1. Introduction
In recent decades, the use of multimedia classroom in teaching has become more and more popular in both developed countries and developing ones. Making the most use of grant sources, Vietnam’s education sector has strongly invested in technology applications in teaching. Many schools have been equipped with multimedia classrooms to support the teaching. However, the use of these classrooms remains inefficient because of some limitations such as unqualified technical staff, unskilled and untrained teacher; multimedia room development is not well-planned; Poor maintenance due to the lack of specialized management board, and overlapped responsibility; Ineffective regular inspection and evaluation. So far, few studies related to the management and development of multimedia classrooms have been conducted. This paper introduces some solutions to the multimedia classrooms management and development to enhancing the efficiency the use of these classrooms in higher education institutions.
2. Contents
2.1. Related concepts
Multimedia
Over the past decades, multimedia has been applied in educational area as Audio-Visual Aids supporting the teaching process (MESC, 2014). Multimedia is the integration of text, graphics, animation, audio, video, links and other interactive contents in order to explain or illustrate an issue, an object, a phenomenon in the easiest way to understand. (MESC, 2014; PCS, & FCIT, 2014).
Multimedia classrooms
Multimedia classrooms are classrooms equipped with multimedia teaching facilities whe-re teaching-learning process takes place with the application of information technology and multimedia (Washington University, 2014 "Multimedia Classroom", para. 1). The most popular technological tools installed in multimedia classrooms include: projectors, audio equipment, video, computer, network devices, smart boards, printers, software and other supporting equipment (University of Houston, 2014, "Classroom Equipment", para. 1).
2.2. Multimedia classroom management
Planning for the development of multimedia classrooms
Planning for the development of multimedia classrooms is the process of setting goals, operation systems and guarantee terms and conditions. Managers need to establish both long-term and short-term plans in detail. Planning enables the managers to have a long-term orientation as well as time to prepare resources, funding and other conditions for the best development and maintenance of multimedia classrooms.
Implementation of multimedia classrooms
Based on proposed plan, it is very necessary to have a specific assignment for relevant functional departments to set up the multimedia classrooms as scheduled; a completion of the management structure and transparent task delegation is required. Moreover, the establishment of appropriate mechanisms and remuneration policies, training and enhancing the qualifications for technicians and teachers in operating and using multimedia classrooms should be carried out.
Maintenance of multimedia classrooms
Along with the utilization, the maintenance of equipment also plays a crucial role. Multimedia classrooms equipped with a lot of expensive technology tools should be maintained carefully to minimum the equipment failure and unnecessary repair costs.
Storage space and installation (MESC, 2014): Computer and multimedia equipment should be installed in a safe place, in a clean and dry environment because they can be damaged and affected quickly by dirt or moisture factors.
Regular maintenance (MESC, 2014): The regular maintenance of equipment is very important; you must ensure that computers and other devices always operate in the best conditions. Notably, display monitors and video tapes, audio tapes should be used regularly to increase service life.
Virus and spyware removal: Install and regularly up-date anti-virus software versions and spyware. Early prevention is the most effective method to protect data and systems.
Logbook: It is essential to have a logbook recording the use status of each device. Teachers can also reflect the current uses of equipment in teaching process that they have experienced in this logbook. Thus, logbook is the basis for evaluating the efficiency of the use of equipment.
The evaluation the use of multimedia classrooms
Evaluation is a very important step of the multimedia classrooms management process. The evaluation aims at finding discrepancies in management process to take timely adjustment methods in accordance with reality. Through examination and evaluation to encourage, reward timely the teachers using multimedia classrooms effectively, and timely handling of errors in using and maintaining multimedia classrooms.
3. Conclusion
Development and management of multimedia classrooms, if properly implemented, will bring about the positive effectiveness in teaching and thereby contribute to innovate the pedagogical practices, enhancing the teaching and learning quality. This paper introduced several solutions to managing and developing multimedia classrooms in order to overcome the concerned limitations, which enables the effective use of resources for the institution.
In recent decades, the use of multimedia classroom in teaching has become more and more popular in both developed countries and developing ones. Making the most use of grant sources, Vietnam’s education sector has strongly invested in technology applications in teaching. Many schools have been equipped with multimedia classrooms to support the teaching. However, the use of these classrooms remains inefficient because of some limitations such as unqualified technical staff, unskilled and untrained teacher; multimedia room development is not well-planned; Poor maintenance due to the lack of specialized management board, and overlapped responsibility; Ineffective regular inspection and evaluation. So far, few studies related to the management and development of multimedia classrooms have been conducted. This paper introduces some solutions to the multimedia classrooms management and development to enhancing the efficiency the use of these classrooms in higher education institutions.
