Toward Effective Use of Multimedia Technologies in Education

2005 ◽  
pp. 25-46 ◽  
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Mixed Mode ◽  
Teaching And Learning ◽  
Learning Context ◽  
Tool Selection ◽  
Curriculum Content ◽  
Planning And Design ◽  
Planning Framework ◽  
Multimedia Technologies ◽  
Tool Set ◽  
Effective Use

While multimedia technologies are being used in educational contexts, the effective use of multimedia in these contexts remains problematic.  In an attempt to contribute towards addressing this problem, this chapter presents a set of conceptual guidelines and a practical planning framework that is intended to inform the planning and design of more effective multimedia integration into educational contexts.  A mixed-mode approach is advocated in this chapter. Multimedia technologies are viewed as part of a tool-set and tool selection should be appropriate to curriculum content and to the teaching and learning context.

Toward Effective Use of Multimedia Technologies in Education

2008 ◽  
pp. 1651-1667 ◽  
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Mixed Mode ◽  
Teaching And Learning ◽  
Learning Context ◽  
Tool Selection ◽  
Curriculum Content ◽  
Planning And Design ◽  
Planning Framework ◽  
Multimedia Technologies ◽  
Tool Set ◽  
Effective Use

While multimedia technologies are being used in educational contexts, the effective use of multimedia in these contexts remains problematic.  In an attempt to contribute towards addressing this problem, this chapter presents a set of conceptual guidelines and a practical planning framework that is intended to inform the planning and design of more effective multimedia integration into educational contexts.  A mixed-mode approach is advocated in this chapter. Multimedia technologies are viewed as part of a tool-set and tool selection should be appropriate to curriculum content and to the teaching and learning context.

scholarly journals The system of multimedia technologies implementation in high school

2021 ◽  
Vol 270 ◽  
pp. 01008
Author(s):  
Dina Prostova ◽  
Natalya Sosnina ◽  
Natalya Shirina
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Economy ◽  
Educational Process ◽  
Positive Role ◽  
Multimedia Technologies ◽  
Abstract Content ◽  
Effective Use

Recent research highlights the effective use of multimedia as an auxiliary strategy; it helps to easily deliver educational material to students and plays a positive role in strengthening the overall trend towards computer use in education. It is impossible to overestimate the importance of multimedia technologies in education. Multimedia technologies help simplify abstract content, allow you to differ from individual people, and allow you to coordinate diverse views from different points of view. Of course, multimedia technologies improve teaching and learning process, but this technology has a number of drawbacks that make it difficult to implement it into the higher school program. The authors of the study developed the system of MMT implementation is the educational process in high school. The system was developed according to the content of MM phenomenon based on advantages as well as eliminated disadvantages of new technologies in learning process. The definite level of financing and technical support, provided according to the State Program on Digital Economy of the Russian Federation, allows high school to organize the learning process via MMT providing a big volume of different opportunities for specific purposes. Follow the developed system allows educating digital personnel ready to work for digital economy of the region.

Research on mixed learning mode based on MOOCs and micro class in internet background

2021 ◽  
pp. 1-8
Author(s):  
Zhang Zhehua
Keyword(s):  
Learning Process ◽  
Mixed Mode ◽  
Teaching And Learning ◽  
The Internet ◽  
Teaching Mode ◽  
Quality Of Teaching ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
New Form

In the era of education information and globalization, a new mode of teaching and micro class has emerged in the background of the Internet, which brings new challenges and opportunities to the teaching of the classroom. MOOCs has been piloted and applied in many universities in the form of SPOC. As a new form of curriculum, micro course has been applied to the teaching and learning process. The integration of Moor and micro class resources helps to turn the classroom into a mixed mode. This article will focus on this hot topic to analyse the characteristics of the class, the characteristics of the micro class and the influence on the students and teachers, to improve the quality of teaching and to realize the individualized and active study of the students. The article summarizes the results of blended teaching mode at home and abroad, and explores the development and application of MOOC and micro class resources.

