The use of various forms of Multimedia which incorporate multimodal effects, can often encourage children to engage in activities, can lead to more focused learning and can stimulate new ways of thinking (Jewitt, 2006). Below is a video that looks at how using multimedia tools can encourage learning:
Multimedia in Education: https://www.youtube.com/watch?v=8Aw4ANubXDo
What needs to be remembered is that not all students learn in the same way, and much the same as all teachers have a different approach to teaching. Through the use of multimedia and Multimodal resources, teachers and students can enjoy a more enriched learning experience.
D'Avgerinou, M. & Gialamas, S (2016) .Advances in Early Childhood and K-12 Education: Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model. Hershey PA. IGI Global
Jewitt, C (2006). Technology, Literacy, Learning: A Multimodal Approach. Oxon. Routledge
I agree that using different multimodality and multimedia methods is the most effective way of learning.
ReplyDeleteThe Cone of Experience (Dale, 1960) shows how the different methods improve a student’s learning. The image identifies the percentages of passive and active learning.
http://teachernoella.weebly.com/dales-cone-of-experience.html
Using multimedia and multimodality methods allows these different approaches to be used together to increase learning. For teachers, the importance is based on using a variety of methods to cater for different learners. Through technology this can be done.
Dale, 1960 (2014) Dale’s Cone of Experience Heidi Milia Anderson, Ph.D., Assistant Dean for Education Innovation, University of Kentucky. Available at: http://www.queensu.ca/teachingandlearning/modules/active/documents/Dales_Cone_of_Experience_summary.pdf.
Whilst I agree, using these new forms of technology can help stimulate children's thinking, but what about children who learn more academically through resources such as textbooks. Technology can help to encourage learning but not all children want to learn. Mccoy and Banks (2012) conducted study within Ireland which left them discovering children who need Special Education Needs (SEN) dislike school more than their peers. This shows not all students enjoy attending school, therefore less likely to be motivated to learn.
ReplyDeleteTrying new teaching approaches can be worthwhile, not only for students but for teachers as well. I think adjusting lessons between using multimedia and not using it, can be healthy for the classroom. Teaching methods develop over time depending what lesson is being carried out, and what process the teacher will give out, for example a direct or indirect lesson (Kizlik (2017).
Mccoy, S., & Banks, J. (2012). Simply academic? Why children with special educational needs don’t like school. European Journal of Special Needs Education, 27(1), 81-97.
Dr. Bob Kizlik. (2017). Education information for new and future teachers. Available: http://www.adprima.com/teachmeth.htm. Last accessed 16/01/2017.
I think what we have to remember is how much time children these days spend with various forms of technology around them. Most children will go home and use some form of technology in the house, such as laptops, TV's, consoles and mobile phones, for personal enjoyment. If these types of activities are what stimulate and entertain them, then I don't necessarily think a teacher should dismiss them from the classroom.
ReplyDeleteSteffi Heidig (2015) mentions that the use of multimedia learning can envoke positive emotions in learners that in turn can facilitate the learning process. learners that were in a positive emotional state before learning were often found to have more positive and better outcomes (Park et al, 2015).
Heidig, Müller, & Reichelt. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81-95.
Park, Knörzer, Plass, & Brünken. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.