Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
The document discusses technological fluency among online tutors in distance education. It conducted a case study of 24 tutors from an online graduate program through a questionnaire. The results found that the tutors had technical, practical and emancipatory fluency with technology. However, in emancipatory fluency the tutors did not have autonomy in decision making and only communicated with students through the online platform and email. The document suggests ongoing training for online tutors is needed so they can competently use new technologies for distance tutoring as technology continues to change rapidly.
Peer tutoring strategy changes the role of instructors no matter what the instructor is an educator or a peer. The well-known method in computer science education, pair programming, is some kind of effective collaborative peer tutoring activity. The advantages of peer tutoring method emphasize similar prior knowledge and languages among peers so as to achieve teaching goals. Data Structure is a very important basic curriculum, regarded as a mandatory course in relevant computer domains of university. However, most of students fail to present their coding skills after learning data structure course. Cooperative learning is an effective learning strategy in which is often applied to education field. Students must work in groups to complete tasks collectively toward academic goals. Pair Programming could decrease errors in coding, increase coding quality and promote programmers confidence, as well as enhance their coding ability. This study incorporates an experimental learning activity, in which the students are asked to write programming codes, which can enhance students’ learning motivation. Then, this study compares the performance of the students with different learning
styles in learning motivation. According the results of Two-way ANOVA, the proposed intervention could increase students learning performance. The reflective-style students could have better learning achievement than active-style ones.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATUREIJITE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE IJITE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Final project program evaluation module 8Daniel Downs
This document outlines an evaluation of a new high school technology requirement program. The purpose is to understand student learning across disciplines using technology and project-based learning. Key questions address how the program increases technology use across subjects, engagement in project-based learning, and technology skills. Mixed methods will be used, including pre/post surveys, interviews, focus groups, and tests. Quantitative data will measure changes while qualitative data provides student experiences. Results will be presented to stakeholders including administration, teachers, students, and parents. The evaluation aims to inform program adjustments and understand if project-based learning improves technology learning.
This document discusses computer-assisted language learning (CALL) and related topics. It begins with definitions of CALL, computer-assisted second language acquisition (CASLA), and other related terms. It then covers theories in instructed SLA and CALL. Empirical research on CALL is divided into product-oriented research, which examines the effects of CALL on language abilities, and process-oriented research, which investigates learner interactions and engagement. Principles for effective CALL pedagogy are outlined based on SLA research and technology. Specific studies on CALL as a predictor of success in English acquisition and on digital natives vs. digital immigrants are also summarized.
The document discusses technological fluency among online tutors in distance education. It conducted a case study of 24 tutors from an online graduate program through a questionnaire. The results found that the tutors had technical, practical and emancipatory fluency with technology. However, in emancipatory fluency the tutors did not have autonomy in decision making and only communicated with students through the online platform and email. The document suggests ongoing training for online tutors is needed so they can competently use new technologies for distance tutoring as technology continues to change rapidly.
Peer tutoring strategy changes the role of instructors no matter what the instructor is an educator or a peer. The well-known method in computer science education, pair programming, is some kind of effective collaborative peer tutoring activity. The advantages of peer tutoring method emphasize similar prior knowledge and languages among peers so as to achieve teaching goals. Data Structure is a very important basic curriculum, regarded as a mandatory course in relevant computer domains of university. However, most of students fail to present their coding skills after learning data structure course. Cooperative learning is an effective learning strategy in which is often applied to education field. Students must work in groups to complete tasks collectively toward academic goals. Pair Programming could decrease errors in coding, increase coding quality and promote programmers confidence, as well as enhance their coding ability. This study incorporates an experimental learning activity, in which the students are asked to write programming codes, which can enhance students’ learning motivation. Then, this study compares the performance of the students with different learning
styles in learning motivation. According the results of Two-way ANOVA, the proposed intervention could increase students learning performance. The reflective-style students could have better learning achievement than active-style ones.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
The impact of static versus interactive presentations on student achievement:...redheadgirlusc
This document provides a research proposal that examines the impact of static (PowerPoint) versus interactive (VoiceThread) presentations on student achievement in an online US history course. The researchers will teach two sections of the course using either PowerPoint lectures or VoiceThread enhanced lectures. Students will complete pre- and post-questionnaires on satisfaction and motivation, and take a final exam to assess achievement. The study aims to determine if interactive courseware leads to increases in student satisfaction, motivation, and achievement compared to static presentations.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATUREIJITE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE IJITE
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Final project program evaluation module 8Daniel Downs
This document outlines an evaluation of a new high school technology requirement program. The purpose is to understand student learning across disciplines using technology and project-based learning. Key questions address how the program increases technology use across subjects, engagement in project-based learning, and technology skills. Mixed methods will be used, including pre/post surveys, interviews, focus groups, and tests. Quantitative data will measure changes while qualitative data provides student experiences. Results will be presented to stakeholders including administration, teachers, students, and parents. The evaluation aims to inform program adjustments and understand if project-based learning improves technology learning.
1) The study aimed to compare the teaching effectiveness of traditional chalk and talk lectures versus lectures using Microsoft PowerPoint presentations among undergraduate physiotherapy students.
2) 246 physiotherapy students aged 18-23 years were given a questionnaire to determine their preferences and opinions on the two teaching methods.
