Armenta Fraga, Venus (2008). Communication and Education. Seven conceptual theoretical contributions. Lulu Publishing, Inc.
The author shares his experience with educational communication in this trial, where his first comments on the professional preparation and memories that allowed him to reach his first notion of what this area, "Educational Communication I thought then, would be something like the product of a pedagogical theory and teaching strategy, a discipline that was involved in studying and analyzing the various forms of communication that has teachers to teach content. "
reinforced their knowledge where "the best I could half understand was that the discipline goes beyond this, for starters, were distinguished areas: the EC in the Classroom, the EC and the EC Media for Media . Each with different methodological and technical assumptions. "
Over time, educational communication is a new concept. Armenta clarifies from his experience and contribution of authors and theories that have worked this area. First
making clear the areas of work EC:
1 .- Communication Education in the Classroom (AEC). The CEA, is interested in the production of audiovisual materials-verb educational content through the use of different means of technological communication tools inside a classroom,
2 .- Education for Media Communication (MSPC ), SC, for the media interested in education for the critical reception of messages from mass media through the design and implementation of such courses abreactive and
3 .- Education for Media Communication (CEPAM) . One of the most controversial areas, you want to verify or disprobar what many have argued about the media mass communication, ie whether it is possible to educate through them.
also mentioned that a theoretical paradigm was built based on three postulates communicative and five "educational" and they are: The Social Mediation Theory, Social Theory of Communication and General Systems Theory-all of Manuel Martín Serrano-three paradigms that were responsible for conceptualizing the communication of the EC and the five "educational" Theory of Integral Education, presented by the Swiss educator Juan Enrique Pestalozzi, the theory of participatory communication, mainly because Daniel worked Prieto, Group Learning Theory, whose most important line of research has been developed by Pichon Riviere, Joseph Bleger, Armando Bauleo and Edith Chehaybar and Kuri, the meaningful learning theory Ausbel David worked primarily and finally Whole Language Theory by many authors as Antonio Vallet Ramon Padilla, Ramón Astondoa, Francisco Gutiérrez, David Fragoso, Enrique Arellano and Bernard Russi.
Based on all these, and respecting the systemic method provided by the General Systems Theory, it was possible aceverar the following theoretical, methodological and technical compared to the historical, cultural, social, communicative and cognitive object of study and work areas for Educational Communication.
Finally, they talk about building new paradigms, "we must give way to the Educational Communication, ie possibly the long-sought answer to what, what kind of human being seeks to be, what direction is being given, what are the real possibilities of generating people aware of human beings, that is, generating a living philosophical epistemological and ontological support in order to study the EC.
you read this essay in its entirety, I am comforted to know the experience of Venus Armenta, because she started just like me, with effort to want to understand what it is and the purpose of educational communication, and now she has grown in the field, while it has made contributions to help us get a fuller picture.
Whenever I am more convinced by choosing this shaft especializante of the degree, because it is an area that has not yet been exploited and has great potential to contribute to education.
The author shares his experience with educational communication in this trial, where his first comments on the professional preparation and memories that allowed him to reach his first notion of what this area, "Educational Communication I thought then, would be something like the product of a pedagogical theory and teaching strategy, a discipline that was involved in studying and analyzing the various forms of communication that has teachers to teach content. "
reinforced their knowledge where "the best I could half understand was that the discipline goes beyond this, for starters, were distinguished areas: the EC in the Classroom, the EC and the EC Media for Media . Each with different methodological and technical assumptions. "
Over time, educational communication is a new concept. Armenta clarifies from his experience and contribution of authors and theories that have worked this area. First
making clear the areas of work EC:
1 .- Communication Education in the Classroom (AEC). The CEA, is interested in the production of audiovisual materials-verb educational content through the use of different means of technological communication tools inside a classroom,
2 .- Education for Media Communication (MSPC ), SC, for the media interested in education for the critical reception of messages from mass media through the design and implementation of such courses abreactive and
3 .- Education for Media Communication (CEPAM) . One of the most controversial areas, you want to verify or disprobar what many have argued about the media mass communication, ie whether it is possible to educate through them.
also mentioned that a theoretical paradigm was built based on three postulates communicative and five "educational" and they are: The Social Mediation Theory, Social Theory of Communication and General Systems Theory-all of Manuel Martín Serrano-three paradigms that were responsible for conceptualizing the communication of the EC and the five "educational" Theory of Integral Education, presented by the Swiss educator Juan Enrique Pestalozzi, the theory of participatory communication, mainly because Daniel worked Prieto, Group Learning Theory, whose most important line of research has been developed by Pichon Riviere, Joseph Bleger, Armando Bauleo and Edith Chehaybar and Kuri, the meaningful learning theory Ausbel David worked primarily and finally Whole Language Theory by many authors as Antonio Vallet Ramon Padilla, Ramón Astondoa, Francisco Gutiérrez, David Fragoso, Enrique Arellano and Bernard Russi.
Based on all these, and respecting the systemic method provided by the General Systems Theory, it was possible aceverar the following theoretical, methodological and technical compared to the historical, cultural, social, communicative and cognitive object of study and work areas for Educational Communication.
Finally, they talk about building new paradigms, "we must give way to the Educational Communication, ie possibly the long-sought answer to what, what kind of human being seeks to be, what direction is being given, what are the real possibilities of generating people aware of human beings, that is, generating a living philosophical epistemological and ontological support in order to study the EC.
you read this essay in its entirety, I am comforted to know the experience of Venus Armenta, because she started just like me, with effort to want to understand what it is and the purpose of educational communication, and now she has grown in the field, while it has made contributions to help us get a fuller picture.
Whenever I am more convinced by choosing this shaft especializante of the degree, because it is an area that has not yet been exploited and has great potential to contribute to education.
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