Vous êtes sur la page 1sur 5

ISSN: 2277-4629 (Online) | ISSN: 2250-1827 (Print)

CPMR-IJT Vol. 2, No.1, June 2012

Educational Computing Awareness and Achievement by Multimedia


Dr. K. Nachimuthu*

ABSTRACT
A multimedia content can have a strong effect on our mind and senses. This paper explains the different types of multi-media contents. The hypotheses of the study were; there is no significant difference between the awareness of educational computing multimedia for the M.Ed trainees and also in achievement. The samples were 50 M.Ed trainees in Namakkal College of education institutes in Tamil Nadu State of India. A multimedia programme of E-resources, as a Computer science content in Flash and educational computing awareness questionnaire was also prepared and content validity was found out with the reliability of 0.79. There are three volumes of multimedia contents was prepared with text, audio, video, references & MCQ formats. The Educational computing multimedia tool consists of 50 questions. This presentations were distributed to random convenient samples of computer science based 50 M.Ed students of two different self-financed Namakkal Education Colleges of Tamil Nadu State of India, and they can to do test in their self face through computer. The time and score was calculated. The multimedia awareness between male and female M.Ed teacher trainees are significantly differ each other. (t -7.17) and for multimedia achievement, the male and female M.Ed

teacher trainees are also significantly differ each other (t-5.38). Hence, the use of educational computing multimedia programme impacts positively on the M.Ed teacher education program and it improves effectiveness of practice teaching lesson as per the sample. The quality of multimedia depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented. Keywords: Multimedia, Educational Computing, Awareness of Media

I. INTRODUCTION
Multimedia is media and content that uses a combination of different media content forms. Multimedia means, combination of text, audio, still images, animation, video and interactivity content forms delivered electronically. Multimedia may be broadly divided into linear and non-linear categories. Linear active content progresses without any navigational control for the viewer such as a Cinema Presentation. Non-linear content offers user interactivity to control progress as used with a video game used in self-paced computer based training. The term multimedia was coined by Bob Goldstein in July 1966 at Southampton, Long Island. On August, 10, 1966 Richard Albarino explained the utility of Multimedia in seminars. In India, this concept was started in 1993.

*Asst. Professor, Dept. of Education, Periyar University, Salem 636 011, Tamilnadu, India

www.cpmr.org.in

CPMR-IJT: International Journal of Technology

13

ISSN: 2277-4629 (Online) | ISSN: 2250-1827 (Print)

CPMR-IJT Vol. 2, No.1, June 2012

Commonly recognized examples of new literacys include such practices as instant messaging, blogging, maintaining a website, participating in online social networking spaces, creating and sharing music videos, pod casting and video casting, photo shopping images and photo sharing, emailing, shopping online, digital storytelling, participating in online discussion lists, emailing and using online chat, conducting and collating online searches, reading, writing and commenting on fan fiction, processing and evaluating online information, creating and sharing digital mash-ups, etc. ( Bumpus, M. A. 2005). And a multimedia tool was proposed by Fallon et al., (2011), which can simulate video delivery over Stream Control Transmission Protocol (SCTP) and it can communicate multiple heterogeneous networks.

II. UTILITY OF MULTIMEDIA IN TEACHING


When we watch a movie or Television program, superficial and even deep feelings and emotions are elicited, such as excitement, anger, laughter, relaxation, love, whimsy, or even boredom (Prensky, M. 2006). These emotions are often triggered or heightened by the mood created by specific visual scenes, the actors, and the background music. A multimedia content can have a strong effect on our mind and senses. It is so powerful that we may download it off the Internet or order the DVD from any interested subject along with the CD soundtrack so we can relive the entire experience over and over again. This attraction to multi media videos extends to movies, TV programs, commercials, and music videos.

The empirical findings of research on the effectiveness of videos embedded in multimedia classes or modules are very encouraging. Numerous studies in specific areas such as teacher education have produced significant results favouring videos (Borko & Pitman, M.E 2008) If we observe the students, they can utilized the following electronic gadgets; (a) Listening to music; (b) Playing PC & video games; (c) Talking on iPhone; (iv) Sending text & picture messages; (v) Watching videos and or Television; (vi) Using Face book, Orgut & Twitters ; (vii) Utilizing videos from You tube, Skype, other Yahoo and Google messengers (Champoux, J. E. 2005). According to Sagarmay Deb (2012) Multimedia technology and internet networks have changed the whole philosophy of learning and provided us with the opportunity for close interaction between teachers and learners with improved standard of learning materials compared to what was exists only with the printed media. It has gone to such an extent to create a virtual class room where teachers and students are scattered all over the world.