3) The results showed that 82.6% of students reported that PowerPoint presentations were a better teaching tool for learning compared to traditional chalk and talk lectures.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Use of Distance Learning Technology in the Study of Foreign Languagesijtsrd
Teaching English in the education system of the Republic of Uzbekistan is rising to a new level of quality on the basis of a scientific approach, the introduction of new information communication and pedagogical technologies that can meet the requirements of the time. As the study of foreign languages is a modern requirement, it is important for scientists and specialists to develop new methods of language learning for the younger generation, based on the National Training Program and recommend them to the learning process. The organization of distance learning in Uzbekistan is very effective. This type of education should be widely used today. Significant work is being done in our country to form an information society, to introduce the most advanced information and communication technologies in all areas. In particular, the capabilities of interactive services in this process are highly valued. Abidova Zilola Xabibullaevna | Khudoyarova Ziyoda Maratovna "Use of Distance Learning Technology in the Study of Foreign Languages" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37954.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/37954/use-of-distance-learning-technology-in-the-study-of-foreign-languages/abidova-zilola-xabibullaevna
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
Continuing professional development in ict for teachers. a literature reviewAs Mae
This document summarizes a literature review on continuing professional development (CPD) for teachers related to information and communication technology (ICT). It finds that while effective ICT CPD approaches exist, they remain localized without means to ensure all teachers can access high-quality programs. Issues identified include an overemphasis on skills training rather than developing teaching practices, challenges developing a pedagogy-focused ICT vision among school leaders, and policy tensions that distract from coherent technology integration. Factors found to contribute to effective ICT CPD include focusing on pedagogy, incorporating collaborative activities using ICT, and allowing teachers to be at the center of their own learning to change beliefs about technology integration.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
This document provides an overview of the Queensland Studies Authority Information Processing and Technology (IPT) Senior Syllabus from 2010, including:
- 6 core topics that make up the majority of the course (165-180 hours), with additional optional material that can expand on 4 of the topics
- General objectives focused on knowledge and application, analysis and synthesis, evaluation and communication, and attitudes and values
- Requirements for course organization, including a minimum of 55 hours per semester over 4 semesters, and flexibility for composite/mixed year level classes
- Details of the 6 core topics and some examples of additional material that can be covered
- Suggested learning experiences and assessment techniques.
Assessing students’ continuance intention in using multimedia online learningTELKOMNIKA JOURNAL
The study aims to assess the students’ continuance intention (SCI) in using multimedia online learning including students’ perceived usefulness (SPU), students’ ease of use (SPE), and students’ flow experience (SFE). There is no, so far, assessment of students’ activity in using multimedia online learning within the extended Technology Acceptance Model (TAM).There were 523 students as the samples. They learned and examined the content of online English learning resources as well as multimedia aspects.TAM was used to predict the SCI. The results indicate that the students’ intentions are influenced positively by perceived usefulness, ease of use, and the flow experience. The SPU influenced more students’ motivation than SPE. It is recommended that designers of online learning should be more specific in determining target users. The online learners’ skill on ICT, pedagogical principles, and technological barrier in different region are among the determinant aspects for receiving positive enduring intention.
Semi Automated Text Categorization Using Demonstration Based Term SetIJCSEA Journal
Manual Analysis of huge amount of textual data requires a tremendous amount of processing time and effort in reading the text and organizing them in required format. In the current scenario, the major problem is with text categorization because of the high dimensionality of feature space. Now-a-days there are many methods available to deal with text feature selection. This paper aims at such semi automated text categorization feature selection methodology to deal with a massive data using one of the phases of David Merrill’s First principles of instruction (FPI). It uses a pre-defined category group by providing them with the proper training set based on the demonstration phase of FPI. The methodology involves the text tokenization, text categorization and text analysis.
IRJET- The Influence of Institutional Information Sharing for StudentsIRJET Journal
1) The document discusses a proposed knowledge sharing platform called Knowledge Barter that allows students to exchange knowledge without money. It aims to bridge gaps in students' knowledge by facilitating sharing of materials, guidance from experts, and exposure to new fields.
2) Key features of the platform include profile analysis to match students and mentors, material sharing, chatting, question and answer sessions, and updates on relevant seminars. Mentors can guide students in their career paths and interests based on their profiles.
3) The implementation involves creating student, mentor, and admin portals. Mentors are verified experts that monitor student communities and fields of interest. Students build profiles specifying interests to receive guidance from mentors on career opportunities
The paper investigates factors that influence student performance in online and campus-based courses as measured by final course grade. It focuses on the relationship between e-learning tools (like discussion forums and chats) and performance. The paper studies how perceived usefulness, perceived ease of use, computer self-efficacy, computer anxiety, and ability to work independently correlate with course grade. It finds that perceived usefulness, perceived ease of use, and ability to work independently significantly predict grade. The paper aims to explore how e-learning tools affect performance, rather than compare online to campus-based courses.
1. Successful integration of ICTs in teaching requires more than just introducing technology - it requires transforming teaching practices through enabling conditions like ongoing professional development and support.
2. Teachers' pedagogical approaches and subject knowledge influence how they use ICTs, and effective ICT use depends on more than technical skills. It requires extensive planning and facilitating constructivist learning.
3. Factors like access to resources, time for skills development, administrative support, and functioning infrastructure are crucial enablers for teachers to optimize use of ICTs.
BARRIERS TO CALL PRACTICES IN AN EFL CONTEXT: A CASE STUDY OF PREPARATORY YEA...ijdpsjournal
The present study attempts to find out the practical barriers to technology integration in an Arab EFL
scenario, particularly in the context of Preparatory Year English courses. The practical barriers to CALL
practices are multifaceted and vary according to contexts. In this mixed method study, 50 ESL teachers
were surveyed using a 5-point Likert-scale questionnaire. The questionnaire focused on the pedagogical,
technological, personal and administrative barriers to CALL integration in an EFL context. In addition, 21
teachers participated in the focus group discussion. Overall, the survey results found that the barriers
influencing CALL integration in the study context were moderate. However, lack of administrative support,
inadequate training, and absence of suitable materials were found as significant barriers to CALL
integration. The focus group discussion reiterated the issues and suggested practical solutions for
maximization of CALL practices. The study suggests a holistic administrative approach to solve the
barriers to CALL integration.
