MULTIMEDIA IN PRIMARY AND SECONDARY SCHOOL - CURRICULA IN ROMANIA - Volume 1 - Number 2 - 2008

Oct 15, 2026

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Multimedia is a necessary part of everyday life, and its relationship with schooling is complex, involving both “education with multimedia” and “multimedia education.” The paper characterizes how open Romanian primary and secondary curricula are for using multimedia during learning, treating this openness as the first step toward multimedia education. The study analyzes 105 primary programs and 157 secondary programs across 39 disciplines.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

I. Introduction

1. Multimedia. Precizări conceptuale

2. Multimedia and education

Volume 1, Number 2, 2008 MULTIMEDIA IN PRIMARY AND SECONDARY SCHOOL CURRICULA IN ROMANIA Liliana Ciascai, Iuliana Marchis Abstract. Multimedia is present in our everyday life, thus its management is considered as a necessity by the specialists. The relation of multimedia with education is very complex: we speak about education with multimedia and multimedia education. In this paper we propose to characterize partially the above mentioned relations, analyzing the openness of primary and secondary school curricula for use of multimedia in the learning process. This openness is the first step toward multimedia education. In our investigation were analyzed 105 primary school programs and 157 secondary school programs for 39 disciplines. The obtained results underline the lack of interest of policy makers to promote multimedia in education. In the paper there are given some suggestions for directions of use of media in school practice. Zusammenfassung. Multimedia ist ein wichtiger Bestandteil unseres Lebens, und dessen Management ist eine Notwendigkeit. Die Beziehung zwischen Multimedia und schulischer Erziehung ist komplex: wir sprechen über Erziehung durch Multimedia und Erziehung typisch Multimedia. Indieser Arbeit wird dieser Zusammenhang gezeigt. Analysiert wird die Öffnung des rumänischen Curriculums in Grundschulen und weiterführenden Schulen für eine Nutzung von Multimedia. Diese Öffnung ist einer der ersten Schritte für eine Multimedia-Erziehung. In unserer Arbeit wurden 105 schulische Programme aus der Grundschule und 157 in weiterfördernden Schulen absolviert – in 39 verschiedenen schulischen Fächern. Das Ergebnis zeigt, in der schulischen Erziehung ein großes Desinteresse für eine Multimedia-Nutzung in der Erziehung. In dieser Arbeit werden verschiedene Vorschläge für eine Nutzung von Multimedia in praktischen schulischen Aktivitäten gezeigt Keywords: multimedia, curricula, educaŃia multimedia, invatamant primar si gimnazial I. Introduction 1. Multimedia. Precizări conceptuale Mass-media, respectively the classical forms of mass communication refers to the social institutions that deal with production and distribution of knowledge/information and which is distinguished by the following characteristics (Coman 1999, Lăcudean 2006): - The use of techniques (relatively) advanced to mass production and distribution of messages; - Rigorous organization and regulation of their social activity; - -Sending messages to large audiences, which are unknown to the communicator and which are free to take the messages or to refuse it. Media is a collapse of the term communication ways. In the broad sense, the concept seeks the means used for the production, storage or transmission/(indirect) distribution of the messages, in general with the purpose to inform or recreate. Beyond its role and purpose media has the following characteristics: - sustainability: the phone and chat environments are volatile while the book, poster, the PPT, photo, movie, CD, etc.. are sustainable. - use of a communication channel: individual media (Intenet, portable devices) or the mass media (press, radio, TV) - timig in communicating a message: synchronous and asynchronous media - the way of accessing the message: video and/or audio. Media messages are composed of different elements. They addressed the eyes by texts, symbols, patterns and schemes and the ears by noise and music. The technology integrates audio and video elements and the human creativity diversifies them serving the technology. Liliana Ciascai, Iuliana Marchis Decoding the media message assumes symbolic knowledge systems mentioned above and it is necessary because the media not only provides a picture of reality but also an interpretation of reality and intentions of communication. The interpretation is based on knowledge in the fields of media powers, cultural context and our own interests. In conclusion, media is a concept with different meanings. T

FAQs

How does the paper define multimedia and its role in communication?

Multimedia is introduced as an outcome of technological innovation, enabling a system to communicate information simultaneously through multiple media such as text, images, animation, and sound. Media messages are treated as combining symbolic elements that support both depiction and interpretation of reality.

What is the paper’s focus regarding Romanian education curricula?

The paper examines the openness of Romanian primary and secondary school curricula to the use of multimedia in the learning process. It frames this openness as an initial step toward multimedia education.

What evidence and scope does the study use to support its conclusions?

The investigation analyzes 105 primary school programs and 157 secondary school programs covering 39 disciplines. The results emphasize a lack of policy maker interest in promoting multimedia in education.

Oct 15, 2026

Uploaded by Putri