Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
Lisa Waller, Newberry College, United States ; Kellah Edens, University of South Carolina, United States
Journal of Technology and Teacher Education Volume 20, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study thus was to empirically investigate the association between teachers’ self-reported reflective practices and their use of student response systems. Analysis of responses from 214 teacher participants from the southeastern US to the Teachers’ Technology Use and Belief Survey (TTUBS) revealed the following findings. First, self-reflection scores and reported SRS use were low yet significantly correlated. Second, an increase in SRS predicts an increase in self-reflection. With regard to the relationship of grade level and level of experience, this study shows SRS use the highest in middle school classrooms and that beginning teachers report using SRS more than experienced teachers. Considerations involving SRS availability, training, and use are discussed relative to the findings. Implications for enhancing professional growth through SRS use and reflective practice also are presented.
Keywords: reflection, student response system technology, formative assessment
Waller, L. & Edens, K. (2012). Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking. Journal of Technology and Teacher Education, 20(2), 205-222. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2012 Society for Information Technology & Teacher Education