"El autor pretende, con este estudio, intentar un análisis global del trabajo del agrónomo, llamado erróneamente "extensionista", como educador; pretende resaltar su indiscutible e importante tarea, junto a los campesinos (y con ellos), la cual no está correctamente comprendida en el concepto de
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"extensión". El trabajo constará de tres capítulos. Partiendo del análisis semántico del término extensión, pasando por la crítica a su equívoco gnoseológico, deteniéndose en consideraciones a propósito de la invasión cultural, discutiendo la reforma agraria y el cambio, oponiendo la comunicación a la extensión, el autor considera, finalmente, la educación como una situación gnoseológica, en cuya práctica, la "asistencia técnica" tendría otras dimensiones." (Introducción, página 13)
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"This guide provides educational planners with an awareness and understanding of communication satellite technology, its current uses, and some of the tentative plans for educational experimentation. The first part introduces the general nature of communication satellites in terms of technological c
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ategories, basic economics, and evolutional processes. A detailed description of International Telecommunications Satellite Consortium (INTELSAT) gives an up-to-date picture of an operational communication satellite system. The last part reviews ongoing and proposed experiments that could help revolutionize education over the next two decades. Eight national and international projects are described, in terms of general objectives, scope, cost, software, and evaluation. It is hoped that the satellite experiments will provide answers to many of the questions that communication experts, educators, and engineers have asked about the operational feasibility of using satellites in developed and less-developed countries. But the author also cautions that future success in this field depends not only on satellite technology per se but also the success of program content." (https://eric.ed.gov)
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"Media for instruction can be characterized as big (expensive) or little (inexpensive), but research evidence suggests that whether a student learns more from one medium than another depends at least as much on how the medium is used as on what medium is used. Thus, this report discusses not only ex
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ample programs and their results, but also considerations involved in choices among the different possible media. One conclusion which is reached, however, is that the inexpensive media have often been neglected because of the glamor of the expensive media." (https://files.eric.ed.gov)
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"The results of research on the effectiveness of four alternative instructional media are reviewed: traditional classroom instruction, instructional radio, instructional television, programed instruction, and computer-assisted instruction (CAI). It was concluded that students learn effectively from
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all these media; relatively few studies indicate significant differences between media in effectiveness. Future research should focus on four areas: 1) determine if programed instruction and CAI can be shown to save instructional time over a longer period and with a higher percentage of students; 2) investigate long-term effects of instructional technologies on students' motivations; 3) investigate the long-term effects of the individualization and privacy made possible by some of the technologies; and 4) future investigations should consider more imaginative uses of new technologies instead of using technology to provide a simulation of some traditional method." (http://files.eric.ed.gov)
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