Advantages & Disadvantages of Schools Using

Multimedia
As technology and visual images become more integral to society, schools have reflected this change by
incorporating multimedia technology like sound, video and slideshows into classrooms. Whether teachers
assign projects that require audiovisual content or use music or Internet videos as teaching tools,
multimedia is able to engage student interest and present many topics in a more vivid, effective way.
Nonetheless, these methods also introduce a number of challenges.

Student Engagement
Using multimedia tools in the classroom engages students through familiar media and increases
enthusiasm for learning. According to the educational assessment firm SEG Research, today's students are
"digital natives" who have grown up with and adapted to technology. Therefore, bringing audiovisual
elements into the classroom can stimulate and excite the class environment. For example, rather than
simply read aloud or watch clips from the movie, English students can watch actual performances of
Shakespeare's plays online. This can immerse them in the visual and cultural elements of the plays.

Brain Activity and Memory

Multimedia lessons are also better suited to how the brain naturally interprets and remembers
information. Richard Mayer's theory of multimedia learning states that people learn better with lessons that
activate their senses rather than simply reading words. Because students use a variety of sensory channels
while viewing multimedia presentations, they are more likely to store the information in their long-term
memory. For example, animated films activate the verbal channel through audio narration, integrating the
words students hear with the moving images on the screen.

Cost Effectiveness and Training

According to Asia's Commonwealth Education Media Center, a disadvantage of multimedia tools is that
they require copious financial and human resources. Because audiovisual files take up more data space
than text files, schools need up-to-date computers capable of handling not only the large files, but the
multimedia programs themselves. Along with the computers' high installation costs, the technology needs
continuous expert maintenance. Schools need to have trained staff on hand in case of malfunctions or
technical difficulties. These factors may challenge multimedia learning's implementation.

Student Focus
Another disadvantage is that too much reliance on it can cause social loafing, a phenomenon where a
lack of contact between the teacher and students can result in a loss of effort and focus. According to the
Social Policy Research Associates white paper "Technology-Based Learning Strategies," technologydriven classrooms may make students feel like they aren't being supervised, causing them to zone out or
get distracted. Mayer suggests personalizing technology-based lessons by making them communicationbased, creating an exchange of ideas between students and the teacher in spite of a less personal
atmosphere

Practical Advantages to Using Multimedia

A major advantage to using multimedia sources in the classroom is the ability

to bring in images, sounds and videos without leaving the room. Computer
programs and internet sites can also give students experiences that might
ordinarily be unsafe, such as views from scaling mountains in a geography
lesson or a dissection of a rare animal. Additionally, using a projector or
individual computers gives students the opportunity to view information or
materials up close.

Educational Advantages to Using Multimedia

Students who learned from materials containing both text and graphics
produced 55 percent to 121 percent more accurate solutions to problems,
according to David Taylor at the University of Maryland. The use of images,
along with words, diminishes the overwhelming nature of text and helps the
student to manage the cognitive load, which increases retention. Specifically,
graphics are found to support retention because important elements are
focused on via placement, layout and color. Activation of prior knowledge is
engaged quickly with visual analogy, and mental models are created easily as
diagrams can enhance understanding of how a concept works. Additionally,
learning is made easier because simulations allow students to visualize reallife situations, and motivation is increased as students are able to see the
relevance of skills.

Practical Disadvantages to Using Multimedia

Multimedia lessons or components of lessons delivered via video or image
require computers, projectors and other electronic devices depending upon
the subject and the amount of original material a teacher creates. The
expense associated with quality projectors or computers for every student
can be quite high, and the amount of images and videos in a lesson can slow
down the delivery and pace of the class as a result. Student access to
computers at home may also cause problems, and varying quality of student
electronic devices can create inequity in projects and presentations.

Educational Disadvantages to Using Multimedia

When designing a multimedia learning experience, the role of the teacher
shifts from instructor to facilitator. If a lesson allows students to complete
learning at their own pace as they move through stages of learning,
classroom management becomes increasingly difficult. This is particularly
true if students work in groups to view multimedia sources or share
computers. Additionally, students who are not as proficient with technology
may have to spend more time learning computer skills to access information
than focusing on course materials.

