Multimedia: Effectiveness in the Classroom

Geneva Baker

Northern Arizona University

Abstract

Many educators perceive multimedia as a panacea to all educational woes. The three articles found in the Multimedia Unit in Annual Edition: Computers in Education edited by Hirschbuhl  and Bishop proves that multimedia used as a tool can be effective when teamed with core curriculum where teachers are decision makers rather than the recipients of proscribed software.

 

Multimedia: Use and Purpose in the Classroom

Summary

       Multimedia is becoming an important part of any classroom. The challenge for educators is to determine multimedia use and success in the classroom. “There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or ‘computer literate.’” (Eisenberg, 2004, p. 118-123)  Educators must then ascertain what should be used and its effectiveness in the classroom. Three articles in the Annual Editions: Computers in Education 04/05 edited by Hirschbuhl and Bishop in 2004 address these issues.

            The first article by Eisenberg and Johnson addresses the idea of looking at technology in the context of the classroom.  Technology should be integrated into the curriculum; it “should not be taught in isolation” (Eisenberg, 2004, p. 118-123).  Too often technology is taught as how to use a program rather than as an essential and integral part of classroom instruction.

            Library media professionals have struggled to move  “from teaching isolated ‘library skills’ to teaching integrated ‘information skills’.” (Eisenberg, 2004, p. 118-123)  Information skills were greatly enhanced when coupled with curriculum and an assignment rather than as a stand-alone lesson. Technology “should be embedded in such a curriculum.” (Eisenberg, 2004, p. 118-123)   The curriculum that should be adopted, which is named Big6, by schools if they wish to use technology as a tool to gather and use information has six steps. Task Definitions, Information Seeking Strategies, Location and Access, Use of Information, Synthesis and Evaluation. When students are taught to utilize this method, “it serves to ensure that students are information literate.” (Eisenberg, 2004, p. 118-123) 

            PowerPoint presentations have become the preferred method of information delivery in many classrooms. Bartsch and Cobern attempt to quantify the effectiveness of PowerPoint in the classroom. (Bartsch, 2004, p. 131-136) They conducted that tested “whether using PowerPoint lectures…would be liked more and would lead to better grades than using lectures supported by overhead transparencies.”(Bartsch, 2004, p. 131-136)

            The study concluded that students preferred lectures that were accompanied by PowerPoint presentations than those with transparencies. “Students believed that they learned more from PowerPoint presentations.” (Bartsch, 2004, p. 131-136) Interestingly enough there was no statistically significant difference in mastery of learning between PowerPoint and transparency based lecture. There was a difference between a basic PowerPoint presentation and an expanded PowerPoint presentation. The finding was that PowerPoint presentations that have sound and graphics that are unrelated to the text resulted in a significant drop in mastery of learning. 

            Finally, the question arises how to use a “computerized tools that are easy to us, appeal to student, help them learn abstract concepts and can be found on the Internet?” (Miller, 2004, p. 137-141) At Washington State University, the Wazzu widgets website addresses this question. (Brown, 2002) “Widgets are computer-based, flexible learning tools that can facilitate effective concept instruction and practice.” (Miller, 2004, p. 137-141) Widgets allow teachers to demonstrate a particular concept either to an individual student or the group as a whole. Widgets were developed specifically to enhance and assist teachers with special needs students. “The beauty of this Widget is that only one piece of software is needed to teach all these concepts.” (Miller, 2004, p. 137-141) The widget provides a concrete example of an abstract concept.

 

 

 

Conclusion

           

            Multimedia in classroom should be used as a tool rather that a novelty. Multimedia has its place but certainly will not replace good teaching. As demonstrated by Bartsch and Cobern’s article students learned as much with a transparency as they did with a PowerPoint presentation. Quality teaching with its roots in best practices impact learning much more than nifty technology in the classroom. While students perceive a PowerPoint presentation as better, it is the quality of information that has more of an impact. Technology is a tool that can be useful if integrated into the curriculum content. This is illustrated by Eisenberg and Johnson’s article on learning information skills. (Eisenberg, 2004, p. 118-123)   Information skills were best learned when integrated into the curriculum rather than isolated. Once again technology is viewed as a helpful tool but not the curriculum itself. 

The article about Widgets was particularly intriguing.  Instead of purchasing ready made software, the widget program is designed around the instructor and student’s specific needs regarding an abstract concept. This allows teachers to “offer just enough, just-in-time instruction” (Eisenberg, 2004, p. 118-123) Widgets are “mediational software programs to be used by the teacher when interacting with a student in a learning task.” (Eisenberg, 2004, p. 118-123)  Yet again, the technology is the tool through which solid learning takes place.

Multimedia can be a powerful tool when used by an experienced teacher who understands that technology is the vehicle and not the message. When the teacher is able to understand the role that multimedia plays in the classroom, learning can not only be interesting but meaningful.

 

References

Bartsch, R. A., and Cobern, K. M. (2004). Effectiveness of PowerPoint presentations in lectures. In J. J. Hirschbuhl, and Bishop, D. (Eds.), Annual Editions: Computers in Education (pp. 131-136). Guilford, CT: McGraw-Hill/Dushkin.

 

Brown, A. (2002). Wazzu widgets: small, self-contained, digital learning tools. Retrieved Oct. 02, 2005, from Wazzu Widgets Web site: http://education.wsu.edu/widgets/.

 

Eisenberg, M. B., and Johnson, D. (2004). Learning and Teaching Information: Technology Computer Skills in Context. In J. J. Hirschbuhl, and Bishop, D. (Eds.), Annual Editions: Computers in Education (pp. 118-123).

 

Miller, D., Brown, A., and Robinson, L. (2004). Widgets on the Web: Using Computer-Based Learning Tools. In J. J. Hirschbuhl, and Bishop, D. (Eds.), Annual Editions: Computers in Education (pp. 137-141). Guilford, CT: McGraw-Hill/Dushkin.