| Much of the research in the area of multimedia has explored the use of technology in schools. The literature suggests that a lack of training, limited access, time and support, have prevented multimedia integration as a successful venture. Compounding the problem is the lack of appropriate models and a thorough conceptual framework for successful multimedia integration with instruction. With the advent of the microcomputer, there has been a resurgence of interest in the topic of multimedia integration, fueled by the rapid technology.;Based on the naturalistic inquiry paradigm, this study explored the effects of the application time frame, multimedia combinations, implementation, and instructor knowledge of content in the integration of multimedia technology in educational environments. Participants for this study consisted of a focus group of ten technology using instructors, three technology coordinators, and three administrators from three urban middle schools.;Utilizing the case study approach, data was collected through two researcher developed instruments, the Technology User Profile, and the Multimedia Integration Questionaire, (MIQ). Both instruments were used to identify and measure the research variables. Data was organized utilizing an Observation Sheet to maintain accurate records from site visits. The Contact Summary Form, was used to record reoccurring themes from the interviews, and a List of Codes used to transcribe and code the data.;Data collection was based on Patton's (1990) interviewing techniques. Data analysis was based partially on Miles & Huberman's (1984) model of data reduction and display, and on Spradley's (1979) domain analysis.;Analysis of the data reported by participants of this study indicate that the reduction in the application time frame, combined with multimedia combinations, implementation and instructor knowledge of content, may typically increase the likelihood of instructors to integrate multimedia technology in the classroom. In addition, participants indicated that strong leadership at the school site will both support and enhance the integration efforts of multimedia with classroom instructional activity. Given the current trends of multimedia integration, the findings have implications for technology integration with instructional practice. Efforts that seek to integrate multimedia technology with classroom practice should consider the following underlying assumptions; (1) the application time frame should consist of between 2 and 4 hours of training; (2) multimedia integration should take into effect, learner need, content to be learned, and the specific multimedia application selected; (3) typically, a strong knowledge base is necessary for instructors within their specific discipline for successful integration; (4) typical integration begins first with text, then graphics, adding sound, video and/or animation.;The significance of this study lies in its contribution to the theoretical body of knowledge and evolution of a multimedia integration model within the realm of multimedia technology integration. The information gleaned from this study will provide a conceptual framework for future thinking in assessing the integration of classroom instructional practice with multimedia technology. |
