Turning+Technology+Clickers

Welcome to Kerry Stanziano and Deborah Adams Jones Technology Presentation on Clickers



=__**YOUR PRESENTERS**__=


 * [[image:kerry2.jpg width="211" height="161" align="left"]] ||  ||< Hi, my name is Kerry Stanziano and I will be completing my Master’s Degree in Spring of 2016.I am currently a fulltime Program Coordinator/Instructor at Stark State College for one of the health programs. I have been teaching since 1996. I am also a Surgical First Assistant/Certified Technician and have been working at Mercy Medical Center for the last 20 years.I plan on pursuing my PHD upon graduating in Counseling Psychology.I have learned so much in the past two years in the field of Instructional Technology and am excited to share the new version of clickers with you all.It was a pleasure working with Debbie Jones.We met last year and I really enjoy working with her on projects like this. ||

=__**OUR TOPIC:**__=
 * < ====[[image:meeee.jpg width="136" height="136" align="left"]]==== ||  ||< Hello, my name is Deborah Adams Jones and I will be completing my Master's Degree this year, December of 2015.I work full time at the University of Akron at the IT Help Desk and I have been working here for 30 years. I am considered Front Line Customer Support. I am not an instructor but I provide the training for the new IT Help Desk technicians that are hired. I met Kerry last year just before being accepted into the Master's program. She has been a real help to me. Pursuing the Master's Degree has been a challenge for me as I am considered a more seasoned student, but one of my motto's is "When everything seems like an uphill struggle, think of the view from the top." Turning Technology clickers have been around at the University for many years that I know of but they have just recently changed. I hope that you enjoy our presentation and please feel free to comment. ||

The topic we chose for our presentation is the use of i>Clickers in the classroom. We chose “Clickers” because a newer version has been released. Some of its features include performance improvements, an integrated grade book, improved LMS integrations, REEF Polling, and the ability for instructors to generate Excel reports of aggregate and individual response data.

=__**OUR PRESENTATION:**__=


 * media type="youtube" key="C3jaw3zTXdk" width="352" height="196" ||  || An Introduction to our presentation concerning i>clickers presented by Deborah Jones. This video explains some of the new enhancements that the new clickers offers such as improved LMS integration, and generating Excel reports. University of Akron and Stark State College were compared but resources were also provided from other Universities that used Clickers.

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 * media type="youtube" key="h3_DhgU-9ks" width="336" height="251" ||  || Kerry was able to meet with Marie Glossen at Stark State College. This video explains some of the features of i>clickers reef polling. It also discusses responses from an instructor and students that are currently using it at the college level.
 * media type="youtube" key="h3_DhgU-9ks" width="336" height="251" ||  || Kerry was able to meet with Marie Glossen at Stark State College. This video explains some of the features of i>clickers reef polling. It also discusses responses from an instructor and students that are currently using it at the college level.

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 * media type="youtube" key="1iXqdILTrkc" width="336" height="251" ||  || This is a demonstration of the new version of i>clickers reef polling being used in a course taken by early childhood education majors. When the poll is open, there is a green light at the top right corner of the screen. When the poll is closed, a red light turns on indicating that students can no longer respond. The instructor then shows the students the results and the correct answer with a bar graph so they can see how other classmates responded.
 * media type="youtube" key="1iXqdILTrkc" width="336" height="251" ||  || This is a demonstration of the new version of i>clickers reef polling being used in a course taken by early childhood education majors. When the poll is open, there is a green light at the top right corner of the screen. When the poll is closed, a red light turns on indicating that students can no longer respond. The instructor then shows the students the results and the correct answer with a bar graph so they can see how other classmates responded.

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 * media type="youtube" key="uFvc1Kv1zU0" width="336" height="187" ||  ||  Conclusion with tips concerning Clickers.
 * media type="youtube" key="uFvc1Kv1zU0" width="336" height="187" ||  ||  Conclusion with tips concerning Clickers.

