Technology in Teaching: Presentation Software in the College Classroom--Don't Forget the Instructor

Autor/in	Hardin, Erin E.
Titel	Technology in Teaching: Presentation Software in the College Classroom--Don't Forget the Instructor
Quelle	In: Teaching of Psychology, 34 (2007) 1, S.53-57 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/s15328023top3401_13
Schlagwörter	Educational Technology; Computer Software; Graduate Students; Psychology; Quasiexperimental Design; Pretests Posttests + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie
Abstract	Past research on the effects of presentation software has relied on small samples and experienced instructors. My research used a quasi-experimental pretest-posttest design to evaluate the impact of PowerPoint[R] on student learning, satisfaction, and engagement in an introductory psychology course taught by graduate student instructors. Results showed several main effects of instructor but virtually no effects of PowerPoint, although there was a significant instructor by PowerPoint interaction on perceived learning and interest in psychology. PowerPoint reduced perceived learning for one instructor, but increased interest in psychology for another. The results are a reminder that good teaching depends more on the instructor than the technology. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10