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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Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT journal ,
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Fang, Liu. (2010). Using multimedia to motivate EFL students' interest in English language learning. Accessed on
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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
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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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