Semantically Enchanced Personalised Adaptive E-Learning for General and Dysle...Eswar Publications
E-learning plays an important role in providing required and well formed knowledge to a learner. The medium of e- learning has achieved advancement in various fields such as adaptive e-learning systems. The need for enhancing e-learning semantically can enhance the retrieval and adaptability of the learning curriculum. This paper provides a semantically enhanced module based e-learning for computer science programme on a learnercentric perspective. The learners are categorized based on their proficiency for providing personalized learning environment for users. Learning disorders on the platform of e-learning still require lots of research. Therefore, this paper also provides a personalized assessment theoretical model for alphabet learning with learning objects for
children’s who face dyslexia.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
Effectiveness of power point presentation on students’ cognitive achievement ...Gambari Amosa Isiaka
The document discusses a study that examined the effectiveness of using PowerPoint presentations compared to traditional chalkboard teaching for a technical drawing course with 100 junior secondary students in Nigeria. The study found that students taught with PowerPoint performed better on a test than those taught with chalkboard. Additionally, higher-achieving students performed better than medium and low achievers, and PowerPoint was found to be equally effective for both male and female students.
13. Effectiveness Of PowerPoint Presentation On Students Cognitive Achieveme...Jim Jimenez
This study examined the effectiveness of using PowerPoint presentations compared to traditional chalkboard instruction for teaching technical drawing concepts to junior secondary students in Nigeria. One hundred students from two schools were randomly assigned to an experimental group that was taught with PowerPoint or a control group taught with chalkboard. Students completed a pre-test and post-test on technical drawing concepts. Results of the study showed that students in the PowerPoint group performed better on the post-test than those in the chalkboard group. Additionally, higher-achieving students performed better than medium- and low-achieving students. The PowerPoint instruction was also found to be equally effective for both male and female students. The study concluded that the use of PowerPoint
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
This document outlines an advanced certificate course on IT, web design, English communication skills, and pedagogy organized by the National Institute of Technical Teachers Training and Research in Chennai, India. The 3-module, 6-week course aims to familiarize faculty with using technology in the classroom and improving communication skills. Teaching methods include lectures, field visits, group work, and a final project. The course schedule runs from May to June 2017.
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
The e-learning teaching methodology used within the Recreate project for the e-learning platform recreate-educate.eu
The teaching methodology is based on active learning principles, web 2.0 and connectivism.
1) The study aimed to compare the teaching effectiveness of traditional chalk and talk lectures versus lectures using Microsoft PowerPoint presentations among undergraduate physiotherapy students.
2) 246 physiotherapy students aged 18-23 years were given a questionnaire to determine their preferences and opinions on the two teaching methods.
3) The results showed that 82.6% of students reported that PowerPoint presentations were a better teaching tool for learning compared to traditional chalk and talk lectures.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
Use of Distance Learning Technology in the Study of Foreign Languagesijtsrd
Teaching English in the education system of the Republic of Uzbekistan is rising to a new level of quality on the basis of a scientific approach, the introduction of new information communication and pedagogical technologies that can meet the requirements of the time. As the study of foreign languages is a modern requirement, it is important for scientists and specialists to develop new methods of language learning for the younger generation, based on the National Training Program and recommend them to the learning process. The organization of distance learning in Uzbekistan is very effective. This type of education should be widely used today. Significant work is being done in our country to form an information society, to introduce the most advanced information and communication technologies in all areas. In particular, the capabilities of interactive services in this process are highly valued. Abidova Zilola Xabibullaevna | Khudoyarova Ziyoda Maratovna "Use of Distance Learning Technology in the Study of Foreign Languages" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37954.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/37954/use-of-distance-learning-technology-in-the-study-of-foreign-languages/abidova-zilola-xabibullaevna
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
Continuing professional development in ict for teachers. a literature reviewAs Mae
This document summarizes a literature review on continuing professional development (CPD) for teachers related to information and communication technology (ICT). It finds that while effective ICT CPD approaches exist, they remain localized without means to ensure all teachers can access high-quality programs. Issues identified include an overemphasis on skills training rather than developing teaching practices, challenges developing a pedagogy-focused ICT vision among school leaders, and policy tensions that distract from coherent technology integration. Factors found to contribute to effective ICT CPD include focusing on pedagogy, incorporating collaborative activities using ICT, and allowing teachers to be at the center of their own learning to change beliefs about technology integration.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
This document provides an overview of the Queensland Studies Authority Information Processing and Technology (IPT) Senior Syllabus from 2010, including:
- 6 core topics that make up the majority of the course (165-180 hours), with additional optional material that can expand on 4 of the topics
- General objectives focused on knowledge and application, analysis and synthesis, evaluation and communication, and attitudes and values
- Requirements for course organization, including a minimum of 55 hours per semester over 4 semesters, and flexibility for composite/mixed year level classes
- Details of the 6 core topics and some examples of additional material that can be covered
- Suggested learning experiences and assessment techniques.