=__**HERE ARE SOME ARTICLES THAT SUPPORT THE USE OF THIS TECHNOLOGY**__=

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=__**CONTENT USES OF THIS TECHNOLOGY**__=

Turning Point Clickers can be used for summative assessments and formative assessments.Clickers are used to collect homework, for discussion warmups, peer instructions as well as attendance and integrate with the grade book. We provided a Qualtrics survey to instructors at the University of Akron and Stark State College. A link was sent out to Instructors that used clickers in their classrooms. There were a total of 14 questions and there were 16 responses. Out of 16 responses, 81% had used clickers before. Question 14 asked Please describe how and why you use clickers in your classroom. The results showed that clickers were used:
 * 1) As a review tool (Stark State College)
 * 2) Review class information, survey, allow opinions shared in a nonthreatening way, engage students (they think it is so fun), see if they understand course material and which topics I need to spend more time on (Stark State College)
 * 3) We use them as a pre-competancy tool (sort of like a pre-test). I use similar questions types that they will see on an exam, and it helps to get students used to the question format, and also to see if they are on the right track. (Stark State College)
 * 4) I use them to give students practice problems, like those they will see on exams. (The University of Akron)
 * 5) In class quizzes on homework material (The University of Akron)
 * 6) Daily quizzes to,prepare students for the lecture of the day, hopefully students review the lecture prior to coming to class. Also to assess comprehension of previous day's lecture. Attendance (Stark State College)
 * 7) Clickers enable student engagement and daily quizzes (Stark State College)
 * 8) To make the course more interactive; To encourage participation (The University of Akron)
 * 9) I really liked the clickers when I was on the demo team two years ago. They were affordable and worked well to increase audience response and to do quick quizzes in class. Since I sometimes use powerpoint, my favorite way to use them was to integrate questions on the reading into the lecture. However, I just cannot justify the expense for our students. I was so frustrated last semester with the product that I just gave up! (Stark State College)
 * 10) Interact with students, poll students (Stark State College)
 * 11) I use them for review before an exam. (Stark State College)
 * 12) I used clickers in Spring 2015 b/c I was teaching large (100 student) lectures. Clickers were used t increase student engagement in the course. I was satisfied with this aspect but found data management to be an issue. (The University of Akron)
 * 13) In class response, for points, students see questions ahead of time and can discuss before answering (The University of Akron)
 * 14) Encourage student interaction (Stark State College)
 * 15) Large lecture, needed to do attendance and try to generate participation (easier than paper methods) (The University of Akron)
 * 16) Keeps students involved (Stark State College)

=__**PEDAGOGICAL CONSIDERATIONS FOR THIS TECHNOLOGY**__=

Clicker systems can be used in a classroom by the instructors to collect answers to questions from all of the student, and, if desired, to graphically display summary data to the instructor and/or to all students. Clickers can be used to increase student to student and/or student to instructor interactions, to assess student whether or not the students are prepared for their lesson. Clickers can also be used to poll students' opinions or attitudes. Clickers have been shown to be especially useful for peer instruction, in which students are in groups and are presented with a thought-provoking question and allowed to submit an individual answer; after the results are displayed, students can discuss their answers and reasoning within their groups. Because clickers can be associated with an individual student, they can also be used for attendance.

Clickers can be used to:
 * Facilitate Class Discussions -
 * Encourage Peer Instruction
 * Make Classes More Interactive
 * For quizzes and Pre-Exam Reviews
 * Collect Homework
 * Discussion Warmups



=__**STANDARDS FOR STUDENTS**__=

2.Communication and collaboration. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

// a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media // // b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats // // c. Develop cultural understanding and global awareness by engaging with learners of other cultures // // d. Contribute to project teams to produce original works or solve problems //

4. Critical thinking, problem solving, and decision making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

// a. Identify and define authentic problems and significant questions for investigation // // b. Plan and manage activities to develop a solution or complete a project // // c. Collect and analyze data to identify solutions and/or make informed decisions // // d. Use multiple processes and diverse perspectives to explore alternative solutions //



=__**STANDARDS FOR TEACHERS**__=

1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

// a. promote, support, and model creative and innovative thinking and inventiveness // // b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. // // c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process. // //d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.//

2. Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers:

// a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. // // b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. // // c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. // // d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. //

3. Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

// a. demonstrate fluency in technology systems and transfer of current knowledge to new technologies and situations. // // b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. // // c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. // // d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. //

=__**WHERE TO PURCHASE OR ACQUIRE**__=


 * At the University of Akron, this technology is listed as required when enrolling in certain courses such as large lectures. Clickers need to be ordered through the bookstore using the same process as textbooks.
 * At Stark State College the Department purchases the clickers and provides them for the Instructors. The students do not have to purchase the clickers. They are distributed by the Instructor.

=__**OTHER RESOURCES**__=

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