Clickers in the Laboratory: Student Thoughts and Views

Johnson, Kevin; Lillis, Catherine

doi:10.28945/1133

Cited by 26 publications

(16 citation statements)

References 16 publications

(15 reference statements)

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“…"Once they know their ranking they can see that people have a higher ranking than themselves or better skills and some students will be attracted to that.If that's not presented nobody knows their position in the class and they might think they are the best student, and they're not.They might think they're the worst student, and they're not as well" (Interview 17). This finding fits with the literature which argues that audience response systems (aka clickers) help motivate and engage students while simultaneously providing feedback on students' understanding of material [39].…”

Section: F Principle 6: Communicates High Expectationssupporting

confidence: 75%

Which e-Learning Technology is Right for me?

Coldwell

Beekhuyzen

Craig

2012

Int. J. Emerg. Technol. Learn.

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Abstract-The range of technologiesavailable to support teaching and learning in higher education continues to grow exponentially. There is a growing expectation for educators to be well informed and familiar with the many suitable technologies and systems that are available to be used for delivering courses online, and to complement classroom (face-to-face) education. Detailed evidence of the perceptions and applications of the use of e-technologies is needed to inform not only teaching practice, but also policy development. These e-technologies need to be matched to pedagogical styles in order for online teaching and learning to be successful. Based on 33 semi-structured interviews, this paper presents a study of staff experiences of e-technologies, using Chickering and Gamson's 'Seven Principles of Good Practice' to provide educators with information about the most appropriate e-technology to support their pedagogical aims.

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Section: F Principle 6: Communicates High Expectationssupporting

confidence: 75%

Which e-Learning Technology is Right for me?

Coldwell

Beekhuyzen

Craig

2012

Int. J. Emerg. Technol. Learn.

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“…Research indicates that student motivation to learn increases when partaking in learning and when immediate feedback is provided because students are able to be certain of their understanding about the content discussed in class (Johnson & Lillis, 2010). According to the teacher's observation journal, students in the trial group were able to make more connections to their prior knowledge.…”

Section: Finding #2 Student Participation and Motivationmentioning

confidence: 99%

Using Clickers to Enhance Student Learning in Mathematics

Wang¹,

Chung²,

Yang³

2014

IES

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The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and paper. In addition to leveraging an understanding of the impact that using interactive Student Response System (SRS) have in helping students learn mathematics, this study also aimed to examine its effect on Special Education and English Language Learner (ELL) student learning outcome. 47 high school students who were enrolled in Geometry class were selected to participate in this study. Pre-tests and post-tests were conducted with both the trial and contrast groups of the study. The trial group contained all of the students in one period of Geometry class in which clickers were integrated into the classroom instruction. The contrast group contained all of the students in the same subject as the trial group but did not use clickers. The key elements of the study included having the technology available to the trial group throughout the entire learning process, having consistent participant groups, and having equal access to the materials presented to both groups. Based on the summative and informal assessment test scores, completion rates of class work and the teacher's observations, the research team concluded that for the students in the trial group, the use of clickers did improve the student learning outcome and class participation in mathematics compared to the contrast group. The test scores of Special Education and ELL students in both groups were also assessed for the clickers' impact on these students' learning. The results showed that the use of clickers had a positive impact as these students gained better test scores. These results align with the current research regarding technology integration in mathematics. Factors affecting the effective integration of technology such as teachers' use of clickers, types of questions teachers should ask and depth of technology integration will be discussed.Keywords: interactive technology, clicker, mathematics, student response system (SRS), summative assessment, English Language Learners (ELL), special education Significance of ProblemThe main goal of a high school mathematics teacher is to motivate students to learn mathematics and help them to apply mathematics in their daily lives. In the article Waking The Dead: Using Interactive Technology To Engage Passive Listeners In The Classroom (Carlin & Guthrie, 2006), the authors conducted research on the use of clickers in adult education classroom settings, and determined it was worth the cost to invest in clickers for the classroom. Carlin and Guthrie's research showed that students were generally positive about clickers' use, and preferred courses that used the technology over those that did not. Their data revealed that student participation approached 100% in...

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“…2,35 Additionally, LAP improves participation, motivation and understanding, 21,36,37 and lecture topics that are discussed using interactive devices result in students being more engaged, focused and interested. 9,[38][39][40][41] It has been reported that the discussion sparked by LAP is one of its most important benefits, as students prefer to respond individually prior to open group discussion of answers.…”

Section: Discussionmentioning

confidence: 99%