Assessing students’ continuance intention in using multimedia online learningTELKOMNIKA JOURNAL
The study aims to assess the students’ continuance intention (SCI) in using multimedia online learning including students’ perceived usefulness (SPU), students’ ease of use (SPE), and students’ flow experience (SFE). There is no, so far, assessment of students’ activity in using multimedia online learning within the extended Technology Acceptance Model (TAM).There were 523 students as the samples. They learned and examined the content of online English learning resources as well as multimedia aspects.TAM was used to predict the SCI. The results indicate that the students’ intentions are influenced positively by perceived usefulness, ease of use, and the flow experience. The SPU influenced more students’ motivation than SPE. It is recommended that designers of online learning should be more specific in determining target users. The online learners’ skill on ICT, pedagogical principles, and technological barrier in different region are among the determinant aspects for receiving positive enduring intention.
Semi Automated Text Categorization Using Demonstration Based Term SetIJCSEA Journal
Manual Analysis of huge amount of textual data requires a tremendous amount of processing time and effort in reading the text and organizing them in required format. In the current scenario, the major problem is with text categorization because of the high dimensionality of feature space. Now-a-days there are many methods available to deal with text feature selection. This paper aims at such semi automated text categorization feature selection methodology to deal with a massive data using one of the phases of David Merrill’s First principles of instruction (FPI). It uses a pre-defined category group by providing them with the proper training set based on the demonstration phase of FPI. The methodology involves the text tokenization, text categorization and text analysis.
IRJET- The Influence of Institutional Information Sharing for StudentsIRJET Journal
1) The document discusses a proposed knowledge sharing platform called Knowledge Barter that allows students to exchange knowledge without money. It aims to bridge gaps in students' knowledge by facilitating sharing of materials, guidance from experts, and exposure to new fields.
2) Key features of the platform include profile analysis to match students and mentors, material sharing, chatting, question and answer sessions, and updates on relevant seminars. Mentors can guide students in their career paths and interests based on their profiles.
3) The implementation involves creating student, mentor, and admin portals. Mentors are verified experts that monitor student communities and fields of interest. Students build profiles specifying interests to receive guidance from mentors on career opportunities
The paper investigates factors that influence student performance in online and campus-based courses as measured by final course grade. It focuses on the relationship between e-learning tools (like discussion forums and chats) and performance. The paper studies how perceived usefulness, perceived ease of use, computer self-efficacy, computer anxiety, and ability to work independently correlate with course grade. It finds that perceived usefulness, perceived ease of use, and ability to work independently significantly predict grade. The paper aims to explore how e-learning tools affect performance, rather than compare online to campus-based courses.
1. Successful integration of ICTs in teaching requires more than just introducing technology - it requires transforming teaching practices through enabling conditions like ongoing professional development and support.
2. Teachers' pedagogical approaches and subject knowledge influence how they use ICTs, and effective ICT use depends on more than technical skills. It requires extensive planning and facilitating constructivist learning.
3. Factors like access to resources, time for skills development, administrative support, and functioning infrastructure are crucial enablers for teachers to optimize use of ICTs.
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Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
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FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
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Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
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SHARPENING SKILLS IN USING PRESENTATION TOOLS: STUDENTS’ EXPERIENCES
1. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
DOI :10.5121/ijite.2015.4103 27
SHARPENING SKILLS IN USING PRESENTATION
TOOLS: STUDENTS’ EXPERIENCES
Maria Angeles Dano-Hinosolango
Department of Technology Communication Management,
Mindanao University of Science and Technology,
Cagayan de Oro City, Philippines
ABSTRACT
Making use of Information and Communication Technology resources is deemed necessary for students.
With this, they need to demonstrate their competence in using various technologies such as Prezi and
PowerPoint to communicate effectively and efficiently. Hence, their experiences in using these presentation
tools is important to assist them in their needs. In this study, all the fourth year Bachelor of Science in
Technology Communication Management students who have used the PowerPoint and Prezi were the
respondents. Survey instruments were given to determine the experiences of students of these technologies
based on their familiarity, skills, and effectiveness in delivering the reports and presentations. It was found
out that students were generally good in using these tools. On the other hand, following the basic rules to
use these presentation tools effectively has to be reinforced in the classroom to enhance and enrich their
learning in sharpening their skills on presentation tools.
KEYWORDS
ICT, Prezi, PowerPoint, and presentation skills
1.BACKGROUND AND RATIONALE
Making use of information and communication technology (ICT) is important in presenting
reports and presentations for the students to enrich their learning. Hence, they need to
demonstrate their competence in using various technologies such as Prezi and PowerPoint (PPT)
to communicate effectively and efficiently to their audience. With this, they can integrate
multimedia platforms as tools in delivering a particular topic. Thus, their experiences in using
these presentation tools is important to assist them in their needs that will consequently aid in
enriching and sharpening their skills on giving reports and presentations.
Microsoft’s PowerPoint presentation tool allows the students to integrate multimedia features. It
is not only limited to text, graphics, animations and transitions but also equip in embedding audio,
videos and music for the audience to understand better the topic presented. It was shown that if
PPT is used appropriately it becomes a powerful tool that will encourage students’ learning [1]. In
like manner, Prezi is a web-based presentation tool that also allows the users to integrate
multimedia features. Its difference with PPT is it allows the presenter to magnify the text, to make
the elements upside down, and the like. It was also shared that the “theory behind Prezi is that our
ideas are not linear, but rather bundles of interconnected concepts that are better captured as a
whole with many parts. With this, it allows the presenter to illustrate the relationship of concepts
to one another” [2].
2. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
28
On the other hand, there is a challenge of being competent and effective in using these tools. For
PPT, it might be too wordy or having a lot of images in a slide that could distract the audience. In
Prezi, a lot of animations are going on that might lead the audience at lost. In this connection,
students’ familiarity of the presentation tools, skills in using PPT and Prezi and effectiveness in
their delivery shall be considered as variables in this study. As students, it is important for them
to be equipped with various ICT presentation tools to communicate effectively and efficiently
their reports and presentations. It is in this light that the objective of this study is to determine the
experiences of the students in PPT and Prezi in the classroom to equip them with their needs that
will aid in enriching the course content in sharpening their skills in using presentation tools.
