Monthly Archives: September 2014

Relative Advantage of Presentation Use in the Classroom

First of all, since I used a Google presentation last week, I decided to use a PowerPoint presentation this week for some variety. Hindsight tells me to use Google presentations for embedding onto Weebly in the future. Getting the Google presentation to embed and fit correctly was much, much easier to do.

Most PowerPoint presentations that I have experienced are extremely wordy and limited on visuals to keep viewers’ interest. It was very entertaining to watch the introductory videos for this assignment! This was an excellent way to emphasize the main parameters one should follow when designing a PowerPoint presentation.

Ironically, here is a bullet point listing of the key points within the video I completely agree with!!

  • Don’t type everything you plan to say in the PP
  • Make sure you check spelling!!
  • Use bullet points only when appropriate
  • Use good color schemes
  • Keep the number of slides appropriate for the content
  • Include graphs but keep the amount of info on each graph limited
  • Use animation only when appropriate
  • Use an interesting but easy to read font

There are many relative advantages to use a presentation tool such as PowerPoint or Google presentations when teaching in your own classroom. One reason to continue using presentations in your classroom is to maintain consistency. If you layout what you want to talk about, then the presentation reminds you of your key points. This way students receive the same information from period to period. Another reason to provide computerized presentations, is for absent students. If you post your presentation on your school website, then all absent students can assess the information from home. In fact, all students can access the information from home if they need to look something up that they forgot! A third reason is to save the instructor a ton of time in the long run. Although it is a lot of work to initially create a presentation, once it is done, simple changes can be made easily. Now the presentation is ready to go for next year. Finally, presentation software has advanced and it has become more easy to make such presentations more interactive. You can include animation, embed videos, include links, polls, quizzes and games within the presentation.

A good interactive presentation is simply a guideline for the instructor to present a lesson. Presentations that one just reads to the audience are not effective and will lose the interest of the audience.

One thing I had a difficult time with for this assignment was to keep the word count to 20 words or less. This is very hard to do in AP Statistics as most problems introduce a scenario that takes time to explain. These examples will usually go beyond 20 words. I am unsure that you have to stay under a word limit for every slide in a PowerPoint presentation. When introducing more complex examples to students in AP Stats, it is imperative that the students hear the problem and see the problem to be solved. Without seeing the full example, you will create class wide student confusion. Students need to be able to refer back to different portions of the question at their own pace.

I do agree however, that a presentation should avoid massive wordiness throughout the entire presentation.

Here is a link to my Interactive Presentation. This link will open the PowerPoint presentation so you can view all the included animation.

If you follow this link to my weebly site, it will take you to the embedded presentation where I embedding in three different ways. If I could have all the best features of each embedding technique, then life would be good. The first embedding frames the presentation correctly using Slideshare. You can also move correctly from slide to slide. The second embedding allows the viewer to have a larger view of the presentation as embedded by Scribd. The third is a link, which allows the viewer to actually see all the animation included in the presentation. However is does not embed and you must open the link to see the presentation. If you use a Google presentation, then you get all of these positives in one embedded document.


Roblyer, M. D. & Doerling, A. H. (2013). Integrating educational technology into teaching (6th ed.) (p.10-51). Upper Saddle River, NJ: Pearson.





Filed under AECT Standard 2.4

Relative Advantage of Instructional Software in the Classroom

This week in EdTech 541, we were to research appropriate uses of instructional software in the classroom and discuss the relative advantages of doing so. I enjoyed making my presentation of this information. I found software applications for AP Statistics. This will really assist me as I progress through the school year being only my second year teaching the course. Here is a link to the presentation located on my Weebly website which contains all things EdTech 541.

There are many relative advantages when a teacher uses appropriate instructional software in any classroom.

The software can provide an alternative learning experience. This can keep students more interested in the coursework. It can also ease the workload of the teacher and save them time when the software is ready to use. Likewise, using instructional software in the classroom can increase student motivation by providing variety in the classroom routine.

GSP stats ex

An excellent software purchase can save schools and districts money over the long-run. A software package purchase that is well thought out, teachers are trained to use it and it increases productivity over using pencil and paper, is a well made investment. The idea is more student learning will occur with such a purchase.

aleks pic

Branching tutorial software can help close gaps that students may have in mathematics, statistics and other topics as well. These provide an individualized learning plans, like, where students can learn and relearn topics they struggle with from their past (or present as well). If a student knows a topic, they can quickly answer the questions on that topic and move on. Students do not have to wait for others to move on to a topic they need more assistance with.

applet pic 1

Within my Instructional Software Presentation, there are four resources that are my personal favorites to use in the math and/or statistics classroom;, Statistical Applets, Spreadsheets (Microsoft and Google) and Geometer’s Sketchpad. These are all resources that do more than simple drill and practice, as they provide lessons for students or the opportunity to explore math and data in open-ended scenarios.

spreadsheet pic

Well designed instructional software provides differentiated instruction opportunities, creates higher student engagement rates, can improve student problem solving skills and incorporates the use of many 21st Century Skill Standards. Each teacher needs to explore which software will work best for them and their students.


Roblyer, M. D. & Doerling, A. H. (2013). Integrating educational technology into teaching (6th ed.) (p.10-51). Upper Saddle River, NJ: Pearson.


