Abstract
Educational technology has come a long way — from the language lab of the 1950s and 1960s, which served, and still serves, as a ‘convenient scapegoat in explaining why, even with a large infusion of money for equipment, desired results were not achieved’ (Otto, 1989: p. 14) to the ‘multi-media learning centers that deliver computer and video services to faculty and students in addition to familiar audio resources’ (Otto, 1989: p. 38; see also Richardson & Scinicariello, 1989). In the 1990s, digital technology helps to integrate the available resources into a convenient and manageable bundle (Hagen, 1993). Computers can nowadays deliver video and sound in addition to text and graphics. The combination of these four elements is usually called multimedia. To the minds of several the term is unsatisfactory. This has something to do with its history. The picture is further complicated, because multimedia has a rival term in hypermedia. Hypermedia, in turn, is an extension of hypertext. Hypertext denotes an associative mode of access to information. Whereas normal text is read from beginning to end, in a piece of hypertext the reader clicks on an unknown word or phrase, a so-called hot spot, and the software follows the (previously established) route from this text element to its destination, which may be a dictionary entry or a further piece of text detailing the linguistic, literary or cultural phenomenon in need of explanation. Hypertext readers thus navigate through what is sometimes called hyperspace. If, however, after clicking on one of the hot spots, the user is greeted with an audio or video message instead of just another block of text, he or she is in the presence of hypermedia. To all intents and purposes, multimedia and hypermedia are identical twins, although useful distinctions between them are occasionally made (Hill, 1994). A single computer platform is nowadays capable of bringing about the’ seamless integration … of any of [sic] text, sound, still and animated images, and motion video’ (Jacobs, 1992: p. 3).
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© 1997 Springer Science+Business Media Dordrecht
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Jung, U.O. (1997). The Use of Multimedia in Teaching. In: Tucker, G.R., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4419-3_13
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