Multilit- Term Paper Amy
Mooney
Fall ‘07
Multimedia Problem-Based Learning: Improving Standard Scores and
Bringing Kids Up to Speed
The combination to unlock student
potential is a combination of Problem-Based, Traditional, and Multimedia
Instruction. In the early American education system, much of the curriculum was
based on skills and knowledge that would aid students in their life, after
their schooling, or in the “real world”. As time passed, some of that
curriculum was changed to fact-based information. Presently, there is a trend, in education
curriculum development, toward problem-based, “real world” instruction. Problem-Based Learning is instruction based
on solving problems with “real world” situations. As stated in the findings of Tarhan & Acar (2007), students
are more motivated, self-confident, willing to solve other problems using the
skills they learned, shared knowledge, and were more active in small groups. There
is also a need to include multimedia resources in education. As defined by Hofstetter,
“multimedia is the use of a computer to present and combine text, graphics,
audio, and video with links and tools that let the user navigate, interact,
create, and communicate”(2). The
education system seems to be far behind the business world in the everyday use
of technological tools and systems.
These tools, used in instruction, can also build motivation, and help
students learn skills they will need for the future.
There is a great deal of research
in these curriculum areas and some studies combine the different
approaches. One study done by Li & Lui in 2007, found that sixth graders who were given
instruction with increased multimedia and problem-based
instruction showed more increase in
standardized test scores than students in traditional classrooms. And in 1998,
William, Hemstreet, Lui,
and Smith did a meta analysis involving studies of middle
school students with Problem-Based Learning.
In these studies, differences between the students who had PBL and the
control groups (who did not have PBL) were extreme. PBL is a tested method to improve our
students’ learning.
According
to the studies of Mayer and Anderson (1991, 1992) and Mayer and Sims (1994),
“Dual-code Theory, provides theoretical support of the verbal (such as text) and
non-verbal (such as animation) codes in lesson presentations.” Based on this theory, in 1991, Yea-Ru Chuag studied 175 seventh
graders (90 males and 85 females) in rural
The Modern
Language Journal published a study, by Chun and Plass
in 1996, that supported the use of multimedia
applications for second language classrooms.
These students, learning German, retained much more of the materials
taught, after being exposed to a computer application. The study found “significantly higher rate
than expected on production tests and recognition tests.” The author theorized that the second language
students exposed to multimedia applications gain more understanding than those
exposed to a traditional classroom setting.
Multimedia opportunities in the
classroom increases prior knowledge, scaffolding the learning of new material,
gives students wide exposure to different resources and cultures, and increases
student motivation for learning.
Students learn in a variety of ways and come from different past
experiences. Investigative skills in a
multimedia classroom can expose children to people and information from all
over the world. It is also very important to teach students how to find the
most reliable information for their research now and for a better understanding
of how to discriminate between credible and incredible sources, as adults.
Teachers who use multimedia
applications can give students assignments and extra help in more targeted
ways, compared to a text book. In my
classroom, students who lack the grade level expectations in reading and writing
are using a reading program called Read 180.
It is from the Scholastic Co. and it includes multimedia applications
that support students and give them a starting point to build reading
comprehension and other important skills.
For example, prior to reading a new article or story, students are shown
“an anchor video”. This is a 1-3 minute
video about the topic that they will read about. Another example of this program’s use of
technology is the instructional software, used independently for 20 min. each
day, by each student. First, students
are tested and the computer program adapts to the student’s reading
comprehension, decoding, and spelling level.
Then, students are given a video and audio presentation to watch, on a
topic. After the video, students are given a story on their own reading level,
comprehension, spelling words, and vocabulary words on the topic of the video. After students practice reading and answering
questions, the student is given tests in each section and makes a fluency
recording of the reading. This program
is my students’ favorite part of the day.
The brightly colored, individualized programming is very motivational
for older struggling students and it helps students preserve their self-esteem
while they get much needed reading instruction.
Since beginning the Read 180 Program in our school, all students in the
program have had significant improvements on standardized tests. Many of these students have increased their test
scores by 1 or more grade levels in just a few months. One ninth grade student came to our school one
year ago, reading at a 2.3 grade level, now he is reading on a 5.4 grade
level. It is amazing to see the “promise”
of these programs!
In 2005, Pearson, Ferdig, Blomeyer, and Moran wrote
“The Effects of Technology on Reading Performance in Middle School Grades: A
Meta-Analysis with Recommendation for Policy”.
The authors’ purpose was to see if the results of 38 studies (published
1988-2005) showed marked improvement and to advise the curriculum writers and
decision makers in using better interventions for this age group. The problem was that many middle school
students were not meeting the No Child Left Behind criteria. The hypothesis was that the students who
receive technology based interventions, in reading (strategy use,
comprehension, meta-cognition, reading engagement, and motivation) will improve
more on standard tests than those who have traditional instruction. The findings of this meta-analysis showed an
improvement overall, with the use of technological interventions for reading
comprehension. The other parts of the
hypothesis were inconclusive and warrant further study.
A meta analysis, by Gijbels, Dochy, Van den Bossche, and Piet in 2005, found
that, “Problem-Based Learning had the most positive effects when the focal
constructs being accessed were at the level of understanding principals that
link concepts.” This shows the importance of the continuity and building true understanding within the education
of our youth. What a better way to achieve this understanding, than to build it
through the use of multimedia tools and problem solving. Wouldn’t you love to take a virtual field
trip to
The success of any instructional technique used in the
classroom depends on the skill of the teacher and methods of
implementation. As Tim Peterson
explained in 2004, students must be taught to use investigative skills and
practice using peer groups to solve problems. If our job, as teachers is to
prepare students for the workplace, community, and civic responsibilities, than
we need to provide opportunities for investigation, critical
thinking, researching, using technology,
and working cooperatively. In
Problem-Based Learning, groups of students work side by side to investigate a
problem and provide solutions. Students develop leadership skills and see that
everyone has strengths. Using a variety
of multimedia tools helps students become familiar with different technological
tools, the internet, using the computer for researching information, and using
software programs that are commonly used in businesses. These are skills that
many employers look for in the people they hire. Pre-service teachers are being
trained in implementing technology and Problem-Based Learning, to achieve the
most desirable results. This is a huge step in the right direction!
In conclusion, I feel the best way to educate
students is to use a combination of traditional and problem-based learning,
using a variety of multimedia tools (images, audio and video clips, hypertext,
hypermedia, computer programs, web pages, online libraries, internet journals, blogs, etc.)
Research shows that students are learning and understanding more, about
the key concepts we teach, because of these improved teaching techniques. These
techniques are changing education for the best. Colleges and universities
around the world are putting these techniques into their teacher education
programs to insure teachers can use these techniques properly. These teachers need the support of
administrators who see technology implementation as a priority. Educational technology specialists will be
needed in the future to help maintain the multimedia tools and computers used
by students and their teachers. When these elements come together, there really
will not be any “child behind”.
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