PowerPoint presentations are an easy tool that everybody can take advantage of. In a technological world a program such as PowerPoint used in the classroom provides an interactive environment in which students can understand better the content while enjoying it and teachers can explain better themselves using visual aids. As is stated in the reading “Learning with multimedia tools”, “… these technologies are interesting, interactive, multidimensional, and student controlled, they are ideally suited for educational purposes. Learners are engaged by the exciting technology, and they can explore information at their own pace and according to their own interests and needs” (p.308). However, sometimes teachers forget the purpose of PowerPoint presentations and overuse them or even worst, the class becomes boring because the board is changed by the computer. Therefore, teachers should take into account pictures, animations, sounds, and videos when making a PowerPoint presentation. PowerPoint presentations can be included in the class for teaching any topic. One example would be to create a presentation about “Family tree” where every member of the family appears after clicking on the screen according to the age (For example, grandparents first), also a sound would be inserted in order to know the pronunciation. Another example would be to add videos about the topic that is being studied in class what is going to keep the attention of the students.
Jhonser said Power Point Presentation (PPP) is easy to use and at the same time helps to organize students’ thoughts. This video guides students to make PPP more dynamic and less boring by adding videos. I think today kids are more visual, so they are tremendously attracted by images, especially if they move. Taking this into account, teachers must provide the conditions for optimal language learning environment. According to Edger (Introduction: Foundation for Teaching and Learning. p 5-8), researchers have underlined eight conditions to support optimal classroom language environment. Let’s think on students who add a personal video to their PPP where they are the characters and producers. In this sense, they are interacting with an authentic audience, are involved in authentic tasks, are using creativity, are learning according to their own capacity and speed, are working in a comfortable environment (house or partner’s house), and are getting autonomy. I also would add that in such situation students are getting social and technological skills. Therefore, adding videos to a PPP is an attractive tool to use in class since they allow students (and teachers) to become part of their own educational process. Based on my own experience, students feel proud when their effort is recognized by others (teacher and students). During my teaching-practical experience, students from eight grades were asked to do a video to advertize a product (commercial). It was amazing how they enjoyed presenting their jobs. Pupils were laughing and applauding. They were happy and so proud. So their presentations created a wonderful environment to teach and learn. Now, the same concept should be added when students (and teachers) present a PPP in class. I would use PPP in class where students explain, for example, the use of verbs in past tense. They could create a PPP and insert a creative role-play video where those verbs are used. This would make the presentation more interesting. Videos already posted in the interned can also become useful when incorporated in a PPP. There are many videos that explain topics such as the use of prepositions, nouns, pronouns and so on. These videos can be used as a complement of teachers’ and students’ PPP. One of the benefits of using these types of videos in class is that they are made by English native speakers, so students will get used to different native speakers’ accents.
PowerPoint presentations are an easy tool that everybody can take advantage of. In a technological world a program such as PowerPoint used in the classroom provides an interactive environment in which students can understand better the content while enjoying it and teachers can explain better themselves using visual aids. As is stated in the reading “Learning with multimedia tools”, “… these technologies are interesting, interactive, multidimensional, and student controlled, they are ideally suited for educational purposes. Learners are engaged by the exciting technology, and they can explore information at their own pace and according to their own interests and needs” (p.308). However, sometimes teachers forget the purpose of
ReplyDeletePowerPoint presentations and overuse them or even worst, the class becomes boring because the board is changed by the computer. Therefore, teachers should take into account pictures, animations, sounds, and videos when making a PowerPoint presentation.
PowerPoint presentations can be included in the class for teaching any topic. One example would be to create a presentation about “Family tree” where every member of the family appears after clicking on the screen according to the age (For example, grandparents first), also a sound would be inserted in order to know the pronunciation. Another example would be to add videos about the topic that is being studied in class what is going to keep the attention of the students.
Jhonser said
ReplyDeletePower Point Presentation (PPP) is easy to use and at the same time helps to organize students’ thoughts. This video guides students to make PPP more dynamic and less boring by adding videos. I think today kids are more visual, so they are tremendously attracted by images, especially if they move. Taking this into account, teachers must provide the conditions for optimal language learning environment. According to Edger (Introduction: Foundation for Teaching and Learning. p 5-8), researchers have underlined eight conditions to support optimal classroom language environment. Let’s think on students who add a personal video to their PPP where they are the characters and producers. In this sense, they are interacting with an authentic audience, are involved in authentic tasks, are using creativity, are learning according to their own capacity and speed, are working in a comfortable environment (house or partner’s house), and are getting autonomy. I also would add that in such situation students are getting social and technological skills. Therefore, adding videos to a PPP is an attractive tool to use in class since they allow students (and teachers) to become part of their own educational process.
Based on my own experience, students feel proud when their effort is recognized by others (teacher and students). During my teaching-practical experience, students from eight grades were asked to do a video to advertize a product (commercial). It was amazing how they enjoyed presenting their jobs. Pupils were laughing and applauding. They were happy and so proud. So their presentations created a wonderful environment to teach and learn.
Now, the same concept should be added when students (and teachers) present a PPP in class. I would use PPP in class where students explain, for example, the use of verbs in past tense. They could create a PPP and insert a creative role-play video where those verbs are used. This would make the presentation more interesting.
Videos already posted in the interned can also become useful when incorporated in a PPP. There are many videos that explain topics such as the use of prepositions, nouns, pronouns and so on. These videos can be used as a complement of teachers’ and students’ PPP. One of the benefits of using these types of videos in class is that they are made by English native speakers, so students will get used to different native speakers’ accents.