1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices. 2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning. 3. Clickers are used most in middle and high school science and math classes, and least in social studies.

1. Marc Gilbertson
Lamoille Union Middle School
mgilbertson@luhs18.org
http://lumsextreme.pbworks.com/w/page
/32270181/Clickers#

2. I. Marriage proposal?
II. Grades on a test?
III. Rock, Paper, Scissors?
IV. Pregnancy test?
V. Making Laws?
VI. Intimate Moments?

3.  Essential Questions- What should teachers know
about clickers? Are they worth it?
I. Basics
II. Trying Clickers
III. Goals- Why Use a Classroom Response System
IV. Advantages and Disadvantages
V. Implementation- 3 levels-
VI. Review of Literature
VII. Successful Implementation of Technology
VIII. Conclusion and Further Questions

4.  What are Clickers and why should you
care?
Clicker
30%
Non-Clicker
70%
Clicker Usage according to eInstruction

7.  Developed for large lecture halls to
engage students and offer instant
assessment.
 Now used in classrooms from
elementary through graduate school

8.  Demands for Assessment-
 Accountability Movement and N.C.L.B.
 Formative Assessment
 Data Collection
 NECAP
 AIMSWEB

9.  Popular Media
N.P.R. – “All Tech Considered” In Search of
Answers, Teachers Turn to Clickers
The New York Times- Students Click, and a Quiz
Becomes a Game- 1/28/08
New York 1 News-Teachers, Students Just a Click
Away From Monitoring Progress-2/10/10

10. 1. Assessment and Data Collection
2. Technology
3. Price
4. Seen in Use

11. 1. Turn On
2. Log On—Anonymously
3. PIN? Hit “Send”
4. “Login Accepted”
5. On, Your Marks, Get Set……

12. 1. Classroom Response Systems ......
A.) can include clickers or other ways to gauge
student understanding.
B.) were first developed in the 1960's.
C.) were first used in large lecture halls
especially in advanced math and science.
D.) All of these

13. 2. Which of the following is the
correct technical terms for "Clickers"?
A.) Classroom Response Systems
B.) Student Response Systems
C.) Audience Response Systems
D.) Personal Response Systems

14. 3. How often do you use "Clickers"?
A.) Daily
B.) Once a week
C.) Once a month
D.) A few times ever
E.) Never

15. 4. Clickers should be used in any
good 21st century classroom?
A.) Yes
B.) No
C.) Don't know or No opinion

16. A. Maintain Student Attention- The Game
Show

17. B. Improve Engagement- More Active

18. C. Encourage Participation
and Discussion- Peer
Instruction
D. Assess Comprehension
and Adjust Instruction

19. E. Collect and analyze data

20. F. Improve Student Performance and
Understanding
Questions?

21. 5. Can Clickers accomplish all they
claim to?
A.) Sure- they sound great
B.) Probably
C.) Not sure, maybe
D.) Doubt It
E.) No way--raising hands is better

22. A. Advantages
 1. Anonymity of response
 2. Display results
 graphically

23. A. Advantages Continued…
3. Students are more engaged-
they are “cool”
4. Allows students to evaluate
their responses with other
members of the class-
Metacognition

24.  B. Disadvantages
 1. Technological Glitches and other
teacher issues
 2. Distracting to some
students
 3. Cost-

25. 6. If you were in charge of your
school's technology budget--would
you invest in clickers?
A.) Yes
B.) No
C.) I would consider it.

26. 7. What if grant money covered 50%
of the cost?
A.) Yes, sign me up
B.) No, thanks
C.) I'll think about it
D.) Could I spend the money on a new iPad
instead?

27. 8. Is the finger grooming thing
A.) Very Cool
B.) Very Creepy
C.) I actully have one and use it regularly
D.) I hope Whitney gets me one for my
birthday

29. A. Level 1/Shuffle-
Instructor/Student Paced
Instruction- Quizzes, class work,
instant response and data
collection.
B. Level 2/iPhone- Audience
Paced Instruction- Used to
assess comprehension and
adjust lesson- Pretest, Flexible

30.  C. Level 3/iPad- Peer Instruction-
 1. Short Presentations
(Video Clip)
 2. Conceptual or Opinion
Question
 3. Students Formulate
Answers and
Report
 4. Discussion with Peers
 5. Re submit Responses with
Possible Changes
 6. Discussion of Results.

31.  A. Two kinds of studies-
 1. quantitative- improved test
results or scores
2. qualitative- student surveys
on effectiveness

32.  The big question---
Do clickers really work?

33. 5. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effective
B.) Most studies show clickers are effective
C.) It's about 50/50
D.) Most of the studies show clickers are not
effective
E.) Almost all the studies show clickers are not
effective

34. Respond Again

35. 6. Does the literature show that
clickers are effective teaching
tools?
A.) Almost all the studies show clickers are
effective
B.) Most studies show clickers are effective
C.) It's about 50/50
D.) Most of the studies show clickers are not
effective
E.) Almost all the studies show clickers are not
effective

36. Review of Literature (Rochelle, 2004)
 A. 26 Studies-none truly scientific
 1. 16 Greater Student Achievement
 2. 11 Increased Understanding of
Subject
 3. 6 Better Group Interaction
 B. CRS improves performance when
compared to straight lecture
Results are the same when compared with
other active learning techniques. (Martyn,
2010)

37. C. One Four-Year Analysis at Georgia Southern
showed;
“test scores to increase by over ½ letter
grade over a four year period.” (Anderson
and Noland, August 2010)
D. Patry (2008) found, “mixed results as to whether
effective use of clickers can improve student
learning”

38. 7. Which of the following subjects
uses clickers the least according
Penuel et al.?
A.) English
B.) Mathematics
C.) Social Studies
D.) Science

39. Respond Again

40. 8. Which of the following subjects
uses clickers the least according
Penuel et al.?
A.) English
B.) Mathematics
C.) Social Studies
D.) Science

41. Subject Middle School High School
English 59 (33.9%) 37 (18.4%)
Mathmatics 63 (36.2%) 47 (23.4%)
Social Studies 3 (1.7%) 30 (14.7 %)
Science 54 (31.0 %) 52 (25.9%)

42. 1. Tablets

43. 2. Smart boards

44. 3. Net Books- One to One Technology

45. 3. Online Text books and other resources
A. Document Camera
B. Digital Textbook
Digital History

46.  A. Develop teacher technologists or
collaborative apprenticeships
 B. Give time and freedom to restructure
lessons and support others
 C. Plan for future costs of repair and
maintenance.
 D. Provide models for teachers through
professional development and conferences
 E. Clickers as the gateway to other reforms

47.  Classroom Response Systems are not going to
solve the problems facing schools today. Still,
they may help teachers more effectively engage
students and assess their comprehension. We
will see more of this technology in the future
and as with all technology, it is essential that
schools use their resources to implement these
tools in the most effective way.
 Ted Talk—Johnny Lee

48.  There are still many questions which remain to be
answered----
 1. Is this technology evolving so that soon
students will do much more on hand held devices
including using them as a classroom response
system?
 2. Is metacognition increased when students can
immediately and anonymously compare their
responses to those of their peers?

49.  3. Why have many colleges and universities
moved to use CRS’s to engage students in
discussion and peer instruction while much of the
K-12 literature refers to using CRS as a way to
assess student performance?
 4. How does the use of CRS change when used in
small classes as opposed to large lecture halls?
 5. Are CRS worth the cost?

50.  1. Comments/Discussion-----
 2. Anything you are curious about?
 3. Would you like to see….
 How data is displayed and kinds of data?
 Making a question/test how easy is it?
 Other features?
 Lamoille Union in the news…