The student consultants have met with Tammy Berberi and discussed the different resources/training she needs to complete her section of this project. She expressed interest in the following:
- other technological tools for teaching the first year sequence to a variety of learning styles and needs
- more information on the Best Practices of Universal Design for Instruction in the form of research articles, personal essays, online resources, etc.
- more information on the Orton-Gillingham method in instruction
- a source from which French music can be downloaded legally
- articles and personal essays on disabled students' transition to college
In terms of technological tools, it was decided that expanding upon Tammy’s knowledge of Microsoft’s PowerPoint program would be a good start. Matt Harren, one of the student consultants, is working on learning everything there is to know about PowerPoint so he can coach Tammy through the more intricate capabilities of the program. He is also looking for other online programs that might be useful, as well as exploring the option of converting PowerPoint presentations to Flash.
A number of resources are being collected regarding Universal Design for instruction:
Resources on Universal Design in Instruction
Project PACE website ( University of Arkansas at Little Rock)
-has various publications and resources on UDI, tips, tutorials, and resources on web accessibility
Special Connections website
-has tools, resources, case studies, and online collaboration information related to instruction, collaboration, assessment and behavior. Also has a special section that specifies how university faculty might utilize the website
“Access to knowledge: Implications of Universal Design for CALL Environments” by Joy Lynn Egbert
The purpose of this conceptual paper is to explore Universal Design, a model from the field of architecture and design that is finding recent applications in education. Called Universal Instructional Design (UID) when applied in education, UID environment conditions are similar in many ways to conditions that effective language teachers design into their instructional environments. This paper addresses how the UID model might profitably be applied in computer-assisted language learning (CALL) classrooms to help all of our students gain access to classroom instruction
“Universal Design: creating an inclusive learning environment for persons with disabilities” by Susan B. Asselin
The purpose of this article is to provide an overview of the principles of Universal Design (UD), describe current research on models and offer examples of teaching strategies applied to these principles. In addition, a description of specific steps the author employed to integrate these principles into instruction are presented.
-features many useful publications and resources, disability-specific information, and assistive technology information
Web Accessibility Initiative (WAI) website
-information, checklists, training, techniques, and evaluation resources for web sites
-information, resources, articles
The following 2 articles were obtained using Ebsco MegaFILE through the UMM library page. (http://www.morris.umn.edu/library/databases.php#E)
“Universal Design for Instruction” by Scott, McGuire, and Shaw in Remedial and Special Education Volume 24, Issue 6, page 369
Postsecondary education has experienced rapid change in its student population. College students with learning disabilities (LD) represent a growing presence on college campuses across the country. Traditional means of meeting the learning needs of college students with LD through retrofitted changes and accommodations to classroom instruction have proven limited. Universal Design for Instruction (UDI) offers a new paradigm for approaching equal educational access. This article will describe UDI and discuss its implications for enhancing learning for students with learning disabilities and other diverse learners.
“Universal Design for Instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom” by Scott, McGuire, and Foley in Equity and Excellence in Education Volume 36 Issue 1, page 40
Examines Universal Design (UD) applied to instruction as a means of promoting educational access to higher education for students with disabilities and other diverse learners. Overview of UD; Recommendations for effective teaching practices; Process for validating the Principles of Universal Design for Instruction .
“Building pedagogical curb cuts: Incorporating disability in the university classroom and curriculum”
-very long article- incorporating disability in the curriculum, designing instruction for everyone, personal accounts, resource guide- Tammy made a contribution to this one, but it was included just in case it had not been reviewed in a while
“Psychiatric disabilities in postsecondary education: universal design, accommodations and supported education.” By Rickerson, Souma, and Burgstahler
This article provides a call for increased awareness and academic support for students with psychiatric disabilities in postsecondary education. The limited literature in this area is reviewed. The authors correct misunderstandings about these types of disabilities and provide information to increase faculty, administrator, and staff awareness regarding the rights and needs of postsecondary students with psychiatric disabilities. Three areas of focus are highlighted: typical academic accommodations, application of principles of universal design of instruction; and supported education through advising, counseling, and postsecondary preparation courses. Further research is encouraged.
