Clickers in Teacher Education: Student Perceptions by Age and Gender
ARTICLE
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
Abstract
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.
Citation
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. Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/29317/.
© 2010 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Caldwell, J. E. (2007). Clickers in the large classroom: Current research and bestpractice tips [Electronic Version]. CBE Life Sciences Education, 6, 9-20.
- Carifio, J., & Perla, R. J. (2007). Ten common misunderstandings, misconceptions, persistent myths and urban legends about Likert scales and Likert response formats and their antidotes. Journal of Social Sciences, 3(3), 106-116. Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics Teachers, 69(9), 970-977.
- Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139-168.
- Czaja, S. J., & Sharit, J. (1998). Age differences in attitudes toward computers [Electronic Version]. The Journals of Gerontology: Series B Psychological sciences and social sciences, 53B, 329-340. Retrieved January 13, 2009. Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996). Classtalk: A classroom communication system for active learning
- Duncan, D. (2005). Clickers in the classroom: How to enhance science teaching using classroom response systems: Pearson Education, Inc.
- Duncan, D. (2006). Clickers: A new teaching aid with exceptional promise [Electronic Version]. The Astronomy Education Review, 5. Retrieved March 30, 2006 from http://aer.noao.edu .
- Evarts, D. R. (2006). Undergrads in large classes can click their ways to Vision OHIO goals [Electronic Version]. Ohio University Outlook. Retrieved March 30, 2007 from http://www.ohio.edu/outlook/05-06/May/441f-056. Cfm.
- Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The Physics Teacher, 40, 206-209.
- Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. Dordrecht, The Netherlands: Kluwer Academic Publishers.
- Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Publishing.
- Hake, R. R. (1998). Interactive-engagement versus traditional methods: A sixthousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
- Horowitz, H. (1988). Interactivity in a classroom environment. Presented at the Sixth Conference of Interactive Instruction Delivery for the Society of Applied Learning Technology (SALT) Retrieved March 31, 2007, from http://www.einstruction.com
- Jackson, M. H., & Trees, A. R. (2003). Clicker implementation and assessment: Department of Communication. Submitted to information and technology services and to the faculty teaching excellence program at the University of Colorado at Boulder. Retrieved November 14, 2007, from http://www.colora Do.edu/ftep/technology
- Jamieson, S. (2004). Likert scales: How to (ab)use them. Medical Education, 38(12), 1217.
- Lubke, G. H., & Muthen, B. O. (2004). Applying multigroup confirmatory factor models for continuous outcomes to Likert scale data complicates
- Ray, C. M., Sormunen, C., & Harris, T. M. (1999). Men’s and women’s attitudes toward computer technology: A comparison. Office Systems Research Journal, 17(1), 1-8.
- Sharma, M. D., Khachan, J., Chan, B., & O’Byrne, J. (2005). An investigation of the effectiveness of electronic classroom communication systems in large lecture classes [Electronic Version]. Australasian Journal of Educational Technology, 21, 137-154. Retrieved March 31, 2007 from http://ascilite.org .au/ajet/ajet21/sharma.html.
- Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems [Electronic Version]. Learning, Media and Technology, 32, 21-40. Retrieved March 31, 2007 from http://taylorandfrancis.metapress.com .
- Zhu, E. (2007). Teaching with clickers [Electronic Version]. CRLT Occasional Paper No. 22. Retrieved June 24, 2008 from http://www.crlt.umich.edu/.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
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
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.