Presentation contains instructionson how to make a talking book using Microsoft PowerPoint. For examples of presentations, visit: http://faculty.etsu.edu/marks/workshops/05-06%20workshops/2005-2006workshops.htm

Students, the nation’s potential workforce, must acquire the needed entry-level technology skills demanded in the work environment. Business leaders question whether students are graduating from technology programs with appropriate and adequate technology skills. The purpose of this study was to determine how two-year and four-year college students assess their college technology programs and how they perceive the adequacy of the technology skills they had acquired in meeting workplace needs. A secondary purpose was to determine if differences existed based on demographic characteristics of participants. A survey research design was used in this study. The survey instrument consisted of three sections: Section I sought demographic information, Section II dealt with students’ perceptions of their technology programs, and Section III of the questionnaire was designed to have students assess their skills related to various computer applications and functions. Major skill areas include Word®, Access®, Excel®, and PowerPoint®. The findings indicated that participants were satisfied with the quality of their technology programs but they expressed some concern with the areas of instructional materials and integrating technology. Four-year college participants agreed that they had acquired the necessary Word, Excel, PowerPoint, and Access skills. Two-year college participants agreed that they have acquired the necessary Word, Excel, and PowerPoint skills but did not express they had acquired the necessary Access skills. Recommendations included: (a) conducting survey research to identify businesses/industries’ technology needs, (b) improving the questionnaire, (c) interviewing faculty members and students for survey research, (d) conducting a pilot study, (e) establishing validity and reliability for the modified questionnaire, and (f) using research design.

The main subject of this thesis is a practical elaboration of the subject "Boron, Carbon and Nitrogen Group of the p-block elements" in form of presentations created using the Microsoft PowerPoint program. The presentations are designed to be used in practice, during the education of chemistry at secondary schools. The thesis also contains additional comments for teachers and an analysis of curricular documents and selected textbooks. It is elaborated in accordance with the RVP G programme.

Denna uppsats handlar om hur digitala verktyg praktiskt kan implementeras under skrivprocessen vid undervisning av hur man skriver en argumenterande text. Vidare har studien även som avsikt att ta reda på elevernas åsikter kring att använda digitala verktyg under skrivprocessen. För att uppnå detta syfte genomfördes en designbaserad aktionsstudie som bestod av en intervention där en lektionsserie på sju lektioner observerades samt efterföljande fokusgruppsintervjuer med de 14 deltagande eleverna. De digitala verktyg som interventionen ämnade att testa var Mural, PowerPoint och ChatGPT. Resultatet utifrån observationen av interventionen och intervjuerna tyder på att digitala verktyg kan användas som stöd under skrivprocessen men att eleverna behöver mer övning, mer tid och tydligare instruktioner. Detta gäller framförallt vid användandet av digitala verktyg som är nya för eleverna. Även tekniska strul är något som studiens resultat visar är något som lärare bör ha i åtanke vid användning av digitala verktyg vid processorienterad skrivundervisning. Överlag indikerar resultatet av studien att lärare bör inkludera digitala verktyg vid processorienterad skrivundervisning men att mer tid och kunskap krävs för att kunna implementera dem på bästa sätt. / This essay is about how digital tools practically can be implemented during the writing process when teaching how to write argumentative texts. Furthermore, the study also has the intention to find out the students’ opinions about using digital tools during the writing process. In order to achieve this aim a design based action research study, that consisted of an intervention where seven lessons was observed and follow up focus group interviews with the 14 participating students, was conducted. The digitals tools that the intervention aimed to test were Mural, PowerPoint and ChatGPT. The results based on the observation of the intervention and the interviews indicate that digital tools can be used as support during the writing process, but that the students need more practice, more time and clearer instructions. This especially applies when digital tools that are new to the students are being used. Technical issues are also something that the result of this study shows is something that teachers should keep in mind when using digital tools to teach writing. Overall, the study’s result indicates that teachers should include digital tools when teaching writing in a process-oriented manner but that more time and knowledge is needed to implement them in the best way.

This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students, the instructors, and the student researcher. PowerPoint is one of the most commonly used technologies in classrooms, and its projection on screens has become a fundamental part of many students' daily routine. The basic design of this research study is based on Stringer's (2004) action research model, which operates on a repeated circle of reflecting, planning, acting and observing. This action research was generated by all participants, guided by instructors, and monitored by the planned objectives of the study's outcomes. A constructivist approach was used to understand the process of teaching and learning with PowerPoint, and feedback (questionnaires, interviews, and personal communications) was collected from the students in order to help instructors and the student researcher to determine the students' needs. There are four main sets of data in this study—data from students' questionnaires, from students' interviews, from instructors' interviews, and from the student researcher's classroom observations. Students were given questionnaires at the ends of weeks two to ten, and two students from each class were selected to be interviewed. Instructors were interviewed both at the beginning and at the end of the term. The student researcher observed all classes starting week two, and wrote notes which were included as part of the data. / Graduation date: 2012

Children with autism typically exhibit deficits in behavior and also in visual processing. Development and implementation of visually-cued instructional procedures, combined with electronic technology, have been used successfully to teach children with autism complex behavior chains. This study used photographic activity schedules on computer slideshow software to teach two children with autism to follow computer-mediated cues and engage in four play activities, and to transition between each activity in their homes without the presence of a trained behavior therapist. Results of this study demonstrated that these technologies can be utilized in children's homes to promote computer-mediated play behavior while eliminating the necessary cost of a home behavior therapist to prompt and supervise such activities.

