The Use of Multimedia Aids by Elementary School Teachers in the Effective Communication of Environmental Education (Case Study: Ontario)

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The Use of Multimedia Aids by Elementary School Teachers in the Effective Communication of Environmental Education

CASE STUDY: Ontario

Current progress has given way to numerous anthropogenic environmental problems such as, but not limited to, increasing GHG emissions, cross-boundary air and water pollution, increase in climate change refugees, and a rise in social justice issues pertaining to minority and vulnerable communities. The issue of ‘generational injustice’ has also been raised as children and youth have no choice but to inherit social and ecological problems which they have had very little part in creating. It is children who have the largest stake in the future and who will ultimately have to suffer through the consequences of the today’s detrimental decisions. It is society’s responsibility to equip children with the attitudes, values, knowledge, and skills necessary to rethink and change current patterns of action so that they can create a sustainable future. Environmentally educated teachers are crucial in getting children, particularly those within the early childhood and elementary school age categories, to become aware of, and take action for environmental issues through the medium of environmental education in school settings. Unfortunately, the concept is not heavily embedded in curriculums and educational policies and practices. Many teachers do not have a clear understanding of environmental education and often lack the expertise and knowledge needed to convey the information to their students. Despite the existence of multiple resources and recommendations, the lack of awareness causes teachers to rely on traditional forms of teaching aids such as textbooks and hand-outs, which often fail to engage students.