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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

The rapid development of information technology provides educators with

advanced teaching mems, the multimedia. Technology has many advantages in

teaching English such as offering more information saving more time, stimulating

students’ imagination and creativity (Vanghann, 2013).

Modern educational technology is characterized by more information and

stronger intuitive. The development of modern educational technology not only

promote the individual methods and means, but also promotes the development of

educational thinking and models.

With the advent of the K-12 curriculum the Outcome Based Education (OBE)

and the current innovations on methods, strategies, techniques or styles in teaching,

technologies appear and gradually step into the front line in classroom teaching. The

conventional teacher-centered and text-oriented teaching are still applied by some

English teachers even if the learners have low motivation and low efficiency in

English learning. Posing the challenges and demands of the times, English is no

longer carried by a teacher standing in the classroom where chalkboard, chalk, tape,

records and transmitting information to a group of students by using traditional

teaching, along with the development of computer and information technology, the

wide application of multimedia technology has opened up a brand new field of

English teachings.
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Teody & Analyn Bautista (2015) opened that teachers should be truly up-to-

date utilizing different technologies and multimedia presentations, such as

animation web designing, power point presentations and Information

Communication Technology (ICT) are some obstructions in achieving the desired

performance level of learners. It is a challenged for teachers to be fully equipped

with the use of multimedia instructions to become more innovative, creatives and

effective in designing their own mode of teaching using different multimedia tools

and approaches.

Teachers should incorporate technology in the classroom for the day-to-day

teaching because it can harness the students’ imbeds in learning that would give

vivid impressions and positive attitudes towards the teaching learning process.

They would appropriate the use of technology in their learning and could apply at

in today’s fast changing world. The proper utilization of this tool could positively

increase teacher’s motivation help produce quality learning and quality

enhancement. In addition, by using technology in instruction, teacher’s

presentations come alone and the teachers are better able to capture and keep the

attention of the students. It provides the students chances for interacting with

diverse-texts that give them the solid background in tasks and content.

It is on the foregoing facts that this research is conducted to determine if using

technologies in the classrooms will improve the learning of students. It is on

undeniable facts that the students’ achievement in English, is low or could hardly
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achieved the above student level. Hence this research is conducted as baseline data

for improvement in teaching and learning Literature in the college level.

Related Literature

Many studies have shown that many students are tired of traditional English

classes, and are interested in new style learning. They have positive attitude towards

computer technology used in the classroom, and such technology does have a

positive impact, because multimedia teaching have many advantages over other

media in English teaching.

Famous scientist Albert Einstein had a famous saying: “Interest is the best

teacher”. So the interest has always been seen as the best helper to learn the

knowledge. The traditional teaching method is that teachers talk from the beginning

to the end with a chalk and a mouth. Such teaching is very single, which makes

students lose interest, until weariness. Leo Tolstoy said: “The successful teaching is

not to force, but rather to stimulate student’s desire” (Tolstoy, 2012). In other words,

if student have no interest or desire on teaching subject, then, even if the teacher talk

carefully, the results are fruitless. Therefore, teachers should try their best to get

students to become interested in one topic of knowledge point, and make the

students with a strong passion and enthusiasm participate in teaching. ICT or

Multimedia is this kind of media which can show a variety of sounds, images,

animation, and other effects, firmly grasping the student’s interest. It also can

stimulate the students’ strong desire to study Literature actively. Multi-media

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teaching can not only greatly stimulate students’ interest in learning, but also make

teaching becomes vivid and lively.

The purpose of teaching in the classroom is not only to impart knowledge to

students. The most important thing is teaching students how to learn and making

students change their thinking, from passive learning to active learning. Students

are free from the passive learning environment, take initiative at learning, and

develop their own self-learning good habits gradually. It also can enable students to

tap into a good way of learning English independently, keep the cultivation of

motivation and interest in learning English so as to make students really love the

English, really free from the passive learning environment in English learning .The

use of multimedia will be conducive to transition for students from the traditional

passive learning to active state for independent study. For example, teachers can

select the appropriate E-work arrangements to the students from the multimedia

courseware after class, so that they can complete the relevant extra-curricular work,

and send message to the teacher through their own e-mails, the teacher via

electronic E-mail marking responses to student. In this way, students can not only

see their learning outcomes in the shortest period of time, but also continue

stimulating interest in their own learning through the multimedia network.

ICT teaching can also develop student’s ability to innovate. Things need to

innovate, because imagination is more important than knowledge, and is a source

of knowledge”. In teaching, the teachers should pay attention to tap the imagination

of students. To use multimedia can achieve the desired results and find unlimited
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resources in textbooks. Many students learning English often lack a certain language

environment and opportunities for practicing language, but the actual language

teaching is often to focus only on words and sentence structures of learning,

ignoring its specific application. Thus, many students get a fixed, isolated

knowledge points from textbooks, but the ability of using these knowledge points

to the real life of the capacity is relatively poor. When encountering with the reality

of different occasions, they will be helpless. Through multi-media teaching, we can

create real-life scenes in the classroom. It is not only to shorten the distance between

teaching and practice and give students the opportunity to use English to

communicate, but also to satisfy their curiosity in psychology and stimulate the

expression of desire.

Teachers can increase classroom capacity with only a tiny mouse, teachers can

avoid using of multiple exchange of tape recorders, video recorders, overhead

projectors, etc., greatly increase the output of information, speed up the pace of the

classroom, increase the density of the classroom, and save a lot of time which

teachers spend on writing on the blackboard. Multi-media teaching rhythm is

adapted to the needs of modernization to meet the student’s desire for knowledge.

It can expand text-related materials. The use of multimedia technologies can make

students notice a clear knowledge and a new expansion by huge information

capacity which shows by all kinds of media.

Multimedia breaks the original traditional model “blackboard + chalk” model

for teachers to create new modernized teaching methods to overcome the

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drawbacks of traditional teaching. It changes the dry learning content into the vivid,

interesting, visual, audible, and dynamic content. However, teaching English with

multi-media has many problems. Some English classes are totally dependent on

multi-media, ignoring the role of teachers. Some teachers enter the teaching content

into the computer courseware, making the computer courseware as the role of

textbooks absolutely in the classroom teaching. What is worse, some teachers have

directly brought a CD-ROM courseware for their lessons, or copy other people’s

courseware overall. It would only demonstrate the results of other people, and just

completely ignore the ‘teaching-centered” teaching thinking, completely change

into a multimedia-centered thinking.

The teaching process is that teachers arouse students’ enthusiasm and guide

students to active learning. Multimedia just only provides a supporting role in the

process. But now the teachers use the multi-media presentation to replace the

guidance of teachers completely. Some teachers show the teaching materials as

many as possible in order to attract the students’ interest and make the class vivid.

But it was hard for some students to grasp these materials in such a short time.

English teachers may bear this proverb in their minds while preparing the lesson:

more haste, less speed. Students only pay attention to appreciating the picture, and

do not pay attention to what they should really master in the classroom. Students

receive a lot via watching in class, without impression and consolidation from the

presentation by multimedia.
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There are many multimedia teachers who just have half-baked knowledge. It

is a challenge for teachers to use multimedia equipment’s sometimes. The

preparation and workload of teachers increase virtually. And multimedia teaching

requires teachers with multimedia computer operation experience. Owing to

traditional educational system, many teachers are not good at computers. There are

problems unexpected happening in the observation classes. Because of lack of

proficient operation of multimedia, some teachers waste certain time in operation

the computer, the unskilled operation on computer would affect the instruction

flow, which in turn would de-motive students if it happened frequently in class.

The advantage of multimedia technology, unfortunately, result in some

teachers’ dependence on it. In class they fail to show enthusiasm and creation. In

some sense, they turn the multimedia classroom into a show stage and what they

act in class is nothing but a new generation of button-pusher. Undoubtedly, the lack

of creation and enthusiasm makes no sense of multimedia-based teaching.

Multimedia itself is not liable for the form and development of teacher’s routine

work in the multimedia teaching. Because of the teacher’s lack of enthusiasm and

creation and his or her dependence on the multimedia technology, the teachers act

as sole information-giver to the students. The students under such traditional

teaching method are still passive and have no chance to have content thinking,

critical thinking, and creative thinking of the teachers’ lecture. We should remember

in a multimedia classroom environment the educational focus is on learning and

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instructional goals instead of the multimedia itself because the multimedia is merely

tools or vehicles for instruction.

It is imperative to attract students through good human relation skills. The

affection builds up between teachers and students plays an important role in class

behavior and latter study. However, in the English class it is found the interaction

and affection between the teacher and students seemed to be in danger. The teachers

in the multimedia classroom are busy with machine operation—computer, DVD

player, overhead projector, courseware—which might even get the proficient

teachers busy, let alone those unskilled. The teachers will pay much attention n to

machine rather than students. The tie between the teachers and students becomes

loose and it seems to them that teacher is only caring about the machine and they

are also focusing on the screen. Thus, the affection, which used to play an important

role in class, seems to be dying.

