Impacts of ICT on Society, Education, and Technology

Posted on Dec 12, 2024 in Other subjects

Lights and Shadows of the Social and Cultural Impacts of ICT

Lighting:

Allows and facilitates communication between people, regardless of the area where they are.
Facilitates interaction between people through oral, written, or audiovisual means, and this communication can be synchronous or asynchronous, going beyond boundaries.
We can be constantly informed, a global society that increases cultural awareness.
Improves the effectiveness and quality of services; important Internet access.
Transforms traditional work patterns.

Shadow:

Are hindering social progress towards a more democratic social model and balance in the distribution of material wealth.
Technological progress does not mean improving the welfare of citizens.
The excessive expansion of technological devices can cause the loss of meaning and significance of the existence of many individuals and social groups.
We have not had time to adapt to the accelerated evolution.
Misuse, forwarding without anticipating the negative consequences on human development, and overdose of information without knowing how to treat it appropriately.
Companies that do not work without digital machines, fear of possible failures in computers.
Cultural hegemony of Oriental civilization.
Increases the cultural distance between countries.
Transformation of the concept of the individual as a citizen, becoming a client or user.
Loss of privacy and increased control over individuals and social groups.

Why Use ICT in School?

They are one way of organizing reality.
Allows increased teaching effectiveness.
They can foster innovation.
They can promote autonomy.
They can encourage creativity.
Encourage opening new dimensions and possibilities in the teaching-learning process.
Provoke the motivation of the user.

Educational Problems Generated by the Omnipresence of Technology

Recycling, rehabilitation, and adjustment to the requirements and demands imposed by new technologies.
Necessary technological literacy.
Amount and nature of the information we receive (and not all are very reliable).
Forming learners to compare and locate information, making ethical value judgments.
The collapse of the model with a linear organization of print culture.
Changes in employment structures due to economic and technological changes.
Slowly introducing changes in school structures; schools do not have the necessary technology.

Extreme Attitudes to the Use of ICT in School

The two extreme attitudes that we can find about the use of ICT at school are:

Technophilia: Subjects who choose this option make extensive use and abuse of new technologies, basing your entire teaching-learning process on them, apart from all other traditional systems and/or manuals.
Technophobia: Suffered by all those people who automatically reject anything that has to do with ICT, not only rejected but also criticized and undervalued.

Discuss the Definition of Teaching Aids by Zabala

A learning environment is a tool dedicated to the teacher and students. Teaching aids are materials whose function is to facilitate the relationship between teacher and students. It is used to transmit information. Examples: slate, audiovisual, etc.

General Characteristics of Educational Media

They are almost always instruments.
They are provided materials (refer to elements or physical environments, tangible…).
Facilitate communication or influence the transmission.
Influence differently depending on the medium, and it is not the same using a CD as a digital whiteboard.

Two Classifications of Educational Media

To make a classification, a criterion is adopted, which makes this classification. This criterion is the basis of the difference between the different classifications.

Cabrero’s Classification:

Sensory criteria: According to the sense through which we receive the information.
Master-medium criteria: If the medium is subject to the teacher or the teacher is subject to the environment.
Historical criteria: Depending on the time it appears.
Criteria of the degree of realism: Dale’s cone. What is closer to the base is what is closest to reality and goes up depending on the degree of abstraction. Example: model – photos – drawing.
Criteria for timing: When we can use it. Example: synchronous (real-time communication) or asynchronous (email).

Colom and Sureda’s Classification:

Methods of teaching and instructional systems: They are characterized by interactivity, do not require a teacher-student relationship, and try to enable the individualization of education.
Using instructional methods of teaching: Used to enhance the effectiveness of the messages that the teacher tries to convey, i.e., to support the teacher. Associated with collective learning.

Classification of Teaching Aids at the Discretion of Instructional Strategy

The classification from the instructive strategy of Colom and Sureda:

Media teaching and instructional systems: They are characterized by their interactivity, a teacher-student relationship is not required, and they try to enable the individualization of education.
- Media programmed learning environment. Example: self-instructional chips, systems, media, and individualized by using computer-assisted learning.
- Media that revolves around assimilation.
Media-assisted instructional learning: Used to enhance the effectiveness of the messages that the teacher tries to convey, i.e., to support the teacher. Associated with collective learning. Example: print (textbook, slides, records of work…), fixed visual media non-projectable (mobile, blackboard, posters, murals, photos), fixed-projectable media (slides, transparencies…), auditory means (radio, tapes…), fixed media and moving (assembly slides, movies, television…).