“Understanding disabilities: a guide for faculty and staff” Muhlenberg College
-an extensive guide to all types of disabilities and accommodation recommendations, resources
“Beyond Compliance: an information package on the inclusion of people with disabilities in postsecondary education” compiled by Cory, Taylor, Walker, and White
This information package contains essays, reprints, and resources designed to assist postsecondary institutions to move beyond compliance and to include disabled persons in all aspects of campus life. It is not intended to provide step-by-step guidelines or to serve as a comprehensive manual on all aspects of inclusion and accommodations. Rather, it is designed to offer some perspectives, strategies, and resources that individuals can use to advocate for the inclusion of people with disabilities at universities and postsecondary institutions. This package uses Section 504 and the ADA as a starting point-not the end point-for discussions of the inclusion of persons with disabilities. The next set of selections addresses various ways postsecondary institutions, faculty, and students can move beyond compliance. The following section describes specific accommodations for disabled people, including a program that involves young adults with intellectual and developmental disabilities in campus life. The next section contains reprints of published articles that address different ways in which the visibility of disability on campus can be raised. The final two sections contain brief annotations of published sources and additional resources.
“Disability service providers’ perceptions about implementing universal design for instruction (UDI) on college campuses: technical report 3” by Parker, Embry, Scott, and McGuire
Two focus groups were conducted with 16 disability service providers from 2-year and 4-year, public and private postsecondary institutions. Service providers reported increasingly diverse student populations on their campuses and a broad range of concerns from faculty regarding the inclusion of students with learning disabilities (LD) or Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education. When asked to share their perspectives on Universal Design for Instruction (UDI) as a proposed model for addressing these concerns, service providers noted strengths and weaknesses. Participants also described their role in promoting UDI on campus and identified resources and support they would need to carry out this role.
FacultyWare web site
-This site is the product of the Universal Design for Instruction project at the University of Connecticut, and provides a broad range of information and tools to enhance the design and delivery of instruction for diverse college students
Johns Hopkins University Center for Technology in Education website
-a collection of publications and websites
Going to College: Expanding Opportunities for People with Disabilities edited by Getzel and Wehman
-a book to be released in July that can be retrieved through interlibrary loan at that time if it is still needed
*Please note that links to the ERIC database do not always work properly. If this happens, wait for 20 minutes and see if they work (this usually is the case) or just go to the main ERIC page (http://www.eric.ed.gov/) and search for the title of the article.
Teaching Every Student in the Digital Age: Universal Design for Learning Rose and Meyer
This guide to universal design in the classroom is divided into two sections. The first addresses the concept of universal design for learning (UDL); the second addresses the practical application of UDL in the classroom. Each chapter opens with a summary of key ideas and a graphic organizer that illustrates how the concepts fit together. The eight chapters address the following topics: (1) "Education in the Digital Age;" (2) "What Brain Research Tells Us about Learner Differences;" (3) "Why We Need Flexible Instructional Media;" (4) "What Is Universal Design for Learning?;" (5) "Using UDL To Set Clear Goals;" (6) "Using UDL To Support Every Student's Learning;" (7) "Using UDL To Accurately Assess Student Progress;" and (8) "Making Universal Design for Learning a Reality". An appendix offers four classroom templates to help teachers apply the UDL framework. The templates address: a class learning profile, curriculum barriers, UDL solutions, and creating systematic change. Each template includes an introduction and three parts: an example of how the template might be used, collected sample items to use in the blank template, and a framework for applying UDL.
*Book not available in Briggs Library. Can be borrowed through inter-library loan per Tammy’s request.
A Curriculum Every Student Can Use: Design Principles for Student Access Orkwis and McLane
This publication addresses issues involved in universal design for learning as they relate to full access to the general education curriculum for students with disabilities. It begins by discussing curriculum access and student engagement according to the federal mandates, which require students with disabilities to be given the opportunity to participate in the general education curriculum. Universal design for learning is described as providing flexible curricula materials and activities that offer alternatives for students with disparities in abilities and backgrounds. Charts illustrate how universal design for products and environments differs from universal design for learning, with its three essential curriculum qualities (representation, expression, and engagement). The publication closes with suggested first steps in implementing universal design for learning. An appendix provides a framework that summarizes the salient principles of universal design in a practical context to help teachers and other interested individuals consider how the tools employed in the classroom can realistically provide broader access to the curriculum for all students. It describes alternatives that reduce perceptual barriers, cognitive barriers, motor and cognitive barriers to expression, and describes alternative ways of encouraging engagement in the learning environment.
