MEDIA AWARENES

 Introduction:

            Communication is a key thread in fabric of life. It shapes us mentally, socially, emotionally and spiritually.

            Communication forms and sustains society and at the same time develops and maintains our individuality. It is the nervous system of the social and political body.

            As communication is central of any society, the tools of communication are essential to its educational and socioeconomic development.

Social Change by communication:

            Man is a social being and cannot live without communicating. He communicates to express his feeling, needs, ideas and opinions about himself, environment and other people around him. Various means are used by man to communicate.

            The history of man and the history of communication seem to be synonymous. One cannot be separated from the other. The history of man is thus an account of extension of his powers. Particularly, the invention of alphabets, printing from marble types, invention of radio and television are landmark not only in the history of mankind but also in the development in mass communication media.

Types of Media:

            Mass media of communication are the results of the modern age of science and technology. There are two types of media:

a)         Printing Media:

            Books, journals and newspapers constitute the whole gamut of printing materials. Printed material in fact became the most popular means of education. Textbooks, handbooks, guidebooks and journals are used as very useful teaching / learning materials. Inspite of electronic advancements, printed material are felt indispensable.

            Printed materials made education available to a vast population. In place of “class education” it became “mass education”.

b)         Electronic Media:

            Television is now the magic carpet being used as a means of exploring the mysteries of the universe and a magic box for providing education and entertainment simultaneously. It is now a window to the world and a very potential and pragmatic medium of education catching the attention of all high and low, rural and urban, students and teachers.

            Films are a very effective mass media of communication and provide education as well as entertainment. India entered into the era of film production in 1912 with “Pundalik” a silent film produced by R.G.Torney.

Educational films are a very interesting medium of education. On a wide canvas we can see the real world or imaginary world with keen interest and rapt attention. Educational films produced with specific academic theme and suitable method as well as techniques, are helpful in imparting instruction and happiness. They provide reality and imagination, variety and novelty, motion and animation by making instruction interesting. Students learn from educational films without tears, without boredom and without any strain. They enjoy and get themselves enlightened. Children are quite sensitive and creative. They are to be “warmed up” or motivated to get information, develop positive interest and attitudes so that their education becomes effective.

There are three types of skills use in learning process:-

1.         Reading Skills.

            Educational technologies that support the development of student’s reading skills includes audio books, electronic books and online texts, electronic talking books and programmed reading instructions.

            Audio books:

            Audio books, sometimes known as books on tape, are professionally recorded, unabridged versions of fiction or nonfiction books. They are available on regular audiocassettes or four-track cassettes that require a special cassette player. Audio books promote student’s interest in reading and improve their comprehension of texts, notes Beers. They also have been used successfully by students who cannot read traditional printed books because of visual or physical handicaps. When used with conjunction with written texts, audio books help improve children’s reading skills.

            E-books and online Texts:

            Electronics books, also known as e-books, are electronic texts that are presented visually. Weather available on CD-ROM, the Internet, or special disks, electronic books always provide the text in a visual component.

            Online texts are those that are available on the World Wide Web. With access to an internet-connected computer, students can find a wide variety of free online reading materials, including books, plays, short stories, magazines and reference materials.

           

Electronic Talking books:

            The term electronic talking books have been coined by some researchers to refer to electronic texts that also provide embedded speech.

            Electronic talking books increase motivation to read as well as promote basic word recognition. According to some research, the use of talking books has shown positive results as an aid to help children improve their comprehension of texts. In addition, children’s decoding skills have been shown to improve with the use of talking books. For slightly older readers, talking books feature glossary entries, explanatory notes and simplified rewordings that provide additional background information needed to understand new concepts in texts.

            Software Programmes:

            Various types of software programs, computer-assisted instruction, and integrated learning system offer programmed reading instruction for student. The computer program helped the children learn to discriminate and sequence the sound in words, which improved their word-reading ability.

2.         Writing Skills:

            Educational technologies that support the development of student’s writing skills include word processing, desktop publishing, multimedia composing, online publishing and internet communication.

            Word Processing:

            Word processing is the pioneer application of educational technology used in writing instruction. Although it requires the mastery of basic keyboarding skills, word processing allows many students to write and edit their work more easily. In addition, word processing tools such as spelling checkers are useful aids that improve the quality of student writing. Research indicates that students who are comfortable with word processing write longer papers, spend more time writing and revising, and show improved mechanics and word choice. Nevertheless, research also indicates that using a word processor does not by itself improve student writing. Rather, the teacher has a critical role in guiding the writing process, providing feedback and encouraging revision.

            The arguments for promoting word processing in K-12 education are several. First, some educators acknowledge that because of the prevalence of word processing in the workplace, students should be taught at least the rudiments of word processing, much the same way that students have learned typing skills and their related content-based counterparts such as organizing a term paper, composing a letter, or drafting documents for research in various subject areas.

3.         Research and Collaboration Skills:

            Technologies that support student’s research and collaboration skills include Internet search engines, online tools for evaluating web-based information and Web sites that offer collaborative activities.

