Estudio comparativo entre productos y servicios

UNIT 6 FUTURE TRENDS IN RESEARCH IN EDUCATIONAL

MEDIA

media research conducted were concerned with variables relating to motion pictures design and production factors. These include such topics as format, camera angles,

use of colour, and special effects, narration and music. Many of the results apply to video recordings, sound-slide, filmstrip presentations and to multi-image programmes.

In addition there has been a sizeable research effort concerning preparation of printed media. Only a few of the conclusions reached were questioned or restated in recent years. It is noted that the reports provided evidence that serve as guidelines

for most media design situations. Similarly, majority of the research was directed at classroom use of a variety of educational media.

Summaries of the research findings were prepared by a number of writers. However, from the earlier writings and the more recent ones, there seemed to be adequate media research dealing with motion pictures in the areas of comparative

effectiveness, classroom use, and product design.

All other areas in the media research categories need additional research as emphasized in (Kieffer, 1965; Carton and Erickson, 1959; Kemp and Dayton, 1985 and Heininch, Molenda, Russel and Smaldino, 2002). The reviewed media research literature in addition showed that more research should be conducted in the following areas:

A. Comparative Effectiveness

To determine the relative effectiveness of self-instructional media as compared with other types of media, used singly or in combination.

To investigate the difference in perception between a still picture shown to students, and projection of the same picture as a slide and/or via television, computer etc.

To analyze the comparative effectiveness of language laboratories having listen – only, listen – respond, or listen – respond – record features.

To identify the specific contribution of various media and evaluate their effectiveness when used in various combination such as in multimedia approach.

B. Classroom Use

To determine the particular knowledge, skills and abilities which need to be taught in specific subject-matter areas and to identity particular media that are most effective in teaching these knowledge, skills and abilities (cross- media approach.

To investigate the relative effectiveness of continuous teaching – learning situations. It is essential to discover how media, environment and the human factor blend into learning experience for the learner. This is even more

important than the concern for whether the course content is channel by any

medium like tape recordings, television, computer, internet, films which seem to make little essential difference to learning.

To examine the role and contribution of the classroom teacher while using various media including teaching machines, television, radio, computer, internet, multimedia, gross media approaches and the web etc.

Similarly, future research should also find ways in which educational media can relieve some of the pressures from the functions of the teacher such as in presenting a logically developing sequence information; reinforcement of information either by repetition or by presenting information in alternative forms; establish a healthy relationship with the learner and class; and a capacity to cope with the problems of individual students as well as cope with individual differences existing in the

students. This is because future strain within the educational system will be greater than human resources alone can overcome. In other that the educational media may accomplish such functions, the principles of instruction must be applied in the

design of methodology with the analysis of objectives and the procedures by which objectives are achieved. In addition, if the educational goals are to be achieved when information is presented via the media, estimates of methodological effectiveness must be derived which clearly indicates the ways in which presentation should be modified to cater for the major educational needs. It should be noted that current techniques for the evaluation of media, however, offer little indication of their value.

(Bagg aley, 1973).

Apparently, attainment scores and attitude ratings describe presentation effects

alone, leaving us to guess at the variables responsible in order to establish current levels of effectiveness and to ensure their subsequent improvement. Cause and effect must be identified with equal certainty by future experimental media research.

To conduct future media research to analyze the rationale for teachers, use of educational media in teaching. Since all teachers do not embrace the use of educational media particularly the new media with equal enthusiasm, it is essential that future media research examine teachers rational for use of media misguided conservatism.

C Teacher Education

Future research in educational media should identify the types of audiovisual competencies which are needed by practicing teachers at various school levels, class levels and different subject – matter areas.

To determine which of the above competencies are being taught in preservice teacher training and in what sequence.

To investigate the nature of in-service teacher education programmes designed to teach and/or reinforce audiovisual competencies.

To establish a standard to competences needed by specialized teachers, such as television teachers, language laboratory instructors, computer, internate teachers and production technicians and others.

D. Administration

To determine the types and extent of service needed from audiovisual centres in various schools and communities.

To investigate the administrative structure of various audiovisual

programmes and to determine the most productive staff-line relationships between the audiovisual specialist and the other professional staff.

To examine the implication of class size, length of class periods and sequence of content on the extensive use of new media in various subject matter.

E Production Design

To establish standards of performance for various types of audiovisual media to meet optimal educational needs.

To pretest styles of research into media presentation ie. pre-test, and post- test, and student attitude surveys offer no conclusions until specific media have been produced and then provide little information that may be used to

revise presentational methods. Besides, no evaluative technique in current usage provides information of guaranteed predictive measure of value in media development. Future media design research should be conducted to produce predictive measure of value in media development.

To analyze the relative significance between in – classroom projected with standard equipment, and other systems like closed circuit television and rear screen projection.

To investigate the teacher use and acceptance of total courses programmed with new media such as film, television, computer courses, related to smaller units of closely related materials.

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Testing

Future research should develop tests which would determine an individual‟s relative sense acuity and corresponding psychological composition, thereby identifying the most effective method of individual instruction

To determine the types of learning situations in which various experiences are as beneficial to the student as real, firsthand experiences.To investigate the relative recall value of vicarious versus real experience.

G. Economics of Media Utilization

• To analyze the relationship between the cost of educational media production and services and their educational outcomes.

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To determine the relationship between cognitive gain and learners attitude towards content and method of instruction essentially as this has not been explored in any great depth.

Explore personality differences between acceptors and rejectors of educational media.

Investigate the processes by which media and curriculum become

increasingly closely identified with one another in the consciousness and practice of teachers.

Investigate the practical factors operational in abuse and underutilization of educational media in the educative process.

Investigate how educational media are perceived by teachers and how they feature in their thinking and organizational plans. (Rodwell, 1978),

(Baggaley,1973).

H. Information Communication Technology

Future research is needed in Information Communication Technology electronic media to:

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Establish baseline data to make comparisons in the future

Determine the conditions necessary for learning communication technologies ranging from television to cable, videodisc, teletex, videotext, computers, internet, satellite, computer based on technologies, fibre optics, etc.

Establish how electronic learning differ from print learning.

Explore what the conditions are for successful teaching with the new technologies.

Examine how our lives will be changed as a result of the new Information Communication Technology.

Evaluate what is good instruction in electronic learning and

Ascertain what public policy issues are likely to arise from the answers to these questions; who will be disadvantaged technologically? What will inability to use the new technologies mean to a person or learner in the coming informating age? (White, 2008).

It may interest you to know that dissemination and utilization of research findings are as important as the conduct of research itself. As a result, you will learn steps in ensuring expanding future use of educational media in schools in the next section.

SELF – ASSESSMENT EXERCISE 1

Identify one research topic that will enhance pre-service teachers‟ competencies in use of educational media in teaching.

3.2 Steps in expanding future use of media in schools.

In the last section, we discussed the future needs in educational media. It is hoped that you have learned that media studies were carried out a few years back in the

areas of comparative effectiveness, classroom use, teacher education, school administration, production design, testing, economics of media use and Information communication technologies.

However, all these areas need additional research emphasis. In the last section, a listing of such used research was made. It is important for you to know that the list is only suggestive of areas in which more research must be done to enhance effective use of media in teaching and not exhaustive. In this section, you will learn the steps to ensure expanding future use of media in schools. The steps include:

dissemination and use of research findings, establishment of media centres,

adequate financing of educational media programmes. We shall discuss them one after the other.