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Pedagogical benefits and drawbacks of
multimedia use in the EFL classroom
equipped
with interactive whiteboard
By
Euline Cutrim Schmid
Olatz Oñate Muzás
olatxus@gmail.com
INDEX1. Key Words
2. General subject
3. Specific subject
4. Hypothesis
5. Research questions
6. Methodology
7. Results
8. Summary of key points
Improve classroom teaching
Multimedia systems
Pedagogical issues
Evaluation of CAL system
Interactive learning environments
1. Key Words
2. General Subject
“The process of multimedia integration in English Language
classrooms equipped with interactive whiteboard (IBW) technology”
(Cutrim 2008)
3. Specific subject
Pedagogical benefits and drawbacks of multimedia-
oriented approach in the IWB-based classroom
4. Hypothesis
Better memorising and learning when the sound, the word and the
image interact. (Plass, Chun, Mayer, &Leuther, 1998, 2003)
Too many multimedia materials may difficult the learning process (Plass
et al, 2003) so materials have to be designed within students cognitive
process.
6. Research questions
What is an effective integration of multimedia in the IWB- based
language classroom?
What is the investigated SS' and Teachers' opinion about using
multimedia devices?
5. Methodology
Research: Classroom-based qualitative investigation using the IWB
Teacher-researcher
Aim: Teach English for academic purposes (EAP)
Where: Lancaster University (UK)
Timing: 8 weeks programmes in the summers of 2003/2004
Groups: Postgraduate International students (China and Taiwan)
English Level: The IELTS scored at least 6.0
Age: 20-36
Study 1: “Using ICT for academic Study in English” (2003) 29SS
Study 2: “Web resources for Learning English” (2004) 23 SS
Procedures:
Classes video-recorded
Field notes and thoughts after each lesson
6 (study 1) 5 (study 2) critical language teachers
observed the lessons
wrote field notes
Fill a questionare at the end of the lesson
A questionare at the end to the SS
Group discussion with 12 volunteers (study 1)
Individual interviews (30 min) with 10 SS (Study2)
The data are the result of the interviews and the teachers' field notes
6. Results
1. Pedagogical benefits
Engagement and enhanced motivation
IWB to integrate different multimedia devices and increased motivation
British life and culture otherwise, an artificial lesson
Life-like format eased discussions and engangement with the topic
More interesting lessons
Technology helped them to concentrate because it was attractive
Facilitation of learning
100% of the SS said agreed that multimedia helped to understand the content better
Acces to the same information in different ways
Catering for various learning styles
Pictures helped with the new meanings
Non-textual media liked the students being a less theoretical
lesson
More holystic learning: Easy acces to definiton, pronuntiation
and images,
Seamless acces to multimedia resources
IWB ease the acces to multimedia devices and facilitate a
more interacttive use of the resources
SS agreed that the IWB made the lessons more effective
With IWB, more time for group discussions and active
participation
2. Pedagogical challenges
SS feeling overwhelmed by a lot of information in a short period of time
Not used to technologyNo time to digest the information
SS feeling “spoonfed” by the Teacher
Easy acces encourage lazynessSS understand the concepts without effort (no dictionary)SS don't process the information
Teachers use of hyperlinks
Pages prepared in advantage don't promote participation. It's a quick answer.Gives the Teacher more control of the lesson and its a time.saver but it lends less improvisationLooking for appropiate websites is a hardtask and the SS may end up having too many paths
8. Summary of key pointsSS consider that the use of IWB eases their learning of
English
ATTENTION
MOTIVATION
HELP TO REMEMBER VOCABULARY
DIFFERENT LEARNING STYLES MIXED
But SS and teachers have to be overcome:
Cognitive overload
Lack of cognitive action with multimedia resources
RESEARCH + LITERATURE =Posible pedagogical implications for the effective integration of
multimedia in the IWB-based classroom.
2 main implications
Control the amount of information provided to the SS to avoid
cognitive overload
SS have to be involve actively with the multimedia resources to
assimilate the information effectively
Olatz Oñatebased on Cutrim
2008
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