Plickers: A Formative Assessment Tool for K–12 and PETE Professionals

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

doi:10.1080/08924562.2017.1297751

Cited by 25 publications

(18 citation statements)

References 8 publications

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“…Apart from the low-cost technology, teachers can also consider using some e-tools which require minimal technology. For example, "Plickers" is an education app that can collect students' real-time responses without the use of their mobile device [21]. Teachers first prepare some multiple-choice questions before class.…”

Section: A Using Some Low-cost Technology Toolsmentioning

confidence: 99%

“…Their responses become the learning data which will be displayed and recorded instantly in the app. As Krause, O'Neil, and Dauenhauer [21] comment, it is a cost-effective tool for formative assessment inside the classroom. By contrast, Zarzycka-Piskorz [2] used Kahoot in her English classroom to collect students' real-time responses to her questions.…”

Section: A Using Some Low-cost Technology Toolsmentioning

confidence: 99%

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The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices

Bai

Lo²

2018

IJLLL

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The use of technology has become increasingly popular in various education contexts. However, integrating technology into teaching and learning is not without problems. This study aims to understand the barriers of technology integration in Hong Kong primary school English education. Thirty-six in-service teachers of an e-learning training course participated in this study. Through a free-response survey, they reported the barriers of using technology in their day-to-day English teaching. The findings indicated that a lack of resources (e.g., technology resources and preparation time) and inadequate knowledge and skills of e-learning practices were the two most frequently reported barriers of technology integration in local schools. Based on the responses of the teacher participants, five recommendations were made to inform future practices of e-learning. These recommendations included using some low-cost technology tools, having a technology integration plan in school, ensuring students' access to technology, improving students' skills and attitudes of e-learning, and providing opportunities of professional development.

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Section: A Using Some Low-cost Technology Toolsmentioning

confidence: 99%

Section: A Using Some Low-cost Technology Toolsmentioning

confidence: 99%

The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices

Bai

Lo²

2018

IJLLL

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“…If no wireless Internet access is available, Plickers can still work if the app is already downloaded on the device. That is because data are stored offline on the mobile device and later synced when the device returns to wireless Internet access (Krause, O'Neil, & Dauenhauer, 2017). Plickers is best used as a whole class interactive quiz or game in which the teacher projects a multiple-choice or true/false question.…”

Section: Plickersmentioning

confidence: 99%

Using Technology to Increase Opportunities to Respond

2019

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Delivering high rates of opportunities to respond (OTR) has been shown to improve student outcomes for students with challenging behavior. High rates of OTR can maximize student engagement while providing ways for teachers to quickly assess student content mastery. Given the increasing trend of technology use in schools, teachers can leverage technology for delivering OTR. We discuss three technology-based tools teachers can use to enhance OTR delivery with examples of how to incorporate these tools into classrooms.

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“…The only articles in the information literacy literature are notes describing the technology (Byrne, 2014;Pashkova-Balkenhol & Free, 2015). In the wider educational literature, Plickers have been discussed in the context of physical education (Chng & Gurvitch, 2018;Krause, O'Neil & Dauenhauer, 2017) and as a way to accommodate students with disabilities (Mahoney & Hall, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Contingent teaching through low-tech audience response systems

Lowe¹,

Macy²,

Stone

2019

JIL

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For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.

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Plickers: A Formative Assessment Tool for K–12 and PETE Professionals

Cited by 25 publications

References 8 publications

The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices

The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices

Using Technology to Increase Opportunities to Respond

Contingent teaching through low-tech audience response systems

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