Word Processing Software
Uses: According to Roblyer and Doering (2012), word processing “creates documents consisting of pages with text and graphics” (p.114). Teachers use this because it “saves time…enhances document appearance…allows sharing of documents…[and] allows collaboration on documents” (Roblyer & Doering, 2012, p. 118-119). I would use Microsoft Word for assignment handouts, with detailed instructions for assignments, including a rubric. Additionally, I can create student checklists. With this tool, I can give students everything they need to complete an assignment to my standards and minimize their confusion over requirements.
Issues: Use of word processing may decrease the importance of handwriting, raising the issue of typing possibly overshadowing lessons on handwriting (p. 120). Additionally, word processing opens up questions regarding the appropriate age to implement technology as well as its impact on grading (p. 120). Lastly, features in the software meant to aid in writing may hinder it—auto-correct can result in potentially embarrassing typos if the writer does not proofread well (p. 120).
Spreadsheet Software
Uses: According to Roblyer and Doering (2012), spreadsheet software “puts numerical information in row-column format…allows quick calculations and recalculations” (p.114). Teachers use this to “save time…organize displays of information…support asking ‘what-if’ questions…[and] increase motivation to work with mathematics” (Roblyer & Doering, 2012, p.122-125).
As a student, I calculate grades to assess how to achieve my ideal grade. Excel spreadsheets quickly calculate speculated grades with the proper functions. I could utilize this for my grade book or provide templates for students who wish to be diligent with their grade projection.
Issues: The issues listed in the textbook involve overcoming student resistance to mathematics in general and the difficulties inherent in getting students comfortable with processing numbers (p.125).
Presentation Software
Uses: According to Roblyer and Doering (2012), presentation software “displays text and graphics (with or without audio) in a slide show” (p.114). Teachers use this to “organize thinking about a topic…enhance the impact of spoken information…[and to] allow collaboration on presentations” (p.128). This software can be a type of ‘skeleton’ for my lessons, making keeping track of what I teach each period easier if I note which slide I end on each class.
Issues: Issues with presentation software include the tendency to restrict teaching methods to a template rather than allowing each teacher to develop their own style (p. 130). PowerPoint ought to function as an aid, but at times teachers misuse it as a crutch for presenting information (p. 130).
Classroom Use
PowerPoint would aid in presenting themes as well as the main points for students to digest. I intend to teach history, and I could present factors that led to the Holocaust with a focus on Auschwitz in particular, incorporating historical images and videos to increase student interest. The bullet-point function presents the main points off of which the students can scaffold their notes. Students can also receive handouts to help them catch up or follow along more effectively. The focus of the lesson, however, would remain on the lecture, not on the slides. Thus students would still need to take detailed notes but benefit from the visual aids.
Here is a Youtube Video showing how to make an interaction Powerpoint presentation for a flipped classroom
References
Pro
Dev Inst. (2015, January 5). PDI Teacher Tip - Interactive powerPoint presentation
[Video file]. Retrieved from https://www.youtube.com/watch?v=6lj2dioV3oQ.
Roblyer,
M.D. & Doering, A.H. (2012). Integrating educational technology into
teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.
Implementing presentation software in the flipped classroom can be a difficult task. Roblyer & Doering (2012) concluded that, "presentation slides provide yet another avenue to enhance student learning, but their impact depends largely on how teachers use them and how much time students spend with the material" (p.128). You have given a detailed description and, in my opinion, an effective way to properly utilize PowerPoint presentations. What other types of presentation software would you use in the flipped classroom, and how do they positively and negatively differ from PowerPoint?
ReplyDeleteMy experience with presentation software is limited to PowerPoint. I cannot remember ever using any other software--I just stuck with what I knew. Maybe one day I can expand my horizons!
DeleteHonestly, I have not used any other type of presentation software besides PowerPoint and Timeline JS. Some of my professors have adopted Prezi because students can access the presentation online, but I have heard positive and negative comments about it.
DeleteI like your idea of using presentation software as a ''skeleton'' for your lessons in helping you keep track of what you teach each class. Will you use this as an aid for yourself or will you have all classes for that day included in one powerpoint and have a key slide to cue the end of the lesson? Roblyer & Doering (2013) suggested that one integration strategy for this software is the presentation of illustrative problems and solutionns (p.132). You can implement this into your flipped classroom idea by using this software for test review or pop quizzes and still have all classes included on one powepoint.
ReplyDeleteMy plan was to just write the number of the slide down in my lesson planner each day. Rocking it old school. The aid is for me, and I plan to have a set-up of 5 history classes (all the same course) and one elective (probably psychology)--which leaves me one free planning period. So the history powerpoint would all be the same for each class.
DeleteI like that you mentioned an issue with word processing as not being proficient in proofreading. With auto correct, which is now with word processing software, many of the mistakes of misspelled words or grammar mistakes are corrected automatically, sometimes without the typist even realizing it. Even as I’m typing right now words are being either red underlined or completely fixed correctly. Roblyer and Doering (2012) stated, “Perhaps no other technology resource has had as great an impact on education as word processing” (p.116). Since word processing is used so much in education and has had such an impact, how would you help students proofread better? Or do you think that when items are fixed for the students they remember better for next time?
ReplyDeleteSorry for the late reply, worked yet another 12 hour. :)
DeleteI sometimes love spellcheck and sometimes hate it--as we discusses in class, sometimes it puts words in our mouths. With that said, spellcheck often corrects words that I know how to spell but typed incorrectly due to my typing speed. I find that trait particularly helpful. But the green lines or grammar check are often incorrect, which I find annoying. I know I have a weakness for commas but not every sentence with commas ought to be green-underlined. So I often have to right-click-ignore those green wavy lines or else I will go crazy typing my paper.
As for your question, I proofread as I go--I will often stop writing when I hit a block and then use that time to proofread what I have already written. For more important assignments like my Senior Seminar papers, I add printing out the paper and proofreading a hard-copy. I especially like scratching out sentences/moving them to better places. For students, I would recommend a similar process that they can tailor to their own needs. Some prefer highlighting and copying/pasting; others prefer using hard copies. With today's technology, people can edit shared documents with all sorts of fancy electronic highlighters and change trackers and electronic post-it notes. But ultimately the decision is the students'. I cannot feasibly hold their hands and tell them exactly the right way to proofread because the 'right' way does not exist--at least, not in the exact same way for different people.