Multimedia and power point presentation are gradually replacing chalk using faculties
presently to be with ppts, but to stress on important points within the presentation, chalk/duster/black boards could be used
More than the tools I believe we must think about the teaching and learning process in a more amplified view. When the teacher is teaching even using power point or chalk, duster and black board, it doesn´t necessarly means that students are automatically learning.
There has to be a motivation, something that comes first by emotion and then puts reason and rational upon it. This is in Paulo Freire pedagogy of authomomy. We need interaction no matter how it comes.
In our school, we teach a discipline in the post graduate program at the Faculty of Dentistry, University of Sao Paulo, called Universitary Teaching and we experience with students different strategies, active methodologies, the use of ICT, portfolios, team work, a lot of debate. And that has been a very reach experience for both, teachers and students that are studing also to become teachers afterwards.
We aim at deveoping the critical sense of them about what they are learning, not only by leasening, but also by reading, thinking, trying to explain , to criticize, to have a different opinion from their classmates.
They use a portfolio along the course where they register their experience along the way. And at the end of the course, as we read each portfolio, we learn a lot about their experience and we can also evaluate the better strategies, what has been worked out all right and what has to be improved.
We use power point, even the blackboard, and they also try it. But that is just a part of it.
The key is always to match the most appropriate technology to the task. Chalkboards are just as much a technology as PPTs (albeit slightly messier). But, as noted above, while PPTs are (potentially) helpful for presenting information in graphic form, they are only as engaging as the content or presenter (and, of course, depend on the availabililty of computers and electricity). Socrates taught by posing questions. Arguably, that is the basis of all good education. Technologies can simply support or detract from this process.
Dear colleagues, it has been for many years that we have all been using ICT in education. There is a time and a place for our current methods or modes. In a large lecture class (200 students), I use powerpoint presentations that I update regularly. Many students take powerpoint presentations for granted.
In my tutorial class or practical class (about 16-20 students), I am still using whiteboard and marker. Students are even more impressed by teachers who can draw and label beautiful scientific drawings, and detailed biochemical processes. (Blackboards and chalk have been phased out in schools here over the past few years. Thanks.)
From my experience, writing on the broad is the most effective, I normally ask the student in the beginning of the semester and found that around 95% of the students prefer the classic way.
Estimado Mitra
personalmente utilizo una combinacion de tecnicas para iniciar el metodo de conversatorio académico y conversatorio heuristico.El ppt power point lo utiliza muy poco es decir utilizo la metodología inversa que significa que hago una combinacion de tecnica y métodos con cambio de ritmo cada 35 minutos explicación a profundad de un tema luego una actividad de tipo cognitiva donde el estudiante debe movilizar todo lo que ha aprendido durante toda su vida. ellos deben revisar el power point en su casa en el salon de clases despues de la explicacion hacemos talleres de desempeño que lo inician en clase y lo terminan posteriormente luego a regreso se hace un proceso de discusion guiada de esta forma utilizamos un repertorio de tecnicas que ayuda a pensar a los estudiantes.
saludos. hay un libro muy bueno se llama Dar clase con la boca cerrada del profesor norteamericano DON FINKEL. lo recomiendo.
I believe for the context of instruction, we do not discriminate one from the other. It is that with the presence of resources that can be placed into powerpoint, we can make our classrooms more engaging and more versatile. But there are aspects by which chalkboard alone is sufficient however powerpoint can make it more interactive and engaging. So we do not view them as separate entities to be compared but as encompassing modalities that we can play with depending on availability and suitability. When electricity and internet fails, we can always fall back to chalk-talk.
I use a combination of ppt slides and white board notes. My experience in teaching exclusively through PPT slides is negative as students are not attentive and do not take notes.
I prefer to use white board in the class for clarification. PPT slides is to help with difficult things which is hard to illustrate on the white board (complicated illustrations, animations, etc)
PPT slides also helps me to organize my lectures in proper sequence so that I will not miss any point.
