A Day of Fire… and AR

This is a re-blog from my post on Medium.
Like, I got this on Pixabay by searching for VIrtual Reality, but it’s really AR… right? Whatever, it looks cool. Why am I obsessed with castles?


I’m a geek. There I said it. It doesn’t hurt. Millennials probably don’t get that sentiment. Ha ha, young ones! I come from a time when it was super NOT SAFE to be a geek. It was a land called the 1980s, a veritable wonderland of early geekery. Back then you couldn’t program by dragging and dropping, and when you knew that if the word computer came out of your mouth, the teacher would make you plug in all of the cords in every machine in the classroom for the rest of the year… oh and the other kids would steal all your shit and flush it… or at least try to… idiots never could understand plumbing…

But I digress! Seeing as how I am a geek, I often involve myself in any and all geeky projects that go on around me. This is how I constantly end up in the circles of one Eric Hawkinson, who is himself a geek prince of sorts.

In April of 2017 (wayy to far from the 1980s for my taste, but way cooler due to new-fangled handheld computers) he decided to introduce his new students (he works at Fukuchiyama University, which is about a 2 hour train ride away for me) to their new digs by doing a sort of AR “rally” or scavenger hunt.

Kid looking at a really sweet AR thingy on his phone by pointing it at that uncool 2D sign.


So you’ve got a bunch of 18 year olds wandering around downtown in their newly adopted home city, waving smartphones around, attempting to find different geo locations and then immerse themselves in a physical and virtual scavenger hunt. Sounds like fun? Took a lot of work.

Eric started a research group with all of us a bit ago now, it’s called MAVR, which sounds like MAVO from Teddy Ruxpin (sorry kids, you’re too young to get my references), but we’re a lot less evil. MAVR is short for Mixed, Augmented and Virtual Realities in Learning. Because we are all inclusive in our geekery and we welcome all fellow nerds and geeks, regardless of their platform of preference.



So we (read: mostly Eric) designed this scavenger hunt so that all 220 participants could learn about this new city where their college was located. Kind of a fun gamified day, for a school day.

Now, that was the rationale on the surface, however there were secret reasons for the project as well. First, by hanging out with all of their new classmates and having fun, they were making new friends and networking with the people who they would need to rely on in the next four years. But one other important reason was to connect the students to the community and to connect members and organizations of the community back to the students.

With that goal in mind, I was assigned to the Fukuchiyama Fire Station. Upon arrival, I was greeted by the Fire Station staff. Turns out they have an entire education center there. They get the typical tours done for local school field trips, but they were super excited to have this day to get all the new college students there for a visit.

Wonder if his arm started hurting half way through the video?


When the kids arrived at the station (we had several teams come by all day long), the first thing they had to do was to scan an augmented card and hear a message that it was their job to learn about the different things at the center. Then, their mission started, the first mission: someone needed help… let’s go learn CPR… yay!!

They look so excited… right?


The kids came in and were taught basic CPR techniques by the staff and had to do a certain number of reps before they could advance to the next station. Next… FIRE! My favorite part.

Like, shout kids… YOU CAAANNN DOOOO ITTTT!


So they have this really sweet machine where it measures the decibel level of your shout. On the screen they show a fire starting. Basically you have to make sure your voice can be heard over all other local noise, and scream at about 90 decibels in order to safely insure you will get help.

Now I am sure these kids (in particular the smarmy 18 year old boys) thought that when they shouted, it would be 1,100 decibels and open a black hole which would destroy our galaxy… so that’s why they all timidly peeped at the machine. But it took them several times (and in teams of 3) to get over 90. Of course, after they were all done, I had to walk up and shout alone and show them how it was done (black holes? easy peasy). They walked to the next mission with me having reinforced their “loud American” stereotype.