2.STUDENTS’ EXPERIENCES IN USING THE PRESENTATION
TOOLS
The students’ experiences in using the presentation tools can serve as a guide in assisting them in
their needs on how to deliver effectively and efficiently their reports and presentations in the
classroom. Henceforth, the following salient points were considered in this study.
2.1.Theoretical Background and Brief Literature
This study is anchored on the Cognitive Theory of Multimedia Learning and Constructivist
Learning Theory.
Cognitive Theory of Multimedia Learning states that learning “is an active process of filtering,
selecting, organizing, and integrating information” as cited by Doyle (2011) from the work of
(Mayer, 2009) [3]. It presents the “idea that the brain does not interpret a multimedia presentation
of words, pictures, and auditory information in a mutually exclusive fashion; rather, these
elements are selected and organized dynamically to produce logical mental constructs.
Furthermore, it underscores the importance of learning (based upon the testing of content and
demonstrating the successful transfer of knowledge) when new information is integrated with
prior knowledge.” In relation to the use of presentation tools like PPT and Prezi, this theory
affirms that the multimedia skills are important among students in order to enhance their
presentational skills and to enrich the learning of their audience. One also made mentioned that
the “knowledge conveyed to the listeners increases when the presenter’s style is dynamic and
engaging” [4].
In like manner, Constructivism Learning Theory presents that human beings produce or construct
meaning, understanding and knowledge of the world from their own experiences. Constructivist
epistemology assumes that students produce or construct their own meaning or knowledge based
on their interactions with their environment. A related path to constructivism comes from Gestalt
theories of perception (Kohler, 1925) that focus on the ideas of closure, organization, and
continuity (Bower & Hilgard, 1981). Like Vico, Gestalt psychologists suggested that people do
not interpret pieces of information separately and that cognition imposes organization on the
world. With this, students are encouraged to create their own PPT and Prezi integrating their
multimedia skills based on their understanding of the assigned report and presentation. Thus,
students are able to construct new meaning by choosing the flow of their presentation, lay outing
through a graphic organizer, embedding audio, videos and music, etc. to enrich their presentation.
Moreover, it was also mentioned that “as a presenter in front of an audience, it is key that the
information has meaning, but it also organized in a way that it can be easily understood and
absorbed by the audience. It is crucial to have their best interests at hand when it comes to
information design. Also important is the presenter having control over the information and the
tools being used to present that information so as to create the best experience possible for the
3. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
29
audience” [5]. Thus, in this study students were asked on their experiences regarding familiarity,
skills and effectiveness in using PPT and Prezi. For familiarity, students identified how familiar
and often they used the tools in the classroom; for skills, they determined how often they used the
features as well as the difficulties encountered; and for effectiveness, it measured their content
and delivery in making and using these presentation tools.
2.2. Methodology
The study was done at Mindanao University of Science and Technology in the second semester of
academic year 2013-2014. It made use of the nonprobability sampling procedure specifically, the
purposive sampling. This was conducted to all the fourth year students who were taking up
Bachelor of Science in Technology Communication Management (BSTCM) who used both the
PPT and Prezi in their reports and presentations. During the Multimedia and Professional
Presentation classes, these tools were introduced and taught to them as part of the course content.
This provided them the experiences to use these presentation tools.
The survey instruments were given to the students at the end of the semester. The researcher-
made questionnaires was given separately, one for the PPT and one for Prezi. This was given
separately for the purpose that they were not to compare these presentation tools since the focus
of the study was to look at their experiences for each of the tool that would aid in enriching the
course content. It also made use of focused-group discussions (FGD) to substantiate the results of
the study.
To interpret the results, descriptive research design was used. The data were analyzed by using
the descriptive statistics such as percentage, mean and standard deviation to describe the
experiences of the BSTCM students in using PPT and Prezi based on their familiarity, skills and
effectiveness in giving reports and presentations.
2.3.Highlights of Findings and Discussion
This study attempted to determine and analyze the experiences of the students in using PPT and
Prezi in the classroom based on their familiarity, skills and effectiveness in using these
presentation tools.
Table 1 shows the level of familiarity of using PPT and Prezi in the classroom. In presenting
reports and presentations, majority of the respondents most often used PPT. On the other hand,
majority of the students only sometimes used Prezi.
During the FGD, students shared that they used PPT most of the time because of its accessibility.
They shared that they only sometimes used Prezi because of limited internet connection. This also
shows some hard truths that some students in some areas of Northern Mindanao have limited
access to internet connection. On the other hand, since students were familiar with PPT, they
already explored most of its features and did not dwell with the ready-made templates. For Prezi,
there were moments that they used ready-made designs. This implies that students became
familiar as they explored and used these tools in their reports and presentations.
After the discussion in the Multimedia and Professional courses about the basic rules in
presenting a good and effective PPT and Prezi, they most often applied the rules in PPT because
they mentioned that they also learned along the way from the comments of their peers and
teachers. On the other hand, in Prezi students shared that there were moments that they still
needed to apply the basic rules because sometimes they were overwhelmed with its features and
4. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
30
focused on it instead of the content. This is similar to what has been cited by White (2011) from
the work of Adria (2009) that whizzing could be distracting that might lose the essence of the
message being shared to the audience [5].