You can capture your lecture in any of several ways, depending on your preference, budget, type of presentation to be captured, ... Many technologies (old and new) such as chalk/marker and black/white board, overhead projector, blank transparencies, powerpoint, smart board, ... are being used for teaching purposes in the classrooms. Even when we have powerpoint capabilities nowadays, I still prefer to use the chalkboard/whiteboard in my Math class as most effective. For some other cases such as seminars, etc, audio visual aids are very good and effective in summarizing the concept.
I regard teaching as a way of life and I am passionate about it!
Whatever technology comes and goes, A blackboard is a blackboard, and the sense of freedom it gives to a teacher is beyond comparison with any modern inventions (till date)!
Whatever hindrances of power/electricity or technology failures, a blackboard is always there as a savior! Everything else can be supplement but not replace a blackboard.
personally speaking, On my way back to my office after the class, I do feel good and happy to have a little of chalk dust left on my fingers/hand. ( i will do everything within my power to protect the blackboard legacy. (without objecting to any technological advances in teaching-learning)
Note:
The eminent academicians here may differ on my views above, but please note it is just a personal view!
Thank you & regards
Rathish
IT DEPENDS UPON THE TEACHER . BLACK BOARD AND CHALK GIVES YOU FREEDOM TO MAKE PEOPLE UNDERSTAND IN ACCORDANCE WITH THE UNDERSTANDING LEVEL OF LEARNERS WHICH IS LACKING IN POWER POINT PRESENTATION. HOWEVER A BEST TEACHER CAN DELIVER GOODS VIA CHALK AND BLACK BOARD AS WELL AS POWER POINT. RELATING WITH STUDENTS IS IMPORTANT FOR A TEACHER. I HAVE THE EXPERIENCE OF TAKING CLASSES WITHOUT THESE ITEMS AT TIMES AND I AM RATED THE BEST TEACHER IN MY ORGANIZATION.
If you are only going to choose one over the other, definitely it would be the technology, I mean the PowerPoint or keynotes or so on.
Some people talked about the interactive usage of both, I could suggest, when we are using PPT or likewise applications, we are no more in need of boards and writings. it is exactly like notebooks replacing pencil and papers. there is no need to write down on a paper as it is no to write up on a wall or board.
On the other hand, I could think that may be different in some fields, for example if you are a math teacher, or if you are doing physics, for sure it would be weird to work a lecture base class with PPTs. there comes the importance of boards and walls to write on.
So there is no "one solution fits all" in this case, you may be looking into it more specifically.
It has already been thoroughly discussed, I am sure, concerning how it differs with instructor and student relationships but if I may, I would like to add another teaching strategy: Field Trips. Guest speakers can be great too, as well as videos, but sometimes actually experiencing the topic is just as effective.
Dear all
On chalk-and-blackboard teaching, the educator must have good hand writing capability，good Spelling ability, more teaching experience. With the method the teacher can engage students in the processes.
On PowerPoint presentations, a very easy grasping technique, it can cut down a lot educator’s mental labor, and the educator can advance the rate of teaching progress highly.
For me, I choose PowerPoint presentations.
Dear Abhijit,
I was a military instructor for 6 years about 30 years ago. I used the blackboard with chalk and duster inside the classroom and on open field for tactical teaching. Those time it was never about impressions but more on necessities. The most crucial impression was to make them more attentive in view of searing heat in full battle suit and fighting the tendency to sleep after lunch and their ultimate fatigue.
When I was handpicked to attend the elite military instructor of instructors School of Methods of Instruction, I was taught to use the retractable pointer together with the blackboard, chalk and duster correctly. Apart from that, I was taught various attention and efficient teaching techniques in different environment not taught in any civilians schools in my country - in fact, only privileged civilians educators enjoy our methods of instructions because of its eliteness.
