Introduction Validate the uses of ARS classroom Multiple platforms Advancements in the technology Location Devices Possible consideration for universal use. Internship at Turning Technologies
ARS: The Most Efficient Way toIncrease Student Performance andEngagement Medina, Medina, Wanzer, Wilson, Er and Britton (2010) Efficiency in the classroom Non graded material proved better acceptance. Anxiety Most beneficial or efficient means to receive responses in the classroom
Other Classroom UsesIoannou and Artino (2010) Used ARS in different types of class settings Reinforce lecturesBaytiyeh and Naja (2010) Validation Quantitative and qualitative analysis•
ARS:Implementation Yu and Smith (2008) Supports multi-dimensional classroom: Implementation: Four Variables Engagement: Six Variables
Implementation Cont: Zapf and Garcia (2011) Technologically proficiency Engagement and performance Clicker classes vs not clicker classes National Survey of Student Engagement (NSSE) Variety of reports Previous knowledge Found no evidence of dissatisfaction
ARS Increases Engagement in All Platforms Keske and Smutko (2010) Used on small community ARS provided immediate data vs. other methods Limitations: larger communities will require: Smaller number of questions Distribution of clickers
Other Uses Osterman (2007) Library Generate conversation Guide lecture Participants are more engaged Better knowledge of audience (Anderson, 2011) Impact ARS had on adults Evaluative analysis of previous research ARS has positive effect on adult learners.
Companies Maximize Interest byAdvancing Application Integrations Stav, Nielsen, Hansen-Nygaard and Thorseth (2010) Technology integrations Mass array of users Increase accessibility Increased in overall reaction Tablets, smart phones, laptops and PC
Things to consider in universal integration (Masikunis, Panayiotidis, & Burke, 2009). Role of the lecturer Presenter logs Methods should be individually based Suggestion of further research No definite strategy Must determine a strategy
Synthesis Efficient: Anderson (2011) Yu and Smith (2008), Medina et al (2010) Classroom Outside of classroom Effective: Osterman(2007), Zapf and Garcia (2011) immediate data collection Accessibility: Stav et al. (2010), Medina et al. (2010), Baytiyeh and Naja (2010),
Conclusion Increases engagement Privilege to poll from any location simultaneously Any internet connected device Increased accessibility
Final Note: Uses Across all age groups. Comfort Likelihood Opportunity for Implementation Research question: ARS is the most efficient means to gain responses from any constituency in any location. Can we integrate this into our electoral process?