1. PRESENTATION SOFTWARE A Quick Glance At Summative & Formative Assessment eTools: PRESENTATION SOFTWARE Amy J. Lukic Grand Canyon University TECH 546 July 27, 2011

2. Presentation Software A Summative and Formative Assessment Technology Tool Whether it is an interactive Jeopardy game using MS PowerPoint or a student created project, presentation software can be an effective tool in driving and differentiating instruction for today’s twenty-first century learners. Although presentation software was originally developed for the business world, recent studies have proven that it can be an effective assessment tool in education. A recent study supervised by the University of Tennessee supports the conclusion that Microsoft PowerPoint can be an effective assessment and intervention tool when increasing fluency and automaticity in math facts (Parkhurst et al, 2009). A second study out of Charles University in Prague elicits the efficiency of the creation of presentations as didactic tools that, with trained teachers, can positively influence the instructional effectiveness (Urbanova & Ctrnactova, 2009).

3. Presentation Software Computer AND Web-based Computer Based ApplicationsWeb Based Applications  Presentation software available for PC or Mac include Microsoft PowerPoint and Keynote for Macs.  Templates are available to use with PowerPoint in order to create content driven games such as Jeopardy and Hollywood Squares (Aronin and O’Neal, 2011)  Prezi is a web-based presentation in the style of a giant poster where important information is zoomed in and out.  Other online resources for creating and viewing presentations include Knoodle.com and SmartDraw.com.

4. Presentation Software: The Cost Computer Based ApplicationsWeb Based Applications  Microsoft PowerPoint: $100 http://office.microsoft.com/en- us/powerpoint/  Apple’s Keynote Software $60 http://www.apple.com/iwork/ke ynote/  Prezi.com will upload your PowerPoint or Keynote slides and create one giant interactive online poster. ($100-200 per year) Prezi.com  Webex.com (free trial and pay per use pricing available starting at $.33 per minute) Webex.com

5. Presentation Software: What Assessment Data is Produced? ActivityData Formative  Interactive Presentation Diagnostic slides can be created to check for class prior knowledge and connect understandings to new knowledge. Partner talks and daily exit slips can be incorporated for monitoring students progress throughout a lesson.  Presentation Template: Games Games such as Jeopardy can quickly assess how groups as well as individuals are achieving content standards through immediate response activities. Summative  Student created presentation or digital story Evidence of specific content standards achieved through student created presentation & rubrics, as well as integrated technology standards.

6. Presentation Software: How Does it Drive & Differentiate Instruction? ActivityHow will it help drive and differentiate instruction? Specialized slides Diagnostic: These slides can drive instruction and planning by giving context for learning and identify needs of a group of students. Partner Talks: When students are engaged in conversation, the instructor can monitor and redirect instruction accordingly. Exit Slips: These slides, when presented daily throughout a unit of study, can assist in the development of new knowledge, as ideas are connected to past learning. Game Templates Games such as Jeopardy and Who Wants to Be a Millionaire not only engage the learner, but it can also give real time directed instruction for further investigations in problem solving activities. (edgames.com)edgames.com Student Presentation or Digital Story Rubrics can be used for assessing students ability to demonstrate master of standards. These results can also drive instruction by identifying missed points in which may be retaught in the next unit of study. Presentations are naturally differentiated for all types of learning styles, language and content proficiency levels.

7. Presentation Software: Best Practices An article out of Illinois Institute of Technology in Chicago concludes that teachers MUST use guidelines when using presentations as instructional tools, (Kraus, 2008). Rudolf Kraus sustains that there are many benefits to utilizing PowerPoint as a significant tool in creating an advantage in teaching complex concepts in science education. However, Kraus argues that instructional presentations must stray from the original business oriented linear tool, to a more interactive, student driven activity that assesses student achievement and drives instruction.

8. Presentation Software: Conclusion & Resources When used appropriately, presentation software can be an effective and engaging assessment tool in the classroom. Presentations, whether used as an instructional tool or when creating a culminating student product, can yield important real time data used to monitor goals and drive instruction. For further information resources about how you can integrate presentation software and templates into your instruction and assessment, visit the following websites: http://www.eduplace.com/edugames.html http://teach.fcps.net/trt10/PowerPoint.htm http://people.uncw.edu/ertzbergerj/msgames.htm

9. References - This presentation was created by Amy J. Lukic TEC 546, Grand Canyon University July 27, 2011 Aronin, S., O’Neal, M. (2011). Twenty Ways to Assess Students Using Technology. Science Scope, National Science Teachers Association Publication, Summer, 2011, p25-31. Kraus, Rudolf (2008). Presentation Software: Strong Medicine or Tasty Placebo? Canadian Journal of Science, Mathematics, and Technology Education, 8(1), page 70-81. Parkhurst, J., Skinner, C., Yaw, J., Poncy, B., Adcock, W., Luna, E. (2009). Efficient Class-wide Remediation: Using Technology to Identify Idiosyncratic Math Facts for Additional Automaticity Drills. International Journal of Behavioral Consultation & Therapy, Volume 6, No. 2. Ubanova, K., Ctrnactova, H. (2009). Efficiency of PowerPoint Presentation as a Component of Science Education. Problems of Education in the 21 st Century, Volume 17, 2009, page 203-211.