Using Multimedia Tools to Support Teacher Candidates’ Learning

Abstract

Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.

A Multimedia Approach to Improve Reading Instruction of Future Teachers

“…Data analysis revealed that most students reported satisfaction with the CAP intervention and case studies. This study mirrors previous experimental studies (Kennedy, Ely et al, 2012;Kennedy et al, 2011) with recommendation to use CAPs in teacher preparation. Most final case assignments revealed strong knowledge gained from case studies.…”

“…Empirical evidence on podcasts and enhanced podcasts has evolved within recent years (Kennedy, Driver, Pullen, Ely, & Cole, 2013;Kennedy, Ely et al, 2012;Kennedy, Hart, & Kellems, 2011;, though there is still much to learn with regard to use of podcasts to effectively teach new practices to preservice and inservice teachers. Traditional audio-only podcasts are widely used in education (Saeed, Yang, & Sinnappan, 2009), yet scant empirical evidence exists to support the use of audio-only podcasts to promote measurable learning outcomes during higher education or PD activities (Heilesen, 2010).…”

“…CAPs differ from traditional audio-only podcasts in that they promote understanding of various topics because they are created in alignment with valid principles of multimedia learning theory (Mayer's CTML, 2009) to maximize retention of information. To date, there are five studies that support the use of CAPs to improve teacher candidates' knowledge of content needed to teach students with exceptionalities (Kennedy et al, 2011;Kennedy, Ely et al, 2012;. Kennedy, Hart, and Kellems (2011) created Content Acquisition Podcasts following Mayer's CTML to deliver content to 79 undergraduate teacher education candidates.…”

“…The results from this study are important, as Brownell et al (2009) indicates that teachers need opportunities to situate content knowledge in the task of teaching (i.e., engaged knowledge). Previous research on CAPs (Kennedy et al, 2011;Kennedy, Ely, et al, 2012;Kennedy, Driver, et al, 2013;Kennedy, Thomas, et al, 2014) demonstrates that CAPs are effective for improving teacher knowledge, and some application of skill in non-teaching situations. The present study extends this line of research by adding the video component, and a better test of skill application by sending participants into the field to implement newly learned strategies in face-to-face instruction with students.…”

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

“…For the intervention, the first author developed a series of brief video modules based on the instructional principles advocated by Gormley and Ruhl (2007), and the features of explicit instruction as identified by Rosenshine and Stephens (1986). Specifically, the following features were addressed in module development: Kennedy et al, 2013;Kennedy, Ely, et al, 2012;Kennedy, Hart, & Kellems, 2011;. Table 3 provides an overview of how these principles were applied in the development of the Reading Series modules.…”