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ERIC Number: EJ1010747
Record Type: Journal
Publication Date: 2013-Mar
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1053-4512
Embedding "Clickers" into Classroom Instruction: Benefits and Strategies
Blood, Erika; Gulchak, Daniel
Intervention in School and Clinic, v48 n4 p246-253 Mar 2013
Student response systems, often called clickers, have become more popular and visible in the K-12 classroom in recent years. There are numerous competing systems on the market, but all perform the same function: to allow the student to use a small hand-held device (i.e., a clicker), or even web browsers on laptops or mobile phones, to respond to questions posed by the teacher. Student responses are then immediately displayed on a screen for all to see (usually in the form of a graph), allowing students to receive corrective feedback on their answer as well as compare their answer to peers' answers. Teachers prepare for a lesson by entering their questions, queries, or prompts, as well as possible answers to the questions, before class begins. Some products also let teachers enter questions spontaneously. These questions can be integrated directly into PowerPoint[TM] or other types of presentation software, including interactive whiteboards (IWBs). Then, students use their clicker to choose an answer from the choices presented. The visual display of student responses allows teachers to provide instant clarification of errors or reteach concepts that students had difficulty with. Instant feedback and evaluation for all! The many possible uses of student response systems make them a very versatile instructional tool. This article highlights multiple benefits of using clickers, for both teachers and students, and provides an overview of several strategies teachers can use with response systems in their classrooms to engage and motivate students and to improve teaching and learning. (Contains 1 note, 1 table, and 1 figure.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A