The final mission was to successfully navigate a smoke room. The room is filled with smoke created by a smoke machine, and they learn how to successfully navigate the room to get out quickly, watching for fire and trying to not inhale too much smoke. I really enjoyed this part because I hadn’t ever seen a simulator like this when I was a kid (okay 1980s, you did lack sweet smoke simulation chambers), and I thought it was a great way to educate how to escape a fire situation safely.

Waiting to be next to go into the smoke room (it leaks a bit; you may notice the smoke in the air).


Finally the kids were done and they took a “MISSION COMPLETE” pic and then went to their next location.

Dude, after you hit the trigger, you know you can back off, right?


I had a lot of fun watching the groups come and go over the day, but I didn’t get a lot of interaction over the AR. There were 4 augmented locations within the fire station, but, due to the fact that the fire station crew was so active in getting the kids engaged in what they were doing and in the activities, they really didn’t need the additional instruction over the AR. Sooooooo, that left me still geeking out over all the sweet fire activities, but a bit as a loss with how to engage them in using something with so many eager teachers waiting to teach.

During the rally we had 4 main stations that were augmented, and a variety of other stations that were not. The augmented areas were chosen because of the activities there, however, while some stations worked well (read Eric’s original article and Parisa’s blog), others had issues. The docents and fire station staff reaaaaaaaaaaaaaaaaaaallly were excited to show the kids around. So they only made the kids do the AR spots as an afterthought.

I know that it’s my job to want to AUGMENT, AUGMENT, AUGMENT, but I feel like in a way, we have to go back to what our original intent was, and that was to get the community involved. I think AR tends to work well for self exploration, set up in a place where you can’t learn from someone, at least not someone face to face. It is setup to engage the users in the area around them and explore themselves. Therefore it would work best in a place where there wasn’t half a dozen excited people, just bursting to educate.

Next year, I think we can let the docents have at it, and augment another spot in the city. We will see, though, we will see. Either way, it was a really fun day… and I think the kids had as much fun as I did. I don’t know, though, I really do love fire… and AR!

Firefighters are awesome!!!


Special thanks to the firefighters and docents at the Fukuchiyama Fire Station. What a great bunch of people!

See you next time, when I attempt to report on our next nerdy mission!

Noxon Logo

So my husband and I developed this logo several years ago (2012 to be exact) in order to have a creative way to mark our belongings. I also made a new version with my name on the front.

I hadn’t used it on our websites because I wanted to make sure no one stole the graphic. However, after reading a lot about copyright law, it seems that as long as I show use, it is something I own.  So I am just going to start using it everywhere and associate it with my internet footprint. If you see anyone else using it, please let me know, thanks! I hope they asked first!



Mystery Location Calls, Hangouts and Skypes

So this morning I led the above Hangout and I promised a list of the links I mentioned… so here they are:

What Mystery Location Calls are:

Cybrary Man’s Mystery Location Call – http://cybraryman.com/mysterylocationcall.html

Mystery Hangouts for Foreign Language Teachers – http://mysteryhangouts.blogspot.jp/

Infographic – http://www.slideshare.net/dambrosio7/mystery-hangout

Breaking Down Classroom Walls with Google Hangouts: One Classroom’s Mystery Hangout Journey – http://weinquireandinspire.blogspot.jp/2015/05/breaking-down-classroom-walls-with.html

We Did a Mystery Hangout…Now What? – http://weinquireandinspire.blogspot.jp/2015/02/we-did-mystery-hangoutnow-what.html

About Mystery Skypes/Hangouts and why we need more – http://ditchthattextbook.com/2013/11/25/about-mystery-skypeshangouts-and-why-we-need-more/

Mystery Hangout – http://5thgrademagnet.edublogs.org/2013/02/12/mystery-hangout/

Mystery Skype, What is it? – http://theglobalconnection.wikispaces.com/Mystery+Skype+-+What+is+it%3F

What is a Mystery Skype – 7 Ways to Get Started! – http://mrkempnz.com/2014/11/what-is-mystery-skype-8-steps-to-get-started.html

