Open AccessPowerPoint's Pedagogy
Author(s) -
Catherine Adams
Publication year - 2008
Publication title -
phenomenology and practice
Language(s) - English
Resource type - Journals
ISSN - 1913-4711
DOI - 10.29173/pandpr19814
Subject(s) - tact , whiteboard , class (philosophy) , interactive whiteboard , pedagogy , presentation (obstetrics) , mathematics education , sociology , psychology , multimedia , computer science , epistemology , philosophy , medicine , psychotherapist , radiology
Teacher-student discourse is increasingly mediated through, by and with digital technologies. In-class discussions have found new, textually-rich venues online; chalk and whiteboard lectures are rapidly giving way to PowerPoint presentations. Yet, what does this mean experientially for students? This article investigates college students' experiences of PowerPoint in the classroom. The research asks: What are the tacit and pedagogical dimensions of the PowerPoint presentation for students? The method of inquiry is informed by a hermeneutic phenomenological approach and by the heuristic notions of pedagogical tact and thoughtfulness.