Game-Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Rui Leitão ◽  
J.M.F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
Primary School ◽  
Teaching And Learning ◽  
Access To Information ◽  
Game Based Learning ◽  
Learning Context ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Virtual And Augmented Reality

In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

scholarly journals Sticky Impact – Building Teaching and Learning on Performative Practice

2018 ◽  
Vol XII (2) ◽  
pp. 74-75
Author(s):  
Fionn Woodhouse
Keyword(s):  
Goal Setting ◽  
Teaching And Learning ◽  
Learning Context ◽  
Learning Methods ◽  
Warm Up ◽  
Long Term Impact

Based on research into the long term impact of participation in drama-based workshops focusing on goal setting, this workshop hoped to investigate how we can make the performative more ‘sticky’. How can performative approaches be combined with other modes of learning, methods of teaching to allow students and teachers new pathways to learning? Taking inspiration from the symposium question – ‘Wherein exactly lies the benefit of applying performative approaches?’ – this workshop asked participants to play with, and reflect on, different approaches to performativity in the classroom/seminar/lecture setting, with the aim of allowing participants to create ‘sticky impact’ – impact from participation that stays with the learner. The workshop was a practice based session with a focus on performative exercises and activities that have been/could be used in a teaching and learning context. The session began with an initial introduction via slides outlining the workshops themes, theoretical contexts, and the practice based nature of the workshop. Following this the workshop section began with participants engaging in a series of performative drama activities that allowed participants to suggest/influence/lead how the activity developed. An initial ‘warm up’ activity of a name game involved participants individually saying their name followed a sound and ...

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

scholarly journals Transgressions Towards Difference: A Tertiary Arts Educator’s Reflection on Teaching in Norway

2021 ◽  
pp. 357-376
Author(s):  
Rose Martin
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Teaching Practices ◽  
Arts Education ◽  
Teaching And Learning ◽  
Learning Context ◽  
Person Perspective ◽  
Pedagogical Choices ◽  
First Person Perspective ◽  
Diversity In Education ◽  
Relevant Pedagogy

This chapter explores the idea of transgressions within tertiary arts education, focusing on how transgressions might lead us toward understanding notions of difference, and contributing to understandings of culturally relevant pedagogy (CRP), inclusion, and diversity in education. These ideas are explored from my first-person perspective as a tertiary arts educator and researcher, with the research taking a qualitative auto-narrative approach. Through unpacking my auto-narratives this chapter identifies how transgressions within teaching might add to the teaching and learning context, and I ask: How might we, as educators, see these transgressions as opportunities, and as ways to encourage difference in our teaching and learning? Through critiquing my own pedagogical choices and practices, I reveal that when seeking to embark on an inclusive and dialogical approach towards education, transgressions can be made, and through these transgressions there are opportunities to develop teaching practices in arts education.

scholarly journals MOBILE AUDIOBOOKS, LISTENING COMPREHENSION AND EFL COLLEGE STUDENTS

2021 ◽  
Vol 9 (4) ◽  
pp. 410-423
Author(s):  
Reima Al-Jarf
Keyword(s):  
College Students ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Listening Instruction ◽  
Skill Improvement ◽  
Efl College Students ◽  
Effective Use ◽  
Evaluation And Assessment

This article proposes the integration of mobile () to develop EFL college students' listening comprehension skills. It aims to show the following: (i) The advantages of integrating in listening instruction; (ii) sources of ; (iii) how to search for ; (iv) criteria for selecting ; (v) examples of ; (vi) listening comprehension skills and literary appreciation skills that can be developed through supplementary ; (vii) phases of teaching and learning with and types of tasks that can be used with MAB; (viii) evaluation and assessment; (ix) the effect of on listening comprehension skill improvement and attitudes as perceived by the students; and (x) recommendations for the effective use of .

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