IV. TYPES OF MULTIMEDIA CONTENTS


There is a wide range of multi media categories that can be used in the classroom. The actual choice will depend on the instructional purpose or outcome and the characteristics of the students and their interests. The multi media sources having different way of contents expressions viz., (a) drama, (b) action, (c) romantic, (d) comedy, (e) romantic comedy, (f) documentary, (g) Television programs, (h) commercials, (i) college music videos, and (j) faculty or student made videos. All of these types of multi media contents can evoke or induce anger, excitement, terror, activity, motivation, love, laughter, whimsy, tears, dreams, calmness, relaxation, sleep, and a coma (Moreno, R., & Mayer, R. E. 2004). Multi media can have powerful emotional effects. Instructors need to decide the effect they want to produce in a given learning situation. Applied inappropriately, the multi media clips can distract and decrease learning even incites students to riot. Unless
CPMR-IJT: International Journal of Technology

III. MULTIMEDIA LEARNING THEORY


Over the past decade a corpus of studies has accumulated that investigates the effects of multimedia strategies on learning. Multimedia typically refers to the presentation of material in two forms: auditory/verbal and visual/pictorial (Higgins, J. A., & Dermer, S. 2001). The strategies have included PowerPoint (Mayer & Johnson, 2008), Educational games (Nachimuthu, K 2010), and computer-assisted video learning (Vijayakumari, G 2010) in a variety of content areas, in addition to auditory and video media.
www.cpmr.org.in

14

ISSN: 2277-4629 (Online) | ISSN: 2250-1827 (Print)

CPMR-IJT Vol. 2, No.1, June 2012

rioting is a specific learning outcome, instructors should be very discerning in their choices. Multimedia learning refers to learning from words and pictures. The two approaches of multimedia design are (i) a technology centered approach and (ii) a learner centered approach. Multimedia encyclopedias have become the latest addiction to students reference tools, and the World Wide Web is full of messages that combine words and pictures. (Mayer, R.E. 2012). A multimedia need the video journalism concept and it is a new field that has grown out of traditional print photo journalism, slide shows that combine sound and pictures, public radio, documentary filmmaking and the best of television news features. It can use clean sound with clear recorded clips used in multimedia. (Kenneth Kobre, 2012).

V. OBJECTIVES & HYPOTHESES OF THE STUDY


The objectives of the study are; (i) to know the awareness of educational computing multimedia programme for teacher education; and (iii) to apply the educational computing multimedia programme for the teacher education at Master of Education (M.Ed) level and to find out their achievement level. The hypotheses of the study are; (i) there is no significant difference between the awareness of educational computing multimedia for the M.Ed trainees and (ii) there is no significant difference between the achievement in given educational computing multimedia content among male and female M.Ed trainees.

in Flash software file in December 2011 and it was found out the content validity by Computer Science professors of Muthyammal Engineering College, Rasipuram Taluk, Namakkal Distict of Tamil Nadu State of India and the educational computing awareness questionnaire was also prepared by the investigator and that was found out with face validity and reliability (0.79). It consists of 50 questions with Yes or No type. There are also three volumes of multimedia contents was stored in a single file related to E-Resources with text, audio, video, references and MCQ (Multiple choice questions) formats. That Computer Science multimedia presentations were distributed to the Computer Science based M.Ed students of two different self-financed Namakkal Education Colleges of Tamil Nadu State of India, and they can finish the chapters with in their self face through the computer. Out of 70 trainees, the investigator collected only 50 random convenient samples. The time was noted down as per the questions involved in the educational computing multimedia content and that scoring was taken as their achievement. The collected data was analyzed and interpreted with mean, standard deviation and t test. The table -1, explains the multimedia awareness between the M.Ed trainees according to their gender wise. The acquired t value (7.17) is greater than sample t value (2.76 at df of 24). The acquired t value is significant. Hence the multimedia awareness between male and female M.Ed teacher trainees are significantly differ each other. So, the null hypothesis is accepted. Table 1 Educational Multimedia awareness of M.Ed Trainees (Gender wise)
Variable Male Female Strength 25 25 Mean 12.5 26.3 S.D 2.64 3.42 t value 7.17**

VI. SAMPLE FOR THE STUDY


Experimental method was adopted with the convenience sampling size of 50 M.Ed trainees with Computer Science background were selected among 700 populations of two different colleges of education in Namakkal and Salem District of Tamilnadu State of Indian Country. In this study, Master of Education subject refers to the Postgraduate level of Education.

(** - Significant at 0.05 level)

VII. METHODOLOGY FOR THE STUDY


For this research, a multimedia programme for Eresources, a Computer science content were prepared
www.cpmr.org.in

This result depends on the gender character and their opinion of multi media awareness. The table -2, explains the educational computing multimedia achievement between the M.Ed trainees according to their gender wise.
CPMR-IJT: International Journal of Technology

15

ISSN: 2277-4629 (Online) | ISSN: 2250-1827 (Print)

CPMR-IJT Vol. 2, No.1, June 2012

Table 2 Educational Multimedia Achievement of M.Ed Trainees (Gender Wise)


Variable Male Female Strength 25 25 Mean 9.38 19.73 S.D 1.98 2.57 t value 5.38**

(** - Significant at 0.05 level)

The acquired t value (5.38) is greater than sample t value which is significant. Hence the multimedia achievement scoring between male and female M.Ed teacher trainees are significantly differ each other. So, the null hypothesis is accepted. This result depends on the scoring of the multimedia achievement in that Eresources content. The findings of the study are; (a) Educational computing multimedia programme is differ awareness for students learning in teacher education programme at M.Ed. level; (ii) Educational computing multimedia programme is effective in teacher education programme at M.Ed. level; it improved competencies of the particular subject (Computer Science) and learning approach.; and (iii) Educational computing multimedia programmes created more awareness about use of technology in educational institutes

