CHAPTER ONE
MULTIMEDIA
Introduction
The term Multimedia simply implies “many mediums.” Multimedia, according to Hostetler (2001), is the presentation and blending of text, graphics, audio, and video with linkages and tools that enable user navigation, interaction, creation, and communication. To communicate information to an audience, multimedia refers to the integration of different digital media into a multi-sensory interactive application or presentation (Demodharan and Rengaranjan 2007; Butcher; Powell, 2005). Additionally, one of the aspects needed to force an interactive communication process through the usage of multimedia is interactivity. A combination of visual resources is used in this. It is a collection of learning resources that can be useful when many media are used simultaneously for a particular educational goal. The compound idea of multi-image is utilized when two or more images are displayed simultaneously on one or more screens for group viewing. However, the term “multimedia” is used when two or more different types of media are employed consecutively in a single lesson for a self-paced learning package.
A lot of information may be conveyed to kids and a lot of interest can be sparked in them using multimedia or many images. Additionally, media can be adapted to meet various learning objectives. It is possible to efficiently use multimedia in the classroom (Burden and Byrd, 1999). The use of multimedia in social studies instruction and learning not only keeps students’ interest but also makes learning enjoyable for them. Multimedia can build high-quality learning environments, as Cairn Cross and Mansion (2001) noted. When designing integrated learning environments, the fundamental components of multiple media, user control over the information delivery process, and interactivity can be employed to improve the learning process. Learning that uses multimedia is gaining popularity. While it has drawbacks and shouldn’t be used as a replacement for in-person interactions, it nonetheless provides many benefits for both teachers and students. For instance, the amount of knowledge available online is limitless and constantly changing. It is current, accessible for a reasonable price, and searchable.
Television
This electrical device receives these impulses, displays the visuals on a screen, and often plays the accompanied sound through speakers. The system or process that generates a sequence of fleeting visible images, typically accompanied by an accompanying sound signal, on a remote screen, is known as the visual and auditory content of such signals. A television tube inside a television set uses electrical signals that were originally transformed from optical images by a camera tube to transmit them through UHF or VHF radio waves or via cable. a gadget that can take in electrical impulses and turn them into a stream of visual images and sound for display on a screen? Also, in electrical equipment with a glass screen which should broadcast programmers with moveable pictures and sound by radiolabels. Experiences have revealed that television possesses the qualities of training individuals becoming an instant experience with happening situation events where it possesses huge possible possibilities for being an aid in the teaching as well as learning of social studies can gain usually from the selected programmes in their various schools. It increases and broadens the use of scarce educational resources making a limited number of excellent teachers to the labour of many, increasing learning opportunities for all students. Of course, information on television is available in a variety of formats, including text occasionally as well as motion pictures and sounds. Multiple audio and visual tracks that are complementary to one another can effectively enhance learning, according to research.
The adage “seeing is believing” is something we have all heard. According to research, the sight also aids in memory. When people see and hear something, they often remember it twice as well as when they only see or hear it. The mix of sound and imagery in television makes it a potent learning tool.
Video Tape Recorder
This device can be used to enhance and encourage social studies teaching and learning in junior secondary schools. It can record and make noises that a teacher or class can use to record themselves or any other appropriate material, event, or activity. Evidence suggests that rather than being replaced, video is playing a more and more crucial role in classroom instruction. Videotape is currently and will continue to be a successful, engaging, and crucial tool in our classrooms, as the extensive body of research emphatically demonstrates, due to the format, delivery information, and storage possibilities. Visual media has a positive and important educational value. Students today are constantly exposed to media (Calvert, 2002). These results confirm the generally held belief that television is a significant and popular educational resource. Video will likely become even more important in the classroom as streaming video tape recorders, broadband, and digital media become more widespread in education. The report will provide specific recommendations that broadcasters and educators can use to improve the educational effectiveness of videotape in junior secondary schools. The report will highlight examples of video and TV use in a variety of academic disciplines that are taken from the research literature. By illustrating the significant influence that television has had on the way that social studies are taught and learned in the classroom, as well as offering a user-friendly set of resources and guidelines In this article, we want to provide a thorough analysis of junior secondary schools’ use of video recording for pedagogical purposes.
