VICTOR JOEL SANDOVAL SAMAYOA

BENEFITS OF USING MULTIMEDIA IN

THE TEACHING LEARNING PROCESS

MARIANO GALVEZ UNIVERSITY PRESS

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CONTENTS

Chapter 1 Technology for teaching……………………………………………………………………………………………………………………………04 Chapter 2 MultimediaProjects………………………………………………………………………………………………………………..08-16 Chapter 3 Critics´circleproject………………………………………………………………………………………………………………..17-23 Chapter 4 MultimediaProjectTypes…………………………………………………………………………………………………………..24-47 Chapter 5 7 Principles of good practice in technology…………………………………………………………………………………….48-57 Chapter 6 OrganizingInformation……………………………………………………………………………………………………………58-68 Chapter 7 Programs that support teaching with multimedia69-84……………………………………………………………………….69-84 References…………………………………………………………………………………………………………………………85

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PREFACE

My purpose in writing this book has been to provide the most important information about the integration of technology to

the teaching-learning process. This book is intended for those people who want to get a broader approach about the

benefits that multimedia brings to both teachers and students in the teaching field. I should like to think that this book will

be of some interest also to the general reader who wishes to learn something about modern teaching methodologies.

I am convinced about the importance that multimedia has in education, therefore, through this book I tried to cite relevant

aspects about technology in the classroom as well as some other complementary aspects that will undoubtedly be of big

help to those who decide to read this book.

It remains to me to acknowledge my indebtedness to those who have assisted me most directly in the writing of this great

book. When I first learnt about technology in education, I had the inestimable good fortune to come under the personal

help of my great teachers: Silvia Sowa, Yvette Menéndez, Evelyn Quiroa, Karen Gudiel and Federico Salazar. There is

much in the present book that I have learnt from them. I should like them to look upon this book as a tribute from their

pupil. I also thanks my classmates for sharing information with me and my parents for their support and patience. To all of

them I express my appreciation of this very valuable assistance. Finally, but not the least I want to thank God for having

given to me the opportunity to learn about this interesting topics that are helping me in my teaching journey.

Guatemala, 02 October 2011. V. S.

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CHAPTER 1

TECHNOLOGY FOR TEACHING

EDUCATION’S HOPE FOR TECHNOLOGY

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Over the past fifty years or so, teachers and parents have read and heard forecasts of an impending educational

revolution each time a new technological innovation arrived on the scene.

Now, the computer is being hailed as the next technological innovation to have a major impact on the educational process.

Modern education, in fact, has sustained a long-term interest in the use of educational technology as a means to design

more efficient learning opportunities for students. As a matter of fact, in 1970, the Commision on Instructional Technology

stated its conviction that ―technology can make education more productive, more individual and powerful, make learning

more immediate, give instruction a more scientific base and make access to education equal. Nevertheless, the fate of

the computer is still unknown, and the struggle to find the most appropriate role for technology continues.

THE DILEMMA OF TECHNOLOGICAL INNOVATION

IN EDUCATION Educational change is a difficult and complex process; consequently, claims predicting changes in teacher practice and

student learning begin to dominate the literature in a wave of enthusiasm for the new technology, and efforts are made to

bring these technologies and visions to the classroom and in order to do so, teachers are the ones who must develop

strategies to maintain control, teach a prescribed content, capture student interest in that content, match levels of

instruction to differences among students, and show tangible evidence that students have performed satisfactorily.

Teachers must also ration their time and energy to cope with these demands, and certain teaching practices have

emerged as resilient, simple, and efficient solutions. Therefore, the tools that teachers have to add to their repertoire are

those that are simple, durable, flexible, and responsive to teacher defined problems in meeting the demands of daily

instruction.

Education urges for an overall innovation, technologically speaking, but what we need to know first is that sometimes we

think that only for having acces to the internet, projectors, radios, televisions, and especially computers, we are innovating,

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since it is necessary to say that not only for using all of those technological aids, we are doing a good job, but we need to

learn how to use them in the correct and better way as well in order to get the results expected, since sometimes those

resources are scarce and teachers are not always skilled at their use.

TECHNOLOGY’S PLACE IN EDUCATION

Students who had computers at home submitted much more complex assignments, spent many more hours completing

assignments, showed greater enthusiasm for their learning, and demonstrated more pride in their accomplishments.

Teachers who make a range of tools part of their educational practice offer these possibilities to all students.

Technology offers only limited possibilities for solving ―conventional‖ educational problems, but it offers limitless

possibilities for solving ―emerging‖ educational problems. Technology can support learning that is:

Active—Learners are engaged by the learning process in mindful processing of information and are

responsible for the result.

Constructive—Learners can accommodate new ideas into prior knowledge in order to make sense or make

meaning or reconcile a discrepancy, curiosity, or puzzlement.

Collaborative—Learners work in learning and knowledge building communities, exploiting each others’

skills while providing social support and modeling and observing the contributions of each member.

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Intentional—Learners are actively and willfully trying to achieve a learning objective.

Conversational—Learning is inherently a social, dialogical process in which learners benefit from being

part of knowledge-building communities both in and out of school.

Contextualized—Learning tasks are situated in meaningful real-world tasks or simulated through some

case-based or problem-based learning environment.

Reflective—Learners articulate what they have learned and reflect on the processes and decisions that

were part of the process.

As educators, we are confronted with a conundrum. One, conventional school mandates have resulted in a set of

educational practices that are simple, versatile, and efficient but in which the newer technologies offer Little in the way of

helping us cope with existing instructional problems.

Two, new problems are emerging as a result of contemporary insights into learning and from the social shifts resulting

from the integration of technology into our economic, political, and social practice.

Three, there is danger that, as educators, we will miss the opportunities technology offers to enrich the learning and lives

of our students because it creates new problems instead of solving conventional problems.

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CHAPTER 2

MULTIMEDIA PROJECTS

USING MULTIMEDIA FOR

EFFECTIVE EDUCATION

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TOPIC BENEFITS

MULTIMEDIA PROJECTS

a. Help students achieve specific academic objectives. b. Improve higher-order thinking skills. c. Enhance interpersonal group skills. d. Help students learn content by constructing and organizing representations of knowledge. e. Teach students how to make effective use of media and computers. f. Give students the chance to learn meaningfully more than they could learn by writing a report that contains text and images. g. Allow students through the use of links to visualize more relations and organize content in more meaningful ways. h. Help students to learn and practice a wide variety of methods for using hypermedia links to organize information. I. Students learn material more completely, and can remember it longer.

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TOPIC BENEFITS

THE ROLE OF COMPUTERS IN MULTIMEDIA

a. Using a multimedia authoring system programme, students can create buttons, and links very easily. b. Students organize the information by deciding which one they want to place on the screen as well as the buttons and links to interact with the user. c. Help students to carry out activities that were impossible in the past. For example: word processors provide the chance to students to edit their documents at any time they want.

