This link has been bookmarked by 15 people . It was first bookmarked on 20 Jun 2008, by Mario A Núñez.
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"...there is a risk that using clickers can foster an epistemology predicated on achieving a correct answer rather than challenging a student's schema and insisting on some modicum of inductive thinking. Critical thinking demands methodical and careful re
clickers technology_in_the_classroom alan_groveman inside_higher_ed delicious_import
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21 Jun 08
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20 Jun 08
Rebecca Davissee the response by Will Brehm, Lehigh University, at 9:25 am EDT on June 20, 2008
nitle_digital_teaching clickers technology pedagogy for:jsader for:doctornemo
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Rudy Garns"The question confronting anyone who uses clicker technology in her/his classroom is not how to use clickers, but why use them in the first place? What can clickers accomplish that cannot be accomplished without clickers? I believe that clickers add little to classroom pedagogy, and can ultimately diminish scholarship. Can use of clickers capture the thoughtful and creative responses that, hopefully, professors attempt to incorporate into their classes? Are we fostering an educational environment in which technology supersedes scholarship, an academy dominated by edtechtainment — pedagogy by gimmickry?" (Inside Higher Ed)
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We may be preparing good clickers, but are we preparing thoughtful students?
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I believe that clickers add little to classroom pedagogy, and can ultimately diminish scholarship.
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Can use of clickers capture the thoughtful and creative responses that, hopefully, professors attempt to incorporate into their classes?
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Are we fostering an educational environment in which technology supersedes scholarship, an academy dominated by edtechtainment — pedagogy by gimmickry?
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However, there is a risk that using clickers can foster an epistemology predicated on achieving a correct answer rather than challenging a student’s schema and insisting on some modicum of inductive thinking. Critical thinking demands methodical and careful reasoning. Can clickers, often used with the goal of responding in a multiple choice format, successfully achieve this core educational objective? I can imagine faculty members at a faculty senate meeting being asked to use clickers to respond to a question on tenure. It is risible, and I can picture several professors throwing their clickers at the speaker. Clickers would seem to be a short-term solution to a long-term problem — how do we foster an environment of intellectual curiosity, reduce the impact of enormous class sizes and motivate students to value the educational process?
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I would argue that clickers be used as a last resort and that the clear pedagogical advantages of using clickers be fully investigated prior to their adoption.
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Are their other, more rigorously supported technologies that can serve pedagogy more effectively?
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