Technology, Multimedia, and Teaching

Technology, Multimedia, and Teaching 0

Technology,

Multimedia, and

Teaching

First Edition

Jessica A. Rosales


Technology, Multimedia,

and Teaching First Edition

Jessica A. Rosales Mariano Gálvez University


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


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


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


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.


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.


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.


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


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.


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.


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)


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


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.


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.


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.


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


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.


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.


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.


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


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


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


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.


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.


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


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.


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.

http://eduscapes.com/flash/basics.htm

http://prezi.com/5v4gk2g6qfau/prezi/

http://es.wikipedia.org/wiki/Microsoft_PowerPoint


Technology, Multimedia,

and Teaching First Edition

Jessica A. Rosales

Technology, Multimedia, and Teaching

Documents

multimedia technology

rosales technology

role of technology

introduction technology

guatemala technology

multimedia elements

multimedia projects

communication technology