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TYPICAL MULTIMEDIA

This kind of projects

consist of a collection

of computer screens that

contain some or all of

text, graphics, images,

audio, and video allong

with buttons that the user

can choose with the

mouse.

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EVOLUTION OF MULTIMEDIA

Improvements in

the function of

speed, price and

digtal

electronics.

Information is presented in seve- ral media.

Students are more

involved in

creating their own

multimedia

projects.

THEORY

Students learn better

if:

They are actively involved in the construction of their

own learning.

Their senses are stimulated in dif- ferent modalities along with the processes of writing and reading.

They are required to practice both interpersonal and in- trapersonal activities.

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MEDIA

TEXT

IMAGES AUDIO

GRAPHICS

VIDEO

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SELECTING PROJECTS

Variation of projects that

lead students to achieve

their goals.

To take students to analyse and come to conclusions about

the subject matter they are studying.

GOALS

The key to defining or choosing

a project is having clear what it

is needed to be accomplished.

HIGHER –ORDER THINKING SKILLS

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GROUP AND INTERPERSONAL SKILLS

Students learn how to apply

and understand media to

develop their analyisis skills.

Enhance students’ social

relationships by allowing

them to work cooperatively.

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CONTENT OR DISCIPLINE

Ss learn to understand and

use concepts and topics.

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CHAPTER 3

CRITICS ´ CIRLCLE PROJECT

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STEPS TO CREATE A CRITICS’ CIRCLE

STEP 3

STEP 1

STEP 4

Each group holds a

roundtable

discussion of the

movie.

The group creates

its own multimedia

project.

STEP 2

The group makes a

collective decision

on which 3

members will be

ceitics.

Select a movie and

divide the class into

groups of 5 students

each.

STEP 5

The group records

their opinions about

the movie.

STEP 7

The group’s

members also create

icons that they think

illustrate the

respective critics’

opinions.

STEP 6

The group agrees on a

written summary of the

opinions and enters that

summary on the

template’s “Summary

Page”.

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QOLER PEOPLE PLAY IN CQISICR’ CIQCLE PQOJECS

Students create projects in groups, playing the

role of critic, image and icon specialist, analyst.

Teacher selects projects, executes four-step

process, facilitates creation.

Users enjoy and evaluate the projects.

Support staff assists the teacher in setting up

equipment and installing templates.

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WHAT DOES THE CRITICS’ CIRCLE USE?

Voice

Drawings

Images to present informal information that captures each critic’s emotion and mood. It uses an image to

emphasize that each critic is a real individual whose opinion deserves a respectful hearing.

Text to present a formal analyisis and summary.

Icon buttons that invoke links that go from one page to another.

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GOALS OF CRITICS’ CIRCLE PROJECT

Provides attention to spoken and written skills.

Invokes higher-order ormetalevel skills thatinclude recognizingdifferents points of viewand organizingdifferents view.

Invokes using distinct modalities of expression

or media.

Helps students develop the skills to organize and

present record ed speech, written text, images, and

graphics.

Basic teamwork involved in cooperative learning.

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WELCOME TO

BILLY ELLIOS’R

CQISICR’ CIQCLE

PLEASE SELECT A

CRITIC!

CRITIC 1

CRITIC 3

CRITIC 2

SUMMARY

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CHAPTER 4

MULTIMEDIA PROJECT TYPES

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SIMULATIONS

Computer simulation had become so powerful by the 1980s, in fact, that some were beginning to talk about simulations as

a ―third form of science‖, standing between theory and experiment. Consequently, scientists began to recognize the

power of computer simulations to support the research process. On the other hand, educators are now beginning to

recognize the power of computer simulations to support the teaching and learning process.

Computer simulations are replacing textbooks as a means for organizing the essential elements of knowledge.

THE FEATURES AND FUNCTIONS OF SIMULATIONS

A simulation is a computer-based model of a real or unreal system created to teach how a certain system works. They

differ from tutorial and dril and practice activities by providing less structured and more learner-centered learning

experiences. As a matter of fact, simulations offer learners the opportunity to manipulate variables that affect the results

of that experience.

During the process that involves the simulation itself, students get actively engaged in constructing and reconstructing

their knowledge base. All of this allows students to test and communicate their own ideas on how things work. As a

result, the learning process takes place by doing.

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SIMULATION CATEGORIES

There are two main types of simulations:

a) Those that teach about something. b) Those that teach about how to do something. These two main types of simulations are divided into four categories: Physical Simulations: Learners have the opportunity to manipulate objects or phenomena represented on the screen. Process Simulations They show students how a process takes place by slowing it down when this happens so quickly so that students can really understand the process itself. Procedural Simulations: They explain the appropriate steps to take in order to carry out procedures. Situational Simulations: They present a variety of situations so that students can choose from all of them the most suitable one to solve any problem.

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CHARACTERISTICS OF SIMULATIONS There are 5 characteristics to look for in all simulations: a) A vision of knowledge: Knowledge in simulations is presented as a whole. In other words, simulations not only take into account the content but also the context. b) An authentic problem: Computer simulations present students with real problems which only exist in real world contexts. c) A context or setting: Students need to attend to the context of the simulation which must be manipulated as part of the problem-solving process. d) Variables: They are important for the students to identify them because that way, they are going to be able to make important decisions about how to manipulate them.

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e) Rules of interaction: They must be discovered as the game progresses since play and experimentation will lead learners to draw conclusions as to the rules that are part of the simulation’s universo.

LEARNING WITH SIMULATIONS Using a computer simulation, students become an active part of the educational environment and can usually see immediate reward of the decisions they make in this environment. Most educational researchers agree that simulation is one of the best ways to make abstract concepts concrete, since it is possible to show how variables change state, what happens in a process, and how a process functions. Problem Solving: It has been proved that simulations improve students’ problem solving skills by giving them an opportunity to practise and refine their higher-order thinking strategies. Simulations are also seen as a powerful tool to teach not only the content but also thinking or reasoning skills necessary to solve problems in real contexts.

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ADVANTAGES ASSOCIATED WITH COMPUTER

SIMULATIONS

a) Student involvement: Simulations can capture students’ attention by placing them in charge of the program’s events and asking students what they think should be done. b) Low cost: A simulation activity may be just as effective a learning experience at a fraction of the cost of a real activity. c) Safety: With simulations, students can experiment with strategies that might result in personal injury to themselves or others in real life. d) Better transfer: Simulations can provide learning that transfers to other situations. e) Reduce threat and anxiety: Students are allowed to do the same activity over and over in order to obtain feedback from their own mistakes. f) Encouragement of socialization and collaboration: Simulations allow students to get involved in decisión making as well as to work collaboratively.

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g) Adjustments to realism for maximun learning: Activities that require more time than others can be speeded up so that students can get the rewards and consequences of their own decisión-making process. h) Making the imposible, possible: Simulations can provide students with experiences about imposible events for common people and see the results of their own decisión-making process.

