The effectiveness of PowerPoint presentation and conventional lecture on pedagogical content knowledge attainment

Ögeyik, Muhlise Coşgun

doi:10.1080/14703297.2016.1250663

Cited by 20 publications

(8 citation statements)

References 24 publications

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“…In the same context, in another study by the author showed in a sample of 30 science teachers that the use of virtual presentations was the most used resource in teaching. However, other authors have stated that this digital resource offers the same benefits as presentations that are made in a conventional-traditional way (Cosgun Ögeyik, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

et al. 2021

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This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

et al. 2021

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“…Most of these studies appeared about a decade ago (e.g., Apperson, Laws, & Scepansky, 2008;Berk, 2012;Brock & Joglekar, 2011;Hill, Arford, Lubitow, Smollin, 2012;James, Burke, & Hutchins, 2006). More recent articles typically focus on the use of PowerPoint in specific courses (e.g., Ankad et al, 2015) or in different countries (e.g., Alkash & Al-Dersi, 2013;Inoue-Smith, 2016;Ögeyik, 2017;Yee, Sim, Ng, Low, & Chong, 2017).…”

Section: Introductionmentioning

confidence: 99%

More Than Meets the Eye: A Canadian Comparative Study on PowerPoint Use Among Post-Secondary Students With and Without Disabilities

Fichten¹,

Jorgensen²,

Havel³

et al. 2019

IRHE

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The present study set out to explore effective teaching techniques using PowerPoint for post-secondary students with disabilities by comparing their views to those of students without disabilities. 284 Canadian post-secondary social science students, 75 of whom self-reported a disability, were surveyed about what aspects of PowerPoint use helps them learn. The good news is that the results indicate many similarities between the views of students with and without disabilities. Although all students felt that having PowerPoint available online was highly desirable, for students with disabilities this was perceived as an important disability accommodation. All students preferred that PowerPoint slides be made available before class in both PowerPoint and PDF formats; however, this was particularly important to students with disabilities. All students preferred that professors walk around some of the time rather than simply stand beside the lectern, that they select slides with good contrast rather than an interesting but busy background template, that they write concepts in full sentences as opposed to key words only, and that PowerPoint images be accompanied by text rather than presenting images only. Overall, our findings show that well-designed PowerPoint slides which incorporate accessibility features (easily included by using the Accessibility Checker feature of PowerPoint) can benefit everyone. Notably, fewer than half (41%) of the students with disabilities had registered with the college to receive disability-related accommodations; therefore, it is important that PowerPoint, as used by professors, be accessible to this large segment of the population of students with disabilities. Informative slides with a clear template and good contrast, along with an engaging presentation style, are likely to benefit everyone. Our findings also show that, contrary to the fears of many educators, students are unlikely to miss class if slides are posted online. Moreover, this is equally true for academically stronger as well as weaker students.

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“…Focusing on the availability of LCD projector and the practicality in sharing materials, media, and tasks, prospective teachers tend to prepare PowerPoint slides for their instruction. Some studies have proved its power to classroom activities more interactive (Clark, 2008;Cosgun Ögeyik, 2017;Meibauer & Aagaard Nøhr, 2018). To provide joyful activities, PowerPoint can present games for learners (Siko & Barbour, 2012).…”

Section: Findings and Discussionmentioning

confidence: 99%

How Confident are EFL Prospective Teachers toward Technology?

Megawati

Hasanah

Aulina

et al. 2020

LENSA

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The advance of ICT development in educational context encourages educators to increase their competence towards technology integration for classroom activities. Consequently, this phenomenon affects teacher education program to equip student teachers as the digital natives in this fourth industrial revolution era with skills accommodating their technology literacy as well as practice. However, to determine the appropriate integration model and supporting training program, analyzing technology confidence seems to be an important thing for initial development step for an institution. This study aims to investigate technology competence of English prospective teachers in terms of applications use capability, technology confidence based on GPA, and TPACK confidence. Questionnaire was used as the instrument, and it was administered to twenty eight participants. The data was analyzed descriptively. The findings reveal that most of the subjects are familiar with the technology application. Further, not all of the subjects are confident to their ICT competence. Inserting GPA information to the prospective teachers’ profile, it shows that high GPA do not guarantee high confidence on ICT use. For TPACK confidence result, it shows that more than 45% are confident to integrate technology in their classroom instruction.

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The effectiveness of PowerPoint presentation and conventional lecture on pedagogical content knowledge attainment

Cited by 20 publications

References 24 publications

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

More Than Meets the Eye: A Canadian Comparative Study on PowerPoint Use Among Post-Secondary Students With and Without Disabilities

How Confident are EFL Prospective Teachers toward Technology?

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