Universal Design: Ensuring Access to the General Education Curriculum
This issue describes promising research and development in the use of universal design principles to ensure curriculum access. It defines universal design and describes the differences between universal design and assistive technology. The activities of the Center for Applied Special Technology, the National Center to Improve the Tools of Educators, and the University of Kentucky in applying the concept of universal design to cognitive issues are highlighted. Universal access principles for designing curriculum, which include focusing on big ideas, using conspicuous strategies, implementing mediated scaffolding, integrating strategies, providing judicious review, and providing primed background knowledge are listed. Tips for designing web sites for universal access, which include: (1) use high contrast backgrounds and text; (2) use Sans Serif fonts for text; (3) make liberal use of chunking; (4) avoid using italics; (5) make use of alt tags when using graphics; (6) avoid the use of frames; and (7) include scripts when using audio files, are also discussed. In sections titled "Views from the Field" and "State and Regional Perspectives," school districts and states share their experiences in providing universal access.
Using Computer-Based Tests with Students with Disabilities. NCEO Policy Directions Thompson, Thurlow, and Moore
This report presents factors to consider in the design of computer-based testing for all students, including students with disabilities and students with limited English proficiency. It also provides a process for the initial transformation of paper/pencil assessments to inclusive computer-based testing. Steps include: (1) assemble a group of experts to guide the transformation, including experts on assessment design, accessible Web design, universal design, and assistive technology; (2) decide how each accommodations will be incorporated into the computer-based test; (3) consider each accommodation or assessment feature in light of the constructs; (4) consider the feasibility of incorporating the accommodation into computer-based tests; and (5) consider training implications for staff and students with special attention being given to the computer literacy of students and their experience using features like screen readers. The report then provides the following examples of specific accommodations for students with disabilities and students with limited English proficiency: large print and magnification, audio presentation of instruction and test items, simplified instructions, writing in the test booklet, using a calculator, breaks and multiple test sessions, and individual or small group administration. The report closes with a list of considerations in the transformation of accommodations from paper/pencil to computer-based tests. (Contains 10 references.)
Resources on the Orton-Gillingham method
The Institute for Multi-Sensory Education website
-Brief methodology, research, links
“Test comparisons among students identified as high-risk, low-risk, and learning disabled in high school foreign language courses” by Sparks, Ganschow, Javorsky, Pohlman, and Patton The Modern Language Journal 1992
-a study investigating foreign language learning capabilities and high risk, low risk and learning disabled students
*found on JSTOR (http://www.morris.umn.edu/library/databases.php#J)
“Reflections. Teaching the secondary language functions of writing, spelling, and reading.” By Post Annals of Dyslexia 2003
In code based literacy methods such as, Orton-Gillingham method , transition from speech to script is considered linguistically and cognitively challenging. The function of letter, letter pattern and internal word structure is systematically clarified in its relation to speech. Because construction of a word gestalt is the ultimate goal in literacy instruction, it may be accelerated by emphasizing the graphic layout of a word, such as the function of space around words, letters and the preference for specific letter types.
*found on EBSCO (http://www.morris.umn.edu/library/databases.php#E)
“The 15% solution: literacy and learning disabilities.” By Gorman American Libraries v. 28, p. 52-3 1997 (Education Abstracts)
The writer discusses how two libraries are helping individuals with learning disabilities to learn to read. The Lake County Literacy Program at the Waukegan Public Library in Illinois uses the structured, systematic, multisensory Orton-Gillingham method to help students who need work with phonemes, the building blocks of language. However, if the tutoring does not go well, a reading specialist is called and a learning disabilities consultant either works directly with the client or works with the tutor to develop a tutoring approach. Meanwhile, the Literacy Team Center at Chula Vista Public Library, California, uses the Wilson Reading System--a multisensory phonology system--to help individuals with learning disabilities. In some cases, the Chula Vista literacy program also uses the Lindamood Auditory Discrimination In Depth program to develop the phonemic awareness critical to reading in individuals who do not naturally have it.