There is no doubt that modern teaching methods have many advantages over

traditional ones. Compared to traditional textbook or workbook, a multimedia

program can provide immediate feedback on the correctness of the learner’s

response. Nevertheless, traditional teaching methods are still commonly used

because of their own strong points. So teachers should combine their strong points

with modern teaching methods, which not only raise classroom teaching quality and

efficiency, but also improve teaching and learning environment between teachers

and students.
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Multimedia features including sound, animation, video, and record allow

computers as model skills to help students and teachers assess them. The option to

provide guidance only when needed makes it possible for computers to support

learning flexibly. Multimedia enables students to manipulate and create material to

learn by doing. But when we use computers in the teaching, we should understand

they can only assist but cannot take place of all the other teaching methods. It is

wrong for the teachers to take no notice of textbooks when they are designing

courseware. Now that multimedia can only help English teaching, teachers should

get a clear idea of how and when to make good use of them. Application of

multimedia technology aims to improve teaching, but teaching is not intended for

multimedia. There is no doubt that teaching needs multimedia, but using

multimedia does not mean enhancing teaching efficiency. For example, if the

teaching can be completed in a few minutes in an ordinary classroom, it is certainly

unnecessary to use multimedia. Because of all kinds of media in multimedia

technology, sometimes students may concentrate not on teaching contents but on

media. If so, students are not able to grasp teaching contents well.That means not

every class need multimedia teaching. One important principle is: When simple is

best, keep it simple. Therefore, multimedia can only be used as a supplement to

classroom English teaching.

Application of modern teaching methods can make teaching efficient and do

part of work instead of teachers. But it is wrong for some people to hold the view

that machine can take place of human beings. It is more challenging role for teachers
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now that the expectations are more complex. In other words, in the information age,

the role of teachers has evolved, moving from a traditional teaching role (being the

“holder” of knowledge) to being “facilitators” (helping students learning the way

each learns best) when learners take advantages of the true potential of multimedia

as learning tools. At any time teachers’ explanation plays an extreme part, which is

a language art and cannot be substituted by any teaching methods. Although

teaching methods have changed, teaching laws and characteristics of students’

development in body and mind remain unchanged. Teachers should play a leading

role in the teaching. In the past, students were thought of to be passive knowledge

receiver. However, the role of students with learning has changed in the information

age. There is a movement towards learner-centered approaches. Thus, students

became learning subjects. How actively students participate in the learning situation

is an important parameter for the learning environment. One part of the role of

students is to actively formulate their own goals for their learning goals. For another

thing, students should take a role as a teacher. Being a teacher is beneficial to

improve one’s own understanding.

Multimedia assisted English teaching requires teachers with multimedia

computer operating experience. It is a challenge for teachers using multimedia

because of heavy preparation work and increasing workload. In the light of the

problems the teachers should be trained with the use of modern equipment’s. They

should be familiar with the operation. They should be expert in one thing and good
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at many. They should know well about modern educational theories and

techniques.

Some principles of Multimedia-Assisted Teaching

1. Scientific principles. Namely, courseware design cannot appear any errors;

2. Subsidiary principle. One must always adhere to: multi-media teaching even

if it is only a supplementary means, and does not substitute for the role of

people;

3. Interactivity principle. More interactivity between teachers and students,

students and multimedia, more effective results in communities.

4. Combination principle. Combine the advantages of modern teaching and the

traditional teaching organically.

Simmerman (2005) refines the arguments above pointing out that it is not

enough for students to have metacognitive knowledge (or skills); they must also

regulate its use when confronted with stress, competing attractions and fatigue.

Accurate monitoring of new learning enables students with effective metacognitive

strategies to concentrate on new content and adjust their learning goals. He

characterizes the metacognitive processes of self-regulated domains such as Math

and science and different tasks, such as learning from expository text.

The difficulty is to detect the adequate moment to interrupt the student to

prompt her to reflect on what she is doing or why she is doing it. Good instructors

know when to step in and ask appropriate questions and when to stand back and let

the learner figure things out for herself.

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One measure to handle 1RM is the use of scaffolding. Scaffolding means

providing support to students to bridge the gap between what they can do on their

own and what they can do with guidance from others (Hartman, 2007). Scaffolding

may take the format of models, cues, prompts, hints, partial solutions, etc. The main

characteristic of scaffolds is that they have to be regulated according to the amount

of help the learner needs, and eventually the help should be not necessary anymore.

Metacognitive scaffolding supports the underlying processes associated with

individual learning management, providing guidance in how to think during

learning. It might remind learners to reflect on the goal(s) or prompt them to relate

the use of a given resource or tool to the completion of a task at hand. The scaffolding

is intended to serve as an external model of knowledge monitoring behavior unit it

is internalized. Therefore, the goal of metacognitive scaffolding is for students to

become independent, self-regulating thinkers who are more self-sufficient and less

teacher-dependent. It is an especially effective teaching approach for developing

higher level cognitive strategies.

There are two types of metacognitive scaffolding it can be either domain-

specific or more generic. When the problem context is known, scaffolding can

emphasize specific ways to think about the problem. In contrast, generic scaffolding

focuses on the processes of creating models. This includes finding ways to link

models with prior knowledge and experience, linking representational models to

current understanding, and enabling learners to manipulate ideas through modeling

tools (Salandanan, 2014).

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Baldonado, et al (2014) outlined the importance of studying literature.

1. Literature helps students grow both personally and intellectually.

Since it reflects significant human experience. It allows them to grow

personally by learning from the experience of other people thus, enabling us to

handle varied human situation that we never experience before: and intellectually

because it enhances the vocabulary range vis-à-vis our mental faculty, thus, making

them think critically to articulate and defend our point of view;

2. Literature links students with the world of which we are a part.

It helps us understand the people across nations –their cultures, traditions,

beliefs and religious practices; thus, making them live harmoniously by recognizing

and respecting individual differences.

3. Literature enables us to transcend our immediate time, place and culture and to
make connections with other human beings and their concerns.

It enables them to break away from or go beyond our present reality through

the power of imagination, enabling one to travel thru time and space at the same time

establish good human relation by realizing peoples’ angst evident in the literary

pieces that we are expose to;

4. Literature encourages students to develop mature empathy with all forms of life –
human, animal, and plant.

It nurtures their sensibility and compassion for the environment and

everything in it by making us grasp the interconnectedness of life on earth, that the

obliteration of one tree is tantamount to the extinction of animal and plant species,
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and with that, they were reminded to be the stewards of God’s creation for the earth

serves as the habitat of al;

5. Literature sharpens student’s sense of moral judgement.

It hones their sense of morality by delineating the distinction between art and

pornography, right from wrong, moral and immoral, and that what is ethical may

not necessarily be good in their own personal consciousness; it enables them to make

our personal judgement based on our standard of morality.

6. Literature stimulates student’s imagination and ingenuity.

It fuels their imagination and creativity to reconstruct the plot; these are

essential to make sense of any literary work, whether it is read, performed, or viewed;

7. Literature shows the significance of irony, paradox, oxymoron, and ambivalence.

It acquaints them us to different poetic devices and poetic dictions to unearth

the message of the poets different from fictionist and playwrights; most of the time,

it will require us to have working knowledge of literary theories or approaches to

recreate the writer’s intended meaning;

8. Literature allows students to see the world in different vantage points.

It enables them to see the world in different perspective; what is perceived to

be “good” may not be good in your own standard, in the same way that what be

perceived to be “bad” may not necessarily be bad in your own consciousness because

we see things in different angles.

9. Literature relives history.

It has historical grounding, thus, making the readers aware of some important

facts in the past to make sense of the present circumstances where we are in. In short,
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they are able to establish the connection between the past and the present, and what

tomorrow may bring.

10. Literature reminds students that they are human being.

It makes them realize that they have our own limitations, insecurities, and

imperfections; that despite their shortcomings, they learn from their experiences and

from the experiences of other people, making them better individuals responsible,

self-reliant, compassionate, God-loving, and God-fearing.

Literature is classified into four genres. (Baldonado, et al, 2014)

A. Prose Fiction presents a story that is invented and not literally “true”. It is

written to be read rather than acted or performed, and the events depicted are

told to us by a narrator, not enacted or dramatized. The most commonly

encountered prose is novel and short story.

1. Myth is often a story of origins, how the world and everything in it came to be.

It orients to the metaphysical dimension, attempts to explain the origins and

nature of the world, as well as a certain, custom or practice of a human society,

validates social issues, and, on the psychological plane, addresses oneself to the

innermost depths of the psyche.

2. Legend comes from the Latin adjective “legenda”. It refers to unverified story

handed down from earlier times, especially one popularly believed to be

historical.

3. Parable is a simple story illustrating a moral or religious lesson.

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4. Fable is a usually short narrative making an edifying or cautionary point and

often employing as characters animals that speak and act like humans.

5. Fairy Tale is a kind of folktale or fable. In this story, we meet witches and

queens, giants and elves, princes, dragons, talking animals, ogres, princesses,

and sometimes even fairies. Marvelous and magical things happen to

characters in fairy tales. A boy become a bird. A princess may sleep for a

hundred years. A seal may become a girl. Objects too can be enhanced –mirrors

talk, pumpkins become carriages, and a lamp may be home to a genie.

6. Short Story is a piece of prose fiction marked by relative shortness and density,

organized into a plot and with some kind of denouement at the end. The plot

may be comic, romantic, or satiric. It may be written in the mode of fantasy,

realism or naturalism. It usually focuses on one important event in the lives of

a small number of central characters.

7. Novel is a fictional prose narrative of considerable length, typically having a

plot that is unfolded by the actions, speech, and thoughts of numerous

characters placed in a number of different situations.

8. Novella is a fictional prose narrative that is longer that a short story, but shorter

than a novel. It is form in its own right.

B. Poetry is piece of art written by a poet in meter or verse expressing various

emotions which are expressed by the use of variety of techniques including

metaphors, similes and onomatopoeia. The emphasis is the use of aesthetics of

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language and the use of techniques such as repetition, meter and rhyme. It

heavily uses imagery and word association is said to be its origin.

