Using Student Response Using Student Response Systems Across Environments: Systems Across Environments:

See it in ActionSee it in Action

Patrick Artz – Bellevue UniversityPatrick Artz – Bellevue University

Daniel J. Gulchak – Arizona State University Daniel J. Gulchak – Arizona State University

Margie L. Johnson – Metropolitan Nashville Public SchoolMargie L. Johnson – Metropolitan Nashville Public School

Today’s AgendaToday’s Agenda

Audience SurveyAudience Survey

Benefits of “Clickers” Benefits of “Clickers”

Demo of Clickers in Higher EducationDemo of Clickers in Higher Education

Demo of Clickers in K-12Demo of Clickers in K-12

Questions, Answers, & Prizes!Questions, Answers, & Prizes!

I am ________ with SRS.I am ________ with SRS.

33%

33%

33%

Not Familiar. Familiar. Very Familiar.

1)1) Not Familiar.Not Familiar.

2)2) FamiliarFamiliar..

3)3) Very Familiar.Very Familiar.

What is your primary focus?What is your primary focus?

17%

17%

17%

17%

17%

17% 1)1) Elementary Education TeacherElementary Education Teacher

2)2) Secondary Education TeacherSecondary Education Teacher

3)3) Higher Education Instructor/FacultyHigher Education Instructor/Faculty

4)4) Technology Specialist/InstructorTechnology Specialist/Instructor

5)5) AdministratorAdministrator

6)6) Classroom Support or ITClassroom Support or IT

Why use clickers?Why use clickers?

The NET Gen - Today’s Students:The NET Gen - Today’s Students: At age 21 are defined by…At age 21 are defined by…

• 10,000 hours of video gaming10,000 hours of video gaming• 250,000 emails correspondences250,000 emails correspondences• 20,000 hours of TV watching20,000 hours of TV watching• 10,000 hours of cell phone conversations10,000 hours of cell phone conversations• 5,000 hours of reading5,000 hours of reading

Clickers in the classroom: Engaging the millennial learner Campus technology 2006

This is why SRS’s are a big “buzz” on campus today! This is why SRS’s are a big “buzz” on campus today! SRS’ play to Net Gen’s need to be connected.SRS’ play to Net Gen’s need to be connected.

How many hours of email were How many hours of email were reported by age 21?reported by age 21?

20,0

00

150,

000

200,

000

250,

000

500,

000

1 1 1111)1) 20,00020,000

2)2) 150,000150,000

3)3) 200,000200,000

4)4) 250,000250,000

5)5) 500,000500,000

What is the average attention span What is the average attention span of today’s students?of today’s students?

They

hav

e non

e!

7 m

inute

s

12

min

utes

21

min

utes

Unlim

ited?

0

1 1

2

1

1)1) They have none!They have none!

2)2) 7 minutes7 minutes

3)3) 12 minutes12 minutes

4)4) 21 minutes21 minutes

5)5) Unlimited?Unlimited?

Which of the following was Which of the following was notnot listed as a benefit of SRS?listed as a benefit of SRS?

Cre

ate

a dyn

amic

int..

.

Confir

m s

tuden

t und...

Tra

ck c

lass

es a

nd s

...

Colle

ct d

ata

that

allo

..

25% 25%25%25%1)1) Create a dynamic Create a dynamic interactive classroom.interactive classroom.

2)2) Confirm student Confirm student understandings.understandings.

3)3) Track classes and Track classes and student results.student results.

4)4) Collect data that allows Collect data that allows faculty to report findings faculty to report findings on use of technology in on use of technology in the classroom.the classroom.

Ask the AudienceAsk the Audience

Pop QuizPop Quiz

Comprehension Comprehension checkcheck

AttendanceAttendance

Opinion pollingOpinion polling

Concept reviewConcept review

Topics for Topics for discussiondiscussion

Priority rankingPriority ranking

Typical Applications of a SRS Typical Applications of a SRS During ClassDuring Class

SRS’s are flexible - allowing

Instructors to match Student

Response System

activities to their

presentation content, learning

objectives, and personal

teaching style.

