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The Multimedia: Their Value In Instruction
by James L. Olivero
XX. T no time since the first caveman drew pictures on his wall has the use of multimedia aids been given such attention. With increased classroom enrollments, increased teacher load and continuous development of new facts, it becomes increasingly important for the teacher to find new ways to provide quality education.
At the present time the textbook is still the key to knowledge; that is, the transfer of knowledge largely is passed on from one generation to the other via the printed word. However, only recently has an increased impetus been given to the use of multimedia aids as a supplement to the materials presented by the teacher from the textbook.
When we use the term "multimedia aids," we are referring to the aids which are multisensory in the maimer in which they are used to present materials. Educational psychologists have extended the doctrine that the greater the number of personal senses used, the greater the opportunity of retaining the facts presented. In effect, they are saying that it is better to use the eyes and ears than to use the eyes alone; that it is better to use the senses of sight, smell, touch, and sound than to use sight and smell.
Specific multimedia aids include the flannel board, chalkboard, movie and slide projectors, opaque projectors, television, teaching machines and programmed instruction, and overhead projectors. To this list could be added tape recorders, bulletin boards, reading ma
chines, record players and many others. Many teachers are familiar with the role played by several of the items mentioned above. Relatively few, however, are acquainted with the operation of television, either closed-circuit or ETV; overhead projectors and the use of transparencies with them; opaque projectors and teaching machines with programmed instruction. These need to be carefully evaluated by members of the teaching professions.
Educational research is replete with information found as a result of special studies conducted using multimedia aids. Especially interesting is the information which deals with the retention of facts after a given period of time. Different studies provide different specific results, but all of them agree that substantial retention of facts after three days time is obtained by combining the verbal presentation of facts with the visual supplement of pictures.
Certainly the effectiveness of the multimedia aids is positively related to the instrument used, the technique incoriX)rated and the materials presented. The wise teacher will acquaint himself with equipment available and investigate ways of effectively presenting materials with them. He will find that the flannel board is very effective for some purposes, the movie projector is effective for other purposes while the overhead and opaque projectors are particularly effective for still others. No single piece of equipment can be expected to fulfill completely all needs of the teacher and/or the learner. Certainly even the most biased of proponents for multimedia aids would never suggest that they would replace teachers.
The Transmission Center features an overhead projector, screen, tape recorder for recording large group lectures, and a record player.
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Education.\l Screen and Audiovisual Guide — May, 1962