Using Multimedia in the
Classroom: Which Side does the
Balance Tilt?
Soni Joseph
Research Scholar
EFL University
Hyderabad
1
Questions

Have you ever used technology in your
classroom?

Did you face any trouble while using
technology in the classroom?
2
Overview

This paper is based on an experimental study with D.Ed
(formerly TTC) trainees in Kerala.

Multimedia was integrated in the English classroom of
the trainees and their interaction was studied.

The paper presents a comparative account of the
pedagogical benefits and problems/ drawbacks of using
technology in a classroom in a rural setting.
3
D.Ed Course

D.Ed is the pre-service primary teacher training programme
in Kerala.

Conducted in 102 teacher training institutes (TTIs) in the
state.

Trainees are mostly from regional medium and their exposure
to English is relatively poor.

All the subjects (Mathematics, Education, etc)except English
are taught in Malayalam.

Curriculum is mostly based on theoretical and pedagogical
aspects.
4
Cont..

Less weightage is given to the development of language
skills.

Teacher educators, who are not properly trained, mostly
use translation method to teach English.
5
Learning through Multimedia

Multimedia can be defined as the combination of
text, audio and images in a single instance. It is the
“combined use of several media, such as movies,
slides, music and lighting, especially for the
purposes of education and entertainment” (Brooks,
1997, p.17).
6
Theoretical Bases for Multimedia
Learning
Constructivism
 Cognitive learning theory
 Mayer’s multimedia learning theory
 Krashen’s Affective filter hypothesis

7
The Experimental Study

Examined whether multimedia has any positive effect on the
classroom interaction of the trainees.

There were three phases for the study.

Comparative study was made between regular classes and
experimental classes.

Multimedia equipment used: LCD projector, Laptop, DVDs,
Speakers, Camcorder, and sound recorder.

Tools used: Questionnaire, semi-structured interview, classroom
recording/ observation checklist.

The data obtained were analyzed and triangulated.
8
Findings of the Study

Trainees were comfortable with the use of multimedia in the class and
it had a positive effect on enhancing the classroom interaction of the
trainees.

Multimedia helped in improving their confidence level and motivation

Learners found multimedia useful because it exposed them to authentic
language, improved their pronunciation and knowledge of various
language functions and also enriched their vocabulary.

When the experimental classes were compared with regular teacher’s
classes, it was found that the experimental classes were more effective
than the regular teacher’s classes.
9
Problems Faced

Lack of infrastructure
 Too much light in the room
 Trainees became over conscious about the video
recording
 Problem of echo
 Time constraint
 Some other technical problems
10
Some Solutions





Plan well – Always have a backup plan
Familiarize yourself with the equipment and its
functioning
Use the correct format for files
Rehearse
Don’t be over ambitious
11
Suggestions/ Implications

Multimedia can be used as a training tool to
enhance the language skills (esp. classroom
interaction) of teacher trainees.

Technology has to be used judiciously with proper
planning.

Training should be given to the teacher trainers who
use technology.

A small course on ‘how to handle technological
equipment’ can be added to the teacher training
curriculum.
12
References
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Educational Multimedia and Hypermedia , 13, 3 - 21.
Bagui, S. (1998). Reasons for increased learning using multimedia. Journal of Educational Multimedia and
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Burns, Anne and Jack C. Richards. (Eds.). (2009). Second Language Teacher Education. Cambridge: Cambridge
University Press.
Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT journal ,
48 (2), 162 - 172.
Fang, Liu. (2010). Using multimedia to motivate EFL students' interest in English language learning. Accessed on
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Jester, R. (2002). If I Had a Hammer: Technology in the Language Arts Classroom. The English Journal, 91 (4), 216 226.
Kozma, R. (2001). Learning with media. Review of Educational Research , 61, 179 - 211.
Ludwig et al. (2004). Using Multimedia in Classroom Presentations: Best Principles.
Mayer, R. E. (1997). Multimedia learning: are we asking the right questions? Educational Psychologist , 32, 1 - 19.
---. (2005). Introduction to multimedia learning. In R. Mayer(Ed.). The Cambridge Handbook of Multimedia Learning
.
Murdoch, G. (1994). Language development provision in teacher training curricula. ELT journal , 48 (3), 253 - 265.
Shin, J. Sarah. (2008). Preparing non-native English-Speaking ESL teachers. Teacher development , 12 (1), 57 - 65.
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Thank you
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