It was only during my final year with the Army, the powerpoint and laser pointer were introduced under similar conditions. One thing never change till now is not the tools that impresses the students, in my case - the Army guys, it is your teaching style whether you are a highly knowledgeable human-centric or purely performance based "robot" teacher.
Best regards - Mariam
PPT can be perfected before presentation, chalk and blackboard are spontaneous processes.
Like the collegues already mentioned, it depends on the taught object.
I often had the experience, that pupils and students tend to fall asleep if ppt presentations are used. So I avoid them in most cases. Instead I use the old fashioned transparent foils or blackboard, which allows the change up and down to repeat or find a new plausibility without this nerving picture run of ppt or similar presentations.
I think this technique is more alive and is accepted by most of the students.
A cloth made of a set of slides in PPT to keep constantly updated in the computer era has become an indispensable tool. But any other means can be useful in order to make teaching as CLARITY, DIALOGUE, UNDERSTANDING and PASSION. All shared by teachers and students.
Dear Abhijit Mitra,
In general, all agreed on one thing - the use of the presentation in the classroom must meet certain educational goals if those goals can not be achieved otherwise.
The presentation should not replace the practical activities of students. Remember that it is better to remember what you do with your hands, and you do not see on the screen. Therefore demonstrate experiments measured, weighed, mixed substance, compare dimensions, weight, color is better in practice hands. The presentations can be shown that it is impossible to put into practice: a model of the solar system, for example, the movement of large objects (cars, trains, elephants) or hazardous chemical experience.
Regards, Shafagat
It is said sometimes that power corrupts and power point corrupts absolutely. The students finds it boring if the teacher relies too much on PPTs. They like to learn through involvement. The teacher should then arrive at the conclusion after coordinating the discussion with the students. But this requires that the students come read with the readings.
Let us start with Edgar Morin: "I propose, in education, the introduction of key themes that don't yet exist. I mean, I propose to introduce the theme of knowledge, because we speak about knowledge and we never know what is knowledge. But like all knowledge is a translation followed by a reconstruction, there is always the risk of error, the risk of hallucinations, always. I propose the method to include these topics, to include the topic of human understanding. We need to teach human understanding, because it is an evil from which we all suffer in varying degrees. It begins in the family, where children are not understood by parents and parents do not understand their children. It can continue at school, with teachers and classmates.
The pedagogical implications that globalization presents for the teacher of higher education, do accentuate the fragility and precariousness of current knowledge, making it necessary for the teacher a constant updating of new psycho-pedagogical and scientific knowledge. The construction of new learning environments that lead students to reflective exercise of conceptual stretch and a multidisciplinary understanding of the phenomena must be a fundamental objective to develop the teacher in this era of communication and information.
Most teachers still see teaching as a "mere" transfer of knowledge, carried out through lectures. The vast majority uses a range of advanced procedures and techniques. But this is a mistake: it will not be the old classicism or technical modernism that will contribute to the dissemination of knowledge and the improvement of learning. The constant technological evolution and the rapid communication of scientific research results daily expose the academia to the precariousness of any hard answers, offered in manual or candied classes.
This rethinking starts in the actions of the one who teaches, ie the teacher. In the first instance, it should be borne in mind that education is an ongoing process that strengthens each step. It is necessary that the teacher is imbued with passion.
In the process of teaching is relevant the intellectual, moral and educational state of the student. Which means that the teacher should act considering the early stage of the student to the construction of ways of teaching.
But anyway, the role of the current university professor should be to reintegrate individuals-students in new societies built around knowledge, information and innovation capacity. And, therefore, one of the hypotheses is the use of new media knowledge and communication as allies in the formation of the student and not as something destructive. The educator must be updated of new media and move to use them as tools of knowledge and development of "the thinking" of the student.
"Learning is not just a process of knowledge acquisition, a way to learn, but also a change in behavior, content and information. Learning is a process of acquisition and assimilation of new patterns and ways of understanding, being, thinking and acting. So we can say that learning is a change in behavior, ie it is all the transformations that the teacher induces on students in ways of thinking, acting and feeling." (BARBOSA, 2011, p. 76).
