Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’

Vallance, Michael; Towndrow, Phillip A.

doi:10.1080/00220270601105631

Cited by 32 publications

(13 citation statements)

References 4 publications

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“…Findings show that the presentation and Internet applications are on the moderate level and they are consistent with [13], [17] and [18] which state that the use of these applications driven by teachers" increasing awareness that they could help in the teaching and learning processes.…”

Section: Resultsmentioning

confidence: 57%

Acquiring ICT Competencies Using Computer Based Learning

Mohamed¹

2013

IJMLC

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Abstract-Studies have shown that the application of information and communication technology (ICT) in classrooms is still at an unsatisfactory level. The purposes of this research are to determine the skill of primary school teachers especially those teaching in rural areas in using IT, and thereafter to develop a multimedia learning package (WEDPI Package). The ICT aspect refers to productivity tools, which include applications for word-processing, electronic spreadsheet, database, presentation and the Internet. This research adopts quantitative approach and an ADDIE model is used in the development of this multimedia learning package. A hands-on test was administered to determine the skill of the teachers. The pre-experimental designs, which were the pre and post tests, were executed to determine if there were any differences in the level of skill among the teachers after using the WEDPI Package. The t-test result shows that there was a significant difference in the achievement of the teachers' scores.

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Section: Resultsmentioning

confidence: 57%

Acquiring ICT Competencies Using Computer Based Learning

Mohamed¹

2013

IJMLC

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“…In a discussion of the use of PowerPoint presentations in education, Vallance and Towndrow (2007) argue for the importance of "informed use" of digital slideshow technologies. That is, users need to develop an awareness of the ways in which the tools may come to shape, sometimes in unacknowledged ways, the practices into which they are incorporated.…”

Section: Resultsmentioning

confidence: 99%

“…In research on digital slide show technologies, the most common concern is the benefits or possible pitfalls of digital as compared to traditional presentation technologies (Adams 2006;Kjeldsen 2006;Tufte 2003;Vallance and Towndrow 2007). In a critique of digital slideshow technologies, for instance, Tufte (2003) argues that the "cognitive style of powerpoint" constrains and impoverishes the information communicated by the presentation.…”

Section: Technology Presentation Practice and Critiquementioning

confidence: 97%

Contrasting the use of tools for presentation and critique: Some cases from architectural education

Lymer

Ivarsson

Lindwall

2009

Computer Supported Learning

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This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of posterbased presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address partwhole relations-how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.

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“…Tufte 2003Tufte , 2006, and considerable debate over the pedagogic value of presentation software (e.g. Adams 2006Adams , 2007Vallance and Towndrow 2007). We argue here that PowerPoint presentations provide teachers with an arena in which to focus reflection on teaching and on the ways in which teaching may support student learning and the development of expert knowledge structures (as described by Kinchin and Hay 2007).…”

Section: Introductionmentioning

confidence: 92%

Using PowerPoint as a lens to focus on linearity in teaching

Kinchin

Chadha

Kokotailo

2008

Journal of Further and Higher Education

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As university lecturers select and sequence materials for their teaching, a linear structure emerges by default. Such a structure is made explicit within PowerPoint presentations and may even be amplified as PowerPoint invites the lecturer to reduce content to a bulleted format. Such linear sequences have been related to passive, surface approaches to learning. The application of concept-mapping techniques can support the lecturer in making explicit the underlying expert structure of the information being presented to help the student to make the necessary transformations of knowledge structures that are required for meaningful learning. The authors suggest that PowerPoint provides a concrete arena in which lecturers can reflect upon the structure of knowledge that is being constructed within their classrooms.

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Towards the ‘informed use’ of information and communication technology in education: a response to Adams’ ‘PowerPoint, habits of mind, and classroom culture’

Cited by 32 publications

References 4 publications

Acquiring ICT Competencies Using Computer Based Learning

Acquiring ICT Competencies Using Computer Based Learning

Contrasting the use of tools for presentation and critique: Some cases from architectural education

Using PowerPoint as a lens to focus on linearity in teaching

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