ERIC Number: ED343567
Record Type: RIE
Publication Date: 1992-Feb
Beyond Computer Literacy: How Can Teacher Educators Help Teachers Use Interactive Multimedia?
Pina, Anthony A.; Savenye, Wilhelmina C.
This paper provides a definition of interactive multimedia and explains why it is of interest to teachers and trainers, how it is produced and utilized, and how the role of teachers may be changed. It also offers recommendations for teacher trainers. Multimedia is defined as the combination of technologies such as computer text, video, audio, graphics, and animation, and it is argued that multimedia technologies offer unique opportunities to learners to access information by selecting highlighted words or icons. Choice of a word or icon enables the learner to select the order in which lessons are presented, skip unneeded lessons, access help screens, repeat a particular lesson, receive additional examples, or take a test. This ability to link items of related information in a non-linear fashion is known as hypermedia. It is noted that use of multimedia technology provides the opportunity for learning experiences that would otherwise be difficult for teachers to incorporate, such as computer simulations of dangerous chemical reactions and computer software that allows medical students to practice life-and-death procedures without harm to real patients. Research indicates that the use of multimedia technology results in significant changes in the teacher's role due to the increase in learner controlled instruction. It is recommended that teachers receive appropriate training in the use of multimedia technologies and their applications in the classroom. (17 references) (DB)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Conference of the Association for Educational Communications and Technology (Washington, DC, February 5-9, 1992).