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Below are links to a series of articles that pertain to clickers in the classroom. Some articles are tips for faculty who are getting started using clickers. Other articles detail instructors' experience in using and integrating clickers in their classrooms. We have included articles regarding assessing student learning in large classes to help one with the redesign of a course that will use clickers. Further, there is a listing of popular media articles and peer reviewed journal articles.

There' s a group here in Tassie gathering to learn this software- the video reveals an adaptable resource that automatically forms sentences with clearly audible speech, images and text simultaneously. Clicker is a writing-support tool for any subject area. Build sentences by selecting words, phrases and pictures; hear words spoken by realistic software speech before you write; and hear completed sentences spoken back to you!

Engage the class using any device

Best Practices Tips on effectively integrating and using clickers in the classroom Best practices are lessons learned throughout our first year using clickers. The following information was created by input from faculty, faculty development, and support.

Students have no risk of embarrassment with respect to their individual answers and are very motivated to actively participate when using the personal response system (PRS). This interactive wireless system produces active learning by providing each student with a simple and handheld response remote. This remote is non-threatening and is in use from pre-K through college graduate education. PRS is often referred to as Clickers, Classroom Response Systems, and Learner Response Systems.

Derek Bruff, assistant director of Vanderbilt University's Center for Teaching, has written a book that reviews the uses of clickers and offers advice for institutions and professors. The book -- Teaching With Classroom Response Systems: Creating Active Learning Environments -- is just out from Jossey-Bass. Bruff responded to e-mail questions about the themes of the book.

"Put the tools in kids' hands. * Interactive whiteboards: They don't call 'em interactive for nothing. When these large-display screens that connect to a computer and a projector arrived at Forest Lake, Williams gave teachers six months to wean themselves from their interaction-less overhead projectors. Students can touch the interactive boards to solve math problems, play games, or write and edit text. When one student is running the board, Williams suggests keeping others engaged using remote clickers, personal dry-erase slates, or manipulatives. (Download this idea guide for interactive whiteboards.) "

The use of this interactive wireless technology is ideal for stimulating student involvement using both interactive whiteboards and for one computer classrooms.