The Rhetoric of PowerPoint
Weblog Entry 2: The Rhetoric of PowerPoint
Kjedlsen (2006) stated, “Any kind of technology, any medium, has constraints, contains certain possibilities, and limitations” (p. 14). This statement sums up the thoughts I have regarding PowerPoint in relation to teaching and learning. Kjedlsen’s article brought forth many truths regarding the use of PowerPoint for instruction. Throughout my years of undergraduate and graduate studies PowerPoint presentations have been utilized by professors, students, and even me. However, I quickly came to find out that Power Points can be very tedious, ineffective, and not very interactive. That knowledge of PowerPoint is important because in order to demonstrate effective teaching and learning there must be a high level of meaningful interaction and presentation between the teacher and students.
As I reflect on this article through the lens of my project, reading across media I envision PowerPoint use as ineffective if not used correctly and effective if used creatively. For instance, cognitively the set up of PowerPoint may not be best for struggling readers and language learners. The visual set-up, lack of specific detail, and overbearing information may be difficult for these students to process. On the other hand, it would be interesting to utilize PowerPoint as a way for students to make inferences based on lack of detailed information given. Since PowerPoint set up is very specific and unable to change as much as one might like, a teacher could possible use it to have students identify sequences within a text, main ideas of literature, and other story elements which cause students to elaborate on a specific given thought. One has to realize that a PowerPoint is something supplementary that will not be able to teach a wide variety of concepts. Therefore, it is up to the user to figure out and understand what type of information the technology may be best used for, and what the audience should be able to learn from it.
