Although limited by a low response, results suggest being in a position to influence (more experienced, business owners) may be associated with more positive opinions. Further training (including about legalities and leadership) could contribute to optimising skill mix in community pharmacies.
A comparison of the properties of the video cassette recorder (VCR) and the videodisc player points up the advantages for education of disc as a medium for the storage and playback of video signals. It is argued that some form of optical disc technology is very likely to come into language classrooms before the end of the 1990s and that it will be welcomed by those teachers who are currently attempting to use their VCRs as flexible resources in their language programmes. Different applications of interactive video in education and language study are described, with reference to recent examples.
Most materials available to users of video in English Language Teaching were designed neither for the ELT classroom nor for video: they originated as TV programmes or as films produced for a native speaker audience. An analysis of the characteristics of video and its possible roles at different stages in a language programme underlies the design of a set of video sequences, Video English, intended specifically for classroom use, within the framework of a methodology which puts the emphasis on communicative competence. Similar principles are exemplified in a discussion of another published series, Television English, which is based on BBC archive material. In conclusion some findings of research into non-verbal communication are considered in relation to the use of video materials in the language classroom.
A 'work in progress' report on a project to develop applications of interactive media in the study of language.My main interest in educational technology over many years has been in applications of technology in the teaching of English to speakers of other languages (TESOL).The TESOL profession has a long tradition of using audio-visual technologies and materials. From a practical point of view, current developments in interactive technology mean that the variety of media with which teachers are already familiar can now be stored and accessed in more convenient ways. Photographs, audio and video recordings, graphics, text and CALL programs will be available, separately or in combination, via machines which are simple to operate. This range of media may not be new to the profession, but harnessing them together with microcomputers offers new and very different ways of interacting with stored audio-visual information. It faces us with new concepts to explore and there are many questions to be answered. What are the implications for second language learning of a resource which makes possible random access to and interaction with multimedia databases? What are the strengths and what the weak points of the technology? What roles are appropriate for the different media within the combination? How are these changed by the introduction of computers? In what ways and under what circumstances will teachers and learners want to use the technology? I have set up a project with the School of English of the University of Birmingham to explore some of these questions in relation to the study of spoken language.
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