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Michelle Mattson

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker - 141 views

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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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     a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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    Socrative is now live! They have been beta testing and it just came open to the public - so excited!
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets. Teachers can pose various questions to students, and once students respond, a report is generated in Excel format that can be used as assessment.
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
Marc Patton

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker - 6 views

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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
Peter Beens

What 6 Years of Study Says About Using Clickers in the Classroom | edcetera - Rafter Blog - 2 views

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    "After six years of study, more than 3,000 student surveys, nearly 40 interviews, close to 700 anonymous written responses, and numerous observations of students in classes across four disciplines, Dr. Angel Hoekstra knows a thing or two about how to use clickers in the classroom."
Erin Crisp

Study: It's not teacher, but method that matters | detnews.com | The Detroit News - 81 views

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    Interactive methods of instruction more valuable than subject matter expertise on the part of the instructor. Study shows that clicker use in a highly interactive instructional setting works better than an experienced lecturer.
Scott Fisk

Student Response Network - 76 views

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    A great, cost effective Student response system! Free for NSW DEC teachers but also very cheap for non DEC educators! :-) Enjoy!
mrscottb

When Everything Clicks | Hidden Brain : NPR - 23 views

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    This is a segment from NPR's HIdden Brain about Dr. Martin Levy's use of a clicker, usually used to train dogs, to train surgical students. It's fascinating. Essentially, the argument is made that clickers work so well because it is a form of feedback that does not use any verbal signals - no praise, no reprimand, no "good job," no "not like that." Praise and criticism distract a learner from mastering the skill being taught, making a learner focus instead on pleasing the teacher. With nonverbal feedback, the learner doesn't focus on the teacher but on the skill being taught
Matt Claxon

Moving beyond technology in designing online learning - 70 views

  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with educations and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
anonymous

Technology in Schools Faces Questions on Value - NYTimes.com - 70 views

  • When it comes to showing results, he said, “We better put up or shut up.”
  • Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward when they press to upgrade first and ask questions later.
  • how the district was innovating.
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  • district was innovating
  • there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again
  • “We’ve jumped on bandwagons for different eras without knowing fully what we’re doing. This might just be the new bandwagon,” he said. “I hope not.”
  • $46.3 million for laptops, classroom projectors, networking gear and other technology for teachers and administrators.
  • If we know something works
  • it is hard to separate the effect of the laptops from the effect of the teacher training
  • The high-level analyses that sum up these various studies, not surprisingly, give researchers pause about whether big investments in technology make sense.
  • Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
    • anonymous
       
      yep - so where does leadership come in?
  • “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • “It’s not the stuff that counts — it’s what you do with it that matters.”
  • “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.”
  • “They’re inundated with 24/7 media, so they expect it,”
  • The 30 students in the classroom held wireless clickers into which they punched their answers. Seconds later, a pie chart appeared on the screen: 23 percent answered “True,” 70 percent “False,” and 6 percent didn’t know.
  • rofessor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty, which cannot be sustained.
  • engagement is a “fluffy
  • term” that can slide past critical analysis.
  • creating an impetus to rethink education entirely
    • Steve Ransom
       
      Like teaching powerpoint is "rethinking education". Right.
  • guide on the side.
  • Professor Cuban at Stanford
  • But she loves the fact that her two children, a fourth-grader and first-grader, are learning technology, including PowerPoint
  • that computers can distract and not instruct.
  • Mr. Share bases his buying decisions on two main factors: what his teachers tell him they need, and his experience. For instance, he said he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
  • This is big business.
  • “Do we really need technology to learn?” she said. “It’s a very valid time to ask the question, right before this goes on the ballot.”
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    Shallow (still important) analysis of the major issues regarding technology integration in schools.
eva harvell

Cell phones get top marks in class -- dailypress.com - 1 views

  • four out of five teenagers carry cell phones
  • We spent a lot of time talking about their digital footprint and that what they do can be tracked
  • One of the most common uses is to turn the phone into a response tool similar to clickers used with other software programs. Instead of punching a button to answer a question, students text the answer and send it to a central polling Web site the teacher projects onto a screen. Some of the sites allow students to compare answers, similar to a poll or survey.
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  • Teachers said participation is up and discipline problems are down in classes using cell phones.
amendiol

Text Message (SMS) Polls and Voting, Audience Response System | Poll Everywhere - 14 views

    • Kalin Wilburn
       
      Who doesn't want instant feedback? With Poll Everywhere you can instantly find out where your students are stuck, what they enjoyed, or where they want to go tomorrow. The great thing is you don't have to purchase expensive clicker equipment just utilize the technology they already have with them.
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    Just making sure everyone knows about this tool.
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    Using this website you can poll your students about politics, current events or even quiz them on the fly through sms text messages, twitter, or the web.
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    Free resource for tracking student thinking (with cell phones, too)
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    Poll Everywhere replaces expensive proprietary audience response hardware with standard web technology
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