Научная статья на тему 'The role of multimedia in education'

The role of multimedia in education Текст научной статьи по специальности «Прочее»

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MULTIMEDIA / INTERACTIVE APPLICATION / CD-ROM / GRAPHICS

Аннотация научной статьи по , автор научной работы — Xojikulov Shukurullo

This article is devoted to study the role of multimedia in education. The world we live is changing rapidly and the field of education is experiencing these changes in particular as it applies to Media Services. The development of multimedia technologies for learning offers new ways in which learning can take place in schools and at home.

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Текст научной работы на тему «The role of multimedia in education»

THE ROLE OF MULTIMEDIA IN EDUCATION Xojikulov Sh.

Xojikulov Shukurullo - Senior Teacher, DEPARTMENT OF THE ENGLISH THEORETICAL ASPECTS № 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN

Abstract: this article is devoted to study the role of multimedia in education. The world we live is changing rapidly and the field of education is experiencing these changes in particular as it applies to Media Services. The development of multimedia technologies for learning offers new ways in which learning can take place in schools and at home. Keywords: multimedia, interactive application, CD-ROM, graphics.

The use of multimedia in education has been extensive, as it has been effective in increasing productivity and retention rates, where research has shown that people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously.

Multimedia, defined, is the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audience. In other words, multimedia means "an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next" [1].

The multimedia technologies that have had the greatest impact in education are those that augment the existing curriculum, allowing both immediate enhancement and encouraging further curriculum development. English teaching today has gone into the vicious circle. Teachers need to consider how to perfect the teaching system to improve pupils' practical ability of English. Therefore an efficient way should be used to make the class vivid. Multimedia teaching will bring pupils into a class where they can interact with the teacher and the subject. Taking into consideration above mentioned it is more intuitive than old ways; teachers can simulate situations in real life. More importantly, teachers will have more approaches to stimulating pupils' passion of learning.

Text. Out of all of the elements, text has the most impact on the quality of the multimedia interaction. Generally, text provides the important information and acts as the keystone tying all of the other media elements together. It is well written text that makes a multimedia communication wonderful.

Sound. Sound is used to provide emphasis or highlight a transition from one page to another. Sound synchronized to screen display, enables teachers to present lots of information at once. This approach is used in a variety of ways, all based on visual display of a complex image paired with a spoken explanation. Sound which is used creatively becomes a stimulus to the imagination, or which is used inappropriately it becomes a hindrance or an annoyance [2]. For instance, a script, some still images and a sound track, allow pupils to utilize their own power of imagination without being biased and influenced by the inappropriate use of video footage. A great advantage is that the sound file can be stopped and started very easily.

Video. The representation of information by using the visualization capabilities of video can be immediate and powerful. Video can stimulate interest if it is relevant to the rest of the information on the page, and is not 'overdone'. It can also be used to give examples of phenomena or issues referred to in the text. For example, while pupils are reading notes about a particular issue, a video showing a short clip of the author/teacher emphasizing the key points can be inserted at a key moment; alternatively, the video clips can be used to tell readers what to do next. On the other hand, it is unlikely that video can completely replace the face-to-face lecture: rather, video needs to be used to supplement textual information.

Animation. Animation is used to show changes in state over time, or to present information slowly to pupils so they have time to assimilate it in smaller chunks. They are also combined with user input enable pupils to view different versions of change over time depending on different variables. According to the last investigations are primarily used to demonstrate an idea or illustrate a concept.

Graphics. Graphics provide the most creative possibilities for a learning session. They can be photographs, drawings, graphs from a spreadsheet, pictures from CD-ROM, or something pulled from the Internet. With a scanner, hand-drawn work can be included. Standing commented that, "the capacity of recognition memory for pictures is almost limitless" [1]. The reason for this is that images make use of a massive range of cortical skills: color, form, line, dimension, texture, visual rhythm, and especially imagination.

The technology needed to support classroom teaching has increased in complexity. Until only a few years ago all that a lecture room needed were some seats for the pupils, and a blackboard and a lectern or table for the teacher. Then came the overhead projector, slide projector and the return of TV with video player. Now there is the computer, networks and related display tools. From having a next to zero maintenance cost, the teaching room is becoming not only costly to equip, but costly to run and maintain, including the escalating costs of security such as typical multimedia based educational environment. The main teaching spaces are equipped with a standard set of presentation equipment and full details of what is, and is not, available in each room.

References

1. Agnew P.W., Kellerman A.S. & Meyer J. Multimedia in the Classroom. Boston: Allyn and Bacon, 1996.

2. Wellington J.J. The role of new technology in teacher education: A case study of hypertext in a PGCE course. // Journal of Education for Teaching, 21, (1), 1996.

GIVING FEEDBACK TO SPEAKING SKILLS OF EFL LEARNERS

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Aminova G.

Aminova Guzal - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, THE UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN

Abstract: formative assessment gives information to teachers and students about how students are doing relative to classroom learning goals. Feedback can be very powerful if done well. In this article important research on the significance of giving proper feedback and explaining various techniques used by English teachers when teaching English, as well as my own personal view of these issues are summarized.

Keywords: feedback, formative assessment, effective strategies, technique, models of feedback.

Feedback is an important component of the formative assessment process. Positive feedback was considered "positive reinforcement," and negative feedback was considered "punishment." Both reinforcement and punishment affect learning; thus, feedback was theorized to be effective. The problem with this theory is that not all feedback actually is effective. Feedback can be the information that drives the process, or it can be a stumbling block that derails the process. Buttler and et. all [1] propose a model of feedback that distinguishes four levels: