The Multimedia Technologies Applications indd

nology, which scans the computer desktop into the teacher’s class. It can be applied 
to the interpretation of the new lesson matter, when the teacher has created a pre-
sentation in digital form, but even in revision lesson, assign the tasks, practicing the 
curriculum, written works and other activities where is needed to display information 
stored on your computer to the class.’ (H
LAĎO
2007) The Internet and the data-projec-
tor is suitable combinations if the teacher wants to complement his explication direct 
with e.g. photos, musical instruments and method of playing them and the various 
news from the artifi cial and pop-music worlds.
For lesson preparing with use of data projector and the Internet can be offered 
the web site which is guaranteed by the Research Institute of Education of Czech 
Republic and where teachers upload their elaborated teaching materials, PowerPoint 
presentations, etc. This methodic portal is available at www.dum.rvp.cz. Abbrevia-
tion ‘dum’ in Czech language means “digital teaching materials”. The offered mate-
rials are neatly divided into areas corresponding to The General Educational Pro-
gramme, a music education for elementary school, grammar school and elementary 
music school. There can be found many musical puzzles, worksheets, through which 
pupils e.g. recognize musical instruments, music composers. A teacher can also use 
tests of musicality that reveals the strengths and weaknesses of pupils and can work 
with defi ciencies on. Quite a few digital learning materials is focused on learning 
and acquisition of knowledge about composers, mostly in the form of a PowerPoint 
presentation.
A common practice is to use multimedia classrooms for teaching music lessons, 
where each pupil has one computer connected to the Internet. Multimedia classrooms 
provide more space for their active work. A teacher has possibility to assign an indi-
vidual work to pupils. Typical is the situation where the pupils themselves are to fi nd 
information, such as about the musical historical period. The task seems to be easy 
and thanks to used resources it can be even attractive one. A pupil achieves this by 
choosing a search tool, where enters the term (or combination of more terms) and 
selects from the results, i.e. offered websites. More often chosen path leads through 
the Internet encyclopedia Wikipedia, where the channel is more direct and therefo-
re shorter, yet mostly both processes meet together, synchronize, and pupils work 
with the same source. Actual phase of searching does not suppose a problem, due to 
high information technology literacy of young people. However, the problem occurs 

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AGMAR
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ANEČKOVÁ
during the work with the found text. Pupils generally can not affect the meaning 
of the text, select the muscle from it and paraphrase that essentials with their own 
words. This lack deepens if text is more complicated and includes the special terms.
Pupils often do not recognize too whether the Internet source is trustworthy or 
not. For example a free encyclopedia Wikipedia is regarded by them as serious and 
relevant lexicon, even though on the contrary to its open character it can logically not 
be so. The results of individual pupils’ work with the network may not always meet 
the teacher’s expectations, which is caused by their existing insuffi cient experience 
and knowledge.
As a problematic phenomenon in the pupil’s work with the Internet in lesson I see 
the concentration on the assigned task. A pupil concentration is diverted by countless 
web sites that he can visit and delay the unpleasant duties such as working on the 
given task. The teacher is not able to punish all these transgressions, and therefore the 
individual work of students may ultimately seem to be ineffective, in terms of time 
invested in the unsatisfying results.
The offer of digital technologies suitable for inclusion in the teaching process of 
music education is rich today and teachers like to use it. Mainly it means the diver-
sifi cation, that today’s youth involved in the educative process vehemently requires. 
Teachers should be aware that Internet usage is limited and in any case it cannot 
replace the teacher’s personality. His challenge now is to indicate complicatedness of 
acquired information to debunk, add context and enrich the mind of low knowledge 
of teenagers.
Summary
The study deals with the possibilities of using multimedia technologies in school 
music education, especially the Internet, which was massively installed into schools 
from 2001 to 2003. Today approximately 70 percent of music education teachers 
use the Internet, particularly as a source of information and database of audio and 
video fi les, which results from Research into Multimedia Technologies Application 
in Music Education from 2010. There are positives and negatives of working with 
the internet in the teacher’s preparation for lessons of music education even in the 
very educational process. There are many pitfalls in individual work of pupils with 
Internet in the school music education, including their lack of insight found in pro-
cessing information, poor language skills and lack of concentration, which is given 
by the inexhaustible possibilities of the network. Important condition for meaningful 
use of Internet is the teacher’s personality and knowledge, which considers the ef-
fectiveness of using these digital technologies and usually understands it as a tool of 
music lesson diversifi cation.

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