Assessment 1: Embedded Task 4 – Reflection on
Presentation tools (PowerPoint)
1.
School
classrooms have a wide range of technological devices or programs that can
support the way learning is investigated, facilitated and presented. When a
teacher delivers the curriculum or student presents their understandings they
can use a program called PowerPoint. This allows easy digital presentation that
does not need the connection of the internet. PowerPoint is a presentation tool
that allows the creation of multiple slides which can consist of text,
pictures, links to videos, animated effects and/or various transitions between
slides. Typically students can use PowerPoint for an oral speech which provides
a visual arrangement of information which is effective and helps to demonstrate
evidence to peers. One thing to consider as a potential weakness of this mode,
is that once a PowerPoint to available to others they can be edited to suit the
need of the next presenter or audience. This issue with this capability is that
the original PowerPoint can easily lose its single authorship over it which
means that it is open to plagiarism though the changing of text and images
together with the complex issue of multiple authors. However if the PowerPoint
is not shared with others and the internet then the constructed presentation
would remain as a single author ensured by the single copy. Overall, PowerPoint
is a great presentation tool that only needs a basic level of knowledge to
create, edit and present, however the skill level can be extended (eg. using
hyperlinks and video snippets) depending on the understanding level of the
creator.
2.
PowerPoint
allows students easy access to a program that doesn’t require the internet. It
has many various editing tools that students can branch out with and use their
creative side. Even though PowerPoint is easy to use it has many areas that
will exploit the higher levels of thinking which ultimately extends the
boundaries of the student’s knowledge by increasing their technology
progression. For example, a Physical Education teacher could use PowerPoint
slideshows to display photos or videos that help to set background knowledge
for the students on how a skill is performed. The teacher could then share the
PowerPoint document to the students by internet or USB and that then becomes a
learning resource for the students.
3.
Professionally
I would utilise the support of PowerPoint in a PE environment by displaying a hub
of resources for students which could consist of written text, photos and
videos to collaboratively support the content.
Scenario 1: A teacher gets the
students to create a PowerPoint of their overhead serving technique in volleyball;
they will take photos to show each step of the skill. Instead of showing the
teacher in person they can send the teacher the PowerPoint and watch the step
by step progress photos that the student has gone through in performing the
skill. On the SAMR model the substitution level
is being used because the skill has no functional change but how they provide
the teacher with the given task has been substituted from in person to a
PowerPoint copy. This is using the lower range of Blooms taxonomy such as;
knowledge and understanding to complete the given task.
Scenario 2: The students edit
their PowerPoint such as: adding and changing the font, the size, colour, adding
audio, special effects, the transitions between slides, editing the photos, adding
videos or hyperlinks. In this activity the students are
at the augmented level of the SAMR model, which on the Blooms Taxonomy is the
applying level. This task is within the middle level on Blooms Taxonomy as the
students already have the understanding and knowledge of the task and are now
at the applying stage.
Scenario 3: The teacher gets
the students to upload their PowerPoint’s to their school moodle site, this
allows the rest of the class access to each other’s, they are then required to analyses
each other’s and provide feedback by posting comments. By allowing room for
feedback students can then take insight into a range of opinions from their
peers, which the students can then use to make modifications to improve their
PowerPoint. Having the activity created in such a way, the modification level
is being used in SAMR model, which draws from the analyzing and evaluating
level of the Blooms Taxonomy scale.
Scenario 4: The teacher gets
the students to create a PowerPoint, and allowing a slide for each day that
they train. They can then post their content, feedback, pictures or video of
them playing volleyball in their PE lessons from a whole term. Then they can create a slideshow of a timeline
of their progress in volleyball. This will allow the students to analyze and compare
their progression over that time. This is the highest level on both SAMR model
which is redefinition level and the Blooms Taxonomy which is to create.
