ABSTRACT
This study is grounded on the Utilization of Multimedia, Annotation, and Collaboration in Teaching Araling Panlipunan Towards Enhancing a Multi-Modal Approach. A qualitative methodology in a descriptive research design was utilized for this investigation. The individuals participated were ten (10) Araling Panlipunan teachers from Cayetano Arellano High School, Manila which selected through a process of purposive sampling. They were asked questions based on the validated guide questions produced. The major findings revealed that with integration of multimedia, annotation, and collaboration in Araling Panlipunan for Junior High School, students are more motivated to listen and engaged actively in class, allowing them to grasps concepts more rapidly. Teachers demonstrate the MAC approach throughout the course, demonstrating its efficiency and adaptability. The teaching and learning process in Araling Panlipunan is made more dynamic and successful by this approach. Problems with internet access might hinder the smooth deployment of MAC, especially when using online tools. Addressing these challenges systematically can significantly improve the effectiveness of the MAC approach in teaching Araling Panlipunan. Using MAC to teach Araling Panlipunan is not just a change; it is an improvement. It enhances the quality of instruction and encourages more active student participation, empowering educators to be more effective in their teaching. The MAC technique has been effectively used in Araling Panlipunan's lessons, proving its efficacy when followed correctly. These additions improve and enhance the multimodal approach to teaching Araling Panlipunan. Educational practices must constantly evolve and innovate to better engage students and improve their learning results. Expand the use of MAC techniques in Araling Panlipunan for an engaging and effective learning environment.
Keywords: Araling Panlipunan; Multi-Modal Learning Approach; Utilization of Multimedia, Annotation, and Collaboration
1.0 Introduction
Technology improved teaching and learning in the ever-changing education sector. Global history educators are constantly seeking new ways to engage students and teach the past. Digital learning materials, sometimes called multimedia, use a variety of media components to help students digest knowledge more efficiently, which in turn helps them build mental representations (Mayer 2023). The use of digital resources enabled many pedagogical approaches (LocEady and Lockyer 2023). The popular multi-modal learning approach MAC incorporates multimedia, annotation, and collaboration. Engaged learning environments need multimedia, annotation, and collaboration.
In addition, the students are educated about global, national, and regional concerns that may influence their day-to-day existence. To do this, we need professors who have extensive knowledge in their respective fields. In an article from Press Reader (2023), the teachers' stances and methods of instruction, the topic's inherent difficulty, and the assignments given by instructors were all listed as factors contributing to the class's distaste for the subject. Educators have the challenge of engaging students and adapting course content to reflect their own lives. Teachers play a crucial role in influencing students to embrace learning. They are the most critical people in influencing students to have a good outlook on the topic. (Shevtsova, O., Kovsal, V., et al. 2022) emphasized the pivotal role of proficient educators in harnessing multimedia technologies to enriched student learning experiences. The evolution of multimedia systems in pedagogical practice has revolutionized instructional delivery, enabling teachers to integrate text, graphics, audio, and video resources seamlessly (Kuzminsky et al. 2023).Integrating multimedia technologies into teacher training programs holds immense potential for preparing future educators to leverage these tools effectively in their pedagogical practice, ultimately enhancing the quality of education delivery at all levels (Kuchai, O. 2022),
This research examined multi-modal history instruction's pros, cons, and benefits of using classroom technology. MAC is a novel global history method that accommodated multiple learning methods. Multimedia, annotation, and collaboration platforms allowed teachers to create immersive learning experienced outside the classroom. Primary sources, historical perspectives, and genuine peer discussions are conceivable. Students managed today's complicated and interconnected world with MAC-based 21st-century skills, including digital literacy, communication, teamwork, and critical thinking.
see PDF attachment for more information