Summary
In
this article, Speaker explores the benefits of integrating multimedia into the
classroom. In this study, 150 students
enrolled in a literature course at a college in New Jersey completed a survey
aimed to measure their attitude toward the use of multimedia in the classroom. The
technology group referred to in the study included PowerPoint, overhead images,
DVD presentations, and the Internet.
Generally,
the students favored technology being incorporated into the classroom. The
results of the survey showed that 134 out of 150 students strongly agreed or
agreed with the statement that lectures in which professors use technology are
more instructive. PowerPoint and DVD
presentations were the most popular ways to convey material. According to the study, a student’s preference
for the use of multimedia in classroom instruction was not dependent upon their
gender or major.
One
interesting finding of the study was that even though a large majority of
student felt that technology aids their learning in the classroom, students
indicated that they did not choose classes based on whether the professor
utilizes technology in the classroom.
Speaker hypothesized that students don’t choose classes based on
technology use for a number of possible reasons. First, this type of technology might not be
available to them, as it may not be included in the course description. Second, student word-of-mouth may fail to
include information on an instructor’s use of technology. Third, students have requirements to met and
scheduling may supersede a students’ desire to learn in a technology-based
classroom.
The
author also contends that college students are often far more skilled at using
digital media than the instructors themselves.
Instructors are often apprehensive to incorporate multimedia technology
into their classroom due to a lack of knowledge, preparation, or
confidence. Speaker cited a study that
determined that only 11.3% of the nation’s teachers feel they are skilled
enough to incorporate technology into their daily lessons.
Reflection
I would have liked the study to not only measure student’s opinions about
learning in a technology-driven classroom, but one that actually measures their
academic achievements in both a traditional classroom and one that integrates
technology. I have explored many
different technologies over the past few months that are heavily favored by
students, but yet show no actual improvement in their academic
achievement. I do believe, however, that
when students feel positively about instruction, then the learning process is
overall improved, even if there are no improvements academically.
I
agree with the author that many instructors do not incorporate technology due
to a lack of knowledge, preparation, or confidence. I am interested in utilizing multimedia more
regularly in my instruction, but simply do not have enough time to learn the
technologies well enough to effectively implement them. It is also challenging to incorporate some
multimedia technologies in a math classroom, such as PowerPoint and DVD
presentations. I do, however, use the
overhead projector regularly, but I believe that barely counts as technology in
this day of age. I aim to integrate
multimedia technology into my classroom instruction slowly. At first it will take some class time to
implement the technology, but hopefully it will allow me to impart information
to students more efficiently as I become more comfortable with it.
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