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The aforementioned can be achieved through the implementation of the following advice: The article historically contextualizes multimedia information delivery technologies. In so doing, it normalizes it. As you overview the evolution of the printing press, the rise of multimedia information channels, such as the television, and move onto interactive multimedia technologies, you normalize this media and present its evolution as a process of natural progression. This certainly allows readers to understand that the phenomenon in question is an evolution of already existing media and communication technologies, not a revolution against them.
Nevertheless, the stated approach detracts from the uniqueness of multimedia as an information communication channel. It is essential that you fully acknowledge the uniqueness of this technological development. In so doing you will be expressing a sympathetic understanding of the position held by its opponents. The simple fact of the matter is that many fear multimedia technology and believe that its integration into the classroom and teaching environment will have a detrimental impact upon intellectual and cognitive development (Alliance for Childhood, n.d.).
Indeed, as argued in an Alliance for Childhood article entitled `Fool’s gold,’ (n.d.), “Interactive multimedia leaves very little to the imagination … multimedia narrative includes such specific representations that less and less is left to the minds eye.” This above-stated viewpoint, which as Jonnavithula and Kinshuk (2005) explain, is held by many, should have been acknowledged in the body of the article. Acknowledgement should have taken the form of an explicit concession to the uniqueness of the phenomenon in question.
By conceding to uniqueness, you would have been expressing an understanding of the objections sounded against multimedia as a teaching tool. This would have
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