Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

Lampi, Jodi

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)

Abstract

This dissertation aimed to explore how teachers perceive and engage with multimedia integration in their online teaching practices to effectively involve students. The study specifically focused on teachers in grades three through seven at an international school in Saudi Arabia. The research questions delved into teachers' descriptions of their perceptions and experiences when using online technology and utilizing appropriate multimedia to engage students. The literature review highlighted the existing gap between theoretical knowledge and practical application when it comes to integrating technology and multimedia in the learning environment. The research presented the TPACK framework and multimedia cognitive theory as guiding principles for effective integration. The methodology employed qualitative data collection methods, including interviews and focus groups, ensuring validation checks and ethical procedures were in place. The findings shed light on various aspects, including the adaptation of teaching in online classrooms using technology tools, the challenges faced by teachers, practical approaches to multimedia usage, and the correlation between multimedia utilization and student engagement. Teachers expressed the importance of support systems such as training programs, colleagues, and ICT departments in the school, which helped them navigate the features of online platforms and efficiently incorporate them into their teaching. Despite the challenges faced in integrating multimedia into distance learning, teachers mentioned several multimedia applications that effectively engaged their students in online classrooms. They also shared practical teaching instructions for leveraging multimedia to deliver learning content effectively. The conclusion emphasized the significance of teachers' technological proficiency and the careful selection of multimedia content to enhance student engagement. Furthermore, the implications of the study's results and potential directions for future research were discussed.

Extent

152 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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