Article #8 Clickers!

Harrison, D. (November 10, 2010) Clicking with Middle School Science. Retrieved from: http://thejournal.com/Articles/2010/11/03/Clicking-with-Middle-School-Science.aspx?admgarea=pre&Page=1

Summary:

                This article explores the use of audience response systems, otherwise known colloquially as ‘clickers.’ Use of audience response systems allows instructors to gauge how engaged students are with lessons, gather formative and preassessment levels, and give students a means of expressing themselves within the lesson and breaking away from traditional lectures. In this particular class, the clickers allowed the instructor to pinpoint areas in which students were lacking in knowledge and then tailor the lessons around perceived gaps. This class also utilized the system to engage in pre-test study in the form of ‘game days,’ in which teams would compete to answer questions pertaining to the unit of study as an alternative to traditional review or study guides. The audience response systems are not cheap and require a fair amount of classroom management and discipline, but the benefits are worth the costs when routines are set and expenses paid.

Reaction:

                I think one of the major advantages to using a system such as this is definitely in assessment, but probably not summative assessment; I don’t think this could really replace traditional pencil and paper testing as college testing and state assessment tests haven’t opted to go this route. It does provide a break from monotony and may provide quiet students a means of expressing their thoughts or issues without putting themselves on the spot. There is a relative amount of anonymity in simply pressing buttons. As an educator, I see this as a wonderful way to gauge how effective lessons are, as feedback from students is acquired and aggregated in real time in conjunction with PowerPoint presentations and then the instructor can see the amount or lack of learning directly. This is invaluable, as teaching without learning is rather pointless; if we can identify areas of confusion as we go, it would make the learning process much easier for everyone.