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ERIC Number: EJ892566
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1551-2169
Clarity in Multimedia: The Role of Interactive Media in Teaching Political Science Theories
Cunningham, Alan
Journal of Political Science Education, v6 n3 p297-309 2010
The field of political science has encountered a unique obstacle in its development. Contemporary political theory has diverged in opposite paths, becoming more conceptual and abstract as well as focused and concrete. The unfortunate result of this has been a lack of clarity in communicating political theory to a new generation of political science scholars. This article will seek to study the effects of multimedia technology, literacy, and innovations in the teaching and communication of foundational theories of political science. First, this article will ask why such ambiguity in modern political science theory still exists. Students, academics, and professionals alike still struggle to understand certain aspects of political theory including initial comprehension and retention of certain theories or paradigms. This article asks whether there is something inherently ambiguous about a certain field or if the issue is the communication and teaching of a field. Second, this article will examine multimedia tools and methods that have been recently developed and implemented in teaching and other areas. Third, focus will be given to cases in which multimedia innovations and methods have been put to use and what the results were of these instances. Finally, we will seek to form a conclusion on the effects of multimedia technology on the teaching and communication of political theory, eventually broadening the conclusion to fit various fields in the social sciences. The ultimate aim will be to determine whether or not academics and professionals stand to benefit from this study by using more up-to-date technologies and tools to more effectively communicate their fields of study and whether or not it has any effect on students' understanding and retention of information. (Contains 4 notes.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A