Dani Davis

Article review 1

May 30, 2004

Citation

AR1: Kellerman A, (2004), Some Questions and Answers for the New Year.

http://www.suite101.com/article.cfm/multimedia_education/106114

Introduction

In this Article, Kellerman covers four topics pertaining to the use of multimedia applications in education. First, she defines multimedia, followed by interactivity. She then goes on to discuss the aspects that educators should consider when choosing multimedia for their classrooms. This includes both the intended audience and the physical environment. In my summary, I will discuss these four aspects individually.

Summary

The author gives an accurate, albeit concise definition of Multimedia. She defines Multimedia as, “content that contains multiple media and that is interactive.” This broad definition covers any technology that utilizes more the one stimulus, and engages the student in some form of active rather than passive response.

Next, Kellerman defines interactivity as the technology user being able to, “click a mouse or touch a screen, or in some limited cases talk to a computer's speech recognition program to control the navigation through. Some interactivity involves and end-user being able to add content to the existing content.” Kellerman acknowledges that currently, much of this interaction occurs very slowly. However, she also recognizes the fact that with the continuing advances in technology, users will soon be “immersed” within the environment that they are interacting with. As the author points out, the full potential of interactive multimedia has not yet been tapped into.

According to Kellerman, educators must consider several variables before buying any multimedia software. First and foremost, when purchasing a product, be sure that it will address the purposes for which it will be used. Consider the goals and objectives that the software must cover. Educators must also take their intended audience into consideration when choosing which multimedia software to order for their classroom. Obviously, the software should target the age and cognitive levels of the students in the classroom. It is important to consider not only the age and grade level of the students, but also the multiple intelligences and learning styles found within the particular group of students who will be utilizing the multimedia. After all, the object is to capture and hold the attention of as many students as possible, to maximize learning capabilities.

Lastly, an educator must consider the capabilities and limitation of their work environment. Kellerman states that many teachers have limited “tools” and “resources” at their disposal. Often personal computers found in the classroom, are outdated, and therefore, are not designed to support the latest multimedia. Teachers need to know the capabilities of the computers in their classroom, before shopping of new multimedia products. Also, teachers must acknowledge their skills, as well as those of the students. Multimedia is a great tool but the teacher must possess the skills to use it effectively, and to teach students to use it effectively.

Implications of Choosing the Correct Multimedia by Author

The author feels it is important to consider your goals, audience, and skills, as well as your resources when choosing a multimedia application for the classroom. Kellerman feels that of all these thins are given the appropriate amount of consideration, multimedia will become a powerful interactive tool within your classroom environment.

My Reaction

I define multimedia as any technology that incorporate the interactivity of the user, while at the same time addressing all of the multiple intelligences of the target audience. Any tool that is able to accomplish this goal is a very effective teaching tool. It ensures that all students’ prefer learning mediums are present. Thereby, the multimedia software is succeeding in reaching the masses, leaving no child behind.

Although this was a very thought provoking article, Kellerman failed to address an issue of great importance to special educators. One of the most important aspects to consider when I am choosing both software and hardware for my classroom is whether or not my students who have special needs will be able to effectively access it. For my classroom the multimedia application will be useless if it cannot be used in conjunction with assistive technology devices.

Aside from not addressing the use of multimedia with the special needs population, I agree with Kellerman on all but one point. With the emergence of virtual reality software, users are no longer limited to “mouse clicks and touch screens.” Instead, users are transported into the environment being displayed on the computer screen. It is true that this technology as not commonplace in the average American classroom, but the technology does currently exist. Multimedia is already a much more powerful tool than the author acknowledges.