Essay Sample on Multimedia Information Technology Application Teaching

Chapter 1. Introduction

Multimedia information technology applications are increasingly becoming an integral part of education due to their innovative presentation, knowledge, and information (Yu, Li, & Cai, 2018). Multimedia is the integration of two or more media that rely on computer equipment to create text, data, and graphics as well as the processing of images, which results in real-time information sharing. Multimedia information technology teaching helps to stimulate the student's interest and engagement in learning (Chen, Luo, Fang, & Shieh, 2018). Equipping learners with multimedia technology competency prepares them to face the ubiquitous new world where technology application is increasingly becoming integrated into different areas of the society (Hu, 2018). This research will assess the status and suggestions of multimedia information technology application teaching in China and Malaysia to determine the different steps and approaches to facilitate and integrate it into mainstream learning.

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1.1 Research Questions

• What are the current multimedia information technology application teaching practices and procedures in China and Malaysia?
• What is the status and suggestions for multimedia information technology application teaching in China and Malaysia?
• What is the ministry of education effort in promoting multimedia information technology application teaching in China and Malaysia?
• What is the difference in multimedia information technology application teaching procedures and regulations in China and Malaysia?

1.2 Research Objectives and Statement of Problems

1.2.1 Research Objectives

• a) The research will seek to ascertain the extent of multimedia information technology application teaching in China and Malaysia.
• b) This research will assess how multimedia information technology application in teaching is changing the overall education landscape in China and Malaysia.
• c) The study will seek to establish future suggestions to improve multimedia information technology application teaching in China and Malaysia.

1.2.2 Statement of Problems

Both Malaysia and China have been at the forefront in multimedia information technology application development, but there has been profound teaching of the same in schools. China is a conservative country and has maintained traditional teaching methods of essential subjects such as science, culture, physical education, history, and geography. On the other hand, Malaysia is an innovative country, but little has been studied on the teaching of multimedia information technology applications in different education levels. There are a few studies that focus on the status and the suggestions for multimedia information technology application teaching in both countries.

Chapter 2. Literature Review

The use of multimedia technology applications in the learning environment for innovative image presentation, dynamic indication, and the wireless data exchange trigger greater student arousal and motivation to learn (Ghavifekr & Rosdy, 2015). The development of a multimedia application assists the education system by influencing the way information is shared and by enhancing creativity (Kapi, Osman, Ramli & Taib, 2017). According to Carlson (2002), technology is integrated into the curriculum and aligned with learning goals for use in learning projects. The success of multimedia information technology applications in education; however, much depends on the teacher's knowledge of technology. According to Hammond and Berry (2005), teachers are essential in the incorporation of technology in the education curriculum. The goal of this literature review is to compare status and suggestions for multimedia information technology application teaching in China and Malaysia.

According to Pan (2003), the use of technology by Chinese educators dates back to the 1920s. Chinese educators applied technology to enhance learning and teaching. They used the modern electronics of the time, which included the radio, film, and projectors from the west in the classrooms (Li, Guofang & Xiaopeng, 2012). The authors further noted that technological developments were minimal until the end of the Cultural Revolution in the 1970s. Significant technological developments were experienced in the 1980s, and the application of computer technology in teaching begun a decade later (Li et al., 2012). Schools, universities, and other learning facilities were provided with Internet connections in 1994. According to Song et al. (2005), it was during the 1990s; there was a gradual introduction of computer technologies and multimedia in the K-12 schools. Liu, Tang, & Zhu (2008) argue that by 2008 the ratio of computers to students in K-12 schools was 1:16, which was an improvement in the ratio of 1: 80 in 2000. Liu et al. (2008) further to argued that there were more than eighty thousand schools connected to the internet in the year 2008. Li et al. (2012) noted that due to geographical barriers, some parts of China face a challenge in the access and application of new technology resources.

Unlike in China, Malaysia started the exploration of technology in education quite late. According to Cheok (2017), the Malaysian government established a project to integrate technology into teaching in 2013. The project is referred to as Electronics and Smart Schools initiative. Ebrahimi, Eskandari, and Rahimi (2013) argued that the need to develop a new education curriculum that fits the twenty-first century greatly influenced the incorporation of ICT in the education system. In 2014, Malaysia established an online learning system referred to as the Frog Virtual Learning Environment (VLE) meant for organizing studies and research in the country (Ebrahimi & Jiar, 2018). The VLE provides a conducive environment for students and educators through facilitating easy learning, which is possible through necessary facilities such as graphics, animations, sounds, videos, and hyperlinks (Berns, Gonzalez-Pardo, & Camacho, 2013).

