i>clicker

Featured Case Study

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• Accounting

  Ronald F. Premuroso, Lei Tong, and Teresa K. Beed, The University of Montana School of Business Administration Department of Accounting and Finance

  "Does Using Clickers in the Classroom Matter to Student Performance and Satisfaction When Taking the Introductory Financial Accounting Course? Teaching and student success in the classroom involve incorporating various sound pedagogy and technologies that improve and enhance student learning and understanding.Before entering their major field of study, business and accounting majors generally must take a rigorous introductory course in financial accounting. Technological innovations utilized in the classroom to teach this course include Audience Response Systems (ARS), whereby the instructor poses questions related to the course material to students who each respond by using a clicker and receiving immediate feedback. "

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  John Sanders, University of Maine

  "I was thrilled to see that adding the [clicker] technology did engage [my students]—in both the technology itself and the course material. Using clickers throughout each lecture kept students attentive and helped to create a more energetic and dynamic environment."

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• Astronomy

  Roger Freedman, University of California, Santa Barbara

  "I encourage students to consult with their neighbors to reach a consensus about the answer. In this fashion, a large, impersonal lecture hall becomes an intimate discussion section, the students learn actively from each other, and they stay awake!"

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• Biology

  Jeff Carmichael, University of North Dakota

  "I was able to monitor the class’s understanding of course material, and students were able to think about the material in a way that they would need to do during exams."

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  Kevin Patton, St. Charles Community College

  "Clicker questions provide a way to ask some of the questions that I know students will have difficulty with...and give me the opportunity to show them that they will have difficulty while showing them how to reason and solve the problem."

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  Heather Tarleton, University of California, Los Angeles

  "The i>clicker system enabled me to gauge student knowledge of important course material and identify common misconceptions or misunderstandings on the spot."

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• Business Administration

  Michael Preis, PhD, University of Illinois, Urbana-Champaign

  "The clickers helped to increase classroom attendance, as well as motivating students to read their textbooks."

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• Chemistry

  David Anderson, University of Colorado, Colorado Springs

  "i>clickers have revolutionized my lectures by providing more interactivity and timely feedback in the classroom."

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• Economics

  Carl Liedholm, Michigan State University, Department of Economics

  "In the past, when I posed questions directly to individual students, many would freeze and panic. With clickers, students are now engaged with a “relaxed alertness” because they can answer questions anonymously."

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• Education

  Bill Fisk, Eugene T. Moore School of Education, Clemson University

  "This methodology helped me move student understanding from simply the knowledge and comprehension levels to the application and even analysis levels."

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• Engineering

  John Falconer, University of Colorado-Boulder

  "Classroom attendance is higher now that I use i>clicker, and feedback from the students is very positive. A large proportion of the students in anonymous end-of-the-semester surveys list clickers as the best part of the course. More students ask questions, and the questions are more sophisticated."

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• History

  John Majewski, University of California-Santa Barbara

  "With i>clickers in hand, students became the active participants in their own learning that I'd hoped they would. Incorporating new technology into the classroom and providing a vehicle for expression helped to generate interest in course material."

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• K-12

  Eric Hartman, St. Anne School, 4th Grade

  "i>clicker gives me a clear indication of what my students are learning and helps me develop the best and most specific activities for their benefit. [I]t allows me to [...] address the needs of visual, auditory, and kinesthetic learners."

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  Raymond Jackson, Contemporary Learning Center

  "The i>clicker system increases student engagement. It does so from the moment the remote is placed into the students’ hands, and its versatility makes it adaptable to any curriculum or grade level."

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  Karen Lock, Tozer Primary School, 2nd Grade

  "i>clickers help minimize paper-and-pencil practice. Costs are a huge concern in schools today; a paperless lesson not only is a green solution but a cost-saving one as well."

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  Greg Kniseley, Rhode Island College, Department of Elementary Education

  "The use of clickers stimulated students’ self-assessment, reflection, and idea-sharing and allowed teachers to more easily assess students’ reasoning."

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  Dr. Marie A. Lynch, Rhode Island College, Department of Special Education

  "Classroom response systems (“clickers”) can increase the learning, engagement, and participation of students with special needs in an inclusion setting."

