Multimedia-Related Teaching Competency among Teachers in Amravati Division: A Multidimensional Assessment

Abstract

 The integration of multimedia has transformed contemporary teaching from a predominantly verbal and textbook-oriented process into a technology-supported, interactive, and multimodal learning experience. However, the educational value of multimedia depends substantially on teachers’ ability to combine technological knowledge with sound pedagogy and appropriate subject content. The present paper assesses the level of multimedia-related teaching competency among teachers in Amravati Division, Maharashtra, across multiple dimensions. The paper is developed from the empirical framework and data reported in the research study Impact Study of Use of Multimedia on Teaching Competencies and Effectiveness. The study covered the five districts of Amravati Division Amravati, Akola, Buldhana, Yavatmal, and Washim and employed a multidimensional assessment based primarily on the Teacher Competency and TPACK Assessment Survey (TCAS), supplemented by direct classroom observation through the Observation Schedule for Multimedia Classroom Instruction (OSMCI). The TCAS consisted of 28 items covering Technological Knowledge, Pedagogical Knowledge, Content Knowledge, and integrated Technological Pedagogical Content Knowledge. The teacher survey included 300 secondary-school teachers, equally divided between urban and rural locations, while 50 classroom sessions were directly observed. The observational findings showed mean achievement percentages of 69.10% for technical fluency, 78.20% for content appropriateness, and 62.30% for pedagogical integration, with an overall classroom observation achievement of 69.87%. A comparison of perceived and observed competency further indicated that teachers tended to report higher competency than was demonstrated in actual classroom practice. The findings suggest that teachers possess a reasonably functional foundation for multimedia use, but competency is comparatively weaker when technology must be transformed into interactive and pedagogically integrated learning experiences. The study highlights the need for continuous, practice-oriented professional development emphasizing TPACK, digital lesson design, troubleshooting, learner interaction, and context-sensitive multimedia integration.