This chapter reviews the development and use of multimedia technologies in education. Particular emphasis is put on the instructional uses of multimedia. Interest and investment in this technology are increasing, and indications are that it has appeal to both teachers and students.
Multimedia can be defined generically as any combination of two or more media such as sound, images, text, animation, and video. For educational technology purposes, multimedia refers to computer-based systems that use associative linkages to allow users to navigate and retrieve information stored in a combination of text, sounds, graphics, video, and other media.
Howard Gardner's theory of multiple intelligences establishes a theoretical framework for using multimedia in instruction. His theory relates to other widely recognized theories on learning styles and modalities of learning.
Multimedia literacy is a growing concern among educators as American society continues to depend on image technologies such as television, video, and film. Educators need to prepare children to live and function in a society that relies on multimedia for information storage and dissemination.
Components of multimedia systems are reviewed in this chapter. Hardware components include a variety of both basic and specialized equipment. Software components include authoring languages, image handling software, and digital animation packages.
Multimedia can be used in instruction in a variety of creative and stimulating ways. Applications include teacher presentations, student projects, and discovery learning. Although teachers are encouraged to develop their own materials, many excellent educational multimedia products are also available.
When developing original multimedia applications, educators should be aware of copyright issues and infringements, especially when incorporating video, images, and sound from other sources. The chapter concludes with a discussion of media distribution systems.