Table 1. Percentage Distribution on the Familiarity of PowerPoint and Prezi
Familiarity
Indicators
Percentage
PPT Prezi
How often do you use
these tools in
presenting reports?
• sometimes used 13.33 80.00
• most often used 66.67 20.00
• at all times used 20.00 0.00
How familiar are you
with the features of
PPT and Prezi?
• just used the ready-made templates 0.00 33.33
• most often used the various features 43.33 36.67
• maximized the use of various features 56.67 30.00
How often do you
apply the basic rules in
using these tools?
• sometimes applied 20.00 50.00
• most of the time applied 46.67 40.00
• at all times applied 33.33 10.00
Table 2.1 presents the overall skills of the students in using the features of PPT and Prezi
particularly on the effects in animations and transitions, inserting shapes and objects, graphs,
pictures, music and videos, and other features like hyperlinking. In like manner, Table 2.2
identifies to what degree they have demonstrated the skills in using the features of these
presentation tools.
In Table 2.1, it shows the assessment of students regarding their own skills to what extent they
have used the features in these presentation tools. One also shared that “self-assessment means
more than students grading their own work; it means involving them in the processes of
determining what is good in any given situation” [6]. Hence, self-assessment serves as a stepping
stone to enrich one’s skills.
Table 2.1 Skills in Using the Following Features of PowerPoint and Prezi
Features
PowerPoint Prezi
Mean SD Desc Mean SD Desc
Effects Animations/Transitions 4.77 0.43 Very
Good
4.13 0.97 Good
Inserting Shapes/Objects 4.53 0.63 Very
Good
3.87 1.40 Good
Graphs 4.20 0.81 Good 3.37 1.40 Fair
Pictures 4.80 0.48 Very
Good
4.20 0.92 Good
Music 4.00 1.17 Good 2.97 1.27 Fair
Videos 3.67 1.35 Good 2.93 1.39 Fair
Others Hyperlinking 2.93 1.39 Fair 2.30 1.29 Needs
Improvement
* Legend: Desc = Description
5. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
31
It reveals that they were generally skilled in PPT. They only needed to improve their skills on
hyperlinking. In Prezi, they were generally good but fair in some areas like inserting graphs,
music and videos. Students also shared that in Prezi they found it quite challenging to hyperlink
because some sites would not open without internet connection. With this, it limits their
opportunity to use the hyperlink feature.
Table 2.2 presents the skills demonstrated in using the features in these presentations tools. This
particularly focused on choosing templates, font style and size, blending of colors, animations and
transitions, inserting graphs and the like.
For the design, it shows that majority of the students already designed their own templates in
PPT. In Prezi, they used ready-made templates and design their own frames. This was a good
indicator since students became more creative in designing their own slides and frames that
would fit in their respective presentations.
In choosing the font style and size, majority of the students always modified them in making PPT,
and most of them also did the same in Prezi. This is very important for the whole audience to
clearly read the text even at the back of the classroom. They also shared that they tried their best
not to condense all the texts in the slides or frames to avoid too wordy and quite heavy
presentations. With regard to font choice, one found out in his study that “Gill Sans, a popular
sans serif font, was rated highly on each of the four variables, making it a safe choice for
PowerPoint slides. These four variables considered were comfortable-to-read, professional,
interesting, and attractive” [7].
Taking into consideration blending of the right colors, majority of the students explored first the
right contrast of hues. Students shared that they needed to choose the right primary colors that
would blend to the texts and background. This helped them to make their presentation better and
clearer to the audience. However, there were also a number of students who have difficulty in
blending the right colors. They shared that it really took them time to choose the right color of
text and background. There were also times that they took it for granted. Hence, students can be
taught of the skill in matching colors for texts and backgrounds.
For animations and transitions, most of the respondents already obtained the skill in choosing
these particular feature in PPT. On the other hand, in Prezi most of them used only some
animations and transitions. It is very important that students should use the right animations and
transitions that would not be distracting to the audience. This feature should enhance the
presentation not to distract or simply impress the audience. With regard to Prezi, the “pathing”
skills should be planned well in using graphic organizers so that the audience would not get lost
and see the interconnection of ideas. It was shared that “Prezi has faced some less than gleaming
reviews for its unfamiliar interface and dizzying zooming capabilities” [5]. Thus, the skill on
using animations and transitions shall be taken into consideration.
In using shapes and objects, majority of the students already applied the skill of inserting shapes
and objects in their slides. They shared that they usually used this for headings in each slide. It
guided their audience which part they were in their presentations. In Prezi, majority of them have
also used this feature. Some of the students inserted these in frames to enhance the presentation.
They also shared that they both used this in PPT and Prezi especially if they used images in order
to add texts. It would not be clear if they overlap texts with pictures or images.
With regard to inserting graphs, most of them have inserted graphs both in PPT and Prezi. They
shared that this was necessary in their Thesis proposal and final defense. “Graphs greatly
increases the clarity of presentation and makes it easier for a reader to understand the data being
6. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
32
used and to draw clear and correct inferences” [8]. On the other hand, a number of students also
shared that they experienced difficulty because Excel asked them regarding figures. They shared
that this is their waterloo. It took them time to get the right formula in order to come up with the
right distribution in their graphs. With this, students can be taught on the basic formula to get the
right figures in the graphs.
