Classroom response systems transcript


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Classroom response systems transcript

  1. 1. <ul><li>Slide1 To Click or Not to Click By Lynne ButkiewiczCourse: Diffusion and Integration of Educational Technology (EDUC - 7101 – 1) Walden University - Dr. Keith Pratt My research project is on student response system (clickers)2I talked to 35 different teachers and administrators about classroom challenges that they deal with in the classroom on a daily basis. I was interested in the use of clickers in the classroom when I taught 8th grade. I felt that I could actively engage my students in math by using clickers in the classroom. When I asked they said they didn’t have the money. Well here it 6 years later and student achievement is still a challenge. Even with the federal mandate of No Child Left Behind Act. 3With more and more demands on states, school districts, principals and vice principals and their teachers and aides to improve student achievement and be academically successful, it is clear to me that clickers are the key. In the next few slides I will try to explain these challenges and how student response systems (clickers) can help minimize these challenges in today’s K12 classroom. As we know some students pay attention in class and others don’t. Some students follow instructions and others don’t. With handheld clickers students will give you their attention. In this world of internet, electronic games, etc. what a way to get students actively engaged in the class. The research shows that students tune into the class more when clickers are being used. Fredericksen and Ames study found that students were satisfied with clickers, and their satisfaction with them improved over time.” The AverMedia (2009, p. 1) visualizers study found that, “Around 83.3% of the students agreed that the visualizers helped them learning, and 78.6% of the students pointed out that the visualizers improved their learning attitudes.” 4The teachers told me that keeping the students in their seats is a constant struggle. That discipline for students out of their seats is robbing the teacher of valuable class time. The research shows that students stay focused and in their seats when clickers are being used. Keeping students actively involved in class with great questions. 5Some of the teachers and administrators indicated that shy students don’t often participate in classroom discussions. Some of the research indicates that shy students love to participate because they can participate using clickers as their voice in answering questions. This way no student feels stupid about their answer. The research showed that many students wait until they are asked before they respond. Zhu (2007) points out that, “sometimes starting class discussion on difficult topics is a constant challenge with the anonymity of responses.” The O’Donoghue & O’Steen (2007, p. 778) study found, “colleagues to be engaging with clicker technology in different ways but with the same general purpose, namely the improvement of their teaching and students’ learning in large lecture classes.” 6Another key concern of the teachers and administrators was motivating students to do their work. Research shows that students are motivated when technology is used. Zhu (2007) stated that, “using peer instruction and other active learning strategies keeps students motivated in staying actively involved in the class lesson.” The Fredericksen and Ames (2008) study indicated that students preferred to attend lectures where clickers where used. A Renaissance Learning Neo laptop case study in North East Independent School District in San Antonio, Tx stated, “they have seen an impact on student motivation and performance as well as saving valuable time in both classroom and in the computer lab.” There was more teaching and learning time because the students and teachers didn’t need to get up and go to the computer lab to take tests etc.” Pelton and Pelton (2005) stated that, “student response systems are an exceptional tool for student assessment and student engagement.” According to Pelton and Pelton (2005, p. 1554), “by engaging the students in producing their own answers, it is expected that students will be even more likely to ‘buy in’ and think deeply about the question.” 7Administrators I spoke to say that they are worried about assessing skill mastery. With teachers being held more accountable for student mastery they are interested in new ways to assess mastery in a quick and effective manner. Zhu (2007) states, “assessing students’ prior knowledge and identifying misconceptions before introducing a new subject is necessary for learning.” Gathering feedback on teaching helps ensure that all students are learning and to check for misconceptions to tell you whether you need to reteach a concept or move on. There is no question that No Child Left Behind initiative advocates the need for constantly and consistently assessing student’s knowledge. Clickers can be used in almost any class and with almost any lesson and standards. Student response systems can change assessment for grades to assessment for learning. 8A clicker system consists of three components: Clickers which are wireless handheld transmitters that resemble small, TV remote controls. Some clickers are rugged, student friendly, and low cost.A receiver that is radio or infrared controlled that is transportable that receives signals from the clickers. Software installed on computer that receiver is hooked up to, that will record students responses and data. According to Zhu (2007), “radio frequency transmission seems to have become the standard for know.” Zhu (2007) also notes, “That the design of clickers varies widely.” 9Lassiter states classroom response systems create and interactive learning environment. 10Zhu (2007) stated that, “amidst positive feedback, a few negative comments about clickers were the cost of clicker, technical difficulties, ruined the flow of the lecture.” One of the biggest downfalls is the lack of planning and professional development on the parts of administration and teachers. 11Hines (2005, P.4) research revealed that. “After first-semester final exams, the science and math students scored an average of four to six percentage points higher on test score.” 12The commercialization of clickers is evident in the amount of research available in higher education use of clickers. Clickers have successfully diffused through most higher education classes. 13Zhu (2007) stated that, “amidst positive feedback, a few negative comments about clickers were the cost of clicker, technical difficulties, ruined the flow of the lecture.” 14This is an “S” curve that indicates where an innovation is at the early stages and how it starts to take off when it reaches the early majority. Innovators are curious about the clickers. Early adopters are those that will promote the clickers. Late adopters require more pressure to adopt clickers. The laggards will refuse to adopt and may never adopt unless forced too. Do you want to be an early adopter or a laggard? 15Approach will be centralized with peer-to-peer review and problem centered approach. A change agent will be needed to persuade the opinion leaders (administration) would need to mandate use of clickers to the adopters. 16Best practices : keep slides short, do not ask a lot of questions, limit to 5 questions, don’t make questions complex, engage audience in active discussion, provide clear instructions on how to use clickers, allow for time in between questions are some of the best practices to use.17ARE YOU INTERESTED IN CUTTING EDGE TECHNOLOGY, ACTIVE STUDENT PARTICIPATION AND EASY WAY TO ASSESS STUDENTS MASTERY OF A SUBJECT AND IF YOU ANSWER YES TO ANY OF MY QUESTIONS THAN YOU MUST ADOPT CLICKERS QUICKLY! Do you need to assess student skill mastery and knowledge?Have trouble keeping some students on task?Is maximizing classroom time and instruction important to you?Do you observe some students off task?Are some of your students shy and reluctant to participate? Do any of your students need to be motivated in the classroom?18References19References20References21References22References23References24References