Microsoft Mystery Skype Page – http://www.bing.com/explore/mysteryskypeonenote?mkt=en-us&form=ma12o5&ocid=ma12o5&wt.mc_id=ma12o5

Microsoft Education’s Page – https://education.microsoft.com/skypeintheclassroom

Introducing Mystery Skype: A Global Game that Makes Learning Fun! – http://blogs.skype.com/2013/09/16/introducing-mystery-skype-a-global-game-that-masks-learning-with-fun/

Mystery Skypes – http://mysteryskypes1213.weebly.com/

What is a Mystery Skype – http://psolarz.weebly.com/how-to-set-up-and-run-a-mystery-skype-session.html

The Global Classroom Project – http://globalclassroom2013-14.wikispaces.com/Mystery+Location

Mystery Location Call Resources Page – http://www.billykrakower.com/mystery-location-call-resources-page.html

Mystery Location Calls: Communicating Across Cultures – http://www.edutopia.org/blog/mystery-location-communicating-across-cultures-elvira-deyamport

Connect Your Classroom Using #MysteryHangouts – http://comeongetappy.com/2015/10/09/connect-your-classroom-using-mysteryhangouts/

Guidelines for kids and teachers: 


Google Plus Communities for Mystery Calls:

Mystery Location calls – https://plus.google.com/communities/108872508641408401439

Google Hangouts in Education – https://plus.google.com/communities/109532576382533836103

Mystery Hangout – https://plus.google.com/communities/110369120141935358658

Mystery Hangouts for Foreign Language Teachers – https://plus.google.com/communities/113078003988702493173

How to schedule your Hangouts without worrying about Timezones:

Calendly – https://calendly.com/




Teachers and Snowflake Moments

Reblogging my article from LinkedIn: https://www.linkedin.com/pulse/teachers-snowflake-moments-erin-noxon

Teachers and Snowflake Moments

Ever look at snowflakes? Actual snowflakes? I hadn’t as a child. I grew up in Florida, in the southern part of the United States. In the city I lived in, it never snowed. Once, when I was in Kindergarten, they had a “snow event” so we could all play in snow. All it was was a pickup truck load of ice, which we all played in until we were soaked, and then of course Travis hit Jesper in the head with a particularly large chunk of ice and we all had to go inside so they could get yelled at.

So I didn’t really see snow until later in life when I was probably 9 or so, and I went to Michigan to visit my grandmother. She always wanted to come down to Florida for Christmas, so it wasn’t until I was older that there was a year when she wanted to stay up there, so we came to her.

My mother caught me standing in the backyard staring up into the snow. She came out to talk with me and the conversation started like this. “It’s pretty, isn’t it,” she said.

“It’s okay.” I said, “but I’m waiting for a snowflake.”

See, I had seen “snowflakes” on TV before. In kid’s shows. Like in, for example, the classic Rankin/Bass Frosty the Snowman and Rudolph the Red-Nosed Reindeer. I had also made snowflakes in school, you may have made some when you were younger, too.

Image by Amy.

So, I knew what snowflakes looked like. And I was waiting for them.

My mother looked at me, puzzled. “Snowflakes are falling all around you.”

I glanced over at her, “Uh… where?”

She took my small hand and flipped it over, catching a small piece of snow on my navy mitten. “Here,” she said, “Look at it.”

I looked at her with a half smile, “Mom, that’s a piece of snow, I want to see a snowflake.”

“Honey, look closely, you can see all of the little snowflakes inside the piece of snow. Snowflakes make up snow.”

I stared down at my hand. I squinted closely. All I saw were lumpy bits of ice. “No, mom, I want to see one of the big ones, like the big circles that fall down around the snow.” She looked at me, still confused. “You know, I said, like the ones you make out of paper.”