2. Contents
2.1. Related concepts
Multimedia
Over the past decades, multimedia has been applied in educational area as Audio-Visual Aids supporting the teaching process (MESC, 2014). Multimedia is the integration of text, graphics, animation, audio, video, links and other interactive contents in order to explain or illustrate an issue, an object, a phenomenon in the easiest way to understand. (MESC, 2014; PCS, & FCIT, 2014).
Multimedia classrooms
Multimedia classrooms are classrooms equipped with multimedia teaching facilities whe-re teaching-learning process takes place with the application of information technology and multimedia (Washington University, 2014 "Multimedia Classroom", para. 1). The most popular technological tools installed in multimedia classrooms include: projectors, audio equipment, video, computer, network devices, smart boards, printers, software and other supporting equipment (University of Houston, 2014, "Classroom Equipment", para. 1).
2.2. Multimedia classroom management
Planning for the development of multimedia classrooms
Planning for the development of multimedia classrooms is the process of setting goals, operation systems and guarantee terms and conditions. Managers need to establish both long-term and short-term plans in detail. Planning enables the managers to have a long-term orientation as well as time to prepare resources, funding and other conditions for the best development and maintenance of multimedia classrooms.
Implementation of multimedia classrooms
Based on proposed plan, it is very necessary to have a specific assignment for relevant functional departments to set up the multimedia classrooms as scheduled; a completion of the management structure and transparent task delegation is required. Moreover, the establishment of appropriate mechanisms and remuneration policies, training and enhancing the qualifications for technicians and teachers in operating and using multimedia classrooms should be carried out.
Maintenance of multimedia classrooms
Along with the utilization, the maintenance of equipment also plays a crucial role. Multimedia classrooms equipped with a lot of expensive technology tools should be maintained carefully to minimum the equipment failure and unnecessary repair costs.
Storage space and installation (MESC, 2014): Computer and multimedia equipment should be installed in a safe place, in a clean and dry environment because they can be damaged and affected quickly by dirt or moisture factors.
Regular maintenance (MESC, 2014): The regular maintenance of equipment is very important; you must ensure that computers and other devices always operate in the best conditions. Notably, display monitors and video tapes, audio tapes should be used regularly to increase service life.
Virus and spyware removal: Install and regularly up-date anti-virus software versions and spyware. Early prevention is the most effective method to protect data and systems.
Logbook: It is essential to have a logbook recording the use status of each device. Teachers can also reflect the current uses of equipment in teaching process that they have experienced in this logbook. Thus, logbook is the basis for evaluating the efficiency of the use of equipment.
The evaluation the use of multimedia classrooms
Evaluation is a very important step of the multimedia classrooms management process. The evaluation aims at finding discrepancies in management process to take timely adjustment methods in accordance with reality. Through examination and evaluation to encourage, reward timely the teachers using multimedia classrooms effectively, and timely handling of errors in using and maintaining multimedia classrooms.
3. Conclusion
Development and management of multimedia classrooms, if properly implemented, will bring about the positive effectiveness in teaching and thereby contribute to innovate the pedagogical practices, enhancing the teaching and learning quality. This paper introduced several solutions to managing and developing multimedia classrooms in order to overcome the concerned limitations, which enables the effective use of resources for the institution.
REFERENCES
- MESC, (2011). Using Multimedia in the Classroom. Retrieved f-rom http://www.mesc.gov.ws/pdf/Multimedia_Teacher_Guide.pdf
- PCS, & FCIT, (2014). Multimedia in the Classroom.. Retrieved April 15, 2014, f-rom http://fcit.usf.edu/multimedia/overview/overviewa.html
- University of Houston (2014). Classroom Equipment. Retrieved April 15, 2014, f-rom http://www.uh.edu/infotech/services/facilities-equipment/classrooms/equipment-list/index.php
- Washington University (2014). Classroom Multimedia. Retrieved April 15, 2014, f-rom http://teachingcenter.wustl.edu/Classrooms/Multimedia/Pages/default.aspx.