BARBOSA, Jane Rangel Alves. Didática do Ensino Superior [Teaching of Higher Education]. 2. ed. Curitiba: IESDE Brasil S/A, 2011.
FREIRE, Paulo. Pedagogia da autonomia – Saberes necessários à prática educativa [Pedagogy of autonomy - Knowledge necessary for educational practice]. São Paulo: Paz e Terra, 1996 (Coleção Leitura).
My students are impressed with using technology (PPT slides, animations, simulations,..), however they prefer that I teach using the white board.
In a graduate course ( Advanced Engineering Mathematics), I have asked students to choose between PPT slides and writing on white board. Almost 70% voted for white board as they prefer to take notes.
Attached article entitled "Does PowerPoint Help or Hinder Learning?" provides further insight:
"The article reviews studies that have looked at the influence of PowerPoint on performance in the course and course grades. Most studies find that PowerPoint has “no measurable influence on course performance and minimal effect on grades.” (p. 243) Yet students often report a favorable view of PowerPoint, saying it helps them with learning, content organization and note taking. The students in this cohort confirmed these positive effects.
Finally, faculty in this survey and other studies report that using PowerPoint improves their teaching. It certainly does help with organization and with keeping teachers on track, but PowerPoint does not easily accommodate those digressions that are necessary to respond to what’s happening at the moment. I do know that some of us digress too much, but there’s a spontaneity to good discussion that fits uncomfortably with a predetermined sequence of slides.
Like so many instructional practices, PowerPoint is not inherently good or bad. It’s all about how we use it and that’s not something about which we can afford to be complacent"
Reference: Hill, A., Arford, T., Lubitow, A., and Smollin, L. (2012). “I’m ambivalent about it”: The dilemmas of PowerPoint. Teaching Sociology, 40 (3), 242-256
http://www.facultyfocus.com/articles/teaching-professor-blog/does-powerpoint-help-or-hinder-learning/
I try to explain a new material with a help of a chalk or its "equivalent", but I often ask my students to prepare their homework and demonstrate their results using Power Point, however.
Simulation carries the day. currently In Kenya, we are moving away from the convectional way of teaching using Chalk and duster. Even power point still is tecaher centered . Simulation does wonder in teaching.
Check link and paper attached below
http://www.sciencepublishinggroup.com/journal/archive?journalid=197&issueid=-1
Actually depends on the type of course. If it is a pure mathematics course, then it is better to follow the traditional way of teaching using black board and chalk because there is a certain way of writing pure mathematics. I hope that all mathematicians will agree to this. But if it is an aerodynamics course and we want to show the flow of air around a cyclist, we have to use power-point. Certain graphs like XRD plots which have lots of peaks can't be taught using board and chalk.
As a Math teacher, I prefer chalk and board method to any other methods. I think students will also like this method for their mathematics topics.
The method depends upon what you teach!!
For example, if you teach subjects such as Mathematics or Organic Chemistry which require more hands on practice( solving and drawing mechanism), board & chalk does better. You can assure better student participation. On the other hand, if you teach some other subjects which require only a narrative, PowerPoint presentation can be effective.
Overall Powerpoint presentation saves time at the cost of student participation.
I think the role of the teacher is not to ' impress' but to 'express-connect-deliver' . there can not be 'either' and 'or' condition for the PPT and chalk&talk. I adopt a mix of two. I take a care that if I am making ppt then all the information do no ' flash' instead topic get evolved line by line and not slide by slide. we should understand science of learning.
students should get time to read, think, digest and assimilate.
Perhaps it is a question of speed of presentation and reasoning. With the older system (blackboard), students/professors have the time to write and think!
Yes dear Marcel,
One advantage of the older system (blackboard),is that students have the time to take notes and think!. The traditional method is very well suited for Math intensive course.