Now she was amazing at this point, as she held it together and didn’t show any amusement at all as she carefully explained how there were no “big” snowflakes and that all snowflakes were tiny. She promised me when she could find the chance she would find a magnifying glass and we could look at them closely. Then she patted my back and quickly went back inside, I am sure to giggle at bit, but not in front of me at my expense.

I was disgusted with the world. How dare they make cartoons with big snowflakes. How dare teachers make us create paper lies and then hang them around the classroom every year. How disgusting. Then I started to feel upset with myself. It was obvious really, I had seen live action movies where it was snowing, but I just hadn’t thought about it. Basically, I knew already that snowflakes weren’t 10 cm across and were just tiny crystals, I just had never thought about it.

I didn’t think about this memory for a long time, probably because it was embarrassing, but it still stayed there, embedded in my mind. And then, then I became a teacher myself, and I started to watch my students have snowflake moments all around me.

So what is a snowflake moment

Essentially a snowflake moment is the moment when you realize you have been thinking the wrong way about a concept for a long time, and your brain has to negotiate that new information into your brain to change your worldview, sometimes a little, sometimes a lot. In many cases, you actually knew the truth, but you just hadn’t thought about it. then you put all the clues together and you have to change the way you think. It involves some sort of misconception, that you have to correct, so that you won’t continue to be confused or ignorant into the future.

Admit when you have snowflake moments yourself

People all around you are having snowflake moments all the time. You never stop having them as long as you have an open mind and keep learning. I have had many myself that I can recollect. My coworkers have them around me, because of my current field, a lot of them involve their ideas of what “the cloud” is. But sometimes they are just basic thing that they never put together in their brain before. One turned to me other other day with, “Oh my gosh, did you know that the ABC song tune is the same as ‘Twinkle twinkle little star!'” There are just so many facts in life that sometimes we miss details, details that might be important later in discovering the world around us.

So, if you have a snowflake moment, admit it to yourself, and keep going, learning about the world, and keep fighting ignorance.

Snowflake moments in the classroom

A student was laughing once and shared with me their Spanish textbook. “I don’t get Spanish, I guess, because I think it says here that in Argentina, Christmas is in the summer. I must not understand this yet.”

I glanced at the book and then back at him, “But it is summer in December in Argentina, so Christmas is in the summer. Remember, we talked about the tilt of the Earth…”

He blinked. “Oh yeah…” He stared down at the picture in silence for a moment. “But… but what about in the movies, it’s– it’s always snowing everywhere when Santa Claus comes by…” Before I could jump in he kept going, “But that’s probably because those movies are made in the US and it is snowing here… huh…” After a moment he looked up at me and said, “At least I can speak Spanish…” and then he wandered off. I had just watched him realize something that he already knew, but put it in context with other thoughts and realities in his brain. He knew that summer happened opposite in the Southern Hemisphere than in the Northern, however another part of his brain had never put that in the context of Christmas. Then it all came together.

Once a girl student asked me after class about a “private question,” she said. “Miss, why is it that if a baby grows in a woman’s stomach, the stomach doesn’t digest it. I mean, we are studying about the stomach and all, but, like, how does the baby live in there.”

I looked back at her and said, “Well you are right, a baby wouldn’t survive in there. Luckily, the baby doesn’t grow in the stomach, it grows in the womb, or uterus.” She and I looked down at the human anatomy diagram we were looking at.

She blinked, “Oh yeah…” Then she looked up at me, “Then why did my mom, and why do a bunch of other people say that ‘she has a baby in her stomach’ when someone is pregnant?”

I smiled at her, “Well, maybe they don’t know, or maybe they just think it is easier for a kid to understand if you say stomach.”

“But that is just confusing Miss!”

“I know,” I said, “I know.”

Another one I have heard more than once is that blood is blue. Which it never, ever is… unless you are an octopus. But adults tell children all the time that blood is blue. I have even heard other adults say that blood is blue. They tell me that it turns red when it hits oxygen. I keep from smiling and then ask if they have ever given blood in those airtight bags at a blood donation center. What color is it when it is in those bags? “Huh… red…” they realize.

