![]() ![]() ![]() After all, surely it would have more impact on the IIGS with its colour graphics and brilliant sound over a black and white Mac?Īnd so HyperStudio was born and with it, came not only software, but a sound digitising card that required no slot and with the first version of HyperStudio, a small external speaker. Roger Wagner could see the potential of a HyperCard type product for the IIGS. In essence, it did then what the web does now, only you don't need to know any code to do it and you're not restricted in any way as to how you can create layouts. Move on to the next card in series to reveal more content. ![]() But more than that, you could include buttons to control interactivity - click on a button to reveal an animation or play a sound. On each card, text, graphics, sound and music can be laid out. Which was coined first, hypermedia or multimedia, I don't know, but HyperCard represented one of the first products to make it happen.Ī Hyper Media file was called a 'stack', which contained any number of 'cards'. It gave the user the ability to create 'Hyper Media' - the combination of images, text, sound and interactivity. 3) Drill and practice Tutorials Gaming Simulations Computer authoring and programming environments (Obj.Before the Web, there was HyperCard, a creative application package developed and released in the late 80s by Apple for the Macintosh. 5, 6, 7) Word processing Spreadsheets Databases Graphics Telecommunications Selection and evaluation of computer-assisted instruction(Obj. 1, 2, 8, 9, 10) The history and state of computers in education Hardware and disk operating systems Philosophical assumptions Computer access issues Social and cultural issues related to computers in schools Computer tools and their instructional implications (Objs. Overview of computers and their role in education (Objs. 10) demonstrate the integration of computer tools in teaching by constructing lesson plans that appropriately rely on and use computer tools to teach about subject matter of your choice. 9) reflect on, articulate, and defend a personal philosophy/position of appropriate uses of technology in teaching and provide personal examples from your own experiences in elementary and high school. 8) recognize philosophical, ethical, cultural, access, and legal implications of microcomputer use in K-12 school courses, training environments, and society in general. 7) demonstrate proficiency in the use of computer-based telecommunication tools and techniques. 6) demonstrate proficiency in the use of graphics, word processing, spreadsheet and database applications to design and develop lesson materials and/or to help manage an instructional system (e.g., a classroom). 5) use microcomputers and appropriate software as an aid to classroom management. 4) demonstrate familiarity with programming languages and authoring tools and, in particular, Web page development, HyperCard, HyperStudio, and LOGO. 3) use microcomputers and appropriate courseware in the classroom to teach a range of learning outcomes. 2) evaluate, select, and recommend for purchase microcomputer software and hardware to meet instructional needs. This course will be taught 95% or more online.Īt the end of the course, participants will be able to: 1) successfully operate available computer hardware and associated peripherals, including (but not limited to) keyboards, mice, printers, CD-ROM drives, scanners, projection systems, and networks. Not open to students with credit in EDIT 2000 Computer-based education in the areas of instruction,text and dataprocessing, multimedia, and telecommunications.Emphasis on integrating computer tools into class instruction. The computer and its educational applications for preserviceteachers. ![]()
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