| Autor: |
Arford, Tammi, Hill, Andrea, Lubitow, Amy, Smollin, Leandra |
| Předmět: |
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| Zdroj: |
Conference Papers - American Sociological Association; 2011 Annual Meeting, p2104-2104, 1p |
| Abstrakt: |
The emergence of new technologies and their impact on teaching and learning in sociology has become an increasingly important area of sociological inquiry--raising complex questions about pedagogy and the creation of a critical, dynamic learning environment. Much sociological teaching literature is focused on critical engagement and active learning, yet very little of the literature addresses PowerPoint use in sociology classrooms, which some have argued undermines the implementation of a critical pedagogy. Teaching sociology requires discussion, critical thinking, and debate, characteristics that seem to be at odds with results-oriented PowerPoint presentations. This paper utilizes survey data from both faculty and students at one private university to assess the use, understanding, and reception of PowerPoint in the classroom, as well as provide an empirical base for further discussion and theorizing about the ways technology is transforming critical sociological pedagogy. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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