Technology, Multimedia, and Teaching
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Technology, Multimedia, and Teaching 0
Technology,
Multimedia, and
Teaching
First Edition
Jessica A. Rosales
Technology, Multimedia, and Teaching 1
Technology, Multimedia,
and Teaching First Edition
Jessica A. Rosales Mariano Gálvez University
Technology, Multimedia, and Teaching 2
PUBLISHEB BY ISSUU
http://www.issuu.com/jesskr/
© JesskR Media
The content of this book is copyright.
First published 2011
Jessica A. Rosales
Technology, Multimedia, and
Teaching. – 1st ed.
Guatemala
Technology, Multimedia, and Teaching 3
Index
Preface 4
Introduction 5
Chapter 1 – Technology and Multimedia 6
What is multimedia? 6
Chapter 2 – Multimedia Projects 9
The role of computers 9
Media and projects 10
Chapter 3 – Critics’ Circle Project 13
How is it done? 13
The audience 13
Internal view 14
Goals 14
Chapter 4 – Seven Principles of Good
Practice in Technology 16
Chapter 5 – Visual Cues 19
Chapter 6 – Programs that Support
Teaching with Multimedia 20
Adobe Flash 20
Prezi 22
PowerPoint 23
Chapter 7 – Simulations 24
Conclusion 26
References 27
Technology, Multimedia, and Teaching 4
Preface
What is technology? What is multimedia? And what’s their role in
teaching? These are some questions that professors ask themselves when
they encounter technology and teaching in their work field.
To answer these questions is not easy and sometimes more
questions arise. Therefore, a wide knowledge must be provided so
professors will understand the value and the role of technology in
education.
Other doubt is how to integrate technology, multimedia and teaching
in the learning process? This is question that has many answers.
Integrating all those elements is not an easy task and must be done
carefully taking in consideration many factors.
This book has important information on how to integrate technology
and teaching by implementing multimedia elements.
The book has a lot of information presented in an understandable
format so the reader will understand all the elements presented about
technology and multimedia
Technology, Multimedia, and Teaching 5
Introduction
Technology for teaching is the selection of a variety of technology
applications to construct knowledge in the means of theoretical, practical,
and learning procedures inside the curriculum and instructional process.
It is important to know all the technology application that surrounds
the educational field. Internet offers a lot of them and they are accessible
to teachers and students.
It is important to remember that we live in a digital era and teachers
must be updated of all the technology applications that are out there and
can be apply in education.
But what is technology? Well technology is everything that makes
our life easier, from a simple marker to an iPad. Information and
communication technology (ICTs) have made a great impact by offering
new virtual learning environments, digital literacy, and teacher
preparation.
Technology, Multimedia, and Teaching 6
Chapter 1
Technology and
Multimedia
Technology is the tools, machines, techniques, and methods that
make our life easier and solve problems.
Mumford (1934) identified three periods. The first one is the
eotechnic, people focused on surviving by using water and wind as their
power supply. The second one is the paleotechnic; coal became the main
power so this led to urbanization. And the final period is neotechnic, here
electricity emerge as the new power, allowing science and engineer to take
a dominant role.
McLuhan (1964) expressed that impressions are shaped by the
medium technology uses. There are different media that technology may
use to produce or present information.
What is Multimedia?
There are many definitions for
multimedia. Professor Mayer of the University
of California, Santa Barbara, defines it as
presentation of information based on text and
graphics.
But this definition is limited.
Multimedia are the tools used to store, create,
and share information. It can be text,
graphics, sound, animation, and video.
It is important to know that multimedia
doesn’t tell how to use and organize
information, a multimedia program is a collection of information set in a
different media formats.
Technology, Multimedia, and Teaching 7
Some Examples of Multimedia
The most obvious ones are websites with video and animation. Flash
based websites are the most common (www.wix.com) since they contain
animation, sound, and video.
Multimedia can also be found in Power Point presentations, CD-
ROM projects and web pages with QuickTime or Real Video movies
embedded.
Creating Multimedia
In order to create multimedia project the software is needed. For
instance, to build a Flash based movie the Adobe Flash Player is needed.
Microsoft PowerPoint is the most common tool to create multimedia
presentations. The reason is that is easy to use and to learn.
