2016 » Papers » Volume 1 » Taking the Pulse of the Classroom with Response Technology
|1. TAKING THE PULSE OF THE CLASSROOM WITH RESPONSE TECHNOLOGY|
Volume 1 | DOI: 10.12753/2066-026X-16-042 | Pages: 297-303
The core goal of response technology is to facilitate gathering the input from a large audience. The results should be available to the presenter fast enough and in a form that allows further use in the dialogue with that audience. Obviously, there are many ways to achieve this and even more methods for using the obtained instant feedback. The technology is trying to establish a dialogue between lecturer and audience instead of having a unidirectional communication.
In the last two and a half decades the response technology has been gradually adopted in educational settings at various levels and in several fields. There are many terms used to describe the response technology systems but they normally fall into one of the following broad categories: voting systems and clickers - based on proprietary hardware and communication, online and mobile based response systems - based on standard data networks and leveraging existing hardware and software and finally mixed systems that combine both approaches.
This paper presents a short introduction to response technology in general and then it focuses on one2act response technology tools and in special the Student Response System (SRS). SRS is concerned with obtaining instant feedback from the students during the class. The system can use students' own smart-phones, tablets or laptops as interaction tools.
HiST has over the past years developed tools which utilize existing infrastructure (e.g. wi-fi) to gather feedback from students, both in-class and outside of classes. Considerable research has gone into developing methods which allow the teacher to harness student feedback to achieve effective teaching.
Feedback facilitates ownership of the learning process, in the sense that it enables students to become active actors in their own learning process, with the teacher as a guide and facilitator. Students get to see that they can influence the learning process, which in turn has the effect of increasing their engagement with the activities.
When used for in-class quizzes or tests, response technology can be used to quickly uncover misunderstandings and misconceptions, and then let the teacher provide feedback and corrective actions at a time when the students are most receptive to learn. Students can be engaged in peer learning processes which let share and reflect on concepts and learning strategies.
The paper ends with a discussion about challenges in adopting response technology and influence on the teaching methods.
response technology, interactive lecture, one2act SRS, interactive classroom