1. Lyric Poetry is a comparatively short, non-narrative poem in which a single

speaker presents a state of mind or an emotional state. It retains some of

the elements of song which is said to be its origin.

a. Song is a musical work, an abstract entity that serves as an umbrella for

many versions or renditions. It is meant to be sung.

b. Sonnet is a fourteen-line poem in a iambic pentameter, lambic refers to

the name of the foot, which is composed of a weaker syllable followed

by an accented syllable. Pentameter refers to the number of feet in line,

in this case five.

c. Elegy is a meditative lyric poem lamenting the death of a public

personage or of a friend or loved one; by extension, any reflective lyric

on the broader theme of human mortality.

d. Ode is a long lyric poem with a serious written in an elevated style and

formal stanzaic structure.

2. Narrative Poetry gives a verbal representation, in verse, of a sequence of

connected events. It propels characters through a plot. It is always told by

a narrator. It may tell a love story, the story of a father and son, or that

deeds of a hero or heroine.

a. Ballad is a song, originally transmitted orally, which tells a story. It is

an important form of folk poetry which has adapted for literary uses
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from the sixteen century onwards. The ballad is usually a four-line

stanza, alternating tetrameter and trimester.

b. Metrical Romance is a poem which tells a story that ends happily,

whether love is involved or not. it represents a chivalric theme or relates

improbable adventures of idealized characters in some remote or

enchanted setting.

c. Epic is an extended narrative poem that operates in a large scale, both

in length and topic. It uses an elevated or dignified language,

celebrating the feats of a legendary hero with the intervention of

supernatural beings.

3. Dramatic Poetry like narrative poetry, tells stories. But in dramatic poetry,

the poet lets one or more of the story’s characters act out the story. Many

plays are written as dramatic poetry. The difference between drama and

dramatic poetry is a matter of degree. If the dialogue of a play rhythms, has

repeating rhythms, or features of other distinct poetic elements, the play is

considered to be dramatic poetry.

a. Dramatic Monologue is a combination of the words dramatic and

monologue. The “dramatic” says that it could be acted out, and is a form

of drama, while the “monologue” defines it as a speech that one person

makes, either to himself or to another. It is written to reveal both the

situation at hand and the character himself.

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b. Soliloquy is a long speech in which a character who is alone on a stage

expresses his or her private thoughts or feelings. It is intended to give

the illusion of unspoken reflections.

C. Drama comes from the Greek word “dran” which means “to do” or “to act”.

It is story acted out. It shows people going through some eventful period in

their lives, seriously or humorously. The speech and action of a play recreate

the flow of human life, which comes fully to life only on the stage.

1. Tragedy refers to a drama in which a heroic protagonist meets an unhappy

or calamitous end, brought about by some fatal flaw or character, by

circumstances outside his or her control, or simply by destiny.

a. Tragicomedy refers to fictional works that blend aspects of the genres

of tragedy and comedy. In English literature from Shakespeare’s time

to the nineteenth century, tragicomedy refers to a serious play with a

happy ending.

b. Melodrama is formed by combining the words “melody” (from the

Greek” meloidia”, meaning “song”) and “drama”. Thus, in melodrama,

music s used to increase the spectator’s emotional response or to

suggest character types.

2. Comedy depicts humorous incidents in which protagonists are faced with

moderate difficulties but overcome them and the play ends happily.

Instead of being isolated like tragic heroes, comic protagonists are

comfortable with their society, or become so; and their success is brought
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about through cooperation with others. It may involve laugher at a

character who is a fool, a coward, a miser, or zany, or laugher with the

rogue or trickster who upsets the normal social order for a time. In “high”

comedy, human folly arouses intellectual amusement as well as engaging

the emotions; whereas “low” comedy arouse laugher through jokes and

downing that have more appeal to the emotions than the intellect.

a. Satirical Comedy generally ridiculous human folly and associated

political, social or moral problems.

b. The comedy of Manners, depicts the romantic intrigues of a

sophisticated upper class, including repartee and humorous social

blundering.

c. Romantic Comedy involves idealized romantic love, as in romance.

d. Black comedy induces laughter as a kind of defense mechanism when

a situation, dispassionately considered, would be simply horrifying.

e. Farce depends ridiculous situations, exaggerated character types,

coarse humor, and horseplay for its comic effects.

English literature comprises a number of sub-fields –for example, poetry,

fiction, drama, criticism, literary theory, to name some of them. Each requires a

different kind of study and different modes of teaching. The use of ICT can help the

educator to use different modes of teaching, which will subsequently help students

to keep the text or the issues involved in it, in their minds, perhaps, throughout their

lives. But this depends not merely on the use of ICT but also the students and
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educator. Thus in the teaching of English literature as a subject of higher studies, a

combination of the old, involving the teacher and the new mode of teaching,

involving ICT tools can go a long a way. Moreover ICT would help in research in

various fields of English literature. ICT tools would help students comprehend the

text and would improve their proficiency. ICT tools can also help in making students

attentive and interested.

English literature can be made appealing by the use of audio-visual devices,

web resources, playing of movies or staged plays, online glossaries, dictionaries,

thesaurus, etc. The use of Clicker –the Student Responses System introduced under

NME-ICT can enhance interaction in an English literature class. Scenes from movies

can be shown and discussed. Use of slides having video, audio, images and texts –a

combination can be helpful. Recitation of poetry can be played using ICT tools, use

of multiple choice questions on different topics, quizzes, presentations are some of

the ways in which ICT can be made effective in a literature class. Teachers would be

relaxed as they would not have to memorize and can use slides to take the discussion

forward. Using blackboard would no longer be necessary; also taking of attendance

of the students present which takes up 5-10 minutes because Clicker can do the same.

Effective integration of ICT tools into the educational system is a challenging task,

and the success of NME-ICT depends on this, apart from other things. Ensuring

quality, equity and access at the same time is a daunting task which needs to be

fulfilled.
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Poetry through slide shows the teacher can put up the poetry on screen. The

writer’s image can be shown. An audio can be played where the poetry is recited,

made more interesting if the poet himself/herself recites. Students perhaps may be

interested in listening to the author’s voice. Apart from these, poets like Blake and

Rossetti whose poems have a corresponding painting, their poems can be shown

accompanied by the corresponding painting and illustration. Moreover poems

involving myths too can be visualized through images presented in slides by the

teacher. Of course the role of the teacher is the most important in making ICT

effective. Hence both man and technology has to go hand in hand. Important journal

articles and books can be referred to the students through the slides itself so that the

teacher need not use the blackboard or spell out the names of the writers or their

works. When everything is given, it encourages discussion and helps in creating a

critical insight. This critical insight can be enhanced further if the students are given

assignments whereby use of ICT tools cannot be done away with. Hence it is they

who would use these tools and search for information from various sources.

Moreover if poems are shown on screen, it becomes easy for the teacher to point out

relevant details and also contrast on poem with another, making literature lively and

an involving exercise.

On fiction techniques similar to those in poetry can be applied here. In

addition, movies based on novels can be shown in full or some important scenes can

be presented and discussed. The themes, characterization, historical context,

narration can be discussed through slide shows and presentations. Youtube can be
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integrated— of course with caution— to introduce certain memorable scenes from

movies based on novels. Through this students can be introduced to the works of

great in directors.

In Drama techniques mentioned already, staged plays can be shown through

ICT tools and the minute intricacies of a play can be discussed. As a result the use of

light, sound, stage setting and props all will come live before the students and thus

would have a lasting impact on them. This would accomplish the dual function of

literature to edify and give pleasure. For instance, BBC has a great collection of

Shakespeare’s plays which can be integrated in the library.

Something more important that requires attention is the issue of digital divide.

The gap or the inequality in the distribution and use of technology has an adverse

impact on the growth and development in school. The digital divide also exists

between developed I and developing countries of the world. The use of satellite and

other devices in the field of education is not new in India. But through NME-ICT it

will be carried on in a huge scale and in an organized way. The goal of access, equity

and quality is ensured through this mission. The focus is on integration. The use of

1CT tools in higher education, will help bridge the digital divide in the following

ways (Barod, 2012).

 Under the NME-ICT focus will remain on building computer/technology

infrastructure throughout the country. This will include remote areas which

hitherto had remained untouched by the advent of technology. When remote

areas are included, the other thing which will be of interest is the use of
 24

technology. Training in the use of ICT tools will take the plan forward. Once

people learn to use these, the bridging process of the digital

divide India is facing would prove successful.

 Use of ICT tools will give a boost to distance learning and education. This in

turn will help people in the remotest parts of the country to avail education

and fulfill their dreams and help in the development of the country. Through

ICT, distance learning can be made simple and easy, which in turn help in

bridging the digital divide.

 The plan of using low-cost ICT devices like the tablets will go a long way in

bridging the digital divide because low-cost devices can be made accessible

to a much larger group of students. The government should take more

effective steps for this. Costly devices are not accessible to the students from

remote areas of the country.

 The use of ICT in higher education will help in increasing the GER (Gross

Enrollment Rate). The increase in the GER would bring in equity and access

in the field of education. Equity in education in a sense implies bridging the

digital divide. The more the enrollment rate in higher education through

distance or regular mode, the faster will be the process of bridging the digital

divide.

 Online courses, development of e-content, e-learning, digital libraries, online

encyclopedias, journals, and books would promote learning and make

knowledge available to all irrespective of the distance or location or

 25

financial resources. If the required ICT infrastructure is present or made

available in remote parts of the country, then the resources mentioned above

would be available in rural India as well.