Benefits of Multimedia in Learning
1. Alternative perspectives
2. Active participation
3. Accelerated learning
4. Knowledge retention and application
5. Problem-solving skills
6. High-order thinking skills
7. Improves learning
8. Opportunity to express
9. Engaging
10. Meaningful learning opportunities
Practices Beneficial for Learning
Match media with the type of information to be communicated.
Videos are great to show how something works.
Use multimedia to support information.
Use multimedia that helps learners to integrate previous knowledge.
Technology, Multimedia, and Teaching 8
Types of Media and their Purpose
Media Types Purpose
Buttons
Links Table of contents
Search
Navigate
Text Explanation Document
Narrate
Photo Diagram
Show models
Examples Representations
Concept map Chart
Graph
Demonstrate qualitative and quantitative relationships
Animation
Video Simulation
Show changes over time
Show hidden concepts Enable direct practice
Table 1.1
Technology, Multimedia, and Teaching 9
Chapter 2
Multimedia Projects
Multimedia projects help to develop skills and express opinions by
using media. The main goal of a multimedia project is to achieve academic
goals. There are other goals: high-order thinking skills, enhancing
interpersonal group skills, constructing and organizing knowledge, and
how to use media and computes effectively.
By creating your own multimedia projects, you will learn how to
integrate multimedia into learning. If learners become involve in the
process of selecting, representing, and organizing information, they learn
more effectively than just interacting with it. Learners by creating their
own multimedia project, makes learning more meaningful.
The Role of Computers
What is the role of computers in creating multimedia projects? Well,
a computer allows creating multimedia by using software, authoring
system programs, and applications.
Learners can create buttons, videos, images, and links. In the past
many activities weren’t possible to do without the computer; nowadays
computers allow creativity to make the impossible to possible.
Technology, Multimedia, and Teaching 10
Media and Projects
The five useful media are text, video, graphics, audio, and images.
(Fig. 2.1) Each of them has a specific purpose within a multimedia project.
Text is mostly used for expressing concrete facts. Graphics are
useful to show relation, such as diagrams and timelines. To generate
impact, images are mostly applied, since an image can be worth more than
a thousand words.
Learners enjoy listening to music so they will also enjoy hearing
themselves in a project. Audio allows integrating sounds and voices
making the project interactive.
Videos are used to show events but they also have the power to
persuade the audience.
One medium can be used in a multimedia project but it is better to
use two or more media. It is important to remember that the role of media
in a project is to support learning not to embellish it. Media must be
integrated effectively without affecting the academic goal of the project.
Process
In order to create a multimedia project, a set of steps must be
followed.
Teacher prepares
The teacher set the goals, the equipment, and the multimedia tools,
content, how will be organized, determines the requirements and the
characteristics.
Teacher assigns project
The teacher shares with the learners the goals and expectations,
demonstrates an example, set the logistics, sources, responsibilities, and
due date.
Technology, Multimedia, and Teaching 11
Students create project
Learners clarify doubts with the teacher, get together and plan the
navigation format, decide which media to use, divide tasks, prepare final
project, and demonstrate it while the teacher records feedback.
Everyone reflects on project
Learners self-evaluate their performance during the project
construction, teacher gives his/her point of view, the audience gives some
suggestions and then the whole class discusses the final outcome.
Goals
The key of designing a multimedia project is knowing the goals.
These can be divided into four
categories: (Fig. 2.2)
High-order thinking skills
It refers to cognitive skills:
applying, understanding,
presenting, selecting, and using
media and information.
Group and interpersonal skills
It refers to the ability to
interact with others and oneself.
Content or discipline
It refers to learning
information and understanding
significant facts.
Technical skills
It refers to the use of media and technology tools.
Multimedia Project Types
Six multimedia project types will be described. (Table 2.1)
Technology, Multimedia, and Teaching 12
Project Description Teacher supplies
Learners role Users role Level
Curr
ent
Events
Rela
ted
cu
rren
t n
ew
s
art
icle
s b
y
lin
ks
Org
an
izati
on
Su
mm
ari
ze
an
d c
reate
lin
ks
Navig
ate
Easy
Cri
tics’
Cir
cle
Opin
ion
s a
bou
t
a m
ovie
Org
an
izati
on
Sele
ct
an
d
repre
sen
t
opin
ion
s, th
en
su
mm
ari
ze a
nd
con
clu
de.