Filed under AECT Standard 2.4

Understand Acceptable Use Policies

This week in EdTech 541, students were to research AUPs, Acceptable Use Policies…see document embedded below.




Filed under AECT Standard 2.4

Vision Statement

For the week 2 assignment, students wrote a vision statement after researching appropriate ways to integrate technology into the classroom.

Vision Statement

By using technology inside and outside the classroom, both students and teachers can benefit as students can learn or relearn material, while having quicker access to information, using additional audio and visual aids, at any time during the day or the evening.

Additional Audio and Visual Aids

To be successful, teachers must meet the needs of students with multiple intelligences. Although “all humans exhibit the range of intelligences, individuals differ presumably for both hereditary and environmental reasons in their current profile of intelligences. Moreover, there is no necessary correlation between any two intelligences, and they may indeed entail quite distinct forms of perception, memory, and other psychological processes” (Gardner, 1989). The Seven Intelligences are mathematical-logical, linguistic, musical, spatial, Bodily-kinesthetic, Interpersonal, and Intrapersonal (Gardner, 1989). In order to meet the demands of so many intelligences, instructors need the correct technological tools to assist in the teaching and learning process. Teachers and students need appropriate technologies to go beyond reading and talking about new topics in the classroom.

However, according to Roblyer we must avoid The Glitz Factor (Roblyer, 1990). Using technology to simply use technology is not appropriate. Teachers should be “making a conscious effort to match technology resources to problems that educators cannot address in other, easier ways” (Roblyer, 2013). For example in mathematics, showing student solutions using paper and pencil still makes more sense than typing answers. The amount of time it takes to type mathematical symbols using current computer and software technology is a very slow process. Writing solutions using pencil technology is still more efficient for math courses.

In 1938, Dewey said it eloquently when he wrote, “the educator (has) the duty of instituting a much more intelligent, and consequently more difficult, kind of planning. He must survey capacities and needs of the particular set of individuals with whom he is dealing and must at the same time arrange the conditions which provide the subject-matter or content for experiences that satisfy these needs and develop the capacities” (Dewey, 1938). All the considerations a teacher must take into account when planning his or her lesson, still applies today, but now includes higher forms of technology.


Inside and Outside Classroom Technology Access

At one time, there were those that thought computer technology would one day completely replace the human teacher. This idea from the 1960’s has yet to see the light. Instead, “in an increasingly technological society, we need more teachers who are both technology savvy and child centered” (Roblyer, 2013). Many decisions will still rely upon a teacher’s expertise. “The right method depends on the situation” (Hirsch, 2002). Should a math teacher have students working on the calculator, the computer or simply keep the work on paper with pencil? “Just as different learning needs call for different teaching methods, effective technology integration depends on a well-planned match of needs with tools and strategies, as well as classroom conditions that support them” (Roblyer, 2013). During class, the teacher should demonstrate useful technology resources so students understand how they can access information both inside and outside the classroom.

Learning and Relearning Material Options

Instructors can incorporate both objectivism and constructivism ideas using technology in the classroom. Objectivism can use technology to reinforce mastery learning. Likewise, constructivist theories can use technology to reinforce social activism, learning with modeling, scaffolding, discovery learning and the multiple intelligences (Roblyer, 2013). Again, “the right method depends on the situation” (Hirsch, 2002). For example, instructors can give students internet access points to relearn information outside of class. Therefore, students do not need to wait until the instructor is available for extra help.

Today, there is a multitude of excellent math video lessons on-line. Although students cannot ask questions during such a video, they can however pause and replay videos to make sure he/she understands every math or calculator step. Students can access this information when they are absent and miss class. Alternatively, a student struggling to understand material he/she heard in class one day could go on the internet to hear the information again via a YouTube or Khan Academy video.


Quicker Instructional Material Access at Anytime of the Day

Computers, mobile devices and internet access now allow students to look up concepts more quickly than searching through a textbook. However, many students will benefit from a lesson about how to use technological tools to expand their learning experience, not just use technology for socializing.

Additionally, instructors should teach students how to use technology as detailed by The Partnership for 21st Century Skills. For students to be creative, innovative, critical thinkers and problem solvers (Partnership, 2011), then students also need to know when and how to access appropriate technology. Likewise, when demonstrating multiple technology resources, instructors are teaching all students life and career skills of flexibility, productivity and leadership (Partnership, 2011). Again, the instructor plays an important role in leading students using applicable technological tools.



Dewey, J. (1938). Experience and education. (p. 17) New York, NY: Macmillan.

Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school. Educational Researcher (18) 8. Retrieved from

Hirsch, E. D. (2002). Classroom research and cargo cults. Policy Review (115), Hoover Institution, Stanford University. Retrieved from

Partnership for 21st Century Skills (2011). Framework for 21st century learning. Retrieved from

Roblyer, M. D. (1990). The glitz factor. Educational Technology, 30 (10), 34-36. Retrieved from

Roblyer, M. D. & Doerling, A. H. (2013). Integrating educational technology into teaching (6th ed.) (p.10-51). Upper Saddle River, NJ: Pearson.

Roblyer, M. D., & Doering, A. H. (2010, July 20). Technology solutions with potential for high relative advantage. Retrieved from

Leave a comment

Filed under AECT Standard 2.4