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PowerPoint’s pedagogy

  • Author(s) / Creator(s)
  • 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
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R37W67K18
  • License
    © 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.
  • Language
  • Citation for previous publication
    • Adams, C., (2008). PowerPoint’s pedagogy. Phenomenology & Practice, 2(1), 63-79.
  • Link to related item
    https://ejournals.library.ualberta.ca/index.php/pandpr/article/view/19814/15332