Key Components of the Computer

The core components of a computer are divided into two types:

Hardware:

CPU: Brain of the computer, central processing unit.
RAM: Working memory, volatile and temporary. It is cleared when we turn off the computer. Allows you to use programs simultaneously. It is measured in GB, the bigger, the better.
ROM: Read-only memory, integrated into the computer. Provides the basic parameters for the computer to know what to do; it is the first thing to start. Now called Flash ROM. Allows you to modify general aspects such as the operating system.
Hard drive: Can store data permanently unless you delete it.
Other storage devices: Contain different font faces, CD, DVD, USB…
Peripherals: All devices that connect to the computer and are intended to introduce or extract data. There are three types:
- Input: Mouse, keyboard, scanner, microphone, webcam.
- Output: Printer, monitor, speakers.
- Mixed: Printer + scanner, modem, router.

Software:

Operating system: Acts as an intermediary between the user and the machine; it is a program. The three most commonly used are Windows, Mac OS, and Linux (free software). Processor speed is measured in GHz, responsible for providing all the information so that we perceive it. The interface can be letters (e.g., MSDOS) or visual. Depending on the level of ease of connection with the user, it will be more or less friendly.
Programming Languages: Today only used by computer professionals. Example: C, C++, Ada, Java.
Application programs: Databases, spreadsheets, image editing, sound editing, graphic design processor.
Authoring programs: Let you create multimedia programs quite easily. Example: HyperStudio.

Difference Between RAM and Hard Disk

RAM is known as the computer’s main memory, also called working memory. It will temporarily store the data with which we work (such figures are not saved permanently until you give the order to keep, stored in the unit to show: hard drive, USB memory, etc.). If the shutdown data are not saved, they disappear. It is, therefore, a volatile memory. The hard disk is a magnetic device that can save and store data (programs, files, applications in general) on the computer. Although both are internal devices, we can find external hard drives. Not so in the case of RAM. The capacity of hard drives is much higher than the RAM. A computer RAM incorporates a current average of between 2 and 4 GB, while the hard drive can get a TB (terabyte or one million megabytes).

Peripherals

They are all devices that connect to the PC and are intended to insert or remove data. They can be:

Input: Capture and send data to the process device. Example: keyboard, microphone, mouse, etc.
Output: Receive information that is processed by the CPU and reproduced to be perceptible to the user. Example: printer, monitor, speakers, etc.
Mixed: Would be the input and output devices. Example: modem, multifunction printer, etc.

What is the Computer Operating System?

The operating system (OS) acts as an intermediary between the user and the machine; it is a program. The three most commonly used are Windows, OS Mac, and Linux (free software). Processor speed is measured in GHz, responsible for providing all the information so that we perceive it. The interface can be letters (e.g., MSDOS) or visual. Depending on the degree of ease of relationship with the user, it will be more or less friendly.

States and Describes at Least Three Internet Services

IRC (Internet Relay Chat): Is a communication protocol based on real-time text allowing discussions between two or more people. It differs from instant messaging in that users do not have to communicate in advance, so that all users are in a channel can communicate with each other, but have had no previous contact.
Blog: Is a regularly updated website that collects articles chronologically texts or one or more authors, the most recent appearing first, where the author always has the freedom to leave published what he sees fit.
Wiki: A wiki, is a website whose pages can be edited by multiple volunteers through the web browser. Users can create, modify, or delete a single text they share.

Other services include mailing lists, file transfer (FTP), email, video conferencing, social bookmarking…

Define the Concept of Interactivity and Set Some Examples

Interactivity is the ability to produce responses in a recipient after having delivered a message and it is implied. There are different degrees of interactivity, as well as the type of responses varies. Example: a DVD has some interactivity (search for a scene, to pause, rewind…). There is a scale to measure the degree of interactivity: Level 0 = linear programs, level 1 = not collect the responses, level 2 = structure nonlinear, can not modify the responses, level 3 = The user controls the system, level 4 = everything is editable, the user controls all resources through the screen.