Online teaching has become more common during the past decades as technological advancements provide new education possibilities. New technology also gives teachers new ways to conduct teaching. Today, there are many different teaching methods which can be utilized. Which teaching methods should be used in order to retain students’ focus during lectures? Which ones should be used to improve students’ enjoyment of lectures? This thesis studies these questions through an eye tracking experiment. Test subjects watched short lecture clips, each using a different teaching while being recorded using eye tracking. In addition, the test subjects answered a questionnaire regarding lecture enjoyment. Based from the results, it is found that focus during and enjoyment of online lectures seems to be mostly dictated by cognitive load. Teaching methods which use some sort of technique to reduce the amount of cognitive load are better at keeping students focused. Furthermore, students seem to enjoy teaching methods which uses a chalk board more. / Onlineundervisning har blivit mycket vanligare under det senaste decenniet tack vare teknologiska framsteg. Nya teknologier har också gett lärare nya sätt att undervisa. Idag finns det många olika undervisningsmetoder som kan användas. Men vilka undervisningsmetoder borde lärare använda för att hålla studenter koncentrerade under föreläsningar? Vilka metoder skall användas för att öka studenters föreläsningsglädje? Denna studie svarar på dessa frågor med ett ögonspårningsexperiment. Försökspersoner tittade på korta föreläsningsklipp som använde olika undervisningsmetoder medans deras ögonrörelser var inspelade med ögonspårning. Försökspersonerna svarade även på en enkät om föreläsningsglädje. Från resultatet framgick det att fokus och hur mycket de gillade att kolla på online föreläsningen påverkades mest av kognitiv belastning. Undervisningsmetoder som använder sig av tekniker som minskar den kognitiva belastningen var bättre i att hålla studenter fokuserade. Studenter verkade även visa större föreläsningsglädje för undervisningsmetoder som anväder svarta tavlan.

The master's thesis is about the using of PowerPoint presentations in music teaching from the viewpoint of the teacher at lower secondary schools in the Czech Republic. The theoretical part deals with implementation of ICT into schools, the importance and usage of interdisciplinary relations in tuition using ICT and about visualization as one of the successful modern trends in pedagogy linked with new technologies. In the practical part are examples of PowerPoint presentations made on the basis of curriculum selected from class-books for secondary school with proposals for practical use in music class. As a part of this thesis is the DVD with the created PowerPoint presentations. Key words: PowerPoint, presentation, ICT, visualisation, music class, interdisciplinary communication

Holmen Paper Braviken har nyligen ändrat sitt produktutbud till viss del, deras kundkrets kommer därför förändras. Braviken vill uppdatera det presentationsmaterial som används vid kundbesök för att skapa en mer intressantväckande känsla samt kunna fokusera sin kommunikation på de delar som anses mer viktiga. Syftet med det här arbetet var att undersöka hur olika utformningar av informationsgrafik kan påverka intressenternas upplevelse av presentationsmaterial. Detta görs för att ta reda på om en annan typ av grafik kan uppnå det Braviken vill förmedla. För att kunna besvara detta syfte är tre stycken frågeställningar formulerade. Ett antal undersökningar som ämnar svara på frågeställningarna genomfördes och litteratur inom området samlades in. Först samlades litteratur in, sedan data från uppdragsgivaren och sist gjordes en fokusgrupp för att se vad respondenterna tyckte om den nya respektive den gamla grafiken. Då undersökningarna var avklarade och datan sammanställd och analyserad kunde en slutsats dras som även diskuterades. Utformningen har stor inverkan på upplevelsen, vilken utformning som ansågs bra berodde dock på vilken typ av användningsområde som respondenterna i fokusgruppen diskuterade. Detta tyder på att det finns rum för ytterligare studier inom området för Braviken. Det var möjligt att ta fram ett antal punkter som Braviken böra ta hänsyn till under skapandet av presentationsmaterial, dessa är: • Naturlig och verklighetstrogen färgsättning ökar förståelse och intresse. • Enkelhet uppskattas till en viss grad, den får inte inverka negativt på förståelsen. • Användningsområde styr utformning, a) Beskärning kan vara uppskattat vid utförliga muntliga presentationer b) Ramar är överlag alltid uppskattat c) Formen på ramar styrs av hur bilden ska användas, till exempel om illustrationerna skall vara klickbara uppskattas en bekant form. • Indikatorer för läsriktning bör användas med försiktighet då dessa lätt kan bli störande moment. • Uppfattningen av materialet kan påverkas om det presenteras i samband med ett muntligt framförande. Då den här studien var väldigt inriktad på ett specifikt fall är den svår att generalisera. Det går dock att applicera samma grund på andra studier, till viss del. Det är möjligt att undersöka huruvida eller till vilken grad resultaten i den här studien stämmer överens med lösningar för andra företag. Det kan gälla liknande företag inom samma bransch, företag över en viss storlek eller liknande.

Nowadays, universal and unrestricted access to documents has become commonplace. In particular, PDF documents can be created quickly and easily, they look the same everywhere and can be read by any device. Whether for the distribution of printed material or forms: PDF documents are used extensively everywhere to provide various contents. With the Act on Equal Opportunities for People with Disabilities and the BITV 2.0, respectively, public bodies are also legally obliged to make digital offerings accessible. The instructions focus on PowerPoint 2016 on Windows, PowerPoint 2019 on Windows and macOS. A guide for PowerPoint 2013 and 2007 can be found in previous editions of this brochure. Of course, you can use the concepts, support and tips presented here regardless of which version of PowerPoint you are using.