LIMITATIONS ASSOCIATED WITH COMPUTER

SIMULATIONS Simulations are not appropriate environments for teaching isolated facts or sequences of events. Some of the limitations that can be found in simulations are:

Time demands. More threat and anxiety. Adoption of the material but not the concept. Deciding when to intervene directly is difficult. Objectives mismatch.

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TEACHING WITH SIMULATIONS

Students are best used in the application stage of the teaching process because learning through experimentation puts a high cognitive demand on learners. Thus, for simulations to be effective, they require the presence of an instructor to provide guidance in their use. Preparation: Students must become familiarized with the simulation in all its dimensions before they start to use it. Debriefing: Teachers and students must go over the simulation in order to learn what and how it works so that better results can be obtained.

SIMULATIONS AS AN INTEGRAL PART OF

CLASSROOM INSTRUCTION Simulations permit students to experiment with the structures of a domain and test their knowledge through productive play. Simulations also have the potential to build student knowledge in different and more elaborate ways.

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Research Magazine

Students are required to use some of the techniques mentioned previously, such as: a. brainstorming b. interviewing c. discovering d. creating information e. soliciting and expressing opinions f. summarizing Through this project, students work cooperatively by searching for the information on the web. To this respect, it is very important to mention that creating a magazine will provide benefits to the students such as learning how to give their own opinion and developing metacognition skills. When students carry out their own projects, they have to create two separate sections as follows:

The ToolBook: that is, students are using Asymetrix Multimedia, and a folder if they are using LinkWay Live, or a

stack if they are using HyperCard. At the beginning, the main parts are a title page and buttons; however, as it

grows, we have to include attractive icons background, color schemes, and buttons layouts.

The following buttons have to be included in each page:Next, Previews, Main, Index and Exit. Very important; the

Exit buttons does need to take completely out of the project but it takes students to other sources, citations, and

conclusions.

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PROJECT NETWORKING

WAYS IN WHICH STUDENTS USE A COMPUTER WHEN THEY CREATE A PROJECT:

They use it to exchange information

with people around the world. This

improves the students’ interpersonal

relationships.

They also use it to distribute parts of the

project that has been developed.

They use it to get information from the

web in order to include it in their

projects.

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GENERAL NETWORKING

One of the advantages that highways provide is the potential access to a great deal of information and to many people the

world over, but learners have to know how to deal with on-line information, how to get it, and generate it.

The information superhighway is the manipulation of a computer that is connected to different networks in some way in

order to provide access to others’ computer information which could also be used to exchange information in the same

network.

Students have the

willingness of reaching

anyone in the world

without making any

long distance call.

Learners can leave

messages in electronic

mailbox which later will

be read by the second

student.

Without the slow part of

phone network,

students can connect to

a worldwide network.

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FINDING COLLABORATORS

There are two main methodologies:

Prepare a description, a call for collaboration, following a prescribed template for the Global SchoolNet on/line list.

Prepare a concrete but brief proposal and send it by e-mail to one of the educational forums.

It is good to remember that learners understand and learn better when they get feedback from others as well as if

they have the opportunity to face other students’ problems.

PRACTICAL ASPECTS IN A PROJECT

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Multimedia Authoring Tool - Multimedia Presentation

Software

Authoring tools helps you to easily combine audio, video, text and images into a single object by defining the objects'

relationships to each other, and by sequencing them in an appropriate order.

Multimedia Authoring Tool

There are many types of multimedia authoring tools (software programs) which can be used for developing instructional

multimedia products. However, as technology became more powerful, so did the authoring tools -- permitting more

complex instructional design. A multimedia authoring tool enables you to create a final application merely by linking

together objects, such as a paragraph of text, an illustration, or a song. Attractive and useful multimedia applications can

be produced by defining the objects relationships to each other, and by sequencing them in an appropriate order.

Multimedia Authoring Tool easy and exciting for beginners... dynamic and interactive for experts... It requires less

technical knowledge to master and is used exclusively for applications that present a mixture of textual, graphical, and

audio data. Multimedia authoring tool can be used to create anything from simple slide shows to full-blown games and

interactive applications. The splendid, yet refined, contents with multimedia materials (text, image, sound, video,

animation, Flash, web document and database) with easy and convenient editing can be applied to the web as well as

CDs and presentations. A multimedia authoring tool supports a wide variety of multimedia file formats including images,

video, and sound. Clip-art and sound libraries are rarely bundled with a multimedia authoring tool.

Multimedia Presentation Software

Multimedia software comprises a wide variety of software that allows you to combine images with text, music and sound,

animation, video, and other special effects. Many kinds of multimedia software are available. Multimedia software is

sometimes broadly grouped as:

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• Multimedia Authoring Tools

• Multimedia Tools for the Web

• Multimedia Presentation Software

Multimedia Authoring can be used to create anything from simple slide shows to full-blown games and interactive

applications. A professional multimedia development program is called an authoring tool or authoring software. An

authoring tool allows you to give the user interactive control over the sequence and timing of videos, graphics and

animation. It also provides a scripting language, also called a macro or authoring language to control the action.

Multimedia presentation software is capable of stunning multimedia slideshows, brandishing dynamic sound, 3D

Animation and cinematic quality special effects. Multimedia Presentation can be described as an intuitive book. Each page

of the book can include pictures, animations, sounds and other controls. The pages can turn themselves or wait for their

users to click on Next. Unlike the pages of a traditional book, they can talk to their readers too. No matter what your

particular need may be, whether to e-mail an electronic photograph album to your relatives, allow users of your web page

to download a multimedia catalog, show prospective clients samples of your work or make a dull subject come alive in

class, multimedia presentation software can transform your ideas into a complete, professional application. In a live

multimedia presentation, the slides are commonly projected onto large screens or printed on overhead transparencies.

The slides may be distributed in printed form as handouts to accompany the live presentation.

Multimedia Presentation Software can build self-displaying, interactive slide shows, electronic books and brochures,

clickable advertisements, distributable portfolios and all sorts of other multimedia applications. Almost everything it can

accomplish requires nothing more than a few mouse clicks. It has a short learning curve. Some multimedia presentation

software documents are EXE files - they can be opened on any system. They can be freely distributed on disks and CD-

ROMs, and over the Internet. Multimedia Presentation Software has some great features like the ability to:

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• Build and distribute slide show style presentations.

• Write your own clickable advertisements, to distribute alone or with other products.

• Design training materials that include pictures, sounds and interactive elements.

• Compile a distributable portfolio.

• Completed presentations are frequently published in multiple formats, which may include print, the Web, or

electronic files.

Multimedia Presentation Software requires a faster processor. A display adapter and screen driver capable of displaying

more than 16 million colors is needed to get the best out of it.

Multimedia Application: Design Training, Entertainment

It is a media which is a combination of different forms of content such as tex, audio, video, images, etc...

