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Essay / Research Paper Abstract
A 5 page paper discussing the benefits of interactive multimedia for expanding education. The paper reviews several goals of general education, including factors such as modeling, coaching, explaining, correcting and others, and reviews how interactive multimedia can meet those requirements. The paper concludes that the greater uniformity of the interactive multimedia approach results in the potential for greater customization of process according to learner characteristics and needs. Bibliography lists 10 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduIntMulti.rtf
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Unformatted sample text from the term paper:
school today, dear?" "Fine; we watched videos." "What? I keep you away from television at home and you just go to school to watch TV?"
This is a common response of parents hearing that their school-age children whether in elementary, middle or high school grades have "only" watched videos in
school rather than receiving what they consider to be active teaching. Computer use and its multimedia functions appear to be less problematic with parents, and it is more engaging
for students. The purpose here is to examine the benefits of the use of multimedia educational software. Perception of Teaching Method In
this day of increasing expectations for accountability on the part of public schools, the idea of turning the lights out on a room full of middle schoolers, expecting them to
stay awake and further expecting them to learn from what is being shown to them generally strikes parents as reflecting poor teaching skills and less-than-desirable dedication on the part of
the teacher. Ideal Approaches The uniformity of educational multimedia provides a benefit that is not always possible in the traditional lecture-centered classroom.
The use of educational software enables truly student-led education, ensuring the student masters one concept before progressing to another. When the student is working through a CD at his
own pace, s/he is able to repeat or review a section of material at any time s/he pleases and as many times as necessary to grasp the information contained within
it. When there are structures present for feedback and confirmation of mastery, the student (and the teacher) have no question of whether mastery has occurred. Feedback provides that
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