China's National Plan for Medium and Long-term Education Reform and Development is a ten-year strategy aiming at improving the Chinese education system (Li and Kang, 2014). Similar to the Chinese, the Malaysian government has also developed strategies to enhance its technological application in its education system. The Virtual Learning Environment (VLE) is Malaysia's strategic approach in providing a conducive learning environment for both educators and students (Berns et al., 2013). According to Liu et al. (2008), the China education institutions have a high access to the internet. Most of the Chinese schools also are provided with an internet connection through a government project which aims at reaching all the unconnected remote areas.

Significance of the Study

This study will be instrumental in creating knowledge of the status and suggestions for multimedia information technology application teaching in Chinese and Malaysia schools. The study will help seal the knowledge gap on the practices and suggestions for multimedia information technology applications teaching in both Malaysia and China and the prevailing conditions that have shaped the contemporary teaching practices.

Chapter 3.0 Research Methodology

3.1 Qualitative Research Design

The qualitative research design refers to a research method used by researchers and scientists to study human habits and behaviors to investigate certain situations and trends (Almalki, 2016). Qualitative research design is an interactive approach whereby the researchers interact with people either directly or indirectly (Patten & Newhart, 2017). Data will be collected through conducting interviews. Qualitative research design is easy to plan and flexible method of research, which is suitable in both small and large scale sampling (Tracy, 2019).

3.2 Sampled Population

The target population for the study will include the education managers and in China and Malaysia. The total target population for the study will be 20 respondents from leading educational institutions and ministry with ten respondents in every country.

3.3 Questionnaires and Secondary Data

The study used both secondary and primary data. The surveys, which will contain simple questions systematically compiled in two different parts, will be used to collect information from the research participants. Part one will provide demographic information of the respondents. In contrast, part two will consist of simple closed-ended questions that will seek to find out the multimedia information technology application teaching practices in China and Malaysia. Secondary data was collected through books, journals, newspapers, magazines, and any other relevant and available written materials.

References

Almalki, S. (2016). Integrating quantitative and qualitative data in mixed methods research--challenges and benefits. Journal of Education and Learning, 5(3), 288-296. Retrieved from https://eric.ed.gov/?id=EJ1110464

Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220. Retrieved from https://www.sciencedirect.com/science/article/pii/S0360131512001601

Chen, Y., Luo, Y., Fang, X., & Shieh, C. (2018). Effects of the application of computer multimedia teaching to automobile vocational education on students' learning satisfaction and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3293-3300. Retrieved from http://www.ejmste.com/pdf-91245-26076?filename=Effects%20of%20the.pdf

Ebrahimi, N. A., Eskandari, Z., & Rahimi, A. (2013). The Effects of Using Technology and the Internet on Some Iranian EFL Students' Perceptions of their Communication Classroom Environment. Teaching English with Technology, 13(1), 3-19. Retrieved from https://www.ceeol.com/search/article-detail?id=109089

Ebrahimi, S. S., & Jiar, Y. K. (2018). The Use of Technology at Malaysian Public High Schools. Merit Research Journal of Education and Review, 6(3), 54-60. Retrieved from https://www.researchgate.net/profile/Shirin_Shafiei_Ebrahimi/publication/324279780_The_Use_of_Technology_at_Malaysian_Public_High_Schools/links/5ac9aa970f7e9bcd51975a21/The-Use-of-Technology-at-Malaysian-Public-High-Schools.pdf

Geary, D. N., & Pan, Y. (2003). A Bilingual Education Pilot Project among the Kam People in Guizhou Province, China. Journal of Multilingual and Multicultural Development, 24(4), 274-289. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/01434630308666502

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. Retrieved from https://dergipark.org.tr/download/article-file/90200

Hammond, S. E., & Berry, C. M. (2005). A new species of Tetraxylopteris (Aneurophytales) from the Devonian of Venezuela. Botanical Journal of the Linnean Society, 148(3), 275-303. Retrieved from https://.oup.com academic /botlinnean/article-abstract/148/3/275/2420360

Hu, A. (2018, April). Research on the Reform Way of Graphic Design Teaching Mode Based on Multi-media Technology. In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/etmhs-18/25893268