On the other hand, as we know, humans are intensively visual creatures and the eyes contain nearly 70% of the body’s receptors. Hence, PPT slides are best suited for the courses which contain animations, complicated drawings, simulations, etc.
In general, the best type of teaching method for each course does depend on:
- Subject matter,
- School facilities / equipments
- Teacher’s and students' abilities
When I observe a very nice picture (Powerpoint), I start to think, 'wow that is nicely presented', and then I don't hear the professor talking anymore......
Can pictures used during courses be too nice from an aesthetic point of view?
To my understanding, still board is the best way to conduct the classes. I support the technology and development. But technology must be applied after considering the merits and demerits of its application. This is absolutely my personal opinion.
Dear Abhijit Mitra,
My personal opinion, especially in mathematics, physics, engineering, explaination with chalk, duster and blackboard (that is the older system) creates more impression on present day students. Because students have enough time to take notes, think and understand.
On the other hand, for certain study disciplines (for example medicine, art, architecture), power point presentation (or technology) will be more helpful and fruitful. Even, sometimes this is necessary. Because to draw that pictures and figures is impossible or very difficult or will take o lot of time.
With regards.
Computer I think is a greatest test if the student wants to listen. And it is much easier for the professors simple. But not technology gives knowledge to student. Only the professor gives knowledge.
Dear Abhijit Mitra
I do agree with the opinion of Sema Dikmenoğlu,,Ph. D.Professor (Assistant), Karadeniz Technical University, Trabzon · Department of Mathematics. The way she opined, i wanted to mean that but probably my expression was not a complete one.
I just will add the same as Sema : that what we use in classes will depend ffrom the subject that you teach...
Have a nice time
Helena
Yes, grouping is very effective technique, but first you need theory with ppt or black board.
Dear Professor,
Last year, I encountered the following situation.
I lecture "bacteriophages - viruses of bacteria" for undergraduates (36 academic hours) in Russia in Academic-town Pushchino. I have been teaching for over 25 years and I read this course for 13 years. I read it in three universities.
I have a difficult to undergraduates lecture material - phage display. This is a special genetic technology. Usually I dedicate to this material two - three lectures (I use from 4 up to 6 academic hours on this material). And usually the material shown on the PPT slides, and some draw on the board. This slides contains the basic definitions. Two - three lectures, saturated by difficult material, were very difficult for part of students.
I use for these lectures usually no more than 10 slides per one (1) academic hour, so as not to tire the audience. Here are my slides contain a very simple drawings (and very vivid black-and-white drawings) and no more than one short sentence per one slide to explain this difficult material. I have repeated many times the basic provisions of the method, using various examples.
I decided this year to split the material. And talking with chalk, drawing hardest on a blackboard. Then separately briefed using the slides. The result was worse than usual. Two students did not understand the essence (!!!) of the method.
Conclusion.
I believe that it is necessary to duplicate the presentation of the material of lectures. And at the same time show overlapping in content of material: and lecture with chalk on the blackboard, and using PPT presentations at the same time.
Andrei
Although teaching by slides is probably more convenient I feel that it is much less effective. Most students pay attention to the slides and NOT to what is actually said. I think a combination of slides with occasional blackboard activity to illustrate specific problems works best and results in a nice flow of the lecture.
Cheers, Christian
For me it doesn't matter a lot. The impression is always create by knowledge of the teachers not by the mode of teaching.
Following important points are there for successful teachers.
(1) Successful teachers are knowledgeable in their field:
The best teachers are masters in their subject area. They know their craft and never stop learning. They are curious, confident, and do not need a textbook to teach their students. They stay abreast of their subject and transfer their love of knowledge to their students.
(2) . Successful teachers use teaching strategies that cause them to think outside of the box:
Productive teachers think creatively and try and make classroom experiences exciting for students. They identify ways to leap outside of the educational norms and create experiences that are unexpected, unique, and ultimately more memorable.
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