Technology in the Classroom

It was my first formal teaching observation at the college level. I was excited to teach a very
interactive lesson that would engage my class of 22 students by incorporating a wide range of
technology supports. As I was entering my classroom ten minutes before class began, a student
walked in with me and said, 'Have you heard? The Internet is down today in this building.' My
heart dropped into my stomach as I wondered how I was going to salvage my observation
lesson.
I think it is safe to say that many teachers have felt the panic of technology-gone-wrong in their
classrooms before. When it is working well, technology (tools such as computers, the Internet,
or other mobile devices) can support student learning. Although technology can cause confusion
when there is a technical problem, it can also support a rich learning environment filled with
student engagement and unlimited information.
Before integrating technology into the classroom by adding computer devices and other
technology tools to the learning environment, teachers need to be aware of the advantages and
disadvantages so they can be fully prepared to handle unexpected issues or questions from
parents or administrators. In this lesson, we will discuss the benefits and drawbacks of using
technology in the classroom.

Benefits for Students

Prepares Students for the Future: It is without question that students will need to know how to
use technology to communicate and collaborate in their future careers. Almost all jobs use at
least one form of technology, so students need to be comfortable using it.
Increases Student Engagement and Motivation: Technology allows teachers to engage and
motivate students in new ways, like taking students on a virtual field trip to other parts of the
world.
Provides Current Information and Wider Access: Technology gives students the most current
information available. Electronic textbooks or web-based content can be updated in real-time.
Classrooms can connect with other classrooms around the world to broaden their learning.
Supports Collaboration Skills: Students can practice collaboration skills by working in teams
on projects using shared documents or conferencing technologies. This allows collaboration to
happen outside of the classroom or between classrooms in different locations.

Benefits for Teachers

Improves Instructional Delivery: Teachers can design student-centered lessons by allowing
students to take an active part in the lesson. Classroom time can be spent with students asking
critical questions and engaging in creative problem-solving.

Supports Differentiated Instruction: Teachers can use technology to meet the individual needs
of students. Specific programs, apps, or websites give teachers the options to offer content to
students at different levels, allowing students to access material at their own pace.
Supports Universal Design for Learning Practices: This means that teachers need to make
sure all students can access the material being presented. Technology offers tools, such as voice
recognition, volume control, or word prediction software,that can support struggling students.
Educational technology is a systematic and organized process of applying modern technology to
improve the quality of education (efficiency, optimal, true, etc.). It is a systematic way of
conceptualizing the execution and evaluation of the educational process, i. e. learning and teaching
and help with the application of modern educational teaching techniques. It includes instructional
materials, methods and organization of work and relationships, i.e. the behavior of all participants in
the educational process. The term teaching resources is commonly used, although they are not
synonymous (Pedagoki leksikon, 1996). The word technology is derived from the Greek word
techno which means the willingness, skills, knowledge of the way, rule, skill, tools and logos which
means science, word, learning, mental state. There is no single term for educational technology.
Different countries use different terms and synonyms as educational technology, educational
equipment, AV resources, the technology of teaching...
Terminological differences mostly occur on the grounds of the approach to the technical
characteristics and the use of modern appliances, and not their actual application in teaching i.e. their
actual pedagogical application. For this reason, there are different opinions among teachers in the
field of social and technical sciences. Therefore, the application of educational technology requires
knowledge from several areas: pedagogy, psychology, didactics, computer sciences, informatics...
Because of this diversity, there are also different perceptions of educational technology, where every
author defines the concept of educational technology, according to their needs. Educational
technology is still not being applied sufficiently, mostly for reasons of lack of school equipment
necessary resources and insufficient qualification of teachers for the implementation of these funds.
Educational technology has three domains of use:

Technology as a tutor (computer gives instructions and guides the user),

Technology as a teaching tool and

Technology as a learning tool.

