Unlike Tufte, I found Adams analysis of power-point fair and
objective, and quite a bit more positive.
Because of standardized testing and measurable learning outcomes,
power-point is embraced as a welcome medium in the educational solution.
Without substantiating an argument for the former, Adams presents power-point
as useful, armed with affordances of style, suspense and generosity.
Many users have evolved beyond the discrete bulleting of
information and recall, portrayed so pathetically by the teacher in “Ferris Bueller’s
Day Off” in his questioning technique…. anyone? anyone?… anyone? I use power-point in my math class,
especially when solving equations. The
linear form of each slide works perfectly with the “work-down” approach of
mathematics, allowing for time between steps for discussion or inquiry. The suspense in waiting for the next step, or
final answers allows for student collaboration and processing. Colour emphasises trouble spots or special
situations, while individual slides or the entire presentation can be used
again, for review/remediation.
Adams does concede that power-point has failed to show
significant differences in learning outcomes, (Levasseaur and Sawyer, 2006), yet
reports positive feelings towards instructors using power-point. (p. 285). Most teachers would concede that if students
are motivated and positive about learning, success is a usual consequence.
On a side-note, much is made of the 3 x 4 dimensions of the
slides. This is an easy fix; simply
change the dimensions to reflect those of the golden ratio; (approx 3 x 4.8).
If only everything was so easy…… grin.