 One cannot forget the digital divide between the developed nations and the

developing ones. The use of ICT tools in higher education ill, to a certain

extent, help in bridging this digital divide as well.

 When everything is computerized, the records of the performance of the

students too would be computerized. This would make getting employment

easier, as the original certificates need not be verified every time. The task

would be light both for the candidate and the employer. Also there would be

no possibility of any sort of discrepancy. Again online interviews would be

possible. This would enable people from any part of the country

to apply for jobs anywhere, which would help bridge the digital divide.

 Last, but not the least, research scholars can make use of ICT tools to carry

forward their research. They not only can have access to works done in their

field of interest but also use ICT tools in presenting papers during

seminars, conferences and discussions. This would hone their skills as well as

make them adept in using these tools and compete in the international field.

This would not only help in bridging the digital divide but also help in the

development of the country.

In order to bridge the digital divide, it is very important that ICT tools are

integrated into the education system and that these are accessible to all. Training of
 26

teachers in using ICT tools is of utmost importance, so is its effective usage. If ICTs

are not accessible, or are not used in an appropriate manner, it would not be possible

to make NME-ICT a success nor would it be possible to bridge the digital divide.

‘Connectivity’ is a key-word when we talk about ICT. But there are a lot of

questions which needs to be attended to while talking about ICT and connectivity.

First is whether people are interested in using ICT tools. Next is whether the required

infrastructure is available to them. Then, if it is available, are they competent enough

to use them and derive benefit out of them. Government intervention is necessary so

that ICT can be made successful in higher education. And NME-ICT undertaken by

the government of India seems to be in the right direction. It focuses on

access, skill development, training, quality, building infrastructure and equity.

Through ICT, problems of the students can he attended to easily. The way online

shopping sites respond to customer grievances, through ICT student grievances too

can be answered. Moreover, ICT in higher education would provide employment to

a number of unemployed youths in the country.

Thus we may conclude that ICT is an important tool which has the potential

to make the teaching and learning of ‘traditional’ subjects like English literature or to

be broader, literature in any language a lived experience. It would help in revitalizing

the importance of such subjects by various means. The means mentioned above are

only suggestions and not exhaustive. A lot more can be done with the opinions of

experts in the field of ICT. The present government policy, NME-ICT seems to be on

the right track. It would help bridge the digital divide to a certain extent and also
 27

help in the growth and development of the country by building up human resource

and providing employment. Some of the ways by which the digital divide within the

country and in the international scenario can be bridged are enumerated. But it

should be kept in mind that bridging the digital divide is a complex issue and ICT

can be seen as a preliminary step towards this goal.

The advancement of technology has made a significance impact on the

involvement of teaching methods from traditional face-to-face teaching to

Computer-Based Learning (CBL) or –e-Learning systems in all levels of education.

Modern education and communication environment can offer alternative ways in

the learning process. Multimedia has been widely used in educational technologies.

It is also expected that future will see more of the utilization of such tools in

education. Some argue that multimedia and e-Learning tools can be used as a

supplement to traditional classes (and not as a replacement). Using interactive

multimedia in the learning processes. Therefore, it can be concluded that the

Multimedia enhance and enable students to learn in a more effective way.

More efforts are needed to create new programs using multimedia elements

and multimedia authoring tools to fulfill a content-rich learning software to different

students. By multimedia, here they don’t mean only animation, or image and video

related products. Those maybe incorporated with programming and other methods

to provide a portal, an application, etc. in which data, video, and images are mixed.

The roles of interactive multimedia and its effectiveness have been the subject of

many studies. This section intends to shed light on the main works in this area.
 28

User Interactivity is a major feature of well-designed multimedia courseware.

In fact, researchers have shown that an interactive learning environment can

generate effective instruction and learning system (Harper & Hedberge, 2007; Sims,

2008; Shinde, 2003). In different researches by Mayer, results indicate that using

multi-modal instruction is more effective than using any single mode (Northyati &

Siew; 2004; Mayer, 2011). In other words, this finding demonstrates that media do

impact learning, through the instructional possibilities that they enable. For example,

based on Mayer’s research, one could state that when used appropriately, the video

medium example, based on Mayer’s research, one could state that when used

appropriately, the video medium example, based on Mayer’s research, one could

state that when used appropriately, the video medium should be more effective than

radio, since the latter cannot provide visual information. The presentation of ideas in

visual form has proven to be particularly important as it critically helps the

educational process.

In the review by various researches of studies that have investigated the

effectiveness of multimedia in learning that the people who used computer-based

multimedia instruction performed better in terms of test scores, compared to those

who received instruction through traditional classroom lectures. Bayhan et al. (2012)

explored the use of computers at home to develop mathematical ideas and reported

that there were considerable potential for computer games to support such learning.

Similar research papers showed that students who are exposed or have and use the

computer and Internet at home for education can have better chances understanding
 29

basic learning skills such as the basics of Math and Alphabets. This early exposal to

technology may offer new potentials for both children pedagogy in early childhood

settings. Special terms used to describe this new generation can be seen in different

papers. For example: “Generation Y” (Zabel, 2009; Charp, 2010), “Digital natives”

(Prensky, 20q1), and “Millenials” (Zemke,2012; Howe & Strauss, 2012). Children

homes have computer technology in all facets of gadgets: TV remote control, the

programmable microwave, wireless phones, computers, digital games. These offer

significantly different ways of playing from with those kids, educators may have to

continuously update their knowledge and skills and should always include those

methods in their education (at least in preparation and presentation) n matter what

is their major.

Stitch (2008) study shows that the use of animation in teaching cell biology

and all fields of biology are beneficial. It was found that scalable interactive with hoy

keys and rollover help to enhance the learning in effective way. Animated illustration

accompanied with audio, video, and kinetic are much better to the cell biology

learners than static illustrations.

Cronje et al. investigated the differences of mental models of learners and

designers. The study was based on six high school students (3 males and 3 females)

attempting to learn principles of electricity (Cronje & Fouche, 2008). The students

were selected in a way that reflects three levels (i.e. weak, middle and good) for each

gender. The results revealed considerable differences between the mental models of
 30

learners and designers. The free navigation of the multimedia learning program

helps good students to accelerate their learning, while weak students are lost.

Holzinger of al. (2009) addressed the effects of using simulation to teach

complex physiological models to 96 students of college of medicine. They also found

that the effectiveness of the designed simulator and the conventional text lessons are

equivalent. Using additional guidance to the designed simulator helps to improve

the learning process ( Holzinger et al, 2009).

The Kamat et al.’s (2009) project was based on the results of test on a number

of interactive multimedia packages for grade I to IV. These multimedia packages are

usually used for subjects like Science, Mathematics, Geography, History, etc. It was

concluded that interactive multimedia is much better than traditional educational

methods, which depends on classrooms and lectures using chalk and talk. Kay aimed

finding whether gender affects the use of an interactive classroom communication

system (ICCS). The study examined student involvement, assessment and perceived

learning of sample of 659 secondary schools students, which were equally divided

between males and females. The comparison revealed that male students are more

significantly positive than their counterpart’s female students (Kay, 2009). Computer

games can be used as a teaching and learning tool, Ke’s study aimed to find the effect

of educational computer games on the 4th and 5th graders’ to learn mathematics, to

achieve this goal the study tested the effect of educational games on cognitive math

achievement, meta-cognitive awareness, and positive attitudes toward math

learning. Results revealed that educational computer games help to attract students
 31

towards learning math during the first five weeks, but it has no effects on cognitive

math achievement, and meta-cognitive awareness (Ke, 2010).

Liu et al. study confirmed previous findings on the positive effect of media

richness within e-learning educational systems on the user’s intention to use such

systems. E-learning system that present its materials using text, audio, and video

stimulations a higher perceived usefulness and concentration than their counterparts

which used text only, text and audio, or text and video, or audio and video

(Clements, 2007). E-learning should not be a replacement to the traditional learning,

but an improvement to the efficiency of learning process. Academic institution adopt

a number of learning strategies to enrich learning process, and this is called blended

learning. The experimental research shows a high retention rate of improvement for

learning by reading and practicing.

Many students have found that the effectiveness to the traditional learning

modules is equivalent to traditional way of teaching. One study explored the

effectiveness of interactive multimedia online courses versus the traditional lecture

based on studying an introductory computing course. It was concluded that well

designed e-learning modules have its pros, but could not prevent the cons found in

traditional modules (Kamat & Shinde, 2009). Tried the effects of adding interactivity

to computer-based learning packages of business and management on a small

sample of undergraduate students was noted. The sample was randomly divided

into two groups, in order to test the effect of interactivity versus the non-interactive

modules. The results reassert the positive effects of using visualization to improve
 32

the depth of learning and understanding. Also the results show that gender has no

effect on learn4ing (Evans & Gibbons, 2011). They found that the dynamic nature of

multimedia seemed to help students to create mental models more effectively and

improved comprehension.

Multimedia teaching method has been used in college English teaching wider

and wider. It has contributed a lot to higher quality. Chalk and Talk teaching method

is not enough to teach English effectively. One should change our teaching ideas and

recognize its impersonal attribute as one kind of teaching method. One can utilize

modern education technology reasonably to fulfill the target of college English

teaching.