Depending on the use and benefits, the research by Lowther et al., (2012) suggests that education
technology has not yet taken its place, in spite of their recommendations. This is probably the reason
for the statute of the social company. Leu et al., (2009) state that children in poorer areas very rarely
use the Internet as a learning tool. Todays children use modern technical equipment from an early
age (Gutnik et al., 2011; Rideout 2011) so that their coming in with new educational technologies at
school will not be a problem. In studies (Greenhow et al., 2009), we can find out that more students
use modern technical equipment. Serious research on the influence of education technology on
cognitive processes was conducted by Kaufman, 2004; Lee et al., (2008).
When using educational technology we should be primarily focused on the educational value of the
tools and applications we use, how adequate they are in the acquisition of knowledge, whether there
is an interaction between users and tools, and if we have positive effects in using them. A number of
authors (Clements and Sarama, 2003; Glaubke 2007; Dynarski et al. 2007) suggest that we should
focus on five areas of software programs that have the potential to strongly influence childrens
learning experience:

1. The educational value of the program,

2. Its ability to engage children in learning,
3. Ease of use,
4. Interactivity between the child and programs,
5. The possibility that a software program monitors the progress of the child.
2. THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING
Since computers are still not widely used in many schools, the teaching process is dominated by
traditional methods. It is dominated by the frontal form of work where the teacher had enough
interaction with students. Failure to thrive at their own pace and insufficient activity of students was
one of the drawbacks of this type of learning. In class, we have children who are not uniform in
knowledge and never pay enough attention to those who are not sufficiently mastered the material
and those who are above their average. This difference is often hampered by teacher assessment
work and how to transfer knowledge to a group of children with different knowledge. The teacher
chooses to keep average to good teaching where children with insufficient knowledge would not get
the necessary knowledge. The children with insufficient knowledge can progress smoothly without
unpleasant feeling of their ignorance, no frustration, and humiliation while for the most advanced
children teaching will be boring.
With the development of information and communication technology, especially computers, a number
of researchers (Morrison et al., 2010) were trying to see the benefits and the effect of their use
compared to older traditional learning. For many years, we tried to give answers to the question of
advantages and disadvantages between traditional and modern teaching where the prevailing
educational technology. The period from 1967. to 1972. is considered to be a period of consolidation
of educational technology, which has become the most commonly used term in the science of
pedagogy and the educational process (, 2004). With the application of educational
technology, students can independently progress in mastering teaching materials, to choose the pace
of work, to repeat the material that is not sufficiently clear, that after tests performed immediately get
results and track their progress. Interactive, multimedia content provides a great advantage of modern
learning over traditional learning. With the application of educational technology we get feedback
between the teacher and the student.
Among the first studies on the comparison of the traditional and modern ways with the help of
educational technologies research was Clark Richard (Clark, R. 1983). He tried to compare research
between lectures and computer guidance and instruction to determine which the better way of
learning is. He came to the conclusion that they are both effective depending on the ways they are
used. The same conclusion came by other authors (Dynarski et al. 2007; Kulik, 2003) and that is that
there are some major differences in the use of educational technology and traditional teaching. On the
other hand, research at the Center for Educational Research in Pittsburgh within Individually
Prescribed Instruction showed that computers are better tailored to the individual abilities of students,
rather than teachers themselves. Educational technology must inevitably be integrated into
classrooms and curricula (Clements and Sarama, 2003; Glaubke 2007; NAEYC and Fred Rogers
Center, 2012). With the advent of educational technology in the classroom teacher, education is faced
with the challenge that teachers integrate educational technology in their daily work. Numerous
studies have shown that a small number of teachers is willing to integrate educational technology in
their teaching activities (Becker, 2000; Hermans et al., 2008; Stoi and Stoi 2013; Wang et al.,
2004). The reason is that there are two categories of teachers in the understanding of educational
technology. Some of them have thorough understanding of modern technical appliances and their
operation while others think it is necessary for them to gain additional technical knowledge of the

