PowerPoint and the Pedagogy of Digital Media Technologies

摘要: This hermeneutic phenomenological study explores students’ and teachers’ lived experiences of digital media technologies in the classroom. Using PowerPoint, research investigates how software selectively extends but also constrains what a student sees, has access to, as well it enhances shapes teacher’s representation presentation his or hear knowledge, skills values. PowerPoint sponsors prescribed framework for staging knowledge. scaffolding tacitly informs some teachers visualize subsequently present their knowing space The slideshow, regardless kind knowledge frames, tends to exercise powerful sway over teacher moments teaching, at times appearing impenetrable obstacle, rather than generative support pursuing her sense pedagogical tact. continued promotion neutral agents – foundational belief “posit” our current ontological epoch imperils normative project pedagogy by concealing instrumental constructs they materialize. New are more helpfully comprehended evocative objects mimetic vehicles that invite, scaffold, sustain new practices patterns thinking, thus carry significant effective affective implications students alike. More patient, critical is called (1) reveal intimate, co-constitutive relationships we share with different technologies, (2) articulate mediating influences on classroom ecologies, (3) understand agency technology’s “hidden” curricula lives. Meanwhile, educators served being attentive not only do, may undo; say cannot say.