A Framework of Multimedia Integration Based on Teacher’s Perspectives

Abstract

Aims: Teacher’s role in multimedia integration is not only a user but also a designer and producer, by which teachers can manipulate more appropriate multimedia aids and fulfill teacher’s essential needs. In order for a teacher to promote the efficiency and effectiveness of the technology integration in classroom, this study explores the entire process of teacher designer to integrate multimedia materials and induce a framework based on teacher’s position so as to help designers in their integration of multimedia materials. Study Design: This study is based on the criterion of a qualitative approach. Place and Duration of Study: kindergartens in Taichung City, between May 2012 and February 2013. Methodology: In total, ten kindergartens, twenty-five classrooms, and thirty-two qualified preschool teachers were involved in this study. The selection of the interviewees and the observation classrooms were based on recommendations by the school principals who were more familiar with their own situation in technology integration. Results: In the end of this paper, we construct a framework of multimedia integration consisting of five main procedures to illustrate how teacher designers are to proceed their journey of integration. This framework provides a proper guide to teachers who want to integrate multimedia teaching aids in their classroom teaching. Conclusion: Through the application of this model we expect that teachers can easily design the digital teaching aids which are fit for their real needs and allow teachers’ teaching to be more efficient and effective.