engleski

Multimedia in primary school

The central problem of research in the doctoral paper is multimedia, i.e. application in traditional teaching from the first to the fourth grade of primary school. In accordance with the theme, theories and research of multimedia in the world and in the Republic of Croatia in the field of education, which are close to the contents of work, were mentioned: theories and models which make up the basis of multimedia usage in learning and in the empirical part of the work, multimedia usage in teaching of Croatian primary schools was examined. Along with constructivism, theories and models which study the cognitive possibilities of learning with the help of multimedia are stated: the theory of information processing, cognitive theory of multimedia learning, theory of cognitive overload, theory of multiple intelligence, structuralism of the Berlin School, integrated model of understanding text and images as well as a structured model of teaching. Since the word multimedia is polysemic, special attention was focused on the didactic term of multimedia: terminological definition of multimedia, terms which make up the context of multimedia in teaching, its structure, taxonomy, features, film, television and multimedia usage of computers in teaching. Positive and negative influences of multimedia on children are analysed. Some of the possibilities of procedures through which children can correctly use multimedia are suggested. There is especially an explanation on multimediality in teaching which covers a wide possibility of choice of various media and multimedia and their combined usage. For a clearer lay-out and better insight, the relation of multimedia and other structured elements of the didactic-methodical field was analysed in various teaching models (Berlin model, Hamburg model) on the basis of which the poly-factorial teaching model was devised. The poly-factorial teaching model has the following components: pupil, teacher, other multimedia and media, curriculum, teaching principles, teaching aim, types of teaching activities, methods and techniques of teaching, social forms of work and spatial-material (physical) conditions. All are elements in interaction and complementarity. The teaching strategy is defined as the skill of preparation, organisation, leading and evaluating teaching activities by which pupils are taught and educated in order to achieve the teaching aims and give answers to the basic questions: who, what, when, where, how, why, with what, how to proceed further? Teaching strategies are changeable due to situational dynamics. Teacher and pupils are unforeseen human factors. Therefore teaching strategies mutually differ. Multimedia choice is based on didactic criteria. These criteria relate to: pupil, teacher, multimedia, teaching strategies and other criteria. Each element has a further broken-down category. Didactic criteria of assessing multimedia focused on pupils relate to: suitability for age of pupil, intrinsic motivation, developmental level of pupils, level of development of sensory-communicational competencies, learning styles and pupil activeness. Didactic criteria of assessing multimedia focused on teacher relate to the personal and professional competencies as well as the educative policy of the teacher. Didactic criteria of assessing multimedia focused on multimedia relate to: sensory-communicational structure of multimedia, formation of multimedia, quantitative structure of information of multimedia, qualitative structure of information of multimedia and technical possibilities of multimedia presentation. Didactic criteria for assessing multimedia focused on teaching strategies relate to: didactic communication, accordance with the teaching aim, stages of learning, teaching content, suitability of premises for multimedia presentation, form of mediation of multimedia presentation as well as evaluation of effectiveness of teaching strategies. Didactic criteria of assessing multimedia focused on other factors are: organisational, economical and geographical conditions. With empirical research, knowledge was gained on multimedia usage in all classes of primary schools in the Republic of Croatia towards enhancing the quality of class effectiveness. Therefore, the aim of this research was to establish what the attitudes of teachers and pupils are in relation to multimedia and in what way teachers can use multimeda in class. In accordance with the aim, all elements of research were elaborated methodologically: research tasks, research questions, hypotheses, methods, procedures, instruments, variables, populations and samples. Interpretation of results related to: existing concept of teaching by teachers in primary schools of the Republic of Croatia (CNES – Croatian National Educational Standard, Curriculum and Catalogue of Professional Conferences: Plan and program of professional upgrading of class teachers), types of multimedia which teachers use in teaching, evaluation of multimedia effectiveness and didactic criteria for multimedia assessment, suitability of multimedia for pupils, elements which empower and inhibit multimedia usage, advantages and disadvantages of multimedia and attitudes of teachers on the significance of multilmedia in comparison with other factors of the didactic-methodical field. The scientific contribution is manifested in promotion of the teaching process at the level of class teaching focused on quality of learning. With inclusion of audio-visual senses in teaching and learning, a clearer and richer impression along with sensory interation with pupils is created, thus impacting on awareness of their capacity. Through this, multimedia teaching and learning provide for all pupils in the class the possibility of being successful. The conclusions of the research show that multimedia usage in teaching implies many didactic transformations, of which the basic one is focused on developmental approach to pupils. Along with conclusions of research, guidelies for future research work are offered.

Media; multimedia; constructivism; theory of information processing; cognitive theory of multimedia learning; theory of multiple intelligene; theory of ecological systems; structuralism of Berlin school; sensory integration; didactics of media; didactic criteria of assessing multimedia; poly-factorial model of teaching; teaching strategy.

nije evidentirano