Date of Conferral
1-1-2011
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Carolyn Calloway-Thomas
Abstract
In spite of increased use of technology in the history classroom, the impact of technology remains low on student retention and comprehension of historical information. This project study examined the manner in which PowerPoint slides in history classes are formatted and the elements they contain for effective use. The literature related to best methods was reviewed to reveal practices that lead to the highest levels of comprehension and retention and how those practices could be implemented in PowerPoint presentations. This grounded theory study in the field of cognition and instruction centered on a high school that successfully implements technology in the history classroom. Qualitative data were obtained from interviews with 4 history teachers who used presentation technology on a regular basis and surveys that asked for both qualitative data and some limited quantitative data for demographic and background purposes of students and other teachers. Data from the study were viewed through the lens of schema theory. Findings indicated that bullets promoted memorization, and, as a result, information was placed in a narrative format. Findings also suggested the effectiveness of visual images and interactive activities and they were incorporated extensively. The project study's impact and the resulting implications for social change include increased retention and comprehension of history for students.
Recommended Citation
Johnson, Scott Louis, "Effectively Using Presentation Technology in the History Classroom" (2011). Walden Dissertations and Doctoral Studies. 919.
https://scholarworks.waldenu.edu/dissertations/919
Included in
Elementary and Middle and Secondary Education Administration Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Secondary Education and Teaching Commons