Voting Voting

TestingTesting

Knowledge Knowledge retentionretention

Discussion startersDiscussion starters

Consensus-Consensus-building building

Anonymous Anonymous feedback / feedback / evaluationsevaluations

Meet Your Neighbor…Meet Your Neighbor…

Introduce yourself.Introduce yourself.

Discuss one challenge you see with SRS Discuss one challenge you see with SRS in your classroom.in your classroom.

Demo #1 – Higher EducationDemo #1 – Higher Education

College classCollege class 40-50 undergraduate students40-50 undergraduate students Turning Technologies, LLCTurning Technologies, LLC

Class Use

• Review content

• Polling / Opinion

• Check understanding

• Team competitions

Benefits

• Easy, intuitive, & quick

• Integrates into PowerPoint slides

• On the fly changes

• Great looking reports

23 Graphs and Reports23 Graphs and Reports

33%

21%

40%

6%

Freshman Sophomore Junior Senior

2

8

21

00

5

1015

20

25

5 % 10 % 15 % 20 %

Series1 Series2 Series3 Series4

Results easily export to Excel allowing you to combine results for entire semester or compare classes side-by-side.

Demo #2 – K - 12Demo #2 – K - 12

Classrooms Grades 3-12Classrooms Grades 3-12 Teacher Technology TrainingTeacher Technology Training eInstruction CPSeInstruction CPS

Class Use

• Review content

• Polling / Opinion

• FastGrade

• Team Activities

Benefits

• Easy, intuitive, & quick

• Integrates with PPT

•Team Activities

•Integrates with ExamView

CPS--24 Different ReportsCPS--24 Different Reports

Technology – Hardware SelectionTechnology – Hardware Selection

Many different Many different brandsbrands, not compatible, , not compatible,

& many don’t work in large classrooms!& many don’t work in large classrooms!• Is the device durable?

• Does the software support multiple types of input devices (IR, RF, Virtual)?

• Is the use of the input device a one time purchase or subscription model?

• How are the input devices registered to a student?

Do you want to try SRS after Do you want to try SRS after seeing this presentation?seeing this presentation?

50%50%

1) 2)

10

0 of 5

1)1) YesYes

2)2) NoNo

Questions?Questions?

More Info . . .More Info . . .

PowerPoint available at NECC website and PowerPoint available at NECC website and http://http://academic2.bellevue.edu/~partz/srsacademic2.bellevue.edu/~partz/srs

margie.johnson@mnps.orgmargie.johnson@mnps.org

pat.artz@bellevue.edupat.artz@bellevue.edu

daniel.gulchak@asu.edudaniel.gulchak@asu.edu

Research & ReferencesResearch & ReferencesBeatty, I.D., Gerace, W.J., & Leonard, W.J (2006). Designing Beatty, I.D., Gerace, W.J., & Leonard, W.J (2006). Designing effective questions for classroom response system teaching. effective questions for classroom response system teaching. American Journal of PhysicsAmerican Journal of Physics, 74, 31-39., 74, 31-39.

Hanley, J.T. & Jackson, P. (2006). Making it Click. Hanley, J.T. & Jackson, P. (2006). Making it Click. Technology & Technology & LearningLearning, 26, 38-40., 26, 38-40.

Hatch, J., Jensen, M., & Moor, R. (2005). Manna from Heaven or Hatch, J., Jensen, M., & Moor, R. (2005). Manna from Heaven or "Clickers" from Hell: Experiences with an Electronic Response "Clickers" from Hell: Experiences with an Electronic Response System. System. Journal of College Science TeachingJournal of College Science Teaching, 34, 36., 34, 36.

Judson, E., & Sawada, D. (2002). Learning from past and present: Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Electronic response systems in college lecture halls. Journal of Journal of Computers in Mathematics and Science TeachingComputers in Mathematics and Science Teaching, 21, 167-181., 21, 167-181.

Shapiro, J.A. (1997). Student response found feasible in large Shapiro, J.A. (1997). Student response found feasible in large science lecture hall. science lecture hall. Journal of College Science TeachingJournal of College Science Teaching, 26, 408-, 26, 408-412412..