A primary school teacher sharing resources, practical ideas and thoughts on blogging, global collaboration and technology integration. Since Microsoft PowerPoint was released in 1990, it has been a key tool in many classroom ICT programs and businesses. PowerPoint is a great tool to support presentations and also has other uses such as digital storytelling. There are definitely many great alternatives to PowerPoint which I like to use myself, but it’s important to remember that these tools can also be used poorly. I recently read a great post by Silvia Tolisana (aka Langwitches) which had a lovely focus on storytelling. A task earlier in the year where the students were using PowerPoint demonstrated to me that they had developed some habits which could be improved upon. Begin by dividing their topic into sub categories and work out the overview of their presentation. Use resources that they understand, put the information in their own words and include a reference section in their PowerPoint.
There was a focus on oral language, and students had learnt new skills in regards to planning, researching, referencing, attribution, Creative Commons images etc.
The children loved having the choice of who to work with, what topic to explore and how to create their models. This entry was posted in General, presentation, research, teaching, tools by Mrs Kathleen Morris. A couple of years ago at an ICTEV conference I learnt how to create flipbook animations and I love that as a tool. I recently taught my Year 2 students how to use hyperlinks to other slides to change the purpose of their PowerPoints.
Many of my students had presented using PowerPoint earlier in the year (for an oral presentation task) but I had a sneaking suspicion that these were not created by themselves.
I use something called Suggestology to engage my audience by having them always finish my sentences. My name is Jessie Holder and I am part of the student body at the University of South Alabama. I have used PPT on many, many occasions as a student from grade 5 to current, and it has been one of the greatest tools to portray my idea to a classroom. You’re right about PPT being very useful and it will be terrific if this tool can continue to work in cohesion with other online tools. I agree with you that PowerPoint is defiantly not dead; particularly from the primary school perspective. I also agree with you that it’s not necessarily the tool that is the issue, but rather how it is used. I’m pleased to read that you are working with your students to use PowerPoint as an effective presentation tool.
PowerPoint is a great solution and then of course the teacher can upload the work to the blog, as Linda pointed out. I think it is critical that students understand how to create presentations that are informational. As you pointed out, PowerPoint is a tool that can be very useful, not only in the school setting, but in the workforce. What are your views on iPad’s taking over the use of powerpoints and do you feel that powerpoints will still have a place in education once the iPad generation has taken over? I love iPads but there are many things you can’t do on an iPad effectively or efficiently.
I am not saying that iPads will take over computers, I believe that they will work effectively in conjunction.
I think the PowerPoint dead or alive debate, particularly in the education sphere stems from the fact that many people, as you have noted use PPT as a crutch to talk at an audience.
Well done you for teaching and reflecting with your class on how effective PowerPoints should be.
With regards to Billy’s iPad comment, there is no question that the Apps on the App store, the good ones that is, do contribute to learning even if it is games based. Tech Tools for TeachersI wrote a free e-newsletter for teachers from 2010-2012 called Tech Tools for Teachers.
Conversational Discourse The benchmark of successful language acquisition is almost always the demonstration o fan ability to accomplish pragmatic goals through Interactive discourse with other speakers of the language.
Teaching Pronunciation Because the overwhelming majority of adult learners will never acquire an accent-free command of a foreign language, should a language program that emphasizes whole language, meaningful contexts, and automaticity of production focus on these tiny phonological details of language? Accuracy and Fluency In spoken language the question we face as teachers is: How shall we prioritize the two clearly important speaker goals of accurate (clear, articulate, grammatically and phonologically correct) language and fluent (flowing, natural) language? Affective Factors One of the major obstacles learners have to overcome in learning to speak is the anxiety generated over the risks of blurting things out that are wrong, stupid, or incomprehensible. The Interaction Effect The greatest difficulty that learners encounter in attempts to speak is not the multiplicity of sounds, words, phrases, and discourse forms that characterize any language, but rather the interactive nature of most communication. Questions about Intelligibility A now outdated model of English language teaching assumed that intelligibility should be gauged by whether nonnative speakers are intelligible to native speakers. The Growth of Spoken Corpora The intelligibility issue is now being described as a rapid growth of readily available corpora of spoken language –one of the key developments in research on teaching oral production.
Genres of Spoken Language Research on spoken language has recently attended to a specification of differences among various genres of oral interaction, and how to teach those variations.
In beginning through intermediate levels of proficiency, most of the efforts of the students in oral production come in the form of conversation, or dialogue. Redundancy The speaker has and opportunity to make meaning clearer through the redundancy of language.


