This document discusses technology-enhanced learning tools for polling and quizzes such as Kahoot, Polleverywhere, NearPod, and Socrative. It examines how these tools can be used to assess student learning in real-time, engage students, and encourage participation. The document also addresses how understanding digital literacies and incorporating students' digital practices into teaching can help support student learning. Some key advantages of polling tools include keeping and sharing results, creating synchronous classroom tasks, student motivation, and formative assessment. The document prompts reflection on using student digital practices and when extending digital skills may be valuable for learning.

1. Technology-enhanced learning:
polling and quizzes

2. Tools we will be using this
session
Kahoot
Polleverywhere
NearPod
Socrative
Responseware

3. Learning outcomes
To consider the notion of digital literacies and analyse
our own, current practices.
To critically evaluate the interchange between personal
and institutional digital spaces and tools.
To evaluate a number of apps and programmes designed
for polling or classroom interactivity.
To design smart questions which are purposeful within a
curriculum design.
To evaluate the place and potential of technologies used
today in your own practice.

4. Digital identity and Digital Literacy
• Literacies
• Identities
• Practices
• Events
• Domains
Source: TAP (Amber Thomas) http://mahara.warwick.ac.uk/view/view.php?id=36138
Beetham and Sharpe (2010)

5. Digital domains, tools and practices
Social media
e.g. Facebook=social; Twitter=professional
Devices
e.g. Phone=most things; iPad=classroom work, document annotation,
sharing; laptop – last resort!
Tools
e.g. Tools I really like (Mahara) V tools I dislike (Prezi)
• Digital practices are often well-established and driven by use
of preferred tools and domains.
• Digital practices can also emerge from ‘chance encounters’
or ‘contrived routes’.
• Digital domains and practices can overlap and change in
their importance, over time.

6. Digital tools and their domains

7. TASK 1: Analysing your digital
literacies
Use the grid to consider your own digital literacy
practices. Think about tools you use at home, at work
or in other contexts. Some of these tools may span
more than one domain.
Share your grid with someone else. Discuss whether
you think your digital literacy practices match those of
your learners.

8. Using student digital practices and
literacies
Working with them – using spaces and tools
that are compatible to students and their own
devices – supporting digital literacies
Working outside of them – using spaces and tools
that are unknown to students (‘learning in
disequilibrium’ – Piaget) – extending digital
repertoire

9. Critical questions
What is the value of understanding our own
and others' digital literacies?
Is there a mismatch between individual
digital literacies and institutional practice?
How far should we aim to accommodate our
learners’ digital literacy practices into our
work?

10. Tools for real time assessment and
capturing student thinking

11. Advantages of these tools
Ability to keep and share results
Creating synchonous classroom and homework
tasks
Motivation and interest; ‘authentic’ results
Initial or formative assessment of concepts
Anonymity; encourages all learners to engage
Gamification
Peer dialogue around the ‘live’ results
Group decision-making
Creation of enduring resources

12. To poll or not to poll…..?

13. Activity: question design
Have a go at designing some questions (for your
subject discipline) that could be presented using
one or more of the tools explored.
Consider where in your curriculum design/session
plan this tool might be used effectively.
What would you need to consider, before using this
tool?

14. Stay in touch!
Sara Hattersley
S.Hattersley@warwick.ac.uk