Multimedia learning tools: a methodological aspect of working

Abstract

The article is devoted to the problem of the introduction of multimedia learning tools (MLT) in the educational process of institutions of general secondary education (IGSE). The article determines the levels of mastery and utilization of MLT in the educational process in rural areas, through an anonymous survey of teachers. The results of this survey suggest that educators generally do not master methods for creating MLT, and instead prefer multimedia presentations. Thus they ignore other technologies and software. The main cause of these results is the poor information competence of teachers.
The article continues analyzing the software tools used for the creation of MLT. After considering different technologies and the dynamics of the development of cloud technologies, the researchers came to the conclusion that cloud technologies can become an effective tool in the hands of Ukrainian educators. The advantages of using such cloud technologies are still being revealed.
To provide guidance to educators on how to choose a service to create a MLT, an analysis of online services was conducted and a recommended list was developed. When choosing a service, attention was paid to the following criteria: free of charge, ease of use, intuitive interface and localization in Ukrainian.
The article states that the development of the MLT is an integral part of the teacher’s preparation for the lesson, which is divided into two main stages: preliminary and direct preparation. The direct preparation phase requires a thorough understanding of each structural element of the lesson. The structural elements of the lesson include: checking and reviewing homework, updating and correcting basic knowledge, identifying topics, goals and lesson objectives, motivation of students’ learning activities, perception and initial awareness of new learning material, generalization and systematization of knowledge, the use of knowledge in the standard and changed conditions, testing students’ knowledge of factual material and basic concepts, ability to uncover external and internal connections in objects and phenomena, testing students’ ability to apply knowledge in standard and non-standard conditions and summarizing the lesson.
These elements can interact in different combinations, at different levels, defining the overall structure of the lesson. This stricture which depends primarily on the didactic goal, the content of the educational material and the learning abilities of the students. In the process of preparation for the lesson, the teacher’s task is to determine the expediency of using the MLT and to choose their type and method of program implementation.
The article also provides recommendations on the use, different types of MLT and the software tools for creating them for each structural element of the lesson according to the selected type.