Difference Between Hypertext, Hypermedia, and Multimedia

Hypertext: A system of organizing textual information in a non-linear. This textual information includes links that allow us to move as a jump through the document or access to other documents. Example: support for Windows programs.
Hypermedia: This would be a hypertext that includes graphics, sounds, animations, video… that is, different media organized in one package on a non-sequential. In short, they are a combination of hypertext and multimedia. The paradigmatic example is web pages now.
Multimedia: Medium that brings together different media: computers, documents, sometimes including interactivity. Example: presentation with text, image, sound, video.

Treatment of Errors in Children’s Software

The theoretical part of the software producer determines how well you understand how learning occurs and, therefore, these views are reflected in the materials made (Urbina, 1999). So, the treatment of the error can be considered a very different if we start from a behaviorist or constructivist view, to cite the most typical situation. Usually, the apparent attraction for younger computer users is reason enough to want to sit at the screen or see what is happening there. To interact with fictional characters, getting carried away by some proposals and they are applauded, represents an added value to show their enthusiasm. If, however, must take into account that young children also have a frustration threshold much lower than adults. In short, looking at the computer for fun. That a particular program will answer so bluntly: Wrong! I’ve done wrong!, When they deviate from the planned response, and the same or similar statement is repeated in further attempts, only carries the subject to divert its attention more beyond the screen, get up and change of activity. The aim of the programmers, no doubt well-intentioned, is not the answer desired repeat; possibly get, but also run the risk that any answer is repeated. In the kinds of programs that assess the outcome sanctioning the answer given by the subject should attempt to use milder forms when an error and, importantly, guide you to the expected response. According to Abramson (1998), after two unsuccessful attempts the program should provide the correct answer without forcing the subject to repeat the same process.

Menus and Child Pointers in the Software

It is desirable that the menu is stable in terms of location and design, with clear icons of a size large enough and separated from each other to prevent inadvertent clicks. They can also provide light or sound tracks when you activate them, but do not overdo it because they can divert attention from the child. An excess of buttons can distract the child from his task and to exit the program unintentionally due to curiosity or lack of skill. As for pointers, they are of great importance since they are the moving element on the screen through which it interacts with the program. They must be visible at all times, with a contrasting color to the background, should not be too flashy, can take different forms depending on what the child is doing.

The Computer as a Teaching Tool

The computer as a teaching tool is an educational resource as part of the curriculum, which contains two options:

Learning through the computer. Here the computer is a tool for learning certain content using special software created for this purpose.
Computer learning. It is based on the theories of experiential learning. To this end, specific programming languages are used, paying more attention to the LOGO language.

Defining Characteristics of Educational Software as Marquis

They are programs developed with a didactic purpose (there is a clear intent).
The computer is the medium in which the activities are interactive.
They are interactive proposals and, therefore, require an active response from the child.
Allow the individualization of work to adapt to each child’s responses.
They are easy to use and do not require expertise or sophisticated knowledge.

Briefly Describe at Least Four Types of Educational Software

As for the different types of educational software, we can talk about the following:

Utility programs or general purpose: They are not designed specifically for use in teaching but it is widespread. Allow processing of information by various procedures, one of which would be the word processors that allow you to write text, modify, store or print. Example: Encarta.
Fitness programs and practical: They consist of repetitive exercises to learn something. Example: typing learning program.
Simulation programs: The user is included within a microworld where you solve problems, learn procedures, which comes to understand the characteristics of the phenomena and how to control them, or learn what actions must be done in different circumstances. It is an active user. Example: The Sims.
Fun program: They are commercial and have a clear purpose, since the people who make them are not within the field of education. They would all be video games.

Explains the Contexts of Computer Use in Schools and Lists Their Advantages and Disadvantages

If we refer to the location of computers, the two basic ways of thinking about computer use in schools are, on the one hand, classroom-laboratory, or the class itself, on the other. The first involves the simultaneous use of classroom computers for the use of certain types of programs or the learning environment itself. Normally it will be the proper classroom teacher who attended the meeting with the entire group (or part of it) and assumes some knowledge of the tool by the educator, the most common types of programs tend to be tutorials or exercise programs and practice.

Advantages: Lower cost, if your computer is shared, collaborative works.
Disadvantages: Involves moving the whole/part of the group outside the classroom, since it is sharing a classroom for an entire school, it is possible that the frequency with which they visit the classroom can be quite spaced out.

The second case assumes that the equipment available on the center is distributed in classrooms. This approach also implies a different classroom organization and, of course, a role different from the traditional educator.