            Search Engines:

            The Internet has gained momentum as the infrastructure on which international knowledge is created and shared. Use of Internet search engines can promote students’ research and investigation skills and enable them to locate online information on any possible topic. Students can also access online journals, magazines, newspapers, encyclopedias and informative Web sites. Unfortunately, some information on the Web is neither accurate nor reputable. Students need to learn how to evaluate this information.

            Online Tools:

            The need to evaluate online information sources is gaining importance as a basic literacy skill. Online tools for evaluating online information provide strategies for determining the accuracy, quality, and timeliness of online information.

            Web Sites:

            Educational technology has expanded the instructional potential of collaboration. In the recent past, student collaboration in literacy activities might have meant one classroom joining with another classroom across the hall to engage in joint reading, writing, listening, speaking or research projects. Today, educators can access and share a global curriculum-development lab with other educators. They can engage their class with another in literacy-based projects without geographic boundaries.

The Concept of Multimedia:

            Multimedia combinations are generally referred to as multimedia system. Multimedia means ‘many media’. The term ‘multimedia instructional system’ refers to the uses of appropriate and carefully selected varieties of learning experiences which are presented to the learner through selected teaching strategies which reinforce and strengthen one another so that the learner will achieve pre-determined and desired behavioral objectives. Dipika.B.Shah (1988) defines multimedia as ‘more than one medium’ used in a single communication either sequentially or simultaneously. Experts are of the opinion that different media serve different educational functions, so that various media should not be used in isolation, instead they should be integrated.

Characteristics of Multimedia:

a)         Multimedia storage and retrieval systems contain more information than any human training agent can possibility embrace, and have many terminals through which students have access to the information.

b)         The development of multimedia instructional and support systems have provided the tools for creating learning center in which a very large number of models of learning can be actualized over a great range of content with considerable variation in complexity.

c)         By employing media technology as support systems, we can offer to the students a large number of ways to learn a large number of things.

d)         What multimedia systems promise is a form which permits the delivery of a range of instructional and informational supports?

e)         Multimedia systems are not restricted to a single type of learning or instructional mode; they represent a support for a range of them.

f)          The capability of multimedia systems is markedly greater than that of ordinary classroom practice, in creating a variety of learning models.

g)         This multimedia device is striking because it provides the opportunity to learn exceedingly complex skills which are related to sets of diverse and precise theoretical knowledge bases.

h)         The development of multimedia educational systems permit many models of education that otherwise are inconceivable as long as we think of the classroom and the teacher as the primary mediator of instruction.

CONFLICT MANAGEMENT

CONFLICT MANAGEMENT

By Syeda Nazish Hasan,

M.S. Department of Education, University of Karachi

1. What is a conflict

       A state of open, often prolonged fighting; a battle or war.

       A state of disharmony between incompatible or antithetical persons, ideas, or interests; a clash.

       Psychology A psychic struggle, often unconscious, resulting from the opposition or simultaneous functioning of mutually exclusive impulses, desires, or tendencies.

Three Elements to Understand Conflict

Just as it is useful to be able to label the type of conflict, it also helps to know that most conflicts, large or small, interpersonal or international, follow pretty much the same pattern, characterized by three important elements.

Conflict arises when we discover our differences and perceive them as a threat to our needs. It is fuelled with the usually strong emotional response we give to this perception — our combustibility — and sustained by the unequal distribution of power between human beings. Difference, Combustibility and Power are the key elements present in every conflict.

Perceiving differences as a threat	Conflict arises when we perceive differences as a threat to what we most value or when we believe these differences will prevent us from meet our basic needs.
Combustibility	Some people have a strong facility to make sparks fly in their interactions with other people. Other people have a strong facility to make sparks grow and turn them into a fire (big combustibility). Finally, some people have a certain control of their emotions and leave sparks to extinguish by themselves.
Power abuses	The unequal power distribution among people and the different ways we use our own power influences considerably the number and nature of our conflicts.

 

 

 

Bell and Hart's Eight Causes of Conflict

 According to psychologists Art Bell and Brett Hart, there are eight common causes of conflict in the workplace. Bell and Hart identified these common causes in separate articles on workplace conflict in 2000 and 2002.
The eight causes are:

1. Conflicting resources.
2. Conflicting styles.
3. Conflicting perceptions.
4. Conflicting goals.
5. Conflicting pressures.
6. Conflicting roles.
7. Different personal values.
8. Unpredictable policies.

 1. Conflicting Resources

We all need access to certain resources – whether these are office supplies, help from colleagues, or even a meeting room – to do our jobs well. When more than one person or group needs access to a particular resource, conflict can occur.

If you or your people are in conflict over resources, use techniques like Win-Win Negotiation or the Influence Model to reach a shared agreement.

You can also help team members overcome this cause of conflict by making sure that they have everything they need to do their jobs well. Teach them how to prioritize their time and resources, as well as how to negotiate with one another to prevent this type of conflict.

If people start battling for a resource, sit both parties down to discuss openly why their needs are at odds. An open discussion about the problem can help each party see the other's perspective and become more empathic about their needs.

