Presentation Technology

There are many pros to teachers using technology for instruction. It is a tool that brings
learning to life and it brings adventure into any classroom. Having a computer connected to the
Internet and a projection system allows instructors to do demonstrations and present simulations
that can make a topic come alive (Levine, 2002, p.17). It can motivate students to learn and help
students to become more actively involved in the lesson. The use of technology can bring a better
and easier understanding of the subject or assignment content and can be adapted to use for any
type of individual learning style. Assistive technology can provide a teacher more options to use
in addressing different learning styles for individual students using visual, auditory and tactile
approaches (South Carolina Assistive Technology Program, 2015). Smarts boards, PowerPoints
and the use of IPods can be used by visual learners because they learn best with the use of
graphs, charts, pictures and seeing information displayed. They tend to remember things best
when they are in written form. Auditory learners can also learn with the use of technology such
as podcasts, recorded lessons, audio books, computers and tablets that read text aloud because
they learn best by hearing. They like to take instruction by hearing them and learn by
memorizing educational content out loud. With the use of video and audio instruction, teachers
can teach students in a more fun, engaging and informative way. Technology helps teachers to be
confident, keep information organized, and manage the classroom more smoothly. Technology
use is also beneficial in that it saves valuable time that can be used by the teacher to have more
interaction with their students learning. Teachers can use all forms of technology including
hardware, software, educational websites, PowerPoint presentations, IPads, computers, IPods
and interactive white boards to facilitate and enhance instruction and make learning exciting.
Todays ICT can be leveraged to create an instructional environment that supports active

learning by offering tools that place students in the center of the learning experience (Powell,
Cleveland, Thompson & Forde, 2012). Interactive white boards can be used by the teacher and
students together to brainstorm ideas for writing purposes, solving math problems, and creating
presentations. It can also be a way to let children actively learn during separate group sessions.
PowerPoint presentations can liven up any lesson. Students are more interested in learning when
they can visually see the content being taught. PowerPoint presentations use photos, graphs,
videos, sounds and animation to bring the lesson to life. Although there are pros that come with
using technology to facilitate and enhance instruction, there are also cons. It is viewed by some
that if technology is not used properly in the classroom it could hinder learning, be a distraction
to genuine learning, make it easier for students to cheat, decrease social interaction and could
actually prevent students from truly absorbing information. Students could also become too
dependent on technology in order to learn and socialize. There have been recent suggestions in
the news and media throughout the UK that children are perhaps becoming too dependent on IT
and social skills are in danger of being neglected (O'Donoghue, Singh, & Dorward, 2001
para. 5). Techers must learn how to use technology appropriately and balance its use in the
classroom with traditional learning, so students can avoid the cons of misuse.

References
Levine, L. E. (2002). Using technology to enhance the classroom environment. T.H.E. Journal,
29(6), 16-18. Retrieved from: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ645575&site=eds-live&scope=site
Powell, N. W., Cleveland, R., Thompson, S., & Forde, T. (2012). Using multi-instructional
teaching and technology-supported active learning strategies to enhance student
engagement. Journal of Technology Integration in the Classroom, 4(2), 41-50. Retrieved
from: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=98040460&site=eds-live&scope=site
O'Donoghue, J., Singh, G., & Dorward, L. (2001). Virtual education in universities: A
technological imperative. British Journal of Educational Technology, 32(5), 511-523.
doi:10.1111/1467-8535.00221Retrieved from: http://library.gcu.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-08263001&site=eds-live&scope=site
South Carolina Assistive Technology Program, (2015). SC curriculum access through AT.
Retrieved from: http://www.sc.edu/scatp/cdrom/atused.html