1.      Introduction

In recent years, the renewal of pedagogy has become a great concern to the education sector and the whole society. Indeed, it is a fundamental demand which refines the poor teaching and learning modes and methods of teachers and students, promotes the pro-activeness and creativeness and enhances the capacity of students in order to improve the quality of teaching and learning (Nguyễn Văn Cường, 2010). Among many renewal methods, promoting the use of information technology and multimedia in teaching and learning plays an essential role which is now being deployed in a number of educational institutions and schools in Vietnam. This article presents an overview on the concept of multimedia classrooms and the analysis of the role of multimedia classrooms in pedagogical renovation.

2.      Content

2.1. Some related concepts

Multimedia

Over the past decades, multimedia is applied in education such as Audio-Visual Aids to assist teaching process (MESC, 2014). Multimedia is the integration of text, graphic, animation, audio, video, link 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). There are many definitions of multimedia. In a broader sense, multimedia may include PowerPoint presentations cre-ated by teachers or software for reference, guidance or direction of activities attracting students in using multimedia for knowledge acquisition (PCS, & FCIT, 2014).

Multimedia classroom

Multimedia classrooms are the classrooms equipped with multimedia teaching and learning facilities whe-re teaching and learning process takes place with the application of information technology and multimedia (Washington University, 2014, “Classroom Multimedia”, para. 1). Following are the most popular equipment in multimedia classrooms (University of Houston, 2014, “Classroom Equipment”, para. 1):

Projector: Overhead Projector, Slide Projector, Data/Video Projector.

Sound system: Handheld Public Address System, Compact Disc Player, Microphone, Multi-channel Audio Mixer, Tabletop Power PA System, Audio Tape Recorder, Power Amplifier Speaker with mic and line inputs, Record Player Turntable.

Video: Data/Video Projector, Video Cassette Recorder, Video Camcorder, TV/VCR and Cart, TV & VCR combo.
Others: Computer, Network Devices, Printer, Tablet, Mobile Station, Smart Board, Easel Stand, Extension Power Cord, Laser Pointer, Portable Projection Screen, Two-Wheel Dolly.

Figure 1: Typical multimedia classroom model of DELL (DELL, 2014, “Transform the Classroom for the Digital Age”, para. 1).

2.2. The role of multimedia classroom in pedagogy practice innovation

Renewing education in general and teaching methodology in particular reflects the current development trend of any country experiencing the social development stage, education sector and educators, teachers and students in the new contexts (Hà Thế Truyền, 2010). Renovation of teaching and learning methods is the inheritance with se-lection and creativity based on the positive values of traditional teaching and learning methods. Renewing teaching methodology requires a determination to remove backward and one-way teaching methods which turn students into passive leaners, losing their creativity. The renewal should be launched with the application of new achievements of technology-enhanced teaching in order to improve the quality of teaching and learning. Overcoming the psychological obstacles of teachers and learners plays an important role in such a renewal.

The teaching process consists of six contributing factors, namely, Objectives, Contents, Methodology, Teacher, Students and Teaching facilities. Teaching methodology is of the core component carrying profound educational implications, which is indispensible in the teaching process (Tô Xuân Giáp, 1997)

Using multimedia classrooms helps renovate the pedagogical practices in several ways:

-      Multimedia classrooms utilized in teaching enables the teaching staff and learners alike to access a wealth of information which makes the lectures much more visual and lively, and appealing to students. Moreover, such easily-comprehensible lectures facilitates students’ memory and thus enhancing their retention, which are vital for cultivating knowledge faster and better.

-      Multimedia classrooms provide students with in-depth and accurate knowledge on the issues of interest, as they reflect the reality as the way it is.

-      Furthermore, multimedia classrooms also fosters learners’ cognitive development which in turn will support their acquisition of new knowledge

-      Multimedia tools help diversify teachers’ pedagogical practices, and the diverse teaching methods then have tremendous impacts on students’ acquisition. As a result, learners will learn better as they gather varied information through different senses.

-      Multimedia contributes as against ‘learning-for-the-sake-of learning’ method given the current poor educational infrastructure and old-fashioned teaching facilities. In addition, it makes education ‘more socialized by closely engaging different sectors and knowledge of different fields into one world”.

3.      Conclusion

Utilizing multimedia classrooms in the teaching process has facilitated the renovation of pedagogical practices with a view to greatly improving the training and research quality. To that end, each educational institution should be well aware of the significance of multimedia classrooms so that they can devise a plan to build and further develop these advanced facilities, which are appropriate with each institution’s development condition. More importantly, the multimedia helps teachers make the most out of it provide students with the most effective lectures.
 

1.    DELL (2014). Transform the Classroom for the Digital Age. Retrieved April 15, 2014, f-rom http://www.dell.com/learn/in/en/ink121/k12/connected-classroom-article
2.    Hà Thế Truyền, 2010. Quản lý nhà trường. Học viện Quản lý giáo dục.
3.    Nguyễn Văn Cường, 2010. Một số vấn đề chung về đổi mới phương pháp dạy học ở trường trung học phổ thông. Dự án Phát triển giáo dục THPT.
4.    MESC, (2011). Using Multimedia in the Classroom. Retrieved f-rom http://www.mesc.gov.ws/pdf/Multimedia_Teacher_Guide.pdf
5.    PCS, & FCIT, (2014). Multimedia in the Classroom. Retrieved April 15, 2014, f-rom http://fcit.usf.edu/multimedia/overview/overviewa.html
6.    Tô Xuân Giáp, 1997. Phương tiện dạy học (hướng dẫn chế tạo và sử dụng). Nxb Giáo dục.
7.    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
8.    Washington University (2014). Classroom Multimedia. Retrieved April 15, 2014, f-rom http://teachingcenter.wustl.edu/Classrooms/Multimedia/Pages/default.aspx.