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John Blog's List: EAP
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Oct 23, 09
powerpoint in the classroom
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Perhaps the most significant potential negative effect, especially where ‘complete’ presentations are made available to students, is the danger of encouraging students to sit passively through the session since they may perceive that they have ‘got the notes’. This is a particular risk where PowerPoint presentations are the primary teaching medium in, for example, distance learning situations. It is also true where ‘full’ handouts are provided for lectures/seminars and in both cases, it represents poor pedagogical -
practice since all presentations should require some active participation by the students. The development of note-taking skills is a vital transferable skill and careful use of PowerPoint can encourage this by, for example, providing students with only outline structures that require annotation or handouts that are ‘interactive’ as suggested by Race (1999). There are good reasons to encourage students to listen to a presentation rather than spend all their time writing notes but totally passive behaviour (listening but not taking notes) does not encourage processing and gaining ownership of information: a sensible balance is required. It is correctly argued that a ‘chalk and talk’ presentation slows the lecturer down, allowing students to catch up with notes and even provides time for students to think, but all of this is equally possible within a pedagogically-sound PowerPoint presentation
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