Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations
Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States ; Rebecca L. Oxford, University of Maryland, College Park, United States
Journal of Technology and Teacher Education Volume 18, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This mixed-methods study used interviews and a questionnaire to investigate the perceptions of 304 teacher education students regarding the learning-related value of handouts accompanying teacher educators’ computer-generated slide presentations. The extent to which graduate and undergraduate students differed in their perceptions was also investigated. The results revealed that handouts that accompany computer-generated slide presentations served as a crucial learning tool for students in their teacher education experiences. The Mann-Whitney U test showed significant differences in responses between graduate and undergraduate teacher education students. When teacher educators lectured with computer-generated slide presentations and accompanied those lectures with handouts, the undergraduates reported less note-taking than the graduate students. However, when teacher educators lectured with such slide presentations but failed to provide handouts, the undergraduates, compared with the graduate students, were significantly more concerned about copying down notes from the slides rather than listening to the lecture. This study also found that amount of detail provided in a handout affects the degree of perceived student learning. Students reported that slide presentation handouts in the form of “guided notes,” which provide only an outline of the presentation, facilitated better learning and note-taking compared to complete handouts and no handouts at all. The results of this study are likely to be of value to teacher educators wishing to design and develop computer-generated slide presentation handouts that better guide students in their note-taking and learning process.
Yilmazel-Sahin, Y. & Oxford, R.L. (2010). Teacher Education Students’ Perceptions of the Value of Handouts Accompanying Teacher Educators’ Computer-Generated Slide Presentations. Journal of Technology and Teacher Education, 18(3), 509-535. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education