2. Conflicting Styles

Everyone works differently, according to his or her individual needs and personality. For instance, some people love the thrill of getting things done at the last minute, while others need the structure of strict deadlines to perform. However, when working styles clash, conflict can often occur.
To prevent and manage this type of conflict in your team, consider people's working styles and natural group roles when you build your team.

 3. Conflicting Perceptions

All of us see the world through our own lens, and differences in perceptions of events can cause conflict, particularly where one person knows something that the other person doesn't know, but doesn't realize this.

If your team members regularly engage in "turf wars" or gossip, you might have a problem with conflicting perceptions. Additionally, negative performance reviews or customer complaints can also result from this type of conflict.

Make an effort to eliminate this conflict by communicating openly with your team, even when you have to share bad news. The more information you share with your people, the less likely it is that they will come up with their own interpretations of events.

Different perceptions are also a common cause of office politics. For instance, if you assign a project to one person that normally would be someone else's responsibility, you may unwittingly ignite a power struggle between the two. Learn how to navigate office politics, and coach your team to do the same.

4. Conflicting Goals

Sometimes we have conflicting goals in our work. For instance, one of our managers might tell us that speed is most important goal with customers. Another manager might say that in-depth, high-quality service is the top priority. It's sometimes quite difficult to reconcile the two!

Whenever you set goals for your team members, make sure that those goals don't conflict with other goals set for that person, or set for other people.

And if your own goals are unclear or conflicting, speak with your boss and negotiate goals that work for everyone.

5. Conflicting Pressures

We often have to depend on our colleagues to get our work done. However, what happens when you need a report from your colleague by noon, and he's already preparing a different report for someone else by that same deadline?

Conflicting pressures are similar to conflicting goals; the only difference is that conflicting pressures usually involve urgent tasks, while conflicting goals typically involve projects with longer timelines.

If you suspect that people are experiencing conflict because of clashing short-term objectives, reschedule tasks and deadlines to relieve the pressure.

6. Conflicting Roles

Sometimes we have to perform a task that's outside our normal role or responsibilities. If this causes us to step into someone else's "territory," then conflict and power struggles can occur. The same can happen in reverse - sometimes we may feel that a particular task should be completed by someone else.

Conflicting roles are similar to conflicting perceptions. After all, one team member may view a task as his or her responsibility or territory. But when someone else comes in to take over that task, conflict occurs.

If you suspect that team members are experiencing conflict over their roles, explain why you've assigned tasks or projects to each person. Your explanation could go a long way toward remedying the pressure.

You can also use a Team Charter to crystallize people's roles and responsibilities, and to focus people on objectives.

7. Different Personal Values

Imagine that your boss has just asked you to perform a task that conflicts with your ethical standards. Do you do as your boss asks, or do you refuse? If you refuse, will you lose your boss's trust, or even your job?

When our work conflicts with our personal values like this, conflict can quickly arise.

To avoid this in your team, practice ethical leadership: try not to ask your team to do anything that clashes with their values, or with yours.

There may be times when you're asked to do things that clash with your personal ethics. Our article on preserving your integrity will help you to make the right choices.

8. Unpredictable Policies

When rules and policies change at work and you don't communicate that change clearly to your team, confusion and conflict can occur.

In addition, if you fail to apply workplace policies consistently with members of your team, the disparity in treatment can also become a source of dissension.

When rules and policies change, make sure that you communicate exactly what will be done differently and, more importantly, why the policy is changing. When people understand why the rules are there, they're far more likely to accept the change.

Once the rules are in place, strive to enforce them fairly and consistently.

  

Stages of conflict are evident, and can be tracked as they occur.

1. Tension Development - Various parties start taking sides.
2. Role Dilemma - People raise questions about what is happening, who is right, what should be done. They try to decide if they should take sides, and if so, which one.
3. Injustice Collecting - Each party gathers support. They itemize their problems, justify their position and think of revenge or ways to win.
4. Confrontation - The parties meet head on and clash. If both parties hold fast to their side, the showdown may cause permanent barriers.
5. Adjustments - Several responses can occur, depending on the relative power of each party:
• domination - when one party is weak and the other strong
• cold war - neither party decides to change, but attempts to weaken the other
• avoidance - one party may choose to avoid the other, while the conflict continues
• compromise - each party gains a little and loses a little
• collaboration - active participation resulting in a solution that takes care of both parties' needs

The 8 Essential Steps to Conflict Resolution
by Dudley Weeks, Ph.D

1.                               Create an effective atmosphere

-determine an appropriate time and place (i.e. do not meet in your office)

-establish ground rules (i.e. take risks, maintain confidentiality, listen w/ respect)

2.       Clarify perceptions

-talk to the right person, agree to be direct, open and honest

3.                               Focus on individual and shared needs

-allow for give and take

4.       Build positive shared power

-use “I” messages and practice active listening

5.       Look to the future, then learn from the past

-talk about dealing with conflict in advance

6.       Generate options

7.       Develop “Doables”: The stepping-stones to action

8.       Make mutual-benefit agreements

 Characteristics of Successful Agreements

1. Balanced

2.  Clear

3.  Fair

4.  Realistic

5.  Specific

6.  Concise

7.  Forward looking and

8.  Commitment to return if there is a future problem