MULTIMEDIA IN THE SCHOOL

The growth of information and communication technology (ICT) in society is reflected in policies to encourage the use of ICT in education and the development of educational multimedia. As the role of educational multimedia increases, it is increasingly important to have an idea of the potential it affords for teaching and learning. from the array of available products. There is a perception that multimedia products sometimes do not function as described by manufacturers.

Benefits of Multimedia in the Classroom

Multimedia is a combination of text, audio, still images, animation, video and interactive -Teachers need information content forms. Multimedia is presented (most of the time) on the capabilities of in more than one medium. multimedia packages and their suitability for Using different types of media classes. in the classroom can help to enhance student learning. - Support by other teachers Students learn differently and with an expertise in ICT is providing them with different - Government policy on the vital to the uptake of media will appeal to students National Grid for Learning is multimedia in who are visual, kinesdriving the uptake and use of schools but being used as an multimedia and internet in ICT expert adds another task thetic, or audio learners. Using multimedia can provide schools. The use of CD-ROM onto already overworked endless opportunities for and the internet is becoming teachers. teachers to keep their classan integral room new and interesting for part of the curriculum in all areas. diverse learners. Some types of media that can be used in - The introduction of the classroom could be Powmultimedia into the classroom erPoints that are made by the has a profound impact on teacher, different types of softteachers role and ware, and the internet to look on students learning and up information about projects motivation. done inside of the classroom, along with other endless pos- The current management and resourcing of ICTs does Here we can see a picture of sibilities. not allow teachers using a class with multimedia. multimedia to Disadvantages of exploit the full potential of the Multimedia to technology in their teaching.

Education

- Research suggests that Now, I explain some of the teachers are keen to integrate advantages and ICTs into teaching and disadvantages of learning but find it multimedia in school difficult to know what to select

Multimedia also has its negative side. It can be costly to upgrade a traditional classroom or develop old

technology. Students and some teachers. We suggest needs to have enough especially the teachers that further research is computers to teach should also be educated in needed before such effectively, but computers using technology, which anecdotal claims are are costly and have to be could be difficult to teachers accepted. Managing the used intensively to justify the not used to using multimedia introduction of multimedia investment. It would appear in their teaching. Multimedia into the lesson is also that computer laboratories should also be available to interesting in that teachers provide a short-term solution everybody. The digital divide have to stop students doing to this problem, but as the or gaps in technology results their current work and use of ICT increases across to inequality of learning, as (usually) get them to gather the curriculum it is difficult to the receiving of information is round the computer in order see how such measures can concerned. Students and to use the package. In these continue for long. teachers who have access to cases the teacher operates technology are likely to be the computer and teaches ahead to those who have not. through the package. Arguably, this mode of teaching, necessary though it The impact of multimedia is, does not exploit the on styles of teaching and features of the technology to anything like their full extent. learning In other words, organizational exigencies force teachers While research on this is at a using multimedia to teach in a preliminary stage, it is less than optimal manner. possible to say that the Students being taught this introduction of multimedia way noted that the lesson into the classroom has a was uninteresting as profound impact on styles of compared to their Teachers assessment of teaching and learning. experiences of computers in educational software Students are seen to be more other lessons and, as motivated when using importantly, at home. What teachers need to know multimedia, which one Where students can use a above all is what the CDteacher described as using computer individually or in ROM or web site will do. This the multimedia hook. groups there is the issue of is at the heart of the project Teachers have stated that who goes first and how this is the evaluation of multimedia multimedia enables students managed within the products in context. Teachers to work at a different pace, classroom. In only one setting are experts on what they and some packages can be were students able to use need from multimedia tailored to student needs. computers at their own desks, products in that they deliver Teachers have also an exercise that required the the curriculum year in, year suggested that they teacher to book the computer out. It is important for regard students as learning centre three months in teachers to become co-operatively when advance. A number of developers of software, or at multimedia is used. The teachers observed that they least to interact with teacher becomes a facilitator, would be happy to use developers in order to obtain problem setter and guide as multimedia so long as they opposed to taking a central had enough computers for software they can use. One of our main findings from role. Indeed, the media my students. There is an teacher assessment of competence of some important issue here software has been the students enables them to regarding the trade off navigate through CD-ROMs between use and utility: one perception that there is a disjuncture between what the at least as effectively as

software says it does and contexts in schools and what it does in context. LEAs, taking each - Local experts should have Obviously we cannot expect individually and examining the time to develop and developers to build software therelations between them. reinforce their expertise as that can be used in only one Only through a full well as the opportunity context, but we should expect exploration of each and the within the school context to them to build software that manner in which they disseminate their findings and does what it claims. A number interrelate can we experience. These local of teachers made this point, understand what it is to use experts know the schools in including some who stated multimedia in a contemporary which they work and the that themselves or their school environment. needs of the teachers as well colleagues had been put off as the range of products and using multimedia -It is not enough to provide their requirements - this is because the descriptions technology and content vital if ICTs are to be used in never approximated to the infrastructure; there has to be schools effectively. reality of the product in use. a social dimension where This is a key obstacle to the teachers can talk face-to-face - Multimedia and ICTs are not uptake of multimedia within and explore their experiences the answer to problems of education - a number of of multimedia use. To resourcing, motivation, and teachers felt that they could continue toexpect standards in education. A not trust software infrastructure-led projects to computer is not a panacea. manufacturers claims. It is draw in teachers is to risk The introduction of ICT into not our intention to criticise replicating the problems of schools raises exactly the software manufacturers or to earlier initiatives involving same considerations of suggest that they are in any computers in schools. resourcing that have faced way dissembling when schools for many years. selling their products. Rather, -Policy initiatives encourage Technology is not a proxy the point is to suggest that an the use of ICT in schools, but for time and money - it needs effective marketing strategy ICTs have to find a use within both to work effectively. might turn on the use of the context of teaching and Policymakers expecting a intermediaries (who already learning. Policy alone cannot quick fix from technology will exist) being shown products develop multimedia use in be disappointed. and suggesting to colleagues schools. Teachers have to how they would fit into find a use for it and find it teaching and learning in both efficient and effective. context. Such a strategy Success comes from would enable teachers to experience not legislation. have the products that suit their needs and capitalise on the experience of -There is a need to appreciate intermediaries within the and reward teachers ICT school as experts and expertise. Many teachers we possible partners for spoke to used colleagues as developers. gurus or local support notably those in the computing departments of Issues for policy their schools. This obviously has opportunity costs in terms In this picture we can see -We must understand teachers use of multimedia of the time taken to advise some students using the and the nature of the advice multimedia in the school. and relate this to the policy given.