Week 5 Digital Technologies – PowerPoint, Prezi &
Glogster.
PowerPoint
Technical Aspects
Developed by Microsoft, PowerPoint is one of the most widely
used presentation programs available. Combining a number of ‘slides’, users can
edit text, image, audio and transitions to each slide, to eventually create an
individualised and cohesive presentation. Users can select from a range of
templates, or design their own using provided images, or users may upload their
own to be used as backgrounds, for example. Users can also edit how the slides
‘transition’ from one to the next, adding noises, timers and even custom paths.
Editing used in PowerPoint is similar to that of Word, so presentations can be
customised with ease. Presentations can also be printed off in a number of
ways, to be used as brochures or handouts.
Commonly used in most educational settings, PowerPoint has
been a part of my schooling from early high school as a means of presenting
information, and to provide an engaging multimodal backdrop to presentations at
university. During practical placements, I have seen it used as a way of
introducing a new topic, as the teacher drew on a range of sources and combined
them into an easy to manipulate presentation. The basic uses of PowerPoint and
the way in which they can enhance learning and engagement within a classroom
are obvious. It wasn’t until I really looked into what PowerPoint could do, did
I realise its potential. During my university experience, I have discovered how
to embed links within the slides to provide seamless transitions to websites or
other information; how to add audio; and how to convert the file to a movie.
Although upon researching further, it seems there is more to
learn. In its most basic sense, PowerPoint is a way to transmit information in
a quite passive, albeit engaging manner. To move to a more interactive lesson,
according to SAMR, would include designing collaborative lessons that would not
otherwise be possible. This would comprise of students being able to move
images or text into a part of a Venn diagram, for example, therefore creating a
more hands on approach, sparking shared discussion and deeper understanding as
they justify their thinking. PowerPoint can be used, in this sense, in a
similar way to an Interactive Whiteboard, without the expensive equipment, or
in my experience, with as many technical difficulties.
Other example of classroom uses could include individual or
group presentations or information reports; creative writing including texts
and images; recounts of excursions or learning journey with images of the
students participating in events/lessons; adding notes to peers work as a form
of assessment; images or text as a stimulus for writing. To ensure tasks
incorporating PowerPoint are meaningful, however, teachers should refer back to
the SAMR model. Substitution can occur when students can begin to gather and
store information to be used in an information report on the slides.
Augmentation can occur as students use PowerPoint to present images, such as comparing
species or showing video of selected topic without deviating from presentation.
Modification will occur as students provide feedback on peers’ presentation,
and view other PowerPoint presentations of leaders in the field or from
professional organisations. Redefinition occurs as students make final changes
to their presentation, including adding audio, and sharing their work via the
internet with others.
Prezi
Technical aspects
Prezi was first introduced in 2009, as a replacement of
other presentation applications, such as PowerPoint. It provides users with a
canvas in which they can edit templates, add images and text, much like
PowerPoint, although Prezi provides a more ‘storytelling’ type presentation, as
users zoom in and out of selected information. Prezi also allows for multiple
editors, unlike PowerPoint, allowing students to collaborate and allows for
more of an individualised presentation. Prezi is easy to access as an online
application, as users sign up to a Prezi account, where they can store all
presentations. Edits can be made easily and selected ‘paths’ can be decided and
saved as you create. Prezi is also easily shared with other users, or can be
downloaded and added to a USB for example. Prezi’s can also be printed out as a
PDF and given to students, teachers or parents for example.
Personally, I’ve found Prezi to be perhaps more visually
appealing than PowerPoint. It conveys a sense of modern technicality than other
presentation platforms cannot achieve. I did however, find it slightly harder
to use, but I have put this down to inexperience.
Classroom uses for Prezi may be slightly more limited than
PowerPoint as solely a presentation tool, rather than one that can be edited
and moved as easily as PowerPoint can. Although Prezi is a great platform for
students to present group tasks, as all members can edit with ease, as it is an
online application, rather than an individual’s program on their computer.
