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Ano: 2025
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Prova:
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Q3524690
Pedagogia
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The expression “designer methods” was coined by David
Nunan in 1989, and referred to a group of language
teaching methods that were created in the 1970s. Among
them is the Silent Way. The alternative that names two of
these methods is:
Ano: 2025
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Q3524689
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
The Lexical Approach, mentioned in the second paragraph,
can be described as an approach in which
Ano: 2025
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Prova:
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Q3524688
Inglês
Texto associado
Read the text to answer question.
Different times, different methods
Current teaching practice is the direct result of the
acquisition-versus-learning debate. Also, both abstract theory
and practical techniques have been discussed, have gone
in and out of fashion, and have influenced what was and is
included in classrooms and teaching materials.
In the 1990s, for example, there was considerable
discussion about the Lexical Approach. In the 1970s, methods
such as the Silent Way were advocated, and although they
may not be used much any more – certainly not as they
were originally envisaged – still some of the techniques
they included have been incorporated into modern teaching
practice.
Amongst the plethora of ideas and techniques which
have been offered over the years, some trends have had, and
continue to have a significant impact on how languages are
taught today.
(HARMER, J. 1998. Adaptado.)
De acordo com o primeiro parágrafo do texto,
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Prova:
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Q3524684
Psicologia
Leia o excerto a seguir.
Habilidade de focar na tarefa em questão e ignorar a distração. É a habilidade de selecionar ao que você presta atenção – excluir as distrações e travar o sinal – e tem “efeitos reverberantes” no sucesso na linguagem, na alfabetização e na matemática.
(Doug Lemov, Aula nota 10 3.0: 63 técnicas para melhorar a gestão da sala de aula. Adaptado)
Essa definição, de acordo com o autor, corresponde especificamente ao conceito de
Habilidade de focar na tarefa em questão e ignorar a distração. É a habilidade de selecionar ao que você presta atenção – excluir as distrações e travar o sinal – e tem “efeitos reverberantes” no sucesso na linguagem, na alfabetização e na matemática.
(Doug Lemov, Aula nota 10 3.0: 63 técnicas para melhorar a gestão da sala de aula. Adaptado)
Essa definição, de acordo com o autor, corresponde especificamente ao conceito de
Ano: 2025
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Prova:
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Q3524675
Legislação Estadual
O Decreto n° 55.588/2010 dispõe sobre o tratamento
nominal das pessoas transexuais e travestis nos órgãos
públicos do Estado de São Paulo.
Tendo em vista o escopo específico das disposições do documento, seu texto explicita o entendimento de que “toda pessoa tem direito ao tratamento correspondente ________________________”.
A lacuna é corretamente preenchida por:
Tendo em vista o escopo específico das disposições do documento, seu texto explicita o entendimento de que “toda pessoa tem direito ao tratamento correspondente ________________________”.
A lacuna é corretamente preenchida por:
Ano: 2025
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Prova:
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Q3524674
Pedagogia
O parágrafo 2° do artigo 3° da Resolução CNE/CP
no
1/2004 (que institui Diretrizes Curriculares Nacionais
para a Educação das Relações Étnico-Raciais e para o
Ensino de História e Cultura Afro-Brasileira e Africana)
estabelece:
As ____________ promoverão o aprofundamento de estudos, para que os _____________ concebam e desenvolvam unidades de estudos, projetos e programas, abrangendo os diferentes componentes curriculares.
Assinale a alternativa que preenche correta e respectivamente as lacunas, em conformidade com as diretrizes do documento para o desenvolvimento da Educação das Relações Étnico-Raciais e do estudo de História e Cultura Afro-Brasileira, e História e Cultura Africana.
As ____________ promoverão o aprofundamento de estudos, para que os _____________ concebam e desenvolvam unidades de estudos, projetos e programas, abrangendo os diferentes componentes curriculares.
Assinale a alternativa que preenche correta e respectivamente as lacunas, em conformidade com as diretrizes do documento para o desenvolvimento da Educação das Relações Étnico-Raciais e do estudo de História e Cultura Afro-Brasileira, e História e Cultura Africana.
Ano: 2025
Banca:
VUNESP
Órgão:
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Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524667
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Read the comic.
(https://www.boredpanda.com/comics-chinese-western-culturecomparison-part-2-tinyeyescomics)
It allows us to see different cultural representations of
Ano: 2025
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Q3524666
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
By ‘performing’ the function, you are performing an act
of communication.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
(Brown,2000)
A student has been consistently late for class. Choose the alternative which might apply to other situations, including calling the student’s attention.
Ano: 2025
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VUNESP
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Prova:
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Q3524665
Inglês
Texto associado
No one who speaks English has any difficulty
understanding the meaning of a sentence like ‘It’s warm in
here’. We all recognize that it is a comment on the temperature
in some place or other. But why it is being said, and what
the speaker wishes to convey by saying it, depends entirely
on two things: the context in which it is said and what the
speaker wants people to understand. Suppose, for example,
that the words are spoken by someone who is either lazy, ill
or in some position of power. ‘It’s warm in here’ might then be
either a request or an order for someone to open a window.
If, however, two people come in out of the cold, ‘It’s warm in
here’ might well be an expression of satisfaction or pleasure.
In each case, the sentence is performing a different language
function, e.g. requesting, suggesting, etc.
(HARMER, Jeremy. How to teach English. Adaptado)
Consider the following exchange:
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
A: Doorbell. B: In the bathroom. A: Ok.
Taking context into account, the probable meaning of “Ok” is
Ano: 2025
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Q3524664
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
Read the strip and compare it to the content of the text.