 Is blood ever blue? by Mental Floss

So, as a teacher it is your job to help create as many snowflake moments as you can, an then guide your children gently through them.

But doesn’t it take time? And can’t it be confusing?

Of course, dealing with all of your students’s snowflake moments takes lots of time. But these are the kinds of teachable moments that will last a lifetime.

I had a teacher who was the lead teacher in another grade level call me one day and say, “Hey, for this age kid, we can just teach mass and weight as the same thing, right?”

I managed to control my anger and said, “Absolutely not! They should never be taught that. Mass and weight are different. If you teach them it is the same, someone later (and probably me since I was the grade after his) will have to un-teach it.” He grumbled and then told me there was no easy way to teach that.

I volunteered to go over to one of his classes during my free period. “I have an ingenious weight loss program,” I announced to the kids. “Become an astronaut! If you weigh 100 pounds on Earth, you will only weigh about 16 pounds on the moon! Awesome, right? But just don’t go to Jupiter, because there you will weigh about 236 pounds! And, when you are traveling between places, in deep space, you won’t weigh a thing!”

One kid raised his hand, “But, will you look really skinny on the moon?”

I sighed dramatically, “No, unfortunately you will still look the same, because the shape of your body, the amount of matter that makes up your body, your mass, well, that won’t change unless you actually go on a diet or exercise and lose some mass. But! Your weight will be a lot less because your body won’t push down on the scale as hard since the moon’s gravitational pull is less than on Earth.”

We had a short conversation, and then eventually one student asked, “Then why do all those diet commercials say ‘Lose weight’, shouldn’t they say, ‘Lose mass’?”

“Yes, they should,” I agreed.

“Maybe the adults that make them don’t understand the difference,” he wondered aloud.

Then I smiled, “Maybe,” I said, “but don’t you be like those adults, make sure you know the difference.”

It’s not hard to correct a misconception or to teach something correctly the first time. It takes an extra minute to have the conversation, but it is worth it to make sure the knowledge is with them for the rest of their life.

Don’t laugh

The most important thing you have to remember is not to laugh. Some snowflake moments can be hilarious. You really, really want to laugh out loud at the false truth that the student has been believing this whole time. I think back to my mother, hearing me talk about giant snowflakes and how she kept her face serious that whole time.

Because, if she had laughed, that episode would have been a burning embarrassment upon my memory, and I probably never would have spoken so freely or without being guarded again. If you laugh, you demean, and then that student or person will not be as likely to share with you ever again.

A college friend and I were listening to George Strait’s “Ocean Front Property” on the radio while we worked and she suddenly looked up at me. “You know, I never understand this song.” I looked up at her with a questioning face, “I mean,” she said, “I get all the other references, like, if you believe this I’ll sell you this… but I don’t get the main one, the Arizona one.”

“Why not?” I asked.

“Well,” she said, “because you can buy ocean front property in Arizona.” My face must have been a study of confusion because she said, “No, no, seriously, I looked it up. Wait, wait, I’ll show you.”

I racked my brain, trying to think of how the ocean could possibly touch Arizona anywhere, while she rummaged around and came up with her planner. “Here,” she said, “see!” She proceeded to show me the map in her planner, which looked like this:

Map modified from a map by ClkerFreeVectorImages

My eyes bugged, I know, but I held it together. The only thing I could manage to do was to touch my finger to the map and to run it back and forth between Texas and Cali and say, “Mexico.” Then I mumbled, “Canada,” as I dragged my finger across the top. I then waited, clamping my teeth together.

“Huh,” she said, eyeing the map, “Are you sure?”

I nodded as I slowly got up to get my keys, “Yes,” I murmured. “I have to go out for a minute, I’ll be back later.”

