This research study investigated issues related to use of Microsoft (MS) PowerPoint presentation software program in teacher education and drew attention to the significant value of handouts that accompany PowerPoint presentations. Graduate and undergraduate teacher education students at four higher education institutions were surveyed through semi-structured interviews and questionnaires concerning their views on use of PowerPoint and related handouts. Interviews provided qualitative findings, while questionnaires gave both qualitative and quantitative results. The results of Mann-Whitney U tests indicated that both graduate and undergraduate students perceived PowerPoint to be a useful learning and teaching tool, but results also showed that significant differences existed between the perceptions of graduate students and undergraduates, with undergraduates reporting fewer class discussions when PowerPoint is used.

Majority of students expressed the belief that handouts accompanying PowerPoint presentations were very important for their learning, as shown by qualitative and quantitative results. This study also revealed that undergraduate students, compared to graduate students, take fewer notes during a PowerPoint presentation if they receive a handout. Qualitative results indicated that "guided-note" handouts, which provide a skeleton of the PowerPoint presentation without giving complete lecture notes, were found to be the most effective way to facilitate active learning and note-taking, in the students' perceptions.