*available in Briggs Library- copies can be made and sent directly to Tammy per her request
“Orthographic similarity and phonological transparency in spelling” by Post and Carrecker Reading and Writing volume 15, issue 3, pp. 317(24)
In a brief, exploratory spelling intervention, second through fourth grade students, divided in two groups of 70 students, learned to spell Latin loan words that ended in -ion with either a linguistically explicit or implicit method. The -ion words were chosen because they possess similar orthographic structure in addition to uniform pronunciation. In the explicit instruction, linguistic and orthographic properties of the words were simultaneously considered and non-overlapping distributive patterns between sound and spelling were discussed, whereas in the implicit instruction discussion was limited to the orthographic pattern. The explicit instruction was based on the Orton–Gillingham method. Linguistically explicit instruction improved discrimination of /zh/ and /sh/sounds, spelling of word endings tion and sion and, most importantly, spelling generalization to novel words over implicit instruction. These results were consistent per grade. The children in each instruction improved equally on spelling of the stressed vowel, which did not receive explicit attention in the intervention, as well as on reading of both the stressed vowel and the word endings. Thus, the effectiveness of drawing explicit versus implicit attention was shown across and within type of instruction. The results appear to support sound-based spelling instruction.
*not available in Briggs Library- can be retrieved through inter-library loan for Tammy per her request.
“Sound-symbol learning in children with dyslexia” by Gang and Siegel Journal of Learning Disabilities volume 35, issue 2, p. 137(21) 2002
This study evaluated the effect of sound—symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound—symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level—matched comparison groups. Deficits in visual and phonological memory and memory for sound—symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound—symbol training scores were significantly associated with word and pseudoword reading, scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound—symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed.
*found on EBSCO ( http://www.morris.umn.edu/library/databases.php#E )
“An Evaluation of the Dyslexia Training Program: A Multisensory Method for promoting Reading in Students with Reading Disabilities” by Oakland, Black, Staford, Nussbaum, and Balise Journal of Learning Disabilities 1998
The development of reading and spelling skills in students with dyslexia, by definition, is delayed and often remains delayed despite years of instruction. Three qualities are thought to facilitate reading development in these children: the provision of a highly structured phonetic-instruction training program with heavy emphasis on the alphabetic system, drill and repetition to compensate for short-term verbal memory deficits, and multisensory methods to promote nonlanguage mental representations. The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies these qualities. Following their 2-year program, students displaying dyslexia demonstrated significantly higher reading recognition and comprehension compared with a control group. The two groups did not differ in spelling. In addition, the degree of improvement in reading demonstrated by students who received the Dyslexia Training Program by videotape and by those who received it live from instructors did not differ.
*full text not available online or at Briggs. Again, can be retrieved through interlibrary loan
Bright Solutions for Dyslexia, LLC website
-methods, research, classroom accommodations, technology tools
“Writing made easier” by Richards on LD online
*LD online features many different articles that may be of interest. One in particular- “Tech tools for students with learning disabilities: infusion into inclusive classrooms” may be interesting if Tammy plans to apply for technology fee money for Universal Design in Instruction tools
“Foreign language requirements and students with learning disabilities” by Barr
-waivers, course substitutions, alternatives, considerations, Orton-Gillingham
Guide to Best Practices for Educators
-nice, clear outline of Best Practices, resources, some Orton-Gillingham stuff too
“Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review” by Sparks and Miller Dyslexia Volume 6, Issue 2 , Pages 124 – 132 Special Issue: Multilingualism and Dyslexia (Part Two) 2000
-Abstract: An overview of multisensory structured language (MSL) techniques used to teach a foreign language to at-risk students is outlined. Research supporting the use of MSL techniques is reviewed. Specific activities using the MSL approach to teach the phonology/orthography, grammar and vocabulary of the foreign language as well as reading and communicative activities in the foreign language are presented.
