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Using PowerPoint in Teaching and Learning

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Using PowerPoint in Teaching and Learning

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    1. Using PowerPoint in Teaching and Learning Jing Lei Michigan State University

    2. How do you use PowerPoint? How is PowerPoint being used?

    3. An Aesop's fable In this story, Aesop illustrates the essence of technology. The pebbles were simply irrelevant physical objects until four things happened: a) the crow felt thirsty, b) the crow saw a pitcher of water, c) the water is too low for her to reach, and d) she realized that the pebbles could be used to raise the water level. Connecting the pebbles to her need for water, the crow turns irrelevant objects into a tool, a technology—a solution to her problem. At this moment, the pebbles are no longer pebbles but a powerful tool for the thirsty crow. What turns the pebbles into a tool is the crow’s knowledge of the relationship between a problem and the quality of an object. Teachers’ uses of technology are certainly more complex than the thirsty crow’s using pebbles to help her get to the water but they have some striking similarities. While computers and the Internet are much more sophisticated and created more purposefully than Aesop’s pebbles, they are as irrelevant and useless as pebbles until they are used to solve a problem. Unless they are used, computers remain a man-made object, or an artifact. They only become a tool, a means to an end, when they are connected to a problem. In this story, Aesop illustrates the essence of technology. The pebbles were simply irrelevant physical objects until four things happened: a) the crow felt thirsty, b) the crow saw a pitcher of water, c) the water is too low for her to reach, and d) she realized that the pebbles could be used to raise the water level. Connecting the pebbles to her need for water, the crow turns irrelevant objects into a tool, a technology—a solution to her problem. At this moment, the pebbles are no longer pebbles but a powerful tool for the thirsty crow. What turns the pebbles into a tool is the crow’s knowledge of the relationship between a problem and the quality of an object. Teachers’ uses of technology are certainly more complex than the thirsty crow’s using pebbles to help her get to the water but they have some striking similarities. While computers and the Internet are much more sophisticated and created more purposefully than Aesop’s pebbles, they are as irrelevant and useless as pebbles until they are used to solve a problem. Unless they are used, computers remain a man-made object, or an artifact. They only become a tool, a means to an end, when they are connected to a problem.

    4. What we learn from this story? Understand what we want: problems, goals Understand what a technology can do Make the connections

    5. What does a teacher need? Present teaching materials Organize student learning activities Assess student learning

    6. What can PowerPoint do? Present

    7. The connections: What PowerPoint Can do in classrooms? Present teaching materials (e.g. Strings, Multiplication) Assess student learning (e.g. Focused listing) (e.g. Strings) Provide Timely feedback (e.g. polygon) Engage student learning Guided inquiry (e.g. verb) Construction (e.g. prince) Collaboration Presentation Learning from games (e.g. Jeopardy, Millionaire) Multimedia Multi-channel stimuli—(Ruhui’s example) Simulation—make abstract concrete Dynamic (example, connect to Internet) Interactive—math, student solve problems Assess: Assess student knowledge before class Assess student learning after teaching Quiz Multimedia Multi-channel stimuli—(Ruhui’s example) Simulation—make abstract concrete Dynamic (example, connect to Internet) Interactive—math, student solve problems Assess: Assess student knowledge before class Assess student learning after teaching Quiz

    8. Classroom activity Think about how you would use PowerPoint in your classroom. Spend 10 minutes to work on 3-5 slides.

    9. Classroom activity Walk around the classroom and look through other people’s work What do you like about other people’s work? What do you think could be improved Reflect on your own work

    10. Final advice Don’t be constrained by technology’s obvious function; use it creatively.

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