The four main contents of the 21st century’s education brought forward by

UNESCO (United Nation Educational, Scientific and Cultural Organization) are: the

new generation should learn how to know; learn how to do; learn how to live

together; learn how to be. According to the college English teaching requirement

constituted the teaching target is to cultivate the students’ comprehensive

capabilities to use English, especially the listening comprehension and oral

expression ability. At the same time, one should enhance their self-study ability and

comprehensive cultural qualities to meet the need of our country’s economic

development and international exchanges.

Multimedia is the exciting combination of computer hardware and software

that allows instructors to integrate video, animation, audio, graphics, and test

resources to develop effective presentation on an affordable desktop computer. In

 33

order to prevent the students’ taste, tiredness, teachers have made great efforts to

designed flowery and fancy courseware, but they have neglected the cognitive laws.

They didn’t consider these factors very well such as teaching aim, teaching object,

teaching content and courseware, and teachers press the mouse on the platform

ceaselessly. There is no essential distinction between such kind of class and

traditional teaching; sometimes the former is not as good as the latter.

In English teaching, some teachers adopt multimedia teaching method

without exception no matter what the teaching contents are. They haven’t realized

that multimedia teaching method is only an auxiliary one, and it is not the whole of

the college English teaching.

College English teaching is to set up a harmonious and high-effective teaching

atmosphere in the Literature class to make students take part in the practice. Thus

they cultivate their listening, speaking, reading and writing abilities, which are the

final teaching aim –developing the students’ English intercommunicative. Because

of the powerful functions of the computer multimedia teaching method has many

advantages such as modularization, intelligence and networking which will be very

helpful to college teaching method. The interaction and intelligence of the

multimedia courseware become good medicine for mute English students. With the

powerful functions of the multimedia computers, students can correct their own

mistakes according to the judge of the computers, which is beneficial to improve their

ability of communication.
 34

The time when computers have become popular is not long, so the college

English teachers haven’t used them for a long time. Many young teachers can use

them by training or self-study. They are lecturers or bachelors and they have very

short teaching experiences. All the above restrict the multimedia teaching method

from becoming, popular in college English teaching. Moreover, many men of insight

have realized that our country should make innovation to the

The modernization of teaching media is not equal to teaching optimization.

The determinant of teaching, optimization doesn’t rely on using whichever media

but the education conception. No matter how powerful the modern education

technology is, it is only a kind of technology, and it only provides a kind of

possibility. The reason why a good teachers teach well is that he can inspire the

students’ strong study desire and arouse their study interest. Even though this is still

the teaching of a teacher, it is different essentially. The essential difference is that a

good teacher has syncretized of a teacher’s idea is far more important than a kind of

teaching method.

With the popularity of computers and the continuous development of English

teaching software, multimedia teaching, mode based on network circumstances will

certainly become the main teaching method of college English teaching. The former

teaching method depends on a book, a pierce of chalk and a tape recorder and the

teacher’s main teaching aim in class is to impart language knowledge. Nowadays

English teaching based on network circumstances brings the advantage of network

into full play, and its main aim is to impart language knowledge, study methods and
 35

application skills. So the students’ interest of self-study English will be strengthened,

their ability of speaking and listening to English will be also heightened.

Cohen & Holzman Benshalom, (2012) and Bracey (2011), relate that

multimedia of the 21st century relates to a wide variety of hypermedia technologies

consisting of networks of related text, graphics, audio files, and/or video clips

through which users navigate using icons or learning process, because they are able

to more tangibly control the types of information that rely upon when working to

solve a given problem.

There are many applications for multimedia technology in the classroom.

Teachers are discovering ways to speak students’ interest and motivate them to

discover by incorporating a wide variety of software designed classroom

presentations that are visually descriptive and relevant to the content material.

Students are also becoming more involved in the learning process by exploring

multimedia such as CD-ROM based textbooks, tutorials and laboratory experiments,

as well as, a diverse arena of Internet-based telecommunications and on-line

experiment. The possibilities seem limited only by the imagination and

determination of the teachers and students involved. Integrating multimedia

technology into instruction seems to be a solution to the problem seem limited only

by the imagination and determination of the teachers and students involved.

Integrating multimedia technology into instructions seems to be a solution to the

problem of student’s motivation and involvement in classroom activities.

 36

However, there are several key considerations that should be examined before

implementing multimedia technology as an educational tool. First and foremost, the

teacher should determine the purpose or expected outcomes that he or she hopes to

achieve by using multimedia. The flexibility of multimedia could be capitalized upon

to offer the learner opportunities to modify and influence the nature of the learning

process itself by providing problems, scenarios and simulations that allow the

learners to progress along various levels of thought, manipulate the basic parameters

of the situation, and test out alternatives that might not otherwise be possible with

traditional instructional methods. To assess many of these attributes of multimedia,

educators need to explore how learners and its users interact with content and

processes as well as each other; short-and long-term goals; intended and possible

unintended outcomes; the riches, depth, and multidimensional nature of the

different forms of multimedia technology, and the potential for mixed

methodological evaluations utilizing the diverse range of interactions allowed by

multimedia. Altschuld (2005) cited that teachers need to realize that students who

interact with multimedia at various levels of Bloom’s taxonomy generally

outperform and retain knowledge and understanding of material significantly better

than individuals whom only utilize lower levels of thinking. Another main

consideration that should be evaluated is the use of multimedia as a “stand alone”

technique that utilizes a wide variety of not only teaching tools but also strategies.

One last concept that educators need to understand before using multimedia is that
 37

learning styles among students vary, and the way in which individuals interact with

multimedia technology and its associated assessments also differs.

Some authors opened that based on the view that a student’s knowledge exists

in the brain in meaningful “chunks,” such that the recall of a particular piece of

information is stored in connection with many related concepts. When new

information is learned it is incorporated into these ‘chunks,” an as often times is the

case, concepts can be incorrectly incorporate into a student’s cognitive schema. The

schema as described by Vacca and Vacca (2009), is the technical term used to describe

how people organize and store information into these chunks. Since a student’s

schemata greatly influence his or her acquisition of information from storage and

elaboration of that information, it is important for educators to find ways of

providing students with learning techniques that will enhance the incorporation of

concepts into the correct chunks. Students need to see repeated variations of a

concept and be actively involved in the learning process in order to assimilate new

information into their cognitive schemata and correct any flaws that may occur. This

seems like the perfect implication for the use of multimedia technology in the

classroom. However, in order for multimedia to be effective in organizing cognitive

schemata, it needs to be arranged so as to engage students at the higher level of

Bloom’s Taxonomy.

The following outlines some of the basic for integrating multimedia into

classroom activities as described by Vacca and Vacca (2009).

 38

 Interactivity –students are capable of manipulating texts, and text is responsive

to student’s interests, purposes, and needs.

 Communication –telecommunication networks enhance electronic text

interaction with other throughout the world.

 Information search and retrieval-a wide range of information resources and

search capabilities enhance student research and information gathering.

 Multimedia environment –images, sound and text are highly engaging and

extend students’ understanding.

 Socially mediated learning –students collaboratively construct meaning as part

of literacy learning:

Ludwig, Daniel, Froman and Mathei, (2015) emphasized the potential

pedagogical value and rationale for using classroom media in these three points:

 To raise interest level –students appreciate (and often expect) a variety of media

 To enhance understanding-rich media materials boost student comprehension of

complex topics, especially dynamic processes the unfold overtime

 To increase memorability-rich media materials lead to better encoding and easier

retrieval.

The interactivity of the technology environment is like no other process save

that of actually performing hands-on scientific laboratory experiments, which are often

time extremely time consuming and expensive for teachers. The hypermedia

technology that is core to many of the interactive capabilities of multimedia provides

students with the opportunity to explore a wide variety of avenues pertaining to

 39

concept and topics being discussed. Through sound, graphics, photographs, video and

text-linked media called hyperlinks, students are able to individualize their study in

order to accommodate their own particular interests and ideas. Teachers can

incorporate these characteristics of multimedia technology into their lesson plans in

order to offer students a wide range of motivating information on a selected theme, as

well as, questions and problems that tap into a students ability to think at all levels of

Bloom’s Taxonomy.

As reported by Levin and Thurston (2006), building on multimedia ability to

connect to places all over the world by using the Internet, students as well as teachers

are taking advantage of E-mail (electronic mail) systems and telecommunication

networks that put them into contact with experts in different fields of science, as well

as, other students who may be working on similar classroom projects. Through the use

of writing communities, science communities, and teacher education communities;

teachers and students can interact and explore ideas with people from around the

world. Students who engage in network communication produce better quality writing

that builds on a more diverse realm of problem solving and thinking strategies

compared to traditional methods of paper-based writing. They also state that

telecommunications can shift the focus from whole-group to small-group interaction, it

can mark a shift from lecture to coaching; it enable teachers to do more one-on-one

work with students; and it encourage teamwork, collaborative inquiry and

individualized instruction. However, despite the tremendous potential of classroom

implementation of telecommunication resources, it also seems clear that the mere

 40

availability of telecommunication does not assure its infusion into educational settings.

As a result, teachers need to be aware of the implications of multimedia technology for

enhancing classroom instruction and achievement, and they need to be actively

involved in the development of programs that provide these valuable resources to

students.