Prezi could also be used to introduce new topics; be used as an online mind map
or brainstorming storage to add and edit as learning evolves; presentation of
information or research. SAMR must again be employed by teachers to ensure
tasks are authentic and meaningful. At the substitution level, students can
write and store their narratives online. At the augmentation stage, students
can edit, add images and audio to their narratives. Modification allows
students to create a variety of endings or notes on characters to their
narrative, which readers can access with ease. Redefinition involves the
students sharing their work with other online, and providing feedback. Feedback
can be provided externally by the learning manager as the students work through
the tasks and edit work at their own pace.
Glogster
Technical aspects
Glogster, like Prezi, is a ‘cloud based’ online application
that can be used for interactive learning and presentations. Like Prezi, it
provides users with a ‘canvas’ of sorts, for them to edit with a variety of
media to produce a single interactive and collaborative educational poster.
Glogster was also created in 2009, and serves over 19 million ‘gloggers’ who
use it primarily for education.
Media used in Glogster may be uploaded by the user from
their own files, or be added via a link. Users can decide how to arrange the
information, and edit almost the entire presentation, as in PowerPoint or
Prezi. Sign up is similar to Prezi, although I only managed to find a free 7-day
trial, otherwise payment was required. Glogster also has a ‘glogpedia’, which
is a handpicked selection of top quality glogs that are categorised and linked
to the K-12 curriculum. This is handy for students and teachers alike.
Personally, I had never used Glogster prior to this week. I
found the application difficult to use (without too much research put into
finding out actually how to do it). I am at this point unsure whether this came
down to lack of experience again, or if Glogster is actually difficult to use. Being only slightly technically
savvy, I obviously prefer applications that I can use without too much thought
or effort, and this would also be preferable in the classroom where time is a
precious commodity. Glogster, like Prezi provides an aesthetically pleasing
design, with a range of very modern templates to chose from, and boxes to add
text, video or images. I appreciate that this platform provides a great way to
showcase information, but with the limited experimentation I have done at this
point in time, I wonder if like Prezi, it too is limited. Through the SAMR
model, I imagine teachers would be able to discover other uses of Glogster,
however at this point I feel extremely bias to good old PP. Granted – I do
think these other platforms look much more fabulous.
Possible application in the classroom include displaying
information for individuals or groups, to introduce a new topic, create an
online place for important classroom information, such as learning journeys,
timetables, or class rules.
When applying the SAMR model to Glogster, it is apparent
that there are valuable learning and teaching opportunities for this
application in this classroom. Substitution can occur as students write a
recount of a class trip. Augmentation takes place as students edit their own
glogster to include images and audio to the text. Modification allows students
to share their learning and experiences with others, and chose a specific focus
topic to present using Glogster. Redefinition occurs when students provide
critical peer assessment on other’s ‘Glogs’, as they justify their thoughts and
receive feedback from teachers, parents and other professionals.
Conclusion
It is obvious that all application can have their place in
the classroom, from simple presentation, to sharing and viewing other’s work
with ease. These applications also aid in building research, creative and critical
thinking skills, as students experience the process of decide which information
to add and how to arrange it for maximum impact, as well as building basic
technical skills required to be an active 21st century citizen. Using
these applications also link to the constructivist and connectivist learning
theory, as students share and experience others work, whilst creating their
own. It is imperative, however that teachers spend time explicitly teaching
students the safety, legal and ethical processes of sharing information with
others. Overall, I can see the many positives of using each of these
applications in a variety of ways to engage and enhance student learning, and I
look forward to experimenting further with them.
Evidence of
exploration
Prezi made for
university presentation:
Glogster
experimentation:
PowerPoint:
A Sample from a
PowerPoint used in LM3 with embedded audio and video.
Link to blog:
http://samgleesonelearning.blogspot.com.au
Thanks for the informative blog Sam. I strongly agree with many of your quotes, especially about the endless opportunities PowerPoint has to offer. There is certainly more to learn! Your blog is very detailed and clear. Thank you.
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