Technology for Participation

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Shannon, T. & Keenan, K. (2002). Technology for Participation. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 1207-1209). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/10957.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
ISBN 1-880094-44-4
  Dee Anna Willis, Jerry Price & Niki Davis
AACE

More Information on SITE
Table of Contents

Authors

Terrie Shannon, Karen Keenan, University of Minnesota Duluth, USA

Abstract

Site Presentation Proposal for an Interactive Session October 18, 2001 Dr. Terrie Shannon, Dr. Louis Abrahamson, Lyle Shannon and Karen Keenan, partners in the Arrowhead Preparing Tomorrow's Teachers to use Technology (APT3) Project, Education Department, University of Minnesota Duluth, Minnesota Technology for Participation The Arrowhead PT3 (APT3) project is an innovative teacher preparation program at the University of Minnesota Duluth. Working in collaboration with the Duluth Public Schools, Fond du Lac Ojibwe Schools, Apple Computer, Texas Instruments, and Better Education, Inc., APT3 educators are working to increase student active participation and faculty collaboration through the use of wireless hand held communication response devices. This interactive session will demonstrate classroom pedagogical and group interaction applications enhanced through the use of these devices. The objectives of Technology for Participation are to provide participants with: ß an opportunity for educators to experience hand held communication response devices ß the pedagological theory supporting the use of these technological devices ß the opportunity to become familiar with two types of software applications for increasing student participation. ß a venue for discussion about possible research about and applications for hand held communication response devices. This session is applicable for beginners through advanced technology users. APT3 educators will demonstrate and facilitate the use of two types of interactive infrared response devices: Classroom Performance System (CPS) and Performance Response System (PRS). Both systems support real-time interaction in traditional classroom settings through teacher questioning and anonymous individual student response. Immediate feedback is provided through graphic and text display. Additionally, each software application allows for saved and tracked digital student records. CPS and PRS promote active participation for each student in an environment where only the teacher knows the answer each individual student provides. This type of anonymity decreases student anxiety, which in turn promotes better student engagement of the content of the class, rather than a fear of being incorrect. Additionally, teachers who apply PRS or CPS technologies in their classrooms provide themselves with a means to accurately diagnose student learning in a meaningful and formative way. Further, CPS and PRS technologies can be used for collaborative learning that encourages teamwork. Finally, due to the record keeping features, these systems diminish administrative teacher tasks, allowing for time generation, a valuable commodity for any teacher. During this session participants will experience both systems. Additionally, information about a current research project, The Use of Interactive Instructional Technology to Facilitate Classroom Instruction, by Robert L. Lloyd, Ph.D. will be summarized for participant review and discussion. This interactive session can accommodate 30 participants. The materials needed included the following: ß Internet access ß A digital projector and screen ß An easel, flip paper and markers ß A power strip with a long cord

Keywords

• Schools
• Collaboration
• Communication
• Educational Technology
• Instructional Materials

Also Read

• Piloting a Personal Response System at an Arabic University
• Use of a computerized audience response system in medical student teaching: Its effect on active learning and exam performance
• Helping students learn with classroom response systems
• The Use and Integration of Personal Response Systems with large groups of H.E. students
• A Practical Approach to Question Design for Classroom Response Systems
• Teacher Educators’ Reflections on Using Group Response Technology
• Student Response Systems in Education: Past, Present and Future
• Learning from Past and Present: Electronic Response Systems in College Lecture Halls
• Students' engagement behaviors in computer-assisted mass lectures.
• Improving student learning by clicking

Tags