Using the Internet as a means of information search and retrieval is another

highly diverse implication for the use of multimedia technology in the classroom. The

world changes on a daily basis, and in order for teachers and students to stay abreast

of current implications of these changes in their lives, they need to be able to explore

up-to-date information that is not informative, but that evokes further exploration and

inquiry. Through the use of research centered, organization affiliated, or personal web

pages, students and teachers can access a wide range of information on any topic being

discussed. By utilizing search engines, information on any topic can quickly be

retrieved from web pages around the world. Bracey (2006) described how resources on

the Internet allowed students to explore various topics relating to geology, and as a

result, students were motivated and empowered to contact their own mentors for

advice on completing classroom projects. Lynch and Walton (2012) also described their

findings when their students were allowed to use the Internet to search for information

relating to environmental issues. They discussed that students were concerned about

the real world and how its problems affected their future. The students used the

Internet to help answer their own questions as they developed their problem-solving

expertise. It is obvious that the Internet contains rich, real-time scientific data and
 41

activities, but without the knowledge of how to implement these activities into

classroom material, teachers are going to have a hard time coping with this emerging

technology. As a result, teacher training and professional development is imperative

for multimedia is a powerful tool, but the real power of multimedia comes from the

unique strategies that teachers utilize in order to incorporate this technology into their

curriculums.

The class plan is perhaps, the most important resources for the successful use

of multimedia materials, because it guides the selection of media and provides the

context for each media. Conceived of in this way, multimedia programs and materials

are tool to direct attention and emphasize key point that are best understood visually

rather than all-purpose guides for every point of every lecture. Instructors who begin

integrating multimedia into their classes often report that the media use forced them to

improve the organization of their class sessions –which may be an added benefit to

students.

Many instructors use Powerpoint, Keynote, Flash, or a series of linked web

pages to organize and present their lecture outline and media. Because Powerpoint is

available on nearly 100% of classroom computers, it has become the organizing tool for

most instructors.

One major objection to integrating slide ware fully into classroom courses is

that it rob instructors of their flexibility –to diverge from the topic, or to go into more

depth on one topic, or make an adjustment in response to student questions. The

perception of loss of flexibility is related to the amount of planning that it takes to

 42

develop a slide were presentation. Once develop, instructors feel that they have to stick

to one order and get through all of the content. But there are ways to get around this

situation. Remember that less is better when it comes to slide ware. By creating guiding

bullets as opposed to paragraphs of text, maximizing clarity, strategically including

visuals for specific impact rather than just because they may be cute, and minimizing

distraction, the slide ware becomes more of a guide than a script, allowing instructors

to take charge of the flow and use the program to direct it.

There are times, however, when one may want certain resources available just

in case students have a particular question or you want the opinion to talk about a topic

at greater depth. Again, slide ware does not have to be linear and can be made to

accommodate many contingencies. Such flexibility can be accomplished by creating

custom shows or menus of links to specific slides that you may or may not choose to

access.

Although it requires more effort to locate and insert these types of materials

research suggests that these materials have a particularly powerful impact on student

learning, according to Mayer and Moreno (2010). As one goes over the material you

want to present in class, look for suitable ready-made animations or video segments

that could plug into the presentation. If there’s no acceptable animation, one may create

yourself, using the simple animation tools built into a Powerpoint or computer.

In examining large scale state and national studies, as well as some innovative

smaller studies on newer educational technologies, Nicholes (2015) found that students
 43

with access to any number of technologies, show positive gains in achievement on

researcher constructed tests, standardized tests, and national tests.

Astlectner, et. al (2004) as cited by Salandanan (2016) examined the integration

of standards-based video clips into lessons developed by classroom teachers and found

increases in students achievement. The study showed an average increase in learning

for students exposed to the video clip application compared to students who received

traditional alone. They concluded that technology has positive benefits on achievement

as measured in the achievement test. The program is designed as a comprehensive

approach to assist teachers to integrate multimedia technology. Participating teachers

received classroom equipment, and over two hundred hours of professional,

development. In addition to traditional workshops, eMints training includes peer

coaching for individual teachers. The power of multimedia technology was directly

reflected in the test scores students who took the Assessment Program test. Results

show that a higher percent of students scored in “proficient or advanced” categories

when compared to those who were not the eMints classrooms.

Teachers rely on instructional materials in every aspect of teaching. They need

materials for background information on the subject they are teaching. Young teachers

usually have not built up their expertise when they enter the field. Teachers often use

instructional materials for lesson planning. These materials are also needed by teachers

to assess the knowledge of their students. Teachers often assess students by assigning

tasks, creating projects and administering exams. Instructional materials are essential

for all of these activities.

 44

The 21st century learners are truly up-to-date in utilizing different multimedia

presentation such as animation, web designing, power point presentation through GIF

, and many others. In this aspect, the lack of teacher training is one of the obstruction in

achieving the desired performance level of the learners. It is a challenge for teachers to

be fully equipped with this kind of instruction to become more innovative, creative and

effective in designing their own mode of teaching using the different multimedia tools

and approaches.

They should be able to incorporate technology in the classroom for the day-to-

day teaching because it is where they can harness the interest of the student in learning

that would provide vivid impressions and positive attitudes towards the teaching-

learning process. They would appreciate the use of technology in their learning and

could apply it in today’s fast changing world. Jonathan O. Ectuban (College of

Information and Computer Studies, University of Cebu, 2013) said that the proper

utilization of this tool, could positively increase teachers motivation, help produce

quality learning, and thus be of quality enhancement rather than cost saving.

Furthermore, by integrating technology into instruction, teacher presentations come

alive and teachers are better able to capture and keep the attention of students. Ashvini

(2013) said that it provides the students chances for interacting with diverse texts that

give them a solid background in the tasks and content.

Woolfolk (2013) stated that the primary goal of integrating technology into a

classroom is to support student learning. The golden rule for technology integration in

any classroom is that they do not need to re-invent the wheel but focus on identifying
 45

centers of expertise where existing resources are available to adapt and build one. They

cannot deny the fact that technology plays a vital role in motivating the students to

make

Wearable technology in the classrooms have dramatically increased in the

past and is expected to rise at a speedy rate over the next four years. The website –

Education World cited a few possible application in education, (Casita, 2017).

Recording practice videos. Student can wear glasses while solving a Math problem.

While doing so, the process is being recorded with an accompanying voice over which

can be emailed to parents.

For diagnostic videos. Student can wear glasses and record activities such as

applying a certain painting style or building something. This allow teachers to review

students’ motor skills.

To record students’ presentations and performances for later viewing.

Tool for students to create visually-rich presentations.

Quick voice-based search for teachers for related topics or past class material,

which can then be screencast to students or to an overhead projector.

For live field trips, to supply information and instructions to a group from an

app that a teacher would control –say on a smartphone or tablet. Since the glasses have

GPS, teachers could monitor students during field trips. To encourage remote group

among students, or for students to help each other with homework. For remote

tutoring, where tutor and student can use paper at both locations instead of screen

sharing software.
 46

Teachers can record their own teaching process and use the video for review,

or provide them to student teachers for their learning purposes –either as a live

broadcast or for later viewing. For assessing the performance of students teachers, who

would wear the glasses and record their classes. With the potential benefits to education

that are simply too tremendous to ignore, 21st century cutting edge technology reach

the Philippines educational scene especially now that schools are in the middle of the

widespread use of tech as a tool in enhancing the teaching-learning process.

The program also deals with the development of functional literacy level that

stresses the use of reading to learn new information and to perform job-related task.

Knowing how to select and use strategies for reading help the students deepen their

academic life. This will also encourage the advance readers to empower the reading

skills of the slow readers.

As Lauren Gelman (Casita, 2017) said, a love of reading can protect the brain

from Alzheimer’s disease, slashes stress levels, encourages positive thinking, and

fortifies friendships. These may be just some of the reasons why the students should

not cling to the idea of appreciating facebook all the way. Once it becomes a habit

among the students, it will gradually erode the importance of reading essential

materials that will help develop their future. Rather, they will be oriented with the word

wars of various celebrities, politicians, and other personalities and be even aware of

problems and conflicts that are not tailored to their innocence. Obviously it is a waste

of time and cause to procrastinate all other important things to be done.

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If teachers want to understand the world of students, they must be willing to

immerse themselves in their world. They must embrace the new digital reality. If the

teachers cannot relate if the teachers do not get in, then they will not be able to make

schools relevant to the current and future needs of the digital generation nor direct their

students on the right path that they need to take because dealing with the 21 st century

learners is the real challenge. In terms of getting the students working together and

motivating them, the teacher is still the most important.

Modern educational technology, characterized by more information and

stronger intuitive, is a combination of modern education and modern technology, the

development of modern educational technology or not only promotes the development

of educational methods and means, but also promotes the development of educational

thinking and model. With the rapid development in the educational undertaking, more

and people say much attention on multimedia teaching which belongs to modern

education –the classroom teaching. Multimedia appears in methods have become more

inclined to multi-media teaching methods, and demonstrate its superiority in teaching.

We can say that modern educational technology must lead to development of multi-

media teaching. According to Bautista (2013) only multimedia teaching can develop

and improve the modern education technology well.

There is no doubt, with the global economic development and strong social

competition, schools pay much attention to quality education. Multimedia is one of the

ways to promote the development of quality education. Multimedia English language

teaching can enable students to be involved in a variety of sensory organ in the learning
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process and stimulate the students in the corresponding cortical function area. This

stimulation is favor of understanding and memorizing knowledge, produces better

learning outcomes, and improves classroom efficiency, thus breaking the traditional

English teaching. Multimedia English teaching provides a good educational platform

and add vigor for quality education, enabling students to change and update provides

a good thinking from the traditional teaching, thereby enhancing the quality of all

aspects (Li, 2010).