Navig
ate
, re
ad
su
mm
ari
es,
an
d c
on
clu
sio
n
Modera
te
Tra
ilers
A m
ovie
trailer
to
pers
uade
the a
udie
nce
Org
an
izati
on
Sele
ct
movie
clips a
nd
voic
e
record
s, an
d
org
an
ize it.
Follow
a
fixed t
ou
r
Modera
te
Scie
nce
Quiz
Learn
ing b
y
cre
ati
ng a
scie
nce q
uiz
.
Exam
ple
s
illu
str
ati
ng
the r
equ
ired
tech
niq
ues
Org
an
ize
experi
men
tal
resu
lts a
nd
scie
nce facts
into
a q
uiz
.
Follow
fix
ed
tou
r of a q
uiz
an
d u
se lin
ks.
Advan
ced
Mem
oir
s
Obta
in, org
an
ize, an
d
con
clu
de a
bou
t
adu
lt’s
mem
oir
s o
r
his
tori
cal even
ts.
Exam
ple
s illu
str
ati
ng
retr
ieval, m
ult
imedia
tech
niq
ues, an
d
data
bases
Decid
e o
n in
form
ati
on
an
d c
on
ten
t
str
uctu
re.
Sele
ct
tou
rs o
r
navig
ate
fre
ely
Advan
ced
Researc
h M
agazin
e
Cre
ate
a m
ult
imedia
researc
h m
agazin
e in
coopera
tion
wit
h o
ther
cre
ato
rs.
Exam
ple
s o
f
mu
ltim
edia
magazin
es
Decid
e o
n in
form
ati
on
an
d c
on
ten
t, a
nd
con
sid
er
file
siz
es.
Sele
ct
tou
rs o
r
navig
ate
fre
ely
Advan
ced
Table 2.1
Technology, Multimedia, and Teaching 13
Chapter 3
Critics’ Circle
Project
Critics’ Circle is a multimedia project that features some media:
digital audio, images, and symbolic icons. This kind of project helps
learners to appreciate people different opinions about a topic. Writing and
oral expression is a requirement in the process of creating a Critics’ Circle
project.
In Critics’ Circle, learners work as a team; some members play the
role of critics and record their opinions about a movie, others provide
pictures and design symbolic icons, and others elaborate a written
summary.
This project can be used as a culminating event or to start a unit.
How is it done?
Teacher selects a movie.
Teacher divides the class in groups.
Each group discusses about the
movie.
Three critics are chosen
Groups create their own project by
modifying the given template
The three critics record their opinion
Groups create icons that represent the
critic
Groups enter a written summary
The Audience
The audience is the teachers, school staff, parents, and other
students. The audience role is to listen and analyze the critics and read
the summary.
Technology, Multimedia, and Teaching 14
Internal View
Different media is used in a Critics’ Circle Project, voice and
drawings to represent the critics’ emotion and mood; images to emphasize
the critics’ opinion; and text to present the summary.
Navigation Form
Two navigation forms can be used; the learners choose the ones that
adjust to the projects goal and the audience.
Goals
Meeting the goals of Critics’ Circle is essential for cognitive and
interpersonal experience. As described in chapter 2, there are four
categories, each with its specific goals:
High-order thinking skills
Formulating viewpoints
Selecting viewpoints
Composing a summary
Role playing
• The creator uses icon buttons that are links. The user can hear the opinions in any order, go back and then to another critic opinion. The user decides where to go.
• Links are in a fixed order with the objective to persuade the user. The user follows a path.
Technology, Multimedia, and Teaching 15
Group and interpersonal skills
Respecting others opinions
Working in groups
Content Material Learning
Expository writing
Deeper understanding
Production values
Technical skills
Recording sound (voice)
Linking information
Creating graphic icons
Modifying a template
Process
As mentioned on chapter two, the process of a multimedia project
consists of four steps:
Step One – Teacher prepares
The teacher selects the movie and the goals, then assign group, and
set the requirements and characteristics of the project.
Step Two – Teacher assigns project
The teacher makes known the topic, goals, template, and sources of
images.