Advantages: Mass displacements are avoided.
Disadvantages: Most economic cost. Not all children performed the same task simultaneously.

Models of Didactic Application of the Interactive Whiteboard

Support to their teacher’s explanations. They can support their explanations by planning web pages or other digital materials, TV programs, etc.
Presentation of activities and resources for the treatment of diversity. You can give a better response to students’ individual differences (cognitive, visual…) public.
Presentation of resources by students. Students can find material on the Internet and other resources related to the agendas that will (reported earlier by the teacher) and presented to their peers.
Public presentation of work in a group. Introduction of collaborative work in web format or multimedia presentation.
Supports in the discussions: joint use by the teacher and students. Present and discuss information, conduct collective and collaborative tasks, e.g., collect information to justify arguments.
The corner of the computer. It will be a source of information and communication for which you need it.
The newspaper in class and multilingual diversity. Consultation of national and foreign press.
Videoconferences and collective communications on-line in class. Establish communications via email, chat, or video conference with students, teachers, or other experts from anywhere.
Realization of exercises and other collaborative work in class. Projection of interactive multimedia activities.
Collective correction of exercises in class.
Questions not provided. Faced with unexpected questions, find information on the Internet.
The recoverable slate: projection of what the professor writes, as in the traditional blackboards.
Joint synthesis. Students are invited to contribute their ideas on the subject in question, while another takes notes in a text editor.
Multiculturalism in the classroom. That foreign students seek information on the Internet about their country.
Learning on the use of software.
The digital whiteboard and the intranet.
The webcam and scanner, enabling the board to submit any document.

Explain Briefly the Applications of the Internet in School

Search for resources and information. Specific projects, educational materials.
Investigate through the network. Web Quest.
The treasure hunt.
Exchange of experiences. Tools such as the expression of materials, creating web services, web 2.0, advertising.

What is a WebQuest? What Differentiates a WebQuest from a Treasure Hunt?

WebQuest: Structured and guided activities that provide instructions and resources for its proper performance (found on the web). Constructivist learning perspective. Differentiated roles of each member. Process focused on the transformation of information. There are three types depending on their duration.
Treasure Hunt: Worksheet with a series of questions and web resources. Centered in the search but usually includes The big question whose answer does not appear directly in the web pages visited and which requires integrating and assessing what was learned during the search.

Students Who Make Websites Develop Certain Skills. Explain

Enhancing creativity.
They learn to organize information.
Strengthening the previous work: the documentation.
They learn to work together (empowering, self-esteem, cooperation, overcoming…).
Acquire computer skills.

Discuss the Skills that Students Develop or Exercise that Communicates via Email

Reading: Students work and strengthen the understanding by something that motivates them, communicating with friends, family, friends… via email.
Writing: Develop the ability to write, to write what they think or feel. This is important work and that many students find it difficult to develop.
Development of creativity and imagination.
Respect the ideas of others. Importantly, work tolerance, respect, and empathy.
Discuss different points/opinions. This helps foster critical thinking since it is one of the functions of the school.

Functions and Objectives that Can Play the Evaluation and Selection of Teaching Aids

The functions and objectives that can play the evaluation and selection of media and instructional materials are:

Acquisition of equipment.
Search for criteria for educational use.
Analysis of the cognitive possibilities that lead.
Improvement of technical and aesthetic aspects.
Adequacy of general characteristics of the material to the receptor.
Design and redesign of produced media.
Readability.
Economic profitability.
Improvement of ergonomic design.

Dimensions of the Assessment of Means

We have to assume two basic ideas: that the medium is composed of a series of internal elements capable of independent evaluation and that evaluation should not be limited to domestic issues, but must fulfill other components, such as accompanying material and recipients more potential. Criteria for the evaluation of media are:

Content: Scientific quality of the content, updating, attractive…
Technical-aesthetic aspect: Sound quality, size charts, excessive background noise…
Accompanying material: If the proposals are achievable, if you have internal activities…
Organization information: Presents different examples and situations, speed economic presentation…
Cost: Cost-quality, cost, durability, and cost scientific-physical durability.
Ergonomics of the medium: If the material is comfortable to handle, for right/left-handed.
Physical aspects: Easy handling, light, technical support…
Public: Potential recipients, is adapted to the cultural and psychological characteristics of the recipients…

Strategies for the Evaluation of Media. Advantages and Disadvantages of Each

The strategies refer to who evaluates. They come in three types:

Assessment: This type is a process and begins when the script is planned until all the decisions made in reference to what is included and what not.
- Advantages: As the creators themselves make assessments, there is greater acceptance of criticism and suggested improvements. No need to make the final assessment and all data can be used immediately to improve the materials.
- Disadvantages: Less objectivity provided suggestions for improvement in the field of design. Recipients say. These drawbacks can be lessened if the creators seek support strategies, tools, guides…
Consultation with a professional: This is the most traditional and everyday that an outside expert to evaluate the media designers and materials.
- Advantages: It has a theoretical basis for quality displays information from the environment and the elements that influence (content, pace, language, format, aesthetic, didactic…) is more objective.
- Disadvantages: Subjectivity, the need to predetermine their application who will be the expert and the criteria used for selection and location.
Evaluation by and users: It is closely related to educational assessment, is the most significant addition is designed taking into account the context where it should work and all the components involved (teacher, student, etc).
- Advantages: The materials are analyzed by receptor-targeted themselves and also performed in the natural and ecological context where the media used.
- Disadvantages: Not observed.

The Role of the Teacher Before the Evaluation of Media

First, it is desirable to reflect and take decisions on technical, aesthetic quality and curricular materials are presented. Check if adapted to the characteristics of students. Professor performs two basic functions when evaluating half:

Evaluate for selection.
Evaluate to adapt these materials to the characteristics of students and the context where the environment being used.

It would be advisable the existence of a card facilities available to teachers, with information and the possibility to expand with your opinion. All materials must be pre-viewing and evaluated by the teacher. This requires that staff receive training in this field to carry it advisable. It would be advisable for media production houses to tell the teachers to assess the resources produced.

Why is the Project Athena Not Successful in Schools?

Though initially the deployment of assets derived from Athena was significant (provision of equipment, funding for software development), the reality of today differs considerably. Indeed, many centers that were attached to the project may have a number of teams, but sadly out of date, because budget cuts have prevented its renewal. This means that the programs continue to use small teams based on performance and makes it impossible to say and draw from the schools’ own programs quality. It should be noted that the mobility of teachers has meant that, on many occasions, a project that has begun force is forgotten when leaving the center the professor.

Project Objectives Xarxipèlag 2000

The fundamental objective is to provide students of the Balearic Islands access to ICT and the training needed to use them as a learning tool during the study period and as a working tool when they enter the world work. That is, get: equipment, access to Internet centers, academic and administrative management of teaching resources, and training.

What Computer Equipment Does Xarxipèlag 2.0 Propose in the Draft for Students and Schools?

Students:

Each student’s computer weighs 1.1 kg and has a 10.1-inch screen. They have an autonomy of operation of 8 hours of continuous work and a 5-year warranty. It has installed Linux and free software (Open Office, Gimp, and educational distribution of Ubuntu).

Centers:

Trucks transporting computers that allow the simultaneous loading of up to 32 laptop batteries.
An interactive whiteboard equipped with Touch Technology, a short-throw projector, and a desktop computer for teachers, for control of the digital board (with the same SW and free programming computers to students).

In addition, a key aspect of the educational modernization plan is to ensure access to the network. It works in two stages simultaneously:

Installation of Wi-Fi in schools that do not have connectivity, by the IBISEC.
Installation of access points in all classrooms in the 5th and 6th grade in public schools in the Balearic Islands.

JClic: What is it and What Makes it Interesting in the Field of Education?

JClic consists of a set of computer applications that are used for a variety of educational activities: puzzles, associations, text exercises, crosswords… The activities are not usually used alone, but packed in projects. A project consists of a set of activities and one or more sequences, which indicate the order in which they have to show. The predecessor of JClic is Clic, an application which since 1992 has been used by educators from various countries as a tool for creating learning activities for their students. JClic is developed on the Java platform, is an open-source project, and works in various environments and operating systems. In the pages of activities clicZone are two ways to access the projects JClic:

Show activities in an applet: An applet is an embedded object in a web page. The projects are thus are not stored on your hard disk: JClic download them, use them and finally delete them.
Install the activities on your computer: JClic has a wizard that allows you to download and save activities in the project library computer.

What makes it interesting in education:

Broaden the scope of cooperation and exchange of materials between schools and educators in different countries and cultures, promoting the translation and adaptation of both the program and the activities created.
Collect suggestions for improvements and expansions that users have been sending.
Easy to handle.
Create an environment to create more powerful activities, simple and intuitive, adapting to the characteristics of current graphical user environments.

