PowerPoint’s pedagogy
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Date
Author(s)
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
Abstract
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.
Item Type
http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85
Alternative
License
Other License Text / Link
© 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.
Subject/Keywords
Language
en