THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

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THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

ABSTRACT

In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using multimedia to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill.

This paper tries to analyze the necessity of multimedia technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make English teachers aware of the strategies to use it in an effective manner.

CHAPTER ONE

INTRODUCTION

The use of multimedia in industries has been extensive, as it has been effective in

increasing productivity and retention rates, where research has shown that people

remember 20% of what they see, 40% of what they see and hear, but about 75%

of what they see and hear and do simultaneously (Lindstrom, 1994). Multimedia is

now permeating the educational system as a tool for effective teaching and

learning. With multimedia, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Multimedia access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by multimedia technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.

Multimedia is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. In

other words, multimedia means “an individual or a small group using a computer

to interact with information that is represented in several media, by repeatedly

selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).

Reisman (1994) described multimedia as a ray of “computer-driven interactive

communication system, which create, store, transmit and retrieve, textual, graphic

and auditory networks of information.

Multimedia could be interpreted as a combination of data carriers, for example

video, CD-ROM, floppy disks, Internet and software in which the possibility for an

interactive approach is offered (Smeets, 1996; Jager and Lokman, 1996).

Fetterman (1997) also viewed multimedia as those resources used for instruction

that include one or more media such as graphics, video, animation, image and

sound in addition to textual information. He identified four important characteristics of multimedia as:

Multimedia systems are computer controlled
Multimedia systems are integrated
The information content must be represented digitally
The interface to the final presentation of media.

The power of multimedia lies in the fact that it is multi-sensory, stimulating the

many senses of the audience. It is also interactive, enabling the end users of the

application to control the content and flow of information. This has introduced

important changes in the educational system and impact the way we communicate

information to the learners (Neo and Neo, 2000).

Ogunbote and Adesoye (2006) expressed that multimedia technology adds new

dimension to learning experiences because concepts were easier to present and

comprehend when the words are complemented with images and animations.

Stating further that it has been established that learners retain more when a variety

of senses are engaged in impacting knowledge; and the intensity of the experience

aids retention and recall by engaging social, emotional and intellectual senses.

The evolution of multimedia has made it very possible for learners to become more

involved in their work. With multimedia technologies, they can create multimedia

applications as part of their project requirements. This would make them active

participant in their own learning process, instead of just being passive learners of

the educational content.

Reinsman (1994) expressed that multimedia involves processing, storage, generation, manipulation and retention of multimedia system, and the resources

could include text files, pictures, video, audio, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).

A study by Ubogu (2006) supports the view that multimedia resources facilitate

access to all human knowledge, anytime, and anywhere in a friendly, multi-modal,

efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.

It is important to say that the use of multimedia technology has great significance

in colleges, universities and research institutions in the Western countries. In these

countries, the technology is being seen as a key player to development in all

ramifications and essential component of education.

However, Babajide (2003) identified different types of multimedia communication, some of which include computer hardwares, computer softwares, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audiotapes, cassette recorders, flip, time sequence, streamcharts, Diorama still

motion pictures among others.

Multimedia in Education

Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Multimedia is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.

While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.

A multi-sensory experience can be created for the audience, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Multimedia has also

been shown to elicit the highest rate of information retention and result in shorter

learning time (Ng and Komiya, 2000). On the part of the creator, designing a multimedia application that is interactive and multi-sensory can be both a challenge and thrill. Multimedia application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).

However, information technology application serves different purposes, such as

knowledge sharing-portal, search engines, public administration, social service and

business solution. Oshodi (1999) posits that awareness created towards the use of

information and communication technology over the years is increasing in the

classroom learning environment in the third world such that mere verbalization of

words alone in the classroom to communicate ideas, skills and attitude to educate

learner is futile. Omagbemi (2004) supporting this view expressed that access to multimedia information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.

The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students with

their learning by improving the communication between them and the instructors

(Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).

In a study conducted by Simpson et al (1999) it was found that 64% of the teacher

educator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT

software into the lectures and only 24% made use of CDi resource materials. The

study also revealed that in the tutors’ delivery of the courses, the students seldom

experienced demonstrations of the use of ICT as a teaching tool, that is, the tutors

seldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.

Studies have shown that, there are some factors that determine academics’ use

and non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within which

academics work and how valuable they perceive the use of technology to be for

teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,

2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,

Urguhart and Armstrong, 2002). However, research have demonstrated that there

are disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois and

Griffiths, 2004 and Eynon, 2006).

In developing countries, Nigeria inclusive, factors like Teachers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of Teachers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo

(undated); Opinions of “significant others” and or peers in the Secondary school community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of computer (Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.

Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and multimedia instruction is considered as a necessary tool for this purpose. However, the presence of multimedia alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of multimedia instruction in education.

Without the involvement of teachers, most students may not take advantage of all

the available potential benefits of multimedia on their own. Teachers need to actively participate in the use of multimedia facilities. They have to be trained in

the use of multimedia and in its integration in the classroom activities to enhance

thinking and creativity among students. They must also learn to facilitate and

encourage students by making them responsible for their own learning. Many of

the current graduates were found to be lacking in creativity, communications skills,

analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;

Tan, 2000).

In this study, attempts are therefore made at examining such issues as are

pertinent to multimedia utilization for teaching in the Faculties of Arts and

Education, Secondary school , Oyo State, Nigeria.

Objectives of the Study

Specifically, the objectives of this study are to:

1. Determine the availability of instructional multimedia in the Faculties of Arts and Education for teaching and learning.

2. Determine the pattern and frequency of use of multimedia by Teachers in these selected faculties for teaching and learning

3. Investigate the adequacy of multimedia facilities for teaching and learning in these faculties.

4. Identify factors, if any, which limit the use of multimedia by the Secondary school Teachers in the two faculties.

Research Questions

The study is structured to provide answers to the following research questions:

1. How available are the instructional multimedia for teaching and learning in the

two faculties?

2. What is the pattern and frequency of use of the multimedia for teaching and

learning by the Teachers of the two facilities?

3. How adequate are the multimedia facilities for teaching and learning in these

faculties?

4. What factors limit the use of multimedia by Teachers of the two faculties?

Objective of the Study

Many alternative conceptual frameworks exist for describing the relationships among learning theories, pedagogical strategies, instructional designs, and information and communication technologies. For some parts of its analysis, this chapter draws on an Instructional Design Knowledge Base developed by Dabbagh (2006) In the matrix that represents this conceptual framework, each school of thought posits basic principles and theories about learning; these inform the goals and models that school of thought has for instruction, which in turn influences the group’s perspective on the design of pedagogical media.

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