PowerPoint in EducationBy: Brittany Piker

For: Computers in EducationNon- Linear Presentation

June 24, 2009

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Technolog

y and

Teaching

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Peer Tutoring Situations

(2 nd Grade)

A creative Addition When you’re

finished

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rs

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The Results: CBQ’s• The results in both experiments brought out that when

CBQ’s are used during a PowerPoint lecture student’s receive higher grades. It is said because, when students are thinking of the question they are processing in more information. Students’ here generally scored higher on the post-class quizzes and exams then the traditional group. The students with the content-based questions in the PowerPoint lecture scored significantly higher in all with an average of 89.5.

• This experiment was extremely cool! If you take time as a teacher and add questions to your PowerPoint presentations your students will comprehend more of the material and become very successful on the exams because they are thinking more about it.

Go to Results: Traditional

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Students’ Reactions• Statements:

– “I think that doing this project helped me be better prepared for writing the term paper.” -23 students’ agreed

– “It’s like getting your feet wet at first,” one student said. “We don’t feel a lot of pressure while we’re learning how to do it. The PowerPoint is fun. By the time we get it done, maybe doing the term paper won’t be so bad.”

• Results– “More students completed their research papers

before the deadline than ever before.” (Perry, pg. 66)– In Interviews, some students’ admitted that they

would have waited to write the paper if it wasn’t for the PowerPoint presentation. My Thoughts

The Results: Traditional• When students’ were taught the traditional way with no stopping

in the middle of the lecture to ask content-based questions their scores averaged out lower. Although, in both studies the traditional classes pre-class quizzes were higher than that of the CBQ class; their post-class quizzes and exams suffered significantly. The class scored an average of 78 on the final during the first experiment and 81.7 on the exams during the second experiment; both significantly lower than that of the class with content-based questions included in their lectures.

• This is important information to know! If you use PowerPoint’s in your classroom you should include questions during your lectures or lessons to ask you students. Give your students’ some time to ponder the question and then discuss it. The questions not only help your students’ comprehend the material better but, it also lets you know what the class is not understanding and gives you an opportunity to discuss the points of the material a little further.

Go To:CBQ

Results

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The Results: 2nd Graders

• Second graders could in fact teach one another how to use Microsoft PowerPoint.

• “Kid language” played a part in allowing this project to be successful.– “Wow, this is so cool”

• The student’s had so much fun, they enjoyed learning and wanted to continue learning more about the project.

• The children even began to come in before school to work on their presentations.– They became excited about learning and teaching

others how to learn- it made them feel important.

My Thoughts

My thoughts: Research• I think this experiment is completely awesome in many ways.

The fact that the teacher took the initiative to get more students’ to do their term papers is neat.

• The results really show! More students’ turned in their papers then ever before. Of the thirty one students’ in the experiment 23 completed their papers on time. Which, is much better than the majority of them failing.

• I think Perry made a fantastic decision on adding the PowerPoint because, they are fun to make and allow you to be creative.

• I would definitely add a PowerPoint requirement to almost any project because, most students can comprehend how to make them. Children now days know how to surf the internet by the age of four or five; and therefore, can definitely understand PowerPoint by eight or nine.

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Technology and TeachingDoes Content Based Questions (CBQ’s) during

a PowerPoint lecture improve students grades compared to a traditional lecture on PowerPoint? Gier and Kreiner wanted to know the answer to this question, so they conducted two different studies to find out. The first study they used 73 undergraduate psychology students that were enrolled in two different cognitive psychology courses, meeting 150 minutes a week. There were thirty-two students in the traditional class and 41 in the CBQ class. They both received the same lectures; the only difference was that one class received Content based questions during the lecture; they answered them; and then discussed them together immediately. In the second experiment the instructor used presentations with CBQ’s for two quarters of the semester and traditional presentations for the other 2 quarters; there were 36 students who participated in this study.

Pick one and discover results!

CBQ’s Traditional

My Thoughts: 2nd Grade

• I think this project is really cool and shows what I originally thought about 2nd graders being able to comprehend a program like Microsoft PowerPoint.

• “Second graders could in fact teach one another how to use Microsoft PowerPoint.” – Aha, I really thought they could accomplish such

a task when I first read the abstract. Children are smarter than they let on sometimes. You just have to push them to show what they know and allow them to learn even more. M

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Peer Tutoring Situations

• Could second graders teach one another how to use PowerPoint?

• How do students behave? Individually? Cooperatively? Socially?

• Michael Varlaro, a second grade teacher, wanted to find out the answers to these questions. Varlaro conducted a study to find out the answers by giving his class an assignment. The students’ had to create autobiographical slideshows while working in pairs on Microsoft PowerPoint.

Results

A Creative Addition

• Alan E. Perry was an English teacher at a high school who taught his students’ how to write research papers. Many students’ however waited till it was too late to start the paper or didn’t even do it at all; even if they had to fail the class. Perry decided to add a requirement that they complete a PowerPoint three weeks before the research paper was due. By doing this action Perry hoped his students’ would begin to start their research sooner, sharpen their public speaking and presentation skills, and also get the chance to learn a little bit about each topic covered.

How did the students’ react?

Summary• No matter in what grade or education level you use

PowerPoint presentations in you have learned that they can make a difference.

• In College you can use PowerPoint presentations for lectures and add CBQ’s to help your students’ understand.

• In high school you can have your students’ create a presentation and present the research found in front of the class.

• Last but not least, in grade school you can have you students’ teach other peers how to use a program like PowerPoint.

• No matter what educational level you teach you can use PowerPoint. The children or students’ will enjoy learning from a presentation. Allow them to experience with the program to expand their leaning.

Sources

Sources

• Gier, V., & Kreiner, D. (2009). Incorporating Active Learning with PowerPoint-Based lectures using Content-based questions. Teaching of Psychology , 36(2), 134-139. Retrieved from

• Perry, A. (2003). PowerPoint Presentations: A Creative Addition to the Research Process. The English Journal, 92(6), 64-69. Retrieved from http://www.jstor.org/stable/3650537

• Varlaro, M. A. (2003, April 23). An Analysis of Students’ Interactions in Peer-Tutoring Situations (). : . (ERIC Document Reproduction Service No. ED477758)