Show simple item record

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.
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
html.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.


Files in this item

Thumbnail
Name:
chainedandengrained.pdf
Size:
341.2Kb
Format:
PDF
Description:
article

This item appears in the following Collection(s)

Show simple item record

http://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/