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• Languages, Humanities, & the Arts

  Joyce de Vries, Auburn University

  "Students enjoyed using clickers and saw them as 'fun,' so they were more animated in class. In addition, students liked being asked their opinions and were eager to share their thought processes."

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  Robert Fritz , Ball State University - Department of Modern Languages and Classics

  "Second-language learning requires repetition and concentration. I believe i>clicker adds another dimension to the process of language acquisition through the greater repetition and concentration that is achieved with them."

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  Cary Schawel, Oakton Community College

  "Because students know they can answer questions anonymously, they are much more comfortable providing honest feedback, and I get a much more accurate understanding of current sexual beliefs and behaviors."

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  Kellie D. Weiss, Ball State University

  "Clickers will not replace face-to-face discussion, but I believe that, when incorporated into humanities lectures early in the semester, they have the potential to hasten the process by which we become a trusting, engaged community of thinkers."

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• Management

  Mike Gould, PhD, Martine Gould, and Susan Martin Gould, PhD, , Colorado State University

  "Students are more attentive, more engaged, and more likely to grasp and retain course material, and I am better able to monitor comprehension and adjust presentations and discussions to suit students’ needs."

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• Mathematics

  Lee R. Gibson, PhD, University of Louisville

  "The biggest learning gains come from allowing the i>clicker questions to become a teaching strategy that transforms your classroom from an instructor-centered forum into a place where students are the central participants and must become a cooperative group of learners."

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• Neuroscience

  Robbin Gibb, University of Lethbridge

  "I ran up and down the hall showing everyone I could find that i>clickers made a tangible difference in this class."

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• Nursing

  Deborah Fulmer, University of Arkansas-Fort Smith

  "This type of tool provides a rare opportunity to excite students about learning and inspire them to take ownership of their own education."

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• Pharmacy

  Lori Morin, University of Montana

  "i>clickers keep the students accountable for the entire course. From doing the reading assignments, to actually attending class, to testing, students know they must participate. . . . They are not afraid to “click” their opinion where they might be afraid to “voice” their opinion. "

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• Physics

  Marllin L. Simon, Auburn University

  "Using clickers in the classroom forced me to create not only correct answers to questions but well thought-out incorrect answers designed to elucidate misconceptions among students."

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• Political Science

  Mitchell Brown PhD, Auburn University

  "Because clickers made it simple to give and grade weekly quizzes, I met my goal of regularly assessing student learning and providing prompt feedback. With this information, I could adjust lectures and discussions as needed to ensure that important concepts were grasped."

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  Geoff Peterson, University of Wisconsin, Eau Claire

  "It is clear that students perform better in class and feel more engaged in classes when clickers are used; whether this improvement is actually caused by the clickers themselves or by the ways in which clickers force me to adjust my teaching is not clear, but the causal mechanism is far less important to me than the end result—more-satisfied, more-engaged, higher-performing students."

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• Psychology

  Sue Frantz, Highline Community College

  "After responding to a clicker question, students seemed more willing to discuss their responses with the people around them and the class as a whole because they knew they weren’t the only ones who had a particular response."

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  Angela Hoekstra, University of Colorado Boulder

  "In one-page, optional, anonymous free writes about the use of clickers in this class, many students affirmed that clickers can be used to promote greater participation and solidarity as compared to traditional lecture courses."

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  Eric Turkheimer, University of Virginia

  "Not only did clickers allow me to give students a true taste of psychological questionnaires, the devices allowed students to fill out theose questionnaires in a fast and anonymous manner. Thus, information provided was honest and gave credence to the subsequent personality assessments performed."

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• Sociology

  Dr. Melinda Messineo, Ball State University

  "I was able to ask sensitive questions about religion, political views, attitudes about health care, poverty, and so on, and students could answer anonymously. They were extremely interested in hearing what their peers had to say on these issues."

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• Statistics

  Georgie Baker, University of South Carolina

  "With i>clickers, students have surpassed rote memory as an indicator of learning and demonstrated an appreciation for conceptual thinking."

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  Jennifer J. Kaplan, Michigan State University

  "Clickers allow me to collect, share, and use student data as part of my classroom presentations and activities. This information has the potential to not only apply concepts to real-world situations but also to capture student interest in a way that non-personal information cannot."

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