Classroom response systems (CRS), also known as "clickers", allow teachers to assess student understanding and engagement through interactive questions during lectures. Research on CRS has found that they can increase student participation and performance on some measures compared to traditional lectures, but benefits depend on how teachers implement them. CRS hardware includes student response devices, a receiver, and classroom display. Software provides multiple choice, matching, and other quiz formats. Studies found CRS increased participation and some short-term learning compared to non-CRS classes, but long-term learning and overall preference for CRS classes was mixed. Benefits must be weighed against costs of implementation.

1. Classroom Response Systems
quot;Engage, Assess, and Achievequot;

2. Teacher's Technology Wish List
1. 100% Participation
2. Motivates students to learn
3. High Enjoyment level
4. Engaging Learning Environment
5. Easy to use Assessment strategy
6. High Success Level

3. CRS
Theories of Learning
quot;Modern Students are primarily active learners,
lecture/fact-memorization courses may be out of
touch with how our students are learning to
engage their world.quot; (Guthrie, 2002)
quot;A new type of technology is needed to engage
the rising generation of hyper-capable
technology users.quot; (Guthrie, 2002)
quot;As we gaze out at the sea of slouching bodies
and expressionless faces, it is hard to resist
wondering if students want less education and
more entertainment.quot; (Guthrie, 2002)

4. The Hardware
Signal Transmitters
Response Signal
Receiver
Classroom Computer
A Large Display
Projector
Presenter Remote

5. The Software
5 elements - Question area, Content area, Record
reporting, Class management, Student database.
Each student has a unique ID to track responses.
Infrared transmission of responses.

6. Functions
Quiz Mode - Multiple
Choice, Matching,
Competition, quot;Buzz
in.quot;
Statistical Mode -
Shows Scoreboard,
all responses, bar
charts, and correct
answers

7. Applications
Observe Learning
Statuses
Motivate students by way
of competition quizzes.
Anonymous Answering
promotes free expression
of opinion
Supports group
discussions
Grade Book and
Attendance feature

8. Research Hypothesis #1
Do students learn more?
2 Business classes
surveyed
Class 1 - given questions
during lecture.
Class 2- given questions
after lecture
Result: C1 - 40% feel they
learned more compared
to 8% for C2. (Guthrie, 2004)
48% and 39% for each
class stated that learning
stayed the same (Guthrie,2004)
Moderate support for
Hypothesis #1

9. Research Hypothesis #2
Do students participate more?
Results - C1 - 71%
participate more
compared to 33% in C2.
(Guthrie, 2004)
On Average 42% said they
participated more. (Guthrie,
2004)
Value of CRS to create a
comfortable engaging
classroom is very high.
Hypothesis #2 is
supported

10. Research Hypothesis #3
Do students prefer classes that use CRS?
Results - 61% in class 1
vs. 15% in class 2. (Guthrie,
2004)
Disadvantages - Cost,
accuracy, and technical
problems
Dependent upon teacher
use
Overall 33% indicated a
preference for CRS
classes (Guthrie, 2004)
Hypothesis is not
supported

11. Research Hypothesis #4
Is the benefit worth the cost?
Result - C1 - 56% stated
that the benefits
outweighed the cost
compared to 7% for C2
(Guthrie, 2004)
30% were neutral (Guthrie,
VS.
2004)
Overall 27% believed the
CRS to have benefits
beyond it's cost (Guthrie, 2004)
Hypothesis #4 is not
supported.

12. Product Research
EduClick II
800 elementary teachers
surveyed
Significantly increases the
number of periods that
teachers integrate
technology into teaching
Improves quality of
teaching, student
motivation, and attention
Teachers can design
questions to accompany
instructional goals

13. EduClick II
Technology usage - Integration with other instructional
Reasons behind its impact
materials, teachers are provided answer statuses and
evaluations, promotes cooperative learning. (Liu, 2002)
Quality of teaching - Focus questions to address
instructional goals, deepens discussions, sense of
achievement when using EduClick II. (Liu, 2002)
Motivation and attentiveness - Everyone can
participate, students try their best, competitive
strategies. (Liu, 2002)

14. Conclusions
Participation is positively affected in all instances
Impact is dependent upon the instructor's competence
level
Research indicates a moderate increase in the ability to
improve student learning
Engaging form of classroom technology
Promising technology that will benefit from more teacher
experience and classroom research.

15. Works Cited
Guthrie, R. W. & Carlin, A. (August 1, 2004). Waking the
Dead: Using Interactive technology to engage passive listeners
in the classroom. 1-6. http://www.mhhe.com/cps/docs/
CPSWP_WakindDead082003.pdf.
Liu, T., Liang, J., Hsue, Y., Chan, T. & Wei, L. (2002).
Embedding EduClick in Classroom to Enhance Interaction. 117-
124.
http://ccv.src.ncu.edu.tw/ccv/2003_ICCE_
Embedding%20EduClick%20in%20Classroom%20to%20Enhance
%20Interaction.pdf