Using Multimedia Tools to Support Teacher Candidates’ Learning

Abstract

Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.