Computer and Internet
The utilisation of technology in the educational system has grown in popularity in recent years. The integration of computer technology into the teaching-learning process has received special consideration to improve learning and raise student accomplishment. In recent years, it has become clear that integrating computer technology into social studies lessons offers several advantages. This study’s primary goal is to analyze internet- and computer-supported educational approaches used in social studies classrooms. The study’s second goal is to look into how much various teaching methods are used in social studies classes. In Orhun (2002), UNESCO is cited (2003, p1). The usefulness and advantages of using computer technology in social studies education have been the subject of growing research in recent years. According to Sheffield (1996), current technological advancements have made computers and the internet more crucial teaching aids in social studies classrooms. According to Vantosson (2001), there are several advantages to using computers and the Internet in the classroom, including the expansion of studies and experiences as well as the development of students’ analytical and research skills. Computers are the key technology support tool for an efficient learning and teaching process, and it is believed that technology is the primary support for students learning development.
In a similar vein, Pye and Sullivian (2001) discovered that nearly 22% of social studies teachers used drill and practice as well as tutorials in their classes. Even while the study found that drill, practice, and tutorials were still the most common teaching methods employed in social studies, it appears that other computer software and the internet are still crucial teaching resources for social studies instructors. Although there is little evidence of the effectiveness of these computer programs, they are certainly appropriate for use in social studies classrooms. Higgins and Boone reported comparable outcomes (as cited in Berson, 1996) who found small, but positive gains in performance and attitudes of secondary pupils regarding the subject when computer-based practice programs or hypermedia study materials were used. The statistics on drill-and-practice, tutorials, and study programs appeared to have a good impact on students’ outcomes.
Berson (1996) asserts that additional study is necessary to address concerns about how these applications affect students’ taxonomy levels. Therefore, study revealed that instructional methodologies that are computer and internet assisted play key roles in helping students develop their critical thinking, problem-solving, and decision-making skills. Whitworth and Berson (2003) also noted that technology has played a dual function in the social studies curriculum as an essential teaching tool that may have a substantial impact on the global, political, social, as well as societal economic activity. They assert that computers and technology may significantly affect social studies education as a technique or topic of instruction. Many computer- and internet-supported teaching techniques are used in social studies classes as well as other academic fields. Social studies, according to the National Council for Social Studies (2004), are the integrated study of the social sciences, including anthropology, archaeology, economics, geography, religion, politics, philosophy, history, law, psychology, and sociology, as well as relevant material from the humanities and natural sciences. Because of this, computers give young children with disabilities equalizing opportunities by giving their pupils and teachers training, technical support, and items related to assistive technology, particularly computers and adapted peripherals, has given these students, kids, and instructors the resources they need to equalize opportunities. Cognitive growth, motor development, social development, and self-esteem are just a few of the contemporary topics.
Computers have the wonderful qualities of being incredibly tolerant and uncritical when students make mistakes, which makes them very beneficial for student learning. In addition, the more recent interactive software enables students to experiment and discover in a secure setting where there is no right or wrong response and where a student may succeed, sometimes for the first time. Children or students with physical limitations benefit greatly from using computers as a learning aid. Children with disabilities can use a range of tools, such as switches, alternate keyboards, touch tables, and computers, to promote autonomous behaviour and enhance the likelihood that they will interact with their environment (Hutinger, 1996) For instance, a pupil who is unable to wield a pencil can sketch using a graphics application, a switch or touch window, and a computer. Parents and educators who participated in the Macomb Project’s longitudinal research study on the benefits of technology for adolescents with various disabilities stated that the social and emotional development of their students had improved the most. improved freedom, social engagement, cooperation, and play that is exploratory. (2000) Huting, Johanson, and Stoncbunner
The usage of assistive technology also improved communicative, motor, and cognitive development. Students who are verbal and nonverbal alike can communicate through computers. Social interactions between students using computers happen naturally and should be promoted. Software gives individuals who are able and willing to talk both topics and a reason for dialogue. Students who struggle with social interaction or verbal communication are encouraged to improve their skills in these areas through their encounters with computers. Last but not least, teachers should utilize computers to some extent in order to enrich the curriculum and promote learning of students effectively.
Review Questions
Attempt the following questions:
What do you understand by the term multimedia as applied in the area of Social Studies education?
Identify and discuss the merits and demerits of multimedia resources in Social Studies instructional delivery process.