EdTech 541 Interactive Presentation

Learner Description: Created for Grade 4 students to be used individually as a review and/or extra practice using correct homophones in sentences. This interactive presentation meets the standards for:

  • CCSS.ELA-Literacy.L.4.1:
    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-Literacy.L.4.1.g: Correctly use frequently confused words (e.g., to, too, two; there, their).
  • CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

About Interactive Presentations

“Presentation programs are software tools that are designed to display information and includes text, images, audio,
and video, in a slideshow format” (Roblyer & Doering, 2013). Cavanaugh & Cavanaugh (n.d.), suggest that presentation software, such as PowerPoint and Google Slides, can be used in the classroom in three general formats:

  • Teacher to entire class. This involves the teacher, or the presenter, sharing information with an entire classroom or published on the web.
  • Teacher to individual or small-group. This involves students or small groups working through tutorials, interactive lessons with feedback, drill & practice games, reviews, and even testing. Students can work at their own pace and remediation is individualized.
  • Student to entire class. This involves a student or group of students presenting their knowledge with the entire class, their parents, or the whole world via web publishing. Students gain experience through collaborative learning and organizing information to communicate to others.

There are many ways to use presentation software. Most students have access to web-enabled devices with either computers in a lab/classroom or iPads. According to Roblyer & Doering (2013), presentation software offers
educators the following benefits:

  • Presentations help organize thinking about topics.  This helps the presenter teach, and the student to learn, the topic in an organized manner.
  • A presentation product enhances the impact of spoken information by highlighting key ideas.  The presentation supports and supplements what the teacher says.
  • A presentation allows collaboration on projects,  students can work together on learning experiences together.
  • Interactive presentations include sensory engagement through multimedia (p. 128).

There are many advantages to using presentation software. Roblyer & Doering (2013) broke down the various aspects of presentation software and the relative advantages of each aspect:

  • Frame by frame sequence: Frame-by-frame organization breaks up information into logical units.
  • Frame formatting: Various text and information can be highlighted for emphasis via font size and colors.
  • Interactive features: Whether using on a SmartBoard, screen, or individually, videos, games, charts, quizzes, polls, and so much more can be added.
  • Web features: Teachers can add live URLs to take the student to another location on the web.
  • Support features: Slides can be printed for review, slides can be published online, and presentations can be saved as template for use again in the future.

Reflection/Explanation

My interactive presentation was created for fourth grade students needing extra practice with homophones, words that sound alike but have different meanings. This presentation includes 18 main slides with links to multiple online games and videos, a quiz, and a culminating Jeopardy game which includes 55 slides. The purpose of this interactive presentation is to give students the opportunity to explore various ways to practice using homophones but also to be interactive, not just another boring PowerPoint presentation/lesson.

It has been my experience with small-group reading instruction that the more interactive and hands-on a lesson can be, the more engaged the students will be, and more knowledge is retained. Sure, we can learn about homophones by memorizing them, but is that the most efficient and engaging way to teach and learn? My goal with this interactive presentation is that students will have a fun time with the videos, games, and practice through the various external links. I chose to focus more on a presentation that could be used independently, in small-groups, or with a partner as supplemental learning. While portions could be used as a whole group instruction, it was meant to be used for extended practice.

References

Cavanaugh, T., & Cavanaugh, C. (n.d.). Creating interactive PowerPoint presentations for teachers and students. Retrieved February 14, 2015, from http://www.unf.edu/~tcavanau/publications/necc/Interactive_PowerPoint.htm

English Language Arts Standards » Language » Grade 4. (n.d.). Retrieved February 14, 2015, from http://www.corestandards.org/ELA-Literacy/L/4/

Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching. (6th ed.). [Kindle version]. Retrieved from Amazon.com.

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