Creative industries use it for various purposes such as fine arts, entertainment, etc...

Multimedia is one of the most fascinating and fastest growing areas in the field of information technology. Text, pictures,

animation, movies and sound - all these varied media are seamlessly blended, resulting in simple slide shows to dazzling,

interactive presentations. Before the advent of computers, multimedia projects were difficult to put together. Computers

enable to combine the media and can be stored for reuse. Multimedia is widely used in entertainment and education.

Multimedia Application

Multimedia can be used for entertainment, corporate presentations, education, training, simulations, digital publications,

museum exhibits and so much more. With the advent multimedia authoring applications like Flash, Shockwave and

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Director amongst a host of other equally enchanting applications, your multimedia end product is only limited by your

imagination.

Multimedia Design Training

Multimedia presentations are a great way to introduce new concepts or explain a new technology. In companies, this

reduces the desi Design and Training time of multimedia. Individuals find it easy to understand and use.

Multimedia Entertainment:

The field of entertainment uses multimedia extensively. One of the earliest applications of multimedia was for games.

Multimedia made possible innovative and interactive games that greatly enhanced the learning experience. Games could

come alive with sounds and animated graphics.

Multimedia Business:

Even basic office applications like a word processing package or a spreadsheet tool becomes a powerful tool with the aid

of multimedia business. Pictures, animation and sound can be added to these applications, emphasizing important points

in the documents.

Miscellaneous:

Virtual reality is a truly absorbing multimedia application. It is an artificial environment created with computer hardware and

software. It is presented to the user in such a way that it appears and feels real. In virtual reality, the computer controls

three of the five senses. Virtual reality systems require extremely expensive hardware and software and are confined

mostly to research laboratories.

Another multimedia application is videoconferencing. Videoconferencing is conducting a conference between two or more

participants at different sites by using computer networks to transmit audio and video data.

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Multimedia Development Process: Storage Cabinet,

Interactive Multimedia Production

Multimedia Development Process:

Multimedia development Process can be described as the use of many different communication medias, technologies and

delivery platforms. A multimedia production can be expensive. Their preparation requires a team of people, each with a

special skill set. Instructional designers explain how people learn and how materials should be structured. Producers

coordinate the development process. Subject matter experts bring their knowledge of the subject. Interface designers are

in charge of the onscreen navigational system. Writers work on scripts and any text that appears on the screen and

documentation. Designers work on the program's graphics, it's overall look and feel, and interface design. Artists create

graphics. Programmers put together all these elements using development software.

Multimedia Developer

The multimedia developer has communication medias such as color, text, images, graphics, music, sound, narrations,

video, 2d animation, 3d animation, interactivity and light at his disposal. A multimedia developer can design, build and

implement strategies that make effective use of the medias and the technology used to produce and deliver the final

systems.

Multimedia Storage Cabinet

Multimedia storage solutions are available in plenty for your Compact Disc, DVD, VHS Tape and cassette collections.

Holders are available in library, rack, cabinet, desktop, portable and tower styles to store from 10 to over 1500 CDs and

other media. The highest quality of wood and metal are used to create the multimedia storage units. All of the pieces

required for assembling the multimedia storage cabinet are provided. The time required for assembly will be 1-3 hours. For

some of the larger units, two people may be necessary for assembling.

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Interactive Multimedia Production

All elements used in multimedia have existed before. Multimedia combines all these components into a powerful medium.

Interactive multimedia weaves five types of media: text, sounds, graphics, video and animation into a multimedia

production. The final multimedia production becomes interactive only when these distinct pieces are put together in an

organized manner. Interactive multimedia does not follow a linear pattern. Research does not happen in a single step, it

flows throughout the project. Deciding on a topic leads to identifying sub-topics, which in turn lead to more sub-topics.

Non-linear links begin to appear between ideas in the project. These links must be researched in greater depth. The final

document itself becomes non-linear. The reader does not have to start at the top and read to the bottom, they can move

around within the information the author has presented. The author presents ideas and provides links for their readers to

navigate. In a multimedia production classroom the number one problem is not discipline, it is running out of time.

Interactive multimedia firms derive the majority of their business from servicing Web sites and corporate businesses than

home consumer, government or other institutions. Larger companies who employ greater than 100 employees appear to

be performing the majority of interactive multimedia production. Productivity in smaller companies has declined slightly

while it has increased in larger firms. This is because larger businesses are better able to meet the costs of doing

business and have access to premier clientele. Challenges in interactive multimedia production are the lengthy decision

making cycles and meeting the client's requirement on a nominal budget.

Multimedia Servers and Databases:

Universal servers are databases that store multimedia elements. Different fields store the text, images, sound and video

files. These powerful databases can be accessed over the network and function as organizational libraries.

High performance multimedia storage server software supports both streaming media data (e.g., video, audio) and

conventional data (e.g., text, binary, images). It can be used as a next-generation file system as well as a stand alone

video or audio on-demand server. Example for such a multimedia storage server is Fellini.

Computers are now able to handle continuous media. Continuous media data has real-time requirements. A traditional file

server cannot distinguish between continuous and non-continuous media. A multimedia storage server must be able to

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handle a large number of real-time requests with different rates. A multimedia storage server should support non real-time

requests without violating the requirements of the real-time requests. It should support the storage and retrieval of

multimedia data like: text, images, and other binary data.

Delivering Multimedia

Many multimedia programs are designed to work on the computer. To show one to a larger audience, you need a

projection device like an LCD panel, projector, or a large-screen TV. A cordless mouse is also useful. One use of

multimedia is to offer information or services in public places using presentation devices called "kiosks" where you touch

the screen to locate information. Kiosks can be seen in museums and other public places.

Multimedia Search

There are plenty of specialized multimedia search tools available. Some of these covers several types of multimedia

content, while some focus on images and specific file types. Major search engines have the ability to search for

multimedia files on the web. Many search engines index all kinds of image formats. Some are associated with general

search engines; some are stand alone image search engines. Some just index pictures available on the Web. Others have

specialized collections of images. The image search engines are much more diverse than the general Web search

engines. Copyright is one important issue to consider when searching for images.

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Multimedia Web Design - Computer Graphic Design

Guidelines to create a website with incorporating the multimedia to reach the targeted audience.

Multimedia Web Design:

A good multimedia web design is one that adds to the overall value of your site. Depending on the kind of services you

want to convey using a Multimedia web Design depends on the web site design as per your unique needs. The very last

thing you want is to distract your viewer from the key message on your web page through Multimedia web Design.

Weave your designs around your site theme. Make sure your designs communicate your business objectives in a clear

manner. Strive towards creating an appealing, convincing design which informs, entertains, and also sells your products or

services. Focus to enhance user experience. Yet, don't overwhelm the user.