appliances and methods, teaching methods, student-teacher relationship... These two groups
represent a group of teachers between older and younger teachers. Older teachers during their study
did not have the possibility of training with modern technical appliances, did not have the information
technology, educational technology... while the younger generation of teachers possess the
knowledge required for the use of educational technology. For a better understanding of educational
technology requires a set of computer science, pedagogy, psychology, cybernetics, informatics... The
knowledge teachers possess is sufficient for a basic use of education technology. However,
educational technology is one big system. First of all, teachers have a basic knowledge of the use of
educational technology. It takes far more professional training through a variety of conferences,
courses, professional literature, seminars... in order to get a better knowledge in the use of
educational technology. The fact is that under use of educational technology, primarily due to poor
school equipment necessary resources, insufficient information and knowledge of teachers and the
lack of interest and lack of motivation of teachers to use them. Teachers have to be motivated to use
the same because the use of educational technology in teaching provides better interaction with
students, better reception of information because the students receive knowledge visual, auditory and
kinesthetic way. Among other things, an educational technology motivates students to work
independently where the student is more motivated to return to learning and working because modern
technical equipment is widely available at any given moment.

3. CONCLUSION
The presence of educational technology is growing in the classroom. The new generation of kids
come ready to work with these new technologies, which play an important role in childrens learning
and acquiring various cognitive knowledge so that educational technology must be incorporated into
future curricula. The application of educational technology enhances skills and cognitive
characteristics. With the help of new technology comes an explosion of learning and receiving new
information, especially on mobile devices.
Teachers have been using new technologies in the classroom. However, the development and
application of new technologies grows as a measure that is the question of whether teachers are
trained to keep up with them. Here we have two problems. Are the teachers have the ability to use
educational technology and whether the school is sufficiently equipped with all modern technical
means? Numerous studies were carried out, some are still ongoing, but we have to find the right
strategies to apply educational technology in teaching.

The scope of the visual mode of representation

Given the central role of sight per se in the repertoire of human senses, it is
inevitable
that a range of forms and sub-forms have come into existence.
Picture
The sub-forms constitute a continuum from the common meaning of picture i.e
that
which is recorded by a camera (for example, of the equipment used in a
laboratory
distillation experiment), through the simplified picture where parts of the
original are
removed for the benefit of emphasis (for example of distillation equipment with
the
clamps etc air-brushed out ), to the sketch, where only simplified depictions of
all the

core aspects remain (for example that of distillation as a general process).

Cartoons may
also be included in the picture genre.
All these sub-forms of picture are two-dimensional analogies for threedimensional
objects, depicting not only the entities involved but also their spatial
arrangement at any
one moment. Animations, a variant of increasing importance in science
education,
enable changes over time to be represented (Milheim 1993). In summary, the
codes of
representation for pictures are concerned with the way that the third dimension
is
presented in two dimensions.
The picture sub-form is used badly in textbooks, very often treated as a
decoration
adding nothing to the written text, often used to echo textual statements,
occasionally
explaining ideas in a different way to that given in the text, and very occasionally
adding
something that cannot be expressed in writing (Pozzer and Roth 2003).
Diagram
The range of sub-forms of diagram is extensive here, from the use of picturelike
depictions of objects linked spatially or temporally or causally by arrows or lines,
through to examples where the objects have been reduced to symbols and the
links have
become a grid. There seem to be no conventions on the use of diagrams in
textbooks, so
that a mixture is often used without justification for the decision that has been
taken.
This lack of protocol means that students are constantly inventing codes of
representation before they can attempt to understand the message contained in
a
particular diagram. They may consequently acquire misconceptions when the
personal
code that they use is not that intended by the author of the representation
Graphic sub-form
Because they enable large amounts of mathematical data to be presented in
highly
compact forms, there are a wide range of graphical sub-forms e.g. tables, pie
charts,
block graphs, line graphs, scatter plots. They all enable categorical, relational,
spatial,
temporal, causal , forms of visual data to be set out abstractly. The codes of
representation between the sub-forms differ widely, such that they each have to
be learnt

separately. This task often falls to mathematics educators. In that case, alas, the
transfer
of such ideas into a science context is found difficult by many students (Roth,
Bowen et
al. 1999). Consequently, science teachers often teach the graphical forms
themselves:
this is effective when it does not conflict with what has been learnt by students
in
mathematics.
The crucial role that technology plays for creating learning environments that extend the
possibilities of one-way communication media, such as movies, documentaries, television
shows and music into new areas that require interactive learning like visualizations and
student-created content.

