USING MULTIMEDIA AS AN EDUCATION TOOL

Educational Media and Technology Yearbook, Volume 40, 2017

Integrating technology and learning has become ubiquitous over the last few years. Access to emerging and innovative technologies has increased in both the private and public sectors. The prevalence of technology has influenced the number of individuals entering the field of instructional technology and instructional design. The increased need for schools, private business, and institutions of higher education to train their employees and faculty in the successful application of technology for education and training will continue to dominate most positions in the field. Therefore, the ability for researchers and practitioners to stay current and competent with these technologies can be a challenge. Whether these technologies are implemented in educational environments or for business and industry, the correct application to achieve intentional learning goals is imperative.

Journal of Intelligent & Fuzzy Systems, 2016

1999

The multimedia and advanced technologies are bringing enormous changes in the field of education, especially education for future computer professionals. Additional ways for students to interact with their study materials, as well as with their teachers, are available. Developments in the area of multimedia technology and its introduction into the educational process have changed the characteristics and methods of education. Still, computer science theory mainly considers the technical points of multimedia education, or necessary changes in education methods. This paper discusses some other angles of influence of advanced multimedia on education - social, ethical, legal or moral, for example

IEEE Computer Graphics and Applications, 1991

The current technology associated with modern computing has provided the instructors with many opportunities to collect, analyse, share and transfer information in a multimedia format.

This paper examines the changes that 20th Century Minds must undergo if they are to successfully design interactive multimedia for today’s learners. The classroom practices, learning theories, and cognitive processes that shaped instructional developers, technologists, and teachers educated in the 20th Century differ from those required for 21st Century learning. Raised and educated before computer use—both within and outside of education—was commonplace, educational professionals must now utilize theories, strategies, and practices with which they are unfamiliar. Just as important, they must overcome a view of interactive multimedia that differs greatly from those they seek to educate.

Theoretical & Applied Science

ISRA (India) = 4.971 ISI (Dubai, UAE) = 0.829 GIF (Australia) = 0.564 JIF = 1.500 SIS (USA) = 0.912 РИНЦ (Russia) = 0.126 ESJI (KZ) = 8.997 SJIF (Morocco) = 5.667 ICV (Poland) = 6.630 PIF (India) = 1.940 IBI (India) = 4.260 OAJI (USA) =

Description Over the past 50 years, we have witnessed a revolution in how technology has affected teaching and learning. Beginning in the 1970s with the use of television in the classroom, to video teleconferencing in the 1980s, to computers in the classroom in the 1990s, to the social media technologies of today, advances in information technology are affecting how students learn and how faculty teach. Indeed, recent research suggests that information technologies may be both beneficial and harmful to how students learn. Some findings (e.g., Green & Bavelier, 2012) suggest that today’s students have improved visual-spatial capabilities, reaction times, and the capacity to identify details among clutter but show a decline in attention and critical thinking compared to yesterday’s students. Thus, the challenge for faculty is to determine which technology to employ so that it will facilitate learning for students. This is no small feat as each new wave of advancements in information technology has produced an ever-increasing variety of tools from which to choose.ISBN: 978-1-941804-49-0 Blessing, S. B., Fleck, B., & Hussey, H. D. (2018). The impact of technology on teaching and learning: Does anyone miss the chalkboard? In R. J. Harnish, K. R. Bridges, D. N. Sattler, M. L. Signorella, & M. Munson (Eds.). The Use of Technology in Teaching and Learning. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/

Journal of Educational Multimedia and …, 2003

With the recent technological developments, an opportunity has emerged to introduce more efficient instruction into the classroom. The traditional blackboard approach is gradually giving way to more interaction between the instructor and students. Multimedia can be defined to be multiple forms of media (text, graphics, images, animation, audio and video) that work together. It is unparalleled in its ability to disseminate information quickly and accurately. Before the digital era, multimedia was delivered using one-way communication technologies such as books, magazines, radio and television. The invention of the personal computer and the Internet, however, has introduced interactivity and created an engaging learning environment. Literature on learning and technology contains evidence that multimedia has the potential to transform every aspect of academic endeavor from instruction and learning to research and dissemination of knowledge. In this paper, we will discuss why multimedia should be employed as the centerpiece for an emerging pattern of instruction. It can promote independent and cooperative learning, improve performance of low achievers and special student populations, while heightening interest in learning, writing and research. responses to stimuli) as the only concern of its research and the only basis of its theory without reference to conscious experience. 2 It was developed in reaction to introspectionism, a doctrine that states psychology must be based essentially on data derived from introspection. A serious limitation of early behaviorism was its focus on observable behaviors in response to stimulus conditions. This narrow approach restricted the study of several critical phenomena (e.g., reasoning, thinking and understanding) that are closely related to education. While preserving behavior as data, radical behaviorism allowed hypotheses about internal mental states when they were needed to explain certain phenomena. In the late 50's, a better understanding of the complexity of human behavior lead to the development of a new field: cognitive science. From the start, cognitive science attempted to explain learning using a multidisciplinary perspective that included complimentary disciplines such as linguistics, philosophy, anthropology, computer science, neuroscience and several branches of psychology. In later years, new tools, techniques and methodologies enabled a serious study of mental functioning. Scientists were able to test their theories without speculation about thinking and learning, develop insights into the importance of the social and cultural contexts of learning, and gain perspectives on learning that complement and enrich the experimental research traditions. Attempts to utilize computers to enhance learning began with the pioneering efforts in late 60s. The past decade, in particular, has witnessed unprecedented advances in computing and communications technologies that resulted in faster computers and higher bandwidths. Information technology (IT) enables the acquisition, recording, organization, retrieval, display, and dissemination of information in all forms. The digital era not only extends the possibilities of the old one-way communication technologies such as books, magazines, radio and TV but also offers new opportunities. Multimedia is multiple forms of media including text, graphics, images, animation, audio and video. The complexity (i.e., the processing, storage and transmission requirements) of these forms increase in the given order.