developed at Utah State University, the program classifies learning disabilities by using
an elaborate set of rules contributed by experts. In tests, the program has proven to be at least
as accurate as informed special education practitioners. The expert system would make more
manageable the classroom teacher's job of providing appropriate instruction.

INTRANET & INTERNET

Intranet
According to Turban, King, Lee, and Liang (2010) "An intranet is a network of
companies or governments or organizations that use tools on the internet, such as web
browsers and internet protocols and are used by companies as a medium of communication
and collaboration." Intranets are internal networks for companies or schools. Intranets are a
way of increasing communication, collaboration, and information dissemination within
companies or schools where divisions, departments, and workgroups each use a different
computer platform (hardware and/or operating system), or where users work in distant
locations. Advantages of Intranet are Centralization, Consistency, Currency, and Pull versus
push approach.
 Wide Area Network (WAN)
 Computer conferencing (connecting two or more computers together for textual and
graphical information exchange), is not a new technique. The classroom computer can be
connected with people and resources well beyond the limits of the school building. Computer
networks that extend beyond the walls of a room or building are called wide area networks
(WANS). A WAN connects a number of computers within a single institution and beyond
with one another. Some WANS use a "hardwired" configuration; a campus wide network
connecting all buildings via a cable or fiber system is one such example. In this arrangement,
the buildings are linked to a centralized computer that serves as the host for all the software
used in common.
 Local Area Network (LAN)
A local area network (LAN) connects computers within a limited area, normally a
building, office, or laboratory. A LAN relies on a centralized computer called a file server
that "serves" all other computers connected to it via special wiring. A computer lab is often a
LAN because all the computers in the lab are connected to a single file server, which is
usually tucked away in a closet or other out-of-the-way space. Whole buildings can also be
connected to a local area network. A single computer, generally located in the office or media
center, can serve. as an entire school's file server. Through a LAN, all of the classrooms in a
school can have access to the school's collection of software.
 Intranet Advantages and Deficiency
Similar to previous technologies, intranet as a technology also has advantages and
disadvantages. The following are the advantages and disadvantages of an intranet, including:

Advantages
 Helping the process of communication and cooperation between individuals in a
company or organization.
 CanCan be used as a means of assisting in increasing the development and growth of
industrial products.
 FacilitateFacilitate the uniformity of information received by everyone in the
organization.
 CanCan improve the quality of teamwork within the organization because it is easy to
access internal information.
 HelpHelp improve response to customer needs and complaints through customer
service.
 IncreaseIncrease cost and time efficiency according to needs (workflow,
collaboration, enterprise connectivity).
 Has facilities like an internet network in the form of email, FTP, Telnet, Rlogin,
SMNP, etc. to facilitate activities.
Deficiency
 Requires training that takes a long time to educate members in using the intranet.
 RequiresRequires experts in building and developing an intranet in an organization
because it cannot be done by just anyone.
  AllowsAllows for overload (full data) due to the free delivery of messages between
intranet users if proper control is not exercised.
 CanCan spread wrong information may also circulate through the intranet, so the
moral awareness of each user is very necessary.
 IntranetIntranet can have an impact on the many resources used so that it costs more
to build a reliable server.
Internet
Internet is a network of networks. It is the worldwide collection of multiple computer
networks. Internet is a network of thousand of computer networks. It is capable to transfer
information across the geographical boundaries in an electronic format at a very fast speed.
The internet is a communication network that connects one electronic media to another. The
Internet is the widest network of information technology systems that allows devices around
the world to connect to one another. Understanding the Internet According to Experts:
“Another definition of the internet arises from the opinion expressed by Strauss, El-
Ansary, and also Frost (2003). They say that what is meant by the Internet is an entire
network of computers connected to one another. Some computers that are connected to each
other in this network store and also have several files that can be accessed and used, such as
web pages, and also other data that can be used and also accessed by various computers
connected to the Internet.”

Internet function:
a) As communication media
b) As a place to access information
c) Sharing of resources or data
d) Can broadcast and access live both news and exchange data with the internet online
throughout the world.
DISTANCE LEARNING
Media
"Messages that are distributed through the technologies, principally text in books,
study guides and computer networks; sound in audio-tapes and broadcast: pictures in video-
tapes and broadcast; text, sound and/or pictures in a teleconference"
What is media education?
Media education it care about how the target understand the massage and how much
they can communicate with the data. It goal to help them to learn and improve their skills in
how they can use the media effectively to communicate their own ideas.
Media involve (TV, radio, cinema, newspaper, magazines, music and internet).
Distance Learning
 Distance learning or distance education is a field of education that focuses on the
pedagogy/andragogy, technology, and instructional system design that are effectively
incorporated in delivering education to student teacher and student may communicate
asynchronously and synchronously.
E-learning is naturally suited to distance learning and flexible learning, but can also
be used in conjunction with face-to-face teaching, in which case the term Blended learning is
commonly used.
E-learning can also refer to educational web sites such as those offering worksheets
and interactive exercises for children. The term is also used extensively in the business sector
where it generally refers to cost-effective online training.
E-Learning is the employment of technology to aid and enhance learning. Focusing
on the use of the Internet in e-learning, three primary uses have emerged.
It is an electronic technology to deliver, support and enhance teaching and learning.
Monitoring and evaluating in distance learning
The relationships between student and teacher and the imbalance of power in distance
learning is an issue which trouble many educationalists, theoretically committed, to assisting
learner take cares control of their own learning and became self-directed.

 Types of distance education courses:

a) Correspondence conducted through regular mail.

b) InternetInternet conducted either synchronously or asynchronously.
c) Tele-course-Broadcast where content is delivered via radio or television
d) CD-ROM where the student interacts with computer content stored on a CD-ROM.
e) Pocket-PC/Mobile Learning where that student accesses course content stored on a
mobile device or through a wireless server.
Theories and philosophies of distance education
The theoretical basis on which instructional models is based affects not only the way
in which information iscommunicated to the student, but also the way in which the student
makes sense and constructs newknowledge from the information which is presented. Hilary
Perraton (1988) defines the role of the distance teacher. When, through the most effective
choice of media, she meets the distance students face-to-face, she now becomes a facilitator
of learning, rather than a communicator of a fixed body of information. The learning process
proceeds as knowledge building among teacher and students
Distance education systems now involve a high degree of interactivity between
teacher and student, even in rural and isolated communities separated by perhaps thousands
of miles. The Office of Technology Assessment stresses the importance of interactivity:
distance learning allows students to hear and perhaps see teachers, as well asallowing
teachers to react to their students' comments and questions (US. Congress,1988). Moreover,
virtual learning communities can be formed, in which students and researchers throughout the
world who are part of thesame class or study group can contact one another at any time of the
day or night to share observations, information,and expertise with one another (VanderVen,
1994; Wolfe, 1994).