Multimedia web design products will allow you to publish two versions of your content. One version is published strictly

with HTML and doesn't include the rich features of the multimedia project, but it allows most users to get to the content

they want. The multimedia version will require additional download time or a plug-in, but the viewer will be able to see,

hear, and interact with the content exactly as it was intended. Much of multimedia web design software utilizes

compression technology to create the smallest possible files, thereby reducing the download time and wait time for the

viewer.

Multimedia software combines text, audio, images and animation. You can publish it to the web as streaming multimedia.

Streaming multimedia means that the user does not have to wait for the files to download completely before he can see

them. Usually a portion of the content is downloaded, and the remainder is downloaded while the content is being viewed.

Multimedia software products allow you to design slide shows, product demonstrations, tutorials, brochures, movies,

cartoons, walk-through demonstrations, advertisements, interactive photo albums and more.

Adding multimedia design to web site greatly enhances the visual experience of the visitor. Multimedia for web design

requires the viewer to install a plug-in or player to view the content. However, some products employ technology that is

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already included with the latest Web browsers. Many Web surfers do not upgrade their browsers or install additional

software to view the content they're looking for.

The Web is a very versatile medium and multimedia enhances the experience. Web pages can display animated graphics

and play sounds, even allow for user interaction. These make the web pages more attractive and informative. Many web

sites offer great multimedia information and how it is used in day-to-day life.

Computer Graphic Design

Computer graphic desings are picture images created and manipulated digitally on computers. Using computer graphic

designs in video prjects can be an excellent way to convey complex ideas. There are basically two forms in computer

graphic design: bitmaps and vector graphics. Bitmap images are widely used. The number of pixels in the image

determines the size of these images. They must be printed or displayed at the same size. Any other size distorts the

image. Vector graphics are a set of graphical objects stored as coordinates, and mathematical formulas that determine

their shape and position. These graphical objects are called primitives. Lines, curves, rectangles, ellipses etc. are all

primitives. These are widely used in computer-aided design.

Computer graphic design entails editing and polishing graphics. 2D or 3D computer graphic design programs can be used

to create animations. One of the issues in computer graphic design is choosing the image that will convey the meaning

best. The graphic must complement the text on the page.

The graphic designer must produce a visual communication product for a specific audience. Technology has given us the

tools to create finished products quickly with a high level of professionalism. An effective advertising or education

campaign does much more than deliver a message; it also influences the audience' response. There is no point in telling

people how good a product is if we can't make them start using it.

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MULTIMEDIA PROJECT TYPES

This unit explores the use of multimedia projects in the classroom. Information is presented about various types of

multimedia projects students can create, including: electronic portfolios, multimedia slideshows, slideshows for reviews

and drills, tutorials, research presentations, virtual tours, interactive storybooks, and class yearbooks.

Multimedia in the Classroom

Multimedia is the combination of more than one type of media. Types of media include:

• Text

• Graphic images

• Animation

• Audio

• Video

Multimedia projects can be created using many commonly used types of software, including:

• Word processing software (Word)

• Presentation graphics software (PowerPoint)

• Web page authoring software (Dreamweaver, Netscape Composer, FrontPage)

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Students can use multimedia to construct various types of classroom projects. Types of student multimedia projects

include:

• Electronic portfolios

• Multimedia slideshows

• Slideshows for reviews and drills

• Tutorials

• Research presentations

• Virtual tours

• Interactive storybooks

• Class yearbooks

Electronic Portfolios

Electronic portfolios are collections or displays of student work that are systematically compiled to demonstrate skill level ,

growth over time, or understanding of a particular concept or discipline. Generally, teachers provide students with

directions, a list of content, and guidelines for building a portfolio. Web page authoring software or presentation graphics

software can be used to create electronic portfolios.

Multimedia Slideshows

Students can create slideshows consisting of text, graphic images, audio clips, and/or video clips for projects about almost

any subject. Presentation graphics software can be used to create multimedia slideshows.

Slideshow Reviews and Drills

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Slideshow reviews and drills can be created by students to help them practice and study many types of learning content

such as spelling words, vocabulary words, math facts, and possible test questions. These slideshows can be created

using presentation graphics software.

Tutorials

Students can create multimedia tutorials that provide step-by-step directions to guide users through the components of a

subject. Topics for tutorials can be just about anything with an instructional sequence. Tutorials can be created using word

processing, presentation graphics, or web page authoring software.

Research Presentations

Multimedia research presentations can be created by students to present findings for research projects. These

presentations can be developed using presentation graphics software.

Virtual Tours

Students can create virtual tours of local places of interest and field trips locations using presentation graphics or web

page authoring software. These tours can include text descriptions of the places with photographs, audio clips, or video.

Interactive Storybooks

Students can write their own stories, format them, and add illustrations using word processing, presentation graphics or

web page authoring.

Class Yearbooks

Students can compile class yearbooks containing information about class activities, photographics, audio clips, music

clips, and video clips from throughout the year. Class yearbooks can be compiled using web page authoring or

presentation graphics software.

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CHAPTER 5

7 PRINCIPLES OF GOOD PRACTICE IN TECHNOLOGY

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1.Good Practice Encourages Contacts between Students and Faculty:

Communication between students and faculty members is important to increase student motivation and involvement.

With technology communications this contact has improved because it reaches most students despite their shyness in

some of them, lack of time in other cases and gives the students the chance to go beyond and ask other things they may

need to, in order to understand better a topic.

The use of e-mail at first was only to deliver homework to the teacher, but now, with other available tools such as

computer conferencing and chats, gives the opportunity to converse and exchange work faster and safer than before and

in a better way than being face – to – face.

Using asynchronic communication gives students the chance to analyze what they are going to ask and to write, avoiding

unnecessary details. .

2. Good Practice Develops Reciprocity and Cooperation Among Students:

Collaborative work is enhances with the use of technology because it is easier to be in communication among students and with faculties. Using cooperative learning is better because members in the group help each other to accomplish tasks and each member learns from the others. But it has to be team effort and not isolated cooperation. Group work is strengthened when using communication tools.

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3. Good practice uses active learning techniques.

Practice makes excellent teachers. In order to have a meaningful learning practicing knowledge plays an important role.

So in technology everybody needs to practice to developed skills.

Everybody learns by doing, not only by watching or hearing.

To improve learning:

Students need to have activities that require the use of technology.

Support students.

4. Good Practice Gives Prompt Feedback

Knowing what you know and still don’t know help you to focus your learning. Students need opportunities to perform and receive feedback, to reflect on what they have learned and need to learn. Technology provides different ways to give feedback.

E-mail

Simulations

Videos

Blog comments

E-portfolios

Computers can also keep track of the actions done to demonstrate how much knowledge has been gained. By using

technology giving feedback becomes more meaning for the student.

5. Good Practice Emphasizes Time on Task

Value time is important to meaningful learning.

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With technology the amount of time people spend it is important in order to increase knowledge.