Reduced Forms Contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken English. Performance Variables One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking, and corrections. Colloquial Language Make sure your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in producing these forms. Stress, Rhythm, and Intonation This is the most important characteristic of English pronunciation. Interaction Learning to produce waves of language in a vacuum –without interlocutors- would rob speaking skill of its richest component: the creativity of conversational negotiation.
Imitative A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech. Intensive Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Responsive A good deal of student speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments. Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language. Extensive (monologue) Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, r perhaps short speeches.
A multi-level English curriculum featuring cartoon animated videos, engaging games, interactive tests and a progress tracker. Just enter your list of words and this website will create bingo, dominoes, crossword, memory games, etc. I was inspired by a lot of her advice and decided I needed to teach my grade four students how to use PowerPoint well. The students were more interested in adding sounds, animations and a rainbow of colours, rather than collecting well researched information which they could present to an audience. The students enjoyed giving each other feedback and it was clear that every student had come along way since their earlier attempt at presenting with PowerPoint.
In my eyes, PowerPoint is not dead and is something I will continue to use in my classroom along with an assortment of other tools. There are bad PPT presentations but there are also bad Keynote presentations and bad Google presentations and bad Prezis, etc.
We discussed how a normal PowerPoint was used to help in a presentation but with hyperlinks from a contents page and home buttons this could be changed so that someone could sit at a computer and navigate through your PointPoint freely. It was enlightening to make time in our computing skills lessons to discover what they knew and what they wanted to learn. In fact I was at a high-end conferencing Calgary last week where I saw many professional high-end speakers who are using PowerPoint and the term and phrase death by PowerPoint came to mind. I hope you don’t mind if I send some traffic your way by linking this to some of the sites. It’s important for speakers to look at what other presenters are doing to get new ideas.
Its been bothering me for a while that with the huge variety of online options there are now, we are using good old Office less and less with our students. I’m sure we have all sat through boring PD as teachers where the presenter reads through their own slides. My fourth grade students learn the nuts and bolts of powerpoint in their technology special every year. So many careers will require students to be confident and comfortable creating visual pieces as well as presenting in front of people. I think it also gets a bad name because many of us have attended uninspiring presentations where the PowerPoint is overdone with slabs of text etc. I believe iPads complement computers but I don’t believe they will take over or replace computers.
What I am referring to is Powerpoint having the ability (or lack of?) to produce a quality and informative learning portal in comparison to the software and app downloading features of the iPad? There are many fabulous apps out there but I still see PowerPoint as having a place in the education and business world.
I agree with you that PPTs used effectively does have a genuine place in teaching and learning.
My question though is, there are a great many number of excellent interactive learning games out there, for FREE, built traditionally on Flash, that are still available on a computer on or Android-based devices, might that be a better, perhaps more cost effective way forward for learning with technology? Because of the language ego that informs others that “you are what you speak”, learners are reluctant to be judged by hearers.
Conversations are collaborative as participants engage in a process of negotiation of meaning. Materials, technology, and teacher education programs are being challenged to grapple with the issue if intelligibility, and to adopt new standards of “correctness” and new attitudes toward “accent” in order to meet current global realities. As the size and scope of corpora expand, so our understanding of what people really say is informed by empirical evidence. As you plan and implement techniques in your interactive classroom, make sure your students can deal with both interpersonal and transactional with whom they are quite familiar.
Learners can organize their output both cognitively and physically through such clustering. Students who don’t learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatizes them.
One of your tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
The stress-timed rhythm of spoken English and its intonation patterns convey important messages.


7.Monitor your own oral production and use various strategic devices (pauses, fillers, self-corrections, backtracking) to enhance the clarity of the message. Accomplish appropriately communicative functions according to situations, participants, and goals. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. Intensive speaking can be self-initiated, or it can even form part of some pair work activity, where learners are “going over” certain forms of language. Conversations, for example, may have more of a negotiative nature to them than does responsive speech. Implies that one does not actually teach conversation, but rather that students acquire conversational competence, peripherally, by engaging in meaningful tasks. There was everything from a volcano pinata to a electronic earthquake, cyclone in a bottle, tsumani storybook, bushfire diorama, exploding volcano and more. Most of the presentations linked on these sites were student created or compiled from student work. I found limiting the text they could put on the slides and having them make speaking notes helped. Students made their own and we then had a time in which students could freely navigate through others’ PowerPoints. It was truly painful to watch them present as all they did was speak to the audience, using their PowerPoint presentation with No true interaction. You have provided a clear example of how PowerPoint can be used well in children’s learning, particularly in supporting an oral presentation. It sometimes adds a motivational factor for the students if they know their work will be on the blog.
I can only hope the PPT skills my students have learnt this year are encouraged and reinforced in future years.
Since powerpoint is a very useful and versatile product, students would be behind if they did not have the opportunity to work with it. I work for a very large health research firm, and I use PowerPoint on a daily basis both for presentation and as well as a tool for sharing my research findings with companies.
While fluency may in many communicative language courses be an initial goal in language teaching, accuracy is achieved to some extent by allowing students to focus on the elements of phonology, grammar, and discourse in their spoken output.
Our job as teachers is to provide the kind of warm, embracing climate that encourages students to speak, however halting or broken their attempts may be.
So, for the learner, the matter of what to say is often eclipsed by conventions of how to say things, when to speak, and other discourse constraints. Of special interest to teachers of English worldwide is the wider range of language varieties that are now available through such projects as the International Corpus of English, which contains data from the spoken Englishes of Hong Kong, New Zealand, the United Kingdom, Ireland, Nigeria, the Caribbean, and others. As research more accurately describes the constraints of such genres on spoken language, we will be better able to pinpoint models of appropriateness for students’ specific purposes in learning English.
For example, in English our “thinking time” is not silent; we insert certain “fillers” such as uh, um, well, you know, I mean, like, etc. 3.Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonational contours. 8.Use grammatical word classes, systems, word order, patterns, rules, and elliptical forms. Use appropriate registers, implicature, pragmatic conventions, and other sociolinguistic features in face-to-face conversations. Direct approach: involves planning a conversation program around the specific microskills, strategies, and processes that are involved in fluent conversation. The biggest problem is how the children tend to look at the slides as speak rather than to the class. Of course the slides can still be put online eg into the class blog, using tools such as Slideboom. My PowerPoint presentations contain many complex figures and tables and are anything but outdated.
In my opinion powerpoint proves to be one of the top easiest tools for my students to share their projects.
Most of my students tend to choose powerpoint because it is straightforward, and they can easily work on it without my assistance. 9.Produce speech in natural constituents in appropriate phrases, pause groups, breath groups, and sentences. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. We practised very hard to rectify the habit and found if we told them we were filming them they were much more vigilant in facing to the audience.
It has also enabled myself and my team teaching colleague to include Literacy choices that utilise this skills. I am glad that you teach your students how to use this tool as they will find it useful in the workforce.
Personally, I like to train them to use certain tools well and then when they have some tools under their belt, give them the choice. Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.



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