'Chained and engrained' – breaking the PowerPoint dependency cycle in English education

2.50
Hdl Handle:
http://hdl.handle.net/10547/622057
Title:
'Chained and engrained' – breaking the PowerPoint dependency cycle in English education
Authors:
Wolstencroft, Peter; Thompson, Carol
Abstract:
This paper investigates the over-dependency on PowerPoint within English education. Taking an action research approach with a group of first year students, the authors taught one unit of an initial teacher training programme employing a range of teaching strategies excluding PowerPoint. Data was gathered using semi-structured interviews at the end of the taught unit. The findings suggest that teachers were aware of the limitations of PowerPoint as a teaching tool yet still chose to use it. The justification for this was that it provided structure for the lesson and was what students and in some cases, employers, had come to expect. Despite being positive towards the teaching strategies employed in this research, the majority of participants were mindful of the need to meet the expectations of others and as a result were reluctant to change their approach.
Affiliation:
Coventry University; University of Bedfordshire
Citation:
Wolstencroft, P., Thompson, C. (2017) ''Chained and engrained' – breaking the PowerPoint dependency cycle in English education' Journal of pedagogic development 7 (1) 69-75
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2017
URI:
http://hdl.handle.net/10547/622057
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/issue/viewIssue/29/7
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWolstencroft, Peteren
dc.contributor.authorThompson, Carolen
dc.date.accessioned2017-03-17T09:59:04Z-
dc.date.available2017-03-17T09:59:04Z-
dc.date.issued2017-03-
dc.identifier.citationWolstencroft, P., Thompson, C. (2017) ''Chained and engrained' – breaking the PowerPoint dependency cycle in English education' Journal of pedagogic development 7 (1) 69-75en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622057-
dc.description.abstractThis paper investigates the over-dependency on PowerPoint within English education. Taking an action research approach with a group of first year students, the authors taught one unit of an initial teacher training programme employing a range of teaching strategies excluding PowerPoint. Data was gathered using semi-structured interviews at the end of the taught unit. The findings suggest that teachers were aware of the limitations of PowerPoint as a teaching tool yet still chose to use it. The justification for this was that it provided structure for the lesson and was what students and in some cases, employers, had come to expect. Despite being positive towards the teaching strategies employed in this research, the majority of participants were mindful of the need to meet the expectations of others and as a result were reluctant to change their approach.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/issue/viewIssue/29/7en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectPowerPointen
dc.subjecteducationen
dc.subjectaction researchen
dc.title'Chained and engrained' – breaking the PowerPoint dependency cycle in English educationen
dc.typeArticleen
dc.contributor.departmentCoventry Universityen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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