6. Good Practice Communicates High Expectations.

―expecting to have more‖ is a good motivation, a motivation applied for all type of students, when someone try to get

something bigger and powerful every day, it is known that this person will get it, because his vision of the results will

search to fulfill the expectations.

New technologies can communicate high expectations explicitly and efficiently, because it sharpens their cognitive skills of

analysis, synthesis, application, and evaluation. This is because students know that at the end of their work, their results

will we shown in the internet, so they search by themselves to obtain the best results they can.

7. Good Practice Respects Diverse Talents and Ways of Learning

Students need opportunities to show their talents and learn in ways that work for them. Every one of the students in a

classroom have different ways to learn, so they need to use different methods and activities; internet provides us, as

teachers, many opportunities to enhance our students into knowledge, and this is because it provides us a lot of resources

of information and application.

Students need to become familiar with the Principles and be more assertive with respect to their own learning. When

confronted with teaching strategies and course requirements that use technologies in ways contrary to the Principles,

students should, if possible, move to alternatives that serve them better.

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The arrangement and presentation of text and images can aid or hinder effective communication.

One key aspect of print design is providing visual signposts or visual cues that let readers know where they are and

where they are going.

Signposting breaks up text and images into readable, easy-to-follow blocks or panels of information.

VISUAL CUES

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photos and captions

clip art

charts and graphs

elaborate initial caps

TITLES

ARTWORK

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nameplate / title page

headlines

secondary headings including kickers, decks, and subheads

Solid blocks of unbroken text are difficult to read. Text is made more readable by breaking up the text and using

visual indicators to show where paragraphs start and end.

Using bold or italics text is one common method of letting the readers know what information is especially important or

noteworthy.

Paragraph Emphasis and

Organization

Character Emphasis

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HIGH QUALITY DESIGN

Build the page layout around the main message

All elements of the page layout including images, fonts, and colors must be appropriate to the message the piece is

designed to convey.

Choose a page layout size that fits the intended or expected use.

Choose a standard tri-fold format for a brochure

tabloid size for a newsletter, or an oversized postcard size for a direct mail piece only after considering the

recipient, budget, need for portability or filing, and postal regulations.

Plan a page layout around how a piece is seen and handled.

Think about the visibility and use of a piece when arranging page elements. Does the title, headline, label, or key

visual need to be visible, readable, or recognizable from a distance, from a magazine rack, on a shelf, in a binder?

BASIC DESIGN PRINCIPLES

Use of typefaces (fonts) Unusual typefaces can help direct the eye toward text, but too many different fonts on a page are distracting.

Use visual cueing: When information on a page is particularly important, cueing it visually can draw attention in

several ways. Use boxes or frames around text, bullets or arrows to designate important points, shading, boldface or italics.

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Use White space well: This helps focus attention on areas that do have information.

Create and use graphics carefully: Use pictures and designs to focus attention and convey information, but too many or too elaborate or merely decorative pictures detract from the message.

Avoid common text format errors: Be very careful about using irregularly shaped blocks of text, angled type,

excessive underlining, widows and orphans, unequal spacing, excessive hyphenation, exaggerated indentations, grammatical errors, cramped logos, and too many typefaces.

THE D in DEAPR

THE D in DEAPR stands for the Design process. The D represents the prewriting phase of the writing process. The design process includes both the design of content and the design used to present the message.

THE E in DEAPR

It stands for the Encoding process. The E represents the first half of the writing process. Recognizing that the use of these tools allows writers to combine different types of symbolic information—graphs, illustrations, sound, text---the writing phase of the writing process requires writers to encode or symbolize parts of their message using different tools.

The P and the R in DEAPR

The P stands for publish, and the R stands for Revise. These two phases of the process interact.

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Tips for matching the page layout

to distribution method and use

What you need

Purpose and Main Message for the Page Layout Project

Audience Characteristics and Intended Use of the Desktop Publishing Document

Paper Sizes and Common Page Layout and Document Sizes

Folding Requirements

Postal Requirements

Ad Design

Alignment

Initial Caps

Rule of Thirds

Single Visual

Size

Margins

Z Layout

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CHAPTER 6

ORGANIZING INFORMATION

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Benefits of organizing information

Organizing information by relating pieces of information to one another is an essential part of constructing knowledge.

Selecting an organization helps students

to understand meanings of, and relationships among, different pieces of information.

to use information, to answer questions, and to explain situations.

Understanding the assignment

Brainstorming

Selecting information

Discussing selection of different organizations

Deciding the media

Prepare scripts and story

Authentic Projects

A project’s creator should think about how to help users avoid getting lost in hyperspace. Here are some tips:

Providing a welcome screen

Do not use more than four levels of menus

Providing a map

Leaving footprints

Providing a set of buttons that appear on nearly all screens

Dividing the project into sections

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Helping Students Organize Information

Articulating a well thought-out assignment

Demonstrating examples of other projects

Encouraging students to unleash their creativity by finding new metaphors for information.

Types of Links

Next Event

Return

Play, stop

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ROLES OF EXISTING MULTIMEDIA CONTENT

Ideas and techniques

to apply it in their

works.

Historical timelines to

include in projects.

For actual inclusion in

their projects.

Development of

material for later use.

Students can use existing multimedia as sources of:

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CATEGORIES OF MULTIMEDIA CONTENT

Closed title Extendible title Template

It can be added material,

but it can be modified.

It can be observed, but it

can’t be modified.

Editable title that has been

made for you to modify it to

create your own project.

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WAYS STUDENTS CAN USE MULTIMEDIA

To browse through

a title, thinking

about its content

and techniques.

As models to use in

the creation of their

projects.

Sources of media clips.

To see how a

creator organized

information.

To include both

audio and images in

their porjects.

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EXAMPLES OF

MULTIMEDIA

TITLES

Compton’s

Interactive

Encyclopedia

for Windows.

TIME

Almanac of

the 20th

Century.

The New

Grolier

Multimedia

Encyclpedia.

Microsoft

Encarta 95

General References and

Databases

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FOCUSED REFERENCES

History Disquiz, from

Voyager, Inc., Columbus:

Encounter, Discovery

and Beyond, from IBM

EduQuest

The Honeybee, from

the MultiMeanings Co.

Mammals: A Multimedia

Encyclopedia from

National Geographic

Society.

Microsoft Cinemonia

95, from Microsoft,

(800) 583-0040.

U.S. Presidents, from

Compton’s New

Media, Inc.

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Computer Related

Instruction

Comprehensive Chemistry CD-ROM Provides video of the results of many chemistry experiments.

Math and More 1 and 2 Provides complete mathematics curriculum for 1st. and 2nd. graders.

HyperGlot Software Co. Foreign Provides extensive multimedia instruction in different foreign languages. Language Stacks

Triple Play Plus!, Spanish Includes a microphone so that students can record their voices and re- ceive feedback about their pronunciation.

Magazines and Books

Just Grandma and Me, Contains books for children. Provides talking characters, animations, sound

From Broderbund Software, Inc. effects, music, and many other options for

children to choose.

