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Best Practices for Technology-Enhanced Teaching and LearningConnecting to Psychology and the Social Sciences$
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Dana S. Dunn, Janie H. Wilson, James Freeman, and Jeffrey R. Stowell

Print publication date: 2011

Print ISBN-13: 9780199733187

Published to Oxford Scholarship Online: March 2015

DOI: 10.1093/acprof:osobl/9780199733187.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 28 November 2020

Practical PowerPoint

Practical PowerPoint

Promising Principles for Developing Individual Practice

Chapter:
(p.87) 6 Practical PowerPoint
Source:
Best Practices for Technology-Enhanced Teaching and Learning
Author(s):

David B. Daniel

Publisher:
Oxford University Press
DOI:10.1093/acprof:osobl/9780199733187.003.0006

This chapter focuses on PowerPoint presentations, which have become ubiquitous in the university classroom. It addresses the use of technology from the perspective of the practitioner, relying on the literature as well as personal observations regarding what teachers are doing when they bring a tool like PowerPoint into the classroom. It argues that technological tools such as PowerPoint are only as effective or ineffective as a teacher designs them to be. In other words, PowerPoint should not overshadow teaching and learning as the most important features of a classroom.

Keywords:   PowerPoint presentations, teaching, learning, university education, technological tools

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