Power Point and Life-Long Learning (Week 8)




Reflection this week is about the program Power Point, I have used PowerPoint before therefore, I found this program easy to navigate and very similar to Prezi. It requires the user to import information, manipulate text and images creating visually appealing and engaging presentations for a topic. In contrast, a student may present ones own work via Power Point presentations, this will encourage ICT skills that will serve a student well in future programs, operating key functions and experience in presenting ones work professionally.

Furthermore, this program is not limited to one subject, due to the recent policy and curriculum changes there has become a push in ICT in all learning areas (Howell, 2012.pp.41). Power Point is a flexible program which can be utilised to present a topic in any of the key learning areas. Lastly, Power Point can play a vital role in ‘lifelong-learning’  ICT plays a vital role in today’s society trends of seeking information, communicating and collaborating. 85% of children in 2009 had report to use the internet entirely for educational purposes (Abs.gov.au, 2009).Digital devices and the internet have transformed lifestyles and learning styles, altering skills needed to become learners and employees (Karakas,2012)

Therefore, the role if a teacher is to enable students and provide learning environments to enhance skills necessary to become independent learners in a variety of digital devices, programs and applications. Computer/ digital devices will enable students to become seekers of information, e-learners, presenters and successful in careers and home-life styles.

For a deeper understanding please visit my links.


Australian Bureau of Statistics, 2009.

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration & Creativity: Oxford University Press.

Karakas, F., & Manisaligil, A. (2012). Reorienting self-directed learning for the creative digital era. European Journal of Training and Development, 36(7), 712-731. doi:http://dx.doi.org/10.1108/03090591211255557





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