My grade team partner made a comment about how often I used slides in my teaching (I use them a lot!). It prompted me to reflect on the changes to how we present information in this day of age, and whether the tools we use are truly serving our students.
As a student, I recall watching my teachers using overhead and slide projectors to display content during whole group instruction. Today, we have simply shifted to slideshows or interactive touchscreens. The technology has changed, but the practice of presenting information has largely remained the same. The realization made me ask: Are my slideshows effective tools to help my students learn?
The answer I have come to believe is yes, but when only presented right.
Slideshow Design
When I reflect on my own slide design, I find myself thinking about…
- The amount of text on the slide
- The quality and relevance of visuals
- How students can refer back to the content later
These three questions have shaped how I build and use slideshows in my classroom.
The Benefits I’ve Experienced
Used thoughtfully, slideshows have genuinely improved my practice. Some include:
- Better structure in lesson delivery: having a clear flow of learning goals, minds on, action, consolidation
- Built in prompts and reminders for ME which is especially useful when I am exploring a new teaching strategy
- Greater consistency across classes, which is particularly important when teaching in a rotary model
- More flexibility and responsiveness: since the structure is organized, it allows me to be more flexible and responsive to the students in front of me
The Disadvantages I am starting to notice:
The biggest concern I am finding is that it can make thinking invisible. By making sure I embed “non tech” aspects to the lessons (e.g., co-creating anchor charts), I embed the process of thinking, not just the finished product. I often ask questions or “write” on the slide to encourage more engagement. It invites students into the learning rather than positioning them as passive recipients.
Moving Forward
My colleague’s comment wasn’t a criticism, it was a useful mirror. The real question was never how many slides I use, but whether my students are actively thinking during and between them. That distinction has shifted how I approach lesson planning.
Slideshows are a tool, not a teaching method. And like any tool, their value depends entirely on how they’re used.
Have you reflected on your technology use?
