B. Why Use Multimedia in the Classroom.

There are many definitions of multimedia - among us we remember that multimedia uses a slider program and that there is a beep that indicates the next 35 mm slide display (other People remember flannel or 8 track tapes.) But we won 'Let's go there.' In this course, we define multimedia as text, graphic, animation, sound, video integration.

Using this very broad multimedia definition, classroom multimedia can include teacher created Power Point presentation, commercial software for reference or guidance (such as multimedia encyclopedia). Knowledge For the purposes of this course, we will focus on the last category - allowing students to use multimedia to build and communicate knowledge. An example of multimedia is as follows.

Students scan their hands and import images into PowerPoint for presentation on fingerprints

No additional terms - Display the multimedia course plan related to the content area and grade level of this site. This site provides a demonstration model of Florida's technology integration

The Technology Integration Matrix - Technology Integration Matrix (TIM) shows how teachers use technology to enhance the learning of K - 12 students. TIM combines five interdependent functions of a meaningful learning environment. Positive, constructive, goal oriented (ie reflection), real, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). TIM associates five levels of technology integration (ie participation, recruitment, adaptation, injection, and transformation) to each of the five characteristics of a meaningful learning environment. In summary, as shown in the following figure, a 25-unit matrix is ​​created with 5 levels of technology integration and five meaningful learning environment characteristics.

Before considering the idea of ​​implementing interactive multimedia in the classroom, it is an effective and efficient resource for teachers to consider effective use of multimedia. In this case, only one multimedia station is required, located in a library or teacher resource center, and a multimedia program core is provided. As a resource for teachers, reliable multimedia collections can be used in various ways. Most directly, it can be a resource for teachers to gather course background and contextual materials. Using multimedia resources, teachers can effectively study and design lectures and tasks. You can also generate ideas and texts for teaching material clusters. Because of the rich and comprehensive nature of the best interactive program, multimedia also provides teachers a dynamic way to build and portray provocative resources, and modeling knowledge for extracurricular design can.

Using this very broad multimedia definition, classroom multimedia can include teacher created Power Point presentation, commercial software for reference or guidance (such as multimedia encyclopedia). Knowledge For the purposes of this course, we will focus on the last category - allowing students to use multimedia to build and communicate knowledge. An example of multimedia is as follows.

Each school has an average of 30 classrooms, and 68% of respondents said they currently use multimedia projectors. More than 80% of these users display multimedia presentations using mobile devices in the classroom, and project images from computer screens. The teacher believes that the minimum number of projectors the school should have is 16, but most schools average 4 or less on average. Despite concern for multimedia projectors, over 90% of respondents can use traditional techniques including TV (97%), VCR (96.2%), PC network (86.4%), notebook (See below). Computers or Desktop Computers (82%) In addition, less than 25% of respondents have access to interactive whiteboards and DVD players, which fully complement the multimedia projector.