“Okay,” she said as she stared hard at the map, “Huh, Mexico,” she was saying as I walked out. Then I ran down the hall until I got to the outer door before I burst into hysterics and didn’t stop laughing until there were tears in my eyes.

Bite the inside of your lip, hold your tongue, think other not-funny thoughts fast, but don’t laugh. Wait until you are done, then wander off, get out of the situation and laugh until your sides are sore.

But make sure you correct it. Later I went back with a printout of all of North America and left it on her desk. She and I never spoke of it again, but we were still friends. I doubt we would have been if I had laughed in her face.

Help your students

Talk with your students. Don’t assume that they understand. Their background knowledge most likely has holes in it; they haven’t all experienced the same things. They might never have seen a snowflake, for example. If you are talking about boiling water, show them boiling water. If you are talking about the color maroon, show them what it looks like. If you are talking about the US, please show them a map that doesn’t make the US look like an island continent.

Smile, and guide them. Don’t laugh at them, but share them later, so you can chuckle, just make sure the teacher’s lounge door is shut when your doing so. And keep up the fight against ignorance. Help them unlearn false truths  and guide them into the proper ones.

Guide them gently through their snowflake moments.

Teaching Newbies GAFE – How to teach the basic menus and operations in Google Slides

For my dissertation I will be giving several classes on different Google Apps for Education (GAFE) Apps and uses for them in your classroom. I thought it might be useful for other teachers and PD Developers to know how you can teach newbies the basics of programs like Google Slides without stressing them out. I find that in the excitement of the Demo Slam and all the “AWESOMENESS” the people we really need to have on our side, the newbies, who haven’t necessarily bought in yet, are lost. How do you get your reluctant or nervous learners to use a tool that they are scared of or don’t want to use? Those are the basic themes of this series.

I will show how I taught the class and the basic resources I used, and I hope that you can use a similar activity to teach teachers at your school.

I will be streaming it as a live hangout, but it will be available later on YouTube, below.

Link to the Event:

Link to the YouTube Video:

Basics of Google Apps for Education

For my dissertation I will be giving several classes on different Google Apps for Education (GAFE) Apps and uses for them in your classroom. But the first class will be on what exactly GAFE is and why you might use it. I will be streaming it as a live hangout tonight, but it will be available later on YouTube, below.

Link to the Event:

Link to the YouTube Video:

Links to the Slide Deck of the Presentation: (soon)

Maps for Mystery Hangouts

If you don’t know what a Mystery Hangout/Mystery Skype/Mystery Location Call is and you are a teacher… especially a geography, language, or world cultures teacher… then you are missing out.

Essentially it is a real-time 20 questions game between students in two different classrooms. You can only ask Yes/No questions and each side takes turns. You keep going until both sides know where each other are in the world. Then you spend some time asking questions to each other based on interest. The whole process should be about 15-20 minutes, no longer, so it doesn’t impact class time too much.

Today I am posting my maps collection because I have been having a hard time with other groups not having maps. I have collected a set of maps, located here: https://goo.gl/42noVE  It is important to have maps ready for your students. I have mine in plastic sleeves so they are easy to access. After we figure out the country, if the other team wants to do prefecture/province or even smaller, to city, then we switch over to Google Maps to see in close. But the big maps are good until then, to get to country and, in many cases, state level, too.

Sites that describe Mystery Hangouts or give good ideas:

I love Google Hangouts. Here is our map so far:

Tweet at me if you’d like to arrange a Google Hangout!  @tesolgeek

A History of Educational Technology

I was asked to create a history or timeline in the field of Educational Technology back in 2012. At the time I spent a lot of work on it, and I felt like I learned a lot. I cannot believe how much I have learned since then, just 3 years ago. Here is my timeline and some of my explanation:


I used an online site called Dippity to create the timeline, because it allowed images and also BC dates. A commentary as to why I chose each date is included within each link. I cited the different topics on the actual timeline, and my complete bibliography is below. Click on the Flipbook or List View if you get pulled into the BC time scale on the timeline and can’t seem to get back into modern times.