Rate Blogs as Communication Tools in an Educational Context

We can take advantage of blogs from different teaching-learning situations, including those described as follows:

a) Classroom blog, or subject matter: It is perhaps the most widely used in education. This can broaden the face of the classroom context, and to allow students to work at home, in the library, telecentre, etc.

b) Students’ personal blog.

c) Media Creative Workshop. Individual or collective, or free on arguments suggested with the possibility of including all kinds of references in the form of texts (literary workshop), audio (radio, hearings), video (TV), or links to other sites. Supports any theme: fact, fiction, short stories, reviews, …, and the use of multiple media formats.

d) Project Management Group. This blog is revealed as an excellent daily work that keeps track of the process and outcome of the project, and once again, beyond the regular classroom space.

e) Ezine multimedia. School Newspaper, magazine, monographs on various topics, .., etc. This would take advantage of the power of blogging as a multimedia file management, own or referenced from stores content (Flickr, Odeo, YouTube …).

f) Navigation guide. Where are discussed sites, news, and contributions in the form of criticism or comment from them.

Benefits:

Tool of school-family communication.
Ability to share and disseminate experiences carried out in the classroom or center.
Easy to use and faster (faster, cheaper, and more convenient than the murals, for example), can be found anywhere, at any time.
Option to add links and multimedia.
Sharing tool for students (from primary).

Disadvantages:

The problem of image rights and privacy: care with photos.
It should not replace direct communication!
Risk gap: to be useful to be updated frequently (but the parents may lose interest and stop visiting).

Potential of Web 2.0 from an Educational Perspective

In general, when we mention the term Web 2.0, we refer to a range of applications and websites that use collective intelligence to provide interactive services network giving the user control over data. That is, the user is active: you can generate content, interact… Site Features:

The data are inserted and removed easily.
Free (usually).
Users are the main generators of content.
All (users and content) can relate to each other.
Based exclusively on the web.
Design simple and practical.

Why web 2.0 in education?

MAS, JJ in his presentation at the First National Congress of Internet in the classroom (Barcelona, 2008) makes the following reasons: The Web 2.0 tools are so easy to use that just takes time to learn. · The collaborative tools, they generate on their own teams. · The digital natives have achieved competitive digital. · Opens new spaces of communication between teachers, students, families, ..? Enhancing social skills and human collaboration. · Promoting constructivist learning. • It is a good method for carrying out building work, investigation and development of the ability to communicate. • It is a way to break the walls of the classroom. What you do in class is still working from home or from other spaces. · Publishing, known read / a, commented / a and found it stimulating. • It is fun. • The learning can not end on leaving school. We must encourage self-learning. • Do not be learned by listening.Issues related to practices 1. Differences between the GIF and JPG JPG-Con can not do transparencies, with GIF itself. “A JPG loses quality each time you modify and re-save, a GIF not. “A JPG handles 16 million colors, a GIF just 256. JPG is very suitable for storing photos with great image quality; GIF being used for icons, logos and smaller things, especially for websites. “A JPG takes more than a GIF. “The JPG images are static, while a GIF can be static or moving. 2. What is digitizing the sound? Is to represent the sound by numbers, it becomes necessary to store and manipulate the sound more easily. Digitization consists of four stages: 1.Muestreo: consists of regular sampling of the wave amplitude. The number of samples per second is known as sampling frequency. 2.Retención: samples taken must be retained long enough to assess their level (quantification). 3.Cuantificación: take measure of the voltage level of each of the samples. Is to assign a value range of a signal analyzed in a single output level. 4.Codificación: is to translate the values obtained during the measurement to binary code. Normally you use the binary code, but you can use other codices. 3. What is HTML? HTML, short for HyperText Markup Language (Hypertext Markup Language) is the predominant markup language for the constriction site, programming language, more or less standard that is used to create documents and that can be viewed with any browser. Is used to describe the structure and content in text, as well as to complement the text objects such as images. HTML is written in the form of tags, surrounded by angle brackets . HTML can also describe, to some extent, the appearance of a document, and may include a script (eg Javascript), which can affect the behavior of web browsers and other HTML processors. By convention, HTML format files use the. Htm or. Html. * Keep in mind that you can not write with accents, spaces or very long file names. The character cases are not identical.