“Dyslexia and the learning of a foreign language in school: where are we going?” by Crombie Dyslexia Volume 6, Issue 2 , Pages 124 – 132 Special Issue: Multilingualism and Dyslexia (Part Two) 2000
The difficulties which many dyslexic students encounter in the learning of the English language often extend to the learning of a foreign language in school. Although this problem has been acknowledged for some time, and although the learning of a modern foreign language is a core element in the Scottish curriculum, there has been little research into how modern languages can be presented to offer the best learning opportunities to dyslexic students. Dyslexic students are likely to benefit from a multisensory approach to the learning of a modern foreign language, and it seems likely that they will need to utilize similar strategies to those used for learning their first language. Strategies are discussed with a view to making modern language learning more appropriate for students with difficulties in learning.
Information/Personal Essays on Students with Disabilities and Their Transition to College:
Transition to College: Post-Secondary Disability- Consortium of Central New York
-short personal stories
The Bumpy Road to Independence
Preparation for Postsecondary Education
-short personal stories
College Freshmen with Disabilities: a Triennial Statistical Profile
This monograph uses narrative, tables, and figures to present information on college freshmen with disabilities, based on data collected by the Cooperative Institutional Research Program, a longitudinal study of the American higher education system involving data on some 1,300 institutions, over 7 million students, and about 100,000 faculty. Section 1 presents highlights of the 1994 freshman survey and includes personal and family background, high school preparation and articulation to college, college and career expectations, self-perceptions, and opinions. Section 2 provides data on differences by gender among full-time freshmen with disabilities. Section 3 highlights the types of disabilities, including learning disability, partial sight or blindness, health-related disability, orthopedic impairment, hearing impairments, and speech impairments. A summary identifies trends such as: (1) the proportion of freshmen reporting disabilities remained at 9 percent between 1991 and 1994; (2) students with learning disabilities continued to be the fastest growing group, with almost one in three freshmen with disabilities reporting a learning disability; and (3) although freshmen with disabilities were still more likely than nondisabled peers to enroll in two-year colleges, a higher proportion of 1994 students with disabilities was enrolling in four-year institutions compared to 3 years earlier. Three tables in the appendix provide additional data on freshmen characteristics. (Contains 8 tables and 20 figures.)
Freshmen with Learning Disabilities: A Profile of Needs and Concerns
A study profiled freshmen with diagnosed learning disabilities at a large, state-supported university. Results are summarized concerning this population's educational aspirations, self-reported study habits and academic weaknesses, decision to attend college, adjustment expectations, anticipated involvement or affiliation with campus groups, study and academic skills, social competence, and expectations of faculty
The Disabled College Freshman
The booklet reports results of a survey of college freshmen regarding their disabilities. Data compares responses of handicapped students with responses of all 1978 college freshmen participating in the survey. Data is divided into six areas: age, preparation for college, admissions experience, funding sources, academic aspirations, and career aspirations. Among findings are that a higher percentage of handicapped students indicated an expectation for remedial work; handicapped freshmen were more interested in the sciences, but less interested in business and education than the national norm; and a lower percentage of handicapped freshmen indicated that they had completed a college preparatory program.
High School to College: Advising Disabled Students for Success
As opportunities expand for postsecondary education, career options, and life choices for people with disabilities, those who counsel and advise students with disabilities must become aware of the facts. Increasing numbers of students with disabilities are pursuing education after high school. One study reports a threefold increase in the incidence of college freshmen with disabilities between 1978 and 1985. Anecdotal data suggest that this estimate is low. Legislation in the 1970s led to dramatic changes in physical, programmatic, and attitudinal access on American campuses; increasing numbers and types of schools now accept and accommodate students with disabilities. It is, however, the responsibility of the disabled student to request adaptations and to manage the necessary accommodations. Counselors have a role to play in helping disabled students and their parents to learn how to take this responsibility and be effective self-advocates. Project HEATH (Higher Education and the Handicapped) has a resource center which serves as an information exchange about education and training opportunities after high school for persons with disabilities. Project HEATH offers publications to help counselors advise students with disabilities in the areas of financial aid, vocational rehabilitation services, classroom access, testing, and opportunities for persons with specific disabilities. Expanding opportunities allow counselors and students with disabilities to put their disabilities in perspective when selecting a college.
