Open Reflection Journal What is the most important lesson you learned in this section? Why?
The most important thing that I learned is how to properly plan and execute a PowerPoint presentation. I have created them before but without the knowledge of how to organize it into segments including introduction, objectives, content and summary. I also learned how to utilize features of the software that I had not investigated before.
What are your personal strengths and weaknesses in this area?
I am very strong at using computing technology and presentation creation software. However, I have never had the opportunity to present a multimedia presentation using LCD panel or projector technology. I would require practice in doing so before I attempt it.
How would you implement what you have learned about this topic in a classroom? What specific strategies would you use? What type of lesson plans would you develop?
[Posted to course discussion group]
This topic of presentation technology is a very powerful and flexible one. I have been an audience member during PowerPoint and HyperStudio presentations and found them all to be very excellent. They make even the most mediocre presenter seem lively! Even though I have the necessary hardware and software to create multimedia presentations, I have no resources available to present them. This is an unfortunate situation, indeed.
I do plan to seek funding for an LCD projection device not only to present PowerPoint presentations but also to project video and computer simulations onto a large screen. Once I have the appropriate presentation tools I will quickly adapt most segments of the courses I teach for this format.
Studying science requires a great deal of knowledge to be presented in the classroom setting and it is usually up to the student to take copious notes during lectures. The PowerPoint software allows guided notes to be printed for student use. This individual strategy will save a great deal of class time.
We also have many pieces of educational software and CD-ROM simulations for both chemistry and physics. These, coupled with PowerPoint presentations, will create a dynamic, interactive learning environment for my students.
Most lessons that are taught in the science classroom can be readily adapted to PowerPoint presentations. The only limitation is when it comes to solving problems with students. The chalkboard will remain indispensable for this purpose until inexpensive hardware and software is developed that will permit a similar function.
What is the greatest obstacle for using this type of technology in traditional classrooms?
The greatest obstacle is obtaining appropriate hardware to make these presentations come to life in my classroom. The computer that is in place in my classroom has limited processing capability that would greatly inhibit the quality and speed of my presentation. I also do not have any presentation equipment like an LCD panel or projector.
What questions remain unanswered about this topic?
I would love to be able to find out how to obtain funding for presentation technology. It is not feasible to request the presentation hardware necessary for a good multimedia presentation from my school district. Although there are not many teachers who are familiar with the technology, it is still not feasible for the few of us who are capable of using to ask our district to supply thousands of dollars of hardware with the limited budget we have.
As I understand it, there are many thirdparty funding sources that provide grants for innovative educational technology applications in the classroom. I must seek outside funding sources as well as guidelines to prepare grant proposals.