Cognitive psychology studies have shown that 94% of the information

learned through the visual and auditory access, of which 88% is obtained through the

vision 12% through hearing. It is obviously that the visual organs are the most

important informed organs of human (Medina, 2011). Under the present circumstances,

only the multimedia teaching system can fully mobilize the students’ audio-visual and

other sensory organs and thus get the best of the cognitive effect. Therefore, using

multimedia teaching is very necessary, especially in Literature teaching, only effective

co-ordination of multimedia can better complete the teaching task.

With the rapid development of science and technology today, as well as the

theme of globalization and economic integration, multimedia teaching has gradually

entered the day-to-day classroom and has been especially well-promoted and popular

in schools. It is known that the term “multimedia” was coined as a result of

technological development, it is the combined form words “multiple” and “media”,

while its counterpart is “monomedia”.

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There may be different definitions in terms of “multimedia”, but it basically

includes using such elements development as multimedia wall, charts, slide projector,

video, television, networks, Powerpoint, Email, language, laboratories, libraries and

multimedia reading rooms. Generally speaking, the core of multimedia teaching is

using the computer, based on the current information, to create a platform of exchanges

and communication between teachers and students through sound and text. In this

way, teaching effectiveness and quality can be improved based on specific and three-

dimension teaching.

Multimedia teaching stresses the role of students, and enhances the

importance of interaction between teachers and students. A major feature of

multimedia teaching is to train and improve students’ ability to listen and speak, and

to develop their communicative competence. During this process, the teacher’s role as

facilitator is particularly prominent. Using multimedia in context creation creates a

good platform for the exchange between teachers and students, while at the same time

providing a language environment that improves on the traditional classroom teaching

model. In this way, teachers in the classroom no longer blindly input information and

force students to receive it in a passive way. Instead, the English context from

multimedia creation enables students participate actively during the process.

Therefore, in this context, English teaching methods gradually diversify and bring

students enthusiasm into full play guidance from teachers. It is evident that using

multimedia for context creation in English improves teaching efficiency and quality.
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Multimedia teaching creates a context for literature teaching. This method

make class lively and interesting, as well as optimizing the organization of the class.

Multimedia has its own features such as visibility and liveliness. During the process of

multimedia English teaching, sounds and pictures can be set together, which enhances

the initiative of both teachers and students. When using multimedia software, teachers

can use pictures and images to enrich the content of classes, and also imagine different

contexts in the process of producing teaching courseware. Students in the class can use

multimedia to understand the class in a clear way. Through the whole interactive

process, it is apparent that using multimedia in nurturing students’ interest in learning

English, as well as enhancing teachers’ interest in English teaching.

Related Studies

In the Philippines a number of studies were conducted on the use of

multimedia in teaching. The findings in the study made by Orobia (2003) as noted by

Piandong (2005), on “Multimedia Instructions and the Domains of Human Learning”

found out that a learning tool can effectively increase academic performance (cognitive)

but did not develop students’ attitudes (affective) and did not improve psychomotor

skills in Natural Science 2b.

Sampaga (2000), studied about “Computer-Aided Instruction and Students’

Academic Achievement in Biology I” and cited that computer-aided instruction

significantly affects students’ performance in Biology I. This led to the conclusion that

there is mean gain score between students exposed to computer-aided instruction and

those exposed to traditional lecture method. Moreover, Malonzo, (1999) in her research
 51

on “Participatory Programmed Instruction and Achievement of Students in Algebra

revealed that there is no significant difference between the achievement of students in

College Algebra as measured by the mean gain score of the Control and Experimental

Groups but there was a significant difference in the attitude of students towards the

methods used in teaching College Algebra after the treatment in the Experimental

Group. The positive attitude was evident in students who underwent Participatory

Programmed Instruction as shown in the results.

Sumampong’s (2009) study revealed that the students exposed to multimedia

as integrated in teaching English 101 gained better learning as compared to those

exposed to the traditional method. Traditional method of teaching is not as effective as

compared to newer strategies in teaching such as the utilization of various media to

enhance learning. The use of multimedia provides multisensory approach to teaching

Viewing and visually representing are recognized as literacy/language skills and the

integration of multimedia in teaching English have raised the achievement level of the

group exposed to it.

The aforementioned literature and studies have contributed much in the

preparation of this research. The discussion in the succeeding chapters were made

relevant and comprehensive due to the insights gathered from those sources.

Conceptual Frameworks

The research is anchored from the works of Ashivini (2013), Bautista &

Bautista 2015, Castia, Mary Grace (2017) and Medina (2011) on integrating multimedia

in English instruction an appropriate technology rich classroom environment to

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increase literacy skills in listening, speaking, reading and writing. This is achieved

through the infusion of visuals, videos and multimedia in classroom activities. Well-

designed audiovisual presentations are effectiveness look for curricular instruction that

can solve many educational problems, particularly those that involve dynamic events

or processes difficult to describe fully in print or still illustrations, and provide students

with a much clearer model or dynamic processes. Some principles anchored by the four

authors are:

1. Principles of Systematization. The purpose of Literature teaching is the

development of students’ Meaning Potential, which uses the cultural significance of the

target language to raise the English communicative competence. Students learn the

principles of cross-cultural communication and practices of special meaning systems,

behavior, and choices in the language according to the context by the use of technology.

The aim of English teaching is to provide students with such a learning environment

and conditions. Multimedia and network teaching also provide a more advantageous

condition for the development of Meaning Potential to students. Through the

background and introduction processes, students improve their Meaning Potential in the

various language networks in the project in the project through learning and

memorizing; through the construction learning process, students put these projects in

the appropriate places in the system, from which the students learn the project by heart;

through the choice learning process, students learn to choose their own language

according to their needs, composing the communicative structure for the language

environment, and grasping the Meaning Potential of the language.

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2. The Principle of Authenticity. The real context can meet students practical

needs in communication. During the process of implementing context into language

teaching, students will gain a profound feelings for language learning; we believe that

it is a convenient and effective measure to provide real context through a multimedia

network. Teachers have various choices of technology multimedia software, videos,

films, slides, photographs, and other media. They can also use multimedia tools to

provide vivid materials, creating real contexts and giving background information in

order to help students to create an atmosphere of participation and exchange in

different contexts. This method of context creation brings students into the real

situation of communication and provides Context, Correlation, and to make it a benefit

for changing knowledge into practical skill.

3. The Principle of Appropriateness. Multimedia and networks are

characterized English teaching in context creation, English teachers should involve

their own sincere feelings in the classroom and make use of technology multimedia to

stimulate students’ emotions. This is a joint method, term memory and communicative

competence. In order to optimize multimedia English teaching in context creation in

terms of the appropriate selection of information, we should take care to classify and

organize effectively and make choices according to students’ needs. Otherwise, there

will be too much information for them. Moreover, attention should also be paid to fit

students’ different requests when designing the curriculum, following the process of

information exchanges. For example, when setting the curriculum, it should be known

that the difficulty should be slightly higher than the students’ actual level. It is true that
 54

appropriate, control of the type and amount of material, as well as making good use of

time, and can be more effective when learning English through multimedia language

teaching.

4. The Principles of Interactivity. During the process of in-classroom English

multimedia teaching, is believed that the goal of teachers and students is to achieve

exchanges in the real language context. Teaching content should consideration of how

to achieve interaction between teachers and students, among students them students

and modem technology .Through these different these personalized learning,

collaborative learning, and other modes of learning can be combined in order to help

students to take the initiative. Through this process, students can discover ideas and

methods, and learn how to solve problems by themselves. This method of language

teaching provides various ways to promote the growth of students’ creativity,

cooperation, and interaction. It also makes multimedia language teaching and learning

active and vivid, from which we can see that the interactive exchange of information

reflects the characteristics and advantages of multimedia teaching in context creation.

5. The Principle of Coordination. During the process of optimizing multimedia

English teaching in context creation, it is inappropriate to change the classroom into a

platform for information exchange between students and modern machinery.

Multimedia language teaching is not simply a means of introducing multimedia.

Attention should be paid to coordination between teachers and students, teaching

materials and methods, theory and practice and multimedia teaching and the real

learning environment. Students learn to take the initiative to promote exchanges with
 55

teachers, and vice versa; it is not appropriate to apply too many teaching methods or

provide too much courseware to students. It is important to choose the most suitable

teaching method for creating a real teaching and learning environment to help

students gain the most intuitive and cultural information using various functions and

forms of multimedia presentation. In this way, students can develop self-confidence

in communication and improve their overall English skills.

6. The Principle of Pluralism. Pluralism with Intelligence requires teachers to

choose and create appropriate and comprehensive educational methods to promote

the full development of students based on the educational content, their intelligence

structure, their interests, and their different characteristics. Teaching English in order

to create a multimedia classroom context not only restricts but also affects the students’

own intellectual development. English teachers should constantly make use of the

advantages of multimedia teaching to update English teaching concepts and teaching

strategies, and produce scenario style, animation-style, case-style, analogue-style, and

game-show-style films as self-supporting material to inspire students. This will create

multimedia English teaching context conducive to the development of Multiple

Intelligence (Gardner ,1983) (Note3 ) as cited by Salandanan (2016) as well as

diversifying the teaching forms, to fully motivate students to capture and understand

the information, and encourage them to learn English. This is an effective way of

promoting students’ all-around development of intellectual awareness, and to

maximize their potential for intellectual development.

 56

7. The Principle of Intelligibility. The process of understanding discourse is the

process of the context establishment. An effective way to understand the discourse is

to choose and establish an appropriate context to get people involved in the context.