Step Three – Students create project
Learners start by brainstorming ideas and opinions. Then the three
critics are chosen who will start practicing their opinion. The three critics
record their opinion while others design and integrate the icons and
images. At the end, the summary is written.
Step Four - Reflection
Learners and teacher reflect on the process, comments are reviewed
and a class evaluation is conducted.
Technology, Multimedia, and Teaching 16
Chapter 4
7 Principles of Good
Practice in Technology
The “Seven Principles of Good Practice in Technology” were created
in 1987, becoming the major sources for teaching and learning.
These principles show how to use computers, multimedia, and
telecommunication effectively in education.
Principle #1
Good practice encourages contacts between learners and
faculty
Communication between learners and teachers is important because
it increases motivation and involvement.
Technology allows this communication to exist even outside the
classroom. Learners may ask a question or share information with the
teacher by e-mail, a blog, or chat.
Fig 4.1 shows how communication occurs nowadays.
Fig 4.1
Technology, Multimedia, and Teaching 17
Principle #2
Good practice develops reciprocity and cooperation among
students
Technology communication makes cooperative learning possible.
Each member has the mean to work as a group, assigning tasks, and
sharing information without being on a same physical place.
Principle #3
Good practice uses active learning
techniques
Practice makes perfection. In order to
develop technical skills activities that active
knowledge are necessary. Learners learn better
by doing it than just seeing or hearing.
Principle #4
Good practice gives prompt feedback
Learners should have opportunities to perform and receive feedback,
to reflect on what they have learned and need to learn.
Feedback can be given through e-mail, simulations, videos, blog
comments, and e-portfolios.
By using technology feedback becomes meaningful.
Principle #5
Good practice emphasizes time on task
Technology allows time to play an important role. The time used on a
task determines how meaningful learning is and increases knowledge.
Technology, Multimedia, and Teaching 18
Principle #6
Good practice communicates high expectations
A great motivator is the desire to have more, the expectation of being
the best. Technology communicates high expectations because it defines
cognitive skills.
Learners know that their work will be published on internet, so they
do the best of themselves to obtain higher remarks.
Principle #7
Good practice respects diverse talents and ways of learning
Learners love to show their talents. Each learner has a talent so a
method and activities that meet that talent must be applied.
Technology has different ways to enhance learners into knowledge
respecting others talent.
Technology, Multimedia, and Teaching 19
Chapter 5
Visual Cues
Visual sign posts
Effective communication can be hinder or
aid by the arrangement of text and images.
Visual cues (also called visual signposts)
let the readers know where they are and where
they are going.
Signposting are text and images broken
down into easy-to-read blocks or panels of
information.
Artwork
Readers are drawn to the visuals of a page. The images and their
location provide information about the document. The image can be:
photos or captions, clipart, charts, or graphs.
Titles
Titles and headlines are bigger than the other
text. They indicate the start or sub-section of a
page or report of a book, magazine or newspaper.
Paragraph emphasis on organization
Blocks of big text are difficult to read. To
make it easier the text is broken down and visual aids are used to show
where the paragraphs start and end.
Character emphasis
To show information that is important or relevant bold and italic text
is used.
Technology, Multimedia, and Teaching 20
Chapter 6
Programs that Support
Teaching with
Multimedia
Adobe Flash
It is a multimedia platform that
gives the opportunity to add animation,
video, and interactivity. It is mostly used
for advertisements, games, and
animations but it can also be used in
education. Flash has three key elements
that makes it attractive and unique (Fig.
6.1)
Flash Applications
At the beginning Flash was used just for cartoon and graphic but
since its changes and evolution, it has more uses:
Games
Movies
Storytelling
Inquiry based activities
Tutorials
Promotions
Components
The main components of Flash are:
Stage:
It is the area where ones work.
Fig. 6.1
Fig. 6.2
Technology, Multimedia, and Teaching 21
Timeline:
It shows the layers of the project and the frames.
Media objects:
Graphics and audio imported to the library. It
also shows the movie clips created by one.
Action script code:
It is where a scripted language is written to add interactions and
controls. By using ActionScript Flash become more interactive. It is
important to know the language but is also available in some tutorials or
Web pages.
Why to use Flash?
