Instructional Media

April 4, 2012


There are many benefits to using multimedia in the classroom.  First, multimedia allows students to interact in classroom activities. Next, multimedia allows more enjoyment in learning where the teacher is not teaching lessons straight from a textbook but rather incorporating multimedia in some way to engage the students and make them focus on the content in a more meaningful way that is not intimidating such as through the use of videos, pictures, puppets, music, ect..  Also, multimedia in the learning process allows for the students to have an increase in motivation. The collaborative effort of students working together on group assignments creates high quality and effective multimedia presentations and projects.  According to the article on Multimedia Makes its Mark, teachers noticed that student involvement in the projects gave students an “audience, a purpose, and a direction.”  Furthermore, when students know they have an audience, they are much more attentive in their preparations and feel their work is much more valuable.


The barriers of multimedia in the learning process is technical difficulties with software, hardware, lack of support for teachers from the schools, and “the absence of other teachers using the same tools to answer questions and discuss ideas” (Multimedia Makes its Mark, 2).  Another barrier is time constraints because it takes time to adapt and learn the technology as well as it takes time to stay up-to-date with the latest technology.

Factors in Selecting Instructional Media

Finally, the factors which should be acknowledged when selecting instructional media are as follows: Practicality, Student Appropriateness, and Instructional appropriateness.  With regard to Practicality, teachers have to be able to figure out if the media they are intending to use is practical through being available, cost efficient, and that the teachers understand how to use the media.  Student Appropriateness is another important factor in selecting instructional media. The media being used in the classroom needs to be appropriate for developmental and experiential levels of students.  Student Appropriateness covers a wide array of learning outcomes such as intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills (Instructional Media, 4).  Finally, Instructional Appropriateness deals with the different kinds of constraints a teacher encounters in the selection process.  This includes the availability or unavailability of materials, production constraints and instructor facilitation.  If a teacher is lacking materials because no previously used instructional material exists, that instructor must create their own leading to production constraints.  Since producing your own instructional media costs time and money, it is important to find an acceptable level of media quality.  Lastly, the majority of instructional media “involves some sort of demonstration, implementation, or facilitation” (Instructional Media, 5). The challenge of media facilitation may make it difficult for a teacher to effectively utilize the particular media.


Multimedia Makes its Mark

Instructional Media: Selection and Use


One comment

  1. Tim,
    You wrote excellent responses to the questions from the article! So far, you are the only person to list that students see their classroom work as more valuable when they have a larger audience. That is a great benefit! Students work harder when their work is valued.

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