Successful Transition: The Students’ Perspective
For some students with mild or moderate disabilities, postsecondary education might include attendance at a community college, technical school, or 4-year college. From 1978 to 1991, the percentage of full-time college freshmen reporting disabilities more than tripled, with visual impairments and learning disabilities making up half the disabilities reported. For most students with disabilities, special education teachers create a protective environment during elementary and secondary school. However, this experience may inhibit student development of self-advocacy skills. Students must understand the differences between high school and college in order to be prepared for the reality of the college environment. Rather than fostering dependency, teachers in junior high and high school must encourage students to become independent thinkers, problem solvers, and responsible advocates for their own needs. Surveys of college students with disabilities from rural communities provide perspectives on the availability of support services on campus and advice on how high school students with disabilities can prepare themselves for college. Particularly important skills relate to self-advocacy, initiative, and time management. These skills can be used to address disability-related transition issues, such as self-reporting of disability, articulating accommodation needs, coordinating auxiliary assistance, and making living arrangements. This paper lists differences between high school and college environments, questions for teachers to assess student independence, and strategies to develop student decision-making skills.
Transition from Secondary to Postsecondary Education for Students with Disabilities: an Exploration of the Phenomenon
Explores the phenomenon of transition from secondary to postsecondary education for students with disabilities in order to enhance the understanding of this complex issue. Identifies several mechanisms that may contribute to the amelioration of some of the more detrimental effects of a quandary that could be the result of several competing philosophies.
*Please note that some of these articles are not available online, but can be retrieved through inter-library loan.
Using PowerPoint to Engage Students:
The following articles that include links can be viewed online in full-text. Those without links may be retrieved through interlibrary loan.
Learners’ Perceptions of the Value of PowerPoint in Lectures
Frey, Barbara A.; Birnbaum, David J.
Students of today, who have grown up with and become accustomed to the visual stimulation of television, computers, and video games, expect technology to be used effectively as part of their learning experience. As a result, faculty are continuously challenged to hold the attention of these learners from the high-tech generation. Through the thoughtful use of computer presentation programs, faculty can create professional-looking presentations to enhance student learning and achieve course goals. The intent of this study was to assess student perceptions on the value of PowerPoint presentations in lectures. One hundred sixty undergraduate students at the University of Pittsburgh completed a 12-item Likert scale survey and two open-ended questions regarding the use of PowerPoint. Results from the survey are discussed, along with the professor's goals for using PowerPoint. The majority of students agreed that PowerPoint had a positive effect on lectures, especially in helping them to take notes and to study for exams. They preferred PowerPoint lectures to traditional lectures using a blackboard or whiteboard. They also perceived professors who delivered PowerPoint as being more organized. Students did not believe that making PowerPoint slides available before class was a strong motivator or deterrent in attending class. A literature review and the student PowerPoint survey are included.
Rewards and Liabilities of Presentation Software as an Ancillary Tool: Prison or Paradise?
Atkins-Sayre, Wendy; Hopkins, Sonya; Mohundro, Sarah; Sayre, Ward
This study is presented as an exploratory research effort regarding students' perceptions of PowerPoint presentations used by college instructors in a basic Fundamentals of Public Speaking course. Data were collected to determine the outcomes in four primary areas: General Questions about PowerPoint use; Perceived Effectiveness of PowerPoint; Demographics of the Respondents; and Student Preference for Future Use. Four hundred and eighty-five (N=485) surveys were collected from participants. Respondents ranged in age from 17-57 years old with a mean age of 24. Results indicated that: (1) 29 percent of the students had been exposed to PowerPoint in other classes, and 33 percent had given presentations using it; (2) students had a higher effect for classes using PowerPoint as a lecture tool; (3) 69 percent of the students perceived PowerPoint as a cognitive aid; and (4) the use of the technology significantly increased the desire for Hispanic students and English-as-a-second-language students to want to see the technology used in other classes.
Using IT in the Undergraduate Classroom: Should we Replace the Blackboard with PowerPoint?
Szabo, Attila; Hastings, Nigel
Computers and Education v. 35, n. 3, pp. 175-187, Nov. 2000
Describes three studies that were performed to investigate the efficacy of digital PowerPoint lecturing in undergraduate classrooms. Results revealed that lecture difficulty, but not the method of lecturing, contributed to grade differences, and suggest that the efficacy of PowerPoint lecturing may be case specific rather than universal.
