As a high school
student in the 1980’s, we did not have the benefit of using basic suite
software. When I enrolled in my first college class over twenty years later,
one of the first skills I needed to acquire was the ability to use the basic
suite. More specifically I learned to use word processing, spreadsheet, and
presentation software. The reason I
needed to learn to use these programs is one of the main reasons teachers
should use them. They save time! In
today’s fast paced world, any tool that can reduce time spent on individual
tasks can ultimately improve overall productivity. Word processing software
allows teachers to modify documents rather than creating new ones when
corrections or updates are needed (Roblyer & Doering, 2013). Additionally, spreadsheets can be used to
quickly tabulate grades and sort them by a variety of characteristics (Roblyer
& Doering, 2013). The time saving features of presentation software are
less obvious, but remember the saying “a picture is worth a thousand words?” In the context of presentation software, images
used to support lecture material can help illustrate complex relationships or
concepts using graphic depictions such as flowcharts (Roblyer & Doering,
2013). Also, there are aspects of presentation
software which are appealing to visual learners and can help you keep these
learners focused during a lecture.
Spreadsheet software
is a powerful tool as it can be instrumental in helping students learn personal
finance. Once students acquire some basic skills and techniques with the
software, they can apply it to their own personal budgeting. However,
spreadsheet software’s increased capabilities, relative to programs such as
word processers, can be problematic to students if not carefully implemented (Roblyer
& Doering, 2013). The trick is to
familiarize students with the software before introducing them to the mathematical
concepts, which could be intimidating. After they are comfortable with the software,
simple computations can be used to demonstrate the software’s ability to make
their life easier, in the classroom and beyond. In this way, the issue of
intimidation can be eliminated before moving on to more complex financial
concepts (Roblyer & Doering, 2013). I have posted a link to a video below
that is a good example of what can be achieved with basic arithmetic and a
solid understanding of spreadsheet software capabilities.
References
Roblyer , M. D.,
& Doering, A. (2013). Integrating educational technology into teaching.
(6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.
freetubetutorials. (2008). Excel basics - how to create a
budget on a spreadsheet [Web]. Retrieved from
https://www.youtube.com/watch?v=twRRneQd8W0
I believe that some teachers do use presentation software as a crutch for lecturing. I do agree that they can be a powerful tool when used to assist in a lecture, especially as you and the text mentioned by providing images to go along with words. But what about when a teacher puts slides on the screen and tells the students to copy the words in the presentation for notes?
ReplyDeletePersonally I think posting presentation software for note taking purposes indicates that the slide information is too granular. I would recommend using slides for broader concepts. This helps avoid information overload.
DeleteSteven, I really enjoyed reading your post. Advances in technology that have made their way into the classrooms have given teaching a whole new angle. I also agree with Wayne that some teachers rely too much on software when instructing. Just like today's youth whostruggle with penmenship because they only type on a keyboard, teachers can get "rusty" on the basics of teahcing without technology. I see this most often when a teacher basically allows a Power Point presentation to teach the class rather than teaching and using the Power Point as an aid (Roblyer & Doering, 2013). Great job!
ReplyDeleteGreat job, Steven! Some PowerPoint presentations bore me to tears. The worst is when a teacher stands up and reads it word for word without engaging the class. Nobody can learn that way. They might as well just print the slides and hand them out. Students can read too!
ReplyDeleteSteven, I agree that the changes in the use of software from even 15 years ago to now are quite astounding! Regarding the presentation software, while there are ways to keep a student learning during a presentation, studies show that students percieved the use of "PowerPoint-based lectures to be amoung the most boring they experience" (Young, 2009; Doering & Roblyer, 2013, p.130.) I believe this can be remidied by the teacher taking time to be sure that the powerpoint is interactive and pleasing to the eye.
ReplyDelete