Teaching with student response systems in elementary and secondary education settings: A survey study |
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Authors: | William R Penuel Christy Kim Boscardin Katherine Masyn Valerie M Crawford |
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Institution: | (1) SRI International, 333 Ravenswood Avenue, Menlo Park, CA 94025, USA;(2) University of California, Los Angeles, Los Angeles, USA;(3) University of California, Davis, Davis, USA |
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Abstract: | This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers
all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies
they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use
similar instructional strategies when using the technology as have been reported in higher education. These include posing
questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for
all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent
class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies
employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely
to have received professional development in instructional strategies and to perceive the technology as more effective with
students. |
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Keywords: | Student response systems Teaching practice Latent class analysis |
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