PowerPointing the Way
Stafford, Deborah J.
Technology Connection v. 4, n. 1, pp. 16-17, Mar. 1997
Describes instructional uses of Microsoft PowerPoint software as demonstrated in a summer workshop for educators. Notes three uses: open house-type presentations, tutorials, and student-produced projects. Discusses how PowerPoint was used to present general information about the school and gives examples of uses in science and music history instruction. A sidebar details how PowerPoint was introduced in the workshop.
Using PowerPoint in the Classroom
Howell, Dusti; Howell, Deanne
Corwin Press, Inc., A Sage Publications Company
This book is intended for those teachers who want to create more dynamic classroom lessons and presentations using quick and easy custom animations. The focus of this book is to explain how to use PowerPoint to create transitions, graphics, charts, graphs, and sound effects in a format that makes learning fun. The book is designed to give immediate results using either Windows or Macintosh platforms. Teachers will also learn the fundamentals of designing effective slides while discovering ways to use PowerPoint in the classroom. The book consists of six chapters: "Introduction to Microsoft PowerPoint"; "Creating a New Slide Show"; "Adding Graphs and Graphics"; "Special Effects"; "Presentation Delivery"; and "Classroom Applications." A quick review is provided at the end of each chapter. Chapters also contain troubleshooting tips that include possible problems users may encounter with alternative methods for performing the task, and time saving tips, as well as a feature called "Learn More" that suggests ideas for experimenting and becoming more proficient with PowerPoint. The book is illustrated throughout with sample screens and icons.
“PowerPoint”: Just Another Slide Show or a Useful Learning Aid?
Parkinson, John; Hollamby, Peter
School Science Review v. 84, n. 309, pp. 61-68, Jun. 2003
Extols the virtues of PowerPoint as a teaching aid yet cautions against inappropriate use of it which may cause students to learn very little. Explains a number of features of slide preparation and presentation techniques that enable teachers to give effective lessons. Includes examples of PowerPoint presentations.
Creating Great Overheads with Computers
Gribas, Cindy; And Others
College Teaching v. 44, n. 2, pp. 66-68, Spr. 1996
Steps in preparing effective overhead projector transparencies for college instruction are outlined, using the PowerPoint program for Windows. They include thinking analogically in translating from concept to visual form; using the features of the presentation program to create a polished product; and assuring readability (visibility, typeface style, simplicity, white space, and focus).
Getting Everybody Involved: Cooperative PowerPoint Creations Benefit Inclusion Students
Learning and Leading with Technology v. 27, n. 1, pp. 10-14, Sept. 1999
Describes the use of PowerPoint software in a cooperative setting that allows inclusion students to create presentations as part of the learning process. Discusses equipment needed, audience, teacher and student preparation, and student evaluation, and includes examples of storyboards and worksheets.
Planning into Practice: Resources for Planning, Implementing, and Integrating Instructional Technology
The intent of this publication is to support schools as they connect the vision they have for technology and student learning with the tasks they need to accomplish in order to achieve their vision. Chapter 1 provides an understanding of the origins of "Planning into Practice" and lays the groundwork for how to use the materials. Chapter 2 focuses on technology planning and the processes involved in creating a strategic technology plan. Chapter 3 provides strategies and tools for integrating technology into the curriculum. Chapter 4 is an overall orientation to professional development as a process of design, and it also addresses technology competencies for teachers and presents ideas for professional development. Chapter 5 features community engagement. Chapter 6 focuses on managing hardware and software and discusses various computer configurations for educators, how to make the most of a few computers, methods for evaluating software, and software resources. Chapter 7 presents a model and instruments for evaluating a technology program. Chapter 8 provides resources and recommendations for funding technology initiatives. Throughout the text, URLs are included to online resources and other materials. The Appendix includes blank forms used in the text that may be reproduced. Also included are a few additional resources and printouts of Microsoft PowerPoint Presentations that present the key points in each chapter; these are also available online at the SEIR-TEC web site at http://www.seirtec.org. Early in each chapter the tools provided in that chapter are listed. At the end of each chapter, a "Putting It All Together" section is provided. (
PowerPoint in the Classroom: What is the Point?