VIII. CONCLUSION
Any content product available in a digital form and it typically refers to music, information and images that are available for distribution on electronic media is called as e-content. (Anurag Saxena, 2011). For the multimedia content development aspect each one is used to develop six phases vix., analysis, design, development, testing, implementation and evaluation. A digital text and images designed for display on web pages which is suitable for particular audience is called as e-content. The conclusions of the study are as follows; 1) The use of educational computing multimedia programme impacts positively on the M.Ed teacher education program; (2) It improves effectiveness of practice teaching lesson; (3) It motivates M.Ed teacher educator trainees for practice teaching lesson; (4) It improves M.Ed teacher educator trainees knowledge of ICT; (5)
www.cpmr.org.in

It able the M.Ed teacher educator trainees to plan and implement practice lessons more efficiently and more effectively; (6) It paves the attention towards the ICT; (7) It develops knowledge and skills for effective teacher education programme; (8) It develops the ability of interest attitude and creativity in the mind of teacher educator trainees and (10) It helps the trainees to think, to act and to evaluate differently. My suggestions for this research study is; (a) The teacher education institution should develop good educational computing multimedia resources; (b) The B,Ed and M.Ed trainees should be provided with multimedia based training; (c) educational computing multimedia programmes should be mandatory in teacher education programmes; (d) For creating awareness about educational computing multimedia, more research is necessary and (e) educational computing multimedia programmes should be introduced in practicum of ICT in all educational Institutes and Universities including Engineering Colleges. e-learning is a process and E-content is a product. This approach of teaching has become an answer to the complicated problems and un-identified areas. econtent is generally designed to guide students through lot of information in a specific task. A multimedia econtent package can be used as a teacher in the virtual classroom situations. The quality of learning depends not only on the form of how the process is carried out but also on what content is taught and how the content is presented.

IX. REFERENCES
[1] Anurag Saxena. (2011). Pedagogical Designs for Generation of Contents for the Community, Community Development Theme, Indira Gandhi National Open University publications, New Delhi. pp. 01-03. [2] Borko & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development, Teaching and Teacher Education, Vol. 24.,No.2., pp. 417436.
CPMR-IJT: International Journal of Technology

16

ISSN: 2277-4629 (Online) | ISSN: 2250-1827 (Print)

CPMR-IJT Vol. 2, No.1, June 2012

[3] Bumpus,M.A. (2005). Using motion pictures to teach management, Journal of Management Education, Vol. 29., No.6., pp. 792815. [4] Champoux, J. E. (2005a). Comparative analyses of live-action and animated film remake scenes, Educational Media International, Vol. 42., No.2., pp. 133155. [5] Fallon,E; Qiao,Yuansong; Zhong,L; and Muntean,G.M (2011). Performance Evaluation of Multimedia Content Distribution over Multihomed Wireless Networks, IEEE Transactions on Broadcasting, New York., Vol. 57., No.2., June 2011, pp. 204-215. [6] Higgins, J. A., & Dermer, S. (2001). The use of film in marriage and family counselor education. Counselor Education and Supervision, Vol. 40., No.3., pp. 182192. [7] Kenneth Kobre (2012). Video journalism: Multimedia Storytelling, Combining Audio and Stills. Chapter9, Focal Press, Ist Edition, pp. 210-216. [8] Mayer, Richard, E (2012). Multimedia Learning, Cambridge University Press, II edition, New York, pp.126-130. [9] Moreno, R., & Mayer, R.E. (2004). Personalized messages that promote science learning in virtual environments, Journal of

Educational Psychology, Vol.96., No.1., pp. 165173. [10] Nachim uthu, K (2010). Usability of ELearning Resources in Teacher Education of India, International Journal of the Computer: The Internet Management, Bank honk, Thailand , Vol. 18. No. Spl., Dec, 2010. pp. 41(1)- 41(6). [11] Prensky, M. (2006). Dont bother me Mom Im learning. St. Paul, MN: Paragon House, Minnesota USA., pp. 14-18. [12] Sagarmay Deb. (2012). Multimedia Technology and Distance Learning Using Mobile Technology in Developing Countries, Advanced Topics in Multimedia Research, In Tech Publishers, Croatia Europe, pp.94-100. [13] Sherin, Miriam Gamoran (2003). New perspectives on the role of Video in Teacher Education, Advances in Research on Teaching, Emerald Group Publishing Limited ,Vol. 10., pp.01-27. [14] Vijayakumari,G et al.,(2009). Virtual Reality Enhanced Instructional Learning, I-managers Journal of Educational Technology, Vol.06. No.02, April June 2009, pp. 08-11. [15] Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform, Journal of Technology and Teacher Education, Vol.11, No.1, pp. 105138.

www.cpmr.org.in

CPMR-IJT: International Journal of Technology

17

Vous aimerez peut-être aussi