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Nautilus CD, from Metatec Provides multimedia examples for those people interested in the field.

Corporation. Newsweek Interactive, from Software Toolworks. It is an interactive version of the eponymous magazine.

COPYRIGHTS AND ETHICS

Every time students use others’ work, they must give credit whoever the creator was in order to apply the principles of

ethics. This has to be taken into account either when the work is copied or used for another purpose. It is important to

mention that the same ethics rules are applied for both multimedia and printed material.

The correct moment to tell our students about copyrights is only after they have finished creating a project. We can ask

them about how they would feel if they see that their own projects are being sold by a company when they don’t even

know anything about it. They will certainly react in favor of them with some exceptional opinions.

REQUETING PERMISSION TO USE CONTENT

Whenever we want to include in our projects’ content information that has not been created by ourselves, we have to

request permission to the owner of the work we are going to get the copy from in order to avoid violating copyrights. This

is very important for our students understand it so that they can not made the mistake of using others’ work without giving

credit to the creators.

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EVALUATING EXISTING MULTIMEDIA CONTENT

Multimedia content has to be evaluated according to your own situation. Some of the criteria that could be taken into

account are: If the content meets your intended objectives, the cost of the hardware to use, the information is presented in

a very eye-catching way, the content is suitable for your students’ age, it includes content interactivity, it is easy to

manipulate and learn, etc.

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CHAPTER 7

PROGRAMS THAT SUPPORT TEACHING WITH

MULTIMEDIA

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PROJECTS IN FLASH

Flash is a wonderful multimedia technology tool that can be used to create a wide range of content which can be enriched

with graphics, text, video, audio and animation. It also provides the experience to develop web-based multimedia

materials with interactive components. The main file types associated with flash projects include:

.fla which stands for source material.

.swf stands for movies.

.as stands for action script.

flv stands for flash video file.

Among other things, flash provides us the experience of creating projects that incorporate animation, interaction and

multimedia elements. Flash is an effective, efficient and appealing means to design materials that meet the diverse

needs, learning styles and interests of students.

In the development of flash projects there are 3 important elements that interact in order to make the projects more

efficient and interesting to the students. These elements are the following:

Animation: Allows to create eye-catching presentations.

Interaction: Allows to make use of dynamic functions.

Multimedia: Enriches the students’ learning styles.

REASONS FOR USING FLASH PROJECTS

Differentiate: They focus on the different learning styles.

Engage: They motivate students.

Teach: They produce teaching materials.

Versatile: A variety of teaching applications can be created.

Quality: High-quality files are produced.

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Technology: Flash player doesn’t change very often.

PROJECT PLANNING

It is one of the most important steps to consider before developing a flash project. To this respect we have to take into

account the following aspects:

The audience. Take into account their ages, contexts, characteristics, developmental level, socioeconomic status,

learning styles, ways to motivate them, interests, needs and technological facilities.

The Purpose: The goals, objectives and the means to reach them.

Architecture: The project´s organization, multimedia elements, instructions to use it, etc.

Among the questions we have to take into account before creating a flash project are the following:

Is the project intended to entertain, inform, teach, or convince?

What are the suitable pedagogical techniques and strategies for the content?

What is the correct form of organizing and presenting the information?

What multimedia elements are appropriate to make use of?

It exists a wide variety of choices in which we can use flash properties and facilities to develop projects that contemplate

either to entertain, inform, explore information or teach.

Q&A projects are another teaching-learning tool that can be created with flash options. These kinds of projects allow

students to practice skills and reinforce concepts. These kinds of programs support review, information exploration as

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well as to provide endless and instant feedback to meet the individual needs of final users. It is also important to mention

that when we consider to design our own Q&A projects, the following questions are relevant to ask ourselves:

Are those the questions that users would probably ask?

Are the questions presented stimulating and essential?

Are answers and feedback provided adequately?

Is the questions organization appropriate?

Are auditory and visual elements contributors to good understanding?

FLASH APPROACHES

Information Focus:

Projects have to be centered on one idea in-depth, a wide variety of ideas, a process, or a diversity of ideas.

Information Organization:

At the time of designing a flash project, it is always recommendable to consider the audience’s needs and interests so

that information has to be in a very facilitating way that makes the audience to become critical thinkers about the topics.

Information Presentation:

Interesting, informative projects can be developed if we make use of animation, interaction and multimedia elements so

that users can get more interested in what they are reading.

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Another important aspect to take into account when we carry out flash projects is: evaluation which leads to ask ourselves

the following questions:

What makes great projects effective?

Why are some projects more interesting and engaging than others?

Here there are some evaluation criteria to apply in the project evaluation:

Overall impressions: Is this project a good use of flash?

Audience and purpose: Is the project’s purpose clear?

Content: Does the content meet the audience’s needs and interests?

Organization: Are the information and events presented in a logical sequence?

Design: Is the project design eye-catching and imaginative?

Navigation: Does the project provide icons, interactive elements and helpful retrieval tools?

Technical-Overall: Are multimedia elements , transitions smooth, consistency provided?

Technical-Animation: Is animation used with an intended purpose?

Technical-Interaction: Do interactive elements promote better understanding?

Technical –Multimedia: Do media elements focus on different learning styles?

Accessibility: Is it easy to access to the materials?

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Three Benefits of Using

Powerpoint for Presentations

a. The program is easy to use: Through this program it is possible to organize information in a very eye-catching way.

b. It is possible to put together an excellent slide show with various arrows and other leading images into pointing out the

key points in the topic.

c. It is not necessary to memorize the information because we can use the power point presentation as reference point.

d. You can create games and simulations which make the teaching learning process more interesting and motivating for

students.

Benefits to Using Prezi

a. It introduces a new way of visual storytelling that is much less boring.

b. You can use high-resolution still images, wordcharts and graphics. Besides that, clean text and zooming and

planning allow the presenter to show a big picture visual.

c. PDF files can be placed.

d. It lets the user to hide or show elements by making them too small to be used until a specific time in the whole

presentation.

e. It lets the designer to take the audience on a path from the beginning to end, or to stop along the path and interact

with the content.

f. Presenters can show the zoomed-in portion of a graph and then easily back out to visualize the big picture.

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Adobe

The premier publisher of multimedia software. Products include Adobe Director (multimedia authoring), Dreamweaver

(web publishing), PhotoShop (photo editing), and more.

Create Together

[Win] ―multimedia environment that integrates creation, collaboration, communication, problem solving, and publishing in

one seamless tool... Create animated games, randomly generated puzzles, interactive simulations, searchable multimedia

databases, hyperlinked presentations and more.‖

Dazzler

―software products for producing interactive multimedia presentations, training courses, product catalogues and kiosk

systems.‖

Flying Popcorn

[Win] ―new computer users can create multimedia contents with 3D sound effects, images, geometrical shapes, text and

movie files. Also, professional users will find abundant application potentials and dazzling transformation capabilities to

develop sophisticated contents.‖

GraFX Saver Pro

[Win] create and distribute your own professional screen savers with over 30 image, video, and audio formats.

