This page last changed on Mar 13, 2007 by azucker.

A recent article in the Journal of Science Education and Technology reviews the literature on classroom response systems (CRSs).  Although CRSs are reported to result in greater student engagement, increased understanding of complex subject matter, increased student interest and enjoyment, increased teacher insight into student difficulties, and other favorable outcomes, the review concludes that "the existing literature is largely either anecdotal or focuses on comparing CRS and non-CRS environments that are unequal in other aspects as well."  The conclusion is that more and better research is needed. 

Reference:  Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109.

I hate conclusions of that sort--it is almost impossible to hold everything else constant when using technology.

Posted by rtinker at Apr 10, 2007 07:56
Document generated by Confluence on Jan 27, 2014 16:49