Inscrivez-vous ou connectez-vous pour rejoindre votre communauté professionnelle.
Of course it does. Any thing which appears to be visually pleasing and easy to interpret will pull students attention. A lot of colleges have started adopting smart class methods which is proving to quite effective. (Talking from personal experience).
A PowerPoint presentation with images and videos has obvious advantage over blackboard. For example, les say a teacher is trying to explain flow of electrons in a conductor. Instead of few lines and arrow marks, a good video of it or a GIF will help in better understand.A PP can be shared among audience, that is very good.
Yes, obviously it made a great impact over learners and also its a great visual aid.
Some one says:
"A picture is better than thousand words."
Same case here. Hope you understand. :-)
Yes, indeed. A very big impact. Not only in visual aiding. But it can help the listeners to be active and not to be bored in the middle of the class.
from the Editor Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature.In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
