Clickers

Arguably, the most important element in a student’s education is class size and oneÐ'¬-on-one time with the teacher. Right now, states are spending close to $100 million to reduce class sizes in an effort to increase student achievement (Hancock). Most studies and reports on class size by the U.S. Department of Education were conducted from the mid-1980 and late-1990. These studies are not relevant to technology available to campuses today, and do not reflect the average student’s classroom. With the introduction of certain technology, large class sizes are becoming more student-friendly and based less on lecturing.

“The most recent technology to catch the attention of [the National Science Teachers Association] is clicker technologyвЂ"a computer-mediated, wireless response system that holds high promise for helping science lecture hall become an effective student-centered learning environment” (Hatch, Jensen, Moore 36). Clickers are not only effective in science-based classrooms but any classroom throughout a college. They offer the professor the ability to assess how their class is thinking and give immediate feedback to the students.

The first problem with traditional lecture form teaching is students are less likely to ask questions and interact with the professor. Long, monotonous lectures lose the full attention of most students very quickly; studies have shown that within ten minutes of a lecture starting students lose attention (Duncan, “Clickers: A New” 73). When clickers are added to a lecture, the professor is able to understand what needs more explanation and can allow the class open discussion among one another. This allows students to communicate with each other and clarify any questions about what is being taught. “Students become active participants, not merely passive listeners to a lecture” (72). If the professor wants to judge the students at the time, a quick question may be presented over a projector with the students answering on their clickers. This allows immediate feedback to the teacher and students on whether or not they understand the material that is being presented. After the introduction of clickers to physics classes at the University of Colorado, first time students were asked how they felt toward the Personal Response Systems: 65 percent said the devices were good or excellent, and among experienced PRS users 75 percent said it was good or excellent (86).

Fortunately, as the average college course moves away from one-way teaching and towards two-way teaching between professors and students, more and more students are showing up for class (Bolt). At the University of Colorado when clickers became active in freshman orientation classes attendance increased substantially from 60-70 percent to 80-90 percent (Duncan, “Clickers: A New” 71). As clickers and other technologies bring more students to class regularly, the need to focus on class size diminishes.

What if a student misses class and is unable to listen to the professor’s lecture? In 2004 course casting allowed lectures to be recorded and later downloaded over the internet at the student’s leisure (Bolt). Professors adapted this technology to open more discussion in the classroom. Instead of spending a whole class on teaching a lecture, now students listen to the recorded lecture before class and discuss any questions that arise.

Another dilemma professors face is how to transfer the information from class to the students in an organized fashion. In 1997, Matthew S. Pittinsky and Michael L. Chasen founded Blackboard after graduating from American University (Yang). Catherine Yang describes how Blackboard enables professors to give course outlines, lecture notes, and reading materials to students. Students are also able to take tests, hand in papers, watch videos, and participate in cyber-discussion about topics from class. “Every class in the University of Oregon catalog has its own Web site using course management software known as Blackboard, and students increasingly are able to access images, archives, journals, lectures and other class materials electronically, wherever they happen to be” (Bolt).

For instance many times professors will assign projects for students individually or in groups and set deadlines on Blackboard for submission. One professor from UO doesn’t even assign a textbook because he can put all texts needed on the class’s Blackboard page (Yang). When lectures do arise, most professors have already posted the notes for what is going to be discussed. Students are able to read over lecture notes and understand the material that is talked about in class before ever listening to a word from the professor. This allows students to focus more on what is being said and add to the discussion rather than spend the whole time scribbling down notes.

Yet another advantage of Blackboard in college is all the room it has to grow. The technology also offers a window