Computer generated multimedia: A professional development model for primary teachers

This professional practicum seeks to explore methods for teachers to develop knowledge and skills in the effective use of multimedia computer technology in promoting quality teaching and learning. The limitations and advantages of computer generated multimedia in the primary classroom are discussed in the light of current literature. Information regarding appropriate computer hardware and software to implement a multimedia approach to teaching and learning in the primary school is provided, and classroom applications discussed. Various models for the delivery of professional development of teachers are detailed. The identification of some of the problems disclosed by the study are discussed and solutions are offered.

The practicum encompasses two separate studies: an initial study conducted at five separate sites with computer literate teachers and a further study conducted with several teachers (who were not computer literate) at one large school. The research method adopted in each case was collaborative action research involving planning, implementation, observation, reflection and reporting. The researcher provided leadership and professional development for the participating teachers in exploring the potential of computer generated multimedia in the classroom. The initial study and subsequent implementation offer varied methods of using computer generated multimedia in teaching and learning. In this instance all were successful to a degree because the implementation models were tailored to the participants' skills and needs. In the main study subsequent to the initial one, problems in the levels of teacher computer literacy had a marked bearing on the extent of implementation that could be achieved.

A significant outcome of this program is the highlighting of the ever-increasing gap between the advance of multimedia computer technology and the skills required by teachers to utilise the potential of this educational tool. This research project shows that it is possible to address this problem through a professional development model and recognises the importance of training in the technology area coupled with peer coaching and collegial support.