Establishing criteria for instrctional multimedia design, the lessons from Scottish history

The role of Information and Communication Technologies (ICT) in school education has become a contested area with both its theory and practice increasingly questioned. Teachers thread their way through the conflicting arguments of advocates and sceptics in an attempt to satisfy expectations which move beyond the classroom into claimed benefits for society at large. Unrealistic expectations have raised false hopes with many policy makers now using terms such as ‘power’ or ‘potential’ to transform when referring to ICT in schools. However, the experience of designing, developing and evaluating multimedia resources relating to Scottish History demonstrates that it is possible criteria for instructional multimedia to enhance learning. Technology helps students learn in ways which would be difficult in more conventional formats, but it is the underlying pedagogy which enhances teaching and learning. This pedagogy employs varied learning tasks built around multiple intelligences and authentic learning to develop knowledge, understanding and skills of enquiry. Nonetheless, the use of ICT does not negate traditional forms of teaching and learning. The context for this study is Scotland and its history, but the conclusions reached have a much wider application in the debates over ICT in schools