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The Internet as a source of Interactive Multimedia By Kosmas Vlachos.

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Presentation on theme: "The Internet as a source of Interactive Multimedia By Kosmas Vlachos."— Presentation transcript:

1 The Internet as a source of Interactive Multimedia By Kosmas Vlachos

2 Defining Multimedia in ELT Defining Multimedia in ELT, Carrier (1997: 295) explains that using them in the classroom implies using audio, video, pictures and text to present ELT learning materials. Discussing the relation between the web and Multimedia, he asserts thatthe web is in effect a multimedia medium, as it can and increasingly does incorporate audio and video into a graphical presentation system. Defining Multimedia in ELT, Carrier (1997: 295) explains that using them in the classroom implies using audio, video, pictures and text to present ELT learning materials. Discussing the relation between the web and Multimedia, he asserts thatthe web is in effect a multimedia medium, as it can and increasingly does incorporate audio and video into a graphical presentation system.

3 The Advantages Eastment (1996: para 25) maintains that Multimedia through the Internet have the possibilities to make an enormous impact on EFL, as they can provide an environment, controllable by the learner, more language rich than any previous technology. Eastment (1996: para 25) maintains that Multimedia through the Internet have the possibilities to make an enormous impact on EFL, as they can provide an environment, controllable by the learner, more language rich than any previous technology.

4 The Advantages It is interactive. Eastment (1998: para 7) explains that nothing happens with a multimedia package until the learner makes it happen. In other words, the children are provided with the opportunity to be exposed to texts in English, audio and visual stimuli and make choices, decide to move forwards or backwards, solve puzzles, and provide answers for the computer to check. It is interactive. Eastment (1998: para 7) explains that nothing happens with a multimedia package until the learner makes it happen. In other words, the children are provided with the opportunity to be exposed to texts in English, audio and visual stimuli and make choices, decide to move forwards or backwards, solve puzzles, and provide answers for the computer to check.

5 The Advantages As Huang & Liu (2000: para 1) maintain, the interactive nature of Multimedia provides a non- threatening environment for the learners as it allows them to test the result of learning without the risk of being criticized for any mistake. Consequently, it reduces their anxiety and turns out to be an effective and pleasant learning experience. As Huang & Liu (2000: para 1) maintain, the interactive nature of Multimedia provides a non- threatening environment for the learners as it allows them to test the result of learning without the risk of being criticized for any mistake. Consequently, it reduces their anxiety and turns out to be an effective and pleasant learning experience.

6 The Advantages Eastment (1998: para 8-9) endorses that learning is reinforced due to themultisensory input and the fully contextualized learning environment catered by the Multimedia. Therefore, learners have the potential to read and listen to songs, play games, read and listen to stories, which are illustrated in a most fascinating way that stimulates their imagination and senses. Eastment (1998: para 8-9) endorses that learning is reinforced due to themultisensory input and the fully contextualized learning environment catered by the Multimedia. Therefore, learners have the potential to read and listen to songs, play games, read and listen to stories, which are illustrated in a most fascinating way that stimulates their imagination and senses.

7 The teachers roles The teacher becomes anorchestrator, facilitator and Internet guide who coordinates the communication between the learners and the computer, as well as between the learners and the teacher. Using the web as a classroom tool intensifies the need for skillful management as it poses new challenges: challenges to planning, to time management and to facilitating interaction (Huang & Liu 2000: para 24, Teeler & Gray 2000: 59). The teacher becomes anorchestrator, facilitator and Internet guide who coordinates the communication between the learners and the computer, as well as between the learners and the teacher. Using the web as a classroom tool intensifies the need for skillful management as it poses new challenges: challenges to planning, to time management and to facilitating interaction (Huang & Liu 2000: para 24, Teeler & Gray 2000: 59).