This includes communicative context, communicative environment, and

communication based on common sense. English teachers should socialize and

contextualize the multimedia classroom, as well as trying to transplant the real use of

English into an in-classroom multimedia environment to improve students’

interpretative skills. It is helpful for teachers to use the characteristics of contexts in

teaching materials to enable students to learn when and where they should speak

English in line with the discourse and ultimately improve their English language skills.

Teachers can also use multimedia to help students to predict the text in order to grasp

the context and enhance their comprehensive skills. From a practical context to

language understanding and usage based on different types of traini ng, students may

improve their communicative competence effectively in different contexts.

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Independent Variables

P
R
Integration of Technology O P
F R
I O
C P
in Teaching I O
E S
N E
T
Literature D
L
E I
V M
E P
L R
O
Experimental O V
F E
G D
R
Class A
I
D
N
E
S
Traditional Method 9 T
S R
T
U
Control class C
→ U T
D I
E O
N
N
T
S

Fig. 1, The Schematic Diagram of the Study

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Statement of the Problem

The primary purpose of this research is to investigate the usefulness literature

in teaching literature in third year education students of Andres Soriano Colleges of

Bislig , SY 2016-2017: basis for improved instruction.

The sub-problem dealt on:

1. What is the pre-test proficiency of third year Education students in

literature in the area of:

1.1. Prose Fiction

1.1.1 Myths Legends

1.1.2 Parables

1.1.3 Fables

1.1.4 Novel

2.1. Poetry

2.1 Lyrics Poetry

2.2 Narrative Poetry

2.3 Dramatic Poetry

3.1. Drama

3.1 Tragedy

3.2 Comedy

3.3 Romantic
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4.1. Non-Fiction Prose

4.1 Autobiography/Biography

4.2 Diary

4.3 Editorial

4.4 Essay

2. . What is the performance of Third year students during the prelim, mid-

term and semi-final examinations?

3. What is the effect of using technologies in the post-test performance third

year education students in Literature?

4. What is the attitude of students in the usefulness of technologies in

teaching and learning literature?

5. Is the increase in English proficiency of students from the pre-test to the

post-test significant?

6. Is there a significant relationship between the proficiency level of students

in literature and their attitudes in learning with the use of technologies?

7. What intervention can be proposed to enhance the proficiency level of

education students in literature?

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Hypothesis

These hypothesis were tested at .05 significance level.

Ho1: There is no significant mean gain on the performance level of

students during the pre-post tests.

Ho2: These is no significant relationship between the pre-post tests of

students and their attitudes toward literature.

Significance of the Study

The relevance of this research develops students’ awareness of the reading

process and strategies by asking them how they think and talk about what they read

to improve their reading comprehension.

School Proficiency Administrators. They can allow teachers to use

technologies and provide specific teaching strategies in teaching literature in all year

levels. Besides, they will affect a reading program using literature in all lessons.

Principal. They can allow the teachers and students to implement varied

technologies which are viewed as durable and sustainable classroom activities.

technologies like (CI), videos, computer create positive classroom community where

students strengthen their confidence as readers.

Teachers. They can show to technologies promote inquiry, curiosity, and

encouraged learners to relate texts read to personal experiences. They explain how

and why students use the strategies. Further, they can help the students develop both
 61

the ability and confidents to handle communication situations which they may

encounter beyond the classroom.

Students. The students will be encouraged to evaluate their reading

comprehension and self-respect their use of literature circles as well as display

qualities of confidence, leadership independence and love to read books for

recreation purposes.

Parents and Community. The parents and community will be able to see some

changes among, their children in terms of their love and joy for reading books,

newspaper, and magazines. Moreover, they can inspire their children to apply the

moral lessons they learned from selections/stories/texts.

Limitation of the Study

The use of technology was made cautions not to cloud any judgment based

from assumptions. The collection of data like observations, documents from students

outcomes, interviews, and reflective journals were triangulated.

The respondents were confined to the literature classes of Third year students

of Andres Soriano Colleges of Bislig.

The time frame was set for five months, SY 2017-2018.

Definition of Terms

The following terms are defined for clarity of some

Cognitive strategies. This points to the mental processes and behavior which

learners use to help improve their ability to learn, particularly those which they use
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with specific classroom tasks and activities. These cognitive strategies include:

predicting, using background knowledge, guessing the meaning from context,

summarizing and creating visual images, or taking notes to help them learn new

information.

Inferring. This points to the reader’s prior knowledge and information

explicitly stated within text to formulate a conclusion about what the author is

stating.

Information and Communication Technology (ICT). This problems refers to

the adaptation of basic elements of information and communication technologies

which can improve students learning and give positive impact on the students

achievement.

Metacognitive strategies. This points to the set of reading, tactics through

which learners are capable of becoming, aware of their mental process. It involves

thinking about the mental operation used in the learning, process, monitoring or

controlling learning, while it is taking place, solving, problems and evaluating

learning, after it has occurred. The metacognitive strategies the learners may use

when they are include: planning the task and content sequence; focusing on key

words, phrases and ideas; asking questions to clarify meaning ad deciding which

strategy to use to solve the reading problems.

Reading comprehension. Refers to the ability to understand the texts and

students read and what the writer try to convey to them. in this study, the researcher
 63

used the reading texts/stories found in the textbooks or novel to assess the students’

reading comprehension.

Reading comprehension strategies. This points to the base of inductive

method HOTS and varied instructional materials, corollary with the dimensional

approach, reading, aloud, sustained student reading and dialogical thinking reading

lesson.

Synthesizing. The points to how students put into words an accurate retelling

about what was just read. It involves the integration of analyzing, retelling, inferring,

summarizing, connecting information to prior knowledge and evaluating. The

collaboration of these skills provide a deeper level of meaning for the reader and

allow critical thinking occur.

Technology. This points to the e-learning system of learning/ICT and the use

of LCD, videos and other interactive in multimedia in teaching and learning

literature.
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CHAPTER 2

RESEARCH METHODOLOGY

This chapter gives the impression and clear visual on how the research is

conducted. It incorporates the research design, the research locale, the subjects of the

study, the instruments used, the research procedure, and the statistical treatment.

Research Design

The experimental research design was used to investigate the integration of

technologies in teaching literature to college students. Two groups were involved in

this study, the experimental and control group.

The design is appropriate in order to evaluate the effectiveness of a treatment.

This comparison is one between the two groups that are treated exactly alike except

for the variable of interest (Aiola, 2009).

The true pre-test post-test experimental and control group were used. The

experimental group was given an invention or treatment, while the control group

was using the direct method.

Research Locale

The study was conducted in the Teacher Education Program of Andres

Soriano Colleges of Bislig. The school is non-sectarian, non-profit and the oldest

institution in Bislig City. It has a total of 320 students in the department.

The program is manned by a dean or PHD holder with fifteen instructors an

administrative staff and utility worker.

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The Subjects of the Study

The whole enumeration data was used. This is composed of the two sections

of grade nine students. However, in giving meaning to the two groups, a coin was

tossed. Thus, the experimental class was composed of 42 students and 40 students

for the control group or a total of 82 pupils.

Table 1. The Subjects of the Study

Groups N

Experimental Group 42

Control Group 40

Total 82

Table Instrument Study

The sample adaptive from Regional and Division Test taken from Module 3 of

the Educational Measurement Information System (EMIS) were used. The test

questions were reviewed and revised form was submitted to the English Division

Supervisor through the principal for evaluation and validation.

The test was made of sixty (60) multiple choice items with four options as

found in Appendix C.

The pre-test to both group was given on July 20, 2016, while the post-test was

administered on February 16, 2017 or twenty-four weeks after the conduct of the

study.
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The Research Procedure

Both classes were administered homogeneity test in English as baseline data

for improvement. The unified quarterly test for both classes and post-test were given.

1. Teacher presented the topics in form of inductive, using springboard

communicative language approach, reciprocal or integrated approaches.

2. Students formed four groups consisting of ten/eleven member

heterogeneous teams within the group engaged themselves in intensive

cooperative study or Student Team Achievement Division (STAD) of the

learn materials by studying, workshops and drilling each other with the

leader and secretary in each group.

3. Teacher gave reading block or book talk with questions observing the five

levels of questioning/dimension.

4. They were made to deeper and extend their initial understanding, with

peers, internalized information and textual elements are scrutinized.

5. Students work in teams to tackle the academic tasks. The interactions

within the group is controlled by the members themselves. They were

instructed to discuss in group during their free time and gave short quiz

within their gauge.

6. The average score of members of each team is accountable for the team’s

mark. Each individual learner is accountable for his/her learning.

7. The group reflects on an evaluates the group process they underwent. They

were made to infer, make connection, visualize and synthesized.

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8. Each group presented their output in the class. Interactions followed and

the teacher enriched/reinforced the book talk/text of each group.

9. Teacher gave formative test and identified weak points and mastery level.

10. The teacher recognized and rewards the best three teams and gives more

concern and monitor closely to the teams with lower marks.

11. Teacher gave assignment.

In the control group, the students sat individually and not in group

throughout the lesson. The treatment for each lesson involved the

following steps:

1. The teacher presented the lesson in a form of direct method and

demonstration.

2. Students listened to the teachers, recited and wrote down notes.

3. Students asked the teacher questions on areas of the topic that is not

clear.

4. The teacher asked questions and the students answered individually.

5. Formative tests and summative tests were given.

Statistical Treatment

For problems 1 and 2 the mean and mean percentage were computed.

For problems 3, 4 and 5, chi-square, Z-test and the t-test.

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