  • 1990 (decade). (n.d.). DigiCamHistory. Retrieved September 30, 2012, from http://www.digicamhistory.com/1990.html
  • Berners-Lee, T. (n.d.). cern.info.ch – Tim Berners-Lee’s proposal. Welcome to info.cern.ch. Retrieved September 29, 2012, from http://info.cern.ch/Proposal.html
  • Center for Social Organization of Schools (1983). School uses of microcomputers: Reports from a national survey
    (Issue no. 1). Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
  • Griffin, S. (n.d.). Marc Andreesen. ibiblio – The Public’s Library and Digital Archive. Retrieved September 29, 2012, from http://www.ibiblio.org/pioneers/andreesen.html
  • Hirsch, R. (2000). Seizing the light: a history of photography. Boston: McGraw-Hill.
  • JSTOR. (n.d.). Wikipedia.org. Retrieved September 30, 2012, from en.wikipedia.org/wiki/Jstor
  • Johnson, W. G. (2008). “Making Learning Easy and Enjoyable:” Anna Verona Dorris and the Visual Instruction Movement, 1918-1928. TechTrends, 52(4), 51-58.
  • Man, J. (2002). The Gutenberg revolution: the story of a genius and an invention that changed the world. London: Review.
  • Progress Report on the Long-Range Plan for Technology, 2006-2020 (2008). A Report to the 81st Texas Legislature from the Texas Education Agency. Texas Education Agency, Austin, TX.
  • Reiser, R. (2001). A History of Instructional Design and Technology: Part I: A History of Instructional Media. Educational Technology Research and Development, 49(1), 53-64.
  • Reiser, R. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design.. Educational Technology Research and Development, 49(2), 57-67.
  • Saettler, L. P. (1990). Early Forerunners: Before 1900. The Evolution of American Educational Technology (pp. 23-52). Englewood, Colo.: Libraries Unlimited.
  • Streaming media. (n.d.). Wikipedia.org. Retrieved September 30, 2012, from http://en.wikipedia.org/wiki/Streaming_media
  • Than, K. (2012, June 14). World’s Oldest Cave Art Found! Made by Neanderthals?. Daily Nature and Science News and Headlines | National Geographic News. Retrieved September 30, 2012, from http://news.nationalgeographic.com/news/2012/06/120614-neanderthal-cave-paintings-spain-science-pike/
  • Wikipedia. (n.d.). Wikipedia.org. Retrieved September 30, 2012, from http://en.wikipedia.org/wiki/Wikipedia

Article Review – Death by PowerPoint

Isseks, M. (2011). How PowerPoint Is Killing Education. Educational Leadership, 68(5), 74–76. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ972036

In this article, Isseks (2011) makes the case that using PowerPoint in the classroom has been changing learning in the classroom, and not in a good way.  Instead of a class where the students have to read information, take notes from a lecture, or analyze information in some way, they are simply to sit, watch the presentation and “absorb” it.  It makes it easy for one to feel like they have covered the material, but no critical thinking has occurred, and all the knowledge that is to be conveyed is somehow converted into a bullet point.  Occasionally they are told to simply copy it down or they are given a printout to copy on to.  But then the teacher feels the need to lecture while students are copying and the students are missing what the teacher is saying.  Also there is an incredible amount of down time while they wait for the students to copy things down.  He gives the example of military strategists summing up battle plans on a few quick slides and how it can’t possibly convey every aspect of an intricate thing such as that.  All of this sums up to be not a direct problem with PowerPoint, but with the presentation.  Isseks argues that PowerPoint could be a good tool, however thought must be deep, it can’t just be summed up in a few quick points.  Notes should be on discovery and discussion.  And for goodness sake, get rid of all of those fancy transitions and sound effects.

%d bloggers like this: