Clickers in Teacher Education: Student Perceptions by Age and Gender
Elaine Cheesman, Gaynelle Winograd, Joseph Wehrman, University of Colorado at Colorado Springs, United States
Journal of Technology and Teacher Education Volume 18, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study investigated the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. Participants (n = 63) included 53 females and 10 males aged 21 to 57 who attended small-enrollment reading methods courses in a special education licensure program. Responses to a 32-item survey suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. Participants valued the on-screen questions, opportunities for peer discussions, anonymity of voting, and immediate feedback of the bar graph that clicker technology provided. They were less receptive to linking one’s grade to points for participation or correct answers. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor, provide multiple opportunities for self-monitoring personal understanding, and help students focus on important course concepts.
Cheesman, E., Winograd, G. & Wehrman, J. (2010). Clickers in Teacher Education: Student Perceptions by Age and Gender. Journal of Technology and Teacher Education, 18(1), 35-55. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2010 Society for Information Technology & Teacher Education
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Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts
Erika Blood, Northern Illinois University, United States
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 5–20
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