During the school experience, many students access several presentation technologies that enable them to make presentations on whatever task they need. For several instances, in college, for example, Prezi has been a well-known website by many students and teachers for the presentation of knowledge in ways that were interesting to both students and teachers. Prezi is one of the browser presenting tools mostly known as short-form Prezis. It is comparable to certain other Microsoft presentation software, such as PowerPoint, but it includes some unique characteristics that make it a great choice. It has been common in schools and companies in recent years.
Prezi offered unique transitions between the material, a clean and succinct display of contents, and quick insertion of movies and photos, among other functions. Moreover, the website is easily obtainable to other viewers who can also share it with others. Several kinds of software for presenting are built on slides, where one navigates between the slides, a sort of page in the book (Chou et al., 2015). Nevertheless, Prezi employs a toile-based method; rather than utilizing slides, it uses a toile that turns on and off to view different frameworks for a presentation. The utilization of smartboards and their accompanying features are also fantastic resources to be used by teachers while presenting the material. Additionally, with the capacity to view and update the material in real-time, students can apply new presentation techniques.
During schooling, several students have utilized PowerPoint as their main presentation tool. PowerPoint is an excellent platform for the condensed, thorough, and original presentation of information. It permits people to experience many techniques and functions and enables them to simply alter content any time they want in the process of presentation. According to Berk (2011), the technology platform has been outmoded and dull. There had been recent critical responses and reviews of PowerPoint that are negative. Berk (2011), in his work, argues that the app may have a greater impact on this student group if new applications consisting of movements, music, and movies are included.
One needs to plan their presentations as a tale with a start, middle, and end when developing an excellent PowerPoint presentation and manage service on the slides that match the display. There are not many outstanding presentations, flashing texts, or other inconveniences. There are several critical considerations, as per Isseks (2011), to ensure that students’ PowerPoint submissions are accurate, such as deleting several bullet spaces, keeping the classroom light on, and not wasting time on fantastic transitions and soundtracks. Admittedly, all the above factors make presentations more effective.
A NearPod presentation is a great software for online learning for a class of a large number of students. However, there are concerns about creating and using a NearPod Presentation. The free version is space-restricted; thus, it is almost necessary to generate a gold version (Sanmugam et al., 2019). When one sends out a website, students’ interaction with it is possible, but when going to the next slide, the link will disappear. Another concern about the app is that all the participants cannot share their work. It is hard to display all right work while this should be possible on a computer. The limited view of one’s library is also a concern; it restricts sources of information from being used while in class. For the first time, setting up using class email becomes problematic, and one is not able to contact the school. There is no receiving email reset from support, and this makes it technologically comfortable.
Berk, R. A. (2011). How to create “Thriller” PowerPoints® in the classroom! Innovative. Higher Education, 37, 2.
Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73-82. Web.
Isseks, M. (2011). How PowerPoint is killing education. Educational Leadership, 68(5), 74-76.
Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod as interactive learning method. INTED2019 Proceedings, 1, 8908-8915.