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Permanent link (DOI): https://doi.org/10.7939/R3445HR89

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Author or creator
Adams, Catherine A.
Additional contributors
Subject/Keyword
Teacher-student discourse
PowerPoint
digital technologies
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
Teacher-student discourse is increasingly mediated through, by and with information and communication 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 teachers? This paper reports on a phenomenological study investigating teachers' lived experiences of PowerPoint in post-secondary classrooms. As teachers become more informed about the affordances of information and communication technology like PowerPoint and consequently take up and use these tools in their classrooms, their teaching practices, relations with students, and ways of interpreting the world are simultaneously in-formed - conformed, deformed and reformed - by the given technology-in-use. The paper is framed in light of Martin Heidegger's \"Building Dwelling Thinking\" (1951) and \"The Thing\" (1949). In these writings, Heidegger shows how a thing opens a new world to us, revealing novel structures of experience and meaning, and inviting us to a different style of being, thinking and doing.
Date created
2010
DOI
doi:10.7939/R3445HR89
License information
Attribution 4.0 International
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Citation for previous publication
Adams, C., (2010). Teachers building dwelling thinking with slideware. The Indo-Pacific Journal of Phenomenology, 10(2), 1-12.
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