Interactive Multimedia Development In Teaching Drama for Students Class Xi In State Senior High School 4 Medan (Published)
This study aims to: (1) describe the results of interactive multimedia development in drama lessons for class XI State Senior High School 4 Medan, (2) Describe the feasibility result of interactive multimedia development in drama lessons, (3) Describe the effectiveness of interactive multimedia development in drama learning. Interactive multimedia is developed in the form of interactive learning CDs. This research method is research and development. Research and Developmemt (R & D) with DDD-E model (Decide, Design, Develop, Evaluate). The results of the study indicate that: (1) validation of material experts with an average of 93% on very good criteria; (2) validation of media design experts with an average of 90% in very good categories; (3) teacher response with an average of 96% on very good criteria, (4) individual trials with an average of 77% with good criteria, (5) small group trials with an average of 87% with very good criteria, (6) limited field test with an average of 95% with very good criteria. The final activity of the development of learning media is continued by looking at the effectiveness of students in drama lessons. The study was conducted on the students class XI State Senior High School 4 Medan. Result of learning test of drama lessons on content material and linguistic text before using learning media equal to 67,9, while result of learning test after using learning media is 77,37. The difference is 9.44 from before to after. The result of drama learning test on drama staging before using learning media equal to 64,28, while result of learning test after using learning media is 82,65, the difference obtained is 18,37 from before to after. The interactive multimedia implication in drama learning is that learning media will provide convenience for teachers to provide learning materials, as well as provide convenience for students in receiving and applying the subject matter provided.
This paper is an effort to explore the impact of technology in the context of Teaching English to Students of Other Languages (TESOL). At first, it analyzes the background of the evolving field of technology in English language teaching. Second, it delineates the growth of English through technology. Third, it explains the various necessities of technology in teaching English. After that, it highlights the possible disadvantages of technology. Next, it explains the importance of striking a balance between technology and traditional teaching and learning. Finally, the researcher concludes that a judicious and balanced use of technology can procure the desired pedagogic outcome in the TESOL classroom.
Issues and Options for Using Multimedia to Improve Pre-Service Mathematics Teacher Education in Ghana (Published)
It is well documented that the overly theoretical coursework in conventional mathematics teacher education programs does not effectively challenge pre-service mathematics teachers’ preconceived ideas about the teaching of mathematics. In addition, field experiences provided for pre-service teachers have been shown to have inherent limitations. Consequently, several mathematics educators have drawn attention to the need to engage pre-service mathematics teachers in experiences that present actual teaching practices and make it possible for them to study or critique those practices reflectively. In the developed countries like the US there appears to be a growing interest in the potential of multimedia systems to bring this type of reflective and critical thinking about the teaching of mathematics. In the developing countries such as Ghana, very little of such efforts, if any, is being done to improve mathematics teacher education. This paper looks at the potential of these multimedia environments to improve education of prospective mathematics teachers in Ghana. It focuses on how multimedia programs fit into contemporary theories of teacher learning and supports this with a discussion of empirical research efforts at using multimedia programs to facilitate education of prospective mathematics teachers. Implications for pre-service mathematics teacher education in Ghana are also presented.
Multimedia learning offers a significant opportunity to reach the greatest number of students and most effectively supports students with different learning styles. The basis for the use of multimedia is the assumption that when the user interacts within these media he/she learns more meaningfully. The fundamental principle behind multimedia learning is best described by Mayer (2005) “People learn better from words and pictures than from words alone”. This study seeks to provide a framework for multimedia-enhanced education. The multimedia in this study were PowerPoint and Multiple Mouse Mischief. The framework for the study was built on what high-end multimedia presentation currently facilitates: presenting course materials in; text, graphics, photographs and animation (visual), audio and discussion (aural), with follow-up point-and-click or drag-and-drop exercises (Kinaesthetic). The study set out to examine how learning styles interact with the presentation media to influence the learning outcomes of the students. The findings revealed no significant main effect of learning style on the students’ achievement scores. However, the kinaesthetic learners recorded the highest adjusted post-test mean achievement score. It was concluded that interactive multimedia presentation can facilitate diverse learning styles and although there are claims about the benefits of multimedia presentations but the reality is that the instructional technologies are only tools and should be applied with careful regard to the complex nature of human information processing.