INTEGRATION OF MULTIMEDIA INSTRUCTION IN TLE 10 CLASSES

An Action Research by

JOAN MAR S. BALDESANSO

CELSO S. BURAY

MEDADO V. SALCEDO
 I. INTRODUCTION AND RATIONALE

The worldwide integration of multimedia instruction into education has advanced over the years.

Individuals have always tried to use technology in their daily activities. Today, educators,

community, government and local authorities all place great importance on integrating multimedia

into education.

Multimedia technology can become effective teaching resources. Therefore it is important for

educators to understand how to use multimedia in teaching and learning. If we do not understand

the effective use of multimedia in the classroom, expenditure on computers, software, whiteboards

and the like will be meaningless in terms of teaching and learning.

Having access to multimedia in the education does not automatically ensure that high quality

effective teaching and learning take place in every learners. While it may change a teacher‘s role

(for example, supporting students to use an individual computerized learning program), it will not

alter pedagogy (Cuban, 2002). To achieve this, teachers must believe in multimedia as a valuable

educational tool, make a commitment to improving their multimedia skills, and integrate

multimedia into their regular teaching practice.

Today‘s new technologies cannot be ignored in the school context. Modern communication

technologies are an integral part of most students‘ lives, particularly in the case of secondary

students who are often more multimedia aware than their teachers. If educators embrace

multimedia, educational content and methodology may become more relevant to students’ actual

lives and interests. Cox and Abbott (2004) found that students enjoyed using multimedia to help
them take more responsibility for their learning. Their commitment to the learning task and interest

in the subject improved because using multimedia allowed them to be more independent of the

teacher.

In the case of young people who have lack of access to technologies it can be argued that schools

should provide them with the opportunity to use and learn about them.

In this introductory chapter, we remark on the importance and nature of multimedia instruction in

TLE 10 classes.

II. REVIEW OF RELATED LITERATURE

"Teachers have had to learn new things and handle new teaching skills. Indeed, there are

now a range of media competencies teachers must have to maximize the value of ICT learning in

classrooms." (Watson, 2006, p.206). Use of ICT is increasing day by day to achieve educational

objectives and its application have great influence in teaching and learning process which

encourage teacher educator to use technological application for training programs. Wang ( 2008)

pointed out that "Pedagogy, social interaction and technology are three key components of a

technology enhanced learning environment. A sound design of these components should enable

teachers to integrate ICT into teaching and learning in an effective way" (p.417). Use of ICTs in

education has reshaped the conventional teaching approaches and provided innovative methods in

teaching and learning process ( Skinner, 2010). "ICT are innovations in teaching and learning

inspired by a constructivist perspective". (Volman, 2005, p.20)

 Integration of ICT in teaching has very important significance on learning attitude of

students, creativity, knowledge construction, learning environment, teaching strategies, problem

solving skills and understanding concepts using various tools. Learner has opportunity to keep

record of information in electronic version and understand different concepts on the basis of self-

learning (Owen, 2004). Different forms of Multimedia channels provide information about content

knowledge, understanding of different concepts, variety of approaches and expertise (Sharma,

2005).

According to Loveless, Burton, & Turvey ( 2006) "ICT made a contribution, not only to

the creative processes and outcomes of the activities themselves, but also to a deeper understanding

of pedagogy and purpose in using ICT to support learning"(p.9). It is expected that by using ICT

in teaching, teachers can enhance their competency and effectiveness in classroom teaching

(Ertmer, & Ottenbreit-Leftwich, 2010). Teacher educators have to recognize and set up classroom

settings for assignment in way so that ICT tools must be integral part of teaching methodology

(Kalogiannakis, 2010).

Trinidad (2003) recognizing significance of ICT stated that "Technology rich learning

environment using e-learning can engage the learner giving them a sense of empowerment where

they are no longer dependent of the specific and often limited knowledge of their educator."

(p.110). However, Pelgrum discussing importance of ICT in teaching explores that use of ICT is

very supportive tool for teacher which is helpful for students to explore effective methodology,

proper guidance for self -learning, critical evaluation of their performance and high quality skills

for communication( Pelgrum, 2001).

Integration of ICTs in education has provided many forms of communication with

flexibility and easiness (Inglis, Ling, & Joosten, 1999). Use of ICTs in education have very
important role in teaching methodologies with positive impact on the way of dissemination of

content knowledge and effective learning strategies (Chandra, 2004). In a sdudy by Beauchamp

(2006) took position that "teachers must incorporate the use of ICT into their pedagogy" (p.82)

and "ICT must be used to meet educational objectives" (Usun, 2009, p. 333). A study by Loveles

at al.(2006) found very important significance using ICT tools.

In general, ICT provide supportive environment to teacher educators and help students to

understand the concepts and content knowledge. ICT has provided opportunities to access variety

of material increasing gaps among haves and haves not which has termed as digital divide (Skinner,

2010). Integration of ICT in teachning methodoloy make students active participants, provide

aportunity to learn in classroom and from external sources. Enhance teamwork, encourga ethem

to ask questions and find solution of problems (Pelgrum, 2001).

III. RESEARCH QUESTION

Perhaps the most fundamental issue for multimedia integration is that of teachers and their

perspectives about the use of multimedia. However, there is a gap between education curriculum

documents such as the New Zealand Curriculum (Ministry of Education, 2007) and how teachers

deal with the implementation and challenge of integrating multimedia into their pedagogy.

Some teachers are not familiar with multimedia tools, so they do not want to integrate multimedia

in their pedagogy. Thus professional development is a significant requirement to achieve the aim

of integrating multimedia in education. If educational ministries provide professional

development, teachers are more likely to change their beliefs about using technology in education

and integrate multimedia in their pedagogy.

In this research we aimed to examine NaNHS TLE Teachers‘ perspectives on integrating

multimedia with their pedagogy. This research attempted to answer two questions:

1. What are teachers’ perceptions regarding integrating Multimedia with their pedagogy in

the technology classroom?

2. How do teachers integrate Multimedia in teaching and learning?

IV. SCOPE AND LIMITATION

The study focuses on the improvement of the academic performance in TLE 10 Class of

Naawan National High School with the integration of multimedia. The respondents belong to a

heterogeneous class.

The researchers chose the Grade 10- TLE students as respondents for the reason that this

class will be digital literate in preparation for senior high school.