HyperStudio

[Win, Mac] classroom multimedia authoring program.

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Live Stage

―QuickTime authoring application with the ability to converge more than 200 media types.‖

MediaBlender

[Win, Mac] easy to use multimedia authoring package. ―Access MediaBlender from any computer with Internet access,

host the software on your own servers for better performance, and load a stand-alone application on your computer for

use without an Internet connection.‖

Mistyk Media

[Win] all-in-one software for conversion, editing, recording, burning, playback, and more for nearly all audio, video, and

graphics formats.

MovieWorks

[Win, Mac] ―combines simple-to-use video, sound, animation, paint and image editing tools with a powerful time-based,

object-oriented sequencing and authoring program. The five integrated MovieWorks Deluxe production applications work

together seamlessly, making it easy to incorporate analog or digital video, buttons, photos, graphics, animations, 3D,

narration, MIDI, MP3, CD music, text and titling, and even virtual reality movies into stunning, professional-quality

multimedia productions.‖

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SKILLS SOFTWARE

DRILLING AND PRACTICE

Educators’ efforts to understand how technology might be part of the teaching and learning process have passsed through

a number of stages, such as:

Computer programming

Computer literacy

Computer for problema solving

Computer as a tool

Some educational programmes have attempted to combine the previous four stages even though it has been difficult for

educators to accommodate the demands of each of these programmes in an overloaded curriculum. Nevertheless,

attempting to do that combination into a single guiding principle for decision making has not led to a unified approach to

technology in education.

THE INFUSION MODEL:

The important question underlying this model is:

―Given the curriculum objectives for a particular discipline, what kind of software would be most desirable as a means of

increasing instructional effectiveness?

This model rests on the belief that a computer is most beneficial when ways are found to use it to support existing

curriculum.

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It changes according to the subject, grade level activity, and teacher and learner needs.

The use of computers should be related with the objective of the curriculum.

Both computer use and a selected software should not be expected to teach the entire lesson. Teachers must use the

computer and other resources in order to support the teaching and learning process.

There are some software tools that are useful in order to make students think and play with language at a variety of

levels. They can also help them increase their comprehension skills such as:

o Using context clues

o Building vocabulary and

o Improving spelling

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THE FEATURES AND FUNCTIONS OF INTEGRATED

LEARNING SYSTEMS

ILSs are computer systems that provide instruction in one or more content or skill areas and include the

production of student progress reports. The most common subjects targeted by ILSs include reading,

language arts, and mathematics.

HOW DOES IT WORK?

The computer programme prompts students with a question, and students must respond with a fixed answer,

generally choosing from three or four possible answers. The computer programme provides feedback to the

student, assessing students’ responses for correctness.

The ILS features are:

Cos

Scope and sequence

Management system

Reporting system

Implementation model

COST: Its cost is estimated to be too high even though this kind of programme is very popular with many

school districts.

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SCOPE AND SEQUENCE: Its sequence makes it to be very useful since it follows a hierarchical order.

Besides that, once the material has been learnt in a beginner level, the same material is presented, but this

time in a more difficult way.

MANAGEMENT SYSTEM: It collects and records the results of student performace. It is also that part of

the overall system designed to test students and place them at their appropriate acedemic level.

REPORTING SYSTEM: It can include information on an individual student ora n entire class. It produces

gains reports to show the growth that has occurred during identified or present intervals such as weekly,

monthly, or quarterly.

IMPLEMENTATION MODEL: Four key components appear to be essential for implementing ILSs and

positively impacting student learning. These components are:

A. Student time on the system

B. Teacher involvent with the system

C. Integration into the curriculum

D. Staff training

LEARNING WITH INTEGRATED LEARNING STYLES

Benefits of Integrated Learning Systems:

They are perceived to be a vehicle for the individualization of instruction. As a matter of fact, it has

been demonstrated that individualized instruction provided by ILSs are most effective for students

whose needs are met less directly by whole class instruction.

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REASONS WHY TO USE ILSs

1. It permits individualized instruction.

2. It provides another option for presenting classroom curriculum.

3. The color of graphics that are presenting in ILS programming.

4. ILS is seen as a way to integrate technology into the classroom without having to change the

way is taught.

5. It is motivating for students.

LIMITATIONS OF INTEGRATED LEARNING SYSTEMS

A. ILSs are not implemented the way the developer intends.

B. Teachers have not been adequately trained to use the ILS.

C. Students are not provided with equal opportunities to use the ILS.

D. Students are not given the opportunity to apply the material learnt in a meaningful way.

E. ILSs prevents the development of higher-order thinking skills.

F. Management system does not always place students at the appropriate level.

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TEACHING WITH INTEGRATED LEARNING SYSTEMS

Cooperative Use of Integrated Learning Systems:

Personal relationships and affective learning can not take place by ILS, due to that researchers

began to investigate the effects of using a cooperative learning model with ILSs.

Some studies concerning to the use of ILSs cooperatively have shown that using such a

strategy facilitated mathematics performance more than using the system individually.

Integrating cooperative learning with ILSs is an effective instructional strategy since students

have a strong need to interact with others during the learning process.

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USING ILSs FOR PRACTICE AND TO SUPPORT

TEACHING AND LEARNING

ILSs Curriculum and the Power of Educational Technology

The use of educational technology to support curriculum that emphasizes learning outcomes or

products against the use of educational technology to help transform curricular practice into a

view of learning that emphasizes the processes associated with learning and thinking.

Teaching with technology other than ILSs and skill-based programmes presents teachers with

opportunities to design learning experiences for students that differ substantially from the

traditionally product approach.

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REFERENCES

Book of: Multimedia for effective teaching

Ash, L. E. (2000). Electronic student portfolios. Arlington Heights, IL: Skylight Training and Publishing, Inc.

Carroll, J. A. & Witherspoon, T. L. (2002). Linking technology and curriculum: Integrating the ISTE NETS standards into teaching and

learning (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc./Merrill Prentice Hall.

Cunningham, C. A. & Billingsley, M. (2003). Curriculum webs: A practical guide to weaving the web into teaching and learning. Boston,

MA: Pearson Education, Inc.

Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Pearson Education,

Inc./Merrill Prentice Hall.

Schipper, B. & Rossi, J. (1997). Portfolios in the classroom: Tools for learning and instruction. York, ME: Stenhouse Publishers.

http://isabellas.hubpages.com/hub/Powerpoint-Three-Benefits-of-Using-Powerpoint-for-Presentations

http://ezinearticles.com/?Benefits-to-Using-Prezi-Instead-of-PowerPoint-Slides&id=5465119

http://www.educational-software-directory.net/multimedia

http://www.clearleadinc.com/site/multimedia_authoring.html

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