There are a number of ways that Power Point presentations can enhance the effectiveness of classroom instruction. They emphasise the main points of a learning experience, they assist in organising information and by integrating creative effects presentations can stimulate student interest through the use of graphics, cartoons, music and videos (Online Technology Learning Centre, 2002).
Critics of power point suggest they can be used as a substitute for polished thinking skills (Guernsey, 2001). Catherine Adams (2006) claims Power Point usage among educators seems to be relatively unreflective and taken for granted, and she cites Tufte (2003) who maintains that Power Point supports a cognitive style inconsistent with the development of higher analytical thinking.
When students are creating power point presentations it is important to focus on the content knowledge that is being presented and not purely on the aesthetics of the presentation. As students and teachers alike we need to go beyond the template default settings and use power point as a tool to enhance complex reasoning processes by developing presentations that deepen students understanding of what they are learning.
Adams, C. (2006). PowerPoint, habits of mind, and classroom culture. Journal of Curriculum Studies, 1366-5839, Volume 38, Issue 4, 2006, Pages 389 – 411
Guernsey, L. (2001). PowerPoint invades the classroom. [electronic resource]. Retrieved August 16, 2009 from http://www.sfu.ca/educ260/NYT-powerpoint.pdf
Online Technology Learning Centre Website. http://www.online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm
Tufte, E. R. (2003) PowerPoint is evil: power corrupts, PowerPoint corrupts absolutely. [electronic resource]. Retrieved July 7, 2005 from http://www.wired.com/wired/archive/
11.09/ppt2.html
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