ANIMATED CARTOON-STYLE MULTIMEDIA APPLICATION
IN TEACHING SCIENCE IN GRADE V - ROSAL PUPILS
OF TAYUM CENTRAL SCHOOL
An Action Research Proposal
Presented to Educational Authorities
of the Department of Education
Cordillera Administrative Region
Division of Abra
EUGENIO P. MILLARE
SY 2013 – 2014
This Action Research proposal entitled “ANIMATED CARTOON-STYLE MULTIMEDIA APPLICATION IN TEACHING SCIENCE IN GRADE V - ROSAL PUPILS OF TAYUM CENTRAL SCHOOL” prepared and submitted by EUGENIO P. MILLARE, Master Teacher I of Tayum Central School has been examined and recommended for acceptance and approval to conduct the study.
VICTORIA C. ELFANTE
Approved by the Educational Authorities of the Department of Education, Cordillera Administrative Region, Division of Abra on _____________________________.
LEONARDO T. BALNEG
Public Schools District Supervisor
HENRIETTA A. BRINGAS
Education Program Supervisor I – ESP
FRANCIS CESAR B. BRINGAS
Assistant Schools Division Superintendent
Background of the Study
Today's elementary pupils are intensely engaged by multimedia entertainment. Educators can use this knowledge to their advantage by integrating multimedia tools in their classrooms. Whether it is in the form of a slide show, online activity or interactive game, multimedia activities or through cartoon styles keeps the classroom modern and enjoyable for children of all ages and backgrounds. Far from relying on a blackboard and a piece of chalk, today's teachers can choose from a wide variety of educational media. Many young people use technology on a daily basis, including Internet access, mobile devices, videos and computers. Pupils are accustomed to seeking information from many different mediums, instead of just one source. Adopting multimedia in the classroom can make lessons more relevant, effective and interesting to pupils.
Multimedia provides an interactive way for students to participate in a lesson. The lesson can be accessed both in and out of school and can be modified for individual learning needs. However, this depends on having technology available to support the multimedia project's processing and bandwidth needs at school, pupils' able to access it after school when necessary, and teachers' understanding how to use it to enhance learning and instruction.
Multimedia is a presentation of information that incorporates multiple media such as text, audio, graphics, and animation. The representations can be redundant, incorporating the same content, or complementary, offering additional information. Multimedia need not be computerized, but computers offer some of the most seamless multimedia presentations. Moreover, digital multimedia, such as a simple CD-ROM, can offer teachers greater ease of presentation. There are numerous forms of multimedia. Below is a selection of different multimedia forms, focusing on their potential for supporting diverse learners.
Digital texts, it can be read aloud using recorded human voice or synthetic text-to-speech programs. Read-aloud is an intrinsic feature of so-called talking books, but with text-to-speech software, virtually any digital content—including web-based texts—can be read aloud, with or without synchronous highlighting of the printed text. Speech synthesis can be segmented at a variety of levels, providing feedback at the level of the passage, sentence, word, onset rime, syllable, or subsyllable. Read-aloud offers potential benefits to many students, including students with visual deficits, students with decoding problems, and reluctant readers. In addition to providing access to curriculum content for those who cannot see or decode printed text, read-aloud can support...
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