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Permanent link (DOI): https://doi.org/10.7939/R37W67K18

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PowerPoint’s pedagogy Open Access

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Author or creator
Adams, Catherine A.
Additional contributors
Subject/Keyword
PowerPoint
Teacher-student discourse
digital technologies
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
Teacher-student discourse is increasingly mediated through, by and with digital technologies. In-class discussions have found new, textually-rich venues online; chalk and whiteboard lectures are rapidly giving way to PowerPoint presentations. Yet, what does this mean experientially for students? This article investigates college students' experiences of PowerPoint in the classroom. The research asks: What are the tacit and pedagogical dimensions of the PowerPoint presentation for students? The method of inquiry is informed by a hermeneutic phenomenological approach and by the heuristic notions of pedagogical tact and thoughtfulness.
Date created
2008
DOI
doi:10.7939/R37W67K18
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© 2014 Catherine A. Adams. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
Citation for previous publication
Adams, C., (2008). PowerPoint’s pedagogy. Phenomenology & Practice, 2(1), 63-79.
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