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Abstract: Student Response Technology (SRT) involves the use of hand-held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower-division university science classes taught by five different instructors who used SRT. The survey probed students' perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses.

A second grade class created this wiki to share what they have learned. Each student had his/her own page on the wiki to share information about themselves, and the class collaborated to make pages about various subjects they learned about in class.

This class blog project allowed students to share thoughts, experiences, and ideas with each other and with their teacher. They could tell others about their trips and holiday experiences, share thoughts on subjects explored in class, and even greet their new teacher before she arrived.

This project was a holiday card exchange project in which one class made cards for another one across the world. When the class in China received their cards, they skyped the class in IL to talk to them and thank them.

Free online document creating and publishing.

I have used Google Docs for co-editing documents with students and sharing documents. Co-editing allows in-class and out of class synchronous and asynchronous collaboration. In particular, I find the ability to synchronously co-edit in class with my students a powerful feature. I can view the students and student groups editing the document and provide input as needed.

This project has students examining statistics using blogs. For this project, the teacher gave her class data from a survey given to students from the year prior. The classes goal was to tell a story of the prior years class using statistics. Students had to find tools online to create visual representations of their data. They used their class blog as a hub for exchanging good resources and ideas. When they finished creating their visuals and summarizing the data, they finalized their work in a personal blog entry. Then students shared their blog posts and were given time to read and comment on other students interpretations. This a great project because it gives students an opportunity to write about math which doesn't happen as often as it should. It also gives students insight into all the different ways a set of data can be perceived. I like extending this idea of blogging to being a hub where students finalize and reflect on all of their projects during the year. As an English teacher, I value writing. I really value and chance I can to incorporate writing into my math class.

I love this idea.  It's a college class, but it could easily be adapted to a high school environment.  The back channel in online education provides a rich source for learning.  If this could be implemented in brick and mortar with twitter, then this would be great.

This is a Wiki that documents and allows collaboration between two different classes to answer various questions.  The classes are in New York and New Zealand.  What a great use of a wiki.

This article discusses a way to incorporate blogging as way to enhance student writing. Four classes take turn blogging once a week, and on the other three weeks, the other three classes comment. It's a great way to keep blogging fresh and hold students accountable for writing.

Another example of Skype and Edmodo used to connect multiple classes across the world. Here is an extensive explanation of how they used all of these tools to help them bond with the other classes.

In this L.A. class of Mr. Legaspi, students use cell phones and computers and type off 140 character answers on Twitter when he asks questions. The teacher states he uses the popular social networking site to make his classes energetic. According to him, using Twitter has been very productive in his classroom, helping engage students in the material and is especially powerful for shy students who wouldn't usually speak up in class.

I use Google Classroom with all my classes. My class is almost paperless and I'm assuming as I get more comfortable with it will be all paperless. You can't actually see my classes unless you joined my class so this is the link to the website.

50 Free Open Courseware Classes for Special Education Teachers

Tim Needles' class If you need inspiration on ways you can add art, design, or creative student projects to your class, check out this website.