EDUC 638

Reflective Blog

Multimedia as a term name implies, multimedia is the integration of multiple forms of media. This includes text, graphics, audio, video, etc. For example, a presentation involving audio and video clips would be considered a "multimedia presentation." Educational software that involves animations, sound, and text is called "multimedia software." CDs and DVDs are often considered to be "multimedia formats" since they can store a lot of data and most forms of multimedia require a lot of disk space. When using multimedia technology it is very importance to make sure that all software is working correctly. When planning for multimedia applications require consideration of specialized hardware and software components (Picciano, 2011).

 However this is no longer the case and except for higher-end video and audio production, most microcomputers (including laptops) now provide basic video and audio capture components.
These components are value to teachers in using different multimedia presentation for teaching. Computers and educational multimedia and software in the classroom may be more convenient, but it is quite an expensive proposition. In addition, having educational multimedia and software in individual classrooms can be troublesome and high maintenance. Computers in the actual classroom itself may very well be a more convenient and ideal setup for both the teacher and students. However, it is only slightly less of a hassle to use your educational multimedia and software in a computer lab. Another advantage to having your educational multimedia and software located in one place is that you can hire one instructor who is well-educated on educational multimedia and software as the instructor for every group as the students take turns using the educational multimedia and software.

However Hall reminds us that one of the greatest dangers technologists face in the area of communications is the lure of the technology. Because we generally are not afraid of it, we like to explore the new and innovative. As technology leaders, we are tasks with managing one or more complex and costly areas of school operations. Schools and districts are grappling with diminishing resources while trying to respond to increased demands for public accountability. This increased public scrutiny causes educational executives to be more sensitive to all expenditures. When resources are not used for technology it makes it hard for superintendents and other executives to articulate the value of technology to their boards and other constituents (Hall, 2008).

Reference

Hall, D. (2008). The technology director's guide to leadership. Eugene, OR: ISTE

            Picciano, A. G. (2011). Educational leadership and planning for technology. (5th ed.). Upper Saddle River, NJ: Prentice Hall.