8 Integration As Eastment (1996: 38) endorses, teachers need to integrate the Internet and Multimedia into the language programme systematically. He claims that Technology is not an add on, a stand-alone element which can be simply tacked on to procedures and methodologies. It needs to be incorporated into the rest of the teaching programme. Warschauer & Whittaker (1997, para.6) explain that these activities have more successful results when they are integrated in the language curriculum and run throughout the whole period of the course on a systematic basis. As Eastment (1996: 38) endorses, teachers need to integrate the Internet and Multimedia into the language programme systematically. He claims that Technology is not an add on, a stand-alone element which can be simply tacked on to procedures and methodologies. It needs to be incorporated into the rest of the teaching programme. Warschauer & Whittaker (1997, para.6) explain that these activities have more successful results when they are integrated in the language curriculum and run throughout the whole period of the course on a systematic basis.

9 Criteria for selecting Interactive Multimedia for EFL learning Appropriate Language level Appropriate Language level The language input needs to be comprehensible but at a level just beyond than that of the learners so that further language development can be promoted (Krashen 1982) Appropriate Cognitive level Appropriate Cognitive level The complexity of content should be at a level that learners will be interested and involved

10 How can Multimedia writing tools be used in the EFL classroom? Multimedia writing tools incorporate sound and provide support to learners with different needs. Whatever is being written on screen can be read (sound & script). An example is: Clicker (http://www.cricksoft.com/uk/products/clicker/default.asp ) Clickerhttp://www.cricksoft.com/uk/products/clicker/default.asp Storyboards, that allow for creative story production that may be in visual and text are multimedia writing tools. Two examples are: Storymaker (http://www.spasoft.co.uk/demostorymaker.html) Storymakerhttp://www.spasoft.co.uk/demostorymaker.html The application provides a selection of backgrounds, stamps, speech, movement, sounds and editing paths. DigitalFilms. Com (http://www.digitalfilms.com/) DigitalFilms. Com Students can create their own films, selecting backgrounds, characters and animated actions and adding dialogue.

11 Addresses with Interactive Multimedia weenies/ weenies/ weenies/ weenies/ 11/literacy.shtml 11/literacy.shtml 11/literacy.shtml 11/literacy.shtml torycircle/ torycircle/ torycircle/ torycircle/

12 References Carrier, M. (1997) ELT online: the rise of the Internet in ELT Journal 51/3, Carrier, M. (1997) ELT online: the rise of the Internet in ELT Journal 51/3, Eastment, D. (1996) Survey review: The Internet for Teachers and Learners in Modern English Teacher 5/ Eastment, D. (1996) Survey review: The Internet for Teachers and Learners in Modern English Teacher 5/ Eastment D. (1998) ELT and the New Technology: The Next Five Years [online] Available from [Accessed 08/11/2004]. Eastment D. (1998) ELT and the New Technology: The Next Five Years [online] Available from [Accessed 08/11/2004].http://www.eastment.com/next5.html Huang, S. & H. Liu (2000) Communicative Language Teaching in a Multimedia Language Lab [online] Available from [Accessed 08/11/2004]. Huang, S. & H. Liu (2000) Communicative Language Teaching in a Multimedia Language Lab [online] Available from [Accessed 08/11/2004].http://iteslj.org/Techniques/Huang-CompLab.htm

13 References Krashen, S. (1982) Principles and Practice in Second Language Acquisition, Oxford: Pergamon. Krashen, S. (1982) Principles and Practice in Second Language Acquisition, Oxford: Pergamon. Teeler, D & P. Gray (2000) How to use the Internet in ELT, Harlow: Longman. Teeler, D & P. Gray (2000) How to use the Internet in ELT, Harlow: Longman. Warshauer, M. & P.F. Whittaker (1997) The Internet for English Teaching: Guidelines for Teachers" The Internet TESL Journal 3/10 [online] Available from [Accessed 08/11/2004]. Warshauer, M. & P.F. Whittaker (1997) The Internet for English Teaching: Guidelines for Teachers" The Internet TESL Journal 3/10 [online] Available from [Accessed 08/11/2004].http://www.aitech.ac.jp/~iteslj/Articles/Warschauer- Internet.htmlhttp://www.aitech.ac.jp/~iteslj/Articles/Warschauer- Internet.html


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