Efectos de la metodología PowerPoint en el aprendizaje de contenidos

Cladellas, Ramón; Castelló, Antoni; Martin, Ma del Mar Badia; Amores, Maria del Carmen Cirera

doi:10.3926/ic.370

Cited by 8 publications

(4 citation statements)

References 27 publications

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“…The role of the audience is to sit and absorb the information". (Cladellas Pros et al, 2013) observes "the use of technology can have a very positive influence on learning, provided that its use fits the circumstances inherent in learning at any given time, and efficient, flexible resources, like the traditional chalkboard and especially the flexibility and efficiency of a good education professional, are not sacrificed up to blind trust in the technological resource".…”

Section: Background and Review Of The Related Literaturementioning

confidence: 99%

Using PPT as an Effective Cutting Edge Tool for Innovative Teaching-Learning

Nawale

2022

Indian J. Lang. Linguist.

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One of the fundamental purposes and goals of learning and teaching around the world has been the active participation of students in higher education institutions. The teacher's knowledge alone is insufficient to ensure that the students understand the subject during the curricular transaction. The manner in which the lecture is delivered is equally important. As a result, in addition to the conventional method, PowerPoint presentations are being used on a larger scale. Furthermore, it enhances students' sense of pleasure and commitment and assists the teacher in attaining its objectives. It can also play an important part in creating a dynamic environment for teaching and learning when deployed as an efficient cutting-edge tool. In this paper, the focus is given on understanding using PPT as an effective cutting edge tool for innovative teaching-learning and impressive presentation through a questionnaire-based online survey of 915 students and teachers from 20 different states and 2 Union Tertiaries of India and 6 overseas countries too. The analysis of the collected data confirms that using multiple modalities in PPT might bring together all types of learners, kinesthetic, auditory, and visual and provide them the opportunity to be active learners and increase their interactivity.

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Section: Background and Review Of The Related Literaturementioning

confidence: 99%

Using PPT as an Effective Cutting Edge Tool for Innovative Teaching-Learning

Nawale

2022

Indian J. Lang. Linguist.

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“…PowerPoint is a tool with an extensive use in higher education, and many researchers have studied learning potential related to the use of PowerPoint in lectures (Cladellas Pros, Castelló Tarrida, Badia Martin, & Cirera Amores, 2013;Hashemi, Azizinezhad, & Farokhi, 2012;Savoy, Proctor, & Salvendy, 2009), but students' use of PowerPoint has not received the same attention. Regarding the actual use of PowerPoint among students, in a national survey on the use of ICT in the Norwegian higher education system, the ICT-monitor 2011, 90 % of the students reported that they use "tools for presentation of content", and 29 % said that they used these tools on a weekly basis (Ørnes, Wilhelmsen, Breivik, & Solstad, 2011: 43).…”

Section: Oral Presentationsmentioning

confidence: 99%

Students’ Redesign of Mandatory Assignments in Teacher Education

Drange

Rambø

Birkeland

2017

Designs for Learning

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This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students' learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students' academic development and the possible transfer of certain literacy practices to their occupational lives.

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“…• the way PPT encourages a fragmentation of information and knowledge, and how this may negatively affect student literacy and thinking (Craig & Amernic, 2006;Tufte, 2006) • limits to the amount of content that can be conveyed per slide, reducing the analytical quality of the information and evidence presented (Cooper, 2009;Tufte, 2006) • the homogenising effect of bullet points, and their distortion of any hierarchical or critical conceptual relationships between ideas (Tufte, 2006;Vallance & Towndrow, 2007) • the tendency towards pre-planned monologues rather than dialogue, leading to teachercentred pedagogy that results in audience/student passivity (Kinchin, Chadha, & Kokotailo, 2008;Pros, Tarrida, Martin, & Amores, 2013) • a reinforcement of student perceptions that they can perform well in exams by studying only the PPT slides, and drops in student attendance in lectures when PPT handouts are available online (Gier & Kreiner, 2009).…”

Section: Powerpoint and Tertiary Teachingmentioning

confidence: 99%

“…There is clear evidence that when lecturers fail to employ interactive and student-centred strategies when using PPT, student learning outcomes reveal no significant difference between students who are taught with PPT and those taught without PPT (Can, Karaca, Akyel, & Demirci, 2012;Pros et al, 2013). On the other hand, more active and student-centred learning in PPT-supported lectures has been shown to be beneficial.…”

Section: Powerpoint and Tertiary Teachingmentioning

confidence: 99%

Software literacy and student learning in the tertiary environment: PowerPoint and beyond

Khoo,

Hight,

Cowie

et al. 2014

JOFDL

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In this paper, we explore the relationship between student success in acquiring software literacy and students’ broader engagement and understanding of knowledge across different disciplines. We report on the first phase of a project that examines software literacies associated with Microsoft PowerPoint as a common software package encountered and used by most students at tertiary level. Student data was collected through an online survey and focus-group interviews. One hundred and seventy-nine first-year Engineering and Media Studies students from a New Zealand university responded to the survey. A majority of students considered themselves to be confident and comfortable in engaging with new technologies, had access to mobile-based technologies or laptops, and relied on this hardware and related software for electronic forms of communication and information access in their university courses. On the whole, students expressed a preference for informal strategies (including trial and error) when learning about PowerPoint, expected it to be used in their university coursework, and could identify its related affordances and constraints, and how those affected their learning. Despite their familiarity with PowerPoint, students fell short in their ability to critique the ways the software shaped their understanding of disciplinary knowledge. Implications are discussed in terms of university teaching, including the nature of support services. Keywords: ICT; software literacy; PowerPoint; presentation software; teaching and learning; university students

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Efectos de la metodología PowerPoint en el aprendizaje de contenidos

Cited by 8 publications

References 27 publications

Using PPT as an Effective Cutting Edge Tool for Innovative Teaching-Learning

Using PPT as an Effective Cutting Edge Tool for Innovative Teaching-Learning

Students’ Redesign of Mandatory Assignments in Teacher Education

Software literacy and student learning in the tertiary environment: PowerPoint and beyond

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