Well, sort of. When I started experimenting with PowerPoint in my classroom, I firmly believed that using it would automatically create an engaging 21st century learning environment for my students. While that sounds rather silly now, there were some aspects of using this tool that had a positive impact on my pedagogy.
One of the aspects of math instruction I initially struggled with was the scaffolding of mathematical concepts. To explain a concept to my class, I would often blindly use sample questions from the text-book or would make up examples during the class. PowerPoint allowed me to efficiently create a series of sample questions that followed a logical mathematical progression. The premise that I had to strategically choose the questions to discuss with the class is hardly revolutionary, but PowerPoint allowed for an effective way to create lessons in a way that helped my students.
As I continued to experiment, I also noticed that the software gave me a tool to improve my ability to ask inquiry-based questions. I found creating open-ended questions on PowerPoint allowed for discussions to occur in my classroom.
In my situation, I could have used other digital tools or even a series of overheads to accomplish the same pedagogical improvements, but for whatever reason, PowerPoint seemed to be the catalyst to have my classroom practice gradually creep towards some level of competency. As a profession, we tend to be preoccupied with ranking and categorizing digital tools, as if we have to alter our pedagogy to make them fit into our classrooms. Instead, we should look to these digital tools to amplify effective pedagogy, which in turn, improves the learning opportunities for our students.