THE METHODOLOGY AND STRATEGIES OF TEACHING INFORMATION COMMUNICATION TECHNOLOGY

Аннотация

tool-oriented (It defines the ever expanding series of abstract tools, e.g. traditional mechanical typewriter, electronic typewriter with correction function, electronic typewriter with line formatting function etc. for word-processors, and then discusses the necessary knowledge for each level.). The problem-oriented teaching method can well be used in the world of applications, where it essentially means the same as in the world of teaching programming and programming languages. Let us take application task series that are built on one another, and structure them in a way that one needs newer and newer application knowledge to solve them; but in the meantime one should continually use the previously acquired knowledge. How they are distinguished later can be illustrated with an example taken from word processing: When tabs are taught, it is not practical to use tasks that concentrate exclusively on them. According to this method, such tasks should be chosen that make students use the opportunities of character and paragraph formatting learnt previously. The continuous use of previous knowledge is vital for profound acquirement; as continuous practice helps perfect acquisition and routine use in the future. The elements of a task series might support the introduction of various new knowledge items: the knowledge of an application type, its general structure (e.g. What are the necessary elements that an invitation card should contain?); aesthetic knowledge (What makes an application nicer, more useful, more practical, etc.?) 62 EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND MANAGEMENT STUDIES ISSN: 2750-8587 thinking and planning skills (What are the reasonable steps that should be taken to create the given application? How can it be solved faster, more easily and simply? etc.) familiarity with tools (What application system functions are needed in order to solve the given task, and where can they be found in the application system etc.?) The peculiarity of this method could be that it will easily and logically lead students over from one application type to others if the solution of a problem requires a tool that can be more easily realized by using another application program. The only hindrance of the method – as compared to its programming counterpart – is the lack of necessary task-books. While there are plenty of programming task-books on the market (including one that contains 2000 tasks), either there are not any application task-books or they contain few tasks e.g. there are about 100 for word processing, about 150 for spread- sheets, and only 15 to 20 for presentation in the books published in Hungary. Moreover, the tasks in these books are not well structured. Teachers who use this method face a serious difficulty: practically, they themselves have to work out everything. Application-oriented . Actually, it is a variant of the previous method with the difference that it does not aspire to teach every possibility, but it deals only with those that are necessary for an application or a document type. Regarding word processing such can be for example a letter, a cv, a circular/mail merge, an article, a form, etc., and the line could long be continued. This method makes a characteristic distinction between text and desktop publishing, as the starting document types are different. Desktop publishing deals with newspapers, books,often with large documents. Although a significant part of the related concepts, operations and tools are, of course, identical with the ones learnt in word processing (they can even be created using the same tools), their importance, application frequency is clearly different (e.g. column, table of contents, page numbering, index etc.). Drawing includes posters, lines, illustrations, logos, mosaics, layouts, maps etc. Menu-oriented method. It belongs to the negative methods: it relies on the idea that the knowledge of an application is equal to knowing how to use an application system. Regarding this as a starting point, it would like to teach all the items on the menu of an application system, in the worst case following the order of the menu structure. This way it primarily conveys lexical knowledge and routine 63 EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND MANAGEMENT STUDIES ISSN: 2750-8587 usage; whereas it does not consider thinking (planning) or aesthetic and practical layout to be of high importance. The conditioning involves a sequence of mechanical stimulation presented to the subject, waiting for a response and giving a reinforcement, generating a repetitive cycle of sequences S/R/E/ . . . S/R/E. The relationship of this cycle to a space of virtual training is represented by tutorial-type learning environments of virtual training, exercising and practice, or conditioning software, among others. The above mentioned environments are represented by learning objects, which integrate theoretical concepts with practice making the stude