Chained and Engrained: Breaking the Powerpoint Dependency Cycle in English Education

Peter Wolstencroft, Carol Thompson

Research output: Contribution to journalArticle

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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.
Original languageEnglish
Article number4
Pages (from-to)69-75
Number of pages7
JournalJournal of Pedagogical Development
Volume7
Issue number1
Publication statusPublished - 28 Jan 2017

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teaching strategy
first-year student
research approach
teacher training
action research
training program
education
employer
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teacher
interview
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student

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Chained and Engrained : Breaking the Powerpoint Dependency Cycle in English Education. / Wolstencroft, Peter; Thompson, Carol.

In: Journal of Pedagogical Development, Vol. 7, No. 1, 4, 28.01.2017, p. 69-75.

Research output: Contribution to journalArticle

Wolstencroft, Peter ; Thompson, Carol. / Chained and Engrained : Breaking the Powerpoint Dependency Cycle in English Education. In: Journal of Pedagogical Development. 2017 ; Vol. 7, No. 1. pp. 69-75.
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