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'Chained and engrained' – breaking the PowerPoint dependency cycle in English education

Research Output:
Contribution to journal
Article
 Peer-review

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Abstract

This paper investigates the over-dependency on PowerPoint within English education. Taking an action research approach with a group of first year students, the authors taught one unit of an initial teacher training programme employing a range of teaching strategies excluding PowerPoint. Data was gathered using semi-structured interviews at the end of the taught unit. The findings suggest that teachers were aware of the limitations of PowerPoint as a teaching tool yet still chose to use it. The justification for this was that it provided structure for the lesson and was what students and in some cases, employers, had come to expect. Despite being positive towards the teaching strategies employed in this research, the majority of participants were mindful of the need to meet the expectations of others and as a result were reluctant to change their approach.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 69-75

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 7, Issue 1)

Publication milestones

  • Published - 01/03/2017

Publication status

Published - 01/03/2017

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/622057

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