To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 100,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 188.8.131.52.
Technology Support for Whole Class Engagement in Learning
Save to My Collections
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
More Information on EDMEDIA
Table of Contents
This research explores how the use of student response systems (SRS) effects elementary and middle school students' engagement in and learning from classroom lessons. A pilot study, which compared third graders' engagement in lessons involving the use of no technology, a document camera, wireless writing pads, and a SRS, found significantly greater engagement when the SRS was used. Ongoing follow-up experimental studies with students in grades 3 through 8 comparing lessons given with and without the use of SRS technology similarly show significantly greater engagement when the SRS is used. Findings related to the effect of SRS on student learning, however, show no significant differences when the SRS technology was employed.
Swan, K., Kratcoski, A., Schenker, J., Miller, D. & van 't Hooft, M. (2007). Technology Support for Whole Class Engagement in Learning. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 3310-3319). Chesapeake, VA: AACE. Retrieved December 7, 2013 from http://www.editlib.org/p/25849.
- Usage Analysis in Learning Systems
- An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
- To Click or Not to Click: Griffith University's Mobile Polling Experience
- Learning Objects in Context
- The Variety of ICT Utilization in Expert Teachers
- Supporting E-Learning with Technologies for Electronic Documents
- Learning Theory and Instruction Design Using Learning Objects
- The Connected Learning Space
- Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
- Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.