multimedia
ˈmʌltɪmiːdɪə/
adjective
- 1.(of art, education, etc.) using more than one medium of expression or communication.
noun
- 1.the use of a variety of artistic or communicative media.
We use multimedia so much. Microblogging platforms use it, and so does the ACARA Curriculum, in the form of hypermedia (when hyperlinks are embedded into text). Many programs have been written to align with ACARA, like Scootle, and teachers click on links that lead to audio and visual clips or animations, even online games.
Interactive whiteboards use multimedia, as does the iPad, internet and mobile devices.
The major point that is of benefit for teachers her is that students engage when they are using multimedia technology for a range of purposes.The teacher does not have to be the writer, image drawer, mapper etc. The children can do this, and multimedia platforms make this easier.
Blackberry and Woods (2015) Show that ICTs play a huge role in a co-constructed learning environment. These are useful:
Internet, Skype, email, Twitter, Survey Monkey aid accessing knowledge
prezi, You Tube, VoiceThread, WordPress, Glogster, Padlet allow students to turn their learning into multimodal texts.
Why do children respond to an integrative approach though multimedia?
Beaudry (2015) suggests because of the visual literacy element, and balance of pictures and text, using collaboration and creativity instead of being consumers of a teacher's way of presenting information.
Beaudry also comments on the improvement in short term memory because children have been able to visually respond and create a customised framework with which to understand.
Main point: "Can you get your students to learn subject content knowledge without lecturing them?" (Blackberry & Woods, 2015).
Beaudry, J. (2015). Visual literacy for all teachers and learners. In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 54-70). New York: Routledge.
Blackberry, G., Woods, D. (2015). Teachers and pupils incorporated: Developing a co-constructed classroom. In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 130-141). New York: Routledge.
Interactive whiteboards use multimedia, as does the iPad, internet and mobile devices.
The major point that is of benefit for teachers her is that students engage when they are using multimedia technology for a range of purposes.The teacher does not have to be the writer, image drawer, mapper etc. The children can do this, and multimedia platforms make this easier.
Blackberry and Woods (2015) Show that ICTs play a huge role in a co-constructed learning environment. These are useful:
Internet, Skype, email, Twitter, Survey Monkey aid accessing knowledge
prezi, You Tube, VoiceThread, WordPress, Glogster, Padlet allow students to turn their learning into multimodal texts.
Why do children respond to an integrative approach though multimedia?
Beaudry (2015) suggests because of the visual literacy element, and balance of pictures and text, using collaboration and creativity instead of being consumers of a teacher's way of presenting information.
Beaudry also comments on the improvement in short term memory because children have been able to visually respond and create a customised framework with which to understand.
Main point: "Can you get your students to learn subject content knowledge without lecturing them?" (Blackberry & Woods, 2015).
Beaudry, J. (2015). Visual literacy for all teachers and learners. In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 54-70). New York: Routledge.
Blackberry, G., Woods, D. (2015). Teachers and pupils incorporated: Developing a co-constructed classroom. In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 130-141). New York: Routledge.
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