The Advantages of Using Media:

Many media sources (feature films, music videos, visualizations, news stories)
have very high production quality capable ofshowcasing complex ideas in a
short period of time. This helps develop quantitative reasoning.

Media offers both cognitive and affective experiences. It can provoke

discussion, an assessment of one's values, and an assessment of self if the
scenes have strong emotional content.

The use of media sources help connect learners with events that are culturally
relevant. As a result, a positive consequence of utilizing media is that instructors
must keep their materials and examples up-to-date.

News stories can be used to connect theories taught in the classroom with
real world events and policies.

The Advantages of Media for Students:

Popular media (films, music, YouTube) are a familiar medium to students that
helps gain attention and maintain student interest in the theories and concepts
under discussion. Students can see the theories and concepts in action. In more
than a figurative sense, theories and concepts leap from the screen.

Students can hone their analytical skills by analyzing media using the theories
and concepts they are studying.

The use of media in the classroom enables students to see concepts and new
examples when they are watching television, listening to music, or are at the
movies with friends.

Students can experience worlds beyond their own, especially if the media is
sharply different from their local environment.

Some Cautions

One question that inevitably arises is concern over the copyright issues that
accompany using this medium in teaching.
The use of film scenes, music, and content found on the Internet during class falls

under the fair use exemption in the Federal Copyright Act (Section 110.1, in the
Federal Copyright Act, Public Law 94-553, Title 17). The display of copyrighted
materials during face-to-face teaching permits the instructor to show entire feature
length films under most circumstances. The crucial distinction to understand is that the
public showing of any media is narrowly defined for educational purposes and the
instructor must take steps to ensure that the copyright holder's interests are protected.
Placing copyright material on the Internet must comply with the fair use exemption.
Recently the Register of Copyrights ruled that short portions of motion pictures may be
incorporated into new works for the purpose of criticism or comment. Here is an
interesting article from Inside Higher Education on the latest round of rules changes.

Using media oftentimes requires additional work (e.g. prepositioning a DVD it at

the start of a scene before class, digitizing media for playback on a computer and
making sure that the audio-visual equipment is functioning properly beforehand).

Media scenes (e.g. humor, drama, terror, and language) may distract some
students from the theories and concepts the scenes portray. Some students may
become offended by media with objectionable content.

Utilizing media takes time away from other classroom activities. Instructors need
to decide whether the media makes its point efficiently and with enough effect
to warrant the use of class time. Media that are short (generally 10 minutes or
less) minimize the class time spent on content unrelated to the learning objectives.

Using Audio As a Teaching Tool

We often ask students to listen. We might be lecturing, playing a music recording, or teaching about heart
arrhythmia. Each situation requires students to pay attention, and to develop a specific type of listening skill.
Today, we can reproduce a wide range of aural experiences and distribute them easily over the Internet to
provide students with "anytime, anywhere" exposure to content, along with increased opportunities to practice the
skills we'd like them to learn.
In this article we'll discuss "digital audio," which here refers broadly to the digital reproduction of sound, using a
computer or portable device, attached to speakers or headphones.
Columbia offers numerous sources of audio recordings. We offer an Online Music Reserves custom-tailored to
the Music Humanities curriculum that includes more than 200 complete works. The Columbia University Libraries
subscribe to numerous sound recording databases that similarly include complete works in various genres,
although not tied to any specific course. In all instances, the audio is "streamed" to users' computers, which
allows them to listen while connected to the network but not keep a copy of the material. (Note: The sources
referenced above are restricted to Columbia users.)
Our Columbia on iTunes U portal delivers Columbia-produced educational content to students, faculty, and the
public through Apple's popular iTunes desktop media player. Some of this content is public, and some is
restricted to members of specific courses. And of course the iTunes Store and the Web in general offer a vast
amount of free audio content, including podcasts from sources ranging from the well known to the obscure.

