Do Your Classes Click?: Interactive Remotes Foster Effective Pedagogy

View Sample PDF

Author(s): Linda L. Forbringer (Southern Illinois University Edwardsville, USA)
Copyright: 2015
Pages: 31
Source title: Handbook of Research on Teacher Education in the Digital Age
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Southern Oregon University, USA)
DOI: 10.4018/978-1-4666-8403-4.ch007

Keywords: Education / Information Science Reference / Teacher Education

Purchase

View Do Your Classes Click?: Interactive Remotes Foster Effective Pedagogy on the publisher's website for pricing and purchasing information.

Abstract

This chapter describes a study that examined the use of interactive remotes (clickers) in teacher education courses. In previous studies, interactive technology has been shown to increase student interest, participation, and learning in a variety of other disciplines. This study replicated those findings with pre-service and practicing teachers, but also investigated the clickers' effects on teachers' developing understanding of three evidence-based pedagogical practices: (1) active participation, (2) providing students with opportunities for frequent review and feedback, and (3) using formative assessment to guide instructional decisions. Results were overwhelmingly positive. Participants reported that using the technology developed their understanding of the targeted pedagogical practices, and this growth was reflected in their discussion of effective pedagogy after having used the interactive remotes. The chapter includes a review of the supporting pedagogical foundations, a discussion of the limitations of the current study and implications for further research.

The IRMA Community

Research IRM

Do Your Classes Click?: Interactive Remotes Foster Effective Pedagogy

Purchase

Abstract

Related Content

IRMA Sponsors