Integration of multimedia technologies into the process of teaching texts of a new nature in a pedagogical college

Abstract

Modern society is undergoing global digitalization, which is transforming the nature of texts: linear verbal forms are being replaced by polycode constructions such as creolized texts, hypertexts, infographics, and internet memes, where verbal elements are integrated with visual, auditory, and kinetic components. This poses a challenge for the education system, especially pedagogical colleges, where future teachers must acquire skills to work with such texts in order to effectively teach the younger generation living in a digital environment. Traditional methods, focused on analyzing classical texts, do not develop the competencies needed to perceive, critique, and create multimedia messages, leading to a gap between the informational reality of students and educational practices. The research aims to evaluate the pedagogical potential of multimedia technologies in developing students' competencies for working with texts of a new nature. The hypothesis suggests that systematic use of such technologies contributes to a deeper understanding of the structure and semantics of modern texts, the development of critical thinking, creativity, and project skills in future teachers. To test the hypothesis, a pedagogical experiment was conducted in one of the pedagogical colleges with the participation of 62 third-year students majoring in Primary Education Teaching. Participants were divided into a control group (31 students) and an experimental group (31 students). In the control group, training was delivered using the traditional program with printed materials and classical analysis methods. In the experimental group, a set of tasks involving multimedia technologies was implemented: interactive whiteboards, online platforms, programs for infographics and video, website analysis. Methods included ascertaining and formative stages of the experiment, observation, surveys, testing, and analysis of students' work. Diagnostics were carried out using tests for hypertext navigation, infographic interpretation, identifying ideas in creolized texts, and evaluating the credibility of information. At the formative stage, students in the experimental group created their own didactic materials. Data were processed using statistical methods to identify significant differences. Results of the ascertaining stage showed a low initial level of competencies in both groups (average scores 2.14-4.33 on a 10-point scale), with no significant differences. At the end of the experiment, the experimental group demonstrated significant improvement: in creolized text analysis - 4,7 times higher (for example, a 51,24% increase in author's position analysis versus 7.88% in the control group); in critical thinking a growth of 4.62 points (average final scores 8.29-9.05 versus 4.81-5.34); in project work quality - higher by 2.36-5.42 points (for example, 9.31 in didactic value versus 3.89). Statistical analysis confirmed the significance of the differences. Discussion of the results indicates the effectiveness of multimedia technologies in bridging the gap between traditional education and digital reality. The experimental group developed a holistic perception of polycode texts, skills in information verification, and creative content creation, which enhanced media literacy. In the control group, progress was minimal, highlighting the shortcomings of traditional methods. The findings recommend the systematic integration of such technologies in teacher education to prepare competitive educators. This contributes to the modernization of methods, improvement of teaching quality, and adaptation to the digital transformation of schools, ensuring the strategic development of education in the 21st century.