Relative Advantage of Using Slide Presentations

Slide presentation software have been used since the early 90’s throughout education and the business world. What started out as simple text has evolved into interactive, colorful, and engaging way of communicating information. When done right, a presentation can keep the audience engaged through audio, visual, and interaction. If done wrong, your audience is bored, disengaged, and does not learn the information.

The most common presentation tools used today are Microsoft PowerPoint, Google Slides, Prezi, and Apple’s Keynote. All of these presentation platforms are designed to relay information in an engaging way. However, often times the information is poorly delivered through overuse of text, and non-complementing graphics.

Regardless of which presentation software you are using, one must remember the following ten tips by Garr Reynolds in order to communicate information most effectively.

  1. Keep it simple
  2. Limit bullet points and text
  3. Limit transitions and animation
  4. Use high-quality graphics
  5. Have a visual theme, but avoid templates
  6. Use appropriate charts
  7. Use color well
  8. Choose your fonts well
  9. Use audio or video
  10. Segment information



Gaskins, R., (2012, July 30). ViewPoint: How PowerPoint changed Microsoft and my life. Retrieved from:

Reynolds, G., (2013). Top ten slide tips. Retreived from:


Instructional Software

There are many advantages students have in today’s technology-filled world. The teacher is not the only source of knowledge, and Instruction has gone from the traditional classroom setting to a wall-less virtual classroom with a push of a button.

With so many resources available, the main problem for teachers today is trying to evaluate which resources are best for their students. Unfortunately, not all instructional software are created equal, so teachers must do some research before choosing which program to recommend or require for students. When choosing between resources, Jackson says to look for: platform requirements, goals and objectives, the content, the pedagogy, ease of use, and costs.

Here is the link to my site and presentation on The Relative Advantage of Instructional Software and my Relative Advantage Chart.


Jackson, G. (2000, May/June). How to evaluate educational software and websites. TechKnowLogia. 57-58.

Roblyer, M.D., & Doering, A. H. (2013). Integrating educational technology into teaching  (6th ed.). Boston, USA: Pearson Education.

Acceptable Use Policies

Regardless of the institution, Acceptable Use Policies (AUP) have become the norm in our technology dependent campuses. These AUP’s exist to protect students from harmful content on the Internet, reduce distractions from instructional time, and to provide students with good access to digital media.

While each institution has the freedom to create their own AUP, the National Education Association says an effective AUP should contain the following 6 elements:

  • a preamble
  • a definition section
  • a policy statement
  • an acceptable uses section
  • an unacceptable uses section, and
  • a violations/sanctions section

There are primarily two different ways institutions go about enforcing their AUP. One is by blocking as many sites as they deem inappropriate for school and the learning environment. The other is by blocking only the federally mandated sites and empowering students to make good decisions regarding their responsible use of the internet. Whichever way institutions decide to enforce their AUP, it is important that they continue to update their policies as technology continues to evolve.

Parkrose School District AUP

Boise State University AUP

Saint Francis High School AUP

Portland Public Schools AUP

Jesuit High School AUP


Bosco, J., (2013). Rethinking acceptable use policies to enable digital learning: A guide for school districts. Participatory Learning in Schools: Leadership & Policy Consortium for School Networking. Retrieved from:

Getting started on the Internet: Developing an acceptable use policy.(n.d).
Retrieved from:



Vision Statement

“Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important” – Bill Gates

The role of the teacher has evolved just like the technology that is supplementing them. Classrooms that were once teacher-centered have now evolved into student-centered learning environments that constantly integrate new technology.

According to Roblyer and Doering, using technology in the classroom can help motivate students to learn, can optimize scarce personnel and material resources, can remove logistical hurdles to learning, and can help develop information literacy and visual literacy skills.

The teacher is the lone constant in the ever-changing classroom environment. Curriculum, resources, support, and technology are constantly changing. If the teacher is the most important tool in the classroom, it is imperative that we give teachers the tools they need in order to be successful.

As the role of technology in the classroom continues to develop, it is important to remember the teacher is also developing in their new role as facilitator rather than the source of learning. In order for the teacher to be a successful facilitator, they need to be properly equipped with the training needed for this implementation.In the New Media Consortium Horizon Report, they list ongoing professional development as the number one ranked significant challenge that schools face when adopting new technology. Teachers are required to integrate technology into the classroom, yet they are not receiving adequate training in order to successfully do so. According to Roblyer and Doering, “knowledgeable people are as important to a technology plan as up-to-date technology resources.” If we are going to expect successful integration of technology into the classroom, we must give teachers the time, support, and resources needed in order to facilitate this integration.


Johnson, L., Adams, S., and Cummins, M. (2012).NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium

Roblyer, M.D., & Doering, A. H. (2013). Integrating educational technology into teaching  (6th ed.). Boston, USA: Pearson Education.