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The Organization of Technological Resources
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Monday, 03 May 2010
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Curricular integration of technological media (computers, telecommunication
systems, audiovisual and social communication in general) and use of educational
benefits is not an easy task. The faculty requires certain skills and expertise,
has to be informed about materials available and how to use them didactically,
and needs some resources and infrastructure to develop educational activities
with students. It is also necessary time to prepare all these things, to plan,
to evaluate their use. 
HTML clipboard
Curricular integration of technological media (computers, telecommunication
systems, audiovisual and social communication in general) and use of educational
benefits is not an easy task. The faculty requires certain skills and expertise,
has to be informed about materials available and how to use them didactically,
and needs some resources and infrastructure to develop educational activities
with students. It is also necessary time to prepare all these things, to plan,
to evaluate their use.
Faced with the problem that involves the application of computer and
audiovisual resources in teaching and learning processes, schools that want to
enhance their use by teachers must seek a good organization of these resources.
This organization usually involves mounting a resource rooms to facilitate the
use, control and storage of these materials.
The resource rooms are classrooms of schools, especially equipped to
facilitate the use of educational resources (good provision of equipment, proper
lighting, proper hearing ..) and to keep well ordered. We can distinguish:
- Computer rooms. Classrooms where they have computers and their
peripherals (printers, CD-ROM ...) so they can work simultaneously a group of
students. Usually there are around 10 computers, so you can work about 20
students grouped two by two.
The current tendency is to communicate the way computers to network them
so that they can share certain peripherals: laser printer, high capacity hard
disk, Internet ....
- Classroom whiteboard. To the extent not generally available to all
classrooms the availability of a "digital whiteboard" many centers are providing
a classroom specifies where to locate one of these technological systems and so
is available to all teachers who request them.
- Audiovisual classrooms. Classrooms where they can use audio-visual
resources (slide projectors, video, videodisc, TV ...) in a fit of visibility,
lighting, sound, etc.
In some cases also include other complementary areas as a projection
booth, a booth or videographic editing room.
- School libraries to some extent be considered a resource room (books,
magazines ...) that increasingly becomes more of a media that combines books
with all kinds of technological resources: CD-ROM multimedia, videos, links
Internet ...
The resource rooms also require the drafting of legislation and the
appointment of a coordinator responsible for managing the use and maintenance of
resources.
From a systemic perspective, the organization of audio-visual resources
and computer center is ordering the relations that can occur between all the
factors involved when trying the didactic application of these resources. There
are three types of elements:
- Material elements: physical infrastructure, technical equipment,
curricular materials.
- The personal elements: teachers, students, address, coordinators.
- The functional elements: timetables, rules of use, cataloging systems,
etc.
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