Table 2.2 Percentage Distribution on the Students’ Skills in Using the Following Features in PowerPoint
and Prezi
Features
Indicators
Percentage
PPT Prezi
Design • no idea how to look for design/templates 0.00 0.00
• use ready-made designs/templates 6.67 36.67
• look for more designs in the Internet 6.67 16.67
• modify ready-made designs/templates 23.33 23.33
• design my own templates 63.33 23.33
Font Style
and Size
• no idea how to choose the font style/size 0.00 0.00
• use ready-made font style/size 6.67 16.67
• seldom modify the font style/size 3.33 10.00
• often modify the font style/size 20.00 30.00
• always modify the font style/size 70.00 43.33
Blending of
Colors
• no idea how to blend the colors well 3.33 3.33
• have some knowledge 3.33 6.67
• have some difficulties 6.67 13.33
• explore appropriate colors 56.67 63.33
• have the skills on blending the right colors 30.00 13.33
Animations
and
Transitions
• no idea how to use them 0.00 3.33
• have some knowledge 10.00 20.00
• have some difficulties 0.00 6.67
• have used some animations and transitions 43.33 46.67
• have the skills in choosing the right animations and
transitions
46.67 23.33
Shapes/
Objects
• no idea how to insert shapes/objects 0.00 0.00
• have some knowledge 10.00 16.67
• have some difficulties 3.33 10.00
• have inserted shapes/objects 36.67 60.00
• have the skills on inserting the shapes/objects 50.00 13.33
Graphs • no idea how to insert graphs 0.00 6.67
• have some knowledge 20.00 23.33
• have some difficulties 10.00 13.33
• have inserted graphs 40.00 43.33
• have the skills on inserting graphs 30.00 13.33
Pictures/
Images
• no idea how to insert pictures 0.00 0.00
• have some knowledge 10.00 10.00
• have some difficulties 3.33 16.67
• have inserted pictures/images 26.67 33.33
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33
• have the skills on inserting pictures/images 60.00 40.00
Hyperlinkin
g
• no idea how to hyperlink 13.33 26.67
• have some knowledge 23.33 16.67
• have some difficulties 10.00 13.33
• have tried including hyperlinks 36.67 40.00
• have the skills on including hyperlinks 16.67 3.33
For inserting pictures and images, majority of the students applied this in their slides. In Prezi,
most of them also used this skill. Students shared that they have imported pictures, images,
emoticons, and the like from their desktop or from Google. Pictures and images are important to
enrich the presentation especially to show and illustrate something to the audience. Including
pictures in presentations is a simple and powerful way of expanding one’s expressive potential as
a speaker. Moreover, they mentioned that “pictures communicate at levels beyond the descriptive
possibilities of words and bathe the brain in much desired visual stimulation. At the same time,
not all pictures are created equally. Choosing the right images, and using them in the right ways,
can greatly impact your effectiveness” [9].
Lastly, in hyperlinking most of them have tried already using this feature both in PPT and Prezi.
They liked hyperlinking because it is already embedded in the slides or frames, and they did not
need to open videos, sites, etc. in their documents that could interrupt the flow of their
presentations. On the other hand, there are limitations of this feature. Its disadvantage is it does
not open all the hyperlinks. For instance, there is a hyperlink that needs internet connection
and/or it does not support the files that are hyperlinked.
In general, students have applied the skills in using the features in PPT and Prezi. However, there
are skills that need to be enhanced and enriched among TCM students.
Table 3 presents their skills on the effectiveness of their outline, content, delivery and
performance in using PPT and Prezi. Students checked all the skills that they applied and
experienced in making reports and presentations.
Table 3. Percentage Distribution on Using the PowerPoint and Prezi Effectively
Features
Indicators PPT Prezi
Outlining • never outline my content 3.33 6.67
• rarely outline 3.33 20.00
• sometimes outline 23.33 13.33
• often outline 36.67 33.33
• always outline 33.33 26.67
Content • know the 7 by 7 rule 66.67 30.00
• simply copy and paste the text 20.00 26.67
• use bullets that serve as a guide in the presentation 70.00 66.67
• rephrase/paraphrase/summarize significant points 60.00 56.67
• only highlight significant points 76.67 56.67
Delivery • simply read the text or content 6.67 10.00
• read and explain the content 60.00 66.67
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• confident in delivering reports/presentations 43.33 36.67
• comfortable presenting reports using PPT/Prezi 73.33 40.00
• still use index cards or cue notes in reporting 33.33 36.67
Performance • appreciated by my peers 60.00 53.33
• appreciated by my teachers 56.67 46.67
• earn good grades 66.67 63.33
• do not earn good grades 6.67 6.67
• not appreciated by my classmates nor teachers 3.33 10.00
In outlining, most of the respondents often outlined their report. This is a good indicator because
it guided their audience on the flow of their presentation. However, this has also to be reinforced
in the classroom because there were still a number who did not practice this skill. One shared that
outlining the activities is a helpful technique that allows students to be quickly informed of what
is about to happen in class for that particular period [10].
For the content, in PPT the strong points were following the “seven by seven rule”, using bullets
that would eventually lead to highlighting only significant points. This shows a positive result
because it shows consistency of their responses. If they have followed the “seven by seven rule”
which means as much as possible only having seven words and seven lines in a slide, they would
eventually use bullets and only highlight important points in the presentation. In Prezi, majority
of the students applied bullets, rephrased/ paraphrased/summarized significant points and
highlighted important points. This is also a good indicator because students practiced the skill of
not to condense all the words in just one slide or frame. On the other hand, there were also some
students who simply copied and pasted their report from various sources. They shared that it
would be easier for them to do this when they ran out of time. Thus, reminding the students to be
prepared ahead of time will help them a lot to come up with a better presentation in class.