Here some reasons on why to use Flash in projects:
It differentiates from others by integrating multimedia elements
making it more attractive. It engages learners, by applying multimedia
elements learners feel motivated and therefore work better. It is a great tool
Fig. 6.3
Fig. 6.4
Fig. 6.5
Technology, Multimedia, and Teaching 22
for teaching; a lot of instructional materials can be created and shared
from it. It is versatile because it has the opportunity to build multiple
applications.
Prezi
Prezi is software that presents a new dimension of whiteboards and
slides. It allows you to show ideas and images onto an open canvas, resize
and moves those images, to group concepts together and zoom out to show
the big picture.
It has the advantage of presenting visual in an engaging way keeping
the audience awake.
Benefits Fields
Interaction
Creativity Attractiveness Motivating
Education Commerce
Organization
Table 6.1
Prezi in education
Prezi in education can be used to make projects, to present or
introduce content, evaluate knowledge, and to make presentations.
Fig. 6.6
Technology, Multimedia, and Teaching 23
PowerPoint
It is a presentation program developed by Microsoft. It consists of
slides that may contain text, graphics, sound, movies, and other objects.
The presentation can be printed or displayed on a computer.
PowerPoint has three characteristics:
1. Entrance, exit, and emphasis of elements
2. Transitions
3. Custom animation
Microsoft PowerPoint is the most common tool for creating multimedia
presentations because it is simple tool to learn. Learners can choose
the template; insert a graphic or an image with just one click on an
icon, and can easily choose the presentation path.
Technology, Multimedia, and Teaching 24
Chapter 7
Simulations
What are simulations? There are a lot of definitions for computer
simulations:
They are the representations of events or phenomena.
They are computerized models designed for educational purposes.
They offer the opportunity to manipulate elements in order to change
the final result.
They are close to reality and outcomes depend on the user’s
decisions.
Good simulations are those that are engaging; attract students’
attention, and achievement of goals. Simulations make possible new and
better ways of teaching.
Simulation categories
There are two types of simulations: those that teach about something
and those who teach how to do something:
Physical simulations: Content can be manipulated.
Process simulations: Processes can be observe and studied.
Procedural simulations: Provide the steps to follow in different
procedures.
Situational simulations: Challenge students by providing
solutions to various situations presented.
Simulation characteristics
A vision of knowledge
Learners by interacting with complex simulations understand the
content better than just reading it.
Technology, Multimedia, and Teaching 25
An authentic problem
Simulations present problem of the real-life settings making learning
more meaningful.
A context or setting
Learners should be
able to understand the
context of the simulation so
they can manipulate it.
Variables
The elements that
define the simulation are the
variables which the learner
can manipulate. Decisions
must be made on them.
Rules of interaction
The rules governed the simulation. They must be discovered by the
learners.
Fig. 7.1
Technology, Multimedia, and Teaching 26
Conclusion
Teaching with technology and implementing multimedia has become a
great strategy because of its advantages and benefits.
One of the greatest benefits and maybe the reason why technology is
gaining power is because it engages learners. As seen in this book, there
are a lot of applications that can be created with technology and
integrating multimedia.
Multimedia (text, graphics, videos, sound, and animation) is not only
used for communication, it has a lot of uses and purposes. In teaching has
a powerful role when is used by teacher and learners.
Software like PowerPoint and Prezi are tools that allow learners and
teachers to develop skills and construct knowledge on a more meaning
way.
Technology, Multimedia, and Teaching 27
References
(2011) Multimedia book used at class.
AIM Your Projects with Flash. Johnson, Larry. Teasdale, Utah. 2011.
http://eduscapes.com/flash/basics.htm Consulted on September 21st,
2011.
Norton, Priscilla and Sprague, Debra. (2000)Technology for teaching.
Boston. Allyn and Bacon.
Prezi. Rosales, Jessica. How to use prezi in the teaching fields. Guatemala.
2011. http://prezi.com/5v4gk2g6qfau/prezi/ Consulted on October 1st,
2011.
Prezi. Somlai-Fischer, Adam. What is Prezi? Budapest. 2001 Consulted on
October 1st, 2011.
Wikipedia. Microsoft PowerPoint. 2011.
http://es.wikipedia.org/wiki/Microsoft_PowerPointConsulted on October
2nd, 2011.
Technology, Multimedia, and Teaching 28
Technology, Multimedia,
and Teaching First Edition
Jessica A. Rosales
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