Teachers, Pupils and their Roles in Multimedia's Education

Scientific Study, 2019

4 Pages, Grade: 10



Teachers have an important role in the aspect of multimedia’s education, whereas according to some educational professionalists as the following:

1. Facilitator and guide - as facilitators, teachers must know more than they would as directive givers of information. Facilitators must be aware of a variety of materials available for improving pupil’s language skill, not just one or two texts.
2. Integrator - teachers must not only know and understand the functions of different media available in a media-rich environment, they should also know when best to deploy them.
3. Researcher - teachers need to know how and where they can access information for their own and for their learners’ use. Knowledge and competent use of search engines and reliable information sources are essential.
4. Designer - in order to organize successful learning situation, teachers need to learn how to put together tasks and materials to guide their learners to successful execution and conclusion of their projects.
5. Collaborator - collaboration with colleagues will lighten the burden and make the efforts more fruitful and rewarding.

Multimedia in teaching happens as a product of reaching pedagogical-educational achievements of pupils: “Multimedia approach to fulfilling the contents and aims of pedagogy and education can be provided by the teacher through a meaningful integration and correlation in the daily work of his/her oral lecture (personal medium) using other teaching media (e.g. cassette recorder and slides) but this will be more successfully carried out if he/she relies on the help of a personal computer which regulates the work of the entire Roncevic, A. (2009) Multimedia in primary school.1 Furthermore, media and multimedia carry out various didactic functions: “One medium is suitable for motivation (e.g. class film), a second is simple for material preparation and usage in the pedagogical-educational process (e.g. overhead projector).2


This is little doubt that multimedia can give learners more information and resources and is one of the advantages of multimedia English teaching. But more information and resources do not mean more effective learning. For example, when the video films are being played in the class, both visual and audio information are presented to the students. In this situation, pupils have become the determinant elements to learn the detailed information. They can select what they think important and useful for them.3 Managing the introduction of multimedia into the lesson is also interesting in that teachers have to stop pupils doing their current work and (usually) get them to gather round the computer in order to use the package. In these cases the teacher operates the computer and teaches through the package. Arguably, this mode of teaching, necessary though it is, does not exploit the features of the technology to anything like their full extent4.Multimedia can be viewed as a learning tool and a means of communication between pupils in the classroom too. Within learning situations, multimedia products and online services can be used creatively and reflectively.

Furthermore, multimedia can be used to foster learning subject matters and cross-curricular topics. General goals of education frame the use of multimedia in education. Moreover, pupil’s can adjust their own learning processes according to their abilities and preferences. They can work according to their interests, repeat material as much as they want reducing embarrassment concerning their learning outcomes. The use of multimedia can thus be tailored to the pupil’s differences in interests, social and cultural backgrounds, learning preferences and rates, etc. Individual learning can promote active, self-directed learning. In addition, multimedia applications can be used to facilitate group work.5 Small groups of pupils can work through multimedia applications together – in order to learn from each other as well as to improve their dialogue skills. Therefore computers in primary schools had a wide variety of educational applications on participating of children derived considerable educational benefit from interacting with computers, particularly in areas such as language development, problem-solving skills and social skills. Computers generated a high level of interest and their potential as motivators, for both girls and boys was established.


Media in teaching are an element of the methodical-didactical field, and represent carriers and transmitters of information. There are many classifications of media in teaching. A few basic ones that are of a high-quality structure for acquiring experiences of various sensory areas will be mentioned. Therefore, in didactics, persons who are carriers of information and mediate them for the purpose of learning processes are called personal mediums. Gradually, the specter of sources was expanded to: various teaching resources and aids (subjects, objects, phenomena and symbols from the real world, didactically formed media…) and pupils’ experiences.6 So in education process exist this media’s classification as:

1. Personal mediums

2. Impersonal media: a. Technical media & Nontechnical media

Therefore, in didactics, persons who are carriers of information and mediate them for the purpose of learning processes are called personal mediums. Gradually, the specter of sources was expanded to: various teaching resources and aids (subjects, objects, phenomena and symbols from the real world, didactically formed media…) and pupils’ experiences. With the development of technology and teaching technology, different media are introduced. Today there are endless ways of self-expression of pupils through media as well as many different ways in acquiring knowledge and understanding the world.7 Film, television and computer all have individual historical dimensions of development based on numerous inventions significant for mankind. “The appearance of film, radio, television and other means of mass communication brought a new situation and atmosphere into the educational domain8.

Information technology (IT) is becoming a more and more relevant field to people working in the film industry, as well as pedagogues and teachers who are helpers and stimulators in accepting a multimedia path of discovering the world, which as a result of an old aspiration for registering and storing spatial and time passing reality, after various photo-optic experiments, was brought to light in the first Lumiere’s film projections.


1 Rocenvic. A. (2009), Doctoral thesis. Ljubljana: Faculty of Education 105 electronic classroom with several different media.”, pg. 344

2 http://blogs.articulate.com/rapid-elearning/understanding-multimedia-for-rapid-e-learning

3 S. E. Ainsworth, (1999) “A functional taxonomy of multiple representations,” Computers and Education. Vol. 33

4 Still there, pg. 157

5 Rexhepi. B. (2016), The impact of media in education process, Philosophica Journal, pg. 216, Tetovo

6 https://www.corwin.com/sites/default/files/upm-binaries/6635_tileston_9_ch_1.pdf

7 http://serc.carleton.edu/sp/library/media

8 Majcen. (2001), Didaktika razredne kvake. Zagreb: Educa, pg. 244

Excerpt out of 4 pages


Teachers, Pupils and their Roles in Multimedia's Education
Ss. Cyril and Methodius University of Skopje  (Faculty of Pedagogy)
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ISBN (eBook)
teachers, pupils, roles, multimedia, education
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PhD. Can. Besjana Rexhepi (Author), 2019, Teachers, Pupils and their Roles in Multimedia's Education, Munich, GRIN Verlag, https://www.grin.com/document/455501


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