With regard to delivery, it showed that majority of the students did not only read the content but
also explained it at the same time. In using PPT and Prezi, this is a good indicator because it is
one of the main purposes of presentation. Presenters should show and tell what is the topic all
about. They also shared that they were comfortable using the PPT because it is accessible and
easy to use. For Prezi, they became more confident because it was something new to them, and
they liked the whizzing and zooming features. However, they also shared some challenges in
using these presentation tools. For instance, they needed internet connection to import pictures
and gif images online. They also needed the Wi-Fi and/or internet connection to make Prezi.
Moreover, even if they were taught how to use and make these presentation tools, they could not
do hands-on activities because of poor internet connection, and the Multimedia Lab has to be
upgraded with these tools. With this, students dwelt on checking the tutorials available in
YouTube for using these tools and did the hands-on at home or internet cafes. These were the
challenges and difficulty they encountered in making their reports and presentations.
Lastly, in rating their performance, it was rewarding for the students to be appreciated by their
peers and teachers. They were well-appreciated if they made very good and effective PPT and
Prezi. In addition, majority of them also earned good grades for their presentations. They shared
that their peers and instructors observed that they improved in making their presentations. Some
of the feedback were following the “seven by seven rule”, including images instead of words, and
choosing the right designs or templates. A study was conducted regarding an assessment of
student preferences for PPT. It was revealed that “studies have demonstrated that students prefer
PowerPoint and respond favorably to classes when it is used. Students preferred the use of key
9. International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
35
phrase outlines, pictures and graphs, slides to be built line by line, sounds from popular media or
that support the pictures or graphics on the slide, color backgrounds, and to have the lights
dimmed. It is recommended that professors pay attention to the physical aspects of PowerPoint
slides and handouts to further enhance students’ educational experience” [11]. On other hand,
some of the students also shared that they were not appreciated or not received good grades
because they overdo their transitions and animations, too wordy with their slides or frames that
could hardly be read, and the like. With this, there are still skills that need to be improved and
practiced more in their Multimedia and Professional Presentation courses.
3.CONCLUSIONS
Part of the vision and mission of the University is to form students equipped with the
technological knowledge and skills. With the ASEAN 2015 and global trends in education,
making use of ICT resources is deemed necessary for the digital natives to maximize the use and
educational benefits of technology in the classroom like the presentation tools particularly PPT
and Prezi. Hence, their experiences in using these presentation tools is important to assist them in
their needs of using these technologies.
In this study, it was found out that students were generally good in using these tools. On the other
hand, hands-on experience with an instructional guide to be used inside and outside the classroom
is encouraged. Moreover, the basic rules to use these presentation tools effectively has to be
reinforced in the classroom. This provides an opportunity to enrich their learning and be equipped
with the use of these technologies.
With this, it is encouraged that the administrators shall provide more training on ICT resources to
its faculty. If budget warrants, providing Wi-Fi and/or faster internet connection would be very
beneficial. For the TCM department, enriching the course content and making instructional
materials would be beneficial to students for them to be more guided on the effective and efficient
use of PPT and Prezi. For the students, it is encouraged to make use of these presentation tools to
effectively and efficiently deliver their reports and presentations. In addition, providing peer
assessments in their work would also be beneficial in order to enrich their multimedia and
professional presentations skills.
ACKNOWLEDGEMENTS
I would like to extend my deepest gratitude to the BSTCM students who participated in this
study, my department chair Ms.Angeli Pizarro-Monsanto for her unceasing support, our Research
Head Dr. Amparo Vedua-Dinagsao for her valuable comments and suggestions, and my husband
Glenn and daughter Zyrhene for their love and understanding.
REFERENCES
[1] Harrison, Sue (2006, September) “Enhancing teaching and learning practice: The accessibility
essentials of Microsoft PowerPoint”, Psychology Network Newsletter, Vol. 38, No. 9, p10.
[2] Orlando, John (2010, June) Prezi: “A better way of doing presentations”, Faculty Focus, Retrieved at
http://www.facultyfocus.com/articles/edtech-news-and-trends/prezi-a-better-way-of-doing-
presentations/.
[3] Doyle, Terry (2011) Learner-centered teaching: Putting the research on learning into practice, Sterling,
Virginia: Stylus Publishing, LLC.
[4] Bernhardt, Beth & Fischer, Karen (2006) “Presentations that keep your audience interested and
awake”, The Haworth Information Press, Vol. 50.
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[5] White, Nicole (2011) Prezi v. PowerPoint: Finding the right tool for the job, State University of New
York Institute of Technology, Retrieved at
https://docushare.sunyit.edu/dsweb/Get/.../White_ThesisProject2.pdf.
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[7] Mackiewicz, Jo (2006, October) “Audience perceptions of fonts in projected PowerPoint text slides”,
International Professional Communication Conference, pp68-76.
[8] Kastellec, Jonathan, & Leoni, Eduardo (2007) “Using graphs instead of tables in political science”,
Perspectives on Politics, Vol. 5, No. 4, pp755-771.
[9] Lane, Robert & Vlcek, Andre (2012). Speaking visually: Eight roles pictures play in presentation,
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[10]Sammons, Martha (1997) “Using PowerPoint presentations in writing classes”, The Technology
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Author
Dr. Maria Angeles D. Hinosolango graduated Cum Laude in March 2001 with the
degree Bachelor of Secondary Education major in English. She finished her Master of
Arts in Education major in Communication Arts (English) and Doctor of Philosophy
in Education at Xavier University – Ateneo de Cagayan. Before taking up her
doctorate degree, she was granted a Fulbright scholarship as a Foreign Language
Teaching Assistant (FLTA) at Northern Illinois University on August 2008-May
2009. She taught in Xavier University High School for a decade. At present, she is
teaching in the Department of Technology Communication Management at Mindanao
University of Science and Technology.