CCNMTL can help you record new or convert existing audio content and figure out the optimal way to distribute it
to your students. Please read on for more information about creating and using digital audio content in your
course.

Why use audio?

Audio can be used in numerous academic contexts, from music and language instruction to archival recordings
of lectures (we'll take a look at a "field recording" example below). Making audio content available online can be
an excellent way to reach students, who can listen from any location and at any time via the Internet. Students
increasingly expect this content to be available to them, and, fortunately, the means of distribution are
increasingly becoming easier to use.
Some reasons you might consider offering audio recordings to your students:

To provide students with a study aid they can review after lecture;

To enable students to review the lecture in preparation for discussion and debate;

To demonstrate a task, procedure, or complex concept that would benefit from multimedia presentation
and/or the ability to watch repeatedly;

To use on an ongoing basis as a reference for students;

To free up class time for discussion. Making recorded lectures available before class meetings makes
more time available for discussion and hands-on activities. In the classroom context, multimedia can be
a powerful tool for helping students learn and retain complex ideas and phenomena.

There are a few potential pitfalls to keep in mind. First, because students are listening at their convenience, their
ability to ask questions or participate in discussion is limited; faculty may want to offer an online space or
designate a portion of class time for this purpose. Second, the visual cues that may accompany in-person
delivery are generally lost, unless special efforts are made to capture and synchronize them with the audio track.
Third, many faculty fear that providing content online may limit students' attendance in class, but we have found
that this is generally not the case, as have others (Copley, 2007).

Technical details
This section is for those who are more technically inclined or want to know what's going on behind the curtain.
Once digitized, audio tracks are saved as sound files, e.g., MP3, AAC, or WMA. These files can then be played
back using various software applications, and if downloadable, stored on a portable device such as an iPod or
other MP3 player. You have probably heard of or used QuickTime, iTunes, RealPlayer, or Windows Media Player,
to name a few. These software programs use "codecs" (which stands for "code-decode") to translate the digital
file into an audible experience. Some players can play multiple file types because they accommodate an array of
codecs, while others play only one type of file.
At Columbia, we tend to store media files on a "streaming server" that delivers audio content in real-time and
prevents students from downloading the files to their computers. Using streamed media (as opposed to
downloaded media) helps Columbia remain more squarely inside fair use and copyright guidelines.

An example: using audio in fieldwork

With the growth of the iPods and other portable digital audio technologies, the quality and ease-of-use of sound
capture equipment has improved greatly, allowing teachers to begin to experiment with new ways to use audio in
field projects.
As an example, a sociology professor at SUNY Potsdam created a two-week project that was inspired by the
50th anniversary of the publication of On the Road, the Jack Kerouac road novel. The class explored Kerouac's
role as a social documentarian. Thirty-five students were required to interview strangers as they traveled across
the country from San Francisco to Massachusetts, exploring themes in the novel. The project resulted in a
website of "soundscapes"--recordings that were geotagged on a map that showcased the experiences of the
students.
To assist the class, an independent radio producer accompanied the students, who were given headphones, a
microphone, a recorder, and instructions. At first, students asked their subjects basic questions about their travels
and adventures. But as they became more comfortable with the technology and its use, they began to relate the
text to what they were experiencing in the environments they visited. One student asked people questions about
maintaining relationships while chasing passions in life--a main theme of the book.
When using audio equipment for projects, some students may need technical help. But the producer believes
that most will be able to figure it out with basic instructions and information that is widely available on the web. He
encourages "academic short-sheeting" so student challenges lead to a discovery process. Short turnaround
times can force students to jump into assignments and he advises not to make the assignments too complicated,
as editing and production can be time consuming.