(https://www.boredpanda.com/community/chinesetinyeyes/)
The question by Kramash which most directly relates to the situation illustrated in the strip is found in
Ano: 2025
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Q3524663
Inglês
Texto associado
Em relação ao ensino de cultura, Kramasch escreve:
In foreign language education, the teaching of culture
remains a hotly debated issue. What is culture? What is its
relation to language? Which and whose culture should be
taught? What role should the learners’ culture play in the
acquisition of knowledge of the target culture? How can
we avoid essentializing cultures and teaching stereotypes?
And how can we develop in the learners an intercultural
competence that would shortchange neither their own culture
nor the target culture, but would make them into cultural
mediators in a globalized world?
(KRAMASCH, Claire. 2024. Adaptado)
O excerto mostra que, para a autora, o ensino de cultura
na educação em língua estrangeira
Ano: 2025
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Q3524662
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Com relação à autonomia em contextos de aprendizagem, o texto mostra que
Ano: 2025
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Q3524661
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
In the excerpt “some recent studies are more encouraging,
underscoring the need for teachers to be sensitive to the
cultural background of students” the word in bold may be
substituted, with no change in meaning, by
Ano: 2025
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VUNESP
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Q3524660
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
Dos trechos retirados do texto, aquele em que a palavra
em negrito assume o papel de substantivo no contexto é
Ano: 2025
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VUNESP
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Prova:
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Q3524659
Inglês
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
In the fragment from the first paragraph “Those directives
might have been to translate a passage, to memorize
a rule, or to repeat a dialogue”, the highlighted part
illustrates typical proposals within
Ano: 2025
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Prova:
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Q3524658
Pedagogia
Texto associado
Implied in any consideration of the role of styles and
strategies in learning a second language are three linked
concepts: autonomy, awareness, and action. These three “As”
of learner development have taken on significance in recent
years, especially with increasing pedagogical emphasis
on learner-centered language teaching (Wenden,2002). A
review of the history of language teaching will reveal some
interesting “changing winds and shifting sands”. One way
of looking at this history is to consider the extent to which
methodological trends have emphasized the respective roles
of the teacher and the learner. Until some of the “designer”
methods appeared in the 1970s, most of language teaching
methodology was teacher centered. Students entered a
classroom, sat down dutifully in their desks, and waited for
the teacher to tell them what to do. Those directives might
have been to translate a passage, to memorize a rule, or to
repeat a dialogue. Then, the profession seemed to discover
the value of learner autonomy in the form of allowing learners
to do things like initiate oral production, solve problems in
small groups, practice language forms in pairs, and practice
using the language outside of the classroom.
The literature on the topic raises some caution flags, though.
Schmenk (2005) appropriately described the nonuniversality
of the concept of autonomy, and Pennycook (1994) warned us
about the potential cultural imperialism involved in assuming
every culture equally values and promotes autonomy,
especially in educational institutions. For language teaching
in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned
“the global validity of the so-called autonomous method of
language learning ... which has obvious origins in European
and North American traditions of individualism.” However,
some recent studies are more encouraging, underscoring the
need for teachers to be sensitive to the cultural background
of students.
(HARMER, Jeremy. 1998. How to teach English. Adaptado)
O segundo parágrafo tem como foco principal
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Q3524657
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
Select the highlighted adjective clause that can be
reduced to an adjective phrase.
Ano: 2025
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Órgão:
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Q3524656
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
In the fragment from the fifth paragraph “the educational
world knew that it was on the verge of greatness”, the
expression in bold can be substituted, without meaning
change, for
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524655
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
Both adjective clauses and adjective phrases are used to
qualify nouns. Select from the following alternatives the
one which contains a relative clause.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524654
Inglês
Texto associado
Technology has always been at the forefront of human
education. From the days of carving figures on rock walls to
today, when most students are equipped with several portable
technological devices at any given time, technology continues
to push educational capabilities to new levels. In looking at
where educational methods and tools have come from to
where they are going in the future, technology’s importance in
the classroom is evident now more than ever.
In the Colonial years, wooden paddles with printed
lessons, called Horn-Books, were used to assist students in
learning verses. Over 200 years later, in 1870, technology
advanced to include the Magic Lantern, a primitive version of
a slide projector that projected images printed on glass plates.
By the time World War I ended, around 8000 lantern slides
were circulating through the Chicago public school system.
By the time the Chalkboard came around in 1890, followed by
the pencil in 1900, it was clear that students were hungry for
more advanced educational tools.
Examples of these are: in the 1920s, radio sparked an
entirely new wave of learning; on-air classes began popping
up for any student within listening range. Next came the
overhead projector in 1930, followed by the ballpoint pen
in 1940 and headphones in 1950. Videotapes arrived on
the scene in 1951, creating a new and exciting method of
instruction.
The pre-computer years were formative in the choices
made for computers in the years following. Immediate
response-type systems (video, calculator, Scantron) had
become necessary, and quick production of teaching
materials, using the photocopier, had become a standard.
Teachers needed new methods of instruction and testing, and
students were looking for new ways to communicate, study,
and learn.
Although the first computers were developed in the
‘30s, everyday use computers were introduced in the ‘80s.
When IBM introduced its first personal computer in 1981, the
educational world knew that it was on the verge of greatness.
The foundation of immediate learning capabilities had been
laid. Time magazine declared, “it is the end result of a
technological revolution that has been in the making for four
decades and is now, quite literally, hitting home.”
(https://education.purdue.edu/. Adaptado)
In the fragment from the text’s final sentence “a
technological revolution that has been in the making for
four decades”, the highlighted word is a type of pronoun
called
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