Hlynka, Denis; Mason, Ralph
Educational Technology v. 38, n. 5, pp. 45-48, Sept-Oct 1998
Presents a postmodern view of educational technology, specifically PowerPoint, highlighting new frames: multiple voicing, breakup of the canon, supplementarity, nonlinearity, slippery signifieds, and ironic juxtaposition.
Teacher Education: Linking Theory to Practice through Digital Technology
Wursta, Melanie; Brown-DuPaul, Judy; Segatti, Laura
Community College Journal of Research and Practice v. 28, n. 10, pp. 787-794, Dec. 2004
Teacher education faculty need to bridge college course knowledge to actual practices in early childhood classrooms. Historically, faculty have lectured about best practices and then students have attempted to integrate these concepts into their own teaching with children. This article highlights one community college's use of digital photography to create a visual archive of student teachers exemplary environments, displays, curriculum materials, and learning experiences. The photographs are cataloged and formatted for PowerPoint presentations in college courses as well as in faculty development and recruitment opportunities. After discussing limitations in other pedagogical techniques, the article chronicles the thought processes involved in the creation of this unique teaching tool. The article details numerous benefits of utilizing digital photography for modeling best practices. The benefits include modeling the use of visual documentation for student teachers, exposing students to technology-based instruction, introducing photographs for online courses, teaching in the visual as well as verbal modes, and promoting the development of student teachers’pride in their own work. An archive of exemplary photographs of actual children and children's classrooms links to college course lectures and discussion. This connection can lead to a more complete understanding of key concepts and practices.
Using Technology to Enhance Teacher Preparation
Pedras, Melvin J.; Horton, Jeff
This paper discusses the use of technology, including computers and media tools, to enhance teacher education. Benefits of technology in the classroom are considered, particularly increasing student and instructor motivation, enhancing the learning process and instruction, and facilitating classroom management and organization. Technological resources such as CD-ROM players, videos, the Internet, electronic reference materials and other tools support and enhance the traditional educational resources of textbooks, movies, video tapes, magazines, and reference materials. The University of Idaho College of Education is developing innovative ways of using educational technology in teacher education, such as use of e-mail for transmission of assignments, use of multi-media software to develop projects and presentations; and developing a presentation using computer graphics. These efforts encourage students to use technology and places technology in the classroom. Two appendices are included: an outline detailing the steps for creating a presentation and a Powerpoint quick reference guide,
The Integration of Technology into a Constructivist Curriculum: Beyond PowerPoint
Tucker, Gary R.; Batchelder, Ann
This paper reports on a three-year study of a model that uses the tenets of constructionism to integrate technology into a constructivist curriculum. The model has been used in regular face-to-face courses, in interactive instructional television courses, and in an online course. The following three significant themes emerged from analysis of the data: (1) the nature and characteristics of successful learners; (2) the power of project-based instruction; and (3) the power of interaction and collaboration. The model has proved to be effective both from the standpoint of being able to achieve the course objectives and the students' view of their success and learning in the classes.
Approaches for Generating Animations for Lectures
Roessling, Guido; Freisleben, Bernd
This paper provides a short review of the following basic approaches for generating animations so that teachers can determine the way best suited for them and be better prepared to select a tool addressing their needs: (1) using classical presentation tools such as PowerPoint; (2) visual editing using drag and drop or selection of options; (3) direct animation of source code; (4) using function calls implemented in a function library; and (5) animations generated by a scripting language or text commands. For each basic approach, several sample tools are cited. All selected tools are available for free use or download.
Maximizing the Effectiveness of Electronic Presentation
Business Communication Quarterly v. 65, n. 2, pp. 82-85, Jun. 2002
Notes that the manner in which the author was using the incorporation of electronic slides into his lectures allowed students to become disengaged from the learning process. Presents strategies to combat disengagement and strategies to supplement textbook slides. Concludes that student disengagement can be counteracted with limited expenditure of instructor time and effort.
Some websites were located from which French music can be downloaded for a small fee:
Using Microsoft PowerPoint.htm