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ERIC Number: EJ903671
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-8756-7555
"Clickers" as Catalysts for Transformation of Teachers
Kolikant, Yifat Ben-David; Drane, Denise; Calkins, Susanna
College Teaching, v58 n4 p127-135 2010
Personal response systems (PRS)--also called student response systems (SRS), or more commonly, "clickers"--can be a catalyst for transformation of a learning environment from one of silence to one rich in dialogue and interaction. But how is this transformation achieved? In this paper, we present three case studies of instructors who use PRS in undergraduate science and math classes at a research-intensive institution in the Midwest, USA. All three instructors reported having to make significant adjustments to their teaching over time in order to transform their respective learning environments and fully realize the benefits of PRS. These adjustments included (1) modifying activities to overcome the tension between the students' desire for anonymity and the need for interactivity to enhance learning, and (2) revising PRS questions in response to student behavior. We contend that transformation of the environment with PRS is neither instantaneous nor straightforward. As such, faculty who introduce PRS to their classrooms may benefit from substantial pedagogical and technological support. Finally, we note that the ongoing feedback about student learning in the classroom that PRS provides may act as a powerful catalyst to transform faculty, moving them from teacher-centered conceptions and approaches to teaching to student-centered conceptions and approaches. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A