On the "Informed Use" of Powerpoint: Rejoining Vallance and Towndrow

Autor/in	Adams, Catherine
Titel	On the "Informed Use" of Powerpoint: Rejoining Vallance and Towndrow
Quelle	In: Journal of Curriculum Studies, 39 (2007) 2, S.229-233 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Stellungnahme; Educational Technology; Information Technology; Technology Uses in Education; Visual Aids; Phenomenology; Persuasive Discourse; Teaching Methods; Media Adaptation + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Phenomenological psychology; Phänomenologie; Psychologie; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Medienverwendung
Abstract	As teachers become more informed about the affordances of information and communication technologies and take up the new tools in their classrooms, these same technologies are always already informing and reshaping their perceptions and actions in the world. In seizing hold of PowerPoint, a teacher is not only aided, enmeshed, and constrained by the designs of its software script, the teacher is also surrendered to the language, imagery, framing, at-handedness, sensuality, and mediation of its symbolism and materiality. We should not underestimate how new media and educational technologies affect the concrete, subjective, and pre-reflective dimensions of teachers' and students' lifeworlds. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10